Classification of outdoor games. Plot and non-plot outdoor games for preschoolers

Preschool children are able to perceive information better than others, and parents should not waste this time. New knowledge and skills are easily acquired with the help of various outdoor and board games. At the ages of 3 to 7 years, children try to copy the actions of adults and imitate animals and birds. At this time, parents need to guide their child on the right path of understanding life.

With the help of active games you can achieve success in this matter. The classification of outdoor games is quite diverse: by complexity, by degree of load, taking into account the age of the child, by the use of equipment, etc. Adults need to help their child adapt to life. However, we must not forget about the independence of the child. You can complicate the game a little, change its direction, but you shouldn’t tell your child how to act.

The value of outdoor games

Many experts in the field of raising children, including Froebel, Leontiev, Reich, noted the importance of outdoor games for a child. They argued that active games can develop children both physically and mentally. In addition, during these classes, children are always in the movement that they need.

Outdoor games for preschoolers are indispensable, as they can improve the child’s attentiveness and physical condition, his plasticity and understanding of the environment. In the process of playing, children learn about the world from a new perspective, and in addition, they strengthen and improve their skills.

It is difficult to overestimate the importance of active games for a child, since here, among other things, imagination and fantasy, speech and memory develop. In addition, outdoor games are very good for health, especially in the fresh air. Children jump, run, play with a ball, which promotes normal blood circulation and increased breathing. This has a positive effect on the body, especially the growing one.

Story-based outdoor games for preschoolers

Story-based outdoor games for preschoolers help children consolidate their knowledge and ideas about objects and phenomena of the world around them. For example, about means of transportation (cars, trains, planes) and the rules for using them; about the habits and characteristics of the movements of various animals and birds, etc.

Outdoor game for preschoolers “birds in nests”

As many children can be involved in this outdoor game as the area of ​​the game allows.

So, the children sit on chairs placed in the corners of the room. These are the “nests”. At a signal from an adult, all the “birds” fly to the middle of the room, scatter in different directions, crouch down, “looking for food,” and fly again, flapping their arms and wings. At the signal “Birds, go to their nests!” the kids should return to their seats. It is important that children act on a signal, fly away from the “nest” as far as possible and return only to their “nest”.

This active game for preschoolers can also be played outside. Then the “nest” will be a circle drawn on the ground, in which the child must squat.

Outdoor game for preschoolers “mice and cat”

Children sit on benches or chairs. These are “mice in holes.” On the opposite side of the room or area sits a “cat”, whose role is played by an adult. The “cat” falls asleep (closes his eyes), and the “mice” scatter throughout the room. But then the “cat” wakes up, stretches, meows and begins to catch “mice”. The “mice” quickly run away and hide in holes (take their places). The cat takes the caught mice home.

Outdoor game for preschoolers “train”

Children stand in a column one at a time, without holding each other. The first child is a locomotive, the rest are carriages. The adult blows the whistle, and the “train” begins to move forward, first slowly, then faster, faster, and finally the children start running. After the adult says, “The train is approaching the station,” children should gradually slow down and then stop. Then the children are invited to go out for a walk, pick flowers and berries in an imaginary clearing. And at the signal to form a convoy again, the train begins to move.

During the game, children can demonstrate the colors of the traffic light - to do this, just cut out colored circles and flags and adjust the movements of the train according to the color of the traffic light.

Outdoor game for preschoolers “fisherman and fish”

A large circle is drawn on the floor or platform. One of the players - the “fisherman” - is in the center of the circle, he squats down. The rest of the players, the fish, circle around the circle and say in unison: “Fisherman, fisherman, catch us on a hook.” At the last word, the “fisherman” jumps up, runs out of the circle and begins to chase the fish, which scatter all over the site. The caught “fish” itself becomes a “fisherman” and goes to the center of the circle.

Plotless games, outdoor games for preschoolers

Such outdoor games for preschoolers teach children to act quickly on a signal, develop dexterity, attention and ingenuity, and the ability to navigate in space.

Outdoor game for preschoolers “Catch Me”

The child is sitting on a chair at one end of the room, and you invite him to catch up with you and run to the opposite end of the room. When the baby runs up to you, stop and say: “Run, run, I’ll catch up!” The little one runs back to his place.

Remember that during this active game for preschoolers you should not run away from the child too quickly, because he is interested in catching up with you! Also try not to catch your baby too quickly, so that he does not fall, get scared and lose interest in the game.

An outdoor game for preschoolers “don’t be late”

An adult places multi-colored cubes or other toys on the floor in a circle. These are chips. The children each stand at their own toy. At a signal from an adult, they scatter throughout the room, and at the command “Don’t be late!” run back to the chips.

Everyone is in a hurry, and no one should be late. Initially, during this outdoor game, preschoolers can run up to any free cube, but gradually they get used to taking their place. When repeating the game, you can invite the kids to run “like horses”, raising their knees high, or “like mice” - quietly, on their tiptoes.

Outdoor game for preschoolers “find an object”

To conduct this active game for preschoolers, you need to place small objects throughout the room in various places. These can be cubes, small cars, rings from a pyramid. The task for the child is to find all the toys as quickly as possible.

Outdoor fun games for preschoolers

These outdoor games for preschoolers are designed to be fun. They improve mood and are able to amuse and distract children.

Outdoor game for preschoolers "blind man's buff"

The venue for the game is a spacious room or a clean courtyard. One of the participants - the driver - is blindfolded (or put on a bright cap or cap, pulling it down so as to close his eyes), after which he, carefully moving around the room by touch, must catch one of the other players.

When playing this game for preschoolers, the driver can also be an adult. In this case, his goal is not even to catch, but to amuse the kids.

Methodology for conducting active games

Children of preschool age are in most cases extremely active, and therefore there is no need to be very surprised if the child does not stand still for even a minute. They constantly run, jump, roll a ball, wrestle, and play with their peers. The child must act and play independently; for this, the teacher or teacher must create all the conditions.

The adult’s task is to direct and provide everything necessary for the play area. Firstly, you need as much free space as possible so that the child does not feel cooped up. Secondly, you need to provide all the necessary toys that promote physical activity in children.

All children are different: some like to play alone, some are too active, and some, on the contrary, are calmer. The teacher needs to consider all this and indirectly guide the game process. But you cannot do this in an authoritative and strict manner; you need to push the child to the right decision. Some need to be helped and played with, and others need to be offered a different game. The teacher should remember that almost all children in younger groups prefer to play alone. He should try to instill in children a love of playing together. It is necessary to properly organize and present the game, thereby arousing interest. This is the method of outdoor games.

educational and methodological material Sports plotless games physical education card index (senior group)

Examples of plotless games for children with a high need for movement (“shustriki”)

Find yourself a mate (plotless game for children 5-6 years old)

Target. Exercise in walking and running with changing the pace and direction of movement: regular, dance and side steps forward, sideways and backwards; develop auditory attention, the ability to correlate your movements with the nature of the music; create conditions for training the muscular corset of the spine.

Location. Group room, physical hall, or area for d/s.

Progress of the game. Children calmly walk around the hall in pairs, holding hands. At the first signal from the teacher (clap your hands, hit the tambourine, command “Let’s dance one at a time!” with musical accompaniment turned on). They unclasp their hands and run in different directions throughout the hall, making free dance movements to the music. accompaniment. At the second signal: “Find a pair!” (stop the music, clap your hands) and the children are asked to quickly find their partner and hold hands. The teacher pairs up with one of the children. A child left without a partner is considered a loser.

Be the first (game exercise for children 4-7 years old)

Target. Help relieve motor restlessness; practice walking at a fast pace while overcoming obstacles; develop coordination of movements, dexterity, the ability to listen and hear the teacher, and respond to a signal.

Location. Group room, physical hall, or area for d/s.

Progress of the game. Children follow the leader in a column, overcoming natural (log, stream, hummock) and specially selected (arches for climbing, modular log, cones) obstacles. The teacher calls the name of one of the children. The named child quickly overtakes the column, becomes the first and the movement continues.

It's boring, boring sitting like this! (Plotless game for children 4-7 years old)

Location. Group room, physical hall.

Material. Chairs (according to the number of players)

Target. Exercise in fast running; help relieve motor restlessness; develop speed of reaction to an auditory signal; continue to teach how to coordinate your actions with the actions of other players, develop the ability to observe, compare and evaluate your own and others’ actions; create conditions for alternating active activities with less intense activities and rest; contribute to training the shock-absorbing function of the feet.

Progress of the game. Chairs are placed on both sides of the playing area according to the number of players. Children sit on one row of chairs, the teacher stands next to them. Together they recite the rhyming text:

It's boring, it's boring to sit like this,

Everyone looks at each other.

Isn't it time for you to rise

And change places?

Then the adult gives the command: “One, two, three - run!” Children rise from their seats and run to the opposite side of the playground, trying to take any chair as quickly as possible. An adult, as an equal participant in the game, also takes an empty chair. The child left without a seat is considered a loser, becomes the driver and gives commands to other players.

Katya, push - don't let go! (Plotless game for children 5-7 years old)

Location. Group room, physical hall area d/s.

Material. Tennis balls (7-10 pcs.)

Target. Practice passing the ball in different ways: with your hands, feet; develop reaction speed and dexterity; form positive relationships between players; continue to learn how to coordinate your actions with the actions of other players; create conditions for alternating active activities with less intense activities and rest; strengthen the muscular-ligamentous apparatus of the upper and lower extremities.

Progress of the game. The players are divided into two teams. Children of one team stand in a circle. The leader (adult) rolls 5-7 tennis balls into the center of the circle, one after another.

Rules of the game. The balls cannot be stopped and rolled out of the circle; they can only be rolled with your foot or hand. If the children successfully follow the rules of the game, the leader rolls in an additional number of balls (up to ten). Then the players of the other team are asked to complete a similar task. The team that manages to keep the most balls within the circle wins.

Sea waves (plotless game for children 5-7 years old)

Location. Group room, gym.

Material. Two gas scarves.

Target. Practice quickly passing an object to each other, standing in a column one at a time; help reduce muscle tension in the arms and shoulder girdle; develop speed of reaction to a visual signal; continue to learn how to coordinate your actions with the actions of other players; create conditions for increasing the importance of each child in the eyes of the surrounding children; help strengthen the muscles of the lower extremities.

Progress of the game. The players are divided into two teams and squat in two columns. The leader (adult) gives the first players a gas scarf. At his signal: “Surf, surf! Run like a wave!” Players take turns standing up and passing the handkerchief to the next player. Having given the handkerchief, the player squats down again. The team whose wave reaches the last player faster and returns back wins. You need to end the game with the command “Calm!”

The most dexterous (plotless game for children 5-7 years old)

Location. Gymnasium, training area.

Material. Ball.

Target. Improve the ability to throw the ball to each other and catch it; contribute to enriching motor experience; create conditions for the development of reaction speed; maintain interest in participating in outdoor games; help strengthen the muscles of the torso and arms.

Progress of the game. Two lines are drawn on the playing field at a distance of 2-2.5 m, and the players stand behind them. A trap is selected from among the players. He occupies a place between two lines in the center of the playing court. The trap can run in the middle of the area between the lines from one end of the line to the other. Children begin to throw the ball to each other, calling the name of the player to whom they throw the ball. The driver's task is to intercept the ball without letting it fall into the hands of the players. If the ball is caught by the driver, the player who threw the ball becomes the driver.

Active games during the day

Every day, teachers need to conduct outdoor games with children. Before breakfast, you need to let the children play on their own without distracting them. To do this, you need to take out the toys and encourage the kids to go to class. Outdoor games for preschoolers are not appropriate immediately after breakfast or any other meal. When choosing games, you need to consider the activities that came before them. For example, after lessons in drawing or the Russian language, it is necessary to offer active games in order to move more.

It is recommended to use outdoor games while walking, in the fresh air. You should only go indoors if the weather is unsuitable, such as heavy rain or wind. If the weather outside is just like this, you need to play in a large hall where there is enough space for everyone.

In the evening it is also recommended to play games, but with little mobility. Singing with round dances is good. This activity should last about 10 minutes. The most favorable time of year for playing games is, of course, summer. Since outdoor games during a walk in the summer are quite easy to implement. On hot days, it is advisable to conduct activities with moderate or low activity so that children do not overheat. And on cooler days, it is better to use games with the highest activity.

It is most difficult to play outdoor games in winter and autumn. Children usually wear warm clothes and bulky shoes, which makes their physical activity difficult. In this case, classes with simple movements that will not tire the kids are ideal.

Outdoor games in a preschool educational institution (preschool educational institution) in the fresh air and in the hall contribute to a significant increase in physical and mental abilities. Kindergarten is a place that is one of the key in shaping the views and interests of a child.

Outdoor play as a means of physical development and strengthening the mental health of a child

Author:

Antipina Natalya Viktorovna,

teacher at MADOU Child Development Center -

kindergarten No. 146 in Tyumen

Outdoor play is one of the main means of children’s physical education. According to Pyotr Frantsevich Lesgaft’s definition, “outdoor play is an exercise through which a child prepares for life.”

One of the main goals of my teaching activity is to satisfy children’s natural biological need for movement, to achieve a good level of health and development of children’s motor experience.

Relevance - problems in communication between children; - conflicts between children; - children’s inability to track their feelings and experiences; - inability to conduct a dialogue; - lack of experience in expressing one’s emotions in socially acceptable forms

In our group, about 25% of children are in an emotionally unstable state: with excessive motor and emotional activity, with difficulty concentrating on educational activities, these children have changeable moods, show outbursts of anger, aggression, problems that arise are solved through conflicts, there are also shy ones children.

Outdoor play is a complex motor, emotionally charged activity, determined by precisely established rules.

Since outdoor play with rules is a conscious, active activity of a child, the goal of which is achieved by accurate and timely completion of tasks related to the rules that are mandatory for all players, I am trying to make outdoor play my ally.

ACTIVE GAMES IN THE DAY MODE

• Ø on a walk;
• in physical education classes;
• during holidays and leisure;
• Ø as physical education minutes in other classes;
• in pauses between classes (motor warm-up).

I carry out correctional work through gaming activities. After all, if nothing is done, such a child does not always “outgrow” this condition. Older children with similar manifestations tend to conflict, show aggression, they have difficulty adapting to a team

THE ROLE OF OUTDOOR GAMES in the physical development and education of preschool children

• Ø Improve motor skills.
• Ø Develop strength, endurance, agility, coordination, endurance.
• Ø They develop strong-willed qualities: endurance, courage, the ability to overcome difficulties, independence.
• Ø Forms honesty, discipline, justice.

It should be noted that in outdoor games, children not only learn to move correctly, but also learn to navigate space, coordinate their actions with the actions of their peers, and act in accordance with the rules.

They develop mental processes: memory, attention, imagination, form independence, activity, initiative, knowledge about the surrounding life, the properties of objects is clarified, children get acquainted with new words and learn to pronounce them.

Thus, outdoor games have a huge impact on the all-round development of children.

Classification of outdoor games

Experts in this field note that the wide variety of active games has led to the need to divide them. As already mentioned, they are classified by complexity, degree of mobility, etc.

In the most general version, games can be divided into simple and complex. Simple ones are classified into plot, plotless, attractions and fun games.

Story-based games are characterized by a clearly developed scenario with fixed rules. They are characterized by thoughtful actions of all participants in the events; deviation from the plot seems impossible. Games of this type are popular in all groups, especially for younger ones.

Plotless games are characterized by the absence of a script, but require children to be attentive, quick and independent. During the lesson, the child must repeat a certain motor action, most often presented in the form of a competition.

Attractions and fun games also require the completion of a specific task in the form of a competition. The difference from plotless ones is that some of the children participate in the game, and the other part are spectators. These outdoor games are very popular in preschool educational institutions, as they delight children.

Almost all sports games are classified as difficult. This includes football, basketball, volleyball, and hockey. Of course, young children cannot participate in these adult competitions, and therefore classes are conducted according to a simplified system.

Active games can also be distinguished by motor content: running, jumping, projectile throwing, etc. There is a classification of outdoor games according to the degree of mobility. Examples of such games can be very diverse. There are classes of high, medium and low activity. The first group includes those activities in which the majority of children take part, most often running or jumping. The second group includes games in which all the children also participate, but the tasks are calmer, for example, walking or passing shells. In games of low mobility, the action is low-intensity and has a slow pace.

Plotless folk outdoor games

Plotless folk outdoor games such as traps and dashes are very close to plot ones - they just don’t have images that children imitate, all other components are the same: the presence of rules, responsible roles (traps, tags), interconnected game actions of all participants. These games, like the plot games, are based on simple movements, most often running combined with catching and hiding, etc. Such games are available to both younger and older preschoolers.

However, it should be taken into account that plotless games require children to have greater independence, speed and dexterity of movement, and spatial orientation than plot-based games. This is explained by the fact that the game actions in them are not associated with playing out a plot, where a combination of different movements and their alternation is possible, but with the performance of a specific motor task. The conditions for completing such a task are determined by the rules. Since the rules require fairly quick and dexterous actions from the participants, plotless games are most common in middle and older preschool age; only the most elementary forms of games of this type can be played with children. [7]

These games are based on performing certain motor tasks in accordance with the simplest rules.

The first plotless games for children 2-3 years old are games such as “Catch up with me”, “Catch up with me”. They offer children the task of moving in one direction behind the teacher or away from him to a pre-designated place - a “house”, where the teacher should not catch them. Each child, while completing the task independently, at the same time acts together with other children. Gradually the games become more complex. As soon as the kids learn to walk, run in subgroups and the whole group in one direction, the teacher can change direction during play, helping to develop movement skills and the ability to navigate in space. At the same time, children are taught to follow the elementary rule - to move without bumping into each other.

Then games are introduced in which there are more complex tasks for attention and spatial orientation. So, for example, children should move to where the flag is located, corresponding to the color of the flag in the child’s hands, or to where the bell is ringing (“Find your color”, “Where is the bell ringing?”). Such games require children to know the primary colors, determine by ear the place where the sound comes from, and, in accordance with this, the ability to regulate their actions.

In games such as “Take care of the object”, “Don’t be late”, children are required to: perform actions as quickly as possible, find their place, keep their object (cube, ring, rattle). In these simple games there is already a task that forces the child to show speed and dexterity. [8]

In non-plot games (skittles, ring throw, towns), children perform more complex movements: throwing, rolling at a target, throwing and catching. Children of primary preschool age have poor command of such movements, so at first they are widely used in play exercises, for example: “Roll the ball”, “Hit the goal”, “Toss it higher”, etc. By practicing these movements, children gradually master the skills and abilities to act with various objects (balls, balls, rings), they develop their eye, coordination of movements, and dexterity. By participating in such games, kids acquire many useful skills.

Despite the fact that plotless folk games are not used as widely in working with children as plot-based ones, children participate in them with great pleasure. This is explained by the fact that in such games the teacher is an active participant. He shows the children how to complete certain tasks, he himself plays a responsible role, directs the entire course of the game, emotionally prepares the children, helping them perform various movements. [9]

Chapter 2. Methodology for conducting folk outdoor games

Game selection

Folk outdoor games should ensure the diversified development of the motor sphere of children, as well as contribute to the formation of their skills to act in a team, navigate in space, and perform actions in accordance with the rules or text of the game. Therefore, it is necessary to use folk outdoor games that are not only diverse in content, but also in the organization of children, and in the complexity of coordinating movements.

The content of games must correspond to the level of development and preparedness of the players, be accessible and interesting for them. The difficulty of outdoor games for children from 2 to 4 years old varies; it depends on the saturation of their various motor actions. For example, games involving throwing and jumping are more challenging for children of this age than those based on walking, crawling and running. Even more complex are games built on a combination of several types of movements (running and jumping, walking and stepping over, etc.). Therefore, games should be selected in such a way that motor tasks in them, even those based on the same movement, become gradually more complex. Let's assume that children are practicing balance (Russian folk game “On a Level Path”). First, they are asked to walk, maintaining balance, between two lines (along a path), then on a board lying on the floor, on a bench, on an inclined board, on a board raised horizontally, on a narrow bench rail, etc. The task can be complicated by changing the nature of the movements - walk quickly, run, walk on tiptoes silently, taking a certain position of the hands (to the sides, behind the head), etc. This system of play exercises gradually leads children to the correct execution of basic movements, ensures the repetition and consolidation of previously learned skills and abilities. [10]

So, the first requirement that must be followed when selecting outdoor games is that the content of play actions and rules correspond to the age characteristics of children, their ideas, abilities, skills, knowledge about the world around them, and their capabilities in learning new things.

We must strive to ensure that game images are understandable and interesting to children. These may be already familiar images (cat, bird); It’s easy to introduce unknown characters to kids using a picture, toy, fairy tale, book (bear, fox, hare, etc.). It is important that the movements of the game characters are varied, but accessible to small children. Therefore, it is necessary that they are familiar with the character they are imitating.

When working with children, it is recommended to use games with short literary text, which prompts children to move and replaces the rules in the game (“The little white bunny is sitting,” “On a level path,” etc.).

It is very important to keep in mind that the variety of motor tasks is ensured not only by the fact that in each game a movement of a new nature is used, but also by the fact that in several games the same movement is performed in different formations and in different situations. In one game, children are taught to walk in a group, in another, they are taught to walk in a circle, holding hands; in the third game, children are taught to walk in pairs or scattered. You can also diversify running. Children can run in one direction, scattered, run away from the catcher, return to their places, etc. Performing movements in different play situations is of great importance for the development of coordination of children’s movements, their orientation in space, and also helps to develop their activity and independence. [11]

The pedagogical effect of a folk outdoor game largely depends on its compliance with a specific educational task. Depending on what skills and abilities the teacher seeks to develop in children at the moment, he chooses games that help develop these particular skills. So, if the teacher is faced with the task of teaching children to act coordinatedly in a team, to move over a large area, then story-based games, such as “Geese-Swans”, “Owl and the Birds”, are most suitable for this purpose. If the task is to develop, for example, balance in children, then in this case the most suitable game exercises are “Along the Path”, “Across the Stream”, etc.

When selecting games, the teacher must take into account the composition of the group of children. It may be different in different children's institutions. Some children come to kindergarten for the first time at the beginning of the year. Such children do not yet have the skill of joint actions in a peer group; some cannot get used to the regime for a long time. In terms of their motor experience, these children differ from children who previously attended nursery groups. Therefore, at the beginning of the year, it is necessary to organize play exercises for a small number of children, as well as outdoor games that are simpler in content and do not require clear coordination of the movements of the players. [12]

The general condition of the group should also be taken into account. If children are excited, it is better to play a calm, sedentary game, the rules of which require some attention from them (“Where does the bell ring?”, “Walk quietly,” etc.). If children have been sitting in class for a long time, they need active action. In this case, you need to choose a game in which the movements are varied and often change in accordance with the plot and rules (“My funny ringing ball”, “Sparrows and the cat”, etc.).

The choice of game also depends on the time of year, weather, temperature (indoor or outdoor), children’s clothing, available equipment, etc.

When choosing a game, you need to consider what time of day it is played. Outdoor games of various types should be combined with games and activities that take place during the day. At the end of the day, shortly before bed, games should be more relaxed. [13]

Active game management

Preschool children love all outdoor games, but, of course, they cannot organize them on their own. The teacher comes to their aid with this. The teacher must remember that the main goal of such games is the improvement and development of the child’s physical and mental abilities. The ability to work in a team is also very important, which must be taught in childhood. The plan for outdoor games should be drawn up in such a way that children develop their skills and abilities during the lesson.

The teacher needs to take part in the games, thereby showing the child by his own example how interesting and exciting it is. Children love to play with adults, it makes them feel older. You need to use a cheerful tone in communication, this will captivate kids.

Organizing outdoor play is a rather difficult task, since all children are individual, and it is far from a fact that everything will go smoothly from the very beginning. You can often observe a situation where not all children want to take part in a group game due to their shyness. There is no need to put pressure on the child; you should give him a little time to get comfortable. If the baby is still shy and afraid to play with others, you can try to carefully involve him in the process. An offer to run or hide together would be an excellent way out of this situation for the teacher.

The teacher must competently manage the game and control it in order to avoid unpleasant situations. To suggest something, to encourage someone somewhere is a great option. If most children begin to play around and lose interest, it is necessary to stop the game and give the kids time to rest.

“Story-based outdoor games in physical education lessons”

58. Step on / Feet.

The players stand in a circle, holding hands. The first one tries to step on his neighbor’s foot. If the attempt succeeds, then the first one continues to step on the next player’s foot. In the event that it was not possible to attack, then the “move” goes to the winning player. He continues the game by stepping on the feet of the next players. Children who do not win are eliminated from the game. The player who manages to step on the “feet” of all the children wins.

59.Numbers.

There are several circles on the floor marked with “numbers”, each containing 2 players. The players run around the site. The presenter names a number. The players of the named circle, holding hands, try to “tarnish” the runners. Caught players leave the game. Rules: the presenter can name several numbers of “encrypted” circles at once. Those leading the “circles” simultaneously run out to “hunt”. The last player not caught wins.

60.Crocodile and birds.

They choose a leader - a “crocodile”. 4.5 players - “trees” are placed around the court. “Birds” - the rest of the players “fly” - run around the court. At the “caution” signal, the players stop and close their eyes, the trees quietly change their location. At the signal “Crocodile!” — the “crocodile” goes out to “hunt” for birds. The birds open their eyes and run away from the predator. In case of danger, they can escape from a tree by standing on any side of the “tree” (right, left, back, front). If there are few “birds” playing, then they can be saved by holding only a branch (hand) of the “tree”. If the “tree” is already occupied, then the bird looks for another “tree” for its salvation, where the branches (the player’s hands) are still free. Caught birds are out of the game. The birds that are not caught at the time the signal is given to end the game win.

61.Water, fire, air.

Draw 4 lines on the site: 2 lines or a large circle along the edges and in the center. On the left behind the line is water, on the right is air, in the center of the site is a circle or between 2 lines is fire. Players start playing standing in the fire area. The presenter calls any of the 3 names of places. Children rush beyond the border of the named territory. The last one to run beyond the territory line leaves the game and sits on the bench. Rules: You can name the place twice, even if the children are standing in it. Anyone who goes beyond the line also sits on the retired players bench. Do not push or sit on the floor after finishing outside the designated area. For violation of safety regulations - disqualification - exit from the game. The last one wins - the fastest, most dexterous and smartest player.

62.Shipwreck/Wolf in the ditch.

Draw 3 lines - on the right, left and in the center of the court (the boundary lines of the volleyball court). Players stand in groups of 2, holding hands on one of the boundaries of the site - ships. One or 2 players (pirate ships) were placed on the center line of the court. At the “Storm” signal, the “ships” in pairs, without releasing their arms, rush into the “bay”, and the pirate ships try to capture the ships going into the bay. Rules: You cannot resist the “pirates” if they touch the players running across the court. Pirates must not go beyond the boundaries of their territory. If one player from a pair is caught, then 2 players leave the game at once.

Federal State Educational Standard for Preschool Education

Since the beginning of 2014, a new document has come into force, which represents a set of mandatory requirements for preschool education. Speech and cognitive, as well as artistic and physical development are the areas in which the Federal State Educational Standard operates. Each of these areas has its own tasks that will help children understand the world and develop in all areas.

In addition, the Federal State Educational Standard regulates the following types of children’s activities: play, communication, cognitive, perception of fiction, self-service and household work, visual, musical and motor. To achieve certain goals, each type of activity is characterized by outdoor games. The Federal State Educational Standard is aimed at achieving certain goals:

• improving the status of preschool education;
• ensuring equal opportunities for every child;
• maintaining the unity of education in the Russian Federation, including preschool;
• ensuring high quality preschool education.

This document is an excellent innovation that is designed to regulate all preschool educational institutions for the correct execution of their actions. With the entry into force of the Federal State Educational Standard, preschool institutions have become more responsible in this matter. Now there is a clear plan of action, following which we can provide the highest quality education to the younger generation.

Outdoor games in kindergartens for the older group

Most children before school spend most of their lives in preschool educational institutions. Therefore, holding games in such institutions is mandatory. The classification of outdoor games involves division into two parts: for very young children and older children.

The preparatory group mainly plays games with the ball. For example, you need to find out who can run faster from start to finish by tossing a ball. In addition, such games as “Mousetrap”, “Owl”, “Shepherd and the Wolf” are popular. Let's look at each of them.

Mousetrap. Children are divided into two identical groups. The first is mice, which must line up in a column one after another. The other group should form three circles, holding hands. When the teacher says: “The mousetrap is open,” the children standing in a circle raise their hands, and the mice run in turn each circle. When the teacher gives the command: “Clap,” the children in the circle lower their hands. Those mice that are inside the circles are considered caught. The game continues until all the “mice” are caught.

Owl. Children are divided into two groups: butterflies and bugs. In addition, one baby is selected to act as an owl. A circle is drawn for him - a nest, and he stands there. When the teacher says: “Day,” all the butterflies and bugs walk freely around the playground, doing as they please. As soon as the teacher says: “Night,” everyone stops and the owl begins to wander around the playground. The owl takes those children who move with him to the nest. The game ends when there are several butterflies or bugs in the nest.

Shepherd and wolf. Two children are chosen to be the wolf and the shepherd, respectively. The rest are sheep. It is necessary to draw an area for the sheep's home and for the place where they will graze. The shepherd takes the sheep out to pasture, at the command: “Wolf,” everyone must run away. The wolf's task is to catch as many sheep as possible and take them to his lair, and the shepherd is called upon to protect his pets. The game ends when the wolf has caught a certain number of sheep.

Story games in kindergarten

STORY GAMES IN KINDERGARTEN are built on the basis of children's knowledge of the life around them. Different professions, types of transport, natural phenomena, and especially often the habits of animals and birds: the cunning of a fox, the rudeness of a wolf, the speed of a hare, as well as thunder, rain, traffic - all this forms the basis for establishing the rules of the game in kindergarten.

When playing HORSE, kids run, raising their knees high, like horses.

The game is as follows: one of the children becomes a horse (usually the most active boy is chosen). Long ribbons are tied to his shoulders. Two or three children will immediately pretend to be a cart. They pick up a ribbon and shout “But-But!!!” make the horse run in a circle. All other children stand in a circle. The driver stops near each child, and the next passenger loudly says where he wants to go: to grandma, to mom to work, to kindergarten. When the cart with a passenger sets off for the next circle, all the children try to run in unison, raising their legs high. And the horse, at the same time, can still buck. This game develops a “sense of elbow”, since the cart must move smoothly; Children should not repeat the purpose of the trip, but come up with new ones each time. If one of the passengers or drivers loses the rhythm, then the teacher can remove such a child from the game, inventing, for example, that the cart’s wheel has broken. The game ends when all the children have ridden.

Repeating the movement of the bunnies who run away from the scary gray wolf in the game HARES AND THE WOLF, children jump like bunnies and hide wherever possible.

The game develops a quick reaction in children. At the beginning, all the bunny children are jumping and frolicking at the edge of the forest. The edge of the forest is the middle of the playground in the playroom, which is furnished with chairs.. But the teacher immediately warns that somewhere nearby a scary and hungry gray wolf is wandering through the forest. And the kids must be on alert all the time. After a certain time, the teacher shouts: “Gray wolf!” All children must have time to hide behind their chairs. Whoever doesn’t make it in time is grabbed by the gray wolf and impromptu dragged into his lair - the next room. This child is automatically eliminated from the game. The game continues until all the hares have been caught.

The children's interactions are very close. When pretending to be a train, in the game STEAM LOT, children move synchronously one after another, trying not to bump into the trailer in front.

Children are a locomotive and carriages. All the kids stand behind each other, grab each other by the waist and begin to move in unison. The teacher will first place chairs that will indicate the area: stations, forest, bridge, house. The locomotive must smoothly go around all obstacles and safely reach the final station. The cars must move synchronously and slow down at the station in advance. As the train progresses, children in carriages should try not to bump into the carriage ahead. Otherwise, the teacher will announce an accident. All children in the group can take part in this game. Just like in the game HORSE, you can leave some of the trailers at passing stations. And the children must figure out why the carriages are detached from the train: carriages with mail, freight cars and other reasons. It is also good to place road signs regarding the railway. Children will immediately learn the rules of behavior on the railway tracks.

In the TRAFFIC LIGHT game, children's cars brake and stop at a red light when the "traffic light" waves a red flag. At the words of the teacher - Rain, rain - the baby birds quickly scatter to their nests.

This game simply must be played more often so that the children learn the rules of crossing streets. One of the guys is chosen to be a traffic light. They give him three circles: yellow, green, red. By raising the circles, the child represents a traffic light. The remaining children are divided into: transport, pedestrians and police officers. All participants in the game must move through the intersection according to the established rules. Boys can depict cars, and everyone must come up with a brand, color and a unique “beep”. Girls can transport strollers with dolls. A policeman stands at his post and punishes violators. Whoever breaks the rules is eliminated from the game.

Outdoor games for little ones

Here preference is given to games where you can observe a clear plot. It is advisable that each child has his own role. Also popular are games without a plot at all, which are the simplest, for example, “catch-up”. So, outdoor games for the younger group of kindergarten:

1. Hen and chicks. To play this game you need a rope and two stands. A rope is pulled between them, on one side there is a hen’s house with chickens, on the other there are grains. When the hen goes to the other side, she calls the chickens “ko-ko-ko”. Having heard, the chickens run all over the territory, imitating the movements. On the command: “Home,” everyone goes on the other side of the rope.
2. Brook. All children participate here, and there is no need to divide into teams. You need to draw a “stream” of small width and draw pebbles at a distance of 20-25 cm from each other. Children stand at the beginning and must cross the stream using pebbles. If a child stumbles, it means he has “get his feet wet” and needs to try from the very beginning.
3. Sun - rain. For this game, you need to place chairs and hoops (improvised houses) around the entire perimeter of the site. When the teacher says: “Sunny, it’s time to go for a walk,” the children leave the houses and run around the playground. At the command: “It’s raining, it’s time to go home,” all the children run back.

The purpose of outdoor games in kindergarten is, first of all, the development of personal and physical qualities, as well as teaching children to be friends and work in a team. It is generally accepted that school educates people. However, education begins in kindergarten. Thanks to active games, children perceive information more easily and quickly develop the necessary skills.

Plotless Russian folk games for preschoolers

Article “Plotless Russian folk games”

Author: Guryanova Ekaterina Petrovna, teacher Municipal budgetary preschool educational organization “Kindergarten of a combined type No. 11 “Shatlyk” of the Menzelinsky municipal district of the Republic of Tatarstan Purpose of the material: this material is intended for kindergarten teachers. The presented material will be useful for kindergarten teachers. Goal: to disseminate pedagogical experience among kindergarten teachers. Objective: to reveal the significance of plotless Russian folk games for preschool children. Plotless Russian folk games are similar to plot-based folk outdoor games: • Presence of circumstances • Main performer • Coordinated actions of players The difference between plotless games and plot-based folk outdoor games is the lack of figures that children imitate. Plotless games involve simple movements. These games are understandable to younger preschoolers and older preschoolers. When conducting plotless games, you should pay attention that these games require children to be proactive, dispassionate, and able to navigate in space. This is due to the fact that gaming actions are associated with the performance of a specific motor task. When completing this task, you must follow the rules. Plotless games vary in the quality of their organization: • Group (“Traps”, “Dashes”) • For small groups of players with objects: “Hoops”, “Serso”. • Games – relay races – players are divided into units and teams. These games are understandable to children. Games with elements of competition, individual or group, are becoming available to preschool children, for example, “Pass the ball”, “Who is the fastest to the flag”. Elements of competition encourage children to be more active, demonstrating such qualities as dexterity, courage, and speed. Some games of this type are played without division into teams or units. In this case, the child strives to complete the task as best as possible, as quickly as possible. These games are intended for children 4 years old. A variety of games can be played by dividing children into teams, then simple relay games are held. Such games are understandable to children of senior preschool age 5-6 years old. The games using the presented items differ, for example: “Skittles”, “Serso”, “Lapta”. Such games allow you to perform more complex movements: rolling balls, balls, pins, throwing. Each participant performs a certain action of the game regardless of the remaining participants in the game, but the results obtained are an incentive for more accurate execution of the task. These games promote elements of individual competition, for example, to knock down all the pins faster than a friend.

We recommend watching:

Mathematical game with Cuisenaire sticks for children 5-6 years old Game guide on fire safety for kindergarten. Senior group Speech development for preschoolers 5-6 years old through play activities Folk game of the Nikolsky district for children “Deer”

Similar articles:

Game "Cabbage" for older children

Spring games for older children in kindergarten

Games for the development of fine motor skills for children 5-6 years old in kindergarten

Games for the development of logical thinking for children 5-6 years old in kindergarten

Literacy games for children 5-6 years old in kindergarten

Thematic outdoor games

Classes with a specific scenario instill in children a sense of responsibility and composure. Story games are very diverse, let's look at some of them.

1. Sparrows and a car. All children sit on chairs or benches on one side of the playground. Here they play the role of sparrows who sit in their nests. On the opposite side stands the teacher, represented as a car. When the teacher says: “The sparrows have flown,” all the children get up and run or walk on the playground. On the command: “The car is moving,” all children return to their nests as quickly as possible.
2. Aircraft. The teacher names certain children in the amount of 3-4, who stand on the opposite side from the others. At the command: “Get ready for flight, start the engines,” children make rotational movements with their arms in front of their chests. When the teacher says: “Let’s fly,” the children spread their arms to the sides, imitating an airplane, and run to the other side. At the command “Landing,” children land in their seats. Then the next group of kids is selected.
3. Bubble. The children and the teacher form a small circle, holding hands. When the teacher says: “Blow up your bubble, blow up big,” the children slowly move back, forming a large circle. After the teacher says: “The bubble burst,” the children should lower their hands and squat down, saying “Clap.” After this, you need to stand up and form a small circle again.
4. Birds are flying. Children stand on some hill on one side of the site. After the words “The sun is shining,” the children run out onto the playground and begin to look for and peck improvised grains. When the teacher says: “It’s raining,” the children return back to the hill.

Outdoor games for children from 1.5 to 3 years old

Outdoor games for children of the first junior group of a preschool educational institution
Author: Oksana Evgenievna Lashkova, teacher of the private educational institution “kindergarten No. 4” of JSC “Russian Railways”, the city of Bologoe, Tver region. Description of work : I offer you a selection of outdoor games for children of primary preschool age. This material can be used by educators and parents for conducting outdoor games in a group room, at home and on a walk, with children from 1.5 to 3 years old. This material is aimed at developing children’s interest in gaming activities, at developing such qualities as coordination of movements, speed of reaction, spatial orientation, attention. Outdoor games comprehensively develop the child and evoke positive emotions from the actions performed. Goal : To introduce kids to a variety of outdoor games.
Increase physical activity and health of children. Develop attention, coordination of movements, and the ability to navigate in space. Play occupies a significant place in the life of every child. From an early age, while playing, a child first learns to manipulate objects and studies them. With age, he looks for their connections. When playing, a child develops not only motor skills, but also thinking, imagination, and fantasy. While playing, the child builds logical chains, thinks, reflects. It is impossible to imagine a child's childhood without play. It is not for nothing that it has been noted that the way a child behaves in a game, the same way he will behave in society. Many great teachers have developed and successfully implemented a huge number of games into programs. I work with the smallest children, from one to three years old. And over the years, I have collected a card index of games, which I use in my work. These are mobile, developmental and didactic. The benefits of outdoor games in a child’s life cannot be underestimated. During active movement, metabolic processes in the body, blood circulation, and breathing are activated. In addition, outdoor games develop coordination of movements, attention and speed of reactions, train strength and endurance, and relieve impulsiveness. I suggest you familiarize yourself with the few, but my kids’ favorite, outdoor games that can be played both in a group room and on a walk. I hope this will be useful to someone in a noble cause, in the education and formation of our infinitely beautiful younger generation. Outdoor games for children from 1.5 to 3 years old.

"Sunny bunnies"

Objectives: increase motor activity, develop dexterity; evoke positive emotions from the actions performed. Having gathered a group of children around him, the teacher uses a mirror to shoot sunbeams onto the wall and say: Sunbeams are playing on the wall, lure them with your finger, they will come running to you. After a pause, he gives the signal: “Catch bunnies!” Children run to the wall and try to catch the bunny slipping from under their hands.

"Catch the ball"

Objectives: to encourage action on a signal, to improve running in combination with actions, to enjoy joint actions. The teacher shows the children a basket with balls and invites them to stand next to him along one side of the playground. Then, with the words “catch up with the ball,” he throws them out of the basket, trying to make them roll in different directions, away from the children. Children run after the balls, take them and put them in the basket. The game repeats itself.

"Collect the balls"

Objectives: increase physical activity; contribute to the emergence of positive emotions from joint actions. For the game, balls (wooden or plastic) of different colors are selected. Having put them in a basket, the teacher invites the children to see how beautiful the balls are, telling them what color they are. Then he pours them out with the words: “That’s how the balls rolled... Catch up with them and put them back in the basket.” Children run after the balls and take them to the basket. When repeating the game, the teacher names who brought which ball: red, yellow, and so on. The teacher makes sure that the children do not bunch up, but run around the entire playground (each child runs at his own pace). At first, the game is played with a small group of children, gradually the number of players increases.

"Catch me"

Objectives: improve running in a certain direction; learn to navigate in space. “Catch up with me,” the teacher suggests and runs to the opposite wall of the room. Children run after the teacher, trying to catch him. Then the teacher again says: “Catch up with me,” and runs in the opposite direction, the children catch up with him again. After two runs, the children sit on chairs and relax. Then the game resumes. It is better to play the game with small groups of children: while one group of children plays, another watches, then the children change roles.

"Cat and Mice"

Objectives: increase physical activity; develop imitation movements; arouse interest and desire to perform actions in accordance with the text. The game is played with a small group of children in the playroom or on a walk. Using a cord, a place for mice is fenced off. A cat is chosen. She sits on a chair or stump. Mice sit in minks. The teacher says: The cat is guarding the mice, Pretending to be asleep. The mice crawl out of their holes and start running. After a while, the teacher says: Hush, mice, don’t make noise, you won’t wake up the cat…. This is a signal to the cat; she gets off the chair, gets on all fours, arches her back, loudly says “meow” and begins to catch the mice as they run into their holes. The game can be repeated 3-4 times, with other cats.

"Shaggy Dog"

Objectives: enrich motor experience; encourage children to follow the basic rules of the game; encourage independence; evoke a feeling of pleasure from communicating with adults and peers, as well as from performing movements. One of the children portrays a dog; he lies down on the mat, resting his head on his outstretched arms in front of him. The rest of the children quietly approach him, and the teacher at this time says: Here lies a shaggy dog, with his nose buried in his paws, Quietly, quietly, he lies, either dozing or sleeping. Let's go up to him, wake him up and see if something happens. The dog jumps up and starts barking. The children run away. The dog is chasing them. When all the children run away and hide, the dog lies down on the rug again. The game is repeated with a new driver.

"By the Bear in the Forest"

Objectives: learn to act on the teacher’s signal, improve running in a certain direction; teach orientation in space One of the children depicts a bear; he sits on a chair, hands folded under his cheek, pretending to be asleep. The rest of the children quietly approach him, bending over, as if picking mushrooms and berries, and at this time the teacher says: From the bear in the forest, I take mushrooms and berries, But the bear does not sleep, He keeps looking at me. And then he growls. And he will run after us. The bear jumps up and runs after the children. The children run away. The bear is chasing them. When all the children run away and hide, the bear sits down on the chair again. The game is repeated with a new driver.

"Chicks and the Cat"

Objectives: improve running; develop the ability to imitate, be attentive and act on a signal; encourage independent action; evoke a feeling of joy from joint actions, teach children to run in a certain direction. The teacher depicts a chicken, the children - chickens. A cat is selected as a counting machine. The cat sits on a chair to the side. The hen and chicks walk around the room. The teacher says: A crested hen came out, There are yellow chicks with her, The hen clucks: “Ko-ko, Don’t go far.” Approaching the cat, the teacher says: On the bench by the path, the cat has laid down and is dozing... The cat opens its eyes and catches up with the chickens. The cat opens its eyes, meows and runs after the chickens, which run away to a certain corner of the room - the “house”, to the mother hen. The teacher (chicken) protects the chickens, spreading his arms to the sides, and says at the same time: “Go away, cat, I won’t give you chickens!”

"Sun and Rain"

Objectives: to develop in children the ability to run in all directions without bumping into each other, to quickly respond to a signal, to teach them to carry out actions according to an adult’s word; encourage children's independence and initiative; evoke a feeling of joy from joint actions. Children squat down behind the chairs, located at some distance from the edge of the platform or the wall of the room, and look out the “window” (into the hole in the back of the chair). The teacher says: “The sun is in the sky! You can go for a walk." Children run all over the playground. To the signal: “Rain! Hurry home! — run to their seats and sit behind the chairs. The teacher says again: “Sunny! Go for a walk,” and the game repeats.

"Blow up the bubble"

Objectives: encourage children to act in accordance with words; learn to coordinate your actions with the actions of other children; consolidate the ability to stand in a circle, gradually expanding and narrowing it; develop physical activity. Children stand close together in a circle, holding hands. Together with the teacher they say: Blow up, bubble, Blow up big, Stay like that, Don’t burst. By reciting poems, children gradually expand the circle. When the teacher says: “The bubble has burst,” all the children lower their hands, saying in unison: “Pop,” and squat down. The teacher offers to inflate a new bubble: the children stand up, form a small circle again, and the game resumes.

"Train"

Objectives: teach to move in a certain direction, coordinate actions with other children, encourage independent actions. The teacher offers to play “train”: “I will be the locomotive, and you will be the carriages.” Children stand in a column one after another, holding onto the clothes of the person in front. “Let’s go,” says the teacher, and everyone begins to move, saying: “Choo-Choo.” The teacher drives the train in one direction, then in the other, then slows down, finally stops and says: “Stop.” After a while, the whistle sounds again, and the train sets off again. Where is the bell hiding? Objectives: learn to navigate in space; develop the ability to run in different directions; evoke a feeling of joy from joint actions.

Children stand facing the wall. The nanny hides at the other end of the room and rings the bell. The teacher tells the children: “Listen to where the bell is ringing and find the bell.” When the children find the bell, the teacher praises them and then asks them to turn to the wall again. The nanny rings the bell again, hiding in a different place.

"My funny ringing ball"

Objectives: teach children to jump on two legs; learn to listen carefully to the text; evoke a feeling of joy from active actions. Children sit on chairs placed in different places in the room. The teacher is in the center. He takes a large ball and begins to hit it with his hand on the ground, saying: “My cheerful, ringing ball...”. The teacher calls the children to him and invites them to jump like balls. Children jump at the same pace. The teacher puts the ball down and repeats the poem, moving his hand as if he were hitting the ball, and the children jump. Having finished the poem, the teacher says: “I’ll catch up!” The children run away.

"The little white bunny is sitting"

Objectives: improve running; develop the ability to imitate, be attentive and act on a signal; encourage independent action; evoke a feeling of joy from joint actions. On one side of the site the places of the hares are marked. Everyone falls into place. At the teacher’s signal “Run in a circle!” all the children gather in a circle, and one of the hares, whom the teacher appoints, stands in the middle. Children with a teacher recite poems and perform movements to the text: The little white bunny sits and wiggles his ears - the children stand in a circle, Like this, this is how he wiggles his ears! – move their hands, raising them to the head. It’s cold for the bunny to sit, he needs to warm his paws, Clap-clap, clap-clap, he needs to warm his paws - they clap their hands. It’s cold for the bunny to stand, the bunny needs to jump hop-hop, hop-hop, hop-hop, the bunny needs to jump - they jump on 2 legs in place. Someone scared the bunny, the bunny jumped and galloped away! – the teacher claps his hands, the children run away to their homes.

"Birds in Nests"

Objectives: enrich motor experience; encourage children to follow the basic rules of the game; encourage independence; evoke a feeling of pleasure from communicating with adults and peers, as well as from performing movements. On one side of the playground, hoops (“nests”) are laid out freely according to the number of children. Each child (“bird”) stands in his own “nest”. At the teacher’s signal, the children - “birds” run out of the hoops - “nests” - and scatter throughout the entire playground. The teacher imitates feeding the “birds” at one or the other end of the playground: the children squat down, hitting their knees with their fingertips - they “peck” at the food. “The birds have flown to their nests!” - says the teacher, the children run to the hoops and stand in any free hoop. The game is repeated, jump twice.

"Geese - geese"

Objectives: improve running in combination with hand actions; evoke a need to imitate; enjoy joint activities. Children pretend to be geese, standing at one end of the room, and an adult stands at the other end. They take turns saying: Adult: Geese, geese! Children: Ha-ha-ga! Adult: Do you want something to eat? Children: Yes, yes, yes! Adult: Come to me! The geese children fly towards the adult, flapping their wings, hissing: “Sh-sh-sh.” Then the adult says: “Ksh! Run into the field!” The geese run back to their place.

"Birds and Cars"

Objectives: improve walking in different directions, on a limited surface; develop attention and the ability to respond to signals; encourage active interaction with peers. All children pretend to be birds. The role of the car is initially played by the teacher. He says: “The birds have flown out for a walk.” Bird children fly around the group, flapping their wings, pecking at grains. At the teacher’s signal “Car!” The birds quickly run away from the road. One part of the children is placed on one side of the group; the playgrounds are birds. On the other side there is another part of the children - these are cars. The teacher says: “The birds are flying!” — the birds fly, flap their wings, squat, peck grains. At the signal “Cars have left!” children pretending to be cars drive onto the road, and birds fly away to their nests. Cars drive along the road, avoiding obstacles (benches, cubes). When repeating the game, children change roles.

"Carousels"

Objectives: develop balance, learn to coordinate your actions with the words of the text, with movements with each other and the rhythm of the text; develop attention; evoke positive emotions. Children take hold of the hoop and, following the words of the teacher, move in a circle, first slowly, then faster and faster, and then gradually slow down. Barely, barely, barely, barely The carousel spun, And then, then, then Everyone ran, ran, ran. Hush, hush, don't rush, stop the carousel. One-two, one-two, The game is over.

"Present"

Objectives: to cultivate friendly, benevolent relationships; learn to imitate movements characteristic of a particular toy; develop imagination. The teacher invites the children to form a circle and calls to him the one who will be the first to choose a toy. The child goes to the middle of the circle, and the teacher and the children dance in a circle to the words: We brought you gifts, Whoever wants it will take it, Here is a doll with a bright bow, A horse, a top and an airplane. When the words end, the children stop. The teacher turns to the child in the center of the circle and asks which gift (from those listed) he wants to receive. If he chooses a horse, then all the children, following the words of the teacher (our horse gallops chok-chok-chok, you can hear the clatter of fast legs), pretend to be a horse (jump), if a doll, then everyone dances like dolls (doll. Doll dance, wave a bright ribbon ) if the top (this is how a top spins, it buzzes and rolls) - everyone spins. The teacher invites the child to choose the best “gift” from among the children. The selected child changes the previous one in the center and the game repeats.

We recommend watching:

Water games for the second younger group. Card index Educational game for children of the 1st junior group in kindergarten Picture puzzles with answers for elementary school students Games with pebbles for children of the junior group in kindergarten

Similar articles:

Playing with sand in the younger group

Drawing games for preschoolers 3-5 years old

Outdoor games in the second junior group

Role-playing family games for children of the younger group

Role-playing games in the younger group on the topic: Animals

Plotless outdoor games

They are designed to teach children agility, speed and spatial orientation.

• Find color. The teacher gives each child a flag of a different color. Typically the color scheme consists of red, yellow, green and blue. Four children stand with flags next to a specific flag of a similar color. When the teacher gives the command: “Go for a walk,” the rest of the children scatter around the playground in a chaotic manner. After the words: “Find your color,” children need to run to the flag of their color as quickly as possible.

• Do not be late. The teacher lays out some rattles in the shape of a circle. At his command, the children scatter around the room away from them. When the teacher says: “Don’t be late,” the children run back to the center of the room.
• Find your home. Children are divided into several groups, each of them stands near a certain tree. It is their home. At the teacher's command, the children scatter in all directions. When the teacher says: “Find your house,” the children should gather in certain groups near the trees where they stood at the beginning of the game.

The classification of outdoor games is designed to highlight those that are necessary for a child at a certain age. The most popular is the division into plot and non-plot. Both are called upon to develop children, to instill in them certain qualities. Outdoor games are necessary for the normal development of every child, and their importance should not be underestimated.

An active plotless game

An active plotless game

"Owl"

FULL NAME. student Lozovskaya Natalia Mikhailovna

Course, group, faculty 3 BPO-FKD, EFC and BJD

Contingent (age and number of players) 1st grade students, from 5 to 20 participants.

Objectives: 1) development of motor qualities: dexterity, coordination, development of attention.

2) fostering interest in physical exercise and outdoor games.

3) fostering courage, honesty, collectivism, and discipline.

Inventory: not needed.

Venue: sports hall.

Time spending:

An active plotless game

"Manage to catch up"

FULL NAME. student Lozovskaya Natalia Mikhailovna

Course, group, faculty 3 BPO-FKD, EFC and BJD

Contingent (age and number of players) age 15-17 years, from 2 to 20 people.

Objectives: 1) development of motor qualities: speed, endurance, coordination.

2) fostering interest in physical exercise and outdoor games.

3) fostering courage, honesty, collectivism, and discipline.

Inventory: No inventory needed.

Venue: stadium.

Time spending: