MBDOU TsRR - kindergarten No. 5 "Sun"

Project Theme

"The game as a means

socio-communicative

child development

preschool age

in the context of the implementation of the GEF "

Educator: Zhanna Viktorovna Alyushina.

RELEVANCE

The development of socio-communicative skills in children is an important problem in pedagogy. Its relevance is increasing in modern conditions in connection with the peculiarities of the child’s social environment, in which there is often a shortage of upbringing, friendliness, and speech culture in people's relationships. In the framework of the implementation of the GEF in the content of the educational activities of preschool institutions, more attention should be paid to achieving the goals and solving the tasks of social and communicative development.

NOVELTY  My work consists in the fact that it is aimed not only at the development of speech, emotions and feelings, but also at solving the issues of socialization of children: the development of communication, the ability to arbitrarily manage their feelings and teach them how to visually overcome difficult situations, develop a child’s ability to solve effectively social problems.

TARGET:

help children enter the social world, contribute to the formation of social confidence in preschool children; to introduce children to sociocultural norms, traditions of the family, society and the state .; develop communication skills.

TASKS:

1. Formation of a positive attitude of a sense of belonging to one's family, small and large homeland.

2. Formation of the foundations of one’s own security of the surrounding world “in everyday life, society, nature”.

3. Mastery of elementary generally accepted norms and rules of behavior in society on the basis of primary value-moral ideas about “what is good and what is bad”.

4. Mastery of the elementary norms and rules of a healthy lifestyle (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

5. Development of the emotional-value perception of a work of art (verbal, musical, visual), the natural world.

OBJECTIVE OF THE MODERN PRESCHOOL EDUCATIONAL INSTITUTION consists in the fact that out of its walls pupils come out not only with a certain supply of knowledge, skills, but also independent people who have a certain set of moral qualities necessary for further life, mastering social, ethical standards of behavior, non-violent interaction with adults and peers .

EXPECTED RESULTS:

building an individual development path for preschool children;

development of teachers' competencies in the work on the GEF in the social and communicative development of a preschooler.

Socio - communicative the development of a preschooler is aimed at:

assimilation of norms and values \u200b\u200baccepted in society, including moral and moral values

development of communication and interaction of the child with adults and peers

building respect and a sense of belonging to your family and adult community

formation of independence, focus and self-regulation of one’s own actions

development of social and emotional intelligence, emotional responsiveness, empathy

the formation of positive attitudes towards various types of labor and creativity

the formation of the basics of safe behavior in everyday life, society, nature

formation of readiness for joint activity with peers

(p. 6 GEF sub-paragraph 2.6)

PROBLEM.

The atmosphere in the family has changed. Intensive pace of life: work, TV, computer do not leave time for live communication with children.

Children have a lack of skill in organizing the game and the need to play with their peers. More and more children are suffering from loneliness and isolation.

The formation of social and communicative skills is a process associated with the development of language skills, speech skills, forms of specially learned behavior, which includes the following components:

Dialogue, communication skills:

Social skills:

• verbal (the ability to start, support, end a dialogue, conversation; the ability to listen to another, to formulate and ask a question; to participate in a collective discussion of a topic)
• non-verbal (the ability to conduct a conversation, turning to face the interlocutor; the ability to use gestures, facial expressions when talking, adjust the volume and timbre of the voice).

• ability to express your feelings and emotions; ability to interact with adults and peers (both acquaintances and non-acquaintances);
• ability to regulate one’s emotional state depending on the situation.

Difficulties in communication are caused by:

• insufficient development of the child’s playing skills;
• inability to build relationships with peers (to give up a toy or a role, help a friend, etc.);
• lack of ability to control their behavior;
• the presence of negative motives for communication (the predominance of childish selfish motives, the desire for absolute self-affirmation).

HYPOTHESIS

If you create the conditions for game communication in kindergarten and at home, then the development and improvement of forms, types and means of communication in children will be faster and more successful.

The role of the educator in the development of social and communication skills through games.

To acquaint with elementary generally accepted norms and rules of behavior in society

Develop children's ability to enter into speech contact and actively

to participate in it.

Teach children to communicate

information

in the process of interpersonal communication.

To develop an emotional and value perception of the world.

The socio-communicative development of preschoolers occurs through the game as a leading children's activity. Communication is an important element of any game. During the game, the child's social, emotional and mental development takes place.

The game gives children the opportunity to reproduce the adult world and participate in an imaginary social life.

Children learn to resolve conflicts, express emotions and adequately interact with others.

GAME CLASSIFICATION

Games initiated by children

Adult-initiated games

Folk games

Educational games

• Narrative-didactic;
• Movable;
• Musically - didactic;
• Training.

Experimenting games

Training games

• Games with natural objects;
• Games with toys;
• Games with animals.

• Intellectual;
• Sensory;
• Adaptive.

Leisure games

• Intellectual;
• Games are fun;
• Theatricalized;
• Festively - carnival;
• Computer

Story games

• The plot - role;
• Directing;
• Theatrical.

Leisure games

• Games;
• Silent games;
• Games are fun.

BASIC QUESTION

How will the game affect the socio-communicative development of preschoolers?

WORD GAMES.

They provide rich material for dialogical speech. They bring attention to the replicas of partners in the game in order to enter the game on time.

OUTDOOR GAMES.

The rules of the game help to teach children to observe the sequence of remarks, to listen carefully to each other. Outdoor games based on the active motor actions of children contribute not only to physical education. In them there is a game transformation in animals, imitation of the labor actions of people.

PLOT AND ROLE GAMES.

They contribute to the consolidation of interpersonal communication skills, the improvement of colloquial speech, social development through the development of new roles, the consolidation of knowledge of behavioral norms.

Score

Mother and daughter

By such games the child shows that he considers the main thing from adult relations, and what kind of behavior stereotype he chooses as a model of behavior and imitation.

GAMES OF DRAMATIZATION.

Role-playing dialogues in a dramatization game are not only an indicator of the development of children's dialogue, but also an indicator of the development of the dramatization game itself. In such games, the child “voices” the roles of several characters, alone or with friends.

TABLE GAMES.

To establish dialogue, I use desktop-printed, didactic games, such as lotto, dominoes, games with rules. Develop logical thinking, teamwork skills and respect for the opponent, the ability to follow the rules of the game.

CONCLUSIONS:

• Thus, the game as a means of socio-communicative development of children contributes to the formation of a full-fledged personality, able to live and work in modern society. The game is the main form of educational activity in the context of the implementation of the Federal State Educational Standard. A preschool child is a person playing, therefore, the standard states that education enters the child’s life through the gates of a child’s game.

• When interacting with a partner, the child feels the distance, assimilates the space of communication and interaction, demonstrates the nature of emotional closeness and mutual interest, which ensures the development of ways of his social cognition and positive relationships with partners.

List of references

1. Federal Law on Education in the Russian Federation (No. 273-F3);

2. The Federal State Educational Standard for Preschool Education (Order No. 1155 of the Russian Ministry of Education and Science of October 17, 2013)

3. “From childhood to adolescence.

A program for parents and carers on the formation of health and development of children 5 years of life. "

T.N. Doronova, L.S. Golubeva, T.I. Grizik. (Moscow 1997)

4. Sleptsova I. F. Fundamentals of personality-oriented interaction of the educator with preschool children: theory and practice // Preschool education. - 2007 - No. 3 - p. 74-80.

5. Tveritina E. N. Management of the games of children in preschool institutions. - M.: Education, 2006 .-- 112 p.

6. Play adults and children: from the experience of preschool educational institutions of Russia / comp. T.N. Doronova. - M.: LINK-PRESS, 2010 .-- 208 p.

7. Maksakov A. I. Teach, playing: Games and exercises with a sounding word. The allowance for the teacher the garden. - M.: Education, 2011 .-- 144 p.

8. Bondarenko A. K. Didactic games in kindergarten: Prince. for the educator the garden. - M.: Education, 2010 .-- 160 p.

9. Yuzbekova E. A. Steps of creativity (place of play in the intellectual development of a preschooler). - M.: LINK-PRESS, 2011 .-- 128 p.

The authors:  Malysheva Irina Sergeevna, Dedyukhina Lyudmila Afanasevna
Position:  educator
Educational institution:  MB DOU "Kindergarten No. 157"
Locality:  Kemerovo region, the city of Novokuznetsk
Material Name:  methodological development
Topic:  "Card index of games on social and communicative development"
Publication Date: 27.11.2017
Section:  preschool education

Game Card

  on social and communicative development

Name of the game:

Purpose of the game:

“Bullseye of mood”

The formation of the ability to express their emotions with the help of facial expressions and gestures;

fostering emotional responsiveness

"Silver bell"

The development of positive interaction in the children's team; mastering by children

transfer of emotions of joy, surprise.

"The ball in a circle"

The development of communication skills. The development of attention and overall coordination.

"Funny train"

The development of cohesion of a group of children, the ability to overcome obstacles together.

Activation of vocabulary (naming definitions).

"Have pity on the kitten"

The development of communicative communication; fostering emotional responsiveness.

“Yes and no no.”

Determining your place in the world around you. Developing children's coherence in

group. The development of speech intonation.

"Kittens"

The development of emotional visual memory and attention. Speech stimulation

activity. Activation of motor and muscle activity

"Good animal"

Association of children in a group. The development of auditory attention.

“Give a smile to a friend”

The development of facial expressions. Activation of emotional memory. Positive development

relationship to each other.

"The cheerful clown"

The development of facial expressions and pantomimics. The development of speech intonation.

"Mirrors"

development of observation and communication skills.

LISTEN A TEAM

Develop attention, arbitrary behavior.

development of interest in peers, auditory perception.

Pass the ball

Remove excessive motor activity.

"WHOM KOMARIK bitten"

promote mutual understanding between children. ?»

“TWO TOYS -

CHANGE PLACES »

development of motor dexterity, attention, coordination of movements, cooperation.

PUMP BUBBLE

the development of a sense of cohesion, the development of attention.

“Who came to visit us?”

teach children to shift their attention from themselves to others, take on a role and

act in accordance with it.

"Whose subject?"

teach children to pay attention to other people.

"We sat on the carousel."

development of coordination of speech and movement, auditory attention, partnership

relationship.

“Call yourself”

teach yourself to be a peer team.

"The bird."

activation of vocabulary on the topic: “Birds”, development of creative imagination,

expressiveness of movements.

The development of speech intonation. The development of auditory memory and attention.

“Get up to look at whom”

nurturing partner’s feelings (communication through sight).

"Find a couple."

attention development, initiative, overcoming shyness, development

lexical dictionary on the topic: "Animals and their cubs."

“Call me kindly”

foster a friendly attitude of children towards each other.

"Daisies in the meadow."

development of auditory attention, imagination, activation of vocabulary on the topic

"Flowers", the execution of coordinated movements.

"Clew".

development of communication skills, coordination of speech and movement.

development of auditory and visual attention, tactile memory.

"Needle and thread".

development of coordination of speech and movement, activation of verb vocabulary

“Bullseye of mood”

Objectives: Formation of the ability to express your emotions with

using facial expressions and gestures; emotional upbringing

responsiveness.

Progress: Children are invited to consider the "apples of mood",

after that, each child chooses what he likes

“Apple” and conveys those emotions with gestures and facial expressions,

which are depicted on it.

Other children guess.

"Silver bell"

Goal: Development of positive interaction in children

the team; mastering the transfer of emotions of joy by children,

of surprise.

Hod: Educator: Guys, look out the window, has winter come?

Frost rings a silver bell and cheerfully says:

"Winter has come!" the frost gave me this bell to

i told you this good news, and you would pass on

each other. But be sure to ring the bell with

smile and joyfully tell your neighbor: “Winter

has come! ” So pass each other a bell while he

will not return to the lead.

"The ball in a circle"

Objectives: Development of communication skills.

Development of attention and overall coordination.

Game description: Children are invited to pass the ball in a circle,

looking into the eyes smile at each other.

"Funny train"

Objectives: Development of cohesion of a group of children, skills together

overcome obstacles. Vocabulary Activation

(naming of definitions).

Stroke: The host is a “train” that should

make a train out of children. Children play a role

"Wagons". "Train" drives up to

each of the "wagons" and gets to know him. At

naming a name you can ask guys to come up with

yourself one good word, for example:

I'm a fun little train Lena, and who are you?

And I'm a beautiful trailer Sasha.

Go.

Children go for the next "trailer", and so on, until

until a whole fun train is assembled. Then the children get up

one after another and keep standing in front of the belt. In such

position they overcome various obstacles:

Get up and get off the chair (“We need to move through the mountains”).

Crawl under the table ("We drove into the tunnel").

Get through the dense forest.

Quietly and quietly drive through the "enchanted forest" so that "not

fall into the clutches of wild animals. "

Throughout the exercise, children should not

unhook from your partner. The train that will arrive at

the finish line in full, is awarded (“Train and

the cars were very attentive, cared for each other

friend and therefore didn’t lose anyone on the way ”).

"Have pity on the kitten"

Objectives: Development of communicative communication; education

emotional responsiveness.

Stroke: The appearance of the game character Kitten, which

cries and tells how bad he is because he left him

mistress. Discussion with the children how to help the kitten,

how to feel sorry for him. Speech forms are offered to children

sayings, how can I turn to a kitten, regret

his. Then the children take turns stinging the kitten.

“Yes and no no.”

Purpose: Determining your place in the world around you.

Developing the coherence of children in a group.

The development of speech intonation.

Game description: Children stand around the presenter who sets

Children are asked to answer first quietly, then a little

and quite loud. Yes or no, no.

Host: “I ask you to answer together and very quietly:

Are you kittens Children answer: no no (quiet)

Are you kittens louder now?

And now even louder you are kittens

Now answer quietly, you children, etc.

You can ask questions: you are flowers you are chickens are you dolls?

"Kittens"

Goal: Development of emotional visual memory and

attention.

Stimulation of speech activity.

Activation of motor and muscle activity.

Game Description:

The host says the words, and the children - “kittens” repeat

movements for words:

“Here morning came, the kittens woke up, stretched and

kittens smiled. They drank milk, asked the fish.

Cat-mom does not have fish for kittens.

The kittens were sad. Kittens hugged.

Suddenly a cheerful ball, a jump - a jump, a jump-jump.

Kittens have fun playing, kittens are jumping, jumping-jumping.

And then they got tired, fell to the floor and fell asleep.

And the clock is tick-tock, tick-tock, and the kittens are sleeping and sleeping. ”

"Good animal"

Objectives: To unite children in a group.

The development of auditory attention.

Game description: children stand in a circle and hold hands.

The host teacher says: “We are one big good

animal, let’s listen to how it breathes ”Everything

listen to your breath and try to breathe

together. Now listen to how

The heart of a good animal is beating. ” Children say together:

"Knock Knock".

  “Give a smile to a friend”

Purpose: The development of facial expressions. Activation of emotional

memory. The development of a positive attitude towards each other.

Game Description:

1. Children are standing in a circle, the leader offers to find a mate,

circle, smile at each other, stroke each other

on the head, hug. Run away and find again, but another

2. Children are encouraged to repeat the movements for the words:

“The sun is shining through the window, and our eyes are like rays

sun, looked at each other, smiled. Right

they put a hand on a heart, listened to how it beats, and

they collected a ray of sunlight in a fist and gave it to a friend. "

Children call him in different ways, the child guesses in his voice who

his name is t

10. "The cheerful clown"

Purpose: The development of facial expressions and pantomimics. Speech development

intonation.

The formation of the ability to manage your emotions.

Game Description:

A clown came to visit the children, he decided to play with the children.

Children move and perform movements for the clown.

Actions: brush your teeth, wash, put on, go.

It conveys feelings: the sun is shining, it is raining, it hurts

belly, lost a toy, eats ice cream.

Imitation of animal movements: hare, bear, elephant, squirrel,

  "Mirrors"

Goal: development of observation and communicative

Number of players: a group of children.

Game description: Lead is selected. He becomes in

center, children surround it in a semicircle. Presenter can

show any movements playing must repeat

them. If the child is mistaken, he leaves. Conquering

the child becomes the leader.

Comment: It is necessary to remind the children that they are

The “mirror” of the leader, that is, they must perform the movements of

with the same hand (foot) as he.

  LISTEN A TEAM

Goal. Develop attention, arbitrary behavior.

It sounds calm, but not too slow music. Children

go in a column one after another. Suddenly music

ceases. Everyone stops listening

whispered by the leader’s command (for example:

“Put your right hand on the neighbor’s shoulder”) and immediately

perform. Then the music sounds again and everyone continues

walking. Commands are given only to perform calm

movements. The game is played until the group in

able to listen well and complete the task.

The game will help the teacher to change the rhythm of action

lousy guys, and children - calm down and without difficulty

switch to another, calmer look

activities.

“Aw!”

Goal: developing interest in peers, auditory

perceptions.

Game description: one child stands with his back to all

to the rest, he was lost in the forest. One of the children shouts to him:

“Aw!” - and the "lost" must guess who called him.

Comment: the game indirectly stimulates children's interest

to each other through the game rule. This game is good

use in the process of introducing children to each other.

It’s easier for a child with his back to everyone else

overcome the barrier in communication, overcome anxiety when

getting to know each other.

14. HAND THE BALL

Goal. Remove excessive motor activity.

In a circle, sitting on chairs or standing, playing try as

you can quickly pass the ball to a neighbor without dropping it. Can in

at the fastest pace to throw the ball or pass it.

15. “WHOM KOMARIK BIT?”

Goal: To foster mutual understanding between

Children sit in a circle. The presenter is on the outside

circle, stroking children on the backs, and one of them imperceptibly from

nibbles others quietly - “bites a mosquito”. Child,

which "bitten by a mosquito" should tighten his back and shoulders.

The others carefully examine each other and

guess "whom the mosquito bit".

16. "TWO TOYS - CHANGE PLACES"

Goal: development of motor dexterity, attention, coordination

movements, cooperation.

Game description: children become in a circle, and the leader

simultaneously throws toys to two players who

must swap places quickly.

Comment: the game is held at a fairly high pace,

to increase its intensity and complexity. Especially

that preschool children are still hard enough

perform actions of different directions (as in this

game - catch a toy, see the one who got

second and swap places with him).

17. "PUMP BUBBLE

Purpose: the development of a sense of cohesion, the development of attention.

Game description: children stand in a circle very closely - this

"Deflated bubble." Then they cheat him: blow into the fists,

set one on top of the other, like a pipe. After each

exhale take a step back - the "bubble" increases, making

a few breaths, everyone holds hands and walks in a circle,

sentencing:

Swell, bubble, swell big, Stay so

do not burst!

It turns out a big circle. Then the tutor (or someone from

children selected by the presenter) says: "Slam!" - "bubble"

bursts, everyone runs down to the center (the “bubble” is blown away) or

scatter around the room (bubbles scattered).

18. "Who came to visit us?"

Purpose of the game: to teach children to switch their attention from themselves to

others, take on a role and act in

accordance with her.

The course of the game. At the beginning of the game, the facilitator explains to the children that

now they will meet the guests. The task of the children is to guess

who exactly came to visit them. From among the children

selects players, each of whom gives a certain

task - to portray an animal. You can do it

through gestures, facial expressions, onomatopoeia. (Player,

depicting a dog, can "wag its tail" -

wave back and bark, etc.). Players depicting

animals go to the children in turn. Viewers

must guess who exactly came to visit them,

friendly welcome each guest and sit him next.

19. "Whose subject?"

Purpose of the game: to teach children to pay attention to others

Course of the game: the teacher prepares several

items belonging to different children. Children close

eyes. The teacher waits a while, giving

the opportunity for children to calm down and focus, then

offers to open his eyes and shows the subject,

belonging to one of the children. Children must remember

who owns this thing. The owner of the item should not

to prompt. Items such as

hair clip, badge, etc.

  20. "We sat on the carousel."

Goal: development of coordination of speech and movement, auditory

attention, partnerships.

Children choose a mate and hold hands. All movements

performed according to the text.

We sat on the carousel, spinning the carousel.

They flew up, flew down,

They flew up, flew down.

Squat in turn and get up.

And now, together with you, we are sailing in a boat.

Children sit on the floor, hold hands and rest against each other

friend feet feet.

The wind walks on the sea, the wind bends the boat,

To the right, to the left, it shakes us.

Swing from side to side.

And now, together with you, we are rowing quickly to the shore.

A boat came ashore, we deftly jump onto the shore. AND

let's jump around the lawn like bunnies, like bunnies.

Children imitate "hares" and jump all over the hall.

  21. “Call yourself”

Purpose: to teach yourself to a peer team.

Age: 3-5 years old.

Hod: the child is invited to introduce himself by saying his name

the way he likes more, what they call home or how he

i would like to be called in a group.

22. The Bird.

Goal: activate vocabulary

Belikova Natalya Alexandrovna, educator
Volgograd region city of Kamyshin

Improve the professional competence of teachers

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Without a game, there is no and cannot be full mental development. The game is a huge bright window through which the life-giving stream of ideas and concepts flows into the spiritual world of the child.

V. A. Sukhomlinsky.

Social and communicative development of preschool children according to GEF is aimed at assimilation of norms and values \u200b\u200baccepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; formation of independence, focus and self-regulation of one’s own actions; the development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and feelings of belonging to one's family and to the community of children and adults in preschool education; the formation of positive attitudes towards various types of labor and creativity; the formation of the basics of safe behavior in everyday life, society, nature.

What is included in the development of social and communication skills? (communication and communication).

Communication is the exchange of messages, feelings and light, shallow interaction between people. Communication (English communikate to communicate, transmit) is communication in order to transmit certain information in such a way that the interlocutor understands its meaning.

How can we explain the social incompetence of preschoolers? There are many reasons. But they all come down to the same denominator - adults (parents and teachers) do not provide children with meaningful, informative communication. Many preschoolers experience serious difficulties in communicating with others, especially with peers. Some children do not know how to turn to another person on their own initiative, sometimes even hesitate to answer accordingly if someone addresses them. They cannot maintain and develop the established contact, adequately express their sympathy, empathy, therefore they often conflict or close in isolation. Most parents believe that if a child attends kindergarten, then they will teach him everything, everything that can be "developed". But in kindergarten, the life of children is sometimes so organized that there are small periods of time for free, meaningful communication with teachers, for creative games of children. Modern society requires early successes and achievements from children. Everyone seeks to teach children as early as possible - to read, write, count, forgetting that the leading activity of a preschool child is play. It is through the game at this age that you can develop, train, adjust, educate. Without this important “game” period, there can be no successful learning at school age, and later there is no development of a whole full-fledged personality.

Preschool childhood is a short but important period of personality formation. During these years, the child acquires initial knowledge about life around him, a certain attitude towards people and work begins to form in him, skills and habits of proper behavior are developed, and his character develops. The main activity of preschool children is a game.

A great influence on the development of the game plot is provided by the subject-spatial development environment. The environment should provide the opportunity for communication and joint activities of children and adults, the motor activity of children, be meaningful, methodologically secure, transformable, multifunctional, varied, accessible and safe. The developing subject-spatial environment should have spaces for games, training sessions, outdoor games, construction, and also provide for the possibility of solitude for children. It is necessary to equip and arrange comfortable play areas, fill them with both open and closed, but easily accessible play material: appropriate clothing items, attributes, substitute items.

A feature of children's social development is the assimilation of social experience through the interaction between a child and an adult, in which each one influences and modifies the behavior of the other. The child constantly observes, imitates and models the relationships, behavior and activities of adults around him. Such modeling has a much greater impact on the social development of the child than verbal instructions and teachings (and especially classes). In preschool age, modeling takes place in the form of a plot role-playing game. In it, through the role of an adult, which the child takes on, the development of relations between people takes place. Collective play is not possible without children communicating with each other. In contact with peers during the game, preschoolers seek to establish business cooperation among themselves, they have a common cause, they try to coordinate their actions to achieve a common goal. The game gives children the opportunity to reproduce the adult world and participate in an imaginary social life. Children learn to resolve conflicts, express emotions and adequately interact with others.

A. V. Zaporozhets (1905 - 1981) noted: “Children's play is the true social practice of the child, this is his real life in a team in which social qualities and moral consciousness of the child’s personality are formed.”

The famous psychologist L. S. Rubinstein (1889 - 1960) said that during the game the child does not just transform into someone else's personality, but, entering the role, expands, enriches, deepens his own. By controlling the game of children, you can influence their relationships and worldview. In the game, the child learns the meaning of human activity, begins to understand and navigate the causes of certain actions of people. Knowing the system of human relations, he begins to realize his place in it.

The qualitative development of the plot and role-playing game at preschool age is an indispensable condition for the full social development of the personality of a preschooler. Each kindergarten teacher has a task - to create a friendly organized team, to teach children to play. The teacher should know the features of the organization of the game in the children's team. Management of the role-playing games of preschool children suggests that the teacher influences the expansion of the themes of these games, enriches the content, and helps children master role-playing behavior.

However, for the development of the game, not only good equipment of the group with game material is not enough. You also need a variety of impressions of the surrounding reality, which children reflect in their game.

To enrich children with knowledge, impressions, and ideas about the surrounding life, it is necessary to use the following methods:

1. observation; excursions; meetings with people of different professions (connect parents);

2. conversation-story using illustrative material about the work of adults and their relationships in the process;

3. a teacher’s story, accompanied by a demonstration of specially selected photographs, paintings, reproductions of events taking place in the country;

4. compilation of stories by children on certain topics related to observations of life around them;

5. individual conversations with children, clarifying knowledge, ideas of preschoolers about the phenomena of public life, about moral categories; ethical conversations

6. emotionally expressive reading of fiction; Conversations

7. dramatization of literary works using toys, puppet theater characters

The role-playing game allows the child to look at the world from the point of view of his future, from the point of view of the social perspective, and is invaluable for the social and communicative development of the child. If the child does not play, it means that he does not develop social motivation, and social positions are not formed. And this, in turn, leads to a decrease and underdevelopment of cognitive abilities, inability to communicate. And vice versa, having mastered social positions and meanings in the game, the preschooler is able to overcome difficulties in learning, communicating with others, in later life. Advice for adults:

Practice is important for the game. Play with children as often as possible!

Salute the manifestation of any feelings, but not any behavior.

Pay special attention to non-playing children.

The main motto of every adult should be the words: play - developing, develop - playing. In other words, to use any game situation for the development of the child, often even spontaneously, without special preparation.

Communicative games:  25 interesting communication games to develop communication for children and adults.

Communicative games.

Communicative games  - this is the name of the game for developing the ability to communicate, the ability to collaborate and interact with people in a variety of life situations. Communicative games can be played both at home and in the yard, in the children's center, at a holiday or family party, at a training, or used as moments of relaxation after class. The article contains games that I use in my communication with children and which we really love. I will inform you in secret that I played with them and teachers when I conducted classes with them on the development of communication in children. And even the "adult aunts" played them with pleasure!

I wish you joyful games! Start playing communicative games  together with us.

Communicative game 1. "Hello"

You need to have time for a limited time (1 minute or while the music is playing) to say hello to as many people as possible. The way by which we will greet each other is agreed in advance - for example, shake hands. At the end of the game, the results are summarized - how many times they managed to say hello, if someone was left without a greeting, what is the mood of the players now.

Communicative game 2. "Putanka"

There can be two options in this communicative game.

Option 1. "Putanka in a circle." Players stand in a circle and hold hands. Hands cannot be unfastened! Players confuse the circle - without disengaging their hands, stepping over their hands, turning around, and so on. When the hooker is ready, the driver is invited into the room. He needs to unravel the players back into the circle without breaking their arms.

This is a very fun and exciting game, which is played with great pleasure by kids, adolescents and adults. Try it - you will like it!

Option 2. “Snake” (the author of the version is N.Yu. Khryashchev).Players stand in line and hold hands. Then they get confused (the first and last players - that is, the "head" and "tail" of the snake pass under the hands of the players, step over the hands and so on). The task of the driver is to unravel the snake without releasing the players' hands.

Communicative game 3. "Train"

Players stand up one after another. The first in the chain is a steam locomotive. His eyes are open. All other players - "wagons" - have their eyes closed. A steam locomotive carries its train directly and with a snake and with obstacles. The task of the "wagons" is to follow the "steam locomotive" forward, without disengaging the hands. The task of the “steam locomotive” is to go so as not to lose the trailers behind themselves. If the "trailer" has unhooked, then the train is "repaired" and sent on.

Communicative game 4. "Kangaroo and kangaroo"

They play in pairs. One player is a kangaroo. It costs. Another player is a kangaroo. He stands with his back to the kangaroo and crouches. Kangaroos and kangaroos hold hands. The task of the players in a pair is to reach the window (to the wall). The game can be played even with the smallest children both at home and on a walk.

Communicative game 5. "Mirror".

Players are divided into pairs. One player in a pair is a mirror. "Mirror" synchronously repeats all the movements of the second player in a pair. Then they change places. It is not as simple as it seems at first glance - try to keep up with the player as a mirror!

Then, when the children master the option of playing in pairs, it will be possible to play this game with a group of children. Children stand in a line, and the driver is in front of them facing the players. The driver shows the movement, and the whole group repeats this movement synchronously behind him (note that the group repeats in the mirror, that is, if the driver raised his right hand, then the “mirror” raises his left hand).

Communicative game 6. "Hold the ball"

In this game we will learn to adapt in our movements to the movements of the game partner.

Players stand in pairs and hold one common big ball. Each player holds the ball with both hands. On a team, players must crouch without dropping the ball from their hands, walk around the room with it, jump together. The main task is to act in concert and not to drop the ball.

When players without problems hold the ball with both hands, the task becomes more complicated - the ball will need to be held with only one hand for each player in a pair.

Communicative game 7. "Favorite toy"

Everyone gets in a circle. In the hands of the host of the game is a soft toy. He says a few words about her - compliments: “Hello, mouse! You are so funny. We love to play with you. Will you play with us? ” Further, the leader offers the children to play with a toy.

The toy is passed in a circle, and each player who receives it speaks affectionate words about the toy: “You have such a pretty face”, “I like your long tail”, “You are very funny”, “You have such beautiful and soft ears” .

The game can be played even with young children - by offering them the beginning of a phrase that the baby will finish: "You are very ...", "You have beautiful ...".

Communicative game 8. "Greeting" ("Clapperboard").

I really like different rituals invented with children. It often seems to us adults that this is a trifle, nonsense. But how important they are for children!

My children and I do a clapper when we meet. Everyone stands in a circle, arms extended forward. I open my palm, the children put their palms on my palm one on top of the other (we get a “slide” from our hands). Then we raise this “hill” up and all together we make a “clapperboard” at the command. I say: “One, two, three” (with these words we raise our hands and stretch upwards - and we stretch very high as soon as we can reach without separating hands). “Clap!” On the word “clap” our common clapper claps to everyone’s joy - hands are quickly spread apart in a “fountain”.

If there are not many children, then during the circle before the bang we greet each other: “Hello, Tanya (Tannins' palms fell into our“ clapperboard ”), hello, Sasha” and so on.

Communicative game 9. "Needle and thread" (folk game).

All players become one after another. One player is a needle. Other players are a thread. "Needle" runs, changing the direction of movement - and directly, and a snake, and in a circle, with sharp turns and smoothly. Other players must keep up and adapt in their actions to their team.

Communicative game 10. "What has changed?"

Players are divided into two groups. One group will guess, the other will guess. Those who will guess are leaving the room. Players remaining in the room make several changes to their appearance. For example, you can take someone else's handbag on your shoulder or unfasten one button on your shirt, tie a new rubber band on a pigtail, swap places, change your hairstyle. When the players are ready, they call their comrades in the room. The other team must guess what has changed. Then the teams change places. The game can be played not only by a team, but even by a couple.

It is good if there is a mirror in the room where the changes will take place - this is very convenient. But you can do without it and play this game even on a camping trip. It turns out a lot of fun. Provide props for this game (handkerchiefs on the neck, straps, hairpins and other things with which you can make changes to your appearance).

Communicative game 11. "Compliments."

All players stand in a circle and take turns complimenting each other. The compliments include mood, appearance, personal qualities, and much more.

This is a very nice game - try it.

Communicative game 12. “Guess”

All players are sitting on the carpet. One player - the driver - turns his back on everyone. Players take turns stroking his back. The task of the driver is to guess who stroked him now. Then the players switch places so that everyone can stay in the role of the leader. The game can be played not only on the carpet, but also standing (for example, on a walk).

A similar game can be held in another version - to call the driver by name - the game will be "Guess who called."

Communicative game 13. “Find your child”

This is a game for family groups and family parties. The game is beloved, wonderful, fun, many times already played by us. I love her very much!

Players are divided into two teams. In one team there are parents, in another - their children. Parents take turns blindfolding, and they need to find their child among all other children by touch. At the same time, children are forbidden to say or suggest anything. On the contrary, you need to confuse your parents - for example, change a sweater or remove a bow from your hair, run across to another place in the room, sit down (not to be guessed by height) and so on. As soon as the parent guessed his baby, he says: “Here is Anya!” (Calls the name of the child) and removes the bandage. If the parent has not guessed, then he receives a feat, which is recouped at the end of the game.

The game is wonderful, we always play with pleasure. Play with your friends!

Communicative game 14. "Lame duck"

The duck broke his foot, and now walks poorly. Her role is played by one of the children. The child, playing the role of ducks, tries to show how painful, bad and sad he is. All other children comfort him, stroke him, speak affectionate words, hug, support him. You can play so that the children themselves perform the role, but you can use the toys and speak for them. In this communicative game, kids learn to show empathy.

Communicative game 15. "I am looking for a friend."

This game can only be played in a large group of children. You will need a set of pictures or a set of toys (2-3 bears, 2-3 bunnies, 2-3 dolls, 2-3 ducks and so on). Each child is given one toy or one picture that has “friends” - the same pictures.

Children are invited to find friends for their toys (to find paired toys, that is, for a bunny to find other bunnies, for a bear - other bears). To the music, children are looking for friends. When friends for a toy are found, children with toys dance amicably and cheerfully to the music.

This is a game for young children who are just learning how to interact with each other.

Communicative game 16. “Catch the look”

This game develops mutual understanding. The game is played by an adult.

Players are sitting on the carpet or on chairs. The host looks at the players, and then one of them stops his gaze for a few moments, as if summoning him to him. The one on whom the leader’s gaze stopped should stand. The task of the players - by sight to guess when the host of the game calls you.

Then, when the players get comfortable with the rules of the game, the children drive and try to understand each other by their look.

The game can be played not only with a group of children, but also in the family.

Communicative game 17. "Swap places"

We are all different, but we have so much in common! We will be convinced of this during the game.

Players either stand in a circle or sit on chairs. The host of the game offers to change places for those who .... (Next are the tasks: "Swap places for those who love sweets," "Who tidies up their bed every day," "Who has a cat at home," and so on).

Communicative game 18. "I want to be friends with you"

This game is developed by O.V. Khukhlaeva. The game helps to establish a friendly atmosphere in a group of adults and children.

The presenter says: “I want to make friends ...” and further describes one of the members of the group. The participant, who realized that they were describing him, quickly runs up to the driver and shakes his hand. And he becomes a driver in the game.

Very nice and friendly game.

Communicative game 19. "Box with a secret"

This communicative game is also proposed and described by O.V. Khukhlaeva. You will need a fairly large cardboard box (for example, from under a computer or other household appliances). It can always be found with friends. In this box, you will need to cut through large openings - such that a hand freely penetrates into them. All you need to do 4-6 holes. 4-6 people play accordingly (how many holes in the box, how many players can be in your game). The players stick their hand into the box (the host holds the box on the table at that time), they find someone's hand, get to know her and guess who it was, with whose hand they just met.

Very funny and mischievous game! It is interesting for adults too.

Communicative game 20. "Balls"

Players need to join hands and form a closed figure of any shape. If a lot of people play, then you need to first divide them into teams. A team can have several players (4-6 people).

Each team is given 3 colorful air balloons. The task of the team is to keep your balls in the air as long as possible without unhooking your hands (you can throw balls with your shoulder and even your knee, blow on them and use all the methods that come to your mind). The winning team is the one that kept the balls in the air longer than anyone else.

If adults play, then during the game you can add 2 more balls to each team - this is much more complicated and interesting!

For the smallest children, you need to offer 1 ball that keeps the air in the air - three players. You can play with kids not only with a ball, but also with a cotton wool fluff to be blown on (Russian folk ancient game).

Communicative game 21. "Animal Piano".

This communicative game was developed by O.V. Khukhlaeva and develops the ability to cooperate with each other. Children sit in one line (it turns out the piano keyboard). The host of the game (adult) gives each child his voice - onomatopoeia (meow, oink, woof, mu, kokoko, gaga and others). The host, that is, the “pianist,” touches the heads of the children (“plays the keys”). But the "keys" make each sound.

You can play on your knees - keys. Then you can also enter the sound volume into the game. If the pianist easily touched the key - it sounds very quiet, barely audible, if stronger - then loud. If it’s strong, then the “key” is to speak loudly.

Communicative game 22. "Snowball."

This game is good for dating, but can be used in other cases. They play like that. The first player calls his name. The next player calls the name of the first player and his name. The third player is the name of the first and second player and adds his name. And so in a circle. We end up with the first player calling all the names. Names are very easy to remember in this gear.

Not necessarily in this communicative game  name names - you can say who loves or does not like, who has a dream, who came from (if we play with children in a country camp) or who has a pet (that is, what we say, you can choose and invent yourself, depending on the topic )

Communicative game 23. "Make Nesmeyan laugh."

One player is Nesmeyana. All others are trying to make Nesmeyan laugh. The one who succeeds becomes Slack in the next game.

Communicative game 24. "Conspirator"

This game is developed by V. Petrusinsky. All players stand in a circle. The driver is in the center of the circle. His eyes are blindfolded. Players drive a round dance around the driver. As soon as the driver says: “Stop”, the round dance stops. The task of the driver is to recognize the players by touch. If the driver recognized the player, the player leaves the game. The task is to become the best conspirator, that is, to make sure that you are not recognized at all or recognized last.

Very funny and entertaining game. What the children just don’t do, they stand on a chair or crawl on all fours, mask their hairstyle under a cap and dress the bow of the dress the other way around (from the back, where it was, to the stomach). Try it - you will like it!

Communicative game 25. "Ears - nose - eyes."

All players stand in a circle. The host begins to speak out loud and at the same time show on himself a part of the body: “Ears-ears” (all show ears), “Shoulders are shoulders” (all show shoulders), “Elbows are elbows” (all show elbows). Then the driver begins to specifically confuse the players: shows one part of the body, and calls the other. In the event of a driver’s mistake, children should not repeat the movement behind him. The one who never made a mistake wins.

Both kids and teens play this game with equal enthusiasm. It is also suitable for learning foreign languages. The vocabulary of the game (called body parts) depends on the age of the children playing. The smallest is enough to name the parts of the body known to them - the nose, ears and others. For older - you can use more complex words - chin, elbows, forehead, eyebrows and others.

Communicative game 26. "Draw the drawing."

The game is very simple. You can even play it together. One person begins to draw - draws a squiggle on a piece of paper. The second player of the pair continues the drawing and again passes the paper and pencil to the first player. The first player continues again, and so on, until the drawing is completed.

If you play with a group, the game is a little different. All players are sitting in a circle. At the same time, they begin to draw a picture on a piece of paper and, at the signal of the presenter, transfer their drawing to the neighbor on the left. And they themselves get a drawing from the neighbor on the right. Each player completes the resulting squiggle and, upon a signal from the presenter, transmits a sheet of paper to the neighbor to the left again. So in a circle all the drawings move up to the signal of the host about the end of the game. Then the resulting drawings are considered. We discuss what was planned by the first player who started to draw, and what happened.

The game gives all children the opportunity to prove themselves, here the fantasy is not constrained by anything. Even very shy children play this game with pleasure.

Communicative game 27. "Talk through the glass."

They play a couple. One player seems to be in the store. And the second is on the street. But they forgot to agree on what to buy in the store. The player "on the street" gestures to the player "in the store" what he needs to buy. Screaming is useless: the glass is thick, they will not be heard. Can only be explained by gestures. At the end of the game, players exchange information - what needed to be bought, what the buyer understood from the gestures of his game mate.

You can play this game with teams. One team puzzles and its representative shows with gestures what is puzzled. The other team guesses. Then the teams change roles.

The game is interesting for both children and adults. You can "go" to different stores - to the "children's world", and to the "pet store", and to the "supermarket".

Communicative game 28. Sculptor and clay.

For this communicative game with preschoolers you will need pictures (photographs) of people in various poses. They can be copied on the Internet and printed.

They play in pairs. One child in a pair is a sculptor, the other is clay. Each couple receives a picture of a person in a certain position. This figure for the child - the “sculptor” needs to be molded from his “clay”. You can’t talk, because clay does not understand words, you can just “sculpt”. Then the “sculptor” and “clay” change roles.

With teenagers and adults, you can use more complex versions of the game: for example, fashion a whole sculptural group of several people on a given topic. And then switch roles.

Communicative game 29. Blind and guide.

This game is played by a couple. One player in a pair is blind. His eyes are blindfolded. The other should lead him from one end of the room to the other end. Before the game starts, they create obstacles in the room - put boxes, toys, chairs and lay out other objects. The guide should lead the “blind” so that he does not stumble. After that, the players change roles.

Communicative game 30. "Competition of bouncers."

This is a game developed by E.O. Smirnova (I highly recommend to teachers her book “Communication between Preschoolers with Adults and Peers,” published by Mosaic - Synthesis, in which you will find a system of wonderful games with preschoolers to develop communication).

Players are sitting in a circle. The host offers to hold a bouncers competition. And the one who boasts the best ... the neighbor on the right! You need to tell about your neighbor what is good in him, what he knows how to do, what you do, what you like about him. The task is to find in your neighbor as many advantages as possible.

Children can call any virtues (from the point of view of adults, this may not be virtues - for example, a very loud voice - but the opinion of the child is important to us)!

Although this communicative game is intended for children, it is very good to play it in a team of employees at work. We played and everyone was very pleased! It is so nice to praise colleagues and hear the words of their support addressed to them.

  Posted by:  Valasina Asya, author of the site “Rodnaya Path”, the host of the Internet Workshop of educational games “Through the game - to success!”, Ph.D., specialist in the field of preschool pedagogy and methods of development of children's speech.

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  Irina Rumyantseva
  Card index “Games on social and communicative development for children 6–7 years old” (in the context of GEF up to)

1. "Age line"

Goal:  to clarify children's knowledge about the age development of people of different sexes from birth to old age.

Game progress

The teacher offers the children to arrange the pictures in order (in accordance with the age development of people of different sexes). During the game, a conversation is held on the content of the pictures.

2. “Flower of politeness”

Goal:  to promote interest in the sphere of relations with each other; reinforce ways of greeting each other and adults.

Game progress

Children take the petals (cut out of colored paper) and stand in a circle. Each child calls a greeting word or makes a welcome gesture without repeating his comrades and thus making up a flower of petals in the center of the circle.

3. "Etiquette lessons"

Goal:  to form generalized ideas about the standards of etiquette adopted in public places, the family; to promote the independent application of the acquired knowledge in gaming activities.

Game progress

For the game you will need three large cards, in the center of which there are images on the topics: “At the theater”, “Away”, “In transport”. Children are divided into three microgroups and distribute cards among themselves. Small cards with plot pictures are mixed and placed face up. At the signal of the host, the children select cards according to their topic and lay them out near the big card. In case of incorrect behavior of the characters in the picture, the player puts a small card near the big one so that the halves of the circles on them coincide, and in case of unacceptable behavior of the characters, the card is laid aside. After all the microgroups have completed the task, the teacher suggests analyzing the plots on their small cards, as well as assessing the behavior of the characters in the pending pictures. The teacher encourages those who were the first to choose the plot pictures correctly and best explain the situations on them.

4. "Good - bad"

Goal:  continue to form generalized ideas about their own character traits, habits.

Game progress

At the suggestion of the teacher, the children choose from those pictures depicting good and bad habits those on which good habits are drawn and put them on a typesetting canvas. The approximate content of pictures depicting useful habits: the habit of taking care of yourself, following the accepted rules of behavior in relations with loved ones, in public transport, in kindergarten. The approximate content of pictures depicting bad habits: to be offended, act up, bite your nails, do not monitor your appearance. The teacher talks with children on the content of the illustrations.

5. "Feelings"

Goal:  continue to exercise children in the ability to distinguish between emotional states; adequately perceive the condition of another person.

Game progress

The teacher gives children photographs of children with different emotional states and offers them to stand in order so that at the beginning of the row there is a card with the most pleasant experience, and at the end with the most unpleasant.

6. "Men's qualities"

Goal:  continue to form differentiated ideas about the functional characteristics of men.

Game progress

Children stand in a circle. The teacher throws the ball and calls the quality (adjective). If it is inherent in a man, you need to throw the ball back and say: "Yes - yes - yes." And if the quality is not masculine, say: "No - no - no."

Words: courageous, strong, sour, prickly, bold, dexterous, noble, glass, square, caring, cheerful, loving, gifted, capable, talented, decisive, boastful, resourceful, thoughtful, etc.

7. “Right - wrong” (boys)

Goal:  continue to build knowledge of the masculine traits worthy of respect.

Game progress

At the suggestion of the teacher, the children choose from pictures and put on flannelgraph those that depict the actions of boys that correspond to worthy male behavior: they show courage and courage, monitor their appearance, exercise, take care of others, read books. During the assignment, the teacher talks about the content of the illustrations, sums up: “Boys are loved and appreciated for real men's actions, in which people see courage, honesty, strength, concern for others, and nobility.”

8. “Right - wrong” (girls)

Goal:  continue to build respectable female character knowledge.

Game progress

At the suggestion of the teacher, the children choose from pictures and put on flannelgraph those that depict girls' actions that correspond to worthy female behavior: show concern for others, attention to their emotional state, help in household chores, do needlework, take care of their appearance. During the assignment, the teacher talks about the content of the illustrations, sums up: “Girls are loved and appreciated for real female actions in which kindness, tenderness, caring, obedience, and hard work appear.”

9. "Who works where"

Goal:  continue to train children to work with punch cards; consolidate knowledge about male and female professions.

Game progress

A punched card is used, which is an A4 sheet, on each side of which there are images of people of different professions and their jobs (construction, clinic, hospital, hairdresser, kindergarten, cafe, etc., and a cut out rectangle in the center. , the child puts a sheet of paper under the punch card and draws lines on it.It is necessary to choose the representative of the "male" ("female") profession, connect his (her) blue (red) line with the image of the corresponding workplace and answer the question: "Where maybe p ?. Bot people of this profession ", for example, a nurse can work in a hospital, clinic, kindergarten, hairdresser - in the barber shop, beauty salon, etc...

10. "What is superfluous?"

Goal:  expand children's ideas about objects and activities related to a particular profession; develop memory, attention.

Game progress

The teacher lays out four pictures depicting objects - assistants (for example, a syringe, cotton wool, iodine and binoculars). The child must name the excess object and explain his choice. Children should guess what profession they are talking about, and name the actions performed by the person of this profession, and what qualities he should possess.

11. “Different professions”

Goal:  to form the ability to work in a team; consolidate ideas about the labor activities of people of various professions.

Game progress

Children are divided into three microgroups. Each group receives an illustration depicting a representative of a "male" or "female" profession, for example, a carpenter, a nurse, a teacher. Each group should think and tell what a representative of her profession can do for children, family, kindergarten. Variant of the task: you need to think and tell what a representative of a particular profession can do for representatives of other professions (for example, a carpenter can make a comfortable couch for the nurse for patients, for the educator - furniture for a children's play corner).

12. "Imagine a person of any profession"

Goal:  develop the ability of children to use facial expressions, gestures, movements to expressive images.

Game progress

Children stand in a circle. The driver is selected, he becomes the center of the circle. The remaining children, holding hands, pronounce the words

We play in the profession

We like them

And dream soon

Mom and Dad get up older.

So as not to just dream about who you are, Sasha (Masha, Dasha, Misha,

Do you want to become?

O. Emelyanova

The driver depicts actions - children must guess the profession. If they find it difficult to answer, the driver is asked to name their actions.

13. “Name the athlete”

Goal: to consolidate children's knowledge of various sports, about the name of an athlete involved in a particular sport; reinforce the ability to distinguish between "winter" and "summer" sports.

Game progress

Children stand in a circle. The teacher calls the sport and throws the ball to the child, and he throws it back and calls the athlete who is involved in this sport (football, hockey, figure skating, volleyball, gymnastics, swimming, basketball, running, jumping, boxing, skiing).

14. “Name it correctly”

Goal:  develop auditory attention, memory.

Game progress

The teacher calls the athlete - a man, throws the ball to the child, and he throws it back and calls the woman - the athlete who practices the same sport. For example, a swimmer is a swimmer, a skier is a skier, etc.

15. “Who needs what for sports?”

Goal:  continue to generate interest in working with punch cards; to consolidate and expand children's knowledge of attributes, shells intended for sports.

Game progress

The game uses punch cards: a sheet of A4 paper, on each side of which images are printed, and in the center is a cut triangle. They depict athletes (swimmer, tennis player, volleyball player, archery, skier) and objects (sports equipment). The child, completing the task, lays a sheet of paper under the punch card and draws lines on it. Children need to use a pencil to connect images of athletes and objects (or sports equipment that they need for sports).

16. “Sport‘ ‘male’ ’and‘ ‘female’ ’”

Goal:  consolidate knowledge about the various sports that men and women practice; develop auditory attention, the ability to respond quickly.

Game progress

If the teacher calls the sports that men more often engage in, children clap their hands, if the sports that women prefer to do are stamped, and if the sports that men and women do the same, they are quiet.

17. "Who is who to whom?"

Goal:  to consolidate the ideas of children about family ties in the family; stimulate the manifestation of cognitive interest in your family.

Game progress

The game uses six flowers made of colored cardboard (removable petals are inserted in the middle). In the middle of each of them is an image of one of the family members (boy, girl, man, woman, old man, old woman).

Using leading questions, children should answer who is who to whom in the family. Children pick four petals for the pictures of a boy and a girl, because the boy is a son, grandson, brother, nephew; and the girl is a daughter, granddaughter, sister, niece. There are five petals for the pictures with the rest of the family: a woman - mother, daughter (in relation to her parents, daughter-in-law (in relation to her husband's parents, sister, aunt (in relation to nephews, man - father, son, brother, uncle) son-in-law An elderly woman - mother, grandmother, mother-in-law, mother-in-law, sister An elderly man - father, grandfather, father-in-law, father-in-law, brother.

18. “Why?”

Goal:  to train children in the ability to quickly answer the question; develop a sense of humor.

Game progress

The teacher asks questions, and the children answer. After each answer, he again asks the question: “Why?”.

For instance.

Educator. Why do you think you need a friend, girlfriend?

Child. To be friends.

Educator. Why make friends?

Child. To be together.

Educator. Why be together?

Child. To help each other?

Educator. Why help? Etc.

19. “My friend”

Goal:continue to formulate the necessity and significance of friendly, respectful relations between children of different sexes; exercise in the ability to characterize the qualities of your friend.

Game progress

Children stand in a circle, the teacher throws the ball to the child, and he calls the words that characterize his friend (reliable, loyal, courageous, kind, sympathetic, honest, truthful, attentive, strict, cheerful).

20. “Good is bad”

Goal:  continue to formulate ideas about good and bad deeds; consolidate the ability to accurately work with illustrative material.

Game progress

At the suggestion of the teacher, the children choose pictures that depict what may look externally beautiful, and put them on a typesetting canvas.

21. “Who needs what?”

Goal:  continue to formulate ideas about objects intended for women or men; their significance in human life.

Game progress

A punch card (a sheet of A4 paper with images on each side and a rectangle cut out in the center) shows a husband and a woman, perfumes for men and women, cosmetics for women, men’s razors, sports equipment for sports, beautiful home and sportswear. Children, performing the task, lay a sheet of paper under the punch card and draw lines on it.

It is necessary to connect the image of a woman (man) with images of those objects and clothes that help them to look beautiful at home at home with a red (blue) color pencil.

22. “The Fourth Extra”

Goal:  reinforce the ability of children to classify items of clothing; explain the purpose of this type of clothing; to develop attention, observation, the ability to think logically.

Game progress

The teacher presents four slides to the children through the projector, which depict festive and casual women's and men's clothing. Invites children to find the type of clothing that does not fit the rest, and explain why it is superfluous.

23. “What we love to play”

Goal:  give children freedom of choice; to fix different ways of painting the picture.

Game progress

Each child receives a sheet of A4 paper, on which 9 pictures are drawn in black and white depicting the following types of games: sports, plot-role-playing, desktop-printed, games with building material, LEGO, theatrical, paper games, word games with natural material, movable. The task is given - to colorize pictures with the image of a game that children like to play in kindergarten.

24. “Who works in kindergarten?”

Goal:  to consolidate children's ideas about the professions of kindergarten employees.

Game progress

Children get into a circle, the teacher throws the ball to the child, and the child throws it back and calls the profession a kindergarten employee (cook, driver, nurse, electrician, locksmith, educator, assistant educator, methodologist, janitor, supply manager, manager).

25. “Who needs what?”

Goal:  to promote the independent application of the acquired knowledge in gaming activities.

Game progress

Children work on a flannelgraph, select pictures depicting tools or what they need to work, to pictures depicting people working in kindergarten (teacher, assistant teacher, cook, music director, laundress, nurse, etc.) .

26. “Various professions”

Goal:  continue to consolidate children's knowledge of the professional activities of people of various professions; the significance of the results of their work for people of other professions; to form a respectful attitude to the professional activities of adults.

Game progress

Children are divided into three microgroups. The first microgroup receives an illustration depicting the builder, the second - the seller, the third - the farmer. Each group should think and tell what a representative of her profession can do for kindergarten children (masons, crane operators, painters, plasterers built a kindergarten; they sell fresh products in stores - sellers, grow bread - grain growers). The second option of the task: to think and tell what useful the representative of her profession can do for representatives of other professions.

27. “Put it in order”

Goal:  to develop a cognitive interest in the history of man's writing instruments; consolidate the ability to work in a team.

Game progress

Children arrange, in order, pictures of a person’s writing instruments at different times (stick, goose and metal feathers, pencil, ballpoint pen, typewriter, computer). If the children complete the task correctly, the tape gradually expands from beginning to end (if some picture is not in its place, the tape comes out uneven).

28. Game - Lotto “Labor of Ancient People”

Goal:  continue to consolidate ideas about the life and work of primitive people.

Game progress

Around a large card with an image of an ancient man, you need to lay out small cards, on each of which is drawn one of the types of labor of ancient people (hunt, fish, collect nuts, berries, bird eggs). Children choose the necessary cards from among others, on which, in addition to the work of ancient people, are drawn modern types of labor for cooking. During the implementation of the rules of the game, children talk about why they chose this particular picture.

29. Game - Lotto “Moscow is a Great City”

Goal:stimulate cognitive interest in the phenomena and culture of the main city of Russia.

Game progress

To a large map with the image of the city of Moscow, children pick up small cards that depict famous people, sights of the capital (Russian artist Andrei Rublev, St. Basil's Cathedral, the first book printer Ivan Fedorov, Red Square, the Kremlin, the building of the Bolshoi Theater, etc.). During the game, children comment on their choice.

30. The game "Antique - Modern"

Goal:  enrich children's ideas about clothes, household items used by the Russian people at different times; to pretend cognitive interest in the culture of their people.

Game progress

An image of a sarafan, a braid, bast shoes, a chest for storing clothes, etc. appears on the screen. Children name a piece of clothing and tell whether it is old or modern, that instead of a sarafan, braid, bast shoes, etc., is worn in our time. For the correct answer, each child receives a small prize, it can be an image of a nesting doll, a bead, etc.