Word games for young children in kindergarten. Card index of games - fun for young children

Verbal games as a means of successful adaptation of young children to a preschool educational institution.

Purpose: The article is intended for educators, parents of young children, to help them adapt to a preschool educational institution.

Target: to reveal the importance of using verbal games when adapting young children to the conditions of a preschool educational institution.

Tasks:
1. Encourage teachers and parents to use word games for the successful adaptation of young children to a preschool educational institution.
2. Provide a selection of verbal games for adaptation: individual and subgroup.

The transition of a young child from family education to a preschool educational institution is an important stage in the child’s development. This is a difficult process, both for the child and for his parents. In addition, for a child this is a strong emotional experience, so teachers and parents should make it as easy as possible for him to enter a new period. The child will have to enter completely different conditions than those to which he is accustomed in the family. Undoubtedly, a clear daily routine, observance of bedtime rituals, positive conversations will help the child adapt faster, but it is also necessary to use the main form of development of young children - play activity.

The most important are individual games aimed at:
1) establishing tactile, trusting contacts with an adult;
2) mastering new types of gaming activities;
3) forming friendly contacts with other children.
These games are played several times during the day; it is necessary to take into account the emotional state of the child at a specific moment of interaction.

After establishing contacts with each child individually, you should move on to games with a subgroup, which have a number of features:
1) the game must begin with a surprise moment that allows children to be interested and involved in the activity;
2) the game should include different types of activities so that children’s attention does not switch;
3) in the game, children must interact emotionally and express their emotions;
4) musical accompaniment is welcome to relieve emotional stress.

When conducting games of any kind, the teacher must charge children with positive emotions, evoke a desire to take part in the game, and set examples of how to perform actions.

We offer you a selection of word games for adaptation to preschool.

Individual adaptation games:

1. “My baby”

The teacher hugs the baby, saying:
You're my little one
My pretty...

2. "Jumping"
Goals: establishing tactile contacts with the child; Relieving tension.
The teacher hugs the baby, puts him in front of him and lifts him, holding him by the armpits:
Kushki - kushki, jumping kushki,
Jump-jump, jump-jump!
We got on our feet, along the path,
Jump-jump, jump-jump!

3. “Bay - bayushki - bay..”
Goals: establishing tactile contacts with the child; Relieving tension.
The teacher sits the child on his lap, gently presses him to himself and gently rocks him.
Hush, Little Baby, Do not Say a Word,
Rest, my dear...
Hush, Little Baby, Do not Say a Word,
You are with me - and I am with you...

4. “I’ll catch up, I’ll catch up, I’ll catch up!”
Goals: establishing tactile contacts with the child; Relieving tension.
The teacher organizes a game of catch-up: “I’ll catch up, I’ll catch up, I’ll catch up...”, then hugs the baby: “I’ve caught up!” How fast you are, how good you are!”

5. “Kuk-ku!”
Goals: establishing positive emotional contacts between a child and an adult; relieving psycho-emotional stress.
The child sits on the teacher’s lap, the teacher performs actions with the child’s hands: closes and opens his face:
Where is our baby? Cuckoo! Here he is our baby!
The game is repeated several times.

Adaptation games in a subgroup:
1. “Hello, doll Katya!”
Goals: create a friendly emotional mood in the group, teach children to perform movements in accordance with the words and as shown by an adult.
This is Katya doll!
Let's wave our hand at her!
Katya came to visit us,
“Hello, Katya! How are you?"
With the help of a doll, the teacher engages children in a variety of games.

2. “The bear came to visit us!”
Goals: create a friendly emotional mood in the group, teach children to monitor their actions and reproduce them.
The bear came to visit us!
Top-top, top-top!
And he knocks with his palms:
Clap-clap, clap-clap!

3. “The bird has arrived!”
Goals: create a friendly emotional mood in the group, develop coordination of movements.
The bird has flown to us!
Hello, little bird!
You and I will fly too!
We flap our wings,
We fly far
Let's fly, let's fly,
Let's fly to kindergarten!

4. "Toys"
Goals: create a friendly emotional mood in the group, develop emotional communication between a child and an adult, and the ability to establish contact.
Guys, look who came to us? These are toys! Let's see how beautiful they are! Choose a toy for yourself, stroke it... Now, let's play together, but first let our toys become friends! Let's help them say: “Hello!”

5. “What did the bunny bring us?”
Goals: to create a friendly emotional mood in the group, to encourage children to have an emotional response and proactive speech.
Guys, look who came to us? Bunny! What did he bring us in the basket? Let's take a look together! Apple, pear, banana, orange, grapes! Take a treat from the bunny and let's go cook him something to eat!

Using individual and subgroup games to speed up the adaptation period, we help children make the transition to a new stage of development as painlessly as possible, overcome stress during the period of adaptation to kindergarten, relieve emotional stress, develop children’s interaction skills with the teacher and other children, and develop the ability to communicate through game actions.

The manual discusses the principles of organizing outdoor games; a methodology for conducting games and play exercises is presented, developed taking into account the age characteristics of children 3-4 years old and the requirements of the “Program of Education and Training in Kindergarten”, the educational value of games is shown.

Methodology for conducting outdoor games

Children 2-3 years old are extremely active. They show their activity in repeatedly repeated movements: they run from one place to another, carrying toys or any objects, climb on and off low benches, sofas, walk and run, carry cars, gurneys, turntables, throw and roll balls, catch up them, etc. Independent motor activity is an important condition for the overall development of the child, therefore the teacher of younger groups must ensure that both on the playground and in the room there is a lot of free space, a sufficient number of toys that stimulate the movement of children, aids necessary for the development of movements.

The teacher needs to be able to indirectly guide children’s independent play. Watching them, he must note for himself who does not know how to play with this or that toy, who is inactive or, conversely, moves too much. Taking into account the individual characteristics and capabilities of the children, the teacher carefully guides their activities. It helps some people learn how to use a new toy, others will be asked to play ball with them, and others, on the contrary, will find something quieter to do. Knowing that kids, especially in the first younger group, love to play alone, he should give them this opportunity, but at the same time he should try to attract children to play together. When working with children, specially organized outdoor games and exercises that take place under the direct guidance of an adult are very important.

Game selection

Outdoor games should ensure the diversified development of the motor sphere of children, as well as contribute to the formation of their skills to act in a team, navigate in space, and perform actions in accordance with the rules or text of the game. Therefore, it is necessary to use outdoor games and exercises that are not only varied in content, but also in the organization of children and in the complexity of coordinating movements.

The content of games must correspond to the level of development and preparedness of the players, be accessible and interesting for them. The difficulty of outdoor games and play exercises for children from 2 to 4 years old varies; it depends on their saturation with various motor actions. For example, games involving throwing and jumping are more challenging for children of this age than those based on walking, crawling and running. Even more complex are games built on a combination of several types of movements (running and jumping, walking and stepping over, etc.). Therefore, games should be selected in such a way that motor tasks in them, even those based on the same movement, become gradually more complex. Let's say children are being trained in balance. First, they are asked to walk, maintaining balance, between two lines (along a path), then on a board lying on the floor, on a bench, on an inclined board, on a board raised horizontally, on a narrow bench rail, etc. The task can be complicated by changing the nature of the movements - walk quickly, run, walk on tiptoes silently, taking a certain position of the hands (to the sides, behind the head), etc. This system of play exercises gradually leads children to the correct execution of basic movements, ensures the repetition and consolidation of previously learned skills and abilities.

So, the first requirement that must be followed when selecting outdoor games is that the content of play actions and rules correspond to the age characteristics of children, their ideas, abilities, skills, knowledge about the world around them, and their capabilities in learning new things.

We must strive to ensure that game images are understandable and interesting to children. These may be already familiar images (cat, bird); It’s easy to introduce unknown characters to kids using a picture, toy, fairy tale, book (bear, fox, hare, etc.). It is important that the movements of the game characters are varied, but accessible to small children. Therefore, it is necessary that they are familiar with the character they are imitating.

It is very important to keep in mind that the variety of motor tasks is ensured not only by the fact that in each game a movement of a new nature is used, but also by the fact that in several games the same movement is performed in different formations and in different situations. In one game, walking in a group is given, in another, walking in a circle, holding hands, in the third game, children are taught to walk in pairs or scattered. You can also diversify running. Children can run in one direction, scattered, run away from the catcher, return to their places, etc. Performing movements in different play situations is of great importance for the development of coordination of children’s movements, their orientation in space, and also helps to develop their activity and independence.

The pedagogical effect of outdoor play largely depends on its compliance with a specific educational task. Depending on what skills and abilities the teacher seeks to develop in children at the moment, he chooses games that help develop these particular skills. So, if the teacher is faced with the task of teaching children to act coordinatedly in a team, to move over a large area, then story-based games such as “Sun and Rain”, “Sparrows and the Cat” are most suitable for this purpose. If the task is to develop, for example, balance in children, then in this case the game exercises “Along the Path”, “Across the Stream”, etc. are most suitable.

When selecting games, the teacher must take into account the composition of the group of children. It may be different in different children's institutions. Some children come to kindergarten for the first time at the beginning of the year. Such children do not yet have the skill of joint actions in a peer group; some cannot get used to the regime for a long time. In terms of their motor experience, these children differ from children who previously attended nursery groups. Therefore, at the beginning of the year, it is necessary to organize play exercises for a small number of children, as well as outdoor games that are simpler in content and do not require clear coordination of the movements of the players.

The general condition of the group should also be taken into account. If children are excited, it is better to play a calm, sedentary game, the rules of which require some attention from them (“Where does the bell ring?”, “Find the flag,” “Walk quietly,” etc.). If children have been sitting in class for a long time, they need active action. In this case, you need to choose a game in which the movements are varied and often change in accordance with the plot and rules (“My funny ringing ball”, “Sparrows and the cat”, etc.).

The choice of game also depends on the time of year, weather, temperature (indoor or outdoor), children’s clothing, available equipment, etc.

When choosing a game, you need to consider what time of day it is played. Outdoor games of various types should be combined with games and activities that take place during the day. At the end of the day, shortly before bed, games should be more relaxed.

Outdoor games during the day

Outdoor games are played with children every day. In the morning, before breakfast, it is advisable to give children the opportunity to play independently. To do this, you need to bring out various toys, help the kids find something to do, and help create a cheerful, joyful mood with encouragement and jokes.

The teacher can conduct game exercises with simple tasks, simple games of a calm nature with small groups of children or with some children individually. A more active game, organized with the entire group of children, can replace morning exercises. This game form of morning exercises can be used at the beginning of the year and in the first and second junior groups, when there are many new children in the team who have come to kindergarten for the first time. The game attracts them with its emotionality, the ability to actively act and perform movements to the best of their abilities. Over time, when children get used to acting in a team, morning exercises are introduced, consisting of individual exercises.

Active motor activity is also inadvisable immediately after breakfast.

Before classes, games of average mobility are appropriate; for children, these are most often individual games.

The most useful and appropriate are outdoor games during a walk. Only in inclement weather (heavy rain, wind, cold) games should be organized indoors, but it is advisable to use the hall, since in group rooms it is not always possible to fully conduct outdoor play with a large number of children.

During the morning walk after classes, outdoor games of various types are played. Their number and duration are not the same on individual days of the week.

When selecting games, previous activities are taken into account. So, after classes in the native language, drawing, modeling, it is advisable to play a game with more active actions. However, after activities that require children's concentrated attention, it is not recommended to learn new games.

Outdoor games are not excluded on days when there are music and physical education classes. On such days, outdoor games with less active actions are selected and played not at the beginning, but in the middle of the walk.

During the day, outdoor games can be organized both with the whole group and in subgroups. This depends on the nature of the game actions, the number of players, their preparedness, conditions and other factors. So, if there are many children in a group, but there is not enough space in the room or on the playground, games are organized in subgroups. Play exercises are also carried out most often in small groups or with individual children.

To ensure sufficient physical activity of children during the day, the physical education program (Program of education and training in kindergarten, - M., 1985) provides for a certain duration of not only physical education classes, but also daily outdoor games on walks (both in the morning and in the evening).

On days when physical education classes are held, the duration of outdoor games can be 6-8 minutes. On other days (without physical education), outdoor games should be carried out in combination with various physical exercises. Their total duration can reach 10-15 minutes.

With children of the fourth year, the duration of outdoor games and physical exercises during a walk on the days of physical education classes is 6-10 minutes. On other days, when physical education classes are not held, the time for outdoor games is increased to 15-20 minutes.

During an evening walk, you can play active games, both with the whole group of children and with small subgroups, but games of low mobility are desirable. Games with text, singing, and round dances are good for this time. Their duration is from 5 to 10 minutes.

The most favorable seasons for outdoor outdoor games are late spring, summer and early autumn. At this time, games with a wide variety of motor tasks can be used. However, in summer, when the weather is cool, there are games in which children must be active; on hot, stuffy days, quieter games are desirable, as babies quickly overheat, sweat, are more likely to get tired, and they lose the desire to participate in these games.

Significant difficulties are caused by conducting outdoor games with children on the site in winter, early spring and late autumn. Heavy clothing and shoes make their movements difficult, making them clumsy and awkward. Even children of the fourth year of life, who have somewhat more motor experience than children of the third year, find it difficult to play in such clothes. During this period, the simplest games with simple movements are possible, most often with walking and not too fast running. A large amount of snow on the site limits free space, so it is more convenient to play with children in small subgroups.

Since in winter many games cannot be played on the site with sufficient efficiency, it is necessary in the afternoon, during free time from classes, to sometimes conduct outdoor games indoors - in a group room, freeing up more space for this; If possible, you should strive to go with your children to the hall, where there is more space and there are various aids that can be used in the game.

At the site in winter, more attention should be paid to creating conditions for independent motor activity of children. To do this, you need to clear a fairly spacious area - make buildings out of snow (snow banks, low slides, gates, labyrinths), and also provide children with toys and aids that will help intensify their activities (bring out sleds, shovels, sleds for riding dolls, dolls in winter clothes, etc.). All this will help to enhance children’s independent activity, enrich their motor experience, increase their interest in walking and spending longer in the fresh air.

If the kindergarten goes to the country or is located near a forest, park, or lawn, then when conducting outdoor games during walks, you should use the features of the surrounding area: hillocks, stumps, ditches, fallen trees. They can serve as obstacles, overcoming which children acquire many useful skills and learn to control their movements in various environments. Kids learn to deftly run between trees, walk along a narrow path, climb up and down stumps, and step over low obstacles. Children's motor experience is enriched, and the functional capabilities of the child's body are improved.

Outdoor games are necessarily included in physical education classes. They are carried out after exercises in basic movements in order to increase the physiological load and emotionality of the lesson. For this purpose, games are selected that require active actions of all children at the same time. Due to the fact that the time for outdoor games is somewhat limited by the scope of the lesson, it is better to select games that do not require a long explanation or are already familiar to children, so as not to waste a lot of time waiting for the action to begin. The same game can be repeated for 2-3 lessons in a row, then a new one is used, and after several lessons you can return to the first game again.

Two games can be included in physical education classes for younger preschoolers. One, more active - in the main part, the second, calmer - in the final part of the lesson; the purpose of the latter is to calm the children and somewhat reduce the physiological load they received in the main part. For example, in one lesson the following two games can be played: “Sparrows and the cat” (where all the children actively run, squat, pretending to be flying and pecking birds, where there is a moment of catching, which especially increases the activity and emotionality of the children) and “Find the flag” ( in which children walk calmly, looking for a flag previously hidden by the teacher).

With the second younger group (fourth year of life), the program provides 3 physical education classes per week. One of them is recommended to be spent outdoors during a walk throughout the year. The content of these classes depends on the time of year and weather. In the warm season, such classes include exercises in basic movements and outdoor games. In winter, simple sports exercises are most often included, such as sliding on ice paths, sledding, skiing, and in combination with them - outdoor games.

In less favorable weather (spring, late autumn), classes can be built mainly on play exercises and outdoor games.

Preparing for the game

Preparing for the game consists of several important points. One of them is the preliminary familiarization of the teacher with the content of outdoor games, and it is necessary to know the games not only of one’s own group, but also of adjacent age groups, especially those preceding a given age.

Good knowledge of practical material will allow the teacher to more easily cope with the selection of games in accordance with the age characteristics of children, their preparedness, and choose the right game depending on the conditions, the number of children, the availability of benefits, weather conditions, educational tasks, etc.

The second point is preparation for a specific game. Here it is necessary, first of all, to know in what conditions the game will be held: on the site or indoors, in a group room or in a hall, with how many children. This will help the teacher think in advance about how to place the players in the available space so that they can move freely. In advance, you need to clarify the content of the game, its rules, repeat the text (if it is in the game), think over methods for activating children, and the use of individual aids and toys. Before playing, children need to be introduced to characters unknown to them using pictures, toys, or fairy tales. This will help them master game actions faster.

The third point is preparation, immediately before the game, pay attention to the hygienic condition of the room or area where the game will take place: in the group room or hall it is necessary to carry out wet cleaning, open transoms, vents or windows.

When conducting outdoor games in the fresh air, the area should be cleared of foreign objects, swept, and if necessary, watered first to prevent dust! Don't limit yourself to just the group platform. You can also use the areas immediately adjacent to it, the path around the kindergarten building.

The clothes and shoes of the players are important. The suit and shoes should not restrict movement, so before the game it is necessary to lighten the children’s clothes if possible, invite them to take off excess warm clothes, and change them into slippers if the game is played indoors. It is not advisable to dress children completely in physical education uniform, as this will take more time than the game itself.

When conducting outdoor games in the area during cold periods of the year, it is necessary to ensure that children are not wrapped up too warmly: during play, this restricts movement and quickly leads to overheating, which can cause colds.

Immediately before the game, the teacher prepares the required number of aids (flags, cubes, rattles, etc.), lays them out so that it is convenient for children to use them, marks out places for the players (houses, bird nests, mouse holes, places where there is a cat sitting or a garage for a car, etc.).

Young children, especially those in their third year of life, must first be familiarized with the objects and movements that will be used in the game. We must give them the opportunity to look at aids and toys, try to act with them, lift them, play with them, so that when doing exercises or during play, children are not distracted from their main goal. Such preparation ensures that the child has a joyful and active attitude towards completing the task and helps him more quickly assimilate the basic meaning and rules of the game or game exercise.

It is also very important to become familiar with the environment in which the game will take place. Sometimes it is necessary to introduce children in advance to the characters in the game and their movements that they will imitate. Preliminary preparation of children for completing tasks in a game or game exercises can be carried out over several days or on the eve of the game.

Immediately before the start of the game, kids can be involved in arranging toys and aids. Such active participation in preparation increases their interest in the game and in completing game tasks. So, for example, before playing the games “Train”, “Birds in Nests”, “Sparrows and a Car”, the teacher cannot always arrange the chairs in advance. He turns to the children with an offer to play and begins to arrange chairs as needed for the game; Explaining to them that these are trailers or nests, he asks older children to bring chairs. The kids, imitating their elders, also go for the chairs. The teacher should encourage the kids, help them put the chairs straight, and also remind the older ones to help the little ones bring and put the chairs and sit on them.

When everything is thought out and prepared in advance, the teacher can conduct the game with greater benefit for the children, paying all his attention when directing the game to completing the tasks set by it.

Outdoor game management

Despite the fact that children love to play outdoor games, they cannot organize a game, even one that is familiar to them, on their own. This is typical for the entire period of early preschool childhood.

Outdoor games with children are always organized by the teacher, although they can often be started at the request of the children.

When conducting an outdoor game, it is necessary to remember to fulfill the basic educational tasks. One of these tasks is the development and improvement of children’s movements. Kids must follow, at least in general terms, the way of performing movements determined by the plot and rules. As children gain motor experience, the requirements for performing movements should increase. The second task is to teach children to act in a team in accordance with the rules of the game. At the same time, much attention is paid to instilling in children organization, discipline, the ability to restrain themselves, and perform motor tasks when given a signal.

The fulfillment of these tasks depends on how the teacher is able to attract children to the game and interest them. One of the most important conditions for this is the communication of children with adults and among themselves.

For the development of the personality of a child of the third year of life, the enormous role of the child’s constant contacts with adults, which is so clearly manifested in the previous stages of development, still remains. At an early age, all the variety of relationships that arise can be realized only in joint activities with adults. By the age of 2-3 years, the relationship between an adult and a child develops, changes, and becomes more complex. The adult becomes the leader of the child’s independent activities. This guidance is carried out by demonstration, as well as through verbal narration, explanations and instructions.

In the development of new movements by children and in the development of independent motor activity of the child, the teacher plays a leading role.

It is very important that the teacher not only plays a responsible role in the game, but also simply an ordinary participant (a bird, a bunny, etc.). Kids play with pleasure when adults show interest in all their actions in games and actively participate in them, showing an example of the correct execution of movements. The cheerful, affectionate tone of the teacher captivates the kids; their joyful mood is conveyed to them. In such cases, children listen very carefully to every word of the teacher, fulfill all his requirements, willingly repeat the games, and learn them well.

Outdoor games and preparation for them are of great importance for the development of children’s communication: the execution of movements and tasks by elders is an example for children, an important condition for their activation; at the same time, the elders get used to helping the kids and taking care of them. Children 2.5-3 years old are very responsive and more willing to help little ones. But this responsiveness manifests itself if the teacher tactfully tells the child in time that he needs to help a friend and reminds him how to behave.

When organizing outdoor games, both in the first and second junior groups at the beginning of the school year, you can observe how some children do not want to take part in the general game. Most often, these are children who have recently entered kindergarten and have not yet become accustomed to the group environment. They stand on the sidelines, watch others play, and at the same time emotionally express their attitude to what is happening: they smile, clap their hands, jump while standing still. The teacher should not require the mandatory participation of all children in the game from the first days; Having gradually gotten used to it, they will join in the games themselves and play with pleasure. But there are shy children, they would like to play, but they are afraid. We need to help them, take them by the hand, offer to run together, hide, and cheer them up. With the attentive and sensitive attitude of the teacher, such children become active participants in outdoor games in a few days.

The most important moment that influences the course of the game is the teacher’s explanation of it. You need to explain the game to kids emotionally, expressively, trying to characterize the characters using the intonations of your voice. For example, you need to speak about bunnies and birds tenderly, kindly, and about a bear that scares the bunnies - in a low voice, somewhat ruder. When explaining, it is necessary to pay attention to the signals by which children change their actions during the game. Words accompanied by certain movements must be pronounced clearly, without haste: the last phrase of the text should be pronounced somewhat louder if it serves as a signal for a change in movements.

Explaining plot games to children of primary preschool age should be a short, figurative story and evoke in the child vivid ideas about the characters he will portray in the game. Such an emotional-figurative presentation of the content, the plot of the game, devoid of didacticism, which is characteristic of explanations during direct teaching, in exercises, and corresponding to the specific nature of the thinking and perception of children, is very relaxed and helps the child to better imagine the game situation, get into character and more expressively reproduce the characteristic for this image of movement.

The explanation of outdoor play to children of primary preschool age often coincides in time (goes almost in parallel) with the beginning and development of the game itself. For example, the teacher says that now everyone will play the game “Birds in Nests,” and immediately invites the children to take the nests (pre-drawn circles or placed benches). Then, continuing his explanation, he says that at the signal “Sunny!”

all the birds will fly out of their nests and fly, while he shows how they will fly and invites the bird children to fly with him. After a while, the teacher announces: “It’s raining, all the birds are hiding in their nests,” and explains that everyone should run away and stand in their circles. Older children, from the second younger group, can listen to the explanation of some simple games from beginning to end, but during the game the teacher constantly gives explanations, clarifies the movements, and achieves greater accuracy in performing the movements and rules.

When explaining the game, the teacher uses a fairly large number of words and various intonations, which significantly enriches the children’s speech. Children, even the smallest ones who do not actively participate in the game, always listen with great attention to the words of the teacher.

Game exercises are also accompanied by explanations and sentences from beginning to end. Such explanations, a kind of hint during the action, help the child achieve a certain result in performing the movement. For example, when guiding the children’s actions in the game exercise “From hummock to hummock” (Option I), the teacher says: “Now Kolya will cross the stream. Go, Kolya, don’t be afraid, the stream is shallow.” “Careful, Kolya, don’t rush,” the teacher warns, “or you’ll fall into the water and get your feet wet. Well done! Now you are walking well, you are stepping straight onto the bumps. Now take a wider step to get to the bank.” Along the way, the teacher talks with other children, preparing them to complete the task, “Olechka, do you want to cross the stream?” he asks. The girl smiles embarrassedly and doesn’t answer. One of the guys says that she is afraid. The teacher encourages the child: “Olya and I will walk through the stream together, hold hands, so we won’t be afraid. Yes?"

Constant verbal communication with adults brings joy to children and greatly benefits the development of their speech and imagination.

An important condition that arouses children’s interest in the game is the direct participation of the teacher in the game, the manifestation of his interest. The teacher often has to combine managing the game with playing a responsible role, since children of even the second youngest group do not. can still cope well with these responsibilities, although they show great interest in them. The kids are not embarrassed by the fact that the teacher, being, for example, a bear, gives them comments on how to perform movements, reminding them of the rules of the game. They willingly obey his instructions and at the same time perceive him as an active participant in the game.

Children 2-3 years old try to imitate the teacher in performing movements.

However, children still do not have sufficient control of their body and cannot accurately perform the movement proposed by the teacher. For example, when walking along a bridge (on a board or between parallel lines), children step past its edges without paying attention to it. You should not persistently point out to the child his mistakes without allowing him to get used to the new movement.

The teacher must be very tactful with the kids. While presenting them with certain demands and seeking their fulfillment, he should not be intrusive and often repeat remarks emphasizing the child’s shortcomings. You cannot, for example, endlessly remind a child that he did not complete this or that task because he is awkward, cowardly, or inept. Young children are offended by such comments, they lose the desire to participate in group games and exercises. To improve children’s movements, the teacher can use different techniques during the game: demonstration, explanations, instructions, game images. For example, in the game “My Fun Tinkling Ball,” the teacher invites children to bounce higher, like balls, can show how to jump higher and land softly, and encourages kids who perform the movement well.

The active, interested participation of the teacher in the game gives children great joy, creates a good emotional atmosphere, promotes the involvement of all children in the game, and activates their actions.

During the process of outdoor play, the teacher monitors the implementation of the rules, the relationships of the children, and their condition. All this is very important, since violation of rules, for example, on the part of most children, or their overly excited state are signs of fatigue. In this case, the game must be stopped and the children switched to a calmer activity.

Individual approach to children during games

An individual approach to each child during games and exercises is an indispensable condition for proper management of children’s activities. The plots, rules and organization of the proposed games are simple, and they also allow for the completion of tasks in accordance with the capabilities and desires of each child. For example, during the game, children must crawl on all fours a certain distance to a specified place where there is a rattle, flag, etc. On the way to the toy, they must crawl under a wooden arch. Some kids, captivated by the play task, cannot immediately crawl the entire distance, and after crawling under the arc, they get up and walk or run to the toy, which must be raised above their heads and shown to others. You should not require your child, especially at first, to crawl the entire distance. The main thing is to involve children in active and useful activities for them, and this goal has been achieved: children practice crawling, obeying a certain rule when performing a task.

The mobility of children of primary preschool age is extremely diverse, but many of them do not yet have the necessary motor skills and abilities, their movements are limited and monotonous. They do not know how to organize their independent activities and do not know how to use different toys. The teacher must constantly keep such children in mind, encourage them to be active, and select special tasks and assignments for them. Some children aged 2 years watch the players with interest, experience their successes and failures, but they themselves prefer not to get involved in the game. To the teacher’s question: “Do you like the way the children play?” - they answer in the affirmative, but when asked to go play with everyone else they answer with a categorical refusal. The teacher tries to choose for each such child an interesting task, an exercise that he would like to do independently in front of all the children. Only after long individual work is it possible to involve the child in joint games.

At the same time, in any kindergarten group there are always overly active children who often change types of motor activity. The child does not sit still for a minute: he either runs after the ball, then picks it up and immediately throws it on the floor, then climbs onto a chair, and then starts running around the room without any purpose. Such chaotic, inappropriate actions overly excite the child. He gets tired quickly, becomes capricious and disobedient. The restless behavior of one child is often transmitted to other children. Imitating him, they also become involved in chaotic, noisy activities. In such cases, it is advisable for the teacher to switch the children’s attention to a calmer activity, a game. You can invite, for example, one of the children to walk along a narrow board lying on the floor and carry a small rubber ball in the palm of his outstretched hand. The kids quickly respond to a proposal that is interesting to them and switch to completing a game task organized by the teacher - some as performers, others as spectators.

But one should not think that the teacher must constantly interfere in the activities of children. A child of the second and third year of life tests his abilities and capabilities in every new movement available to him. Repeating such a movement, being a kind of game for him, gives him great pleasure.

It is typical for a child of this age that his activities are often determined by the objects around him. Having discovered, for example, that a chair or box with blocks can be moved from place to place, the baby immediately begins to push this chair or box, rejoicing that it is moving. Such manifestations are quite natural for younger preschoolers, and should not be constantly suppressed. You just need to make sure that interest in such monotonous actions does not take hold of the child for too long.

Although children of the third year of life intensively develop communication skills with peers, a child of this age, as a rule, likes to play alone, does not look for a partner, and happily performs motor tasks together with the teacher. The teacher must work individually with each child from time to time, developing his movements. This is especially important for shy children.

After 2.5 years, the child’s independence in performing game tasks increases more and more. He begins to become preoccupied with the results of his actions. “I myself” - this expression is firmly included in the baby’s vocabulary. Where it is safe, we must give him the opportunity to show his strength, not overly patronize him, and teach him to overcome difficulties.

Children 3 years old are happy to participate in outdoor games organized by the teacher, but even at this age they have significant individual differences in the manifestation of motor activity, both in independent and organized activities. The activity of children in outdoor games depends to a large extent on the level of general and physical fitness, as well as on the degree of adaptation of the child to living conditions in kindergarten.

Children who have recently come to kindergarten from family, as a rule, even at this age are often timid, do not know how to act in a group of peers, and are characterized by lower physical fitness. The behavior of such children in outdoor games at first is characterized by the fact that they do not start moving at the same time as everyone else, and during the game they often stop and look closely at what others are doing and how. The kids are afraid of being caught, so they try not to stray far from the conventional house, the nest, they remain tense, wary, afraid of missing a signal, and often return to the house without waiting for the signal. Their movements are awkward and uncoordinated. The noted behavioral features indicate insufficient life experience of children, including motor experience. Naturally, their motor activity in outdoor games is much lower than that of children who previously attended kindergartens. However, this is typical for them only in the first months, while they get used to the team, get used to the kindergarten regime, and gain strength and motor experience. Gradually, as they adapt, in the second half of the school year, the motor activity of children who come from the family increases and becomes equal to the motor activity of other children. At the beginning of the year, when conducting outdoor games, the teacher should show more attention to these children, encourage them to be active, and encourage them. The teacher encourages more experienced children to help children who have difficulty completing tasks, be attentive to them during play, try not to push them, help them find their place, follow the rules, etc. .

At this age, the opposite phenomenon is also observed. For some children, motor activity in outdoor games is quite high at the beginning of the year, and by the end of the year there is a slight decrease. This happens with children who are somewhat older in age and more prepared. Such children are very active at the beginning of the year, willingly respond to the teacher’s invitation to play, and play with interest. In the second half of the year, when they master more complex movements, know how to ride a bicycle, organize games themselves, they are not always willing to respond to an offer to play an outdoor game.

The teacher should take into account the interests of the children. Participation in a game without interest does not cause sufficient activity and initiative in children, but, on the contrary, leads to their decline. Children who join the game at the insistence of the teacher are often distracted and look at the toys they left behind; Their movements in these cases are sluggish, not energetic, they are indifferent to the plot, rules, course of the game, and at the first opportunity they try to get out of it. Under such conditions, outdoor play, of course, cannot have the desired impact either on the development of the child’s motor sphere or on his upbringing. The motor activity of children who do not participate in general play can be compensated by organizing small-group games and play exercises at another, more convenient time.

Repetition and complication of outdoor games and exercises

Systematic repetition of outdoor games, each of which is based on a movement, contributes to the assimilation and improvement of this movement, leads to the development in children of good orientation in a game situation, the formation of a quick and meaningful reaction to the actions of the players. The repetition of games and exercises also contributes to the development of the child’s thinking abilities, the development of organization, and the ability to subordinate one’s actions to the rules common to the group.

Young children (3 years of age) acquire the necessary skills rather slowly. Therefore, the teacher can repeat games they are familiar with without fear that they will get bored with them. The gradual assimilation of the content of the game, its rules and, as a result, increasing independence bring joy to children and maintain interest in the game. With children of the third year of life, it is advisable to repeat a new game 3-4 times in a row, after which switch to some other one from among those already known to them, and then you should return to repeating the game you are learning.

The educational and educational side of outdoor games will be enhanced if, when repeated, they are somewhat modified and complicated. This can be achieved in different ways. The game can be complicated by slightly changing the rules, increasing the requirements for their implementation, including new movements (walk or run, step over or climb), changing their pace, requiring more accurate execution of the motor task. The number of children simultaneously acting in the game, the form of their relationships between themselves and the teacher also give the game a different character. For example, in a small group it is easier for a small child to navigate, he finds his place more easily; The game is more interesting if the role of the driver is played by the teacher.

It is especially important to slightly change the games when repeating them in groups of children of the fourth year of life. The experience of children of this age and their capabilities are much wider, so they quickly assimilate the content and rules of the games offered to them, master the movements, and act more boldly in a group of peers. At this age, children are already familiar with many games. They quickly lose interest in games that are repeated often and without changes.

The creation of variants of outdoor games for children of the fourth year of life is possible due to some changes in the conditions for their implementation and the introduction of additions to motor tasks. For example, when repeating the outdoor games “Birds in Nests”, “Sparrows and a Cat”, you can make the following changes: first, you can place children on chairs (in nests) placed in one row; after some time, when the game is repeated, nests for the birds are made from the same chairs, but placed 4-5 in different places in the hall. This makes it possible to increase the running distance and complicates children’s orientation in space. If in the first option the kids, playing the role of birds and sparrows, all run away in one direction after a signal about the danger that threatens them, then in the second they will need to remember the location of their houses and after the signal run in different directions, trying not to confuse the houses and not be caught . In the following versions of these games, other aids can be used to designate houses and nests: hoops, low benches, cubes, cords, etc. New aids themselves attract the attention of children and make them want to play; In addition, using them in games allows you to complicate movements and change their character. If in the first versions of the game “Sparrows and the Cat,” children rise from their chairs and run out into the middle of the room or hall, imitating the flight of birds, then when using large or small hoops as nests, they jump out of them and then fly. The use of low benches makes it possible to train children in jumping, teaching them to land softly (“You need to jump quietly, like birds”). Thus, changing equipment increases the effectiveness of games familiar to children.

Making some changes or additions to games does not change their content and rules, however, elements of novelty increase children’s interest in the game, encouraging them to be more active, show initiative, independence, and often creativity and invention. So, the following additions can be made to the “Train” game: at first, children simply move one after another in a column one at a time - they ride a train, the train makes stops at the sound signal or when the teacher waves a red flag; then, at the direction of the teacher, the train can move either faster or slower; during the next repetitions of the game, the teacher invites the children, when the train stops, to go out for a walk on the lawn, pick flowers, berries, etc. Imitating these actions, the kids perform a series of movements: run, bend over, squat, jump, etc. Often the children themselves complete and expand the plot of the game. Collecting imaginary flowers and berries, they bring them to the teacher and say: “It’s like you have a basket. We’ll fill up now and go home.” Thus, the imagination and ingenuity of the players can sometimes suggest an interesting direction to an adult in directing the game. The next time, when repeating the game, the teacher invites the children at the bus stop to jump over a groove (ropes placed on the floor), play with a ball, etc. Thus, thanks to some additions, simple games well known to children can be repeated many times throughout the school year, achieving from them more precise execution of movements and rules. This allows you to limit yourself to a relatively small number of games.

When conducting outdoor games with children of primary preschool age, it is important to ensure that children do not get overtired or get too excited.

During the game, physical activity constantly changes. The structure of the games and their rules provide for the appropriate alternation of active actions of children with rest. However, their duration and intensity are not stable. Using the plot and rules of the game, the teacher, at his own discretion, can increase or shorten the duration of the game episodes, set their shift, and increase the intensity of movements. The number of repetitions of a game or exercise in one session also influences the increase in physical activity.

When conducting a game, the teacher should strive to increase its effectiveness and at the same time ensure that excessive physical activity is not allowed, which negatively affects the child’s still fragile body. Severe redness of the face in children (and in some, on the contrary, excessive pallor), sweating, rapid breathing, excessive excitability, absent-minded attention indicate that the game should be stopped or suspended so that the children can rest. During pauses, you can talk with the kids, clarify the rules, repeat the text, etc. Experience shows that outdoor games with children of the fourth year of life can be played 4 to 6 times in a row.

Repeating the same game throughout the year should take place in different conditions: in a group room, in a hall, on a group site, in a clearing. It is necessary to make wider use of natural conditions. This also helps to increase the effectiveness of the impact of outdoor games on the comprehensive development of the child.

It is advisable to repeat new games with kids 2-3 days in a row. In the future, games should be alternated with others, using their different options when repeating. Games that are well known to children can be repeated after 7-10 days. In this case, children again show interest in them.

The teacher should strive to ensure that children fall in love with outdoor games and show a desire to play them independently.

Creating conditions for games and exercises

To conduct outdoor games and exercises, each preschool institution must have a variety of physical education equipment, which can be installed both on the site (in group playgrounds) and in group rooms. It is widely used in organized physical education classes and outdoor games, and also stimulates children’s independent motor activity.

For exercises in walking and running, in walking while maintaining balance, you need to have the following aids: a platform with ladders on both sides, a platform with a ladder and a ramp, gymnastic benches, logs (round or with a hewn top), simple boards and with hooks for attaching them to gymnastic walls, stands, boxes, wooden blocks no more than 20 cm high, swings and rocking chairs of various designs, racks (130-140 cm high), planks or ropes with weights at the ends for hanging them on racks.

There should be aids for climbing exercises on the site and indoors. Since these exercises are quite monotonous, it is important that the manuals be different; Doing exercises on different aids will make them more interesting and useful for kids. Climbing aids: gymnastic wall, stepladders, attached ladder with hooks, attached ramp with hooks.

For crawling and crawling, arches, hoops, gymnastic benches, logs, wooden boxes, horizontal and inclined boards, etc. are used.

To throw, roll, catch, and hit a target, children use balls of different sizes, wooden and celluloid balls, bags of sand (weight 150-200 g), as well as cones, pebbles and other objects. You can use hoops, baskets, and various nets as targets.

When performing jumps, you need cords, flat hoops, low benches or boxes.

In winter, for outdoor games, the area is cleared of snow, low snow banks, small slides, ice tracks for sliding, snow figures for hitting the target, and snow labyrinths (for walking, running, climbing) are built.

In spring and summer, during walks, children need to use the natural conditions of the surrounding area to play and exercise. Grooves, hillocks, fallen trees, stumps, streams, trees, and bushes are excellent “aids” for children to acquire the necessary and useful skills of natural movements. They can serve as obstacles to be overcome during games or exercises. Kids learn to move correctly in different environments: deftly run between trees while maintaining balance; walk along narrow paths in the forest and field; bending down to make your way between the bushes; climb stumps; step over bumps; crawl over logs, etc. Children’s motor experience is enriched, and the functional capabilities of the child’s body are improved.

In the fresh air, it is important to play games with movements such as running, throwing balls, throwing pebbles, cones, etc., i.e. those that require space.

Indoors, as well as on the site, it is advisable to have training aids for various types of basic movements. In addition, various furniture can be used for indoor games: tables, chairs, stools, sofas. So, children can step over the rail placed on the seats of the chairs or crawl under it, roll balls, balls, etc. between the legs of the chair.

In addition to the aids and items listed above, for games and play exercises it is necessary to have a sufficient number of different small aids and toys that can be used both indoors and on the site. These are sets of flags, rattles, balls of different sizes, balls, colored ribbons, jump ropes, long and short cords, reins, hoops, small rings, plywood or cardboard circles, cubes, sticks, skittles.

All this allows you to diversify game exercises and change the conditions for performing motor tasks in games.

For the convenience of using small aids, you need stands, nets, and baskets that correspond to each of them. They are installed so that the kids themselves can take from them what they need for the game and put it back at the end of it. This is important for instilling independence in children, respect for benefits, and adherence to a certain order.

When conducting plot-based outdoor games with children, for a child playing a responsible role (cat, bear, wolf, rooster, etc.) as a driver, you can use hats and some costume elements that emphasize the characteristics of the characters. The rest of the children taking part as mice, birds, and chickens do not need to wear hats. But if the game is played at a festive matinee or a leisure evening, then hats can be put on all the children to create a certain festive mood in them.

Preparation of a room or site, selection of appropriate equipment and aids are necessary conditions for the proper organization of outdoor games.

Description of outdoor games and play exercises

Story games

For children of the third year of life

Sparrows and car

Target. To teach children to run in different directions without bumping into each other, to start moving and change it at the teacher’s signal, to find their place.

Description. Children sit on chairs or benches on one side of the playground or room. These are sparrows in nests. The teacher stands on the opposite side. It depicts a car. After the teacher’s words “Let’s fly, sparrows, onto the path,” the children rise from their chairs, run around the playground, waving their winged arms.

At the teacher’s signal, “The car is moving, fly, little sparrows, to your nests!” the car leaves the garage, the sparrows fly into their nests (sit on chairs). The car returns to the garage.

Instructions for carrying out. At first, a small group (10-12) of children takes part in the game, and over time there may be more playing. It is necessary to first show the children how sparrows fly, how they peck grains, perform these movements together with the children, then you can introduce the role of a car into the game. Initially, the teacher takes on this role, and only after repeated repetitions of the game can it be assigned to the most active child. The car should not move too fast to allow all children to find their place.

Train

Target. Teach children to walk and run after each other in small groups, first holding on to each other, then not holding on; teach them to start moving and stop at the teacher’s signal.

Description. The teacher invites several children to stand behind each other, he himself stands in front of them and says: “You will be the carriages, and I will be the locomotive.” The locomotive blows its whistle and the train begins to move, first slowly and then faster. The movement is accompanied by sounds made by the players. From time to time the locomotive slows down and stops, and the teacher says: “Here comes the stop.” Then the locomotive blows its whistle again and the train moves on.

Instructions for carrying out. First, a small group of children is involved in the game. If repeated, there may be a larger number of participants (12-15). At first, each child holds on to the clothes of the person in front, then the children walk freely one after another, move their arms, imitating the movement of the wheels of a steam locomotive, and say in time: “Choo-chu-chu.”

The role of the locomotive is initially performed by a teacher or a child of an older group. Only after repeated repetitions is the role of the leader assigned to the most active child. The locomotive must move slowly so that the children's carriages do not lag behind.

The players line up one after another at random. If you repeat the game many times, you can invite the kids to go out at the bus stop for a walk, pick flowers, pick berries, play, and jump. Having heard the whistle, the children must quickly form a column behind the locomotive.

Aircraft

Simplified version

Target. Teach children to run in different directions without bumping into each other; teach them to listen carefully to the signal and start moving according to the verbal signal.

Description. The teacher calls the names of 3-4 children and invites them to prepare for the flight, showing them first how to start the engine and how to fly.

The named children come out and stand randomly on one side of the playground or room. The teacher says: “Get ready for the flight. Start the engines! Children make rotational movements with their arms in front of their chest and pronounce the sound “rrrr”. After the teacher’s signal “Let’s fly!” children spread their arms to the sides (like the wings of an airplane) and fly - scattering in different directions. At the teacher’s signal “Landing!” they go to their chairs and sit on them. Then another group of children plays.

Instructions for carrying out. The teacher must show the children all the game movements. When playing the game for the first time, he performs the movements together with the children.

When the game is repeated, you can call a larger number of children, and after repeated repetitions, you can invite all the children to fly on airplanes.

Bubble

Target. Teach children to stand in a circle, make it wider or narrower, teach them to coordinate their movements with the spoken words.

Description. The children and the teacher join hands and form a small circle, standing close to each other. The teacher says:

Blow up, bubble,
Blow up, big one,
Stay like this
Don't burst out.

The players step back and hold hands until the teacher says: “The bubble has burst!” Then they lower their hands and squat down, saying: “Clap!” You can also invite the children, after the words “the bubble burst,” to move to the center of the circle, still holding hands and pronouncing the sound “sh-sh-sh” - the air comes out. Then the children inflate the bubble again - they move back, forming a large circle.

Instructions for carrying out. First, a small number of children (6-8) take part in the game. When repeated, 12-15 people can play at the same time. The teacher should pronounce the text slowly, clearly, clearly, involving the players in this.

Before the game, you can show the kids real soap bubbles.

Sunshine and rain

Target. Teach children to walk and run in all directions, without bumping into each other, to teach them to act on the teacher’s signal.

Description. Children sit on chairs or benches. The teacher says: “Sunny! Go for a walk!” Children walk and run all over the playground. After the words “Rain! Hurry home! they run to their places. When the teacher says again: “Sunny! You can go for a walk,” the game repeats.

Instructions for carrying out. At first, a small number of children participate in the game, then 10-12 people can be involved. Instead of chair houses, you can use a large colorful umbrella, under which children hide at the signal “Rain!” During the walk, you can invite children to pick flowers, berries, jump, and walk in pairs.

When repeated, the game can be complicated by placing houses (3-4 chairs each) in different places in the room. Children must remember their house and run to it when given a signal.

My funny ringing ball

Target. Teach children to jump on two legs, listen carefully to the text and run away only when the last words are spoken.

Description. Children sit on chairs on one side of the room or area. The teacher stands in front of them at some distance and performs exercises with the ball; he shows the children how easily and high the ball jumps if you hit it with your hand, and at the same time he says:

My
Funny
Voiced
Ball,
Where are you going
rushed
Jump?
Red,
Yellow,
Blue,
Can't keep up
Behind you!

S. Marshak

Then the teacher calls 2-3 children, invites them to jump at the same time with the ball and repeats the exercise, accompanying it with words. Having finished, he says: “I’ll catch up now!” The kids stop jumping and run away from the teacher, who pretends to catch them.

Instructions for carrying out. When repeating the game, the teacher calls on other children in larger numbers. The last time you can offer to be balls to all children at the same time. The teacher must make movements and pronounce the text at a fast pace that matches the children’s jumping, but jumping is quite frequent.

If children cannot reproduce the movements of the ball, they need to be shown again how the ball bounces.

White bunny sitting

Target. To teach children to listen to the text and perform movements in accordance with the text; teach them to jump, clap their hands, and run away after hearing the last words of the text. Bring joy to children.

Description. Children sit on chairs or benches on one side of the room or playground. The teacher says that they are all bunnies and invites them to run out into the clearing. Children go to the middle of the room, stand near the teacher and squat down.

The teacher says the text:

White bunny sitting
And he wiggles his ears.
Like this, like this
He wiggles his ears.
Children move their hands, raising them to their heads.

It's cold for the bunny to sit
We need to warm our paws.
Clap, clap, clap, clap,
We need to warm our paws.
From the word “clap” to the end of the phrase, children clap their hands.

It's cold for the bunny to stand
The bunny needs to jump,
Skok-skok, skok-skok,
The bunny needs to jump.

From the words “skok-skok” to the end of the phrase, children jump on both feet in place.

Someone (or a bear) scared the bunny,
The bunny jumped... and galloped away.

The teacher shows the toy bear - and the children run to their places.

Instructions for carrying out. The game can be played with any number of children. Before the start of the game, be sure to prepare the places where the bunnies will run. At first, you don’t have to single out the driver; all children simultaneously perform movements in accordance with the text. After repeating the game many times, you can select the child to play the role of a bunny and place him in the middle of the circle. Having finished reading the text, you should not quickly run after the children, you need to give them the opportunity to find a place for themselves. There is no need to demand from the kids that they sit down in their own place; everyone takes up free space on a chair, bench, or carpet. But with systematic repetition of the game, children remember their places well and quickly find them.

Birds are flying

Target. Teach children to jump from low objects, run in all directions, act only when given a signal; teach kids to help each other.

Description. Children stand on a small elevation - a board, cubes, bars (height 5-10 cm) - on one side of the room or playground. The teacher says: “The sun is shining outside, all the birds are flying out of their nests, looking for grains and crumbs.” Children jump from heights, fly (run, waving their arms), squat, peck grains (knock their fingers on their knees or on the floor). With the words of the teacher, “It’s raining! All the birds hid in their nests!” children run to their places.

Instructions for carrying out. Before the game, the teacher must prepare low benches or such a number of cubes and bars that there is enough for everyone who wants to play. They should be located on one side of the playground or room at a sufficient distance from one another so that the children do not jostle and can freely take their seats. We need to show the kids how to jump off softly and help them get up to a higher place after running. When repeating the game, the signal can be given in one word: “Sunny!” or “Rain!” Children need to know what signal to do what.

For children of the fourth year of life

At the beginning of the year, the games described above, recommended for children of the first junior group, are played in the second junior group. However, due to the fact that children’s horizons have expanded significantly, movements have become more confident and coordinated, the plots of games, their rules and motor tasks are becoming more complex and varied.

Birds in nests

Target. Teach children to walk and run in all directions without bumping into each other; teach them to quickly act on the teacher’s signal and help each other.

Description. Children sit on chairs placed in the corners of the room. These are nests. At the teacher’s signal, all the birds fly to the middle of the room, scatter in different directions, crouch down, looking for food, and fly again, flapping their arms and wings. At the teacher’s signal “Birds, go to their nests!” The children return to their places.

Instructions for carrying out. The teacher makes sure that the bird children act on a signal, fly away from the nest as far as possible and return only to their nest.

For nests, you can use large hoops placed on the floor, and on the site these can be circles drawn on the ground, in which children squat.

The teacher teaches children to be attentive while running, to give way to those running towards them so as not to collide; teaches children to jump out of nests (hoops).

Horses

Target. Teach children to move together, one after the other, to coordinate their movements, and not to push the person running in front, even if he is not moving very fast.

Description. Children are divided into pairs as desired: one is the horse, the other is the coachman, who harnesses the horse (puts on the reins) and rides along the platform from one side of it to the other and back. Then, at the teacher’s suggestion, the children change roles and the game is repeated.

Instructions for carrying out. At first, the teacher helps the children put on the reins and directly participates in the game as a coachman. At first, it is advisable to help select a pair of children with approximately the same level of motor readiness. Instead of reins, colored cords or jump ropes can be used. As children learn to harness a horse and ride around the playground, you can allow several pairs to play at once, not only on the playground, but also on the adjacent path.

Mice and cat

Target. To teach children to run easily, on their toes, without bumping into each other; navigate in space, change movements at the teacher’s signal.

Description. Children sit on benches or chairs. These are mice in holes. On the opposite side of the room or playground sits a cat, whose role is played by the teacher. The cat falls asleep (closes his eyes), and the mice scatter throughout the room. But then the cat wakes up, stretches, meows and starts catching mice. The mice quickly run away and hide in holes (take their places). The cat takes the caught mice home. When the rest of the mice hide in their holes, the cat walks around the room again, then returns to its place and falls asleep.

Instructions for carrying out. Mice can run out of their holes only when the cat closes its eyes and falls asleep, and return to the holes when the cat wakes up and meows. The teacher makes sure that all the mice run out and scatter as far as possible from the minks. Minks, in addition to chairs, can serve as arches for crawling, and then children - mice - crawl out of their holes. When the mice come back, they can simply run behind their chair or arch and hide by crouching behind it.

Shaggy dog

Target. Teach children to move in accordance with the text, quickly change the direction of movement, run, trying not to get caught by the catcher and without pushing.

Description. Children sit or stand on one side of the hall or playground. One child, on the opposite side, on the carpet, pretends to be a dog. The children quietly approach him in a crowd, and at this time the teacher says:

Here lies a shaggy dog,
With your nose buried in your paws,
Quietly, quietly he lies,
He's either dozing or sleeping.
Let's go to him and wake him up
And let’s see: “Will something happen?”

Children approach the dog. As soon as the teacher finishes reading the poem, the dog jumps up and barks loudly. The children run away, the dog chases them and tries to catch someone and take them to him. When all the children hide, the dog returns to his place and lies down on the rug again.

Instructions for carrying out. The place where the dog is and the place where the children run should be located further away from each other so that there is space for running. The teacher makes sure that the children do not touch the dog when approaching him and do not push each other when running away from him.

Horsemen

Target. To teach children to run without bumping into each other, to speed up or slow down their movements, and to navigate in space.

Description. A group of children (5-6 people) stands at one edge of the playground. The teacher gives everyone a stick 50-60 cm long. Children sit astride the stick and gallop to the opposite side of the playground, pretending to be horsemen, trying not to bump into each other and not to touch objects or equipment located on the playground.

Instructions for implementation. During the game, the teacher can ask the horsemen to ride fast and slow, as well as in different directions. When children learn to run fast, you can organize competitions. The task is given to see who can ride the horse faster to a certain place on the site or track.

Train

(Complicated version)

Target. Teach children to walk and run in a column one at a time, speed up and slow down, stop at a signal; to teach children to find their place in the column, not to push their comrades, and to be attentive.

Description. Children stand in a column one at a time (without holding each other). The first one is a steam locomotive, the rest are carriages. The teacher blows the whistle - and the train begins to move forward, first slowly, then faster, faster, and finally the children start running. After the teacher says, “The train is approaching the station,” the children gradually slow down and the train stops. The teacher invites everyone to go out for a walk, pick flowers and berries in an imaginary clearing. At the signal, the children gather in a column again - and the train begins to move.

Instructions for carrying out. At first, children line up in a column in any order, and by the end of the year they already remember their place in the column - they find their carriage. The train can move, sometimes accelerating, sometimes slowing down, and make stops at a signal. A signal, in addition to the words of the teacher, can be a red flag that he raises.

When repeating the game, it is advisable to make changes to its plot. For example, you can invite children to play ball at stops, catch butterflies (jump up and clap above themselves), collect cones, acorns, etc.

Tram

Target. Teach children to move in pairs, coordinating their movements with the movements of other players; teach them to recognize colors and change movements according to them.

Description. 3-4 pairs of children stand in a column, holding each other's hands. With their free hands they hold on to the cord, the ends of which are tied, that is, some children hold on to the cord with their right hand, others with their left. This is a tram. The teacher stands in one of the corners of the room, holding three flags in his hands: yellow, green, red. He explains to the children that the tram moves when the signal is green, when it is yellow it slows down, and when it is red it stops. The teacher raises the green flag - and the tram moves: children run along the edges of the hall (playground). If the teacher raises a yellow or red flag, the tram slows down and stops.

Instructions for carrying out. If there are many children in the group, you can make two trams. The plot of the game can be more developed: during stops, some passengers get off the tram, others get on, lifting the cord. The teacher introduces children to the rules of the street. He makes sure that all players are attentive, do not miss stops, monitor the change of flags and change movements.

Sparrows and cat

Target. Teach children to jump gently, bending their knees, run without touching each other, dodge the catcher, quickly run away, find their place; teach children to be careful when taking up space and not to push their friends.

Description. Children stand on low benches or cubes (10-12 cm high) placed on the floor on one side of the playground or room. These are sparrows on the roof. On the other side, away from the children, there is a cat, sleeping. “The sparrows fly out onto the road,” says the teacher, and the children jump off the benches, blocks, and scatter in different directions. The cat wakes up, stretches, says “meow-meow” and runs to catch the little sparrows hiding on the roof. The cat takes the caught sparrows to his house.

Instructions for carrying out. Benches and cubes should be placed further away from one another so that children can stand and jump comfortably without interfering with each other. The teacher makes sure that when children jump off they land softly and shows how to do this. At first, when the teacher acts as a cat, the cat does not catch the sparrows, but only scares them, pretending to catch them. When a child is chosen to play the role of the cat, he can catch children.

Rabbits

Target. Teach children to jump on two legs, moving forward, crawl under the legs of chairs, develop dexterity and confidence.

Description. On one side of the room there are chairs arranged in a semicircle, with the seats inside the semicircle. These are rabbit cages. On the opposite side is the watchman's house. In the middle there is a lawn where the rabbits are allowed to roam. Children (2-3 each) stand behind the chairs; at the direction of the teacher, they squat down - the rabbits are sitting in cages. The caretaker approaches the cages and releases the rabbits onto the lawn: one after another, the children crawl under the chair and then jump, moving forward across the entire lawn. At the teacher’s signal “Run to the cages!” the rabbits return to their seats, crawling under the chairs again.

Instructions for carrying out. The teacher must ensure that children, crawling under chairs, try not to touch their backs. Instead of chairs, you can use arches for climbing or sticks and slats placed on the seats of chairs.

Mother hen and chicks

Target. Teach children to crawl under the rope without touching it, to dodge the catcher, to be careful and attentive; teach them to act on cues, not push other children, and help them.

Description. Children pretending to be chickens, together with a hen, are behind a rope stretched between chairs at a height of 35-40 cm. This is their home. A large bird sits on the opposite side of the platform or room. The hen leaves the house and goes in search of food, she calls the chickens: “Ko-ko-ko-ko.” At her call, the chickens crawl under the rope, run to the hen and walk with her, looking for food. At the signal “Big Bird!” the chickens quickly run away.

Instructions for carrying out. At first, the role of mother hen is performed by the teacher, and then children can be assigned to this role, first at their request, and then as assigned by the teacher.

When the chickens return to the house after running away from a large bird, the teacher can raise the rope higher so that the children do not touch it.

Taxi

Target. To teach children to move together, to balance their movements with each other, to change the direction of movements, and to be attentive to their play partners.

Description. Children stand inside a large hoop (1 m in diameter), hold it in their lowered hands: one on one side of the rim, the other on the opposite side, one after the other. The first child is a taxi driver, the second is a passenger. Children run around the playground or along the path. After a while they change roles.

Instructions for carrying out. 2-3 pairs of children can play at the same time, and if the space allows, then more. When children learn to run in one direction, the teacher can give the task to move in different directions and make stops. You can mark the stop location with a flag or a taxi rank sign. At the stop, passengers change, one gets out of the taxi, the other gets in.

Hares and wolf

Target. Teach children to listen carefully to the teacher, perform jumps and other actions in accordance with the text. Learn to navigate in space, find your place (bush, tree).

Description. Children-hares hide behind bushes and trees. There is a wolf behind a bush to the side. Hares run out into the clearing, jump, nibble grass, and frolic. At the teacher’s signal: “The wolf is coming!” - the hares run away and hide behind the bushes, under the trees. The wolf is trying to catch up with them.

You can use small text in the game:

The bunnies are jumping: hop, hop, hop,
To the green meadow.
They pinch the grass, eat it,
Listen carefully
Is there a wolf coming?

Children perform the actions described in the poem. With the end of the text, a wolf appears and begins to catch hares.

Instructions for carrying out. The child playing the role of the wolf should be away from the bushes where the children are hiding. At first, the role of the wolf is played by the teacher, but he is in no hurry to catch the hares, giving the children the opportunity to run away and hide. Then you can invite children to play the role of a wolf if they wish.

Plotless games

The purpose of the games given below is to teach children to act quickly on a signal, to teach them to navigate in space, and to develop dexterity.

Catch up with me

Description. Children sit on chairs or benches on one side of the playground or room. The teacher invites them to catch up with him and runs in the opposite direction. Children run after the teacher, trying to catch him. When they run up to him, the teacher stops and says: “Run away, run away, I’ll catch up!” The children run back to their places.

Instructions for carrying out. At first, it is advisable to play the game with a small group of children (4-6), then the number of players increases to 10-12 people. The teacher should not run away from the children too quickly: they are interested in catching him. You should also not run too quickly after children, as they may bump into chairs. At first, running is carried out in only one direction. When the kids run up to the teacher, they need to be petted and praised for being able to run fast. When repeating the game, the teacher can change directions, running away from the children. A simplified version of this game is the game “Run to Me”, then the children run in only one direction, to the teacher, and return back to their places.

Find your color

Description. The teacher gives the children flags of three or four colors: red, blue, yellow, green. Children with flags of the same color stand in different places in the room, near flags of certain colors. After the teacher says “Go for a walk,” the children disperse around the playground or room in different directions. When the teacher says: “Find your color,” the children gather near the flag of the corresponding color.

Instructions for carrying out. Instead of flags, each child can be given squares and circles of different colors, by which they will find their flag. The teacher makes sure that the children move away from their flags and disperse throughout the entire playground and hall.”

Take care of the item

Description. Children stand in a circle. Each child has a cube (or rattle) at his feet. The teacher is in a circle, he tries to take an object from one child or another. The player who is approached by the teacher crouches down, covers the cube with his hands and does not allow anyone to touch it. As soon as the teacher leaves, the baby gets up, leaving the cube in the same place.

Instructions for carrying out. At first, the teacher does not take the blocks from the children, but only pretends that he will take them now. Then, when repeating the game, he can take the cube from the child who did not have time to close it. This child is temporarily not participating in the game. When the driver manages to take the cubes from two or three players, he returns them to them and tells them to quickly close the cube and not give it back.

In the second younger group, you can choose one of the children to play the role of driver. In this case, the teacher suggests how to play, and he and the children stand in a circle.

Do not be late

Description. The teacher lays out cubes (or small rings, or rattles) on the floor in a circle. Children stand near the cubes. At the teacher’s signal, they scatter throughout the room, at the signal “Don’t be late!” run to the cubes.

Instructions for carrying out. Initially, children can run up to any free cube; gradually they get used to taking their place. When repeating the game, you can invite the kids to run like horses, raising their knees high, or like mice, quietly, on their toes. After the signal “Don’t be late!” The teacher runs with the children, pretending that he wants to take the cube. If the children quickly take their places, the teacher should praise them.

During the game, the teacher makes sure that the children run further away from the cubes, do not bump into each other, and help each other find their cube when the signal sounds.

The purpose of the games below: teach children to navigate by sound, determine by ear where the sound came from, move in the direction of the sound; to teach to act on a signal, to move without bumping into each other; teach children to find a certain object.

Find your house

Description. With the help of the teacher, the children are divided into groups, each group stands near a certain tree. These are their houses. At the teacher’s signal, the children scatter across the clearing in different directions. Then, at the signal: “Find your house!” - children should gather in groups to the trees where they stood before the start of the game.

Instructions for carrying out. The game can be played near trees that are well known to children. Before starting the game, the teacher draws the children’s attention to which tree they are standing by and asks them to name it. The game can be called “Find your tree.”

Where does the bell ring?

Description. Children sit or stand on one side of the room. The teacher asks them to turn to the wall and not turn around. At this time, the nanny with the bell hides from them, for example, behind a closet. The teacher invites the children to listen to where the bell rings and find it. The children turn and follow the sound, find it, then gather around the teacher. Meanwhile, the nanny moves to another place - and the game repeats.

Instructions for carrying out. Children should not look where the nanny is hiding. To do this, the teacher gathers them around him and diverts their attention. You must first ring the bell quietly, then louder.

If you repeat the game many times, at the end of the year, you can instruct the child to hide and ring the bell.

Find the checkbox

Description. Children sit on chairs on one side of the room, hall or playground. The teacher asks them to close their eyes, while at this time he places flags in different places in the room. Then he says, “Look for the flags.” Children open their eyes, walk around the room, and search. Those who find the flag approach the teacher. When all the children have found a flag, the teacher invites them to walk around the room, then collects the flags again and lays them out. The game repeats itself.

Instructions for carrying out. Instead of flags, there may be other small objects: cubes, plumes, rattles. There should be as many items as there are children. It is better if the flags or cubes are the same color, otherwise the child chooses the one he likes best, causing dissatisfaction among other children. Flags or objects should be laid out so that kids don’t have to look for them for too long and can easily get them.

Game exercises

For children of the third year of life

Walking and running exercises

Target. Teach children to walk and run in small groups, and then the whole group in a certain direction, one after another, scattered, over a limited area; develop their sense of balance, dexterity, and coordination of movements.

Bring a toy

The teacher asks one of the children to bring a toy that was placed in advance on a chair at the opposite end of the room. When the child brings the toy, the teacher thanks him, asks him to look at and name the toy, and then asks him to take it to his place. The next child is asked to bring another toy.

Instructions for carrying out. The exercise can also be organized for a group of children. In this case, the teacher lays out various toys (rings, cubes, flags) on the opposite side of the room according to the number of children participating in the game and asks everyone playing at the same time to go and bring one toy each, and then take them to their place. Objects should be placed in visible places, not too close to one another, so that children do not collide when approaching them. You can complicate the task by inviting each player to bring a certain toy.

The teacher must monitor the fulfillment of his requirements.

Children can walk or run after a toy only as directed by the teacher.

Visit the dolls

Children sit on chairs placed along one of the walls of the room. The teacher tells them that now they will go to visit the dolls. Children get up from their chairs and, together with the teacher, slowly walk to the doll corner. They greet the dolls, talk to them, and when the teacher says: “It’s late, it’s time to go home,” they turn and leave, everyone sits in their own chair.

Instructions for carrying out. Several dolls can be placed elsewhere in the room before starting the game. When the game is repeated, the children also visit these dolls. With the permission of the teacher, they can take them, walk with them, dance, then sit them down and return to their chairs.

Catch the ball

Children play in the room or on the playground. The teacher calls several of them over and invites them to run after the ball and play with it. He rolls the balls in different directions, and each child runs after the ball, catches it and brings it to the teacher, who throws the balls again, but in a different direction.

Instructions for carrying out. From 1 to 6-8 children can play at the same time. Instead of balls, you can use multi-colored plastic balls, rubber rings, and small hoops.

The teacher, having given the task to several children to run after the balls, rolls out all the balls at once. Kids are able to enthusiastically run after rolling balls many times in a row, so the teacher should involve groups of children in the exercise one by one. The number of children playing at the same time increases gradually.

Along the path

On the floor or on the ground (asphalt), at a distance of 25 - 30 cm from each other, draw two parallel lines (or place two ropes, cords) 2.5-3 m long. The teacher tells the children that this is the path along which they will go for a walk . The children slowly walk one after another along the path back and forth.

Instructions for carrying out. Children should walk carefully, try not to step on the line, not interfere with each other, and not bump into the person in front. The teacher can increase or decrease the width and length of the path depending on the children’s capabilities.

Along a long winding path

The teacher lays out a 5-6 m long cord on the floor in a zigzag pattern - this is a path along which you need to walk to the end.

Instructions for carrying out. It will be more interesting for children to do the exercise if at the other end of the path you put some object that is interesting to them: a bear, a doll, a rattle, a bird, etc. The task will depend on what is at the end of the path: go pet the bear, feed the bird, rattle the rattle.

The teacher makes sure that, while walking, the children try to step on the cord or rope. If any of the kids is experiencing difficulties, the teacher should help him, hold his hand, and encourage him. Children should walk calmly and slowly.

Through the stream (On the bridge)

The teacher draws two lines on the ground (you can use a cord indoors) - this is a river. Then he places a board across it (2-3 m long, 25-30 cm wide) - this is a bridge. Children must cross the bridge to the other side of the river.

Instructions for carrying out. The teacher tells the children to walk along the bridge carefully, not to stumble or get their feet wet. When all the children have moved to the other side, you can invite them to take a walk there, collect flowers - multi-colored scraps scattered on the floor. At the teacher’s signal, the kids must return back along the bridge.

When repeated, the exercise can be complicated by raising the board to a small height or making a bridge of 2-3 boxes 10 cm high. You can invite the children to run along the bridge.

Who's quieter?

Children walk in a crowd together with the teacher from one end of the room (playground) to the other. The teacher invites them to walk quietly, on their toes, so that they cannot be heard. The kids continue to walk on their toes, trying to walk as quietly as possible.

We walk carefully along the bridge so as not to trip and get our feet wet.

Instructions for carrying out. Walking on your toes is beneficial because it strengthens the arch of your child's feet. However, this exercise is quite difficult. Many children, when doing this, pull their heads into their shoulders - it seems to them that in this case they walk more quietly. The teacher must ensure that the children have correct posture and that they do not get tired.

Step over the stick

2-3 sticks are placed on the floor in the middle of the room at a distance of 1 m from one another. Children stand 2-3 steps from the sticks, facing them. On the opposite side of the room there is a chair on which lies a flag or rattle. At the direction of the teacher, the child walks, stepping over sticks, to a chair, picks up a flag and waves it, then puts the flag on the chair and returns back.

Instructions for carrying out. Children perform this exercise in turns. If after several repetitions the kids perform the exercise quickly and confidently, it can be made more difficult - increase the number of sticks to 5. You can use hoops, flats, or bars for stepping over.

Over the pebbles and across the stream

Place a wooden box on the floor (40 cm wide, 60 cm long, 10-15 cm high). This is a pebble that you need to cross a stream so as not to get your feet wet. The teacher invites the child to walk to the box, stand on it, then get off, but on the other side, and come back.

Instructions for carrying out. When repeating the exercise, you can place 2-3 boxes on the floor at a distance of 1 m from one another. The child must climb onto each box and descend from it calmly, without jumping. The exercise is performed by children one at a time.

For a walk

The teacher invites the children to become pairs, whoever wants to be with whoever, and go for a walk around the playground or room. Children, holding hands, walk in pairs, in different directions. At the teacher’s signal, they return to a certain place.

Instructions for carrying out. On the playground or in the room, you can place two chairs at a short distance from each other - this is the gate through which the kids must pass when going for a walk. Walking in pairs requires children to be able to coordinate their movements with the movements of those walking next to them. The teacher helps the children become pairs, shows how to walk in pairs: do not pull each other, do not lag behind.

Target. Improve children's crawling skills, encourage them to this movement, teach them to crawl over an obstacle, crawl under it without touching it; practice crawling in a limited area; develop climbing skills, cultivate courage and agility.

Crawl to the rattle

Children sit on chairs placed along one of the walls of the room. In front of them, at a distance of 3-4 m, a flag or rattle is placed on the floor. The teacher calls one of the children and invites him to crawl on all fours to the rattle, take it, stand up and rattle (or wave a flag over his head), then put the rattle on the floor and return to his place.

Instructions for carrying out. Several children can perform the exercise at once. Then the number of toys should correspond to the number of children. The task of rattling a rattle or waving a flag makes kids want to crawl to the goal as quickly as possible. But in this case, the quality of movements often decreases: the child is in a hurry, coordination of movements is impaired; therefore, the teacher should not specifically direct the children’s attention to the speed of movement.

Since crawling occurs in a bent position of the body, active straightening after it is useful.

It is advisable to complete the crawling exercise with tasks that make straightening necessary, for example: waving a flag over your head, rattling a rattle, putting a ball in a net suspended slightly higher than the child’s height, putting a ring on a stick raised by the teacher.

In the collars

Children sit on chairs. In front at a distance of 2.5 m there is an arc - a collar. Further, at a distance of another 2 m, there is a stand with a net, and there is a ball on the floor near the stand. The teacher calls one of the children and asks them to crawl on all fours to the arc, crawl under it, crawl to the ball, then stand up, lift the ball with both hands and lower it into the net.

Instructions for carrying out. Collars can be: an arc, a chair, a table (crawl between the legs), a hoop fastened between chairs, a stick placed on the backs or seats of chairs.

Children should be taught to crawl and climb in different ways, crawl on all fours, walk under an obstacle, bending down, but without touching the ground with their hands (“Walk under an arc”). At the same time, kids learn different concepts: crawl and walk.

Climb over the log

The organization of children when performing this exercise is similar to the previous ones. The obstacle that the child must overcome is a log: he must climb over it on all fours on the way to the toy.

Instructions for carrying out. An obstacle can also be a bench, an oblong box, or blocks of large building material. The exercise can be performed by several children at the same time.

The teacher makes sure that when children approach an obstacle, they do not stand up, but crawl over it on all fours.

Crawl along the corridor

The teacher draws two parallel lines 3-4 m long on the floor at a distance of 40-50 cm from one another. Children take turns crawling on all fours between the lines, trying not to touch them. At the end of the corridor, the child should stand up, raise both arms up, stretch or clap his hands above his head, then return to his seat.

Instructions for carrying out. For the exercise, you can use a board placed on the floor.

Be careful

Children sit on chairs. A gymnastics bench is placed in front of them. The teacher invites one of the children to come to the end of the bench, stand on all fours (leaning on his knees and palms) and crawl to the end, holding on to its edges. At the end of the bench, the child must stand up and get off it.

Instructions for carrying out. The teacher helps the children, encourages them, and supports them. The exercise can also be done on an inclined board, and you can crawl up and down.

Monkeys

The teacher invites the children - monkeys - one or two at a time to approach the gymnastic wall, stand facing it and climb the 3-4th rail, starting from the first - climb a tree for fruits or nuts. The rest of the children sit or stand and watch. Then others climb up.

Instructions for carrying out. For climbing at first, it is more advisable to use a stepladder, since it is easier for children to climb up an inclined ladder. Then you can offer climbing on a vertical gymnastic wall. When children learn to confidently climb ladders and walls and go down, you need to complicate the task by asking them to move from span to span of wall (“from tree to tree”).

Children cannot be required to clearly differentiate the method of climbing, since they still have difficulty distinguishing between an additional step and an alternating step. But you need to make sure that while climbing, children do not miss the slats, stand on each one, and move their hands from rail to rail higher and higher. During the descent, children should not be allowed to hang by their hands without support from their legs.

With alternating steps, children learn to climb gradually. To teach children to climb at alternating steps, the teacher should often pay attention to those children who move their arms and legs forward well and correctly in turn.

Climbing exercises are quite monotonous, but children do not get bored, and they do them with pleasure. However, tasks should be diversified, new images and plots should be introduced (“Getting nuts”, “Let’s catch a bird”, etc.).

Throwing and catching exercises

Target. Teach children to roll balls, balls, hoops in the right direction, improve the skill of pushing the ball away when rolling; learn to throw a ball in a certain direction and catch it, develop basic skills of hitting a target, develop eye, dexterity, coordination of movements; to teach oneself to navigate in a room or on a site; improve the ability to operate with various objects: carry them, roll them, throw them, catch them, strengthen the fine muscles of the hands.

Ball in a circle

Children sit on the floor in a circle and, first at the direction of the teacher, and then at will, roll the ball from one to another.

Instructions for carrying out. The teacher stands outside the circle and tells who to roll the ball to, explains that the ball needs to be pushed harder with both hands, shows how best to do this, and hands the ball to the children if it has rolled out of the circle.

Roll the ball

Children sit on the floor in a circle or semicircle; The teacher, holding the ball in his hands, stands in the center of the circle or opposite the children sitting in a semicircle. He rolls the ball to each child in turn. Children catch the ball, then roll it to the teacher.

Instructions for carrying out. When the children have mastered this exercise well, instead of the teacher, one of them may be in the center of the circle. Babies can sit on the floor with their legs apart or crossed in front of them.

Take the ball

Children stand in a circle at a distance of arms outstretched to the sides. The exercise consists of passing a large ball from hand to hand to a neighbor. The ball must be passed and picked up with both hands.

Instructions for carrying out. Children of the third year of life are not yet sufficiently oriented in the direction of movement, so the teacher prompts them: “Olya, turn to Shurik and give him the ball. And you, Shurik, give the ball to Vova,” etc. The teacher makes sure that the children, when turning, stand still and do not step on their feet.

Rent a hoop

The child stands facing the teacher at a distance of 3-4 steps from him and holds a hoop. He rolls the hoop to the teacher, and then catches the hoop directed by the teacher.

Instructions for carrying out. The teacher first shows how to place the hoop and how to push it away so that it rolls. First, the child performs the exercise together with a teacher, and then two children can do the same exercise. If they cope with the task, the teacher can only observe, occasionally giving instructions on how to complete the task even better.

Hit the goal

Children are sitting on a bench. One by one, they get up and go to the place designated by the teacher, in front of which at a distance of 2-3 steps there are gates - arcs. The child bends down, takes one of the balls lying on the floor and rolls it, trying to get into the goal. After rolling 3-4 balls, the child goes and collects them.

Instructions for carrying out. The ball can be pushed with one or two hands. 2-3 children can perform the exercise at the same time; for this you need to have 2-3 arches. When children master hitting the goal, you can complicate the task, for example, offer to knock down pins, etc.

Roll off the hill

You need to put a board on one end of the cube or the seat of a children's highchair - it turns out to be a mound. Prepare 3-4 balls or small balls at the raised end of the board (on the floor or on the seat of a chair). The child takes them and rolls them down the slide one by one, one after the other, then he goes, collects the balls and rolls them down again.

Instructions for carrying out. The teacher can involve no more than 2-3 children in the exercise at a time.

Aim better

Children stand in a circle, each child holds a small ball or bag of sand in his hand. In the center of the circle there is a box or large basket (the distance from the target to the children is no more than 1.5-2 m).

At the teacher’s signal, children throw the objects in their hands into the box, then go up to it, take out the thrown objects, return to their places and repeat the exercise several times.

Instructions for carrying out. No more than 8-10 children can perform the exercise at the same time.

If the child misses the target, he only picks up the object he threw.

When throwing at a target, most children throw the object with one hand from the shoulder. They should be shown another way of throwing - with one hand from below, since this way it is easier for them to hit the target.

Children like it when an object thrown by them hits a real and not a conditional target. It is best if the item can stay in it (basket, mesh).

For throwing exercises on the site while walking, you can use pebbles, cones, throwing them into grooves, holes, etc.

Target. Teach children to hop on two legs, landing softly, jump over a cord, jump from low objects, listen carefully to signals, perform movements in accordance with signals or text spoken by the teacher.

Jump up to your palm

The teacher calls first one or the other child to him and asks him to jump higher so that his head touches his palm.

Instructions for carrying out. The exercise is performed individually with each child. The hand should be kept at a short distance from the child's head. If the baby jumps up to his palm without difficulty, the teacher can raise it higher. Bouncing exercises should be performed in light shoes (slippers, shoes).

You can invite kids to jump like balls or like bunnies. Several children can participate in this exercise. The teacher shows and prompts that you need to jump higher and gently lower yourself to the floor.

Jump over the cord

Children sit on chairs. The teacher places a colored cord (3-4 m long) on ​​the floor. Children (6-8 people) approach the cord and, at the teacher’s signal, try to jump over it.

Instructions for carrying out. You can put 2-3 cords of different colors at a short distance from one another. Children, having jumped over one cord, go to another and jump over it.

However, children of this age should not be offered more jumping exercises. Children of the third year of life perform the simplest jumps and jumps with great interest in story games. As the game progresses, the child can easily jump and jump several times without focusing on these movements.

For children of the fourth year of life

At the beginning of the year, children of the second youngest group are given the same play exercises as with children of the third year of life. At the same time, in accordance with the increased capabilities of children, more complex exercises are gradually introduced, and greater demands are placed on the quality of their implementation than in the previous age group.

Walking and running exercises

Target. Develop coordination of movements of the arms and legs, teach them to walk and run freely, in small groups, as a whole group, in a column one at a time, in pairs, in a circle, scattered; teach children to change movements at the teacher’s signal; develop a sense of balance, dexterity, courage, spatial orientation.

Bring the flag (cube)

Children sit or stand on one side of the room (area). On the opposite side, at a distance of 6-8 m from them, flags (cubes) are laid out on chairs or on a bench. A group of children, at the suggestion of the teacher, goes to the flags, takes them and goes to the teacher. Then, at his signal, the children run to the chairs, place flags (cubes) and return back.

Instructions for carrying out. The flags should not be placed too close to one another so that it is convenient for children to take them. The teacher makes sure that the children walk in a certain direction, in an orderly manner, without bumping into each other, and encourages those who walk with a flag beautifully and evenly.

Conducting the exercise on a playground in warm weather can involve more children and increase the distance for walking and running.

On holiday

Children become pairs, holding hands. Each of them has a flag. Children walk in pairs, holding flags in their hands.

Instructions for carrying out. The teacher helps the kids get into pairs, gives each a flag and explains how to walk nicely and smoothly in pairs, not pull each other, and keep up.

At the teacher’s signal, the children can disperse in different directions and then find their mate again.

From bump to bump

The children stand on one side of the hall. The teacher places hoops on the floor at a short distance (20 cm) from one another. At the teacher’s signal, the kids move to the other side of the hall, stepping from hoop to hoop.

Instructions for carrying out. Instead of hoops, you can use small plywood circles with a diameter of 30-35 cm. If the exercise is carried out on a site, then you can draw small circles on the ground. When children learn to step well, you can invite them to cross to the other side, running from circle to circle.

Along the corridor

Pins (clubs) are placed in two rows on the floor. The distance between them is 35-40 cm, and between the pins of the same row is 15-20 cm. Children must walk or run along the corridor without touching the pins.

Instructions for carrying out. Children walk along the corridor, first one at a time, and then several people one after another. You can give one child the task of walking down the corridor back and forth.

Go through and don't get knocked down

Several pins are placed in one row on the floor or cubes are placed at a distance of at least 1 m from one another. Children must go to the other side of the room, going around the pins (like a snake) and without touching them.

Instructions for carrying out. The teacher first places only 3 pins, shows how to go through, and then invites the children to do this exercise, helps them pass. When repeating the exercise, you can increase the number of pins or cubes and invite the children to run between them.

On a difficult path

The teacher places a board 25-30 cm wide on the floor, and behind it lays out cubes and bars at a distance of 25-30 cm from one another. The teacher invites the children to walk along a difficult path, first along the board, trying not to stumble, then stepping over the cubes, bars, without touching them.

Instructions for carrying out. The teacher helps children who have difficulty completing a task, encourages them, and holds the hand of some. It is necessary to ensure that the kids walk calmly and do not rush.

In the exercises “From bump to bump”, “Along the corridor”, “Walk and don’t get knocked down”, “On a difficult path”, to increase children’s interest in performing them, you can use toys, flags, rattles, which children are asked to reach. For example, walk along the corridor to the flag, pick it up and wave it above your head. Or pet a bear, a cat, etc. Exercises such as “From bump to bump”, “On a difficult path” are good to do in the air, choosing the appropriate conditions for this.

Along the snow bridge

Children, one after another, climb the snow bank (20-25 cm) and walk along it to the end, trying to maintain balance. Having reached the end of the shaft, they jump off it and return back to walk along the shaft again.

Instructions for carrying out. The teacher makes sure that the children do not interfere with those walking along the shaft, does not rush them, and helps timid and insecure children.

Run up and ride

First, children are asked to walk along an ice path, maintaining their balance, and then try to run up and ride a little.

Instructions for carrying out. At first, the teacher holds the children’s hand, especially the timid ones, and helps them ride along the ice path.

Crawling and climbing exercises

Target. Teach children to crawl in different ways (leaning on their knees and palms, on their feet and palms), and also teach them to climb over an obstacle, crawl without touching an obstacle; improve skills in crawling over a limited area, straight and inclined, in climbing vertical stairs, develop coordination of movements, dexterity, and cultivate courage.

Crawl - not today

Children are located on one side of the room or hall. At a distance of 3-4 m from them, chairs are placed, on the seats of which gymnastic sticks or long slats are placed. Two or three children must crawl under the sticks, trying not to touch them, crawl to the bench on which the flags lie, stand up, take the flags and wave them, then run back.

Instructions for carrying out. The teacher can increase the distance for crawling, and also, at his discretion, place the sticks higher or, conversely, lower. Make sure that when crawling, children do not touch sticks or slats, bend their back well, and do not get up before they crawl to the bench.

Walk with a bear, crawl with a mouse

Children sit against one wall of the room. The teacher places two arcs of different sizes in front of them, one after the other. The first arc is 50 cm high, at a distance of 2-3 m from it the second arc is 30-35 cm high. The teacher calls one child and invites him to walk over the first arc on all fours, like a bear, i.e., leaning on the soles of his feet and on the palms of his hands , and under the second arc - crawl like a mouse (on your knees and palms), then get up and run to your place.

Instructions for carrying out. To carry out this exercise, you can also use slats placed on cubes or seats (backs) of chairs. The teacher makes sure that the children crawl in different ways, encourages them, and tells them how to do the exercise.

Crawl through the hoop

The teacher places the hoop on the floor with its rim, holding it with his hand from above. The called child must crawl on all fours through the hoop without touching it, then stand up and clap his hands above his head.

Instructions for carrying out. Children do the exercise one after another. The teacher can make the exercise more difficult by asking the children to climb through the hoop without touching the floor with their hands. In this case, the child, approaching the hoop, must sit down and, moving only on his feet, climb through the hoop. For good straightening, you can then ask the children to reach the ball or bell suspended in the net.

Climb the hill

Children sit on chairs or stand. The teacher sets the board obliquely, securing one end of it with hooks to the rail of the gymnastics wall or stand - it turns out to be a hill. The child called by the teacher must climb onto the slide. The child comes to the end of the board, bends down, grabs its edges with his hands and climbs on all fours along the inclined board to the gymnastics wall or tribune, then the baby straightens up, grabs the rail and goes down the ladder.

Instructions for implementation. The board is installed at first with a slight inclination, then, as the children master the movements, the teacher can raise its end higher, onto the next rail - the inclination will become greater. The exercise requires sufficient dexterity and courage from the children, so the teacher encourages them, helps those who find it difficult, and supports them. This exercise is good to perform in summer in natural conditions.

Rolling, throwing and catching exercises

Target. Improve children's skills to operate with various objects (balls, balls, hoops); continue to develop the ability to roll balls and throw them in a certain direction with both hands and one hand; learn to hit the target, develop eye, coordination, and dexterity.

Children stand on one side of the hall or playground behind a drawn line or a placed rope. Everyone receives bags and, at the teacher’s signal, throws them into the distance. Everyone should notice where his bag fell. At the teacher’s signal, the children run to their bags and stop near them; With both hands they lift the bags up above their heads. The teacher marks those who threw the bag the farthest. After this, the kids return back behind the line.

Instructions for carrying out. Children throw bags as directed by the teacher with their right and left hands. The number of players may vary, but no more than 10-12 people. Bag weight 150 g.

Get into the circle

Children stand in a circle at a distance of 2-3 steps from a large hoop or circle lying in the center (made of rope or drawn on the floor, ground, with a diameter of 1 - 1.5 m). They have bags of sand in their hands, at the teacher’s signal they throw the bags into the circle, at the signal they come up, pick up the bags and return to their places.

Instructions for carrying out. The teacher, at his own discretion, can increase or decrease the distance from which children throw the bags. The bags must be thrown with the right and left hands.

Throw it higher

One child or several children take a ball and stand in an empty place in the room or on the playground. Everyone throws the ball up, directly above their heads with both hands and tries to catch it. If the child cannot catch the ball, he picks it up from the floor and throws it again.

Instructions for carrying out. Children of the fourth year of life should be given balls with a diameter of 12-15 cm. Up to 10-15 people can perform the exercise at the same time. The teacher tells the children to try to catch the ball with their hands, without pressing it to their chest.

Catch the ball

The teacher stands opposite the child at a distance of 1.5-2 m from him. He throws the ball to the child, who returns it.

Instructions for carrying out. The child should start throwing the ball from a shorter distance. When he masters the skills of throwing and catching, the distance can be increased. The teacher teaches children to throw balls to each other and catch them. He makes sure that they throw the balls from bottom to top with both hands and do not press them to their chest when catching.

Throw over the rope

Children sit on chairs along one wall of the hall. A rope is pulled at a height of approximately 1 m from the floor. (A 3 m long rope with weights at the ends can be placed on the backs of two adult chairs or a jumping rack.) At a distance of 1.5 m in front of the suspended rope, a cord is placed on the floor. Near it lie 1-2 balls with a diameter of 12-15 cm. One or two children come up to the cord, pick up the balls and throw them with both hands from behind their heads through the rope, then catch up with them, running under the rope; Having caught up with the balls, they return back.

Instructions for carrying out. Instead of a rope, you can use a long strip, which is also placed on the backs of chairs. The height at which the rope is stretched and the distance from it the teacher reduces or increases at his own discretion, depending on the capabilities of the children. On the site, the rope can be stretched between jumping posts or nearby trees.

Knock down the pin

A line is drawn or a string is placed on the floor or ground. At a distance of 1 -1.5 m from it, 2-3 large pins are placed (the distance between the pins is 15-20 cm).

Children take turns approaching the designated place, pick up the balls lying nearby and roll them, trying to knock down the pin. After rolling 3 balls, the child runs, collects them and passes them to the next player.

Instructions for carrying out. To perform the exercise, you first need to give balls with a diameter of 15-20 cm. Then, when the children learn to roll the ball vigorously and hit the pins, they can be given smaller balls and increase the distance for rolling them.

Jumping and Jumping Exercises

Target. Continue teaching children to hop on two legs, jump from low objects, landing softly, bending their knees; improve jumping skills, gradually leading children to perform standing long jumps.

Through the stream

Two lines are drawn on the site at a distance of 15-20 cm - this is a stream. Indoors, you can place two cords on the floor at the same distance. Several children are asked to come closer to the stream and jump over it, pushing off with both legs at once.

Instructions for carrying out. The teacher can tell the children that the stream is deep, so they need to jump as far as possible so as not to fall into it and not get their feet wet.

The exercise can be performed by 4-5 children at the same time. The distance between the lines should be gradually increased to 30-35 cm. The teacher makes sure that the children push off harder and land softly, bending their knees.

From hummock to hummock (II option)

On the playground, the teacher draws small circles with a diameter of 30-35 cm. The distance between the circles is approximately 25-30 cm. These are hummocks in the swamp, along which you need to get to the other side. The child called by the teacher approaches the circles and begins to jump on two legs from one circle to another, moving forward. Having thus moved to the other side of the site, he walks back. Then the next person performs the exercise.

Instructions for carrying out. When performing this exercise indoors, you can use cardboard circles or flat plywood hoops of the same diameter. First, the children perform the exercise one at a time, and then you can give the task of jumping from hummock to hummock to 2-3 children at once.

Touch the ball

An adult holds a small ball in a net. He invites the child to jump up and touch the ball with both hands. One child jumps up 3-4 times, then the teacher invites the other children to jump.

Instructions for carrying out. Instead of a ball, the teacher can hold a bell or rattle in his hands. Depending on the height of the children and their capabilities, the adult adjusts the height of the ball and bell. A bell or rattles can be hung on a stretched cord so that they are slightly higher than the child’s outstretched arms. The teacher makes sure that the children, while jumping, try to touch the object with both hands, this will ensure uniform development of the muscles of the shoulder girdle.

Catch a mosquito

Children stand in a circle at arm's length, facing the center of the circle. The teacher is in the middle of the circle. In his hands he holds a rod 1-1.5 m long with a mosquito made of paper or cloth tied to a cord. The teacher circles the cord slightly above the heads of the players - a mosquito flies overhead; the children jump up, trying to catch it with both hands. The one who catches the mosquito says: “I caught it.”

Instructions for carrying out. We must ensure that children do not make the circle smaller when bouncing. Rotating the rod, the teacher either lowers or raises it, but to such a height that the children can reach the mosquito.

Turn around yourself

The teacher invites one child or several children to jump on two legs in place with a turn. Children stand at a short distance from each other facing the teacher and, at his signal, begin to jump. With each jump, they make a slight turn to one side (left or right) so that after a few jumps they return to their original position. Then the exercise can be repeated, turning in the other direction.

Instructions for carrying out. Before children begin to perform this exercise, the teacher must show how it is performed. We must ensure that children jump higher and gently land on their toes. They hold their hands freely and can swing them when jumping. When the kids learn to jump well, they can be asked to put their hands on their belts. This exercise can be done in small groups or the whole group of children at the same time.

Jump to the flag

The teacher draws a line on the playground and places stands with flags at a distance of 2-3 m from it. He then invites two or three children to walk up to the line and jump on two legs, moving forward until they reach the flags. When the children are at the flags, they should pick them up, wave them and put them back in place. They come back running.

Instructions for carrying out. The teacher first shows how to do the exercise. He makes sure that when children jump, they push off with both legs at the same time and land softly, and encourages those who are not yet very good at jumping. The teacher can, at his discretion, increase or decrease the distance for jumping.

Jump into a circle

The teacher places a low bench (10-12 cm), and in front of it draws circles on the ground (30-35 cm in diameter). He invites the children (according to the number of circles) to stand on a bench and jump from it into the circles. Others stand on the bench.

Instructions for carrying out. It is necessary to ensure that children, standing on the bench, do not interfere with each other; when jumping, they land on both feet at once with their toes and bending their knees. You can invite them to jump so quietly that no one hears. This will encourage them to perform the jump more correctly.

The duration of exercises with jumping for children should be short, since in children of this age the foot muscles have not yet become stronger (this must be especially remembered when performing jumping). Gradually, towards the end of the children’s stay in the second younger group, the number of jumps should increase.

Through a string

The teacher and one of the older children hold a jump rope or a small rope by the ends so that its middle touches the ground. Several children are asked to jump over a rope. They take turns coming up and jumping over the rope, pushing off with both feet.

After everyone jumps over the rope lying on the ground, it can be raised first by 2-3 cm, and then higher.

Instructions for carrying out. One end of the rope can be tied to a stand or tree, the other needs to be held in your hands not too tightly. If the jumper touches the rope, then its end must be released from the hands so that the child does not fall.

When the rope is lifted, the teacher should tell the children that now, in order to jump higher and not touch it, they need to push off harder.

The height of the rope should be increased gradually in accordance with the capabilities of the children.

Along the path on one leg

On the playground, the teacher draws two lines 2-3 m long at a distance of 50-60 cm from each other. This is a path. In a room, you can place two slats or two cords on the floor at the same distance. The teacher invites several children to jump along the track on one leg. Children take turns approaching one end of the path and try to jump to the end on one leg.

Instructions for carrying out. Jumping on one leg for children of the fourth year of life is a rather difficult exercise, but in the second half of the year it is already possible to give them such a task. However, children should not be required to jump to the end of the path. Children jump arbitrarily; in the middle of the track they can change legs. It is important that they begin to practice this type of movement.

At the end of the path, you can put a chair and put a rattle or other toy on it to make the task more interesting. The children return back at their usual pace or run.

Fun games

Target. Entertain children, help create a good, joyful mood in them, have fun.

Hide and seek

Description. The teacher invites the children to hide with him from the nanny, who at this time should turn away and not look where they are hiding. Children and the teacher go behind the closet or sit down on the carpet, and the teacher covers them with a transparent scarf. The teacher asks the nanny: “Where are our children? Aunt Katya, have you seen them? The nanny begins to look for the children, deliberately looking in other places. The kids jump out of their hiding place with delight and run up to her with cheerful laughter. The nanny hugs them and says affably: “Where did you hide so that I couldn’t find you?”

Instructions for carrying out. After the children have hidden with the teacher several times, they will be able to hide on their own, and the teacher will look for them. The teacher can also hide, then the children look for him. It gives them great pleasure. After repeated repetitions of the game, even a child will be able to search for children.

Zhmurki

Description. The teacher invites the children to disperse around the room. He himself closes his eyes or ties them with a scarf and pretends that he is trying to catch the children: he carefully moves around the room and catches the children where they are not. Children laugh. The teacher asks: “Where are our children?” Then he takes off the bandage, turns towards the children and says: “That’s where our children are!”

Instructions for carrying out. In this game, the teacher plays an active role. He acts carefully so as not to scare the children, but only to amuse them.

Instead of a bandage during the game, you can use a bright paper cap (cone), which is worn deeply, covering the upper part of the face.

Blind Man's Bluff with a bell

(Complicated version)

Description. One of the children is given a bell. The other two children are blind man's buff. They are blindfolded. The child with the bell runs away, and the blind man's buff catches up with him. If one of the children manages to catch the child with the bell, then they change.

Instructions for carrying out. For this game, you need to limit the space, since in a large space it is difficult for kids to catch children, especially with their eyes closed.

Give the bunny a carrot

Description. Children sit on benches on the veranda or playground. One of them, the more prepared one, is given a carrot, which he must give to the toy rabbit. The child stands at a distance of 3 m from the rabbit and is blindfolded. The kid must go up to the rabbit and give him a carrot (bring the carrot to the rabbit's face).

Instructions for carrying out. Usually the child fails to immediately complete the task accurately and his actions cause laughter among the other children. Therefore, the driver in this and similar games is appointed at will.

Bubble

Description. To play, you need to prepare plastic tubes or straws (ripe rye or wheat) for the number of children, dilute soapy water in a small saucer or bowl. All children receive straws and try to blow a soap bubble. If this is successful, they enthusiastically blow soap bubbles, watch them fly, run after them, and see whose bubble flew longer and did not burst.

Instructions for carrying out. First, you need to show the children how to make a soap bubble: dip one end of the straw into soapy water, then, taking it out of the water, carefully blow from the other end.

Give the horse a drink

Description. The game conditions are the same as in the game “Give the rabbit a carrot.”

The child stands behind the line at a distance of 2-3 m from the toy Horse. The teacher gives him a bucket and blindfolds him.

The kid must go up to the horse and give it water (bring the bucket to the horse’s face).

Instructions for carrying out. For the game, it is advisable to take a large horse that children can sit on. This will make it easier for them to complete the task - they can water the horse without bending over.

The teacher calls the children only at their request. If none of them expresses a desire to start first, then the teacher can try to complete the task himself. You can invite one of the children in the senior or preparatory school group to participate in the game. Let the younger children watch first, laugh at the loser, and then try to play themselves.

Hit the ball

Description. The game is played in the hall or on the court. You need to hit the ball blindfolded. The teacher places a large ball on the floor (ground) and draws a line at a distance of 2-3 m from it. A child who has agreed to complete the task approaches the ball, stands with his back to it, then moves to the line and turns to face the ball. The teacher blindfolds him. The driver must approach the ball and kick it.

Instructions for carrying out. If the task is completed successfully, then another child is called. If the hit on the ball was unsuccessful, then you can invite the same child to repeat the task. If failure upsets the child, you need to encourage him, tell him that next time he will definitely succeed.

The driver in this game is appointed according to his wishes.

Lyubov Rusakova

For children aged 1.6 to 3 years, didactic games are of no small importance, promoting the formation in children of ideas about the most important properties of objects: size, shape, color, size and others.

The importance of sensory education is that it develops the child’s intellectual abilities.

Didactic games perform the function of monitoring the state of sensory development of children.

I present to you the following games, which are mainly made from waste material and do not require any extra costs. Despite this, the games are attractive to children and they enjoy playing them.

Game with clothespins.

Goal: teach children to distinguish colors.

Material: cardboard figures of different colors: the sun is yellow, the cloud is blue, etc. Clothespins of the corresponding color.

Progress of the game.

The teacher asks the children to pick up the rays of the sun, etc.

Game: “Put a butterfly on a flower”

Material: flowers made of cardboard, butterflies also made of cardboard.

Progress of the game.

The teacher says that flowers have bloomed in the meadow and asks the children to name what color they are. Then the teacher explains that butterflies have flown to the meadow and asks the children to plant the butterflies on a flower of the same color.

Game: “Match the corks to the circles”

The goal is the same as in the previous game.

Material: corks of different colors, a round lid from a box on which circles of different colors are glued.

Progress of the game.

The teacher asks the children to find caps of a certain color and cover the circles with them.

Game: “Match the strings to the balls”

The goal is the same as in the previous game.

Material: balls are glued in a row on cardboard, stripes are strings of the same colors as the balls.

Progress of the game.

The teacher lays out strips with glued-on balls on the table in front of the child and says that they need to pick up strings of the same color.

Game: “Feed the chicks”

The goal is the same as in the previous game.

Material: cut out disposable cups to resemble the mouths of chicks, glue the edges with some color, and corks of the corresponding color.

Progress of the game. The teacher tells the children that the mother bird has hatched little chicks in her nest and they want to eat. Then the teacher invites the children to feed the chicks. Children take the “food” plugs and put them in the chicks’ “mouths”.

Game "Find the Animals"

Goal: to introduce children to domestic animals, develop tactile sensations, teach children to say what sounds animals make.

Material: pictures of animals pasted over with soft material.

Progress of the game:

The teacher lays out pictures of animals on the table. Children look at the animals, name them, or, if the children do not know, the teacher names them, and the children repeat. Then the teacher invites the children to pet the animals.

The teacher asks the children to say how the animals “speak”; if the children cannot say, the teacher helps them.

Game "Find the Baby Animal"

Goal: to introduce children to animals and their cubs, to teach them to name them correctly.

Material: plywood on which animals are depicted, a wavy hole is cut out next to it, which is inserted, and baby animals are depicted on it.

Progress of the game. The teacher asks the children to look at the animals and their cubs, asks them to name them, or if the children find it difficult, names them himself.

After this, the teacher removes the animals and asks the children to find and “return” the animals to their mother.

These are the games we play in the early age group in our kindergarten.

Publications on the topic:

Games for young children during the adaptation period“Games for young children during the adaptation period” Game “Come to Me” Game progress: The adult takes a few steps away from the child and beckons.

Recently, our mathematics corner was replenished with a new educational game; ordinary plastic covers and a little imagination helped me with this.

Games that promote speech development in young children Municipal budgetary preschool educational institution of the city of Nizhnevartovsk, kindergarten No. 64 “Little Penguin” Educator: Voronina.

Summary of a game-lesson on speech development for children of the second group of early age “Cockerel and his family” Goals: to help expand children’s understanding of domestic animals and their characteristics, to encourage them to take care of their pets.

Organization of children's activities for young children "Games with a Bunny" Organization of children's activities for young children on the topic “Games with the Bunny.” Objectives: continue to teach children to differentiate.

Finger games with young children It is known that there is a direct connection between the development of fine motor skills and the development of a child’s thinking. The more dexterous your fingers, the better.

Games with young children.

FIRST STAGE. ATTENTION TO OTHERS. GAMES IN PAIRS

The task of the first section of the methodology is to organize a “meeting” of children with each other. It is difficult for a child to keep several children in his mind at the same time. The baby pays much more attention to a peer if he meets him one on one. Therefore, the games of the first section are designed for two children. It is best to time this stage to coincide with the first days of the school year, before all the children in the group have started going to kindergarten. If from the very beginning there are more than 5 children in the group, it is necessary to find an opportunity to organize communication in pairs. The meeting of two children in itself is not sufficient to start communication. Another child is not yet a full-fledged communication partner for the baby. It is necessary to draw his attention to the fact that the other child is the same as him: the other baby has the same eyes, hands, he can speak, run, look and answer in the same way. This is where human relationships begin; a sense of community, unity and similarity is the basis of such important qualities as the ability to love, be friends, and take into account the interests and feelings of another. However, all these qualities do not arise on their own from the mere presence of a peer. Only an adult can help a child see a peer and direct attention to him.

One of the important components of human communication is eye contact. It has been established that children who cannot and do not want to communicate very rarely look into each other’s faces (and especially into their eyes). Their attention is focused mainly on how their peer is playing. Therefore, children often do not remember their peers in the group and do not recognize them.

It is advisable to organize situations in the playroom or at a table, when the teacher places two children next to him or sits them on his lap and, while talking with one of the children, draws the attention of the other to him, inviting him to look at his face, in his eyes, to call him by his name. name. Such episodes do not require special organization; you just need to divert the children’s attention from their individual activities for a few minutes. But under no circumstances should you do this by force.

Examples of games

"Consider Another"

When the children are in the playroom, the teacher can ask two children to come up to him or sit them on his lap and invite one child to look at the other: “Look who’s sitting with us. You see what beautiful eyes he has, how he smiles. This is Vanechka. He is good. You like him? Your hair is black, and his: - white”, etc.

“Do the same!”

Ask one of the kids to make basic movements: clap their hands, jump, stomp their feet, wave their arms, spin in place, etc. Then, turning to the child who is standing next to you, say: “Look how Vanya can clap her hands. Can you do that? Let’s clap our hands together, and now let’s jump like bunnies, wave our arms like birds, etc.” At the same time, the adult himself sets an example and stimulates the simultaneous actions of the children. If one of the children refuses to repeat the movements, there is no need to insist. It is enough that he looks at the actions of another child and sees the reaction of an adult.

"Let's hold hands"

Help the children hold hands and walk around the room together. Usually, simply walking in pairs is an important and new experience for children and evokes many positive emotions in them. In order for these actions to truly bring pleasure to children, it is necessary not only the constant presence of an adult, but also his admiration for what is happening. Do not skimp on enthusiastic expressions of emotions.

If there are other children or adults in your group, draw their attention to what is happening: “Look how Vanya and Anechka walk wonderfully together, how they know how to hold hands.” If children willingly respond to your suggestions, you can expand the repertoire of joint actions. Help them put their arms around each other's shoulders and sit side by side, then sit and stand several times.

"Peek-a-boo"

Sit opposite the children, cover your face with your palms, and then open it with the exclamation “kuckoo.” Invite them to do the same. If they don't succeed, help them by controlling their palms. Help the children spread their fingers and peek at each other through the crack. If the kids make eye contact, they will surely like it.

"Hide Under the Sheet"

This game can be played with one child or with several children. Cover one of the children with a piece of cloth or a sheet, draw the attention of others to this and express your surprise: “Where did Anya go? I was just here." Walk around the sheet, touch it, bring one of the children to the sheet and say: “Let's see, maybe it's there?” If the baby does not dare to pull off the blanket on his own, help him. After the child finds the “missing person,” you can invite him to climb under the sheet with the hidden person and sit there with him alone. After a few seconds, pull off the blanket with the words: “This is where my kids hid, and I’m looking for them everywhere!” When the children get used to this game, you can increase its time: do not immediately pull off the blanket, but walk around the children covered with the sheet, stroke them, saying: “What is this heap, it seems like it didn’t exist, where did it come from?” Usually children are delighted with this game and ask the adult to repeat it over and over again. Finding another, sitting together under a blanket, experiencing shared emotions - all contribute to a feeling of closeness and similarity with the other.

"Do as I do"

The adult shows the children different movements and invites them to repeat them. The adult comments on each new movement, reminding the children of the sequence of actions. “I'm smiling now. Now smile at me. Well done. Now smile at each other.” The repertoire of actions is extremely wide: you can frown; “show your nose” by clasping your hands; “look through a telescope”; puff out your cheeks; stick out your tongue, etc. The more expressive and emotional you show your movements, the better. Children really like the game “Blow-Blow”. The adult puffs out his cheeks and first blows lightly and then harder, alternately in one or the other child’s face. Then you can ask the children to blow in each other's faces.

"Toy Phone"

The adult squeezes his hand and brings it to his ear, pretending to be talking on the phone. Then he says to some child: “Now I’ll call Mashenka. Do you want to talk to her on the phone too?”

If the child agrees, the adult shows how to “pick up the phone” and talk. The topic of conversation should be as simple as possible: you can find out what the child did yesterday or is going to do today, what cartoons he likes, etc.

Then talk to another child. If the children enjoy the game, encourage them to call each other. Most likely, children will have difficulty choosing topics for conversation. Prompt them by guiding each question and answer from the kids.

"Okay"

Clap your hands with the children while singing:

Okay, okay!

Where were you? - By Grandma.

What did you eat? - Porridge.

What did you drink? - Mash.

We sat down, ate,

They got up and flew away.

An adult, waving his hands, shows how “palms fly away.” After the children have mastered the basic movements, the adult organizes play between the children, singing a song and helping them if necessary.

“I’m on my way to my grandma’s, my grandfather’s”

Smoothly raising and lowering the knees on which the children sit, gradually increasing the tempo and amplitude of the movement, the adult hums:

I'm going, I'm going

To grandma, to grandpa

On horseback

In a red hat

On a flat path

On one leg

In an old shoe

Over potholes, over bumps,

Everything is straight and direct,

And then suddenly... into a hole

Bang!

Focusing on the last word, the adult slightly spreads his knees so that both children “fall into the hole.”

"Horned goat"

Having made “horns” from the index and middle fingers, the adult “walks with his hands” to different children, reading the rhyme:

The horned goat is coming,

There's a butted goat coming

For the little guys.

Eyes clap-clap.

Legs top top,

Who doesn't eat porridge?

Doesn't drink milk -

Gore, gore, gore!

With the last words, the adult tickles the children.

SECOND PHASE. GAMES WITH COMMON ACTION

This stage is the central stage of the program. A special place in the interaction of children is occupied by imitation of each other. Children seem to infect each other with common movements and moods and through this they feel mutual community. The feeling of being similar to a peer causes intense joy in children and a desire to re-experience the state of community with another person, and against the background of similarity, each child’s own individuality clearly stands out.

Typically, such games arise spontaneously, without special organization, are spontaneous, emotional in nature, proceed very violently, noisily, chaotically and therefore bring a lot of trouble to adults. Adults are often wary of such contacts, fearing that children will be overstimulated, conflicts, and even injuries. Therefore, they prefer to stop such activity and separate the kids in different directions. But what is convenient for adults is not always useful for children. It is necessary not to stop such contacts, but to specially organize them.

Conventionally, three types of games can be distinguished, with the help of which emotional-practical interaction develops:

Games together, or games to develop coordination and gross motor skills;

Finger games, or games for the development of fine motor skills;

Round dance games.

Games together

All the games in this section are built on simple, accessible movements that are well known to children, but since children perform these movements together, they have to coordinate their actions with the actions of their peers and take each other into account. Such games teach the child to listen to peers and adults.

By communicating with each other in this form, children learn to express their emotions, negotiate, and feel the state of the other.

“We do it like Masha”

Place the children in a circle so that each of them can clearly see all their peers. Invite them to perform some action: “Now we will all jump together (stomp our feet, spin, clap our hands, etc.).” Draw the children’s attention to one child: “Guys, look how great Mashenka is, how great she is at stomping her feet! Mashenka, show us how you do it.” If your child is shy, start doing the movement with him. Then turn to the children: “Who can stomp a foot as well as Mashenka?” Children will be happy to repeat the movement after the child. Then praise the other child and again offer to repeat the movement after him. Try to let every child play the role of leader, but if someone refuses, don’t insist. In the future, when the children master this game, you can complicate it by inviting the child to go to the center of the circle and come up with some kind of movement that all the children will repeat.

"Tender chain"

This game is a simplified version of Pass the Action for older children. It is better to play the game with a small number of children (3-5 people). Place the kids in a circle on the carpet, closer to each other. Sit between the children and stroke the head of the child sitting to your left: “Guys, look how good Vanya is, how soft his hair is!” Invite Vanechka to stroke the head of the child sitting next to him: “Vanechka, look how beautiful Sonechka’s hair is, touch it.” If the child does not dare to do this, help him: put his hand on the head of the neighbor child. Then turn to the next child. Comment on each baby's action, affectionately calling him by name. When each child pats the head of the person sitting next to him, start the chain again, coming up with a different action (touch the nose, hug the shoulders, clap your hands, etc.). Usually children are delighted with this game and begin to come up with actions themselves.

"Locomotive"

For this game, first build a small tunnel from cardboard boxes, large soft cubes or chairs. Call the children over and ask: “Guys, who wants to play train with me?” Line up the children who have agreed to play, one after the other, put the hands of each of them on the shoulders of the child in front: “This is what a beautiful train we have, and you are all little carriages. Now you and I will hit the road.” Stand in front of all the children and start moving with the words:

“The locomotive began to whistle

And he brought the trailers.

Choo-choo, choo-choo!

I'll rock you far!"

Gradually increase the pace of movement, run a little. Then “give” the children to the tunnel: “Now our little train will go through the tunnel!” Stand on the other side of the tunnel and call the children to you: “Where are you, my little cars, come to me quickly.” The children will begin to crawl through the tunnel, greet them with a gentle smile and approving words: “Here is my first trailer - Pashenka, the second trailer - Svetochka...” If one of the children does not dare crawl through the tunnel, do not insist, just draw his attention to peers playing, let him watch them.

This is a very exciting game for kids, they will want to crawl through the tunnel again and again. Do not interfere with this, but, on the contrary, keep children active and greet them even more affectionately. A situation may arise that, crawling through the tunnel, children will push and climb on top of each other. Then help them take a place behind each other and say: “The carriages should not interfere with each other’s travel, an accident may occur.”

"Rope"

For this game you will need a rope that is comfortable for children to hold in their hands. The length of the rope depends on the number of children participating in the game. Place the kids in a row on high chairs and place a rope on their laps.

Let them play with it for a while: touch it, knead it, twist it. Then place this string in the right hand of each child and ask the children to stand: they should be at arm's length from each other.

“Guys, now you and I will go for a walk in the forest. And so that you don’t get lost and confused, hold on tightly to this rope and don’t let it go.” Stand in front of all the children, take a rope in your right hand and start moving, saying the words:

“The children walked through the forest and picked mushrooms (walk slowly, bend over, pretend to pick mushrooms with your free hand).

They ran along the path

(gradually speed up the pace, start running),

They were jumping in the clearing (jump).

They danced around the Christmas tree (describe a circle and close the rope, taking its other end in your left hand, walk in a circle).”

The game can be complicated by placing chairs (trees) in the room, between which children will walk. This will require more coordination from them, since chairs will need to be walked around. When children master the game, they will be able to play it without the participation of an adult; Then it will be possible to invite them to get entangled in the rope and step over it. This game is also good to play on a walk, and you can take the kids out for a walk not in pairs, but one after another using a string.

"The thread is winding"

Show the children a spool of thread and explain how the thread is wound onto the spool. “And now we ourselves will turn into a thread and a spool!” Give the children a string (as in the game “Rope”), put them in a row and say: “This is the long thread we have, now we will wind it.” Turn to the child standing first: “You, Serezhenka, will be the “reel”, you must hold the string tightly and stand still.” Take the last baby by the hand and lead everyone in a circle until the entire “thread” is wound on the “spool”, while saying: “Thread, thread, winding!” Then the “thread” unwinds: lead the children back.

You can play “Tangled Thread”. Show the children how to tangle the rope: walk between them, crawl under the rope, step over it. Make sure the children do the same, but do not let go of the rope.

Let's walk across the bridge"

Draw a line about 1 meter long on the floor or lay a narrow board. Gather the children around you and say: “I am a mother chicken, and you are my chickens. We need to cross the bridge over the stream and not fall into the water.” Draw the children's attention to the line (bridge) on the floor. Line up the children one after another, take the first child by the hand and carefully walk along the line with him, saying the rhyme:

Hey, go across the stream!

Come on, brother, don't be timid!

We'll cross the bridge

We won't fall into the water!

Lead each child by the hand across the bridge. Then complicate the task by inviting the children to walk independently, one after another, across the bridge, while you wait for them on the other “shore” and joyfully greet them: “Here they are, my chickens!” Everyone got there, no one fell into the water.”

"Flowers"

Invite the children to play: "Now we will play an interesting game. This carpet will be our lawn (point to the carpet spread on the floor in the group), and you will all be flowers on the lawn." Invite the children to sit on the carpet in a free order - wherever want to. But make sure that the children do not huddle together, but are located throughout the carpet at a distance from each other. Start walking slowly around the children, stopping near each one, look at them, stroke their heads, smell them: “What beautiful little flower babies! » Say this rhyme (or sing to any tune):

Different flowers grow

In my big garden.

Both yellow and red

I'll rip them off now!

Approach one child, take him by the hand and lead him to the next child, while commenting on your actions: “I picked Tanya the flower, now we will go to Lyubochka.” Let the children hold each other's hands. Continue walking like this until all the “flowers” ​​are “plucked”.

Hug all the children so that they gather in one small pile, pressing tightly against each other.

All the kids stand and hold each other’s hands, and you finish the poem:

Then I’ll put them together into a small bouquet!

And for my beloved mother I will braid a wreath!

Help the kids form an even circle and, holding hands, walk around the circle: “What a beautiful wreath of flowers we have made!”

"Catch-up"

Children love to run after each other, but very often this game turns into chaotic movement of children around the group: they push each other, bump into pieces of furniture and toys. To prevent this, try organizing the game this way: “Guys, now we’re going to play catch-up. And Vovochka will drive.” If your child refuses to drive, offer the role to another child or ask who wants to drive. Place the child who has agreed to be the leader in a chair. Move with the rest of the children to another part of the room and begin to slowly approach the baby sitting on the chair:

We are funny guys

We love to run and play!

Well, try to catch up with us,

One two three four five!

(E. Tikheyeva)

After the word “five,” you tell the children: “Run up as quickly as possible, and you, Vovochka, catch up with them.” The kid runs after the children, trying to catch someone. “Well, Katenka couldn’t run away, so now she will drive.” The child who is caught sits on a chair and the actions are repeated.

This game is best played in a gym or indoors with plenty of free space to eliminate the possibility of injury.

"Noise Maker"

This game does not need to be specially organized. Each child can be busy with something of his own. Say: “Guys, I heard that a gray wolf is coming to visit us. We don’t want him to come, do we?” Children, of course, will say that they don’t need a gray wolf. Then invite them to drive the wolf away: “Let us all make some noise together so that the wolf gets scared and runs away into his forest.” Take the first object that comes to hand (a cube, a mold) and knock it on the table. Invite the children to do the same. They will start drumming various toys on the table, floor, chairs, and other toys. “What a great fellow, now let’s shout loudly: “Pow!” (“Get out!”, “Get out!”, etc.) so that the wolf gets even more scared and never wants to come to the kids again.” The kids will happily start screaming loudly, driving away the wolf.

"Sunny Bunny"

This game can only be played on a sunny day. Take a small mirror in your hands, sit close to the playing children and start sending sunbeams across the ceiling, walls, floor, and over the playing children. Kids will pay attention to your exciting activity and gather around you. “Look, what a cute bunny is jumping on the wall, let's try to catch him!” Children will happily start running after the bunny, and you control the mirror so that the children jump after the bunny, crawl along the floor after it, and catch it on each other. Try to prevent children from pushing, fighting and stepping on each other, and if such a situation does arise, move the mirror to the ceiling, and then hide it and tell the children: “The sunbeam ran away because the children are pushing and fighting. But he will come again if you play together!”

Finger games

The games in this section simultaneously solve problems posed at different stages of this program. They bring children closer together, help the child see peers, develop a sense of community and similarity, and teach them to coordinate actions. Therefore, it is recommended to combine finger games with games of other stages and include them in work with children from the very beginning. In addition, playing with fingers contributes to the development of fine motor skills, attention, imagination, and develops speed of reaction and emotional expressiveness; create closeness and trust between a child and an adult, as well as between peers. These games calm children very well, so it is advisable to play them if the kids are too restless and have stopped listening to the adult, for example, after active, active games. The simplest games in this section do not involve direct interaction between children and each other. Children simply repeat the movements after the adult, but since the adult constantly draws the children’s attention to how well their movements are, highlighting first one child or another, the children pay attention to each other and try to act the same way as the child sitting next to them.

"Hide and Seek"

Place the kids in a circle on the carpet and ask them to show their hands. Extend both arms in front of you and move your fingers, making sure each child does the same. If one of the children refuses, turn to him: “Where are Andryusha’s hands, where did they hide? Andryusha, will you show us how your hands can move your fingers?” Clench your fingers into a fist, then unclench, repeat this several times. Ask the children to repeat the movements after you. Unexpectedly for the children, remove one hand behind your back: “Look, one hand is missing. Where did she hide? Children look around, looking for a hand. Remove your hand from behind your back, show it to the children: “So here it is!” Show me how your hand can hide!” Kids hide their hand behind their back. Do the same with the other hand, and then hide both hands at the same time and sing the song:

“Where, where are our hands,

Where are our pens?

Look around, then show your hands to the children and ask them to do the same, continuing to sing:

“Here, here are our hands,

Here are our hands!”

Turn the hands of both hands to the right and then to the left:

“Our hands are dancing, dancing,

Our hands are dancing!”

You can continue the game by hiding the legs (children cover their knees with their palms, hiding their legs), ears (cover their ears with their palms), cheeks (cover their cheeks with their palms), etc. When playing this game, draw the children’s attention to each other if they are unable to do this or that action: “Olenka, look at what Nastenka does, can you do that?”

"Fingers come to visit"

Have the children sit in a circle on the rug or around a table. Sit between them and say: “Guys, do you like to visit? Now our fingers will go to visit each other, it’s very interesting, watch...” Show the children both hands clenched into a fist, straighten your index fingers and perform a small performance:

• Hello, I am the left finger (slightly bend and straighten the finger of your left hand to the beat of the words), and who are you?
• And I’m the right finger (now bend and straighten the finger of your right hand), let’s be friends! (Bring both fingers closer to each other, connect and separate the fingertips - the fingers kiss; interlock the fingers - the fingers hug.)
• Oh, look how many of the same finger friends are around! Let's go visit them.

Ask the kids to show their fingers, then bring your hand to the hand of the most daring baby:

• Hello, I'm a finger, let's be friends?

“Kiss”, “hug” the child’s finger. Then “go visit” another child’s finger. Perhaps at first the children will be shy and very timid in responding to your actions. Say the words as emotionally and cheerfully as possible and they will really enjoy this game. Then you can invite the kids to act out the play themselves with their fingers (as you did at first) with your demonstration and verbal accompaniment, and then independently “go” to visit each other. Ask each child who his finger wants to visit. Children will find this game more interesting and exciting if they draw funny faces on their fingertips with a felt-tip pen, then their fingers will turn into funny little people. You can diversify the game by offering to visit, moving your fingers along the table like little legs, or “stomping” them on the table, and also going “for a walk together.”

"Captains"

Place chairs around the room in a loose order at a distance from each other. Invite the kids to choose a chair they like and sit on it. “Now you and I will set sail on the sea. These are your boats, and you are all captains on your ship.” Move your hands, slightly squeezing and unclenching your palms, as if you were swimming, make sure that the children repeat after you.

“Here we are sailing, sailing... And what is that there in the distance?” Place your palm to your forehead, make a “visor”, look, squinting, in different directions. “You can’t see anything, you need to take a telescope!”

Clench both palms into fists, but not tightly, but so that there is free space between the palm and fingers. Place your fists on top of each other and bring the resulting “spyglass” to your eye.

At first, it will be difficult for the kids to repeat the movement after you, so go up to each one and help him make his own “spyglass.” Then begin to slowly turn your head in different directions and look at the children through the “spyglass”: “So, who do I see here? This is Kolenka on his boat! And this is Irochka!” Look at all the kids this way, calling each one affectionately by name, invite them to look at each other, greet each other from their “ships,” and wave their hands. Children will be very entertained by this game, do not prevent them from vigorously expressing their emotions.

After the children have calmed down a little, invite them to swim further. “We swim further and suddenly we see a fish.” Straighten your palm, press your fingers together and “draw” a sinusoid in the air, smoothly moving your fingers and hand, depicting the trajectory of a “fish”. Help the children perform this movement. “Oh, our fish dived somewhere!” Smoothly lower your hand down and hide it behind your back. “Here’s another one!” Perform the same movements with the other hand. To complete this game, tell the children: “Oh, you and I swam, we saw a lot of things, our ships moored to the shore.” After these words, ask the children to take the chairs they were sitting on and take them to their place.

"Beasts in the Forest"

Sit the kids around the table and ask: “Guys, do you know what animals live in the forest?” Children will begin to name the animals they know, and if they find it difficult, say it yourself: “There’s a little gray bunny jumping around the Christmas tree.” Show them the “bunny” by clenching your hand into a fist, straightening your index and middle fingers, and moving your “ears.” “This is how he jumps on the grass in the forest”: put two fingers together and tap them, moving them along the table. “Show me how the bunny jumps?” Children will begin to imitate your movements. “There’s also a bear living there, he’s stomping like this”: clench your hands into fists and take turns hitting them hard on the table, also moving them forward. “And the sly fox runs”: smoothly and carefully lower your palms onto the table surface, depicting how a fox is sneaking. “The snake crawls”: place your palm with its edge on the table surface, show how it moves, “crawls” through the roots of the trees. “Crawl” to the snake that the baby made, say hello to it, show how they lie together, basking in the sun. “And the birds there flutter from tree to tree”: cross your hands, unclench your fingers and wave your palms away from you and towards you, depicting the flight of a bird. “Fly” around the kids. Then clasp your fingers and place them on the shoulder of the child sitting next to you: “This is how birds rest on branches.”

"The birds have flown,

They flapped their wings.

They sat on the trees,

We rested together."

Invite the children to let their birds rest on the shoulder of a peer who is sitting next to them.

“That’s how many different animals live in our forest!” If the kids enjoy the game and start asking about other animals, play along with them by pretending to see a squirrel jumping or a wild boar running.

"Running the Race"

You can arrange a mini finger running competition for the children. Place the kids at the table next to each other, ask them to put their right hand on the table (if one of the children is left-handed, then their left). Clench your palm into a fist, straighten your index and middle fingers, lower them down to the surface of the table and finger them, moving away from you towards the edge: “This is how my fingers run, but can yours do this?”

Give the children the opportunity to “run” around the table several times at different paces, then say: “Well done, everyone’s fingers are running fast!” Let's find out who is faster?" Ask the children to put their fingers on the edge of the table that is closer to them, command: “Let's run!” While the children are fingering, you can say:

“We ran along the Fingers River in a race!”

When the kids reach the opposite edge of the table with their fingers, praise them all for their fast “running” and note that, for example, Ksyushenka ran the fastest this time: “Who can overtake her?” Repeat the game several times until the children get tired of it, and then say: “Oh, our fingers have been running, they’re tired, let them rest now.”

"Butterflies on Flowers"

This game is interesting because here children perform different actions together. Place the kids at the table opposite each other and say: “In the summer, in a sunny meadow, different flowers grow and beautiful butterflies fly!” Place your palms with tightly clenched fingers together and gradually open them smoothly without separating your wrists.

“Spread” your fingers: “Oh, what a beautiful flower has blossomed!” Do you guys like him? Let's make a lot of these flowers." Help the children make “flowers” ​​and say: “A whole meadow of beautiful flowers has grown, a butterfly has flown in.” Cross your wrists again and move your palms away from you and towards you. “Fly” around the “flowers”, then close your palms with your ribs at a slight angle to each other and place your hands on the “flower” to the most daring baby: “This is how a butterfly flies and rests on the flowers!” Fly again, “sit down” with another baby. Invite the children to make a butterfly.

Then turn to the children sitting on one side of the table: “Now you will be flowers growing in a clearing.” Turn to the children sitting on the other side of the table: “And you are butterflies.” Help the children depict flowers: “In the summer, flowers grew and their petals bloomed” and butterflies: “Butterflies flew in and sat on the flowers.” When each child pretending to be a butterfly “sits” on the flower opposite, say: “What a wonderful clearing we have with flowers and butterflies!”

If the children like this game, invite them to change roles: now let the other children be flowers, and those who were flowers be butterflies.

"Tower"

Place the children in a circle on the carpet, sit between them. “Now we will all build a high tower together. But it will be an unusual tower, because the bricks in it will be our palms.” Show the children both hands, then place one of them on the carpet in the center of the circle, palm down: “This is the first brick in the tower, but where is the second?” If none of the children dares to offer their palm, then take the hand of the child sitting next to you with your free hand and place it on yours: “Here is the second brick!” Gradually, children will understand the principle and begin to place their hands themselves.

If there are not very many children playing, you can use your second hand. When all the children have put their hands down, say: “This is what a tall tower of palms we have made!”, then free your hands and clap your hands: “Eh, our tower is broken, let’s build a new one.” Start the game over again.

Round dance games

Joint games help the teacher bring children closer together, teach them to see their peers and experience the joy of communicating with them. Round dance games are most suitable for this purpose. They are modeled on folk games and are based on a combination of repeated simple movements with words. The simultaneous repeated repetition of movements unites children, satisfying their need for imitation. The center of attraction in such games is the adult: he brings a new game into the lives of children and serves as a model for them to perform game actions and movements. It is very important that an adult infects children with his artistry, liveliness and joy.

Children of different ages can participate in round dancing games - from 1.5 to 3 years. Such games satisfy children's needs for movement, communication and figurative poetic speech. The combination of movements with words helps the child to understand and comprehend the content of the game, which, in turn, makes it easier to perform actions. These games will help the teacher win the sympathy of children, their trust and ensure reasonable obedience.

"Blow up, bubble"

This is one of the children's favorite round dance games. It can be played by 4 to 10 children and an adult, and they all act simultaneously and in the same way. But this game requires coordination of movements: its participants must adapt to each other in order to maintain the rhythm and tempo of movements. To do this, you need to be very attentive to your partner. At the same time, this game always amuses kids and brings them a lot of fun.

All participants in the game join hands and form! one common circle. “Look what a big circle we have,” you say, “like a bubble!” Now let’s make a small circle.” All the children become a tight circle and together with you begin to “blow the bubble”: with their heads tilted down, they blow into their fists, stacked one below the other, like a pipe. From time to time they straighten up and take in air, and then bend down again and, with the sound “f-f-f”, blow air into their “tube”, as if inflating a balloon. This is repeated 2-3 times. With each inflation, everyone takes a step back, as if the bubble had grown a little larger. Then everyone joins hands and gradually expands the circle, moving backwards with the following words:

Blow up, bubble,

Blow up big!

Stay like this -

Don't burst!

It turns out to be a large stretched circle. You enter it, touch each pair of connected hands, testing their strength. Then suddenly you announce: “The bubble has burst!” Everyone claps their hands, saying the word “Clap!”, and runs into a heap towards the center. After this, the game starts over.

Another famous round dance game that you can play with kids is"Carousels". It is accompanied by the rhyme “The carousel barely spun...”.

You can come up with your own round dance games for kids. In such games, children must move in a circle for some time, then, at the adult’s direction, stomp their feet, clap, spin, shake their heads, shrug their shoulders, wave their arms, etc.

THIRD STAGE. GAMES WITH A COMMON ROLE FOR ALL CHILDREN

At this stage, the child learns to take on one or another role. In the games of this stage, the participation of an adult is very important, who organizes the game, shows the children certain actions and teaches the kids to perform them in accordance with a certain role. At the third stage, the role is not yet individualized, the children act all together. But games of the third stage, as a rule, are built on alternating active movements and braking. Therefore, children are required to manage their behavior, listen carefully to an adult, perform play actions in a timely manner according to their role, and coordinate their actions with the actions of their peers. The imaginative nature of games contributes to the development of imagination, and joint activities help to bring children closer and unite. The games are aimed at developing in children the ability to restrain themselves, as well as evaluate compliance with game rules. All this contributes to the formation of the strong-willed qualities of the child’s personality.

"Sun and Rain"

The game is based on simple movements and actions that children simultaneously perform. Children easily adopt not only each other’s movements, but also each other’s moods. The child's joy is enhanced by the fact that others experience the same thing. The overall mood creates a natural connection and community between children.

At the same time, this game perfectly organizes kids. But this is not forced organization or even obedience to an adult, but a kind of fascination with common actions that arises thanks to the imitative abilities of children. Such organization is achieved completely naturally, without any resistance from the guys. This game is played as follows.

Each participant must have his own house. Such a house can be easily made from a high chair. For example, you turn your chair back to front and invite everyone to do the same with their chairs. “Look, it turned out to be a house!” - you say, sitting down in front of your chair and looking through the hole in the back, like through a window. Calling each child by name, invite each of them to “look out the window” and wave their hand. So the chairs become houses in which children live.

"What a nice weather! - you say, looking out your window. “We can go for a walk.” Kids run out of the houses and gather around you. Everyone “walks” together and enjoys the good weather.

You can sing a song about the sun, run, dance, jump, whatever you want.

Suddenly you say: “Look, a cloud is coming, now it’s going to rain!” Hurry up and go home!” Everyone rushes to their houses. “Listen to the rain drumming on the roofs,” you say, tapping the seat of the chair with your bent fingers, imitating the sound of rain. “Let’s read poetry to him.” Here you can read short nursery rhymes or poems about rain to children.

The “sound of rain” gradually subsides and then stops altogether. You pretend to look at the sky and call the kids: “The sun is shining! The rain has stopped! Go out for a walk!” Kids run out of their houses, run, dance, sing songs, etc. This walk continues until the adult says again: “Oh, it’s starting to rain, let’s run home!” And everything starts all over again.

"Cat and Mice"

Call the children over and say: “Now you and I are going to play cat and mouse! You will be mice, and each mouse should have its own hole.” Ask the children to take chairs, place them in front of them and hide behind them: “Now all the mice have hidden in their holes, and I’ll be a cat!” Walk around the room, pretending to be a cat, and say:

An old cat walks around looking for:

Where does the mouse live here?

We need to find the mouse and catch it!

I went around the whole house,

Didn't find anyone

And lay down to rest -

Sleep!

(M. Alexandrovskaya)

Sit on a chair and close your eyes, pretend to be asleep. The “mice” children run out of their holes and carefully approach the “cat” at a close distance. Seeing that the “cat” is sleeping, they begin to run and jump around him. The “cat” stretches, opens its eyes, “meows” and rushes to catch the “mice”, and the “mice” children run away into their holes.

When the children get acquainted with this game, invite them to take turns playing the role of the cat, and be the mouse yourself, this will allow you to better organize the game.

"Sparrows"

Call the children over and ask: “Guys, who wants to play sparrows with me?” Place exercise hoops in one corner of the room and say: “You are sparrows, and these are your nests, you will live in them.” After all the children have taken a place in their house, go to the opposite corner of the room and sing a song, showing the children what movements to perform:

Wake up, sparrows!

Chick-tweet, chick-chirry!

Wake up, get started

Clean your feathers.

The “sparrows” stand up, wave their “wings,” and “chirp.”

Fly out of the nest

And fly over there.

Fly along the path

You will find crumbs there.

They “fly out” from the corner of the room, circle, and “chirp.” They squat down, tap their fingers on the floor - “peck”.

Have you eaten a little?

A cat is sneaking towards you!

Don't yawn!

Fly away!

A “cat” (adult) appears. The "sparrows" run to their houses. The "cat" catches them.

FOURTH STAGE. GAMES WITH HOSTS. A STEP TOWARDS INDIVIDUALIZATION OF GAME ACTION WITHIN THE GENERAL GAME

In the games of the previous stage, children gain some experience in joint actions that are the same for everyone. But to develop communication skills, simply imitating each other is not enough. It is necessary to teach children business cooperation, which involves not only repetition, but also a response to the words and actions of partners.

Unlike the games of the previous stage, where all children played the same role, in the games of the fourth stage children do not act in the same way and perform different game roles. Since the child who has taken on the role of leader is separated from others, the degree of his independence and play initiative increases. The play actions of some children should be addressed to others, they are performed for another. And the participants in the game themselves must understand this. All these games are played without objects.

Many kids, finding themselves in such a situation, become shy, indecisive, and sometimes even refuse to take action. Overcoming such internal barriers is a necessary condition for developing independence, determination and other valuable personality traits. But all games are structured in such a way that the child feels the support of the other participants, who express their friendly attitude to him. And this makes it easier for the baby to fulfill the assigned role and makes it especially attractive.

"Shaggy Dog"

Invite the children to play Shaggy Dog. Take a chair and place it in front of the children: “This is the house where the shaggy dog ​​will live.” Move 15-20 steps away from the chair and draw a large circle there: “And this is the house in which you will hide from the dog when he wakes up.” Choose a child to play the role of the dog: “You, Dimochka, will be a dog, sleep in your house.” Place your child on a chair, ask him to cover his face with his hands and pretend to be asleep. Then gather the children in their “house” and first bring the “shaggy dog” to the “house”, reciting the rhyme and setting the desired pace of movement:

There's a shaggy dog ​​on the porch -

One tail, four legs.

He guards the master's house,

As soon as he wakes up, he barks!

With the last words, go with the kids to the “dog”, touch him, stroke him. A child playing the role of a dog suddenly wakes up, barks, and the children run into the house.

"Grandma Malanya"

In this game, the child is required to be independent and creative: he must come up with and show the others some funny movement. At the same time, he becomes a role model. The rest of the children imitate their peer, and not the adult, as in previous games, which increases their attention and interest in each other.

The main role is played by the teacher. You stand in front of the kids and offer to repeat the following funny text after you, accompanying it with expressive movements:

Malanya, an old woman, lived in a small hut with seven sons, all without eyebrows,

With such ears, with such eyes, with such noses, with such a head, with such a beard (at the same time you show with your hands “round eyes”, “big nose”, close your eyebrows, etc.).

We didn’t eat anything, we sat all day,

They did it like this...

Here you show some funny movement that can amuse the children and which is easy for them to repeat (you can make a long nose or horns or take a fancy pose). Children will be happy to repeat all these funny actions and text after you.

FIFTH STAGE. GENERAL GAMES WITH OBJECTS

As already mentioned, for young children the leading type of activity is object-based activity. Sometimes kids are so absorbed in playing with objects that they don’t notice their peers at all. They are very reluctant to part with their toys. An attack on a toy that a child considers his own is an attack on his safety, on his personal space. The kids do not yet know how to play with each other, they often quarrel over toys and take them away from each other.

But the fact that toys interfere with children's interaction does not mean that objects should be excluded from their sphere of communication. It is very important to create situations in which object-based games and peer communication are combined. The task of the fifth stage is to teach children to play together using objects, to express their desires, to listen to the desires of others, to negotiate, to see in a peer not a rival in the struggle for the right to own a toy, but a play partner.

Ball games

"Let's roll the ball"

Invite the children to sit in a circle on the carpet, sit with them. Take a medium-sized ball, roll it towards one of the children and cheerfully say: “The ball rolled to visit Petya, catch it quickly!” After the child

Nok catches the ball, invite him to roll the ball to another child: “Petya, who does the ball want to go to visit now?” If the baby is embarrassed in choosing a child, help him and suggest it yourself: “Roll the ball to Olechka!” In this way, let each of the children take part in the game: catch the ball and roll it to someone.

"The ball is rolling in a circle"

You can modify the above game and roll the ball in a circle from one child to another, and not across the entire playing field, as in the previous game. As you roll the ball, comment on its movements: “Now Vasenka has the ball, and Vasya rolled it to Natasha!”

Make the game more difficult by throwing a second ball into the circle.

When children learn to catch a rolling ball and roll it to another child, you can try a new variation, accompanying it with the rhyme: “The ball is rolling home, you hit it with your hand.” In this version, children do not catch the ball with their hands, but hit it so that it does not roll between the spaced legs, i.e. didn't get into the "house".

Pyramid games

"Let's disassemble and assemble"

In this game, children are united by a common goal - to disassemble and assemble the pyramid. The number of pyramid rings must correspond to the number of participants in the game. After inviting the children to sit at a common table, draw their attention to the new pyramid. Running your hands along the pyramid from top to bottom, show how your hands gradually move apart as you approach the base: the rings on top are very small, and the ones at the bottom are the largest. Invite each child to also run their hands along the pyramid and feel the differences in the size of the rings. After this, address one of the kids on behalf of the toy: “Seryozha, please take off my cap”; then to the next ones sitting next to them: “Katenka, take off my smallest ring,” “And now, Sasha, take off my topmost ring,” etc. So the toy is gradually disassembled, rings are placed on the table in front of each child, and an empty stick with a stand remains in your hands.

The second part of the game begins.

Address the children on behalf of the pyramid: “The stick is tired of standing alone, she is cold without clothes, and she called the rings home. Who has my biggest ring? If no one answers, turn to the child with the largest ring: “Give me your biggest ring, put it on my wand.” After the baby puts his ring on the stick, turn to the next child with the same request: “Give me my big ring.” So gradually all the rings and cap are collected and put on the stick. After this, the game starts over.

The short duration and repetition of game actions in an unchanged form is very popular with kids. The child knows what he will do next, and knows what his peers will do, which means he is better aware of his actions. In addition, the transformations in the appearance of the pyramid, which occur before his eyes and with his active participation, suggest the changeability of the appearance of the same object and its reversibility, which contributes to the development of the mental plane.

The most important thing when conducting this game is to captivate children with its content and joint solution of a common problem. If any child loses interest in the game, invite him to do something else and invite someone else to take his place.

"Come to the meadow"

In this game, children learn to compare and distinguish rings by size. Each participant in the game must choose a ring of the same size as the visual example. The rings become animated and endowed with a lively character - they play and have fun in the meadow.

To play you need one-color pyramids according to the number of participants (5-6 people). Keep one of the pyramids for yourself. In addition, you will need a cardboard circle with a diameter of 15-20 cm, painted green.

Having seated the children at a table and handed out a pyramid to everyone, put a green circle in the middle of the table: “We will have a meadow with green grass, where the rings will come to play.”

Invite the children to disassemble their pyramids and line up the rings in even rows on the table. This is how the rings “rest”. Then take the smallest ring of your pyramid, place it in the middle of the circle and invite the children: “Come to the meadow, stand in a circle.” Explain that only the smallest rings, like yours, are invited to the meadow. Children choose the smallest ones from their rings and place them around the circumference of the meadow. Help them arrange the colorful rings beautifully and evenly, and admire the resulting pattern with them. As you place the rings on the sample in the center, ask the children to check if all the rings are the same. Now you can play with the rings: let the rings jump, spin, scatter and come together. Then the little rings return home to rest, and larger ones are invited to the meadow. You can invite one of the children to choose a ring of any size and place it in the center of the circle. Repeat the same text with the children: “Come to the meadow, gather in a circle.” With the help of an adult, each child finds a ring of the same size and puts it in a common “round dance”. The game repeats itself. All participants take turns choosing a sample ring, placing it in the center of the green circle and inviting rings of the same size to gather around it.

Try to carry out play activities with rings as lively and varied as possible. The emotionality and imagination of the teacher here, as in most other games, are of decisive importance.

"Sun"

The game is played with a group of children of 5-6 people. All game actions are performed simultaneously, as directed by the teacher. To play, you need one-color pyramids with thick rings according to the number of participants, including the teacher. To indicate the center to which the rays converge, you need an orange cardboard circle.

Children sit around a common table and receive identical pyramids - one for each child. There is a cardboard circle in the center of the table. After this, you turn to the children: “Here are the pyramids and they are looking at you. They got tired of standing and wanted to lie down. Let's help them relax! See how this can be done." Remove the cap from your pyramid and place it at the edge of the table. Then offer to remove the top ring (note that it is the smallest) and move it to your cap, followed by the next one. When all the rings have been removed and laid out on the table in increasing order of their size, try to align the rows of rings so that you get even rays emanating from the central circle. A pattern is formed on the table in the form of rays that extend from the center of the circle and taper along the edges of the table. Please note that the result is a sun with multi-colored rays, and everyone made their own ray. After admiring the sun, ask: “Where are our pyramids? Look, all that's left of them are chopsticks and coasters. They're tired of standing naked. Let's call the rings home and put them up like before! Which ring should we call first? Remind that the largest ring is always at the bottom at the base of the pyramid. Children choose large rings and put them on their pyramids. “Now which ring will the sticks call? Also big, but a little smaller, like this,” etc. So, following the pattern, children collect their rings in descending order of their size and assemble their pyramids. The assembled pyramids walk, jump, spin in the hands of the children, then lie down to rest again and the game is repeated.

This game responds well to children's age-related needs to act with and manipulate objects. They usually like the pyramid transformations they do on their own.

Games with dice

There are many options for different cooperative games using dice. Here are some of them.

"Doll's House"

Pour medium-sized cubes onto the floor and place a doll next to them, then call the children over to you: “Guys, look: the Tanya doll is sitting and crying because her house is broken. Let’s help her build a new house from these cubes.” Take a few cubes and start building a house. Children will watch your actions and join in. Make sure that all the kids take part in building the house, so that they act in harmony, do not push or take away each other's blocks. Help them place the blocks evenly on top of each other and next to each other. Praise everyone for their efforts. After completing the construction, pick up the doll and thank the children on its behalf: “Thank you very much, you all together built a very beautiful house for me!”

From large soft cubes you can build buildings together, which will then be used by children for play. For example, if you place the cubes exactly one after another, you will get a train on which you can go to the forest to pick berries and mushrooms. You can build a tunnel for children to crawl through, or a high wall through which they can throw balls. You can build a “pool” into which the children will first throw balls, plastic balls, soft and rubber toys together, and then, when the “pool” is full, they can “swim” in it together.

Games with different toys

"Bunny and Squirrel"

For this game you need to prepare carrots and nuts cut out of paper and two toys - a bunny and a squirrel. The game is as follows. You show the children toys, sit them in different parts of the room and explain (or remind) that bunnies love carrots, and squirrels love nuts.

After this, scatter the pre-prepared “products” on the floor and invite the children to collect carrots for the bunny and nuts for the squirrel. When the kids complete the task, you can thank them on behalf of the toy characters.

It is clear that, if necessary, the bunny and squirrel can be replaced with other characters - a hedgehog, a bear, a dog, etc. If the necessary toys are not available, you can use pictures with images of animals.

"Hide and Seek with Toys"

Playing hide and seek is one of the most favorite games for kids, starting from a very early age. Children under three years old do not yet know how to hide on their own, as older children do. But hiding and looking for toys is a very exciting activity that brings a lot of exciting experiences. Such games not only amuse children, but also develop their attention, memory, and imagination. When looking for an object, the baby must hold a specific target without being distracted by extraneous stimuli. Steady and focused attention in these games is maintained with the help of an attractive toy that the child really wants to find.

Hide and seek with toys is quite accessible and exciting for children over two years of age. Several children can participate in such games. Show them some toy (bunny, bear, doll), look at it carefully (what ears, paws, eyes the bunny has, how he can jump and tumble, etc.). Tell him that the bunny likes to run fast and likes to hide. All this is important so that kids have a clear image of the object they need to look for.

Then ask the children to turn to the wall and close their eyes. Unbeknownst to them, place the bunny in some new, but visible place - among other toys or on the windowsill, or put it in a corner. When the children open their eyes, ask them to find the hidden bunny. If the children easily cope with this task, next time you can hide the bunny more “securely” so that only the ears are visible, or cover it with a handkerchief.

Subsequently, you can organize the game so that some children hide the toy, while others look for it. Although keeping a secret and not revealing the location of the hidden toy is too difficult for kids. They need to be specially prepared for this - offer to cover their mouth with a finger, remind them to remain silent and not prompt them.

SIXTH STAGE. DRAMATIZATION GAMES

The main task of games at this stage is to immerse children in common experiences. The central place here is occupied by the active communication of children with toys, which in the hands of an adult turn into characters in the play. Toys should be small (to make them easier to control) and necessarily proportionate to each other.

It is best to start games at this stage by showing well-known and beloved fairy tales with a simple plot to the kids. For example, “Turnip”, “Teremok”, “Kolobok”, “Ryaba Hen”.

Place the kids around the table on which you will act out the fairy tale, and start showing the performance. It is very important that your speech is figurative, expressive and combined with the actions of the characters. Do not forget to promptly contact your children for help and advice. For example, when showing the fairy tale “Turnip”, ask the children to help you call your grandmother, granddaughter, or Bug. When showing the fairy tale “Kolobok”, invite them to name the characters that Kolobok meets on the way, ask if Kolobok will leave them. To prevent children from being just passive spectators, avoid long phrases and moralizing remarks.

Since all play-games at this stage are designed for the emotional activity of children, do not prevent children from freely expressing their feelings and attitude towards the characters in the play. The only thing that should not be allowed is for children to stand up during the activity and touch the toys. And if this happens, then the performance should be interrupted and, on behalf of the artists, its continuation should be refused.

“How Alenka Herded the Gosling”

(Example of a dramatization game)

The teacher, sitting at the table, brings onto the stage the main character of the fairy tale - the girl Alenka (doll). Alenka greets the kids and gets to know them: “I am Alenka, I live with my mother in this house. Not far from our house there is a dense forest, in which there are wolves and foxes. And this is my gosling, his name is Dorofeyka. My grandmother gave it to me. When he was very little, I fed him at home, but now he has grown up. Dorafika loves to pluck grass and look for bugs in it. Today I took him to a clearing where there was a lot of tasty grass. Look how good it is for him to walk here!”

The adult moves the gosling, pretending that he is moving further and further away from Alenka. Alenka calls Dorofeyka to her and explains to the children that she is afraid when he goes far away. “There lives a cunning fox in the forest,” says the girl. “She can quietly grab a gosling with her sharp teeth and drag her into her hole. There she will eat it and not even leave the seeds. Grandma told me that a fox stole her duck and a little duckling.” After these words, the gosling again moves away from Alenka, and she calls him again. After repeating such actions two or three times, the adult takes the gosling a long distance from Alenka, who at that time turned away. Unexpectedly for the children, a fox appears from the direction of the forest and quietly creeps up to the gosling. The children are given the opportunity to save the gosling: drive away the fox with their cry or call Alenka, which they do: “It’s so good that you called me on time! A little more, and the fox would have grabbed Dorofeyka.” The performance continues. For some time the children watch Alenka guard the gosling. But then the girl begins to yawn (the adult shows that she really wanted to sleep). Alenka asks the children to watch Dorofeyka while she takes a nap, and if the fox appears again, to wake her up. The girl lies down on her side and immediately falls asleep (turns her back to the audience). The gosling moves further and further away from her and approaches the forest. Suddenly a fox appears and begins to sneak up on Dorofeyka. The children are given another opportunity to either call Alenka or drive the fox away themselves. They save Dorofeyka again. For some time after this incident, Alenka calmly herds the gosling. But behind the stage the voices of her friends are heard calling her to play. Alenka again asks the children to watch over the gosling, as she really wants to play at least a little with her friends. The guys agree, the adult removes Alenka from the stage. For some time, the gosling (in the hands of an adult) grazes on stage alone (moves around the table in different directions). But then the fox appears again and sneaks up to the gosling. The children immediately either drive the fox away themselves or call Alenka. The girl appears on stage and thanks the guys for their help. At the end of the performance, an adult (on behalf of Alenka’s mother) calls her and the gosling home and promises to treat them to a pie.

In the same way, you can dramatize any fairy tale that is understandable to children: “Zayushkina’s Hut”, “Cat, Rooster and Fox”, “Goat-Dereza”, “Geese-Swans”, etc.

Another version of the performance is the performance of individual artists in a concert. They can read poetry, sing, dance, and play toy musical instruments. Each regular participant in the concert introduces himself to the audience and bows to their applause. As a rule, such a performance makes the children want to perform themselves and ends with a concert where the children themselves become artists.

Literature:

Irina Orlova “Teaching kids to communicate”, Moscow, Chistye Prudy, 2010

“An important means of forming
mental activity of the baby,
his intellect is play."
S. T. Shatsky

Relevance:

The current stage of development of society (changes in the political and socio-economic paths of its development) is characterized by the formation of fundamentally new priorities and requirements for the education system as a whole and its initial link - preschool education. The most important requirement is to improve the quality of education. The development of legislation regulating relations in the field of preschool education contributed to the emergence of a fundamentally new document for the modernization of the preschool education system - Federal state requirements for the structure of the basic general education program of preschool education (hereinafter - FGT).

The ideology of FGT is aimed at developing a fundamentally new view of the content, structure and organization of preschool education. It is proposed to pay special attention to the formation of a general culture, the development of physical, intellectual and personal qualities, the formation of prerequisites for educational activities that ensure social success, preservation and strengthening of the health of preschool children, and the correction of deficiencies in the physical and (or) mental development of children.

Teachers currently face a difficult task: to ensure the continuous development of the child using a variety of forms and methods that are appropriate to the age of the pupils, taking into account the fact that the main activity of a preschool child is play.

One of these means is the technology of educational games. It is known that there is a huge variety of teaching materials available for use in practice with preschool children. However, few provide the opportunity to formulate all the thinking skills that are important for intellectual, in particular mathematical development, in a complex manner, and at the same time throughout preschool childhood.

Developing children’s ability to identify the properties of objects (their size, color, shape), she noted that when assimilating these sensory representations, as well as when exercising to isolate the properties of objects, operations of comparison, generalization, children experience difficulties.

When searching for the most effective means for the development of logical thinking, memory, imagination, creative abilities, sensory education, I chose Dienesh’s logical blocks, because I believe that this material makes it possible to introduce young children to the shape, color, size and thickness of objects in an accessible, visual way.

To implement its activities in this direction, it has set the following tasks:

Defined areas of work:

Highlighted the following principles of work organization:

• Availability:

Adaptation of the material to the age of children.

• Systematicity and consistency:

Gradual presentation of material from simple to complex;

Frequent repetition of what has been learned.

• Visibility.

• Personality-differentiated approach:

Taking into account age characteristics;

Creating a favorable environment for each child to learn the material.

I have defined the following for use methods and techniques:

It should be noted that in the practice of working with children in kindergarten, two types of blocks are used: volumetric and planar. Each of these species has its own name. Volumetric logical material is called logical blocks, planar - logical figures.

Dienesha started using blocks in the 1st junior group.

To organize targeted work, the preparatory stage was carried out: a long-term plan was drawn up, colorful manuals and albums were purchased, consultations were developed for parents and educators.

Games were played with the children according to a long-term plan. I started working with blocks by giving the children the opportunity to get to know them on their own.

Focusing on the approximate level of development of the child, she offered the child one or two exercises (games). If he does not cope with the task, she suggests an exercise that is simpler (previous) in complexity, and so on until the child solves the problem. An independent and successful decision became the step from which the child began to move forward.

Having tested each child in this way, I received a fairly clear picture of the level of children’s thinking skills. And in turn, it made it possible to organize games taking into account the development level of each child.

If the child easily and accurately coped with tasks at a certain level, she offered games and exercises of the next difficulty group. I would like to note that it is possible to transfer a child to subsequent play exercises only if he has “grown” from the previous ones, i.e. when they are not difficult for him. If you keep children at a certain level or give them more complex games and exercises prematurely, then interest in the activities will disappear. Children are drawn to mental tasks when they are difficult for them, but doable.

This work was carried out in subgroups once a week and individually in joint and independent activities with children. In working with children of the 1st junior group, I used the albums: “Surprising 1,2,3,4” (plane figures), “Dyenesh Blocks for the little ones,” “Little Logics.” By overlaying colored blocks on colored images in albums, children see how flat images turn into three-dimensional objects, enjoy bright, funny pictures, and the children develop creative thinking and speech activity.

In the process of various actions with blocks, children first mastered the ability to identify and abstract one property in objects (color, shape, size, thickness), compare, classify and generalize objects according to each of these properties. Then the children tried to analyze, compare, classify and generalize objects according to two properties at once (color and shape, shape and size, size and thickness, etc.), and a little later - according to three (color, shape and size; shape, size and thickness; color, size and thickness) and by four properties (color, shape, size and thickness).

I believe that it is precisely as a result of the use of educational games technology that the intermediate data of pedagogical monitoring on children’s mastery of general educational activities have a positive trend. I present to your attention diagnostic data on mastering the tasks of the educational area “Cognition”, section: “Sensory education” in the 1st junior group for the 2011/2012 academic year..

In September 2011, pedagogical monitoring was carried out, which showed that the number of children in the “risk” group was 14%, in the “observation” group - 66%, and in the “norm” group - 20%. As a result of targeted activities and based on the results of interim monitoring (April 2012), the following data were obtained: the “risk” group was 5%, the “observation” group decreased to 48%, the “norm” group increased to 37%, a “high level” appeared ”, which amounted to 10%. Thus, we can note positive dynamics in the development of students.

In the current academic year, we have expanded our activities with other technologies of educational games - Cuisenaire sticks, Nikitin cubes, because this didactic material has great potential, its use can be adjusted to suit yourself, your level, your interests. For the most part, these games are presented in the form of puzzles aimed at recognizing and completing images, that is, at developing logical and figurative thinking. They can be called a sports complex for the mind, for the development of the child’s creative abilities.

To introduce new didactic material for children into practice, a preparatory stage was also carried out: a long-term plan was drawn up, manuals and albums for working with children were purchased, and consultations for parents on the use of educational games were purchased.

When working with children of the 2nd junior group, I use the albums: “Making tall tales” (Dyenesha blocks), “Magic paths” (Kuziner sticks), “Miracle cubes” and “Colorful world” (Nikitin cubes), also “It’s fun to play together” (blocks Dienesh and Cuisenaire sticks).

I select games and exercises with Dienesh blocks, Cuisenaire sticks, Nikitin cubes taking into account the capabilities of children, their level of development, interest in solving intellectual and practical problems, taking into account their relationship (the presence of common and gradually more complex elements: methods of action, results) and compatibility with the general a system of exercises carried out using other didactic means. I introduce game elements into exercises in the form of game motivation (build a ladder for a cockerel, fix a fence, and so on)

When organizing any types of children's activities, I adhere to the following principles:

• The principle of a differentiated approach

I remember that a child is a unique individual. I try to appreciate his individuality, support and develop him. After diagnosing the knowledge, abilities and skills of the newly arrived child, I select tasks in accordance with his abilities and skills.

• Principle of cooperation

I make it clear to the child that I am always ready to provide him with personal support and come to the rescue. If a child cannot cope with any task, I suggest: “Come on, I’ll help you,” “Let’s try together,” “You and I will succeed,” “Of course, you can handle it.”

• The principle of psychological comfort for every child

I show understanding, delicacy, tolerance and tact when raising and teaching children, I admire his initiative and the smallest independence - this helps the child develop confidence in himself and in his capabilities. At this age, it is very important to create a situation of success; the main thing is that the proposed task is completed by all children, regardless of whether he did it independently or with my help. It is important to support not only with action, but also with words: “What a great fellow you are!”, “You did great!”, “Wonderful!”, “I am very proud of you!”, “Great!”, “I know you can do it! ", "Thank you very much!" and etc.

• The principle of variability

Work outside of GCD or necessary individual work or in children’s independent activities, as well as to maintain interest, I try to use variants of tasks that are similar in goals, but involve actions with different tasks.

The experience of the work has shown that the use of educational games technology with children of primary preschool age allows children to quickly learn geometric shapes, colors and shapes, learn to distinguish them from each other, compare and analyze, and undoubtedly allows them to achieve positive results. In my activities, I plan to continue working in this direction; I believe that the technologies used make it possible to form the necessary integrative qualities of children throughout preschool childhood.