Find a didactic speech game. Card file of didactic games for the development of speech for the middle group. Games for the formation of the phonemic side of speech

Dear parents, I suggest you play with your children the following didactic games for the development of speech.

"Let's play a fairy tale"

Purpose: To develop speech activity in children.

An adult invites the child to remember the fairy tale "Three Bears". Then, changing the pitch of his voice, he asks to guess who is speaking: Mikhailo Ivanovich (low voice), Nastasya Filippovna (medium voice) or Mishutka (high voice). The same remark is pronounced alternately in a voice of different pitch, in three versions:

Who was sitting in my chair?

Who ate from my cup?

Who slept in my bed?

Who was in our house? Etc.

"Moving to a new apartment"

Purpose: to teach children to distinguish between objects that are similar in purpose and similar in appearance, to help remember their names; activate the appropriate vocabulary in the children's speech.

Game material:

1. Subject pictures (paired): a cup-glass, a mug-cup, a butter dish-sugar bowl, a teapot-coffee pot, a pan-frying pan, a scarf-kerchief, a hat-hat, a sundress, a sleeveless sweater, trousers-shorts, socks- golfs, stockings, socks, gloves, mittens, sandals, slippers, sandals, satchel-briefcase, chandelier-table lamp.

"Blurred Letter"

Objective: To practice writing common sentences.

Teddy bear received a letter from his brother. But the rain blurred some of the words. We need to help him read the letter. Here is the letter: “Hello, Mishutka. I am writing to you from the zoo. Once I did not listen to my mother and climbed so far that ... I wandered through the forest for a long time and ... Having entered the clearing, I fell ... I fell into a hole, because ... It was so deep that ... The hunters came and ... Now I I live in… We have a ground for… There are many in the ground for young animals… We play with… They are cared for… They love us because… Soon we will have a trainer from… I hope to get into… It’s great to be able to… Wait for the next letter from …Goodbye. Toptygin".

When reading a letter, an adult with intonation encourages children to complete sentences.

"Living Words"

Objective: To exercise in the preparation of proposals for the block diagram.

Each child draws a word. Driver: - Let Slava depict the word "bear cub"; Anya - the word "loves." What is the third word? (Honey) We read the sentence: "The little bear loves honey." Let's swap the second and third words. What happened? (The bear cub loves honey). Now let the first word be the last. What will happen? (Honey loves a teddy bear). Let's replace the word "honey" with another. Katya will now be the word "tumble". Read the sentence (The little bear loves to tumble). And now? (The bear loves to tumble).

Make up your own sentences with the word "bear cub". (Teddy bear cub, Teddy bear loves raspberries, Teddy bear sleeps...)

"Complete the offer"

To develop in children speech activity, speed of thinking.

Game rules. You need to find and say such a word to get a complete sentence. You only need to add one word.

Game actions. Throwing and catching the ball.

Game progress. The teacher says a few words of the sentence, and the children must complete it with new words to make a complete sentence, for example: “Mom bought ... - ... books, notebooks, a briefcase,” the children continue.

“Who will notice the tales more?”

To teach children to notice fables, illogical situations, to explain them; develop the ability to distinguish between real and imagined.

Game rules. Whoever notices a fable in a story, a poem, must put a chip in front of him, and at the end of the game name all the fables noticed.

Game action. Using chips. (Whoever noticed and explained the fables more, he won).

Game progress. Children sit down so that chips can be put aside on the table, the teacher explains the rules of the game:

Now I will read you an excerpt from Korney Chukovsky's poem "Confusion". It will contain many lies. Try to notice and remember them. Whoever notices a fable, puts a chip, notices another fable, puts a second chip next to it, etc. Whoever notices more fables wins. You can put a chip only when you yourself noticed the fable.

First, a small part of this poem is read, slowly, expressively, places with fables are accentuated.

After the reading, the adult asks the children why the poem is called "Confusion". Then the one who put aside fewer chips is asked to name the tales they noticed. Children who have more chips name those tales that the first responder did not notice. You cannot repeat what has been said. If the child has put more chips than the tales in the poem, the teacher tells him that he did not follow the rules of the game, and suggests that he be more careful another time.

Then the next part of the poem is read. It is necessary to ensure that children do not get tired, because. The game requires a lot of mental effort. Noticing by the behavior of the children that they are tired, the teacher must stop the game. At the end of the game, praise should be given to those who spotted more tales and explained them correctly.

The game for young children is the main method of knowing the real world. In order to teach the baby the necessary skills in a comfortable and easy way for him, teachers and speech therapists have developed special didactic games for the development of speech. They can be focused on improving various speech skills - it all depends on the age of the child and the specific learning goals.

In total, pedagogy distinguishes 3 types of didactic games for preschool children (they have one goal - the development of speech):

1. didactic word games with objects, toys;
2. board games with printed materials;
3. word games.

Sometimes they also distinguish didactic games for the development of speech by age - some tasks are designed for kids 3-5 years old (younger preschool age), they allow you to correctly quickly. And others - for children 6-7 years old (senior preschool age), allow you to correct and improve existing speech skills.

Each type should be considered in more detail.

Didactic games with surrounding things

First of all, these games are aimed at developing the child's tactile sensations, his ability to properly use toys and other household items. Object games also develop the imagination of the baby - he learns to think creatively.

What is the subject?

The simplest didactic game in this set teaches children to name the objects they see.

The baby takes a toy or other object out of the bag, and then simply names it (for example, a phone, a cup or a soft toy).

chest with pictures

There are similar to the previous didactic games for the visual perception of children. The teacher or parent should take a small chest, put pictures or photographs of various objects in it, and then invite the children to get the images and name what is shown on them.

Sasha's helpers

This didactic game helps to understand the difference between singular and plural in verbs, and also introduces the child to the structure of the human body.

The teacher tells the children that now the Sasha doll with assistants will come to them, and the task of the children is to guess what they are called. The teacher “leads” the doll, and then points to her legs, asking the children what this part of the body is called and what she can do (legs - run, walk, dance). When the guys answer, the teacher begins to point to other parts of the body and ask the same thing (eyes - look, blink, mouth - speaks, chews food, yawns, etc.).

cube

This game for the development of speech in the preparatory group improves the diction of babies, allows them to develop or improve onomatopoeia.

To complete the exercise, you will need a cube, on each side of which an animal or object is depicted that can make recognizable sounds (for example, an airplane - “uuu”). The kid throws a cube (you can also say “twist and turn, lie down on your side”), and the teacher asks him to say what is shown on the dropped edge, what sounds this object makes (for example, a cow - “muuu”, a donkey - “ia”) .

What item is suitable?

Didactic games based on comparison teach children to compare the sizes of objects, as well as to find analogies between these sizes. For example, you can take several teddy bears and plates of different sizes, and then invite the child to match which bear which plate is suitable in size (large - large, small - small).

word games

Didactic games for the development of speech of this type develop the attention of children, teach them to remember, develop speech and the ability to express their own thoughts. In these tasks, the words of the children are connected with their actions.

Locomotive

The teacher takes a toy train, offering the baby to call him. The child begins to say “Uuuu” (the exercise works out exactly this sound), and the teacher at this time brings the train to the baby, as if the toy had arrived at this sound.

Echo

This didactic game for the development of speech is used in the preparatory group. The exercise is aimed at practicing the correct pronunciation of vowels. The teacher should loudly pronounce the practiced sound, and the child should quietly repeat after him. For example, the teacher says “OOO” and the kid echoes back “Oooh.” You can work out vowel combinations in the same way.

horse

The exercise works out the correct pronunciation of the sound "I".

Like the “Steam Train” exercise, the teacher needs to take a horse figure and invite the baby to call her. The child begins to say "Eee", and the horse "jumps". When the baby stops making a sound, the toy should “stop”. Then her name is the next children in turn.

Board didactic games

Didactic games based on pictures develop visual memorization, increase attentiveness, and allow you to visually assimilate the material.

There are three main didactic exercises of this type used in practice.

For the first, you need to take a picture cut into pieces or puzzles, and then invite the children to assemble the image with their own hands and name what is shown on it.

Sometimes teachers use other didactic visualization games - finding pairs for images. For this, a lot of various small color pictures are taken. An important condition is that each image must have a pair. Kids look for the same pictures and match them. You can change the game a little - take two similar pictures and invite the child to find a few differences.

You can also prepare and select pictures that logically match each other (house - roof, car - wheel, tree - leaf, etc.).

In practice, another task is used. To complete it, they take several toys and their corresponding pictures (if the toy is a kitten, then the picture should also show a kitten). Children are invited to correlate real and drawn objects with each other. This teaches the right balance between real and unreal things.

Games for children 3-5 years old

In children of primary preschool age, the main goal of education is the production of sounds and the correct pronunciation of words, since it is during this period that such skills are formed and laid down. For this, there are didactic games for sounds and words.

Vowel sounds

Helps children learn to identify vowel sounds in words and identify them. It is better to repeat this exercise with children daily.

The teacher gives the children a word of one, two or three syllables (it is better to start the game with one-syllable words for simplicity, and then gradually increase their length). At the same time, the children must pronounce the word and name all the vowel sounds that they found in it (for example, for the word steam locomotive, the baby must name A and O).

Three words

Didactic games on semantic analogies allow you to make the baby's vocabulary more active.

To complete the task, a group of children must be lined up. Each teacher asks a simple question. The kid should take three steps forward. Taking each step, he pronounces the answer to the question (that is, there should be three answers in total). For example, to the question of the educator “how can I draw”, the baby can answer “with paints, pencils, felt-tip pens”.

Finish the sentence

The exercise helps children learn to use additional connected words in sentences.

The teacher gives the children a sentence that is missing one word. Children must complete it on their own. Offers may vary:

• sugar is poured into ... (sugar bowl);
• sweets are put in ... (candy bowl);
• bread is stored in ... (bread box).

You can do similar didactic games on syntax and add complex structures:

• we will go for a walk ... (if it doesn’t rain);
• Sasha did not go to kindergarten ... (because he caught a cold);
• I don't go to bed... (because it's not time).

Superfluous word

A preschooler, performing didactic games for an exception, learns to find extra words by ear and perceive oral speech.

The teacher pronounces a series of words to the child, in which the child must find the superfluous and explain his choice.

1. cat - fox - hare - umbrella - horse (umbrella - not an animal);
2. locomotive - train - ship - plane - bed (bed - not a mode of transport);
3. porridge - cube - tea - soup - candy (the cube is not edible).

5 titles

Didactic grouping games help a preschooler to generalize words according to their meaning.

To perform the exercise, you need to prepare the ball. The teacher says a general word (for example, “dishes” or “fruits”), and the child must name a specific word (“cup”, “apple”, etc.) and throw the ball to another so that he does the same. You get a chain of words (optimally, there are five names - for example, apple - pear - plum - orange - kiwi).

Change of words

More complex didactic grammar games - changing the form of the same word for the subsequent understanding of numbers and cases.

The teacher gives the preschooler a simple sentence, and he must put the character in the plural:

• I took candy - I took candy;
• bought toys in the store - bought toys in the store;
• I cut out a snowflake - I cut out snowflakes.

All the above exercises can be modified and changed, making them more interesting or difficult - it all depends on the level of preparation of children.

Didactic exercises for children 6 or 7 years old

Games for the development of speech in the older group are a little more difficult, since by this age the guys already master the basic skills of speech, and they need to improve it.

"Heat - cold"

Didactic games for the development of the speech of preschoolers of this kind are aimed at finding antonyms for words.

Before doing it, you need to make sure that the child understands the meaning of the words “different”, “opposite”, “similar”, “same”.

The teacher gives a word and a phrase to the child so that he says the expression opposite in meaning (the ball is large - the ball is small, the ribbon is long - the ribbon is short, the figure is white - the figure is black, the cube is light - the cube is heavy, the pond is deep - the pond is small, the boy is cheerful - the boy is sad , the weather is clear - the weather is cloudy).

Didactic games on antonyms can be complicated - add not only an adjective, but also a noun for replacement (clear day - rainy night, warm summer - cold winter).

Relatives

The exercise helps the preschooler to understand family relationships and establish the degree of relationship between people.

The teacher, as part of an exercise to develop an understanding of kinship, asks questions about family ties, and the child must answer them:

• who are you for mom and grandmother (son / daughter, grandson / granddaughter);
• who is your father's brother (uncle);
• who is your father's brother's daughter (cousin).

To make a sentence

Didactic games for sentences helps to increase the attention of a preschooler and teach him to correctly coordinate words. The speech therapist gives 2 words that are inconsistent with each other, and the child makes a phrase or sentence out of them.

For example, the teacher says “jump the ball”, and the preschooler says “the ball jumps”, “the girl swims” - “the girl swims”.

Professions

Speech development games for preschoolers related to professions improve the child's knowledge in professional areas, and also teach him to form another part of speech from one part.

The teacher, offering such didactic word games, gives the name of the profession, and the preschooler says what such a person does. For example:

• builder - builds;
• doctor heals.

Diminutive words

Didactic games on the forms of words teach to form diminutive forms of words known to children. The teacher imposes the word in its usual form, and the student - in a diminutive:

• doll - doll;
• bag - handbag;
• scarf - scarf.

Didactic games to improve speech are one of the easiest and most effective ways to improve children's communication skills and teach them to distinguish between word forms and their meanings.

For different groups of children, the complexity of the exercises is different - speech development games in the older group are much more difficult than in the younger group. Parents can come up with tasks on their own using examples, or you can turn to speech therapists for help.

Introduction.

I.Theoretical part.

I.I. The state of coherent speech of children of middle preschool age.

I.II. Didactic games as a means of developing children of middle preschool age.

I.III. Organization of didactic games.

I.IV. Classification of didactic games.

II. Practical part.

II.I. Didactic games in the work on the development of coherent speech of children of middle preschool age of the "Smile" group MBDOU No. 124.

II.II. Stages of work on the development of coherent speech of children of middle preschool age of the "Smile" group MBDOU No. 124 using didactic games.

Conclusion.

Application.

Introduction

The formation of coherent speech in children in ontogenesis is initially a complex process. In the formation of coherent speech in children, special means can be used that facilitate and guide the process of the formation of a detailed semantic statement in them. One of such means is didactic games.

We have determined the purpose of the study: to identify the possibilities of using didactic games in the development of coherent speech in children of middle preschool age.

The object of the study is the system of work on the development of coherent speech of children.

The subject of the study is the use of didactic games in the development of coherent speech in children 4-5 years old.

We have adopted the following research hypothesis: the formation of coherent speech in children of middle preschool age will be more effective if didactic games are used in GCD.

After all, all aspects of speech will develop in the game: a dictionary, the lexical and grammatical side of speech, coherent speech will be formed, and the sound culture of speech will be brought up.

Within the framework of this problem, the following tasks are outlined.

1. To study the state of coherent speech of children of middle preschool age.

2. To study and analyze the material on the problem of using didactic games as a means of developing children of middle preschool age.

3. Determine the place of didactic games in the development of speech.

The tasks set were consistently solved in the course of the study.

The study clarifies the concepts of "coherent speech", "didactic games", shows the connection between coherent speech and the child's thinking, his ability to comprehend what is perceived and express it in correct, clear, logical speech constructions.

Our experiment was carried out on the basis of MBDOU No. 124 in Orenburg. We examined 10 children of middle preschool age at the beginning of the school year and at the end of the school year. Classes were held individually, in subgroups, frontally.

An analysis of the special literature on the problem, as well as the results of the experiment, allowed us to create a series of plan-notes for the development of speech using didactic games

The work was built on the basis of long-term planning under the "Rainbow" program.

Working on the formation of coherent speech, the following tasks were solved:

1. Drawing up simple common sentences.

2. Drawing up proposals on the demonstrated action and on the traces of the demonstrated action.

3. Teaching children the ability to ask questions and answer questions with a full answer.

4. Teaching children to retell and compose short descriptive stories on the topics: "Fruits", "Vegetables", etc.

5. Work on dialogic speech (joint conversations).

6. Teaching children to retell short stories, fairy tales, texts (literal and free retelling.

I.Theoretical part.

I. I. The state of coherent speech of children of middle preschool age.

The development of coherent speech was studied by many researchers in various aspects (K. D. Ushinsky, E. I. Tikheeva, E. A. Flerina, A. M. Borodich and others). So F. A. Sokhin believes that connected speech - it is “not just a sequence of thoughts connected with each other, which are expressed in precise words and well-formed sentences. Coherent speech, as it were, absorbs all the achievements of the child in mastering the native language, in mastering its sound side, vocabulary and grammatical structure.

The development of speech in children of middle preschool age is characterized by a number of features. The motive for active mastery of the native language is the growing needs of the preschooler to learn, tell and influence himself and another person. Speech is included in all types of activity, including cognitive. The change in the tasks facing the preschooler, the emergence of new activities, the complication of communication with adults and peers, the expansion of the circle of life connections and relationships in which the child is included, leads to intensive development, firstly, of all aspects of speech (vocabulary, sound culture, grammatical structure ), secondly, its forms (contextual and explanatory) and functions (generalizing, communicative, planning, regulating and symbolic).

Comparing the speech of the middle and younger preschoolers, A.V. Zaporozhets, noted that both in content and in its structure, the speech of the first is more complicated. A child of the fifth year of life expands the sphere of his communication, he is already able to tell not only directly perceived circumstances, but also what was perceived or said earlier. The active use of definitions begins. A change in the structure of speech (the subordination of sentences in accordance with the nature of the phenomena described), this is due to the appearance of reasoning, logical thinking. At the same time, in the speech of a child of the fifth year of life, features of the previous stage of development are preserved: in the story, the child often uses the demonstrative pronouns "this", "there"; There are also a wide variety of errors in the sound design of the utterance. On the one hand, children of the fifth year of life have a special sensitivity to the phenomena of the language, awareness of pronunciation skills, and on the other hand, the imperfection of the pronunciation of many sounds (E.I. Radina, M.M. Alekseeva, A.I. Maksakov, G.A. Tumakov).

The development of all aspects of speech is impossible without the development of its sound culture, which forms the basis, the central moment of language acquisition, the sound culture of speech increases the possibility of a preschooler's orientation in complex relationships of grammatical forms, ensures the development of the morphological system of the language.

In the development of the sound side of speech, the formation of phonemic hearing and the correct pronunciation are distinguished. The main thing is the difference between the child's given sound and the sound he himself utters. In the middle preschool age, the process of phonemic development continues. The child hears sounds and speaks correctly. He already recognizes the wrong words. He develops subtle and differentiated sound images of words and individual sounds.

It is in the fifth year of life that the child improves the elements of the sound side of the word, which are necessary for the design of the statement: tempo, diction, voice power and intonational expressiveness.

Vocabulary and forms of its use are enriched. If, in the process of observing and looking at pictures, the child's attention is drawn to the phenomena of nature, to its beauty, already at the age of 4-5, he begins to master the appropriate vocabulary and methods of characterization. Although while children mainly talk about the color and size of objects, almost a third of the definitions they give are detailed, i.e. with a list of two or three signs, with elements of comparison, explanation.

At four or five years old, the child uses words that contain the sum of previous generalizations. For example, the word "plant" includes groups such as berries, trees, fruits, and so on. But such a generalization is still based on the most striking signs that the child has learned in his own practical activity. That is, the generalization contained in the word remains concrete and illustrative. Behind each word of a preschooler is an idea about a particular subject or situation. Therefore, in the speech of a preschooler, words denoting specific objects that are as close as possible to the child himself, objects with which he constantly acts, predominate.

Having heard a new word, the child strives to understand it, to find an analogy for it in his own experience, the existing knowledge for a preschooler, it is important not to refer the word to a certain category, but to use it in a specific life situation. Explaining the meaning of words, he establishes analogies with those words that he already knows (for example, “chickens are called that because they walk on tiptoe”).

In the fifth year, the morphological composition of statements also changes somewhat due to the more frequent use of verbs, adjectives and adverbs. This favors the fact that simple common and complex sentences appear in the speech of children.

In independent word formation (word-creation), according to D.B. Elkonin, the work carried out by the child to master the language as a real, objective reality is manifested. This is a real practice, during which the development of speech takes place. Word creation acts as a symptom of language acquisition. Attempts at word creation are rapidly increasing from 2 to 4.5 years. It obeys the strict laws of the language, which are based on grammatical stereotypes, in particular the meanings of suffixes and prefixes. New words invented by the baby do not contradict the rules of grammar, although they do not take into account exceptions to these rules.

According to G.A. Uruntaeva in the fifth year of a child's life, vocabulary and ways of using it are usually refined. The first attempts to comprehend the meanings of words appear on the basis of a comparison of the consonance of words, which leads them to erroneous approximations (mountains-city, grass-poison, trees-village). Those. semantic interpretation follows the sound one. The sound complex, as it were, is freed from meanings and appears for the child from a material point of view. "Just as mastery of objective activity is impossible without mastering actions with objects, so mastering a language is impossible without actions with a word."

The sound side of the word also attracts the child. Along with the orientation to the meaning of the word, interest in its sound increases, regardless of the content. There is a play on words. The child deliberately changes the sound of the word, invents words that do not have an objective reference. So involuntarily he does the important work of mastering the language.

At the age of 4-5 years, there is a transition from situational speech to contextual (A.M. Leushina, A.M. Lyublinskaya, S.L. Rubinshtein, D.B. Elkonin). Contextual speech coexists with situational speech. Contextual speech is distinguished by coherence, when the content of the statement is revealed in its very context. Its unit is no longer a word, but a sentence. The emergence of contextual speech is ensured by the enrichment of the dictionary and the development of the grammatical structure of speech. At the same time, situational speech is not a purely age-specific feature. It often occurs in communication with adults or peers when children perform joint activities.

Situational speech is present in middle preschoolers in stories on topics from their everyday life, when retelling with the introduction of pictures. But at the age of 4, the situational nature of speech is less pronounced when retelling without using pictures.

It is important to emphasize that the degree of connectedness of speech is directly determined by the child's learning. Moreover, the vocabulary of an adult is of decisive importance.

Consider the development of speech functions in 4-5 year old children. At this age, the connections between thinking and speech become more complicated. The intellectual function of speech is formed when it acts as an instrument of thinking. The word fixes the result of cognitive activity, fixing it in the mind of the child. The child not only states the perceived or reproduces past experience, he argues, compares facts, draws conclusions, revealing hidden connections and patterns in the subject.

The inclusion of speech in cognitive activity leads to the intellectualization of all cognitive processes. Speech rebuilds sensory cognition, changes the relationship between thinking and action, reinforces assessments and judgments, leading to the development of higher forms of intellectual activity.

The development of speech understanding at this age is associated with the fulfillment of adult instructions, acquaintance with literary works.

Understanding literary works is expressed in the fact that the child can focus on a sufficiently large number of characters, a complex plot, and description. It highlights not only the content, but also the main idea of ​​the work. In the process of retelling, the child uses expressive means characteristic of a literary work.

Understanding the instructions of an adult is manifested in two main points in its delayed implementation and in following the instructions not only for the goal, but also for the method of action. Initially, the kids, without listening to the instructions, immediately try to perform the actions. When performed, they follow only those instructions that relate to the overall goal of the action: what to do. The baby cannot independently organize his activities on the basis of instructions. The turning point in the development of understanding of instructions and the formation of the regulatory function of speech is the independent organization of their activities by middle preschoolers on the basis of this instruction.

The regulation of children's behavior and activities is manifested in their change under the influence of adult assessments. With the help of speech, the child influences the adult and peer.

The development of the sign function of speech in a preschooler is evidenced by the child's awareness of the sound structure of the word and the verbal composition of the sentence, which creates the prerequisites for teaching literacy.

The task of sound analysis of a word does not arise in practical activity, but is put before children in the process of special education. An adult teaches a child a special way of examining the sound structure of a word: based on the scheme of its sound composition and the designation of sounds with chips, already at 4 years old, children can form a generalized action of intonational isolation of sounds in a word, distinguishing hard and soft, voiced and deaf consonants, naming the first sound in a word.

Thus, the preschooler develops a conscious attitude to speech. At the age of 5, it becomes an arbitrary independent process. It is important for the child to convey the content in speech so that the interlocutor understands it exactly. A special speech activity is distinguished in the form of conversations, hearings, reasoning, compiling stories and fairy tales. It has its own motives and goals and develops only in the process of specially organized training, when an adult makes certain demands on the child’s speech (independently, expressively convey the content, maintain a relaxed conversation, answer questions, and so on) and teaches him how to fulfill them. Speech turns into mental intellectual activity.

The fifth year of life is a period of high speech activity of children, intensive development of all aspects of their speech (M.M. Alekseeva, A.N. Gvozdev, M.M. Koltsova, G.M. Lyamina, O.S. Ushakova, K.I. Chukovsky, D. B. Elkonin, V. I. Yadeshko, etc.).

I. II. Didactic games as a means of developing children of middle preschool age.

Starting from a very early age, the child actively explores the world, exploring everything that happens around. Therefore, developing didactic games occupy an important place in the life of a child. They expand the baby's understanding of the world around them, teach the child to observe and highlight the characteristic features of objects (size, shape, color), distinguish them, and also establish the simplest relationships. Educational games will help your child prepare for school, as didactic games for preschoolers allow not only to learn something new, but also to apply the acquired knowledge in practice. Undoubtedly, such skills will form the basis of further successful education.

A didactic game is not any action with educational material and not a game technique in a compulsory training session. This is a specific, full-fledged and quite meaningful activity for children. It has its own motives and its own methods of action.

The didactic game is one of the important methods of active learning for children, while the game situation, as a rule, is taken on the basis of the methodological basis of GCD. The role of each of the participants in the game is clearly defined, there are rules and a certain rating system, and the game provides for a strict and step-by-step procedure.

Didactic games for children of different ages differ in content and learning tasks.

Children between the ages of 4 and 5 have greater attention span. At this age, tactile, visual and auditory perception is improved, the process of memorization and recall develops. They begin to distinguish more complex shapes of objects, sound combinations. Vocabulary increases, thinking develops. Along with generalized external features, children begin to group objects according to material, quality, and purpose, and establish the simplest causal relationships in familiar phenomena.

Didactic games for children 4-5 years old should contribute to the development of the personality of the child. Games for this age clarify and consolidate knowledge about the properties of objects, their purpose. Children 4-5 years old are interested in games that combine movement with solving mental problems.

Didactic games for children 4-5 years old are varied and develop the child's sensory abilities, knowledge about nature and objects of the world around them, perception, thinking, speech, memory, will.

With the help of didactic games, a child can also acquire new knowledge by communicating with his peers in the process of observing the players, their statements, actions, receiving a lot of new information for himself. And this is very important for his development. After all, children are inactive, insecure, less prepared, as a rule, at the beginning they take on the role of fans, while they learn from their comrades how to play in order to complete the game task, to become a winner.

I. III. Organization of didactic games.

The organization of didactic games by the teacher is carried out in three main directions: preparation for the didactic game, its conduct and analysis.

Preparation for the didactic game includes:

Selection of the game in accordance with the tasks of education and training: deepening and generalization of knowledge, development of sensory abilities, activation of mental processes;

Establishing the compliance of the selected game with the program requirements for the upbringing and education of children of a certain age group;

Determination of the most convenient time for the didactic game;

Choosing a place to play where children can play safely without disturbing others;

Determining the number of players;

Preparation of the necessary didactic material for the game;

Preparation for the game of the educator himself: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;

Preparing and playing children: enriching their knowledge, ideas about the objects and phenomena of life around them, necessary for solving a game problem.

Conducting didactic games includes:

Familiarization of children with the content of the game, with the didactic material that will be used;

Explanation of the rules of the game. At the same time, the teacher draws attention to the behavior of children in accordance with the rules of the game, to the precise implementation of the rules;

Showing game actions, during which the teacher teaches children to perform actions correctly, showing that otherwise the game will not lead to the desired result;

Determination of the role of the educator in the game, his participation as a player, fan or referee;

Summing up the results of the game is a crucial moment when children achieve in the game, one can judge its effectiveness, whether it will be used with interest in the child's independent play activity.

At the end of the game, the teacher asks the children if they liked the game and promises that the next time they can play a new game, it will also be interesting.

The analysis of the game is aimed at identifying the methods of its preparation and conduct: what methods were effective in achieving the goal, what did not work and why. This will help to improve both the preparation and the process of playing the game to avoid mistakes later. In addition, the analysis makes it possible to identify individual characteristics in the conduct and character of children and, therefore, to properly organize individual work with them. Self-critical analysis of the use of the game in accordance with the constant goal helps to vary the game, enrich it with new material in subsequent work.

I. IV. Classification of didactic games.

Didactic games for children can be divided into three groups: word games, board games and games with objects (toys, natural material).

Word games are games for children built on the words and actions of the players. In word games, children deepen their knowledge and ideas about objects, discover something new. In such games, children must independently find signs of similarities and differences in objects, group them according to various properties, describe objects, guess objects according to the description, highlight characteristic features, etc. Games develop attention, intelligence, speed of reaction, coherent speech.

This group includes a large number of folk games such as "Paints", "Black and White", etc.

Children enjoy playing board games. Each game poses various developmental tasks for the child, which he must solve during the game. Board games are aimed at clarifying ideas about the world around us, systematizing knowledge, developing thought processes and operations (analysis, synthesis, generalization, classification, etc.). Board games can be divided into several types:

Paired pictures. The task of the game is to match pictures by similarity.

Lotto. They are built on the principle of pairing: identical images on small cards are matched to pictures on a large card. Lotto topics are the most diverse: “toys”, “dishes”, “clothes”, “plants”, etc. Lotto games clarify children's knowledge and enrich the vocabulary.

Domino. The principle of pairing is implemented through the selection of picture cards at the next move. The game develops memory, ingenuity, etc.

Sliced ​​pictures and folding cubes. Games are aimed at developing attention, at clarifying ideas, at the relationship between the whole and the part.

Games like "Labyrinth" are intended for children of middle and senior preschool age. They develop spatial orientation, the ability to foresee the result of an action.

Games with objects, they can use both toys and real objects. Playing such games, the child compares objects, establishes their similarities and differences, sequence, learns to classify. Such games are very important, because with their help the child gets acquainted with the features of objects: color, shape, size, learns the properties of objects (soft-hard, wet-dry, etc.). These are games with folk didactic toys, mosaics, spillikins, natural materials (leaves, seeds, flowers). Folk didactic toys include nesting dolls, balls, mushrooms, barrels, wooden cones made of rings, etc.

II. Practical part.

II. I. Didactic games in the development of coherent speech in children of middle preschool age of the "Smile" group MBDOU No. 124.

Our experiment was carried out on the basis of MBDOU No. 124 in Orenburg. We examined 10 children of middle preschool age at the beginning of the school year and at the end of the school year.

To select didactic games for the development of speech, we took into account the age-related characteristics of the speech development of children, the level of their individual preparedness, since in games they must operate with existing knowledge and ideas. Those. it was taken into account what knowledge, skills, ideas of children should be acquired, consolidated by them and developed.

Communication motivation was based on children's interest in speech activity in the game. The introduction of game moments using didactic games supported the children's positive emotional mood and interest in the lesson.

The parents of the children in our group also, in turn, solved the problems of developing coherent speech in children at home, having more opportunities for free communication. For them, a master class "Development of coherent speech in children of middle preschool age using didactic games" was prepared and held. Also, material has been prepared for parents in the "Discussion Club" folder on how and when you can engage with your child in an interesting form for them: a game.

The main goal of the work was to improve the speech level of children with the help of didactic games. The use of didactic games contributed to the solution of the following tasks:

Encouraged children to communicate with each other and comment on their actions;

Contributed to the consolidation of the skills of using initiative speech;

Improved conversational speech;

Enriched vocabulary;

Formed the grammatical structure of speech, etc.

Each game also solved educational problems. The children developed a culture of verbal communication, moral qualities, ethical ideas and moral feelings were formed.

With the help of a didactic game, we developed the speech of children: we replenished and activated the vocabulary, formed the correct sound pronunciation, developed coherent speech, the ability to correctly express our thoughts. It was the interrelation of different speech tasks that helped to create the prerequisites for the most effective mastering of speech skills.

The main place in the game was given to work with sound, word, sentence. Experience shows that it is necessary to devote enough time to the sound perception of the word, forming the phonetic and speech hearing of the child. Many children have pronunciation defects. The presence of even mild defects in phonemic development creates serious obstacles to the child's successful assimilation of program material for reading and writing, since practical generalizations about the sound composition of a word turn out to be insufficiently formed.

Improving the speech apparatus, games and classes began with articulation exercises, pronunciation of tongue-twisters, rhyming lines.

Riddles included. It does not matter at all that some of them were not guessed by children on their own. After all, the main thing in riddles is that they develop the imagination, help to master the ability to characterize someone or something, form a quick reaction to the word.

In the process of lexical and grammatical games, vocabulary work was carried out. The vocabulary of children was replenished with synonyms, antonyms.

Keeping the structure of didactic games, which includes the didactic task, game rules and actions, old games varied, new ones were developed and created: "Cubes" (Lexico-grammar and sound cube, Cognitive cube (according to seasons), Road cube (according to traffic rules ), Logic cubes); "Unusual journeys with sounds" (game routes); "With fabulous friends along the speech path" (game route with tasks for the development of speech).

In the ongoing didactic games, the didactic task was hidden from the child by the game: so that the game does not turn into an exercise and the activity does not lose its educational value.

Didactic material acted as a means of solving the didactic problem. It is well represented in the Card Index of Didactic Games for the Middle Group and in the Appendix.

The result of the didactic task was the solution of game and didactic tasks. The solution of both tasks was an indicator of the effectiveness of the game. The content of the game and its rules are subordinated to the educational tasks put forward by the specific program requirements of one or another type of GCD.

Compliance with the rules was an indispensable condition for solving the game and didactic task. The rules were an internal regulator of children's activities, and did not act only as our external requirements. The rules directed the game along a given path, combining didactic and game tasks. They helped to prohibit, allow, prescribe something to children in the game, making the game entertaining. Children were placed in such conditions under which they received joy from completing the task.

Using didactic games in the work on the development of speech, through their rules and actions, children developed not only speech, its lexical-grammatical, sound side, but also developed attention, memory, logical thinking, improved personal qualities.

The development of game actions depended on our imagination. Sometimes the children, preparing for the game, made their own suggestions: “Let's hide it, and someone will look for it!” in the game “Hot-Cold”, or “Let me choose the driver with a rhyme!”, “Remember when we played “Hot-Cold!”, How interesting it was!”.
Before starting the game, we aroused children's interest in it, the desire to play. This was achieved by various methods: the use of riddles, counting rhymes, surprises, an intriguing question, conspiracy to play, a reminder of the game that children willingly played before. The secret of the successful organization of the game was that while teaching children, we at the same time kept the game as an activity, celebrating successful decisions, finds of the children, supporting with a joke, encouraging the shy, instilling in them self-confidence.

Of great importance was the pace of the game, set by us, so that excessive slowness and premature acceleration were not allowed. The explanation of the rules, the story about the content of the game were extremely short and clear, but understandable to children.

Expected result of our work:

Children must independently explain the rules of the game; evaluate responses; peer utterance; use complex sentences in speech; when retelling, use direct and indirect speech; independently compose stories according to the model according to the scheme, according to the plot picture, according to the set of pictures; compose endings for fairy tales, retell events from personal experience, according to the plot picture, according to a set of pictures; retell short literary works, guess riddles; determine the place of sound in a word; select several adjectives for nouns; These words are antonyms.

II. II. Stages of work on the development of coherent speech in children of middle preschool age of the "Smile" group MBDOU No. 124 using didactic games.

The system proposed by us provides for the use of game motivation in GCD with a gradual transition from the formation of reproductive forms of speech in children (based on didactic games) to independent forms of speech.

At the initial stage of training, we formed in children attitudes to the active use of phrasal speech, attention to the speech of the teacher, to their own statements. The skill of compiling answers to questions in the form of detailed sentences was consolidated. In GCD, children learned a number of language tools, primarily lexical ones (words - definitions, verbal vocabulary), necessary for formulating statements.

We used didactic word games to compose sentences from pictures, a series of consecutive sentences by spreading its grammatical basis, phrases from several subject pictures. We used the formulation of appropriate questions to the pictures or gave a sample answer.

Exercises were carried out to form and consolidate the skills of composing questions, exercises and speech games aimed at activating the speech and thinking activity of children, consolidating the skills of formulating statements, and forming a sense of language. We used such games as: “Pick up the word”, “What does it look like?”, “Find out what it is about?”. Children selected synonyms and antonyms for words, made phrases and sentences with these words, made sentences - answers to questions.

To solve the tasks set, a number of didactic games were selected, which were carried out in three stages: preparatory, developing and reinforcing (see Table 1).

Table 1

See the Appendix for a description of the games.

A series of outlines for the development of speech using didactic games was prepared:

"Retelling a story based on a demonstrated action."

"Composing a story based on the demonstrated action"

"Retelling a Short Story Using a Flannelgraph"

"Retelling the story based on a series of story pictures."

"Retelling a story based on a plot picture."

"Compilation of a story based on a plot picture."

In the proposed series of outline plans, the types of storytelling were taken into account in descending order of clarity, as well as the “folding” of the modeled plan.

In the GCD, we previously used those types of work that do not require contextual, voluminous, independent speech. They were:

Reading and analysis of short stories and fairy tales;

Examination of plot pictures;

Examination of objects and objects;

Picture conversations.

When forming coherent speech in GCD, we took into account the following principles:

1. Gradual complication in the course of GCD of speech material in didactic games (from simple phrases to complex ones, from 3-word to 4-word ones, from phrases to a story).

2. Constant activation of children during GCD, but only at the level of phrasal responses.

3. The exclusion, especially at first, of a negative assessment of the activities of children. Focusing on successes and achievements in order to increase speech activity.

4. A certain sequence of questioning children when telling. Stronger children speak first, then weaker ones.

5. Working out in individual work of types of speech activity that causes difficulties for some of the guys.

6. The impetus for speech, creative and play activities of the child came from the educator, who directed the game learning situations (ITS) to solve specific educational tasks in GCD and in free activity.

7. The process of communication, games was modeled to bring the tasks of the game as close as possible with each child, i.e. the element of improvisation was preserved, for readiness for an unexpected turn of events, situations, reactions of children.

8. Optimal forms of using didactic games in the process of developing the speech of preschoolers were created - game learning situations (IOS): a plot, an imaginary situation, role-playing actions in which the child could feel his own abilities, gain self-confidence.

Conclusion

The ongoing work has shown that the creation of optimal conditions for the use of didactic games presented by this project for the development of coherent speech makes it possible to find new ways and methods, which, in turn, creates the basis for high-quality education for preschoolers.

Analysis of the results of the work showed that the inclusion of various types of didactic games and game situations in the learning process contributes to the successful development of speech in preschool children. The use of the series of games and exercises proposed by us in the work showed effective results in the formation of the lexical and grammatical structure of speech in children, the development of phonemic perception, coherent speech.

We believe that the proposed work on the development of coherent speech using didactic games will help both parents and kindergarten teachers.

In order to evaluate the effectiveness of the training, after its completion, we conducted a control study. As a result of processing the data obtained in the course of repeated diagnostic techniques after training, the following was revealed: the level of formation of the state of coherent speech increased.

At the beginning of the academic year: At the end of the academic year:

Analysis of the results of the study allows us to conclude that the use of various gaming techniques, didactic games in GCD for the development of coherent speech has a positive effect on the performance of all tasks at different stages of work.

Thus, the use of a variety of didactic games in the course of GCD for the development of coherent speech, the saturation of their game learning situations with the involvement of fairy-tale characters, the creation of a game in all classes aroused great interest in tasks in the middle group "Smile" MBDOU No. 124, revival, constantly supported their positive attitude, stimulated mental activity, increased motivation for learning.

When we created constantly playing situations, it was possible to maintain the maximum performance of children for a long time, as well as easier and faster assimilation of program material. And this, in turn, explains the higher success rates in teaching children.

Application

Preparatory stage

1. Games for the development of the phonetic and phonemic side of speech

"Japanese typewriter"

The game is aimed at reproducing a rhythmic pattern (rhythm) when clapping, tapping or making sound on any instrument (tambourine, rattle, xylophone).

"Let's play a fairy tale"

An adult invites the child to remember the fairy tale "Three Bears". Then, changing the pitch of his voice, he asks to guess who is speaking: Mikhailo Ivanovich (low voice), Nastasya Filippovna (medium voice) or Mishutka (high voice). The same remark is pronounced alternately in a voice of different pitch, in three versions:

Who was sitting in my chair?

Who ate from my cup?

Who slept in my bed?

Who was in our house? Etc.

"Broken phone"

Target: develop auditory attention in children.

Game rules. It is necessary to convey the word so that the children sitting next to them do not hear. Who incorrectly conveyed the word, i.e. ruined the phone, transplanted to the last chair.

Game action: whisper the word into the ear of the seated player.

Game progress. Children choose a leader with the help of a counting rhyme. Everyone sits on chairs lined up in a row. The leader quietly (in the ear) says a word to the person sitting next to him, he passes it on to the next one, etc. The word must reach the last child. The host asks the latter: “What word did you hear?” If he says the word proposed by the presenter, then the phone is working. If the word is not right, the driver asks everyone in turn (starting from the last one) what word they heard. So they will find out who messed up, "spoiled the phone." The offender takes the place of the last in the row.

"Traffic light"

An adult gives the child two circles - red and green and offers a game: if the child hears the correct name of the thing shown in the picture, he must raise the green circle, if the wrong one is red. Then he shows the picture and loudly, slowly, clearly pronounces sound combinations:

2. Games for the development of the lexical side of speech (the formation of a dictionary)

"Moving to a new apartment"

Target: to teach children to distinguish between objects that are similar in purpose and similar in appearance, to help remember their names; activate the appropriate vocabulary in the children's speech.

Game material:

1 . Subject pictures (paired): a cup-glass, a mug-cup, a butter dish-sugar bowl, a teapot-coffee pot, a saucepan-frying pan, a scarf-kerchief, a cap-hat, a dress-sundress, a sleeveless sweater, trousers-shorts, knee-high socks, stockings-socks, gloves-mittens, sandals, slippers-sandals, satchel-briefcase, chandelier-table lamp.

2. Boxes for folding pictures.

Game progress: 6 kids are playing. The teacher gives each child 2-3 pairs of pictures, for example: a cup-glass, a scarf, a satchel. He says: “Children, we got a new apartment. We need to collect all the things and pack them for the move. First I will pack the dishes. You will help me. Give me only the thing that I name. Be careful - many things look similar. Do not confuse, for example, a mug with a cup, a teapot with a coffee pot. I will put the collected dishes in a blue box.

The teacher names one item from each pair, for example a coffee pot. If the child is mistaken (presents a teapot), the picture remains with him.

By the end of the game, the children should not have a single picture left. The winner is the one with the remaining pictures.

Then, in order to activate the corresponding dictionary in the speech of the children, the teacher offers one child to take out the collected pictures from the box and say what he got, and the rest to name the object paired with the presented one.

"Tops-roots"

Didactic task: Exercise children in the classification of vegetables (according to the principle: what is edible for them - a root or fruits on a stem).

Game rules. You can answer with only two words: tops and roots. Whoever made a mistake pays a fant.

Game action. Playing phantoms.

Game progress. The teacher clarifies with the children what they will call tops and what - roots: "We will call the edible root of the vegetable roots, and the edible fruit on the stem - tops."

The teacher names some vegetable, and the children quickly answer what is edible in it: tops or roots. The one who makes a mistake pays a forfeit, which is redeemed at the end of the game.

The teacher may suggest another option; he says: "Tops - and children remember vegetables that have edible tops."

"Fruits vegetables"

Purpose of the game: differentiation of similar concepts.

Game progress. At the beginning of the game, the facilitator reminds the children which plants we call fruits, which plants we call vegetables. For fruits, the picture "Garden" is selected, and for vegetables - "Garden". These pictures are laid out on different edges of the table. Object pictures depicting fruits and vegetables lie on the table in a pile depicted down. In turn, the children take one picture from the pile, name it, and also explain to which group it belongs. The explanation should be complete: "A tomato is a vegetable because it grows in the garden." If the child gave the wrong answer, the picture returns to its place, and if the child correctly named the picture and attributed it to the desired concept, he takes it for himself. The game ends when all the pictures are in the hands of the children. The one with the most pictures wins.

The game "Fruits-Berries" is played in the same way, only before the game these concepts are clarified and other pictures-symbols are selected: a bush for berries and a tree for fruits.

"Housewarming"

Target: differentiation of the concepts of "clothes" and "shoes".

Game progress. The following game situation is created: “Katya’s doll has a housewarming party. She needs to pack her things for moving to a new apartment. Help her put her things in the right order so that she can easily find all her dresses and shoes in her new place. We will put clothes in one box, and shoes in another. Then the child is given two sets of subject pictures and two boxes, each with its own symbol: a dress for clothes, boots for shoes.

Lotto "In the world of plants"

Purpose of the game: Consolidation of generalization words: flowers, trees, vegetables, fruits, berries; activation of the dictionary on these topics.

Description of the game. Lotto consists of six large cards, in the middle of which there is a plot picture depicting a given group of plants in nature. Along the edges are subject pictures related to any one generic concept, for example, flowers or trees. In addition to large cards, there are small cards with the same subject pictures.

Game progress. The game is played according to the general rule of the lotto game. When all the small cards are distributed, each player must name in one word the entire group of his words - the names of plants.

"Flies, not a bird"

Target: differentiation of the concepts "birds" and "insects".

Game progress. The host makes riddles about birds and insects, Children solve riddles and explain to which thematic group this animal belongs. If the answer is correct, the facilitator gives the child a chip or symbol of the animal. The one with the most chips wins. Before the game, the host reminds the children of the identification signs of birds: they have feathers, a beak, claws, wings, build nests and hatch chicks, they can sing, they are big. Insects are small, have six legs, do not hatch chicks, they do not have feathers.

In a dark dungeon Red paws

Red girls. Pinch on the heels

No thread, no knitting needle (Goose)

Knit knitting.

(Bees in a hive)

Appeared in a yellow fur coat Black, agile,

Farewell, two shells. Screaming "crack"

(Chicken) Worms are the enemy.

A bird flew, not a beast, not a bird,

Not feathered, not winged, But the nose is like a knitting needle.

Who will kill her, The flower was sleeping and suddenly woke up:

Human blood I didn't want to sleep anymore.

Shed. Moved, stirred

(Mosquito) Soared up and flew away.

(Butterfly)

There are many masters of Vereshchanye, white-sided.

They cut down the hut without corners. And her name is... (magpie).

(Ants)

Little boy Zhu-zhu, zhu-zhu,

In a gray yarmyachishka I sit on a branch,

Sneaking around the yards, I keep repeating the letter J,

He collects crumbs, Knowing this letter firmly,

He spends the night in the field, I buzz in spring and summer.

Stealing hemp. (Bug)

(Sparrow)

In a clearing near the Christmas trees, On a pole a palace,

The house is built from needles. Singer in the palace

He is not visible behind the grass, But his name is ... (starling).

And it has a million residents. (Anthill.)

3. Games for the development of the grammatical structure of speech

"Blurred Letter"

Target: Practice doing common exercises.

Material. Teddy bear.

Organization. Educator:

Teddy bear received a letter from his brother. But the rain blurred some of the words. We need to help him read the letter. Here is the letter: “Hello, Mishutka. I am writing to you from the zoo. Once I did not listen to my mother and climbed so far that ... I wandered through the forest for a long time and ... Coming out into the clearing, I fell ... I fell into a hole, because ... It was so deep that ... The hunters came and ... Now I I live in… We have a ground for… There are many in the ground for young animals… We play with… They are looked after… They love us because… Soon we will have a trainer from… I hope to get into… How great to be able to… Wait for the next letter from … Goodbye. Toptygin".

Reading the letter, the educator encourages the children to complete the sentences with intonation.

"Complete the offer"

Didactic task:

Game rules. You need to find and say such a word to get a complete sentence. You only need to add one word.

Game actions. Throwing and catching the ball.

Game progress. The teacher says a few words of the sentence, and the children must complete it with new words to make a complete sentence, for example: “Mom bought ... - ... books, notebooks, a briefcase,” the children continue.

"Come up with an offer"

Didactic task: To develop in children speech activity, speed of thinking.

game rule. It is possible to transfer a pebble to another player only after he has come up with a sentence with the named leading word.

Game progress. The children and teacher sit in a circle. The teacher explains the rules of the game:

Today we are going to come up with suggestions. I will say a word, and you will quickly come up with a sentence with this word. For example, I will say the word "close" and give Dasha a pebble. She will take the pebble and quickly answer "I live close to the kindergarten." Then she will say her word and pass the pebble to the person sitting next to him. The word in the sentence should be used in the form in which it is proposed by the guesser. So in turn, in a circle, the pebble passes from one player to another. If the children find it difficult to answer, the teacher helps them.

4. Games for the development of coherent speech

“Who will notice the tales more?”

Didactic task: To teach children to notice fables, illogical situations, to explain them; develop the ability to distinguish between real and imagined.

Game rules. Whoever notices a fable in a story, a poem, must put a chip in front of him, and at the end of the game name all the fables noticed.

Game action. Using chips. (Whoever noticed and explained the fables more, he won).

Game progress. Children sit down so that chips can be put aside on the table, the teacher explains the rules of the game:

Now I will read to you an excerpt from Korney Chukovsky's poem "Confusion". There will be many fables in it. Try to notice and remember them. Whoever notices a fable, puts a chip, notices another fable, puts a second chip next to it, etc. Whoever notices more fables wins. You can put a chip only when you yourself noticed the fable.
First, a small part of this poem is read, slowly, expressively, places with fables are accentuated.

After reading, the teacher asks the children why the poem is called "Confusion". Then the one who put aside fewer chips is asked to name the noticed fables. Children who have more chips name those fables that the first responder did not notice. You cannot repeat what has been said. If the child has put more chips than the tales in the poem, the teacher tells him that he did not follow the rules of the game, and suggests that he be more careful another time.

Then the next part of the poem is read. It is necessary to ensure that children do not get tired, because. The game requires a lot of mental effort. Noticing by the behavior of the children that they are tired, the teacher must stop the game. At the end of the game, praise should be given to those who spotted more tales and explained them correctly.

"Where is the beginning of the story?"

Target: Learn to convey the correct temporal and logical sequence of the story using serial pictures.

Game progress. The child is asked to write a story. Based on pictures. Pictures serve as a kind of plan for the story, they allow you to accurately convey the plot, from beginning to end. For each picture, the child makes one sentence and together they are combined into a coherent story.

"Find a place for the picture"

Target: teach to follow the sequence of the course of action.

Game progress. A series of pictures is laid out in front of the child, but one picture is not placed in a row, but is given to the child so that he finds the right place for it. After that, the child is asked to compose a story based on the restored series of pictures.
Sets of serial pictures for uploading

"Fix the mistake"

Target: learn to set the correct sequence of actions.

Game progress. A series of pictures are laid out in front of the child, but one picture is not in its place. The child finds a mistake, puts the picture in the right place, and then makes up a story through the entire series of pictures.

"Which picture is not needed?"

Target: learn to find unnecessary details for this story.

Game progress. A series of pictures are laid out in front of the child in the correct sequence, but one picture is taken from another set. The child must find an unnecessary picture, remove it, and then make up a story.
Developmental stage

1. Games for the development of the phonetic and phonemic side of speech

"Repeat"

The child is invited to repeat similar words, first 2, then 3 in the named order:

When perceiving words, knowledge of concepts is not necessary. The peculiarity of this and subsequent selections of words is that they are available in terms of sound composition, do not contain hard-to-pronounce sounds.

"Looks like it doesn't look like"

From every four words named by an adult, the child must choose a word that is not similar in sound composition to the other three:

Mack-buck-so-banana

Catfish-com-turkey-house

Lemon-wagon-cat-bud

Poppy-buck-broom-cancer

Scoop-gnome-wreath-skating rink

Heel-fleece-lemon-tub

Branch-sofa-cage-mesh

Rink-house-roll-flow

"Catch the Sound"

Highlighted in the sound stream of the vowel sound (A, O, U, I, S, E).

An adult calls and repeats a vowel sound many times, which the child must distinguish from other sounds (clap his hands when he hears). Then the adult slowly, clearly, with pauses pronounces the sound sequence, for example:

A - U - M - A - U - M - I - C - S - O - E - R - W - F - L - C - Z - F - X - S - A

"Who will find several items whose names contain the sound C"

Target: strengthening the ability to highlight a given sound in a word according to the presentation, the development of visual attention, learning to count.

Description of the game. A plot picture is given, on which there are many subject pictures, including those containing the sound C in the name (there should be 5-10 such pictures)

Game progress. Children are given to look at the picture and name the necessary objects. Whoever names the most items wins. Children put chips on the found pictures, and the host then checks the correctness of the task and determines the winner.

Lotto "Name the picture and find the first sound"

Target: to teach children to find the given first sound in a word at the stage of pronouncing the word out loud by the child himself.

Description of the game. Children have cards with drawn pictures (four on each card). The host calls any vowel sound, the children pronounce the names of their pictures aloud and find the right one. If the picture is named correctly, the presenter allows you to close it with a chip. The one who closes their pictures first wins.

2. Games for the development of the lexical side of speech (enrichment of vocabulary)

"Collect Five"

Target: to teach to attribute single objects to certain thematic groups.

Game progress. For the game, you need to prepare a set of subject pictures, consisting of several thematic groups (clothes, dishes, toys, furniture, etc.). Several people play, according to the number of thematic groups. The pictures are face down on the table. Everyone takes one picture, names it and the generic concept to which this picture belongs. Thus, it is established which group each participant will collect. If identical groups are selected, one more picture is opened. Then the facilitator shows the players one picture at a time, and they should ask themselves this or that picture: “I need a doll because I collect toys.” The winner is the one who first collected his group of pictures (the number of pictures in each group must be the same, for example, six pictures).

Target: expansion of the verb dictionary on the topic.

Game progress. The host reads a poem by G. Sapgir to the children.

The wind brought the spring song

The song was barked by a hunting dog,

The wolf howled this song at the edge,

The frogs croaked a song together.

The bull mumbled this song as best he could.

The lynx purred

Catfish mumbled.

Owl croaked,

Already hissed

And the nightingale sang this song.

"Relay race"

Target: activation of the verb vocabulary.

Game progress. The players stand in a circle. The leader has a relay race. He utters a word and passes the baton to a nearby child. He must choose the right word-action and quickly pass the wand on. When the baton returns to the leader, he sets a new word, but passes the stick in the other direction. If someone finds it difficult to name a word or chooses the wrong word, he is given a penalty point. After a player has scored three penalty points, he is out of the game. The one with the fewest penalty points at the end of the game wins.

Game progress: dog - barks, bites, runs, guards, whines, howls; cat - purrs, hunts, plays, dozes, meows, scratches.

"Say Different"

didactic task. Teach children to choose a synonym - a word that is close in meaning.
Game progress. The teacher says that in this game, children will have to remember words that are similar in meaning to the word that he will name.

"Big" - the teacher offers. Children name the words: huge, large, huge, gigantic.

"Beautiful" - "pretty, good, beautiful, charming, wonderful."

“Wet” - “raw, wet”, etc.

"Choose a Word"

Didactic task: To develop children's ingenuity, the ability to select the words they need in meaning.

Game progress. The teacher, turning to the children, offers them questions, for example: “Remember what you can sew?” Children's answers: “Dress, coat, sundress, shirt, boots, fur coat, etc. "Darn - socks, stockings, mittens, scarf." "Tie - laces, rope, scarf, ties." “To push - a hat, a scarf, a hat, a panama hat, a peakless cap, a cap, a Budyonovka.” “Put on a coat, dress, stockings, fur coat, raincoat, skirt, sundress, tights”, etc.

The educator is faced with the task of teaching children to coherently talk about what they saw and heard, to correctly reflect what they perceived in speech.




Preschool game:






1. The game "Compose a sentence."

Notes:






3. The game "Prepositions".



5. The game "Teremok".

9. Game "Make up a story"

10. Game "Shop"

In the life of a preschool child, the game occupies one of the leading places. The game for him is the main activity, a form of organizing the life of children, a means of comprehensive development.

The game is a form of active creative reflection by the child of the surrounding reality, its objects and phenomena, but this is not a simple copying of what the child sees. A preschooler introduces fiction and fantasies into the game, so reality and fiction are intertwined in the game.

Teaching a child to tell means learning to tell lively and interestingly, to form his coherent speech.

The educator is faced with the task of teaching children to coherently talk about what they saw and heard, to correctly reflect what they perceived in speech.

Coherent speech is understood as a detailed presentation of a certain content, which is carried out logically, consistently and accurately, grammatically correct and figuratively.

In children of older preschool age, the development of coherent speech reaches a fairly high level.

Didactic games contribute to the intensive improvement of children's speech activity.

It is during the game that the system of relationships between the preschooler and the outside world is built, mental functions develop, among which speech occupies the main place. The child, freely expressing his thoughts and feelings, develops speech skills in the game.

Preschool game:

Encourages children to communicate with each other;

Helps to consolidate the skills of using initiative speech;

Promotes the improvement of spoken language;

contributes to the enrichment of the vocabulary;

influences the formation of the grammatical structure of the language.

Didactic game is one of the forms of teaching influence of teachers on the child, at the same time the game is the main activity of children. Thus, the game realizes the learning (which the teacher pursues) and the game (for the sake of which the child acts) goals. It is important that these two goals complement each other and ensure the assimilation of the program material. A didactic game is a valuable means of educating mental activity, it activates mental processes, arouses a keen interest in the process of cognition among preschoolers. The game helps to make any educational material exciting, causes deep satisfaction in children, stimulates working capacity, and facilitates the process of mastering knowledge.

1. The game "Compose a sentence."

The teacher offers the group 2 cards from the children's loto, which depict objects. The group sits in a semicircle, and in turn, each child comes up with a sentence that contains the names of two conceived objects. Then two other objects are shown, and again in a circle the children come up with new sentences.

Notes:

1. Stimulate in children the desire to compose non-standard, original sentences.

2. If the children can easily come up with sentences for two given words, next time give them three words to make up sentences.

2. Word game “Attention! Wanted!

This game is played by at least 5 people. Otherwise it's not interesting. The host says: I'm looking for a girlfriend (friend). She has blue eyes, long dark hair, loves cats and hates milk.

The one who first guesses which of the children in question becomes the leader.
In a game with young children, it is allowed to describe clothes.

3. The game "Prepositions".

A picture with a preposition is offered and you need to make a sentence with it.

4. The game "Who is friends with what letters."

Each player must have a picture of an animal. For example, one has an elephant, another has a crocodile, and the third has a hedgehog. The first child says: "My elephant is friends with the letter "X" because he has a trunk." Another says: "And my crocodile is friends with the letter" R "because he lives in the river." The third child says: “My hedgehog is friends with the letter “I”, because he has needles, etc.

5. The game "Teremok".

It stands in the field of a teremok, it is not low, it is not high. Who lives in a teremochka, who lives in a low one?

We get a subject picture - for example, an iron. Children name an object.

Q. I am an iron! There is no one! I will live here. (first player knocks) who's there?

D. It's me - a table lamp. Let me live?

1st player: We'll let you in if you tell us how we are alike! Children help to find similarities: you have a posting and I have. You have red and I have, they need a table, etc. Children along the chain find common signs.

6. Word game "Come up with a sentence with the words ..."

Purpose: to exercise in compiling simple sentences with the words proposed by the teacher.

The teacher says the word, and the children make up a sentence.

7. Word game "Weave a wreath of sentences"

The teacher pronounces a sentence, and the children find the last word in it and come up with a sentence with it, etc.

For example: 1. Serezha is reading a book. 2. The book is on the table. 3.My desk is clean. 4. Clean hands are a guarantee of health, etc.

8. The game "Guess and guess the sport."

The driver (adult or child), with the help of cards - "definitions and signs" guesses the sport.

Players try to guess the sport. The one who guessed correctly becomes the leader.

9. Game "Make up a story"

The teacher distributes to each child a diagram card with conditional images: snow, the sun, children, winter clothes, sleds, skis, slides, a snowman, and suggests compiling a story on the topic “Winter Fun” according to the diagram.

10. Game "Shop"

With the help of models, a child describes a vegetable, fruit, furniture.

Didactic games are a kind of games for the purpose of teaching and educating children. Didactic games are specially created by teachers for teaching children. They are aimed at solving specific problems of teaching children, but at the same time, they show the educational and developmental influence of gaming activities. This is one of the methods of active learning for preschoolers and elementary school students, and this is no coincidence. The child will not sit and listen to a boring lecture or report, he will not remember anything, because he is not interested. The child loves to play. Therefore, pedagogy has combined the pleasant with the useful, playing didactic games, the child learns without knowing it. He is interested. He remembers. We offer a lot of didactic games on completely different topics to educators and primary school teachers, as well as parents on the 7guru website.

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