Card index of didactic games on cognitive development in the middle group.

1. Didactic game “Find the mistake”

Goals:

Progress of the game : The teacher shows a toy and names a deliberately incorrect action that this animal allegedly performs. Children must answer whether this is correct or not, and then list the actions that this animal can actually perform. For example: “The dog is reading. Can a dog read? The children answer: “No.” What can a dog do? Children list. Then other animals are named.

2. Didactic game “Say the word”

Goals: learn to clearly pronounce polysyllabic words loudly, develop auditory attention.

Progress of the game: The teacher pronounces the phrase, but does not finish the syllable in the last word. Children must complete this word.

Ra-ra-ra - the game begins...

Ry-ry-ry - the boy has a ball...

Ro-ro-ro - we have a new...

Ru-ru-ru - we continue the game...

Re-re-re - there is a house on the...

Ri-ri-ri - there is snow on the branches...

Ar-ar-ar - our self is boiling....

Ry-ry-ry - there are a lot of children in the city...

3. Didactic game “It happens or not”

Goals: teach to notice inconsistency in judgments, develop logical thinking.

Progress of the game : The teacher explains the rules of the game:

• I will tell a story in which you should notice something that does not happen.

“In the summer, when the sun was shining brightly, the boys and I went for a walk. They made a snowman out of snow and started sledding.” "Spring has come. All the birds flew away to warmer lands. The bear climbed into his den and decided to sleep all spring...”

4. Didactic game “What time of year?”

Goals: learn to correlate descriptions of nature in poetry or prose with a certain time of year; develop auditory attention and quick thinking.

Progress of the game: Children are sitting on a bench. The teacher asks the question “When does this happen?” and reads a text or riddle about different seasons.

5. Didactic game “Where can I do what?”

Goals: activation in speech of verbs used in a certain situation.

Progress of the game: The teacher asks questions, the children answer them.

What can you do in the forest? (Walk; pick berries, mushrooms; hunt; listen to birdsong; relax).

What can you do on the river? What are they doing in the hospital?

6. Didactic game “Which, which, which?”

Goals: learn to select definitions that correspond to a given example or phenomenon; activate previously learned words.

Progress of the game: The teacher names a word, and the players take turns calling as many words as possible more signs corresponding to this subject. Squirrel - red, nimble, big, small, beautiful.....

Coat - warm, winter, new, old.....

Mom is kind, affectionate, gentle, beloved, dear...

House - wooden, stone, new, panel...

1. Didactic game “Finish the sentence”

Goals: learn to supplement sentences with a word of the opposite meaning, develop attention.

Progress of the game : The teacher begins a sentence, and the children finish it, only they say words with the opposite meaning.

Sugar is sweet. and pepper -... (bitter).

In summer the leaves are green, and in autumn….(yellow).

The road is wide, and the path... (narrow).

1. Didactic game “Find out whose sheet it is”

Goals: teach to recognize a plant by its leaf (name a plant by its leaf and find it in nature), develop attention.

Progress of the game : While walking, collect fallen leaves from trees and bushes. Show the children, ask them to find out which tree it is from and find similarities with the unfallen leaves.

9. Didactic game “Guess what kind of plant”

Goals: learn to describe an object and recognize it by description, develop memory and attention.

Progress of the game : The teacher invites one child to describe the plant or make a riddle about it. The other children must guess what kind of plant it is.

10. Didactic game “Who am I?”

Goals: learn to name a plant, develop memory and attention.

Progress of the game : The teacher quickly points to the plant. The first person to name the plant and its shape (tree, shrub, herbaceous plant) gets a chip.

11. Didactic game “Who has who”

Goals : consolidate knowledge about animals, develop attention and memory.

Progress of the game: The teacher names the animal, and the children name the baby in the singular and plural. The child who correctly names the cub gets a chip.

12. Didactic game “Who (what) flies?”

Goals: consolidate knowledge about animals, insects, birds, develop attention and memory.

Progress of the game: Children stand in a circle. The selected child names an object or animal, raises both hands up and says: “Flying.”

When an object that flies is called, all children raise both hands up and say “Flying”; if not, they do not raise their hands. If one of the children makes a mistake, he leaves the game.

13 . Didactic game “What kind of insect?”

Goals : clarify and expand ideas about the life of insects in the fall, learn to describe insects by characteristic features, cultivate a caring attitude towards all living things, develop attention.

Progress of the game : Children are divided into 2 subgroups. One subgroup describes the insect, and the other must guess who it is. You can use riddles. Then another subgroup asks their questions.

14. Didactic game “Hide and Seek”

Goals: learn to find a tree by description, consolidate the ability to use prepositions in speech: behind, about, before, next to, because of, between, on; develop auditory attention.

Progress of the game: On the instructions of the teacher, some of the children hide behind trees and bushes. The presenter, according to the teacher’s instructions, searches (find who is hiding behind tall tree, low, thick, thin).

15. Didactic game “Who can name the most actions?”

Goals: learn to select verbs denoting actions, develop memory and attention.

Progress of the game : The teacher asks questions, the children answer with verbs. For each correct answer, children receive a chip.

• What can you do with flowers? (pluck, smell, look, water, give, plant)
• What does a janitor do? (sweeps, cleans, waters, clears snow from paths)

16. Didactic game “What happens?”

Goals: learn to classify objects by color, shape, quality, material, compare, contrast, select as many items as possible that fit this definition; develop attention.

Progress of the game: Tell us what happens:

Green - cucumber, crocodile, leaf, apple, dress, Christmas tree....

Wide - river, road, ribbon, street...

The one who can name the most words wins.

17. Didactic game “What kind of bird is this?”

Goals: clarify and expand ideas about the life of birds in autumn, learn to describe birds by their characteristic features; develop memory; cultivate a caring attitude towards birds.

Progress of the game: Children are divided into 2 subgroups. Children of one subgroup describe the bird, and the other have to guess what kind of bird it is. You can use riddles. Then another subgroup asks their questions.

18. Didactic game “Riddle, we will guess”

Goals: consolidate knowledge about garden plants; the ability to name their signs, describe and find them by description, and develop attention.

Progress of the game: Children describe any plant in the following order:6 shape, color, taste. The driver should recognize the plant from the description.

19. Didactic game “It happens - it doesn’t happen” (with a ball)

Goals: develop memory, attention, thinking, reaction speed.

Progress of the game : The teacher says phrases and throws the ball, and the children must answer quickly.

Snow in winter... (happens) Frost in summer... (does not happen)

Frost in the summer... (does not happen) drops in the summer... (does not happen)

20. Didactic game “The Third Wheel” (plants)

Goals: consolidate children's knowledge about the diversity of plants, develop memory and reaction speed.

Progress of the game: The teacher names 3 plants (trees and shrubs), one of which is “superfluous”. For example, maple, linden, lilac. Children must determine which one is the “extra” one and clap their hands.

(Maple, linden - trees, lilac - bush)

21. Didactic game “Game of riddles”

Goals: expand the stock of nouns in the active dictionary.

Progress of the game: Children are sitting on a bench. The teacher asks riddles. The child who guessed it comes out and asks the riddle himself. For solving a riddle, he receives one chip. The one who collects the most chips wins.

22. Didactic game “Did you know...”

Goals: enrich children's vocabulary with animal names, consolidate knowledge of models, develop memory and attention.

Progress of the game: You need to prepare the chips in advance. The teacher places images of animals in the first row, birds in the second, fish in the third, and insects in the fourth. The players take turns calling first the animals, then the birds, etc. And if the answer is correct, they place the chip in a row. The one who places the most chips wins.

23. Didactic game “When does this happen?”

Goals: consolidate children's knowledge about the parts of the day, develop speech and memory.

Progress of the game: The teacher lays out pictures depicting the life of children in kindergarten: morning exercises, breakfast, classes, etc. Children choose any picture for themselves and look at it. When they hear the word “morning,” all children pick up a picture associated with morning and explain their choice. Then day, evening, night. For each correct answer, children receive a chip.

24. Didactic game “And then what?”

Goals: consolidate children’s knowledge about the parts of the day, about the activities of children at different times of the day; develop speech and memory.

Progress of the game: Children sit in a semicircle. The teacher explains the rules of the game:

• Remember when we talked about what we do in kindergarten throughout the day? Now let’s play and find out if you remember everything. We will talk about this in order. What do we do in kindergarten in the morning? Whoever makes a mistake will sit on the last chair, and everyone else will move.

You can introduce a game moment: the teacher sings the song “I have a pebble. Who should I give it to? Who should I give it to? He will answer.”

The teacher begins: “We came to kindergarten. We played in the area. And what happened then? Passes the pebble to one of the players. He answers: “We did gymnastics” - “And then?” Passes the pebble to another child.

The game continues until the children say the last thing - going home.

Note. It is advisable to use a pebble or other object, since it is not the one who wants it that answers, but the one who gets it. This forces all children to be attentive and ready to respond.

25. Didactic game “When do you do this?”

Target : consolidate cultural and hygienic skills and knowledge of the parts of the day, develop attention, memory, speech.

Progress of the game: The teacher names one child. Then he depicts some action, for example, washing his hands, brushing his teeth, cleaning his shoes, combing his hair, etc., and asks: “When do you do this?” If the child answers that he brushes his teeth in the morning, the children correct: “In the morning and in the evening.” One of the children can act as the leader.

26. Didactic game “Highlight the word”

Goals : teach children to clearly pronounce polysyllabic words loudly, develop auditory attention.

Progress of the game : The teacher pronounces the words and invites the children to clap their hands when they hear words that contain the sound “z” (mosquito song). (Bunny, mouse, cat, castle, goat, car, book, bell)

The teacher should pronounce the words slowly and pause after each word so that the children can think.

27. Didactic game “Tree, bush, flower”

Goals: consolidate knowledge of plants, expand children's horizons, develop speech and memory.

Progress of the game: The presenter says the words “Tree, bush, flower...” and walks around the children. Stopping, he points to the child and counts to three; the child must quickly name what the leader stopped at. If the child does not have time or names incorrectly, he is eliminated from the game. The game continues until one player remains.

28. Didactic game “Where does it grow?”

Goals: teach to understand the processes occurring in nature; give an idea of ​​the purpose of plants; show the dependence of all life on earth on the state of the vegetation cover; develop speech.

Progress of the game: The teacher calls different plants and shrubs, and the children choose only those that grow here. If children grow up, they clap their hands or jump in one place (you can choose any movement), if not, they are silent.

Apple, pear, raspberry, mimosa, spruce, saxaul, sea buckthorn, birch, cherry, sweet cherry, lemon, orange, linden, maple, baobab, tangerine.

If the children did it successfully, they can list the trees faster:

plum, aspen, chestnut, coffee. Rowan, plane tree. Oak, cypress\. Cherry plum, poplar, pine.

At the end of the game, the results are summed up as to who knows the most trees.

29. Didactic game “Who will be who (what)?”

Target : develop speech activity, thinking.

Progress of the game: Children answer the adult’s question: “Who will be (or what will be) ... an egg, a chicken, a boy, an acorn, a seed, an egg, a caterpillar, flour, iron, brick, fabric, etc.?” If the children come up with several options, for example, from an egg - a chicken, a duckling, a chick, a crocodile. Then they receive additional forfeits.

Or the teacher asks: “What was the chick (egg), bread (flour), car (metal) before?”

30. Didactic game “Summer or Autumn”

Target: consolidate knowledge of the signs of autumn, differentiating them from the signs of summer; develop memory, speech; nurturing dexterity.

Progress of the game : The teacher and children stand in a circle. Educator. If the leaves turn yellow, this is... (and throws the ball to one of the children. The child catches the ball and says, throwing it back to the teacher: “Autumn”).

Educator. If the birds fly away - this is ..... Etc.

31. Didactic game “Be careful”

Target: differentiation between winter and summer clothes; develop auditory attention, speech hearing; increasing vocabulary.

Listen carefully to the verses about clothing, so that you can then list all the names that appear in these verses. Call it summer first. And then winter.

32. Didactic game “Take - don’t take”

Target : differentiation of forest and garden berries; increasing vocabulary on the topic “Berries”; develop auditory attention.

Progress of the game : Children stand in a circle. The teacher explains that he will pronounce the names of forest and garden berries. If children hear the name of a wild berry, they should sit down, and if they hear the name of a garden berry, they should stretch, raising their arms up.

Strawberries, blackberries, gooseberries, cranberries, red currants, strawberries, black currants, lingonberries, raspberries.

33. Didactic game “What do they plant in the garden?”

Target : learn to classify objects according to certain characteristics (according to their place of growth, according to their use); develop quick thinking,
auditory attention.

Progress of the game: Children, do you know what they plant in the garden? Let's play this game: I will name different objects, and you listen carefully. If I name something that is planted in the garden, you will answer “Yes,” but if something that does not grow in the garden, you will say “No.” Whoever makes a mistake leaves the game.

• Carrots (yes), cucumber (yes), plums (no), beets (yes), etc.

34. Didactic game “Who will collect it most quickly?”

Target: teach children to group vegetables and fruits; cultivate quick reaction to the teacher’s words, endurance and discipline.

Progress of the game : Children are divided into two teams: “Gardeners” and “Gardeners”. On the ground there are models of vegetables and fruits and two baskets. At the command of the teacher, the teams begin to collect vegetables and fruits, each in their own basket. Whoever collects first raises the basket up and is considered the winner.

35. Didactic game “Who needs what?”

Target : exercise in the classification of objects, the ability to name things, necessary for people a certain profession; develop attention.

Educator: - Let's remember what people of different professions need to work. I will name his profession, and you will tell him what he needs for work.

The teacher names a profession, the children say what is needed for work. And then in the second part of the game, the teacher names the object, and the children say for what profession it might be useful.

1. Didactic game “Make no mistake”

Target: consolidate children's knowledge about different types sports, develop resourcefulness, intelligence, attention; cultivate a desire to play sports.

Progress of the game : The teacher lays out cut pictures depicting various sports: football, hockey, volleyball, gymnastics, rowing. There is an athlete in the middle of the picture; you need to select everything he needs for the game.

Using this principle, you can make a game in which children will select tools for various professions. For example, a builder: he needs tools - a shovel, trowel, paint brush, bucket; machines that make the work of a builder easier - a crane, an excavator, a dump truck, etc. In the pictures are people of those professions that children are introduced to throughout the year: a cook, a janitor, a postman, a salesman, a doctor, a teacher, a tractor driver, a mechanic, etc. They select images of the objects of their labor. The correctness of execution is controlled by the picture itself: from small pictures it should turn into a large, whole one.

37. Didactic game “Guess it!”

Target: learn to describe an object without looking at it, identify essential features in it, recognize an object by description; develop memory, speech.

Progress of the game : At the teacher’s signal, the child who received the chip stands up and makes a description of any object from memory, and then passes the chip to the person who will guess. Having guessed, the child describes his item, passes the chip to the next one, etc.

38. Didactic game “Finish the sentence”

Target

Progress of the game : The teacher begins a sentence, and the children finish it, only they say words that are opposite in meaning.

39. Didactic game “Where is what?”

Target: learn to identify words with a given sound from a group of words, from a speech stream; consolidate the correct pronunciation of certain sounds in words; develop attention.

Progress of the game: The teacher names the object and asks the children to answer where they can put it. For example:

- “Mom brought bread and put it in ... (breadbox).

• Masha poured sugar... Where? (Into the sugar bowl)
• Vova washed his hands and put the soap...Where? (On a soapbox)

40. Didactic game “Catch up with your shadow”

Target: introduce the concept of light and shadow; develop speech.

Progress of the game : Educator: Who will guess the riddle?

I'm going - she's going,

I'm standing - she's standing

If I run, she runs. Shadow

On a sunny day, if you stand with your face, back or side to the sun, a dark spot will appear on the ground, this is your reflection, it is called a shadow. The sun sends its rays to the earth, they spread in all directions. Standing in the light, you block the path of the sun's rays, they illuminate you, but your shadow falls on the ground. Where else is there shade? What does it look like? Catch up with the shadow. Dance with the shadow.

41. Didactic game “Finish the sentence”

Target : learn to complete sentences with a word of the opposite meaning; develop memory, speech.

Progress of the game: The teacher begins the sentence, and the children finish it, only they say words that are opposite in meaning.

Sugar is sweet and pepper is…. (bitter)

In summer the leaves are green, and in autumn - ..... (yellow)

The road is wide and the path is…. (narrow)

The ice is thin, but the trunk is ... (thick)

42. Didactic game “Who has what color?”

Target: teach children to recognize colors, consolidate the ability to identify objects by color, develop speech and attention.

Progress of the game : The teacher shows, for example, a green square of paper. Children name not a color, but an object of the same color: grass, sweater, hat, etc.

43. Didactic game “What subject”

Target: teach to classify objects according to a certain criterion (size, color, shape), consolidate children’s knowledge about the size of objects; develop quick thinking.

Progress of the game: Children sit in a circle. The teacher says:

• Children, the objects that surround us, come in different sizes: large, small, long, short, low, high, wide, narrow. During classes and on walks, we saw many objects of different sizes. Now I will name one word, and you will list which objects can be called in one word.

The teacher has a pebble in his hands. He gives it to the child who must answer.

• It’s long,” says the teacher and passes the pebble to the neighbor.
• A dress, a rope, a day, a fur coat, the children remember.
• “Wide,” the teacher suggests the next word.

Children call: road, street, river, ribbon, etc.

The game is also played with the aim of improving children’s ability to classify objects by color and shape. The teacher says:

• Red.

Children take turns answering: berry, ball, flag, star, car, etc.

Round (ball, sun, apple, wheel, etc.)

44. Didactic game “What can animals do?”

Target: learn to create a wide variety of word combinations; expand the semantic content of the word in the mind; develop memory.

Progress of the game : Children turn into “animals”. Everyone must tell what they can do, what they eat, how they move. The one who tells the story correctly receives a picture of an animal.

• I'm a red squirrel. I jump from branch to branch. I make provisions for the winter: I collect nuts and dry mushrooms.
• I am a dog, cat, bear, fish, etc.

45. Didactic game “Come up with another word”

Target: Expand words knowledge; develop attention.

Progress of the game : The teacher says “Come up with another, similar word from one word. You can say: a milk bottle, or you can say a milk bottle.” Cranberry jelly (cranberry jelly); vegetable soup ( vegetable soup); mashed potatoes (mashed potatoes).

46. ​​Didactic game “Choose similar words”

Target: teach children to clearly pronounce polysyllabic words loudly; develop memory and attention.

Progress of the game : The teacher pronounces words that sound similar: spoon - cat, ears - guns. Then he pronounces one word and invites the children to choose others that are similar in sound: spoon (cat, leg, window), cannon (fly, dryer, cuckoo), bunny (boy, finger), etc.

47. Didactic game “Who will remember more?”

Target: enrich children's vocabulary with verbs denoting the actions of objects; develop memory, speech.

Progress of the game: Carlson asks them to look at the pictures and tell them what they do and what else they can do.

Blizzard - sweeping, blizzarding, stormy.

The rain is pouring, drizzling, drizzling, dripping, starting, lashing, ...

Crow - flies, croaks, sits, eats, perches, drinks, howls, etc.

48. Didactic game “What else do they talk about?”

Target: consolidate and clarify the meaning of polysemantic words; cultivate a sensitive attitude to the compatibility of words in meaning, develop speech.

Progress of the game : Tell Carlson what else you can say this about:

It's raining: it's snowing, winter, boy, dog, smoke.

Plays - girl, radio, ...

Bitter - pepper, medicine, .. etc.

49. Didactic game “Invent it yourself”

Target : teach to see in various objects possible substitutes for other objects suitable for a particular game; develop the ability to use the same object as a substitute for other objects and vice versa; develop speech and imagination.

Progress of the game : The teacher invites each child to choose one object (a cube, a cone, a leaf, a pebble, a strip of paper, a lid) and to fantasize: “How can you play with these objects?” Each child names the object, what it looks like and how you can play with it.

50. Didactic game “Who hears what?”

Target: teach children to designate and call sounds (ringing, rustling, playing, crackling, etc.); cultivate auditory attention; develop intelligence and endurance.

Progress of the game : On the teacher’s table there are various objects that, when acted upon, produce a sound: a bell rings; the rustle of a book being leafed through; the pipe plays, the piano sounds, the gusli, etc., i.e. Everything that sounds in the group can be used in the game.

One child is invited behind the screen to play there, for example, on the pipe. Children, having heard the sound, guess, and the one who played comes out from behind the screen with a pipe in his hands. The guys are convinced that they were not mistaken. Another child chosen by the first participant in the game will play with another instrument. For example, he is leafing through a book. Children guess. If you find it difficult to answer immediately, the teacher asks you to repeat the action and listen to everyone playing more carefully. “He’s leafing through a book, the leaves are rustling,” the children guess. The player comes out from behind the screen and shows how he acted.

This game can also be played while walking. The teacher draws the children’s attention to sounds: the tractor is working, birds are singing, a car is honking, leaves are rustling, etc.

Preview:

Card index of didactic games on speech development in the middle group

“Who talks like that?”

Target: expansion of vocabulary, development of reaction speed.

Move : The teacher throws the ball to the children one by one, naming the animals. Children, returning the ball, must answer how this or that animal gives a voice: A cow moos A tiger growls A snake hisses A mosquito squeaks A dog barks A wolf howls A duck quacks A pig grunts Option 2. The speech therapist throws the ball and asks: “Who is growling?”, “Who is it?” moos?", "Who barks?", "Who cuckoos?" etc.

"Who lives where?"

Target : consolidating children’s knowledge about the homes of animals and insects. Consolidating the use of the grammatical form of the prepositional case with the preposition “in” in children’s speech.

Move : Throwing the ball to each child in turn, the teacher asks a question, and the child, returning the ball, answers. Option 1. teacher: - Children: Who lives in a hollow? - Squirrel. Who lives in a birdhouse? - Starlings. Who lives in the nest? - Birds. Who lives in the booth? - The dog. Who lives in the hive? - Bees. Who lives in the hole? - Fox. Who lives in the lair? -Wolf. Who lives in the den? - A bear. Option 2. teacher: - Children: Where does the bear live? - In a den. Where does the wolf live? - In the lair. Option 3. Work on the correct sentence construction. Children are asked to give a complete answer: “The bear lives in a den.”

"Give me a word"

Target: development of thinking, reaction speed.

Progress: The teacher, throwing the ball to each child in turn, asks: “The crow is croaking, and what about the magpie?” The child, returning the ball, must answer: “The magpie is chirping.” Examples of questions: – An owl flies, but what about a rabbit? - The cow eats hay, and the fox? - The mole digs holes, and the magpie? - The rooster crows, and the chicken? - The frog croaks, and the horse? - The cow has a calf, and the sheep? – The bear cub has a mother bear, and the baby squirrel?

“Who moves how?”

Target: enrichment of children's verbal vocabulary, development of thinking, attention, imagination, dexterity.

Progress: The teacher, throwing the ball to each child, names an animal, and the child, returning the ball, pronounces a verb that can be attributed to the named animal. teacher: -Children: Dog - stands, sits, lies, walks, sleeps, barks, serves (cat, mouse...)

"Hot Cold"

Target : consolidation in the child’s mind and vocabulary of opposite signs of objects or antonym words.

Move : the teacher, throwing the ball to the child, pronounces one adjective, and the child, returning the ball, calls another - with the opposite meaning. teacher: -Children: Hot-cold Good-bad Smart-stupid Cheerful-sad Sharp-dull Smooth-rough

“What happens in nature?”

Goal: to consolidate the use of verbs in speech, agreement of words in a sentence.

Move: the teacher, throwing the ball to the child, asks a question, and the child, returning the ball, must answer the question asked. It is advisable to play the game by topic. Example: Theme “Spring” teacher: -Children: The sun - what is it doing? - It shines, it warms. Streams - what are they doing? -They are running and murmuring. Snow - what does it do? - It’s getting dark, melting. Birds - what are they doing? - They fly in, build nests, sing songs. Drops - what does it do? - It rings and drips. The bear - what does it do - wakes up, crawls out of the den.

“Who can perform these actions?”

Goal: activation of children’s verbal dictionary, development of imagination, memory, dexterity. Move: the teacher, throwing the ball to the child, names the verb, and the child, returning the ball, names the noun that matches the named verb. Teacher: - Children: There goes a person, an animal, a train, a steamship, rain... A stream runs, time, an animal, man, road... A bird flies, a butterfly, a dragonfly, a fly, a beetle, an airplane... A fish, a whale, a dolphin, a boat, a ship, a man floats...

“What is it made of?”

Goal: to consolidate the use of relative adjectives and methods of their formation in children’s speech.

Move: the teacher, throwing the ball to the child, says: “Boots made of leather,” and the child, returning the ball, answers: “Leather.” Teacher: -Children: Mittens made of fur, basin made of copper, vase made of crystal, mittens made of wool-woolen

"Put it into pieces"

Goal: orientation in space.

Move: Fyodor’s character asks the guys to help her: put pots and pans on the bottom shelf, plates, spoons, knives and forks on a higher shelf, and saucers and jugs on the top shelf.

“Who was who?”

Goal: development of thinking, expansion of vocabulary, consolidation of case endings.

Move: the teacher, throwing the ball to one of the children, names an object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what) the previously named object was: Chicken - egg Bread - flour Horse - foal Wardrobe - board Cow – calf Bicycle – iron Dud – acorn Shirt – cloth Fish – egg Boots – leather Apple tree – seed House – brick Frog – tadpole Strong – weak Butterfly – caterpillar Adult – child

"What vegetable?"

Goal: development of tactile, visual and olfactory analyzers.

Procedure: the teacher cuts the vegetables, the children smell and taste them. The teacher gives an example: “The tomato is sweet, but the garlic is spicy.”

“What does it sound like?”

Goal: development of auditory attention and observation.

Procedure: the teacher behind the screen plays various musical instruments (tambourine, bell, wooden spoons). Children must guess what it sounds like.

“What happens in the fall?”

Purpose: to teach the seasons, their sequence and main features.

Progress: on the table there are mixed pictures depicting various seasonal phenomena (it’s snowing, a flowering meadow, autumn forest, people in raincoats and with umbrellas, etc.). The child chooses pictures that depict only autumn phenomena and names them.

“What’s missing?”

Goal: development of attention and observation.

Procedure: the teacher places 4 vegetables on the table: “Children, look carefully at what is on the table. These are onions, cucumbers, tomatoes, peppers. Look carefully and remember. Now close your eyes.” Children close their eyes, and the teacher removes one vegetable. “What’s missing?” Children remember and name the vegetable.

“Catch and throw – name the colors”

Goal: selection of nouns for the adjective denoting color. Reinforcing the names of primary colors, developing children's imagination.

Move: the teacher, throwing the ball to the child, names an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective. teacher: -Children: Red - poppy, fire, flag Orange - orange, carrot, dawn Yellow - chicken, sun, turnip Green - cucumber, grass, forest Blue - sky, ice, forget-me-nots Blue - bell, sea, sky Violet - plum , lilac, dusk

"Whose head?"

Goal: expanding children's vocabulary through the use of possessive adjectives. Move: the teacher, throwing the ball to the child, says: “A crow has the head...”, and the child, throwing the ball back, finishes: “... a crow.” For example: A lynx has a lynx's head. Fish - fishy Cat - feline In a magpie - magpie In a horse - equine In an eagle - eagle In a camel - camel

"The Fourth Wheel"

Goal: strengthening children’s ability to highlight common feature in words, develop the ability to generalize.

Procedure: the teacher, throwing the ball to the child, names four words and asks them to determine which word is the odd one out. For example: blue, red, green, ripe. Zucchini, cucumber, pumpkin, lemon. Cloudy, stormy, gloomy, clear.

"One is many"

Goal: to consolidate various types of endings of nouns in children’s speech.

Progress: the teacher throws the ball to the children, calling nouns in singular. Children throw the ball back, naming plural nouns. Example: Table - tables chair - chairs Mountain - mountains leaf - leaves House - houses sock - socks Eye - eyes piece - pieces Day - days jump - jumping Sleep - dreams gosling - goslings Forehead - foreheads tiger cub - cubs

"Pick up the signs"

Goal: activation of the verb dictionary.

Progress: the teacher asks the question “What can squirrels do?” Children answer the question and find the picture for to the question asked. Sample answers: Squirrels can jump from branch to branch. Squirrels know how to make warm nests.

"Animals and their young"

Goal: to consolidate the names of baby animals in children’s speech, consolidate word formation skills, develop dexterity, attention, and memory.

Move: throwing the ball to the child, the teacher names an animal, and the child, returning the ball, names the baby of this animal. The words are arranged into three groups according to the method of their formation. The third group requires memorizing the names of the cubs. Group 1. The tiger has a tiger cub, the lion has a lion cub, the elephant has a cub, the deer has a fawn, the elk has a calf, the fox has a fox calf. Group 2. The bear has a baby bear, the camel has a baby camel, the hare has a baby hare, the rabbit has a baby rabbit, the squirrel has a baby squirrel. Group 3. The cow has a calf, the horse has a foal, the pig has a piglet, the sheep has a lamb, the hen has a chick, the dog has a puppy.

“What is round?”

Goal: expanding children's vocabulary through adjectives, developing imagination, memory, and dexterity.

Move: the teacher, throwing the ball to the children, asks a question; the child who caught the ball must answer it and return the ball. -What is round? (ball, ball, wheel, sun, moon, cherry, apple...) - what is long? (road, river, rope, tape, cord, thread...) - what is tall? (mountain, tree, rock, person, pillar, house, closet...) - what is prickly? (hedgehog, rose, cactus, needles, Christmas tree, wire...)

"Pick up a word"

Goal: development of word formation skills, selection of related words. For example, bee - bee, little bee, beekeeper, beekeeper, bees, etc.

« Generalizing concepts"

Goal: expansion of vocabulary through the use of generalizing words, development of attention and memory, ability to correlate generic and specific concepts.

Option 1. Move: the teacher names a generalizing concept and throws the ball to each child in turn. The child, returning the ball, must name the objects related to that generalizing concept. teacher: -Children: Vegetables - potatoes, cabbage, tomato, cucumber, radish

Option 2. The teacher names specific concepts, and the children name generalizing words. teacher: Children: Cucumber, tomato-Vegetables.

"Good bad"

Goal: introducing children to the contradictions of the world around them, developing coherent speech and imagination.

Progress: the teacher sets the topic of discussion. Children, passing the ball around, tell what, in their opinion, is good or bad in weather phenomena. Teacher: Rain. Children: Rain is good: it washes away dust from houses and trees, it is good for the earth and the future harvest, but it is bad - it wets us, it can be cold. Teacher: City. Children: It’s good that I live in the city: you can travel by subway, by bus, there are a lot of good shops, but the bad thing is that you won’t see a live cow or rooster, it’s stuffy, dusty.

"Near and Far"

Goal: development of auditory attention, hearing acuity.

Progress: the teacher behind the screen produces sound with a large or small toy. Children determine the size of the toy (large or small) by the strength of the sound.

"Call me kindly"

Goal: strengthening the ability to form nouns using diminutive suffixes, developing dexterity and speed of reaction.

Move: the teacher, throwing the ball to the child, calls the first word (for example, ball), and the child, returning the ball, calls the second word (ball). Words can be grouped by similar endings. Table-table, key-key. Beanie hat, squirrel squirrel. Book-book, spoon-spoon. Head-head, picture-picture. Soap-soap, mirror-mirror. Doll-doll, beet-beet. Braid-braid, water-water. Beetle-beetle, oak-oak. Cherry-cherry, tower-tower. Dress-dress, chair-chair.

"Fun account"

Goal: to consolidate the agreement of nouns with numerals in children’s speech.

Move: the teacher throws the ball to the child and pronounces a combination of a noun with the numeral “one”, and the child, returning the ball, in response calls the same noun, but in combination with the numeral “five”, “six”, “seven”, “eight”. Example: One table - five tables One elephant - five elephants One crane - five cranes One swan - five swans One nut - five nuts One cone - five cones One gosling - five goslings One chicken - five chickens One hare - five hares One hat - five caps One can – five cans.

“Guess who called?”

Goal: distinguishing the most abbreviated sound complexes by timbre.

Move: the driver turns his back to the children and uses the “pee-pee” sound complex to determine who called him. The child the teacher points to calls the driver.

Preview:

Card index of games for social and communicative development in the middle group.

"Name yourself"

Target : To develop the ability to present oneself to a group of peers.

The child is asked to introduce himself, saying his name as he prefers, as he would like to be called in the group.

“Call me kindly.”

Target: Nurture children to have a friendly attitude towards each other.

The child is asked to throw a ball or pass a toy to his favorite peer (optional), affectionately calling him by name.

"Magic Chair"

Target: to cultivate the ability to be affectionate, to activate gentle, affectionate words in children’s speech.

One child sits in the center on a “magic chair”, and the rest say kind, affectionate words about him.

"Magic wand".

Target : continue to cultivate the ability to be affectionate.

Children stand in a circle. One child passes the stick to the person standing next to him and calls him affectionately.

“Freeze.”

Target: develop listening skills, develop organization.

The point of the game is the teacher’s simple command “Freeze,” which can be heard during children’s activities, in a variety of situations.

"Stream"

Target: develop the ability to act together and learn to trust and help those with whom you communicate.

Before the game, the teacher talks with the children about friendship and mutual assistance, about how they can overcome any obstacles. The children stand one after another and hold on to the shoulders of the person in front. In this position they overcome any obstacles.

Go around the lake, crawl under the table, etc.

"Magic wand".

Target: formation of ideas about the capabilities of one’s own and peers.

One names the fairy tale, another its characters, etc.

"Polite Words Store"

Target: develop goodwill and the ability to establish contact with peers.

Educator: I have polite words on the shelf in my store: greetings (hello, good morning, good afternoon, etc.); affectionate addresses (dear mommy, dear mommy, etc.).

I will offer you various situations, and you buy the right words from me.

Situation. Mom brought apples from the store. You really want to, but mom said you need to wait until lunch.

How do you ask her to give you an apple?

"Body".

Target: continue to reinforce polite words.

Children sit around a table on which there is a basket. The teacher turns to the child: “Here’s a box for you, put a polite word in it.”

"That's what grandma is like"

Goal: develop respect for elders, reinforce kind words.

Each child takes turns telling what his grandmother’s name is, and how affectionately you can call her.

"Wonderful bag"

Target : expansion of the vocabulary, development of tactile perception and ideas about the characteristics of objects.

Children take turns recognizing the object by touch, naming it, and taking it out of the bag.

"Good words".

Target : develop the ability to use kind words in speech.

Children choose kind words. Show the children a picture of children working. What can you call children who work? (Hardworking, active, kind, noble, etc.)

"Rug of reconciliation."

Target: develop communication skills and conflict resolution skills.

Coming from a walk, the teacher tells the children that two boys quarreled over a toy. Invites you to sit down opposite each other on the “rug of reconciliation” to find out the cause of the discord and find a way to peacefully resolve the problem. Discuss how to share the toy.

“What to do, what to do?”

Target: awaken initiative, independence, intelligence, responsiveness of children, and willingness to look for the right solution.

Create a situation: there are no paints of certain colors, there is not enough plasticine for modeling. Children look for solutions on their own.

"Package"

Target: expansion of the vocabulary, development of coherent speech.

The child receives a package from Santa Claus and begins to describe his gift without naming or showing it. The item is presented after the children have guessed it.

“This is what Santa Claus is like”

Target: develop respect, reinforce kind words.

The child tells what gifts Santa Claus brought, how he thanked him, and how you can affectionately call him.

"Without a mask"

Target: develop the ability to share your feelings, experiences, and construct unfinished sentences.

The teacher says the beginning of the sentence, the children must finish.

What I really want is………….

I especially like it when……………………………

One day I was very frightened by the fact that ………………..

"Day Night"

Target: develop the ability to collaborate and achieve the desired result.

After the words “The day is coming, everything comes to life,” the participants in the game move chaotically and jump. When the teacher says: “Night comes, everything freezes,” the children freeze in bizarre poses.

“Listen outside the window, outside the door”

Target: develop auditory attention.

According to the teacher's instructions, all children focus their attention on the sounds and rustles of the corridor. Then they take turns listing and explaining what they heard.

"Who better to praise"

Target: be able to name the characteristics of animals based on the example of an adult, develop attention, and the ability to describe.

The teacher takes a bear for himself and gives the child a bunny.

And he begins: “I have a bear.” Child: “And I have a hare.” etc.

"Who am I talking about"

Target: develop observation skills, the ability to focus on the main features of the described object.

The teacher describes the child sitting in front of him, naming his details of clothing and appearance. For example: “This is a girl, she’s wearing a skirt and blouse, her hair is blond, her bow is red. She loves to play with the Tanya doll."

“That’s what dad is like.”

Target : develop respect for dad, reinforce kind words.

The child tells what his dad’s name is, how he plays with him, how he affectionately calls him.

“Describe a friend.”

Target: develop attentiveness and the ability to describe what you saw.

Children stand with their backs to each other and take turns describing their partner’s hairstyle, clothes, and face. Then the description is compared with the original and a conclusion is drawn about how accurate the child was.

“That’s what mom is like.”

Target: develop love for mom, reinforce kind words.

Each child takes turns telling what his mother’s name is, how she takes care of him, and how she can be affectionately called.

"What changed?".

Target: the attentiveness and observation necessary for effective communication.

The driver leaves the group. During his absence, several changes are made in the group (in the children's hairstyle, in clothes, you can move to another place), but no more than two or three changes.

"A gift for everyone"

Target: develop a sense of teamwork, the ability to make friends, to do right choice collaborate with peers.

The children are given the task: “If you were a wizard and could work miracles, what would you give to all of us now?”

"Why?"

Target : develop the ability to make friends, be polite.

For example, if a girl is offended, she will cry.

If you accidentally pushed, then…………...

You were given a toy, then……………

"Beat the transformation"

Target : cultivate trust in each other, a sense of responsibility for the other.

The teacher passes the object (ball, cube) in a circle, calling them by conventional names. Children act with them as if they were objects named by an adult. For example, they pass a ball around in a circle. The presenter calls it “Apple” - the children “wash”, “eat”, “sniff”, etc.

"Toys Alive"

Target: to form a culture of communication in children.

Educator. You've probably been told or read fairy tales about how toys come to life at night. Please close your eyes and imagine your favorite toy, imagine what it does when it wakes up at night. Introduced? Then I suggest you play the role of your favorite toy. And we’ll try to guess what kind of toy you were depicting.

"Edible - inedible"

Target : development of auditory attention, development of the ability to highlight the essential features of an object (edibility, animation).

The leader says the word and throws a ball to one of the children and names the object. If edible, the player catches the ball, and if inedible, the player dodges the ball.

"Magic wand".

Target: formation of ideas about the capabilities of one’s own and peers, to consolidate the signs of spring.

Children pass the stick and name the signs of spring.

"Let's say hello."

Target: create a psychologically relaxed atmosphere in the group.

The teacher and children talk about different ways of greeting, real and comic. Children are encouraged to greet with their shoulder, back, hand, nose, cheek and come up with their own way of greeting.

"What can happen?".

Target: develop imagination, strengthen the ability to finish a sentence, and the ability to listen to each other.

What could happen if……….

“All fairy-tale heroes will come to life.”

“The rain will continue to fall.”

Preview:

Card index of games for physical development in the middle group.

"We are brave guys"

Improve the skills of crawling on all fours between objects - in a straight direction, along a board, on an inclined board.
Develop the ability to coordinate movements with words, crawl one after another without pushing.
Formation of safe behavior skills in outdoor games.
Develop orientation in space, visual perception of landmarks.

Equipment: cubes, bricks, boards, cords.

Description. The teacher reads a poem, and the children crawl and walk, pretending to be scouts.

We are brave guys
Dexterous, skillful.
Let's crawl here and there - along the roads (in the forward direction)
On bridges (on a board)
Let's climb high up the mountain (on an inclined board)
We can see it from afar.
And then we'll find a path
And let’s walk along it a little (walking along a winding “path” marked with cords).

"Puppy"

Target. Cultivate a desire to help.
Practice climbing the gymnastic wall, climbing from one flight to another, be careful, do not drown, act on a signal.
Formation of safe behavior skills on the gymnastic wall.
Form visual perception of objects in the surrounding reality.

Equipment: gymnastic wall, toy dog.

Description.
A puppy climbed onto the fence
But I couldn’t get down myself.
We are not afraid of heights
And we strive to help him.
The teacher invites the children to help the Puppy go down, but to do this they need to climb the gymnastics wall. The children take turns climbing in and touching the Puppy, thus saving him.

"Little Bunnies"

Target. Develop the ability to obey the rules of the game.
Develop reaction speed, agility, speed, attention.
Develop rhythmic, expressive speech and coordination of movements.

Description. The teacher uses a counting rhyme to select one child who will play the role of the Wolf. The rest of the children are Bunnies. Children go to the Wolf's lair, saying:
We. Brave bunnies,
We are not afraid of the wolf.
A toothy gray wolf sleeps
Under a tall tree. (the wolf wakes up and tries to catch the hares)
We bunnies are not simple:
They fled under the bushes. (children run behind chairs)

"Stream"

Develop the ability to crawl between objects, crawl under obstacles (height - 50 cm) without touching objects.
Develop orientation in space, visual perception of objects in the surrounding reality.

Description. Children line up in a column and imitate a stream and say the words:

The stream flows, babbling,
The stones go around
So some water is the key
It falls into the river.

"Shepherd and Shelters"

Target. Cultivate endurance and discipline.
Improve your crawling skills on all fours.
Develop orientation in space.

Description. The teacher is a Shepherd, the children are cows. The children crawl on all fours towards the Shepherd, who at this time says:

Cute little cows,
White heads!
The evil sorcerer was here
And he bewitched the cows.
On the green in the meadow
I will help the Burenki.
There will be all the cows
Cheerful, healthy.
Children pretend to be cows and moo. They approach the Shepherd. He touches them with his hand, casting a spell, after which the children dance.

"Horses"

Target. Cultivate a friendly attitude towards the participants in the game.
Develop running skills at an average pace.
Practice the pronunciation of the sound - “ts”.
Develop orientation in space.

Description: Children run around the playground pretending to be horses.

Clack, clack, clack –
Hooves clatter.
Horses are running,
They could use some water to drink.
Top, top, top -
They began to gallop.
They quickly ran to the river,
Laughed merrily!
Whoa!

"Sharp Shooters"

Target. Cultivate endurance and discipline.
Improve your skills in throwing a ball at a vertical target.

Description. Children are given balls. The teacher says with the children:

Strong hands, sharp eyes.
It's difficult for an army without us.
We throw balls at the target -
We hit it right.

"Firework"

Target. Foster independence.
Exercise children in throwing a ball from the bottom up and the ability to catch it with both hands.
Develop oculomotor functions and gaze fixation.

Equipment: balls according to the number of children.

Description. Children are given balls of different colors. The teacher says with the children:
These are not firecrackers:
The guns fired.
People dance and sing.
There are festive fireworks in the sky!

"Crocodiles"

Target. Cultivate a friendly attitude towards the participants in the game.
Develop the ability to climb through a hoop, climb an inclined ladder, and act in accordance with the words of the text.

Equipment: rope, hoop, ladder.

Description. Children do exercises.

Lived in the Nile Valley
Three big crocodiles.
Their names were:
Mick, Mock, Mack.
Mick loved to crawl, like any crocodile

Curious Mock
I crawled wherever I could

And clever Mac
Wandered through the mountains
Such a daredevil
This one was a crocodile.

"Cunning fox"

Target. Cultivate a friendly attitude towards the participants in the game.
Practice climbing a gymnastic wall.
Strengthen the ability to coordinate movements with words.
Formation of caution and discretion on the gymnastic wall.

Equipment: gymnastic wall, chicken and fox hats.

Description. Children perform movements while pronouncing words:

In the garden, in the yard
The chickens were walking.
The grains were pecked,
They were looking for the worm. (children walk, imitating the movements of chickens)

Suddenly out of nowhere
A sly fox appeared.
Chickens quickly roost!
Otherwise he will eat all of you! (children run and climb the gymnastics wall).

"Gathering the Harvest"

Target. Cultivate endurance and discipline.
Practice throwing the ball at a horizontal target with your left and right hands.
Develop the eye, oculomotor functions, and gaze fixation.

Equipment: baskets, small balls of two colors.

Description. There are baskets at a distance of 2 m from the children, and small balls of two colors lie next to the children. The teacher explains to the children that they are hares, and the balls are vegetables that need to be collected in baskets.

They will collect the bunnies deftly
Juicy carrots from the garden beds
And crispy cabbage.
The garden will be empty.

Children take turns throwing “vegetables” balls into the basket: with their left hand – “carrot”, and with their right hand – “cabbage”.

"Hunters and Ducks"

Target. Develop organization, attention, and the ability to control your movements.
Exercise children in throwing a ball at a moving target.
Develop the eye, oculomotor functions, and gaze fixation.

Description. Players of one team, “hunters,” stand behind the circle line _ (around the lake), and players of the other team, “ducks,” are located in a circle (on the lake). Hunters shoot at “ducks” (throw small balls). Ducks move within a circle. The shot down "duck" leaves the lake. The game continues until all the “ducks” are hit. After this, the teams switch roles

"Find your color"

Description: The teacher divides the children into 4 groups and gives them flags of different colors: yellow, red, blue and green. Each group goes to its specially designated place. Then the teacher places one flag of the same colors as the children in opposite corners.

The signal “go for a walk” is given, after which the children disperse around the room and walk. As soon as they hear the command “find your color,” they each immediately run up to their own flag, the color matching the flag in their hand. At this time, the teacher carefully observes which group gathered the fastest near the corresponding flag. The very first ones are the winners.

The duration of the game should be no more than 5 minutes.

"Birds and Chicks"

Description: Just before the game starts, the teacher draws circles on the floor. These will be “nests” for the chicks. One “nest” for only one group. Children are divided into 3-4 groups and disperse to their “nests”. In each group, a “mother bird” is selected. The teacher gives the command “fly”. The “chicks” come out of their houses and “fly” (waving their arms, imitating wings, and walking). “Mother birds” also “fly” from their nests, but stay away from the other children. They depict the search for food, i.e. worms. The home signal sounds. Mother birds return to their nests and call their chicks. They sit back in the “nests” and the mother bird begins to feed her children. The game is repeated again and so on 3-4 times.

"Colored Cars"

Description: Children sit along the wall on chairs. They are designated as "cars". Each person is given flags of different colors. The teacher stands in front of the children and holds in his hand one flag of the same colors as the children. The teacher raises any flag, for example, red. This is a signal for the “cars” that it is time to leave their “garages”. Children who have a red flag get up and walk around the room, while honking their horn, pretending to be a car. The teacher lowers the flag. The “cars” immediately stop and do not move. The command “it’s time to go home” sounds. The “cars” drive each one to its own place. The teacher again raises the flag, but of a different color and the game continues - other “cars” drive out. This game can be played for no more than 6 minutes!

"Tram"

Description: Children stand along the wall in pairs in one column and hold hands. With your free hands (one child with your left hand, the other child with your right) hold on to the rope, the ends of which are tied. It turned out to be a “tram”. The teacher moves away from the children and picks up three flags of red, green and yellow. The teacher raises the green flag and the tram moves on. Children run and watch the teacher’s flags. As soon as the green flag goes down and a yellow or red one goes up instead, the “tram” stops and waits for a signal to move again, that is, until the green flag goes up.

"Sparrows and the cat"

Description: Children are “sparrows”, the teacher is “cat”. The “sparrows” sit on the “roof” (on chairs or on a bench). The command “the little sparrows have flown” is given. The “sparrows” jump off the “roof” and begin to “fly”, that is, run and wave their arms like wings. While the children are running, the “cat” is sleeping. Then she suddenly wakes up and meows, “Meow, meow.” This is a signal that the cat is out hunting. The “sparrows” immediately run to their places on the “roof”, and the “cat” catches them and takes them to his “house”.

"Catch a mosquito"

Description: The teacher stands in the center of the circle that the children have formed and holds a twig with a cord at the end in his hands. A toy mosquito is tied to a cord. The teacher circles the mosquito over the children's heads, and they jump on both legs and try to catch it. Whoever manages to catch a mosquito shouts “I caught it.” Then the game continues again until 5 minutes have passed.

"Mice in the Pantry"

Description: Children are “mice”. The teacher seats the children on a bench that stands along the wall of the room. The bench plays the role of a “mink”. A rope is stretched on the opposite side of the children so that the children can crawl under it. The space behind the rope is a “storage room” for mice. Not far from the mice the “cat” sleeps, i.e. the teacher. While the cat is sleeping, the mice run out of their holes and run into the pantry. There they pretend to be gnawing on something, for example, a cracker. Suddenly, the cat wakes up and starts catching mice. The mice, frightened, scatter to their holes. Having not caught anyone, the cat returns to its place and falls asleep again. The mice run to the “closet” again. This active game can be played no more than 5 times!

"Rabbits"

Description: Circles are drawn with chalk on one side of the room. They will be "rabbit hutches." In front of the circles there are chairs with hoops tied in a vertical position. Instead of hoops, you can simply string a rope. A chair is installed against the opposite wall - a “house for the watchman”. The teacher plays the role of “guard” and sits on the chair. The space between the “cells” and the “watchman’s house” is designated “meadow.”

After all the preparations, the teacher divides the children into small groups of 3-4 people and places each group of rabbits in their own “cages.” At the command “rabbits in a cage,” children squat down. Then the “guard” releases the “rabbits” from the cage (the children, climbing through the hoop, leave the outlined circle and begin to run and jump around the room). The command “rabbits go home” is given and the children run back to their “cages”, again climbing through the hoops. After some time, the game starts again.

"Bring the ball"

Description: Players sit on chairs along the wall. Not far from them, at a distance of 3-4 steps, a line is drawn with chalk. 5-6 children stand behind this line and turn their backs to the sitting children. A teacher stands next to the standing children with a box of small balls. The number of balls should be the same as the number of children standing behind the line. The teacher says “one, two, three - run!” and with these words throws all the balls out of the box. The children who were standing run after the balls and try to catch them, and having caught them, they bring them back to the teacher and sit on the chairs. The game continues until all the children have brought their balls. Then the group changes. Those who stood to sit down, and those who sat stood up.

"What's hidden?"

Description: Children sit on chairs or on the floor. The teacher lays out several objects in front of them and asks the children to try to remember them. After which the children stand up and turn to face the wall. While no one is looking, the teacher hides an object and allows the children to turn around. Players must remember what is missing, but do not speak out loud about their guess. The teacher approaches everyone and they tell them in their ear what is missing. When most of the children answer correctly, the teacher speaks loudly about the loss and the game continues again.

"Get in the circle"

Description: Children stand in a circle in the center of which a circle with a diameter of no more than 2 meters is outlined in chalk. Each player is given a bag of sand. Task: on the command “throw”, you need to throw your bag into the drawn circle. When everything is thrown, the command “take the bag” is given. Children collect each of their bags and return to their places.

"Take what you want"

Description: Children sit on chairs or on a bench. The teacher calls several children and places them close to the outlined line on the floor or ground. Each player is given his own bag of a certain color, for example, one has a blue bag and the other a red one. At the “throw” signal, children throw the bags into the distance. And at the signal “collect the bags,” they run for their bags and bring them to the teacher. The teacher pays attention to who threw their bag next. Then the children change. Those who threw sit on a bench, and others take their place. The game ends only when all the children have thrown their bags.

"Fox in the Hut"

Description: Benches (20 - 25 cm high) are placed on one side of the site in front of the drawn line. This is a hut. On the opposite side of the site, a hole for the fox is marked. The middle of the site is the courtyard. Among the children they choose a “fox”, the rest of the children choose “chickens”. They walk around the yard, pretending to be looking for something to eat. At a certain signal from the teacher, “fox!” the chickens run into the chicken coop, hide from the fox and take off (stand on the bench). The fox catches the chickens. The game ends when the fox catches one or two chickens (by agreement). When repeating the game, choose another fox.

"Through the Stream"

Description: Two tapes are placed along the length of the platform at a distance of 1.5 - 2 m from one another - this is a “stream”. In four places of the stream, square boards are placed at a distance of 15 - 25 cm from one another. These are "pebbles". Children (3 - 4) marked by the teacher approach the stream and each stand opposite a pebble. At the teacher’s signal: “Cross the stream,” the children jump from board to board. The rest of the children sit on chairs and watch. Whoever stumbles and “gets his feet wet” goes to his place to “dry.” After all the children cross the stream, the game ends. The winner is the one who never hits the stream with his foot.

“Who should I roll the ball to?”

Description: Children are divided into four groups. Each group is given a specific color: red, green, blue, yellow. There is a line drawn in the middle of the court on which there are two balls for each child. At a distance of one meter from this line, a second, parallel line is drawn, on which the cubes stand (at a distance of 10 - 20 cm from one another). When a flag is raised by the teacher, for example, red, the children, for whom the teacher has assigned the color red, take the balls in right hand and stand in front of their cubes. At the teacher's signal "one" the children roll the balls in the direction of the cubes, at the signal "two" they roll with their left hand. The teacher marks the children who hit the cube. Children collect the balls and place them on the line, then sit down in their seats. When a flag of a different color, for example green, is raised, children whose color is green come out and the game continues. The game ends when all groups of children have rolled the balls to the cubes. The teacher marks the group of children who had more hits and knocked down cubes.

"The small ball catches up with the big one"

Description: Children stand in a circle. The teacher stands next to them and gives a large ball to the child who is standing on the right side. Children pass the ball around in a circle. When approximately the fifth child has the ball, the teacher gives the children a ball, but a small one. The children also pass it around. The game ends only when the teacher has both balls. The teacher marks the children who passed the ball correctly and quickly. When repeating the game, the teacher gives balls from the left side.

"Two Balls"

Description: Children stand in a circle at arm's length from one another. The teacher gives two balls to the children standing next to each other. On the “one” command, children begin to pass the balls, one on their right side, and the other on their left. When the balls meet the children who are standing nearby, these children go to the middle of the circle, throw the ball up 2-3 times, catch it, and then go up to the children who are standing nearby in the circle and give them the ball, and they themselves stand on their own places. Game continues. The teacher marks the children whose ball never fell when passed to another.

"Hit the object"

Description: Children are sitting along the room. A circle is drawn in the center of the room (1.5 - 2 m in diameter). Place a box (40 cm high) in the middle of the circle. Place two balls or two bags (filled with squeaks) in the box for each child. The teacher takes 4 - 5 children who approach the box, take two balls each and stand on the line of the circle at a distance of 1 m from the box and at a certain distance from one another.
At the “one” signal, the children all throw the balls together with their right hands into the box (target). At the signal “two” they throw the balls with their left hand. The game ends when the children throw two balls each.

"Hit the Hoop"

Description: Divide the children into columns and place them at opposite ends along the room. Place two targets (vertical) in the middle of the room. Before each target, place two bags (weighing 150 g) on ​​the line. The distance from the target to the line is 1.5 - 2 m. Children from two columns come to the line, take the bags in their right hand and, at a certain signal from the teacher, “one”, throw the bags at the target. Then they take the bags into left hand and when the “one” signal is repeated, the bags are thrown at the target with the left hand. Then the bags are collected and placed on the line, sitting in their places. The teacher notes which of the children hit the hoop. Then the rest of the children from both columns go to throw, etc. The game ends when all the children throw the balls at the target.
Outdoor games for children in the middle group, where climbing predominates

"Take it and play"

Description: Not far from the chairs where the children sit, there is a rope stretched (at a height of 60 - 40 cm). Behind the rope (at a distance of 2 - 3 m) there are 2 - 3 toys (ball, doll, car or bear). Invite 3 - 4 children to stand near a stretched rope, at the signal “one”, crawl under the rope, choose their favorite toy and play with it. The game ends when all the children have played with the toys.

"Do not call"

Description: Children sit on chairs. At a certain distance, a rope is stretched (at a height of 60 - 40 cm), to which the bells are attached. Behind the rope (at a distance of 2 - 3 m) different toys are placed, one per child. Children, 3 to 4 people each, approach the rope and climb under it so as not to hit the bells; each chooses a toy for themselves to play with later.

"Train"

Description: Children stand in a column according to their height. The first child in the column is a “locomotive”, the rest are “cars”. After the teacher’s signal, the locomotive buzzes: “u-u-u”, at which time the children bend their arms at the elbows. After the locomotive whistles, children stretch their arms forward and say: “Choo,” and use their hands to imitate the movement of the wheels. They repeat this 3 - 4 times. In response to the words of the teacher: “The wheels are knocking,” the children take a step in place; when the signal “let’s go,” they walk, gradually accelerating their pace, then run. When the teacher says: “bridge”, “tunnel” or “downhill” the train goes slowly, but “from the mountain” the train goes faster again. When the teacher raises the red flag, the train stops; when it's green, it moves on. The train approaches the station slowly and stops. The locomotive releases steam: "psh - sh...".

"Find yourself a match"!

Description: Children pair up with whoever they want. At a certain signal from the teacher (for example, hitting a tambourine), the children disperse or scatter across the entire playground. On another signal - two hits on the tambourine or the words: “Find yourself a mate!” They rush again to pair up with the one with whom they stood before. To those who have been looking for a couple for a long time, the children say: “Galya, Galya (they say the child’s name), hurry up, choose a couple quickly!” The game repeats itself.

"For a walk"

Description: Children are divided into two identical groups. Each group sits on chairs that are placed at opposite ends of the site in front of the drawn lines. The teacher first approaches one group of children and says: “Well, guys, get ready for a walk quickly!” The children get up and one after another follow the teacher. The teacher, together with the children in the first group, approaches the second group, and together, with the same words, they invite them for a walk. Children of the second group stand behind the children of the first group and walk together. The teacher takes them as far as possible from their places.
Suddenly the teacher says: “Get to your places!”, and the children run to their places. The group that completes the task faster is considered the winner.

“Whose column will gather faster”

Description: Children stand in two columns opposite the teacher. At a certain signal, children walk in columns one after another, or in their own column they line up in pairs and walk in pairs. Then they scatter across the entire site. To the teacher’s word: “Stop!” everyone stops and closes their eyes. The teacher changes place and says: “One, two, three, quickly line up in columns near me!” The teacher notes whose column will gather faster.
Then the game repeats.

"Aircraft"

Description: Children pilots stand behind a line drawn on the ground. In response to the teacher’s words: “The planes have flown,” the children move their arms to the sides and run in different directions. To the words: “The planes have crouched,” the children crouch and lower their arms down. To the words “Planes in place!” children return behind the line and stand straight. The one who runs to his place first wins.

"Butterflies"

Description: Children - “butterflies” stand on the edge of the playground wherever they want. To the music or to the words of the teacher: “butterflies, butterflies have flown into the garden,” children move their arms to the sides, run in different directions, running around one another.
The teacher continues: “Everyone sat down quietly on the little white flower.” Children squat near the flowers of the named color.
At the teacher’s signal: “oo-oo-oo,” which means howling wind, storm, butterflies run away from the garden to the edge of the playground. The game is repeated with the words: “butterflies, butterflies, they flew into the field.” The teacher constantly notes children who ran and squatted easily and quietly.

"Change the cube"

Description: Children, divided into 2 equal groups, sit on chairs at opposite ends of the playground, facing the center. Draw lines at a distance of a meter from the chairs and place cubes on one side of the platform and hoops on the other. The teacher selects a group of children (4-5) on one side of the playground, they stand in front of the cubes. At the teacher’s signal “one” they bend down and take the cubes, and on “two” they run with them to the opposite end of the site, there they exchange the cubes for hoops and return to their places, lifting them up. The teacher checks whether all the children changed the cubes correctly and praises those who made no mistakes and were the first to return to their place.
The second group does the same, while the first group watches and rests at this time.

"Bear and Children"

Description: Children stand behind a line on one side of the playground. A bear is chosen among the children. The bear sits in its den on the playground, away from the children. When the teacher says, “Children are walking in the forest,” the children scatter around the playground, run, and jump. When the teacher says “bear!”, the children suddenly freeze in one place. The bear approaches the one who moved and takes him away. The game is repeated with another bear.

"Swan geese"

Description: On one side of the site they define a place for a goose barn where geese live, and on the opposite side there is a field where they graze. Between the field and the goose yard there is a place for a wolf - a wolf rookery.
One child is chosen as a wolf. The wolf is sitting in the rookery, and the geese are in the goose coop. The teacher begins the game with the words: “Geese - swans, on the field!” The geese fly out, flapping their wings. After a while, the teacher calls the geese: “Geese - geese, goslings!” or "Geese - swans, go home, gray wolf under the mountain!" The children stop and ask together: “What is he doing there?” “He’s nibbling the geese,” the teacher answers. “Which ones?” the children ask again. - “Grey and white ones. Come running home quickly!” The geese run to their goose coop (behind the line), and the wolf runs out and catches them. Those caught are taken to the lair. After 2 geese exits into the field, a new wolf is selected. The game repeats itself.

"Cat and Mice"

Description: You need to choose a “cat” from among the children and place it on the side of the playground. The rest of the children - "mice", sit in holes (on chairs placed in a semicircle). There are 3-5 mice in each hole (for the number of chairs). When the playground is quiet and there is no cat, the mice come out of their holes, run around, gather in a circle, and dance.
When the teacher says “cat,” the mice hurry to their holes. The cat catches them. The teacher marks the most dexterous one. When the game is repeated, a new cat is chosen.

"Who is faster"

Description: Children sit on chairs facing the middle. The chairs are placed in a circle, one step apart from each other. The teacher calls two children who are sitting next to each other. The named children go out of the circle and stand near their chairs, with their backs to one another. The rest of the children, together with the teacher, loudly say “one, two, three, run!” The couple standing behind the chairs are running: one child in one direction, the other in the other. The child who reaches his chair first wins.

"Crucian carp and pike"

Description: At opposite ends of the site, two “backwaters” are drawn with lines where crucian carp live. The distance between the inlets is approximately 10-12 steps. A “pike” is selected from among the children and stands in the middle of the river area. All the crucian children stand in a line at one end of the playground. To the teacher’s words “one, two, three!” all the crucian carp swim to the opposite bank, to another creek. The pike catches them. When repeating, choose another child “pike”.

"Who can reach the flag faster"

Description: On one side of the playground, children sit on chairs in front of a drawn line. 3 - 4 children come to the line and stand opposite the chairs. There are flags at the other end of the site.
At the teacher’s signal “one!” or "run!" children run to the flags, take them and lift them up, then put them back in place. The teacher notes who raised the flags first. Then all the children who took part go and sit in their places. The next three or four children enter the line. The game ends when all children raise their flags up. The game can be repeated 2 - 3 times.

"Seekers"

Description: Children get up from their seats and turn to the wall, closing their eyes. The teacher on the other side of the playground places the flags so that they are not visible. At the agreed upon signal, the children open their eyes and go looking for flags. Whoever finds it sits on his chair with the found flag.
When all the flags have been found, the children get up and walk with them around the playground to the teacher’s song. The first in the column is the one who found the flag first. Children walk around the playground once and sit down in their seats. The game repeats itself.

Description: Children sit in a circle. One child stands or sits in the center of the circle and closes his eyes. The teacher, without naming the child's name, points with his hand at one of the children who is sitting behind him. The one pointed to stands up and loudly calls the name of the child who is sitting in the middle of the circle. If the child guessed who called him, he opens his eyes and they change places with the one who called his name. If he doesn’t guess correctly, the teacher asks him not to open his eyes, but listen again to who is calling his name. The game is repeated 2 - 3 times.

"Pass the hoops"

Description: Children stand in a circle facing the center. The teacher takes the hoops and says “one!” hands the hoop to the child on the right, and on - “two” - to the child on the left. Children take hoops free places and, turning the body, transfer the hoops to the outstretched arms forward, in the other direction, pass it on. The child who has two hoops goes to the middle and performs different movements with the hoops. To the teacher’s words: “Tolya, stand in a circle and pass the hoops!” Tolya stands where he wants and, at the agreed signal “one,” passes one hoop to the right side, and at the signal “two,” passes the hoop to the left. The game is repeated 3 - 4 times.

"Raise your hands"

Description: Children stand in a circle. The teacher warns the children that when he names birds, he needs to raise his hands up, and when he names something else, he should not raise his hands. Whoever makes a mistake loses.

"Fox in the Chicken Coop"

Goal: To develop attention, dexterity, and execution of movements on a signal. Practice running.

Description: A chicken coop is outlined on one side of the site. On the opposite side is a fox hole. The rest of the place is a yard. One of the players is designated as a fox, the rest are chickens. At the teacher’s signal, the chickens walk and run around the yard, pecking at grains and flapping their wings. At the teacher’s signal “Fox!” - the chickens run into the chicken coop, and the fox tries to drag the chicken, which did not have time to escape, into the hole. Duration of the game is 4 – 5 times.

Goal: To develop in children the ability to act on a signal. Practice throwing into the distance with your right and left hands, running, and color recognition. Description: Children sit along the walls or on the sides of the playground. Several children, named by the teacher, stand on the same line in front of a rope placed on the floor. Children receive bags of 3 - 4 different colors. At the teacher’s signal “throw”, the children throw the bag into the distance. The teacher draws the children's attention to whose bag fell further and says: “Pick up the bags.” Children run for their bags, pick them up and sit down. The teacher names other children. The game is repeated 3–4 times.

"Hares and the Wolf"

Goal: To develop coordination of movement and spatial orientation in children. Practice running and jumping. Description: One of the players is chosen as a wolf. The rest of the children pretend to be hares. On one site the hares stand in their houses, the wolf is at the other end of the site. The teacher says: The bunnies are jumping, hop, hop, hop,

To the green meadow,

They pinch the grass, eat it,

Listen carefully -

Is there a wolf coming?

Hares jump out of the houses and scatter around the site. They jump, sit down and look around. When the teacher says the last word, the wolf comes out of the ravine and runs after the hares, trying to catch them. The hares are running away. The wolf takes the caught hares into the ravine. Duration of the game is 5 – 6 times.

"Migration of Birds"

Goal: to develop children's self-control and ability to move on cue. Exercise in running, climbing.

Description of the game: children stand scattered at one end of the site - “birds”. At the other end is a climbing tower or gymnastics wall with several spans. At the signal “birds fly away,” the birds fly with their wings spread. At the signal “storm,” the birds fly to the tower to hide from the storm. At the signal “the storm has stopped,” the birds fly. Duration 5-7 minutes

"Burn, burn clearly"

Goal: to develop children's self-control and spatial orientation. Practice running fast.

Description of the game: players stand in a column in pairs. A line is drawn in front of the column at a distance of 2-3 steps. The “catcher” stands on this line. Everyone says:

Burn, burn clearly, so that it doesn’t go out.

Look at the sky - Birds are flying,

The bells are ringing! One, two, three - run!

After the word “run,” the children standing in the last pair run along the column (one on the left, the other on the right), trying to grab the hands of the person in front of the catcher, who is trying to catch one of the pair before the children have time to meet and join hands. If the catcher manages to do this, then he forms a pair and stands in front of the column, and the remaining one is the catcher.

"Two Frosts"

Goal: to develop in children inhibition, observation, and the ability to perform movements on a signal. Exercise in running

Description of the game: the players are located on two sides of the court, two drivers stand in the middle (Frost - Red Nose and Frost - Blue Nose) and say:

We are two young brothers,

Two frosts are removed:

I am frost - Red nose,

I am Frost - Blue Nose,

Which one of you will decide

Hit the road - set off on the path?

All players answer in chorus:

We are not afraid of threats, And we are not afraid of frost.

After the word “frost,” all the players run to the house on the opposite side of the site, and the frosts try to “freeze” them (touch them with their hands). Game duration 5-7 minutes

"Frogs and Heron"

Goal: to develop in children the ability to act on a signal, dexterity. Practice standing high jumps

Description of the game: a square is outlined - a “swamp” where “frogs” live. Pegs are driven in the corners or cubes are placed. Height 10 – 15 cm. A rope is stretched along the sides of the square. Outside the square is a “heron’s nest.” At the signal “heron”, she, raising her legs, heads towards the swamp and steps over the rope. Frogs jump out of the swamp by jumping over a rope, pushing off with both legs. Stepping over the rope, the heron catches the frogs. Duration 5-7 minutes

"Wolf in the Moat"

Goal: to develop courage and dexterity, the ability to act on a signal. Practice running long jumps.

Description of the game: two parallel straight lines are drawn on the site at a distance of 80 - 100 cm - a “ditch”. A “goat house” is outlined along the edges of the site. The teacher appoints one player as a “wolf”, the rest as “goats”. All goats are located on one side of the site. The wolf stands in the ditch. At the teacher’s signal “wolf in the ditch,” the goats run to the opposite side of the site, jumping over the ditch, and the wolf tries to catch (touch) them. Those caught are taken to the corner of the ditch. Game duration 5-7 minutes

"Homeless Hare"

Goal: to develop spatial orientation in children. Exercise fast running

Description of the game: a hunter and a homeless hare are selected from among the players. The rest of the players - the hares - draw circles for themselves - “their own house.” A homeless hare runs away, and the hunter catches up with him. A hare can escape from a hunter by running into any circle; then the hare standing in the circle becomes a homeless hare. If the hunter catches them, they switch roles. Game duration 5-7 minutes

"Firefighters in training"

Goal: to develop in children a sense of collectivism, the ability to perform movements on a signal. Practice climbing and forming a column.

Description of the game: children line up facing the gymnastics wall at a distance of 5–6 steps in 3–4 columns. A bell is suspended against each column at the same height. At the signal “1, 2, 3 - run,” the children standing first run to the wall, climb in and ring the bell. Then they descend and stand at the end of their column. Repeat the game 6-8 times.

"Fishermen and Fishes"

Goal: to develop in children dexterity, intelligence, and the ability to act on a signal. Practice fast running with dodging and catching.

Game description: playground – “pond”. A fisherman walks along the platform, and on the opposite side is his assistant. In the hands of the senior fisherman is a “net” (rope), at the end there is a bag of sand. The senior fisherman says to the assistant: “Catch!”, and throws him the end of the rope with a load, then the fishermen surround the fish with a rope that did not manage to swim to a deep place (marked place on the site). At the signal “fish, swim,” the fish swim out of the deep place again. Game duration is 6 – 8 minutes.

"Limping Fox"

The number of children participating can be as large as desired. Having gathered in a spacious courtyard or in a large room, they choose one of the participants, who is given the nickname of the lame fox.

At the place chosen for the game, a fairly large circle is drawn, which includes all the children except the lame fox. At this signal, the children run in a circle, and at this time the lame fox jumps on one leg and tries at all costs to stain one of the running people, that is, to touch him with his hand.

As soon as she succeeds, she enters the circle and joins the rest of her running comrades, while the victim takes on the role of a lame fox.

The children play until everyone is in the role of a lame fox; the game, however, can be stopped earlier, at the first sign of fatigue.

To play the game correctly, the following conditions must be observed: children who enter the circle must run only in it and not go beyond the outlined line; in addition, the participant, chosen by the lame fox, must run on only one leg. The main elements of this game are running and jumping.

"Hawk"

Children gather, up to 16 or more, in the yard, garden or spacious room and cast lots among themselves. The one chosen by lot represents the hawk. The rest of the children join hands and become pairs, forming several rows.

In front of everyone is a hawk who can only look forward and does not dare look back. At this signal, the pairs suddenly separate from each other and run in different directions, at which time the hawk catches up with them, trying to catch someone.
The victim, that is, the one who finds himself in the claws of the hawk, changes roles with him.

While running, children try to throw a scarf or a rolled tourniquet at the hawk - if they hit it, it is considered killed and another one is chosen from among the children to take its place.

"Dragonfly"

Children gather in the yard, in the garden or in a spacious room, squat down, hands on their sides and vying with each other, racing each other, trying to jump to the opposite end of the place designated for the game.

Whichever child reaches the designated place first in this way is considered the winner, and the one who stumbles along the way is punished by being excluded from the number of players. This simple game It gives children great pleasure and develops their physical strength.

"Gorodets patterns"

Target: To consolidate children’s ability to compose Gorodets patterns, recognize the elements of painting, remember the order of the pattern, choose their own color and shade for it, develop imagination, and the ability to use the acquired knowledge to compose a composition.

“Paint a scarf for mom”

Target:

"Art Crafts"

Target: To consolidate children's knowledge about folk arts and crafts; find the desired trade among others and justify your choice.

"Collect a Gzhel rose"

Target:To consolidate children’s ability to compose a Gzhel rose using appliqué based on Gzhel painting, to maintain interest in Gzhel craft.

"Collect a matryoshka doll"

Target:

“Complete the pattern”

Target:

Progress of the game:

"Find friends among the colors"

Target:

Progress of the game:Silhouettes of objects are drawn on sheets of paper. The teacher gives the task to find “friends” of yellow, green, blue, and red colors among the objects. Children find objects that match a certain color and color them.

“Make a still life”

Target:

Progress of the game:

"Finish the picture"

Target:discover the level of formation of perception and definition of an object behind its parts, be able to complete it; develop fantasy and imagination.

Progress of the game:Objects are partially drawn in the pictures (bunny, Christmas tree.). You need to recognize the subject, fill in the parts that are missing, and color it.

“Let’s prepare the table for the holiday”

Target:develop the ability to select shades of primary colors and create a beautiful color scheme.

Progress of the game:In front of the children are cut out paper tablecloths of different colors (red, yellow, blue, green) and 4 to 5 shades of paper tableware of each color. The task is to match the main color to its shades. Select tableware so that the color matches the tablecloth.

Board game "Domino"

Target:To consolidate children's knowledge about arts and crafts - toys; the ability to find the right toy and justify your choice. To consolidate knowledge about the manufacture of folk toys and the features of each. Cultivate a love of beauty.

“Paint a scarf for mom”

Target:To consolidate children's knowledge about the art of the Russian shawl. To develop children's aesthetic taste, to teach them how to make simple patterns from various decorative elements (flowers, leaves, buds, twigs, etc.), and the ability to select the color scheme of a pattern.

"Art Crafts"

Target: To consolidate children’s knowledge about folk arts and crafts; find the desired trade among others and justify your choice.

"Collect a Gzhel rose"

Target: To consolidate children’s ability to compose a Gzhel rose using appliqué based on Gzhel painting, to maintain interest in Gzhel craft.

"Collect a matryoshka doll"

Target:To consolidate children's knowledge about the folk toy - matryoshka; the ability to assemble a nesting doll from parts using the mosaic method. Highlight decoration elements. To cultivate respect and love for folk art.

“Complete the pattern”

Target:The game is aimed at developing children's attention and memory, developing a sense of symmetry followed by coloring.

Progress of the game:The beginning of the pattern is drawn on a piece of paper. Children need to extend the pattern further and color it.

“Find friends among the colors”

Target:discover the level of children’s knowledge in choosing paint that matches the color of the object; draw in color

Progress of the game:Silhouettes of objects are drawn on sheets of paper. The teacher gives the task to find “friends” of yellow, green, blue, and red colors among the objects. Children find objects that match a certain color and color them.

“Make a still life”

Target:improve compositional skills, the ability to create a composition on a specific topic (still life), highlight the main thing, establish a connection by arranging the image in space.

Progress of the game:The envelope contains images of various vegetables, fruits, as well as various vases, plates, dishes, and baskets. Children need to choose objects and create their own still life.

Development of play activities of preschool children in the context of the introduction of the Federal State Educational Standard

“Game is the leading activity of a preschooler.”

Nobody argues with this position. But how is this implemented in modern practice? With each new generation of children, the play space of childhood changes. The socialization of today's grandparents took place in the courtyards, where they spent the whole day chasing a ball, playing “Cossack robbers,” and jumping ropes. Their children were no longer so involved in the courtyard subculture. The modern generation even prefers individual computer games to collective yard games. However, this preference is largely formed by adults who are always in a hurry: mothers and fathers who work a lot simply don’t have time, grandparents live separately from their grandchildren and also work, and teachers work hard to prepare children for school. This trend is typical not only for our country, but also for the whole world. Scientists and educators from all countries talk about the need to return children's right to play.

In the context of the implementation of the Federal State Educational Standard and the requirements for the basic general education program preschool education a significant difference is the exclusion of educational activities from the educational process, as not corresponding to the patterns of child development at the stage of preschool childhood. Before teachers preschool The search for other forms and methods of working with children becomes relevant.

At each age, there is a leading activity, within which new types of activity arise, mental processes develop, and mental new formations arise.

The leading activity of preschool children is play. When properly organized, play creates conditions for the development of physical, intellectual and personal qualities child, the formation of prerequisites for educational activities and ensuring the social success of a preschooler. Three interconnected lines of child development: feel-know-create harmoniously fit into the child’s natural environment - GAME, which for him is both entertainment and ways of understanding the world of people, objects, nature, as well as the sphere of application of his imagination.

When organizing the play activities of a preschooler in the context of the introduction of the Federal State Educational Standard, it is necessary to rely on regulatory documents.

These are fundamentally new documents for the modernization of the preschool education system, such as Letter of the Ministry of Education of the Russian Federation dated May 17, 1995 No. 61/19-12 “On psychological and pedagogical requirements for games and toys in modern conditions” Letter of the Ministry of Education of the Russian Federation dated March 15, 2014 No. 03- 51-46 in/14-03 Approximate requirements for the maintenance of the developmental environment for preschool children raised in a family. Federal Law of the Russian Federation of December 29, 2010 No. 436-FZ “On the protection of children from information harmful to their health and development” Order of the Ministry of Education and Science dated October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education” Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26” On approval of SanPin 2.4.1.3049-13 “Sanitary and epidemiological requirements for the design, maintenance and organization of the operating mode of preschool educational institutions" These documents have made significant adjustments to the definition of the legal framework for the content of the preschool education system, revealed the need to revise the organizational and content aspects of preschool education, and largely resolve issues related to the development of play activities of preschool children.

Currently, the Federal State Educational Standard for preschool education emphasizes the priority of activity-based technologies, one of which is the technology of game learning. Already today, preschool pedagogy is beginning to actively talk about these technologies and introduce them into the practice of preschool educational institutions. Activity-type educational technologies, which, as we said above, include game learning technology, are such educational technologies, the main goal and result of which is to change the student as a subject of activity. The main indicators of game-based learning technology as a representative of activity-based technologies are the presence of a problem, the solution of which is associated with the formation of a goal, and variability, the possibility of individual choice in the process of educational work with a teacher.

A number of conditions contribute to the successful implementation of gaming activities and increasing the effectiveness of play development in preschoolers:

1. Free and voluntary inclusion of children in the game: not imposition of games, but involvement in it. Exclusion of games that are too gambling: for money and things, games that contain in their rules actions that violate generally accepted moral standards. In the game, humiliation of the dignity of its participants, including the losers, is unacceptable. Games should not be overly (overtly) educational and overly didactic: their content should not be intrusively didactic and should not contain too much information (dates, names, rules).

2. Children must understand well the meaning and content of the game, its rules, and the idea of ​​each game role.

3. The game should have a positive impact on the development of the emotional-volitional, intellectual and rational-physical spheres of its participants. With the help of the organization of gaming technologies, children are given the social experience of playing (teaching gaming skills).

4. Sufficient time for play and the availability of those toys that help children realize their plans, i.e. creation of an object-game environment.

5. When creating a play environment, the gender differences of children should be taken into account (the interests of both girls and boys should be respected equally); carry out timely changes in the play environment, taking into account the enriching life and play experience of children and in accordance with their interests, mood, organizing non-overlapping spheres of independent children's activity within the play area (intellectual, theatrical play, creative, role-playing, construction and constructive and games with motor activity). This will allow children to simultaneously organize different types of games in accordance with their interests and plans, without interfering with each other. It is important to ensure accessibility to all elements of the developing subject-play environment, conditions of isolation (“I see, but do not interfere”), selection of games, toys, play equipment, and a place to organize the play environment.

Game learning technology is included in the classification of modern educational technologies. And in turn, this technology has its own classification, because includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Gaming technology is built as a holistic education, covering a certain part of the educational process and united by common content, plot, and character. Also gaming technologymust meet psychologically justified requirements for the use of game situations in the educational process in kindergarten, creating the opportunity for the child to take on the role of a character acting in a game situation. Such an organization joint activities teacher and child is a means of recreating some elements of the game, and helps to bridge the gap that arises during the transition from leading gaming to educational activities.

Game-based learning can and should be interesting and entertaining.

It is necessary to take into account implementation features gaming technology in preschool educational institution:

1. Creative activity of the teacher.
2. Selecting a game during which tasks will be solved - didactic, educational, developmental, socializing.
3. Taking into account the characteristics of the participants in the game.
4. Accounting for the time of the game.

In the modern classification of games, games with fixed, open rules, games with hidden rules.

N.A Korotkova identifies the following forms of play in the educational process:

1.Game as a cultural practice: free story game, free game with rules.

2.Game as a pedagogical form: didactic story game, didactic game with rules.

Playful learning is guided by a complex of child motives:

1. Cognitive - interest in the material, the novelty of events.
2. Affiliation is the desire to establish or maintain relationships with peers and the teacher, to contact and communicate with them.
3. Procedural-substantive - incentive to activity by the content of the activity, and not by external factors.

There are three types of motivation:

1.Game

2. Motivation in terms of helping an adult

3.Motivation of personal interest.

The first type is play motivation - “Help the toy”,the child achieves the learning goal by solving problems with toys. The creation of this motivation is based on this scheme:
1. You say that the toy needs help, and only children can help them.
2. You ask the children if they agree to help the toy.
3. You offer to teach children to do what the toy requires, then the explanation and demonstration will interest the children.
4. During work, each child should have his own character - a ward (a cut-out, toy, drawn character to whom he provides assistance.
5. The same toy - the ward evaluates the child’s work and always praises the child.
6. After finishing work, it is advisable for the children to play with their charges.

With this motivation, the child acts as an assistant and protector, and it is appropriate to use it for teaching various practical skills.

The second type of motivation is helping an adult - “Help me”. Here, the motive for children is communication with an adult, the opportunity to gain approval, as well as interest in joint activities that can be done together. Creating motivation is based on the following scheme: You tell the children that you are going to make something and ask the children to help you. Wondering how they can help you.
Each child is given a feasible task.
At the end, you emphasize that the result was achieved through joint efforts, that everyone came to it together.

Type 3 motivation is based on the child’s internal interest. This motivation encourages children to create objects and crafts for their own use or for their loved ones. Children are sincerely proud of their crafts and willingly use them. This motivation is created according to the following scheme:
1. You show the children some kind of craft, reveal its advantages and ask if they would like to have the same one for themselves or for their relatives.
2. Next, show everyone how to make this item.
3. The completed craft is given to the child. Pride in the work of your own hands is the most important basis for a creative attitude to work.
If a child is already busy with some activity of interest, and therefore already has the necessary motivation, you can introduce him to new ways to solve problems.

When motivating children, the following principles should be observed::

You can’t force your vision on a child.
- be sure to ask your child’s permission to do a common activity with him.
- be sure to praise the child’s actions for the results obtained.
- acting together with the child, the teacher introduces him to his plans and ways to achieve them.
By following these rules, the teacher gives children new knowledge, teaches them certain skills, and develops the necessary skills.

Consultation "Federal state educational standard of preschool education." Klyuka Natalia Aleksandrovna, teacher of MBDOU "Combined kindergarten No. 46 "Solnyshko", Korolev, Moscow region. The material is addressed to preschool education workers, parents of preschool children.

Preschool education- the first and, perhaps, one of the most important steps educational system. It is difficult to overestimate its importance, because the main task of preschool education is the harmonious all-round development of the child and the creation of a fundamental basis for his further education and personal development. Actually, this is why this level of education deserves special attention and proper organization of the educational process.
What is the Federal State Educational Standard for preschool education? This is a clearly structured document of requirements for the organization of educational work in preschool educational institutions. (The document itself is attached below).

On approval of the federal state educational standard for preschool education.

In accordance with paragraph 6 of part 1 of Article 6 of the Federal Law of December 29, 2012 No. 273-FZ “On Education in Russian Federation"(Collected Legislation of the Russian Federation, 2012, No. 53, Art. 7598; 2013, No. 19, Art. 2326; No. 30, Art. 4036), subclause 5.2.41 of the Regulations on the Ministry of Education and Science of the Russian Federation, approved by a resolution of the Government of the Russian Federation Federation of June 3, 2013 No. 466 (Collected Legislation of the Russian Federation, 2013, No. 23, Art. 2923; No. 33, Art. 4386; No. 37, Art. 4702), paragraph 7 of the Rules for the development and approval of federal state educational standards and introducing amendments to them, approved by Decree of the Government of the Russian Federation of August 5, 2013 No. 661 (Collection of Legislation of the Russian Federation, 2013, No. 33, Art. 4377), I order:
1. Approve the attached federal state educational standard for preschool education.
2. Recognize as invalid the orders of the Ministry of Education and Science of the Russian Federation:
dated November 23, 2009 No. 655 “On the approval and implementation of federal state requirements for the structure of the basic general education program of preschool education” (registered by the Ministry of Justice of the Russian Federation on February 8, 2010, registration No. 16299);
dated July 20, 2011 No. 2151 “On approval of federal state requirements for the conditions for the implementation of the basic general education program of preschool education” (registered by the Ministry of Justice of the Russian Federation on November 14, 2011, registration No. 22303).
3. This order comes into force on January 1, 2014. Minister D.V. Livanov
Application

APPROVED

by order of the Ministry of Education
and science of the Russian Federation
dated October 17, 2013 No. 1155

FEDERAL STATE EDUCATIONAL STANDARD OF PRESCHOOL EDUCATION

I. GENERAL PROVISIONS
1.1. This federal state educational standard
preschool education (hereinafter referred to as the Standard) is a set of
mandatory requirements for preschool education.
The subject of regulation of the Standard is relations in the field of education that arise during the implementation of the educational program of preschool education (hereinafter referred to as the Program).
Educational activities under the Program are carried out by organizations
carrying out educational activities, individual
entrepreneurs (hereinafter collectively referred to as Organizations).
The provisions of this Standard can be used by parents (legal representatives) when children receive preschool education in the form of family education.
1.2. The standard is developed based on Constitution of the Russian Federation
and legislation of the Russian Federation and taking into account the UN Convention on the Rights
child, which are based on the following basic principles:
1) support for the diversity of childhood; preserving the uniqueness and intrinsic value of childhood as an important stage in the overall development of a person, the intrinsic value of childhood - understanding (considering) childhood as a period of life for the most significant
on your own, without any conditions; significant because of what is happening to the child now, and not because this period is a period of preparation for the next period;
2) the personal developmental and humanistic nature of the interaction between adults (parents (legal representatives), teaching and other employees of the Organization) and children;
3) respect for the child’s personality;
4) implementation of the Program in forms specific to children of a given age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child.
1.3. The Standard takes into account:
1) the individual needs of the child related to his life situation and health status, which determine the special conditions for receiving education (hereinafter referred to as special educational needs), the individual needs of certain categories of children, including those with disabilities;
2) the child’s ability to master the Program at different stages of its implementation.
1.4. Basic principles of preschool education:
1) full-fledged experience by the child of all stages of childhood (infancy, early and preschool age), enrichment (amplification) of child development;
2) building educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes a subject of education (hereinafter referred to as individualization of preschool education);
3) assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations;
4) supporting children’s initiative in various activities;
5) cooperation between the Organization and the family;
6) introducing children to sociocultural norms, traditions of the family, society and state;
7) formation of cognitive interests and cognitive actions of the child in various types of activities;
8) age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);
9) taking into account the ethnocultural situation of children’s development.
1.5. The standard aims to achieve the following goals:
1) increasing the social status of preschool education;
2) ensuring by the state equal opportunities for every child to receive quality preschool education;
3) ensuring state guarantees of the level and quality of preschool education based on the unity of mandatory requirements for the conditions of implementation educational programs preschool education, their structure and the results of their development;
4) maintaining the unity of the educational space of the Russian Federation regarding the level of preschool education.
1.6. The standard is aimed at solving the following problems:
1) protecting and strengthening the physical and mental health of children, including their emotional well-being;
2) ensuring equal opportunities for the full development of each child during preschool childhood, regardless of place of residence, gender, nation, language, social status, psychophysiological and other characteristics (including disabilities);
3) ensuring the continuity of the goals, objectives and content of education implemented within the framework of educational programs at various levels (hereinafter referred to as the continuity of the main educational programs of preschool and primary general education);
4) creating favorable conditions for the development of children in accordance with their age and individual characteristics and inclinations, developing the abilities and creative potential of each child as a subject of relationships with himself, other children, adults and the world;
5) combining training and education into a holistic educational process based on spiritual, moral and sociocultural values ​​and rules and norms of behavior accepted in society in the interests of the individual, family, and society;
6) the formation of a general culture of the personality of children, including the values ​​of a healthy lifestyle, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility of the child, the formation of prerequisites for educational activities;
7) ensuring variability and diversity of the content of Programs and organizational forms of preschool education, the possibility of creating Programs of various directions, taking into account educational needs, abilities and health status of children;
8) the formation of a sociocultural environment that corresponds to the age, individual, psychological and physiological characteristics of children;
9) providing psychological and pedagogical support to the family and increasing the competence of parents (legal representatives) in matters of development and education, protection and promotion of children’s health.
1.7. The standard is the basis for:
1) development of the Program;
2) development of variable exemplary educational programs for preschool education (hereinafter referred to as exemplary programs);
3) development of standards for financial support for the implementation of the Program and standard costs for the provision of state (municipal) services in the field of preschool education;
4) objective assessment of the compliance of the Organization’s educational activities with the requirements of the Standard;
5) forming the content of professional education and additional professional education of teaching staff, as well as conducting their certification;
6) providing assistance to parents (legal representatives) in raising children, protecting and strengthening their physical and mental health, developing individual abilities and the necessary correction of their developmental disorders.
1.8. The standard includes requirements for:
the structure of the Program and its scope;
conditions for the implementation of the Program;
results of mastering the Program.
1.9. The program is being implemented on state language Russian Federation.
The program may include the possibility of implementation in the native language of
number of languages ​​of the peoples of the Russian Federation. Implementation of the Program in native language
language from among the languages ​​of the peoples of the Russian Federation should not be carried out in
damage to receiving education in the state language of the Russian Federation.

II. REQUIREMENTS FOR THE STRUCTURE OF THE EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION AND ITS SCOPE
2.1. The program determines content and organization of educational activities at the level of preschool education.
The program ensures the development of the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics and should be aimed at solving the problems specified in paragraph 1.6 of the Standard.
2.2. Structural units in one Organization (hereinafter referred to as Groups) can implement different Programs.
2.3. The program is formed as a program of psychological and pedagogical support for positive socialization and individualization, personality development of preschool children and defines a set of basic characteristics of preschool education (volume, content and planned results in the form of targets for preschool education).
2.4. The program is aimed at:
creating conditions for the child’s development that open up opportunities for his positive socialization, his personal development, the development of initiative and creativity based on collaboration with adults and peers and age-appropriate activities;
to create a developing educational environment, which is a system of conditions for the socialization and individualization of children.
2.5. The program is developed and approved by the Organization independently
in accordance with this Standard and taking into account the Model Programs.
When developing the Program, the Organization determines the length of stay of children in the Organization, the operating mode of the Organization in accordance with the volume of educational tasks to be solved, and the maximum occupancy of the Groups. The organization can develop and implement various Programs in Groups with different lengths of stay for children during the day, including Groups for short-term stays for children, Groups for full and extended days, Groups for round-the-clock stays, Groups for children of different ages from two months to eight years, including different age groups. When children stay in the Group around the clock, the program is implemented for no more than 14 hours, taking into account the daily routine and age categories of the children.
The program can be implemented during the entire period of children’s stay in the Organization.
2.6. The content of the Program must provide personal development,
children's motivation and abilities in various activities and cover
the following structural units representing certain directions
development and education of children (hereinafter referred to as educational areas):
social and communicative development; cognitive development; speech development; artistic and aesthetic development; physical development.
Social and communicative development aimed at mastering the norms and values ​​accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.
Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about planet Earth as common house people, about the peculiarities of its nature, the diversity of countries and peoples of the world.
Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.
Artistic and aesthetic development involves the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; music perception, fiction, folklore; stimulating empathy for characters works of art; implementation of independent creative activities of children (visual, constructive-model, musical, etc.).
Physical development includes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting correct formation musculoskeletal system of the body, the development of balance, coordination of movement, gross and fine motor skills of both hands, as well as the correct, non-damaging to the body, execution of basic movements (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; the formation of healthy lifestyle values, mastery of its elementary norms and rules (in nutrition, physical activity, hardening, in the formation of useful habits, etc.).
2.7. The specific content of these educational areas depends on the age and individual characteristics of children, is determined by the goals and objectives of the Program and can be implemented in various types of activities (communication, play, cognitive and research activities - as end-to-end mechanisms of child development):
in infancy (2 months - 1 year) - direct emotional communication with an adult, manipulation with objects and cognitive-exploratory actions, perception of music, children's songs and poems, motor activity and tactile-motor games;
at an early age (1 year - 3 years) - object-based activities and games with composite and dynamic toys; experimenting with materials and substances (sand, water, dough, etc.), communication with an adult and joint games with peers under the guidance of an adult, self-service and actions with household objects (spoon, scoop, spatula, etc.), perception of the meaning of music , fairy tales, poems, looking at pictures, physical activity;
for preschool children (3 years - 8 years) - a number of types of activities, such as gaming, including role-playing games, games with rules and other types of games, communicative (communication and interaction with adults and peers), cognitive and research (research objects of the surrounding world and experimenting with them), as well as the perception of fiction and folklore, self-service and basic household work (indoors and outdoors), construction from various materials, including construction sets, modules, paper, natural and other materials, visual arts (drawing ;, modeling, appliqué), musical (perception and understanding of the meaning of musical works, singing, musical-rhythmic movements, playing children's musical instruments) and motor (mastery of basic movements) forms of child activity.
2.8. The content of the Program should reflect the following aspects
educational environment for a preschool child:
1) subject-spatial developmental educational environment;
2) the nature of interaction with adults;
3) the nature of interaction with other children;
4) the child’s system of relationships to the world, to other people, to himself.
2.9. The program consists of a mandatory part and a part formed
participants in educational relations. Both parts are
mutually complementary and necessary from the point of view of implementing the requirements
Standard.
The mandatory part of the Program involves comprehensiveness of the approach, ensuring the development of children in all five complementary educational areas (clause 2.5 of the Standard).
The part formed by the participants in educational relations should include programs selected and/or independently developed by participants in educational relations aimed at the development of children in one or more educational areas, activities and/or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organizing educational work.
2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; part formed by participants in educational relations, no more than 40%.
2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.
2.11.1. Target section includes an explanatory note
and planned results of mastering the program.
The explanatory note should disclose:
goals and objectives of the Program implementation;
principles and approaches to the formation of the Program;
characteristics significant for the development and implementation of the Program, including characteristics of the developmental characteristics of children of early and preschool age.
The planned results of mastering the Program specify the requirements of the Standard for target guidelines in the mandatory part and the part formed by participants in educational relations, taking into account the age capabilities and individual differences (individual development trajectories) of children, as well as the developmental characteristics of children with disabilities, including children disabled people (hereinafter referred to as children with disabilities).
2.11.2. Content section presents the general content of the Program,
ensuring the full development of the personality of children.
The content section of the Program should include:
a) description of educational activities according to directions
child development, presented in five educational areas, taking into account
used variable approximate basic educational programs
preschool education and teaching aids that ensure the implementation
this content;
b) description of variable forms, methods, methods and means of implementation
Programs taking into account the age and individual characteristics of the pupils,
the specifics of their educational needs and interests;
c) description of educational activities for professional correction
child development disorders if this work is provided for by the Program.
The content section of the Program should present:
a) features of educational activities of different types and cultural
practitioner;
b) ways and directions of supporting children's initiative;
c) features of interaction between the teaching staff and families
pupils;
d) other characteristics of the content of the Program, the most significant
from the point of view of the authors of the Program.
Part of the Program formed by participants in educational relations, may include various directions chosen by participants in educational relations from among partial and other programs and/or created by them independently.
This part of the Program should take into account the educational needs, interests and motives of children, their family members and teachers and, in particular, can be focused on:
the specifics of national, sociocultural and other conditions in which educational activities are carried out;
selection of those partial educational programs and forms of organizing work with children that best suit the needs and interests of children, as well as the capabilities of the teaching staff; established traditions of the Organization or Group.
The content of correctional work and/or inclusive education is included in the Program if it is planned to be mastered by children with disabilities.
This section must contain special conditions for obtaining education by children with disabilities, including mechanisms for adapting the Program for these children, the use of special educational programs and methods, special teaching aids and teaching materials, conducting group and individual correctional classes and providing qualified correction of disorders their development.
Corrective work and/or inclusive education should be aimed at:
1) ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;
2) mastery of the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.
Correctional work and/or inclusive education of children with disabilities who are mastering the Program in Combined and Compensatory Groups (including for children with complex disabilities) must take into account the developmental characteristics and specific educational needs of each category of children.
In the case of organizing inclusive education for reasons not related to children’s health limitations, the allocation of this section is not mandatory; if it is separated, the content of this section is determined by the Organization independently.
2.11.3. The organizational section should contain description of the material and technical support of the Program, provision teaching materials and means of training and education, include routine and/or daily routine, as well as features of traditional events, holidays, events; features of the organization of a developing subject-spatial environment.
2.12. If the mandatory part of the Program corresponds to the approximate
program it is presented in the form of a link to the corresponding example
program. The mandatory part must be presented in detail
in accordance with paragraph 2.11 of the Standard, if it does not correspond to one
from sample programs.
The part of the Program formed by participants in educational relations can be presented in the form of links to relevant methodological literature, which allows you to familiarize yourself with the content of partial programs, methods, and forms of organization of educational work chosen by participants in educational relations.
2.13. An additional section of the Program is the text of its brief
presentations. A brief presentation of the Program should be oriented
for parents (legal representatives) of children and is available for review.
The brief presentation of the Program must indicate:
1) age and other categories of children for whom the Organization’s Program is focused, including categories of children with disabilities, if the Program provides for the specifics of its implementation for this category of children;
2) the Sample programs used;
3) characteristics of the interaction of the teaching staff with the families of children.

III. REQUIREMENTS FOR THE CONDITIONS OF IMPLEMENTATION OF THE BASIC EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION

3.1. Requirements for the conditions for the implementation of the Program include requirements for the psychological, pedagogical, personnel, material, technical and financial conditions for the implementation of the Program, as well as for the developing subject-spatial environment.
The conditions for the implementation of the Program must ensure the full development of the personality of children in all main educational areas, namely: in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and positive attitude towards the world, towards themselves and to other people.
These requirements are aimed at creating a social development situation for participants in educational relations, including creating an educational environment that:
1) guarantees the protection and strengthening of the physical and mental health of children;
2) ensures the emotional well-being of children;
3) promotes the professional development of teaching staff;
4) creates conditions for developing variable preschool education;
5) ensures openness of preschool education;
6) creates conditions for the participation of parents (legal representatives) in educational activities.
3.2. Requirements for psychological and pedagogical conditions for the implementation of the basic educational program of preschool education.
3.2.1. For successful implementation of the Program the following must be ensured: psychological and pedagogical conditions:
1) respect of adults for the human dignity of children, formation and support of their positive self-esteem, confidence in their own capabilities and abilities;
2) the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (the inadmissibility of both artificial acceleration and artificial slowdown of children’s development);
3) building educational activities based on interaction between adults and children, focused on the interests and capabilities of each child and taking into account the social situation of his development;
4) support by adults for the positive, friendly attitude of children towards each other and the interaction of children with each other in different types of activities;
5) support for children’s initiative and independence in activities specific to them;
6) the opportunity for children to choose materials, types of activities, participants in joint activities and communication;
7) protection of children from all forms of physical and mental violence5;
8) support for parents (legal representatives) in raising children, protecting and strengthening their health, involving families directly in educational activities.
3.2.2. In order to receive, without discrimination, a quality education for children with disabilities, the necessary conditions are created for the diagnosis and correction of developmental disorders and social adaptation, the provision of early correctional assistance based on special psychological and pedagogical approaches and the most suitable languages, methods, methods of communication and conditions for these children, contributing to the maximum extent to the receipt of preschool education, as well as the social development of these children, including through the organization of inclusive education for children with disabilities.
3.2.3. When implementing the Program, an assessment of individual
children's development. This assessment is carried out by the teaching staff within the framework of
pedagogical diagnostics(assessments of individual development of children
preschool age, associated with assessing the effectiveness of pedagogical actions and underlying their further planning).
The results of pedagogical diagnostics (monitoring) can be used exclusively to solve the following educational problems:
1) individualization of education (including support for the child,
building his educational trajectory or professional correction
features of its development);
2) optimization of work with a group of children.
If necessary, psychological diagnostics of children's development is used (identification and study of individual psychological characteristics of children), which is carried out by qualified specialists (educational psychologists, psychologists).
A child’s participation in psychological diagnostics is permitted only with the consent of his parents.(legal representatives).
The results of psychological diagnostics can be used to solve problems psychological support and conducting qualified correction of children's development.
3.2.4. The occupancy of the Group is determined taking into account the age of the children, their
health status, specifics of the Program.
3.2.5. Conditions necessary to create a social situation of development
children, corresponding to the specifics of preschool age, assume:
1) ensuring emotional well-being through:
direct communication with each child;
respectful attitude towards each child, his feelings and needs;
2) support for children’s individuality and initiative through:
creating conditions for children to freely choose activities and participants in joint activities;
creating conditions for children to make decisions, express their feelings and thoughts;
non-directive assistance to children, support for children's initiative and independence in various types of activities (play, research, design, cognitive, etc.);
3) establishing rules of interaction in different situations:
creating conditions for positive, friendly relationships between children, including those belonging to different national, cultural, religious communities and social strata, as well as those with different (including limited) health capabilities;
development of children’s communication abilities, allowing them to resolve conflict situations with peers;
developing children’s ability to work in a peer group;
4) construction of variable developmental education, oriented
on the level of development manifested in the child in joint activities
with adults and more experienced peers, but not updated in his
individual activity (hereinafter referred to as the zone of proximal development of each
child), through:
creating conditions for mastery cultural means activities;
organization of activities that promote the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic-aesthetic development of children;
supporting spontaneous play of children, enriching it, providing play time and space;
assessment of children's individual development.
5) interaction with parents (legal representatives) on issues
education of the child, their direct involvement in educational
activities, including through the creation of educational projects
together with the family based on identification of needs and support
family educational initiatives.
3.2.6. In order to effectively implement the Program, conditions must be created for:
1) professional development teaching and management workers, including their additional professional education;
2) advisory support for teaching staff and parents (legal representatives) on issues of education and child health, including inclusive education (if it is organized);
3) organizational and methodological support for the process of implementation of the Program, including in interaction with peers and adults.
3.2.7. For correctional work with children with disabilities
health, mastering the Program together with other children in Groups
combined orientation, conditions must be created in accordance
with a list and plan for the implementation of individually oriented correctional
activities to ensure the satisfaction of special educational
needs of children with disabilities.
When creating conditions for working with disabled children mastering the Program, it should be taken into account individual program rehabilitation of a disabled child.
3.2.8. The organization must create opportunities:
1) to provide information about the Program to the family and all interested parties involved in educational activities, as well as the general public;
2) for adults to search and use materials that ensure the implementation of the Program, including in the information environment;
3) to discuss with parents (legal representatives) of children issues related to the implementation of the Program.
3.2.9. The maximum permissible amount of educational load should be
comply with sanitary and epidemiological rules and SanPiN standards
2.4.1. “Sanitary and epidemiological requirements for the device,
content and organization of the work schedule of preschool educational
organizations", approved by the resolution of the Main State
sanitary doctor of the Russian Federation dated May 15, 2013 No. 26 (registered
Ministry of Justice of the Russian Federation May 29, 2013, registration
№28564).
Z.Z. Requirements for a developing subject-spatial environment.
3.3.1. The developing subject-spatial environment ensures maximum realization of the educational potential of the space of the Organization, Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage, protecting and strengthening their health, taking into account the characteristics and correcting deficiencies in their development.
3.3.2. A developing subject-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, physical activity of children, as well as opportunities for privacy.
3.3.3. The developing subject-spatial environment should provide:
implementation of various educational programs;
in the case of organizing inclusive education - the necessary conditions for it;
taking into account national and cultural climatic conditions, in which educational activities are carried out;
taking into account the age characteristics of children.
3.3.4. A developing subject-spatial environment should be
content-rich, transformable, multifunctional,
variable, accessible and safe.
1) Saturation of the environment must correspond to the age capabilities of the children and the content of the Program.
The educational space must be equipped with teaching and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, inventory (in accordance with the specifics of the Program).
The organization of the educational space and the variety of materials, equipment and supplies (in the building and on the site) should ensure:
playful, educational, research and creative activity of all pupils, experimenting with materials available to children (including sand and water);
motor activity, including the development of gross and fine motor skills, participation in outdoor games and competitions;
emotional well-being of children in interaction with the subject-spatial environment;
opportunity for children to express themselves.
For infants and young children educational space should provide necessary and sufficient opportunities for movement, object and play activities with different materials.
2) Transformability of space assumes the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;
3) Polyfunctionality of materials assumes:
the possibility of varied use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.;
the presence in the Organization or Group of multifunctional (not having a strictly fixed method of use) items, including natural materials, suitable for use in various types of children's activities (including as substitute objects in children's play).
4) Variability of the environment assumes:
the presence in the Organization or Group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure free choice for children;
periodic change of play material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.
5) Environment availability assumes:
accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out;
free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities;
serviceability and safety of materials and equipment.
6) Safety of the subject-spatial environment assumes
compliance of all its elements with reliability requirements
and safety of their use.
3.3.5. The organization independently determines the teaching aids, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.
3.4. Requirements for personnel conditions implementation of the Program.
3.4.1. The implementation of the Program is ensured by management,
pedagogical, educational support, administrative and economic employees of the Organization. Scientific workers of the Organization may also participate in the implementation of the Program. Other employees of the Organization, including those involved in financial and economic activity, protecting the life and health of children, ensure the implementation of the Program.
The qualifications of teaching and educational support workers must correspond to the qualification characteristics established in the Unified Qualification Directory of Positions of Managers, Specialists and Employees, section “Qualification Characteristics of Positions of Education Workers”, approved by Order of the Ministry of Health and Social Development of the Russian Federation dated August 26, 2010 No. 761n (registered by the Ministry of Justice of the Russian Federation on October 6, 2010, registration No. 18638), as amended by order of the Ministry of Health and Social Development of the Russian Federation dated May 31, 2011 No. 448n (registered by the Ministry of Justice of the Russian Federation on July 1, 2011, registration No. 21240).
Job composition and number of employees, necessary to implement and ensure the implementation of the Program are determined by its goals and objectives, as well as the characteristics of children’s development.
A necessary condition for the high-quality implementation of the Program is its continuous support by teaching and educational support workers throughout the entire period of its implementation in the Organization or in the Group.
3.4.2. Teaching staff implementing the Program must have
basic competencies necessary to create conditions for the development of children,
indicated in clause 3.2.5 of this Standard.
3.4.3. When working in groups for children with disabilities
health positions in the Organization may additionally be provided
teaching staff with appropriate qualifications for work
with these health limitations of children, including assistants (assistants),
providing children with the necessary assistance. It is recommended to provide
positions of relevant teaching staff for each Group for
children with disabilities.
3.4.4. When organizing inclusive education:
when children with disabilities are included in the Group, additional persons may be involved in the implementation of the Program teaching staff who have the appropriate qualifications to work with these health limitations in children. It is recommended to involve appropriate teaching staff for each Group in which inclusive education is organized;
When other categories of children with special educational needs are included in the Group, including those in difficult life situations6, additional teaching staff with appropriate qualifications may be involved.
3.5. Requirements for material and technical conditions implementation
basic educational program of preschool education.
3.5.1. Requirements for the material and technical conditions for the implementation of the Program include:
1) requirements determined in accordance with sanitary and epidemiological rules and regulations;
2) requirements determined in accordance with fire safety rules;
3) requirements for means of training and education in accordance with the age and individual developmental characteristics of children;
4) equipping the premises with a developing subject-spatial environment;
5) requirements for the material and technical support of the program (educational and methodological kit, equipment, equipment (items).
3.6. Requirements for financial conditions implementation of the main
educational program of preschool education.
3.6.1. Financial support for state guarantees for citizens to receive public and free preschool education at the expense of the corresponding budgets of the budget system of the Russian Federation in state, municipal and private organizations is carried out on the basis of standards for ensuring state guarantees for the implementation of the rights to receive public and free preschool education, determined by the authorities state power subjects of the Russian Federation ensuring the implementation of the Program in accordance with the Standard.
3.6.2. The financial conditions for the implementation of the Program must:
1) ensure the ability to meet the requirements of the Standard for the conditions of implementation and structure of the Program;
2) ensure the implementation of the mandatory part of the Program and the part formed by participants in the educational process, taking into account the variability of individual development trajectories of children;
3) reflect the structure and volume of expenses necessary for the implementation of the Program, as well as the mechanism for their formation.
3.6.3. Financing of the implementation of the educational program of preschool education should be carried out in the amount of standards determined by the state authorities of the constituent entities of the Russian Federation to ensure state guarantees of the implementation of the rights to receive public and free preschool education. These standards are determined in accordance with the Standard, taking into account the type of Organization, special conditions for obtaining education by children with disabilities (special conditions of education - special educational programs, methods and teaching aids, textbooks, teaching aids, didactic and visual materials, technical means of teaching collective and individual use (including special ones), means of communication and communication, sign language interpretation in the implementation of educational programs, adaptation of educational institutions and adjacent territories for free access of all categories of persons with disabilities, as well as pedagogical, psychological and pedagogical, medical, social and other services that provide an adaptive educational environment and a barrier-free living environment, without which it is difficult for persons with disabilities to master educational programs), providing additional professional education for teaching staff, ensuring safe conditions for learning and education, protecting children’s health, the focus of the Program, categories of children, forms training and other features of educational activities, and should be sufficient and necessary for the Organization to carry out:
expenses for remuneration of employees implementing the Program;
expenses for teaching and educational means, relevant materials, including the purchase of educational publications in paper and electronic form, didactic materials, audio and video materials, including materials, equipment, clothing, games and toys, electronic educational resources necessary for organizing all types of educational activities and creating a developing subject-spatial environment, including special ones for children with disabilities. Developing subject-spatial environment is a part of the educational environment, represented by a specially organized space (rooms, area, etc.), materials, equipment and supplies for the development of preschool children in accordance with the characteristics of each age stage, the protection and promotion of their health, accounting features and correction of deficiencies in their development, acquisition of updated educational resources, including consumables, subscriptions to update electronic resources, subscriptions to technical support for the activities of educational and educational means, sports and recreational equipment, inventory, payment for communication services, including expenses, related to connecting to the information and telecommunications network Internet;
expenses associated with additional vocational education management and teaching staff according to the profile of their activities;
other expenses related to the implementation and ensuring the implementation of the Program.

IV. REQUIREMENTS FOR THE RESULTS OF MASTERING THE BASIC EDUCATIONAL PROGRAM OF PRESCHOOL EDUCATION

4.1. The Standard's requirements for the results of mastering the Program are presented in the form of targets preschool education, which represent social and normative age characteristics of the child’s possible achievements at the stage of completing the level of preschool education. The specifics of preschool childhood (flexibility, plasticity of the child’s development, the wide range of options for its development, its spontaneity and involuntary nature), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the absence of the possibility of holding the child any responsibility for the result) make it unlawful The requirements for specific educational achievements from a preschool child determine the need to determine the results of mastering the educational program in the form of targets.
4.2. Target guidelines for preschool education are determined regardless of the forms of implementation of the Program, as well as on its nature, the developmental characteristics of children and the Organization implementing the Program.
4.3. Targets are not subject to direct assessment, including in the form of pedagogical diagnostics (monitoring), and are not the basis for their formal comparison with the real achievements of children. They are not the basis for an objective assessment of compliance with the established requirements of educational activities and training of children. Mastering the Program is not accompanied by intermediate certifications and final certification of students8.
4.4. These requirements provide guidelines for:
a) building educational policy at appropriate levels
taking into account the goals of preschool education, common to all educational
space of the Russian Federation;
b) solving problems:
formation of the Program;
analysis professional activity; interactions with families;
c) studying the characteristics of education of children aged 2 months to 8 years;
d) informing parents (legal representatives) and the public
regarding the goals of preschool education, common to all educational
space of the Russian Federation.
4.5. Targets cannot serve direct basis for
solving management problems, including:
certification of teaching staff;
assessment of the quality of education;
assessment of both the final and intermediate levels of children’s development, including through monitoring (including in the form of testing, using methods based on observation, or other methods of measuring children’s performance);
assessment of the implementation of municipal (state) tasks through their inclusion in the quality indicators of the task;
distribution of the incentive payroll fund for the Organization's employees.
4.6. The targets of preschool education include the following
social-normative age characteristics of possible achievements
child:
Educational targets in infancy and early childhood:
the child is interested in surrounding objects and actively interacts with them; emotionally involved in actions with toys and other objects, strives to be persistent in achieving the result of his actions;
uses specific, culturally fixed object actions, knows the purpose of everyday objects (spoon, comb, pencil, etc.) and knows how to use them. Possesses basic self-service skills; strives to demonstrate independence in everyday and play behavior; has active speech included in communication; can make questions and requests, understands adult speech; knows the names of surrounding objects and toys;
strives to communicate with adults and actively imitates them in movements and actions; games appear in which the child reproduces the actions of an adult;
shows interest in peers; observes their actions and imitates them;
shows interest in poems, songs and fairy tales, looking at pictures,
strives to move to the music;
responds emotionally to various works of culture and art;
The child has developed gross motor skills, he strives to master various types of movement (running, climbing, stepping, etc.).
Targets at the stage of completion of preschool education:
the child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; is able to choose his occupation and participants in joint activities;
the child has a positive attitude towards the world, towards different types of work, other people and himself, has a sense of self-esteem; actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;
the child has a developed imagination, which is realized in various types of activities, and above all in play; the child owns in different forms and types of games, distinguishes between conventional and real situations, knows how to obey different rules and social norms;
the child has a fairly good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can identify sounds in words, the child develops the prerequisites for literacy;
the child has developed large and fine motor skills; he is mobile, resilient, masters basic movements, can control and manage his movements;
the child is capable of volitional efforts, can follow social norms of behavior and rules in various activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;
the child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, and tries to independently come up with explanations for natural phenomena and people’s actions; inclined to observe and experiment. Has basic knowledge about himself, about the natural and social world in which he lives; is familiar with works of children's literature, has basic understanding of wildlife, natural science, mathematics, history, etc.; the child is capable of making his own decisions, relying on his knowledge and skills in various activities.
4.7. The Program's targets serve as the basis for the continuity of preschool and primary general education. Subject to compliance with the requirements for the conditions for the implementation of the Program, these targets assume the formation of prerequisites for educational activities in preschool children at the stage of completing their preschool education.
4.8. If the Program does not cover senior preschool age, then these Requirements should be considered as long-term guidelines, and the immediate targets for mastering the Program by pupils - as creating the prerequisites for their implementation.

End of document
**********************************************************************************************************************

Anna Brul
Business game for preschool teachers on the topic “Federal State Educational Standards”

Target: to identify the level of familiarization of teachers with GEF DO.

Tasks:

1. Clarify and systematize teachers’ knowledge of GEF DO.

2. Contribute to the development of pedagogical horizons on this topic.

Organizing time:

Upon entering the hall educators you are asked to choose one emoticon from two colors, according to the same principle as the signs on the tables, thus you get 2 teams educators.

What regulatory documents became the starting point for changes in our system?

Federal Law "On Education in the Russian Federation" (from December 29, 2012 No. 273-FZ);

Sanitary and epidemiological requirements for the design, content and organization of the operating mode of preschool educational organizations (DOO) (SanPiN 2.4.1.3049-13) No. 26 from 05.15.2013

The procedure for organizing and carrying out educational activities on the main general education programs– educational programs of preschool education No. 1014 dated August 30, 2013;

Federal State Educational Standard of Preschool Education (from 10/17/2013 No. 1155)

All these documents require high professionalism from preschool teachers.

Modern teacher it is necessary to learn to adequately respond to ongoing changes in education, to be able to work in a team of like-minded people - all participants in the educational process, to work competently and efficiently with children and parents in modern conditions, to independently select the content of education and adapt it to the age group of their children, checking with requirements GEF DO.

And now I offer you a warm-up that will defuse the situation and serve as a pretext for a more serious conversation. I invite the participants to introduce themselves as they would like to be called today.

And now you have to complete tasks that will help reveal your knowledge about Federal State Educational Standard Preschool education. To do this, we will split into two teams. When entering the hall, you took emoticons of a certain color. Now I will put colored signs on the tables and ask you to change seats so that the color of the sign matches the color of the smiley face. And so, we got two teams. There is a bell on the table, whoever is ready to answer must ring it. Points are awarded for the correct answer.

1. Name the educational areas by GEF DO?

Social-communicative;

Cognitive;

Speech;

Artistic and aesthetic;

Physical;

2. Name the correct ratio of the mandatory part of the Program and the Part formed by the participants process:

(60% and 40%)

3. What educational area does the formation of positive attitudes towards various types of work and creativity relate to?

(socio-communicative development)

4. What educational area does the formation of sound analytical-synthetic activity as a prerequisite for learning to read and write belong to?

(speech development)

5. What educational area does the formation of elementary ideas about types of art belong to?

artistic and aesthetic development;

6. The specific content of the educational areas specified in the Standard depends on...

Age and individual characteristics of children.

7. What is the DO Standard aimed at?

targets for preschool education.

8. What is the leading activity in preschool childhood?

A game

9. What type of children's activity begins with the development of work skills in children?

self-care and basic household work

10. What are the stages of preschool childhood?

infant, early, preschool

11. What requirements does it define? GEF DO?

Requirements for the structure of OOP DO

Requirements for the conditions for the implementation of OOP DO

Requirements for the results of mastering OOP DO

12. Who is the family in system preschool education according to standards?

Participant in the educational process and partner.

II. One representative per team (young teacher)

1. Decipher the abbreviation GEF DO

2. Decipher the abbreviation OOP DO

3. Decipher the abbreviation RPPS

4. Define the concept "standard" (norm, standard, sample, requirements)

III. (task in envelope)

1. Subject of regulation of the Federal Law “On education in the Russian Federation” - This:

a) realization of the right to education;

b) social relations arising in the field of education in connection with the realization of the right to education, ensuring state guarantees of human rights and freedoms in the field of education and creating conditions for the realization of the right to education.

2. Education is:

a) a single purposeful process education and training, which is a socially significant benefit and is carried out in the interests of an individual, family, society and the state, as well as the totality of acquired knowledge, skills, abilities, values, experience and competence of a certain volume and complexity for the purposes of intellectual, spiritual, moral, creative, physical and (or) professional development of a person, satisfaction of his educational needs and interests;

b) activities aimed at personal development, creating conditions for self-determination and socialization of the student on the basis of sociocultural, spiritual and moral values ​​and socially accepted rules and norms of behavior in the interests of the individual, family, society and the state;

c) a purposeful process of organizing students’ activities to master knowledge, abilities, skills and competence, gain operational experience, develop abilities, gain experience in applying knowledge in everyday life and form students’ motivation to receive education throughout their lives.

3. Participants in educational relations – This:

a) a set of social relations for the realization of citizens’ right to education, the purpose of which is for students to master the content of educational programs (educational relations, and social relations that are associated with educational relations and the purpose of which is to create conditions for the realization of citizens’ rights to education;

b) students, parents (legal representatives) minor students, teaching staff and their representatives, organizations carrying out educational activities;

c) participants in educational relations and federal government bodies, state authorities of the constituent entities of the Russian Federation, local governments, employers and their associations;

4. What right is guaranteed to every person in the Russian Federation, according to the Law on Education in RF:

a) the right to a family;

b) the right to education;

c) the right to a name.

5. What regulatory documents laid down the basic principles Federal State Educational Standard preschool education?

a) Preschool concept education;

b) National Educational Initiative "Our New School";

c) The Constitution of the Russian Federation;

d) Priority national project "Education";

e) Convention on the Rights of the Child;

f) Preschool charter educational organization.

6. At what age can preschool education begin in educational institutions? organizations:

a) when children reach the age of two months;

b) from the age of three;

c) at the request of the parents (legal representatives).

7. Amplification is: (Section I., paragraph 1.4)

A) Enrichment of the child’s development, maximum realization of his age-related capabilities;

B) Every possible acceleration of the child’s mental and physical development;

C) Slowdown, lag in the mental and physical development of the child.

8. Corrective work and/or inclusive education should be aimed at on: (section II., clause 2.11.2)

A) Child education;

C) Ensuring the correction of developmental disorders of various categories of children with disabilities, providing them with qualified assistance in mastering the Program;

D) Development of the Program by children with disabilities, their diversified development, taking into account age and individual characteristics and special educational needs, social adaptation.

Teachers are given the task to compose a phrase, previously cut into individual words, phrases (the phrase is cut one, two, three words at a time). The task completion time is 3 minutes.

1. The standard was developed on the basis of the Constitution of the Russian Federation and the legislation of the Russian Federation and taking into account the UN Convention on the Rights of the Child.

2. This federal state educational standard for preschool education (hereinafter - Standard) is a set of mandatory requirements for preschool education.

Teams are asked to write in 1 minute and then name as many new words, phrases, concepts that you encountered while getting acquainted with the document as possible GEF DO.

(Federal State Educational Standard, standard, targets, subject-spatial developmental environment, transformable and multifunctional environment, support for children's initiative, individualization of education, optimization of work with a group of children.)

Summing up the game.

REFLECTION: teachers are invited to share their impressions of the event, tell what worked, what didn’t, and express wishes for the future.

conclusions:

Take care of your mental health, colleagues.

Do not bring the level of mental stress to critical levels.

Do not forget that not only your wards, but also you yourself need help, care and attention to protect and preserve your psychological health.

The stage of preschool childhood plays a significant role in the manifestation of the child’s creative potential, the awakening of independence, the formation and development of a person’s personality as a whole. The decisive condition for the formation of a child’s individuality is his entry into a special dimension of childhood activity. The leading model of behavior and exploration of the world for a child is, of course, play. While playing, the child meets and communicates with other children, learns to make friends and build relationships, imitates adults, masters the unknown, learns what is good and what is bad. Below we will look at what conditions the Federal State Educational Standard prescribes when developing the play activities of preschoolers.

Modern play activities for preschoolers according to the Federal State Educational Standard

Children's games are not games at all, and it is more correct to look at them as the most significant and thoughtful activity of this age.

Michel de Montaigne

The meaning, goals and objectives of the game

Play is the main form of activity of a preschooler, enriching his imagination and emotional world, awakening creative powers, and developing communication skills with people around him.

In paragraph 2.7 of the Preschool Education Standard, play is defined as a tool for organizing a child’s activities, his multifaceted development in the social-communicative, speech, cognitive, artistic-aesthetic and physical educational areas. The child’s personal psycho-emotional characteristics, his age, abilities and inclinations will determine the meaningful context of the game process.

The Federal State Educational Standard for Preschool Education indicates specific features of the gameplay of a preschooler, depending on the age category:

• infant stage (two months - one year) - object play, familiarization with the object world, acquisition of basic skills in manipulating objects, close emotional contact with family;
• early childhood (one to three years) – playing with combined and dynamic toys, communicating and playing with other children under adult supervision;
• preschool period (three to eight years) – a more complex plot-role format of play activity, a communicative game in compliance with certain rules.

Goals and objectives of the game

Clause 4.6 of the Federal State Educational Standard for Educational Education stipulates the importance of developing gaming activities in the formation of social and normative foundations of a child’s behavior, as well as in increasing the efficiency of the educational process:

• Awakening interest - the learning process in a playful way entertains, brings pleasure and joy, neutralizes stress, turns knowledge of the world around us and the development of new practical skills into an exciting journey.
• Self-knowledge and self-realization - the baby gets to know his inner world, learns to show initiative, express his opinion in communication, rely on independence in design, make an informed choice of occupation and play partners;
• Formation of a culture of cooperation - a joint game helps develop psychological skills of solidarity, teaches collective activity, the ability to hear not only oneself, but also one’s playing partners, is an excellent practical training in the art of conflict resolution and the ability to find a compromise, fosters respect for other people, and develops feelings justice and self-respect;
• Socialization - the child learns to distinguish between real reality and conditional reality (“make-believe”), develops the strong-willed qualities of self-discipline and understands the need to follow norms and rules;
• Development of communication skills - the baby masters such a tool as speech to solve the problem of mutual understanding and transfer of information.
• Play therapy helps in overcoming difficulties that arise in any area of ​​the child’s activity.

Principles of organization

• a free form of child activity, excluding coercion, performed for the sake of obtaining positive emotions from the process itself, and not just from the final result of such activity;
• creative character, built on the principle of initiative, original improvisation and originality;
• emotional passion, manifested in the spirit of rivalry and competition;
• following rules that directly or indirectly reflect the logical sequence and meaningful design of the game.

Typology of play activity of preschoolers

Kinds

Games initiated by the children themselves (independent games):

• plot-display;
• plot- role-playing game;
• director's production;
• theatrical improvisation.

Games born on the initiative of adults.Games with a pronounced educational character:

• didactic games with plot drawings;
• experimental game, travel game with search elements;
• moving at different levels of intensity;
• didactic games with musical accompaniment.

Games that are a form of relaxation or change of activity:

• entertaining games;
• intellectual puzzles and competitions;
• calendar and thematic holidays, carnival performances;
• theatrical costumes;
• folk games and folklore traditions that came to the modern world from the historical past.

Standalone game

Between the ages of three and five years, the child begins to discover amazing world role-playing game, mastering the basics of role-playing, imitating the behavior of a character from the outside world. The basic basis of such a game is the plot; at this age, everyday scenes from family life. By first mastering the simplest manipulations with objects, later with their symbolic substitutes, then imitating the social roles of adults, the child improves the mechanisms of abstract thinking and undergoes playful practice in studying various models of behavior in society.

Plot-display game

The plot-display game appears with three years and precedes a more complex plot and role-playing. The peculiarity of this game is that the child plays alone, the game actions are focused on the toy, but spiritually reflects the world of human relationships, emotions of joy or disappointment, lines of argument or approval, behavior of obedience or rebellion. Thus, the baby does not take on the role in full, but in play actions in relation to the toy he reproduces the model of behavior characteristic of a particular person.

At the age of four or five years, the main characters in the game are still toys, but a more vivid emotional embodiment appears in gestures and facial expressions, dynamic poses of the child himself or the object. Great importance begin to acquire so-called game attributes, for example, a car for the driver, a pointer for the teacher, a doctor’s medical gown, a military cap, etc.

All children, playing with dolls, dream that their favorite dolls, bears and bunnies will actually come to life. Mechanical dolls are not capable of this; they have a limited set of actions. But puppets for a puppet theater provide a child with enormous opportunities for developing a whole range of skills and abilities.

Director's play

Director's play is the least studied phenomenon; it has an exclusively individual character, when the child, acting as a director and screenwriter at the same time, comes up with words for the characters and himself plays their roles, being the author and actor in one person. You can often observe how a child, completely absorbed in building a house or playing with his favorite doll, acts out scenes between fictional characters and, pronouncing their words, does not seem to notice those around him.

Types of director's theatrical acting:

• tabletop theater of pictures or stable toys;
• shadow theater, when images of characters are conveyed by applying light to the screen and dark figures;
• games with finger pictures that the child places on his fingertips;
• improvisations with bibabo dolls consisting of a head and a dress
• stand-up book with reversible illustrations of the plot

Theatrical game

Based on a literary plot, children act out some scene using costumes or puppet theater characters (floor dolls or bibabo dolls), musical accompaniment or pantomime, choreography can be included, but then the help of adults is necessary. Such games teach children to read the mood or emotional state of another person by their facial expressions and gestures, develop a sense of empathy, teach them to understand and feel the people around them, and therefore build appropriate behavior. In addition, heroes are usually the fairy-tale embodiment of good and evil, light and dark forces, and as you know, good always defeats evil in the ending of a fairy tale. Such an unconditional victory of good attracts children and becomes the basis of life optimism, stimulates the desire to imitate positive characters who are the embodiment of honor and nobility.

Video: game “Theater for Young Spectators”

Role-playing game

For older preschoolers (6–7 years old), it will be important not to turn to a toy, but to communicate with children who play the role of heroes in the game plot. At this age, a child goes beyond everyday stories; he is inspired by larger-scale, “global” projects, for example, flying into space or traveling around the world, building a railway, etc.

Classification of role-playing games:

• games based on everyday scenes from real life (“mothers and daughters”, “visiting”, “household chores”), in which the main character is a doll;
• games to reproduce the professional activities of people - teacher, seller, driver, pilot, store, school, etc.;
• games, the plot of which is the military theme of the historical past;
• games based on popular plots from literary works, cinema or animated films.

Video: plot-based role-playing game in the senior group “Construction of a sports stadium”

At the beginning of the game, you need to be creative, coming up with an idea around which the plot outline of the game with specific scenes and episodes will be built. As the child’s life experience enriches, the concept of the game becomes more complex and independent, but at first, children of primary preschool age often turn to adults for help.

Development in the context of the Federal State Educational Standard

The complication of a child’s gaming skill goes through three phases: first, adults are the initiators of the game and the authors of the plot plan, then only their prompt is required, and finally, the child improves his gaming skills to the level of complete independence.

The child’s rich imagination and creative improvisation will make the game original and varied in its design, and therefore more interesting and exciting. In order for the games to be truly interesting and varied, serious work on the part of adults is required to involve the child in cognitive activity(clause 2.6 of the Federal State Educational Standard for Education). An erudite child with a developed understanding of the world around him for his age is bursting with new ideas, involving new participants in the game and filling it with deep content.

Means of pedagogical support for independent games in accordance with the age of children:

• The first younger group is an object-based game built around a simple plot, gradually introducing the child into meaningful play in the context of a specific situation.
• The second junior group - understanding the conditional nature of the game, developing individual skills, learning game interaction in small groups.
• Middle group - expanding the range of games, supporting understanding of the need to follow the rules, encouraging independent actions, enriching the gaming experience by complicating the plot.
• Senior group - further complication of multidirectional games in joint activities with the teacher.
• Preparatory group - building a children's team on the principles of playful cooperation and solidarity, supporting initiative and self-organization, including elements of role-playing dialogue, creative imagination in an amateur play environment.

Basic requirements for effective organization and conduct of the game

Two models of adult behavior:

• the adult is the inspirer, organizer and coordinator of the game based on a pre-prepared plot and available tools;
• the adult joins the spontaneous initiative of the children, occupying an equal position with the other players, and can influence the course of the game in ways common to all. He can suggest a new character, come up with a plot twist, etc.

Tasks of managing children's play activities:

1. Stimulate playful reproduction of events in everyday life, thus achieving familiarity with the purpose of objects and mastering the skills of their practical use.
2. Help to master the ability to see, understand and formulate the task of the game.
3. To teach the search for various options for using toys during the game.
4. Encourage the use of symbolic objects that replace real-life objects.
5. Create game situations with fictional objects.
6. To form the experience of replacing some game actions with images of a verbal form of expression.
7. Arouse in children the desire to find different options for solving a game problem, using new combinations with objects.
8. Develop independence in making decisions and searching for various tasks and goals of the game.
9. Instill a gaming culture, i.e. teach to recognize the right of each participant to their own gaming space and respect the interests of all players.
10. Stimulate the expression of keen interest in the games of peers.
11. Learn to set a game task yourself and accept the task set by others.
12. Encourage the invention of interesting and unusual game ideas.
13. Teach the ability to negotiate.

However, it is not advisable to purposefully train children in stereotyped play actions, since this can have a detrimental effect on the manifestation of free creativity.

Video: development of children's initiative in the process of creating conditions by teachers in accordance with the Federal State Educational Standard

The child’s role-playing behavior should be filled with a high level of artistic expressiveness, the emotional means of which will be gestures and facial expressions.

Game educational situations

Game learning situations:

• visual illustration - usually used when working with younger preschoolers, the teacher, with the help of visual material, plays out everyday situations from the real experiences of children, demonstrating socially acceptable norms of behavior;
• educational exercises - practiced in the middle group, students take an active part in playing out the plot, learning role regulation and managing their behavior;
• situation-problem - senior preschooler in active action learns to master his feelings, find a socially acceptable outlet for emotions, realize and understand his experiences, control his speech reactions when interacting with other people;
• assessment - pupils of the preparatory group undergo the practice of analyzing their behavior, trying to give a reasoned, reasoned assessment of their decisions and actions. This is the final part of the game situation; it requires qualified assistance from the teacher.

The core of a game-based learning situation is the scenario around which the discussion is built: conversation, experiment, theatrical performance, travel, construction, etc.

Video: Interactive training exercises to learn the rules of the road

Video: children's play about small teeth

An experiment game is a type of didactic game, an interactive form of conducting an educational lesson, during which visual modeling and imitation of the phenomena being studied are organized.

Through experimental and research activities, a child gains new knowledge or acquires skills.

"How Sound Propagates"

With the help of simple devices, such as a bowl of water or a small pool, coins or construction kit parts, the teacher invites the kids to understand the origin physical phenomenon sound transmission. Children, throwing coins into a container of water, notice wavy circles spreading across the water. The teacher explains that sounds from the interlocutor or from another sound source reach us in the same waves, but through the air.

Video: fragment of the lesson - experiment “The Air Around Us”

Video: role-playing game situation “Journey”

Socio-game technology for preschoolers according to the Federal State Educational Standard

This technology is the organization of learning in conditional situations that help reproduce and master social experience in all its diversity, i.e. knowledge, skills, emotional activity and social assessments. Simply put, it is education in the form of entertainment, games.

The program is aimed at developing the following educational skills:

• the ability to determine the main thing, analyze, compare;
• perform a generalization operation based on a group of characteristics;
• distinguish real events from conditional;
• mastering the psychological skills of self-control, speed of reaction to words, development of intelligence.

This modern technology is a form of game education, but focuses on the social and communicative sphere of child development.

The technology is based on the free-thinking, freedom of choice and action of the child, with mandatory consideration of the preliminary agreement and compliance with the established rules. This technology develops the skills of exchanging opinions and conducting a lively discussion, but at the same time introduces business orderliness and organization into the behavior of students. This pedagogical method suggests organizing the work of children in small groups (companies) as optimal for achieving educational goals. The most important condition socio-game technology is the principle of frequent changes in the composition of groups in order to avoid the opposition between “us” and “strangers”; in addition, a change in the circumstances of communication will allow the child to more fully reveal his character.

Video: socio-game approach to the development of communication skills of preschoolers according to the Federal State Educational Standard

Rules of conduct for a teacher in the practical implementation of socio-game technology:

• absolutely exclude authoritarianism and dictatorship, except for those situations that may pose a potential danger to the health of children;
• take a democratic position on an equal basis with all participants in joint activities;
• keep a pause of non-interference and silence, such behavior will give children the opportunity to show independence in solving a problem or conflict;
• take into account the real capabilities of children, but try to expand the zones of independence, not chew knowledge and not give ready-made algorithms;
• help the child overcome shyness and uncertainty, having in the pedagogical reserve a set of exercises that will increase self-esteem and give confidence in their own abilities;
• moving away from a clear goal setting, it is more acceptable to create conditions for the discovery of the child’s intellectual and creative potential;
• during the presentation stage, give the first word to low-active children.

Organization of the playing space based on the requirements of the Federal State Educational Standard for Educational Education

Clause 3.3 provides:

• For pupils of the younger group, the subject-spatial environment must be arranged taking into account the preservation of large free space to meet the needs of children of this age for free, active movement, such as climbing, playing on the floor.
• Children who have moved to the middle group need to set up a center for role-playing situations with bright, interesting equipment, a soft corner with cozy furniture and toys. For example, it would be great to organize a theater arts center, “Shop”, “Hospital”, “Kitchen”, “Beauty Salon” in the group’s premises.
• Subject space of average and senior group should be filled with construction sets, building materials, board game areas (lotto, checkers, dominoes), and various educational layouts, since five- and six-year-olds create entire game worlds, involving their peers in them, gaining joint experience of collective cooperation. We should not forget that the organization of the space in which the child is located should not deprive him of the right to privacy and calm, concentrated activity.

Clause 3.3.5 allows the educational organization to independently determine gaming equipment. According to the requirements of the Federal State Educational Standard for Education, the set of toys should be replenished gradually and periodically changed in accordance with the age and life experience of the children.

Video: organizing a play space for children’s role-playing activities

Computer and gaming complex

Classes in the computer education program, based on modern scientific developments in the field of developmental technologies, are intended for students in the senior and preparatory groups.

• intellectual development, learning to solve problems;
• formation of mental abilities for analysis and synthesis;
• attention and memory training;
• development of logical operations, associative and spatial thinking;
• expanding the range of mathematical knowledge;
• development of curiosity, enrichment of knowledge about the world around us;
• formation of graphic skills, development of creative abilities;
• development of practical computer skills.

Example of computer training tasks

Logic task Studying geometric shapes Teaching counting and comparison skills ( more less) Learning to read schematic maps

Carrying out analysis

Diagnosis of play activity is carried out by the teacher based on observation of play situations that children play on their own. IN junior groups It is recommended to carry out diagnostics three times a year in order to adjust the teacher’s activities to improve the playing skills of pupils. In senior preschool age It is advisable to carry out a diagnostic study at the beginning school year and in the end.

An analysis of a teacher’s professional skills is carried out by a senior teacher or methodologist.

What to pay attention to:

• Which of the children initiated the game?
• Was there a preliminary plan?
• How many children took part in the game?
• List of roles and their distribution.
• What game actions did the players perform?
• What was the focus of children's attention: objects or relationships.
• What new game situations have been introduced.
• Duration of the game.
• The situation was lost completely or ended unexpectedly.
• Children's level of independence in play.
• How the relationships between the children were built.
• Did any of the children leave the game spontaneously?
• Have any conflict situations arisen?
• Relationships between teacher and children.

Pedagogical techniques that the teacher used to improve children’s role-playing skills:

• through conversations, reading fiction, and showing illustrations, he sought to expand children’s knowledge, which would help make the game more interesting;
• showed interest in children’s play activities;
• offered new turn plot or new characters;
• provided the necessary equipment for the game or conducted a lesson in making it by hand;
• coordinated the actions of the pupils with direct instructions or additional questions: “Brush the doll’s hair,” “Build a house,” “Who will be the train driver?” etc.;
• Did the teacher play a major or secondary role?

Techniques for developing relationships between children during play:

• tried to interest and captivate the timid, timid pupils with the game;
• brought children together to play;
• encouraged independent distribution of roles or toys by the children themselves;
• smoothed out or neutralized conflicts between students due to violation of rules or unfair distribution of roles.

Diagnostic protocol for the level of development of children's playing skills

Development indicators	Last name, first name of the child
1	2
I. Game content 1. The concept of the game appears: a) with the help of an adult; b) independently
2. Variety of ideas
3. Number of game tasks
4. Variety of game challenges
5. Independence in setting tasks: a) an adult will insert; b) with the help of an adult; c) independently
II. Ways to solve game problems 6. Variety of play activities with toys
7. Degree of generalization of play actions with toys: a) expanded; b) generalized
8. Game actions with substitute items: a) with the help of an adult; b) independently
9. Game actions with imaginary objects: a) with the help of an adult; b) independently
10. Accepts the role
11. Variety of role-playing activities
12. Expressiveness of role statements
13. Presence of role statements
14. Role statements arise on the initiative of: a) an adult; b) child
15. Role-playing conversation occurs: a) with an adult; b) with a peer
16. Role-playing conversation occurs on the initiative of: a) an adult; b) child
17. Content of role-playing conversation
III. Children's interaction in play 18. Interacts: a) with an adult; b) with a peer
19. Sets game objectives: a) an adult; b) peer
20. Accepts game tasks: a) from an adult; b) from a peer; c) refuses
21. Duration of interaction: a) short-term; b) long

Card index of games for preschoolers

The skill of a teacher is most eloquently demonstrated in his ability to organize the independent activities of his students. The teacher needs to skillfully direct each child to an entertaining, but at the same time useful game, while it is important to rely on initiative and develop the child’s curiosity. An attentive and caring teacher will correctly distribute children among game tasks so that they do not interfere with each other, and will show sensitivity and fairness in resolving a conflict situation that arises during the game. Thus, the harmonious creative development of children depends on the level of professional training of the teacher.