Game - an activity with didactic material in an early age group

Summary of a game-activity in a group of young children on the topic: “Rolling red and blue balls into the goal.”
Compiled by: Elena Anatolyevna Yanchenko, teacher at MBDOU “Kindergarten No. 11” in Seversk, Tomsk Region Purpose: familiarization with the shape, color of objects and their properties. Objectives: • develop children’s ability to roll balls into the goal, performing actions according to the teacher’s word; • to develop children’s ability to identify identical differences in the color of objects; • continue to develop fine motor skills of the hands and eye; • cultivate a desire to play. Vocabulary: ball, blue, red, gate, rolling. Material: gates, balls, red and blue buckets.

Progress of the game-lesson:
1. Surprise moment. A doll comes to visit the children and brings buckets of balls. Educator: Guys, look, someone has come to us. Who is this? (Children's answers.)
- That's right, it's a doll.
The doll's name is Katya. The doll came to visit us and brought something. Let's get a look. 2. Main part. The teacher and the children examine buckets of balls. Educator: who knows what this is? (Children's answers.)
- Yes, it's a bucket.
What color is it? (Children's answers.)
- That's right, this bucket is red.
But the bucket is not empty, there is something in it. The teacher takes a ball out of the bucket and shows it to the children. Educator: guys, what is this? (Children's answers.)
- That's right, it's a ball.
What color is the ball? (Children's answers.)
- Yes, the ball is also red.
Well done boys. Look, there are red balls in a red bucket. In the same way, the teacher and the children examine a blue bucket with balls. Educator: we know that balls are round in shape and can be rolled. Let's say together what you can do with balls? - That's right, you can roll the balls. You can roll the ball along the floor, or you can roll it through the gate. Look, I have a gate. What is this? (Children's answers.)
- This is the gate.
What color is the gate? (Children's answers.)
- Yes, these gates are red, and these ones are blue.
I will take a red ball and pump it through the red gate: Roll the red ball, show yourself to our children! “The red ball rolled into the red gate.” And now I’ll take a blue ball and pump it through the blue gate: Roll the blue ball, show yourself to our children! - So the blue ball rolled into the blue gate. How amazing. Next, children conduct practical activities.
The teacher calls the child's name and invites him to take a red or blue ball from the bucket and roll it into the goal of the desired color.
In this case, the “say-repeat” technique is used. Educator: These are the different balls, Blue and red. They roll on the floor towards Vanechka and Arinochka. - Well done guys, we rolled the balls into the goal. And now our children will go and collect the balls in buckets. We will collect red balls in red buckets, and which bucket will we collect blue balls in? (Children's answers.)
- Yes, we will collect the blue balls in a blue bucket.
The outdoor game “Collect balls into buckets” is played. 3. Bottom line. Educator: Well done our children, they collected all the balls into buckets. Guys, what did we do with you today? (Children's answers.)
- We rolled balls into the goal.
What color balls did the doll Katya bring us? (Children's answers.)
- Yes, the doll brought us red and blue balls?
Show me where the red balls are? - That's right, red balls are in a red bucket, and blue balls are in a blue bucket. Doll Katya really liked how our children played. And now the doll needs to go to other children, they also want to play with the balls. Children say goodbye to the doll.

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Important aspects of the theory

In kindergarten, pupils play not only for pleasure and entertainment, they learn useful knowledge and skills, develop, learn to be good friends, love nature, and respect others. Didactic (educational) games are designed to give children information that they cannot learn on their own only on the basis of observations and reproduction of environmental phenomena in a regular game. The main goal of the didactic game is the mental development of the child.

In an educational game, a child will learn knowledge that he cannot gain during a regular game.

Play is the leading activity in preschool age. In the process of gaming activity, knowledge of the surrounding world occurs.

Objectives of didactic games

The main objectives of didactic games arise from their content, that is, they depend on the type of game. Depending on the content, didactic games at an early age can be:

on the formation of sensory standards (color, shape, size),
on the development of fine motor skills (movement of fingers, palms),
on speech development (replenishment and activation of vocabulary),
to get to know nature,
for familiarization with the objective world.

In addition, didactic games solve a number of other problems:

development of communication skills, interaction with peers,
moral education of children,
development of cognitive processes (attention, memory, thinking).

Techniques

When conducting a didactic game with children in a nursery group, the most appropriate techniques are:

sudden appearance of objects, toys,
making and guessing riddles,
reading small folklore forms (rhymes, songs),
creating game situations (the doll is sick, wants to sleep, wants to eat),
playing with toys, objects (“Wonderful bag”),
surprise (you need to find a hidden object),
changing the location of toys (bunny on the table, behind the closet),
showing objects in different actions (the doll sleeps, walks, eats),
demonstration to adults of the sequence of game actions,
elements of dramatization (children imagine themselves as animals, carriages of a steam locomotive).

It is important. In the younger group, the teacher explains the rules in detail and plays with the children.

Types of didactic games and requirements for their implementation at an early age

It is necessary to properly organize and systematically conduct didactic games from the very first stay of the child in kindergarten. The following general requirements are imposed on the organization of didactic games in the first junior group, based on the psychological characteristics of the pupils:

The game must be appropriate for the children's age and software requirements.
Participation in the game must be voluntary. Practice shows that children usually readily respond to a teacher’s offer to play, made in an emotional, friendly tone. If the child categorically does not want to take part in the game, he should be left under the supervision of an assistant teacher, play the game with the other children, and then find out the reason for the refusal. Perhaps it lies in poor health or mood.
Young children have very developed imitation. Verbal instructions and explanation of rules at an early age are not enough. Mandatory supervision of the game by an adult (educator) is required. It shows how to play, the sequence of actions.
The game is built with indispensable reliance on the personal experience of children. You should not take unfamiliar objects, otherwise the kids will be distracted from the game, start looking at them, and the most timid ones will simply refuse to play.
Unlike older children, in whom frequent changes of games are encouraged, with young children it is preferable to play familiar games with gradual complication. Frequent repetition of already familiar actions gives children a feeling of comfort and self-confidence.
The game should be simple enough for the child to complete the game task, that is, it is necessary to create a guaranteed “success situation.” This will encourage the child to continue to actively participate in games.
An upbeat mood and a positive emotional background are very important. Young children are praised not for their results, but for their participation in the game and their efforts. Rewards must be present during every game.

Games with objects

Since the main type of activity of children at an early age is object-based, and children think based on actions, a large role at an early age is given to playing with objects (toys, dummies, natural materials). When planning object games with the youngest students, the teacher should think through the following points:

Organizing a place to play. If the game is played while sitting, it should be one or more tables put together so that all participants in the game and the teacher can sit comfortably at it. If the game takes place in the form of a journey, it is necessary to carefully prepare a “route” with stops, one or two, and remove from the children’s route all bright, large, distracting objects and toys that are not related to the game.
Selection of materials. Objects, natural materials, toys must be completely safe. Children of the third year are not recommended to play with beans and peas; it is better to give them chestnuts, leaves, large durable shells, unpainted wooden chocks, and blocks. They have a beneficial effect on the child’s psyche and have great developmental potential when playing with colored and regular sand, semolina, and millet. Kids can bury and look for objects in them, sprinkle them, and draw patterns.
Read also: The use of non-traditional materials in the development of fine motor skills in preschoolers.
Playing with objects is of greatest interest to kindergarten children

Board-printed games

Printed board games are more complex; in them, the child needs to “switch” from an object to its image, that is, to use abstract thinking. There are also some features that need to be taken into account:

Images of objects and creatures in games for young children should correspond as much as possible to natural ones, have colors, proportions, and parts characteristic of real objects.
The increase in complexity must be combined with the principle of accessibility. That is, by giving the child material that is understandable, when the game is repeated, the task becomes more complicated. For example, in the game “Fold the Picture,” an image familiar to children is taken (a kitten, a house, a steam locomotive), but first the kids put the image together from 4, then from 6, and later from 8 and 12 parts.

Board and printed games require increased attention and logical thinking from children

Word games

Word play is most difficult for young children because their speech is not sufficiently developed, as is the pronunciation of sounds and memory. At first, kids can perform only the simplest tasks (repeat heard sounds, imitate familiar ones), and by the end of the year they have access to games to form new words, compose short sentences, select simple words to describe the quality of an object (“Name it affectionately,” “Which one, which one?” ", "Describe what you see"). Verbal didactic games at an early age perform the following tasks:

contribute to the formation of correct sound pronunciation,
develop coherent speech,
activate the child’s existing vocabulary,
contribute to enrichment, replenishment of vocabulary,
learn to listen and perceive speech, answer questions,
develop voice strength, speech rate, speech breathing.

Verbal play can also be active; during it, children will willingly pronounce imitative words that require practice.

There are also requirements for conducting verbal games with young children:

The teacher’s speech is a model for the child. It must be competent, correct, and emotionally charged.
The teacher must have expressive speech, be able to speak at different tempos, quietly and loudly, but at the same time clearly.
The game is always played using visual aids (illustrations, objects, subject pictures). When playing word games on walks, you can use natural objects as visual aids: trees, sky, flowers, etc.
It should be taken into account that in winter it is not advisable to conduct verbal games in the open air, so as not to overcool the children’s vocal apparatus.

Table: card index of didactic games for young children

Focus	Name	Game objectives	Rules of the game	Materials, equipment	How to play
Getting to know your surroundings	“Let's meet a new doll” (adaptation game)	Teach children to accept a new comrade into the team, show friendliness towards him, fix the names of the children in the group, cultivate kindness and responsiveness.	State your name clearly.	Doll in an elegant dress, toy furniture, dishes, layouts of treats (cookies, cake).	The teacher shows the children a beautiful, elegant doll who came to the group and wants to meet them. Children take turns telling the doll their names, together with the teacher they examine its outfit, praise it, and then treat it to tea and sweets.
	"Our toys"	Strengthen the ability to use toys for their intended purpose, share them, cultivate a caring attitude towards toys.	Name how they play with this or that toy.	A variety of toys already familiar to children, including 1–2 broken ones.	Children take turns taking the toy, examining it, and talking about how they play with it. The teacher pays attention to the broken toy, discusses with the children what could have happened to it, and together with the kids comes to the conclusion: toys need to be taken care of, not thrown, folded carefully, and they will not break.
	“What’s missing?”	Teach children to remember objects in a group, determine which one was removed, develop intelligence, thinking, memory, cultivate endurance and honesty.	Close your eyes together, wait until the object is removed, and only then name it.	Items of various groups (vegetables, fruits, doll furniture, dishes, toys.	The teacher puts 3-4 objects in a row, invites the kids to look at and touch them, determine the color, size, etc. Then he asks the children to close their eyes and removes one object. At a signal, the children open their eyes and try to determine what is missing. The game can be played as part of a lesson on a relevant topic (to consolidate knowledge about vegetables, fruits, dishes).
	“Let’s feed the doll lunch”	Fix the names of the utensils, develop the ability to perform game plot actions with a doll, cultivate neatness and table manners.	Set the table together, do not take items from each other.	Doll, toy furniture (table, chair), tableware (dining and tea).	The teacher tells the children that the doll wants to eat. From the toys that are in the play area, children choose a table and a chair, together they cover the table with a tablecloth, arrange the dishes, and seat the doll. The teacher repeats the rules of behavior at the table. The doll “eats” (improvisation by the teacher), wipes its mouth with a napkin, and thanks the children. When setting up a doll “dining room,” it is necessary to encourage children to name objects, their shape, color, and purpose. (This is a cup, it is white, the doll will drink tea from it).
	"Shop"	To develop in children the ability to recognize an object in a picture and name it, develop thinking, coherent speech, activate vocabulary, teach to play not with objects, but with their image.	To get a picture, you need to loudly and correctly name what is depicted on it.	Subject pictures depicting dishes, clothing, food, toys.	The teacher plays the role of the seller, the children are the buyers. Subject pictures are arranged in rows on the flannelgraph so that all children can see them clearly. Children name the depicted object, receive a picture, and put the picture in a basket or purse. After all the pictures have been sorted out, the teacher offers to see who bought what. The kids take out and re-name their “purchases.”
	“Let’s dress the doll for a walk”	Strengthen children's ability to undress and dress, fold clothes, repeat the procedure when dressing for a walk, contribute to the consolidation of generalizing words “clothes”, “shoes”.	Select clothes and shoes for the doll according to the season.	Doll, a set of clothes and shoes for her (according to the season).	One of the children's favorite dolls asks to be taken for a walk. The teacher invites the kids to help the doll and dress it. At the beginning of the year, children put on the doll items of clothing already selected by the teacher, and in the second half of the year they themselves select the necessary items of clothing and shoes.
	"Find a Pair"	Teach children to select objects that have a logical connection, develop associative thinking and intelligence.	A set of paired pictures: Santa Claus and a Christmas tree, a dog and a booth, a bird and a nest, a baby and a rattle.	The teacher shows the children pictures (mixed) and asks them to teach the doll to put them in pairs, finding a common connection (association). Children form pairs of pictures, the teacher encourages the kids to make statements: why these particular pictures were paired, how they are connected.
	"Find the odd one out"	To develop children’s logical thinking, the ability to establish the general property of objects in a group and to identify the one that does not possess this property.	Wait your turn, do not interrupt other children.	Strips depicting four pictures, one of which does not belong to the general group (an item of clothing among furniture, dishes among toys, etc.)	The teacher invites the kids to look at the strips with pictures and find what is superfluous here and explain why. The game is suitable for individual work.
Getting to know nature	"Wonderful bag"	Strengthen knowledge of the names of fruits and vegetables, to develop in children the ability to identify vegetables and fruits by touch, develop thought processes, attention, concentration.	Do not remove fruits and vegetables from the bag until you guess what it is.	A bag made of thick fabric, vegetables and fruits or their dummies.	The teacher brings a beautiful bag to the group and tells the children that gifts from forest animals are hidden in the bag. And you can get the gifts only when the children touch them and guess what is hidden in the bag. Children take turns putting their hand into the bag and feeling the vegetable or fruit, trying to guess it.
	"Our friends are animals"	Strengthen children's knowledge about pets (nutrition, behavioral characteristics), develop a humane attitude towards animals.	Choose animal food from what is offered and carefully place it in front of the animal figures.	Pet figurines, pictures of food for them, picture of a grandmother.	To motivate children to play, the teacher reads them riddles or short poems about animals and invites them to go on a trip to their grandmother's yard to help her feed the animals. On a separate table there is a “grandmother’s yard”: animals on a model of the yard, with pictures of food laid out around it. Children, under the guidance of a teacher, first look at the animals and remember who eats what, and then find the necessary pictures and lay them out in front of the animals.
	“Who called?”	To consolidate children's knowledge of the “voices” of pets, encourage onomatopoeia, develop the speech apparatus, thinking, attention.	Listen carefully and quietly to the voices of animals, clearly name the animal.	Figurines of domestic animals or toys representing them, screen.	Children sit on chairs in front of a screen. The teacher reports that animals came to visit them, but they hid. Kids must guess the “voice” of the animal, and it will come out to them. The teacher imitates mooing, barking, meowing, each time placing the desired animal behind the screen. When the children guess, the animals “come out” and line up in front of the screen. Then the teacher offers to repeat the names of the animals and play with them (children’s creative director’s play).
	"Find the Cubs"	To consolidate children's knowledge of domestic (wild) animals and their cubs, develop thinking, cognitive activity, enrich your vocabulary with the names of baby animals, cultivate a love for animals.	Find the cub and place it near its “mother”, act in harmony, do not disturb the rest of the players.	Figures of animals and babies or pictures of them.	The teacher places figurines of adult animals on one table (or in one part of it), and their babies on the other. The children look at the figures, and the teacher reports that the cubs are lost and are looking for their mothers. Children need to find small animals and “bring them” to their mothers.
Formation of sensory standards (color, shape, size)	"Girlfriends for Matryoshka"	Teach children to compare and select objects by size, regardless of color and shape, develop the ability to work together, amicably.	You need to look for a girlfriend by size, comparing your nesting dolls with your friend’s toys.	Three nesting dolls of three sizes (different colors) for each child.	The teacher seats the children in pairs, gives each a set of nesting dolls, asks them to look at them and arrange them by size: largest, medium, small. Then he reports that the nesting dolls are looking for girlfriends: the big ones want to make friends with the big ones, the small ones with the little ones, the medium-sized nesting dolls with the same ones. Children match the nesting dolls and form pairs. If the nesting dolls are chosen incorrectly, they become “sad,” and the teacher invites the kids to correct the mistake and make the correct pairs.
	"Colorful balls"	Teach children to group objects by color, consolidate knowledge of primary colors, cultivate perseverance, the ability to complete a task, and achieve results.	Take one ball at a time and “give it” to the doll in the appropriate dress.	Four dolls in clothes of primary colors, balls of primary colors (red, blue, yellow, green).	The dolls are seated on chairs in a row, next to each doll there is a basket, at a distance of 1.5–2 m from them there is a table with a tray on which small balls of different colors are laid out. The teacher draws the children's attention first to the dolls and their outfits, then to the balls. Makes a riddle about a funny ball. Invites each child to take a ball, determine its color and “give” the ball to a doll whose dress color matches the color of the ball.
	"Find the figure"	Strengthen knowledge of geometric shapes (circle, triangle, square), develop the ability to make choices, develop logical thinking and visual memory.	Do not shout, but clearly pronounce the name of the figure.	Geometric shapes of different colors and sizes (circle, triangle, square).	A guest (bunny, doll) comes to the children and brings geometric shapes in a basket. The teacher takes the figures out of the basket one by one and asks the children to name them. Then the figures are laid out on the table, and the children, at the request of the character, find a blue square, a red circle, etc.
	“Close the windows in the house”	Improve your understanding of geometric shapes develop the ability to select the necessary figure, develop thinking and spatial imagination.	Choose such figures that they cover the windows completely, do not scatter the figures.	Geometric shapes of different colors, houses with windows in the shape of geometric shapes.	The teacher shows the children houses with mice in the windows. To hide the mouse from the cat, you need to close the window in the house with a figure of the appropriate shape and color.
Speech development	"Name what you see"	Name the action consolidate and systematize the idea of using household items.	Answer one at a time, carefully look at the picture.	A homemade TV with A4 size pictures inserted into its screen, a selection of illustrations of people’s actions: a mother sweeps, a girl waters flowers, a boy plays with a ball, etc.	The teacher invites the kids to watch TV, but not just TV, but with interesting pictures. Pictures depicting actions appear on the screen one by one. The teacher clearly names the action and object, and the children repeat. When the game is repeated, children's independence increases: they name actions and objects first by a phrase, then by a sentence.
	"Cars"	Develop children's onomatopoeia skills, learn to coordinate movements and spoken sounds.	Leave the “garage” at the signal, do not shout too loudly.	Steering wheels or medallions with images of cars.	The teacher invites the kids to “ride cars” around the group or area. Children stand in a row (in the garage). When the teacher raises the flag, the children move in a circle, loudly saying “Beep-beep”, “Too-too”, “R-r-r”, imitating the sounds of cars.
	"Train"	Develop the ability to listen carefully, pronounce sounds correctly, act harmoniously, navigate in space.	Do not bump into each other, perform actions together with everyone.	Train driver's hat illustration of a train.	The teacher shows the children an illustration, reminds them that the train has a little engine (in front), and cars roll behind it, and invites them to play train. At first, the role of “driver” is played by the teacher, and by the end of the year, by the children. The kids stand in a row behind the teacher and move, repeating “Chuh-chuh, tu-tu” with different voice strengths and at different tempos. When the train stops, everyone says “Shhh.” At the bus stop, you can complete a creative task: imagine yourself as a bunny, a moth, etc.
	"Find out by description"	Teach children to listen carefully to simple riddles, guess them, find the answer among objects or pictures.	Do not shout, wait until the riddle is solved.	Items, dummies, subject pictures.	The teacher lays out pictures, figures, objects on the table or on a flannelgraph and asks a riddle. Children guess it, find an object or image that provides a clue, and show it to all their friends.
	"Rain"	Teach children to distinguish between the strength and tempo of speech, improve onomatopoeia skills, cultivate a culture of speech, the ability to control the power of the voice.	Droplets and a cloud of paper.	The teacher shows the kids a cloud with droplets and informs them that it is going to rain. At first the rain comes slowly, rarely “Drip...Drip...”, then more often, stronger “Drip-drip-drip!” Then the teacher invites the children to show how slow rain drips, fast, quiet, loud.

Video: didactic game for recognizing different sounds

Taking into account some of the characteristics of young children and showing creativity and imagination, a preschool teacher can diversify the activities of his charges not only with fun, entertaining games. The teacher certainly uses in his work didactic games that teach new things, develop fine motor skills, cognitive and speech abilities, and cultivate kindness, humanity, love and interest in the world around him.

Didactic games: concept and types

An educational game is a type of educational activity organized in a playful form. Classes implement the principles of playful and active learning, are subject to a number of specific rules, have a strict structure and a system of monitoring and evaluation tools.

Didactic games for children 2-3 years old: how to develop a child.

The games in question, as well as active and musical ones, were created by adults (educator, parent) and are offered ready-made. First, children master the game with the help of its developers, study the rules, norms of action, and over time, having mastered the necessary content, begin to play it on their own.

Such classes are one of the main ones in preschool educational organizations, therefore they are used by educators at all stages of children’s development: the first junior group (2-3 years), the second junior group (3-4 years), the middle one - 4 years. -5 years, senior – 5-6 years, preparatory – 6-7 years.

Properly organized didactic games develop:

mental and cognitive abilities: children assimilate new information, generalize and consolidate it, expand their knowledge about various objects, phenomena of the surrounding reality, the flora and fauna. Memory, all kinds of attention, observation skills develop, children learn to express judgments and conclusions;
speech – in speech activity the active vocabulary is replenished and updated;
social and moral values - children learn relationships between themselves and adults, between objects of living and inanimate nature, children learn to empathize, give in to each other, be fair, and attentive towards others.

Typically, the games under consideration are divided into 3 main groups:

Games with objects (toys) are aimed at direct perception of a thing and actions with it, so the child knows the characteristics of this object, its shape, color. Working with different toys, children can compare them with each other, find common and different ones. This type of activity allows you to organize independent activities, develop the ability to occupy yourself and not disturb others in the group.
Printed board games are aimed at getting to know the surrounding reality, flora, fauna, and phenomena of living and inanimate nature. Such tasks contribute to the development of language skills, logic, attention, teach how to simulate life situations, make decisions, and train self-control skills.
Word games: develop preschoolers' thinking and language. These games are based on a word that allows you to train the ability to solve various mental problems: describe the properties and characteristics of things or phenomena, highlight their main characteristics, compare different objects (phenomena) with each other, guess them. Description.

What else to read: Role-playing games as a means of developing older preschoolers’ ideas about adult professions

Educational games for children (2-3 years and older) are conducted by the teacher or parents, and they organize the lesson by introducing the content and rules of the game, its course of action, through a clear example of how to play. The game ends with summing up and analysis, which allows us to identify the individual characteristics of children.

Making an educational game with your own hands

Making a didactic game for kindergarten children is not at all difficult. The main thing is to decide what kind of game you want to make and what type: printed or object-based.

The pupils' parents will be happy to help make the attributes for playing with the doll (clothes, furniture). Mothers and grandmothers will knit hats and scarves, sew dresses and coats. Dads will make armchairs, sofas, cribs. Doll furniture can be placed on a rug or on a shelf, but it is better to put clothes and shoes in a spacious box, for example, a shoe box, and make a bright, beautiful inscription.

Games with plastic bottle caps, clothespins, and laces are becoming increasingly popular. Templates for them can be found and printed on the Internet, and then choose clothespins of the desired color. These are the games “Hedgehog”, “Fir-tree”, “Sunshine”, “Pick up feathers for the cockerel”, “Fix the car” and others. They serve to develop dexterity and coordination of finger movements, cultivate perseverance, concentration, attention, and allow you to fix colors and shapes of objects.

Photo gallery: games with clothespins, laces and lids

This simple and cute caterpillar is easy to make yourself.

The basis for clothespins can be a hedgehog, a sun or a ladybug

Children will willingly make a tail for a parrot or a fish out of clothespins, or rays for the sun

In the shoelace game, small pieces are attached to a large background

The variety of uses for plastic bottle caps is limited only by the teacher’s imagination

You can invite children to put “berries” from lids into baskets