home > Fool > Games for the cognitive development of preschoolers. Card index of didactic games in the second junior group Games for cognitive development in the second

Games for the cognitive development of preschoolers. Card index of didactic games in the second junior group Games for cognitive development in the second

Card index of didactic games for speech development.

Development of sound culture of speech

1. “What does it sound like?”;

2. “This is how sounds are pronounced”;

3. “Loud - quiet”;

4. “The horses are clattering their hooves”;

5. “Chatterbox” and others;

6. “Blow away the feather”;

7. “The ball burst”;

8. “Snowflakes are flying.”

Formation of grammatical structure of speech

9. “Help me find my mother”;

10. “One and many”;

11. “What is where?”;

12. “What is missing, who is missing?”;

13. “Wonderful bag.”

Expansion and activation of vocabulary

14. “Who is this? What is this?" (nouns);

15. “Who does what?” (Verbs);

16. “Tell me which one?” (adjectives);

17. “What time of year?”;

18. “When does this happen?” parts of the day;

19. “Call me kindly.”

Card index of didactic games for the development of elementary mathematical concepts

1"One is many";

2. “Find out by the form”;

3. “What is more - what is less?”;

4. “What has changed?”;

5. “Guess what it is?” (circle, square, triangle);

6. “What figures does the object consist of?”;

7. “What is where?”;

8. “Put it where I tell you”;

9. “When does this happen?” (parts of the day);

10. “Say the opposite” (right - left, in front - behind, above - below, far - close, high - low);

11. “What is longer, higher, wider, thicker?”;

12. “Place them in order” within three (for example, high - lower - lowest).

Sensory education

13. “Guess what it is?” (geometric figures);

14. “Name the color”;

15. “Name the form”;

16. “Compare by size”;

17. “Arrange by color”;

18. “Lay out in shape;

19. “Arrange by size”;

20. “Assemble a turret”;

21. “Assemble a pyramid”;

22. Games with mosaics;

Card index of didactic games to familiarize yourself with the world around you.

“Laying into the cradle” (singing a lullaby);

"What is this? Who is this?";

"What changed";

"Subject friezes";

"Seasons";

“What has autumn brought us?”;

“To whom what?”;

"Wonderful bag";

“Let’s arrange a room”;

“Let’s dress the doll for a walk”;

“Let's teach a doll to undress”;

"Bathing a doll";

“Putting the doll to sleep”;

"Live Pictures";

“We’ll make tea”;

Knowledge about yourself and your family “I am”;

"My mood";

"I and my family";

“I myself!”

Card index of didactic games

speech development in the 2nd ml.gr.

1. "What sounds"

Target: Continue to learn to isolate and recognize the sounds of individual instruments. Introduce children to the sounds of the world around them, teach them to isolate and recognize them.

Content: Option #1 . The teacher shows musical instruments one by one and demonstrates how they sound. Then he offers to solve riddles. He closes the screen and uses different instruments, and the children recognize what the different sounds belong to.

Option #2. The teacher shows different objects and demonstrates how they sound. He closes the screen and acts with different objects, and the children recognize which objects these sounds belong to. Explains that there are many sounds in the world and everyone sounds differently.

2. "This is how sounds are pronounced"

Target: Teach children to imitate the sounds of animals, birds, and insects with their voices.

Equipment: "Talking Cube" - where cards change, depicting either insects or animals. then various objects.

Content: The child throws the cube, says the words “Roll the cube, roll and stop quickly.” The cube falls, which picture will be on top (for example, a frog, or a mosquito, etc.), the child makes sounds

3. "Loud - quiet"

Target: Teach children to change the strength of their voice: speak quietly, then loudly. Develop the ability to change the strength of your voice.

Equipment: Pictures depicting large and small objects (large and small cars, drums, pipes, airplanes, etc.).

Content: The teacher shows 2 cars and says: “When a big car is driving, it beeps loudly, like this, “BI, BI.” Repeat. And when it’s small, then it’s quiet, “Beep.” The teacher removes the cars and says: “Be careful how As soon as the car starts driving, be careful, don’t make a mistake, a big car beeps loudly, and a small one quietly. The game is played similarly with other objects.

4. "Horses clatter their hooves"

Target: Develop phonemic hearing, develop children's speech attention.

Equipment: Pictures depicting a horse, an elephant, a bear, piglets, and a hedgehog.

Content: The teacher shows pictures, the children pronounce the sounds that animals make when they walk or run. (Horses - clack, clack, clack. Elephants - bam, bam, bam. Bear - stomp, stomp, stomp. Piglets chug-chug-chug. Hedgehogs puff-puff-puff, etc.)

5. "Blow away a feather"

Target: Develop phonemic hearing and speech breathing. Activation of the lip muscles.

Content: 1 option The teacher invites the child to take a feather, place it on his palm and blow on it so hard that it flies off his palm.

Option 2 You can suggest blowing on a small piece of cotton wool lying on the table and using the air to push it into the gate (cubes)

6. "The ball burst"

Target: Development of long, smooth exhalation. Activation of the lip muscles. Automation and differentiation of s-sh sounds.

Content: Children stand in a tight circle, tilting their heads down, imitating a bubble - a ball. Then, repeating after the teacher: “Blow up the bubble, get big, stay like that, don’t burst,” the children raise their heads and gradually move back, forming a large circle. At the teacher’s signal: “The bubble has burst, the air has come out,” the children go to the center, saying: s-s-s (or sh-sh-sh).

7. "Snowflakes are Flying", "Blizzard"

Target : Development of voice strength and speech breathing. Activation of the lip muscles.

Equipment: Scene picture "Blizzard".

Content: The teacher shows a picture of a blizzard.

At the teacher’s signal, “The blizzard is starting,” they quietly say: oo-oo-oo; at the signal “Severe blizzard” they say loudly: ooh-ooh; at the signal “The blizzard is ending” they speak more quietly.

8. "Call me kindly"

Target: Expansion and activation of children's vocabulary. Learn to form words with the suffixes "chk-chn"

Content: The teacher shows object pictures and offers to pronounce them affectionately.

9. "Help me find my mom"

Target: Reinforce the correct pronunciation of sounds. Exercise in the formation of the grammatical structure of speech.

Content: All children have object pictures depicting baby animals.

Educator: “Who is your picture, Kolya?” (chicken) "Who is the chicken's mother?" (chicken) . Chicken call your mother (pee-pee-pee), etc.

8. Echo

Rule. The teacher loudly pronounces any vowel sound, and the child repeats it, but quietly.

Move. The teacher says loudly: “a-a-a”, the echo child quietly answers: “a-a-a”, etc. You can use a combination of vowel sounds: “a-u, u-a, e-a” and etc.

Games for the development of grammatical structure of speech

What's missing?

Purpose: To practice the formation of genitive plural forms of nouns.

Material: Pairs of objects: nesting dolls, pyramids (large and small), ribbons (of different colors and different sizes - long and short), horses, ducklings (any toys), Gnome.

Progress of the game: A Gnome with a bag appears in front of the children. He says that he brought toys for the guys. Children look at toys. They are called. They put it on the table.

- Remember what items are on the table. There are pyramids, nesting dolls, and ducklings. Parsley will play with you. He will hide toys, and you will have to say which toys are gone: nesting dolls, pyramids, ducklings or something else.

Three pairs of objects remain on the table: nesting dolls, pyramids, horses. Children close their eyes. We hide the nesting dolls and put ribbons in their place. (“Who’s missing?”) Then we hide the ribbons and put pyramids in their place. (“What’s missing?”), etc. Finally, we remove all the toys and ask: “Which toys are missing?”

Option 2

Purpose: to teach children to form genitive nouns

singular

Equipment : subject picture, color pictures in any quantity.

Progress of the game:

Option 1. An adult and a child play.

In front of the child is a picture with a plot, for example, “Visiting Cheburashka.” The fairy-tale hero Ant comes to visit Cheburashka with gifts. The child places gifts around the room. The child lists them and examines them. Then the child is given time to memorize. After this, it is suggested that the child close his eyes. At this time, the adult removes one picture or turns it upside down. Asks the child the question: “What’s missing? " The child opens his eyes, looks at it and answers, for example: “There are no currants,” and so on.

Option 2. Child-child.

The principle of the game is the same. Only two children are playing. Everyone takes turns being the leader. One child closes his eyes, the second hides the picture. And vice versa, they change roles. Children find it very interesting to guess and hide pictures. The game is fast and entertaining.

"One is many"

Goal: Learn to use singular and plural nouns.

Equipment: cards depicting objects in the singular and plural.

1. The children’s task is to name what is in the picture. Sample: I have one cube and many cubes.

2. Change the words so that they mean many things. Sample: ball - balls, cube - cubes.

3. Change the words so that they mean one thing. Example: trees - tree, ducklings - duckling.

"Wonderful bag"

Purpose: During the game, children learn to determine what kind of object it is by its characteristic external features, that is, by its shape. It can also be used to develop speech and imagination.

Equipment: Opaque bag. For kids it is recommended to sew it from bright fabrics (to increase interest in what is happening), and for older children - from dark fabrics.

Items. They should follow a specific theme (vegetables, geometric shapes, animals, letters or numbers) and have distinct differences in shape.

Progress of the game. The meaning of the game is very simple: you need to put your hand in the bag, feel for the object and name it, without seeing what it is specifically. To prevent children from getting confused, you can first put 1 object, and then, when they learn to play like this, several more.

In addition to the main task, players may be given additional ones:

describe an object (color, size, taste, material) or animal (what it does, where it lives); tell what fairy tale this object or hero is from; describe it so that other children can guess it;

name words starting with a given letter;

For very young children, you can offer this way to choose a toy with which he will then play. To do this, they are first shown the objects that are placed in the bag, and then each one in turn takes out his own.

What is where?

Goals:

To consolidate knowledge of the need to maintain order in the group;

Clarify knowledge about the arrangement of objects in a group;

Reinforce the idea that keeping things in order helps maintain health.

Equipment: subject pictures depicting toys, dishes, clothes, shoes, books, photographs of group furniture, play areas and other areas by type of children's activities.

Contents of the game.

The teacher reviews with the children photographs of group furniture and areas by type of activity, and clarifies their purpose. He lays out photographs on the tables, distributes object pictures to the children and offers to put things in order - to put the objects in their places.

Help me find my mother"

Goal: to teach to distinguish and name animals and their young, poultry and their chicks. Reinforce the correct pronunciation of sounds. Develop intonation expressiveness.

Equipment: pictures depicting animals and their young, birds and their chicks

Move: Try to show, for example, a mother dog and offer to choose from two options - a puppy and a gosling, for example, whose mother is it and vice versa. Gradually add more and more animals.

All children have object pictures with baby animals. Educator: “Who is your picture, Kolya? (chicken) Who is the chicken's mother? (chicken). Call your mother, chicken, (pee-pee-pee). The teacher imitates the clucking of a chicken.

Educator: This is a goat (showing a picture). How is she screaming? Who is her cub? How does he scream? This is a sheep (show picture). How does she bleat? And how does her baby lamb scream? etc.

The teacher hands out pictures of animals and birds to the children. The kids are walking (children leave the tables), they are nibbling grass, nibbling crumbs. Whose mother or whose father will call the cub. He must shout - answer them - and run - put the picture next to them. The children ran to their mothers.

The teacher pronounces the cry of an animal or bird. The child who has a picture of a baby or chick pronounces sounds and puts up a picture.

With older children, you can turn all the cards over to the other side and offer to open two cards in turn; whoever makes the most pairs of animals first and names them wins.

Equipment: pictures depicting animals and their young.

Games to expand and activate vocabulary

"Who is this? What is this?"

Goal: Name words denoting animate and inanimate nouns.

Equipment: pictures depicting objects, animals, people, birds.

Progress: The teacher explains to the children that all objects have their own names and names different objects. There are many objects around us. And you can ask about each of them. I will ask you, and you will answer in one word: “What is this?” Points to a picture of an inanimate object or to the object itself. Children name objects. Shows an animate object or picture and asks: “Who is this?”

2. Look at the pictures. Name those that represent living (non-living) objects. Ask them a question.

3. The teacher names words randomly, denoting animate and inanimate objects. Children ask them questions: an apple - “what is it?”, a dog - “who is it?”

"Who's doing what?"

Purpose: To introduce words denoting action. Learn to use verbs in speech and ask questions to them correctly.

Equipment: pictures depicting various actions.

Progress: The teacher shows children different plots. Children ask questions or name an action.

1. The child is asked to name what the person (animal) is doing in the picture.

2. Several pictures are laid out on the table. The child is asked to find the given action. Find a picture of a girl jumping. What is the girl doing?

"Call me kindly"

Purpose: To introduce the structure of words in the process of forming nouns with diminutive suffixes.

Equipment: pictures depicting objects of different sizes.

Progress: The teacher explains to the children that they will play “affectionate names.”

They danced in a circle, they were affectionate,

They called me into the circle and called me my name.

Come out, Lenochka, to the circle!

Take the flag, Helen.

Children call the child's name affectionately, passing the flag to the child standing next to him.

Children are given pictures depicting large and small objects. Name the objects according to the example: table - table.

"Parts of the Day"

Goal: to create conditions for children to master the concepts of “Morning”, “Day”, “Evening”, “Night” and their correct sequence.

We usually play the game in the morning, on the carpet. As additional stimulus material, pictures were made depicting the activities of children at different times of the day (night - the baby is sleeping, morning - the baby is washing, stretching or doing exercises, day - the baby is playing or walking, evening - playing at home or going home with mom).

We start the game with the question: When do we sleep? (after the children’s answers, the first child receives the picture “Night” and puts it on himself).

We continue: When NIGHT ends, MORNING comes. We wake up, stretch, wash ourselves (accompanied by appropriate movements) and go to kindergarten. (The second child receives the picture “Morning” and puts it on himself). IN THE DAY, all the guys play (clap their hands) and walk (stomp their feet). (The third child receives the picture “Day” and puts it on himself) Well, in the EVENING, all the kids run to mom! (children open their arms to hug). Then NIGHT comes again (children put their palms under their cheeks and close their eyes for a while). When children have learned to identify parts of the day from pictures and correctly perform the corresponding movements.

"Parts of the Day"

Goal: to consolidate knowledge about the parts of the day; practice comparing pictures with parts of the day: morning, afternoon, evening, night.

Game rules: according to the word that the teacher says, show the card and explain why he picked it up.

Game action: searching for the desired picture.

On the table the players have different pictures reflecting the life of children in kindergarten. There should be several plot pictures for each part of the day. Children choose a picture for themselves and look at it carefully. When they hear the word “morning”, all the children, who have the corresponding pictures in their hands, raise them and each one explains why he thinks that he has a picture of morning: the children come to kindergarten, the teacher is waiting for them, they do morning exercises, wash themselves, have breakfast, are engaged, etc. Then the teacher says the word “day”. Pictures are raised by those who have an image of some event or activity of children at this time of day: on a walk, working on the site, having lunch, sleeping.

Teacher. Evening.

Children pick up the corresponding cards.

Why did you show this card?

Child. Because the mothers came for the children, it’s dark outside.

Teacher. Night.

Children pick up cards with pictures of sleeping children.

This strengthens children’s knowledge about the parts of the day. For each correct answer, children receive chips: pink chip - morning, blue - day, gray - evening, black - night.

Then all the cards are shuffled and the game continues, but the words are called in a different sequence: the teacher first calls “evening” and then “morning,” thereby increasing attention to the verbal signal.

“Tell me which one?”

Goal: development of tactile sensations in children, enrichment and activation of vocabulary.

The objectives of this manual are: development of tactile memory, mental operations, fine motor skills, impressive and expressive speech; fantasy and imagination (it all depends on the tasks set in the didactic game).

Integration of areas: “Communication”, “Cognition”.

Procedure: Children are given cards depicting different moods of people and the state of objects.

The child must name the definitions in comparison (here the girl is cheerful, and in the other picture the girl is sad).

Complication: the child is given the task to select several definitions for an object (ball - round, rubber, blue, big).

"What season?"

Goal: To teach children to understand weather changes by season, the behavior of plants and animals, as well as the lives of people at different times of the year.

Assignment: you need to select pictures and objects that correspond to the time of year.

Rules: remember what happens and at what time of year; help each other in a group; You can play individually with your parents and use their tips.

Material: round disc divided into four parts. Decorate each part or cover it with fabric that corresponds in color to the season (white - winter; green - spring, pink or red - summer, and yellow or orange - autumn). Such a disc will symbolize “All Year Round.” For each part, you need to select several series of pictures with a corresponding theme (changes in nature, animals and birds, people working on the land, children having fun).

FEMP games

1. One is many

2. Find out by the form

3. What is more is less

4. What has changed

5. Guess what it is

6. What shapes does the object consist of?

7. What is where

8. Put it where I tell you

9. When does this happen (parts of the day)

10. Say the opposite

11. What is longer, taller, thicker

12. Put them in order (within 3)

"One is many"

Goal: Learn to find different numbers of objects: one or many.

Equipment: cards with images of objects: one object and many objects.

Progress: Children have cards with the image of one object and many objects.

The children’s task is to find, according to the teacher’s instructions, where one object is located, where there are many of them.

"Find out by the form"

Target:learn to compare the shapes of objects with geometric patterns.

Material.Geometric shapes (circle, square, triangle, rectangle, oval), objects of different shapes.

Progress of the game:

The pictures are divided into two parts: geometric shapes, images of various objects. Match objects to the geometric figure, explaining your choice: “The Christmas tree is like a triangle, it is triangular in shape.” The game continues until all items are matched to the samples.

Children are given geometric shapes. Each child selects images of objects of the desired shape from all the cards. The teacher helps children correctly name the shape of objects (round, oval, square, rectangular).

“What is more - what is less”

Target:learn to compare groups of objects that are equal and unequal in quantity, to establish the equality and inequality of groups of objects, using the words “more”, “less”, “equally”.

Equipment: pictures depicting different numbers of objects

Progress of the game: Children are given pictures depicting different objects and are asked to compare and say which objects are more or less. Complication: put a number in the circles according to the number of objects depicted.

"What changed"

Goal: To develop the ability to find differences in pictures made up of geometric shapes. Fix the names of geometric shapes.Develop memory and observation skills.

Equipment: Pictures depicting objects made up of geometric shapes.

Progress of the game: You are asked to look at similar pictures and find what has changed in the image in the second picture.The child finds changes in parts of the image by naming the color, shape or size of the geometric figure.

Game option: an image is built from geometric shapes. A driver is selected to go out or turn away. A detail of the image changes to another in shape, color or size. The child must say what has changed.

"Guess what it is?"

Goal: To teach children to distinguish and name geometric shapes.

Equipment: Houses with cut out windows, geometric shapes in the shape of the windows.

Progress of the game: The teacher distributes houses to children, offersWith your hand, trace the contours of the window, find a geometric figure and close the window.The teacher shows the children the figures and traces each one with his finger. Gives a task to the children: “On your tables there are houses with windows of different shapes, and the same figures. Place all the figures on the windows so that they hide.”

« What shapes does the object consist of? »

Target:Learn to identify parts of an image and determine their shape. Practice composing the silhouette of an object from individual parts (geometric shapes).

Equipment.Pictures depicting objects made up of geometric shapes.

Option 1:
Children are asked to tell what geometric shapes the image is made of, how many there are and what color they are.

Option 2:
Children are asked to lay out the same pictures from a set of geometric shapes, first by overlaying them on a card, then next to the picture, and then from memory.The teacher asks: “What did you make up? From what geometric shapes?”

Option 3:
Children are shown a card and asked to remember which figures are used in the image.

"What is where"

Purpose: To introduce spatial concepts. Reinforce the concepts of on, above, under, in, around.

Equipment: plot pictures, subject pictures from the plot of the pictures.

Instructions for conducting: The teacher suggests naming where the object is in the picture in relation to other objects, and placing the object in the picture.

“Put it where I tell you”

Goal: To develop spatial concepts, the ability to navigate on a sheet.

Equipment. Cards divided into upper and lower stripes, small pictures.

Progress of the game. Children are given cards - “shelves” and pictures.
The teacher suggests putting a ball on the top shelf. Place the machine on the bottom shelf.
Children gradually lay out pictures on cards - “shelves”.Educator: What do you have on the bottom shelf? On the top shelf?
Encourage children to answer in complete sentences.

When does this happen (parts of the day)

Target: consolidate the idea of the parts of the day, teach how to correctly use the words “morning”, “day”, “evening”, “night”.

Equipment.Pictures showing children's actions at different times of the day.

Progress of the game. The teacher, with the help of a doll, performs various actions by which children must determine the part of the day: the doll gets out of bed, gets dressed, combs its hair (morning), has lunch (afternoon), etc. Then V. names the action, for example: “The doll washes itself,” invites the child to name the part of the day corresponding to this action (morning or evening). The teacher reads an excerpt from Petrushina’s poem:

Doll Valya wants to sleep.

I'll put her to bed.

I'll bring her a blanket

To fall asleep faster.

Children say when this happens. The teacher shows pictures in time sequence and asks what part of the day these actions occur. Then he mixes the pictures and, together with the children, places them in the order of the actions of the day.

“Which is longer, taller, thicker”

Target:Development in children of a clear differentiated perception of new qualities of size.

Material.Satin or nylon ribbons of different colors and sizes, story toys: a fat bear and a thin doll, pictures with objects of different sizes.

Progress of the game. V. lays out sets of gaming didactic material (multi-colored ribbons) on two tables in advance. The teacher takes out two toys - a teddy bear and a Katya doll. He tells the children that Misha and Katya want to be dressed up today, and for this they need belts. He calls two children and gives them ribbons rolled into a tube: one short - a belt for Katya, the other long - a belt for a bear. Children, with the help of V., try on and tie belts for toys. But then the toys want to change belts. V. discovers that the doll’s belt does not fit on the bear, and the belt is too big for the doll. The teacher offers to examine the belts and spreads them side by side on the table, and then places a short ribbon on a long one. He explains which ribbon is long and which is short, i.e. he gives the name for the quality of quantity - length. Compare objects by size in the pictures.

Put them in order (within 3)

Goal: to learn to arrange objects in ascending or descending order by size.

Material.2 sets of three-seater nesting dolls, 2 sets of circles of different sizes. Goal: to learn to arrange objects in ascending or descending order by size.

Progress of the game. All nesting dolls are displayed in a row. Let's get to know them! The teacher calls the name of each nesting doll, tilting it: “I am Matryosha, I am Natasha, I am Dasha.” Each child chooses one of the nesting dolls (the teacher takes one matryoshka for himself). The game begins. First, the nesting dolls walk (walk on the table). Then they are called to measure height. They line up one after another and take turns, starting with the smallest one, standing according to height, and the teacher asks which doll is the tallest? Then the nesting dolls go to dinner. The teacher places a set of circles (plates) of three sizes on the table, calls the children in turn, who select plates of the appropriate size for their nesting dolls. After lunch, the nesting dolls get ready for a walk. The teacher puts the second set of nesting dolls on the table, and the children select girlfriends of the same height for their nesting dolls. Pairs of nesting dolls move around the table. Then they run away and mingle. (“The nesting dolls wanted to run”). He suggests building them according to height.

Say the opposite

Target. Teach children to name objects of opposite quality in size and quantity.

The teacher shows the picture and says: “This is a tall house, but how can I say the other way around?” The child finds a picture and says: “This house is low,” etc.

Sensory education.

13. "Name the color"

Game: "Hide the butterfly"

Target: Continue to introduce children to the six primary colors, teach them to distinguish and name them. Develop reaction speed, attention, thinking. Strengthen knowledge about animals.

Material: Colored sheets 10 x 8, white squares on them 5 x 5, colored squares.

Content: The teacher shows a cat toy: “The cat wants to catch the mouse, but the mouse needs to hide in the hole and close the door, the door should be the same color as the hole and then the cat won’t find it.”

Children choose a square of the desired color and cover the square.

14. "Name the shape"

Game "Who sleeps where"

Target: Teach children to distinguish and name geometric shapes (circle, square, triangle, rectangle, oval) and perform actions with them.

Material: Cards depicting the outlines of figures, plastic figures.

Content: Invite the children to put all the figures into a bag. Then take them out one by one, name them and cover the contours of the figures with them.

15. "Compare by size"

Game "Let's treat the mice to tea"

Target : Develop the ability to compare objects by size (3 objects). Activate the words “Big, smaller, small” in children’s speech

Material: Image of three mice of different sizes, three cups and three saucers.

Content: The teacher offers to treat the mice to tea - first arrange the mice from the largest to the smallest, then match the cups and saucers to the mice.

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 places another flag on the opposite side of the bowl).

“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 the cognitive development of a 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 receive 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 the game, you need to make cards on which only halves of various objects are drawn: a flower, a sun, a 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?

— What 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;
formation of healthy lifestyle skills.

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 offer different movement options. For one game session, children are given no more than five different tasks.

The implementation of all five educational areas provides a comprehensive 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.

Card index

didactic games on the cognitive development of children in the 2nd junior group.

“Without play there is and cannot be full-fledged mental development. A game is a huge bright window through which a vital stream of ideas and concepts flows into the child’s spiritual world. Play is a spark that ignites inquisitiveness and inquisitiveness.”

V. A. Sukhomlinsky.

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

The purpose of games aimed at the cognitive development of a 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 "Find a Pair"

Target. Teach children to select objects of different proportions according to a pattern, consolidate knowledge of primary colors, develop memory and attention.

Equipment. Images of mittens and scarves in blue, green, red and yellow.

Progress of the game.

The teacher shows dolls in hats (blue, green, red and yellow) and asks the children to choose mittens and scarves of the same color. Images of scarves and mittens are laid out scattered on the table. The dolls are seated on chairs around the table. The teacher shows the children how to select warm clothes for the dolls. Then he asks you to complete the task of dressing your doll yourself. Several people can take part in the game. Then the task is completed to see who will be the first to assemble a kit for their doll.

Game "Cut pictures"

Target. To form in children ideas about the holistic image of an object, to teach them to correlate the image of the idea with the holistic image of a real object, to fold a picture cut into 4 parts.

Equipment. Cut pictures from 4 parts. Items and toys that match those in the pictures.

Progress of the game.

In front of the children are cut-out pictures depicting a familiar object (apple, car, tumbler, doll, ball, etc.). The teacher asks the children to put together a picture from parts so that they get a whole object. At the end of the task, children are offered two objects to select and correlate (for example: a car and a tumbler, which they compare with the image.

The child who first collects the cut picture wins.

Game "Collect beads"

Target. To develop coordination of the actions of both hands of the child, an emotional attitude towards the result of their activities. Encourage children to group objects based on color.

Equipment. Colored ropes and rings in blue, red, yellow and green.

Progress of the game.

The teacher shows the dolls to the children and says that they are going to a holiday, but the dolls do not have beautiful beads, and they really want to be beautiful. The teacher puts beads on the dolls, but there aren’t enough of them for everyone. What to do? The dolls are very upset. Then the teacher shows a box with rings and strings, and offers to help the dolls and make beads for them. The teacher explains that you need to put rings on the rope of the same color as the rope itself, for example, on a red rope - red rings, on a blue rope - blue rings, etc.). The ends of the ropes are connected by the teacher. Multi-colored beads are put on dolls. The dolls are happy and say thank you to the guys.

Game "Guess what to do"

Target. Teach children to correlate the nature of their actions with the sound of the tambourine. To develop in children the ability to switch auditory attention.

Equipment. There are 2 flags for each player.

Progress: Children sit in a semicircle. Each person has 2 flags in their hands. The teacher begins to ring the tambourine. If the tambourine rings loudly, the children raise the flags up and wave them; if it is quiet, they keep their hands on their knees.

Game "Sun or Rain?"

Target. Teach children to perform actions according to the different sounds of the tambourine. To develop in children the ability to switch auditory attention.

Progress: The teacher says to the children: “Now you and I will go for a walk. Want to? Then, let's go for a walk. Look, it’s not raining, the weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, so that it will be more fun for you to walk to its sounds. And when it starts to rain, I will start knocking on the tambourine, and when you hear the knock, you should run into the house. Listen carefully when the tambourine rings and when I knock on it.”

Game "Extra item".

Target: teach children to identify an extra object by color; develop visual memory and thinking.

Equipment: red triangles and squares of different sizes; blue circles of different sizes.

Progress of the game

The teacher places geometric shapes on a typesetting canvas, and the children name them. Then the teacher asks the children to name the extra object and explain why it is extra.

Game “Into the forest to pick mushrooms”

Target: formation of 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 the forest to a mushroom clearing. 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"

Target: 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).

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

Game "What grows where"

Target: 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.

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 "Let's get to know each other!"

Target: strengthen children’s ability to make acquaintances, say their name, and use polite words in their speech.

Equipment: doll.

Progress of the game A new doll “came to visit” the children. She wants to meet.

Educator: “Guys, a doll came to visit us. Let's get acquainted, my name is Lyudmila Gennadievna, and yours? Very nice!". Children one by one approach the doll and say their name. Anyone who gets to know the doll can get to know the children of the group.

Game "Evaluate the action."

Target: develop children's ideas about good and bad deeds based on plot pictures; characterize and evaluate actions; cultivate kindness and sensitivity in children.

Equipment: story pictures.

Progress of the game

Children play in pairs. The teacher offers each pair a story picture. Children look at the picture, describe what they see and evaluate the action. For example: two children take turns saying: “The boy took the doll from the girl, the girl is crying. The boy did something bad, you can’t do that.”

Game "What are the names of family members."

Target: strengthen children’s ability to clearly name all members of their family; develop memory, coherent speech; cultivate love for your family.

Progress of the game

Children stand in a circle and take turns naming their family members. For example: “I live with my mother Marina, father Dima, brother Zhenya. I have grandmother Lyuda, grandmother Lena, grandfather Misha and grandfather Gena.”

Game "Yes or no".

Target: to form in children a desire to protect their health and the health of other children; teach to understand: what can be done and what cannot be done.

Progress of the game

Educator: “Guys, I will name situations for you, and if you can do so, you will clap your hands, if you cannot, you will stomp your feet. For example: you can play with a ball on the road; you can sit upright at the table; You can talk while eating; do not wash your face in the morning; you cannot handle sharp objects; you cannot play with matches; you need to wash your hands after returning from a walk, etc.

Game "Compliments".

Target: teach children to compliment each other; develop speech and thinking; cultivate friendliness.

Progress of the game

Children stand in a circle and hold hands. The teacher turns to the child standing to her right: “Sasha, you are so polite today!” Next, Sasha turns to the child, whom he holds by the hand on the right. If a child finds it difficult to give a compliment, then other children help him.

Game “All professions are needed, all professions are important.”

Target: consolidate children's knowledge about professions; bring to the understanding that all professions are necessary and important; develop memory, attention, thinking.

Equipment: pictures with professions of adults.

Progress of the game The teacher shows pictures of adults’ professions and invites them to look at them, name the profession and talk about its importance and usefulness. At the end of the game, the teacher, summing up, says that all professions are necessary and important.

Game "Who needs what for work."

Target: consolidate and clarify children’s knowledge about adult professions; find items needed for a specific profession; develop memory, intelligence, thinking.

Equipment: large pictures with the professions of adults (cook, doctor, driver) and small cards with the items needed for these professions.

Progress of the game There are large pictures of adults' professions on the chairs, and cards with the items needed for these professions are scattered on the rug. The teacher invites the children to take one card on the floor and go to the picture with the profession for which this thing is needed. Children explain why they approached this or that picture with a profession.

Game "Who needs what"

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

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.

Game "Yes or no"

Target: cultivate a careful 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"

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

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 "Butterfly, fly!"

Target. Achieve long, continuous oral exhalation.

Equipment. 5 bright paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. The cord must be pulled between two posts so that the butterflies hang at the level of the face of a standing child.

Progress: Children sit on chairs. The teacher says: “Children, look how beautiful the butterflies are: blue, yellow, red! There are so many of them! They look like they're alive! They can fly. (Blows on them.) Look, they flew. Now try blowing on them yourself. Who will fly further? The adult invites the children to stand one by one next to each butterfly. Children blow on butterflies. The game is repeated several times until all the children blow on the butterflies. It is necessary to ensure that children stand straight and do not raise their shoulders when inhaling. You need to blow only on one exhalation, without taking in air, while the child’s cheeks should not puff out, and the lips should be slightly pushed forward. Each child can blow for no more than ten seconds with pauses, otherwise he may become dizzy.

Game "Loud - Quiet"

Target: develop intonation culture of speech, teach how to change the strength of your 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"

Target: 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.

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 places another flag on the opposite side of the bowl).

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 was 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"

Target: learn to perceive words by ear, 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.

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”

Target: 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 will 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.

Educational area "Cognitive development"

Didactic games and exercises for children 2-3 years old

Mirror

Target. Continue to teach children to imitate the actions of an adult with objects, paying attention to their properties.

Progress of the game. The teacher shows simple movements in front of the mirror, drawing the children's attention to how the mirror accurately reproduces these movements. Then he puts the children in a circle and says: “Do as I do.” Shows simple movements slowly (claps his hands in front of him, above his head, puts his hands on his belt and squats, etc.). Children repeat. The teacher invites those who find it difficult to perform the movements into a circle and helps them. When the movements are repeated successfully, the teacher praises the children: “Well done, you are my mirror.”

PUT IT ON IT'S PLACE

Progress: The teacher invites the child to put the toys away. He says: “What is this? (car). Where should the car be parked? (on the shelf). Put the car on the shelf." Or: “What is this? (doll). Where should the doll sit? (on the bed). Place the doll on the bed,” etc. After this, the teacher emphasizes that there is order in the group, all the toys are in their places.

LET'S PUT THE DOLL TO SLEEP

Target: Introduce children to items of clothing and their details.

Equipment: Doll with a set of clothes, doll bed.

Progress: The teacher offers the child to put the doll to sleep. The child undresses the doll, the teacher comments on his actions: “First you need to take off your dress and hang it on the back of the chair. To take off the dress, you need to unbutton the buttons,” etc. As the game progresses, the teacher should activate the child’s speech by asking leading questions: “What needs to be unbuttoned on the dress?” If the child finds it difficult to answer, the teacher answers himself.

LET'S DRESS UP A DOLL

Target: Activate the dictionary on the topic.

Equipment: Cardboard doll, set of paper clothes.

Progress: The teacher invites the child to dress the doll for different situations (for a walk, on a holiday, to kindergarten, etc.). A child puts on a doll, for example, for a walk. The teacher describes the doll’s clothes: “We’ll put a blue coat on the doll. The coat has a collar, sleeves, and pockets. It fastens with buttons.” Activating the child’s speech, the teacher asks: “Where are the sleeves of the coat? Show me. What did you show? and so on.

Let's wash the dishes

Target: Expand your vocabulary on the topic, activate your vocabulary.

Equipment: A bowl of water or a toy sink, doll dishes.

Progress: The teacher explains to the child that after breakfast he needs to wash the dishes. He begins to wash the dishes, saying that the dishes were dirty, but now they are clean. Then invites the child to join the game.Important encourage the baby to name dishes, actions (wash, dry).

Is it in the garden, in the vegetable garden?

Target:

Equipment: Flannelograph or magnetic board with images of a tree and a bed, flat figures of an apple, orange, pear, potato, cabbage, onion or others.

Progress: The teacher explains that apples, pears and oranges are tasty and sweet. This is fruit. Fruits grow on a tree. Potatoes, cabbage, and onions are not sweet, but very healthy. These are vegetables. Vegetables grow in the garden. Then he invites the child to place the fruits on the tree and the vegetables in the garden. The child completes the task, and the teacher activates his speech with the help of questions: “What is this? (apple). An apple is a fruit. Repeat. Where do fruits grow? (on a tree)”, etc.

Cooks

Target: Learn to group vegetables and fruits, consolidate their names.

Equipment: The same as in the previous game, only on the flannelgraph there is an image of a compote jar and a saucepan.

Progress: The teacher shows the children vegetables and fruits. They look at them together and remember the qualities of vegetables and fruits. Then the teacher tells the children that delicious jam or compote can be made from fruits, and a delicious soup can be made from vegetables and offers to prepare these dishes. To do this, place the fruits in a jar and the vegetables in a pan. The child completes the task, and the teacher activates his speech with the help of questions: “What is this? (apple). An apple is a fruit. Repeat. Compote and jam are prepared from fruits. Where will you put the fruit? (in a jar)”, etc.

Find the same leaf

Introduce your child to the concept of “leaf fall.”

Collect fallen leaves. Together with your baby, inhale this unique smell of autumn foliage, hold the leaves up to the light, and admire their color and vein pattern.
Place birch and maple leaves in front of your baby and draw his attention to their differences in color, size and shape. Then, show your child, for example, a maple leaf and ask him to find the same one. Then try to find the tree from which that leaf fell.

What's in the box?

The box contains various items (a button, a comb, a felt-tip pen, a book, etc.). The child takes them out in turn, names them and says why they are needed.

Transport

Take one car out of the box at a time: car, truck, bus. Examine and note the material from which each machine is made, its color, purpose, etc. Highlight their common features (all cars have wheels, a steering wheel, a cabin) and their differences.

Dishes

Draw a cabinet with shelves on a piece of paper with a pencil. Say that now you need to fill the cupboard with dishes. Let the child tell you what to draw, and you will “arrange”: a cup, a pan, a teapot, etc.

Select items

Various items are laid out on the table. Invite your child to choose only those items that will help him wash himself in the morning (soap, towel, toothbrush, toothpaste) or items that are necessary for food (plate, spoon, fork).

Clothes and shoes

Select subject pictures with images of clothing, or you can use illustrations from books. Based on the pictures, discuss with your child what clothes and shoes should be worn when it is cold or, conversely, hot outside.

Dressing up the doll

Take the doll. Invite your child to go for a walk with her, but first he will have to choose clothes for her according to the weather (if it’s winter now, then you need to dress her in a warm fur coat, hat, boots).

Introduction to work

Wash

Pour water into a basin for your child, fill it with foam and offer to wash handkerchiefs or doll clothes. And then rinse the laundry in a bowl of clean water. And of course, it’s a special pleasure for a child to hang it all up to dry on a line, securing it with clothespins.

Washing dishes

Sometimes doll dishes also need to be washed. Prepare two basins: one with soapy water, the second with clean water. Show your child how to first wash dishes in the first basin with a sponge, and then rinse them in the second and dry them with a towel.

Conversations based on pictures

Look at story pictures with your child, where

the work of people is depicted: “A bus driver carries children”, “A doctor treats a boy”, “A gardener plants trees”, etc. Discuss what is drawn: who is shown in the picture, what each of them is doing, what would happen if there were no doctors, teachers, educators, etc.

Cognitive development is an essential component of the overall development of a 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 the 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 the older 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 their sense of responsibility. 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;
replenishing knowledge about planet Earth, about your hometown and your Fatherland, the 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 school preparatory group (6–7 years old), the results of the educational work of all previous years of the child’s stay in kindergarten are summed up. 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, and 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, 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, role-playing games with rules become important. This type of activity is also relevant for children from the preparatory group. 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 find 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 enters 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 balloons of different colors, sizes and shapes (round and oval) from colored paper. 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 “Colorful 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 based on 1-2 qualities. Didactic game “Halves Pictures”. The teacher lays out halves of cards on the table 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 cup, 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

The child develops imagination by working with colored 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 the sensory abilities of a preschooler A child learns to compare objects by color, shape and size using the example of multi-colored balls Child learns to compare the contours of an object and its content

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. Physical education posters can demonstrate how children can perform certain exercises correctly: bend over, jump, stretch. 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 preschoolers

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 structured according to the principle “from simple to complex” and correspond to the abilities and age characteristics of the 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 gives the children a construction set and invites them to play in 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:

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.
Main block (up to 15 minutes). Presentation of new material, physical education (finger warm-up, breathing exercises), connection of new material with previously studied and personal experience of children.
Consolidation (up to 10 minutes). The children practice what they have learned in class using a variety of forms of work.
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 from different angles and at the same time not get 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”.

20.11.2023

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