Games for cognitive development 2nd junior group. Card index of didactic games in the second junior group. Game “Who needs what for work”

Children up to school age it is necessary not to teach, but to develop. Development is at the forefront. They need to develop through activities accessible to their age - games. One of the important tasks of modern preschool education– creating conditions that would contribute to the development of the child and the disclosure of his creative potential. Cognitive processes are an integral part of any human activity that provide one or another of its information. The leading activity of a preschooler is play, so it is easier to develop cognitive processes through play. When playing, children concentrate and remember better than when given direct instructions from an adult.

In the work of preschool institutions great place are occupied by didactic games. They are used both in joint and independent activities of preschoolers. Didactic games serve as educational tools - children master the characteristics of objects, learn to classify, generalize, and compare.

I have been working for two years on the topic: “Cognitive development of a preschooler through didactic games,” the purpose of which was to form a system of elementary knowledge about objects and phenomena of the surrounding life, as the basis for nurturing the correct attitude towards it through didactic games, which involves solving the following tasks:

1. Activate cognitive processes through the selective focus of the child’s personality on objects and phenomena of the surrounding reality;

2. Systematically strengthen and develop cognitive interest, which becomes the basis for a positive attitude towards intellectual activity;

3. To create the need to strive for knowledge of new, more complete and profound knowledge that is exploratory in nature;

4. To cultivate the strong-willed qualities of the child’s personality: determination, perseverance, desire to complete activities;

5. Form coherent speech (enrichment and activation of the lexical side of speech - the dictionary);

6. Enrich the child’s moral and aesthetic feelings;

Result: in progress didactic games Children develop attention, memory, speech, thinking, and intellectual development.

I have been working on this topic for three years. She began her work with the development of a subject-development environment in the group, which allows creating the necessary conditions for stimulating the cognitive activity of children - an inexhaustible source for observations and conversations with the child throughout the school year. The group has created a corner “Visiting the Igrovitch”, where various didactic games, original games, multifunctional aids are collected, such as: “Miracle Tree”, “Magic Basket”, “Vase”, “Multi-Colored Chest”, “Wise Snake” , “Air Cloud”, “Seven-flowered Flower”, “Burenka” “Umbrella”, “Clock”, “Africa”. These manuals were widely used for educational games such as:

- “Endless classification”;

- “Find by description”;

- “Find the extra object”;

- “Recognize a tree by its shadow”;

- “Let's reap the harvest”;

- “Gardener and Flowers”;

- “Searching for commonalities”;

- “Search for analogues”;

- “What goes with what? ";

- “What grows in the garden? ";

- “Search for opposite objects”;

- “Animals of Africa”;

Work on cognitive development through didactic games is carried out in three directions:

Work with children;

Working with teachers;

Working with parents.

Work with children:

Children's education is based on the Rainbow program. The main form of cognitive development is gaming motivation.

Work with children is structured in the following areas:

1. Intellectual development;

2. Development of attention;

3. Development of perception and memory;

4. Speech development.

IN intellectual development I use the following games: “Guess the figure”, “Build a snowman”, “Transformations”, “Wonderful forest”, “Odd Four”, “Confusion? "

In the development of attention: “Reflection”, “Lay out the circles”, “Pantomime”, “Portrait”.

In the development of perception and memory: “Find the differences”, “Fold the picture”, “Guess the object”, “What time of year? ", "Who's out of place? ", "Look carefully", "Find the object."

According to the development of speech: “Tops and roots”, “Delicious juice”, “Guess what I ate”, “What kind of object? ", "Multi-colored chest."

I build my activities step by step, taking into account the age of the children. When selecting games, I take into account the features mental development children and their interest in various games. When organizing games with verbal content, I use surprise moments: through the hero who needs to be helped, various attributes. I include didactic games in educational activities, joint activities, and individual work. Games for educational activities I select them taking into account the educational material that the children have studied. In mathematics, I select games with mathematical content that require mental effort:

Puzzle games;

Games jokes;

Games with entertaining questions: “Why doesn’t the oval roll? ”, “Who can find it faster”, “Unfinished pictures”, “Fixing a blanket”, “Living numbers”, “New Year trees”.

For speech development, I include didactic games to develop the ability to peer into an object, phenomenon, the ability to make conclusions and assumptions: “Name as many objects as possible,” “Who will see and name the most.”

When getting to know the environment, I play games to consolidate knowledge about seasonal phenomena, flora and fauna, which contribute to the development of curiosity and observation: “ Magic cube", "Gardener and flowers", "Who flies? ", "Guess it"

During the games themselves, depending on the age of the children, I ask questions, give a sample of actions, a sample of a statement, remind them of the rules, appeal to the children’s experience, take on the role of a leader or observe the progress of the game. In progress play activity With children, I try to arouse their interest in games, create a state of enthusiasm and mental tension in them, and use entertaining problem situations that require resolution. To organize joint and independent activities of children, I create a subject-development environment in the group - a special didactic area with a large range of educational games, taking into account safety, aesthetics, clarity, and accessibility.

I use various didactic games, including electronic games, when working with children. I noticed that the presentation of information on a computer screen or monitor game form arouses great interest among children. It is very convenient to use these electronic aids when organizing educational activities or individually, since a wide variety of tasks contributes to the development of cognitive interests. The didactic game helps to do educational material exciting, create a joyful working mood. A child, captivated by the game, does not notice that he is learning, although every now and then he is faced with tasks that require mental activity from him.

I use it widely: games - travel, presentations, interactive games. All this broadens the horizons of children, develops their cognitive activity: first, the process of accumulating knowledge occurs, then the information received is systematized and a readiness to understand the world around them is formed.

The events using multimedia technologies were very interesting:

“Journey to the Kingdom of MATHEMATICS” - integrated lesson (cognition - FEMP + physical education-lesson physical culture, used the games: “Name the days of the week”, “Count the balls”, “Find the mistakes”, “Riddles-tasks”, “Find the extra object”.

"Journey to Zvukograd." I used the following games: “Toy Store”, “Name the Words”, “Scatter the Sounds in the Houses”, “Guess by the Description”.

Implementation of the project: “Sea inhabitants”, which took 1st place on the basis of our preschool educational institution. I used the following games: “Guess by the silhouette”, “Populate the aquarium with sea inhabitants”, “Collect the whole picture”.

Working with teachers:

When interacting with teachers, I try to use a variety of forms. Conducted a consultation for preschool teachers on the topic: “Cognitive development of children through didactic games.” Where she offered teachers her original multifunctional manuals and didactic games. Conducted a seminar-workshop on the use of original didactic games in working with children. Invited teachers to watch open events, directly educational activities, where she used didactic games. Together with the children, she developed the project “Sea Inhabitants” and “Journey to Africa”, which were presented at the kindergarten project competition. The project “Sea Inhabitants” took 1st place.

Working with parents:

She actively involved her parents in her work. Conducted a meeting “What do our children play with? ”, at which a master class “Learning by playing” was held. An exhibition of didactic games and author's multifunctional manuals was presented here, during which parents got acquainted with new games, and also played them together with their children and discussed the games that had already been played. She conducted a survey of parents, which showed that the children’s vocabulary increased, their horizons broadened, their level of knowledge increased, they became more independent, active, became more interested in educational literature, asked questions, thought creatively, and their thinking ability became more active. I include didactic games in my work with parents in the form of “take-home games.”

This systematic work has yielded positive results.

In the future I plan:

1. making new didactic games;

2. creating a card index of didactic games for parents;

3. creation of a video library bank (with the involvement of parents);

“Development of cognitive activity of preschool children in experimental activities”

“Be able to open one thing to the child in the world around him, but open it in such a way that a piece of life sparkles in front of the children with all the colors of the rainbow. Always leave something unsaid so that the child wants to return again and again to what he has learned.”

(V.A. Sukhomlinsky.) Only by relying on the family, only by joint efforts can we solve our main task - raising an environmentally literate person, a person with a capital “P”.

Each of those who brought and are causing harm to nature was once a child. Preschool institutions play a large role in raising an environmentally literate child, starting from an early age.

The main goal of teachers is to show parents the need to instill in children an environmental culture (knowledge, practical skills, aesthetic experiences, emotional attitudes and practical actions in the behavior of children (empathy, sympathy, interest and desire to help nature, the ability to admire its beauty, etc.). ), help create a more favorable environment for children in the family, and form a positive attitude towards nature.

The following tasks follow from this goal:

• - increasing the level of moral and environmental competence of parents;
• - involving parents in joint environmentally oriented activities with preschool educational institutions;
• - creation in the preschool educational institution of an atmosphere of community of interests in environmental education preschoolers.

Children's experimentation is one of the methods of teaching and developing the natural science concepts of preschoolers. In the course of experimental activities, the preschooler learns to observe, think, compare, answer questions, draw conclusions, establish a cause-and-effect relationship, and follow safety rules.

Everything is assimilated firmly and for a long time when the child hears, sees and does it himself.

Children's experimentation contributes to the development of children's cognitive activity, curiosity, desire for independent knowledge and reflection.

One of the areas of children's experimental activities that is actively used in preschool educational organizations is experiments. They are carried out jointly with the teacher and in free independent activity.

Experimental activities have the following directions: inanimate nature, living nature, acquaintance with the man-made world.

Inanimate nature: air, soil, water, magnets, sound, light.

Observations of inanimate objects allow children to become familiar with the properties of air, the role of wind in nature and human life, and understand the danger of polluted air to the health of all living things.

Wildlife: characteristic features of the seasons of different natural and climatic zones, the diversity of living organisms and their adaptability to the environment.

In order to identify the attitude of parents to the issues of environmental education of children, conversations and questionnaires are conducted with parents. The results of the survey are announced at parent meetings in order to set new goals in further work with parents.

Tips for good parents on developing children's search and research activity

What do we have to do

to maintain children's interest in cognitive experimentation

You should not brush aside your child’s wishes, even if they seem impulsive to you. Indeed, these desires may be based on such an important quality as curiosity.

Encourage curiosity, which generates the need for new experiences, curiosity: it generates the need for exploration.

Avoid joint activities with the child, games, etc. – a child cannot develop in an environment where adults are indifferent to him.

Provide the child with the opportunity to act with different objects and materials, encourage experimentation with them, forming in children a motive associated with the internal desires to learn new things, because it is interesting and pleasant, and help him in this with his participation.

Momentary prohibitions without explanation hinder the child’s activity and independence.

If you need to prohibit something, be sure to explain why you are prohibiting it and help determine what is possible or how it is possible.

You should not endlessly point out the mistakes and shortcomings of the child’s activities. Awareness of one's failure leads to the loss of all interest in this type of activity.

From early childhood, encourage your child to complete the work he has started, emotionally evaluate his volitional efforts and activity. Your positive assessment is most important to him.

On this topic:

Source nsportal.ru

Development of cognitive activity of preschoolers through didactic games

Thu, 12/19/2013

"Kindergarten "Fairy Tale"

With. Aromashevo

The development of older preschoolers is carried out in the process of various activities of children with adults and in a group of peers. A special role is given to didactic games.

Personal development in older preschool age is characterized by the acquisition of new knowledge, the emergence of new qualities and needs. At this age, all aspects of the child’s personality are formed: intellectual, moral, emotional and volitional.

The development of older preschoolers is carried out in the process of various activities of the child with adults and in a group of peers. In this regard, a special role is given to gaming activities, in particular didactic games.

According to a number of authors, the main feature of didactic games is determined by their name: these are educational games. They contribute to the development of cognitive activity, intellectual operations, which are the basis of learning.

But what attracts a child to a game is not the educational task inherent in it, but the opportunity to be active, perform a game action, achieve a result, and win. However, if a participant in the game does not master the knowledge and mental operations that are determined by the learning task, he will not be able to successfully perform game actions. Opportunity to teach young children through active activities that are interesting to them - distinctive feature didactic games.

The tradition of widespread use of didactic games for the purpose of raising and teaching children, which developed in preschool pedagogy, was developed in the works of scientists and many teachers.

The author of one of the first pedagogical systems of preschool education, F. Froebel, was convinced that the task of primary education was not learning in the ordinary sense of the word, but organizing play. The system of didactic games developed by F. Frebel included games with different toys and materials (balls, cubes, balls, cylinders, etc.). Poems, songs, and rhymed fairy tales were an obligatory element of most didactic games.

E. I. Tikheyeva, the author of one of the first domestic pedagogical systems of preschool education, announced a new approach to didactic games. According to Tikheyeva, they (didactic games) are only one of the components of educational work with children, along with reading, conversation, drawing, singing, gymnastics, and labor.

In older preschool age, intellectual interests are created on the basis of play interests; children develop the ability to think independently, use acquired knowledge in mental operations: find characteristic features, compare, group, classify objects, and draw correct conclusions.

The problem of activating the cognitive activity of preschool children at all stages of educational development is one of relevant, because activity is a necessary condition for the mental development of the individual.

A didactic game helps to demonstrate cognitive activity in independent activities, expand one’s own cognitive interests and needs, teaches different methods of safe behavior in the modern information environment, develops the child’s integrative qualities, educates, socializes, entertains, and gives rest.

The didactic game promotes better understanding essence of the issue, clarification and formation of knowledge. Games can be used at different stages of knowledge acquisition: at the stages of explaining new material, consolidating it, repeating it, and controlling it.

The game allows you to include a larger number of children in active cognitive activity. It must fully solve both the educational tasks of educational activities and the tasks of enhancing cognitive activity, and be the main step in the development of children’s cognitive interests preschool age. The game helps the teacher convey difficult material in an accessible form.

Having studied and analyzed the literature, I determined the goal and objectives

Target: to check the effectiveness of a didactic game for the development of cognitive activity of preschool children.

Hypothesis: the development of cognitive activity will be most effective if you use didactic games.

In accordance with the goal and hypothesis, the following tasks were identified:

1. Create a subject-development environment in the group for the development of cognitive activity.

2. Create a card index of didactic games.

3. Organize work with parents on raising an active and successful child.

To solve the problems and test the hypothesis, the following were used: working methods: study and analysis of psychological, pedagogical, methodological and educational literature on the topic; pedagogical observations, conversations.

The child’s cognitive interest is reflected in his games, drawings, stories, and various types of creative activities. Adults must provide conditions for the development of such activities.

Scientists-teachers have identified pedagogical conditions, which provide fairly stable cognitive interests of preschoolers:

Creating an enriched subject-development environment to begin developing interest;

Including entertainment in the content of GCD;

Integration of diverse activities;

Stimulating the manifestation of a child’s positive emotional attitude towards phenomena, objects and activities.

Work on this topic began with the organization of a subject-development environment. By subject-developing environment I mean a natural, comfortable environment, rationally organized, rich in a variety of objects and play materials.

In such an environment, it is possible for all children in the group to be involved in various activities at the same time. The developmental environment promotes self-confidence, gives the preschooler the opportunity to test and use his abilities, stimulates the manifestation of independence, initiative, creativity, and cognitive activity.

When planning activities, I use a plan for organizing joint and independent play activities (it can be adjusted throughout the academic year).

During planning, I consider the following points:

The transition of one type of activity (game) from joint to independent;

Weekly introduction of new developmental material into gaming activities;

Consideration of time frames.

Thus, the knowledge acquired by the child in classes is consolidated in joint activities, after which it passes into independent and, after that, into everyday activities.

When organizing work to develop cognitive activity, I use not only specially made games, but also ordinary objects so that the child sees that real world do not exist on their own.

To work with children to identify the properties and relationships of objects, I use not only classes, but also walks and productive joint activities; for individual work - routine moments (dressing and undressing situations, hygiene procedures, preparation for lunch, bedtime).

Verbal games help develop children's speech: by replenishing and activating the vocabulary, forming correct sound pronunciation, developing coherent speech, the ability to correctly express their thoughts, compose independent stories about objects, phenomena in nature and social life, developing retelling skills. Games such as “Name in one word”, “Name three objects” require children to actively use generic and specific concepts.

Finding antonyms, synonyms, words that sound similar is the main task word games. If a child gets the role of a guide in the “Travel” games, then he, willingly telling and explaining, develops monologue speech.

Many didactic games develop children's respect for working people. For example, in the game “Who built this house?” children learn that before building a house, architects-designers work on a drawing, then builders get to work: masons, plasterers, plumbers, painters and other workers.

Children learn about what machines help people build houses. This is how children awaken their cognitive interest in people of these professions, and develop a desire to play in building houses, railway and other objects.

Task options:

Dressing (undressing) for a walk.

Invite children to compare children's shoes and divide them into large and small, placing the soles next to each other

Determine how many guys came in jackets, coats, etc. (classification);

II. After sleep:

When making the bed, determine what geometric shape the bedspread or pillow resembles;

When combing the girls, ask who has long hair, who has short hair (who has the longest);

III. Meal:

Ask the children to arrange the spoons; before doing this, they must determine the number of children sitting at the table;

Walk:

When collecting autumn leaves, choose red, yellow, green, brown; put them into scarves for autumn (long and short);

In wet sand, carefully make an imprint of the sole of the child’s and the teacher’s shoes, compare them in shape and size;

“Find what I’ll show you” - look for leaves, pebbles, cones, Easter cakes of the same shape;

“Find what I’ll name” - search for objects by description;

While observing transport, discuss the geometric shape, color, direction and speed of movement;

While watching the sky, discuss the shape of the sun and clouds; color and direction of movement;

Play outdoor games with mathematical content, actively use finger exercises.

The pedagogical process is unthinkable without the joint activities of children, educators and parents. Therefore, I think it is important to educate parents in matters of upbringing and education. The problem of the formation and development of cognitive interests of preschoolers was no exception.

I think that the main effort of both teachers and parents should be aimed at instilling in preschoolers the need to be interested in the process of cognition itself, in overcoming the difficulties that stand on this path, in independently searching for solutions and achieving the set goal.

In this regard, I carry out various types of work with parents, and also speak at parent-teacher meetings.

Topics of parent meetings:

2. “Didactic games for preschool children”

3. “Homework for parents”

In the process of work, children developed a desire for independence and participation in cognitive activities; manifestation of cognitive interest in the process of communication with adults and peers; ask exploratory questions; control of one’s own activities and the actions of a partner; the use of planning elements in cognitive activity; the ability to build a business dialogue when jointly carrying out an assignment, in cases of conflicts; independence in applying acquired knowledge to solve new problems; experience pleasure from the results of independent cognitive activity; control negative manifestations of emotions, enjoy the success of peers, etc.

Using various didactic games in working with children, I was convinced that they give a great charge of positive emotions. We must ensure that the joy from playing activities gradually turns into the joy of learning. Learning should be joyful!

Literature

1. Bokshits E. A. Peculiarities of decision skills logic problems in children of senior preschool age // Formation of systemic knowledge and skills in preschool children. - L, 1987.

2. Large explanatory psychological dictionary. Volume 1-2/Arthur Weber. - M., 2001.

3. Developmental and educational psychology. Tutorial for pedagogical students Institutes. Ed. prof. A. V. Petrovsky. - M., Education, 1973, p. 86

4. Games “Fun in Pictures”: sets of educational didactic material for preschool children. – Kirov, 2006.

5. Study of the development of cognitive activity / Pol.ed. J. Bruneva, R. Olver, P. Greenfield. - M.: 1981

6. Kazansky O. A. Games in ourselves - M.: 1995

7. Lozovaya V.I. Holistic approach to the formation of cognitive activity of preschoolers. Author's abstract. diss. Ph.D. ped. Sci. - Tbilisi, 1990

9. Mikhailenko N. Ya., Korotkova N. A. How to play with a child - M: 1990.

10. Rogov E.I. Handbook for a practical psychologist: Textbook, manual: In 2 books. - 2nd ed., revised. and additional - M.: Vlados, 1999 - Book. 1: System of work of a psychologist with children of different ages, With. 94

11. Telnova Zh. N. Development of cognitive activity of children of senior preschool and primary school age in different forms and methods of teaching. Diss. Ph.D. ped. Sci. - Omsk, 1997

“Certificate of publication in the media” Series A No. 0002277,

More details tmndetsady.ru

1. Development of elementary mathematical concepts.

To solve these problems, I organize appropriate didactic games:

For intellectual development I use the following games: “Odd Four”, “Guess It”, “Find the differences in the picture”, “Find the figure”, “Find the same figure”, “What did the artist mix up”, “Help the bunny get home”

These games systematize knowledge, develop thought processes, intelligence, ability to navigate in space, perseverance and patience.

I use games to develop attention: “Who mixed up what”, “And I”, “It doesn’t fly”, “There’s something wrong here”, “Repeat after me”. They develop perseverance and concentrate attention.

Games “Complete the drawing”, “Guess”, “Find out the object”, “Invent it yourself”, “Remember”, “What was in the picture”, “Basket”, “Describe from memory” these games contribute to the development of memory, perception, logical thinking and concentration .

For speech development: “Speech path”, “By analogy”, “Rhymes are not rhymes”, “Complete the sentence”, “Come up with a fable”. In these games, children independently solve various mental problems: describe an object, guess from a description, and come up with stories themselves including fables.

In mathematics, I select games that require mental effort:

• Puzzle games;
• Games jokes;

These games develop attention, figurative and semantic memory, mathematical abilities, fine motor skills, and lay the foundations of logical thinking.

When organizing games, I use a variety of means to influence preschoolers. For example, I act as a direct participant in the game and, unbeknownst to the children, direct the game, support their initiative, or do not join the game, but from the outside I monitor the development of game actions and the implementation of the rules.

To create the appropriate gaming mood, I talk about an event, use various surprise moments, elements of competition, riddles, a journey into a fairy tale, and much more. I play games in group room, in the hall, on the site, etc. This ensures wider motor activity for children and a variety of impressions.

I use various didactic games when working with children: travel games, presentations, electronic ones. Presenting information on a computer screen or monitor in a playful way arouses great interest in children.

• Working with parents:

Work on the development of children's cognitive abilities includes the activities of all participants pedagogical process: teacher, children, parents. Taking this into account, I set myself the following tasks:

• Increasing the level of parents' pedagogical knowledge about the didactic game.
• Establishing trust and partnership with parents.
• Involving families in a single educational space.

Before organizing work with parents, I conducted a survey, which showed that 41% of parents do not often play with their children, despite the fact that children love to play with adults. Parents and children play mainly on the computer, and after the game they do not sort out the mistakes their children have made. Therefore, I concluded that parents need to:

• Introduce the importance of didactic games in a child’s life.
• Teach parents how to select games based on the age of their children.
• Recommend how to play a didactic game with children.

Prepared and conducted consultations:

1. Didactic game in the life of a child.
2. Let's talk about computer games.

The form of work through parent corners is traditional. In order for it to be effective, it helped us activate parents using:

moving folders:

1. Parents about children's games and toys.
2. Home game library: “games for children and their parents.”
3. Home game library: “Games in the kitchen.”

Memos for parents:

1. By playing we can teach children;
2. What toys do children need?
3. Types of toys;

In which I include practical material that makes it possible to understand what a child does in kindergarten, specific games that you can play, tips, and assignments.

On parent meeting spent together with children, she introduced parents to new educational games and aids. At the meeting, parents played with their children and then discussed the games they had played.

As a result of the work done, parents began to show sincere interest in the life of the group.

• Working with society.

The goal of my work in this direction is to use the opportunities of interaction with society to develop the cognitive activity of children.

I set myself the following tasks:

• Acquaintance with basic historical information and modern life of the city, with its attractions.
• Fostering respect for natural, historical and cultural monuments.
• To form in children rules of behavior, the ability to behave in in public places, communicate with adults and peers.

To create a child’s holistic understanding of the world around him, develop cognitive motivation, master universal human values, and form the basis of his personal culture, close ties have been established with the regional art museum, where specialists have organized complex classes with elements of costume performances: “The Muzeevich Museum welcomes guests,” “Clay fairy tale", "Earth Day", "Living Rainbow".

In 2013-2014, the kindergarten concluded an agreement on the joint work of the kindergarten with the Decembrist House Museum, and a joint work plan was drawn up, where topics for the cognitive development of children are outlined by month. For example: “Professions of the 19th century.”

Children were introduced to forgotten professions, their social significance, why they are not in demand in modern world. At this meeting, didactic games were held with preschoolers aimed at consolidating knowledge about the work of adults: “We won’t tell where we were, but we’ll show what we did,” “Who needs what.”

The tasks of artistic and aesthetic education of preschoolers are successfully solved in the process of introducing children to theatrical and musical culture. Puppet show and a music school introduce children to great art. Students from art school No. 3 held a concert for our little spectators, talked about folk instruments and showed how to play them.

The children of our group constantly participate in festivals " Delphic Games", participate in the reading competition on the basis of the Cultural Center and D "Sputnik".

• Relationship with teachers.

When working together with other teachers, I solve the following problems:

• Improving the quality of educational work.
• Increasing the level of self-education of yourself and your teachers.
• Diversify forms of work.

When interacting with teachers, I try to use a variety of forms. Shared my work experience

Tasks:
Educational. To promote the development of the ability to apply mathematical knowledge in non-standard practical problems.
Developmental. Develop mental operations: analogy, systematization, generalization, observation.
Educational. developing the ability to work in a team.

Equipment.
Teddy bear, boxes of three colors (red, blue, yellow); balls of the same size, three colors, 7 pieces each, cubes - large and small, 7 pieces each, circle 1 piece, surprise box, kinders with cubes and balls -in count children, a sports and math track, an audio recording of a baby crying and laughing.

Move.
Kids are playing. A child is heard crying.
Educator.-What is this? Who's crying? Does anyone need our help? Where is this crying baby?
(children walk through the group looking for the crying person and see a bear sitting with toys scattered nearby).

Educator.
-Misha, what happened? He cries so much that he can’t even explain to us why he’s crying.
-Children, have you guessed why Misha is crying?
-How many toys did he scatter?
What toys? ( balls, cubes)
What colour? ( red, blue, yellow)
I don’t know how to help him? ( put away the toys)

Right! We need to remove them. Put it in place. Do you know where the balls live? ( in boxes)

Also an interesting math lesson in the second younger group:

Are the cubes all the same? ( big and small)
Where do we have them? ( large ones are on the bottom shelf, and small ones are on the top shelf)
— Can you find all the figures their own house?

So that you can quickly help Mishutka, I’ll play some music for you. After all, any work goes well with music. ( cleaning balls and cubes)

Have you put away all the toys? How many toys are left? -What toy is left? Why is it a circle?
Where are our circles? (on the top shelf)
That's how great you are! Everything was removed.

Listen, is the bear still crying?!( laughter is heard)
-You are hard-working, kind, skillful, and Teddy Bear has prepared a surprise for you. He hid it under the table. We need to find a path, it will lead us to a surprise.
-Where is the path hidden? ( behind the chairs)
-Where is the surprise box?( under the table)
-Where do we put it? ( on the table)
How many boxes? ( one)
Let's open... what is this?( kinders)
-How many kinders?( a lot of)
-We'll divide it equally for everyone. -How much does Olya have?

How many are left in the box? (none)
—What is hidden in the kinder? (cubes and balls)
Do you want to show this to your friends?

Title: Didactic game on FEMP in the 2nd junior group “Help Mishutka”
Nomination: Kindergarten, Lesson notes, GCD, mathematics, Educational games, didactic, Mathematical

Position: teacher of the first qualification category
Place of work: MBDOU kindergarten combined view No. 3 “Sun”
Location: Karasuksky district, Novosibirsk region

Preschool education does not aim to prepare a child for school and in no case should it copy the forms of school life. Development and learning should be carried out through games and other children's activities.

Games for social and communicative development

Games aimed at the social and communicative development of a child have the following goals:

• perception of norms of social behavior;
• development of communication skills, cooperation skills with other children and adults;
• development of empathy;
• developing a sense of respect and belonging to one’s family and peer group;
• formation of a positive attitude towards work and creative activity;

• developing safe behavior skills.

Game "Who needs what"

Purpose: to introduce the main characteristics of such professions as doctor, hairdresser, baker; develop a positive attitude towards work.

For the game you need to prepare items necessary to perform professional activities (syringe, scissors, comb, bowl, etc.), as well as details of the corresponding costumes. Children are assigned to roles.

First, you need to have a conversation with the children about the professions of a doctor, hairdresser, baker (you can choose others). It is necessary to find out what the kids know about their professional activities. You can ask which of the children have parents with such professions.

During the game, each child first receives costume parts. He must understand what profession he needs to represent. If children find it difficult to answer, the leader helps them.

Next, a game is played with objects that are stacked on the table. Children need to choose a subject that is necessary for their professional activities. After this, you can invite them to show how this item should be used.

Game "Yes or no"

Goal: to cultivate a caring attitude towards health; learn to manage your behavior, understand what actions are correct.

Children stand in a circle. The teacher should name various situations, and the kids should, if the correct behavior is announced, clap their hands, if incorrect, stomp their feet.

Game "Who to be friends with"

Goal: to teach children to understand people’s facial expressions; develop empathy, cultivate friendliness.

Place pictures of children with different facial expressions on the board. The children are invited to look at the pictures and choose a friend. The facilitator should ask them to explain their choice.

Games for speech development of children 3-4 years old

Games for speech development are aimed at achieving the following goals:

• teach the child to use speech as a means of communication;
• increasing vocabulary;
• development of phonemic hearing;
• familiarization with the basics of sound and intonation culture of speech;
• development of speech creativity;
• familiarization with samples of children's literature.

Game "Loud - Quiet"

Goal: to develop the intonation culture of speech, to teach how to change the strength of the voice.

To play the game, you need to prepare paired objects of different sizes (large and small pipes, ducks, cars).

Before the game starts, the teacher conducts a conversation with the children.

- Look, I have a big mother duck in my hands. She calls her children and loudly shouts “Quack-quack!” Repeat how the mother duck screams.

Children loudly repeat “Quack-quack!”

- And now I’m holding a duckling. He is still very small and can only quietly say “Quack, quack!” Repeat how he does it.

Children quietly repeat “Quack-quack!” The teacher must ensure that children do not whisper.

After the introductory conversation, you can move on to the game itself. The teacher takes turns showing either a large or a small duck, and the children must independently pronounce how it quacks.

Similarly, you can play with any other pair of objects.

Game "Launching Boats"

Goal: development of the articulatory apparatus, formation of the skill of prolonged pronunciation of the sound [f] on one exhalation and repeated pronunciation of the sound [p] on one exhalation; develop the ability to combine the utterance of a sound with the beginning of a sigh.

To play, you need to prepare a large bowl of water, signal flags and several paper boats. The bowl should be placed on a small table, and the children should be seated on chairs in a semicircle around the table.

- Today I invite you to travel on boats. You and I live in... Let's check our location. (The presenter places a flag on one side of the bowl and places one boat next to it).

—Where would you like to go? (Children name any cities or countries, and the teacher sets another flag with opposite side bowls).

“We have a fair wind.” He is calm but strong. Let's try to imitate it. You need to purse your lips into a tube and, without puffing out your cheeks, pronounce the sound [f] on one exhalation.

“And now there’s a gusty, sharp wind.” To show it, you need to intermittently pronounce the sounds [p-p-p] several times on one exhalation.

Children must take turns going to the bowl, name where they want to go and help the boat get to its destination.

Game "Traffic Light"

Goal: to teach to perceive words by ear, to find speech errors; pronounce words correctly.

Children receive two circles that represent traffic lights. A green circle should be shown if you hear the correct pronunciation of a word, red circles if you hear an incorrect one.

Before playing such a game, it is advisable to conduct research in the group and determine which words children pronounce incorrectly. Then include these words in the game.

Games for the cognitive development of children of the second younger group

The purpose of games aimed at cognitive development child is:

• development of interests, cognitive activity and motivation, curiosity;
• formation of cognitive skills;
• the formation of the child’s ideas about himself and other people, about the objects of the surrounding world, their properties and relationships between them;
• familiarization with the concepts of “Fatherland”, “homeland”, the basic socio-cultural values ​​and traditions of one’s people.

Game “Into the forest to pick mushrooms”

Goal: developing ideas about quantitative relationships between objects “one - many”.

To play the game, you need to prepare an image of a large clearing on which several mushroom figures are located. Children need to be given baskets.

- Children, we came to a mushroom clearing in the forest. Look how many mushrooms there are here? (A lot of).

- And now each of you will pick one mushroom. Tell me one by one how many mushrooms are in your basket. How much do you have, Vitya? (I have one mushroom).

The teacher should ask each child.

- Let's put all the mushrooms in my basket. How many mushrooms did I get? (A lot of). And you? (No one).

Game "Wrap a gift"

Goal: to form the concept of “big”, “small”, “thick”, “thin”; learn to correlate objects by size.

The presenter invites the children to go to Mashenka’s birthday party. To do this they need to buy a gift. Everyone chooses a doll (the pictures show dolls of different sizes and thicknesses).

Now you need to pack the gift, and for this the children need to “buy” a package that will correspond to the size of the doll. At the same time, each child must explain his choice of packaging: “I bought this package because my doll...”.

After this game, you can discuss how to properly give and accept gifts.

Game "What grows where"

Goal: learn to group objects into vegetables and fruits; develop speed of reaction, discipline, endurance.

For the game, you need to prepare pictures depicting a vegetable garden and object pictures (or dummies) of vegetables and fruits.

Children are divided into two teams: gardeners and vegetable growers. At the signal, each team must collect their items. The team that completes the task faster wins.

Card index of games for artistic and aesthetic development

Games for artistic and aesthetic development are held for:

• laying the preconditions for the value-semantic perception and understanding of works of art;
• formation of an aesthetic attitude towards nature and the surrounding world;
• implementation of independent creative activity.

Game “Collect drops in a glass”

Goal: to teach to understand colors and their shades; learn to match objects by color.

To play the game you need to prepare cups and pictures of multi-colored drops.

The teacher addresses the children:

— I’ll put a drop of blue in this glass. Let's fill the glass. Add your own droplets of the same color.

Each child should have a set of drops of all the necessary colors.

Game “Find out and complete the drawing”

Goal: to develop a sense of symmetry in children; learn to accurately convey the shape of an object, to use shading.

To play, you need to make cards with only halves drawn on them. various items: flower, sun, leaf, etc. Children are asked to complete the missing part of the object, and then shade the drawing.

Game “Beautiful - Ugly”

Goal: to learn to identify violations in the composition of a drawing, its color scheme, and to form aesthetic taste.

Children are offered different pictures. They must determine what color scheme each drawing is made in, and then find and name an object that is painted in the wrong color and disrupts the overall composition.

— Guys, look at the drawing. What do you see here?

— Which color predominates? What colors are similar to it?

— What object stands out in color, seems out of place here?

This game can be played frontally or divided into groups.

Games that promote physical development

Games that promote physical development, are aimed at:

• developing motor skills in children;
• development of coordination, balance, hand motor skills and flexibility;
• proper formation of the musculoskeletal system;
• training in the correct execution of basic sports movements;
• skills formation healthy image life.

Game "Swing"

Goal: learn to perform various rhythmic movements; development of coordination and balance.

The presenter invites the children to repeat the lines of the poem after him and perform the appropriate movements.

All summer swing

They swayed and sang,

And we're on a swing

They flew to the sky.

(Children begin to swing their arms back and forth, slightly springing their legs at the knees when squatting).

Autumn days have arrived.

The swings were left alone.

(Reduce the intensity of movements and gradually stop).

Lying on a swing

Two yellow leaves.

And the wind swings

It shakes slightly.

(They slowly begin to move their hands again.)

Game "Musical chair"

Goal: to develop motor skills, learn to run in circles, develop attentiveness, learn to act on a signal.

To start the game, you need to place several chairs in a circle in the center of the room (one less than the number of participants). Children should stand in a circle around the chairs. The teacher turns on the music.

While the music is playing, the children run in a circle. As soon as the music stops, everyone should sit on a separate chair. There is not enough chair for one child. He leaves the game and the chair is removed. Then the game repeats. This continues until there is only one child left.

Game "On a walk"

Goal: to learn physical exercises in motion, prevention of flat feet.

Before the game starts, children line up in a column. The teacher tells them that they are going for a walk and asks them to listen to his story and repeat all the movements.

— We are walking along the path (the children follow each other).

- We need to cross the puddle (they walk on their heels).

— We approached the apple tree and wanted to try its apples. Reach for them (walk on your toes).

- We need to jump over the stream (they jump).

- You met a bear cub, show how he walks (they walk on the outside of the foot).

The presenter can suggest different variants movements. For one game session, children are given no more than five different tasks.

Implementation of all five educational areas provides an integrated approach to child development. In the second younger group, such work should be planned and carried out taking into account the age characteristics of children 3-4 years old. When conducting games, it is necessary to create an atmosphere conducive to the child’s emotional well-being and the formation of a positive attitude towards himself, others and cognitive activity.

Natalia Lyashenko
Didactic game on cognitive development of children in the younger group “Magic Rings”

Target: consolidate ideas about the four primary colors, promote memory development, thinking, logic and fine motor skills.

Didactic the material can be very different. You can buy a ready-made one, or you can make it yourself or together with your child. To complete this task, colored cardboard is best suited, from which various shapes will be cut. Final result limited only by your imagination.

You can make familiar items from cardboard for a child with a missing piece - mittens, large and small rings of different colors, houses, etc. Then invite the child to find these fragments and restore the figurine by selecting the shape and color.

As skills development, you can complicate the task. And teach your child to select objects not only by color, but also by their size. To do this, cut out geometric shapes (rings) different colors and sizes. Glue one half of the figures onto sheets of white paper. And use the rest as handouts. The child’s task is to choose the right pictures by color and shape and place them on top of the pasted figures.

A game"Choose by color" will help you learn to navigate the main features of surrounding objects and will reveal your child’s color sense.

Publications on the topic:

The provided game develops fine motor skills of the hands, which is useful for preschool children in the process of finger games. It also develops.

Our group held a competition for a did-it-yourself didactic game. So many various games can be found on social networks.

Didactic game on cognitive development for children of senior preschool age “Masha and Katya’s Journey on Maps” Didactic game on cognitive development for children from 5 years old “MASHA AND KATY’S JOURNEY BY MAP” Purpose of developing the manual: Formation.

Purpose of the game: to promote the formation of the basics of computer science in children. Objectives: teach children to decipher words where letters are encoded by symbols.

A child with intellectual disability is not included in the development of the layer of social and cultural achievements of universal human development. By.

Explanatory note. A kind, reasonable attitude towards the world around us, towards people, towards the way they work, does not appear on its own - it is his.

Target. Reinforce the concept of vegetables. Tasks. Educational: increase the level of cognitive activity and intelligence of the child, interest.

Cognitive development is a critical component general development preschooler. This process has a huge role to play, but not all teachers understand how to structure it competently, taking into account the age characteristics of children, and how to individualize this process for each child.

Relevance of cognitive development of preschool children

The Federal State Educational Standard for Preschool Education (FSES DO) defines 5 main types of educational activities in kindergarten classes:

• social and communicative development;
• cognitive development;
• speech development;
• artistic and aesthetic development;
• physical development.

Every child is inquisitive from birth and strives to understand the world around him. It is cognitive development that should primarily ensure the satisfaction of the baby’s need to learn new things. However, the child learns not only to receive information, but also to use the acquired knowledge. In accordance with the Federal State Educational Standard, cognitive development includes the following goals and objectives:

• 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 the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

In kindergarten classes, preschoolers acquire knowledge and learn to apply it in practice

Goals and objectives of cognitive development in different age groups

The goals of cognitive development are defined by the standard and are approximately the same for all preschoolers, however, practical tasks vary greatly depending on the age and group of students in a preschool educational institution (DOU).

In the first and second junior groups (2–4 years), it is especially important to support (and in some cases instill) in the child such qualities as curiosity and interest in research. The world around him gradually opens up to the baby through objects that have subjective meaning for him, that is, they attract his attention and are emotionally charged. Therefore, for a 2–4 ​​year old pupil, the tasks of cognitive development will be as follows:

• create conditions conducive to the development of the child’s cognitive sphere;
• encourage children's curiosity and interest in everything observed in their environment;
• develop the ability to name things and typical actions with objects;
• learn to notice the expediency and purposefulness of actions, to see the simplest causes and consequences of one’s own actions;
• develop awareness of time and space, color and shape of objects through sensory and visual interaction with them;
• develop the ability to perceive the sound of native speech, musical instruments, sounds of nature;
• to form a caring, creative attitude towards the objects of the surrounding world.

A 3-4 year old child learns about the world through sticky, emotionally charged objects.

IN middle group(4–5 years old) children continue to expand their understanding of the world and enrich their vocabulary. The teacher’s goal is to create conditions for children to explore independently. For this age, the main tasks are:

• enrich the knowledge of preschoolers with new concepts and systematize the information received;
• develop the ability to find cause-and-effect relationships in the process of experimenting with objects of the surrounding world;
• form and expand ideas about yourself, your family, gender;
• maintain a free conversation between the child and adults and peers about the results of their own observations and impressions;
• promote the active development of simple ways to care for plants and animals living near children.

IN senior group(5–6 years old) children are no less inquisitive than at the previous stages of preschool education, but with age they improve perseverance, the ability to concentrate on a subject of interest for a longer time, the desire to independently and experimentally search for answers to questions, and the sense of responsibility increases. The following tasks are relevant:

• expansion of ideas about the properties of environmental objects (material, rhythm, quantity, part and whole, dynamics and rest, etc.) and their cause-and-effect relationships;
• replenishment of knowledge about planet Earth, about hometown and your Fatherland, customs and traditions of the people;
• mastering the skills and abilities required by a future schoolchild: finding the necessary information in reference sources, using children's encyclopedias, trying to highlight the main idea in the material;
• involving children in project activities - both individual and group with the distribution of roles;
• expanding the range of topics that interest children, developing the skill of making arguments in a conversation.

In the preparatory group for school (6–7 years old) the results are summed up educational work all previous years of the child’s stay in kindergarten. By this time, students should have formed the habit of following a certain daily routine, as well as developed the skill of independently observing and analyzing information. The following tasks are set for the cognitive development of preschool children:

• increase children's knowledge about the environment;
• teach children to rationally allocate time, draw up a plan and act on it, draw conclusions;
• teach pupils to use children's equipment for experiments;
• verbally comment on the process of cognition in order to develop speech culture;
• create suitable conditions for independent exploration of the environment by preschoolers.

Types of activities for cognitive development in preschool educational institutions

Cognitive development tasks can be included in any activity in a preschool educational institution, but the main type of cognitive activity for preschoolers is play. The older the child gets, the more complex and varied the games can be. Thus, for a 3-4 year old child, cognitive development is possible through the improvement of constructive skills: by playing with cubes, the child learns to place them in the right order, build different towers and other objects from them, correctly name construction materials (cubes, bricks, plates, etc.). ). With the construction set, the preschooler learns to combine objects according to the plot, for example, he can build a house from cubes, and a bench and a driveway from plates. All objects surrounding the baby should be bright and attractive, have a clear shape, color and purpose. Younger preschoolers willingly play with objects that resemble the everyday environment of adults: plastic dishes, doll clothes, miniature cleaning devices, etc. In this way, children try to imitate adults, primarily their parents, and gradually learn about the world of everyday life.

In classes with younger preschoolers toys can help increase children's motivation: give children tasks, listen to the children's answers, evaluate their actions.

Preschoolers are excited to learn about the properties of various materials

In the middle group, it is necessary to divide the space into cognitive zones: music, living corner, math corner, area for joint games, an area with books, etc. This provides preschoolers with the opportunity to independently explore the environment, cooperate together if possible, but not interfere with each other. And during special moments, you can captivate children with experiments: on a walk, pouring a bucket of water into the sand, it’s easy to explain to children how dirt is made. You can compare the types of rain with your students: “mushroom” rain that falls in clear sunny weather, and downpour against the backdrop of a large accumulation of clouds. This makes children’s leisure time not only interesting, but also useful. Preschoolers are very impressionable, they need food for thought. The older they get, the more complex properties of objects, and then the structure of the world, they can become familiar with.

For the cognitive development of children 5–6 years old, it becomes important role-playing game with the rules. For the guys from preparatory group this type of activity is also relevant. It is through this kind of play that children learn teamwork, following rules, and following their role model. For example, playing shop allows children to solve the following cognitive tasks: learn to interact with each other within their roles, improve counting skills, develop imagination (when children come up with substitute means of payment from scrap materials - leaves, buttons, etc.). Teachers of older groups should pay special attention to didactic games. In them, children are given tasks that require concentration, perseverance, mental effort, and the ability to act consistently. They develop in children the ability to play in a team, to be compliant or, conversely, persistent, to independently regulate their behavior, and stimulate cognitive activity and initiative.

In my experience, I consider the following games suitable:

• “Continue the Ornament”, in which the child learns to build analogies, see patterns, develop fine motor skills and abstract thinking.
• “The Fourth Wheel”, in which you need to learn to find patterns and think logically.
• A selection of paired pictures, where children of senior preschool age need to find pictures with the same number of objects, regardless of their shape and color. For children 4–5 years old, this game can be simplified to matching pictures with the same images.
• Putting together puzzles and mosaic pictures helps preschoolers develop imaginative thinking, be creative, and learn to see patterns.

It is important that during the didactic game the teacher creates the most relaxed atmosphere in which the children do not feel that they are being specially taught something. At the end of any game, summing up and verbal praise from the teacher is important. In the younger and middle groups, more control from the teacher during the game is required than in the older ones. If the former need a detailed explanation of the rules and monitoring their compliance, then for children 5–7 years old the opportunity to demonstrate independence is important.

Individualization of cognitive development

The modern educational standard recognizes the need to build an individual educational route for a child. This is due to the fact that work programs are designed for average preschoolers, but often in groups there are both lagging and gifted children. It is difficult for the former to master the program along with the group, while the latter may lose motivation in learning due to too simple and boring tasks. The development of a preschooler’s cognitive abilities is the main task of creating an individual educational route. Successful planning of such a route requires regular monitoring to track how well children are doing with the educational program. When constructing and implementing an educational route, the following components should be taken into account:

• goal setting in accordance with the standard;
• a training system in which each academic subject is given its own place and role;
• a certain teaching methodology, specific techniques and pedagogical technologies;
• tools for complex diagnostics;
• creating conditions for achieving goals;
• planning the results that the child should achieve by the time he transitions to school.

In younger groups, individual lessons are often aimed at developing a sense of shape and color, as well as fine motor skills

It is also necessary to take into account whether the child is retarded or gifted, take into account his characteristics and needs, as well as the capabilities and resources of the preschool educational institution to meet these needs.

Table: example of an individual educational route for a 4-year-old child, second junior group (fragment)

Time interval	Regime moments, goals and objectives of educational activities	Joint activities with the teacher	Interaction with parents
November, 1st week	Improve the perception of the surrounding world through the senses. Didactic game “What is in the bag.” Goal: to develop attention and observation by guessing objects by the silhouette of the bag. This game can be used both in class and in children’s free time.	Didactic game "Mice and cheese". The teacher brings toys: cheese with holes, mice and a cat, explains the rules of the game, shows how to hide mice in cheese. As soon as the teacher takes the cat out from behind his back, the baby must hide the mice himself, and when the cat leaves, help the mice get out of the cheese. Toys can be made from different materials (sewn from fabric and filled with balls of different sizes and hardness), which develops the child’s motor skills, tactile sensations, and color perception.	Consultation on the role of didactic games in the development of a child’s cognitive sphere, as well as on the possibilities of using such games at home.
2nd week	Encouraging attempts to independently explore objects in familiar ways, and to compare and group them. Didactic game “Make the same figure.” The child is given a cut of geometric shapes from colored paper and given a task: make a house, a car, a cat, etc. out of them. The game develops imagination, imaginative thinking, and perception of color and shape.	Didactic game “Find and name.” In the educational corner of the kindergarten, the teacher can arrange different objects, depending on the topic (for example, plastic vegetables). Then the teacher tells the child what vegetable and what color he should bring, the child searches and shows his find. It is important to verbally state that this is really the right vegetable and it is the right color (for example, red apples will be different from green ones and will not be counted if the child brought them by mistake).
3rd week	Expanding your sensory experience with a wide range of subjects and new ways to explore them. Consolidating previously acquired research skills. Didactic game “Educational Balls”, the purpose of which is to develop observation, comparison (size, quantity, color), memorization and counting. The teacher cuts out from colored paper air balloons different colors, sizes and shapes (round and oval). Possible tasks: select balls according to the color of the threads to which they can be tied, select small blue and green oval balls for the toy, and round and large red ones.	Didactic game “Multi-colored hoops”. Multi-colored hoops are laid out on the floor, the child runs around them, he is given the task of standing in the red hoop as soon as the music stops. In this way, the baby develops coordination, a sense of rhythm, and attentiveness. Then he is given the task of drawing the same hoops for his toys, while the teacher shows how to hold a pencil correctly, talks to the child about the names of the colors and shapes of the hoop, explaining the “big-small” ratio (the real hoop relative to the drawn one).	Consultation on games to develop attention at home.
4th week	Development of the ability to focus on standards indicating the properties and qualities of objects (color, shape, size, weight, etc.); The child learns to select objects from a variety of objects according to 1-2 qualities. Didactic game “Pictures-Halves”. The teacher lays out on the table halves of cards with images of objects, symmetrical and asymmetrical ( balloon, Christmas tree, teapot, house, umbrella, etc.), and the child needs to connect the halves into a single whole, naming the objects. The game promotes the development of memory and attention, thinking and imagination.	Didactic game "Properties". The teacher places objects with different properties on the table: a soft toy, a plastic cube, a glass glass, a yellow maple leaf, etc. He names the properties of the object: small, hard, square, and the child must choose an object that fits the description. You can also involve two children in the game so that they name the properties of objects to each other, and the teacher only regulates the process and helps correct mistakes.

This fragment of an individual educational route is relevant for a child who has high results in cognitive development diagnostics. For a child who is behind the group, the proposed tasks may be difficult to master. Elements of the route can be used both in joint group lessons and individually with the child on walks and during free time.

Photo gallery: examples of didactic games for cognitive development

Child develops imagination by working with people of color geometric shapes Children learn to analyze the contours of a bag and guess what objects may lie in it. Toys can be made from different materials for better development of a preschooler’s sensory abilities. A child learns to compare objects by color, shape and size using the example of multi-colored balls. A child learns to compare the contours of an object and its contents.

Techniques for cognitive development in kindergarten

It is important to accompany any type of activity aimed at the cognitive development of a preschooler with visual teaching techniques. These are pictures, diagrams, videos, presentations, etc. In this case, the purpose of visual material can be divided into 2 groups: for demonstration and for illustration. The first helps to direct the attention of preschoolers to specific properties and external characteristics of objects. For example, in a living corner, the teacher shows the children a hedgehog, explaining that its back and sides are prickly, because they have needles, and its belly is smooth, because it does not have them. On the posters physical education It can be demonstrated how to correctly perform certain exercises for children: bending, jumping, stretching. Illustration is useful when explaining new material to children and helps students better imagine what is being discussed. With older preschoolers, you can make lapbooks - folding books with pictures and diagrams about the results of children's research on a certain topic.

Photo gallery: examples of visual aids for the cognitive development of preschool children

Preschoolers can keep diaries of their own observations, and as time passes and material accumulates, use them as a visual aid. After studying the topic “Knowing ourselves,” the children created a lapbook with basic information about the functions of the eyes and vision Based on the results of the math week in the group, children collectively draw up a lapbook with the results of their research. To teach preschoolers the characteristic features of the seasons, you can use thematic stands. Layouts help the child to comprehensively present information about certain natural areas

Another important technique in teaching children in preschool educational institutions is observation. The child is given cognitive tasks, to solve which he needs to observe objects in the external world, analyze them, compare them, reflect on their properties, and draw conclusions. Elements of observation can be introduced in individual classes (for example, in a natural science class, children can observe the behavior of a cat with kittens, fish in an aquarium), during walks (observing the effect of wind on trees and leaves), during excursions (to a zoo, aquarium and other places where children can peer into the processes occurring in living nature, observe animals, people, and objects of the external environment).

For children in the middle group in winter, you can create a corner in which items related to the cold season will be placed. They should be understandable and easily accessible so that the child can independently examine them, play with them and form his own idea of ​​winter. It would be good if there were also crafts made by the children themselves. Throughout the year, this material must be updated and updated so that the children constantly receive new food for thought and independent research. Such stands are good for decorating different thematic corners.

This thematic stand attracts the attention of preschoolers and invites them to play with it.

Another indispensable technique in the development of the cognitive sphere is experimentation, which gives children the opportunity not only to observe the processes occurring in nature, but also to try to model them or study them experimentally. This technique is most relevant for older preschoolers, since it requires children to have a certain level of concentration, perseverance and independence. Any experience is a system of purposeful actions, an active process of activity and observation, thanks to which the child receives answers to the questions posed. For example, for the older group in a preschool educational institution, an experimentation corner can be equipped, which can contain instruments (scales, magnifying glass, magnet, etc.), natural materials (clay, pebbles, sand, water), dyes, different types of paper and cardboard, vessels from various materials, etc.

Table: card index of experiences for the senior group

Author	Krutikova T.V., senior teacher of GBDOU D/s No. 19, Krasnogvardeisky district, St. Petersburg.
Experience	Target	Materials	Process	Results
Rostock	Consolidate and generalize knowledge about water and air, understand their significance for all living things.	Tray of any shape, sand, clay, rotted leaves.	Prepare the soil from sand, clay and rotted leaves; fill the tray. Then plant the seed of a quickly germinating plant (vegetable or flower) there. Pour water and place in a warm place.	Take care of the sowing together with your children, and after a while you will have a sprout. Discuss with your children what a plant needs to live.
Sand	Consider the shape of grains of sand.	Clean sand tray, magnifying glass	Take clean sand and pour it into the tray. Together with the children, look at the shape of the grains of sand through a magnifying glass. It may be different. Tell the children that in the desert a grain of sand is shaped like a diamond. Let every child take sand in his hands and feel how free-flowing it is.	Sand is free-flowing and its grains come in different shapes.
scattered sand	Set the property of scattered sand.	Sieve, pencil, key, sand, tray.	Level the area with dry sand. Sprinkle sand evenly over the entire surface through a sieve. Immerse the pencil in the sand without pressing. Place a heavy object (for example, a key) on the surface of the sand. Pay attention to the depth of the mark left by the object in the sand. Now shake the tray. Do the same with the key and pencil. A pencil will sink approximately twice as deep into scattered sand as into scattered sand. The imprint of a heavy object will be noticeably more distinct on scattered sand than on scattered sand.	Scattered sand is noticeably denser. This property is well known to builders.
Source: Card index of experiences in the senior group of preschool educational institutions

Practical teaching methods help children plunge deeper into knowledge of the surrounding reality. These methods are often more effective than didactic games. For example, it is enough to taste a lemon once to understand that it is sour, and this will be more effective than looking at this fruit in pictures and hearing about its properties. Experimentation is just one of the practical methods of learning. Another technique that can be classified in this category is exercise. It is as a result of exercises that children develop and consolidate practical skills and abilities. Exercises should be built according to the principle “from simple to complex” and correspond to the abilities and age characteristics child.

Of the verbal teaching methods, the most effective for the cognitive development of children are conversation and the development of coherent monologue speech. In both options, the child learns to formulate his thoughts, observe the interlocutor’s reaction to his words, and find arguments. During the conversation, the preschooler significantly expands his knowledge base. Below are examples of exercises on various topics that have proven effective and interesting for children in the classroom.

Table: card index of topics on cognitive development of preschool children

Subject	Teaching techniques and tasks	Group
Vegetables and fruits	The teacher takes vegetables and fruits from the basket and begins a conversation with the children about which of these is suitable for salad and which for compote. To increase motivation, the teacher asks for help, to understand the situation, on behalf of the doll Mashenka. Children look at vegetables and fruits, try to name them correctly and describe their properties (color, taste, shape, grows on the ground or on a tree) and make assumptions about what they are more suitable for: compote or salad. The children also try to group objects according to external characteristics and independently classify them as vegetables or fruits. At the same time, children also rely on their life experience.	Second youngest
At a furniture factory	At a preschool educational institution, the teacher decorates a corner in the style of a Russian hut. At the beginning of the lesson, he shows the children illustrations of what the home of primitive people looked like, and then invites them to compare them with a Russian hut, asking leading questions: how the material has changed (instead of caves and cobblestones, wood, instead of animal skins, fabric, instead of a fire, a stove, etc. ). After discussing the purpose of different types of furniture, the teacher hands out a construction set to the children and invites them to play at a furniture factory. Pupils are divided into groups in which they must make objects for storing things, for people to relax, for lunch. At the end of the lesson, they present their results to each other and explain how the designed furniture can be used.	Preparatory
Know yourself	The purpose of the lesson is to awaken and maintain children’s interest in learning about themselves. The teacher begins the lesson by demonstrating the car and talks with the children about why cars drive (the children must come to the conclusion that the car needs gasoline and an engine). Then the teacher gives an analogy with the human body: a person has a heart instead of a motor, and blood instead of gasoline. This exercise promotes the development of analytical thinking, the ability to establish cause-and-effect relationships and draw analogies.	Second youngest
We are building a house	The purpose of the lesson is to generalize and systematize children’s knowledge about different types of human housing, to introduce them to the design features of houses. The teacher conducts a conversation with the children: Who builds houses? (Builders). Who designs/plans the houses? (Architects). What other professions are needed to build a house? (Masons, plumbers, electricians, etc.). What parts does the house consist of? (Foundation, porch, walls, roof, windows, stairs). What is the name of the place where the houses line up? (Street). What materials are houses built from? (Brick, stone, wood). Next, children are invited to divide into teams and become architects: using a paper construction set (or Lego), one team needs to come up with a project for an apartment building, and the other - a private house (or a project for a separate apartment), providing all the necessary premises there. At the end of the lesson, the teams present their projects to each other.	Preparatory
Let's get acquainted	The lesson is relevant for a teacher in a new group or group where children do not yet know each other. The teacher offers a game with a ball: children sit on the floor in a circle, the teacher rolls the ball to the child, and he must say his name and push the ball to another child, and so on until everyone introduces themselves. Next, the teacher says that there are children in the group with the same names, but they are different from each other. Exercise “I love”: the teacher names a dish, color, plant, animal, etc. If the child loves it, he claps his hands. At the end of the exercise, an observation test: the teacher asks the children selectively which of the group likes ice cream/blue color/dogs/daisies and other things mentioned above. Children must name the names of those of their comrades who clapped their hands during the exercise. The game also helps children feel their community and get closer to each other.	Middle and senior
Mushrooms	During the lesson, children should learn to classify mushrooms as edible and inedible, learn their names, and describe mushrooms. Children can look at cards with pictures of mushrooms to determine which ones they are familiar with, which they have eaten or picked with their parents. They can put together puzzles or match mushroom stems to caps.	Average
Paper in our lives	The purpose of the lesson is to introduce the basic properties of paper experimentally. The first experiment is to compare different types of paper by characteristics (density, color, smoothness/roughness). Children conclude that there are different types of paper. The teacher suggests conducting an experiment on the interaction of paper with water: the children have 2 cubes on the table, paper and plastic, but both of them are dirty and need to be washed. Children must do an experiment and describe in words what happened to the paper cube (soaking). Next, the guys get acquainted with the types of paper and its different purposes (designer, rice, origami, newspaper and book, packaging, etc.), describe the differences.	Preparatory
Aquarium fish	For this lesson you will need an aquarium in a living corner of the kindergarten. Children should ask the fish questions and conclude that fish do not make sounds. Then the teacher reads to the children a letter on behalf of the fish, written in riddles. By solving riddles, children get acquainted with the features of a fish’s body: gills, scales, fins. If for some reason there is no aquarium in the living area, you can use a container with floating plastic fish.	Average

Lesson on cognitive development in kindergarten

Cognitive development is realized in all types of continuous educational activities (CED), i.e. classes in kindergarten. The established duration of one lesson in a preschool educational institution should not exceed 30 minutes.

The general outline of the lesson is approximately the same for all types of GCD and consists of 4 main blocks:

1. Introduction (up to 3 minutes). The teacher welcomes the children, puts them in a working mood, motivates them to start the lesson, and updates their knowledge on the topic.
2. Main block (up to 15 minutes). Presentation of new material, physical training sessions (finger warm-up, breathing exercises), connection of new material with previously studied and personal experience children.
3. Consolidation (up to 10 minutes). The children practice what they have learned in class using a variety of forms of work.
4. Conclusion (up to 2 minutes). It is important to summarize the lesson, praise the children for their good work, and get feedback from them about what they liked during the lesson and what was interesting.

Preschoolers practice the material studied in class in practical activities.

Drawing up a summary of GCD with elements of cognitive activity

When planning any lesson, it is important to start from its goals and expected results: what children should learn, what they should take away from the lesson, what they should think about. It is worth considering the following points:

• The topic of the lesson should resonate with the life experiences and experiences of children. The process of children learning about the world around them is not limited to the walls of the preschool educational institution, and it is extremely important that during the lesson the children can exchange external experience.
• Types of activity and forms of work should constantly alternate: the teacher’s story, conversation, construction, experiments - all this helps children consider the topic being studied with different sides without getting too tired.
• Lesson planning should be based on the existing material and technical equipment of the preschool educational institution, however, the teacher and the children can invent and construct many didactic games, crafts and toys themselves and use them in further classes as visual material.

Table: example of a lesson summary “Family” in the first junior group (fragment)

Author	Lazareva T.S., teacher, GBOU Secondary School No. 1 D/s “Teremok”, p. Volga region, Samara region.
Tasks	Continue teaching children to name their family members; cultivate kind, gentle feelings towards your parents; instill in the child joy and pride in his family; give children the idea that everyone has mothers, even animals and birds.
Methods and techniques	Practical (game); visual (showing pictures); verbal (conversation, questions).
Materials and equipment	Pictures of animals and their babies.
Planned results	Strengthened the ability to stand in a circle. They know and say the names of their parents. They say kind words. The names of the animals and their cubs were fixed. Take an active part in the game.
Progress of the lesson	Organizing time. The teacher invites the children to stand in a circle: All the children gathered in a circle, I am your friend and you are my friend. Let's hold hands tightly And let's smile at each other. Main part. The teacher talks with the children about mom and dad: “Guys, who brought you to kindergarten today? What are your moms and dads names? Do you love your parents? Let's choose the most tender words for them. What is your mother like? Well done. And dad? Well done boys. Do you know that your moms and dads also have moms and dads? These are your grandparents. Guys, mom, dad and baby can be called in one word “Family”. Invites the children to repeat this word and play the finger game “Family”.<…> The teacher asks: “Not only people have mothers, but also birds and animals, they are just as caring, gentle and affectionate as your mothers. And their children also look like their parents.” Shows pictures of animals and plays the game “Find Mom”. Final part. Educator: “Guys, you are so great! You love your parents very much, you know their names.” Offers to go and play the s/r game “Family”.