Didactic (verbal) games for speech development. Games for children's speech development Game for preschool children speech development

Speech development in preschool and younger children school age. Games for speech development. Speech developing games.

1. Game for speech development "Interview".

First introduce children to new words.

An interview is a conversation intended to be broadcast on radio, television or in a newspaper.
The reporter is the one who asks questions.
The respondent is the one who answers the questions.

We need to teach children to speak boldly into a microphone. To do this, ask the children to take turns saying something into the microphone, at least counting to 10 up and down. Then roles are distributed among the children. Possible topics are discussed. The tape recorder is being set up.

Reporters start asking questions. Then the conversation is collectively listened to and discussed.

Possible topics: discussion of going to the theater and watching a play; discussion of the holiday, exhibition of drawings, interesting book, the most interesting event of the week.

Game options: 1) the teacher interviews the children, 2) the children interview the teacher, 3) the parents interview the child, 4) the child interviews the parents.

2. Speech development game “Pictures-Riddles”.

One driver is selected from a group of children, the rest sit on chairs, and they must guess. The teacher has a large box containing small pictures depicting various objects (you can use pictures from children's lotto).

The driver approaches the teacher and takes one of the pictures. Without showing it to the other children, he describes the object drawn on it. Children offer their versions.

The next driver is the one who first guessed the correct answer.

3. Game "Identify the toy." Speech development.

Each child brings some kind of toy. One driver is selected from the group. For 3-5 minutes he goes out the door. In his absence, the teacher and the children come up with some kind of story in which the main character is one of the toys they brought.

All toys, including the selected game character, are placed on tables or chairs. A child driver is welcome. The guys from the group take turns telling him an invented story, without naming the main character, but replacing his name with the pronoun “he” or “she”. The story is told within 3-5 minutes. The driver must show the toy, which is the main character of the story being told.

If the guess is correct, another driver is chosen and the game is repeated. If the answer is incorrect, the children complement the story told in such a way as to help the driver with new details, without naming the planned toy.

4. Game "Write a sentence."

The teacher offers the group 2 cards from children's lotto, which depict objects. The group sits in a semicircle, and in turn, each child comes up with a sentence that contains the names of two planned objects. Then two other objects are shown, and again in a circle the children come up with new sentences.

Notes:

1. Stimulate in children the desire to compose non-standard, original proposals.

2. If children can easily come up with sentences based on two given words, next time offer them three words to make sentences.

Note: Parents can also use this game for individual lessons with their child, competing to see who can come up with the most sentences. Naturally, the child must win.

5. Game "Opposite".

The presenter shows a group of children one picture. The task is to name the word that denotes the opposite object. For example, the presenter shows the object “cup”. Children can name the following objects: “board” (the cup is convex and the board is straight), “sun” (the cup is made by a person, and the sun is part of nature), “water” (water is the filler, and the cup is the shape) etc.

Each child takes turns offering his answer and making sure to explain why he chose that particular item.

Note: the game is also suitable for individual lessons with a child.

6. Game "Bridge".

The presenter shows one card on which an object is drawn, then another. The task of the game is to come up with a word that is located between two intended objects and serves as a kind of “transition bridge” between them. Each participant answers in turn. The answer must be justified.

For example, two words are given: “goose” and “tree”. “Transition bridges” can be the following words: “fly” (the goose flew up a tree), “cut” (a goose was cut out of a tree), “hide” (the goose hid behind a tree), etc. Note: the game is also suitable for individuals activities with the child.

7. "What does the expression mean?" or "Proverbs".

It is impossible to know the secrets of a language, its richness and expressiveness without understanding the meanings of set phrases: phraseological units, proverbs, sayings.

The sources of phraseological units are different. Some arose as a result of human observation of social and natural phenomena, others are associated with real historical events, and others came from mythology, fairy tales, and literary works.

The peculiarity of these expressions is that in our speech they are used in a constant, as if forever frozen form. As a rule, they have an invariable word order; a new component cannot be introduced into them.

Phraseologisms are used in a figurative sense. However, children often perceive such expressions in their own way, replacing words with synonyms. The meaning of expressions does not change with such replacements, but its so-called internal form is lost.

For example:

The child said: - Adults say:

go to the mend - go to the mend
where the eyes see - where the eyes look
the soul has gone into the dust - the soul has gone to the heels
free bird - free bird
discover Africa - discover America
count in your head - count in your head
the eye fell on the book - the gaze fell on something
with a fresh mind - with a fresh head
nerves are in turmoil - nerves are in turmoil
not suitable for heels - not suitable for soles

Understanding phraseological units in the literal sense leads to funny incidents. For example, a boy was very worried when he heard that his cat was sleeping without its hind legs. He woke up the cat, counted his paws, and, reassured, returned. The mother, who said she had a mouth full of worries, was advised to spit them out quickly. Three-year-old Irochka does not want to wear new suit, crying because she heard one of the adults remark: “She will drown in it.”

Completing the task "What does the expression mean?" will help the child correctly use phraseological units in his own speech.

Proverbs:

1. “The master’s work is afraid.”
2. "Every master in his own way."
3. "Jack of all trades."
4. “If the tailor ruins it, the iron will iron it out.”
5. “The potatoes are ripe - get down to business.”
6. “Without labor there is no fruit in the garden.”
7. “As is the care, so is the fruit.”
8. "More action - less words."
9. “Every person is learned in action.”
10. “If there is grief, grieve, if there is business, work.”
11. “Without discipline, living is not good.”
12. “Bread earned is sweet.”
13. “He who has dexterity acts dexterously.”
14. “Without beginning there is no end.”
15. “Without order there is no point.”
16. “You can’t buy gingerbread without work.”
17. "The eyes are afraid - the hands are doing."
18. “In order not to make mistakes, there is no need to rush.”
19. “Without labor there is no good.”
20. “Work is the best medicine.”
21. “Patience and work will grind everything down.”
22. “If you read books, you will know everything.”
23. “A house without a book is like without windows.”
24. “Bread nourishes the body, but a book nourishes the mind.”
25. “Where there is learning, there is skill.”
26. “Learning and work live together.”
27. “Learning is light, and ignorance is darkness.”
28. “Honor your teacher as you would a parent.”

8. Game "Steps. (Who gets to... faster)"

With the help of this simple game with elements of competition, you can work with your child to expand his vocabulary and develop speech in general.

The players stand next to each other and agree on where the finish will be (at a distance of 8-10 steps). And they discuss the topic of steps. For example, "Polite words." Each child can take a step just by saying some polite word. We give a minute to think and “Start!”

Other themes: “Everything is round”, “everything is hot”, “everything is wet”. "Kind words for mom." "Words of comfort", etc.

Option: Children stand in pairs opposite each other and take steps towards each other. The conditions of the game are the same: a step can be taken only by saying the right word.

9. Attention! Wanted! (Developing coherent speech, attention and observation)

This game is played by at least 5 people. Otherwise it's not interesting. The presenter says: I'm looking for a friend (friend). She has blue eyes, dark long hair, loves cats and hates milk.

The one who first guesses which child we are talking about becomes the leader. When playing with young children, it is allowed to describe clothes.

10. Game "Two circles".

Children are lined up in two circles - outer (large) and inner (3-4 people). Children from the large circle stand, and from the small circle they walk along with the leading adult and say: “We walk in a circle and take with us... sweets.”

Large circle players must quickly name something sweet, such as sugar. The child who names the object first stands in the inner circle. The game continues (“...we take with us something soft, liquid, sour, hard,” etc.). The last child remaining in the large circle must complete some task as punishment for being slow.

11. We come up with a story.

The adult reads the sentences, the children insert the subject, predicate, explanatory words, etc. The stories of Suteev and Bianki can be taken as a basis.

For example:

"She sat on the threshold and meowed pitifully... (who?). The cat sat in front of a cup of milk and greedily... (what did she do?). The cat caught in the garden... (who?). The cat's fur... (which?), claws... (which?).The cat was lying with the kittens... (where?).The kittens were playing with a ball... (how?).

12. Distribution of proposals.

An adult says: “The gardener is watering... (what? where? when? why?). The children are going... (where? why?), etc. We must pay attention to the correct construction of sentences.

13. Complete the sentence.

Ask the child to complete the sentences: “The children water the flowers in the flower beds because...”. “There is not a single leaf left on the trees, because...” “In winter, the bear sleeps because...”, etc.

14. "I was at the circus..."

To play you will need cards with letters and syllables. You can play together or with a group. The participants in the game are given cards with letters, or all the cards are placed in a pile on the table and the players take turns taking them.

The first player takes a card with a letter or syllable and says: “I was at the circus and saw...” He must name something that starts with the letter on his card. You can name not only nouns. For example, the letter “K” can be used to name a clown, a tumbling gymnast, and a red curtain.

If you use cards with syllables, it is not necessary that the syllable be at the beginning of the word. Options: “I was at the sea...”, “I was in the forest...”, “I was at the theater...”, etc.

15. Prepositions.

Take a disposable cardboard plate and draw it into sectors. In each sector, write prepositions - “on”, “in”, “under”, “above”, “with”, etc.

You can play like roulette - throwing a ball onto a plate. Or you can make an arrow in the center of the plate and rotate it. The meaning remains the same - whichever preposition the ball or arrow lands on, you need to make a sentence with that preposition.

16. Homemade alphabet.

Take a thick album or office folder. On each sheet, draw the letters of the alphabet. Although you will need more sheets for each letter later. Cut out pictures from old magazines; pictures from different boxes are also suitable - in general, any pictures, stickers. Together with your child, stick pictures on the page with the letter that the word begins with. Under each picture, write a signature in block letters.

Later, when the child masters the letters, complicate the task - cut out words from magazines. With a certain letter, with a certain syllable.

17. Chain.

A game with words for any number of participants. Choose a few consonants and write them down on a piece of paper. Think of words that include all these letters. Letters can be swapped and other consonants added. For example, take the letters “s”, “l”, “m”. We make up words with them: airplane, butter, salami, thought.

The one who comes up with more words wins.

18. Add a letter.

At least two players. Make up singular nouns. The first player names any letter from the Russian alphabet. The next person in turn must add his letter at the beginning or end, having in mind any word with such a letter combination. Players continue to lengthen the letter combination in this manner. The one who names the whole word wins.

Another option for older children. The one who names the whole word or the one who cannot add a letter, implying a word, loses. The player can "bluff", i.e. add a letter for which he does not know the words. In this case, two options are possible: the player following him can either ask the previous one to name the word, and if the previous one cannot do this, he loses, or the next player himself continues the bluff further until one of the following players finally asks to name the word.

This option is difficult; often the player cannot add a letter to a letter combination from a well-known word.

19. Travel. Family game.

One says: “Our ship is leaving for... for example, India. What will we take with us?” Someone asks: “What letter?” "The letter "K"!" The first one starts and says: “Let's take the cat!” Another: "Cacti!" "Pots!" If a lot of words starting with this letter have already been said, you can continue like this: “The first deck is already occupied. Let’s fill in the next one, starting with the letter “R.”

Another version of "Travel".

Prepare sets of cards with letters. One identical for each. We draw a steam locomotive with carriages. On each trailer we write a large letter of the alphabet. (You can also draw other vehicles).

Let's set a task. For example, today we are going to the sea. We take our places. Who will go with us? What will we take with us? One says: “The giraffe will come with us” and places a card with the letter “F” on the trailer with the corresponding letter.

The next one says: “And I’ll take the TV with me,” and puts the card with the letter “T” on the trailer with the letter “T.”

20. Who is friends with which letters.

The game is not only about memorizing letters and developing speech, but also very educational. Each player must have a picture of an animal. Can be different. For example, mom has an elephant, dad has a crocodile, and the child has a hedgehog. Mom says: “My elephant is friends with the letter “X” because he has a trunk.” Dad says: “And my crocodile is friends with the letter “R” because he lives in the river.” The child says: “My hedgehog is friends with the letter “I” because he has needles.

21. Let's invent (from 3 years old).

We develop abstract thinking and speech.

To play the game you will need a set of objects of different shapes (sticks, ball, ring, boxes, cylinder) and cards with images of different objects of a certain shape - a mirror, a pencil, an egg, an apple.

IMPORTANT! the images in the pictures should be similar to the objects.

For example:

pencil, fishing rod, needle, knife - shaped like a stick;
vase, glass, thimble - a hollow cylinder.

The game is played something like this: children (or a child) sit in front of the table, each with a set of objects. An adult sits opposite him, he has cards with pictures. An adult shows the cards one at a time and asks: “Who has an object similar to such a pencil?” The child who has the stick replies: “I have it!” and receives a card with a picture of a pencil.

Reverse option: Children have cards with pictures, and adults have different objects.

Children from 5 years old can play this game independently and without pictures, imagining what this or that object might look like.

22. Continue the row.

In order to construct sentences in accordance with the norms of their native language, the child does not need to invent suffixes and prefixes or learn the rules of grammar - he learns them in the process of communication.

This exercise is aimed at developing the ability to change words by analogy, that is, to detect certain grammatical patterns. By changing words according to a pattern, by analogy, the child discovers both language rules and exceptions to them.

For example: fox, bear, but hedgehog; sugar bowl, bread bowl, but salt shaker, butter dish.

Another outstanding German scientist, Wilhelm von Humboldt, the founder of linguistics, wrote: “When mastering a language, every child vaguely relies on analogies, which is more noticeable in creatively developed children. It is only important to find the spirit of these analogies, and this in any language learning is the critical point from which real mastery of the language and real enjoyment of it begins."

The ability to use analogies will also serve as a support for your child when learning foreign languages.

Parents and educators can easily come up with tasks for the “continue the row” exercise themselves. Here are examples of tasks:

People - people, children -...
Son - daughter, grandson - ..., nephew - ...
A team of horses - horse-drawn, a team of dogs - ..., a team of deer - ...
Tundra - deer, jungle - ..., desert - ...
Sleepers are wooden, rails are...
The passenger has entered the carriage, the passenger is traveling to ..., the passenger is getting out of ..., the passenger is standing next to ...
Boat - boat, boat - ..., ship - ..., steamer - ...
Pilot - airplane, helicopter pilot - ..., astronaut - ...
Sugar - in a sugar bowl, butter - in..., bread - in..., salt - in...
Spoon - spoons - many spoons, fork - ... - many ..., knife - ... -
a lot of …

23. Snowball.

Players take turns adding words to the suggested beginning of a phrase.

Game options:

1. "Getting ready for the road"

Presenter: “I’m going on a trip and putting it in my suitcase...”.
Child: “I’m going on a trip and putting soap in my suitcase.”

Other situations are played out using the same principle, for example:

2. "We prepare breakfast, lunch, afternoon snack, dinner"

Presenter: “We are preparing breakfast, let’s make a menu.”
Child: “I usually eat a sandwich for breakfast.”
Next player: “I don’t eat a sandwich for breakfast, I prefer...”. Next” “I don’t like either a sandwich or..., I prefer...”, etc.

3. "Let's set the table"

Host: “Let’s set the table for dinner. I’ll put a bread basket on the table.”
Child: “Let’s set the table for dinner. I’ll put a bread basket and napkin stand on the table.”
The next player repeats the phrase and adds what else he considers necessary, etc.

4. "Let's go for a walk"

Presenter: “We are going to the forest. I will put on rubber boots.”
Child: “We’re going to the forest. I’ll put on rubber boots and take a basket.”
The next player repeats the phrase and adds what he still considers necessary, etc.

5. "Waiting for guests"

Presenter: “We have guests coming to us today. Let’s put together an entertainment program. We can arrange attractions.”
Child: “We have guests coming to us today. Let’s put together an entertainment program. We can arrange attractions and show tricks.”
The next player repeats the phrase and adds what he still considers necessary, etc.

24. Continued story.

Invite the children to put together a story. The first player says the first sentence, the second repeats what the first said and adds his own sentence, etc.

25. What words are there?

Read M. Plyatskovsky’s poem “What Words Are There” to your child.

There is a sweet word - candy.
There's a quick word - rocket.
There is a sour word - lemon.
There is a word with a window - a carriage.
There is a prickly word - hedgehog.
There is a word for wet - rain.
There is a word stubborn - goal.
There is a green word - spruce.
There is a book word - page.
There is a forest word - tit.
There is a fluffy word - snow.
There is a cheerful word - laughter.

Then you name a word (for example, house, thunderstorm, joy) and ask what it could be. Each player comes up with his own definition.

The selection of synonyms helps to learn different meanings of the same word, teaches you to choose the most accurate words, and avoid repeating the same words.

The adult explains that the same thing can be said in different words. Such words are called close in meaning.

Adult: “I’ll start, and you continue. Winnie the Pooh is funny (cheerful, funny, amusing, comical...).
Eeyore is sad (sad, joyless, upset...)."
Adult: The hare is cowardly. How else can you say it? (Tearful, timid, fearful..)
Adult: “The hare is running away from the fox. How else can you say it?” (He runs away, blinks, flees, flies at full speed, takes off his feet).

27. Polysemantic words.

Adult: “Sometimes we call different objects with the same word. For example, onion is a vegetable plant, onion is a weapon.

What meaning does the word needle have? (Sewing needles, needles from conifers, needles from a hedgehog).
Discuss what meanings the words may have: handle, spout, tongue; strokes, runs, flies, rushes; rosy, expensive, strong, fresh.

Read and discuss the poems with your child.

B. Zakhoder (from Winnie the Pooh songs)

I'm moving forward
(Tirlim-bom-bom),
And it's snowing
(Tirlim-bom-bom),
Although we are completely
Not at all on the road!
But only here
(Tirlim-bom-bom),
Tell me from-
(Tirlim-bom-bom),
Tell me from-
Why are your feet so cold?

The pin has a head. (V. Lunin)

The pin has a head, but no hair, alas!
The teapot has a spout, but no head.
The needle has an eye, but it does not hear,
The shoes have a tongue, but the shoes are still silent.
The road has holes, but no chin and cheeks,
There is a foot of the mountain, but somehow you can’t see your feet.
The rowan tree has brushes, but the poor thing has no arms,
With its white eye, the potato looks around without seeing.
The key is silvered in a thicket to which there is no lock,
A river lazily runs across the field, having no legs.
The comb has teeth, but it can't eat,
The month passes after the month, and not after the moon the moon passes.
The stream has sleeves, although the stream is not dressed,
The folder is carried under the arm, but not under the cat

Noses. (A. Usachev)

Cranes have noses
Ships have bows
The teapot has a spout,
Only very small.
Unusual beast - Nosuha,
Nosukha has a nose up to her ear.
And the huge Rhinoceros
He wears a horn instead of a nose.
The devil's nose is knotted,
And the pig has a snout.
But both the pig and the sailor
You must wipe your nose!

Who is carrying what? (M. Yasnov)

Semyon carries the briefcase in his hand,
Pavlusha gets a bad mark in the diary.
Seryozha boarded the ship -
He is on sea watch.
Andryusha walks around as a strongman -
He carries the backpack on his shoulders.
Peter beat the bully Misha -
Mikhail is suffering losses.
Stepan does not close his mouth:
He talks nonsense all day!

Watch. (V. Orlov)

They say: the clock is standing,
They say: the clock is rushing,
They say: the clock is ticking,
But they are a little behind.
Mishka and I watched together,
And the clock stands still.

28. On the contrary (antonyms).

Many words can be matched with words with opposite meanings. The adult begins the phrase, and the child finishes it, for example:

sugar is sweet and pepper...
the road is wide, and the path...,
plasticine is soft, and stone...,
the tea is hot, and the ice cream...,
The jelly is thick, and the fruit drink...
a sheet of emery is rough, but a sheet of paper...
The hare runs fast, and the tortoise crawls...
It's light during the day, but at night...

Another variant:

The porridge is cooked thick and...(liquid). Animals can be brave and... (cowardly). Carrots can be eaten raw and...(boiled). Apples can be small and...(large).

Read D. Ciardi's poem "The Farewell Game" to your child.

Here's the farewell game...
Give us a book
It's time to close;
We all hope
What with her
You became
A little smarter

You learned a lot
Funny words
And more
All sorts of things
And if you
I remembered them
Not in vain
Your day is wasted!

And you and I
The turn has come
Play the game
"Vice versa".
I'll say the word
HIGH,
And you will answer:...
I'll say the word CEILING,
And you will answer:...
I'll say the word LOST,
And you will say:...!
I'll tell you a word
COWARD,
You will answer:
BRAVE.
Now
START
I will say, -
Well, answer:...!

29. Rhyming game - tell me the word.

By realizing the rhythm and rhyme of a given line, children begin to better understand poetic speech.

The adult suggests: “I’ll read you a poem, but I won’t specifically say some words, and you try to suggest them to me.” An adult reads a poem and does not finish one word in the line. The child suggests a rhyme. In case of difficulties, an adult finishes the words in a line. The poem should be read until the child learns to pronounce the words correctly on his own.

A very scary story. (Daniil Kharms)

Finishing a bun with butter,
The brothers walked along the alley.
Suddenly at them from a back street
The big dog barked loudly.

The younger one said: - Here's a misfortune,
He wants to... attack us.
So that we don't get into trouble,
We'll throw a bun into the dog's mouth.

Everything ended well.
It immediately became clear to the brothers...
What for every walk
You need to take with you... a bun.

Mice cones (A. Kondratiev)

Once upon a time there lived two serious cones on a pine tree.
Once upon a time there lived two funny mice under a pine tree.
And the mice shouted:
- Hey, get down, big guys!
You know about us only by hearsay.

The bigwigs answered:
- Stupid mice,
Why is it bad for us to hang
Here on our tower.

We'd rather invite you:
Climb in, let's hang.

And here is the kind of rhyming game the poet Vadim Levin suggests. It's called: "Add two lines."

The presenter comes up with the first two lines of the poem, and the rest of the game participants finish it, for example:

Hippopotamus at the zoo
Swallowed a hedgehog and now

Ending options:

He has a stomach ache.
The poor hippopotamus is crying.

He raised a terrible cry -
I'm not used to spicy food.

Drinks castor oil all day
And roars...like a hippopotamus.

The hippopotamus laughs with all his might:
The hedgehog tickles his insides!

Suggest your ending.

Try to complete these couplets:

These didactic games for the development of speech of children of preschool and early school age (grades 1-3) allow the child to learn to compare objects, objects, phenomena, promote the development of speech, observation and the ability to cognize the multifaceted essence of the surrounding reality.

"Selection of adjectives"

This game is interesting for children of any age; it has several degrees of game complexity: children need a visual single image, older children need a verbal one and at least 2-3 images. The content of the game is as follows: the presenter shows a toy, a picture or names a word, and the participants take turns naming as many features as possible that correspond to the proposed object. The winner is the one who names as many signs as possible for each of the presented objects. For example, “dog” is big, shaggy, kind, funny, hunting, old, etc.

"What happens?"

This game is similar to the previous one, the difference is that a noun is selected for the original adjective word. For example, “green” - tomato, spruce, grass, house, etc. Poetic works can serve as an emotionally attractive basis and incentive to participate in the game.

Subsequently, children can be asked to name everything that is cheerful, sad, angry, kind, quiet, loud, fluffy, smooth, cold, rough, prickly, fast, slippery, surprised, calm, solemn, playful, funny, mysterious, bright and etc. In this case, it is necessary to make sure that the meaning of the word is understood identically by both the child and the adult.

"Recognition"

The goal of the game is to recognize a subject, an object by a group of adjectives, epithets or a group of action words. The words offered as initial support should be related to the child’s sensory and practical experience. For example, “green, curly, slender, white-trunked” - birch; “sparkles, warms the earth, disperses darkness” - the sun.

Games with words need to be gradually made more difficult, not only increasing the child’s vocabulary, but also training his ability to easily find the right word. In order for a child to “scoop out” the necessary word from memory without much difficulty, it is necessary to diversify the game options (“What happens?”, “What does it do?”). In the future, the main rule of such games becomes the absence of repetitions.

"Chain of Words"

This game is used with older children preschool age and is carried out mainly in the verbal version, since it can be quite difficult to predict children’s answers and quickly select corresponding pictures for them. The essence of the game is to select words - nouns and adjectives, which in their combination characterize an object with similar qualitative characteristics (cold - wind, ice cream, water, battery; wet - clothes, hair, paper, asphalt; cannot swim - brick, earth , screw, etc.). That is, children make up a kind of “train” of words, where the word-cars are connected to each other. For example, the original word is "cat".

What kind of cat is there?
Fluffy, affectionate, colorful...
What else comes in different colors?
Rainbow, dress, TV...
What else could a dress be?
Silk, new, straight...
What else could be direct?
Line, road, look... etc.

"Who's doing what"

This game enriches children's vocabulary with words-actions (verbs) and allows not only to activate monologue speech, but also the expressiveness of non-verbal means of influencing listeners. Within this option, there are several ways to organize the game action.

a) To play, you need a set of object pictures (picture, hammer, umbrella, watch, cat, dog, ball of thread, newspaper, etc.). Children are shown pictures (one at a time) and asked questions: “What can you do with this? What is this for?” You can do the following: ask questions reflecting the specific use of the object, and the children point to one or another picture. For example: “What can you hang on the wall? What can you knit a scarf from? Where can you hide from the rain? Who guards the house? What can you read? Who catches mice? How do you know what time it is? How to hammer nails?”

b) With older preschoolers, the game can be played without a visual basis. The presenter names an object, a phenomenon, an object, and the players take turns calling the action performed by this object and a noun word for the next player. For example, the presenter says: “Car.” The child answers: “He’s coming. An artist.” Next player: “Draws. Hand,” etc. Subsequently, several verbs are invented for one noun word. For example, “wind” howls, raises dust, tears off leaves, inflates a sail, twirls the wings of a windmill, refreshes, disperses clouds, etc.

c) The game can be complicated through the use of non-verbal means of expression: gestures, facial expressions, pantomimes. The children's task is to name the activity based on one or more actions. For example, an adult raises both hands - this action can mean lifting an object, hanging laundry on a line, etc.; or raises his hand, places one finger on the lower right corner of an imaginary page, turning it over - this can mean either reading a book, or looking at a notebook or magazine.

d) A more complex version of the game involves combining verbal descriptions and non-verbal means of expression. To organize the game action it is necessary Stuffed Toys- cat and dog. After the children have gotten to know them - examined them, played with them - offer to describe their appearance, habits, place of residence, and show what the cat does when it is stroked. When does she see the mouse? When he sees a thread with a bow? When does he see a dog? What else can a cat do? What can a dog do? How does she behave when she sees a cat? The owner? When does he receive a piece of meat?

Be sure to praise the child if he found a good word, movement, pose, gesture, and showed activity and interest in finding expressive means. This is how children develop observation, accuracy of perception and mental activity (memory, imagination). Next time you can use other objects, but they should be familiar to the child. The nature of the proposed tasks and questions can be expanded, and subsequently invented by the children themselves.

"Selection of objects for action"

The child is asked to name objects that perform certain actions. For example, "who and what floats?" - man, board, dog, ship; "is it warm?" - sun, stove, heating pad; "flies?" - airplane, bird, butterfly, fly, fluff, balloon, yellow leaves from the trees.

Game "Add a word"

This game develops memory, the ability to classify objects into groups and can be played in different versions.

Option 1. An adult starts the game: “I put apples in the basket.” The child continues, repeating everything said earlier and adding his own word corresponding to the one named by the first participant in the game: “I put apples and lemons in the basket.” The next player repeats the sentence and adds a word of his own. And so on.

Option 2: Adding words is done based on a given letter or using a sequence of letters in the alphabet. (If it is difficult to find a word-name for the next letter, then it is skipped. Moreover, if the game is played with older preschoolers, then it is quite acceptable to use a reference table depicting the letters of the alphabet.) In the first case, it will sound like this: “I put in the basket watermelon, ... pineapple, ... apricot, ... orange,” etc. In the second: “There is a vase on the table, and in it are oranges, bananas, grapes, pears...”

Game "Complete the sentence"

This game differs from the previous one in some complexity, since the main rule is not only to remember and reproduce everything that was said earlier, but also to ensure that the sentence does not lose its meaning and that the playing partners can continue it for as long as possible. The content of the game is as follows: the driver names any word, and each of the participants in turn adds his own word to it, repeating the entire previous one. When distributing a sentence, words can be placed in different places (at the beginning, end, middle), but they must be added taking into account the semantic content. For example, the original word "sun":

Sun was shining;
The sun shone brightly;
the sun was shining brightly in the sky;
the spring sun was shining brightly in the sky;
the spring sun shone brightly and played in the sky;
the spring sun was shining brightly in the sky and playing with its rays;
the spring sun shone brightly in the sky and played with golden rays;
the spring sun shone brightly in the blue sky and played with golden rays;
the spring sun shone brightly in the blue sky and played with its golden rays;
the gentle spring sun shone brightly in the blue sky and played with its golden rays...

Play is the leading activity of a preschooler. It is in the process of play that children develop comprehensively. A special role in the development of a child belongs to vocabulary didactic games. The main feature is that in didactic games all tasks are offered in a game form. While playing, children acquire knowledge and learn a culture of communication.

The role of didactic games for speech development:

Significantly increase vocabulary;
Promote the development of coherent speech;
They learn to write a story;
Allows you to form the correct pronunciation of sounds;
They learn to choose the right words depending on the situation.

This type of game allows the child to expand his knowledge about the world around him. They do not require special expensive materials. They can be played anywhere. The main thing in such games is mastery of speech. If parents and their child are traveling on public transport or standing in line, they can play word games at this time. Then the time will be spent with great benefit.

Didactic speech games are fascinating and at the same time educational. Such games do not require deep knowledge in the field of pedagogy, so they can be used with great success by parents. Thanks to such games, children develop a craving for word creation, and they successfully master their native speech.

Types of speech didactic games:

Playing with objects;
Board game;
A verbal game without the use of visual material.

Let’s organize the didactic game correctly:

A didactic game must meet certain requirements in order to bring maximum benefit to the child’s development:

Promote mental development;
Should be exciting, aimed at overcoming difficulties;
Must use humor, jokes and entertainment.

Groups of speech didactic games:

1. Games during which the phonemic aspect of speech is formed;
2. Games to develop vocabulary;
3. Games to develop the grammatical aspect of speech;
4. Games for the development of coherent speech.

Games for the formation of the phonemic aspect of speech:

Game "Different Sound"

An adult names four words, the child needs to name a word that sounds different:
Shock - current - juice - song
Som - com - house - bed
Lemon – concrete – lawn – dog
Poppy - pak - cancer - raspberry
Branch – baby – mesh – coat

Game "Recognize the sound"

The adult names the sound. The child must select it with cotton. For example, the sound A. First, the adult repeats this sound, and then begins to pronounce the sound series. The child needs to clap his hands when the sound A is heard.
The audio sequence might look like this:
U – O – I – A – E – A - M – Y – Z – A

Game “Name the Objects”

The child is shown a plot picture depicting different objects. The sound is called (for example, K). The child must name all the objects in the picture whose names contain the specified sound.

Games for developing vocabulary:

Game "Gathering Things"

The adult offers the child paired pictures that depict objects that are similar in purpose, as well as similar in appearance. For example, gloves - mittens, cup - glass, plate - saucer, jar - decanter, socks - knee-highs, boots - boots, shoes - sandals. Then he invites the child to put the picture he names into a box.

Game "Harvest"

An adult places dummies or real fruits and vegetables on the table. Places two baskets nearby - one for vegetables and the other for fruits. The child needs to take one item at a time and put it in the basket with the words: “The plum is a fruit because it grows on a tree” and so on.

Game “Fold things correctly”

The adult shows the child a drawn closet with shelves - at the top for clothes, and at the bottom for shoes. Pictures depicting different clothes and shoes are laid out in front of the child. It is necessary to place the pictures correctly with the comment: “Shoes are shoes, because they are put on your feet,” and so on with all the pictures.

Game "Catch the ball"

An adult holds a ball in his hands and says a word. For example, "black". At the same time he throws the ball to the baby. The little one catches the ball and pronounces a word with the opposite meaning. In this version the word is “white”. You can use different parts of speech.

Game “What to do with it?”

An adult prepares a variety of objects for the game. One by one he shows them to the child. The child must name as many options for using this item as possible. For example, a cup - drink juice, put pencils in it, measure the amount of bulk substances, water plants.

Games for developing the grammatical aspect of speech:

Game "Finish the sentence"

An adult holds a ball in his hands. After pronouncing the beginning of a sentence, he throws it to the child. The kid catches the ball and completes the sentence with one word. For example, “In the forest they grow...” (mushrooms, trees, shrubs, berries, etc.).

Game "Proposal"

An adult says one word. The child must come up with a sentence containing this word. For example, an adult says the word “ball”, and the child comes up with a sentence with it (for example, they bought me a ball).

Game "Correct the sentence"

An adult pronounces a sentence to a child with a semantic error. The child needs to find the mistake and correct the sentence.
Example sentences:

1. Apples grow on a birch tree.
2. The girl was eating a cup.
3. It was very cold in Africa.
4. The boy put his coat on his feet.
5. Chicks feed the bird.

Games for developing coherent speech:

Game "Make up a story"

The adult offers the child 4 – 6 pictures connected by one plot. The child needs to put them in a row in the correct order and make up a story.

Game "Find a place"

An adult puts a series of pictures in a row, connected by one plot. He doesn’t post just one picture, but invites the child to find a place for it to create a connected story. After restoring the row, the child needs to voice the story.

Game "It Doesn't Happen"

The child is shown an absurd picture and asked to tell what exactly is absurd about the picture.
Didactic games on speech development must be included in the baby’s daily life in order to stimulate his cognitive activity. The more often a child plays word games at home, the better his speech will be developed.

Spend more time playing with your child.

What kind of item?

Target: learn to name an object and describe it.

The child takes out an object, a toy, from a wonderful bag and names it (this is a ball). First, the teacher describes the toy: “It’s round, blue, with a yellow stripe, etc.”

Guess the toy

Target: to develop in children the ability to find an object, focusing on its main features and description.

3-4 familiar toys are put on display. The teacher says: he will outline the toy, and the task of the players is to listen and name this object.

Note: First, 1-2 signs are indicated. If children find it difficult 3-4.

Who will see and name more

Target: learn to designate parts and signs of the appearance of a toy with words and actions.

Educator: Our guest is the doll Olya. Olya loves to be praised and people pay attention to her clothes. Let's give the doll pleasure, describe her dress, shoes, socks.

Magpie

Target: correlate the verb with the action it denotes and with the subject who performed this action.

Materials: needles, glasses, soap, bell, brush, iron. Brush, broom, toy - Magpie bird.

Educator: While you were at home, kindergarten A magpie flew in and collected various things in its bag. Let's see what she took

(The teacher lays out the items)

Children:

Magpie, forty

Give us the soap

Magpie:

I won't give, I won't give

I'll take your soap

I'll give my shirt to wash.

Children:

Magpie, forty

Give us the needle!

Magpie:

I won't give it up, I won't give it up.

I'll take a needle

I’ll sew a shirt for my little shirt.

Children:

Forty, forty,

Give us the glasses

Magpie:

I won't give it up, I won't give it up.

I'm without glasses myself

I can’t read forty poems.

Children:

Forty, forty.

Give us the bell.

Magpie:

I won't give it up, I won't give it up.

I'll take the bell.

I'll give you the shirt - call me, son.

Educator:

You, magpie, don't rush

Ask the kids.

They will all understand you.

Everything you need will be served.

Educator: What do you want to do, magpie? (Clean, iron, dye...)

Educator: Children, what does a magpie need for this?

(Children name and bring all the items)

The magpie thanks and flies away.

Name as many objects as possible

Target: Exercise children in clear pronunciation of words.

The teacher invites the children to look around them and name as many objects that surround them as possible. (name only those that are in their field of vision)

The teacher makes sure that children pronounce words correctly and clearly and do not repeat themselves. When the kids can no longer name anything themselves, the teacher can ask them leading questions: “What’s hanging on the wall?” etc.

Olya's assistants

Target: form plural form Numbers of verbs.

Material: Olya doll.

The Olya doll came to us with her assistants. I’ll show them to you, and you can guess who these assistants are and what they help Ole do.

The doll is walking along the table. The teacher points to her legs.

What is this? (These are the legs)

They are Olya's assistants. What are they doing? (Walk, jump, dance, etc.)

Multi-colored chest

Target: teach children to focus on the ending of the word when agreeing neuter (feminine) nouns with pronouns.

Material: box, subject pictures according to the number of children.

Educator:

I put the pictures

In a multi-colored chest.

Come on, Ira, take a look,

Take out the picture and name it.

Children take out a picture and name what is shown on it.

Tell me which one?

Target: Teach children to identify features of an object.

Educator (or child) takes objects out of the box, names them, and the children point to some sign of this object.

If the children find it difficult, the teacher helps: “This is a cube. What is he like?

"Magic Cube"

Game material: cubes with pictures on each side.

Rules of the game. A child throws a dice. Then he must depict what is drawn on the top edge and pronounce the corresponding sound.

The child, together with the teacher, says: “Turn, spin, lie on your side,” and throws the dice. On the top edge there is, for example, an airplane. The teacher asks: “What is this?” and asks to imitate the rumble of an airplane.

The other sides of the die are played in the same way.

"Unusual Song"

Rules of the game. The child sings vowel sounds to the tune of any melody he knows.

Educator: One day, beetles, butterflies and grasshoppers argued who could sing a song best. The big, fat beetles came out first. They sang importantly: O-O-O. (Children sing a melody with the sound O). Then the butterflies fluttered out. They sang a song loudly and cheerfully. (Children perform the same melody, but with sound A). The last to come out were the grasshopper musicians, they began to play their violins - E-I-I. (Children hum the same melody to the sound I). Then everyone came out into the clearing and began chanting with words. And immediately all the beetles, butterflies, and grasshoppers realized that our girls and boys sang best.

"Echo"

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

The teacher says loudly: A-A-A. the echo child quietly answers: a-a-a. And so on. You can also use a combination of vowel sounds: ay, ua, ea, etc.

"Gardener and Flowers"

Target: consolidate children's knowledge about colors (wild berries, fruits, etc.)

Five or six players sit on chairs arranged in a circle. This is flowers. They all have a name (it is possible for the players to choose a flower picture; it cannot be shown to the presenter). The leading gardener says: “It’s been so long since I’ve seen a wonderful white flower with a yellow eye that looks like a little sun, I haven’t seen a chamomile.” Chamomile gets up and takes a step forward. Chamomile, bowing to the gardener, says: “Thank you, dear gardener. I’m happy that you wanted to look at me.” Chamomile sits on another chair. The game continues until the gardener lists all the flowers.

“Who can name more actions”

Target: actively use verbs in speech, forming various verb forms.

Material. Pictures: items of clothing, airplane, doll, dog, sun, rain, snow.

The Incompetent comes and brings pictures. The children's task is to choose words that denote actions related to objects or phenomena depicted in the pictures.

For example:

What can you say about the plane? (flies, buzzes, rises)

What can you do with clothes? (wash, iron, sew up)

What can you say about the rain? (walks, drips, pours, drizzles, knocks on the roof)

"Kids and the Wolf"

Target. Finish the fairy tale at its beginning.

Material. Flannelograph and attributes for the fairy tale “The Goat with Kids”, bunny

The teacher tells the beginning of the fairy tale, showing the figures of the characters.

Educator: the bunny says...

Children: don't be afraid of me, it's me - a little bunny.

Educator: The goats treated him...

Children: carrots, cabbage...

Educator: then they became...

"Wake up the cat"

Target. Activate the names of baby animals in children’s speech.

Material. Animal costume elements (hat)

One of the children gets the role of a cat. He sits down with his eyes closed, (as if sleeping), on a chair in the center of the circle, and the rest, optionally choosing the role of any baby animal, form a circle. The one to whom the teacher points with a gesture gives a voice (makes onomatopoeia appropriate to the character).

The cat's task: name who woke him up (cockerel, frog, etc.). If the character is named correctly, the performers change places and the game continues.

"Breeze"

Target. Development of phonemic hearing.

Children stand in a circle. The teacher pronounces different sounds. If you hear a sound like oo, raise your arms and spin around slowly.

The sounds u, i, a, o, u, i, u, a are pronounced. Children, hearing the sound u, make the appropriate movements.

"Pinocchio the Traveler"

Target. Find your bearings in the meaning of verbs.

Material. Pinocchio doll.

Pinocchio is a traveler. He travels to many kindergartens. He will tell you about his travels, and you will guess which rooms of the kindergarten or on the street he visited.

I went into the room where the children were rolling up their sleeves, soaping their hands, and drying themselves.

They yawn, rest, sleep...

They dance, sing, spin...

There was Pinocchio in kindergarten when the children:

They come and say hello... (When does this happen?)

They have lunch, thank...

They get dressed, say goodbye...

Making a snow woman, sledding

"Hide and Seek"

Target. Formation of the morphological side of speech. Lead children to understand prepositions and adverbs that have spatial meaning (in, on, behind, under, about, between, next to, left, right)

Material. Small toys.

The teacher hides the toys made in advance in different places in the group room, and then gathers the children around him. He tells them: “I was notified that uninvited guests have settled in our group. The tracker who was monitoring them writes that someone was hiding in the upper right drawer of the desk. Who will go on the search? Fine. Found it? Well done! And someone hid in the corner of the toys, behind the closet (Search). Someone is under the doll's bed; someone is on the table; what is standing to my right"

THAT. the children look for all the uninvited guests, hide them in a box and agree that they will again play hide and seek with their help.

"The postman brought a postcard"

Target. Teach children to form verb forms in the present tense (draws, dances, runs, jumps, laps, waters, meows, barks, strokes, drums, etc.)

Material. Postcards depicting people and animals performing various actions.

The game is played with a small subgroup.

Someone knocks on the door.

Educator: Guys, the postman brought us postcards. Now we will look at them together. Who is on this card? That's right, Mishka. What is he doing? Yes, he drums. This card is addressed to Olya. Olya, remember your postcard. This postcard is addressed to Pasha. Who is pictured here? What is he doing? And you, Petya, remember your postcard.

THAT. 4-5 pieces are considered. And those to whom they are addressed must correctly name the character’s actions and remember the image.

Educator: Now I'll check if you remember your postcards? Snowmen are dancing. Whose postcard is this? Etc.

“What kind of object?”

Goal: learn to name an object and describe it.

Move. The child takes out an object, a toy, from a wonderful bag and names it (it’s a ball). First, the teacher describes the toy: “It’s round, blue, with a yellow stripe, etc.”

"Guess the toy"

Goal: to develop in children the ability to find an object, focusing on its main features and description.

Move. 3-4 familiar toys are put on display. The teacher says: he will outline the toy, and the task of the players is to listen and name this object.

Note: 1-2 signs are indicated first. If children find it difficult 3-4.

“Who will see and name more”

Goal: to learn to designate parts and signs of the appearance of a toy with words and actions.

Move. Educator: Our guest is the doll Olya. Olya loves to be praised and people pay attention to her clothes. Let's give the doll pleasure, describe her dress, shoes, socks.

"Magpie"

Goal: to correlate the verb with the action it denotes and with the subject who performed this action.

Materials: needles, glasses, soap, bell, brush, iron. Brush, broom, toy – Magpie bird.

Move. Educator: While you were at home, a magpie flew into the kindergarten and collected various things in its bag. Let's see what she took

(The teacher lays out the items)

Children:

Magpie, forty
Give us the soap

Magpie:

I won't give, I won't give
I'll take your soap
I'll give my shirt to wash.

Children:

Magpie, forty
Give us the needle!

Magpie:

I won't give it up, I won't give it up.
I'll take a needle
I’ll sew a shirt for my little shirt.

Children:

Forty, forty,
Give us the glasses

Magpie:

I won't give it up, I won't give it up.
I'm without glasses myself
I can’t read forty poems.

Children:

Forty, forty.
Give us the bell.

Magpie:

I won't give it up, I won't give it up.
I'll take the bell.
I'll give you the shirt - call me, son.

Educator:

You, magpie, don't rush
Ask the kids.
They will all understand you.
Everything you need will be served.

Educator:

What do you want to do, magpie? (Clean, iron, dye...)

Educator:

Children, what does a magpie need for this?

(Children name and bring all the items) The magpie thanks and flies away.

Goal: to train children in clear pronunciation of words.

Move. The teacher invites the children to look around them and name as many objects that surround them as possible (name only those that are in their field of vision). The teacher makes sure that the children pronounce words correctly and clearly and do not repeat themselves. When the kids can no longer name anything themselves, the teacher can ask them leading questions: “What’s hanging on the wall?” etc.

"Ola's Helpers"

Purpose: to form plural forms. Numbers of verbs.

Material: Olya doll.

Move. — The doll Olya came to us with her assistants. I’ll show them to you, and you can guess who these assistants are and what they help Ole do.

The doll is walking along the table. The teacher points to her legs.

- What is this? (These are the legs)

- They are Olya’s assistants. What are they doing? (Walk, jump, dance, etc.)

"Multi-colored chest"

Goal: to teach children to focus on the ending of the word when agreeing neuter (feminine) nouns with pronouns.

Material: box, subject pictures according to the number of children.

Move. Educator:

I put the pictures

In a multi-colored chest.

Come on, Ira, take a look,

Take out the picture and name it.

Children take out a picture and name what is shown on it.

“Tell me which one?”

Goal: To teach children to identify the characteristics of an object.

Move. The teacher (or child) takes objects out of the box, names them, and the children point out some feature of this object.

If the children find it difficult, the teacher helps: “This is a cube. What is he like?

"Magic Cube"

Game material: cubes with pictures on each side.

Rules of the game. A child throws a dice. Then he must depict what is drawn on the top edge and pronounce the corresponding sound.

Move. The child, together with the teacher, says: “Spin, spin, lie on your side,” and throws the dice. On the top edge there is, for example, an airplane. The teacher asks: “What is this?” and asks to imitate the rumble of an airplane. The other sides of the die are played in the same way.

"Unusual Song"

Rules of the game. The child sings vowel sounds to the tune of any melody he knows.

Move. Educator. One day, beetles, butterflies and grasshoppers argued who could sing a song best. The big, fat beetles came out first. They sang importantly: O-O-O. (Children sing a melody with the sound O). Then the butterflies fluttered out. They sang a song loudly and cheerfully. (Children perform the same melody, but with sound A). The last to come out were the grasshopper musicians, they began to play their violins - E-I-I. (Children hum the same melody with the sound I). Then everyone came out into the clearing and began chanting with words. And immediately all the beetles, butterflies, and grasshoppers realized that our girls and boys sang best.

"Echo"

Rules of the game. 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. And so on. You can also use a combination of vowel sounds: ay, ua, ea, etc.

"Gardener and Flowers"

Goal: to consolidate children’s knowledge about flowers (wild berries, fruits, etc.)

Move. Five or six players sit on chairs arranged in a circle. This is flowers. They all have a name (the players can choose a flower picture; they cannot be shown to the presenter). The leading gardener says: “It’s been so long since I’ve seen a wonderful white flower with a yellow eye that looks like a little sun, I haven’t seen a chamomile.” Chamomile gets up and takes a step forward. Chamomile, bowing to the gardener, says: “Thank you, dear gardener. I’m happy that you wanted to look at me.” Chamomile sits on another chair. The game continues until the gardener lists all the flowers.

“Who can name more actions”

Goal: actively use verbs in speech, forming various verb forms.

Material. Pictures: items of clothing, airplane, doll, dog, sun, rain, snow.

Move. The Incompetent comes and brings pictures. The children's task is to choose words that denote actions related to objects or phenomena depicted in the pictures.

For example:

— What can you say about the plane? (flies, buzzes, rises)

— What can you do with clothes? (wash, iron, sew up)

— What can you say about the rain? (walks, drips, pours, drizzles, knocks on the roof)

Etc.

"Kids and the Wolf"

Target. Finish the fairy tale at its beginning.

Material. Flannelograph and attributes for the fairy tale “The Goat with Kids”, bunny

Move. The teacher tells the beginning of the fairy tale, showing the figures of the characters.

Educator: the bunny says...

Children: don’t be afraid of me, it’s me – a little bunny.

Educator: The kids treated him...

Children: carrots, cabbage...

Educator: then they became...

Etc.

"Wake up the cat"

Target. Activate the names of baby animals in children’s speech.

Material. Animal costume elements (hat)

Move. One of the children gets the role of a cat. He sits, closing his eyes, (as if sleeping), on a chair in the center of the circle, and the rest, optionally choosing the role of any baby animal, form a circle. The one to whom the teacher points with a gesture gives a voice (produces an onomatopoeia corresponding to the character).

The cat's task is to name who woke him up (cockerel, frog, etc.). If the character is named correctly, the performers change places and the game continues.

"Breeze"

Target. Development of phonemic hearing.

Move. Children stand in a circle. The teacher pronounces different sounds. If you hear a sound like oo, raise your arms and spin around slowly.

The sounds u, i, a, o, u, i, u, a are pronounced. Children, hearing the sound u, make the appropriate movements.

"Pinocchio the Traveler"

Target. Find your bearings in the meaning of verbs.

Material. Pinocchio doll.

Move. Pinocchio is a traveler. He travels to many kindergartens. He will tell you about his travels, and you will guess which rooms of the kindergarten or on the street he visited.

— I went into the room where the children were rolling up their sleeves, soaping their hands, and drying themselves.

- They yawn, rest, sleep...

- They dance, sing, spin...

There was Pinocchio in kindergarten when the children:

- they come and say hello... (When does this happen?)

- having lunch, thanking...

- get dressed, say goodbye...

- making a snow woman, sledding

"Hide and Seek"

Target. Formation of the morphological side of speech. Lead children to understand prepositions and adverbs that have spatial meaning (in, on, behind, under, about, between, next to, left, right)

Material. Small toys.

Move. The teacher hides the toys made in advance in different places in the group room, and then gathers the children around him. He tells them: “I was notified that uninvited guests have settled in our group. The tracker who was monitoring them writes that someone was hiding in the upper right drawer of the desk. Who will go on the search? Fine. Found it? Well done! And someone hid in the corner of the toys, behind the closet (Search). Someone is under the doll's bed; someone is on the table; what is standing to my right"

THAT. the children look for all the uninvited guests, hide them in a box and agree that they will again play hide and seek with their help.

"The postman brought a postcard"

Target. Teach children to form verb forms in the present tense (draws, dances, runs, jumps, laps, waters, meows, barks, strokes, drums, etc.)

Material. Postcards depicting people and animals performing various actions.

Move. The game is played with a small subgroup.

Someone knocks on the door.

Educator: Guys, the postman brought us postcards. Now we will look at them together. Who is on this card? That's right, Mishka. What is he doing? Yes, he drums. This card is addressed to Olya. Olya, remember your postcard. This postcard is addressed to Pasha. Who is pictured here? What is he doing? And you, Petya, remember your postcard.

THAT. 4-5 pieces are considered. And those to whom they are addressed must correctly name the character’s actions and remember the image.

Educator: Now I’ll check if you remember your postcards? Snowmen are dancing. Whose postcard is this? Etc.

"Finish the sentence"(use of complex sentences)

- Mom put the bread... where? (into the bread bin)

- Brother poured sugar... where? (into the sugar bowl)

— Grandma made a delicious salad and put it... where? (in a salad bowl)

— Dad brought sweets and put them... where? (into the candy bowl)

— Marina didn’t go to school today because... (fell ill)

— We turned on the heaters because... (it became cold)

- I don’t want to sleep because... (it’s still early)

- We will go to the forest tomorrow if... (the weather is good)

— Mom went to the market to... (buy groceries)

— The cat climbed a tree to... (to escape from the dog)

"Daily regime"

8-10 plot or schematic pictures about the daily routine. Offer to consider, and then arrange in a certain sequence and explain.

"Who's for a treat?"(use of difficult forms of nouns)

The teacher says that there are gifts for animals in the basket, but he is afraid of mixing up what. Asks for help. Pictures are offered depicting a bear, birds - geese, chickens, swans, horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants. Who needs honey? Who needs grain? Who wants meat? Who wants fruit?

"Say three words"(activation of the dictionary)

The children stand in a line. Each participant in turn is asked a question. It is necessary, taking three steps forward, to give three answer words with each step, without slowing down the pace of walking.

- What can you buy? (dress, suit, trousers)

“Who wants to become who?”

(use of difficult verb forms)

Children are offered story pictures depicting labor actions. What are the boys doing? (The boys want to make a model of an airplane) What do they want to become? (They want to become pilots). Children are asked to come up with a sentence with the word want or want.

"Zoo"(development of coherent speech).

Children sit in a circle, receiving a picture each, without showing them to each other. Everyone must describe their animal, without naming it, according to this plan:

1. Appearance;
2. What does it eat?

The game uses a "game clock". First, turn the arrow. Whoever she points to starts the story. Then, by rotating the arrows, they determine who should guess the animal being described.

"Compare objects"(for the development of observation, clarification of the vocabulary due to the names of parts and parts of objects, their qualities).

In the game you can use both things and toys that are the same in name, but differ in some characteristics or details, as well as paired object pictures. For example, two buckets, two aprons, two shirts, two spoons, etc.

An adult reports that a package has been sent to the kindergarten. What is this? Gets things out. “Now we will look at them carefully. I will talk about one thing, and some of you will talk about another. We’ll tell you one by one.”

For example: Adult: “I have a smart apron.”

Child: “I have a work apron.”

Adult: “It’s white with red polka dots.”

Child: “And mine is dark blue.”

Adult: “Mine is decorated with lace frills.”

Child: “And mine is with a red ribbon.”

Adult: “This apron has two pockets on the sides.”

Child: “And this one has one big one on his chest.”

Adult: “These pockets have a pattern of flowers on them.”

Child: “And this one has tools drawn on it.”

Adult: “This apron is used to set the table.”

Child: “And this one is worn for work in the workshop.”

"Who was who or what was what"

(activation of vocabulary and expansion of knowledge about the environment).

Who or what used to be a chicken (egg), horse (foal), frog (tadpole), butterfly (caterpillar), boots (skin), shirt (cloth), fish (egg), wardrobe (board), bread (flour), bicycle (iron), sweater (wool), etc.?

“Name as many objects as possible”

(activation of vocabulary, development of attention).

Children stand in a row and are asked to take turns naming the objects that surround them. The one who names the word takes a step forward. The winner is the one who pronounced the words correctly and clearly and named the most objects without repeating himself, and thus ended up ahead of everyone.

"Pick a Rhyme"(develops phonemic hearing).

The teacher explains that all words sound different, but there are also some among them that sound a little similar. Offers to help you choose a word.

There was a bug walking along the road,
Sang a song in the grass... (cricket).

You can use any verses or individual rhymes.

“Name the parts of the object”

(enrichment of vocabulary, development of the ability to relate an object and its parts).

The teacher shows pictures of a house, truck, tree, bird, etc.

Option I: children take turns naming parts of objects.

Option II: each child receives a drawing and names all the parts himself.