Cognitive development in the second junior group of the game. Card file of didactic games for cognitive development for younger age. How to evaluate the result of the game
Didactic games and exercises for children junior group for the development of cognitive abilities.
The game brings joy and pleasure to the child. However, play is also a source of mental speech development... With its help, you can develop the qualities and processes that are important for the formation of ideas and the assimilation of the knowledge by the child necessary for school and later life.
Games for the development of motor skills of hands and fingers, they are important for the development of attention, orientation of children to the properties of objects and toys.
"Mosaics"
Purpose: Development of fine motor skills of the fingers, training in orientation on the plane.
"Who would rather roll the tape."
Target: development of motor skills of fingers and hands. Speed and precision of movements.
"Lacing".
Purpose: the development of fine motor skills of the fingers.
"Catch a fish."
Purpose: The development of hand movements, to form the accuracy of movements, the development of visual attention.
The purpose of games and exercises for the development of perception is the assimilation by children of ideas about the color, shape, size, spatial relations of objects.
Color perception games.
The purpose of games for the development of perception is the assimilation of ideas about color by children. Form, size, spatial relationships of objects.
"Expand by color."
Purpose: To teach children to distinguish colors, distribute pictures into appropriate groups, based on the signs of color.
"Gnomes"
Purpose: Development of visual perception, color, memory. attention, fine motor skills of the fingers.
"Pyramids".
To teach to carry out the choice of color, to improve the attention of children.
Form perception.
"Frames and inserts".Purpose: To improve the ability to highlight the shape, correlate the frame and the liner, develop attention, memory, fine motor skills of the fingers. "
"Three pigs".
Purpose: To teach children to highlight different shapes, correlate colors, develop attention.
"Shape and color".
Purpose: To consolidate knowledge about geometric shapes, shapes of objects. The game is also aimed at developing attention, thinking, memory, imagination.
Perception of magnitude.
"Three Bears".Purpose: To learn to highlight the size of objects. Relate items by size.
"House for Bunnies".
Purpose: To teach children to be guided by the value in the game.
"Flags".
To form a visual orientation on the value without taking into account other properties of the object, as well as taking into account all the properties of the object.
Development of tactile motor perception.
"What's in the bag."Purpose: To learn to identify objects by touch. Fix the name of the items. forms, sizes.
"Big and small balls".
Purpose: To learn to find by verbal instructions to find large and small balls by touch.
"Handkerchief for a doll."
Purpose: To teach to recognize familiar objects by touch, relying on one sign-texture of the material.
Games for attention and memory.
Attention games form the ability to focus on certain aspects of objects and phenomena. Contributing to the transition from involuntary to voluntary attention.
"What changed".
Purpose: Development, teach to name the toy that is missing.
"Learn by the contour."
Purpose: To teach children to recognize objects by the outline image.
"Find a half."
Purpose: To teach children to recognize objects by one of the images, to remember the object.
Games for the development of thinking and imagination.
When using games for the development of thinking and imagination, it is important to teach children to analyze objects and phenomena of the world around them, find similarities and differences, distribute them into groups and call them a generalizing word.
"Fold the pattern."
Purpose: Teach children to make patterns.
"Fold the square."
Purpose: Learn to make a whole from different geometric shapes.
"Plant a vegetable garden."
Purpose: To teach children to use the given subjects for substitutes and place them in accordance with the location of the substitutes.
Card file
didactic games on the cognitive development of children in the 2nd junior group.
“Without play, there is no, and there cannot be, full-fledged mental development. The game is a huge bright window through which the life stream of ideas and concepts flows into the child's spiritual world. The game is a spark that ignites curiosity and curiosity. "
V. A. Sukhomlinsky.
Games for the cognitive development of children of the second younger group
The purpose of games aimed at the cognitive development of the child is :
development of interests, cognitive activity and motivation, curiosity;
the formation of cognitive skills;
the formation of the child's ideas about himself and other people, about the objects of the surrounding world, their properties and the relationship between them;
acquaintance with the concepts of "Fatherland", "homeland", the basic socio-cultural values and traditions of their people.
Find a Pair
Target. To teach children to select objects of different proportions according to the model, to consolidate the knowledge of basic colors, to develop memory and attention.
Equipment... Images of mittens and scarves in blue, green, red and yellow.
The course of the game.
The teacher shows the dolls in hats (blue, green, red and yellow) and asks the children to choose mittens and scarves of the same color for them. Images of scarves and mittens are scattered on the table. The dolls are seated on chairs around the table. The teacher shows the children how to choose warm clothes for the dolls. Then he asks to complete the task to dress his doll on his own. Several people can take part in the game. Then the task is performed at speed, who will be the first to assemble a kit for his doll.
The game "Cut pictures"
Target. To form in children the idea of a holistic image of an object, to teach to correlate the image of a representation with a holistic image of a real object, to add a picture cut into 4 parts.
Equipment. Cut pictures from 4 parts. Items and toys that match the images in the pictures.
The course of the game.
In front of the children are cut pictures depicting a familiar object (an apple, a toy car, a tumbler, a doll, a ball, etc.). The teacher asks the children to put together the picture from the parts so that the whole object is obtained. At the end of the assignment, the children are offered two objects for selection and correlation (for example: a car and a tumbler, which they compare with an image.
The child who is the first to collect the cut picture wins.
Game "Collect the beads"
Target. Develop coordination of the actions of both hands of the child, an emotional attitude to the result of their activities. Facilitate the introduction of children to the grouping of objects by color.
Equipment. Colored ropes and rings in blue, red, yellow and green.
The course of the game.
The teacher shows the dolls to the children, and says that they are going to the holiday, but the dolls do not have beautiful beads, and they really want to be beautiful. The teacher puts on the dolls, but they are all missing. What to do? The dolls are very upset. Then the teacher shows a box with rings and strings, and offers to help the dolls and make beads for them. The teacher explains that rings of the same color as the rope itself should be put on the rope, for example, red rings on a red rope, blue rings on a blue rope, etc.). The ends of the ropes are connected by the teacher. Colored beads are put on dolls. The dolls are happy and say thank you to the guys.
Game "Guess What To Do"
Target. Teach children to correlate the nature of their actions with the sound of a tambourine. To educate children in the ability to switch auditory attention.
Equipment... There are 2 flags for each player.
Stroke: Children sit in a semicircle. Everyone has 2 flags in their hands. The teacher begins to ring a tambourine. If the tambourine rings loudly, the children raise the flags up and wave them; if it is quiet, they keep their hands on their knees.
Game "Sun or Rain?"
Target. Teach children to perform actions according to the different sounds of the tambourine. To educate children in the ability to switch auditory attention.
Stroke: The teacher says to the children: “Now we will go for a walk with you. Want to? Then let's go for a walk. Look, it's not raining, the weather is fine, the sun is shining, and you can pick flowers. You walk, and I will ring with a 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 must run into the house. Listen carefully when the tambourine rings, and when I knock on it. "
Game "Extra object".
Target: teach children to identify an extra object by color; develop visual memory, thinking.
Equipment: red triangles and squares of different sizes; blue circles of different sizes.
Game progress
The teacher puts geometric shapes on the typesetting canvas, and the children call them. Then the teacher invites the children to name the extra object and explain why it is superfluous.
Game "Into the forest for mushrooms"
Target: the formation of ideas about the quantitative relationships between objects "one - many".
To play the game, you need to prepare an image of a large clearing, on which several figurines of mushrooms are located. Children need to distribute baskets.
Children, we came to the forest to a mushroom clearing. See how many mushrooms are there? (Many).
And now each of you will pick one mushroom. Answer me in turn, how many mushrooms are in your basket. How much do you have, Vitya? (I have one mushroom).
The educator should ask each child.
Let's put all the mushrooms in my basket. How many mushrooms did I get? (Many). And you? (No one).
Game "Pack a Gift"
Target: to form the concept of "big", "small", "thick", "thin"; learn to relate objects by size.
The presenter invites the children to go to Mashenka's birthday party. To do this, they need to buy a gift. Everyone chooses a doll (the pictures show dolls of different sizes and thicknesses).
Now you need to pack the gift, and for this the children need to "buy" a package that will match the size of the doll. At the same time, each child must explain his choice of packaging: "I bought this package because my doll ...".
After this game, you can discuss how to properly give and receive gifts.
Game "What grows where"
Target: learn to group objects into vegetables and fruits; develop speed of reaction, discipline, endurance.
For the game, you need to prepare pictures depicting a vegetable garden and a garden and object pictures (or dummies) of vegetables and fruits.
Children are divided into two teams: gardeners and vegetable growers. At the signal, each team must collect their items. The winner is the team that completes the task faster.
Games for social and communication development
Games aimed at the social and communicative development of a child have the following goals:
perception of norms of social behavior;
development of communication skills, skills of cooperation with other children and adults;
development of empathy;
building a sense of respect and belonging to your family and peers;
the formation of a positive attitude towards labor and creative activity;
developing skills of safe behavior.
Game "Let's get to know!"
Target: reinforce the ability of children to get to know each other, give their name, use polite words in their speech.
Equipment: doll.
Game progress A new doll "came to visit" the children. She wants to meet.
Educator: “Guys, a doll came to visit us. Let's get acquainted, my name is Lyudmila Gennadievna, and you? Very nice!". The children come up to the doll one at a time and say their name. Those who get acquainted with the doll can get acquainted with the children of the group.
Game "Assess the deed".
Target: develop children's ideas about good and bad deeds based on plot pictures; characterize and evaluate actions; foster goodwill and sensitivity in children.
Equipment: plot pictures.
Game progress
Children play in pairs. The teacher offers each pair a plot picture. Children look at the picture, describe what they see and evaluate the action. For example: two children take turns telling: “The boy took the doll from the girl, the girl is crying. The boy did badly, you can't do that. "
Game "What are the names of family members."
Target: reinforce the ability of children to clearly name all members of their family; develop memory, coherent speech; cultivate love for your family.
Game progress
Children stand in a circle and take turns calling their family members. For example: “I live with my mother Marina, my father Dima, my brother Zhenya. I have grandmother Luda, grandmother Lena, grandfather Misha and grandfather Gena. "
The game "Yes or no".
Target: to form in children a desire to take care of their own health and the health of other children; teach to understand: what can be done and what not.
Game progress
Educator: “Guys, I will tell you situations, and you, if you can do this, will clap your hands, if not, you will stamp your feet. For example: you can play with a ball on the road; you can sit straight at the table; you can talk while eating; do not wash your face in the morning; do not pick up sharp objects; you cannot play with matches; you need to wash your hands after returning from a walk, etc.
Compliments game.
Target: teach children to compliment each other; develop speech, thinking; cultivate friendliness.
Game progress
Children stand up in a circle and join hands. The teacher turns to the child standing to her right: "Sasha, you are so polite today!" Then Sasha turns to the child, whom he holds by the hand on the right. If it is difficult for a child to give a compliment, then other children help him.
Game "All professions are needed, all professions are important."
Target: to consolidate the knowledge of children about professions; lead to the understanding that all professions are necessary and important; develop memory, attention, thinking.
Equipment: pictures of the professions of adults.
Game progress The teacher shows pictures with the professions of adults and invites them to consider them, name the profession and talk about its importance and usefulness. At the end of the game, the educator, summing up, says that all professions are necessary and important.
Game "Who needs what for work."
Target: to consolidate and clarify the knowledge of children about the professions of adults; find items necessary for a specific profession; develop memory, intelligence, thinking.
Equipment: large pictures with the professions of adults (cook, doctor, driver) small cards with the items necessary for these professions.
Game progress On the chairs there are large pictures of the professions of adults, and on the rug are scattered cards with the items necessary for these professions. The teacher invites the children to take one card on the floor and go to the picture with the profession for which this thing is needed. Children explain why they approached this or that picture with the profession.
Game "Who needs what"
Target: to acquaint with the main characteristics of such professions as doctor, hairdresser, baker; to form a positive attitude towards work.
For the game, you need to prepare items that are necessary for performing professional activities (syringe, scissors, comb, bowl, etc.), as well as details of the corresponding costumes. Children are assigned to roles.
First, you need to have a conversation with children about the professions of a doctor, hairdresser, baker (you can choose others). It is necessary to find out what the kids know about their professional activities. You can ask which of the children has parents in these professions.
During the game, each child first receives the details of the costume. He must understand what profession he needs to represent. If the children find it difficult to answer, the facilitator helps them.
Next, a game is played with objects that are stacked on the table. Children need to choose a subject that is necessary for their professional activities. After that, you can invite them to show how this object should be used.
The game "Yes or no"
Target: foster a respect for health; to learn to manage their behavior, to understand what actions are correct.
Children stand in a circle. The teacher should name various situations, and the kids need, if the correct behavior is voiced, clap their hands, if it is wrong, stamp their feet.
The game "Who to be friends with"
Target: teach children to understand the facial expressions of people; develop empathy, cultivate friendliness.
Place images of children with different facial expressions on the board. The children are invited to consider the pictures and choose a friend for themselves. The facilitator should ask them to explain their choice.
Games for speech development of children 3-4 years old
Games for speech development are aimed at achieving the following goals:
teach a child to use speech as a means of communication;
increase in vocabulary;
development of phonemic hearing;
acquaintance with the basics of sound and intonation culture of speech;
development of speech creativity;
familiarization with samples of children's literature.
Game "Butterfly, fly!"
Target. Achieve a long, continuous oral exhalation.
Equipment. 5 bright paper butterflies. To each tie a thread 50 cm long and attach them to the cord at a distance of 35 cm from each other. The cord must be pulled between the two posts so that the butterflies hang at the level of the child's face.
Stroke: Children sit on chairs. The teacher says: “Children, look how beautiful butterflies are: blue, yellow, red! There are so many of them! They are like living! They can fly. (Blowing on them.) Look, let's fly. Now try blowing on them yourself. Who will fly next? " The adult invites the children to stand one by one near each butterfly. Children blow on butterflies. The game is repeated several times until all the children blow butterflies. It is necessary to ensure that the children stand up straight, do not raise their shoulders when inhaling. You need to blow only on one exhalation, without drawing in air, while the child's cheeks should not puff up, and the lips are slightly pushed forward. Each child can blow for no more than ten seconds with pauses, otherwise he may feel dizzy.
Game "Loud - Quiet"
Target: to develop the intonational culture of speech, teach to change the strength of the voice.
To play the game, you need to prepare paired objects of different sizes (large and small pipes, ducks, cars).
Before the start of the game, the teacher conducts a conversation with the children.
Look, I have a big mom duck in my hands. She calls her children and loudly shouts "Quack, quack!" Repeat as the mother duck screams.
Children loudly repeat "Quack, quack!"
And now I have a duckling. He is still very small and can only say quietly "Quack, quack!" Repeat how he does it.
Children quietly repeat "Quack, quack!" The educator should be careful not to whisper to children.
After the introductory conversation, you can go to the game itself. The teacher takes turns showing either a large or a small duck, and the children must independently pronounce how she quacks.
Similarly, you can beat any other pair of items.
The game "Launching boats"
Target: development of the articulatory apparatus, the formation of the skill of prolonged pronunciation of the sound [f] on one exhalation and repeated pronunciation of the sound [p] on one exhalation; develop the ability to combine the pronunciation of a sound with the beginning of a sigh.
To play, you need to prepare a large bowl of water, signal flags and several paper boats. The bowl should be placed on a small table, and the children should be seated on chairs in a semicircle around the table.
Today I invite you to travel on boats. We live in ... Let's check our location. (The leader places a flag on one side of the bowl and places one boat near it).
Where would you like to go? (The children name any cities or countries and the educator ticks another box on the opposite side of the bowl.)
A fair wind blows to us. He is calm but strong. Let's try to simulate it. You need to fold your lips with a tube and, without puffing out your cheeks on one exhalation, pronounce the sound [f].
And now a gusty, sharp wind appeared. To show it, you need to intermittently pronounce the sounds [p-p-p] several times on one exhalation.
Children should take turns approaching the bowl, name where they want to go and help the boat get to its destination.
Traffic light game
Target: learn to perceive words by ear, find speech errors; pronounce the words correctly.
Children receive two circles that represent traffic signals. A green circle should be shown if you hear the correct pronunciation of a word, red - if it is incorrect.
It is advisable to conduct research in a group before carrying out such a game and determine which words the children pronounce incorrectly. Then put those words into play.
Card file of games for artistic and aesthetic development
Games for artistic and aesthetic development are held for:
laying the prerequisites for value-semantic perception and understanding of works of art;
the formation of an aesthetic attitude to nature and the surrounding world;
implementation of independent creative activity.
Game "Collect the droplets in a glass"
Target: teach to understand colors and their shades; learn to correlate objects by color.
For the game, you need to prepare cups and pictures of colorful drops.
The teacher addresses the children:
I will put a drop in this glass of blue color... Let's fill the glass. Add your droplets of the same color.
Each child should have a set of droplets of all the desired colors.
Preschool education is not intended to prepare a child for school and in no case should copy the forms of school life. Development and learning should be carried out through games and other children's activities.
Games for social and communication development
Games aimed at the social and communicative development of a child have the following goals:
- perception of norms of social behavior;
- development of communication skills, skills of cooperation with other children and adults;
- development of empathy;
- building a sense of respect and belonging to your family and peers;
- the formation of a positive attitude towards labor and creative activity;
- developing skills of safe behavior.
Game "Who needs what"
Purpose: to acquaint with the main characteristics of such professions as doctor, hairdresser, baker; to form a positive attitude towards work.
For the game, you need to prepare items that are necessary for performing professional activities (syringe, scissors, comb, bowl, etc.), as well as details of the corresponding costumes. Children are assigned to roles.
First, you need to have a conversation with children about the professions of a doctor, hairdresser, baker (you can choose others). It is necessary to find out what the kids know about their professional activities. You can ask which of the children has parents in these professions.
During the game, each child first receives the details of the costume. He must understand what profession he needs to represent. If the children find it difficult to answer, the facilitator helps them.
Next, a game is played with objects that are stacked on the table. Children need to choose a subject that is necessary for their professional activities. After that, you can invite them to show how this object should be used.
The game "Yes or no"
Purpose: to educate a respectful attitude to health; to learn to manage their behavior, to understand what actions are correct.
Children stand in a circle. The teacher should name various situations, and the kids need, if the correct behavior is voiced, clap their hands, if it is wrong, stamp their feet.
The game "Who to be friends with"
Purpose: to teach children to understand the facial expressions of people; develop empathy, cultivate friendliness.
Place images of children with different facial expressions on the board. The children are invited to consider the pictures and choose a friend for themselves. The facilitator should ask them to explain their choice.
Games for speech development of children 3-4 years old
Games for speech development are aimed at achieving the following goals:
- teach a child to use speech as a means of communication;
- increase in vocabulary;
- development of phonemic hearing;
- acquaintance with the basics of sound and intonation culture of speech;
- development of speech creativity;
- familiarization with samples of children's literature.
Game "Loud - Quiet"
Purpose: to develop the intonational culture of speech, to teach how to change the strength of the voice.
To play the game, you need to prepare paired objects of different sizes (large and small pipes, ducks, cars).
Before the start of the game, the teacher conducts a conversation with the children.
- Look, I have a big mother duck in my hands. She calls her children and loudly shouts "Quack, quack!" Repeat as the mother duck screams.
Children loudly repeat "Quack, quack!"
- And now I have a duckling. He is still very small and can only say quietly "Quack, quack!" Repeat how he does it.
Children quietly repeat "Quack, quack!" The educator should be careful not to whisper to children.
After the introductory conversation, you can go to the game itself. The teacher takes turns showing either a large or a small duck, and the children must independently pronounce how she quacks.
Similarly, you can beat any other pair of items.
The game "Launching boats"
Purpose: development of the articulatory apparatus, the formation of the skill of prolonged pronunciation of the sound [f] on one exhalation and repeated pronunciation of the sound [p] on one exhalation; develop the ability to combine the pronunciation of a sound with the beginning of a sigh.
To play, you need to prepare a large bowl of water, signal flags and several paper boats. The bowl should be placed on a small table, and the children should be seated on chairs in a semicircle around the table.
- Today I suggest you travel on boats. We live in ... Let's check our location. (The host places a flag on one side of the bowl and places one boat near it).
- Where would you like to go? (The children name any cities or countries and the educator ticks another box on the opposite side of the bowl.)
- We are blowing a fair wind. He is calm but strong. Let's try to simulate it. You need to fold your lips with a tube and, without puffing out your cheeks on one exhalation, pronounce the sound [f].
- And now a gusty sharp wind has appeared. To show it, you need to intermittently pronounce the sounds [p-p-p] several times on one exhalation.
Children should take turns approaching the bowl, name where they want to go and help the boat get to its destination.
Traffic light game
Purpose: to teach to perceive words by ear, to find speech errors; pronounce the words correctly.
Children receive two circles that represent traffic signals. A green circle should be shown if you hear the correct pronunciation of a word, red - if it is incorrect.
It is advisable to conduct research in a group before carrying out such a game and determine which words the children pronounce incorrectly. Then put those words into play.
Games for the cognitive development of children of the second younger group
The purpose of games aimed at the cognitive development of the child is:
- development of interests, cognitive activity and motivation, curiosity;
- the formation of cognitive skills;
- the formation of the child's ideas about himself and other people, about the objects of the surrounding world, their properties and the relationship between them;
- acquaintance with the concepts of "Fatherland", "homeland", the basic socio-cultural values and traditions of their people.
Game "Into the forest for mushrooms"
Purpose: the formation of ideas about the quantitative relationships between objects "one - many".
To play the game, you need to prepare an image of a large clearing, on which several figurines of mushrooms are located. Children need to distribute baskets.
- Children, we came to the forest to a mushroom meadow. See how many mushrooms are there? (Many).
- And now each of you will pick one mushroom. Answer me in turn, how many mushrooms are in your basket. How much do you have, Vitya? (I have one mushroom).
The educator should ask each child.
- Let's put all the mushrooms in my basket. How many mushrooms did I get? (Many). And you? (No one).
Game "Pack a Gift"
Purpose: to form the concept of "big", "small", "thick", "thin"; learn to relate objects by size.
The presenter invites the children to go to Mashenka's birthday party. To do this, they need to buy a gift. Everyone chooses a doll (the pictures show dolls of different sizes and thicknesses).
Now you need to pack the gift, and for this the children need to "buy" a package that will match the size of the doll. At the same time, each child must explain his choice of packaging: "I bought this package because my doll ...".
After this game, you can discuss how to properly give and receive gifts.
Game "What grows where"
Purpose: to teach to group objects into vegetables and fruits; develop speed of reaction, discipline, endurance.
For the game, you need to prepare pictures depicting a vegetable garden and a garden and object pictures (or dummies) of vegetables and fruits.
Children are divided into two teams: gardeners and vegetable growers. At the signal, each team must collect their items. The winner is the team that completes the task faster.
Card file of games for artistic and aesthetic development
Games for artistic and aesthetic development are held for:
- laying the prerequisites for value-semantic perception and understanding of works of art;
- the formation of an aesthetic attitude to nature and the surrounding world;
- implementation of independent creative activity.
Game "Collect the droplets in a glass"
Purpose: to teach to understand colors and their shades; learn to correlate objects by color.
For the game, you need to prepare cups and pictures of colorful drops.
The teacher addresses the children:
- I'll put a drop of blue in this glass. Let's fill the glass. Add your droplets of the same color.
Each child should have a set of droplets of all the desired colors.
The game "Learn and finish drawing"
Purpose: to develop a sense of symmetry in children; learn to accurately convey the shape of the object, hatch.
For the game, you need to make cards on which only halves of various objects are drawn: a flower, a sun, a leaf, etc. Children are invited to complete the missing part of the object, and then shade the drawing.
Game "Beautiful - Ugly"
Purpose: to teach to identify violations in the composition of a drawing, its color scheme, to form an aesthetic taste.
Children are offered different pictures. They must determine in what color scheme each drawing is made, and then find and name an object that is painted in the wrong color and violates the overall composition.
- Guys, look at the drawing. What do you see here?
- What color is predominant? What colors are similar to it?
- What object stands out in color, seems superfluous here?
This game can be carried out frontally or divided into groups.
Physical development games
Fitness games aim at:
- formation of motor activity skills in children;
- development of coordination, balance, hand motor skills and flexibility;
- correct formation of the musculoskeletal system;
- teaching the correct implementation of basic sports movements;
- skill building healthy way life.
Swing game
Purpose: to teach to perform various rhythmic movements; development of coordination and balance.
The presenter invites the children to repeat the lines of the poem after him and perform the appropriate movements.
Swing all summer
Rocked and sang
And we're on a swing
We flew to the sky.
(Children begin to swing their arms forward and backward, in squatting slightly springing their legs at the knees).
Autumn days have come.
The swing was left alone.
(Reduce the intensity of movements and gradually stop).
Lie on a swing
Two yellow leaves.
And the wind swings
Shakes slightly.
(Again, slowly begin to move their hands).
Game "Musical chair"
Purpose: to form the skills of motor activity, to teach to run in a circle, to develop attentiveness, to teach to act on a signal.
To start the game, you need to put several chairs in a circle in the center of the room (one less than the number of participants). Children should be in a circle around the chairs. The teacher turns on the music.
While the music is playing, the children run in circles. As soon as the music stops, everyone should sit on a separate chair. A highchair is not enough for one child. He leaves the game and the chair is removed. Then the game is repeated. This continues until one child remains.
Walking game
Purpose: to learn physical exercises in motion, prevention of flat feet.
Before the start of the game, children line up in a column. The teacher informs them that they are going for a walk and asks them to listen to his story and repeat all the movements.
- We are walking along the path (children follow each other).
- We need to go through a puddle (they walk on their heels).
- We went to the apple tree and want to taste its apples. Reach for them (walk on tiptoes).
- We must jump over the stream (jump).
- Met a bear, show how he walks (walk on the outside of the foot).
The facilitator can suggest different movement options. For one session of the game, children are given no more than five different tasks.
Implementation of all five educational areas provides an integrated approach to child development. In the second junior group, such work should be planned and carried out taking into account the age characteristics of children 3-4 years old. When conducting games, it is necessary to achieve the creation of an atmosphere conducive to the emotional well-being of the child and the formation of a positive attitude towards himself, others and to cognitive activity.
Continuation. ...
Didactic game "At the Fair"
Target.
To consolidate knowledge of geometric shapes in preschoolers... Develop attention, logical thinking, the ability to communicate your opinion.
Equipment.
A plan of the road to the fair, where the sequence of movement is encrypted with the help of geometric shapes.
Game actions.
The teacher invites the children to look at the diagram and find the path that leads to the fair. And a path leads to the fair, on which all the geometric shapes depicted by the basket remain crossed out (after all, these are magical geometric shapes: in shape they resemble images of vegetables that Lena carries for sale).
In the course of the work, the educator encourages the children to explain why they chose this or that path; asks to explain by what signs a particular geometric figure was recognized.
Didactic game "I know the figure, I will tell everything about it"
Target.
Consolidate knowledge of geometric shapes, teach them to distinguish them from geometric bodies. When drawing up a story about a geometric figure, learn to use a reference diagram.
Equipment.
Supporting scheme for drawing up a story about a geometric figure, "magic bag", geometric shapes, geometric bodies (cube, ball).
Game actions.
The teacher invites you to remember everything we know about geometric shapes. (Motivation: “To make it easier for us to find our way to the fair,” or “So that next time we don't get lost on the way to the fair,” etc.). To do this, children are invited to recognize a figure by touch in a magic bag, tell about it according to the scheme, and then show it to all the kids in order to check together whether the figure is named correctly. The following scheme is used for the description:
The name of the shape, flat or volumetric?
Does it have corners or not?
Can it roll? small or large?
What color could it be?
What does it look like?
Where are objects used (where can you find details, etc.) of this shape?
Children with a high level of development of mathematical abilities can be offered this scheme for comparing geometric bodies and geometric shapes (square - cube, circle - ball). In this case, it is appropriate to draw the attention of the kids, what do vegetables look like more: geometric shapes or bodies? (On geometric bodies, because they are volumetric). And when can we use geometric shapes to compare them to vegetables? ("Only when we need to draw vegetables on paper").
Didactic game "Vegetable grower at the fair"
Target.
Strengthen the skills of quantitative counting, correlate number and number. To develop skills of classification according to belonging to a certain set.
Equipment.
Silhouette images of baskets with a number on each of them (from 1 to 6); silhouette images of groups of vegetables (in sets - from 1 to 6), etc.
Game actions.
The teacher says that the vegetable growers took their harvest to the fair, and when almost everything was sold out, a certain amount of vegetables remained. Offers help in arranging vegetables in baskets. To find out which vegetables to put in which basket, you must first disassemble them on a tray, then count how many of which vegetables, and only then put the vegetables in the basket on which their number is indicated.
Didactic exercise "Guess which vegetable rolled up"
The development of a sense of symmetry, the ability to create a whole image in the imagination on a part of the image.
The teacher says that the harvest this year was so big that a lot of vegetables were brought to the fair. Some vegetables did not fit on the counter, fell, rolled under it. The teacher asks for the part of the vegetable that "looks out" from under the counter, to recognize which vegetable has rolled, etc.
Didactic game "Why does the sun warm less?"
Target. Develop skills of orientation in space ("high-low", "higher-lower"). Learn to establish the relationship between the height of the solstice and phenomena in nature using a model of the movement of the sun over the horizon.
Equipment. A model of the movement of the sun over the horizon, created by the pupils in the summer based on the results of observations. The marks on the model of the movement of the sun made by children based on the results of long-term observation in the fall.
Game actions.
The teacher proposes to consider the model of the movement of the sun over the horizon. Recall that the children noticed something interesting in the summer when they determined the trajectory of the sun. Draws attention to the notes made as a result of observations of the sun in the fall. Together with the children, they create a line - "the route of the movement of the sun across the sky" - according to the marks. Compare the results.
Time to return home
High-rise buildings (or other objects in relation to which the observation of the location of the sun is carried out in a certain period of time, red marks are the results of observations in summer; yellow marks are the results of observations in autumn.
Based on the results of the work, the kids conclude that in the summer the sun rises higher, shines brighter, warms more, because it stands high above the head, its rays are straight.
In autumn, the day is shortened, the sun "wakes up" later, its path in the sky is shorter (shorter), it rises lower than in summer; The sun goes to bed earlier too; shines and warms less, its rays are oblique.
Didactic game "How many drops fell?"
Target. To consolidate knowledge about the composition of the number 7.
Equipment.
Demonstration: flannelegraph, silhouette image of a cloud, seven droplets, numbers from 1 to 7.
Handout: numbers from 1 to 7.
Game actions.
The teacher reports that seven droplet daughters broke away from the mother-cloud, several of them have already fallen to the ground. It offers to find out how many droplets have fallen and show it with a number. Children count the number of droplets that remain (the teacher denotes this number with a number on the flannelgraph). Count from seven and determine how many clouds have already fallen; children show this number. Together with the teacher, they draw conclusions that seven are 1 and 6, 2 and 5, 3 and 4, etc. (Children show a card with a number)
The teacher suggests filling in the empty cells in the examples according to the results of the calculations:
1 + 7 = 3+ P = 7 5+ P = 7 P + = 7
2 + 7 = 4+ P = 7 6+ 7 = 7 + 7 =
Problem question: “Can you“ tell ”this story with an example using the“ - ”sign? "
After thinking together, the children come to the conclusion that this can really be done:
7 (there were so many droplets) - 6 (so many fell to the ground, the total amount decreased, therefore, the “-” sign is appropriate here) = 1 (so many droplets remain). Children write down possible options as examples:
7-1 = 6 7-3 = 4 7-5 = 2 7-7 = 0
7-2 = 5 7-4 = 3 7-6 = 1 7-0 = 7
Didactic exercise "For which flower?"
Development of logical thinking skills.
The teacher informs the children that autumn rainwater is very useful for indoor flowers. We collected such water in funnels for these two flowers (demonstrates a large flower in a large pot and a small one in a small one). It invites children to choose from two identical funnels which funnel to water which flower (the first funnel is filled to the brim with water, the second is half full). Children determine by comparing the weight of the funnels.
Didactic exercise "Guess the number"
Practicing the ability to mentally draw an image of the whole in its part, consolidating the knowledge of numbers within 7.
The teacher offers to recognize the numbers that are hidden in the autumn fog, because they are only partially visible.
Didactic game "Live numbers"
Target. Practice the skills of ordinal counting; activate ordinal numbers in speech; harmonize them with nouns in gender, case.
Equipment. Numbers-emblems from 1 to 7.
Game actions.
Numbers-emblems are distributed to children. Kids put them on themselves, become "living numbers". When the presenter turns away, the "live numbers" change places (chaotically). The facilitator's task is to arrange the numbers in natural order (from 1 to 7). In the process of performing a game action, the presenter must give the “digit” the command:
Masha should be the first;
The second is Seryozha;
I will put Oksana third ... etc.
Didactic game "Which leaf is lost?"
Target. Consolidate children's knowledge of adjacent numbers. Learn to select among the three numbers that which is missing.
Equipment. Flanenelegraph, an image of the leaves of the trees of the native area with the numbers indicated on them.
Game actions.
The teacher informs us that in late autumn our maple (birch, etc.) became completely sad and began to lose the last leaves. Leaves flew from the tree and fell near him. And some of the leaves were picked up by the breeze and carried them far from the tree.
He offers to find out which leaves were lost if his neighbors with the depicted numbers are known.
Children choose the "lost" leaves, put them in their place on the flannelgraph.
Didactic game "What cards did the birds lose?"
The game is played by analogy with the previous game. Children are offered a situation in which the Queen Autumn taught the birds to gather in flocks, the birds studied the numbers-neighbors. Some cards got lost. Children are encouraged to find lost cards.
Note.
In the course of performing work in both games, the teacher finds out with the children which number is the previous one, which is the next.
It is proposed to determine the previous and subsequent number in a pair of numbers (1 and 2, 4 and 5, 6 and 7, etc.), name the previous and next for specific numbers (1, 3, 5, 7). Find out that for each number (other than 0), you can determine the previous and next number.
Children preschool age it is necessary not to teach, but to develop. Development is at the forefront. You need to develop by means of an activity available for their age - a game. One of the important tasks of modern preschool education is the creation of such conditions that would contribute to the development of the child, the disclosure of his creative potential. Cognitive processes are an integral part of any human activity that provide one or another of its information. The leading activity of a preschooler is play, therefore it is easier to develop cognitive processes through play. In conditions of play, children concentrate and memorize better than under a direct assignment from an adult.
Didactic games play an important role in the work of preschool institutions. They are used both in joint and in independent activities of a preschooler. Didactic games perform the function of teaching aids - children master the signs of objects, learn to classify, generalize, compare.
For two years I have been working on the topic: "Cognitive development of a preschooler through didactic games", the purpose of which was to form a system of elementary knowledge about objects and phenomena of the surrounding life, as the basis for educating the correct attitude towards it through didactic games, which provides for the solution of the following tasks:
1. To activate cognitive processes through the selective focus of the child's personality on objects and phenomena of the surrounding reality;
2. To systematically strengthen and develop cognitive interest, which becomes the basis of a positive attitude towards intellectual activity;
3. To form the need for the desire to learn new, more complete and deep knowledge, which are of a search nature;
4. To educate the strong-willed qualities of the child's personality: purposefulness, perseverance, desire to complete the activity;
5. To form a coherent speech (enrichment and activation of the lexical side of speech - the dictionary);
6. To enrich the moral and aesthetic feelings of the child;
The result: in the process of didactic games, children develop attention, memory, speech, thinking, intellectual development.
I have been working on this topic for the third year. She began her work with the development of a subject-developing environment in a group, which allows creating the necessary conditions to stimulate the cognitive activity of children - an inexhaustible source for observations, conversations with the child throughout school year... The group has created a corner "Visiting the Gamer", which contains various didactic games, original games, multifunctional manuals such as: "Miracle tree", "Magic basket", "Vase", "Colorful chest", "Wise snake" , "Air cloud", "Seven-colored flower", "Burenka", "Umbrella", "Clock", "Africa". These manuals were widely used for didactic games such as:
- "Endless classification";
- "Find by description";
- "Find an extra item";
- "Recognize a tree by its shadow";
- "Harvest";
- "The Gardener and Flowers";
- "Search for common things";
- "Search for analogues";
- “What fits what? ";
- “What's growing in the garden? ";
- "Search for opposite objects";
- "Animals of Africa";
Work on cognitive development through didactic play is carried out in three directions:
Work with children;
Working with teachers;
Working with parents.
Work with children:
Teaching children is based on the "Rainbow" program. The main form of cognitive development is play motivation.
Work with children is structured in the following areas:
1. Intellectual development;
2. Development of attention;
3. Development of perception and memory;
4. Development of speech.
In my intellectual development I use the following games: “Guess the Figure”, “Collect the Snowman”, “Transformations”, “Wonderful Forest”, “The Fourth Extra”, “Confusion? ".
In the development of attention: "Reflection", "Lay out the circles", "Pantomime", "Portrait".
In the development of perception and memory: "Nadi differences", "Fold the picture", "Guess the object", "What time of year? "," Who is out of place? "," Look carefully "," Find the object. "
On the development of speech: "Tops and roots", "Tasty juice", "Guess what I ate", "What is this object? "," Multi-colored chest ".
I build my activities in stages, taking into account the age of the children. When choosing games, I take into account the peculiarities of the mental development of children, as well as their interest in various games... When organizing games of verbal content, I use surprise moments: through the hero to be helped, various attributes. I include didactic games in educational activities, in joint activities, in individual work. I select games for educational activities taking into account the cognitive material that the children studied. In mathematics, I select games with mathematical content that require mental stress:
Puzzle games;
Joke games;
Games with entertaining questions: “Why doesn't the oval roll? ”,“ Who can find it faster ”,“ Unfinished pictures ”,“ Fixing the blanket ”,“ Live numbers ”,“ Christmas trees ”.
On the development of speech, I include didactic games, on the development of the ability to peer at an object, phenomenon, on the ability to make inferences and assumptions: "Name as many objects as possible", "Who will see and name more."
When I get to know my surroundings, I play games to consolidate knowledge about seasonal phenomena, flora and fauna, contributing to the development of curiosity, observation: “Magic cube”, “Gardener and flowers”, “Who flies? "," Guess "
In the course of the games themselves, depending on the age of the children, I ask questions, give a model of action, an example of a statement, remind the rules, refer to the experience of children, take on the role of a leader or observe the course of the game. In the process of playing activities with children, I try to arouse their interest in games, create in them a state of enthusiasm, mental tension, I use entertaining problem situations that require resolution. To organize the joint and independent activities of children, I create a subject-developing environment in the group - a special didactic zone with a large set cognitive games, taking into account safety, aesthetics, visibility, accessibility.
I use various didactic games, including electronic games, in my work with children. I drew attention to the fact that the presentation of information on a computer screen or monitor in a playful way arouses great interest in children. It is very convenient to use these electronic manuals when organizing educational activities or individually, since a wide variety of tasks contributes to the development of cognitive interests. The didactic game helps to make the educational material fascinating, to create a joyful working mood. A child keen on play does not notice that he is learning, although every now and then they are faced with tasks that require mental activity from him.
I widely use: games - travel, presentations, interactive games... All this broadens the horizons of children, develops their cognitive activity: first, the process of accumulating knowledge takes place, then the information received is systematized and a readiness to comprehend the world around is formed.
The events with the use of multimedia technologies were very interesting:
"Travel to the kingdom of MATHEMATICS" - an integrated lesson (cognition - FEMP + physical education-lesson physical education, used games: "Name the days of the week", "Count the balls", "Find mistakes", "Riddles-puzzles", "Find an extra object".
"Journey to Zvukograd". I used the following games: "Toy Store", "Say the Words", "Russell Sounds by Houses", "Guess by Description".
Implementation of the project: "Marine inhabitants", which took 1st place on the basis of our preschool educational institution. I used the following games: "Guess by the silhouette", "Set up the aquarium with marine inhabitants", "Assemble the whole picture."
Working with teachers:
In interaction with teachers, I try to use a variety of forms. Conducted a consultation for preschool educational institutions on the topic: "Cognitive development of children through didactic games." Where she offered teachers her author's multifunctional manuals and didactic games. Conducted a seminar - workshop on the use of author's didactic games in working with children. She invited teachers to view open events, directly educational activities, where she used didactic games. Developed together with the children the project "Marine life" and "Travel to Africa", which were presented in the competition of projects kindergarten... The Marine Life Project took 1st place.
Working with parents:
She actively involved her parents in her work. Held a meeting “What do our children play with? ", At which a master class" Learning by playing "was held. An exhibition of didactic games and author's multifunctional manuals was presented here, during which parents got acquainted with new games, as well as, together with their children, played them, discussed the games already held. I conducted a survey of parents, which showed that the children's vocabulary increased, their horizons expanded, their level of knowledge increased, they became more independent, active, became more interested in cognitive literature, ask questions, think creatively, and activated their thinking ability. I include didactic games in my work with parents in the form of “playing at home”.
This systematic work has yielded positive results.
In the future, I plan:
1. making new didactic games;
2. creation of a card index of didactic games for parents;
3. creation of a video library bank (with the involvement of parents);
"Development of cognitive activity of preschoolers in experimental activity"
“Be able to open one thing in front of the child in the world around him, but open so that a piece of life will play in front of the children with all the colors of the rainbow. Always leave something unsaid so that the child wants to return to what he has learned again and again. "
(V. A. Sukhomlinsky.) Only by relying on the family, only through joint efforts, we can solve our main task - the upbringing of an environmentally literate person, a person with a capital letter.
Each of those who brought and brings harm to nature was once a child. Preschool institutions play an important role in the upbringing of an environmentally literate child, starting from an early age.
The main goal of teachers is to show parents the need to educate children of an ecological culture (knowledge, practical skills, aesthetic experiences, emotional attitude and practical actions in the behavior of children (empathy, sympathy, interest and desire to help nature, the ability to admire its beauty, etc.). ), help create a more favorable environment for children in the family, form a positive attitude towards nature.
The following tasks follow from this goal:
- - increasing the level of moral and ecological competence of parents;
- - involvement of parents in environmentally oriented activities with the preschool educational institution;
- - creation of an atmosphere of community of interests in the preschool educational institution in the environmental education of preschoolers.
Children's experimentation is one of the methods of teaching and developing the natural science concepts of preschoolers. In the course of experimental activities, the preschooler learns to observe, reflect, compare, answer questions, draw conclusions, establish a causal relationship, and observe safety rules.
Everything is assimilated firmly and for a long time, when the child hears, sees and does it himself.
Children's experimentation contributes to the development of cognitive activity in children, curiosity, the desire for independent knowledge and reflection.
One of the directions of children's experimental activity, which is actively used in preschool educational organizations, is experiments. They are carried out jointly with the educator and in free independent activity.
Experimental activity has the following directions: inanimate nature, wildlife, acquaintance with the man-made world.
Inanimate nature: air, soil, water, magnets, sound, light.
Observations of objects of inanimate nature allow children to get acquainted with the properties of air, with the role of wind in nature and human life, and understand the danger of polluted air for the health of all living things.
Wildlife: characteristic features of the seasons of different natural and climatic zones, the variety of living organisms and their adaptability to the environment.
In order to identify the attitude of parents to the issues of environmental education of children, interviews and questionnaires are held with parents. The results of the questionnaire are announced at parent meetings in order to set new tasks in further work with parents.
Tips for Good Parents to Develop Children's Exploratory Activity
What do we have to do
to keep children interested in cognitive experimentation
You should not dismiss the desires of the child, even if they seem impulsive to you. Indeed, these desires may be based on such an important quality as curiosity.
Encourage curiosity, which generates the need for new experiences, curiosity: it generates the need for research.
To brush aside joint actions with a child, games, etc. - a child cannot develop in an atmosphere of indifference to him by adults.
Provide the child with the opportunity to act with different objects and materials, encourage experimentation with them, forming in children a motive associated with internal desires to learn new things, because it is interesting and pleasant, to help him with this by his participation.
Momentary prohibitions without explanation fetter the child's activity and independence.
If you need to prohibit something, then be sure to explain why you prohibit it and help determine what is possible or how it is possible.
You should not endlessly point out the mistakes and shortcomings of the child's activities. Awareness of their unsuccessfulness leads to the loss of any interest in this type of activity.
From early childhood, encourage the baby to bring the work started to the end, emotionally evaluate his volitional efforts and activity. Your positive assessment is most important to him.
On this topic:
Source nsportal.ru
The development of cognitive activity of preschoolers through didactic games
Thu, 12/19/2013
"Kindergarten" Fairy Tale "
with. Aromashevo
The development of older preschoolers is carried out in the process of various activities of children with adults and in a group of peers. Didactic games play a special role.
Personality development in senior preschool age is characterized by the development of new knowledge, the emergence of new qualities and needs. At this age, all aspects of the child's personality are formed: intellectual, moral, emotional and volitional.
The development of older preschoolers is carried out in the process of various activities of the child with adults and in a group of peers. In this regard, a special role is assigned to play activities, in particular to didactic games.
According to a number of authors, the main feature of didactic games is determined by their name: these are educational games. They contribute to the development of cognitive activity, intellectual operations, which are the basis of learning.
But the child is attracted to the game not by the educational task, which is inherent in it, but by the opportunity to be active, to perform a game action, to achieve a result, to win. However, if the participant of the game does not master the knowledge, mental operations, which are determined by the learning task, he will not be able to successfully perform the game actions. The ability to educate young children through active, interesting activities for them - distinctive feature didactic games.
The tradition of widespread use of didactic games for the upbringing and teaching of children, which developed in preschool pedagogy, was developed in the works of scientists and many teachers.
The author of one of the first pedagogical systems of preschool education, F. Frebel, was convinced that the task of primary education was not learning in the ordinary sense of the word, but organizing the game. The system of didactic games developed by F. Frebel included games with various toys, materials (ball, cubes, balls, cylinders, etc.). Poems, songs, rhymed tales were an obligatory element of most didactic games.
EI Tikheeva, the author of one of the first domestic pedagogical systems of preschool education, announced a new approach to didactic games. According to Tikheeva, they (didactic games) are only one of the components of upbringing and educational work with children, along with reading, conversation, drawing, singing, gymnastics, and work.
In the senior preschool age, on the basis of playing interests, intellectual interests are created, children develop the ability to think independently, use the knowledge gained in mental operations: find characteristic signs, compare, group, classify objects, draw correct conclusions.
The problem of enhancing the cognitive activity of preschoolers at all stages of educational development is one of the relevant, because activity is a necessary condition for the mental development of a person.
Didactic game helps to show cognitive activity in independent activity, to expand one's own cognitive interests and needs, teaches to master different methods of safe behavior in a modern information environment, develops the integrative qualities of a child, educates, socializes, entertains, and gives rest.
The didactic game contributes to a better understanding of the essence of the issue, clarification and formation of knowledge. Games can be used at different stages of assimilation of knowledge: at the stages of explaining new material, its consolidation, repetition, control.
The game allows you to include more children in active cognitive activity. It should fully solve both the educational tasks of the GCD and the tasks of enhancing cognitive activity, and be the main stage in the development of the cognitive interests of preschool children. The game helps the teacher to convey difficult material in an accessible form.
Having studied and analyzed the literature, I determined the goal and objectives
Target: check the effectiveness of didactic games for the development of cognitive activity of preschoolers.
Hypothesis: the development of cognitive activity will be most effective if you use didactic games.
In accordance with the goal and hypothesis, the following tasks were identified:
1. To create in the group a subject-developing environment for the development of cognitive activity.
2. Create a card index of didactic games.
3. Organize work with parents on raising an active and successful child.
To solve the tasks and test the hypothesis, the following were used working methods: study and analysis of psychological, pedagogical, methodological and educational literature on the topic; pedagogical observations, conversations.
The child's cognitive interest is reflected in his games, drawings, stories, and various types of creative activities. Adults must provide an environment for the development of such activities.
Scientists-educators identified pedagogical conditions, which provide fairly stable cognitive interests of preschoolers:
Creation of an enriched subject-developing environment for the beginning of the development of interest;
Inclusion of amusement in the content of the GCD;
Integration of various activities;
Stimulating the manifestation of a positive-emotional attitude of the child to phenomena, objects and types of activity.
She began her work on this topic with the organization of a subject-development environment. By subject-developing environment I mean a natural comfortable environment, rationally organized, saturated with a variety of objects and play materials.
In such an environment, it is possible to simultaneously include all the children of the group in various activities. The developing environment promotes self-confidence, gives preschoolers the opportunity to test and use their abilities, stimulates the manifestation of independence, initiative, creativity, cognitive activity.
When planning activities, I use a plan-scheme for organizing joint and independent play activities (it can be adjusted throughout the school year).
During planning, I provide the following points:
The transition of one type of activity (game) from a joint to an independent one;
Weekly introduction of new developmental material into the game activity;
Taking into account time frames.
Thus, the knowledge gained by the child in the classroom is consolidated in joint activities, after which it passes into independent and only after that - into everyday activities.
When organizing work on the development of cognitive activity, I use not only specially made games, but also ordinary objects so that the child sees that the real world does not exist by itself.
To work with children to identify the properties and relationships of objects, I use not only classes, but also walks, productive joint activities; for individual work- regime moments (situations of dressing and undressing, hygiene procedures, preparation for dinner, for bed).
Word games help develop the speech of children: replenishing and activating the vocabulary, forming the correct sound pronunciation, developing coherent speech, the ability to correctly express their thoughts, compose independent stories about objects, phenomena in nature and public life building retelling skills. Games such as “Name in one word”, “Name three objects” require children to actively use generic, specific concepts.
Finding antonyms, synonyms, words similar in sound is the main task of word games. If a child gets the role of a guide in the games "Travel", then, willingly telling and explaining, he develops a monologue speech.
Many didactic games form respect for the working person in children. For example, in the game "Who built this house?" children learn that before building a house, design architects work on a drawing, then builders get down to business: bricklayers, plasterers, plumbers, painters and other workers.
Children learn what kind of machines help people build a house. Thus, a cognitive interest in people of these professions awakens in children, there is a desire to play construction, houses, railroad and other objects.
Job options:
Dressing (undressing) for a (s) walk.
Invite the children to compare the children's shoes and divide them into large and small, applying the soles to each other
Determine how many children came in jackets, coats, etc. (classification);
II. After sleep:
Making the bed, determine what geometric shape the bedspread, pillow looks like;
When combing girls, ask who has long hair, who has short hair (who has the longest);
III. Food intake:
Ask the children to lay out the spoons, before that they must determine the number of children sitting at the table;
Walk:
When collecting autumn leaves, choose red, yellow, green, brown; lay out scarves from them for the fall (long and short);
In the wet sand, carefully make an imprint of the soles of the shoes of the child and the caregiver, compare them in shape and size;
“Find what I’ll show” - look for leaves, pebbles, cones, Easter cakes of the same shape;
"Find what I will name" - search for items by description;
Observing the transport, discuss the geometric shape, color, direction and speed of movement;
Observing the sky, discuss the shape of the sun, clouds; color and direction of movement;
Play outdoor games with mathematical content, actively use finger exercises.
The pedagogical process is unthinkable without the joint activities of children, educators and parents. Therefore, I consider it important to educate parents about education and training. The problem of the formation and development of the cognitive interests of preschoolers was no exception.
I think that the main effort of both teachers and parents should be aimed at instilling in preschoolers the need to be interested in the learning process itself, to overcome the difficulties on this path, to independently search for solutions and achieve the set goal.
In this regard, I carry out various kinds of work with parents, and also speak at parent meetings.
Parent-teacher meetings topics:
2. "Didactic games for preschool children"
3. "Homework for Parents"
In the process of work, the children developed a desire for independence and participation in cognitive activity; manifestation of cognitive interest in the process of communicating with adults and peers; ask search questions; control of one's own activities and the actions of a partner; the use of planning elements in cognitive activity; the ability to build a business dialogue in the joint execution of an order, in cases of conflicts; independence in the application of the acquired knowledge to solve new problems; feel pleasure from the results of independent cognitive activity; control negative manifestations of emotions, rejoice in the success of peers, etc.
Using various didactic games in working with children, I made sure that they give a great charge of positive emotions. It is necessary to ensure that the joy of playing activity gradually turns into the joy of learning. The teaching should be joyful!
Literature
1. Bokshits EA Features of the ability to solve logical problems in older preschool children // Formation of systemic knowledge and skills in preschool children. - L, 1987.
2. A large explanatory psychological dictionary. Volume 1-2 / Arthur Weber. - M., 2001.
3. Developmental and educational psychology. Study guide for ped students. Institutions. Ed. prof. A. V. Petrovsky. - M., Education, 1973, p. 86
4. Games "Fun in pictures": sets of educational didactic material for preschool children. - Kirov, 2006.
5. Research of the development of cognitive activity / Pol.ed. J. Bruneva, R. Olver, P. Greenfield. - M.: 1981
6. Kazansky O. A. Games in ourselves - M.: 1995
7. Lozovaya V. I. A holistic approach to the formation of cognitive activity of preschoolers. Abstract of thesis. diss. Cand. ped. sciences. - Tbilisi, 1990
9. Mikhailenko N. Ya., Korotkova N. A. How to play with a child- M: 1990.
10. Rogov EI Handbook of a practical psychologist: Textbook, manual: In 2 kn. - 2nd ed., Rev. and add. - M .: Vlados, 1999 - Book. 1: The system of work of a psychologist with children of different ages, p. 94
11. Telnova Zh. N. Development of cognitive activity of children of senior preschool and primary school age in different forms and methods of teaching. Diss. Cand. ped. sciences. - Omsk, 1997
"Certificate of publication in the media" Series A No. 0002277,
More details tmndetsady.ru
- Development of elementary mathematical concepts.
To solve these problems, I organize the appropriate didactic games:
In my intellectual development I use the following games: "The fourth extra", "Guess", "Find the differences in the drawing", "Find the figure", "Find the same figure", "What the artist mixed up", "Help the bunny get home"
These games systematize knowledge, develop thought processes, ingenuity, the ability to navigate in space, perseverance and patience.
I use games to develop attention: “Who mixed what and what”, “And I”, “Flies does not fly”, “Something is wrong here”, “Repeat for mine”. They develop perseverance, concentrate attention.
Games "Finish", "Guess", "Learn the subject", "Think for yourself", "Remember", "What was in the picture", "Basket", "Describe from memory" these games contribute to the development of memory, perception, logical thinking and concentration ...
According to the development of speech: "A speech path", "By analogy", "Rhymes are not rhymes", "Complete the sentence", "Come up with a fable." In these games, children independently solve various mental problems: they describe an object, guess from a description, and come up with stories themselves, including fables.
In mathematics, I select games that require mental stress:
- Puzzle games;
- Joke games;
These games develop attention, imaginative and semantic memory, mathematical abilities, fine motor skills of hands, lay the foundations of logical thinking.
When organizing games, I use a variety of means of influencing preschoolers. For example, I act as a direct participant in the game and, imperceptibly for the children, direct the game, support their initiative or do not join the game, but from the outside I follow the development of game actions, the implementation of the rules.
To create the appropriate mood for the game, I talk about an event, I use various surprise moments, elements of competition, riddles, a journey into a fairy tale and much more. I play games in the group room, in the hall, on the site, etc. This ensures a wider physical activity of children, a variety of impressions.
I use various didactic games in my work with children: travel games, presentations, electronic. The presentation of information, on a screen or computer monitor, in a playful way, arouses great interest in children.
- Working with parents:
Work on the development of the cognitive abilities of children includes the activities of all participants in the pedagogical process: a teacher, children, parents. With this in mind, I set myself the following tasks:
- Raising the level of pedagogical knowledge of parents about didactic play.
- Establishing trust and partnerships with parents.
- Involvement of the family in a single educational space.
Before organizing work with parents, I conducted a survey, which showed that 41% of parents do not often play with their children, despite the fact that children like to play with adults. Parents play with children mainly on the computer, and after the game they do not analyze the mistakes made by the children. Therefore, I concluded that parents need to:
- To acquaint with the meaning of didactic play in the life of a child.
- Teach parents to select games, taking into account the age of the children.
- Recommend how to play a didactic game with children.
Prepared and conducted consultations:
- Didactic game in the life of a child.
- Let's talk about computer games.
The form of work through parental corners is traditional. In order for it to be effective, to help us activate parents, I use:
move folders:
- To parents about children's games and toys.
- Home game library: "games for children and their parents."
- Home game library: "Games in the kitchen".
Notes for parents:
- By playing, we can teach children;
- What toys do children need;
- Types of toys;
In which I place practical material that makes it possible to understand what a child is doing in kindergarten, specific games that you can play, tips, tasks.
At a parent meeting held with the children, she introduced parents to new didactic games and manuals. At the meeting, parents played with their children and then discussed the games they had played.
As a result of the work done, the parents began to show a sincere interest in the life of the group.
- Working with society.
The purpose of my work in this direction is to use the possibilities of interaction with society for the development of the cognitive activity of children.
I set myself the following tasks:
- Acquaintance with the basic historical information and modern life of the city, with its sights.
- Fostering a respectful attitude towards monuments of nature, history and culture.
- To form in children the rules of behavior, the ability to behave in public places, to communicate with adults and peers.
To create a holistic view of the world around the child, develop cognitive motivation, master human values, form the basis of personal culture, close ties have been established with the regional art museum, where specialists organize complex classes with elements of costumed performance: "Museum Muzeevich meets guests", "Clay fairy tale ”,“ Earth Day ”,“ Living Rainbow ”.
In 2013-2014, the kindergarten signed an agreement on the joint work of the kindergarten with the house-museum of the Decembrists, a joint work plan was drawn up, where topics for the cognitive development of children were painted by months. For example: "Professions of the 19th century."
Children were introduced to forgotten professions, their social significance, why they are not in demand in modern world... At this meeting with preschoolers, they held didactic games aimed at consolidating knowledge about the work of adults: “Where we have been, we will not say, but we will show what we did”, “Who needs what”.
The tasks of artistic and aesthetic education of preschoolers are successfully solved in the process of familiarizing children with theatrical and musical culture. A puppet theater and a music school introduce children to great art. Students of the School of Arts # 3 held a concert for our little spectators, told about folk instruments and showed how to play them.
Children of our group constantly participate in the "Delphic Games" festivals, participate in the reciters' competition at the Sputnik CC and D.
- Relationship with educators.
When working together with other teachers, I solve the following tasks:
- Improving the quality of educational work.
- Raising the level of self-education of our own and teachers.
- Diversify the forms of work.
In interaction with teachers, I try to use a variety of forms. Shared work experience
