A complex of communicative games with young children in the adaptation period for young children. Word games for toddlers in kindergarten

According to the number of participants, object games are divided into:

INDIVIDUAL

observation game(child watching others play)

game alone

(the child plays with toys alone, only occasionally talking to other children)

parallel game

(the child plays alone, but in close proximity to other children)

GROUP

joint game(children unite in groups to achieve some common goal - build a house out of cubes or sand, etc.)

related game(the child communicates with peers engaged in a similar game, but everyone does as he wants; here there is only an exchange of toys)

GROUP GAMES

creative games games

Games with rules

Role-playing game

mobile game

Construction and constructive game

Didactic game

Main content of games

• Image of domestic work (children feed the dolls, dress them, put them to bed, cook dinner for them);
• Treatment of dolls, little animals (lubricate with an imaginary ointment, give an injection, listen, give medicine);
• Transport trips (make chairs, pick up bars, rings from the pyramid - drive the car);
• Image of an animal (kids run, bark like dogs, jump like bunnies);
• Sand games (they form Easter cakes, bury toys in the sand, and then dig them out);
• Games with building material (children build a slide, a house, furniture).

• Toys in children 1-2 months. life, should contribute to the development of vision and hearing. This is a bright large light ball, ball, other bright large toy (suspended above the crib at a distance of 50 cm from the baby's eyes)

• From 2-2.5 months. large plot toys (doll, bear) are added, which are placed near the crib, playpen. At the same time, sounding toys are needed (rattles, bell, tumbler). In addition, they pick up and hang small toys over the child’s chest that can be grabbed by hand - rattles with rings, pendants.

• Beginning from 5-6 months. give a variety of toys: plastic, rubber with squeakers, wooden Toys, balls and balls different sizes. Among the toys made of various materials, there must be figurative ones: a roly-poly doll and others.

Toys for children from birth to a year

• From 7-8 months. toys and items for insertion are added (bowls, cubes, baskets with toys). There are plot-transport toys (wheelchairs, cars)

• From 8-9 months. The child is shown beautiful, pleasant to the touch soft toys, taught to handle them. Detachable toys (bochata, eggs, mushrooms), rings for putting on an arc are useful.

• From 10-12 months. The child masters object actions when folding pyramids, nesting dolls, rolling a ball or ball along a groove, playing with collapsible toys, including cubes, bricks, prisms. In addition to these toys, soft toys with enlarged parts, strollers, sheets, blankets for playing with a doll are added. To develop walking skills, wheelchair toys are used, which the child either rolls in front of him or carries by a rope.

Toys for children from 1 to 3 years old

Objective activity, in which the mental and technical development of the child occurs at an early age, has several lines of development, including:

• formation of gun actions;
• development of visual-effective thinking;
• development of cognitive activity;
• formation of purposefulness of the child's actions.

Gun actions

• ordinary household items - spoons, cups, combs, brushes, pencils, etc.
• scoops, spatulas;
• panicles, rakes;
• nets for "catching" toys from the bath;
• fishing rods with a magnet for "fishing";
• toy phone, watch, handbag, etc.;
• doll utensils, dishes, clothes, combs, etc.

Visual Action Thinking

• pyramids, various in color, shape and material;
• liners different shapes and sizes for insertion and overlay;
• nesting dolls 3-4-seater;
• "form boxes", i.e. game aids for inserting geometric shapes and subject images into cells;
• tables with holes, pegs, flowers for sticking;
• large puzzles and mosaics ;
• large cubes plastic and wooden;
• lace and beads for stringing;
• folk toys with moving parts ;
• groove and rolling ball .

cognitive activity .

• secret boxes;
• children's music centers;
• mechanical toys;
• keyboard toys;
• surprise toys that require a connection between their movement and the appearance of something new;
• materials for playing with water and sand: sprinklers, molds, scoops, etc.

Purposefulness and perseverance .

• curly pyramids, involving the creation of an object - dogs, Christmas trees, a snowman, etc .;
• allowances that composing an image from several parts(cubes, split pictures, etc.);
• composite toys- cars, houses, etc.;
• building kits, involving actions according to a visual pattern;
• beads for stringing ;
• laces and fasteners .

Social and personal development .

1. Speech development

• pictures depicting animals and people;
• plot pictures depicting actions;
• sets of pictures with different spatial positions of the same characters;
• elementary types of children's domino and loto;
• sequences of pictures depicting the plots of children's fairy tales;
• sets of figures (wooden or cardboard) depicting characters from famous fairy tales;
• sound recording (slow and distinct) of children's folk tales;
• filmstrips;
• toy phone.

2. Subject (process) game .

• rag dolls - flexible (height 30-40 cm);
• plastic dolls - flexible;
• naked doll with a set of clothes;
• doll in clothes;
• little "babies" in different poses.
• a set of doll utensils (stove, kettle, saucepans, etc.);
• furniture and equipment for dolls (crib, bath, high chair);
• "food products" - sets of vegetables, fruits;
• "hygiene items" for dolls - combs, brushes, soap, etc.;
• toy animals - small and medium sized with expressive appearance.

2. Physical development .

• Balls (various sizes).
• Hoops.
• Sports equipment for kids (swings, slides, rings, ladders, wall bars).
• Benches for walking.
• Rugs with different surfaces.

Word games as a means of successful adaptation of young children to a preschool educational institution.

Smirnova Maria Borisovna, teacher of MBDOU "Kindergarten No. 393 of Chelyabinsk".

Purpose: the article is intended for educators, parents of young children, to help with the adaptation of children to a preschool educational institution.

Target: reveal the importance of using word games in the adaptation of young children to the conditions of a preschool educational institution.

Tasks:
1. Encourage teachers and parents to use word games for the successful adaptation of young children to a preschool educational institution.
2. Provide a selection of word games for adaptation: individual and subgroup.

The transition of a young child from family education to preschool educational institution is an important stage in a child's development. This is a difficult process, both for the child and for his parents. In addition, for a baby, this is a strong emotional experience, so teachers and parents should make it as easy as possible for him to enter into new period. The child will have to enter into completely different conditions than those to which he is accustomed in the family. Undoubtedly, a clear daily routine, adherence to bedtime rituals, positive conversations will help the child adapt faster, but it is also necessary to use the main form of early childhood development - play activity.

The most important are individual games aimed at:
1) establishing tactile, trusting contacts with an adult;
2) development of new types of gaming activities;
3) the formation of friendly contacts with other children.
These games are played several times during the day, you must take into account emotional condition child at a particular moment of interaction.

After establishing contacts with each child individually, you should move on to games with a subgroup, which have a number of features:
1) the game must begin with a surprise moment that allows children to be interested and involved in activities;
2) the game should include different types of activities so that the children's attention does not switch;
3) in the game, children must interact emotionally, express their emotions;
4) musical accompaniment is welcome, to relieve emotional stress.

When conducting games of any orientation, the teacher must charge children with their positive emotions, arouse a desire to take part in the game, and set patterns for performing actions.

We offer you a selection of word games for adaptation to a preschool.

Individual adaptation games:

1. "My baby"

The teacher hugs the baby, saying:
You are my little one
My pretty...

2. "Jumps"
Goals: establishing tactile contacts with the child; stress relief.
The teacher hugs the baby, puts him in front of him and lifts him, holding his armpits:
Kushki - kushki, jumping,
Jump jump, jump jump!
We got on our feet, along the path,
Jump jump, jump jump!

3. "Bayu - bayushki - bayu .."
Goals: establishing tactile contacts with the child; stress relief.
The teacher puts the child on his knees, gently presses him to himself and shakes slightly.
Hush, Little Baby, Do not Say a Word,
Rest my dear...
Hush, Little Baby, Do not Say a Word,
You are with me - and I am with you ...

4. "I'll catch up, I'll catch up, I'll catch up!"
Goals: establishing tactile contacts with the child; stress relief.
The teacher organizes a game of catch-up: “I’ll catch up, I’ll catch up, I’ll catch up ...”, then hugs the baby: “Caught up! How fast you are, how good you are!

5. "Coo-coo!"
Goals: establishing positive emotional contacts between a child and an adult; removal of psycho-emotional stress.
The child sits on the teacher's lap, the teacher performs actions with the child's hands: closes and opens his face:
Where is our baby? Ku-ku! Here is our baby!
The game is repeated several times.

Adaptation games in a subgroup:
1. "Hello, Katya doll!"
Objectives: to create a benevolent emotional mood in the group, to teach children to perform movements in accordance with the words and indications of an adult.
This is Katya doll!
Let's wave to her!
Katya came to visit us,
“Hello, Katya! How are you?"
With the help of a doll, the teacher captivates children in a variety of games.

2. “The bear came to visit us!”
Objectives: to create a benevolent emotional mood in the group, to teach children to follow their actions and reproduce them.
Bear came to visit us!
Top-top, top-top!
And tapping his palms:
Clap-clap, clap-clap!

3. "The bird has arrived!"
Objectives: to create a benevolent emotional mood in the group, to develop coordination of movements.
The bird has flown to us!
Hello little bird!
Let's fly with you!
flapping wings,
We're flying far
Let's fly, let's fly
Let's go to the kindergarten!

4. "Toys"
Objectives: to create a benevolent emotional mood in the group, to develop the child's emotional communication with an adult, the ability to establish contact.
Guys, look who came to us? Those are toys! Let's see how beautiful they are! Choose a toy for yourself, stroke it ... And now, let's play together, but first let our toys make friends! Let's help them say "Hi!".

5. “What did the bunny bring us?”
Objectives: to create a benevolent emotional mood in the group, to encourage children to an emotional response and initiative speech.
Guys, look who came to us? Bunny! And what did he bring us in the basket? Let's see together! Apple, pear, banana, orange, grapes! Take a treat from the bunny, and let's go cook him a meal!

Using individual and subgroup games to speed up the adaptation period, we help children make the transition to a new stage of development as painless as possible, overcome stress during the period of adaptation to kindergarten, relieve emotional stress, develop children's interaction skills with a teacher and other children, develop the ability to enter into communication through play activities.

Games with young children.

FIRST STAGE. ATTENTION TO OTHER. GAMES IN PAIRS

The task of the first section of the methodology is to organize a "meeting" of children with each other. It is difficult for a child to keep several children in his mind at the same time. The baby pays much more attention to a peer if he meets with him one on one. Therefore, the games of the first section are designed for two children. It is best to time this stage for the first days school year, not all the children of the group have started going to kindergarten yet. If from the very beginning there are more than 5 children in the group, it is necessary to find an opportunity to organize communication in pairs. By itself, the meeting of two children is not enough to start communication. The other child is not yet a full-fledged communication partner for the baby. It is necessary to draw his attention to the fact that the other child is the same as him: the other baby has the same eyes, hands, he can also speak, run, look and respond in the same way. This is where human relationships begin; a sense of community, unity and similarity is the basis of such important qualities as the ability to love, make friends, take into account the interests and feelings of another. However, all these qualities do not arise by themselves from the mere presence of a peer. Only an adult can help a child see a peer, direct attention to him.

One of the important components of human communication is eye contact. It has been established that children who cannot and do not want to communicate very rarely look at each other's faces (and especially in the eyes). Their attention is mainly focused on how their peers play. Therefore, kids often do not remember their peers in the group, do not recognize them.

It is advisable to organize situations in game room or at the table, when the teacher places two children next to him or puts them on his knees and, talking with one of the kids, draws the attention of the other to him, offering to look at his face, in his eyes, call him by name. Such episodes do not require special organization, you just need to divert the attention of the kids from their individual activities for a few minutes. But in no case should you do it by force.

Game examples

"Consider Another"

When the children are in the playroom, the teacher may ask two children to come up to him or put them on his knees and invite one kid to look at the other: “Look who is sitting with us. You see what beautiful eyes he has, how he smiles. This is Vanya. He is good. You like him? You have black hair, and he has: - white”, etc.

"Do the same!"

Ask one of the kids to make elementary movements: clap your hands, jump, stomp your feet, wave your arms, spin around in place, etc. Then, turning to the child who is standing nearby, say: “Look how Vanechka can clap his hands. Can you do that? Let's clap our hands together, and now let's jump like bunnies, wave our hands like birds, etc. At the same time, the adult himself sets an example and stimulates simultaneous actions children. If one of the children refuses to repeat the movements, do not insist. It is enough that he looks at the actions of another child and sees the reaction of an adult.

"Let's hold hands"

Help the children hold hands and walk around the room together. Usually, simply walking in pairs is an important and new experience for children and causes them a lot of positive emotions. In order for these actions to really give children pleasure, it is necessary not only the constant presence of an adult, but also his admiration for what is happening. Do not skimp on an enthusiastic expression of emotions.

If there are other children or adults in your group, draw their attention to what is happening: “Look how wonderful Vanya and Anya walk together, how they know how to hold hands.” If the children willingly respond to your suggestions, you can expand the repertoire of joint actions. Help them put their arms around each other's shoulders and sit side by side, then sit down and stand up a few times.

"Coo-coo"

Sit in front of the children, cover your face with your palms, and then open with the exclamation "coo-coo." Suggest that they do the same. If they fail, help them by controlling their palms. Help the children spread their fingers and peek at each other through the crack. If the kids meet eyes, they will surely like it.

"Hide and Seek Under the Sheet"

This game can be played with one child or with several children. Cover one of the children with a piece of cloth or a sheet, draw the attention of others to this and express your surprise: “Where did Anya disappear to us? Just been here." Walk around the sheet, touch it, bring one of the children to the sheet and say: "Let's see, maybe it's there?" If the baby does not dare to pull off the coverlet on his own, help him. After the child finds the “missing”, you can invite him to climb under the sheet to the hiding one and sit there with him alone. After a few seconds, pull off the coverlet with the words: “That's where my kids hid, and I'm looking for them everywhere!” When the children get used to this game, you can increase its time: do not immediately pull off the coverlet, but walk around the children covered with a sheet, stroke them, saying: “What is this pile-small, it seems that it didn’t exist, where did it come from?” Usually children are delighted with this game and ask an adult to repeat it again and again. Discovering the other, being able to sit under the covers together, experiencing shared emotions all contribute to a sense of intimacy and similarity with the other.

"Do like me"

The adult shows the children different movements and offers to repeat them. An adult comments on each new movement, reminding children of the sequence of actions. “Now I smile. Now smile at me. Well done. Now smile at each other." The repertoire of actions is extremely wide: you can frown; “show your nose” by folding your hands into a tube; "look through spyglass»; puff out cheeks; stick out your tongue, etc. The more expressive and emotional you show the movements, the better. Children really like the game "Blow-blow". An adult puffs out his cheeks and at first slightly, and then blows harder alternately one or the other child in the face. Then you can ask the children to blow in each other's faces.

"Toy Phone"

The adult squeezes his hand and brings it to his ear, simulating a telephone conversation. Then he says to some child: “Now I will call Mashenka. Would you like to talk to her on the phone too?”

If the child agrees, the adult shows how to “pick up the phone” and talk. The topic of conversation should be as simple as possible: you can find out what the child did yesterday or is going to do today, what cartoons he likes, etc.

Then talk to another child. If the children enjoy the game, invite them to call each other. Most likely, children will have difficulty choosing topics for conversation. Prompt them by directing each question and answer of the little ones.

"Okay"

Clap your hands with the children as you sing:

Sweeties, sweeties!

Where were you? - By Grandma.

What did you eat? - Porridge.

What did they drink? - Brazhka.

Sit down, eat

They got up and left.

An adult, waving his arms, shows how "patties fly away." After the children have mastered the basic movements, the adult organizes the game between the children, singing a song and helping them if necessary.

"I'm going to my grandmother, to my grandfather"

Gradually raising and lowering the knees on which the children sit, gradually increasing the pace and amplitude of movement, the adult sings:

food food

To the grandmother, to the grandfather

On a horse

In a red hat

On a flat path

On one leg

In an old shoe

On potholes, on bumps,

Everything is straight and straight

And then suddenly... into the hole

Wow!

Having emphasized the last word, the adult slightly spreads his knees so that both babies “fall into the hole”.

"Goat horned"

Having made “horns” from the index and middle fingers, the adult “walks with his hands” to different children, reading the rhyme:

There is a horned goat

There is a butted goat

For the little guys.

Eyes clap-clap.

Legs top-top,

Who does not eat porridge

Doesn't drink milk

Gore, gore, gore!

With the last words, the adult tickles the children.

SECOND PHASE. GAMES WITH GENERAL ACTION

This stage is the central stage of the program. A special place in the interaction of children is occupied by imitation of each other. Children, as it were, infect each other with common movements and moods, and through this they feel a mutual community. The feeling of their similarity with a peer causes great joy in children and a desire to re-experience the state of community with another person, and against the background of similarity for each child, his own individuality clearly stands out.

Typically, such games arise spontaneously, without special organization, are of a direct, emotional nature, proceed very rapidly, noisily, chaotically and therefore bring a lot of trouble to adults. Adults are often afraid of such contacts, fearing excessive overexcitation of children, conflicts and even injuries. Therefore, they prefer to stop such activity, breed babies in different sides. But what is convenient for adults is not always useful for children. It is necessary not to stop such contacts, but to specially organize them.

It is conditionally possible to distinguish three types of games with the help of which emotional and practical interaction develops:

Games together, or games to develop coordination and gross motor skills;

Finger games, or games for development fine motor skills;

Round dance games.

Games together

All the games in this section are built on simple, accessible, well-known movements for kids, but since children perform these movements together, they have to coordinate their actions with the actions of their peers, reckon with each other. Such games teach the child to listen to a peer and to an adult.

Communicating with each other in this form, children learn to express their emotions, negotiate, feel the state of another.

"We do like Masha"

Put the children in a circle so that each of them can clearly see all their peers. Invite them to perform some action: “Now we will all jump together (stomp our legs, spin around, clap our hands, etc.).” Draw the attention of the children to any one child: “Guys, look what a fine fellow Masha is, how great she is at stomping her feet! Mashenka, show us how you do it." If the child is shy, start doing the movement with him. Then turn to the children: “And who knows how to stomp his foot as well as Mashenka?” Children will be happy to repeat the movement after the child. Then praise the other child and again offer to repeat the movement after him. Try to get each kid to be the leader, but if someone refuses, don't insist. In the future, when the children have mastered this game, you can complicate it by inviting the child to go to the center of the circle and come up with some kind of movement that all the children will repeat.

"Affectionate chain"

This game is a simplified version of Pass the Action for older children. The game is best played with a small amount children (3-5 people). Have the kids sit in a circle on the carpet close to each other. Sit between the children yourself and stroke the head of the child sitting to your left: “Guys, look how good Vanya is, how soft his hair is!” Invite Vanechka to stroke the head of the child sitting next to him: “Vanya, look at how beautiful Sonya’s hair is, touch it.” If the child does not dare to do this, help him: put his pen on the head of the neighbor child. Then refer to next child. Comment on the action of each baby, affectionately calling him by name. When each child strokes the head of the person sitting next to you, start the chain again, coming up with a different action (touch the nose, hug the shoulders, clap your hands, etc.). Usually children are delighted with this game and begin to invent actions themselves.

"Engine"

For this game, pre-build from cardboard boxes, large soft cubes or small tunnel chairs. Call the children to you and ask: “Guys, who wants to play with me in the train?” Line up the children who agreed to play, one after another, put the handles of each of them on the shoulders of the child standing in front: “This is what a beautiful train we got, and you are all small trailers. Now we're on our way." Stand in front of all the children and start moving with the words:

"The steam locomotive roared

And he brought wagons.

Choh-choh, choo-choo!

I’ll rock far-woo!”

Gradually increase the pace of movement, run a little. Then "give" the children to the tunnel: "Now our engine will go through the tunnel!" Stand on the other side of the tunnel and call the children to you: “Where are you, my little trailers, drive up to me as soon as possible.” The children will begin to crawl through the tunnel, greet them with a gentle smile and approving words: “Here is my first trailer - Pashenka, the second trailer - Svetochka ...” If one of the children does not dare to crawl through the tunnel, do not insist, just draw his attention to playing peers, let him watch them.

This is a very exciting game for toddlers, they will want to crawl through the tunnel again and again. Do not interfere with this, but, on the contrary, keep the children active and meet them even more affectionately. A situation may arise that, crawling through the tunnel, the children will push and climb on top of each other. Then help them take a seat one after another and say: "The trailers should not interfere with each other's ride, an accident may happen."

"Rope"

For this game, you will need a rope that is comfortable for children to hold in their hand. The length of the rope depends on the number of children participating in the game. Sit the kids in a row on chairs and put a rope on their knees.

Let them play with it for a while: touch, crush, twist. Then invest in right hand each child this rope and ask the children to stand: they should be at arm's length from each other.

“Guys, now we will go for a walk in the forest. And so that you don’t get lost and confused, hold on tightly to this rope and don’t let it go.” Stand in front of all the children, take the rope in your right hand and start moving, saying the words:

“Children walked through the forest And picked mushrooms (walk slowly, bend over, pretend to pick mushrooms with your free hand).

They ran down the path

(gradually speed up the pace, go for a run),

They jumped in the meadow (jump).

They danced around the Christmas tree (describe a circle and close the rope, taking its other end in your left hand, walk in a circle).

The game can be complicated by placing chairs (trees) in the room, between which the children will walk. This will require them to be more coordinated, as the chairs will need to be bypassed. When children master the game, they will be able to play it without the participation of an adult; then it will be possible to offer them to get tangled in the rope, to step over it. It is also good to play this game on a walk, and you can take the kids for a walk not in pairs, but one after another by a rope.

"The thread is twisting"

Show the children a spool of thread and explain how the thread is wound onto the spool. “And now we ourselves will turn into a thread and a spool!” Give the children a rope (as in the game "Rope"), put it in a row and say: "This is the long thread we got, now we will wind it." Turn to the child standing first: “You, Seryozhenka, will be a “coil”, you must hold the rope tightly and stand still.” Take the last baby by the hand and lead everyone in a circle until the entire “thread” is wound on the “reel”, while saying: “Thread, thread, it is winding!” Then the "thread" unwinds: take the children back.

You can play Tangled Thread. Show the children how to tangle the rope: walk between them, crawl under the rope, step over it. Make sure the children do the same, but do not let go of the rope.

Let's go over the bridge"

Draw a line about 1 meter long on the floor or lay a narrow board. Gather the children around you and say, “I am the mother chicken and you are my chickens. We need to get over the bridge over the stream and not fall into the water. Draw the attention of the children to the line (bridge) on the floor. Line up the children one after another, take the hand of the first child and carefully walk along the line with him, saying the rhyme:

Hey, forward across the stream!

Well, brother, do not be shy!

We will cross the bridge

We won't fall into the water!

Guide each child by the hand across the bridge. Then complicate the task by inviting the children to walk along the bridge on their own one after another, while you yourself wait for them on the other “shore” and joyfully meet: “Here they are, my chickens! Everyone got there, no one fell into the water.”

"Flowers"

Call the children to play: "Now we will play in interesting game. This carpet will be our lawn (point to the carpet spread on the floor in the group), and you will all be flowers on the lawn. Invite the children to sit on the carpet in a free order - wherever they want. But make sure that the children do not huddle together, but are located all over the carpet at a distance from each other. Start slowly walking around the children, stopping near each one, looking at them, stroking their heads, sniffing: “These are beautiful baby flowers!” Recite this rhyme (or sing to any tune):

Different flowers grow

In my big garden.

Both yellow and red

I'll rip them off now!

Approach one child, take the handle and lead you to the next child, while commenting on your actions: “I picked Tanechka-flower, now we will go to Lyubochka.” Let the children take each other's hands. Continue walking like this until all the “flowers” ​​are “plucked”.

Hug all the kids so that they gather in one small pile, tightly clinging to each other.

All the kids stand and hold each other's hands, and you finish the rhyme:

Then I'll gather them together in a small bouquet!

And for my beloved mother I will braid a wreath!

Help the kids form an even circle and, holding hands, walk in a circle: “This is what a beautiful wreath of flowers we got!”

"Catchers"

Children are very fond of running after each other, but very often this game turns into a chaotic movement of children around the group: they push each other, stumble on furniture and toys. To prevent this, try to organize the game in this way: “Guys, now we will play catch-up with you. And Vovochka will lead. If the child refuses to drive, offer the role to another child or ask who wants to drive. Put the child who agreed to be the leader on a chair. Move with the rest of the children to another part of the room and start slowly approaching the baby sitting on the chair:

We are funny guys

We love to run and play!

Well, try to catch up with us,

One, two, three, four, five!

(E. Tiheeva)

After the word “five”, you tell the children: “Scatter faster and faster, and you, Vovochka, catch up with them.” The kid runs after the children, trying to catch someone. “Here, Katenka couldn’t run away, so now she will drive.” The child who has been caught sits on a chair and the actions are repeated.

This game is best played in gym or in a room where there is a lot of free space to eliminate the possibility of injury.

"Noise Maker"

This game does not need to be specially organized. Each child can be busy with some kind of business. Say: “Guys, I heard a gray wolf is coming to us. We don't want him to come, do we? Children will certainly say that they do not need a gray wolf. Then invite them to drive the wolf away: "Let's all make noise together so that the wolf gets scared and runs away to his forest." Take the first object that comes to hand (a cube, a mold) and knock it on the table. Invite the children to do the same. They will start drumming with various toys on the table, floor, chairs, and other toys. “These are great fellows, and now let's shout loudly: “Paf!” (“Get out!”, “Get out!”, etc.), so that the wolf would be even more frightened and never want to come to the kids again.” Kids will be happy to start screaming loudly, driving away the wolf.

"Sunny Bunny"

This game can only be played on a sunny day. Take a small mirror in your hands, sit near the playing children and start letting sunbeams on the ceiling, walls, floor, playing children. Toddlers will pay attention to your exciting activity and will gather around you. "Look what a cute bunny is jumping on the wall, let's try to catch him!" Children will happily start running after the bunny, and you control the mirror so that the children jump after the bunny, crawl along the floor after it, catch it on each other. Try to prevent the children from pushing, fighting and stepping on each other, and if this situation does arise, move the mirror to the ceiling, and then hide it and tell the children: “The sunbeam ran away because the children are pushing and fighting. But he will come again if you play together!”

finger games

The games of this section simultaneously solve the tasks that are set at different stages of this program. They contribute to the rapprochement of children, help the child to see a peer, develop a sense of community and similarity, and teach to coordinate actions. Therefore, it is recommended to combine finger games with games of other stages and include them in work with children from the very beginning. In addition, games with fingers contribute to the development of fine motor skills, attention, imagination, bring up the speed of reaction and emotional expressiveness; create intimacy and trust between the child and the adult, as well as between peers. These games soothe children very well, so it is advisable to play them if the kids are too naughty, stop listening to an adult, for example, after active, outdoor games. The simplest games in this section do not provide for the direct interaction of kids with each other. Children simply repeat the movements after the adult, but since the adult constantly draws the attention of the kids to how good their movements are, highlights one or the other child, the children pay attention to each other and try to act in the same way as the child sitting next to them.

"Hide and Seek"

Have the kids sit in a circle on the carpet and ask them to show their hands. Stretch out both hands in front of you and wiggle your fingers, make sure each child does the same. If one of the children refuses, turn to him: “Where are Andryushin's hands, where did they hide? Andryusha, will you show us how your hands can move their fingers? Clench your fingers into a fist, then unclench, repeat this several times. Ask the children to repeat the movements after you. Unexpectedly for the children, remove one hand behind your back: “Look, one pen is missing. Where did she hide? Children look around, looking for a hand. Remove your hand from behind your back, show it to the children: “So here it is! And how your pen can hide, show me!” Babies hide their hands behind their backs. Do the same with the other hand, and then hide both hands at the same time and sing the song:

"Where, where are our pens,

Where are our pens?

Look around, then show the children their hands and ask them to do the same while continuing to sing:

"Here, here are our pens,

Here are our pens!

Turn the hands of both hands to the right, then to the left:

"Dancing, dancing our hands,

Our hands are dancing!

You can continue the game by hiding the legs (children cover their knees with their palms, hiding their legs), ears (cover their ears with their palms), cheeks (cover their cheeks with their palms), etc. When conducting this game, draw the attention of the children to each other if they do not succeed in one or another action: “Olenka, look how Nastenka does it, but can you do that?”

"Fingers visit"

Have the children sit in a circle on a carpet or around a table. Sit between them and say: “Guys, do you like to visit? Now our fingers will go to visit each other, this is very interesting, look ... "Show the children both hands clenched into a fist, straighten index fingers and play a little show:

• Hi, I'm a left finger (slightly bend and unbend the finger of your left hand to the beat of the words), and who are you?
• And I'm the right finger (now bend and unbend the finger of your right hand), let's be friends! (Bring both fingers closer to each other, connect and separate the fingertips - fingers kiss; interlock fingers - fingers hug.)
• Oh, look, how many of the same finger friends are around! Let's go visit them.

Ask the little ones to show their fingers, then bring your hand to the handle of the most courageous little one:

• Hello, I'm a finger, let's be friends?

"Kiss", "hug" the child's finger. Then "go visit" another child's finger. Perhaps at first the children will be shy and very timid in responding to your actions. Say the words as emotionally and cheerfully as possible, and they will love this game. Then it will be possible to invite the kids to play the play with their fingers (as you did at first) with your show and verbal accompaniment, and then independently “walk” to visit each other. Ask each child to whom his finger wants to visit. This game will seem more interesting and exciting to children if you draw funny faces on the fingertips with a felt-tip pen, then the fingers will turn into funny little men. You can diversify the game by offering to go on a visit, moving your fingers on the table like small legs, or “stomping” them on the table, as well as walking “together for a walk”.

"Captains"

Arrange the chairs around the room in a free order at a distance from each other. Invite the kids to choose their favorite chair and sit on it. “Now we are going to sail on the sea. These are your boats, and you are all captains on your ship.” Make movements with your hands, slightly squeezing and unclenching your palms, as if swimming, make sure that the children repeat after you.

“Here we are swimming, swimming ... And what is it there in the distance?” Bring your palm to your forehead, make a "visor", look, squinting, in different directions. “You can’t see anything, you need to take a telescope!”

Squeeze both palms into fists, but not strongly, but so that there is free space between the palm and fingers. Put your fists on top of each other and bring the resulting "spyglass" to the eye.

At first it will be difficult for the little ones to imitate the movement behind you, so approach each one and help him make his “spyglass”. Then start slowly turning your head in different directions and looking at the children through the “spyglass”: “So, who am I seeing here? This is Kolenka on his boat! And this is Irochka! Consider all the kids in this way, calling each affectionately by name, invite them to consider each other, greet each other from their “ships”, wave their hands. Children will be very entertained by this game, do not prevent them from expressing their emotions violently.

After the children have calmed down a bit, invite them to swim further. “We swim further and suddenly we see a fish.” Straighten your palm, press your fingers together and “draw” a sinusoid in the air, smoothly moving your fingers and hand, depicting the trajectory of the “fish”. Help the children complete this movement. “Oh, our fish dived somewhere!” Gently lower your hand down and hide it behind your back. "Here's another one!" Perform the same movements with the other hand. To complete this game, tell the children: “Oh, we swam, we saw a lot of things, our boats moored to the shore.” After these words, ask the children to take the chairs they were sitting on and carry them to their place.

"Beasts in the Forest"

Sit the kids around the table and ask: “Guys, do you know what animals live in the forest?” Children will begin to name the animals they know, and if they find it difficult, say for yourself: “There is a gray hare jumping around the Christmas tree.” Show them the “bunny” by clenching your hand into a fist and straightening your index and middle fingers, move your "ears". “This is how he jumps on the grass in the forest”: put two fingers together and tap them, moving them around the table. "Show me how the bunny jumps?" Children will begin to imitate your movements. “A bear also lives there, he stomps like this”: clench your hands into fists and take turns knocking them hard on the table, also moving forward. “And the sly fox runs”: smoothly and carefully lower your palms to the surface of the table, depicting how the fox is sneaking. “The snake is crawling”: put your palm on the edge of the table, show how it moves, “crawls” through the roots of trees. "Crawl" to the snake that the baby made, say hello to her, show how they lie together, basking in the sun. “And the birds there flutter from tree to tree”: cross your hands, open your fingers and wave your palms away from you and towards you, depicting the flight of a bird. "Fly" around the kids. Then squeeze your fingers into the lock and put on the shoulder of the sitting baby next to him: “And this is how the birds rest on the branches.”

"The birds have flown

They waved their wings.

sat on the trees,

We rested together."

Invite the children to rest their birds on the shoulder of a peer who is sitting next to them.

"That's how many different animals live in our forest!" If the kids enjoy the game and start asking about other animals, play along with them by imitating a squirrel jumping or a wild boar running.

"Running Race"

You can arrange a mini finger-running competition for children. Seat the kids at the table next to each other, ask them to put their right hand on the table (if one of the children is left-handed, then the left). Clench your palm into a fist, straighten your index and middle fingers, lower them down to the surface of the table and touch them, moving away from you to the edge: “This is how my fingers run, but yours can do that?”

Give the children the opportunity to “run” around the table several times at different paces, then say: “Well done, everyone’s fingers run fast! Let's find out who is faster? Ask the children to put their fingers on the edge of the table, which is closer to them, command: “Run!” While the children are fingering, you can say:

“We ran along the Fingers River in a race!”

When the kids reach the opposite edge of the table with their fingers, praise them all for their quick “running” and note that, for example, Ksyushenka ran the fastest this time: “And who can overtake her?” Repeat the game several times until the children get bored, and then say: “Oh, our fingers ran in, we are tired, now let them rest.”

"Butterflies on flowers"

This game is interesting because here the children perform together different actions. Place the kids at the table opposite each other and say: “In summer, different flowers grow in a sunny meadow and beautiful butterflies fly!” Connect the palms with tightly clenched fingers to each other and gradually open them smoothly, without separating the wrists.

“Spread out” your fingers: “Oh, what a beautiful flower has blossomed! Guys, do you like it? Let's make a lot of these flowers." Help the children make "flowers" and say: "A whole clearing of beautiful flowers has grown, a butterfly has arrived." Cross your wrists again and move your palms away from you and towards you. “Fly” around the “flowers”, then close your palms with your ribs at a slight angle to each other and put your hands on the “flower” to the most daring baby: “This is how a butterfly flies and rests on flowers!” Fly again, “sit down” with another baby. Have the children make a butterfly.

Then turn to the children sitting on one side of the table: "Now you will be flowers growing in a clearing." Turn to the children sitting to the other side of the table: "And you are butterflies." Help the children depict flowers: “In the summer, flowers grew, petals bloomed” - and butterflies: “Butterflies flew in, sat on flowers.” When each baby, depicting a butterfly, “sits” on the flower opposite, say: “This is what a wonderful clearing with flowers and butterflies we got!”

If the children enjoy this game, invite them to switch roles: let the other children now be flowers, and those who were flowers be butterflies.

"Tower"

Have the children sit in a circle on the carpet, sit between them. “Now we will all build a high tower together. But it will be an unusual tower, because our hands will be bricks in it.” Show the children both hands, then place one of them on the carpet in the center of the circle, palm down: “Here is the first brick in the tower, but where is the second one?” If none of the children dares to offer their hand, then take the hand of the child sitting next to you with your free hand and put it on yours: “Here is the second brick!” Gradually, the children will understand the principle and begin to put their hands themselves.

If there are not very many kids playing, you can use the second hand. When all the children put their hands down, say: "That's what a tall tower of palms we got!", Then free your hands and clap your hands: "Oh, our tower is broken, let's build a new one." Start the game over.

round dance games

Joint games help the teacher to bring children closer, teach them to see their peers and experience the joy of communicating with him. Round dance games are most successfully suited for this purpose. They are modeled after folk games and built on the basis of a combination of repetitive simple movements with a word. Simultaneous multiple repetition movements unites children, satisfying their need for imitation. The center of attraction in such games is the adult: he brings new game into the lives of children and serves as a model for them to perform play actions and movements. It is very important that an adult infects children with his artistry, liveliness and joy.

Children can participate in round dance games different ages- from 1.5 to 3 years. Such games satisfy the needs of kids in movement, in communication and in a figurative poetic word. The combination of movements with the word helps the child to understand and comprehend the content of the game, which, in turn, facilitates the implementation of actions. These games will help the educator win the sympathy of the children, their trust and ensure reasonable obedience.

"Inflate, Bubble"

This is one of the favorite round dance games for kids. It can be played by 4 to 10 children and an adult, and they all act at the same time and in the same way. But this game requires coordination of movements: its participants must adapt to each other in order to maintain the rhythm and pace of movements. To do this, you need to be very attentive to your partner. At the same time, this game always amuses the kids and brings them a lot of fun.

All participants in the game join hands and form! one common circle. “Look what a big circle we got,” you say, “like a bubble! Now let's make a little circle." All the children become a tight circle and together with you begin to “inflate the bubble”: tilting their heads down, they blow into fists, one below the other, like a pipe. From time to time they straighten up and take in air, and with an iota they bend down again and with the sound “ffff” they blow air into their “tube”, as if they are inflating Balloon. This is repeated 2-3 times. With each inflate, everyone takes a step back, as if the bubble had grown a little. Then everyone joins hands and gradually widens the circle, moving backwards with the following words:

Blow up, bubble

Blow up big!

Stay like this

Don't crash!

It turns out a large stretched circle. You enter it, touching each pair of joined hands, testing their strength. Then suddenly you say: “The bubble has burst!” Everyone clap their hands, saying the word "Clap!", and run into a bunch to the center. After that, the game starts over.

Another well-known round dance game that can be played with toddlers is"Carousels". It is accompanied by the rhyme "Barely, barely, barely, the carousels spun ...".

You can independently come up with round dance games for kids. In such games, children should move in a circle for some time, then, as shown by an adult, stomp their feet, clap, spin, shake their heads, shrug their shoulders, wave their arms, etc.

THIRD STAGE. GAMES WITH A COMMON ROLE FOR ALL CHILDREN

At this stage, the child learns to take on a particular role. In the games of this stage, the participation of an adult is very important, who organizes the game, shows the children certain actions and teaches the kids to perform them in accordance with a certain role. At the third stage, the role is not yet individualized, the children act all together. But the games of the third stage, as a rule, are built on alternation active movements and braking. Therefore, kids are required to control their behavior, listen carefully to an adult, perform the game actions prescribed by role in time, and coordinate their actions with the actions of their peers. The figurative nature of games contributes to the development of imagination, and joint activities - to the rapprochement and unification of children. Games are aimed at educating children in the ability to restrain themselves, as well as evaluate the implementation of game rules. All this contributes to the formation of volitional qualities of the child's personality.

"Sun and Rain"

The game is built on simple movements and actions that children perform at the same time. Children easily adopt not only movements, but also the mood of each other. The joy of the child is enhanced by the fact that others experience the same. The shared mood creates a natural bond and community between children.

At the same time, this game perfectly organizes the kids. But this is not forced organization and not even obedience to an adult, but a kind of fascination common actions which arises due to the imitative abilities of children. Such organization is achieved quite naturally, without any resistance from the guys. This game is played as follows.

Each participant must have their own house. Such a house is easy to make from a chair. For example, you turn your chair back to front and invite everyone to do the same with their chairs. “Look, it turned out to be a house!” - you say, sitting down in front of your chair and looking through the hole in the back, as if through a window. Calling each baby by name, invite each of them to “look out the window” and wave. So the chairs become houses in which children live.

"What a nice weather! - you say, looking out your window. “You can go for a walk.” The kids run out of the houses, gather around you. Everyone walks together and enjoys the good weather.

You can sing a song about the sun, run, dance, jump, whatever you want.

Suddenly you say: “Look, the cloud is coming, it will rain now! Hurry home!” Everyone rushes to their houses. “Listen to the rain drumming on the roofs,” you say, tapping the chair seat with your bent fingers, imitating the sound of rain. “Let's read poetry to him.” Here you can read short nursery rhymes or poems about rain to children.

The “noise of the rain” gradually subsides, and then completely stops. You pretend to look at the sky and call the kids: “The sun is shining! The rain is over! Come out for a walk!" Kids run out of their houses, run, dance, sing songs, etc. This walk continues until the adult says again: “Oh, it’s starting to rain, let’s run home!” And everything starts over.

"Cat and Mice"

Call the children to your place and say: “Now we will play cat and mouse with you! You will be mice, and each mouse should have its own mink. Ask the children to take chairs, put them in front of them and hide behind them: “Now all the mice hid in their minks, and I will be a cat!” Walk around the room, depicting a cat, and say:

Walks, looking for an old cat:

Where does the mouse live?

We must find the mouse and catch it!

Walked around the whole house

Found no one

And lay down to rest -

Sleep!

(M. Alexandrovskaya)

Sit on a chair and close your eyes, pretend to be asleep. Children- "mice" run out of their minks, cautiously approach the "cat" at a close distance. Seeing that the "cat" is sleeping, they begin to run, jump around him. The “cat” stretches, opens its eyes, “meows” and rushes to catch the “mice”, and the “mice” children run into their minks.

When the children get acquainted with this game, invite them to take turns playing the role of a cat, and stay the mouse yourself, this will allow you to better organize the game.

"Sparrows"

Call the children to you and ask: “Guys, who wants to play sparrows with me?” Lay out sports hoops in one corner of the room, say: "You are sparrows, and these are your nests, you will live in them." After all the children have taken a place in their house, move to the opposite corner of the room and sing a song, showing the children what movements to perform:

Wake up, sparrows!

Chick-cheep, chick-cheep!

Wake up, start

Clean your feathers.

"Sparrows" stand up, wave their "wings", "chirp".

Fly out of the nest

And fly over there.

Fly along the path

You will find crumbs there.

They “fly out” from the corner of the room, circle, “chirp”. They squat down, tap their fingers on the floor - “peck”.

Did you eat a little?

A cat is sneaking up on you!

Don't yawn!

Fly away!

A "cat" (adult) appears. "Sparrows" run to their houses. The cat catches them.

FOURTH STAGE. GAMES WITH LEADERS. STEP TOWARDS INDIVIDUALIZATION OF GAME ACTION WITHIN THE GENERAL GAME

In the games of the previous stage, children acquire some experience of joint actions, the same for all. But to develop communication skills, it is not enough just to imitate each other. It is necessary to teach children business cooperation, which involves not only repetition, but also a response to the words and actions of partners.

In contrast to the games of the previous stage, where all the children played the same role, in the games of the fourth stage, the children act differently and perform different roles. Since the child who has taken on the role of leader is separated from others, the degree of his independence and game initiative increases. The play actions of some children should be addressed to others, they are performed for another. And the players themselves must understand this. All these games are played without items.

Many babies, being in similar situation, become shy, indecisive, and sometimes even refuse to act. Overcoming such internal barriers is a necessary condition for the upbringing of independence, determination and other valuable personality traits. But all games are built in such a way that the child feels the support of the rest of its participants, who express their benevolent attitude to him. And this makes it easier for the baby to fulfill the assigned role and gives it a special appeal.

"Shaggy Dog"

Invite the children to play Shaggy Dog. Take a chair, put it in front of the children: "This is the house where the shaggy dog ​​will live." Move away at a distance of 15-20 steps from the chair and draw a large circle there: "And this is the house in which you will hide from the dog when he wakes up." Choose a child for the role of a dog: "You, Dimochka, will be a dog, sleep in your house." Sit your child in a chair, ask him to cover his face with his hands and pretend to be asleep. Then gather the children in their "house" and first bring them to the "house" shaggy dog”, Saying a rhyme and setting the desired pace of movement:

Shaggy dog ​​on the porch -

One tail, four paws.

The master's house guards

How to wake up, so bark!

With the last words, go with the kids to the "dog", touch it, stroke it. A child playing the role of a dog suddenly wakes up, barks, and the children run into the house.

"Grandma Malanya"

In this game, independence and creative activity are required from the child: he must come up with and show the others some funny movement. In doing so, he becomes a role model. The rest of the children imitate their peers, and not an adult, as in previous games, which increases their attention and interest in each other.

The educator plays the main role. You stand in front of the kids and offer to repeat the following funny text after you, accompanying it with expressive movements:

Malanya, an old woman lived in a small hut Seven sons, all without eyebrows,

With such ears, with such eyes, with such noses With such a head, with such a beard (while you show “round eyes” with your hands, “ big nose", close your eyebrows, etc.).

They didn't eat anything, they sat all day,

They did it like this...

Here you show some funny movement that can amuse the guys and which is easy for them to repeat (you can make a long nose or horns, or take a bizarre pose). Children will be happy to repeat all these funny actions and text after you.

FIFTH STAGE. GENERAL GAMES WITH OBJECTS

As already mentioned, for young children, the leading type of activity is objective activity. Sometimes kids are so absorbed in playing with objects that they do not notice their peers at all. They are very reluctant to part with toys. An attempt on a toy that a child considers his own is an attack on his safety, on his personal space. Toddlers still do not know how to play with each other, often quarrel over toys, take them away from each other.

But just because toys interfere with children's interaction doesn't mean that objects should be excluded from their sphere of communication. It is very important to create situations in which objective games and peer communication would be combined. The task of the fifth stage is to teach children how to play together using objects, express their desires, listen to the desires of another, negotiate, see in a peer not an opponent in the struggle for the right to own a toy, but a partner in the game.

Ball games

"We roll the ball"

Invite the children to sit in a circle on the carpet, sit with them. Take a medium-sized ball, roll it towards one of the children and say cheerfully: “The ball rolled to visit Petya, catch it soon!” After the reb-

the knock catches the ball, invite him to roll the ball to another child: “Petya, to whom does the ball want to go to visit?” If the baby is embarrassed in choosing a child, help him and offer yourself: “Kick the ball to Olechka!” Let each of the children take part in the game in this way: catch the ball and roll it to someone.

"The ball rolls around"

It is possible to modify the above game and roll the ball in a circle from one child to another, and not across the entire playing field, as in the previous game. When rolling the ball, comment on its movements: “Now Vasenka has the ball, and Vasya rolled it to Natasha!”

Make the game more difficult by launching a second ball into the circle.

When the children learn to catch a rolling ball and roll it to another child, you can try new version, accompanying him with a rhyme: "The ball is rolling home, you hit it with your hand." In this version, the children do not catch the ball with their hands, but beat it off so that it does not roll between the legs apart, i.e. didn't get into the house.

pyramid games

"We will disassemble and collect"

In this game, children are united by a common goal - to disassemble and assemble the pyramid. The number of rings of the pyramid should correspond to the number of participants in the game. After inviting the children to sit at a common table, draw their attention to the new pyramid. Running your hands along the pyramid from top to bottom, show how your hands gradually move apart as you approach the base: the rings are very small on top, and the largest on the bottom. Invite each child to also run their hands along the pyramid and feel the differences in the size of the rings. After that, address one of the kids on behalf of the toy: “Seryozha, please take off my cap”; then to the next sitting next to him: “Katya, take off my smallest ring”, “And now, Sasha, take off my topmost ring”, etc. So gradually the toy is disassembled, in front of each child there are rings on the table, and an empty stick with a stand remains in your hands.

The second part of the game begins.

Address the children on behalf of the pyramid: “Tired of standing alone with a stick, she is cold without clothes, and she called the rings home. Who has my biggest ring?" If no one answers, turn to the child with the largest ring: "Give me your biggest ring, put it on my wand." After the baby puts his ring on the stick, turn to the next child with the same request: "Give me my big ring." So gradually all the rings and the cap are assembled and put on the stick. After that, the game starts over.

The brevity and repetition of game actions in unchanged form is very popular with kids. The child knows what he will do next, and knows what his peers will do, which means he is better aware of his actions. In addition, transformations appearance pyramids that occur before his eyes and with his active participation, suggest the variability of the appearance of the same object and its reversibility, which contributes to the development of the mental plan.

The most important thing when conducting this game is to captivate children with its content and joint solution of a common problem. If any child loses interest in the game, invite him to do something else and invite another person to take his place.

"Come to the Meadow"

In this game, children learn to compare and distinguish rings by size. Each participant in the game must choose a ring of the same size as the visual sample. The rings are animated and endowed with a lively character - they play and amuse themselves on the meadow.

For the game, you need one-color pyramids according to the number of participants (5-6 people). Keep one of the pyramids for yourself. In addition, you will need a cardboard circle with a diameter of 15-20 cm, painted green.

After seating the children at the table and giving everyone a pyramid, put a green circle in the middle of the corner: “We will have a meadow with green grass, on which rings will come to play.”

Invite the children to take apart their pyramids and line up the rings in even rows on the table. So the rings "rest". Then take the smallest ring of your pyramid, put it in the middle of the circle and invite the children: "Come to the meadow, become a circle." Explain that only the smallest rings are invited to the meadow - such as yours. Children choose the smallest of their rings and put them around the circumference of the meadow. Help them lay out the multi-colored rings beautifully and evenly, and admire the resulting pattern with them. As you place the rings on the pattern in the center, have the children check to see if all the rings are the same. Now you can play with the rings: let the rings jump, circle, scatter and come together. Then the little rings return home to rest, and others, bigger ones, are invited to the meadow. You can invite one of the children to choose a ring of any size and put it in the center of the circle. Together with the children, repeat the same text: "Come to the meadow, get together in a circle." With the help of an adult, each child finds a ring of the same size and puts it in a common round dance. The game is repeated. All participants take turns choosing a sample ring, placing it in the center of the green circle and inviting rings of the same size to gather around it.

Try to carry out game actions with rings as lively and varied as possible. The emotionality and fantasy of the educator here, as in most other games, are of decisive importance.

"Sun"

The game is played with a group of 5-6 children. All game actions are performed simultaneously, as shown by the teacher. For the game, one-color pyramids with thick rings are needed according to the number of participants, including the teacher. To indicate the center to which the rays converge, you need an orange cardboard circle.

Children sit around a common table and receive the same pyramids - one for each child. There is a cardboard circle in the center of the table. After that, you turn to the children: “Here are the pyramids and they are looking at you. Tired of them standing, they wanted to lie down. Let's help them relax! See how it can be done." Remove the cap from your pyramid and place it against the edge of the table. Then offer to remove the top ring (note that it is the smallest) and move it to your cap, after it - the next one. When all the rings are removed and laid out on the table in ascending order of their size, try to trim the rows of rings so that you get even rays emanating from the central circle. A pattern is formed on the table in the form of rays that depart from the center of the circle and narrow at the edges of the table. Pay attention to the fact that the sun turned out with multi-colored rays, and each made its own ray. After admiring the sun, ask: “Where are our pyramids? Look, only sticks and coasters remained from them. They are tired of being naked. Let's call the rings home and put them on like before! Which ring shall we call first?" Remind that at the bottom at the base of the pyramid is always the largest ring. Children choose large rings and put them on their pyramids. “Now what ring will the wands call for? Also big, but a little smaller, like this, ”etc. So, acting according to the model, children collect their rings in descending order of their size and collect their pyramids. The assembled pyramids walk, jump, spin in the hands of the children, then lie down to rest again and the game is repeated.

This game is well suited to the age needs of toddlers to act with objects and manage them. The transformations of the pyramid, which they independently carry out, are usually very pleasant to them.

Dice games

There are a lot of options for various joint games using dice. Here is some of them.

"Doll House"

Pour medium-sized cubes on the floor and plant a doll next to you, then call the children to you: “Guys, look: Tanya’s doll is sitting and crying because her house is broken. Let's help her build a new house out of these cubes." Take some cubes and start building a house. Children will watch your actions and join. Make sure that all the kids take part in the construction of the house, so that they act in concert, do not push or take the blocks from each other. Help them stack the cubes evenly on top of each other and side by side. Praise everyone for their efforts. After the construction is completed, pick up the doll and thank the children on her behalf: “Thank you very much, you all built a very beautiful house for me!”

From large soft cubes, you can build buildings together, which will then be used by children for play. For example, if you place the cubes exactly one behind the other, you get a train on which you can go to the forest for berries and mushrooms. You can build a tunnel through which children crawl, or a high wall through which you can throw balls. You can build a "pool", in which children will first throw balls, plastic balls, soft and rubber toys together, and then, when the "pool" is full, they will "swim" in it together.

Games with different toys

"Bunny and Squirrel"

For this game, you need to prepare paper-cut carrots and nuts and two toys - a bunny and a squirrel. The game is as follows. You show children toys, put them in different parts rooms and explain (or remind) that bunnies love carrots and squirrels love nuts.

After that, scatter the pre-prepared “products” on the floor and invite the children to collect carrots for the bunny, and nuts for the squirrel. When the kids cope with the task, you can thank them on behalf of the toy characters.

It is clear that, if necessary, a bunny and a squirrel can be replaced with other characters - a hedgehog, a bear, a dog, etc. If there are no necessary toys, you can use pictures with images of animals.

"Hide and seek with toys"

Hide and seek is one of the most favorite games for toddlers from a very young age. Toddlers under three years old still do not know how to hide themselves, as older children do. But hiding and looking for toys is a very exciting activity that brings a lot of exciting experiences. Such games not only amuse children, but also develop their attention, memory, and ideas. Looking for any object, the baby must hold a certain goal, without being distracted by extraneous stimuli. Sustained and focused attention in these games is held with the help of an attractive toy that the child really wants to find.

Hide and seek with toys is quite accessible and exciting for kids who have reached the age of two. Several children can participate in such games. Show them any toy (bunny, bear, doll), carefully examine it (what ears, paws, eyes the bunny has, how it can jump and somersault, etc.). Tell that the bunny likes to run fast and likes to hide. All this is important so that the kids have a clear image of the object that they will need to look for.

Then ask the children to turn to the wall and close their eyes. Unbeknownst to them, put the bunny in some new, but visible place - among other toys or on the windowsill, or put it in a corner. When the children open their eyes, invite them to find the hidden bunny. If the children can easily cope with this task, next time you can hide the bunny more “securely” so that only the ears are visible, or cover it with a handkerchief.

Subsequently, you can organize the game so that some children hide the toy, while others look for it. Although keeping a secret and not revealing the place of a hidden toy is too difficult for kids. They need to be specially prepared for this - to offer to close their mouth with a finger, to remind them that they need to be silent and not prompt.

SIXTH STAGE. DRAMATIZATION GAMES

The main task of the games of this stage is to immerse children in common experiences. The central place here is occupied by the active communication of children with toys, which in the hands of an adult turn into characters in the play. Toys should be small (to make it easier to manage them) and be sure to be proportionate to each other.

It is best to start the games of this stage by showing children well-known and favorite fairy tales with a simple plot. For example, "Turnip", "Teremok", "Gingerbread Man", "Ryaba Hen".

Sit the kids around the table where you will play the fairy tale, and start showing the play. It is very important at the same time that your speech be figurative, expressive and combined with the actions of the characters. Do not forget to turn to children for help and advice in a timely manner. For example, showing the fairy tale "Turnip", ask the children to help you call your grandmother, granddaughter, Zhuchka. Showing the fairy tale "Kolobok", invite them to name the characters that Kolobok meets on the way, ask if Kolobok will leave them. So that children are not just passive spectators, avoid long phrases and moralizing remarks.

Since all games-performances of this stage are designed for the emotional activity of children, do not prevent the kids from freely expressing their feelings and attitude towards the characters of the play. The only thing that should not be allowed is for children to get up during the action and touch the toys. And if this happens, then the performance should be interrupted and, on behalf of the artists, refuse to continue it.

"How Alenka grazed the caterpillar"

(An example of a dramatization game)

The teacher, sitting at the table, brings the main character of the fairy tale to the stage - the girl Alenka (doll). Alenka greets the kids and gets to know them: “I am Alenka, I live with my mother in this house. Not far from our house is a dense forest, wolves and foxes are found in it. And this is my gosling, his name is Dorofeika. My grandmother gave it to me. When he was very small, I fed him at home, and now he has grown up. Dorofeika loves to pinch the grass and look for insects in it. Today I brought him to a clearing, where there is a lot of delicious grass. Look how good it is for him to walk here!

The adult moves the caterpillar, imitating that he moves further and further away from Alenka. Alyonka calls Dorofeyka to her and explains to the children that she is afraid when he goes far away. “A cunning fox lives in the forest,” the girl says. “She can quietly grab the gosling with her sharp teeth and drag her into her hole. There she will eat it and not even leave bones. Grandmother told me that a fox had dragged away a duck and a little duckling from her. After these words, the gosling again departs from Alenka, and she again calls him. Having repeated such actions two or three times, the adult takes the caterpillar a long distance from Alenka, who at that time turned away. Unexpectedly for the children, a fox appears from the side of the forest and quietly creeps up to the caterpillar. Children are given the opportunity to save the gosling: to drive away the fox with their cry or call Alenka, which they do: “It's good that you called me in time! A little more, and the fox would have grabbed Dorofeika. The performance continues. For some time the children watch Alyonka guarding the caterpillar. But now the girl begins to yawn (the adult shows that she really wanted to sleep). Alyonka asks the children to watch Dorofeyka while she takes a nap, and if the fox appears again, wake her up. The girl lies down on the barrel and immediately falls asleep (turns her back to the audience). The gosling moves further and further away from her and approaches the forest. Suddenly, a fox appears and starts sneaking up on Dorofeika. Children are given another opportunity to either call Alenka or drive the fox away themselves. They again save Dorofeika. Some time after this incident, Alenka calmly grazes the caterpillar. But behind the scenes, the voices of her girlfriends are heard, calling her to play. Alyonka again asks the children to guard the caterpillar, as she really wants to play at least a little with her friends. The guys agree, the adult removes Alyonka from the stage. For some time, the gosling (in the hands of an adult) grazes alone on the stage (moves around the table in different directions). But then the fox appears again and sneaks up to the caterpillar. The children immediately either drive the fox away themselves, or call Alenka. The girl appears on the stage and thanks the guys for their help. At the end of the performance, an adult (on behalf of Alenka's mother) calls her and the caterpillar home and promises to treat them to a pie.

In the same way, you can dramatize any fairy tale that is accessible to the understanding of children: “Zayushkina’s hut”, “Cat, rooster and fox”, “Goat-dereza”, “Geese-swans”, etc.

Another version of the performance is the performance of individual artists in a concert. They can read poetry, sing, dance, play with toys. musical instruments. Each regular participant of the concert introduces himself to the audience, bows to their applause. As a rule, such a performance makes the children want to perform themselves and ends with a concert where the children themselves become artists.

Literature:

Irina Orlova "Teaching kids to communicate", Moscow, Chistye Prudy, 2010

The development of the child in the game occurs, first of all, due to the diverse orientation of its content. There are games that are directly aimed at physical education (moving), aesthetic (musical), mental (didactic and plot). Many of them at the same time contribute to moral education (plot-role-playing, dramatization games, mobile, etc.).

All types of games can be combined into two large groups, which differ in the degree of direct participation of an adult, as well as different forms children's activity.

First group - these are games where an adult takes an indirect part in their preparation and conduct. The activity of children (subject to the formation of a certain level of game actions and skills) has an initiative, creative character - the guys are able to independently set a game goal, develop the game plan and find the necessary ways to solve game problems. In independent games, conditions are created for children to show initiative, which always indicates a certain level of intelligence development.

Games of this group, which include story and educational games, are especially valuable for their developmental function, which is of great importance for the general mental development every child.

Story games are the basis for the formation of play activities in early and preschool childhood. AT story games The child learns with the help of an adult:

features of objects - toys (introductory games);

ways of acting with them (illustrative games);

gains experience in practical activities and reflects the purpose of objects (plot-display games);

reflects the role-playing relationships of people (role-playing games);

reflects labor and social relations (role-playing games).

Educational games are aimed at:

self-examination of toys,

recognition of their physical properties,

realization of the opportunity to act with them in various ways.

Second group - these are various educational games in which an adult, telling a child the rules of the game or explaining the design of a toy, gives a fixed program of actions to achieve a certain result. In these games, specific tasks of education and training are usually solved; they are aimed at mastering certain program material and rules that players must follow. Educational games are also important for the moral and aesthetic education of preschoolers.

The activity of children in learning to play is mainly of a reproductive nature: children, solving game problems with a given program of actions, only reproduce the methods for their implementation. Based on the formation of skills and abilities, children can start independent games, in which there will be more elements of creativity.

The group of games with a fixed action program includes mobile, didactic, musical, games - dramatization, games - entertainment.

Outdoor games contribute to the improvement of basic movements, the development of moral and volitional qualities, indirectly affect the mental and aesthetic education of preschoolers. They can be plot and plotless.

Didactic games (with toys, didactic material, verbal, plot-didactic, desktop-printed) teachers use for the mental development of children. At the same time, in these games, the children learn to coordinate actions, obey the rules of the game, and regulate their desires depending on the common goal.

Musical games can be choral, plot and plotless, often combine elements of didactic and outdoor games. Affect the aesthetic, physical, mental development of children.

Games - dramatization affect the speech, mental development of children and educate aesthetic feelings.

Games - entertainment increase emotionally positive tone, promote the development of physical activity, nourish the child's mind with unexpected and vivid impressions.

In addition to the games themselves, it should be said about the so-called non-gaming activities that do not take place in a playful form. These may be the initial forms of child labor organized in a special way, some types of visual activity, familiarization with the environment during a walk, etc.

game younger age parent

Card#1

The game: "The goat was walking along the bridge"

Target

A goat walked along the bridge. An adult shakes his knees.

Up down.

And wagged her tail, the adult turns the child out

Side to side.

Caught on the railing. Shakes again.

I landed right in the river, plop! Simulates falling into a hole.

Card number 2

The game: "On a horse"

Target: development of trusting, partnership relations.

Over bumps, over bumps, the Adult sharply raises and

On small bushes, knees down.

On a young horse

Up the hill, thump, thump, thump! Adult pulls forward

And on the old nag legs and rolls a child over them.

From the hill - boom!

Card number 3

The game: "Carousels"

Target: learning to coordinate movements with each other and the rhythm of the text, creating an atmosphere of joy that brings children together.

And then, then, then - All run, run, run!

Hush, hush, take your time, the pace is slowing down,

Stop the carousel. gradually moving to walking.

One, two, one, two (pause) Children stop and

So the game is over! bow to each other!

Card number 4

The game: "Small bird"

Target: development of active speech and attention of the child.

Small bird

She flew to us, to us!

little bird

I will give grains, ladies, ladies!

The bird sat on the window

Sit a little longer

Wait don't fly away

Card number 5

The game: "Geese are flying"

Target: auditory perception, attention, speed of reaction, skills of interaction with adults, with children, creation Have a good mood.

The geese are flying! - and raises his hands up, showing how the geese fly.

Fly! - children answer, and also raise their hands.

Ducks are flying! - They're flying!

Flies are flying! - They're flying!

Sparrows are flying! - Flying!

Pikes are flying!

Carried away, children often answer: - Fly!

And they raise their hands.

The leader slaps lightly on the hands and He speaks:

They don't fly! They don't fly!

The game: "The deer has a big house"---Card #6

Card number 6

The game: "Bunny"

Target: development of spatial representations (up-down, left-right)

One two three four five toy up down

The bunny came out to jump.

Looked around, turned, Left, right.

Looked up and down

I ran, I was afraid ...

Where are you, bunny, respond? Hide the toy behind your back.

Card number 7

The game: "Jump"

Target: development of positive interaction between an adult and a child, the ability to imitate the actions of an adult.

Stands in the field Teremok. While squatting, cover your head with your hands.

The door opens. Slowly raise your arms above your head.

Who appears there?

Sh-sh-sh-sh-sh, ba-bam! Jumps up, arms outstretched.

The jumper is there!

Card number 8

The game: "Sun Bunnies"

Target

sun bunnies

Playing on the wall

I beckon them with my finger

Let them run to me.

Well, catch it, catch it soon.

Here it is, a bright circle,

Here, here, here, left, left!

Ran to the ceiling.

Children catch a bunny on the wall. It’s good to send it higher so that the children bounce, get it.

Card number 9

The game: "Tsap»

Target: relieve emotional stress, improve mood.

Hares stood on the mountain, Drive on the palm of your hand

And they shouted - hide your fingers: tap! "tsap" squeeze the baby's hand.

Card number 10

The game: "Cuckoo"

Target: develop imagination, improve mood.

The cuckoo flew past the garden, they wave their hands

She pecked all the seedlings, pecked with her hands, on the other hand

And she screamed - ku-ku poppy! Beak from a finger

Clench one fist 2-3 times, repeat.