Card index of literacy games for pre-school children. Outdoor games for preparatory group children
Eagle owl and birds
Progress of the game: children choose the names of those birds whose voice they can reproduce, for example, crows, ducks, cranes. At two opposite ends of the room, places are designated for the nest of the “eagle owl” and the house of the “birds”.
According to the counting, the “owl” is selected. He goes into his nest and sits there.
At this time, children run around the center of the room, depicting the birds they have chosen using movements and sounds.
The presenter shouts: “Owl!” All the “bird” children try to quickly take a place in their house, and the “owl” tries to catch one or more “birds” and correctly determine what kind of “bird” it is.
Special notes: if the eagle owl guesses correctly, the one caught becomes an eagle owl and the game continues.
Squirrel in a wheel
Purpose of the game: development of motor and communication abilities, dexterity and attention.
Progress of the game: one driver is selected from the players - “squirrel”. All other players are divided into 4-5 groups of equal numbers. Each group forms a column one at a time, and all the columns line up in rays, like the spokes of a wheel. All players in columns face the center. The driver stands to the side behind the “spokes”.
The “squirrel” runs around the wheel, touches the player standing last in some spoke, and lingers near him. This player lightly hits the person in front, who passes the blow on. The front player, receiving a light blow to the shoulder, says: “Hop!” After that, he runs, going around his spoke on the left, runs out behind the wheel, goes around it, trying to quickly return to his place. The whole spoke runs after him. “Squirrel” also joins the fleeing players. Along the way, players can overtake each other to avoid being last. When all the players from the spokes return to their place, the last one to reach becomes the “squirrel”. Game continues.
Special notes: players can run from the spokes only when the first player says: “Hop!” The spoke can only run behind the wheel, without running across the circle - the wheel. The player who runs across the circle or through the knitting needles becomes a “squirrel”.
Geese and wolf
Purpose of the game: development of motor, communication and creative abilities.
Progress of the game: all players are divided into village children and “goslings”. A “wolf” is selected.
A circle is drawn on the site, in the middle of which sits a “wolf”. Children, holding hands, stand in a large circle. Between the circle where the “wolf” sits and the children’s round dance, the “goslings” form their own circle.
Children walk in a circle and ask the “goslings,” who also walk in a circle and answer the questions:
- Geese, geese!
- Ha-ha-ha!
-Are you white geese?
- Ha-ha-ha!
-Where were the geese walking?
- Ha-ha-ha!
- Who, the geese, did you see?
- Ha-ha-ha!
At this moment, the “wolf” runs out and tries to catch one of the “goslings”. All the “goslings” run away and hide behind the children. The “wolf” leads the caught “gosling” to its lair. The “geese” again stand in a circle and say:
We saw a wolf
The wolf carried away the gosling,
The best best wishes,
The biggest one.
Children in a round dance say:
Geese, geese, pinch the wolf,
Help the gosling!
The “goslings” wave their arms, imitating disturbed birds, run around the “wolf” and cackle.
The caught "gosling" tries to fly away from the lair, but the "wolf" does not let him in.
Special notes: the game is repeated, children and “geese” can change roles, and the caught “gosling” becomes a “wolf”.
Lumberjack in the forest
Attributes: cardboard hatchet or regular rope, blindfold.
Progress of the game: a “woodcutter” is selected from the players, the rest of the players are “pine trees”. The “woodcutter” is blindfolded and given a cardboard hatchet or rope. The “pine tree” player stands 5-6 m from the “woodcutter”. The “woodcutter” spins around 3 times and asks:
- Who are you?
- I will chop you down!
- Try it!
Based on these answers, the “woodcutter” can figure out which side of him the “pine tree” is located. He takes a few steps towards her and “chops” her with a hatchet or rope. If he “cut down” the “pine tree”, the player leaves the game. If not, then the “woodcutter” himself leaves the game.
Special notes: if the “woodcutter” hits a “pine tree,” he, without removing the bandage, continues to “chop” other “pine trees.” You cannot move from your place or squat down after the last answer to the “woodcutter”.
Enchanted Tower
Purpose of the game: development of motor abilities, development of the ability to handle the ball and work in a team.
Attributes: 7 flat stones or other similar objects (such as large cubes), a medium-sized rubber ball.
Progress of the game: a circle with a diameter of 10 m is drawn in the center of the playing area, and an “enchanted” tower of flat stones or cubes is built in it.
The players are divided into two teams. At a distance of 5 m from the tower, a line is marked behind which members of the first team gather. The captain who starts the game and the rest of his team take turns trying to destroy the tower with the ball. The second team, leaving a “watchman” near the tower, disperses throughout the playing area.
If the players of the first team manage to destroy the tower, the “keeper” must catch the ball, throw it to the players of his team, so that they, passing the ball to each other, will mark the fleeing players with the ball. These players must quickly run to the tower and knock it down. If they succeed, the team wins. The game can be started again.
Special notes: players take turns hitting the tower of stones. You cannot run after a player with the ball in your hand; the ball must constantly be passed from hand to hand.
Wolf and sheep
Purpose of the game: development of motor, communication and creative abilities.
Progress of the game: all players are “sheep”. One player is the “wolf”.
“Sheep” turn to the “wolf”: “Let us, wolf, take a walk in your forest!” “Wolf” replies: “Go for a walk, just don’t pinch the grass!”
The “sheep” walk through the forest, frolic, but then, getting hungry, they begin to pluck the grass and sing:
We pinch, we pinch the grass, the green ant,
For grandma for mittens, for grandpa for a caftan.
Let's not give wool to the gray wolf!
The angry “wolf” runs across the clearing and catches the “sheep”. The first one caught becomes the “wolf”. Game continues.
Special notes: while walking through the forest, the “sheep” need to frolic throughout the playground.
Along the path on one leg
Purpose of the game: development of motor, communication abilities, dexterity.
Attributes: sticks 1 m long according to the number of players, 2 medium-sized stones.
Progress of the game: all players - “hares” - place their sticks on the ground parallel to each other at a distance of 0.5 m from each other so that a ladder-path is formed on the ground. One stone is placed at the beginning and at the end of this path.
Players take turns walking along the path in this way: jumping on one leg, go around all the sticks 3 times, then jump between them, placing their foot toe first; having passed all the sticks, they return in the same order, only they place their foot between the sticks parallel to them; then they, stepping with their feet on each stick along it, except their own, must reach the end and return back, stepping with their feet across the sticks.
Players are allowed to rest by placing their previously raised foot on one of the stones. The player who has done everything without mistakes is considered the king of the “hares”.
Special notes: if the player makes a mistake, he starts the entire game over again.
Children and the wolf
Purpose of the game: development of motor, communication and creative abilities.
Attributes: red riding hood.
Progress of the game: all the players are children, and one is a “wolf”. The wolf's lair and the children's house are outlined by lines.
The “wolf” is hiding in one of the corners of the site, in his lair. The rest of the players walk on the other side of the court. When the “wolf” hides, the children go into the forest, and Little Red Riding Hood meets them. She asks:
- Where are you rushing, friends?
- We are going into the dense forest.
- What do you want to do there?
- We'll pick raspberries there.
- Why do you need raspberries, children?
- We will eat jam!
- What if a wolf meets you in the forest?
“The wolf can’t eat us all!”
Children come close to the place where the “wolf” hid and say:
I'll pick all the berries, make jam,
There are a lot of raspberries here, it’s impossible to pick them all,
And you can’t even see the insidious wolves!
After these words, the “wolf” tries to catch up with the fleeing children. The one he caught goes with him to his lair.
Special notes: the “wolf” should begin to catch children only after the words “no sightings!” You can only catch players up to the house line.
Nuts for the squirrel
Purpose of the game: development of motor, communication abilities, dexterity.
Attributes: 10 pins, chair.
Progress of the game: on the playing court, 3 circles are drawn on one line at a distance of 3 m from one another. At the other end of the platform they place a chair - a tree. In the first circle they put 10 pins - nuts for the squirrel. The distance from the tree to the middle circle is 25 m. Squares are drawn on one side of the playing area - captivity for the penalty box.
One “squirrel” player stands in the middle (second) circle, and the other “squirrel” player stands in the first. At the leader’s signal, the player standing in the first circle runs and carries the pins standing there to the third circle. The player from the middle circle runs to the tree at this time, goes around it and comes back.
If a player managed to move all the nut pins to the third circle before the second player ran his distance, he is considered the winner. Losing players stand in the penalty box. Then other pairs play.
Special notes: When carrying pins, you can only pick up 2 objects at a time and be sure to stand in circles with both feet.
The cunning wolf and the shepherd
Purpose of the game: development of motor, communication and creative abilities.
Progress of the game: most of the players are “sheep”. One player is the “shepherd” and the other is the “cunning wolf”. He sits in the bushes on the edge of the site.
The “sheep” graze in the meadow, holding together, and the “shepherd” walks around them and sings:
I herd my sheep in the meadows,
I won't give my sheep to the evil wolf.
At this time the cunning “wolf” comes up and says:
- Shepherd, shepherd, your mother bought you beautiful shoes. Run and have a look!
- And you, wolf, will you herd my sheep?
- I'll pass, run faster!
The “shepherd boy” runs away, the “wolf” grabs several “sheep”, taking the child players by the hands, and takes them to his lair in the bushes. The “shepherd boy” returns and sees that several “sheep” are missing. He sadly walks around the remaining ones and hums his song.
The "wolf" comes again and says:
- Shepherd boy, shepherd boy, are you probably hungry? And your mother baked delicious pies. Run and eat quickly!
“Aren’t you deceiving, cunning wolf?”
- No, really, I saw it myself and even treated myself to some pies.
- Well, then take care of my sheep.
The “shepherd boy” runs away, and the “wolf” grabs all the remaining “sheep” and hides them in the bushes. The “shepherd boy” returns, sees that there are no “sheep”, and goes to look for them. Seeing the sitting “wolf”, he asks:
- Wolf, wolf, you grazed my sheep - where did they go?
- Yes, I turned away for a minute, they all ran away.
- Who is that knocking?
— A bear in the forest.
Then the “sheep” begin to bleat: “Be-be.” The “shepherd” shouts: “These are my sheep!”
He drives the “wolf” away, and the “sheep” again scatter across the meadow and nibble the grass. The game can continue when the players switch places.
Special notes: the “wolf” must take the “sheep” by the hands and run away with them.
Card index of role-playing games
Game "Guests"
Target. Consolidating cultural skills, imparting to the children some knowledge of housekeeping (cleaning the room, setting the table).
Game material. Doll dishes, imaginary treats, substitute objects; tables with tablecloths, tea sets, vases, tea, pies.
Preparing for the game. Ethical conversations: “We are waiting for guests” and “We are going to visit.” Learning the song “Guests have come to us.” Making a game plan.
Game roles. Hosts and guests.
Progress of the game. The teacher can conduct the game in different options. The guys can play in their group in an imaginary situation, or they can invite guests from another group.
Preparation To The teacher begins the game with a conversation in which he says that the rules of the game require that the hosts be polite towards the guests, attentive, use polite words: “be kind”, “please”, “thank you”, “eat to your health” and, etc.
After this, all game actions unfold around preparing to receive guests and caring for them. The teacher informs the children that before the guests arrive, the owners must clean the apartment, decorate it with flowers, set the table, and arrange the cutlery correctly. Then the adult invites the children to agree on how they will greet the guests and what they will do.
The teacher can also teach the children a verse of the famous clapping song:
Guests came to us
Dear ones have come,
It was not in vain that we cooked jelly,
Pies were baked.
And cabbage pie,
And a pie with potatoes.
And the one without filling -
The most delicious pie!
Then the teacher invites the children to independently draw up a game plan, what, how and why will happen in it. He can give some ideas for more interesting plot development, but the main content must be thought up by the guys themselves.
One of the game options could be as follows. When the “guests” arrived, the “hosts” seated them correctly and offered them the most comfortable seats. During tea drinking, guests are occupied interesting conversation, they are warmly treated to: “Please eat,” “Try this pie,” “Would you like some more tea or juice?”
After tea, the “hosts,” with the help of the teacher, entertain the guests with collective songs, riddles, moving or word games. The “owners” discuss and prepare all this in advance, distributing who will provide what entertainment.
At the end of the game, the teacher needs to collectively discuss all the mistakes made by the hosts or guests.
Game "Birthday"
Target. Cultivating sensitivity and attention. Strengthening cultural skills.
Game material. Toy dishes, plasticine, pieces of fabric, threads, colored paper, natural materials.
Preparing for the game. Conversation about organizing a birthday party. Learning poems, inventing games, attractions. Making a game plan.
Game roles. Birthday boy, mom, dad, grandma, grandpa, teacher, brothers, sisters, guests.
Progress of the game. The teacher invites the children to create a game plan on their own. After listening to the children's suggestions, the teacher can give the children the idea of combining three games at once: for family, school and birthday. Roles are assigned, the guys are divided into groups.
For example, children playing family can act out an episode of the morning: everyone gets up, washes, does exercises, has breakfast, then the student children go to school, and the younger ones stay at home. They help older family members prepare for their birthday.
Schoolchildren and guests (comrades of the birthday boy) somewhere nearby in a group can play school. Some are chosen to be teachers, the rest are students. Thus, while at home they are preparing for the birthday, older brothers and sisters, the birthday boy and his comrades are studying at school.
When everything is ready at home, the birthday boy and guests are called. All other games are curtailed, the guys begin to play on his birthday: the birthday boy is warmly congratulated by relatives and friends, they give him gifts, surround him with attention, treat him, offering him all the best. Family members and the birthday boy himself make sure that the guests have fun and well. They agree in advance who will entertain the guests and how, come up with games, attractions, read poetry, ask riddles, etc.
When the birthday party ends, guests are politely seen off and helped to get dressed. Family members go to bed.
At the end of the game, participants share their impressions of the game, discuss interesting moments and mistakes made in the game.
Game "Password"
Target. Accustoming children to fulfill the requirements of a teacher, nanny, nurse. Reinforcement of rules of behavior in public places.
Game material. Red cap and armband, handkerchiefs, chia clothes; posters, tickets, etc.
Preparing for the game. Conversation about requirements kindergarten presented to the child. Ethical conversations on the topic “We are going to the theater.” Preparing attributes for playing theater.
Game roles. The sentry, the students, the cashier, the usher, the spectators, the artists.
Progress of the game. The game can be played in several ways.
1st option. Before the game starts, the teacher conducts a conversation about the requirements that children in kindergarten must learn: each child must have a handkerchief, he must be clean and neatly dressed, his hands and face must be clean, his hair must be combed, etc.
After this, the teacher appoints a sentry, hands him a red cap and armband. The guard stands at the door of the group and lets the children into the room one by one. At the same time, he says to the incoming child: “Password!” The teacher can change passwords every two to four days. They depend on what requirements children need to learn. For example, if the teacher insists that all children bring handkerchiefs with them, the password is considered to be presenting the handkerchief to the sentry. If it is necessary that all the guys do not forget to comb their hair, the password is neatly combed hair. The password can be clean clothes, as well as trimmed nails.
Guys who have not fulfilled the conditions of today's password are the last to join the group. At the end of the week, the teacher informs the children which of the children fulfilled the conditions of the game and which did not.
This game can be played in cases where it is necessary to achieve the fulfillment of some requirement, and last no more than two to three weeks (often with breaks). At the same time, the teacher needs to constantly change the password.
2nd option. Theater of polite guys.
The teacher conducts a conversation about the rules of conduct in public places and says: “Soon we will play V theater, but this game is not easy, you need to know polite words and be able to use them.”
After this, the teacher helps the children in organizing the theater, preparing posters, tickets, learning poems, dramatizations.
When everything is ready for the game, the teacher informs that in the theater the price for a ticket is polite words. If a preschooler approaches the cashier and says: “Please give me a ticket,” he will receive it. If he forgot the polite word “please”, he will be sent to think, to remember what to say in order to get a ticket. If a child says: “Hello. Please give me a ticket,” and having received the ticket, he will answer: “Thank you,” and he will sit in the front row. The game begins.
At the Polite October Theater, poems and dramatizations are performed that teach children the rules of cultural behavior. The theater's "ticketeers" vigilantly ensure that all spectators strictly follow the rules: they give way to each other, let girls go ahead, walk between the rows, turning to face those sitting, do not talk during the performance, etc.
When you play the game later, you can change the plot, for example, play “Cinema of Polite Guys” or “Excursion to the Museum,” etc.
Game "Wizards"
Target. Fostering in children sensitivity, the desire to show care and attention to others.
Game material. Pencils, paper, cardboard, plasticine, etc.
Preparation to the game. Reading fairy tales. Ethical conversation "Good Wizards". Making gifts for kids. Preparing for the concert.
Game roles. Wizards.
Movegames. Before the game starts, the teacher conducts an ethical conversation “Good Wizards”, based on fairy tale plots, in which he makes children think that good wizards in fairy tales always help good people. To further the conversation, the teacher asks the following questions: “What kind of person could we call a good wizard, not in a fairy tale, but in reality? (Kind, sympathetic, who always tries to help other people). What do you think, could you try to always act like good wizards? For example, one of you forgot to bring markers from home and is very upset, and good wizards come to his aid and offer “Take mine.” How about we become good wizards for kids? What could we do for them?
do? (Children suggest making toys from plasticine; making a snow woman, making doll figures out of cardboard, etc.). Then the teacher summarizes the conversation: “So, in order to play good wizards, you really must, first of all, become kind - do only good and pleasant things.”
After this, the teacher introduces the rules of good wizards: “Talk warmly and kindly to people,” “Learn to share everything with others,” “Make joyful surprises for the kids, your friends, and your parents.”
Then the teacher suggests: “Let’s today play good wizards. Do you agree? Now each of us is a good wizard” and gives the task to each child to think about what he would like to do good for the children junior group.
The next day, the teacher returns to the game about wizards and asks the children to report their ideas and plans. Children, for example, can offer to make an album “Our Kindergarten” for kids, or sculpt a snow woman, or fill a slide, or make a small fairy-tale city out of plasticine, or make Christmas decorations etc.
The teacher divides the children into groups and invites each to make their own surprise. After all the gifts are ready, the teacher and the children release “lightning” (here on large leaf drawings are hung on paper depicting the deeds of good wizards).
One day the kids are given kind “gifts”. On the same day, the children of the preparatory group organize a concert for them: they read poetry, sing songs, and act out skits about kind and friendly children.
Game "Street"
Target. Teaching children to implement and develop the plot of the game. Fixing the names of cars, rules of conduct on the street and in public transport.
Game material. Cardboard houses, signs, figures of people, toy cars, traffic lights, steering wheels.
Preparing for the game. Thematic walks - excursions along the street. Conversations using illustrative material. Making game attributes together with the teacher. Watching films and fragments on the topic “Street”.
Game roles. Pedestrians, drivers, policeman, janitor, etc.
Movegames. A lot of preliminary work is done before the game. Preparing for the game begins with several walks along the street.
On the first walk, the teacher shows the children the street and draws the children’s attention to the fact that there are many houses on the street - new and old, very high and low, of different colors and sizes; You can also count the floors of several houses with your children. The teacher further explains that the houses on the street differ because people live in one, a theater in another, a studio or post office in the third, a store in the fourth, a photo studio or beauty salon in the fifth, etc.
After this walk, the teacher needs to consolidate everything they saw; this can be done by looking at pictures, postcards and drawings that depict a street with houses. Then, during the lesson, the teacher can ask the children to draw various houses located on the street; The teacher advises using building materials to build many different houses nearby and make a street; During construction classes, children are given patterns of houses of different sizes, made from paper of several colors. Under the guidance of the teacher, children must glue together houses from these patterns, stick doors and windows on them, or draw them. The teacher may advise sticking the windows in one or two rows on one house - this house will only have one or two floors; on the other they glue four or five rows of windows - this is a four- or five-story house, respectively. Then the teacher hands out signs to the children, which they paste over the doors of their houses: “School”, “Kindergarten”, “Atelier”, “Post Office”, “Library”, “Pharmacy”, “Beauty Salon”, “Hospital” (or “Policlinic” "), "Shop", "Bakery", "Photo Studio", "Cinema" (or "Theatre"), "Circus". Each child must make one house during the lesson. This makes a whole street.
On the second walk, the teacher needs to show the children how many different cars there are on the street: some drive people, others carry ice cream, others carry milk, others remove snow or, if it happens in the summer, water the street, sweep. There are cars that transport sick people. After showing children city transport, you should tell them that these cars take people to work, home from work, to the circus, cinema, children to kindergarten or school, and also explain how to behave on a trolleybus, bus, tram, etc. etc. (do not shout, do not push, give way to the old and sick, etc.).
After the second walk, the teacher should talk with the children about transport, show on illustrative material images of different types of cars: cars, trucks, dump trucks, for transporting milk, bread, cars that water and sweep the street, remove snow, buses, trolleybuses, trams, etc. d. In addition, with children you can look at drawings that depict the interior of a bus or trolleybus to give an idea of what is happening inside. The teacher can accompany the display of such a picture with the following story: “The conductor gives a ticket, the girl gives way to her grandmother: it is difficult for the grandmother to stand, she is old; a mother is sitting there with a baby in her arms, they gave her a seat: the baby is small, they will push him, and it’s hard for the mother to hold him in her arms; a disabled person must also give way to a seat; we need to help older people get off the bus or trolleybus.” After this, the teacher can present to the children a drawing with negative content: a boy is sitting on the bus, and an old woman is standing next to him, and ask the children whether the boy behaves correctly, whether he is well-mannered and why the children think that he is ill-mannered.
During the lesson, the teacher invites the children to draw one of the cars that they saw on the street. At the end of the lesson, you should show the children all the drawings, naming the cars depicted on them and fixing the names. During free games for children, the teacher needs to collect all the cars that are available in the group. And turn some of them into specialized ones: make a cardboard body for one metal truck with the inscription “Products”, for another - a cardboard rolled into a tube and inscribed “Kvass”, glue a small red cross to a passenger car - they will transport the sick on it. Then the teacher can advise the children to build several houses (streets) from building material and play with them and cars: an ambulance is on duty near the hospital, a truck carries vegetables and fruits molded from plasticine to the store, bread is brought to the grocery store in a special car from the bakery. , bagels, cookies, rolls, a minibus is driving down the street.
On the third walk down the street, the teacher should tell the children about pedestrians: there are a lot of people on the street, they go to work, and from work, and to the zoo, and to the store, and to the hospital. Near the store you can show the children people who go there for shopping, near the cinema - those who are in a hurry to the next show, near the school - schoolchildren who go to study, etc. You also need to tell the children that there are a lot of people on the street, everyone They are in a hurry, so they need to walk along it so as not to disturb anyone. After this, the teacher tells the children some rules that must be followed on the street: you cannot run or play on the street, you must walk calmly, without pushing passers-by, only on the sidewalk, you cannot walk on the road - there are cars, buses, and trolleybuses there.
After such a walk in a group, the teacher and the children can look at pictures of pedestrians on the street. Looking at the people depicted, you need to talk about them: “Here are schoolchildren with briefcases, they are hurrying to school; Grandpa goes to the store, he has a large bag in his hands; Here is my aunt going to the trolleybus stop, she is in a hurry to get to work; Here the mother is walking with the baby, showing him the street, houses, cars; here is a boy carrying a ball, he is going to the football field, he will play football with his friends,” etc. It is very good to show children a picture that shows how the guys are helping an old woman carry a heavy bag or carrying her across the road. You can also show a drawing of a boy picking up a piece of paper from the sidewalk and throwing it into a trash can.
During a modeling lesson, the teacher should invite each child to model from plasticine one of the people they saw on the street. We need to remind children: “You can sculpt a girl with a briefcase, a father and mother, an aunt with a bag, or a policeman.” After the lesson, the teacher and the children examine the products and give each of them a rating.
On the fourth walk, the teacher shows the children how pedestrians cross the street, stop at the intersection at the traffic light, wait for the light to turn green, how they look first to the left, and when they reach the middle of the road, to the right. Then the children need to explain that they cannot cross the street, but must cross it calmly. Also, on the street, children should be shown a policeman and told why he keeps order: so that everyone walks calmly, does not run on the pavement, crosses the street only on pedestrian paths when the light is green, and when the light is red, they stand, do not play on the road, do not litter papers. They threw them not on the sidewalk, but into trash cans. The teacher can continue his story by saying that the street should always be clean, “that’s why street cleaners clean the street, sweep it, water it, and in winter they clear the sidewalks of snow. The road is cleared by cars, etc. After this, the teacher can take the children across the road in order to teach the children how to cross the street correctly.
After this walk-excursion, the adult needs to show the children an image of the intersection, look at the pedestrians crossing the street, ask the children what light they think the traffic light is now and why they think so. In the conversation, the teacher must consolidate the impressions and knowledge that the children received during the walk.
The teacher can also invite children to draw an intersection, a traffic light and cars or pedestrians at the intersection, then play an active game with them, distributing the roles of a policeman, drivers and pedestrians. A policeman stands at an intersection and, with the help of a teacher, directs the movement of cars and pedestrians.
Subsequently, after four walks, the teacher can have a conversation with the children about a large picture that depicts different houses, pedestrians, moving vehicles, and an intersection with a policeman, a traffic light, and people crossing the street. It is also good to show children films or fragments on the topic “On the Street”.
To play “street”, in addition to houses glued together by children and figurines sculpted from plasticine, the teacher, together with the children, must prepare other attributes: cardboard figures of pedestrians, trash cans, a traffic light (on one side there will be a red light, on the other - green, from time to time) time, traffic lights need to be turned), toy trams, trolleybuses, buses, etc.
After preparation and preliminary work for the game, the teacher tells the children that they will play “street”, but for this they first need to build it. The teacher distributes houses, he invites the children to make a smooth, beautiful street, and advises (if the children have difficulties) how best to place houses on it. When everything is ready, the teacher says that the street is never empty: people walk along the sidewalks, and cars drive along the pavement. He invites the children to make sidewalks and people on the street. The teacher talks about the “life” of the street and invites the children to perform certain actions during the story: “The janitor is the first to come onto the street. He checks to see if the sidewalk is clean, if anyone has littered it, and sweeps the sidewalk. Sveta, help the janitor sweep this sidewalk, and you, Roma, help clean the other sidewalk. (Children take janitor figures and sweep the street.) Well done, now both sidewalks are clean. Cars arrive and they clean the roadway - first one sweeps, and then another waters, so that the road is also clean. Zhenya, you are the driver. Sweep the road with your car. Alyosha is also a driver. He will now pour water on the road. (The guys move the cars and clear the road.). Now the street is clean. Morning. Drivers are driving cars, there are a lot of cars on the streets. (Children take cars out onto the street.) Here are the children going to kindergarten. Let's help them get there quickly. (The figures of the children go to the kindergarten, and they are placed behind the building, as if they had entered inside.) A lot of people appear on the street: they go to the store, to the doctor, to work. (The guys play with the figures - they move them along the street, pedestrians enter houses, etc.). During the game, the teacher should not show the children game actions. His task is to unite all children’s play actions with a common plan and help them realize it and develop the plot of the game.
The form of the game in the form of a teacher’s story, illustrated by the children’s play actions, helps children fully master both the concept and content of the game. This form of play serves as a good preparation for role-playing game on this topic, the child learns to isolate and differentiate individual role actions, and shows independence in playing the role.
After such preparation, the teacher encourages the children to take on certain roles (driver, janitor, policeman, teacher, store salesperson, etc.), in accordance with which they will act during the game.
Game "In the Forest"
Target. Pinning names various types plants, seeds, mushrooms. Fostering interest and love for nature.
Game material. Collections of flowers, leaves, seeds, mushrooms. Drawings of tree trunks. Costumes for children. Cardboard key. Treat.
Preparing for the game. Excursion to the forest. Making costumes for the game together with parents. Learning forest dances. Exhibition of collections of seeds, leaves, flowers, mushrooms. Preparing games and attractions for the forest carnival.
Game roles: Owners of forest edges, guests of the forest.
Progress of the game. Before the start of the game, the teacher, together with the parents, conducts an excursion to the forest or to the nearest park, introduces them to the names of plants and trees, draws attention to the inhabitants of the forest: insects, birds, etc. The children listen to the voices of birds. In a forest clearing you can read stories about nature to them.
After this, the teacher, together with the children, begins preparing for the upcoming game. Children, together with their parents, make costumes for the forest carnival, learn the dances “Chamomile”, “Boletus Mushroom”, “Slender”
birch trees." The teacher pre-distributes the roles: he selects several people to play the roles of owners of forest edges, the rest are guests of the forest. The owners of forest edges, under the guidance of a teacher, select materials for games with guests.
A day or two before the start of the game, the teacher can hold an exhibition of collections of seeds, leaves, flowers, and mushrooms. This will help children recognize forest plants.
On the day of the game, the teacher, together with the parents, decorates the group room: they make game points: Flower Glade, Old Oak, Seed, Leaf and Mushroom. At the Flower Glade, a collection of wildflowers is laid out on the table, at the Old Oak - drawings depicting the trunks of various trees, at the Seed - seeds of trees and shrubs, at the Leaf - a collection of leaves, at the Mushroom - a collection of mushrooms.
At each play point there are its owners - two or three children in costumes depicting flowers, mushrooms, leaves, etc. They are in charge of the collections.
After this, all guests of the forest are invited to the group room. The teacher says: “Guys, today you will need to find the Key to the Forest. The one who finds the Key will never get lost in the forest; he will understand both the conversation of birds and the tracks of animals on the ground. But finding the Key is not easy. To do this, you need to complete all the tasks that await you in the forest. First you need to visit the Flower Glade, then go to the Old Oak Tree, then find the Seed, the Leaf, and finally visit the owner of the mushrooms. If you answer the questions that the owners of the forest ask you, you will receive a magic Key. Whichever of you is the first to find the Key and bring it to the Forest Glade will receive the right to open a fun forest carnival.”
After this, the guys approach the place where the Flower Meadow is located. Her owners show the children a collection of flowers (5-6). Children name the flowers one by one and move to the place where the Old Oak is located. There, the owners show a collection of drawings depicting various tree trunks and offer to name the trees whose trunks they are (5-6). After this, the children move on to the game point - Seed, where the children are asked to carefully examine the collection of seeds and name which plants they come from. Then the children have to pass another test - they move to the Leaf, where the owners offer the children a collection of leaves, the children need to guess which trees they come from. Next, the children visit the owner of the mushrooms, where they guess the names of the mushrooms. Whichever child is the first to complete all the tasks and answer the questions correctly receives the Key and has the right to start the forest parade.
The teacher gives a signal to prepare for the carnival. The forest carnival begins with a general parade, then the children show prepared dances of the forest inhabitants, perform poems and songs about the forest, about birds, and ask riddles. The carnival ends with a tea party in Lesnaya Polyana with the gifts of the forest - berries, pie with jam.
Game "River Journey"
Target. Teaching children to implement and develop the plot of the story. Formation of ideas about the types of river transport, about the importance of the work of adults - river port workers for the cities and villages of the country.
Game material. Construction material, plasticine, cardboard and other materials; attributes for the game: vests, captain's cap, steering wheel.
Preparing for the game. Excursion to the port. Conversation about the port using illustrative material. Reading excerpts from F. Lev’s book “We are sailing on a self-propelled gun.” Construction of berths and ships from building materials. Drawing of various ships. Making a map diagram of the river. Modeling gifts to send to other cities. Preparation of an exhibition of drawings. Examination of the painting “Sea Lord”. Making game attributes together with the teacher. Watching films and fragments on the theme “At the Port”.
Game roles. Captain, sailors, loaders, passengers, city residents, plant director, workers.
Progress of the game. In the preparatory group of the kindergarten, the content of the “journey” game is further developed. As in senior group, the teacher can conduct an excursion to the port, thereby clarifying and consolidating children’s existing ideas about types of river transport, the structure of ships, etc.
After the excursion, the teacher tells the children that ships bring ore, timber, and crushed stone to the city. From ore, for example, metal is smelted at metallurgical plants, from which machine tools, cars, and dishes are made. All these products are sent to cities, villages, towns of our country. The teacher says in a conversation: “We really need such ships. Without them, the factories of our city would not be able to operate. Imagine, for example, that no wood or sand was brought to our city. But metal and bread were not transported from our port to other cities. What would happen then? After listening to the children’s opinions, the teacher summarizes the children’s statements: “That’s right, we need a port. The cities and villages of our country help each other. From our port, like from many ports in the country, the necessary cargo is sent to cities and villages, where they are eagerly awaited.”
In preparation for the game “River Journey,” several forms of children's activities are combined: modeling, drawing, labor, role-playing and construction games. Some guys sculpt motor ships, barges, vegetables, or become passengers, rivermen, residents of imaginary cities; others build piers, river boats, etc. This gives children the opportunity to reorganize and join one or another group of players, based on their own interests.
The teacher tells the children that ships can sail up and down the river, and gradually the game travel routes become more and more complex, and the voyages themselves become more meaningful. Barges transport cars along the river to other cities, and bring watermelons and melons from others.
Further development of the game can happen like this. The teacher suggests looking at a map where a river is depicted, the children see that the river flows through various territories, along the river’s path there are cities and villages, the river even crosses the border of our country. Children can visualize travel routes. In accordance with the route, they can quickly outline a goal: bring cars to other cities and republics, take passengers to friends in different places countries, etc.
For example, a teacher, without interfering with the game, can direct it in the next direction. The children jointly decide to send cars along the river to their friends from another city. The guys are divided into teams. The first group sculpts cars, the second builds a pier and self-propelled gun, the third (the crew of the ship and passengers) transports cars to another city, the fourth group (residents of another city) builds a pier and prepares a treat for friends.
Before loading the vehicles, the “captain” of the self-propelled gun calls the plant: “Comrade Director, where are the machines? The self-propelled gun is already ready to sail.”
One of the children supervises the loading. He commands: “Be careful, don’t damage the cars, they still have a long way to go.” The vehicles are carefully placed on the self-propelled gun using a crane. "Loaders" help install them. The “captain” gives the command to the “sailors”: “Full speed ahead!” Let's go on a trip along the river."
The self-propelled gun hits the road. Suddenly, along the way, she begins to sink - there is a hole in the hold. The “sailors” dive into the water and weld the bottom of the self-propelled gun. After this, one of them reports to the captain: “Everything is in order, not a single car is missing.” Arrival of a self-propelled gun in another city - happy event for those playing. “Sailors” and “loaders” hand over cars to residents of another city. "Rivermen" dance a sailor's dance.
During subsequent implementation, the game can be expanded by connecting with other role-playing games: “Journey to Another City”, “Stop in the Forest”, etc.
Game “Travel with the characters of your favorite books”
Target. Instilling interest in books by children's writers. Developing the ability to take on the role of a fairy-tale hero.
Game material. Costumes of literary characters, paper, pencils, paints, game attributes, chips, Christmas tree cones, candies, cookies.
Preparing for the game. Reading fairy tales by children's writers. Exhibition of drawings based on the works read. Dramatizations of fairy tale fragments. Watching cartoons based on the fairy tale.
Game roles. Parsley, Doctor Aibolit, Pinocchio, heroes of children's fairy tales.
Progress of the game. Before the start of the game, the teacher and the children read fairy tales by children's writers: L. N. Tolstoy “Buratino”, K. I. Chukovsky “Doctor Aibolit”, etc.
Then you can invite the children to make an exhibition of drawings based on the books they have read; each child should draw a fairy tale character they like. The drawings are posted in the group and discussed.
After this, the teacher divides the children into subgroups and gives the task to distribute roles and prepare a fragment from a fairy tale. To do this, the children, together with the teacher and parents, need to prepare costumes and attributes for the performance.
When everything is ready, the game can begin by decorating the group with drawings, homemade toys of fairy-tale characters, etc. The journey can be carried out in different ways.
1st option. The role of the leader is taken by the teacher. He invites children on a fun journey through their favorite books.
The journey begins with the teacher dressed as Petrushka announcing the performance of a puppet theater troupe. Behind the screen, the children show short scenes prepared in advance, taken from the works of their favorite children's writers. The rest of the children participating in the journey must correctly indicate where the passage was taken from and who the author is. Children who guess the fairy tale correctly receive chips.
After this, Doctor Aibolit appears in front of the children (the teacher puts on a different suit). He asks the guys questions about the fairy tales of K.I. Chukovsky. The guys also receive chips for correct answers.
Then Aibolit is replaced by Buratino, he hosts a quiz based on the works of S. Ya. Marshak. The most active children are rewarded with chips.
At the end of the game, the teacher invites the children to stage pre-prepared fragments from fairy tales.
At the end of the game, the teacher organizes a discussion and awards prizes to the children who received the most chips. Other children are also rewarded with candy.
The journey ends with a demonstration of a cartoon based on the work of one of the authors of children's books.
2nd option. The journey takes place in the rhythmic hall, at the “forest edge”. The children, together with the teacher, prepare a fairy-tale decoration in advance: a hut on chicken legs, a mansion, an “ice” hut for a fox and a “bast” hut for a hare. Multi-colored garlands are stretched between the trees; On sheets of paper they depict the heroes of your favorite stories, fairy tales and poems.
The role of the leader is taken by the teacher. He announces the beginning of a fabulous journey in a forest clearing. First, fairy-tale characters show several pre-prepared scenes from fairy tales.
After this, the teacher divides the children into subgroups. Each of the subgroups approaches different huts in turn, and the children answer questions from the heroes of fairy tales. According to the terms of the game, the answer can be collective. Travelers are given pine cones for correct answers, and in the forest buffet the bunny exchanges these pine cones for candies and cookies.
At the end, the teacher names the groups - the winners of the game. They are awarded diplomas signed by one of the heroes of children's fairy tales.
Game "Shop"
Target. Teaching children to implement and develop the plot of the game. Consolidating knowledge about the functioning of the store. Formation of cultural behavior skills in public places.
Game material. Poster “Shop”, counters, cash registers, paper, pencils, several toy scales, abacus, jars with a capacity of 0.5 l, 1 l, 2 l, plasticine, natural material, substitute items, clothing for sellers, bags, wallets.
Preparing for the game. Ethical conversation about the behavior of children in public places, including in a store. Excursion to the store. Conversation with the store administration. Construction of counters and cash registers. Making attributes for the game.
Game roles. Store director, salespeople, cashiers, customers, factory workers, drivers.
Progress of the game. The teacher informs that the children are going on an excursion to the store, after which he conducts an ethical conversation about the rules of conduct in the store and in public places. During the excursion, the children meet and talk with the store administration and make their own purchases.
Having returned to the group and discussed the excursion, the teacher organizes the work of several factories - sewing, toy, writing instruments, and
also a bakery. Children, under the guidance of a teacher, cut out paper and paint clothes for dolls, sew small notebooks, make toys and various crafts from plasticine and natural materials, bake bread, rolls, pastries, cakes, etc.
Before the game starts , after assigning roles and discussing the game plan, the teacher once again reminds how the buyer should talk to the seller, and the seller should talk to the buyer, and proposes one of the main conditions of the game: without the words “be kind,” “please,” “thank you,” the goods are released will not. Then the game begins. The director announces the opening of a new store and greets customers warmly. After this, customers disperse into departments of the store: some buy clothes, others buy groceries, and others buy office supplies. There is brisk trade. All products have prices, but they are rounded to make it easier for preschoolers to count within the framework of the program material studied in kindergarten. It’s a good idea to introduce small scales into the game for weighing products (sand, small pebbles, other natural materials). It is advisable to sell milk so that children become familiar with containers - 0.5 l, 1 l, 2 l. After about half an hour, the teacher can invite the children to switch roles.
The “Shop” game can be combined with other games, such as “Family”, “Plant”, “Factory”, “Farm”, “Chauffeurs”, etc.
Game "Mail"
Target. Teaching children to implement and develop the plot of the story. Expanding and consolidating children’s knowledge about different forms of postal communication: mail, telegraph, telephone, radio. Cultivating a sensitive and attentive attitude towards comrades and loved ones.
Game material. Postal poster, counters, mailbox, postcards, envelopes, white and colored paper, pencils, money, wallets, children's magazines and newspapers.
Preparing for the game. Brief excursion to the post office gray hair with postal workers, observing their work. Reviewing and reading children's books: N. Grigorieva “You Dropped the Letter”, E. Mara “The Story of One Package”, A. Sheikin “News Comes Like This”, S. Ya. Marshak “Mail”. Screening of a film or cartoon on the topic “Mail”. Conversation on the painting “At the Post Office”. Together with the teacher, production of game attributes: writing paper, small envelopes, stamps, a mailbox for letters, bags, money, wallets, etc.
Game roles. Postal workers: sorter, postman, telegraph operator, operator for receiving parcels and parcels, postmaster, driver, visitors.
Progress of the game. The teacher can begin preliminary work on preparing for the game with a conversation about different forms of postal communication: mail, telegraph, telephone, radio, and consider illustrative material on this topic.
After some time, the teacher informs the children about the approach of some holiday and says that they definitely need to congratulate their relatives on this event: “Guys, during the walk we will go to the post office to buy envelopes, and in the evening we will write congratulations to moms and dads.”
During an excursion to the post office, the teacher introduces the children to the postal workers: the sorter, the postman, the telegraph operator, the operator for receiving parcels and parcels, the postmaster, the driver, and also draws the children’s attention to how paper, envelopes, postcards, and stamps are sold there , accept parcels; tells the children that a letter is placed in an envelope, on which a stamp is pasted, an address is written on the envelope and the letter is placed in Mailbox. Then the letters are taken by car, train or plane far away, to another post office, and there the postman takes them, puts them in a large bag and carries them to the person to whom they are written. The teacher also explains that the postman brings newspapers, magazines, and letters to homes every day. You can also send a parcel - put things, toys, candies, etc. in a box.
After examining the mail and telling the teacher, the teacher encourages each child to buy an envelope and a stamp. With these purchases, the children return to kindergarten.
Upon returning to the group, the teacher hands out paper and colored pencils to the children and invites them to draw a beautiful picture for mom and dad. When the drawings are made, the teacher advises the children to write “Mom and Dad” under them and sign their name. Then the teacher gives each child the envelope he bought in the morning at the post office, asks him to carefully put his drawing in it, shows how to seal the envelope, how and where, and attach a stamp. After the children have completed the teacher’s task, he approaches each of them, writes the address of his parents on the envelope, while showing the child that he is writing the name of the street where he lives, the number of his house and apartment, and below - the address of the kindergarten and the name of the sending child. Then the teacher praises the children for their well-made drawings and says that mom and dad will be very happy to receive such a gift for the holiday and that tomorrow they and the children will go to send their letters.
The next day, during a walk, the teacher and the children approach the nearest mailbox and each of the children puts their letter into it.
In a group, the teacher can talk with the children about what they saw in the mail, look at the corresponding postcards, pictures, drawings with them and compose stories based on their content. For this purpose, you can take illustrations for “Mail” by S. Ya. Marshak or other drawings depicting a postman carrying correspondence, handing over a letter or newspaper, people putting letters into a mailbox, reading a letter, etc. With the guys you can also consider and read children's books: N. Grigoriev “You Dropped the Letter”, E. Mara “The Story of One Package”, A. Sheikin “The News Comes Like This”. Then the teacher should remind the children that everyone - both postal workers and its visitors - speak friendly to each other, using “magic” words.
Also, the teacher can find out at the post office at what hours letters are collected from the nearest mailbox and at what time the postman carries correspondence to neighboring houses; one day during a walk you can again go with the children to the mailbox and show them how the post office arrives. the car, how letters dropped into the mailbox are poured into a bag, and how the car moves on. During another walk, you can watch with your children how the postman goes to the neighboring houses, how full his bag is, how many newspapers, magazines and letters there are, and how “thinner” the bag he comes back with.
The next stage in preparing for a role-playing game could be an agreement between the teacher and the parents that the letters they receive from the children should be in a visible place when they come home (so that the child sees that the very letter that he himself put in mailbox, lies at his house, that mom and dad received it). Parents should also thank the child for such a gift so that he understands that he brought them joy with his letter and drawing. Parents should also send a letter to their child to the kindergarten address, thanking their son or daughter for the drawing, and enclose a postcard in the envelope. The envelope should have the name of the child to whom the letter is addressed.
Then the teacher needs to conduct a general conversation with the children about the picture (you can use illustrations for “Mail” by S. Ya. Marshak), show a film or cartoon on the topic “Mail.” The teacher needs to structure a conversation based on a picture or a film they watched in such a way that the children can reflect in it what they themselves learned when they were at the post office, what they observed during walks (how the postman delivers letters, how they take letters out of the mailbox).
Then, during the classes, the teacher, together with the children, needs to make all the attributes necessary for the game: cut the letter paper according to the pattern, cut and glue small envelopes, cut stamps from colored paper and carefully glue them in the upper right corner of the envelope, glue the mailbox for letters and hang it on wall in the group room, make a bag in which the postman will carry newspapers, magazines, letters and postcards, cut money for post office visitors, make wallets for them, etc.
For the game, the teacher can bring children's newspapers and magazines to the group, some of which will be sold at the post office, and the other part will be delivered home by postman.
After this, the teacher helps the children set up a post office, hang up a mailbox, advises them to carefully lay out envelopes, paper, stamps, postcards, newspapers, magazines for sale in separate piles, monitors how the children will distribute roles, and if they themselves fail helps them cope with this.
The teacher can offer children various plots for the game: congratulate each other on the holiday, buy a magazine at the post office and read it to your son; take the letters taken out of the mailbox by car to the post office, and then sort them and give them to the postman for delivery to the addressee; when the postman brings a letter, respond with a letter, etc. It is also necessary to remind the children that while playing, they need to be polite to each other (say hello to the postman, thank them for delivering letters, newspapers, magazines).
After the game has been mastered, the teacher can combine it with other games, for example, in a “family” game, the content of the game is preparation for the holiday: first they clean the apartment, while the children help the adults, then everyone writes congratulatory letters and postcards to their friends. Whoever finishes early goes to the post office, buys envelopes, signs them and puts them in the mailbox or in the “kindergarten” (children write letters to their parents).
Game "School"
Target. Teaching children to implement and develop the plot of the game. Acquaintance and accustoming preschoolers to the routine of school life.
Game material. Construction material, notebooks, textbooks, pens, pencils, bells, briefcases, pencil cases, cardboard.
Preparing for the game. A tour of the school, a conversation with school employees: teacher, director, janitor, cleaner, barmaid, observing their work. Reviewing and reading children's books on the topic “School”. Showing a film or cartoon about school life. Conversation on the painting “At the Lesson”. Together with the teacher, production of game attributes: briefcases, pencil cases, small notebooks, sketchbooks, small sticks, cardboard figures.
Game roles. Teacher, students, director, janitor, cleaning lady.
Progress of the game. The teacher can begin preparing for the game With conversations about how children will go to school in a year: “Whoever counts well, plays well, tells stories, and behaves well will go to school.
The teacher warns the children about the excursion to school several days in advance, so that they wait for it, so that they create a special, upbeat, even a little solemn mood: “Four days will pass, and we will go on an excursion to the school. You have to behave well. At school, we’ll see how well the kids sit in class, study, and how they relax after class during recess.”
The teacher agrees in advance at the school about the time of the excursion so that the children are waiting there and greeted warmly. It’s very good if schoolchildren prepare some crafts from paper and cardboard for the kids. You need to come to school during a lesson, and while all the students are in class, the teacher leads the children along the corridor, shows them how many classes there are in the school, tells them that children are studying in all of them, that now there is no one in the corridor because a lesson is going on, The guys are engaged: they write, read, tell stories, count. When the lesson ends, the bell rings and the kids leave the classrooms, there will be a break. The teacher also needs to show the children that the school is very clean, the students do not dirty the floors, walls, or litter. They wipe their feet when entering the school, wash the floor themselves, sweep, and clean. They are on duty in the locker room, classroom, and corridor. We need to show the children the buffet, the hall, the doctor’s office, the workshop and tell them about their purpose.
Then the children should be taken to the classroom and shown how the schoolchildren sit at their desks, how notebooks and books are neatly folded on the desk, and their briefcases hang on a hook, and shown in what order the children have their notebooks and textbooks - clean, intact, wrapped in covers. Children should see how students stand up, saying hello and goodbye, if adults enter or leave the class, how they raise their hand if they want to answer, how they stand up when answering the teacher.
When schoolchildren give their crafts to the kids, they must remember to thank them. After the bell rings, the teacher must explain to the preschoolers that the lesson is over and the schoolchildren will now go to rest in the corridor during recess, and the attendant will open the window, wipe the board and prepare the class for a new lesson. It is necessary to show how, in formation, calmly, without pushing, the children leave the classroom into the corridor, walk along the corridor, play, how, when the bell rings, they line up near their class and the attendant lets them into the classroom, how they stand up, greeting the incoming teacher. After this, the guests should thank the hosts, say goodbye and invite them to their kindergarten.
After the excursion, the teacher needs to look at postcards and pictures with the children that depict school life, explain to the children what is unclear, ask questions, and compose stories. Then you can invite the children to draw pictures on the topic “School”.
A day or two later, during a walk, the teacher can approach the school with the children and tell them that the school is new, beautiful, bright, it was built by many workers so that it would be convenient for the children to study, that the school must be taken care of. It is necessary to show the children how some children leave school, others go to classes (if there is a second shift).
During classes, the teacher, together with the children, needs to make a number of things needed for playing “school”: glue briefcases, pencil cases, make small notebooks, sketchbooks, paint small sticks, turning them into pens, and put them together with small pencils in pencil cases, and pencil cases - in briefcases, etc. The teacher should explain to the children and show the purpose of all school supplies so that the process of making play items is meaningful. The guys also prepare doll figures, cut them out of cardboard, and draw clothes.
When all the preparations for the game have been made, it is good for the teacher and the children to look at the picture, which depicts some episode from school life. You can show the children a film or cartoon about school.
At the beginning of the game, the teacher invites the children to build a school. You can give them a drawing with a sample for this, or you can rely on the children’s imagination. When the school is built, it is necessary to arrange a classroom and a corridor in it, then equip the classroom with desks and a table for the teacher, made of large building material or glued together from cardboard. Then the teacher hands out cardboard figures to the children and says: “You are fathers and mothers. These are your children. They need to go to school. You need to buy briefcases, notebooks, albums, pencils, plasticine, and a pencil case in the store; cut your daughter’s or son’s hair at the barbershop; go to the doctor. He will see if the children are healthy. If a daughter or son is sick, they need to be cured and then taken to school. Then dads and moms have to bring the children to school because the children don't know the way yet.
After this the game begins. Children go to the store for shopping, then to the hairdresser, to the clinic. When fathers and mothers bring their children to school, they are met there by a teacher (the first time a teacher takes on this role). The teacher greets the children, introduces herself to them and says that she will teach them. After this, he invites the parents to say goodbye to the children and takes the children to school, where he explains to them, showing the class, that they will learn to write, count, draw, sculpt here, then leads them into the corridor, hall, etc., telling them along the way, what and where they will do. In the classroom, the teacher seats the children at their desks, hangs their briefcases in place and begins the lesson. During recess, children leave the classroom, walk along the corridor, play, have breakfast in the buffet, etc.
Children play with cardboard dolls and watch what the teacher does as she plays with the toys. The game of “school” ends with the children being sent home, their parents meeting them, and preparing their homework with them.
During the subsequent game, the teacher invites the children to play on their own. The teacher closely monitors the game and, if necessary, provides advice or assistance in developing the concept and plot of the game.
Then the teacher can invite the children to play “school” without dolls. Children distribute playing roles - teacher, students, director, janitor, cleaner; they agree that all roles will be played in turn. Then they discuss what lessons they will have today. The game begins. The teacher conducts lessons, gives grades, students fulfill all his requirements; the director is present at the lesson, monitors its progress, the behavior of the students and makes notes in his notebook; The cleaning lady cleans the corridor, the janitor rings the bell. After all the lessons are completed according to the schedule, the roles change.
The teacher can advise the children on the following game plots: some children should take breakfast with them to school, others should have breakfast at the school buffet, remind all children not to be late for class, listen to the teacher, carefully cross the street on the way to school, arrange a holiday at school - decorate the classroom and prepare performances, invite kids from kindergarten (children from another group) to the holiday, etc.
After each game, the teacher conducts a discussion. If children make mistakes when playing roles, violate the internal rules of the game, for example, the teacher yells at the children, often punishes them, the director and the cleaning lady do not know what to do in the game roles, the teacher prompts the children to think about more correct and interesting role behavior. It is better if the teacher takes on the role of director. This will allow him to enrich the content of the game directly in an imaginary situation.
He will call the teacher into his office and advise him on how to behave with children, how to organize games and round dances with children during recess; will help you create a lesson schedule correctly; will invite subject teachers in physical education, rhythm, and singing (so that many children can take active roles).
Library game
Target. Teaching children to implement and develop the plot of the game. Creating interest in working in the library. Familiarization with the rules for using the book. Awakening children's interest and love for books, nurturing a caring attitude towards them.
Game material. Books, forms.
Preparing for the game. Excursion to the library followed by conversation. Examination of the painting “The Librarian” from the series of paintings “Who to be?” Reading the work of S. Zhupanin “I am a librarian.” Show a film or cartoon about the library. Opening of the “Book Workshop” for book repair. Making pockets in books and forms. Exhibition of drawings based on the works read.
Game roles. Librarian, readers.
Progress of the game. The teacher should begin preparing for the role-playing game with an excursion to the library. During the excursion, the teacher needs to show the children how many books there are, in what order they are kept: they stand neatly on the shelves, not torn, not wrinkled, all are glued, many are wrapped in clean paper so that the light cover does not get dirty. The teacher also needs to tell and show the children how to use the book: the book can only be picked up with clean hands, you cannot bend it, crumple it, bend the corners, slobber on your fingers when turning the pages, lean on it, throw it, etc. The teacher explains to the children that Each book should be read by many children. If first one child handles it carelessly, then another, then someone else, the book will quickly tear, and many children who also want to read it and look at the pictures in it will not be able to read it.
The teacher must show and tell the children what the librarian does: he issues books, writes the title in a personal form, accepts books, monitors their safety, etc. You also need to look around the reading room with the children and explain its purpose: thick books are allowed to be taken for readings at home, and magazines, newspapers and baby books can be read in the reading room.
To consolidate the knowledge and impressions gained on the excursion, the teacher can conduct a conversation with the children on the painting “The Librarian” from the series of paintings “Who to Be?”, as well as conversations on postcards, drawings depicting a library, a reading room, children reading, children receiving a book from librarian, etc.
In a group, the teacher can invite the children to open a “Book Workshop” for repairing books. The guys put all the existing books in order: they glue them, smooth out the wrinkled sheets, wrap the books and write titles on the wrappers. The teacher can also conduct a number of classes to teach children how to handle books culturally.
During visual arts classes, you can invite the children to make various bookmarks (for themselves and as a gift to their parents) and teach how to use them (bookmarks should be in all books that the children have not finished reading). After this, the teacher can invite the children to paste a small pocket into each book for a piece of paper with the name of this book and involve them in making card files with subscription cards for the game.
The next stage in preparing for the game could be an exhibition of children’s drawings based on the works they read.
After this, the teacher tells the children that the group can organize their own library. To do this, children must carefully place books on the shelf, and the attendants will monitor the order on the shelf very strictly every day.
When all the books in the group are put in order and placed on the shelf, the teacher, together with the children, can read the work of S. Zhupanin “I am a librarian”, look at the illustrations for “A Book about Books” by S. Ya. Marshak and talk about what is depicted: Is it good? is the boy drawn? Why do children think he is bad? Did he handle the books carefully? How should you handle them? etc. You can also show the children fragments of a film or a cartoon about books and the rules for using them.
To conduct the game for the first time, the teacher needs to bring several new books to the group that the children have not seen before. You can use baby books and homemade books.
The teacher tells the children that the library is opening, and everyone can sign up for the library. In the first game, the librarian becomes a spatula. The librarian creates a subscription for each reader, into which he puts a form from the book before giving it to the reader. When accepting a book from a reader, the librarian carefully checks to see if it is damaged, dirty or wrinkled. When talking with a reader, the librarian asks what he wants to read about and advises him to take this or that book. The library also has a reading room where they read children's magazines and look at pictures.
The librarian warns each reader not to crush the book when he goes home from the library by public transport, advise him to read this book to his daughter or son at home, and on the way home on the bus just look at the pictures, etc.
Next time, the child of the group takes on the role of librarian.
When playing the game later, the teacher can invite the children to combine the game with other plots (for example, with games of “family”, “travel”, “kindergarten”, “school”, etc.).
Game "Factory"
Target. Formation of labor skills, development of children's creative imagination. Formation of preschoolers’ ideas about what a plant (factory) is and what it produces. Raising in children a positive attitude towards ordinary everyday professions of working dynasties.
Game material. Passenger cars, trucks, cranes, flags for decorating buildings, Railway, safety glasses, pipes for the plant made of paper, cardboard, reels, protective gloves, passes, bucket, colored paper, natural material, fabric, threads, needles.
Preparing for the game. Excursion to the factory entrance. Excursion to the factory. Conversation about the work of workers. Watching fragments of a film about people in working professions. Reading the story " Automobile factory"from the book by A. Dorokhov “One Hundred Obedient Hands.” Reading excerpts from the books by V. Mayakovsky “Who to be?”, V. Avdienko “All Work is Good”, V. Arro “Get Up Early”. Examination of illustrations for V. Sokolov’s book “Steelmaker”. Drawing on the theme “Our plant (factory).” Modeling of cars. Compiling an album about the work of adults at a plant (factory).
Game roles. Plant director, steelmaker, operator, loader, rolling stock operator, driver, foreman, crane operator, assembler, controller, builder, designer, seamstress, instructor.
Progress of the game. The teacher begins preliminary preparation for the game with a story about the plant. From the words of the teacher, the children learn that machines, cars, rockets, airplanes, televisions, and toys are made in factories. There are many factories in the city: automobile, aviation, metallurgical, etc.
Next, the teacher can read an excerpt from A. Dorokhov’s book “One Hundred Obedient Hands” and tell the children about tall buildings with huge windows from the ground to the roof, which are called workshops. Instead of doors, the workshops have built-in gates; both a truck and a diesel locomotive can leave through such gates. Installed under the roofs of the workshops different cars, on which parts of cars, airplanes, tractors, etc. are made. Then the teacher introduces preschoolers to the production process. in particular with work in the assembly shop. The teacher consolidates the acquired knowledge in design classes. He invites the children not just to reproduce a familiar design, but to create a building based on their idea. To activate children's imagination, the teacher asks a number of questions, for example: “What is the size of the workshop? What gates are in the workshop?”, etc.
After such work, the teacher can read to the children an excerpt from V. Mayakovsky’s book “Who Should I Be?” to help the children imagine work in the assembly shop. The children can look at the illustrations for this book and tell what the worker does, what machine he works on, and why he works. After repeated reading, the teacher asks the children to imagine how they would act if they were workers.
During a design lesson, the teacher asks the children to build each their own machine: a cutting machine, a metal-cutting machine, a lathe, a machine for electric welding. During this, the teacher introduces additional material, needed during the game, draws the children’s attention to an interesting invention of a friend: “Look what kind of machine Sasha came up with. Show me, Sasha, how it works.”
The game “Factory” can be played in various versions: “Automobile Plant”, “Aircraft Plant”, “Metallurgical Plant”, etc.
The teacher can start the game “Car Plant” by inviting the children to distribute roles among themselves: foreman, workers, engineers, assemblers, controllers. The teacher invites the children to make cars out of metal (plasticine). The guys are divided into groups. One troupe of children is building a “conveyor” from building material. The “foreman” keeps order and marks the best cars. Another group of children enthusiastically performs the role of “workers”. Children place a row of chairs on one side of the table and a row on the other side. One child, who has taken on the role of an engineer, distributes machine parts to the “assembler” children. “Controllers” on the first and second rows make sure that each “collector” copes with the task. The guys patiently wait for their turn and adjust the required part.
The next step in the development of cognitive interest is asking children the question: “What is made of what?” The children learn that many objects, including cars, are made of metal. The teacher’s question: “Where do they get this metal, from what and how is it obtained?” activates children's cognitive activity.
In order to form ideas about some stages of the metal manufacturing process (first, miners extract ore, from which they then smelt steel, and from it they make cars), children can be offered illustrations to V. Sokolov’s book “Steelmaker” for viewing.
As the role-playing game “Metallurgical Plant” develops, the teacher creates in children the need to make items needed for the dispatcher and steelworkers: to make pipes, passes, safety glasses. Children can make these attributes from paper and spools.
The teacher can offer the following version of the game: “Building a blast furnace.” He invites the children to build a large platform out of building material and build a “blast furnace” from cubes. Then bring several toy locomotives and a crane to the site. “This will be a factory yard, it’s large, and steam locomotives transport ore to the blast furnace. You have to be very careful here because it’s very hot here, you have to wear glasses so that sparks don’t get into your eyes.” The bucket can serve as a ladle for children, with which the “steel workers” scoop up molten metal. And red sheets of paper are finished steel. When it cools down, it needs to be transported to all factories for the manufacture of cars, airplanes, etc.
In the future, the teacher can ask the following question: “And if there were only steelworkers at the plant, would they be able to smelt steel?” This question makes children think about who else works at the factory.
Reading excerpts from books and looking at illustrations enriches children’s understanding not only of the work of steelworkers, but also of other working professions in the shops. For example, children learn that the operator controls the movement of a huge rolling mill. The operator rolls out a block of hot metal, which is removed from the mold, like a piece of dough. The block becomes thinner and longer. Rental car rental companies walk near it.
The game “Aircraft Factory” can be started by assigning roles: director, chief engineer, workers. The guys, under the guidance of the chief engineer at the factory, make paper airplane models, parachutes, kites and other flying paper toys. At the end of the working day (during a walk), flying toys are launched. The best models that fly the farthest are selected for future competitions; the rest can be used by the teacher for everyday games.
The teacher tells preschoolers that each person at the factory has his own workplace: blast furnace workers smelt pig iron at the domain, steelmakers at the open-hearth
iron furnaces cook steel, an operator operates a huge rolling mill, etc. Actions different people interconnected and aimed at common benefit.
During the game, at first, one of the leading roles is taken by the teacher (factory director). The “director” advises the guys how to build a “workshop”, helps them choose roles, and tells them how to act. For example, a teacher can divide the children into groups: the first group - blast furnace builders, drivers delivering construction materials and ore (acorns, shells); the second group - steelworkers, assistants to steelworkers; third group - distributors, operator.
Very similar in content to the game “Factory” is the game “Toy Factory”. During the game, in the sewing workshop they sew clothes for dolls, in the toy workshop they learn to make toys from natural materials (cones, branches, eggshells), clay, plasticine, etc. During the game, “instructors” (after consultation with the teacher) teach the children how to make various crafts.
A month before the New Year, the teacher invites all workshops of the factory to switch to producing New Year's products. They must fulfill the orders of Santa Claus, which come by mail to the factory. The workshops produce Christmas tree decorations, New Year's masks, and parts for costumes - collars, hats, belts.
After the New Year, the teacher offers the factory workers to prepare for a holiday of games and toys, the work of the paper and cardboard workshop is organized, the guys make Board games, houses, sets of cardboard dolls with paper clothes, cut out and paint figures of your favorite fairy tale characters (Cinderella, Pinocchio, Little Red Riding Hood). The sewing shop can make simple Stuffed Toys, make figurines of fairy-tale characters from natural materials, etc. After this, a festival of games and toys is held. An exhibition of workshops is organized, children dramatize their favorite fairy tales, and heroes of various fairy tales come to visit the children.
Games of “Plant” and “Factory” can be combined with games of “ship” (transporting metal, planes, cars, toys to other cities), “hospital” (treating steelworkers, factory workers), canteen (feeding factory workers ), “shop”, “library”, etc.
Game "Atelier"
Target. Formation of labor skills, development of children's creative imagination. Formation of preschoolers’ ideas about what an atelier is and what it is needed for. Formation of the ability to comply with learned norms and rules of culture of behavior in public places. Fostering respect for the work of studio workers.
Game material. Construction material, colored paper, cardboard, ruler, measuring tape, scissors, bags, wallets, notepad, mirror, substitute items.
Preparing for the game. Excursion to the studio. Excursion to a ready-made clothing store. Conversation with studio workers. Examination of illustrations on the topic “Atelier”. Making, together with the teacher, attributes for the game. Drawing clothing samples.
Game roles. Receptionist, cutter, dressmaker, customer, artist, studio manager.
Progress of the game. The teacher should begin preparing for the game with a tour of the studio. During an excursion to the atelier, the teacher needs to show and explain to the children the meaning and significance of the activities of each employee (the receptionist takes the order and writes down on the receipt whose fabric it is and what they want to sew from it; the cutter measures the fabric and takes measurements from the customer to know whether it will work what fabric is the dress made of and what length and width should it be made; the dressmaker first bastes the clothes so that the cutter can try on whether they are sewn well or correctly, then she sews them on a machine, etc.). At the same time, the teacher needs to emphasize the collective nature of the work (the receptionist, the cutters, and the tailors - everyone works together to sew good, beautiful clothes: dresses, jackets, trousers, coats, skirts, sweaters, sundresses).
After a tour of the atelier, the teacher can take the children to a ready-made clothing store and tell them that everything that is sold here is sewn in the atelier.
The results of the excursion should be consolidated in a conversation using pictures, postcards depicting what the children saw in the atelier: how they take measurements, cut the fabric, try on what they sew for the customer, how they sew, etc. The teacher can look at the drawings with the children, where it shows how a mother sews and tries on a dress for her daughter, how they sell clothes in a store and someone tries on the item, etc. Then the teacher asks the children if anyone has new clothes and where they come from: did they buy them in the store or sew them who sewed and whether the child saw how the clothes were sewn. The teacher gives the children the opportunity to tell who and how they sewed or bought new clothes.
During the first game, the teacher offers the children the roles of parents, and he himself takes on all other roles in order to introduce the children to the gaming possibilities of the topic. Then, during the subsequent game, children take on the roles of buyers in the store, customers, receivers, etc.
For the game, the teacher and children make cardboard figurines of dolls, prepare colored and white paper, ruler, measuring tape, scissors, samples of clothes cut out of paper. Having distributed cardboard dolls to the children, the teacher tells them: “These are your children, they need clothes, because you can’t go to kindergarten, or to school, or to the cinema in shirts and shorts. A studio has opened nearby where you can sew clothes for all children: you can sew dresses, aprons, trousers, fur coats. But before that you need to buy fabric. They brought a lot of beautiful fabric to the store.”
After this, the guys play the game “Fabric Store”. Children rush to the store, taking with them bags and wallets. In the store on the counter there is all kinds of paper (fabric) cut into strips and rolled into small rolls. Buyers are met by a salesperson (teacher), who asks each of them what kind of fabric he wants to buy, what he thinks to sew from it and offers one suitable for this purpose. So, if a buyer points to a white fabric with a pattern and says that he wants to make trousers out of it for his son, the seller should explain that it is not suitable for trousers and recommend another one. Then the seller serves the buyer: he measures the height of the child and the length of future clothes with a centimeter tape (if the fabric is bought for trousers, then the measurement should be made from the waist to the foot, if the fabric is intended for a dress, then it should be measured from the neck to the knees) and, measuring two length in the latter, carefully cuts. After this, the buyer pays money to the cash register, takes the check, hands it to the seller and, after receiving his purchase, not forgetting to thank the seller, leaves the store.
When all the children have bought the fabric, the store closes and a studio opens in another place. There on display are samples of clothing made in advance by the teacher together with the children. On the table in the studio there is a pencil, scissors, a measuring tape or a simple ribbon, a notepad, and there is a mirror next to it. The receptionist (teacher) sits at the table. She greets each incoming customer, politely asks to sit down and asks what the customer wants to sew. When the client expresses his desire, the receptionist invites him to choose a sample style and advises which one is better to choose and why she thinks so. After this, the receptionist places the order: writes down the customer’s name, measures the fabric, writes what was ordered (dress, trousers, skirt), then takes measurements from the child for whom the clothes are being ordered. The receipt must be issued in two copies, one of which the receptionist gives to the customer, and the other puts in the fabric along with the sample (style), after which she tells the customer to come back in a day for a fitting. When all children's orders have been accepted, the game can be stopped, saying that the studio is closed, and the fitting will be in a day.
After a day, the game can be resumed again. The cutter traces with a simple pencil contours of the sample on the fabric, then cuts (cuts) the clothes and tries them on for customers. At the same time, he asks them to look in the mirror and say if everything is fine. The cutter ends the fitting with the words: “The dress now needs to be sewn by the dressmaker and the order will be ready tomorrow. Come tomorrow morning."
The next day, customers come for a ready-made order. The cutter tries on the finished dress for the client. The customer pays for his order to the receptionist by presenting her with a receipt. The receptionist takes the order from the shelf and gives it to the client.
In subsequent games, the teacher gives the children independence and helps them guide the game only with advice. However, in the first independent play The teacher needs to take on the role of a dressmaker in order to show the children her rich play possibilities. The cutter (now one of the children) instructs the seamstress to sew the order. The teacher needs to show the children how to use an imaginary needle, how to thread it, how to sew with it, how a dressmaker uses an iron to smooth out seams. The next time the game is played, one of the children takes on the role of dressmaker.
This version of the game can be changed, supplemented, replaced by other options as children learn and develop. So, you can accept clothes for sewing ordinary dolls, and in the future the atelier will sew imaginary clothes for the children themselves. Children can be not just customers, but also doctors, hairdressers, drivers who order work clothes for themselves.
When the children become familiar with the rules of the game, the teacher can invite them to draw up a rough game plan. For example, the game “Studio “Baby” may include the following moments: receiving orders and their execution, first fitting, receiving an order, exhibition of models, etc. New roles can be introduced into the game: artist, dispatcher, head of the studio, etc.
The game “Atelier” can subsequently be combined with other games: “Photography”, “Hairdresser”, “Laundry”. Together with the children, select attributes, objects, toys for the implementation of game plans (album “Models of clothes (hairstyles)”, a set of rags, Sewing machines, cameras, hairdresser kits, etc.).
Game "Border Guards"
Target. Promoting military-patriotic training of preschool children. Instilling in them courage and endurance.
Game material. Toys: pistols, machine guns; shoulder straps, insignia, tent (for medical unit equipment), sanitary bags, bandage, cotton wool, flask, telephone, binoculars, cauldron, mugs.
Preparing for the game. Meeting of children with a border guard, conversation about difficult and honorable service in the border troops. Reading several stories about border guards, watching a movie. Drawing on the theme “Border”. Learning and dramatizing songs about the border. Making, together with the teacher, attributes for the game.
Game roles. Army commander, outpost and detachment commander, spies, intelligence officers, messengers, snipers, doctor, nurses, ordinary border guards, cook, etc.
Progress of the game. IN In order to create interest in the game, the teacher can hold conversations with children on military topics, such as “How do border guards guard the border?”, “What does a commander (scout, sniper) do?”, organize a meeting with a border guard who will tell the children about his service and answer questions all the questions that interest them. Then, with the guys, you can read several stories about the border and the people defending it, watch fragments of a film about border guards, offer to make sketches on the theme “Border,” and you can also learn and dramatize songs about border guards.
The next stage in preparing for the game may be a proposal to conduct maneuvers before the game (military sports training), throwing at a target, studying the simplest topographical signs, formation on an alarm signal, dressing the wounded, observation exercises, walking on a log, crawling on the belly and etc.). First, the maneuvers are carried out in the form of exercises, then the teacher organizes a military sports relay race. The guys complete tasks, compete in strength, dexterity, and accuracy.
The teacher can invite children to hold a competition between two “border posts” in completing tasks: “Detect and detain a border violator”, “Deliver an urgent package”, “Decipher an urgent message” (in the form of a rebus), etc.
The day before the game, roles are assigned so that the children, together with the teacher, can think about the game props and prepare everything necessary for playing the roles.
Then the participants in the game find a suitable place on the kindergarten site for an outpost, equip a headquarters and a medical unit, and agree on where the border lies.
After the main plot has been outlined (with the participation of the teacher), the game begins. The teacher divides the children into subgroups: border patrol, scouts, snipers, spies, nurses.
The commander takes the border guards to an open area next to the border (a line drawn in red chalk on the asphalt) and says: “We have been entrusted with guarding the border. It became known that several violators were coming in our direction. Our task is to detain them. Know: the enemy is cunning and will skillfully disguise himself.” Then patrols walked along the border, they looked around, listened to rustling sounds.
Scouts have their own combat mission. The commander leads them along the path and says: “Go and remember everything along the way. Walk ten steps and come back to report to me what you saw and heard. Then go along the same road again and look at both sides to see if everything is as it was. A scout needs a keen eye!”
Snipers on the other side of the site compete in accuracy. The teacher sets up a target shield. Each sniper receives half a bag of ammunition - fir cones. The commander gives the task to shoot in different ways: from a place, from a run, while lying down, from a knee.
The spies go to their territory and choose a place for a raid.
The medical unit is preparing to receive the wounded and sends several nurses to the border to pick up the wounded and provide them with first aid.
When all the participants in the game take their places, the teacher gives a command to the bugler - this is a signal that the border is locked. Violators can begin a sortie.
After this, the border guards discover the spies, shooting and pursuit begin; The wounded appear - they are picked up by nurses and given first aid. Border guards catch border violators and take them to the commander’s headquarters, where he talks with them.
At the end of the game, the army commander reads out the order: “All soldiers who participated in the combat operation are thanked for their dexterity, courage, and resourcefulness. I order all fighters without exception to be awarded medals”;
The next time you play the game, you can expand the plot. The guys can pretend to be life at a border outpost - being on duty at the headquarters, doing drill training, mastering obstacle course running, methods of camouflage, carrying the wounded, and moving on one's bellies.
This game helps a lot Everyday life children. For example, if children are slow to form and cannot get out of bed for a long time, the teacher announces an alarm formation, organizes a competition at the border outpost for the fastest formation of platoons, announces in orders gratitude to the best platoons and border guards, and appoints those who have especially distinguished themselves to command positions.
When discussing the plots of the games, the teacher should pay attention to the children’s ability to independently describe events, expressing their own attitude towards the characters and their actions.
When discussing the role behavior of children after the game, you also need to pay attention to the disclosure of the image of your favorite character (hero of the civil war, Russian warrior). For example: “Sveta was a brave and caring nurse, she bandaged the wounded and took them to the hospital,” “The border guards helped each other while crossing the river.”
Game "Cosmonauts"
Target. Promoting military-patriotic training of preschool children. Fostering a responsible attitude towards learning. Improving physical fitness. Learning to independently develop the plot of the game.
Game material. Construction material, emblems, toys, attributes for the game.
Preparing for the game. Examination of illustrative material. Reading fiction(A. Andreev “Star”) and essays about astronauts. Watching a film about astronauts. Drawing on the theme "Space". Learning songs about astronauts. Making, together with the teacher, attributes for the game.
Game roles. Commander of the cosmonaut squad (teacher), flight engineer, dispatcher, space crew commanders, cosmonaut number 1, cosmonaut number 2, cosmonaut number 3.
Progress of the game. To develop interest in the game, the teacher invites the children to look at the set of postcards “Cosmonauts” and illustrations in A. Andreev’s book “Star”, talks with them about space professions, about the qualities that an astronaut should have. The teacher discusses with the children the characteristics of people - astronauts. For example, the commander of a ship, calm and confident, reports to Earth about the results of observations in space; the flight engineer carefully monitors the readings of the flight control and docking console instruments; The dispatcher receives information from space and transmits it to the ship.
The teacher can organize an excursion to the cosmonautics museum, where the children will learn such names as S. Korolev, Yu. Gagarin. You can also offer children a film about astronauts.
After this, the teacher, together with the children, outlines a rough plan for the plot of the game “Flight into Space”, which may include the following points: training astronauts, passing an exam for flight readiness, examination by a doctor, boarding a rocket, launching a ship, working in space, messages from on board ship, flight control from Earth, landing, meeting on Earth, medical examination, rest of the astronauts after the flight, submission of a report on the passage and completion of the space flight.
Next, the teacher can invite the children to build a rocket from building material. When constructing a rocket building, he identifies its parts (nose, hatches, compartments, windows, control panel) and plays with all parts of the building with the help of toys and substitute objects.
Then the teacher invites the children to come up with an emblem for the cosmonaut corps. The teacher can organize a competition between children for the best emblem. After all the preparations for the game, he can divide the children into groups - crews with different names: “Brave”, “Brave”, “Cheerful”, etc.
Then the entire group of astronauts lines up on the site. After this, the teacher announces the first stage of the game - preparation for space flights. The teacher reads out the order on the formation of crews of the Raketa spacecraft and introduces the children to the laws of astronauts:
Only strong guys can fly into space .
Only smart guys can become astronauts.
Only the hardworking can take flight.
Only the cheerful and friendly can fly into space.
After the command “at attention,” the crew commanders submit reports to the squad leader (educator): “Comrade commander of the squad of young cosmonauts! The “Brave” crew is built and ready for testing. Crew commander Alexander." Then the squad leader greets the astronauts and invites them to sing a song that the children learn in advance.
Then the first stage of testing begins - the test of strength. At this stage they check physical training crews. The astronauts run, exercise on a balance beam, jump, perform gymnastic exercises, and compete in throwing at a target.
The commander announces the second stage of testing. A competition is held to solve problems in mathematics, test knowledge on speech development, etc. This competition includes interesting questions type of quiz as part of a kindergarten program. Here you can conduct a space quiz, which will include the following questions: “Who was the first to fly into space? At what year? (Yu. A. Gagarin, April 12, 1961.) Who took the first walk in space? (A. A. Leonov.) Name the first woman to be in space.” (V.V. Nikolaeva-Tereshkova.), etc.
The next stage is a competition for the best paper or cardboard craft (preferably on a space theme).
The final stage of the competition - the crews participate in a space concert, performing space scenes rehearsed in advance by the crews (landing on Venus, landing on the Moon).
The squad leader and the jury (other teachers, nanny) sum up the results of the competition and present medals prepared in advance - “Best Cosmonaut”, “Cosmonaut No. 1”, “Cosmonaut No. 2”, “Cosmonaut No. 3”.
Then the game continues. The astronauts go to the doctor for examination, then the rocket is launched. Several people are flying to the Moon, the rest are waiting for their return on Earth. The teacher gives the children independence in the game, trying not to interfere with its progress. It only introduces new content to the game, such as the flight of several crews and their joint work in orbit; In space, astronauts enter open space and spaceships dock.
In independent play, the teacher encourages the children to model human relationships (labor and personal) aimed at completing a responsible task. For example, the teacher tells the children that some people create ships and rockets, others test them and prepare them for flight, and still others ensure the flight and landing.
After each game, the teacher involves the children in analyzing game situations.
Outdoor play is a conscious, active activity of a child, characterized by accurate and timely completion of tasks based on different types movements and related to the rules mandatory for all players.
1. "Homeless Hare."
Goal: to develop speed of movement, orientation in space.
Progress of the game. A “hunter” and a “homeless hare” are selected, the rest of the “hares” stand in hoops - houses.
The “homeless hare” runs away, and the “hunter” catches up with him. The “hare” can get into the house, then the “hare” that was there must run away. When the “hunter” catches the “hare”, he himself becomes the hare, and the “hare” becomes the “hunter”.
2. "Hares and the wolf."
Goal: to teach children to jump correctly on two legs; listen to the text and perform movements in accordance with the text.
Progress of the game. One of the players is chosen as a “wolf”. The rest are “hares”. At the beginning of the game, the “hares” stand in their houses, the “wolf” is on the opposite side.
Educator. Hares gallop, hop, hop, hop,
To the green, to the meadow, to the meadow,
They pinch the grass, eat it,
Listen carefully -
Is there a wolf coming?
Children jump and perform movements to these words. After the word is spoken wolf, he runs after the “hares”, they run away to their houses. The “wolf” takes the caught “hares” aside.
3 "Pretties."
Objectives: teach to distinguish colors; develop dexterity.
Progress of the game. Plays with 5 people or more. A leader (“monk”) is selected, who goes aside while the players (“colors”) choose their color.
"Paints" sit down on the bench. The “monk” comes and knocks on the door.
- Who's there? - asks the presenter.
- It’s me, a monk in blue pants, a bump on my forehead, a mouse in my pocket!
-What did you come for?
- For paint.
- For which one?
- Behind… (names the color).
If there is no “paint”, the “monk” leaves. If there is, he catches up with her. Children change roles.
4 "Cossacks-robbers".
Goals: to introduce folk game; develop dexterity.
Progress of the game. The "Cossacks" find a place - a "dungeon", while the "robbers" hide. The “robber” is considered caught if the “Cossack” touches him with a twig (“whip”). A “robber” who has been captured has no right to escape. All prisoners are brought to a “dungeon” guarded by a “Cossack”. Rogues can free their comrades by touching them. But if at this moment they themselves are caught by the “Cossack watchman”, then they will also end up in “dungeon”.
The game is considered over when all the “robbers” are in the “dungeon”.
5 "Potato".
Objectives: to introduce the folk game; learn to throw the ball.
Progress of the game. The players stand in a circle and throw the ball to each other. The one who drops the ball sits in a circle, becoming a “potato”. When there are a lot of “potatoes” (more than 5 players), it begins to grow: the players in the circle join hands and gradually rise. It becomes difficult to throw the ball over them, and then the “potato” is knocked out: one player throws the ball to another, who returns it and must hit the “potato”. If it hits, the player leaves; if not, he himself becomes a “potato”.
6 "Gardener".
Goals: learn the names of colors; develop dexterity.
Progress of the game. The participants of the game sit in a row. Everyone chooses a name for themselves (the name of any flower). The leader and the “gardener” are selected using the counting table. The presenter tells the “gardener” the names of the flowers chosen by the players. The “gardener” says: “I was born a gardener, I was seriously angry, I was tired of all the flowers, except ...” (Name any flower.) The one who called himself this flower runs away. "Gardener" is catching up. If he catches up, the runner takes his place, that is, he becomes a “gardener.”
7 “Blind Man’s Bluff” option 1.
Goals: to introduce the Russian game; teach mindfulness.
Progress of the game. Zhmurka chooses using a counting rhyme. They blindfold him, take him to the middle of the room and turn him around several times, talking to him:
- Cat, cat, what are you standing on?
– In a kneading bowl *.
- What's in the kneader?
- Catch mice, not us!
The players run away, the blind man's buff catches them. He must recognize the caught player without removing the bandage. He becomes a blind man's buff.
8 "Empty space."
Goal: to develop physical qualities: agility, speed.
Progress of the game. A driver is selected, the rest of the children stand in a circle with their hands on their belts. The driver walks around and says:
I walk around the house and look out the window,
I’ll go up to one and knock softly.
After these words, the driver stops and looks into the circle. A conversation takes place with a child standing in a circle:
- Knock-Knock.
- Who's come?
- This… (the driver says his name).
- Why did you come?
- Let's run the race!
9 "Geese-swans".
Goal: develop dexterity and flexibility.
Progress of the game: “Wolf” and “Shepherd” are selected, the rest are “geese”. On one side of the site there are “geese”, on the side is the lair of the “wolf”. The “shepherd” drives the “geese” out to graze in the meadow, then says:
- Geese, geese!
The “geese” stop and answer in unison:
- Ha-ha-ha!
- Do you want something to eat?
- Yes Yes Yes!
- So fly as you want, just take care of your wings!
The “geese” are flying home through the meadow, and the “wolf,” hearing them, runs out, crosses their path, trying to catch them. He takes the caught “geese” to his place.
10 "Sly Fox".
Goal: develop the ability to react quickly after a signal.
Progress of the game. The players stand in a circle with their eyes closed. The teacher passes and touches someone. Children open their eyes and say three times: “Sly fox, where are you?” After this, the “fox” runs out into the center and says: “I’m here!” Everyone runs away, and she catches them. Those caught move aside.
11 "The Bear and the Bees."
Goal: develop the ability to act on a signal, climb a ladder correctly, imitate the actions of characters.
Progress of the game. The players are divided into two groups - “bees” and “bears”.
At a signal, the “bees” fly to the meadow for honey and buzz. As soon as the “bees” fly away, the “bears” climb into the hive (hoops) and feast on honey. At the signal "Bears!" The “bees” fly and sting those who do not have time to escape into the forest. A stung “bear” does not go out for honey.
12 "Burners".
Goal: develop speed, agility, reaction.
Progress of the game. The players become pairs. A line is drawn in front of the column, at a distance of 2–3 steps. One of the players - the catcher - stands on this line. The children standing in the column say:
Burn, burn clearly so that it doesn’t go out.
Look at the sky - the birds are flying,
The bells are ringing!
One, two, three - run!
After the command “Run!” the children standing in the last pair run along the column (one on the right, the other on the left), trying to meet, and join hands. The catcher tries to catch one; if caught, forms a pair and stands in front of the column.
13 "Crucian carp and pike."
Progress of the game. One child is chosen as a “pike”. The rest of the players are divided into two groups: one of them – “pebbles” – forms a circle, the other – “crucian carp”, which swim inside the circle. "Pike" is located outside the circle.
At the teacher’s signal “Pike!” she quickly runs into the circle, trying to catch the “crucian carp”. “Crucian carp” are in a hurry to quickly take a place behind one of the players and sit down (crucian carp hide from the pike behind pebbles). The “pike” catches those “crucian carp” that did not have time to hide. Those caught go outside the circle. Then a new “pike” is chosen. Children standing in and inside the circle change places and the game is repeated.
14 "Wolf in the Moat."
Goal: develop dexterity and attention.
Progress of the game. In the middle of the site, two parallel lines are drawn at a distance of 80–100 cm. This is a ditch. On one side there are “goats”. "Wolf" gets into the ditch. On the signal: “Wolf in the ditch!” - “goats” run towards the opposite side platforms, jumping over the ditch, and the “wolf” tries to catch them.
15 “Don’t get caught!”
Goals: learn to jump correctly on two legs, develop agility.
Progress of the game. The cord is laid in the form of a circle. All players stand behind him at a distance of half a step. The driver stands inside the circle. The rest of the children jump in the circle and back. The driver runs in a circle, trying to touch the players while they are inside the circle. After 30–40 seconds, the teacher stops the game.
16 “Don’t get your feet wet.”
Goals: to develop coordination of movements in children; learn to perform motor tasks and strive to achieve goals.
Progress of the game. Two teams, the first ones holding the board. At the teacher’s command “Forward!” Everyone must, stepping only on the planks, cross the “swamp” and give the plank to the second part of the team located on the other half of the “swamp”. The first one to cross the “swamp” wins.
17 “Guess what I caught.”
Goal: to develop imagination, flexibility, plasticity.
Progress of the game. The teacher invites the children to go to an imaginary forest and watch its inhabitants (squirrels, hares, ants, bees, etc.), returning from a walk, tell with gestures, without words, who they watched.
18 Outdoor game “Frogs”.
Goal: learn to compare movements with words.
Progress of the game. Children are divided into two groups. One of them is “bumps in a swamp”, the other is “frogs”. The “bumps” stand in a large circle. Behind each “bump” there was a “frog” hidden.
One “frog” (the driver) stands in the middle of the circle; it does not have its own house. The teacher says: “Here are the frogs jumping along the path with their legs stretched out.” All the children jump inside the circle and say: “Kva-kva-kva.” Children (“bumps”) say: “Here from a puddle to a hummock and jump for a midge.” After these words, all the “frogs” and the driver hide behind the “bumps”. The one who lacks the “bump” becomes the driver. He says: “They don’t want to eat anymore, they jump back into their swamp.” The “frogs” jump inside the circle again, and the game starts all over again, only the children change places.
19 Outdoor game “Freeze”.
Purpose: to teach to understand a schematic representation of a person’s posture.
Progress of the game. The leader explains to the children the rules according to which everyone must move around the playground, and at the leader’s command “One, two, three, freeze!” stay. While saying these words, the teacher shows the children one of the cards with a schematic representation of a person’s pose. The guys should freeze in the same position. Anyone who takes the wrong pose is out of the game.
20 “Run to the named tree.”
Goal: to train in quickly finding the named tree.
Progress of the game. The driver names a tree, all children must listen carefully to which tree is named, and in accordance with this, run from one tree to another. The driver closely monitors the children; anyone who runs to the wrong tree is sent to the penalty box.
21 “Run quietly.”
Goal: learn to move silently.
Progress of the game. Children are divided into groups of 4–5 people. The driver stands in the middle of the hall. At a signal, one group runs silently past the driver; if he hears the noise of footsteps, he says: “Stop!”, and the runners stop. Without opening his eyes, the presenter shows where he hears the noise. If he indicated correctly, the children move aside; if he made a mistake, they return to their places and run again. So all groups run in turn.
The group that the driver did not hear wins.
22 "Cosmonauts".
Goal: to develop children's dexterity and imagination.
Progress of the game. Hoops are laid out around the hall. There is one less of them than players. In the middle, the “cosmonauts”, holding hands, walk in a circle, saying:
They are waiting for us fast rockets for walking around the planets.
We’ll fly whichever one we want!
But there is one secret in the game: there is no place for latecomers.
With the last word, the children let go of their hands and run to take their places in the “rockets”, those who did not have time remain at the “cosmodrome”, and those who are sitting in the “rockets” take turns telling where they are flying and what they see.
23 “Dragonfly Song”.
Goal: to develop rhythmic, expressive speech and coordination of movements.
Progress of the game. Children stand in a circle and recite a poem in chorus, accompanying the words with movements:
I flew, I flew, I didn’t get tired.
Smoothly wave their arms.
She sat down and flew off again.
Get down on one knee.
I found some friends, we had fun.
Make flying movements with their arms.
There was a round dance all around, the sun was shining.
They hold hands and dance in a circle.
24 "Bubble".
Goal: to learn how to correctly take a long, smooth exhalation.
Progress of the game. Children stand in a tight circle, tilting their heads down, imitating a bubble. They repeat the words after the teacher: “Inflate, bubble, inflate, big, stay like that and don’t burst,” the children raise their heads and gradually move back, forming a large circle. At the teacher’s signal “The air is coming out” or “The bubble has burst”, the children go to the center of the circle, saying: “S-S-S”, imitating the air coming out. After the “Burst” signal, you need to make sure that the children do not run, but walk (the air escapes slowly).
25 "Flock".
Goal: to develop rhythmic and expressive speech; activate the vocabulary on the topic “Birds”; develop sports skills.
Progress of the game: Children choose a driver. The teacher, together with the children, recites a little rhyme to I. Tokmakova:
Sing along, sing along,
Ten birds - a flock:
This bird is a nightingale, This bird is a waxwing,
This bird is a sparrow, This bird is a crake,
This bird is an owl, This bird is a starling,
Sleepy little head, Little gray feather,
This one is a finch, this one is a swift,
This one is a cheerful siskin,
Well, this one is an evil eagle.
Birds, birds, go home!
After these words, the children run away, and the driver (an angry “eagle”) tries to catch someone.
26 "Owl".
Goal: learn to stand still for a while and listen carefully.
Progress of the game. The players sit freely in the hall or on the court. An “owl” sits or stands to the side (“in the hollow”). The teacher says: “The day comes - everything comes to life.” All the players move freely on the playground, performing various movements, imitating with their hands the flight of butterflies, dragonflies, etc. Suddenly he says: “Night is coming, everything freezes, the owl flies out.” Everyone must immediately stop in the position in which these words found them and not move. The “Owl” slowly passes by the players and vigilantly examines them. Whoever moves or laughs is sent to his “hollow” by the “owl”. After some time, the game stops, and they count how many people the “owl” has taken to itself. After this, a new “owl” is chosen from those who did not get to it. The owl who took it wins larger number playing.
27 "Stop!"
Goal: to teach students to listen to the text and perform movements in accordance with it.
Progress of the game. On one side the children stand in one line, on the other, in a hoop, the driver. Standing with his back to the players, he says: “Walk quickly, make sure you don’t yawn! Stop!" At these words, the children walk towards the driver. As soon as he said: “Stop!”, he turns around. Those who did not have time to stop return to the line. The game continues until one of the players gets into the hoop.
28 “Blind Man’s Bluff” option 2.
Goal: develop attention.
Progress of the game. The driver's eyes are closed. Then the players take turns lightly hitting the palm of his outstretched arms. At the same time, they ask in a whisper: “Who am I?” The driver must guess which of the players hit him. If he guesses correctly, then the one who hit becomes the driver.
Rules of the game. The driver’s palms should not be touched by several participants at the same time.
29 “Who takes the fewest steps.”
Goal: to develop dexterity of movement.
Progress of the game. Children stand behind the line and, at an adult’s signal, run to the opposite side of the playground to the place marked by the line. Each of the players tries to take steps as long as possible and counts them. At the end of the run, the children say who took how many steps and determine who has the fewest.
Rules of the game. First, the teacher offers to run a set distance in turn and counts the steps of each child, and then the children do it themselves.
30 “Traps on one leg.”
Progress of the game. Using a counter, a trap is selected. He stands in the center of the hall. The children stand to one side. At the signal, the children run across and the trap catches them. The trap cannot catch a child who has stopped on one leg and clasped the knee of the other leg with both hands. At the end of the game, they determine which trap is the most dexterous.
31 "Chauffeurs".
Goals: teach to invent various actions and portray them; talk about imaginary events.
Progress of the game. The teacher asks the children to imagine that they are car drivers. Everyone chooses their own path: to the village, to the sea, to the store. The teacher asks the children to talk about what they see from the window.
32 "Cat on the Roof".
Goals: develop rhythmic, expressive speech; automate the pronunciation of the sound “Ш” in connected text; coordinate movements.
One of the players sits on a chair or bench with his eyes closed. He's a cat.
The rest of the children are “mice”. They quietly approach the “cat” and, shaking their fingers at each other, say in chorus in an undertone:
Hush, mice, hush, mice...
The cat is sitting on our roof.
Mouse, mouse, beware
And don’t get caught by the cat...
After these words, the “cat” “wakes up”, meows, jumps up and chases the “mice”. The "mice" are running away.
Rules of the game. It is necessary to mark with a line the "mouse's" house - a "hole" where the "cat" has no right to run.
33 "Frogs and Heron".
Goals: practice fast running and long jumps; develop physical qualities - agility, speed.
Progress of the game: In the middle of the site, a swamp is drawn in which frogs live. There is a stream drawn on the sides of the site, and a heron’s nest to the side. At the presenter’s signal, “Frogs are jumping in the swamp!” The players run and jump around the playground, pretending to be frogs. At the signal “Heron is coming!” The “heron”, having crossed the stream, jumps and looks for “frogs”. “Frogs”, fleeing from the “heron”, jump over the “stream”, trying to hide. The "Heron" is trying to catch the "frogs".
34 "Trap".
Goals: consolidate nouns in the active dictionary on the topics: “Wild animals”, “Birds”; develop speed and flexibility.
Progress of the game. Children are divided into groups (4–5 people). They hold hands and form a circle - a trap. 1st child is a “hunter”. The rest of the children are “forest dwellers.” They run and jump over and around the trap (those depicting the trap stand motionless, holding their hands and raising them at shoulder level). “Pop,” the “hunter” suddenly says. Children quickly lower their hands and squat. “I’ll see who fell into my trap,” says the “hunter.” Children caught in a trap imitate various animals and birds with their movements and voices. "Hunter" guesses. If he guessed correctly, then the child goes to the bench, and if not, then now he pretends to be a trap.
35 “Trap, take the tape.”
Goals: develop dexterity; cultivate honesty and fairness when assessing behavior in the game.
Progress of the game. All players place ribbons in the back of their belts. At the teacher’s signal “Run!” they scatter around the site, and the trap runs after them, trying to pull out more ribbons. At the signal “One-two-three – quickly run into the circle!” children stand in a circle. The number of ribbons taken is counted, after which they are returned to the children. Having lost the ribbon, the child temporarily leaves the game.
36 "Two Frosts".
Goal: develop agility and speed.
Progress of the game. Two houses are marked on opposite sides of the site. The players are located on one side. Frost, Red Nose and Frost, Blue Nose are selected and stand in the middle of the hall. At the signal: “Begin!” - both Frosts say:
- We are two young brothers, two daring Frosts:
I am Frost, Red Nose, I am Frost, Blue Nose.
Come on, which of you will decide to set off on this little path?
All players answer in chorus:
After the “Frost” signal, all the players run to the other side, and the Frosts try to “freeze” them, that is, touch them with their hands. The “frozen” ones stop and don’t move until everyone has run across. At the end, they calculate which pair of Morozs “froze” the largest number of players.
37 "The Fox in the Chicken Coop."
Goal: learn to jump gently, bending your knees, run without touching each other, and dodge the catcher.
Progress of the game. On one side of the site, a place for a “chicken coop” is outlined. In the “chicken coop” there are “chickens” sitting on a roost (on benches). On the opposite side of the site, a “fox hole” is being prepared. Everything else is a yard.
One of the players is called a fox, the rest are called chickens. At the teacher’s signal, the “chickens” jump from the “perch”, walk and run around the yard, “pecking” grains, flapping their “wings”. At the teacher’s signal “Fox!” The “chickens” run into the “chicken coop” and climb onto the “perch”, and the “fox” tries to drag away the “chicken”, which did not have time to escape, and takes it to its “hole”. The remaining "chickens" run out again and the game resumes.
The game ends when the “fox” catches two or three “chickens”.
38 "Frost, Red Nose."
Progress of the game. Two houses are designated on opposite sides of the site, and the players are located in one of them. In the middle of the platform, the driver stands facing them - Frost, Red Nose. He says:
– I am Frost, Red Nose. Which of you will decide to set off on the little path?
The players answer in chorus:
“We are not afraid of threats, and we are not afraid of frost.”
After that, they run across the site to another house. Frost catches up with them and tries to “freeze” them (touch them with his hand). The “Frozen” stop at the place where the Frost overtook them, and stand there until the end of the dash. Frost is counting how many he has “frozen.” After several dashes, a new Frost is chosen. At the end of several runs, the results are summed up and a comparison is made of which Frost “froze” more players.
39 "Don't stay on the floor."
Goal: develop the ability to correctly jump from a height with two feet, landing softly, bending your knees.
Progress of the game. In different places of the hall there are different objects with a height of 25–30 cm. A trap is selected. They put a bandage on his arm. To the beat of the tambourine, children jump off objects and run or jump around the hall. The trap takes part in the race. At the signal “Catch!” all children climb on objects again. The trap catches those who did not have time to jump onto the dais, and they sit to the side.
40 “Ball for the driver.”
Goal: develop the ability to throw and catch a ball.
Progress of the game. Participants are divided into equal teams. A line is drawn at a distance of 3 m from the teams. Two drivers are selected and stand behind this line against the columns. At the signal, both drivers throw balls to those standing in front of their teams. Having caught the ball, the player throws it back to the driver, and he himself stands at the end of the column, etc. The team in which the last player returns the ball to the driver first wins.
41 “The Fisherman and the Fishes.”
Goal: develop dexterity.
Progress of the game. The players are standing. A “pond” is outlined - an area beyond which you cannot go. Children smoothly spread their arms - “the fish are swimming.” Two “fishermen” stretch the rope (“net”) and try to surround and catch the “fish”. Those touched by the jump rope leave the game. When all the “fish” are caught, the game is repeated and the children change roles.
42 "Dove".
Goal: to practice pronouncing the sounds “L” and “R”.
Progress of the game. Children choose "hawk" and "mistress". The rest of the children are “pigeons”. The “hawk” stands aside, and the “mistress” chases the “pigeons”: “Shoo, shoo!” They fly away, and the “hawk” catches them. Then the “mistress” calls: “Guli-guli-guli,” and the “pigeons” flock to her. The one whom the “hawk” caught plays his role, and the former “hawk” becomes the “mistress”.
43 "Children and the Wolf."
Goal: to teach to understand and use past tense verbs and imperative verbs in speech.
Progress of the game. A “wolf” is selected. The rest of the children “pick strawberries and mushrooms in the forest” and say:
Children walked through the forest
Strawberries were collected.
Lots of berries everywhere:
Both on hummocks and in the grass.
But then the branches began to crack...
Children, children, don't yawn,
The wolf is behind the spruce - run away!
The children run away and the “wolf” catches them. The caught child becomes a “wolf” and the game starts all over again.
44 "Hares and bears".
Goal: to develop dexterity and the ability to transform.
Progress of the game. The child (“bear”) is squatting and “dozing.” Children (“hares”) jump around and tease him:
Brown bear, brown bear,
Why are you so gloomy?
“Bear” gets up from his chair and answers:
I didn’t treat myself to honey,
So I got angry at everyone.
1, 2, 3, 4, 5, I start chasing everyone!
On the last word, the “bear” catches the “hares” and takes them to a chair (“den”).
45 "Cook".
Progress of the game. All children stand in a circle. The driver walks around in circles. He has a chef's hat in his hands. The children recite the poem in chorus:
Let's play cook, no one can yawn,
If you are the cook, then quickly go around.
After the words “Hurry up and walk around,” the driver stops and puts the cap on the child standing next to him. The person who received the cap and the driver stand with their backs to each other and, at the teacher’s signal, walk in a circle. Whoever goes around (not run) the circle first wins and becomes the driver.
46 “Squat traps.”
Goal: develop agility and speed.
Progress of the game. Using a counter, a trap is selected. He stands in the center of the site. The children stand to one side. At the signal, the children run across and the trap catches them. In this game you cannot catch the child who managed to sit down. At the end they say which trap is the smartest.
47 "Mousetrap".
Goal: to develop dexterity, the ability to act quickly after a signal.
Progress of the game. They are divided into two unequal groups. The smaller one forms a circle (“mousetrap”). The rest are “mice”. They are outside the circle. Children depicting a mousetrap hold hands and, starting to walk in a circle, say:
Oh, how tired the mice are,
It was just passion that separated them.
Everyone gnawed, everyone ate,
They are climbing everywhere - here is a misfortune.
Beware, you rascals,
We'll get to you.
Let's set up mousetraps,
Let's catch everyone at once! Then the children stop and raise their clasped hands up. The “mice” run into the “mousetrap” and immediately run out the other side. At the teacher’s signal “Clap!” children standing in a circle lower their hands and sit down. Those caught stand in a circle. When most of the “mice” are caught, the children change roles.
48 “Make a figure.”
Goal: develop imagination.
Progress of the game. Walking in a column one at a time, at the signal “Stop!” children stop and perform some kind of figure. The fastest and most interesting ones are noted.
49 "Fishing Rod".
Goal: to teach children to jump correctly: push off and pick up their feet.
Progress of the game. Children stand in a circle. In the center is the teacher. In his hands is a rope, at the end of which a bag is tied. The teacher twists the rope and the children must jump over it.
50 “Take it quickly.”
Goal: to develop dexterity and speed of movement.
Progress of the game. Children form a circle and, at the teacher’s signal, walk or run around objects (cubes, cones), which should be one or two less. At the signal “Quickly take it,” each player must take the object and raise it above his head. The one who did not manage to do this is considered a loser.
Rules of the game. Objects are gradually removed.
51 “Vaska the Cat.”
Goal: development of motor activity.
Progress of the game. "Mice" sit on chairs. The “cat” walks on his toes, looks around, meows.
Teacher and children.
Little white Vaska walks,
Vaska's tail is gray,
And it flies like an arrow, and it flies like an arrow.
The “cat” runs to the end of the area, sits down and “falls asleep.”
Children. Eyes close -
Is he sleeping or pretending?
The cat's teeth are a sharp needle.
One of the “mice” approaches the “cat” and looks to see if he is sleeping. He waves his arms, inviting others to join him.
Teacher. Only the mice will scratch,
Gray Vaska is right there,
He will catch everyone!
The “cat” jumps up and runs after the “mice”.
52 “Traps in pairs.”
Goal: develop speed of movement.
Progress of the game. Children line up in two lines at a distance of 3-4 steps from each other. At the teacher’s signal “Run!” the children of the first line run away, and the children of the second each catch up with their pair and try to catch them before the first ones cross the designated finish line. After two runs, the children change places.
53 "Birds and a cat."
Goals: to teach to move according to a signal; develop dexterity.
Progress of the game. A “cat” sits in a large circle, and “birds” sit behind the circle. The “cat” falls asleep, and the “birds” jump into the circle and fly there, sit down, and peck the grains. The “cat” wakes up and begins to catch them, and they run away around the circle. The “cat” takes the caught “birds” to the middle of the circle. The teacher counts how many there are.
54 "Sunny Bunnies".
Purpose: to practice pronouncing the poem in accordance with the movements.
Progress of the game. Teacher with help small mirror lets out a sunbeam and recites a poem:
Sunny bunnies play on the wall,
Bend them with your finger, let them run to me.
Well, catch it, catch it quickly, here it is, a bright circle,
That's it - to the left, to the left!
He ran to the ceiling.
Children catch a bunny on the wall.
55 "Hunters and Ducks."
Goal: development of accuracy.
Progress of the game. The players are divided into two groups - “hunters” and “ducks”. The “ducks” stand in the middle of the circle, and the “hunters” are located outside, throw the ball and try to hit the “ducks”, they dodge. When a third of the players are caught, the game stops and the children change places.
56 “Don’t give the ball to the driver.”
Goal: develop dexterity and accuracy.
Progress of the game. There are 2-3 drivers in the center of the circle. Those standing outside the circle throw the ball to each other in all directions, and the drivers try to touch it. If someone succeeds, then he leaves the circle, and the one whose throw the ball was caught becomes the driver.
57 “We won’t say where we were.”
Goal: develop logical thinking, resourcefulness, intelligence, ability to transform.
Progress of the game. Children are divided into two teams. The groups disperse in different directions and agree on what they will show. One group shows and the other has to guess who or what they are depicting. Then the children change places.
58 “From bump to bump.”
Goal: develop agility and speed.
Progress of the game. The teacher places hoops (6-8 pieces) in two lines on the site. The players line up in two columns. At the teacher’s signal, the first players begin to jump on two legs from hoop to hoop. As soon as the first player jumps from the last hoop, the second player in the column begins jumping, etc. The team that quickly and correctly (without slipping even once) gets to the other side wins.
The game is repeated 2-3 times.
59 "Magic Mirror".
Goal: to develop rhythm, expressiveness of speech and coordination of movements.
Progress of the game. Children stand in a circle. The driver approaches one of the guys and says:
Come on, look at the mirror!
Repeat everything to us correctly!
I will stand in front of you
Repeat everything after me!
The driver pronounces any phrase, accompanying it with some movement. The one to whom he addresses must accurately repeat both the phrase and the movement. If he makes mistakes, he is out of the game. The new driver is the one who has completed everything without a single mistake.
60 “Pass the ball - say the word.”
Goal: to develop phonemic awareness and reaction speed.
Progress of the game. The players line up in a column. The first players have a ball with a diameter of 25–30 cm. The child calls the word to the given sound and passes the ball back with both hands above his head. The next player independently comes up with a word for the same sound and passes the ball on.
61 “Throw the ball to an adult and name the animals.”
Goals: expand lexicon through the use of generalizing words; develop attention and memory.
Progress of the game. The adult names the general concept and throws the ball to each child in turn. The child, returning the ball, must name the objects related to this general concept. For example: fruits - apple, pear, lemon, orange.
You can use other themes: vegetables, trees, domestic and wild animals, birds, furniture, dishes, clothing, transport.
62 "Carousel".
Goal: to teach to move and speak at the same time, to act quickly after a signal.
Progress of the game. The players form a circle. The teacher gives the children a cord, the ends of which are tied. Children, holding the cord with their right hand, turn to the left and say the poem:
Barely, barely
The carousel started spinning.
And then around, around,
Everybody run, run, run.
In accordance with the text, the children walk in a circle: first slowly, then faster, and in the end they run. While running, the teacher says: “Be-zha-li, be-zha-li.”
After the children run in a circle twice, the teacher changes the direction of movement, saying: “Turn.” The players turn in a circle, quickly grabbing the cord with their left hand, and run in the other direction. Then the teacher continues with the children:
Hush, hush, don't rush!
Stop the carousel!
One-two, one-two!
The game is over!
The movement of the carousel becomes gradually slower. When saying the words “The game is over!” children lower the cord to the ground and disperse around the playground.
After the children have rested a little, the teacher rings three bells or hits the tambourine three times. The players rush to take their places on the carousel, that is, they stand in a circle and take the cord.
The game resumes. Those who do not have time to take a seat before the third bell do not ride on the carousel, but stand and wait for a new boarding.
63 “Streams and Lakes.”
Goal: develop dexterity.
Progress of the game. Children line up one after another in groups of 4-6, placing their hands on the belt or shoulders of the person standing in front - these are streams. At the signal “Streams are running!” the children each run in their own column behind the leader. At the signal “Lake”, each team, holding hands, forms a circle. The team that builds the circle the fastest wins. When repeating the game, children run with their knees raised high, in a half-squat.
64 "Tag".
Goal: to develop dexterity, the ability to navigate in space.
Progress of the game. A driver is selected, who receives a colored bandage and stands in the center of the site. After the “Catch” signal, all the children scatter around the playground, and the driver tries to catch up with one of the players. The one touched by the driver moves aside. After some time, the teacher gives the command “Stop!”, the game stops, the number of those caught is counted and a new driver is chosen.
65 “The centipede is walking along the kindergarten path.”
Goal: to develop motor activity.
Progress of the game. Children stand one after another, take the person in front by the belt, squat down and move in a circle. The task is not to fall.
66 "Daisies".
Objectives: consolidate knowledge about flower garden plants; practice running while dodging.
Progress of the game. Using a counting rhyme, a leader is chosen. In the game he will play the role of the girl Margarita. All other children will represent daisy flowers. “Flowers” stand in a circle, and Margarita is in its center. Children walk in a circle, holding hands, and say the words:
Margarita collected daisies on the mountain,
Margarita lost the daisies in the yard.
Wants to put everything back together again
You just need to catch up with us.
The children scatter all over the playground, and Margarita tries to catch up with them and stain them. The presenter, catching up with the child, says: “Flower garden.” At this signal, the stained player must go to the “flower garden”. When there are 5-6 children there, the game stops. Margarita counts how many “daisies” she has collected and names the other neighbors of the daisies in the “flower garden.” The teacher notes which of the children was dexterous in the game, who named more plants in the flower garden.
Rules of the game. “Daisies” begin to run away only after the command “Catch up!” Repeat the named plants a second time
67 “Handed it over - sit down.”
Goal: to develop dexterity and speed of movement.
Progress of the game. Children are divided into two teams and line up in columns, one parallel to the other. Each team chooses a captain who stands opposite his team at a distance of 3–4 m. The captains each have a ball in their hands. At the leader’s signal, the captain throws the ball (in any or a predetermined way - from the chest, from the shoulder, from below, with both hands from behind the head, etc.) to the first player on his team. He catches it, returns it to the captain and immediately crouches down. The captain then exchanges passes with the second, third and other players on the team. Each player, returning the ball to the captain, crouches. When the last player in the column gives the ball to the captain, he raises it up, and the whole team quickly stands up. The team whose team passes the ball from the captain to the players and back faster and more accurately will be considered the winner.
68 “Catch up with your shadow.”
Purpose: to introduce the concept of light and shadow.
Educator. Who will guess the riddle?
I go, she goes; I stand, she stands; I'll run, she'll run.
(Shadow.)
On a sunny day, if you stand with your face, back or side to the sun, a dark spot will appear on the ground, this is your reflection. It's called shadow. The sun sends its rays to the earth, they spread in all directions. Standing in the light, you block the path of the rays, they illuminate you, but your shadow falls on the ground. (Where else is there? What is it like?)
69 “What we saw, we won’t say, but what we did, we’ll show.”
Goal: to develop children's intelligence and observation skills.
Progress of the game. The driver is selected. He goes out the door. The remaining children agree on what movements they will make. Then they invite the driver.
Leading. Hello children!
Where have you been,
What did you do?
Children. We won't say where we were
And we’ll show you what they did.
If the driver guesses the movement performed by the children, then a new driver is selected. If he couldn't guess, he drives again.
70 "Cucumbers".
Goals: develop reaction speed, attention; consolidate knowledge about eating cucumbers.
Progress of the game. The game is played on the playground, which is in this case will be a “vegetable garden”. Children walk in a column one after another throughout the “garden”, pronounce words and perform the appropriate movements:
Grew up in the garden Children walk in a column.
Green strands, Transition to a half squat.
Cucumbers were hidden in them. They squat.
And the sun warmed up, They stand up and raise their hands up.
They instantly turned yellow. They dropped their hands.
But they are good in a barrel!
After the word good children run and take a place in a “barrel” (a drawn circle or hoop) of five people. Whoever remains outside the “barrel” names a dish made from cucumbers. At the end of the game, the teacher involves the children in assessing the execution of movements, notes how quickly the children acted on the signal, what they learned about cucumbers in this game
71 "Goalkeeper".
Goals: to strengthen the ability to navigate in space; develop reaction speed and movement accuracy.
Progress of the game. The adult throws the ball to the child, while simultaneously warning where the ball should go. The child must make a goalie movement in the given direction.
Child. It’s not for nothing that I’m called a goalkeeper:
I will always catch the ball.
Adult: One, two, three,
On the right (left, straight) look at the ball!
72 “Water the horse.”
Goal: to develop dexterity of movements.
Progress of the game. The child stands at a distance of 4–5 meters from the horse toy. They give him buckets and blindfold him. You need to go up to the horse and “drink” it from a bucket (bring the bucket to the horse’s face
73 "Butterflies, frogs and herons."
Goal: to develop imitative movements.
Progress of the game. Children run freely around the playground. At the teacher’s signal, they begin to imitate the movements of butterflies (waving their arms), frogs (go down on all fours and jump), and herons (freeze while standing on one leg). As soon as the teacher says: “Let’s run again,” the children begin to run across the meadow in any direction.
74 “Guess what our house is?”
Goal: describe the trees and find them based on their descriptions.
Progress of the game. A driver is selected from a group of children, the rest of the children are divided into two groups. Each subgroup chooses a tree for itself, describes it to the driver, and he must recognize the plant and name the “house” in which the children “live.”
For example, the children say in chorus: “Guess what our house is, we’ll tell you everything about it.” Then one of the children gives a description: names the color of the trunk, remembers the height of the tree, shape, size of leaves, fruits and seeds.
Games for children 6-7 years old are aimed at overcoming difficulties and developing creativity. The choice of games is important. Team competitions develop qualities such as cohesion, collectivism, and helping a friend. Individual competitions help you understand yourself as an individual and demonstrate your abilities. Children enjoy competitions; they create a good mood.
Games to develop attention, memory and observation skills
Love of order
Equipment: toys and various items.
One player looks carefully at the objects and toys placed in the children's corner to remember what goes where. Then he walks out the door. The teacher takes several toys from the children's corner and puts them on the table. The child returns. We need to put the toys back in their original places. Children replace each other. Objects, toys and places from where they are taken change. This continues until all the children have played.
You need to start the game with 2-3 toys, later their number is increased to 5-6 pieces. The size of toys should be different. A small toy is harder to notice.
Notice the changes
Children are divided into groups (3-5 people). The room can be divided into several sections. Children carefully examine a certain area. The teacher tells you what to pay attention to. The children leave the room. The teacher rearranges, changes, adds or removes objects and furniture. The children come back and say what changes have happened. Then the next group plays and explores another area. This continues until all groups have played.
Who am I talking about?
Educator. I will tell you about the person present here. Try to guess who it is. The teacher describes one of the children: hair color, eyes, height, character (cheerful, calm, silent or noisy and cocky; whether he is friends with everyone or not), voice, what he likes to do. Children guess who we are talking about. To do this, they ask counter questions. For example: “Is it a boy?”, “A girl?”, “In a dress?”, “In trousers?”, “Dressed in red?”, “In a white blouse?”, “Are you wearing brown shoes?”, “Wearing white” socks?”, “Does she have bows?”, “Standing first?”, “Last?”, “Standing in the middle?” and so on. The teacher answers children's questions briefly: yes, no, maybe.
The first one to guess who they are talking about wins. The winner is invited to play himself - make a wish and describe one of the children.
Remember the items
Equipment: 10-12 items.
There are 10-12 objects on the table that children must remember. The teacher closes them. Children list what they remember.
You can divide the children into several small groups.
Options
1. Children turn away from the table. The teacher, together with one or two assistants, removes 1-3 objects and swaps 2-3. Children turn and talk about changes.
2. The teacher shows a reproduction of the painting, then removes it. Children tell what is shown in the picture: first in general terms, then in detail.
Disguise
The children walk one after another. The teacher pronounces the words “bumps”, “mock”, “path”, “ravine”. Children stop and depict the named object.
When hearing the word “bumps,” children squat down, lower their heads and clasp their knees with their hands; “shock” - everyone gathers in a circle, raises and joins their hands above their heads; “ravine” - stand in two rows, bend down a little, connect your hands with each other, lowering them closer to the floor; “path” - stand one after another and put their hands on the shoulders of the person in front. The one who makes 5 mistakes is eliminated from the game.
Options
1. The teacher names only 2 objects.
2. The teacher tells (the children show objects as the story progresses): “We are all walking along the path (the children show the path), but suddenly we began to come across bumps. First one bump, and then three bumps in a row (children are divided into 4 groups and depict bumps). We happily walk along the path and slide into the ravine (the children depict first the path and then the ravine). We found a lot of mushrooms in the ravine and collected them (children collect cones scattered on the floor). Who collected the most mushrooms?"
Note. Before starting the game, you should practice a little - make a “bump”, “mine”, “path”, “ravine”.
Teams have their own colors
Equipment: multi-colored cubes, chips, sticks, balls. Children are divided into teams, each with its own color.
The teacher scatters colorful objects on the floor. At a signal, two participants (one participant) from each team collect scattered cubes, chips, sticks, balls of their color. You can take as many objects as you like, but you cannot drop them. You need to take the items to your team. Then the next team members complete the task. This continues until the teams have collected all the items of their color. The team that collects the first items of its color wins.
We walk - we count
Children are divided into teams (5 - 10 people). At the signal, the members of the first team stand in a line, step forward and with each step together pronounce the numbers “1”, “2”, “3”, etc. Anyone who has lost count remains in place. The first command has passed, the next one begins to carry out the task. This continues until all teams have played.
The teacher determines the most attentive team and the most collected participant.
Options. Pronounce numbers through one digit (“1”, “3”, “5”, “7”, “9”), in reverse order (“10”, “9”, “8”, “7”...) . The teacher chooses options based on the children’s preparedness.
Imitation games and recognition games
Cranes
Children form a “wedge of cranes.” They walk in a circle or spiral, wave their arms and repeat the poem after the teacher.
One after another, stretched out in a row,
Cranes are flying in the blue sky.
They fly very far
They fly very high.
They fly from a distant place,
They fly like a harbinger of spring.
Birds fly over the trees
They fly over the ancient mountains,
They fly over the arable meadows,
They fly over our gardens.
A flock of cranes is hovering in the sky,
It winds in the sky like a long rope. Tajik folk song
When the game is repeated, other players become “leaders”.
Bees
Educator. The bees are having fun because they did a good job. Let's work together with them:
The bees are buzzing -
They fly into the field.
They're coming from the field -
They carry the honey.
Russian folk joke
Children - “bees” dance in a circle and sing: “Brum-broom-broom.” In the center of the round dance, “mice” dance and sing: “Tir-la-la, tir-la-la.” "Cat" says: "Trum-trum."
The bees lead a round dance -
Broom, broom-broom.
The cat hit the drum -
Trump, trump.
The mice began to dance -
Tear-la-la, tir-la-la,
So much so that I started to tremble
All the earth, all the earth.
Swedish folk song
When the game is repeated, other players become “bees”, “mice” and “cat”.
Note. The joke can be played separately. The “bees” walk one after another, hum and “carry honey” in their palms.
Gop-top
Children dance in a circle and sing the song “Gop-top”. In the center of the round dance are two children - “grandmother” and “goat”. When they hear the words “gop, goat” and “top, goat,” the children stop and stomp their feet. “Granny” tries to quickly feed the “goat”. At the end of the song, the “grandmother” sadly shakes her head, and the “goat” happily jumps on one leg or the other.
Educator. Oh! What an ugly goat, ah-ah-ah! He's not ugly, he's just small.
Do you know our grandmother?
She fed the goat porridge.
Gop, goat!
Top, goat!
Gop, goat!
And the goat got to the shelf,
I left fragments of the cups.
Gop, goat!
Top, goat!
Gop, goat!
Czech folk song
The song is short, so you can sing it several times, and dance in one direction or the other. When the game is repeated, the other players become “grandmother” and “goat”.
Note. If it’s not difficult for children, you can clap your hands on the word “gop”, and stomp on the word “top”.
Games to develop precision of hand movements
Napkin with clothespins
Equipment: rope, colorful clothespins and napkins.
At a height of 1 m from the floor, the teacher stretches a rope. Children are divided into teams (5 - 7 people). They each have two clothespins and cloth napkins. At the signal, the first team members run to the rope, hang up napkins, secure them with clothespins and return to the end of the team. The second players take off the napkins along with clothespins, pass them on to the next ones and stand at the end of the line. This continues until all teams have played. If a child drops a napkin, he must pick it up and secure it.
Note. Each team has its own color of clothespins and napkins. You can make the game more difficult by instructing them to shake the napkin before hanging it up.
Ring on a rope
Equipment: two ropes with a ring.
Children are divided into two teams, which form two circles. In the children's hands there is a rope with a ring. At the signal, they begin to pass the ring to the neighbor on the right. Throughout the game, children hold the rope with both hands.
The team that moves the ring along the rope the fastest wins.
Options
1. Raise the cord with the ring above your head and move the ring.
2. Form a circle with your back to the center.
Games to develop coordination
With a bag on his head
Equipment: 2 small pads.
Children stand in a circle. One half of the circle is the first team, the other half is the second team. The first participants have small pads. At a signal, children place a pillow on their head and, holding it with one hand, run in a circle. Having run around the circle, they pass it to the second players, and they themselves stand next to the last team member. This continues until both teams have played. If a child drops a pad, he must pick it up and continue running.
The winner is the team that ran the circle faster and whose members dropped the pad less.
Crossing
Equipment: 4 planks.
Children are divided into two teams. The first players of the teams have 4 boards. They are slightly larger in length and width than a child's foot. At a signal, the players stand on two boards, and place the other two in front of them and stand on them. They put the released two planks forward again, and so on. The crossing is large - 3 - 5 m. The team that finishes the game first wins. Note. You can play in one group, without teams. The playing area should not be slippery. It would be better if there were carpets.
Tightrope walker
Equipment: rope ring (rope length 7 - 10 m). The teacher places the rope ring on the circle marked with chalk. Children take turns walking along the “tightrope” - a rope. The rope ring must not be moved from the designated circle. The “tightrope walker” does not need any rush at all.
Option. The player stands on the “rope” at the knot. He takes the rope in his hands and sorts it out. This is how you need to go the whole circle. Games for developing the eye
Target
Equipment: target with 3-5 circles, sandbags. In the circles of the target, the teacher puts down numbers, these are points. The players in order are given 2-3 small bags of sand. They need to be thrown at a target from a distance of 2-3 m, trying to score more points.
You can play in teams. In this case, you need to make several targets or play in turns; first one team, then the other. The team with the most points wins.
Towns
Equipment: towns, wooden or plastic ball with a diameter of 10-15 cm.
Children are divided into two teams. Several small towns are installed at a distance of 3-4 m from the players. The members of the first team come up in order and push the wooden (plastic) ball, trying to knock down the towns. The teacher counts the number of knocked down towns. Then the second team plays. The game continues until all team members have played.
The team that knocks down the most towns wins. Option. Everyone plays for themselves and pushes 3 balls in a row.
Outdoor games
The cubes change places
Equipment: 20 cardboard cubes (20 x 20 cm), of which 10 cubes are one color and 10 are another.
Children are divided into two teams (5 people each). The rest of the participants are spectators. At the start of each team, the teacher places 5 cubes of the same color on top of each other, and at the finish - 5 cubes of another. The task is to swap the cubes. The distance between start and finish is determined by the teacher. At the signal, the first team members, taking a cube each, run with it to the finish line and place them under cubes of a different color. They take a new cube from above, return to the start and also place it under the cubes. Then the second players do the same. This continues until all teams have played.
The team that finishes the game first wins.
Note. Any cubes that can be placed on top of each other are used.
Road of hoops
Equipment: 4 hoops.
Children are divided into two teams. Before each one at the start, the teacher places two hoops. At the signal, the first players stand in the second hoop, take the hoop lying behind them, place it in front of them close to the second one and quickly stand in it. This way the children move towards the finish line. The distance between the start and finish is 4-6 m. At the finish line, the first players take the hoops and carry them to the start. The second participants do the same as the first, and this continues until all participants have played.
The team that finishes the game first wins.
Option. Children play in a group. Participants do not finish the game at the finish line, but return to the starting line, standing in the hoops. This continues until all the children have played.
Note. When playing in teams, caution is required: you should not rush when moving the hoop.
Hoops over your head
Equipment: hoop
Children stand in a column. The first player has a hoop. He passes it over his head to the second participant and further along the chain to the end.
Bird without a nest
Equipment: 7-10 hoops.
There are 7-10 hoops on the floor. These are "nests". In each of them sits a “bird”. One player is a “bird” without a nest. She flies around, looking to see if the “nest” is empty. If some “bird” wants to fly and flies out of the “nest” or the “birds” decide to exchange “nests”, then the “bird without a nest” tries to fly into an empty “nest”. Another player becomes the “bird without a nest.”
Note. The number of players depends on the number of “nests”. The rest of the children are spectators.
Cheerful porters
Equipment: 2 hoops, 5 inflatable balls.
Children are divided into two teams. 4 m from the teams there are 5 inflatable balls in hoops. At the signal, the first players run up, pick up the balls and pass them to the second players. They run and put the balls back into the hoops. This continues until all teams have played.
The team that finishes the game first wins.
Option. Teams have 5 hoops. There is a ball in each hoop. You need to place the hoops at a short distance from each other. The first participants collect the balls and pass them to the next player, who arranges them. This continues until all team members have played. The balls should not roll out of the hoop.
Note. You can play with volleyballs. If children find it difficult to play with 5 balls or balls, you can use 3.
Dribbling
Equipment: Balloons.
Children are divided into two teams and stand in columns. At the signal, the first players lead the ball to the finish line and back, hitting it on the floor. The distance from start to finish is chosen by the teacher.
The team that finishes the game earlier and loses the ball less often wins.
Football players
Equipment: 2 balloons.
Children are divided into two teams and stand in columns. Each “football player” must carry the ball to the finish line and back with his feet and head. Touching the ball with your hands is not allowed; teams receive penalty points for this.
The team that finishes the match with fewer penalty points wins.
Carry it, don't drop it
Equipment: big ball.
Children are divided into pairs and two groups. One group stands at the start, the other at the finish. The first pair takes a large ball and, holding it between their heads, walks (runs) towards the finish line. Having run around him, he passes the ball to the first couple of the second group. From the finish line new couple, holding the ball, walks (runs) to the start. This continues until all pairs have played. The distance from start to finish is chosen by the teacher.
The teacher determines which pair walks (runs) more synchronously.
Ball in spoon
Equipment: 2 small balls, 2 chairs, 2 spoons.
Children are divided into two teams. There are chairs 5 m from the participants. The first players have a spoon with a ball. At a signal, children run to the chairs, run around them and return. They pass the spoon with the ball to the second participants and stand next to the last players of the teams. This continues until all teams have played. If the child drops the ball, he must pick it up and continue running.
The team that finishes the game first wins.
Let's squat together
Equipment: 2 volleyballs.
Children are divided into two teams and stand in columns. At the signal, the first participants pass the ball back and squat, and so on until the end. The last participants, having received the ball, crouch down and begin to pass the ball back. Having passed the ball to those sitting in front, they stand up. The game ends, all team members stand up, and the balls are returned to the first players.
The team that finishes the game first wins.
With the ball in a circle
Equipment: 2 volleyballs.
Children are divided into two teams. Each one forms a circle. At the signal, the first participants, hitting the ball on the ground, run around the circle and pass the balls to the second players. This continues until all teams have played. If a child drops the ball, he must pick it up and continue running.
The team that runs around the circle first and loses the ball less often wins. Note. If there are many children or there is not enough space to play, you can play separately: first one team, then the other.
Kangaroo
Equipment: small rubber ball.
Children stand in a column. The first player, holding a small rubber ball with his knees or ankles, jumps to the finish line and back. He passes the ball to the next player. This continues until all the children have played. If the child drops the ball, he must pick it up and continue jumping. The distance from start to finish is chosen by the teacher. You need to start the game with 3-5 jumps.
Fishermen
Children - "fish" - are running (“swimming”) around the playground. Two drivers - a “fishing net” - join hands and catch the floating “fish”. The caught “fish” join the drivers - the “fishing net” increases. If the “net” is broken, the two participants who broke it leave the game. The “nets” have been repaired - the children join hands and begin to catch the remaining “fish”. We need to catch them all.
Free place
With their hands behind their backs, the children stand in a circle. The driver runs outside the circle and, touching the hand of one of the participants or clapping his hands, continues to run in the same direction. The one who was insulted runs in the opposite direction. Everyone tries to run around the circle faster and stand in an empty space. The latecomer drives. The game continues with a new driver.
Note. Children running in circles should not grab onto standing children.
Fairytale hide and seek
Purpose of the game: development of motor, communication and creative abilities.
Progress of the game: all players are divided into 2 teams, which are led by 2 captains - Ivan Tsarevich and Zmey Gorynych. Ivan Tsarevich's team is hiding, and the second team is looking for them. For the game, a “castle” is determined - a tree, a door or a wall.
Ivan Tsarevich leads his team away and helps them hide, and then returns to the team of the Serpent Gorynych. He walks with them, constantly shouting: “We are near the trees” or “We are near the wall”, etc. This helps his team orient themselves: stay in cover or return to the “castle”.
If members of Zmey Gorynych’s team notice at least one of those hiding, they loudly call his name and place of hiding, and the group themselves run to the “castle”.
The team that runs to the “castle” before the other gets a point. Ivan Tsarevich’s team can run up and occupy the “castle” even before the location of the opponents is revealed or after they are seen.
Special notes: when repeating the game, the participants change roles.
Invisible
Purpose of the game: development of motor abilities, dexterity and attention.
Attributes: whistle.
Progress of the game: the game should be played either on the outskirts of the forest or in a clearing with bushes. One driver is selected from the players - the Giant. He and the leader stand in the center of the circle formed by the other players.
All players, turning their backs to the center of the circle, disperse 100 steps, counting them out loud. There they stop, turning to face the circle. At the Giant's whistle, the players begin to carefully approach the driver, trying not to be noticed. The driver carefully watches their movements. After a few minutes, the Giant gives a signal with a whistle, after which all players remain in their places, but come out of their hiding place. The player who manages to get closer to the circle unnoticed wins.
Special notes: if the driver notices and recognizes any of the players approaching unnoticed, he informs the Giant about it. Approaching players can use any means of movement: crawling, running while crouching, etc.
Confusion
Progress of the game: players stand in a circle. One player is chosen as the leader and goes into the next room, or is blindfolded. Children hold hands tightly, forming a chain closed in a circle. Next, without letting go of their hands, the players entangle the chain as much as possible. To do this, they turn, twist, step over hands, crawl under hands, but under one condition: under no circumstances let go of their neighbor’s hands. When the circle
completely confused, they invite a presenter who must untangle the players. The leader begins to turn the chain back, but again, you cannot let go of your hands.
Special notes: the game can be repeated with a new leader.
Salki with lapta
Attributes: tennis ball, wooden bat, flag.
Progress of the game: The playing area measures 20 x 60 m. At one end there is a house line.
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Game scheme
A flag is placed at a distance of 10 m from it. Players are divided into 2 equal teams. One team that hits stands behind the house line in a column one at a time. The team is given a ball and a bat, and a captain and server are selected. The other team, the driver, is located on the site.
The captain of the kicking team gives the ball to the serving player. He throws the ball up, and the first player standing in the column tries to hit it with his bast and send the ball as far as possible onto the court. If you miss, serve until the ball can be sent over the home line.
As soon as the ball has flown over the home line, the striker must leave the rounder, run to the flag, go around it and return back, standing at the end of his column. After that, he gets the right to hit. The striker brings the team a point if the driver fails to hit him with the ball while running. Otherwise, the drivers get a point. The driver’s task is to take the kicked ball and hit it at the batter who has run beyond the house line. To make it easier to hit, drivers can throw the ball to each other. If the batter runs over the home line, the drivers throw the ball to the server.
Drivers also receive a point for catching a kicked ball on the fly. They play 2 times, the time is agreed upon in advance.
Special notes: The batter who hits the ball over the home line must immediately run. Otherwise, the drivers get a point. Before running, the driver must leave the lapta within the house. Players of the hitting team, with the exception of the server, do not have the right to touch the ball themselves, both within the court and at home.
Extraordinary blind man's buff
Purpose of the game: development of motor and communication abilities, dexterity of movements.
Attributes: table or bench, 2 chairs, 10 small toys, 2 blindfolds.
Progress of the game: toys are laid out on a table placed at one end of the area. At the other end of the platform, 2 chairs are placed at some distance from each other. 2 players begin to play - “little fox” and “wolf cub”. They sit on chairs facing the table, both are blindfolded. The remaining players are located at the edges of the court. “Little Fox” and “Little Wolf” must move 5 objects from the table to their chair one at a time. The winner is the one of the “animals” who completes the job first.
Special notes: “cub” and “little fox” must start at the same time on a signal.
Hide and seek with a ball
Attributes: 3 flat stones, medium sized ball.
Progress of the game: before the start of the game, a place is marked on the court where 3 flat objects - stones - should be placed. A strike line is drawn 5 m from the stones. The driver remains near the stones. Players, having knocked down stones, run away and hide. The driver must collect stones and, with a ball in his hands, go look for those hiding. Having noticed one of the players, he always calls him by name, throws the ball at him and runs back to the stones. If he reaches the stones before the found player, he leaves the game. If the found player gets to the stones first, he knocks down the stones and hides again. While the driver is looking for players, any of them can run out and knock down stones. If someone manages to do this, then all caught players have the right to hide again. The game continues until the driver catches all the players.
Special notes: you can hide only when the stones are knocked down. The driver looks for players after he has collected and put all the stones in place. Having named the name of the hidden player, the driver must have time to run to the stones. If the named player manages to overtake the driver, he can knock him out of the game with the ball.
Don't drop the stones!
Purpose of the game: development of motor abilities, reaction speed, attention.
Attributes: small pebble.
Progress of the game: players stand in a circle at a distance of 0.5 m from each other, facing the center. They begin to pass the pebble with one hand in a circle, first to the right, and then to the left side. The player who drops the pebble leaves the game.
Special notes: there can be 2, 3 or more pebbles in the game. Pebbles may not be transferred, but thrown.
Kvass seller
Purpose of the game: development of motor and communication abilities.
Attributes: blindfold.
Progress of the game: A “blind man’s buff” is selected from among the players. He is blindfolded and turned several times. The players ask loudly:
-Where are you standing?
- On Bridge.
- What do you sell?
- Then look for us!
“Zhmurka” goes to look for the players who dispersed around the court and stopped in place after the words “Then look for us!” The found player becomes a “blind man’s buff” if the driver not only touches him, but also calls him by name.
Special notes: children, while the “blind man’s buff” is looking for them, do not leave their places, but can crouch or lean to the side.
Salky with the Ogre
Purpose of the game: development of motor and communication abilities.
Attributes: bright stick.
Progress of the game: The Ogre is chosen by lot from the players, he has a wand in his hands. All other players disperse around the playing area. At the presenter’s signal, the Ogre raises his bright wand and says: “I’m coming to catch you!” All players stand on one leg and try to jump away from the Ogre. The player whom the Ogre touched with his hand is eliminated from the game.
Special notes: you can change your leg once during the game. The cannibal, chasing children, also jumps on one leg.
Blind Man's Bluff with the Giant
Purpose of the game: development of coordination of movements. Attributes: blindfold.
Progress of the game: players choose the driver - the Giant. He is blindfolded.
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Game fragment
Then the players lightly hit him on the palms of their outstretched arms and ask in a whisper: “Who am I?” The giant must guess which of the players hit him. If he guesses right, that player becomes a Giant. If the Giant could not guess 3 times in a row, then a new driver is selected. Game continues.
Special notes: only one player can hit the Giant's palms at a time. You can't tell the Giant.
Silent
Purpose of the game: development of motor and communication abilities.
Attributes: any items for forfeits.
Progress of the game: The driver is selected from the players. The rest of the players begin the game with the words:
Firstborns, firstborns,
The bells rang
On fresh dew,
On green grass.
There are seeds, nuts,
Honey, sugar,
Shut your mouth!
After the word "castle" players must remain silent. The driver tries to make the players laugh with funny movements, words, and jokes. The player who laughed or said at least one word gives the driver a forfeit. At the end of the game, players redeem their forfeits. The driver assigns them any moving tasks: run 10 meters backwards, jump around all the players on one leg, pretend to be a grimacing monkey, etc.
Special notes: the driver should not touch the players with his hands.
Rescue pebbles
Purpose of the game: development of motor abilities and coordination.
Attributes: several medium-sized flat stones.
Progress of the game: Players must cross a makeshift “swamp” using 4 pebbles. They stand on the line of play and begin to move through the “swamp”, stepping on pebbles, and then taking them back and again laying out their path with them. The player who reaches the finish line first wins.
Special notes: if one of the players falls into the “swamp”, he starts the game again.
Fortification defense
Purpose of the game: development of motor and communication abilities, attention and dexterity.
Attributes: 3 sticks, volleyball.
Progress of the game: A large circle is drawn in the middle of the playing area, the players line up in a circle at arm's length. In the center of the circle, a fortification is built from three sticks tied at the top. A defender stands in the center of the circle to protect the fortification.
At the leader’s signal, the players begin to knock down the fortification with the ball. The defender prevents this by covering the tripod with his body and hitting the ball with his hands and feet. The player who manages to knock down the fortification goes to the defender’s place, and the former defender stands in a circle.
Special notes: players must not go beyond the circle. The defender has no right to hold the fortress with his hands. If the fortress only moves but does not fall, the defender continues to guard it. If the defender knocks down the fortress himself, then he ceases to be a defender, and in his place the player who has the ball in his hands at that moment stands in the circle.
Challenge rivals
Purpose of the game: development of motor, communication and creative abilities, identification of the abilities of a leader and organizer.
Progress of the game: City lines are drawn at two opposite ends of the playing area. Participants in the game give them the names of ancient Russian cities (for example, Murom and Suzdal). The distance between them is about 30 m. 2 captains are selected from the players. The remaining players are divided into 2 equal teams. One of them is lined up behind the line of one city, the other - behind the line of another.
By lot, one of the teams starts the game. The captain sends a player to the city of the other team, whose members extend their right hands forward, palms up. The messenger challenges any of the players to compete in a run: he touches their palms, and whoever he touches for the third time is called by him. After the third touch, the player runs back to himself, and the opponent tries to catch him to the city line. If the player is caught, he is captured. If not, then the one who caught up becomes a prisoner.
The game continues, only now a player from the other team challenges the opponent to a competition. Members of each team strive to avoid being captured and to rescue their player from captivity. They try to call a player from the other team who has a prisoner. If the called player cannot catch up with his opponent, he goes to him as a prisoner, and his prisoner returns to his place. If the called player catches up with the opponent, then he will have 2 prisoners. The number of players on teams is constantly changing. The winner is the team of the city in which it will be located before the end of the pre-agreed game time (for example, 5 or 10 minutes). large quantity prisoners.
Special notes: challenging the opponent, the player hits his palms while counting loudly out loud: “One, two, three!” Captives stand behind the player who captured them. If the captain is captured, he is replaced by one of the team players.
Rivals
Purpose of the game: development of motor, communication abilities, dexterity.
Progress of the game: players are divided into 2 teams - “red” and “green”. A captain is selected for each team. Both teams stand in lines, one opposite the other at a distance of 10 m. Lines of houses are drawn in front of them. The captains begin a dialogue:
- I shot an arrow.
- I caught the thief.
- I threw a stone.
- I caught a hare.
- Which of you will come to us?
- I am a brave man!
After last word one of the Reds players runs towards the other team and tries to run between the players. They hold hands and try not to miss him. The players of the “green” team, between whom the brave man managed to penetrate through the line, go to his team.
After this, a dialogue takes place between the captains again, only now it is started by the captain of the “green” team. If the brave man fails to run between the players of the other team, he remains captive. The team with the most prisoners wins.
