MBDOU CRR - Kindergarten No. 5 "Sun"

Project theme

"Play as a means

socio-communicative

child development

preschool age

in the context of the implementation of the Federal State Educational Standard "

Educator: Zhanna Viktorovna Alyushina.

RELEVANCE

The development of social and communication skills in children is an important problem in pedagogy. Its relevance is increasing in modern conditions due to the peculiarities of the social environment of the child, in which there is often a lack of good breeding, goodwill, and speech culture in human relationships. As part of the implementation of the Federal State Educational Standard, in the content of the educational activities of preschool institutions, closer attention should be paid to achieving the goals and solving the problems of social and communicative development.

NOVELTY my work lies 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 to get out of difficult situations to develop in the child the ability to solve social problems productively.

PURPOSE:

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

TASKS:

1.Shaping positive attitude feelings 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. Mastering the 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. Mastering elementary norms and rules healthy lifestyle life (in nutrition, motor mode, hardening, in the formation of good habits, etc.).

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

THE OBJECTIVE OF A MODERN PRESCHOOL EDUCATIONAL INSTITUTION consists in the fact that pupils should come out of its walls not only with a certain stock of knowledge, skills and abilities, but also independent people with a certain set of moral qualities necessary for later life, assimilation of public, ethical standards behavior, non-violent interaction with adults and peers.

EXPECTED RESULTS:

building an individual development trajectory for preschool children;

development of teachers' competencies in the work on the Federal State Educational Standard in the social and communicative development of a preschooler.

Social - communicative preschooler development is aimed at:

assimilation of norms and values ​​accepted in society, including moral and ethical values

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

developing a respectful attitude and a sense of belonging to one's family and to the community of adults

the formation of independence, purposefulness 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 work and creativity

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

formation of readiness for joint activities with peers

(p. 6 GEF subparagraph 2.6)

PROBLEM.

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

In children, there is a lack of skill in organizing the game and the need to play with a peer. 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 and communication skills:

Social skills:

• verbal (the ability to start, maintain, complete a dialogue, a conversation; the ability to listen to another, formulate and ask a question; 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 during a conversation, adjust the volume and timbre of the voice).

• the ability to express their feelings and emotions; the ability to interact with adults and peers (both familiar and unfamiliar);
• the ability to regulate one's emotional state depending on the situation.

DIFFICULTIES IN COMMUNICATION CAUSED BY:

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

HYPOTHESIS

If we create conditions for gaming communication in kindergarten and at home, then the development and improvement of the 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 the elementary generally accepted norms and rules of behavior in society

To develop in children the ability to make verbal contact and actively

him to participate.

Teaching children to communicate

information

in the process of interpersonal communication.

Develop an emotional and value perception of the world around.

The social and 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 social, emotional and mental development of the child 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 interact appropriately with others.

CLASSIFICATION OF GAMES.

Games initiated by children

Games initiated by an adult

Folk games

Educational games

• Plot-didactic;
• Movable;
• Musically - didactic;
• Educational.

Experimental Games

training games

• Games with natural objects;
• Games with toys;
• Animal games.

• Intelligent;
• Sensory;
• Adaptive.

Leisure games

• Intelligent;
• Games are fun;
• Theatrical;
• Festive - carnival;
• Computer.

Story games

• Plot - role-playing;
• Director's;
• Theatrical.

Leisure games

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

FUNDAMENTAL QUESTION

How will the game affect the social and communicative development of preschoolers?

WORD GAMES.

They provide rich material for dialogical speech. They bring up attentiveness to the remarks of the partners in the game in order to enter the game on time.

OUTDOOR GAMES.

The rules of the game help to teach children to follow the order of remarks, to carefully listen 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 reincarnation in animals, imitation of the labor actions of people.

STORY-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 the norms of behavior.

Score

Daughters-mothers

With such games, the child shows what he considers the main adult relationship, and what stereotype of behavior he chooses as a model of behavior and imitation.

DRAMATIZATION GAMES.

Role-playing dialogues in the dramatization game are an indicator not only 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.

BOARD GAMES.

To establish dialogical communication, I use desktop-printed, didactic games, such as lotto, dominoes, games with rules. They 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 social and communicative development of children contributes to the formation of a full-fledged personality capable of living and working in modern society. The game is the main form of educational activity in the context of the implementation of the Federal State Educational Standard. preschool child- a person playing, therefore, the standard stipulates that learning enters the life of a child through the gates of children's play.

• When interacting with a partner, the child feels distance, masters 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.

Bibliography

1. the federal law on education in the Russian Federation (No. 273-F3);

2. Federal state educational standard for preschool education (order No. 1155 of the Ministry of Education and Science of the Russian Federation of October 17, 2013)

3. “From childhood to adolescence.

Program for parents and educators on the formation of health and development of children 5 years of age.

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

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

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

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

7. Maksakov A. I. Learn by playing: Games and exercises with a sounding word. Allowance for the educator det. garden. - M. : Education, 2011. - 144 p.

8. Bondarenko A.K. Didactic games in kindergarten: Book. for the teacher of children garden. - M. : Education, 2010. - 160 p.

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

Authors: Malysheva Irina Sergeevna, Dedyukhina Lyudmila Afanasievna
Position: educator
Educational institution: MB preschool educational institution "Kindergarten No. 157"
Locality: Kemerovo region, city of Novokuznetsk
Material name: methodical development
Topic:"Card file of games on social and communicative development"
Publication date: 27.11.2017
Chapter: preschool education

Card file of games

for social and communicative development

Name of the game:

Purpose of the game:

"Mood Apple"

Formation of the ability to express their emotions through facial expressions and gestures;

education of emotional responsiveness

"Silver Bell"

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

conveying emotions of joy, surprise.

"ball around"

Development of communication skills. Development of attention and general coordination.

"Jolly Train"

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

Activation vocabulary(naming definitions).

"Pity Kitten"

Development of communicative communication; education of emotional responsiveness.

"Yes-yes and no-no."

Determine your place in the environment. Development of children's coordination in

group. The development of speech intonation.

"Kittens"

Development of emotional visual memory and attention. Stimulation of speech

activity. Activation of motor and muscle activity

"Good Animal"

The grouping of children. The development of auditory attention.

"Give a smile to a friend"

The development of facial expressions. Activation of emotional memory. Development of a positive

relationship to each other.

"Jolly Clown"

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

"Mirrors"

development of observation and communication skills.

LISTEN TO THE TEAM

Develop attention, arbitrariness of behavior.

development of interest in peers, auditory perception.

PASS THE BALL

Remove excessive physical activity.

"WHOM BITED KOMARIK"

contribute to the development of mutual understanding between children. ?»

"TWO TOYS -

WE WILL EXCHANGE PLACES»

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

BUBBLE

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

"Who came to visit us?"

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

act in accordance with it.

"Whose subject?"

teach children to be considerate of others.

"We sat on the carousel."

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

relations.

"Name Yourself"

Learn to introduce yourself to a group of peers.

"Bird".

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

expression of movement.

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

"Get up and see who"

nurturing the feelings of a partner (communication through a glance).

"Find a couple."

development of attention, manifestation of initiative, overcoming shyness, development

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

"Call kindly"

to cultivate 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 implementation 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 verbal vocabulary

"Mood Apple"

Objectives: Formation of the ability to express their emotions with

using facial expressions and gestures; emotional education

responsiveness.

Move: Children are invited to consider "mood apples",

After that, each child chooses his favorite

"bullseye" and conveys with gestures and facial expressions those emotions

which are shown on it.

Other children guess.

"Silver Bell"

Goal: Development of positive interaction in children's

team; children learning to convey emotions of joy,

surprise.

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

Frost rings a silver bell and cheerfully says:

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

I told you this joyful news, and you would pass it on

each other. But be sure to ring the bell with

smile and joyfully tell your neighbor: “Winter

came!" So, pass the bell to each other while it

will not return to the leader.

"ball around"

Goals: Development of communication skills.

Development of attention and general coordination.

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

looking into each other's eyes and smiling.

"Jolly Train"

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

overcome obstacles. Vocabulary activation

(naming definitions).

Move: The leader is a "locomotive", which must

make a train of children. The children have a role

"wagons". "Steam locomotive" alternately drives up to

each of the "trailers" and gets acquainted with him. At

naming a name, you can ask the guys to come up with

yourself one good word, for example:

I'm Lena the funny little train, 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 merry train is assembled. Then the kids get up

one after another and hold the one in front by the belt. In such

position, they overcome various obstacles:

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

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

Get through the "dense forest".

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

fall into the clutches of wild animals.

Throughout the exercise, children should not

disengage from your partner. The train that will arrive

finish in full force, is awarded (“Engine and

trailers were very attentive, took care of each other

friend and therefore did not lose anyone along the way”).

"Pity Kitten"

Goals: Development of communicative communication; upbringing

emotional responsiveness.

Move: The appearance of the Kitten play character, who

cries and tells how bad he feels because he was abandoned

hostess. Discussing with the children how to help the kitten,

how to feel sorry for him. Children are offered speech forms

sayings how you can turn to a kitten, regret

his. Then the children take turns feeling sorry for the kitten.

"Yes-yes and no-no."

Goal: Determination of one's place in the world around.

Development of coordination of children in a group.

The development of speech intonation.

Game description: Children stand around the leader, who asks

Children are invited to answer quietly at first, then a little

and quite loud. Yes-yes or no-no.

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

Are you kittens? Children answer: “no, no” (quietly)

And now louder you kittens?

And now even louder you kittens

Now answer quietly, you children, etc.

Questions can be asked: Are you flowers? Are you 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 pronounces the words, and the children - “kittens” repeat

word movements:

“Now the morning has come, the kittens woke up, stretched and

the kittens smiled. They drank milk, they asked for fish.

The mother cat does not have a fish for kittens.

The kittens are sad. Kittens hugged.

Suddenly a funny ball, jump - jump, jump - jump.

Kittens have fun playing, kittens jump, jump-jump.

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

And the clock tick-tock, tick-tock, and the kittens sleep and sleep.

"Good Animal"

Objectives: Grouping children into a group.

The development of auditory attention.

Description of the game: children stand in a circle and hold hands.

The leading teacher says: “We are one big good

animal, let's hear how it breathes" All

listen to your breathing and try to breathe

together. Now let's hear how

The heart of a good animal beats." Children say together:

"Knock Knock".

"Give a smile to a friend"

Purpose: The development of facial expressions. Activation of emotional

memory. Develop a positive relationship with each other.

Game description:

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

spin around, smile at each other, stroke each other

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

2. Children are invited to repeat the movements behind the words:

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

sun, looked at each other, smiled. right

put your hand on the heart, listened to how it knocks, and

gathered a ray of sunshine into a fist and gave it to a friend.

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

call him t.

10. "Funny Clown"

Goal: The development of facial expressions and pantomime. Development of speech

intonation.

Developing 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 behind the clown.

Actions: brush your teeth, wash your face, get dressed, go.

Conveys feelings: the sun is shining, it's raining, hurts

belly, lost toy, eating ice cream.

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

"Mirrors"

Purpose: development of observational and communicative

Number of players: a group of children.

Description of the game: the leader is chosen. He becomes in

center, the children surround it in a semicircle. The host can

show any movement, the players must repeat

their. If the child is wrong, he is out. victorious

the child becomes the leader.

Commentary: Children need to be reminded that they are

"mirror" of the leader, that is, they must perform the movements of that

the same hand (foot) as he.

LISTEN TO THE TEAM

Target. Develop attention, arbitrariness of behavior.

The music is calm but not too slow. Children

walk in a column one after the other. Suddenly music

stops. Everyone stop, listen

whispered host command (for example:

"Put right hand on the shoulder of a neighbor") and immediately her

perform. Then the music plays again and everyone continues

walking. Commands are given only for the execution of calm

movements. The game is played until the group

able to listen well and complete the task.

The game will help the educator change the rhythm of actions

naughty guys, and children - to calm down and easily

switch to a different, more relaxed look

activities.

"Ay!"

Purpose: development of interest in peers, auditory

perception.

Game description: one child stands with his back to all

the rest, he got lost in the woods. One of the children calls out to him:

"Ay!" - and the "lost" must guess who called him.

Commentary: play 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 is easier for a child who has his back to everyone else

overcome barriers in communication, overcome anxiety when

acquaintance.

14. PASS THE BALL

Target. Remove excessive physical activity.

In a circle, sitting on chairs or standing, the players try to

You can quickly pass the ball to your neighbor without dropping it. Can be in

Throw the ball or pass it as fast as possible.

15. "WHO BEEN BITED BY THE KOMARIK?"

Purpose: to promote mutual understanding between

Children sit in a circle. Lead walks on the outside

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

others quietly pinch - "bites a mosquito." Child,

who was “bitten by a mosquito”, should strain his back and shoulders.

The rest look at each other and

guess who was bitten by the mosquito.

16. "TWO TOYS - SWAP PLACES"

Purpose: development of motor dexterity, attention, coordination

movement, collaboration.

Description of the game: the children become in a circle, and the leader

simultaneously throws toys to two players who

should quickly change places.

Commentary: the game is played at a fairly high pace,

to increase its intensity and complexity. Especially

that it is still quite difficult for preschool children

perform actions of different directions (as in this

game - catch a toy, see the one who got it

the second and change places with him).

17. "INflate, BUBBLE

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

Description of the game: children stand in a circle very closely - this is

"Bloated Bubble" Then they inflate it: they blow into the fists,

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

exhalation take a step back - the “bubble” increases by making

a few breaths, everyone join hands and walk in a circle,

saying:

Blow up, bubble, blow up big, stay that way

don't crash!

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

children, chosen by the host) says: “Clap!” - "bubble"

bursts, everyone runs to the center (“bubble” deflated) 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 it.

Game progress. At the beginning of the game, the facilitator explains to the children that

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

who came to visit them. Leading from among the children

selects players, each of whom is given a certain

task - to depict an animal. You can do it

through gestures, facial expressions, onomatopoeia. (Player,

depicting a dog, can "wag its tail" -

wave your hand from behind and bark, etc.). Players portraying

animals, go to the children-spectators in turn. Spectators

must guess who exactly came to visit them,

welcome each guest and seat him next to him.

19. "Whose subject?"

Purpose of the game: to teach children to show consideration for others

Game progress: the teacher prepares several

items belonging to different children. Children close

eyes. The teacher waits for a while, giving

the opportunity for children to calm down and concentrate, then

offers to open your eyes and shows the object,

owned by one of the children. Children must remember

who owns this item. The owner of the item must not

suggest. The game may include items such as

hair clip, badge, etc.

20. "We sat on the carousel."

Purpose: development of coordination of speech and movement, auditory

attention and partnerships.

Children choose a mate and join hands. All movements

performed according to the text.

We sat on the carousel, the carousels began to spin.

Flying up, flying down

Flying up, flying down.

They take turns sitting down and standing up.

And now you and I are sailing on a boat together.

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

another with the soles of your feet.

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

Right, left shakes us.

Swinging from side to side.

And now together with you we quickly row to the shore.

A boat has landed on the shore, we will deftly jump ashore. AND

Let's run across the lawn like bunnies, like bunnies.

Children imitate "hares" and jump in all directions around the hall.

21. "Name Yourself"

Purpose: to teach to present themselves to a group of peers.

Age: 3-5 years.

Progress: the child is asked to introduce himself by saying his name

as he likes best, as they call at home or as he

I would like to be named in the group.

22. "Bird".

Purpose: vocabulary activation

Belikova Natalya Alexandrovna, teacher
Volgograd region Kamyshin city

Improve the professional competence of teachers

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Without play, there is not and cannot be full-fledged mental development. The game is a huge bright window through which a life-giving stream of ideas and concepts flows into the spiritual world of the child.

V. A. Sukhomlinsky.

The social and communicative development of preschoolers according to the Federal State Educational Standard is aimed at mastering the norms and values ​​\u200b\u200baccepted in society, including moral and ethical values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness 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 a sense of belonging to one's family and to the community of children and adults in preschool educational institutions; the formation of positive attitudes towards various types of work and creativity; formation of the foundations 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 report, transmit) is communication with the aim of transmitting certain information in such a way that the interlocutor understands its meaning.

How can the social incompetence of preschoolers be explained? Many reasons can be given. But they all come down to one denominator - adults (parents and teachers) do not provide children with full-fledged, cognitive 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 they are even embarrassed to respond appropriately if someone addresses them. They cannot maintain and develop the established contact, adequately express their sympathy, empathy, therefore they often conflict or become isolated in loneliness. Most parents believe that if a child attends a 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 educators, for children's creative games. Modern society requires early success and achievement from children. Everyone strives 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, correct, educate. Without this important "game" period, there is no successful learning in school age, and later there is no development of a whole full-fledged personality.

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

The subject-spatial developing environment has a great influence on the development of the game plot. The environment should provide the opportunity for communication and joint activities of children and adults, the motor activity of children, be rich in content, methodically provided, transformable, multifunctional, variable, accessible and safe. The developing object-spatial environment should have spaces for games, training sessions, outdoor games, construction, and also provide for the possibility of privacy for children. It is necessary to equip and decorate comfortable play areas, fill them both open and closed, but easily accessible game material: corresponding elements of clothing, attributes, substitute items.

A feature of the social development of children is the assimilation of social experience through the interaction of a child - an adult, in which each influences and modifies the behavior of the other. The child constantly observes, imitates and models the attitudes, behavior and activities of the adults around him. Such modeling has a much greater impact on the social development of the child than verbal instructions and teachings (and even more so classes). At preschool age, modeling takes place in the form of a 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. Contacting 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 interact appropriately with others.

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

The well-known psychologist L. S. Rubinshtein (1889 - 1960) said that in the process of playing a child not only reincarnates into someone else's personality, but, entering into a role, expands, enriches, deepens one's own. Controlling the game of children, you can influence their attitudes 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 role-playing game in preschool age is an indispensable condition for the full-fledged 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. The management of plot-role-playing games for preschool children suggests that the teacher influences the expansion of the themes of these games, enriches the content, and contributes to the mastery of role-playing behavior by children.

However, for the development of the game, it is not enough just to equip the group well with game material. It is also necessary to have a variety of impressions about the surrounding reality, which children reflect in their play.

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

1. observation; excursions; meeting people different professions(to connect parents);

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

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

4. children compiling stories on certain topics related to observations of the surrounding life;

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

6. emotionally expressive reading 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 a social perspective, and is invaluable for the social and communicative development of the child. If a child does not play, it means that he does not develop social motivation, 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, a preschooler is able to overcome difficulties in learning, communicating with others, in later life. Tips for adults:

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

Welcome 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, use any game situation for the development of the child, often even spontaneously, without special training.

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

Communication games.

Communication games- this is the name of games for developing the ability to communicate, the ability to cooperate and interact with people in various life situations. Communication games can be played both at home and in the yard, in a children's center, at a holiday or a family party, at a training session, or used as a moment of relaxation after class. The article contains games that I use in my communication with children and which we love very much. In secret, I’ll tell you that I played them with teachers when I conducted classes with them on the development of communication in children. And even "adult aunts" played them with pleasure!

I wish you happy games! Start playing communication games together with us.

Communication game 1. "Hello"

You need to have time in a limited time (1 minute or while the music is playing) to say hello to as much as possible large quantity people present. The way in which we will greet each other is agreed in advance - for example, shake hands. At the end of the game, the results are summed up - how many times did you manage to say hello, whether someone was left without a greeting, what is the mood of the players now.

Communicative game 2. "Confusion"

There are two options in this communication game.

Option 1. "Confusion in a circle." Players stand in a circle and hold hands. You can't untie your hands! Players confuse the circle - without disengaging their hands, stepping over their hands, turning around and so on. When the mess is ready, the driver is invited into the room. He needs to untangle the players back into the circle without disengaging their hands.

This is a very fun and exciting game that kids, teenagers and adults play with great pleasure. Try it - you'll love it!

Option 2. "Snake" (the author of the option is N.Yu. Khryashcheva). Players line up and hold hands. Then they become entangled (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 disengaging the hands of the players.

Communicative game 3. "Engine"

Players stand one behind the other. The first in the chain is a locomotive. His eyes are open. All other players - "wagons" - have their eyes closed. The locomotive carries its train straight, and snake, and with obstacles. The task of the "wagons" is to follow the "locomotive" forward without disengaging their hands. The task of the “locomotive” is to go in such a way as not to lose the wagons behind you. If the "trailer" is unhooked, then the train is "repaired" and goes on.

Communication game 4. "Kangaroo and kangaroo"

They play in pairs. One player is a kangaroo. It costs. The other player is the "kangaroo". He stands with his back to the kangaroo and crouches. Kangaroo and kangaroo cub hold hands. The task of the players in pairs 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's not as easy as it seems at first glance - try to keep up with the player as a mirror!

Then, when the children have mastered 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 leader shows the movement, and the whole group repeats this movement synchronously behind him (note that the group repeats in a mirror, that is, if the leader raised his right hand, then the “mirror” raises his left hand).

Communication game 6. "Hold the ball"

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

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

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

Communication game 7. "Favorite toy"

Everyone stands 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, little mouse! You are so funny. We love to play with you. Will you play with us?" Next, the facilitator invites the children to play with the toy.

The toy is passed around in a circle, and each player who receives it talks about the toy. sweet words: “You have such a pretty muzzle”, “I like your long ponytail so much”, “You are very funny”, “You have such beautiful and soft ears.”

The game can be played even with small children - offering them the beginning of the phrase that the baby will finish: “You are very ...”, “You have beautiful ...”.

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

I really love different rituals invented with children. We, adults, very often think that this is a trifle, nonsense. But how important are they for children!

We with children do at a meeting "clapperboard". Everyone stands in a circle, arms outstretched forward. I open my palm, the children put their palms one on top of the other on my palm (it turns out a “slide” of our palms). Then we raise this "slide" up and all together do the "cracker" command. I say: “One, two, three” (to these words we raise our hands and reach up - and we reach very high as far as we can reach, without separating our hands). "Clap!" At the word “clap”, our common cracker clap to everyone’s joy - hands quickly spread apart in a “fountain”.

If there are few children, then during the circle before the clap we greet each other: “Hello, Tanya (Tanya’s hands fell into our “cracker”), hello Sasha, and so on.

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

All players stand next to each other. One player is a needle. Other players are a thread. "Needle" runs, changing the direction of movement - both straight, and in a snake, and in a circle, with sharp turns and smoothly. The rest of the players must keep up and adapt in their actions to their team.

Communication game 10. "What has changed?"

The players are divided into two groups. One group will guess, the other will guess. Those who will guess, leave the room. The players left in the room make a few changes to their appearance. For example, you can take someone else's handbag on your shoulder or unbutton one button on your shirt, tie a new rubber band on a pigtail, change places, change your hairstyle. When the players are ready, they call their comrades into the room. The other team has to 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 to be very fun. Save props for this game (handkerchiefs around your 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. In compliments, you can note the mood, and appearance, and personal qualities, and much more.

This is a very enjoyable game - try it.

Communication game 12. "Guess"

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

A similar game can be played in another version - call the driver by name - you get the game "Guess who called."

Communication game 13. "Find your child"

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

The players are divided into two teams. Parents are on one team and their children are on the other. The parents take turns blindfolded and need to find their child among all the other children by touch. Children are not allowed to say or suggest anything at the same time. On the contrary, you need to confuse your parents - for example, change your jacket or remove the bow from your hair, run to another place in the room, sit down (so that you don’t guess by height), and so on. As soon as the parent has guessed his baby, he says: “Here is Anya!” (says the name of the child) and removes the bandage. If the parent did not guess correctly, then he receives a phantom, which is won back at the end of the game.

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

Communication game 14. Lame duck

The duck has broken its leg and is now walking badly. Her role is played by one of the children. The child, playing the role of a duck, tries to show how painful, bad and sad he is. All other children comfort him, stroke him, say kind words, hug him, support him. You can play so that the children themselves perform the roles, or you can use toys and speak for them. In this communication game, toddlers learn to show empathy.

Communicative game 15. "Looking for a friend."

This game can only be played in large group 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 together and cheerfully to the music.

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

Communication game 16. "Catch the eye"

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

Players sit on a carpet or on chairs. The host looks at the players, and then stops looking at one of them for a few moments, as if calling him to him. The one on whom the leader’s gaze has stopped must stand up. The task of the players is to guess by looking when the host of the game calls you.

Then, when the players get used to the rules of the game, the children drive and try to understand each other by sight.

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

Communication game 17. "Swap places"

We are all different, but we have so much in common! We will see this in the course of the game.

Players either stand in a circle or sit on chairs. The host of the game offers to swap places for those who .... (Followed by tasks: "Change places those who love sweets", "Who cleans his bed every day", "Who has a cat at home" and so on).

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

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

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

Very nice and friendly game.

Communication game 19. "Box with a secret"

This communication game 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). You can always find her with friends. In this box, you will need to cut large holes - such that a hand can freely crawl through them. In total, you need to make 4-6 holes. 4-6 people play accordingly (how many holes are in the box, so many players can be in your game). The players stick their hand into the box (the presenter holds the box on the table at this time), they find someone's hand there, get to know her and guess who it was, whose hand they just met.

Very fun and naughty 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 there are many people playing, then you need to first divide them into teams. A team can have several players (4-6 people).

Each team is given 3 colorful balloons. The task of the team is to keep their balls in the air as long as possible without disengaging their hands (you can throw the balls with your shoulder and even your knee, blow on them and use all the ways that come to your mind). The team that keeps the balls in the air the longest wins.

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

For the youngest children, you need to offer 1 ball, which holds a pair of three players in the air. You can play with kids not only with a ball, but also with a fluff of cotton wool that you need to blow on (an old Russian folk game).

Communicative game 21. "Animal piano".

This communication game was developed by O.V. Khukhlaeva and develops the ability to cooperate with each other. Children sit in one line (it turns out a piano keyboard). The host of the game (adult) distributes to each child his voice - onomatopoeia (meow, oink, woof, mu, cococo, eider and others). The leader, that is, the "pianist", touches the heads of the children ("plays the keys"). And the "keys" each make their own sound.

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

Communicative game 22. "Snowball".

This game is good for dating but can be used in other occasions as well. They play like this. The first player says his name. The next player says the name of the first player and his own name. The third player is the name of the first and second player and adds his name. And so in a circle. We end with the first player calling all the names. Names are very easy to remember on this guitar.

Not necessarily in this communicative game name names - you can name who loves or dislikes what, who has a dream, who came from where (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 the others are trying to make Nesmeyan laugh. The one who succeeds becomes the Nesmeyana in the next game.

Communication game 24. "Conspirator"

This game was developed by V. Petrusinsky. All players stand in a circle. The driver is in the center of the circle. He is blindfolded. Players dance around the leader. 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 recognizes the player, then 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 are the last to be recognized.

very funny and entertaining game. What children don’t do is stand on a chair or crawl on all fours, disguise their hairstyle under a cap and bandage the bow of the dress in reverse (from the back, where it was, to the stomach). Try it - you'll love it!

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

All players stand in a circle. The host begins to speak out loud and at the same time show a part of the body on himself: “Ears-ears” (everyone shows ears), “Shoulders - shoulders” (everyone shows shoulders), “Elbows - elbows” (everyone shows elbows). Then the driver begins to deliberately confuse the players: he shows one part of the body, and names another. Children should, in case of a driver’s mistake, not repeat the movement after him. The winner is the one who has never made a mistake.

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

Communicative game 26. "Draw the picture."

The game is very simple. It can even be played together. One person begins to draw - draws a squiggle on a sheet 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, then the game is played a little differently. All players sit in a circle. They simultaneously begin to draw a drawing on a piece of paper and, at the signal of the presenter, pass their drawing on to the neighbor on the left. And they themselves receive a drawing from a neighbor on the right. Each player draws the resulting squiggle and, at the signal of the presenter, again passes the sheet of paper to the neighbor on the left. So all the drawings move in a circle until the leader signals the end of the game. The resulting drawings are then reviewed. We discuss what was conceived by the first player who started drawing, and what happened.

The game gives all children the opportunity to express themselves, here fantasy is not constrained by anything. Even very shy children enjoy playing this game.

Communicative game 27. "Conversation through the glass."

They play as a couple. One player seems to be in the store. The second one 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. It is useless to shout: the glass is thick, they will not hear. You can only communicate with gestures. At the end of the game, the players exchange information - what they needed to buy, what the buyer understood from the gestures of his playmate.

You can also play this game in teams. One team guesses and its representative shows with gestures what is guessed. The other team guesses. Then the teams switch roles.

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

Communicative game 28. Sculptor and clay.

For this communicative game with preschoolers, you will need pictures (photos) of people in various poses. They can be copied online and printed.

They play in pairs. One child in a pair is a sculptor, the other is clay. Each pair receives a picture of a person in a certain pose. This figure to 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 options for the game: for example, sculpt 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 in pairs. One player in a pair is blind. He is blindfolded. The other must lead him from one end of the room to the other end. Before the start of the game, obstacles are created in the room - they put boxes, toys, chairs and lay out other items. The guide must lead the "blind" so that he does not stumble. After that, the players change roles.

Communicative game 30. "Boastful Contest".

This game was developed by E. O. Smirnova (I highly recommend to teachers her book “Communication of preschoolers with adults and peers”, publishing house Mosaic - Synthesis, in which you will find a system of wonderful games with preschoolers for the development of communication).

The players sit in a circle. The host proposes to hold a bouncer contest. And the winner will be the one who boasts best of all ... a neighbor on the right! You need to tell about your neighbor, what is good about him, what he can do, what actions he has done, what you like about him. The task is to find as many advantages in your neighbor as possible.

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

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

Post Author: Valasina Asya, author of the site "Rodnaya Path", host of the Internet Workshop of educational games "Through the game - to success!", candidate of pedagogical sciences, specialist in the field of preschool pedagogy and methods of developing children's speech.

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Irina Rumyantseva
Card file "Games for social and communicative development for children 6–7 years old" (in the context of the Federal State Educational Standard up to)

1. "Age line"

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

Game progress

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

2. "Flower of courtesy"

Target: to promote the manifestation of interest in the sphere of relationships with each other; reinforce ways to greet each other and adults.

Game progress

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

3. "Etiquette lessons"

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

Game progress

To play, you will need three large cards, in the center of which there are images on the topics: “In the theater”, “Away”, “In transport”. Children are divided into three micro-groups and distribute cards among themselves. Small story cards are shuffled and placed face up. At the signal of the facilitator, the children choose cards on their topic and lay them out near the large card. In case of incorrect behavior of the characters in the picture, the player puts a small card near the large one so that the halves of the circles on them coincide, and in case of unacceptable behavior of the characters, the card is put aside. After all microgroups have completed the task, the teacher offers to analyze the plots on their small cards, as well as to evaluate the behavior of the characters in the postponed pictures. The teacher encourages those who are the first to choose the right plot pictures and explain the situations on them best of all.

4. "Good - bad"

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

Game progress

At the suggestion of the teacher, children choose from pictures depicting good and bad habits those on which good habits are drawn, and lay them out on a typesetting canvas. Approximate content of pictures depicting good habits: the habit of taking care of yourself, following the accepted rules of behavior in relationships with loved ones, in public transport, in kindergarten. Approximate content of pictures depicting bad habits: being offended, acting up, biting your nails, not taking care of your appearance. The teacher talks to the children about the content of the illustrations.

5. "Feelings"

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

Game progress

The teacher distributes photographs of children with different emotional states to the children and invites 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 one.

6. "Male qualities"

Target: 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, glassy, ​​square, caring, cheerful, loving, gifted, capable, talented, determined, boastful, resourceful, thoughtful, etc.

7. "Right - wrong" (boys)

Target: continue to form knowledge about the traits of a male character worthy of respect.

Game progress

At the suggestion of the teacher, the children choose from the pictures and put on the flannelgraph those that depict the actions of boys that correspond to worthy male behavior: they show courage and courage, take care of their appearance, go in for sports, 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 masculine deeds, in which people see courage, honesty, strength, concern for others, nobility.”

8. "Right - wrong" (girls)

Target: continue to form knowledge about the traits of a female character worthy of respect.

Game progress

At the suggestion of the teacher, the children choose from the pictures and put on the flannelgraph those that depict the actions of girls that correspond to worthy female behavior: they take care of others, attention to their emotional state, help with household chores, do needlework, take care of their own appearance. In the course of completing the task, the teacher talks about the content of the illustrations, sums up: “Girls are loved and appreciated for real female deeds, in which kindness, tenderness, care, obedience, diligence appear.”

9. "Who works where"

Target: continue to exercise children to work with punched cards; to consolidate knowledge about male and female professions.

Game progress

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

10. "What is superfluous?"

Target: to expand children's ideas about objects and actions 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 an extra item and explain his choice. Children must guess what profession they are talking about, and name the actions performed by a person of this profession, and what qualities he should have.

11. "Different professions"

Target: develop the ability to work in a team; to consolidate ideas about the labor actions of people of various professions.

Game progress

Children are divided into three microgroups. Each group is given a picture of a "male" or "female" profession, such as a carpenter, a nurse, an educator. Each group should think and tell what a representative of her profession can do for children, families, kindergarten. Task option: 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 patients for a nurse, furniture for a children's play corner for a teacher).

12. "Depict a person of any profession"

Target: to develop the ability of children to use facial expressions, gestures, movements for the expressiveness of the image.

Game progress

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

We play in the profession

We choose them according to our liking

And we dream soon

Mom and dad get up older.

To not 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"

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

Game progress

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

14. "Call it right"

Target: develop auditory attention, memory.

Game progress

The teacher calls an athlete - a man, throws the ball to a child, and he throws it back and calls a woman - an 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?”

Target: continue to generate interest in working with punched cards; to consolidate and expand children's knowledge about attributes, equipment intended for sports.

Game progress

The game uses punched cards: a sheet of A4 paper, on different sides of which images are applied, and in the center there is a cut out triangle. They depict athletes (swimmer, tennis player, volleyball player, archer, skier) and objects (sports equipment). The child, completing the task, puts a sheet of paper under the punched card and draws lines on it. Children need to connect with a pencil the images of athletes and objects (or sports equipment that they need for playing sports.

16. "Sports ''male'' and ''female''"

Target: consolidate knowledge about the various sports that men and women are involved in; develop auditory attention, the ability to respond quickly.

Game progress

If the teacher names sports that are more often practiced by men, the children clap their hands, if the sports that women prefer to do, they stomp their feet, and if the sports that men and women are equally involved in, stand quietly.

17. "Who belongs to whom?"

Target: reinforce children's ideas about family ties in family; stimulate the manifestation of cognitive interest in their family.

Game progress

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

With the help of leading questions, children must answer who belongs to whom in the family. Children pick up four petals for pictures depicting a boy and a girl, because the boy is a son, grandson, brother, nephew; and the girl is a daughter, granddaughter, sister, niece. For pictures depicting the rest of the family members - five petals each: 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 is a mother, grandmother, mother-in-law, mother-in-law, sister. An elderly man is father, grandfather, father-in-law, father-in-law, brother.

18. "Why?"

Target: exercise 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.

Teacher. Why do you think a friend is needed?

Child. To be friends.

Teacher. Why be friends?

Child. To be together.

Teacher. Why be together?

Child. To help each other?

Teacher. Why help? Etc.

19. "My friend"

Target: continue to form about the need and importance 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 names the words that characterize his friend (reliable, faithful, brave, kind, sympathetic, honest, truthful, attentive, strict, cheerful).

20. "Good - bad"

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

Game progress

At the suggestion of the teacher, the children choose pictures that depict something that may look outwardly beautiful, and lay them out on a typesetting canvas.

21. "Who needs what?"

Target: continue to form ideas about objects intended for women or men; their importance in human life.

Game progress

A punched card (a sheet of A4 paper with images on different sides and a cut-out rectangle in the center) depicts a man and a woman, men's and women's perfume accessories, women's cosmetics, a razor for a man, sports equipment for sports, a beautiful home and sportswear. Children, completing the task, put a sheet of paper under the punched card and draw lines on it.

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

22. "The fourth extra"

Target: to consolidate the ability of children to classify items of clothing; explain the purpose of this type of clothing; 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 everyday 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 like to play"

Target: give children freedom of choice; to fix different ways of painting over 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 materials, LEGO, theatrical, games with paper, verbal, games with natural material, movable. The task is given - to color pictures depicting a game that children like to play in kindergarten.

24. "Who works in kindergarten?"

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

Game progress

The children stand in a circle, the teacher throws the ball to the child, and he throws it back and names the profession of the kindergarten employee (cook, driver, nurse, electrician, locksmith, teacher, assistant teacher, methodologist, janitor, supply manager, manager).

25. "Who needs what?"

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

Game progress

Children work on a flannelograph, select pictures depicting tools or what is needed for work, to pictures depicting people working in kindergarten (teacher, assistant teacher, cook, music director, laundress, nurse etc.).

26. "Different professions"

Target: continue to consolidate children's knowledge about the professional actions of people of various professions; the significance of the results of their work for people of other professions; develop respect for professional activity adults.

Game progress

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

27. "Put it in order"

Target: develop cognitive interest in the history of human writing instruments; reinforce the ability to work in a team.

Game progress

Children arrange in order the pictures depicting the writing instruments of a person in different times(wand, quill and metal pens, pencil, ballpoint pen, typewriter, computer). If the children complete the task correctly, a tape gradually expanding from beginning to end is obtained (if some picture is not in its place, the tape comes out uneven).

28. Game - loto "The work of ancient people"

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

Game progress

Around a large map depicting an ancient person, you need to lay out small cards, each of which depicts one of the types of labor of ancient people (hunting, fishing, collecting nuts, berries, bird eggs). Children choose the necessary cards from among others, on which, in addition to the labor of ancient people, modern types of labor in cooking are drawn. During the implementation of the rules of the game, the children talk about why they chose this particular picture.

29. Game - lotto "Moscow is a great city"

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

Game progress

To a large map depicting 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, building Bolshoi Theater and etc.). During the game, children comment on their choice.

30. The game "Ancient - modern"

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

Game progress

An image of a sundress, kosovorotka, bast shoes, a chest for storing clothes, etc. appears on the screen. Children name a piece of clothing and tell whether it is an old thing or a modern one, that instead of a sundress, kosovorotka, bast shoes, etc., they wear 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.