Didactic games belong to the group of games. ConsultationDidactic games. Their meaning and application in the pedagogical process. Video: educational game “Tree-lacing”

Natalya Komardina
The essence of a didactic game

The essence of didactic Games as a learning tool

To teach knowledge is to teach unnecessary things in advance. Modernity strives for an individual approach to learning, and classes are based on the frontal method.

The secret of failure is simple. It is believed that the old must be replaced by the new. But the new is the well-forgotten old, and, therefore, to replace "lesson" Something even more ancient and more eternal must come to the type of occupation. Maybe this is a GAME?

One of the effective ways to enhance the cognitive activity of preschool children is didactic game.

And the game can be called the eighth wonder of the world, since it contains enormous educational, educational and developmental opportunities. In the process of playing, children acquire a wide variety of knowledge about objects and phenomena of the world around them. The game develops children's observation and ability to determine the properties of objects and identify their essential features.

Didactic games - this is a type of games with rules, specially created by pedagogy for the purpose of teaching and raising children. They are aimed at solving specific tasks teaching children, but at the same time the educational and developmental influence of gaming activities is manifested in them. The need to use didactic games as a means of teaching children in the preschool period and at primary school age is determined by a number of factors: reasons:

Play activity as a leading activity in preschool childhood has not yet lost its importance (it’s no coincidence that this is why many children bring toys to school). Reliance on play activity, game forms and techniques are an important and most adequate way to include children in educational work.

Mastering educational activities and including children in them is slow (many children do not even know what "study".

There are age-related characteristics of children associated with insufficient stability and voluntariness of attention, predominantly involuntary development of memory, and the predominance of a visual-figurative type of thinking. Didactic games just promotes development in children mental processes.

Insufficiently formed cognitive motivation

Didactic the game greatly contributes to overcoming these difficulties

However didactic games- this is also a game form of education, which, as is known, is quite actively used in the initial stages of education, i.e. in senior preschool and junior school age.

Kinds didactic games.

Didactic games vary:

according to educational content,

cognitive activity of children,

game actions and rules,

organization and relationships of children,

in the role of a teacher.

The listed signs are inherent in all games, however, in some games some signs appear more clearly, in others - others.

There is no clear classification or grouping of games by type yet.

Often games relate to content training: games by sensory perception, verbal games, games on acquaintance with nature and others.

Sometimes games correlate with material:

Games with objects(toys, natural materials, etc.) are most accessible to children, since they are based on direct perception and correspond to the child’s desire to act with things and thus get to know them.

Desktop-printed games, as well as games with objects, are based on the principle of clarity, but in these games children are given not the object itself, but its image.

Verbal games are the most difficult. They are not associated with the direct perception of the object. In them, children must operate with ideas.

Can be grouped games and so on: A.I. Sorokina identifies the following types didactic games:

travel games - games-travels are designed to enhance the impression, to draw children’s attention to what is nearby.

They sharpen observation and demonstrate overcoming difficulties. games-errands - games-instructions are simpler in content and shorter in duration. They are based on actions with objects, toys, and verbal instructions.

guessing games - guessing games("what would be."). Children are given a task and a situation is created that requires comprehension of the subsequent action. At the same time, children’s mental activity is activated, they learn to listen to each other.

riddle games - riddle games. They are based on testing knowledge and resourcefulness. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason and draw conclusions.

conversation games - conversation games. They are based on communication. The main thing is spontaneity of experience, interest, and goodwill. Such a game makes demands on the activation of emotional and mental processes. It develops the ability to listen to questions and answers, focus on the content, supplement what is said, and express judgments.

It is important to clearly distinguish between didactic games and gaming techniques, used in teaching children. Unfortunately, some teachers perceive didactic the game is only as an entertaining and organizing moment of the lesson, allowing you to relieve mental stress.

This idea is completely wrong. In this case, the game is not organically included in the lesson, it is located near the learning process. We can therefore agree that “not being able to build a real didactic game, which would awaken the thoughts of preschoolers, some educators put training exercises in a playful form of learning.”

Structure didactic game.

Didactic the game has a certain structure.

Structure is the basic elements that characterize the game as a form of learning and gaming activity at the same time. The following structural components are distinguished didactic game:

didactic task - Didactic the task is determined by the purpose of the teaching and educational influence. It is formed by the teacher and reflects his teaching activities. game task - The game task is carried out by children. Didactic task in didactic the game is implemented through a game task. It determines play actions and becomes the task of the child himself. The most The main thing: didactic the task in the game is deliberately disguised and appears before children in the form of a game plan (tasks).

game actions - Game actions - basis games. The more varied the game activities, the more interesting the game itself is for children and the more successfully cognitive and gaming tasks are solved. IN different games game actions are different in their orientation and in relation to the players. This, for example, could be role-playing activities, solving riddles, spatial transformations, etc.

They are related to the game concept and come from it.

rules games- The rules contain moral requirements for the relationships of children, for their compliance with norms of behavior.

IN didactic The rules of the game are given. With the help of rules, the teacher controls the game, the processes of cognitive activity, and the behavior of children.

result (summarizing)- Summarizing (result) carried out immediately upon completion games. This could be scoring; identifying children who performed the game task better; determining the winning team, etc. It is necessary to note the achievements of each child and emphasize the successes of lagging children.

Games in the classroom they allow some to master the material at the level of objective actions, others at the level of knowledge, and others at the level of logical conclusions. But in general, the understanding of the material is 100%.

Therefore, it is necessary to enliven and diversify the lives of students, to use non-traditional and active teaching methods.

In modern didactics all the variety of teaching methods is summarized in three main ones groups:

Methods of organizing educational and cognitive activities.

Methods of stimulation and motivation of educational and cognitive activity.

Methods of control and self-control.

What is it for? didactic game? To maintain or create interest in a subject, to stimulate activity (motivation), to develop cognitive processes (imagination, memory, observation, perception, intelligence, speed of thinking, etc. Any game has rules that help overcome difficulties and social affirmation through obedience to rules, development of volitional behavior.

Every game is a test of will.

In the game, every minute the child refuses fleeting desires in favor of fulfilling the role he has taken on. Voluntary behavior develops.

Intelligent games may be useful for children who have difficulty teaching: in understanding and comprehending new material, assimilation and generalization, establishing connections between concepts, expressing one’s own thoughts and speech.

These games can help:

intensify educational work in the classroom, increase the activity and initiative of preschoolers;

give a feeling of freedom and relaxation, especially to nervous, weak and insecure children;

improve relationships between teachers and students;

Strengthen friendships in the team.

The game simultaneously pursues three goals:

educational,

Play has a huge positive impact on the educational activities of intellectually passive children and children with learning difficulties. Such children in the game are able to complete a volume of work that they would never do in a regular classroom.

Our children need play, a developed culture of games of various types and types.

After all, the game is The best way develop abilities, prepare for life, for communicating with people.

Can you suggest some conditional classification games used on classes:

educational - the most simple and traditional games, helping to consolidate educational material and acquire sustainable skills in applying knowledge;

combinatorial - games that require quickly and efficiently calculating options and selecting combinations;

analytical - developing analytical thinking, helping to acquire the skill of free, uninhibited, but at the same time correct logical analysis, to see patterns, commonality and differences, cause and effect;

associative - which are based on an appeal to associative thinking, searching for comparison, unraveling a hint;

contextual - drawing attention to complex semantic connections, developing the ability to interpret, understand what is not directly expressed and vice versa - transmit information in a variety of ways;

and some others.

Success games depends also on the atmosphere, on the mood in this moment in Group. If the guys' condition doesn't match their mood games, it is better to postpone it for another occasion. Thus, we can say that one of the responsibilities of teachers is to constantly support and develop the curiosity and activity of children and through games too.

The main requirements for the organization educational games are:

1. Game is a form of activity for students in which they become aware of the world around them and open up space for personal activity and creativity.

2. The game should be based on interest, participants should enjoy games.

3. An element of competition between participants is required games.

The requirements for selecting games are as follows.

1. Games must meet certain educational objectives, program requirements for knowledge, abilities, skills, and standard requirements.

2. Games must correspond to the material being studied and be built taking into account the preparedness of students and their psychological characteristics.

3. Games must be based on a certain didactic material and methods of its application.

A game - oldest form transfer of knowledge. Playing "mothers and daughters", we learn family relationships; by laying out the cubes, we become builders; By placing soldiers, we cultivate commanders in ourselves.

It can be argued that the game is a universal form didactic interaction with the student. And that's why she surpasses lesson:

1. The game is not conditioned by special learning skills (attention, discipline, listening skills).

2. The game knows no age limits.

3. The game is multi-ethnic and can even overcome the language barrier.

4. Play is a more active form of working with preschoolers. It allows the players to feel like subjects of the process.

5. The game connects all channels of information perception (logic, emotions, and actions, and does not rely on memory and reproduction alone.

6. The game is a combination of theory and practice, which means it is a more objective reflection of reality.

7. Finally, the game is more reliable way assimilation of knowledge.

Agree, everything we mastered in childhood games, unlike acquired knowledge, we remember it all our lives.

Didactic games can be used both in the process of organized learning in the classroom and outside of them - on the site.

Let's take a closer look at the types didactic games used in preschool pedagogy.

Games with objects.

Playing with objects uses toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of such games is that with their help children become familiar with the properties of objects and their signs: color, size, shape, quality. The games solve problems involving comparison, classification, and establishing sequence in solving problems. As children acquire new knowledge about the subject environment, tasks in games become more complicated: the guys practice identifying an object by any one quality, combining objects according to this characteristic

(color, shape, quality, purpose, etc., which is very important for the development of abstract, logical thinking.

Children in the younger group are given objects that differ sharply from each other in properties, since kids cannot yet detect subtle differences between objects.

IN middle group in games they use objects in which the difference between them becomes less noticeable. In games with objects, children perform tasks that require

consciously remembering the number and location of objects, finding a missing object. While playing, children acquire the ability to put together a whole from parts, string objects (balls, beads,

lay out patterns from various shapes

In playing with dolls, children develop cultural and hygienic skills and moral qualities, for example, a caring attitude towards their play partner - a doll, which is then transferred to their peers, older children.

IN didactic As a result, a variety of toys are widely used. They clearly express color, shape, purpose, size, and the material from which they are made.

Games, which teach how to group objects by color, creating a given image.

Games, which help the teacher train children in solving certain didactic tasks, for example, select all toys made of wood (metal, plastic, ceramics, or toys needed for various creative games: For family games, to builders, to hospitals, etc.

Didactic games develop children's sensory abilities. The processes of sensation and perception underlie a child’s cognition of the environment. Familiarizing preschoolers with the color, shape, and size of an object made it possible to create a system didactic games and exercises for sensory education aimed at improving the child’s perception of the characteristic features of objects.

Games with natural material (plant seeds, leaves, various flowers, pebbles, shells) The teacher uses when carrying out such didactic games, How “Which tree is the leaf from?”, “Who is more likely to lay out a pattern of different leaves?”, “Collect a bouquet of autumn leaves”, “Arrange the leaves in descending order of size”.

Games with items can have many functionalities appointments: "Who is faster?"- develops arm muscles and perseverance.

A game "Octopus"- multifunctional: "What sound do you hear" "What color?", "Rain" and so on.

(Slide 41)

A game "Sun"- show all functions games - teacher(Slide 42).

Desktop-printed games.

Desktop printed games- an interesting activity for children. They are varied in species: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different.

Selection of pictures in pairs.

The simplest task in such a game is to find two completely different pictures among different pictures. identical: two hats, identical in color, style, or two dolls, outwardly no different. Then the task becomes more complicated: the child combines pictures not only by external features, but also by meaning.

Selection of pictures based on common features. (classification)

Some generalization is required here, establishing connections between objects. For example, in the game “What grows in the forest (in the garden, vegetable garden?”), children select pictures with corresponding images of plants, correlate them with the place where they grow, and combine pictures based on this feature. Or a game "Who's eating this?"

Or a game “What happened then?”: children select illustrations for a fairy tale, taking into account the sequence of development of plot actions.

Memorizing the composition, quantity and location of pictures.

Games are played the same way as with objects. For example, in the game “Guess which picture was hidden” Children must remember the contents of the pictures and then determine which of them is turned upside down. This game is aimed at developing memory, memorization and recall.

the ability to talk coherently about the changes that have occurred in the pictures and their content.

Making cut pictures and cubes.

The purpose of this type of game is to teach children logical thinking, to develop their ability to form a whole object from individual parts. A complication in these games can be an increase in the number of parts, as well as a complication of the content and plot of the game. If in junior groups ah the pictures are cut into 2-4 parts

then in the middle and senior groups the whole is divided into 8-10 parts. At the same time, for games in the younger group, the picture shows one item: a toy, a plant, items of clothing, etc. For older children, the picture already depicts a plot from fairy tales and works of art familiar to children. The main requirement is that the objects in the pictures be familiar to children. Having the whole picture makes solving the problem easier. Therefore, for younger groups, it is necessary to give children a whole picture to look at before they are given the task of putting the whole picture together from its parts.

Very interesting game "Clocks and Time"- a card with a picture of what time is on the electronic watch is superimposed on the card with the clock dial.

Slide 55-57)

Description, story about the picture showing actions, movements.

In such games, the teacher sets educational task: develop not only children’s speech, but also imagination and creativity. For example, in the game “Guess who it is?” the child who took the card from the driver looks at it carefully, then imitates the sound and movements (cats, dogs, frogs, etc.).in older groups, children pretend actions: putting out a fire, building a house, treating a patient.

In these games, such valuable qualities of a child’s personality are formed as the ability to transform, to creatively search for the creation of the necessary image.

VERBAL GAMES

Verbal games built on the words and actions of others. In such games, one learns, based on existing ideas about objects, to deepen knowledge about them, since in these games it is required to use previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences.

In junior and middle groups games are aimed mainly at the development of speech, education of correct sound pronunciation, clarification, consolidation and activation of the vocabulary, development of correct orientation in space.

In senior preschool age when children begin to actively develop logical thinking, verbal games more often used to develop mental activity and independence in solving problems. These didactic games are carried out in all age groups, but they are especially important in the education and training of children of senior preschool age, since they help prepare children for school: develop the ability to listen carefully to the teacher, quickly find the right answer to the question posed, accurately and clearly formulate your thoughts, apply knowledge in accordance with the task.

(Slide 59)

“What a child is like at play, so in many ways he will be at work when he grows up. Therefore, the education of a future leader occurs primarily in play.” A.S. Makarenko.

The importance of didactic games in pedagogical process

A didactic game is an activity whose meaning and purpose is to give children certain knowledge and skills, development mental abilities. Didactic games are games designed for learning.

Didactic games play a dual role in the pedagogical process: firstly, they are a teaching method, and secondly, they are an independent gaming activity. As a first, they are widely used in classes to familiarize children with the environment, with living nature, to form elementary mathematical concepts, to develop speech in order to teach children certain methods of mental action, to systematize, clarify and consolidate knowledge. At the same time, the content of the game and its rules are subordinated to educational tasks put forward by the specific program requirements of a particular type of activity. In this case, the initiative in choosing and conducting the game belongs to the teacher. As an independent play activity, they are carried out during extracurricular time.

In both cases, the teacher leads the didactic games, but the role is different. If in class he teaches children how to play, introduces them to the rules and game actions, then in the students’ independent games he participates as a partner or referee, monitors their relationships, and evaluates behavior.

Guide to educational games

In the management of games, three stages should be distinguished: preparation, conduct, analysis of results.

1. Preparation for the game includes the following: selection of the game in accordance with the objectives of education and training of a specific age group, taking into account the time of conduct (during class hours or outside of school hours), place (in group room, on the site, on a walk, etc.); determining the number of participants (entire group, subgroup, one child).

Preparation for the game also includes the selection of the necessary didactic material (manuals, toys, pictures, natural material).

The teacher chooses a game, invites the children to play, starts and invites the children.

Younger age: visual explanation of the entire course of the game in progress cooperative game with an adult.

Average age: explanation of 1-2 rules, specific ones are given during the game in joint activity with an adult, you can use a trial run of the game, where the teacher clarifies the rules.

Older age: verbal explanation of the rules before the game, explanation of the meaning of the rules, if complex, then demonstration and trial moves are used.

2. If the teacher carefully prepares for the game, then conducting it itself will not cause difficulties. Any didactic game must have both game rules and game actions. If one of these conditions is missing, it turns into a didactic exercise.

The teacher controls the process of the game, reinforces the ability to play, monitors the implementation of the rules, using reminders, additional explanations, assessments, questions, and advice.

Younger age: the teacher plays the role of a leader, during the game he connects game actions with the rules.

Average age: the teacher acts through the rule and does not directly suggest game actions.

Older age: the rules are explained before the game, children are involved in explaining their content.

3. Summing up the game is a crucial moment in its management. The teacher notes those who followed the rules well, helped their comrades, were active, and honest. Analysis of the game should be aimed at identifying effective methods of playing it, as well as mistakes made (what didn’t work and why).

Structural elements of the game

The structure of a didactic game includes: task, action, rule, result, conclusion of the game.

Task. Each didactic game has a precisely established task, which is subordinated to the actual didactic goal. Children are offered tasks whose solution requires a certain amount of intellectual effort and mental work. By completing a task in a game, a child activates his thinking, exercises his memory and observation skills.

The tasks of didactic games come down to several types:

1. Compare and select objects based on the same, different or similar characteristics (the task becomes more complicated according to the age of the children).
2. Classify and distribute objects or pictures. Children classify pictures or objects by type or material from which they are made.
3. Identify an object by several or only one characteristic. Children guess objects from a simple description, or one of them describes the thing, and the rest guess.
4. Exercise attention and memory. Children must remember a fact or a certain composition of objects, a group of players, etc., and determine the change that occurred in their absence.

Action. In each didactic game, the task is accomplished by an action that determines and organizes the behavior of each child and unites the children into a single team. It directly attracts children's interest and determines their emotional attitude to the game.

The action in the game must meet two basic conditions:

a) be sure to obey the task and fulfill the educational purpose of the game;

b) be entertaining and exciting until the end of the game.

In a well-designed educational game, children should not suspect that they are learning anything. Here the activity should, to a greater or lesser extent, hide the educational, didactic purpose games.

Rule: activities in the didactic game are strictly related to the rules. They determine how the child should behave during play, what he can and cannot do. It is important that the rules comply age characteristics and were compensated by entertaining activities. Therefore, it must be interesting so that the child willingly obeys the rules.

Result, conclusion of the game: the result of the game is solving the problem and following the rules.

The result is assessed from two points of view: from the point of view of the children and from the point of view of the teacher. When assessing the result from the children’s point of view, we take into account what moral and spiritual satisfaction the game brought to the children. When performing didactic tasks, children show intelligence, resourcefulness, attention, and memory. All this gives children moral satisfaction, increases self-confidence, and fills them with a sense of joy.

It is important for the educator whether the task has been completed, whether the prescribed actions have been carried out, whether it has brought certain results in this regard. At the end of some didactic games, you need to reward the participants, praise the children, or assign them leading roles in the game.

Types of didactic games

Didactic games differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the teacher.

In preschool pedagogy, all didactic games can be divided into 3 main types: games with objects, board-printed and word games.

Games with objects: for them it is necessary to select objects that differ in properties: color, shape, size, purpose, use, etc.

Board-printed games- This is a very exciting activity for children. Most often, didactic games with paired pictures, cut pictures and cubes are used. In this case, for middle-aged children, one or more objects should be depicted: toys, trees, clothes or dishes. Children can independently differentiate their distinctive features: size, color, shape, purpose. To work with cut pictures, older preschoolers can be asked to independently put together a whole picture from its parts without first examining the whole image.

Word games are built on a combination of words and actions of the players. In such games it is required to use previously acquired knowledge in new connections, in new circumstances. Therefore, in junior and middle groups, games with words are aimed mainly at developing speech, cultivating correct sound pronunciation, clarifying, consolidating and activating vocabulary, developing correct orientation in space, and the formation of dialogic and monologue speech.

attention didactic game preschool

Cognitive activity refers to fairly widely studied problems in philosophy, pedagogy, and psychology.

Analyzing the results of theoretical studies of literature, the best practices of innovative teachers, modern teachers, psychologists and practical activities on the problem, we can conclude that the didactic game has been of great importance in teaching preschoolers at all times, starting from antiquity.

The first didactic games were created by folk pedagogy. Still among the children's favorites are folk games“Forfeits”, “Colors”, “What flies?” etc. They contain a lot of funny jokes and humor, and at the same time they require intense mental work from children, competition in intelligence, and attention.

The origins of the development of modern didactic games and materials are M. Montessori and F. Froebel. M. Montessori created didactic material built on the principle of autodidactism, which served as the basis for self-education and self-education of children directly educational activities V kindergarten using special didactic material (“Froebel’s gifts”), a system of didactic games for sensory education and development productive activity(modeling, drawing, folding and cutting paper, weaving, embroidery).

The following teachers and psychologists were involved in the development of types of didactic games: A.N. Leontyev, A.S. Makarenko, K.D. Ushinsky, S.L. Rubinstein, A. Vallon, N.P. Anikeeva, D.B. Elkonin, V.M. Bukatov and many others.

The leading activity of preschool children is play. A didactic game is a verbose, complex, pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of teaching children, an independent play activity, and a means of comprehensive education of a child.

Didactic games promote:

Development of cognitive and mental abilities: obtaining new knowledge, generalizing and consolidating it, expanding their existing understanding of objects and natural phenomena, plants, animals; development of memory, attention, observation; -development of the ability to express one’s judgments and draw conclusions.

Development of children's speech: replenishment and activation of vocabulary.

Social and moral development of a preschool child: in such a game, the knowledge of relationships between children, adults, objects of living and inanimate nature occurs, in it the child shows a sensitive attitude towards peers, learns to be fair, to give in if necessary, learns to sympathize, etc.

The structure of the didactic game is formed by basic and additional components. The main components include: didactic task, game actions, game rules, result and didactic material. Additional components: plot and role.

Types of didactic games:

1. Games with objects (toys).

2. Printed board games.

3. Word games.

Games with objects are based on children’s direct perception and correspond to the child’s desire to act with objects and thus become familiar with them. In games with objects, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects, size, and color. When introducing children to nature in such games, I use natural materials (plant seeds, leaves, pebbles, various flowers, pine cones, twigs, vegetables, fruits, etc. - which arouses keen interest and an active desire in children to play. Examples of such games: “Don’t make a mistake”, “Describe this object”, “What is it?”, “What comes first, what comes next”, etc.

Printed board games are an interesting activity for children to get acquainted with the world around them, the world of animals and plants, and phenomena of living and inanimate nature. They are varied in types: “lotto”, “dominoes”, paired pictures" Using board-printed games You can successfully develop speech skills, mathematical abilities, logic, attention, learn to model life patterns and make decisions, and develop self-control skills. Word games are an effective method of fostering independent thinking and speech development in children. They are built on the words and actions of the players. Children independently solve various mental problems: describe objects, highlighting their characteristic features, guess them from the description, find similarities and differences between these objects and natural phenomena.

During the games, children clarify, consolidate, and expand their ideas about natural objects and its seasonal changes.

Thus, the essence of the didactic game is that children solve mental problems proposed to them in an entertaining game form, find solutions themselves, while overcoming certain difficulties. The child perceives a mental task as a practical, playful one, this increases his mental activity.

In didactic play, the child’s cognitive activity is formed and the characteristics of this activity are revealed. In older preschool age, intellectual interests are created on the basis of play interests.

The importance of didactic games for the mental education of children is very great. In games with toys, various objects, and pictures, the child accumulates sensory experience. By disassembling and folding a nesting doll, selecting paired pictures, he learns to distinguish and name the size, shape, color and other characteristics of objects.

Exciting didactic games create interest in solving mental problems in preschoolers: the successful result of mental effort and overcoming difficulties bring them satisfaction. Passion for the game increases the ability for voluntary attention, sharpens observation, and helps quick and lasting memorization.

A game for any child is not only the main type of accessible and interesting activity, but also a means of understanding the surrounding reality, developing useful skills and abilities. In the gameplay, character is formed, various types of thinking develop, and the physical and psycho-emotional development of the little man also occurs. Didactic games for children 5-6 years old help to move from an entertaining nature to an educational one, to preparation for classes at school.

Preschool children cannot sit in one place for a long time, they quickly get tired, are distracted from the teacher’s explanations, and begin to poorly assimilate the information they receive. That is why educational board games are replaced by physical education exercises or outdoor activities.

For didactic games created by pedagogical science, the main goal is a conscious teaching method, during which preschoolers gain new knowledge, improve skills, abilities, and develop intellectually. Teachers use various types of didactic activities, thereby developing:

• sensory – perception of external influences, as well as sensations;
• motor skills – motor activity in the form of gross and fine motor skills;
• memory;
• logical, spatial, imaginative thinking;
• perception of space, time;
• imagination;
• perseverance, diligence, patience;
• meticulousness, curiosity.

The expanded use of didactic games for preschoolers over 5 years of age is due to the fact that children of this age can already concentrate their attention for a longer period of time. Classes can last up to 20 minutes. Vocabulary allows them to express themselves without problems; children have developed imagination and sensory perception, which allows them to begin learning.

It is already possible to identify abilities and inclinations, correct and develop them. Preschoolers understand what rules are, the importance of following them, and are able to perform consistent actions independently.

Currently, there are several types of classification of educational didactic games.

By number of players:

• individual game;
• collective game.

By type of activity

• Journey. This should not be confused with excursions, which are educational activities in their purest form. A game journey can last several days, for example, “a journey along the Golden Ring”, “a cruise along the Volga”. The teacher develops assignments for each travelers stop. These can be drawings, songs, poems. While traveling, you can search for treasures, solve riddles and problems.
• Conversation, dialogues. The teacher teaches how to have a conversation and build a dialogue using the example of communicating with a fictional hero or a familiar cartoon character.
• Puzzles. They can be made not only by adults, but also by preschoolers.
• Assignment. Very similar to travel, but the tasks here are easier to set, and the duration gameplay much shorter. For example, the task is set to help place punctuation marks in Dunno's copybook.
• Assumption. "If". "What would be". A question-assumption triggers a game process in which the child begins to fantasize and transform the imaginary reality.

According to the material used:

• desktop printed: lotto, puzzles, dominoes;
• With game items: chess, checkers, toys;
• verbal educational: riddles, puzzles.

According to the purpose of the event:

• speech development;
• teaching the basics of mathematics;
• development of logical thinking;
• acquaintance with nature and the surrounding world;
• development of sensory perception.

A feature of all didactic classes is that the initiator is always an adult. Such activities broaden your horizons and increase your vocabulary. Competitions for quick thinking, logic, and solving riddles and problems allow kids who are weak in physical exercises, but know a lot, to prove themselves.

Developing memory

Didactic games for 5-year-old preschoolers help develop attentiveness and memory, which is very useful for school. Almost all information at school is received orally, this is especially true for first-graders, when children do not yet know how to write quickly and a lot. Developed attention and memory will help consolidate new knowledge and remember the information received.

All tasks to consolidate memory and develop attention are carried out with toys and small objects. Sometimes the child fails to fulfill the conditions of the task, since voluntary memory is just beginning the process of formation. If tasks involve finding hidden toys or rearranging them, you can suggest using a “pointing gesture” with your finger before starting.

The preschooler points his finger at all the toys one by one and describes them appearance. The baby can pick up the toy and touch it for better memory. For the first lessons, you should not offer games with a large number of elements or details: a confused child may refuse to play and burst into tears.

"What disappeared." A leader is selected, at first it can be a teacher. When the children become familiar with the rules, each of them can try themselves as a leader. 3 - 4 small toys are placed on the table. The presenter suggests remembering what objects are on the table and turning away. When the preschoolers have turned away, the leader removes one toy. Players must remember which toy is missing. You can add a competitive element to the gameplay. Whoever remembers correctly first gets a chip or token.

"What changed". The presenter chooses. Several toys are placed on the table. Fidgets must remember which toys are placed and how. When the preschoolers turn away, the leader rearranges the toys and changes their places. The winner is the one who is the first to correctly say which objects were moved and where their original place was.

"Find the difference." 2 pictures are placed in front of each child. You need to find out how they differ. Alternatively, the picture may show hidden kittens or birds that need to be found in the bushes, behind trees or a fence.

"Similar or dissimilar objects." The goal is to develop attentiveness, observation, and teach how to find similarities in color, shape, size, and material.

Rules. The kid on whom the counting stopped answers answers. You need to find 2 objects with identical properties and prove your statement.

Actions. At the teacher’s signal, all preschool children take 2 objects with similar properties from the playroom.

It is necessary to maintain the level of difficulty of tasks, moving from easy to difficult gradually. Exercises that are too easy or difficult will not arouse the child's interest.

Knowledge of ecology

All human life is surrounded by the living world, plants, animals. The child must understand the importance of maintaining ecological balance in nature, take care of animals and plants, and not harm them. Didactic games on ecology for children 5-6 years old introduce preschool children to the world around them, develop vocabulary, and cultivate hard work, kindness, and attentiveness.

Ecology classes can be conducted during walks or indoors, especially in bad, rainy or frosty weather. Before each lesson, the teacher talks about the subject of the lesson. For example, the theme is autumn. The teacher tells when autumn comes, what external signs are: leaves turn yellow, leaves fall, birds fly away to warmer regions, and the like. After which it is carried out didactic lesson in a playful way.

"Guess the time of year." The goal is to provide an understanding of the signs corresponding to the seasons. To consolidate in memory the characteristic features of summer, autumn, winter and spring. Development of auditory attention. Ability to formulate and express thoughts.

Actions. The teacher names weather and natural phenomena. For example, it began to snow, a blizzard swept the street, a snowdrop blossomed, a bunny changed the color of its fur coat. Preschoolers must highlight the odd ones out, name the time of year and justify their choice.

“What grows where?” The goal is to introduce kids to the plant world and places where different plants grow.

Preparation. The teacher talks about trees and shrubs, where and in what area they grow, and shows pictures.

Actions. The children stand in a semicircle, facing the teacher. The teacher shows a picture of a plant and says: “This is a strawberry, it grows here.” If the kids agree, they jump in place. The teacher shows a card with a pineapple and says that it is a pineapple, it grows in the north. If the restless people don’t agree, they stand and wave their hands: no, that’s not true.

"Birds, animals, fish." The goal is to provide knowledge about the species concept, to teach how to distinguish objects into groups.

Preparation. The task is performed in a playful way, using a ball or a small toy.

Actions. Preschool children stand in a circle, facing each other. The host starts the game. Throws the ball and says it's a fish. The child who caught the ball must name the fish, for example, pike, crucian carp, and throw the ball to his neighbor. When a preschooler throws a ball, he sets a task: to name a representative of fish, birds or animals. The one who catches the ball must give the correct answer.

"Guess what's hidden." The goal is to teach how to identify the characteristic features of an object and recognize it by description.

The presenter covers the apple, banana or carrot with a napkin. Offers to guess what is hidden based on the description. Fidgets can ask leading questions. The first one to name the hidden object wins.

Sensory perception

Didactic sensory games are aimed at developing visual and tactile perception. Before conducting play activities related to sensory sensations, the teacher explains to preschool children what geometric shapes are and how they differ from each other.

Kids get acquainted with such materials as wood, metal, glass, plastic. The fidgets, together with the teacher, find the features of each material. For example, glass is fragile and can break. The wood is warm, the metal is cold to the touch.

"Make no mistake." The goal is to teach kids to group objects by shape and material. To consolidate in the child’s memory the knowledge and understanding of such concepts as soft, hard, smooth, rough, shiny, matte in color. The child must distinguish a large object from a small one and consolidate the concepts of geometric shapes.

Actions. The teacher divides the kids into several teams, optimally 4 teams. For each group, a box or basket is placed on the floor, onto which a picture with an object made of a certain material is attached. For example, metal scissors, a soft toy, a rubber ball, a plastic cube.

The teacher repeats once again with the preschool children how one material differs from another, after which he gives the task to the teams. Each group must find and collect in their box as many items as possible from the material shown in the picture. The team that collects the most items the fastest wins.

You can change the conditions of the gameplay, offer to collect round, square, triangular objects.

"Air balloons". The goal is to give the concept of spectrum, to consolidate the colors of the spectrum in memory: red, orange, yellow, green, blue and violet.

Actions. Each preschooler has a picture with multi-colored balls in front of him. You need to find and tie a thread of the same color.

Any didactic game for a 5-6 year old child is primarily aimed at expanding vocabulary, as well as developing speech. Coherent, logically constructed speech is an indicator speech development preschooler. After 5 years, the baby begins to control his speech. In a child’s conversation, not only simple but also complex sentences appear.

Children distinguish and identify groups of sounds in words. Speech becomes more expressive, the preschooler uses intonation correctly. Can emphasize a sad or cheerful mood with his voice. Preschoolers understand and are able to regulate the volume of their voice and its tempo. They can speak in a whisper, quickly or slowly.

Didactic games for speech development teach you to coherently express your thoughts, build a correct dialogue, and teach you to pronounce sounds correctly. In games for speech development, special attention is paid to the formation of speech and phonetic hearing of a preschooler. The teacher works with sounds and letters in a playful way, and teaches how to correctly formulate and pronounce entire sentences.

"Broken phone". The goal is to develop auditory perception, memory, ability to work in a team, honesty and goodwill.

Rules. The child whispers the word to the neighbor so that other children do not hear. If the child conveyed the word incorrectly, that is, damaged the phone, this child must sit in the last chair.

Actions. Preschoolers sit side by side on chairs, forming a chain. The first child quietly speaks a word into the neighbor’s ear, who passes it on. The kid who sits last names the word he hears. If the phone works, the word was transmitted correctly. If the phone breaks down, they ask along the chain who heard what word, and find where it was transmitted incorrectly.

"Solve the puzzle." The goal is to teach how to divide words into syllables, be able to highlight the first syllable, and form words.

Rules. In each word presented, highlight the first syllable and create a new word.

Actions. Find the word that is hidden on the card. Each preschooler receives a picture showing 3 drawings. You need to name the words, select 1 syllable from each word. Make a hidden word from the received syllables. For example, there are pictures with the following words:

• sun, shovel, car (straw);
• house, rose, guitar (roads);
• wolf, chamomile, tank (gate);
• owl, button accordion, cabbage (dog).

“Say the opposite.” The goal is to give the concept of antonyms and consolidate it in memory. Expansion of vocabulary, formation of correct speech. Developing mindfulness.

Rules. For each word, choose the opposite meaning. For example, big - small, up - down, far - close. You can use verbs: wet - dry.

Actions. Preschool children sit on chairs in a circle. The teacher takes the ball, says the first word and throws the ball. The kid catches the ball, says a word with the opposite meaning, and throws the ball to another child.

"One is many." Goal: The preschooler must learn to form a plural from a singular noun. Expand your vocabulary.

Rules. The teacher says the word in the singular, the child must form the plural.

Actions. The teacher throws the ball and says the word in the singular. The preschooler returns the ball, while naming the plural.

“Say more words.” The goal is to teach how to describe an animal not only by external signs, but also by traits and character traits.

Actions. The teacher suggests taking a picture of any animal and describing it. For example, a cat is fluffy, affectionate, loves milk, meows gently. The more words and definitions the fidget comes up with, the better.

Didactic games in mathematics allow you to consolidate previously acquired knowledge and learn new concepts. Knowledge of numbers and simple mathematical operations helps to begin solving problems with 1 or 2 steps. Solving mathematical problems develops thinking and intellectual abilities. Parents can conduct such activities in a playful way at home, using children's lotto or domino cards.

“Which number is missing.” The task is to consolidate ordinal counting in memory.

The teacher draws numbers on the board or attaches cards to them, but one number or several are missing. The baby must name the missing number, take a card from the table where it is depicted, and show it to everyone.

"More or less". Preschoolers must memorize the meaning of the concepts “more” or “less.” To do this, the child is asked to name a number that is greater or less than the number written on the board.

"Magic bag" The task is to consolidate in memory knowledge about geometric shapes. The children take turns taking a figure out of the bag by touch and describing it.

"Orientation in space." The preschooler must correctly navigate in space, understand the meaning of the terms: behind, side, left, right, below, above. You can offer to find a comfortable place for the doll. Place it in the middle, then move it back. Park the car behind.

The study of traffic rules in preschool institutions is given special importance. Knowing and following the rules of behavior on the road helps protect the life and health of preschoolers.

Getting to know road rules begins in a playful way with getting to know the colors of traffic lights.

"Traffic light". The goal is to teach the rules of safe crossing of streets and intersections. Learn what the traffic light colors mean.

Preparation. The teacher shows a picture of a traffic light and explains the meaning of each color. He tells you how to cross the road correctly, what a zebra crossing is, whether you need to let a car pass, and how to check that there is no danger on the road. Children repeat and retell what they remember.

A model of a road with an intersection, where there is a roadway and a sidewalk, is being prepared. Figures of pedestrians are cut out of cardboard and painted. Car figures are made in the same way. Instead of cardboard crafts, you can use toy models of cars and small dolls.

Actions. One child places cars and dolls on a model road. Turns on the traffic light and changes colors one by one. The second kid guides pedestrians across the road and helps cars pass. After completing the gameplay, preschoolers change roles. When summing up, the number of errors is taken into account. The little one who makes the fewest mistakes wins.

To secure educational material You can conduct practical classes in the playroom or in the courtyard of a preschool institution. If play activity is carried out indoors, you can make a road, sidewalk and pedestrian zebra crossing using colored ribbons. On the street, all the details of the crossing can be drawn with white chalk.

There are gaming desk sets to learn the rules traffic. They contain a playing field, cubes, chips, figures of cars and pedestrians, as well as road signs on stands. Several people can take part in the game. Preschoolers take turns throwing the dice, taking as many steps as the dice shows. If there is a red traffic light on the playing field, the pedestrian skips a turn, a green light continues moving.

“Connect parts of signs into a whole.” Kids love to collect puzzles - images of something cut into pieces. Give each child a cut-out picture of a road sign to assemble. When the fidget collected road sign, then raises his hand. Tells his group mates what sign he has collected and what this road sign means.

Basics of life safety

Sometimes a circumstance may arise when a preschooler must urgently provide first aid, call the fire department, ambulance or police. It is necessary to prepare young children for such situations. Preschoolers should be able to call adults for help, call the phone and call an ambulance or fire truck.

"Fire, help." The goal is to help little man prepare for an unplanned situation. Teach how to call emergency services, explain the rules of behavior.

Preparation. The teacher talks about dangerous household items, things that are very dangerous to play with. Shows telephone numbers of firefighters, ambulance, police, which are written on a piece of paper. Tells you how to call for help correctly. 2 phones are brought.

Didactic games are a method of teaching children in the form of special educational games, which are a way active learning. The basis of didactic games is the development of the child’s cognitive sphere.

When choosing such a game, consider the age of your baby, his level of knowledge, as well as his mood and state of health. With the help of didactic games, the child acquires knowledge and receives the necessary new information.

For preschool children, play is the leading activity through which they fully develop.
Didactic games are complex in that they are simultaneously a game, a learning tool and comprehensive development child. In the process of such play, the baby develops all mental processes and personal characteristics are formed.

A didactic game is a fun way to comprehensively develop a personality:

Didactic games are effective and in an unusual way different areas of raising children:

1. Mental education. Systematizes knowledge, develops sensory abilities, enriches knowledge about the surrounding reality;

2. Moral education. Forms a caring attitude towards surrounding objects, norms of behavior with people, character traits;

3. Aesthetic education. Forms a sense of beauty;

4. Physical education. They develop fine motor skills of the hands, form cultural and hygienic skills, and develop the child’s emotionality.

A didactic game develops the child’s independence and cognitive activity, as well as his intelligence.

The value of didactic games:

Develop the baby’s cognitive abilities;
Contribute to the assimilation of knowledge;
Have developmental value;
Develop moral qualities: honesty, justice, exactingness, compliance;
Develops the child's speech.

Structure of the didactic game:

1. Familiarization with the progress of the game;
2. Explanation of the contents and rules of the game;
3. Demonstration of game actions;
4. Distribution of roles;
5. Summing up the game.

Types of didactic games:

Playing with objects or toys;

Board games;

Word games.

Games with objects:

This type of game involves direct perception by the baby various items, which contributes to the development of the desire to manipulate them for the purpose of study.

Didactic games with objects are aimed at studying the differences between objects and comparing them with each other. During such games, children learn the color, size and qualities of objects. Games about nature involve the use of natural materials: seeds, leaves, flowers, stones, cones, fruits.

Examples of didactic games with objects:

Game "Find the object"

An adult prepares two identical sets of objects. One is covered with a napkin, and the second is placed in front of the child. Mom or Dad then takes the covered set and places it in front of them. Takes out any object, shows it to the child and names it. After that he hides it again. The child needs to find this object and name it correctly. The child’s task is to identify all the prepared objects.

Game "Put it right"

An adult prepares animal and baby toys. For example, a chicken is a hen, a kitten is a cat, a puppy is a dog. The child must arrange the toys: baby animal - adult animal. Then name them and describe them.

Board games:

Board games include didactic games aimed at introducing children to:

With the world that surrounds them;
With objects of nature;
With plants and animals.

Board games come in the form of:

Lotto;
Paired pictures;
Domino.

Board Game Features:

The board game is effective for the development of:

Speeches;
Thinking;
Attention;
Decision making skills;
Ability to independently control one’s actions and actions.

What kind of educational board games can be?:

Game "Wonderful carriages"

Mom or dad gives the child a train, which is pre-cut out of thick paper. It has four carriages. Separately, the child is given pictures depicting flowers, fruits, animals, and trees. These will be the so-called passengers. It is necessary to arrange them among the cars, correctly dividing them into groups. There should be similar representatives in one group. Tell them how they are similar, why they are in the same group, what one word can be used to call them.

Word games:

This type of didactic games is aimed at developing children's speech, as well as nurturing independence in children. These games use both words and all kinds of actions. Kids learn to describe various objects, recognize them from their descriptions, and identify common and distinctive characteristics.

Didactic word games have the following goals:

Consolidation of knowledge;
Clarification and expansion of information about the world;
Formation of cognitive interests;
Development of mental processes;
Effective development of thinking and observation in children.

Examples of verbal didactic games:

Game "Seasons"

An adult reads a text about the seasons of the year. The child guesses which one we are talking about.

"Guess by the description"

An adult places six different objects on the table. Then he describes one of them. Based on the description, the child determines which object the adult described. Repeat the game until the adult describes all the objects.

The role of parents in organizing educational games:

The participation of parents in games plays a major role in the development and upbringing of a child. Parents who do not take part in children's play deprive themselves of the opportunity to get closer to the baby and better study his personal characteristics. Parents should not be the play director. It is necessary to be a partner with your child, while achieving mutual understanding.   This is what distinguishes a parent’s communication in a game from everyday communication, when an adult is a mentor for his child. Parents, organizing didactic games with their child, implement the following tasks:

Implementation of moral education of the child;

Development of correct child behavior and formation of positive relationships in the family;

Promoting the formation of a child's learning styles.

For a child, play is the most serious activity. Without the game it is impossible to have a full mental development child. Play is a way to develop children's curiosity.

Dear parents! Support children's play activities. This way you can solve many pedagogical and psychological problems.