Didactic games are a kind training sessions organized in the form of educational games that implement a number of principles of gaming, active learning and are distinguished by the presence of rules, a fixed structure of game activity and an assessment system. Didactic games are specially created by teachers for teaching children. This is one of the methods of active learning for preschoolers and elementary school students, and this is no coincidence. The child will not sit and listen to a boring lecture or report, he will not remember anything, because he is not interested. The child loves to play. Therefore, pedagogy has combined the pleasant with the useful, playing didactic games, the child learns without suspecting it. He is interested. He remembers. Lots of didactic games different topics we offer educators and teachers primary school, as well as parents on the 7guru website.

• Sort the gifts into boxes. Didactic game

  A didactic game for preschool children in which you need to put gifts into boxes according to the silhouettes on the packages.

• We are going for a walk, dress according to the season. Didactic game

  In order not to catch a cold and not overheat, you need to dress properly. Dress for the weather. Of course, when dressing your baby for a walk, you say what season it is outside, what the weather is like and what to wear. And to consolidate this knowledge, you can play this game.

• Cleaning the room: arrange on the shelves. Didactic game

  In fact, this is the same didactic game "Name it in one word", but in a slightly more complicated version. The child is required not only to name a group of similar objects (primarily for their intended purpose), but to collect scattered objects into a group from the pictures and arrange them on the right shelves.

• Purpose: Differentiation and automation of sounds in words.

  Material: plot picture, on which 2 hedgehogs are drawn holding umbrella handles (without top); top from picture umbrellas to differentiable sounds.

  Game progress: the child is invited: one hedgehog to select umbrellas with one sound, and the other - with another (the umbrellas are mixed up on the table).

• Read by first letters - a very fun and entertaining, and at the same time developing reading skills game for children 5-6 years old. These are the simplest puzzles. There are rows of pictures. We name each picture, select which letter the name begins with, and collect a word from these letters, putting them in order from left to right.

• He, she, it game for children

  The game "HE - SHE - IT" is a useful example of didactic games for the development of speech, contributing to the improvement of the sound culture of speech, the development fine motor skills hands, as well as the development of logical thinking and the ability to form an explanation for their choice. The rules of the game are correct selection participants of cards with images of characters and objects, the name and names of which must be ordered in accordance with masculine, feminine, neuter genders. Cards are placed on a special field, separate for each kind. After sorting the cards by birth, the children should explain their choice.

• The game will help develop the visual memory of children. Print out cards with multiple outlines on each card. different items. Invite the child to trace the contours with his eyes and determine which objects are shown in the picture.

• Lotto for children "Cheerful cooks"

  Children's loto on the topic of cooking is perfect as an educational game for children preschool age. We play like a regular lotto, and at this time the child, without suspecting it, develops attention and learns new knowledge about the names of certain ingredients and dishes. Or maybe your child will be interested in how to cook such dishes and become a great chef in the future :)

• Labor education is a process of organizing and stimulating labor activity children, developing their labor skills and abilities, cultivating a conscientious attitude to their work, stimulating creativity, initiative and striving to achieve better results. Labor education of a child begins with the formation in the family and kindergarten elementary ideas about work responsibilities. And we begin to form these ideas in the child, of course, through the game. It is these didactic games that we present to you on this page.

• Didactic game for children "Who do we see in the windows"

  While playing, the child not only learns the world, but also learns to speak correctly. And an adult can help you learn it. Purpose of the game: Differentiation and automation of sounds in words Material: multi-storey building made of cardboard with cut out windows; cardboard cards the size of windows with subject pictures on one side and colored in blue color with another.

• Game "What is missing?" (cards)

  When entering school, the psychologist will definitely give the child such a task - to find the missing item in the picture and identify it in an empty cell, that is, find what is missing in this empty cell. The task is simple, even easier than the game "Find the extra", in which you need to know the general names of groups of objects (common names), if you understand the logic. In each row or column, a certain sequence of pictures should be traced. The next drawing is placed in accordance with this sequence. But the simplest cards for the game "What is missing?" made on the principle that in each row there is a certain set of things, and in the last one one of them is missing. Let's play with the kids?

• Tell a story with pictures. Mnemotables for preschool children

  It is important to pay timely attention to the development of the child's speech, in particular, to teach him to talk about something, that is, to compose a coherent story. It is better to start with something familiar, for example, from fairy tales that parents have read to the child more than once and, perhaps, the baby even knows them by heart. We bring to your attention cards with illustrations for popular children's fairy tales, according to which you can play with your child. At 3 years old, the child can print these cards or simply show them on the screen. No need to cut. Tell a story, be sure to point out all the events in the pictures with your finger.

• About wild animals for children + mnemotable cards who lives where and what they eat

  What should a preschooler know about animals? Firstly, it is a wild animal or a domestic animal, an animal of the forest, the north or Africa, that is, a habitat. Secondly, in what "house" does the animal live, if it is wild: it can be a hole, a lair, a hollow, or the animal does not make a house for itself at all. Thirdly, what does this animal eat. An engaging story is just what you need. And be sure to accompany this story about animals with pictures, because we know that visual memory helps a lot in teaching a preschooler. We will talk with the child about wild animals and show the cards, so the kids will be better interested in the topic and remember all the details.

• The game "The fourth extra. Soon to school"

  Children in senior group Kindergarten students are already well aware of what a school is and that they have to learn to write and read in it. But, unfortunately, not all school supplies are familiar to children. The game of the fourth extra will help not only introduce children to various school supplies, but also develop logical thinking and attentiveness. To play, you need to print the images. Cut each sheet into 4 cards. We ask the child: "What is extra in the row? Why? And what are the other items for? What are they called?" We hope you find the game useful.

• Game "My, my, my, my"

  It's fun to hear kids say "my daddy" or "my ball" from kids, but it stops being funny by the age of four or five, when the child has to figure out which words to use mine and which mine. A didactic game will help to teach this preschooler. You need to print cards. Split pictures, respectively, cut. The child will take squares with objects and put them on the corresponding card in a square white box. Be sure to pronounce, for example: "my fish."

• In order for the child to grow up attentive and so that violations related to attention and the ability to concentrate it are not found at school, it is necessary to deal with the child already from a small age, and not wait until he is 3-5 years old. As early as a year old, you can offer your child such a game: find all the birds or all the bunnies in the pictures. The game improves the concentration of the player's attention, since it is necessary not only to find all the necessary items, but also to remember which ones the kid has already shown and which ones have not yet been shown.

• The purpose of these didactic games is to help adults - parents or educators - prepare the baby for schooling, to develop his memory, attention, thinking. On each page, the kid is invited to complete the task, the tasks are designed for children 4,5,6 summer age(preschoolers). We hope that these entertaining brain teasers will help your little one become more attentive and quick-witted.

• What did the artist get wrong? Didactic game for children

  One of the important skills of a person, going through his whole life and helping in many life situations- the ability to think logically and draw conclusions. This is the skill, as well as observation and speech, that we will develop in a preschooler in the game "What did the artist mix up?". Being engaged, the child will develop visual perception, memory, coherent speech. The game consists of cards with pictures - fables.

• First, tell your child what a shadow is and when it happens. When any non-transparent object is under a light source, it casts a shadow. Show by example: turn on the lamp and place any toy under it. Why is this happening? The object blocks the light and therefore it is dark behind it, this is the shadow. Then print and cut out the cards to play with your child. For each color picture, you need to pick up its pair - a shadow with the same silhouette.

• If the parent himself does not tell the child in time what this and that is made of, the child will sooner or later begin to ask them this question. It is perfectly! There is reason to discuss what is made of what. There are so many substances and such a variety of materials around us that an adult can immediately get confused in explanations. We will help you.

• Not every adult is versed in sports and knows all kinds of sports well, can name Olympic sports, knows the names of famous athletes. And what can we say about children. Let's correct this unfortunate misunderstanding. We offer you pictures from different types sports, these cards are a combination of a cartoon character and a photo of how it all happens in life. The pictures are bright and beautiful, the child should not get bored with them.

• Children are invited to play the didactic game "logical chains". You need to make cards in the correct sequence of actions. The cards are cut, they need to be downloaded, printed, cut along the dotted line and played with the child. You can play online with kids 2-3 years old, then the child will simply point his finger on the screen, and you will explain why this picture is the first, the second after it, and so on.

• Game "Search for objects in the picture" for children. We develop memory

  We continue to develop the memory of our kids in the game. This time we present to your attention a game to search for objects. You are invited to print and cut the cards. In a large drawing, the child will look for those items that are depicted on small cards, and put them in place, as in a lotto. If it is not possible to print, you can play this game online, the kid will simply find the necessary items and show you on the screen with his finger.

• Game "Find differences" for the little ones, in pictures

  Mindfulness, at times, fails many children and even adults, so you need to develop it with early childhood. Already at 2 years old, the baby should be aware of the concepts DIFFERENT and SAME, be able to find differences in the pictures and name them. Of course, the kid will not find 10 small differences, and he should not! One big difference is enough. Learning the concepts of different - the same in the pictures, they are designed specifically for kids and contain only one difference, which the child must notice at least for 10 seconds. And then it will be even faster, you will see how the baby happily points his finger at the picture immediately after your request to find the differences.

• Educational cards for children "Where are whose kids?" (learn the names of baby animals)

  Even the most simple things the baby has to learn, a lot needs to be understood and remembered, and parents and educators are obliged to help the child in this difficult process, teaching him in game form. The topic of today's game is: "Where are whose kids?". You need to print cards with the image of animals, mothers and their babies. The cards are cut along the dotted lines. The goal of the game is to match the picture to the adult animal of its baby and kids. The child picks up, and the adult voices the name of the animal and its baby.

• In life, everything has its opposite: summer turns into winter, heat turns into frost, day turns into night, joy turns into sadness and vice versa. To make it easier for the child to express in words what he thinks, what he sees and what he feels, we will help him understand these opposites. Picture cards will help us with this. They can be downloaded, printed and displayed on a stand or played with to make learning fun and hassle-free.

• In preschool education, picture cards are very often used, and mathematics is no exception. As a rule, the figure on them is accompanied by images of objects in the same quantity. So it is easier for the child to remember the number itself - he will count the pictures and associate their number with it. On this page you can download and print beautiful cards with numbers and numbers from 0 to 10.

• The sooner you start playing smart games with your child, the more successful his training in the stake will be, the wider his horizons and understanding of all things and events will be. Seems like why little child learn the names of the figures? And then, that they surround us almost everywhere. Look at the house - it is square, and the roof is a triangle. The round sun and the round moon are our faithful companions from day to day. The pyramid looks like a triangle, and the egg for breakfast is a bit like an oval. Learning shapes with a baby expands his horizons. And to help mom and educator - our didactic materials, cards, pictures.

• Learn colors: educational games for the little ones

  The child perceives different colors, having opened his eyes for the first time, and sees the world in colors. But what are all these colors called? There are so many of them and it seems that you can’t remember all the names ... How to teach a child to distinguish colors and learn their names? More on this in our article.

• One of the tasks that is quite difficult at first glance for a four- or five-year-old child is the task of finding the missing figure in some pattern. But if you practice a little, the child will be able to easily identify the pattern, and, therefore, he will easily pick up the missing figure. A six-year-old child should cope with such a task in a few seconds.

• It is very important for the successful education of the child to give him early stages generalizing concepts, in other words, "how to name a group of objects in one word." It is important not so much for the child himself - he will understand these concepts with life experience how much for his admission to school - this knowledge is carefully checked by a psychologist and teachers judge the development of your child by their presence or absence. So let's not lose face and learn all these concepts.

• Do-it-yourself tangram (game schemes, figures)

  

  Tangram - an old oriental puzzle of figures obtained by cutting a square into 7 parts in a special way: 2 large triangles, one medium, 2 small triangles, a square and a parallelogram. As a result of folding these parts with each other, flat figures are obtained, the contours of which resemble all kinds of objects, ranging from humans, animals and ending with tools and household items. These types of puzzles are often referred to as "geometric construction sets", "cardboard puzzles" or "cut puzzles".

  For any diseases, do not diagnose and treat yourself, you must always consult a specialist doctor.
  Cover images educational literature are given on the pages of the site solely as illustrative material (Article 1274, paragraph 1 of the fourth part of the Civil Code of the Russian Federation)
  

THE SIGNIFICANCE OF DIDACTIC GAMES IN THE PEDAGOGICAL PROCESS.

A didactic game is such an activity, the meaning and purpose of which is to give children certain knowledge and skills, the development of mental abilities. Didactic games are games designed for learning.

Didactic games in pedagogical process play a dual role: firstly, they are a teaching method, secondly, independent gaming activity. As the first, they are widely used in classes to familiarize children with the environment, wildlife, the formation of elementary mathematical concepts, the development of speech in order to teach children certain ways of mental actions, systematization, clarification and consolidation of knowledge. At the same time, the content of the game and its rules are subordinated to the educational tasks put forward by the specific program requirements of a particular type of occupation. The initiative in choosing and conducting the game belongs in this case to the educator. As an independent gaming activity, they are carried out during extracurricular time.

In both cases, the teacher leads didactic games, but the role is different. If in the classroom he teaches children how to play, introduces the rules and game actions, then in independent games of pupils he participates as a partner or arbiter, monitors their relationship, evaluates behavior.

MANAGEMENT OF DIDACTIC GAMES.

In the management of games, three stages should be distinguished: preparation, conduct, analysis of the results.

1 ). The preparation for the game includes the following: selection of the game in accordance with the tasks of educating and teaching a specific age group, taking into account the time (during class hours or outside school hours), place (in a group room, on the site, on a walk, etc.); determination of the number of participants (whole group, subgroup, one child).

The preparation for the game also includes the selection of the necessary didactic material (manuals, toys, pictures, natural material).

The teacher chooses a game, invites the children to play, starts herself and invites the children.

younger age: a visual explanation of the entire course of the game in the process of playing together with an adult.

Average age: clarification of 1-2 rules, private ones are given during the game in joint activities with an adult, you can use a trial course of the game, where the teacher clarifies the rules.

older age: a verbal explanation of the rules before the game, an explanation of the meaning of the rules, if complex, then a show and a trial move are used.

2 ). If the teacher carefully prepares for the game, then its very conduct will not cause difficulties. In any didactic game, there should be both game rules and game actions. If one of these conditions is missing, it turns into a didactic exercise.

The teacher controls the process of the game, reinforces the ability to play, monitors the implementation of the rules, using a reminder, additional explanation, assessment, questions, advice.

younger age: the educator plays the role of a leader, during the game he connects game actions with the rules.

Average age: the educator acts through the rule and does not directly suggest game actions.

older age: the rules are explained before the game, children are involved in explaining their content.

3 ). Summing up the results of the game is a crucial moment in managing it. The teacher notes those who followed the rules well, helped their comrades, were active, honest. Analysis of the game should be aimed at identifying effective methods of its conduct, as well as mistakes made (what did not work out and why).

STRUCTURAL ELEMENTS OF THE GAME.

The structure of the didactic game includes: task, action, rule, result, conclusion of the game.

A task. Each didactic game has a clearly defined task, which is subordinated to the actual didactic goal. Children are offered such tasks, the solution of which requires a certain intellectual tension, mental work. Performing a task in the game, the child activates his thinking, exercises memory, observation.

The tasks of didactic games are reduced to several types:

1. Compare and select objects according to the same, different or similar features (the task becomes more complicated in accordance with the age of the children).
2. Classify and distribute objects or pictures. Children classify pictures or objects according to the type or material from which they are made.
3. Identify an object by several or only one attribute. Children guess objects simple description or one of them describes the thing, and the rest guess.
4. Exercise attention and memory. Children must remember some fact or a certain composition of objects, a group of players, etc., and determine the change that has occurred in their absence.

Action. In each didactic game, the task is performed by an action that determines and organizes the behavior of each child and unites the children into a single team. It directly attracts the interest of children and determines their emotional attitude to the game.

The action in the game must meet two main conditions:

a) be sure to obey the task and fulfill the educational goal of the game;

b) be entertaining and exciting until the end of the game.

In a well-designed didactic game, children should not suspect that they are learning anything. Here, the activity should, to a greater or lesser extent, hide the educational, didactic purpose games.

rule: activity in the didactic game is strictly related to the rules. They determine how the child should behave during the game, what he can and what he should not do. It is important that the rules comply age characteristics and compensated by entertaining activities. Therefore, it should be interesting so that the child willingly obeys the rules.

Result, conclusion of the game: the result of the game is the solution of the problem and the fulfillment of the rules.

The result is evaluated from two points of view: from the point of view of children and from the point of view of the educator. Evaluating the result from the point of view of children, we take into account what moral and spiritual satisfaction the game brought to children. Performing didactic tasks, children show ingenuity, resourcefulness, attention, memory. All this gives children moral satisfaction, increases faith in their own strength, fills them with a sense of joy.

It is important for the educator whether the task has been completed, whether the prescribed actions have been carried out, whether it has brought certain results from this side. At the end of some didactic games, you need to reward its participants, praise the children, or entrust them with leading roles in the game.

TYPES OF DIDACTIC GAMES.

Didactic games differ in their educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the educator.

In preschool pedagogy, all didactic games can be divided into 3 main types: games with objects, desktop-printed and word games.

Games with objects: for them it is necessary to select objects that differ in properties: color, shape, size, purpose, use, etc.

Board games This is a very fun activity for kids. Most often, didactic games with paired pictures, split pictures and cubes are used. At the same time, for middle-aged children, one or more objects should be depicted: toys, trees, clothes or utensils. Children can independently differentiate their distinctive features: size, color, shape, purpose. To work with split pictures, older preschoolers can be offered to independently fold the whole picture from its parts without first examining the whole image.

word games built on a combination of words and actions of the players. In such games, it is required to use previously acquired knowledge in new connections, in new circumstances. Therefore, in the younger and middle groups, games with the word are mainly aimed at speech development, education of the correct sound pronunciation, clarification, consolidation and activation of the dictionary, development of the correct orientation in space, the formation of dialogic and monologue speech.

Didactic games have their own classification. The classification of didactic games is different. In preschool pedagogy, a traditional division of didactic games into games with objects, board-printed games, and word games has developed. (3, p. 337) This division of games can be attributed to the classification according to the use of material.

Didactic games also differ in the educational content, cognitive activity of children, game actions and rules, organization and relationships of children in the game, and the role of the educator. (five)

mathematical

sensory

speech

musical

natural history

To get to know the environment

· on visual activity

Math Games aimed at the formation of elementary mathematical concepts in preschoolers. They allow the teacher to make the process of teaching children to count (didactic games “What is the number?”, “One is a lot”, “What is more?”, “Name the number”, etc.), solving arithmetic problems (games “Entertaining tasks”, “ How much will it be? ”, etc.), mastering values, the simplest dependencies and measuring activities (these are the games “Who is higher?”, “Ladder”, “Ribbons”), children's perception of spatial and temporal relationships and orientations (didactic games “What time is it” , "Journey", "When does it happen?", etc.) more exciting and interesting.

Sensory games aimed at teaching children the examination of objects, the formation of ideas about sensory standards. Many of them are connected with the examination of the object, with the distinction of signs, they require a verbal designation of these signs (“Wonderful bag”, “What are similar and different”, “Colorful paths”, “Where, whose bow?”, etc.). In some games, the child learns to group objects according to one quality or another (“Buttons for dolls”, “Service”, etc.). Children compare objects that have similar and different features, identify the most significant of them. Thus, children are led to master sensory standards with the help of didactic games.

speech games contribute to the development of speech in children. The content of such games is also varied and depends on the goals for which the teacher uses them. “Travel around the room”, “Who is doing what?”, “Say one word”, “Say it differently”, “Finish the sentence”, “Day routine”, “Who treats?”, “Zoo”, “Compare objects "," We talk on the phone, "" What happens .... What happens ... ”,“ What first, what then ”,“ Guess who it is? ”,“ Living words ”, etc.

Music games aimed at solving problems musical education according to program requirements. In working with preschoolers, games such as “Who is louder?”, “What instrument sounds?”, “Repeat after me”, “What song sounds”, “What do I play”, “Sun and rain”, “Who sings like ?”, “ funny notes" and others.

Games natural history help children develop a love for nature. Through the game, in particular didactic games, the child, while playing, learns to understand the patterns that occur in nature, the interconnection of everything in the world, learns a lot about natural communities and phenomena, the role of man in nature, and more (games “When it happens”, “What first, then what”, “Describe the seasons”, “Find out by description”, “Migratory birds - non-migratory”, “Who lives where?”, “Paired pictures”, “Make up a story”, “What is the weather?”, "Find the artist's mistake" and many others).

To get to know the environment various didactic games are also used - “Who is doing what?”, “What first, what then?”, “Who needs what for work?”, “Daily routine”, “Riddles”, “What is in the picture?”, “Tea drinking”, “On a walk”, “In the theater”, “Shop”, etc.

Didactic games for fine arts were introduced into the educational process preschool institutions relatively recently, but their importance is very great for the development of preschoolers, the formation of their knowledge, skills and abilities in fine arts, arts and crafts. “Paint according to the model”, “What is drawn”, “Draw”, “Collect the flower”, “Draw it differently”, “What does the leaf look like”, “What has changed?”, “What is missing?”, “What picture?”, “Whose ornament?” - this is a small part of didactic games that can be used in working with preschool children.

All of the listed types of didactic games are organized by the teacher in accordance with the program requirements.

By didactic material educational games are divided into:

verbal

desktop printed

With objects and toys

with pictures

Computer didactic games

word games differ in that the process of solving the learning task is carried out in a mental plan, on the basis of representations and without relying on visualization. Therefore, word games are carried out mainly with children of middle and predominantly older preschool age. Among these games there are many folk ones, associated with nursery rhymes, jokes, riddles, shifters, some of which are also available to kids due to the imagery of speech design, built on dialogue, closeness in content to children's experience. Apart from speech development, the formation of auditory attention with the help of verbal games, an emotional mood is created, mental operations are improved, reaction speed, the ability to understand humor are developed. The basis of word games is the accumulated experience of children, their observations. The task of these games is to systematize and generalize. They are used at the stage of consolidating and repeating the knowledge of children (“Flies - does not fly”, “Third is superfluous”, “Name it in one word”, “Who needs what?”, etc.).

Didactic games with objects and toys very diverse in terms of game materials, content, and organization of the event. Toys, real objects, objects of nature, etc. can be used as didactic materials. They are more often used at a younger preschool age, since visual-figurative thinking prevails in children of this age. Games with objects make it possible to solve various educational tasks: to expand and clarify children's knowledge, develop mental operations (analysis, synthesis, comparison, distinction, generalization, classification), improve speech (the ability to name objects, actions with them, their qualities, purpose ; describe objects, compose and guess riddles about them; correctly pronounce the sounds of speech), cultivate the arbitrariness of behavior, memory, attention (3, p. 336). Among games with objects, a special place is occupied by plot-didactic games and staging games. In story-didactic games, children perform certain roles.

Picture games used in all age groups. For games, a variety of pictures, series of pictures can be used, in accordance with program requirements.

Board games are also diverse in content, teaching tasks, and design. They help clarify and expand children's ideas about the world around them, systematize knowledge, develop thought processes, help expand the horizons of children, develop intelligence, attention to the actions of a friend, orientation in changing game conditions, and the ability to foresee the results of their move. Participation in the game requires endurance, strict adherence to the rules and gives children a lot of joy. TO board games Various games include:

· aids, such as pictures, object lotto, dominoes, thematic games (“Where does it grow?”, “When does it happen?”, “Who needs it”, etc.);

games that require motor activity, dexterity (Flying caps, Goose, Hit the target, etc.);

jigsaw puzzle games

table-motor games ("Billiards", "Hockey");

· intellectual -- checkers, chess, puzzle games.

All of these games differ from toy games in that they are usually played at tables and require 2-4 partners.

In the lotto, the child must to the picture on big map pick up identical images on small cards. The theme of the lotto is diverse: “Zoological loto”, “Flowers bloom”, “We count”, “Fairy tales”, etc.

In dominoes, the principle of pairing is implemented through the selection of cards in the order of the move. Domino Theme Covers different areas reality: "Toys", " Geometric figures”,“ Berries ”,“ Cartoon characters ”, etc.

In labyrinth-type games intended for children of senior preschool age, a playing field, chips, and a counting cube are used. Each game is dedicated to a theme, sometimes fabulous ("Aibolit", "Exploits of Perseus", "Golden Key"). Children are traveling playing field, throwing the die in turn and moving your pieces. These games develop spatial orientation the ability to anticipate the outcome of actions.

Board-printed games are widespread, arranged according to the principle split pictures, folding cubes, puzzles, in which the depicted object or plot is divided into several parts. These games contribute to the development of logical thinking, concentration, attention. (3)

Computer didactic games are a means of laying the foundations of computer literacy in children, familiarization with programming languages. Computer games are used as a didactic tool in teaching in a wide variety of areas of the educational process. There are many such games, the task of the teacher is to choose the necessary one, in accordance with the task, the age of the child and program requirements. There are even whole programs consisting of didactic games, systematized according to certain program tasks, directions of the educational process.

Sorokina proposed a classification of didactic games according to the nature of the game actions:

traveling games

guessing games

guessing games

mission games

puzzle games

conversation games

mobile and didactic games

Target travel games- enhance the impression, give the cognitive content a slightly fabulous unusualness, draw the attention of children to what is nearby, but not noticed by them. Travel game reflects real facts or events, but reveals the ordinary through the unusual, the simple through the mysterious, the difficult through the surmountable, the necessary through the interesting. All this happens in the game, in game actions, becomes close to the child, pleases him. The game-journey uses many ways of revealing cognitive content in combination with gaming activities: setting tasks, explaining how to solve it, sometimes developing travel routes, step-by-step solution of tasks, the joy of solving it, meaningful rest. The composition of the game-travel can include songs, riddles, gifts and much more. These include such games as "Journey to the Fairy Forest", "Our train goes to a distant land", "Visiting the baker", etc.

Mission games have the same structural elements as travel games, but are simpler in content and shorter in duration. They are based on actions with objects, toys, verbal instructions. The game task and game actions in them are based on a proposal to do something: “Collect all red objects (or toys) in a basket”, “Spread the rings according to their size”, “Take out round objects from the bag”.

Guessing Games“What would it be ..?”, “What would I do ...”, “Who would I like to be and why?”, “Whom would I choose as a friend?” etc. The didactic content of the game lies in the fact that the children are given a task and a situation is created that requires comprehension of the subsequent action. The game task is inherent in the name itself, and the game actions are determined by the task and require from the children an expedient intended action in accordance with or with the conditions set by the created circumstances.

These games require the ability to correlate knowledge with circumstances, to establish causal relationships. They also contain a competitive element, for example, the game “Who will figure it out faster?” (Sorokina)

Puzzle games- these games are based on the principle of guessing and guessing riddles, games can be very diverse in content and organization. As you know, the content of riddles is the surrounding reality: social and natural phenomena, objects of work and life, plant and animal world, they reflect the achievements of science, technology, culture. Main Feature riddles is a logic challenge. Construction methods logical tasks are different, but they all activate the mental activity of the child. Solving riddles develops the ability to analyze, generalize, forms the ability to reason, draw conclusions, conclusions. (“Guess the riddle - show the answer”, “Find where it is hidden”, “Journey”, “Chest with a secret” and others).

Conversation Games(dialogues) ? The basis of games is the communication of a teacher with children, children with a teacher and children with each other. This communication has a special character of playing learning and playing activities of children. Its distinctive features are the immediacy of feelings, interest, goodwill, faith in the "truth of the game", the joy of the game. In a game-conversation, the educator often comes not from himself, but from a character close to the children, and thereby not only preserves the game communication, but also enhances his joy, the desire to repeat the game. The educational and educational value lies in the content of the plot - the theme of the game, the cognitive content of the game does not lie "on the surface": you need to find it, get it - make a discovery and, as a result, learn something. The value of the game-conversation is that it makes demands on the activation of emotional and thought processes: the unity of words, actions, thoughts and imagination of children, brings up the ability to listen and hear the questions of the educator, questions and answers of children, the ability to focus on the content of the conversation, to supplement what has been said , express judgment, develops the ability to participate in a conversation. This includes games such as “Let's sit side by side and talk in a friendly way”, “We have Dunno as our guest”, “Tell us about yourself”, “What happened to us ..”, “How did you spend your weekend”, “Where have you been that seen", etc.

Mobile and didactic games contain three types of tasks: teaching, playing, the task of physical education. In the course of such games, the tasks of developing physical qualities and skills in children are solved, as well as consolidating the material obtained in other classes - “Run to the named tree”, “Secret”, “Journey”, “Guess the riddle - show the riddle” and other.

Didactic games can also be classified by number of participants in them:

collective

group

individual

Collective games are organized with the whole group, group games with a subgroup of children, and individual games with 1-3 children.

We examined the main types of didactic games, now we will focus on the teacher's guidance with didactic games in different age groups, since only competent guidance from an adult will help to fulfill the tasks set by the game.

2.2 Types of didactic games

In preschool pedagogy, all didactic games can be divided into three main types: games with objects (toys, natural material), desktop-printed and word games.

Games with objects

Object games use toys and real objects. Playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children get acquainted with the properties of objects and their characteristics: color, size, shape, quality. In games, tasks are solved for comparison, classification, and establishing a sequence in solving problems. As children acquire new knowledge, tasks in games become more complicated: the children practice in identifying an object by any one quality, combine objects according to this feature (color, shape, quality, purpose, etc.), which is very important for the development of abstract, logical thinking .

While playing, children acquire the ability to put together a whole from parts, string objects (balls, beads), lay out patterns from various shapes. In games with dolls, children develop cultural and hygienic skills and moral qualities. A variety of toys are widely used in didactic games. They are clearly expressed in color, shape, purpose, size, material from which they are made.

In games, knowledge is improved about the material from which toys are made, about the items needed by people in various types their activities, which children reflect in their games.

The teacher uses games with natural material (plant seeds, leaves, various flowers, pebbles, shells) when conducting such didactic games as “Whose kids are these?”, “What tree is the leaf from?”, “Who would rather lay out a pattern from different leaves? ". The teacher organizes them during a walk, directly in contact with nature: trees, shrubs, flowers, seeds, leaves. In such games, children's knowledge of the natural environment around them is consolidated, thought processes are formed (analysis, synthesis, classification), and love for nature is brought up, respect for it.

Board games

Board games are a fun activity for kids. They are diverse in types: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different.

Pairs of pictures. The simplest task in such a game is to find two completely identical ones among different pictures: two hats that are the same in color and style, or two dolls that do not differ in appearance.

Selection of pictures on a common basis (classification). Here some generalization is required, the establishment of a connection between objects. For example, in the game "What grows in the garden (in the forest, in the garden)?"

Memorizing the composition, number and location of pictures. Games are played in the same way as with objects. For example, in the game “Guess which picture they hid”, children must remember the content of the pictures, and then determine which one was turned upside down by the picture. This game is aimed at developing memory, memorization and recall.

The game didactic tasks of this type of games are also to consolidate children's knowledge about quantitative and ordinal counting, about the spatial arrangement of pictures on the table (right, left, top, bottom, side, front, etc.), the ability to talk coherently about the changes that have occurred with pictures, about their content.

Compilation of cut pictures and cubes. The task of this type of game is to teach children logical thinking, to develop their ability to compose a whole object from separate parts.

Description, story about the picture showing actions, movements. In such games, the teacher sets a learning task: to develop not only the speech of children, but also imagination, creativity. Often a child, in order for the players to guess what is drawn in the picture, resorts to imitation of movements, to imitation of his voice. For example, in the game "Guess who it is?" These games form valuable qualities the personality of the child, as the ability to reincarnate, to creative search in creating the necessary image.

word games

Word games are built on the words and actions of the players. In such games, children learn, based on their existing ideas about objects, to deepen their knowledge about them, since in these games it is required to use previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental tasks; describe objects, highlighting their characteristic features; guess by description; find signs of similarities and differences; group objects according to various properties, characteristics; find alogisms in judgments, etc.

With the help of word games, children are brought up with a desire to engage in mental work. In the game, the very process of thinking proceeds more actively, the child overcomes the difficulties of mental work easily, without noticing that he is being taught.

The game becomes a teaching method and takes the form of a didactic one, if the didactic task, game rules and actions are clearly defined in it. In such a game, the educator introduces the children to the rules, game actions, teaches them how to perform them.

With the help of a didactic game, a child can also acquire new knowledge: communicating with a teacher, with his peers, in the process of observing the players, their statements, actions, acting as a fan, the child receives a lot of new information for himself. And this is very important for its development.

Before starting the game, it is necessary to arouse in children an interest in it, a desire to play. This is achieved by various methods: the use of riddles, counting rhymes, surprises, an intriguing question, conspiracy to play, a reminder of a game that children willingly played before. The educator should direct the game in such a way that, imperceptibly for himself, he does not stray into another form of education - to classes. The secret of the successful organization of the game lies in the fact that the educator, teaching children, at the same time preserves the game as an activity that pleases children, brings them closer, strengthens their friendship. Children gradually begin to understand that their behavior in the game may be different than in the classroom.

From the very beginning to the end of the game, the teacher actively intervenes in its course: notes successful decisions, finds of the guys, supports the joke, encourages the shy, instills in them confidence in their abilities.

In some games for wrong decision of the task, the player must contribute a fant, i.e. any thing that at the end of the game wins back. Playing forfeits is an interesting game in which children receive a wide variety of tasks: imitate animal sounds, transform, perform funny actions that require fiction. The game does not tolerate coercion, boredom.

The kindergarten teacher in his work should pay as much attention as possible to those methods that contribute to the formation of children's mental activity, the development of their independence of thinking, to teach children to use their knowledge in various conditions, in accordance with the task assigned to them, so that their knowledge does not lie dead cargo.

To teach a child to think, to accustom him to mental work is not an easy task facing the teacher. The teacher must remember that mental work is very difficult.

To accustom children to mental work, it is necessary to make this work interesting, entertaining. This is achieved by various methods, among which a special place is occupied by a verbal didactic game.

Word game conceals great opportunities for the development of children's mental activity, since the educator himself can vary the conditions of these games depending on the educational task.

Conclusion

At preschool age, a child must master a vocabulary that would allow him to communicate with peers and adults, study successfully at school, understand literature, television and radio programs, etc.

Vocabulary development is understood as a long process of mastering vocabulary accumulated by the people in the course of its history.

First of all, quantitative changes in the child's vocabulary are striking. At 1 year old, the baby actively owns 10–12 words, and by the age of 6, his active vocabulary increases to 3–3.5 thousand.

Speaking about the qualitative characteristics of the dictionary, one should keep in mind the gradual mastery by children of the socially fixed content of the word, reflecting the result of cognition. This result of cognition is fixed in the word, due to which it is realized by a person and transmitted in the process of communication to other people.

By virtue of the visual-effective and visual-figurative nature of thinking, the child first of all masters the names of groups of objects, phenomena, qualities, properties, relations that are visually presented or accessible for his activity, which are reflected in the dictionary of children quite widely.

At preschool age, play becomes the leading activity, but not because modern child, as a rule, spends most of the time in entertaining games - the game causes qualitative changes in the child's psyche. A real game action will take place only when the child under one action means another, under one object - another. Game action has a sign (symbolic) character. It is in play that the formulated sign function of the child's consciousness is most clearly revealed. Its manifestation in the game has its own characteristics. Game substitutes should make it possible to act with them as with a replaced item. Therefore, in giving its own name to the chosen substitute object and attributing to it certain properties, the child also takes into account certain features of the substitute object itself.

Bibliography:

1. Bondarenko A.K. Didactic games in kindergarten: Book. For the teacher of children garden. - 2nd ed., revised. – M.: Enlightenment, 1991. – 160 p.

2. Bondarenko A.K. Word games in kindergarten. Handbook for the kindergarten teacher. M., Enlightenment, 1974. - 96 p.

3. Mukhina V.S. Child psychology. - M .: OOO April Press, CJSC Publishing House EKSMO-Press, 2000. - 352 p.

4. Borodich A.M. Methods for the development of children's speech: Proc. Allowance for students ped. inst. – M.: Enlightenment, 1981. – 255 p.

5. The development of speech of preschool children: A guide for the educator det. garden. / Ed. Sokhina F.A. – M.: Enlightenment, 1979. – 223 p.

Did game is a multifaceted and complex teacher. phenomenon: it is both a game method of teaching preschoolers, and a form of education, and independent play activity, and a means of comprehensive education of the child's personality.

The value of didactic games:

They are a means of education, with their help it affects all aspects of the child's personality: consciousness, feelings, will, attitudes, actions and behavior in general;

They perform a teaching function, are a means of initial education of preschoolers, mental education; in them, children reflect the life around them and learn certain facts and phenomena that are accessible to their perception and understanding. Their content forms in children the correct attitude to objects and phenomena of the surrounding world, systematizes and deepens knowledge about native land, about people different professions, ideas about the work activity of adults;

Develop children's sensory abilities through games to familiarize children with the color, shape, size of objects;

Develop the speech of children: the dictionary expands and activates, the correct euphony is formed, coherent speech develops, the ability to correctly express one's thoughts;

Form moral ideas about caring attitude to the surrounding objects, toys as the results of the work of adults, about the norms of behavior, about the positive and negative qualities of the individual;

They bring up respect for the person of labor, arouse interest in labor activity, the desire to work themselves;

Vault colorful decoration, artistic performance develop aesthetic taste;

Contribute physical development: cause a positive emotional upsurge, good health, develop and strengthen the small muscles of the hands.

The structure of the didactic game:

I. Dvdaktichesky task - emphasizes the educational nature of the game, the focus of the content on the process of cognitive activity, follows from the program of education and training in kindergarten,

2. Game task - determines the game actions, becomes the task of the child himself, causes a desire and need to solve it.

3. Game actions - the basis of the game, its plot, the manifestation of activity by children for game purposes.

4. Game rules - determine what and how each child needs to do in the game, indicate the way to achieve the goal, cultivate the ability to restrain themselves, control their behavior.

There are different classification of didactic games .

By content didactic games are divided into games for familiarization with the environment, development of speech, formation of mathematical concepts, music games and etc.

By degree of activity children and the educator, didactic games are divided into activity games and autodidactic games.

According to the availability of game material games are divided into: games with objects and toys, desktop-printed, verbal.

In games with objects and toys, children learn to compare, establish similarities and differences between objects. With their help, children get acquainted with the properties of objects and their features: color, size, shape, etc. They solve problems for comparison, classification.

Board-printed games are diverse in types: paired pictures, lotto, dominoes. They are based on the principle of visibility, but children are given not the object itself, but its image.

In word games, children operate with ideas, there are great opportunities for the development of thinking, since in them children learn to express independent judgments, draw conclusions and conclusions, develop the ability to listen carefully, quickly find the right answer to the question posed, accurately formulate their thoughts,

A.I. Sorokina offers her own classification of didactic games: travel game, task game, guess game, riddle game, conversation game.

41. Features of the leadership of the didactic game due to the requirements of the program, the features of the game itself, the age capabilities of children; requires great pedagogical skill.

The organization of the didactic game by the teacher is carried out in three main directions: preparation for the didactic game, its implementation and analysis,

in children younger age visibility acts more strongly than a word, therefore it is more expedient to combine an explanation of the rules with a demonstration of a game action,

If the game has several rules, then you should not report them immediately.

Games must be carried out in such a way that they create a cheerful, joyful mood in children, teach children to play without interfering with each other, and gradually lead to the ability to play in small groups. At this age, didactic games help children to better understand the surrounding objects and possible actions with them, contribute to the coordination of movements, the development of the eye, and the mastery of spatial orientations.

With children of this age, it is advisable for the educator to get involved in the game himself and to arouse in children interest in didactic material, to teach them to play with it.

In children of middle preschool age there is some experience of joint games, but here the teacher takes part in didactic games. The teacher teaches children and plays with them, seeks to involve all children in the game, gradually leads them to the ability to follow the actions and words of their comrades.

The rules of the game are explained before it starts.

Such games are selected, during which children must remember and consolidate household vocabulary. Games with a doll and sets of all household items can be used. Musical and didactic games are widely used, word games are introduced.

Children of senior preschool age have significant gaming experience and enough advanced thinking, so they easily perceive purely verbal explanations of the game. Only in some cases a visual demonstration is required.

With children of this age, games are played with the whole group and with small subgroups. In the process of joint games, children develop collective relationships. Therefore, elements of competition can be introduced into the game.

Games reflect life phenomena that are more complex in their content (life and work of people, technology). Children classify objects according to material, purpose.

Widely used word games that require a lot of mental stress.

Children show arbitrary attention, independence in solving the task, in the implementation of the rules. Management should be such that the game is conducive to mental and moral education and at the same time remain a game.

It is necessary to preserve the emotional mood of children, the experience of joy from the course of the game and satisfaction from its results. The teacher introduces the children to the game, participates in the game with them in order to find out how much its rules are learned by the children. Then he invites the children to play on their own, while at first he monitors the progress of the game, acts as an arbiter in conflict situations.

41.Features of leadership did and games in different age groups. Didak games refer to games with rules specially created by adults in order to educate, develop and educate children. Questions of the theory and practice of the didactic game were developed by many researchers: A. P. Usova, E. I. Radina, F. N. Bleher, B. I. Khachapuridze, Z. M. Boguslavskaya, A. I. Sorokina, V. N. Avanesova and others. Didactic games are aimed at developing children's voluntary attention, observation, comparison, primary forms of analytical and synthetic activity, the development of curiosity and cognitive interests. A didactic game for children, according to A.P. Usova, is an “explosion of surprise” from the perception of something new, sometimes “search and discovery” and always a game is joy, the path of children to a dream. Learning in the game is such that, requiring the effort of thought, it does not require tension, does not cause fatigue, fear, unwillingness to learn before the child will go to school. The features of game activity in the conditions of a didactic game have their own peculiarities:
- in the game, the child reflects the results of human cognitive activity, learns to highlight the features of objects, generalizes, classifies their features;
- didactic game - has a ready-made content, it is impossible to change something in it, but, acting in a general way, the child can creatively approach the method of solving the problem;
- the independence of children in a didactic game is limited by its content, rules, at first children play under the guidance of an adult, then, at older preschool age, they can play on their own;
- in the didactic game, children get satisfaction from winning and interacting with peers and adults.
A didactic game is a complex phenomenon, but it clearly reveals the structure of game activity, i.e. the main elements that characterize the game as a form of learning and game activity at the same time.
One of the main elements of the game is didactic task, which is determined by the purpose of the teaching and educational impact, it is determined by the educator and reflects his teaching activity.
The building block of the game is game task, carried out by children in play activities. Two tasks - didactic and game - reflect the relationship between learning and play. In contrast to the direct setting of a didactic task in the classroom in a didactic game, it is carried out through a game task, determines the children's play actions, becomes the task of the child himself, arouses the desire and need to solve it, and activates the game actions.
Game actions form the basis of the didactic game. The more varied and meaningful the game actions, the more interesting the game itself is for children and the more successfully cognitive and game tasks are solved. In gaming actions, the motive of gaming activity, an active desire to solve the set gaming task, is manifested. In their complexity, they are different and are due to the complexity of the cognitive content and the game task. Game tasks are not always practically external actions when you need to consider, compare, analyze something and complex mental actions expressed in the processes of purposeful perception, observation, comparison, recall of previously learned - mental actions expressed in the processes of thinking.
One of the components of the game are rules of the game. Their content and orientation are determined by the general tasks of shaping the personality of the child and the team, cognitive content, game tasks and actions in their development and enrichment. The rules have a teaching, organizational, disciplining character. Learning rules help to reveal to children what and how to do; they correlate with game actions. Strengthen their role, reveal the mode of action. The rules organize the cognitive activity of children: consider something, think, compare, find a way to solve the problem. Organizing rules determine the order, sequence of game actions and relationships of children.
Game result has a dual character: game - this is a win, the correct solution of the problem, didactic - the improvement of knowledge and methods of activity.
Didactic games can be classified by content, by tasks of mental education, by the nature of game actions and rules, etc. VN Avanesova proposed the following classification of didactic games: task games based on children's interest in actions with toys and objects (pick up, spread out, insert, etc.); hide and seek games; games with guessing and guessing; competition games based on the desire to achieve results faster (who is more, who is first, etc.); phantom games. With such a conditional classification, the game beginning and game actions stand out more clearly and the game does not lose its inherent features.
In most cases, researchers adhere to the traditional classification of didactic games according to the nature of the material used: games with objects, desktop-printed, verbal and musical-didactic. Didactic games are plot and plotless.
The management of the did game consists in the correct definition of the did task - cognitive content, in the definition of the game task and the implementation of the did tasks through it; in thinking through game actions that are interesting for children. Encourage them to play, in the definition game rules, anticipating learning outcomes.
The special care of the educator requires the creation of a "material center" of the game - the selection of toys, materials.
The actual management of the game includes several stages;
Stage 1- the teacher chooses a game, invites the children to play, begins to invite the children herself.
ml. age: a visual explanation of the entire course of the game in the process of playing together with an adult.
Wed age: clarification of 1-2 rules, private ones are given during the game in joint activities with an adult, you can use a trial course of the game, where the teacher clarifies the rules.
Old age: verbal explanation of the rules before the game, explanation of the meaning of the rules, if complex, then a demonstration and a trial move are used.

Stage 2- the teacher controls the process of the game. Strengthens the ability to play, monitors the implementation of the rules, using a reminder, additional explanation, assessment, questions, advice.
younger age: the educator plays the role of a leader, during the game he connects the game actions with the rules.
Average age: the educator acts through the rule and does not directly suggest game actions.
Senior age: the rules are explained before the game, children are involved in explaining their content.
Stage 3- leadership of the didactic game as an independent activity of children, influence on the variation of the game, control over its result and evaluation, the educator can take on the role of a partner. This stage is typical for working with children of senior preschool age.
The strategy of interaction between an adult and children during games with rules was identified by N. Ya. Mikhailenko, N. A. Korotkova. So, from 2.5 to 4 years old, children need to form general interaction patterns, the ability to act arbitrarily in 1-2 simple rules; 4.5-5.5 years - to form an idea of ​​winning, installation on it. The ability to use the rules for determining winnings, the ability to mutually control compliance with the rules in the game; 5.5-7 years - to form the ability to come up with new rules of the game, to agree on common rules.