Didactic games- This is a type of games for the purpose of teaching and raising children. Didactic games were specially created by teachers to teach children. They are aimed at solving specific problems of teaching children, but at the same time, they demonstrate the educational and developmental influence of gaming activities. This is one of the methods of active learning for preschoolers and elementary school students, and this is no coincidence. A child will not sit and listen to a boring lecture or report; he will not remember anything, because he is not interested in it. The child loves to play. Therefore, pedagogy has combined business with pleasure; by playing didactic games, the child learns without even knowing it. He's interested. He remembers. Lots of educational games for absolutely different topics We offer educators and primary school teachers, as well as parents on the 7guru website.

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A distinctive feature of children is that they perceive any information better in games, since the gaming component increases interest in the process, enhances attention and concentration, and repeated repetitions allow even the most absent-minded kids to absorb knowledge. The competitive moment is very important for born leaders. During the game, a child’s character, peculiarities of imagination and thinking, activity, emotionality, level of social adaptation and a progressive need for contact and communication are revealed.

Didactic games for speech development - a special form of education for preschool children, which allows you to enrich, improve, activate and consolidate vocabulary in the process of gaming activity - one of essential means harmonious formation and education of a child’s personality.

Depending on the material used, didactic games for speech development are of the following types:

• Games with objects - toys, improvised and natural materials;
• Board games using printed materials;
• Word games.

Speech development through didactic games

The development of speech through didactic games occurs by replenishing vocabulary, teaching in a playful way the skills of using words (activating vocabulary), and improving communication skills.

During the period of preschool preparation, the child needs to master a vocabulary that allows him to communicate without problems with peers and adults, successfully acquire school knowledge, and understand the material presented (the content of literary works, the formulation of mathematical problems, etc.). Therefore, the main task of preschool education is the maximum development of speech, which occurs more effectively and efficiently through didactic games.

Didactic games for speech development successfully solve the following problems in preschool education of children:

• Provide quantitative accumulation of vocabulary necessary for full communication;
• Helps in understanding the meanings of words and their correct use with other words;
• Allows you to master the general meanings of words based on identifying common characteristic features of objects, actions or phenomena;
• Improve figurative thinking and its expression by verbal description, thanks to the use of special speech constructions;
• As cognitive abilities develop, didactic games for speech development help expand the objective conceptual content of words;
• Some games with ethical tasks, along with improving vocabulary, teach the inclinations of social ethics and morality;
• Stimulate the imagination, activating and enriching the preschooler’s vocabulary in an entertaining playful way;
• Develop logical and imaginative thinking necessary to solve assigned game problems;
• They not only help expand your vocabulary, but also actively introduce new words into everyday communication.

The vocabulary of a preschooler is significantly inferior in volume to the vocabulary of an adult. The main task of speech development through didactic games is to quantitatively enrich the child’s vocabulary by increasing the volume of accumulated knowledge about the world around him, to activate and teach him to use it competently.

Didactic games for the development of speech for children from two to three years old

At the age of 2-3 years, the baby should master the names of items of clothing, dishes, furniture, toys that surround him in the Everyday life and arousing his interest. During this period, the names of the actions performed with these objects are also mastered.

The task of educators during this period, with the help of didactic games, is to teach children to name and distinguish:

• Parts of objects, parts of the body of animals and humans;
• Different sizes;
• Primary colors;
• Main taste qualities;
• Some physical qualities and properties.

It is necessary to develop the ability of children to denote in one word a group of similar objects united by a common feature and to distinguish between similar groups of objects.

It’s good at this age to start teaching your child to talk on the phone with an invisible interlocutor. This is a kind of didactic game that develops not only vocabulary, but also abstract thinking, the ability to express one’s thoughts without the help of gestures. You should structure such a conversation correctly, asking simple questions that do not require complex answers; you can make a telephone conversation, for example with your grandmother, a daily ritual.

The main goal of such games at this age, while improving vocabulary, is to instill in the child an interest in vocabulary activities.

Speech development through didactic games at four years old

At four years of age, the child’s vocabulary is further expanded, with a more detailed delving into the details and characteristics of the world around him. This is necessary to enhance differentiated perception and deepen knowledge about the characteristics of objects, their purpose, structure and expand the understanding of qualities and properties. At this age, the baby must learn the basic techniques of orientation in space and time, master the corresponding words (morning, evening, forward, backward, first, then). Didactic games for speech development, recommended for 4-year-old children, should begin with the phrases “What first, what then...”, “When it happens...”, “What has changed...”, “What will happen if...”, “What can be done with... ", "What can you do with...", "More than...Less than...", "One...many..." and the like.

It’s good if the child talks every evening about how he spent the day, what he played and with whom, what he saw and did. By answering parents' leading questions during role-playing games using their favorite toys, the baby will develop faster, expanding his vocabulary and improving his ability to use it.

Speech development through didactic games at 5-6 years old

Senior preschool age– a period when children, with the help of didactic games, actively acquire spoken language, mastering vocabulary, phonetics, and grammar. The vocabulary expands, based on in-depth knowledge of the surrounding world. The main task of didactic games for the development of speech at this age, along with further replenishment of the vocabulary, is to teach the child dialogic and monologue speech.

In a playful way, special communicative situations should be created in which the child must maintain a conversation, starting and conducting a dialogue. There are game moments in which the adult and the child change places and the child asks questions.

During the period of preschool preparation, it is important to teach the child narrative speech, the ability to compose and pronounce monologues - for this, in the form of a game, you can offer to describe specific situations, such as a long journey, a visit to the zoo, a fairytale trip, detailed description details (objects, properties, qualities, actions, etc.).

Didactic games for speech development contribute to the realization of the characteristic age-related opportunities for the harmonious mental development of preschoolers, preparing them step by step for school life.

Video from YouTube on the topic of the article:

The presented speech development games are aimed at solving the following main tasks:

· formation of a dictionary, work on the meanings of words and expressions, activation of the dictionary in different types of speech activity;

· formation of different forms of verbal speech: oral, written, dactyl;

· development of coherent speech in children, primarily colloquial, as well as descriptive and narrative.

The proposed games are not divided into types or groups, because each of them solves a number of problems. Thus, when conducting the same game, a teacher can set the task of expanding and activating children’s vocabulary, teaching global reading, and developing the ability to understand questions and answer them. To a greater extent, games are presented for working with children in the first years of education, since at this stage it is especially important to create game motivation for mastering speech material.

When playing these games, you should consider some General requirements and recommendations:

· when choosing games, it is necessary to be guided by the requirements of speech development programs for deaf or hard of hearing preschoolers of a certain age, in particular, take into account the tasks of speech development, the topics and content of classes;

· when conducting games, the choice of forms of speech (oral, written, dactylic) is determined by the requirements of speech development programs (FOOTNOTE: Programs “Education and training of hearing-impaired preschool children.” M.: Education, 1991; “Education and training of deaf children of preschool age” M., 1991);

· when conducting all games for the purpose of developing spoken language, the specified vocabulary material should be included in phrases, the structure of which depends on the level of speech development of children. Depending on the situation about When communicating with children, this speech material must be used in the form of instructions, questions, messages;

In the process of playing games, frontal work should be combined with individual work, especially in relation to children who have difficulty mastering speech.

· in the process of playing games in individual lessons kindergarten or in the family it is necessary to focus on the level of speech development of the child and his individual characteristics;

· the proposed game themes, equipment, and speech material are given as examples. Adults, at their discretion, can change topics, equipment, increase or decrease the volume of speech material, depending on the level of mental and speech development of children. For each game, only the speech material necessary to master the content of the game is indicated. Words and phrases that are constantly used to organize games and evaluate children’s activities (we will play, right, right, yes, no, well done, etc.) are not repeated in the description of each game. They are used by adults at their own discretion, depending on the game situation.

These games can be used by teachers of the deaf in classes on speech development, educators in classes on various sections of the program, as well as by parents at home.

Train

Goals: teach children global reading; learn to answer questions.

Equipment: a toy train with five to six carriages, toys (wolf, fox, hare, dog, cat, etc.), signs with the names of toys attached to the train carriages.

Speech material: we will play; the train is moving. A dog, cat, hare, fox, wolf are going to visit the doll. Show the dog (cat...). Where does the fox (wolf, hare...) go? True False.

Children stand or sit in a semicircle in front of the teacher. The teacher takes toys out of a beautiful box, names them together with the children, and gives a toy to each child. An adult shows the children a train, each carriage of which has a sign with the name of an animal attached (DOG, CAT, WOLF, FOX...). The teacher tells the children: “We will play. A fox, a hare, a wolf... are going to visit the doll. Where does the fox (wolf, hare, etc.) go?” The child who has this toy approaches the train, finds a carriage with a sign FOX, “places” the toy in it and, together with the teacher, reads the sign in a conjugate-reflective manner. The game continues until all the children have placed their animals in the carriages. After this, the train leaves.

Carousel

Goals: the same.

Equipment: image of a carousel on cardboard, photographs of children, signs with the children's names.

Speech material: children's names. This is a carousel. Let's play. Who is this? This is Olya....Where is Olya (Katya....)? Olya (Katya...) is riding.

Children stand in a semicircle around the teacher. The teacher pins an image of a carousel made of cardboard on the table or board. It is advisable to secure the carousel in such a way that it can be rotated. A sign with the child’s name is inserted into each “seat” of the carousel, and photographs of the children are laid out on the teacher’s table. The teacher says: “This is a carousel. Let's play." Next, he asks one child to take a sign with his name, read it, match the photo to the sign and place it on the “seat” of the carousel. In the same way, children place all the photos in their places in the carousel. After this, the carousel can be launched.

After the carousel stops, the game can be continued, only this time the teacher gives the children signs with each other’s names and helps each child read the name. The child then points to the person whose name is written on the sign and places the sign next to the photo. When tags have been selected for all photos, the carousel starts again.

Draw a path

Goals: improve global reading skills, teach to understand and carry out instructions, develop fine motor skills.

Equipment: a sheet of white cardboard with slots on both sides for houses and signs. On one side, houses with opening windows are inserted into the slots (in each window there is a picture of a toy: a doll, a cat, a fish, a bear, etc.), and on the other side, in a random sequence, signs with the names of these toys are inserted into the slots.

Speech material. Here's the house. What's there? Open up. There is a doll (fish, cat, bear...). Draw a path. Show a doll (cat, fish, etc.).

Children stand near the board. A sheet of cardboard is attached to the board, on which, on one side, there are houses with opening windows, and on the other, in a random sequence, there are signs with the names of toys. The teacher says: “We will play. Here is the house (points to one of the houses). What's there? “The teacher asks the child to go to the house and open the window. The child independently (or reflectively) names who “lives” in the house (for example, “There’s a doll there”). Next, the teacher asks the child to find the corresponding sign, while he points to the column where the names of the toys are written. After the child has correctly shown the sign, the teacher asks him to draw a path: “Draw a path.” The child draws a path with a felt-tip pen from the house to the corresponding sign. The teacher reads the name of this toy with all the children. Then the children open other windows and pick up signs with the names of the inhabitants of the house and draw paths.

Family

Goals: expand the vocabulary, improve children’s global reading, learn to answer the teacher’s questions.

Equipment: flannelgraph, cardboard house with windows, under each window there are slits into which signs and pictures of family members can be inserted.

Speech material: This is home. Mom (father, girl, boy, grandmother, grandfather) lives here. Who is this? Where does mom (dad, etc.) live?

A cardboard house with windows is attached to the flannelgraph. Under each window there is a sign with the name of a family member. The teacher hands out pictures of family members to the children, asking: “Who is this?” The pictures show grandmother, grandfather, mother, father, girl, boy. Then the teacher points to the house and says: “We will play. This is home. Mom, dad, grandmother, grandfather, boy, girl live here. Where does mom live? The child who has a picture of his mother comes up to the flannelograph and attaches this picture to the window under which the corresponding sign is attached. Next, the teacher reads this tablet together with the children. The game continues until all family members have taken their places in the house.

Mishkin's house

Goals: the same.

Equipment: toy bear, toy furniture (table, chair, wardrobe, sofa, bed, sideboard), cardboard or plastic house with windows, door, removable roof or sliding walls, scarf.

Speech material. This is home. A bear lives here. What's there? What is this? Table, chair, wardrobe, sofa, bed, buffet. Place a table (chair...).

Children sit in a semicircle around the teacher’s table. There is a cardboard house on the table and a toy bear next to it. The teacher points to the house and says: “This is a house. A bear lives here." Children repeat phrases after the teacher.

The teacher points to toy furniture covered with a scarf: “What’s there?” He takes off his scarf and names each piece of furniture; the children reproduce the words conjugately and reflectedly. The teacher brings the bear into the house through the door, points to the window: “Look. What's there?" The teacher removes the roof of the house or moves the walls apart: “Look.” Each child takes turns approaching the house and looking inside. Inside the room there are signs with the names of the furniture. The teacher invites the child to take one of the signs and select the corresponding piece of furniture. When the child picks up a piece of furniture, the name is repeated with all the children. Next, the adult, pointing with his hand inside the house, says: “Put a chair (table, cabinet, etc.) here.”

The game continues until the children put all the furniture in its place in the room. The teacher reports: “The house is beautiful. The bear will live here."

Field of Dreams

Goals: the same.

Equipment: a top with an arrow, object pictures according to the number of children (for example, a jacket, pants, a fur coat, a coat, a hat, a scarf), a set of plates with the names of objects.

Speech material. This is a spinning top. I'll spin the spinning top. What do you have? Jacket, pants, fur coat... Find the picture. Show me the jacket (pants...).

Each child has a set of object pictures on the table. The teacher has a top on his desk with an arrow attached to it. Around the top there are 5-6 signs with the names of objects. The teacher tells the children: “We will play. I’ll spin the spinning top.” After the top stops, the teacher shows the sign that the arrow pointed to and reads the sign together with the children. The teacher asks: “Where is this picture? Show". Children must select the appropriate picture from the set and hold it up so that the teacher can evaluate the correctness of the choice. Then the teacher attaches a picture and a sign under it to the typesetting canvas. Next, the teacher calls one child to spin the top. The game continues until all the signs have been read.

This game can be played on other thematic material; the number of tablets can be increased at the discretion of the teacher.

Lotto

Goals: the same

Equipment: five subject pictures depicting domestic animals (for example, horse, cow, goat, pig, dog), a large lotto card on which the names of the subject pictures are written.

Speech material. Who is this? Horse, goat, pig, dog, cow. There is no dog.

The child is sitting at the table. In front of him is a large lotto card with the names of pets written on it. The teacher says: “We’ll play,” shows a picture and asks: “Who is this?” The child names the picture independently or in a conjugate-reflected manner. The teacher asks to find the name of the picture on the lotto card: “Where is the horse?” The child must find the corresponding sign and read it. The teacher gives him a picture, which the child places on the sign.

In the middle of the game, the teacher shows a picture whose name is not on the large lotto card. The child must determine and say that this picture is redundant: “There is no dog.” Then the game continues.

Doll book

Goals: improve global reading skills; learn to carry out instructions and answer the teacher’s questions.

Equipment: a doll with a bag, a set of signs, a homemade book with a picture of a boy (girl) performing various actions. A strip of thick paper is glued under the drawings so that a sign can be inserted.

Speech material. The doll came to visit. The doll will play with the guys. This is a book. What's there? What is the boy doing? The boy runs (walks, stands, fell). Walk, run, jump, crawl.

Children stand in a semicircle around the teacher. The teacher shows the doll and says: “The doll has come to visit. The doll will play with the guys." Then the teacher points to the bag that the doll is “holding” and asks: “What’s in there?” Children repeat this question after the teacher. The doll “takes out” signs with the names of actions (walk, run...) from the bag and gives instructions to the children. The teacher, together with the children, reads each tablet and secures it in the typesetting canvas. Children perform appropriate actions. Next, the teacher looks into the bag again, takes out a book from it and asks: “What is this?” Children independently or together with the teacher say “This is a book.”

The teacher opens the book, shows the children a picture on the first page and asks the children: “What is the boy doing?” The child must answer (for example: “The boy is running”), take the corresponding sign from the typesetting canvas and fix it in the book. The work is carried out similarly with subsequent images.

Wardrobe with things

Goals: the same.

Equipment: a wardrobe from a set of toy furniture with shelves and opening doors, a set of clothes for a doll, plates with the names of items of clothing.

Speech material. The doll is sloppy. There is a dress, pants, a jacket, a T-shirt, a hat. Put down the T-shirt... Hang up the dress...

There is a wardrobe on the teacher’s desk, and doll clothes are scattered around it. The teacher tells the children: “The doll is sloppy. Clothes are scattered. Clothes need to be put in the closet." The teacher opens the closet doors and shows the children that there are signs with the names of clothes on the shelves and hangers. Then he asks one of the children to take, for example, a dress and hang it in the closet (“Nikita, take the dress. Hang it in the closet”). The child finds a hanger with a “DRESS” sign attached to it and hangs the doll’s dress on this hanger. If you have any difficulties, you can take a hanger with a sign from the closet and select the appropriate item for it. Then other children hang or put the doll’s things in the same place in the closet. During the game, you can clarify the meaning of the words “put-hang” (“Put down the T-shirt. Hang up the dress”).

A similar game can be played on the topic “Dishes”,

Arrange the fruits

Goals: expand vocabulary, develop global reading skills.

Equipment: pictures of fruits (grapes, lemon, apple, plum, pear) or small dummies, tray, flannelgraph, toy baskets or cut out from cardboard. Each basket has a sign with the name of a particular fruit attached.

Speech material: apple, plum, pear, lemon, grapes. What is this? Whats up? Put it right. Take a pear... There is a pear (apple...) here.

The children are sitting at their tables. The teacher shows a tray on which there are dummies or pictures depicting fruits. The adult presents all the fruits to the children one by one and asks about each of them: “What is this?” Children name fruits.

Next, the teacher places the baskets on the table (or attaches images of the baskets to a flannelgraph). He hands out dummies or pictures of fruits to the children: “Masha, take a pear.” After the child has chosen the correct picture, the teacher offers to put it in a basket with the appropriate inscription. The child reads the labels on the baskets and places a picture of a fruit in the correct basket. The teacher, together with the children, reads the word attached to the basket and clarifies: “There lies a pear (apple).” In the same way, other pictures depicting fruits are placed in baskets.

A similar game can be played on the topic “Vegetables”.

Do as we do

Goals: improve global reading skills, teach how to carry out assignments, and activate children’s vocabulary.

Equipment: small toys (bunny, bear, wolf, dog, hedgehog), signs with the name of the actions.

Speech material: hare, bear, wolf, dog, hedgehog, jump, run, stand, walk, dance, right, wrong. Guests came to us. Who is this?

The children are sitting at their tables. The teacher tells the children: “Guests have come to us. Who is this?" The adult shows each toy, the children name it. Then the teacher places the toy on the table opposite the children. Next to each toy, the teacher places a sign on which some action is written. Then the adult says: “We’ll play. Guys, stand up. Come to me". After the children stand in a semicircle around the teacher, the adult takes a toy (for example, a bunny) and shows the children his sign. Children perform the appropriate action.

Draw a picture

Goals: develop global reading skills, teach children to answer the teacher’s questions, develop children’s coherent speech.

Equipment: flannelgraph, images of objects (house, tree, grass, sun, girl, boy, ball), cut out of cardboard and pasted on flannel, signs with the names of these objects.

Speech material: house, flowers, grass, ball, sun, girl, boy playing. Let's make a picture. Where are the flowers?... Take the flowers... A boy and a girl are playing with a ball.

Children stand in a semicircle near the flannelgraph. Plates with the names of the drawings are attached to the flannelgraph, and the drawings themselves lie on the table not far from the flannelgraph. The teacher tells the children: “We will make a picture. What is written? For example, the teacher points to the sign “FLOWERS” attached to the flannelgraph. After the sign has been read, the teacher removes it from the flannelograph and attaches the corresponding drawing in place of this sign, i.e. flowers. Next, the child reads any of the remaining tablets, finds the desired image and replaces the tablet with a drawing. This is how the picture gradually emerges. After the picture is completely assembled, the teacher, together with the children, once again clarifies the names of various objects, includes words in sentences, demonstrates them on tablets or writes them on the board. The sentences are read by all children. Depending on the level of speech development, the text may be larger or smaller. For example. "Spring has come. The sun is shining. Grass and flowers are growing. A boy and a girl are playing ball." Then the text is read by the teacher together with the children.

In the next lesson, you can invite the children to match sentences from the text to the picture on the flannelgraph (The sun is shining...).

fox birthday

Goals; improve global reading skills, activate children's vocabulary, teach them to understand questions and answer them.

Equipment: toys (fox, cat, wolf, bear, hare, dog), signs with animal names, toy table and chairs.

Speech material: fox, bear, cat, wolf, hare, dog. It's the fox's birthday. Guests came to the fox. Lisa can't read. Help the fox. Who is this?

There is a toy table and chairs on the table in front of the children. On each chair there is a sign with the name of a particular animal. A fox appears. The teacher tells the children: “It’s the fox’s birthday. Guests came to the fox.”

Next, the teacher points to chairs with signs and says: “The fox can’t read. Help the fox. Look who's here." Children look at and read the signs. Behind the screen on another table are the animals that came to the fox for his birthday. Children and their teacher name the animals.

Then the teacher asks the children: “Let’s put the animals in their places.” He invites one of the children to take the sign, find the corresponding toy and place it on the chair. The game continues until the children have seated all the animals at the table. Then it is once again clarified who came to visit the fox, what the guests did at the birthday party.

Shop

Goals: the same.

Equipment: three shelves, natural or drawn on whatman paper, toys or pictures of toys (there may be pictures of dishes, clothes, etc.), signs with the names of toys.

Speech material: matryoshka, shovel, car, doll, fish, pyramid. This is a store. I'll be the salesman. What toy do you want? I bought a bunny...

There are shelves with toys on the table. If they are absent, you can attach to the board a sheet of paper on which three shelves are drawn, to which pictures of toys are attached. Next to the shelves on the table there are signs with the names of the toys. An adult points to the shelves and says: “We’ll play. This is a store. I'll be the salesman. Sasha, what toy do you want?” The child goes to the shelves and takes one of the signs with the name of the toy he wants to buy. Depending on their speech capabilities, some children may limit themselves only to the name of the toy, while others may use the phrase “I want (to buy) a doll.” The child gives the sign to the adult. The seller takes a toy from the shelf and asks the child to say what he bought. The game continues until all the toys are “sold out”.

Multi-colored flags

Goals: develop global reading skills, teach to understand and carry out assignments, develop color perception.

Equipment: five flags each different color(red, blue, green, yellow, black), signs with the names of colors.

Speech material: green, blue, red, yellow, black. Who has this flag? Show the checkbox. I have a blue (green...) flag. Walk in a circle.

The children are sitting at their tables. Each child has two flags of different colors on the table. The teacher shows a sign with the name of one color or another, reads it with all the children and then asks: “Who has this flag? Show". If the children remember the written color designations well, you can offer only signs, and then, after selecting the appropriate flag, read them with the children. Children must pick up a flag and say what color it is (“I have a blue flag”). At the end of the game, the teacher offers to take flags of a certain color and walk in a circle with them.

Garden

Goals: development of global reading skills, expansion of ideas about the environment, development of attention.

Equipment: a large map with a picture of a vegetable garden (an empty circle is drawn on each “bed”, and the name of the vegetable is written under it), small pictures with pictures of potatoes, carrots, beets, cabbage, onions, cucumbers, tomatoes.

Speech material: potatoes, cabbage, carrots, beets, onions, cucumbers, tomatoes. This is a vegetable garden. Cabbage, onions grow here... What's there? What is this? Where does it grow...?

On the teacher’s table there is a large picture of a vegetable garden. In the envelope the teacher has small pictures of vegetables. He says: “This is a vegetable garden (points to the big picture). Cabbage and beets grow here...” Next, the teacher takes out a small picture from the envelope depicting, for example, a cucumber and asks the children: “What is this? Where does the cucumber grow? One of the children goes to the large picture, finds an empty circle with CUCUMBER written under it, and places the picture of a cucumber on the empty circle. Then the teacher invites one of the children to take out a picture of another vegetable from the envelope, name it, and then find the bed in which it grows. Children ask questions: “What is this? Where does it grow? The game continues until all the empty circles in the picture depicting a vegetable garden are covered.

Find the animal mask

Goals: to improve global reading skills, to learn to carry out the teacher’s instructions, to answer questions.

Equipment: animal masks (cats, dogs, squirrels, foxes, wolves), signs with animal names, basket.

Speech material. Here's the basket. This is a cat, a dog, a squirrel, a wolf. Take this mask. Who are you? I- fox (wolf...). Wear your masks. We will dance in a circle.

The adult has masks laid out on the table. The teacher shows the children a basket with signs, which he holds in his hands and says: “We will play. Here's the basket. There are signs here. Anya, take the sign." The child takes the tablet and reads it together with the teacher. Then the adult suggests: “Take this mask.” The child takes the mask, calls it (“This is a wolf”) and sits down on his chair. At the end of the game, the adult asks each child the question: “Who are you? “The child, independently or with the help of a teacher, says: “I am a fox...” and puts on an animal mask. Then the children dance in a circle.

Postman

Goals: the same.

Equipment: envelopes according to the number of children, a postman costume, toys (ball, fish, doll, car, boat), signs with instructions written on them.

Speech material: fish. doll, car, boat, go, give, take, remove, show, children's names. What's there?

The children are sitting at their tables. The “postman” comes in with a bag (a teacher or teacher dressed as a postman) and says: “Hello! The bag is heavy. What's there?" The “postman” takes one toy out of the bag, asking the children: “What is this?” Then the “postman” takes the envelopes out of the bag and shows them to the children. Children, after reading the name on the envelope, point to the child to whom the letter is addressed. The “postman” gives the envelope to this child, who opens the envelope and takes out a sign with an order, for example: “Take a boat.” The tablet is read, then the child completes the assignment. The game continues until the “postman” distributes all the “letters” to the children.

Find the picture

Goals: activate vocabulary, improve global reading skills, develop attention.

Equipment: pictures of dishes (five pictures for each child), signs with the name of the dishes.

Speech material: cup, spoon, plate, saucer, teapot, pan. Show the picture. Who has this picture? Walk straight.

Children stand in a line; Each child holds five pictures of dishes. The teacher stands at a distance of 1.5-2 m from the children. The adult says: “We’ll play,” and shows the children a sign with the name of the dishes: “Read.” Children read the sign together with the teacher, then the adult asks: “Who has this picture? Show me the picture." If the child showed the picture correctly, he takes one step forward. The one who showed incorrectly remains in place. The one who reaches the teacher first wins.

Guess

Goals: develop fine motor skills, teach global reading, learn to understand questions and answer them.

Equipment: schematic (black and white) pictures with images of animals or pictograms showing the features of the appearance of animals (beak of a goose, mouth of a wolf, ears of a horse), plates with the names of animals.

Speech material. Look carefully. Do this. Who does it look like? Who is this? These are a hare, a wolf, a horse, a goose, a bird.

The game is based on correlating the position of the fingers with the appearance features of some animals (FOOTNOTE: Tsvyntarny V.V. We play with our fingers and develop speech. St. Petersburg, 20). Pictures or pictograms (which is preferable) with images of animals are displayed on the typesetting canvas. The children have signs with their names on their tables. First, the teacher clarifies the names of the animals: pointing to a particular picture, he asks the question: “Who is this?” Children find the desired sign on the table and read it together with the teacher. Then the teacher reproduces the position of the fingers of both hands, conveying certain characteristics of the animal, for example, folds his fingers, depicting the beak of a goose, or makes movements with two fingers, demonstrating the ears of a bunny. Children are asked to reproduce the finger movements: “Do this,” and then point to a sign with the name of the animal: “Who is that?”

Children imitate the movements of their fingers, point to the corresponding sign and read it.

Lotto

Goals: teach oral-dactyl reading, consolidate thematic vocabulary.

Equipment: lotto cards, which feature four pictures of familiar objects with captions; pictures with images of the same objects.

Speech material: read, say with your hand, speak orally, the names of the objects shown in the pictures, well done, made a mistake, repeat.

The teacher hands out lotto cards to the children and clarifies what is shown in the pictures. Then he shows the children a picture and asks them to read its name orally. Children find this image on the lotto card and read the caption. The child who is the first to correctly read the word orally is given a small picture with which he covers the corresponding image on the lotto card. When all the captions for the pictures have been read, the children count who has the most pictures on the lotto card covered.

Show me

Equipment: toys familiar to the child or objects from another thematic group.

Speech material: read, names of objects, instructions like: “give me the ball, show the doll, take the fish.” What did I say?

Toys are laid out on the table. The teacher gives the child an instruction in oral-dactyl form: “Give me the doll.” In order to eliminate lip reading, the instruction can first be presented dactylly, and then, if difficulties arise, repeated orally-dactylly. When the instructions with toys are completed, you can offer to carry out the instructions using words denoting parts of the body: “Show your nose (arms, legs, eyes, mouth, ears...” Children who complete the instructions correctly receive chips or small toys. At the end of the lesson. The number of chips or toys for each child is counted.

What do you have?

Goals: the same.

Equipment: “wonderful bag”, toys or items from another thematic group (vegetables, fruits, dishes, furniture).

Speech material: names of toys or objects. Hide it. What do you have? I'll guess. Do you have a ball? I guessed right. I was mistaken.

The teacher shows the child four or five familiar toys and puts them in an elegant bag. The teacher explains to the child that he must take one toy from the bag and hide it. The adult closes his eyes, and then, opening his eyes, he must guess what toy the child has hidden. The teacher names the toy orally-dactylly or, to eliminate lip reading, the first time he reproduces the name of the toy only by dactylation, and the second time - orally-dactylly. The child answers “yes” or “no”. The teacher names different toys, but for a long time cannot “guess” the hidden toy in order to practice reading by hand. The child gives the guessed toy to the teacher. The game continues until all the toys are guessed by the teacher.

In the future, the game can be complicated by increasing the number of toys to eight to ten.

Then the toys can be seen in the pictures: first with objects, and then with a simple plot (a girl is playing, a boy has fallen, a mother is reading, etc.).

Let's pack the doll for a walk

Goals: the same.

Equipment: doll, items of doll clothes and shoes.

Speech material. The doll will go for a walk. Let's dress the doll. Bring (give) a coat (hat), put on a dress (shoes)...

The teacher tells the children: “Let's go for a walk with the doll. We’ll dress the doll.” He gives instructions to the children in oral-dactyl form: “Bring a dress (coat, scarf, hat, shoes). Put on your dress (shoes, coat...).” Through play, children develop their ability to understand and carry out instructions. In the process of preparing children for a walk, they are also presented with this speech material in oral-dactyl form.

Other games of this type can be played: “Feed the doll,” “Let’s put the doll to sleep,” “Let’s bathe the doll.”

Ladder

Goals: teach syllable reading, develop attention.

Equipment: cards with a picture of a ladder, small toys, pictures (dog, goat, cat, squirrel, cow), signs with the names of these animals.

Speech material: ladder, dog, cow, goat, cat, squirrel. Let's read.

In front of the child are cards with a picture of a ladder. On each step of the ladder are written the syllables of one word. The teacher says: “We will read.” He places a small toy on the top step and asks the child to read the syllable. Gradually the child goes down the stairs, reading the word. After the child has read the word, he selects the desired picture with a sign and reads the word in compliance with spelling norms (the pronunciation of unstressed vowels is marked on the sign). If by this time the children have mastered adding words from a split alphabet or writing (copying words from tablets), you can invite them to fold a word or copy it from a tablet, and then read it again.

"What's there?" (“Who is it? Who is there?”)

(FOOTNOTE: This and two subsequent games are based on the recommendations of L.Yu. Nikolskaya from the book “The Path to the Word”. Irkutsk, 1999)

Goals: to teach children to ask questions to adults and children, to develop dialogical speech.

Equipment: toys or pictures depicting familiar objects, cut-out pictures with a simple cut configuration, photographs of family members of children and teachers.

Speech material: names of familiar toys, for example: car, plane, doll. What's there? Is there a ball...? I guessed right, I didn’t guess right. I do not know what is this. Ask. At the discretion of the teacher, speech material can be selected on any topic covered.

1st option. The teacher shows the children familiar toys and asks them to name them. For example, a doll, a ball, a pyramid... Then he points to the screen, says: “There are also toys there,” invites the children: “Ask what is there?” The teacher shows how to ask, draws attention to the questioning facial expressions. Then each child, using the “What’s there?” sign. and repeating the question orally, addresses the teacher. The teacher answers the question: “There is a matryoshka doll” and shows or gives the child a toy.

Next time the teacher hides familiar toys behind a screen and invites the children to ask the question: “What’s there?” or “Is there a ball?” If the child correctly names the object, the teacher gives him the toy. If none of the children can guess, the teacher removes the screen and the children name the toys.

The game can be diversified by introducing toys or objects unfamiliar to children. In this case, in response to the child’s question: “What’s there?” The teacher shows a new toy and introduces a new phrase into the child’s speech: “I don’t know what this is,” suggests: “Ask.” What is this?". The teacher calls the toy: “This is a tower”, the children read the word.

2nd option. Children can be asked to fold a cut picture into three or four parts and cover it with a sheet of paper so that other children cannot see. The teacher approaches each child and asks: “What’s there?” The child shows the picture and names the depicted object. If the picture is folded correctly, the child receives a chip; if incorrectly, the teacher gives a sample picture. At the next lesson, the children put together other cut pictures, one of the children asks the question: “What is there?” or “What do you have?”

3rd option. Toys familiar to children are placed in a thin bag or under a napkin. The child is asked to identify the toy by touch and answer the question: “Who is this?” “(if these are animal toys) or “What is this?” Next time one of the children asks a question. If the answer is correct, the child receives a toy.

Questions that can be used in a similar way are: “Who is this?” Who's there?" when looking at photographs of children and members of their families. Looking at them together with the children, the teacher asks the children the question: “Who is this?” Then you can look at the photographs brought by the teacher or educator. The children ask them the question: “Who is this?”

What is he doing...?

Goals: to teach to understand questions and answer them, to independently ask the question: “What is the boy (mother) doing?”; develop dialogical speech.

Equipment: pictures depicting various actions performed by one character and by different ones (people, animals), story toys, photographs of the children of the group and their family members in which they perform various actions.

Speech material. What is the bear (bunny) doing? What is Olya (Vanya...) doing? What is the boy doing? What does mom (dad, grandma, grandpa...) do? The boy walks, runs, sleeps, eats, plays, draws, sculpts, etc. Show how...

1st option. The teacher invites the children to look at pictures that depict a boy performing various actions (walking, running, falling, drawing, reading...). He uses the question “What is he doing?” and invites one of the children to reproduce the action (“Show me what the boy is doing”). During the demonstration of the action, he asks the children: “What is Sasha doing?” The answer is recorded on the sign and read: “Sasha is running.” Other actions are demonstrated and clarified in the same way.

Option 2. The teacher invites the children to play “family,” distributes roles, asks the participants in the game about their actions: “You will be a grandmother. What is grandma doing? Grandma is preparing dinner. You will be a mother. What does mom do? Mom is cleaning the floor."

Option 3. On the board reverse side pictures are attached that depict the actions of one animal: for example, a dog sleeps, sits, eats, barks, jumps. The adult says: “There’s a dog there. Ask what the dog is doing." Children ask the question: “What is the dog doing?” or “Is the dog sleeping?” If the child asked the question correctly, the adult names the action, takes a picture and gives it to him. When all the pictures have been given to the children, you can look at them again and ask each child the question: “What is the dog doing?” In case of difficulties, an adult helps the child read the answer to the question.

4th option. The teacher invites the children to guess what he will do: “I’ll show you, you guess.” He reproduces different movements (runs, jumps, eats, washes his hands, etc.). Children name the actions: “Aunt Lena runs, jumps...”

5th option. You can organize a game “We won’t tell you what we did, but we’ll show you what we saw.” Children depict different actions, the teacher guesses them and names them or writes them down. If he does not guess the action being performed, the children must name it themselves

Crosswords

Goals: to teach children sound-letter analysis of familiar words, teach them to read, clarify the names of objects on various topics.

Equipment: pictures, crossword puzzle patterns

Speech material: what word is this? What is this? Fill in the boxes. Write the word. Names of objects on the topic reflected in the crossword puzzle.

The teacher points the children to the crossword puzzle and says: “We will fill in the boxes. There are different words." First, he asks the children to look at and name the pictures. Then he explains how to fit the word in the boxes into the crossword puzzle diagram. If children are not familiar with this game, the teacher can use the example of one word to show how to write a word in a crossword puzzle. Then the children name the following pictures and write the words in the corresponding parts of the crossword puzzle. If this game is rarely used, the teacher can write the first letters of the words into the crossword puzzle as a help.

Complication. If this game is used often, you can invite older preschoolers to remember words on a certain topic (for example, flowers) and enter them into a crossword puzzle. If children cannot remember the names of objects, they are given pictures, which children name, and then write the words in the corresponding parts of the crossword puzzle. If children do not accurately reproduce the structure of words, you can first have them read or write the words and then complete the crossword puzzle.

The doll is going on vacation

Goals: expand the thematic vocabulary of children, teach them to understand species-generic relationships, and correctly use generalizing words; teach analytical reading.

Equipment: doll, two toy suitcases or bags, doll clothes, toy food sets.

Speech material: The doll is tired. The doll will go on vacation. Help the doll get ready (gather things). This bag contains clothes. This bag contains groceries. Place your clothes in your bag. Place your groceries in your bag. What did you put in? I put the jacket down. A jacket is clothing....

The teacher brings a doll to the class and tells the children: “The doll is tired. The doll will go on vacation. Help the doll collect her things. The doll has two bags. This bag contains clothes (There is a sign “clothes” attached to the bag). There are groceries in this bag (the sign says “groceries”).” On the teacher's table there are items of doll clothing and food in a random order. “What should we put in this bag?” The teacher invites the children to take the products (without specifying specific names) and put them in the appropriate bag. He asks the children the question: “What did you put in?” He helps them give the answer: “I put in cookies.” If necessary, the answer is written down and read by all children. Then the second bag is filled in the same way. When both bags are full, the teacher clarifies: “What is in this bag? Products. Name the products." The contents of the second bag are specified in the same way.

The doll “thanks” the children, puts his bags in the car, says goodbye to the children and leaves.

The game can be complicated by offering several groups of objects. For example, in one bag there are clothes and shoes, in the other - food and fruit.

Help animals find their home

Goals: expand children's understanding of animals, activate vocabulary, clarify species-generic relationships, teach how to correctly use words with varying degrees of generalization in speech, teach analytical reading.

Equipment: toy house (barn), model of a forest, toy animals: cow, pig, goat, horse, fox, wolf, hare, squirrel.

Speech material: names of animals; wild, domestic animals. The animals got lost (lost). Help me find the way. Where does the cow (hare...) live?

The teacher has different animals (wild and domestic) on the table. The teacher invites the children to examine and name the animals, imitate their actions (a fox and a hare are jumping, a wolf is running, a cow is eating grass), then says: “It’s already late, it’s dark. The animals need to go home. Help them find their way." He points to a model of a barn and a forest (it is better if the models are at different ends of the table or on two desks). The teacher invites the children to take different animals and help them find a home: “Where does the fox live?” The child places the fox in the forest, says or reads the sentence: “The fox lives in the forest.” Children place all the animals in the barn or in the forest, specifying where they live.

After all the animals have found their home, the teacher clarifies: “Who lives in the forest? What are these animals called? The concept of “wild animals” is clarified. In the same way, the meaning of the phrase “pets” is clarified.

Who runs, flies, jumps, crawls, swims?

Goals: to clarify children’s understanding of the general meaning of verbs, to teach how to compose sentences with present tense verbs, to teach analytical reading.

Equipment: pictures of birds, fish, frogs, butterflies, wasps, beetles, squirrels, snakes, mice, etc.

Speech material: Who flies, crawls, swims, runs, jumps? A bird flies, a squirrel jumps... etc.

The game is played during a lesson on the topic “Animals”, when children become familiar with the methods of movement of various animals. The teacher hands out several pictures of animals to the children, and they answer the question “Who do you have?” and name the animals. There are signs on the board with the words: "flies, crawls, swims, runs, jumps" which are being read. The teacher calls the child and invites him to place the pictures under the appropriate signs. The child attaches a picture under the corresponding word and says: “The fish swims.” Children evaluate the correctness of completing the task, the child receives chips based on the number of correctly placed pictures. This is how all the pictures are placed. Then the teacher invites the children to answer the question: “Who flies?” Children answer: “A bird, a butterfly, a wasp flies.” Work with other verbs in the same way. You can also ask provoking questions: “Does the fish fly?”, learn to answer using constructions with negation or opposition: “No, the fish swims. (Fish does not fly, but swims).”

Fourth wheel

Goals: develop logical thinking, learn to establish cause-and-effect relationships, use complex sentences with the conjunction “because.”

Equipment: four sets of pictures with objects of different thematic groups (vegetables, fruits, dishes, furniture).

Speech material: what's extra? (What doesn’t fit?), constructions like: “the plate is extra because it’s not furniture.” What are these items for?

The teacher places sets of pictures on a typesetting canvas or flannelgraph, in which three pictures belong to one thematic group, and one to another. For example, one set contains pictures depicting a table, chair, cabinet and plate, while another contains pictures of a tomato, plum, carrot, and onion. Other sets of pictures are selected using the same principle. The teacher invites the children to carefully look at the pictures and say what is superfluous (what does not fit). When the child names the object, the teacher asks the child to explain why he thinks so. An adult helps the child correctly construct a complex sentence. You can write the sentence on the board as a sample. If children find it difficult to establish cause-and-effect relationships, the teacher, using the example of one set of pictures, clarifies which group each item belongs to. Work in the same way with other sets of pictures. The teacher should not rush to help children, first you need to listen to all the children’s explanations, and if they are not accurate, help the children establish the correct cause-and-effect relationships.

When children learn to correctly identify the fourth extra object belonging to another thematic group, you can offer pictures with objects that are closer in functional characteristics, for example, domestic and wild animals, tableware and teaware, summer and winter clothes, outerwear and linen, etc.

Describe the item

Goals: to learn to use question and symbolic plans when describing objects, to compose a description in a certain sequence.

Equipment: real objects or dummies (the selection of objects is determined by the topic of the lesson), symbol cards or a diagram on which symbols are consistently presented that convey the size, shape, color of the object. Depending on the thematic affiliation of the objects, additional symbols are selected (where it grows, where it lives, where it was bought).

Speech material: names of objects, describe the object. What is this? What is the largest? What color? What shape? Where does he live? Where does it grow? What is it needed for? Where did you buy it?

Children are asked to describe a familiar object, such as a vegetable. In the first lessons, the description of the subject is constructed in the form of answers to the questions: “What is this? What shape? What is the largest? What color? Which one do you like? Where does it grow? What is it needed for? Where did you buy it? The written description is read by the children. When they have gained experience in describing objects using a question plan, the teacher can use both a question and a symbolic plan at the same time. To do this, a symbol card is placed next to the question, the meaning of the symbols is specified (the object can be large or small, round, square, different colors, etc.).

With children of older preschool age, you can use the symbolic plan. The teacher offers to describe the subject, specifying the sequence of description according to the scheme of symbol cards (what needs to be said first, what needs to be said later). If necessary, new symbols are introduced, the meaning of which is clarified. For example, when describing clothes, a card with symbols of different stores is entered; when describing animals, a card with symbols of a house, forest, or nest is entered.

Package

Goal: learn to describe objects and recognize them by description, strengthen reading skills.

Equipment: a box containing vegetables and fruits in paper bags (one per bag). Items from other groups (toys, clothing, etc.) can be used.

Speech material: The postman brought a parcel: vegetables, fruits, describe, name, guess, as well as words denoting the properties of fruits and vegetables (shape, size, color, taste).

The teacher shows the children the box and informs them that the postman brought a parcel early in the morning. There are vegetables and fruits. The teacher gives two children each a package, invites them to look into them, and then, without naming what is there, tell the children about the item they received in the package. In case of difficulties, the teacher helps the child with guiding questions: “What color is the fruit? Is it big or small? etc. The child's answers are written on the board. When the child tells everything about the fruit or vegetable in the package, the children read the description and name it. The guessed items are placed on the table

At the end of the game, the children who received the parcels treat other children with fruits or vegetables.

Who needs what?

Goals: to clarify children’s ideas about professions, occupations and work activities of people, to teach them to name the functions and properties of objects.

Equipment: doctor’s cap (with a red cross), chef’s cap, elements of costumes of representatives of other professions (at the discretion of the teacher); a box with toy things - attributes of various professions (syringe, medicine, thermometer, ladle, spoon, etc.).

Speech material: cook, doctor, who are you? who needs what? What is it for? Tell the doctor (chef). The doctor needs a thermometer. What does a doctor (cook) need?

The teacher calls two children, puts on a doctor’s cap on one, and a chef’s hat on the other. Specifies the names of professions, occupations of a doctor, a cook. Children are seated at a table facing other children. Then the teacher invites one child, invites him to take a thing out of the box, name it, tell what it is for, and hand it over to its destination. For example: “This is medicine. The doctor gives medicine to children" or "This is a knife. Vegetables and meat are cut with a knife. The chef needs a knife." The composition of the participants in the game is changing. You can enter other professions: hairdresser, builder, teacher, etc.

Shop

Goal: to teach children to use incentive constructions, describe objects, coordinate words in gender, number, case; use words with a general meaning: “clothes”, “shoes”, “toys”.

Equipment: “store” with departments “Clothes”, “Shoes”, “Toys”. Each department “sells” five or six toy items. It is advisable to have several identical things in each department that differ in color and size, for example, dresses or shoes of different colors. A machine into which purchased items are stored.

Speech material: What do you want to watch? What should I show you? Please show me the red dress (blue shirt, black shoes..., green ball...). Clothes, shoes, toys. I bought black boots... Boots are shoes.

The sales teacher informs the children that a new store has opened and that they can buy clothes, shoes, and toys for dolls in the store. Together with the children, he examines the items in each department, clarifies why this item is sold in this department, and together with the children names the color and size of the items.

Then the teacher offers the children to buy something and asks: “What should I show you?” The buyer replies: “Please show me the red striped dress.” Questions and answers can be written on tablets or on the board. After examining the item, the seller asks: “Do you want to buy a dress?”

The seller places the purchased items in separate paper bags, on which he writes the buyer’s name and surname. All bags with purchased items are placed in the car. At the end of the game, a car with shopping comes to the children. The teacher asks the children to read the buyer’s first and last name and asks what he bought. You can ask in which department the item was purchased or to which group of items the item belongs (“a dress is clothing”). The purchases are then distributed to customers.

Magic basket

Goals: learn to write descriptions of animals according to plan, expand your vocabulary on the topic “Animals”.

Equipment: pictures of wild and domestic animals, animal masks, envelopes according to the number of children, a basket, a napkin, a question plan written on a large sheet of paper.

Speech material: questions of the plan, descriptions of animals. Who is this? Tell me about the wolf (dog...). I talked about the wolf...

The teacher shows the children a large basket covered with a napkin and invites them to see what is there. The basket contains envelopes according to the number of children, animal masks, a sheet of paper rolled into a tube and tied with a ribbon. The teacher takes out envelopes and distributes them to the children. Each child takes out a picture of a domestic or wild animal from their envelope. The teacher takes a sheet of paper from the basket, unfolds it and pins it on the board. Questions are written on a piece of paper. The teacher tells the children: “On these questions you need to talk about your animal.”

1. Who is this?

2. Domestic or wild animal?

3. Where does he live? What is the name of his house?

4. What body parts does he have?

5. What does it eat? (What does he eat?)

6. What are children (cubs) called?

One child describes the animal shown in his picture according to this plan. The teacher can write the description on the board. After drawing up the description, the child fixes his picture in the typesetting canvas, and the description is read.

After all or several children have described their animals according to the plan, the teacher takes masks out of the basket. He shows one mask and asks: “Who is this? Who told you about the wolf? If the child answers correctly, the child who described the wolf receives a mask. When all the children answer the question and receive masks, the teacher organizes a round dance game with them.

In the next lesson, you can use descriptions of animals compiled by children and written on the board or on tablets to play the game “Guess who it is.” The teacher distributes to the children in random order pictures of animals that the children described in the previous lesson. Then he asks the children to read the description of the animal and guess who it is. The teacher closes the name of the animal in the description text in advance. Children read the description, name the animal and put a picture with its image.

As one of the game options in the next lesson, you can use drawing an animal according to the description. Children read the description, name the animal and draw according to the idea.

Analogies

Objectives: learn to construct sentences by analogy, using a model; use conjunctions when constructing complex sentences.

Equipment: pictures depicting animals and their young. For example, in the sample picture there is a cow at the top, and a calf below (or next to) it. Corresponding pairs of pictures are selected (horse and foal, pig and piglet, mouse and little mouse, goat and kid, etc.). You can use the ready-made “Analogies” manual, which contains cards with pictures.

Speech material: names of animals, their babies, sentences like: “The cow has a calf. The horse has a foal,” “The cow has a calf, and the horse...”

1st option. The teacher hands out cards to the children, at the top of which there is an image of an animal (goat, pig, cat, etc.). Pictures with images of cubs are displayed in a typesetting canvas or lie on the table. The teacher shows the first picture, which depicts a cow, and places a picture of a calf next to it. Using this pair of pictures, the teacher composes a sample sentence, for example: “The cow has a calf.” Then he presents a card with a picture of a horse, asks to select the corresponding picture with a picture of a foal, and asks the question: “Who is the horse?” By analogy, the sentence “The horse has a foal” is made.

2nd option. For children with more high level speech development game can be complicated. The teacher presents two pairs of pictures at once and asks the question: “The cow has a calf, and who has the horse?” Together, a sample sentence is composed: “The cow has a calf, and the horse has a foal.” Then the children are given two cards with pictures, one of which has a picture of an animal and a baby, and the second only a picture of an animal. The child needs to select the appropriate image of the cub and make a sentence based on the model.

3rd option. Children are invited to complete the sentences written on the board: “The butterfly flies, and the beetle...”, “The frog jumps, and the wolf...” “The snake crawls, and the squirrel...”

Pick a pair

Goals: to teach children to understand the functions of objects, to use words in the correct grammatical form.

Equipment: pictures depicting objects that can be used in one situation (pencil and notebook, hammer and nail, needle and button, knife and food, spoon and soup, etc.).

Speech material: What is this? Pick a pair. What is it needed for? Names of items. Sample sentences: “They draw in a notebook with a pencil”, “They eat soup with a spoon”...

Each child is given a picture of one object. The teacher shows one of the pictures (for example, with a picture of a pencil), asks the children what it is, and offers to choose another picture (“What is suitable?”). Pictures depicting paired objects are on the teacher’s table or in a set on the canvas. Children match the pencil image with a picture of an album. A sentence is made: “They draw with a pencil in an album.” Then each child must choose a picture with the image of. the corresponding paired item and say what it is needed for. The teacher helps the children make up sentences: “They cut sausage with a knife,” “They sew on a button with a needle,” etc.

Help the doll get dressed for a walk

Goals: to teach children to determine the time of year from a picture, to justify their opinion. Learn to establish cause-and-effect relationships, build complex sentences with conjunctions “because...”, “not..., but...”.

Equipment: a cardboard window in which pictures change with the seasons; paper doll with a set of clothes.

Speech material: what season? How did the doll dress? Words and phrases describing the characteristics of different seasons. Sentences like: “It’s winter now, because.... Fur coats are worn in winter, not in summer...”

There is a “window” on the teacher’s desk. The doll looks out the window and gets dressed. The teacher asks if the doll is dressed correctly. The children answer: “It’s winter outside because there’s a lot of snow. The doll put on a dress (summer clothes). The dress is worn not in winter, but in summer.” Next, the teacher changes the picture in the window and shows the doll in a different outfit. Children make up other sentences.

What did you see on TV?

Goals: to teach children to compose a story based on a series of pictures, to construct sentences grammatically correctly. Teach analytical reading.

Equipment: “TV” cut out of a cardboard box, a series of pictures.

Speech material: words and phrases necessary to compose a story based on a series of paintings.

There is a “TV” on the teacher’s desk. The teacher invites the children to watch a “movie”. Children look at the first picture and answer the teacher’s questions. The teacher writes the correct answers on the board or signs are placed on the typesetting canvas. Then the next picture is shown, and so on. A story is created on a board or typesetting canvas. Children read it and retell it using supporting words or a question plan. At the next lesson, you can continue the game: once again look at the pictures “on TV” and compose a story orally.

Winter

Goals: learn to compose a story based on a plot picture, develop attention and thinking.

Equipment: subject picture “Winter Fun”, which lacks some details of the objects.

Speech material: Questions about the content of the picture. Text describing the painting. What did the artist forget to draw? What's missing? Draw (complete). Tell.

The teacher shows the children a plot picture on the theme “Winter”, which depicts various actions of the children: a girl skiing; a boy is carrying a sled; girl ice skating; children make a snow woman. The drawing is missing some details of the objects: the sled does not have a rope; ski poles are not drawn; one skate is not drawn; There is no image of a snowball being rolled by children.

The teacher invites the children to carefully examine the picture and say what time of year the artist depicted. He asks the children to clarify why they think this way. Children name the signs of winter. The teacher writes words and expressions on the board. Then he asks the children to say what the children in the picture are doing. Children look at fragments of the picture and name the children’s actions. The teacher asks the children to carefully look at them and say what is not in the picture. They point out missing parts and name them. The teacher can invite the children to finish drawing them: “Draw (complete) a sled (lump, skates, etc.)”

Then the children answer the teacher's questions. Children's answers are arranged in the form of a story, which is written on the board. Children read the text and match its content with the picture. In the next lesson, children describe the content of the picture independently.

It happens - it doesn’t happen

Goals: to develop cause-and-effect thinking in children, to teach how to compose complex sentences with the conjunction “because.”

Equipment: a painting depicting various animal actions, both real and unreal.

Speech material: the artist was mistaken, this (doesn’t) happen, the dog doesn’t fly because it doesn’t have wings, the cat doesn’t eat candy because it loves milk...

The teacher shows the children a picture that depicts different animals both in situations inherent to them and in unusual ones. For example, a dog is shown flying through the air; a cow jumping rope; fish tied on a rope near the kennel, etc. The picture can be drawn by a teacher or you can use a ready-made one from children's magazines.

The teacher offers to look at the picture and asks whether the artist drew it correctly. Helps children answer the question: “The artist made a mistake. (The artist joked).” Then the teacher asks questions about specific animals: “Did the artist draw the cow (dog, fish, cat, hedgehog, etc.) correctly?” Helps children create sentences with the conjunction “because”: “The artist drew the fish incorrectly, because fish swim in the sea.” While looking at the picture, you can teach children to use sentences with elements of opposition: “The fish swims in the sea, and does not live in a kennel.”

Girl and hedgehog

Goals: to learn to determine the sequence of events in a series of plot pictures, to compose a story based on a series of pictures, using answers to questions.

Equipment: a toy hedgehog, a truck, a TV made from a cardboard box, a series of four plot pictures.

Speech material: questions about a series of plot pictures, text of the story. Progress of the game

The teacher invites the children to guess the riddle: “Small, lives in the forest, prickly.” After the children have guessed the riddle, a hedgehog appears pulling a truck. There is a “TV” on the car. The hedgehog greets the children and offers to watch on TV what happened to him. The teacher sets up the “TV” on the table and places the first picture on the screen. The picture shows a girl with a basket who came to the forest to pick mushrooms. The teacher asks questions based on the picture and writes the children's answers on the board. After the questions for this picture have been exhausted, the teacher puts it on the typesetting canvas, and the following picture appears on the “TV” screen, which depicts a girl’s meeting with the inhabitants of the forest: a mother hedgehog and hedgehogs, a squirrel. The teacher asks questions and writes down the children's answers in such a way that they represent fragments of the text. The same scheme is used to work with the third picture, which shows how hedgehogs and a squirrel gave the girl a lot of mushrooms.

The teacher does not immediately show the fourth picture to the children, but places it on the “TV” screen with the reverse side and invites the children to come up with a continuation of the story. If the children find it difficult, he asks them additional questions and then shows them a picture.

As a result of working with a series of pictures, a text is compiled, which children read and correlate its fragments with the pictures displayed in the typesetting canvas.

At the next lesson, the teacher invites the children to independently arrange the pictures in the correct sequence and compose a story.

Play is the leading activity of a preschooler. It is in the process of play that children develop comprehensively. A special role in the development of a child belongs to vocabulary didactic games. The main feature is that in didactic games all tasks are offered in a game form. While playing, children acquire knowledge and learn a culture of communication.

The role of didactic games for speech development:

Significantly increase vocabulary;
Promote the development of coherent speech;
They learn to write a story;
Allows you to form the correct pronunciation of sounds;
They learn to choose the right words depending on the situation.

This type of game allows the child to expand his knowledge about the world around him. They do not require special expensive materials. They can be played anywhere. The main thing in such games is mastery of speech. If parents and their child are traveling on public transport or standing in line, they can play word games at this time. Then the time will be spent with great benefit.

Didactic speech games are fascinating and at the same time educational. Such games do not require deep knowledge in the field of pedagogy, so they can be used with great success by parents. Thanks to such games, children develop a craving for word creation, and they successfully master their native speech.

Types of speech didactic games:

Playing with objects;
Board game;
A verbal game without the use of visual material.

Let’s organize the didactic game correctly:

A didactic game must meet certain requirements in order to bring maximum benefit for baby development:

Promote mental development;
Should be exciting, aimed at overcoming difficulties;
Must use humor, jokes and entertainment.

Groups of speech didactic games:

1. Games during which the phonemic aspect of speech is formed;
2. Games to develop vocabulary;
3. Games to develop the grammatical aspect of speech;
4. Games for the development of coherent speech.

Games for the formation of the phonemic aspect of speech:

Game "Different Sound"

An adult names four words, the child needs to name a word that sounds different:
Shock - current - juice - song
Som - com - house - bed
Lemon – concrete – lawn – dog
Poppy - pak - cancer - raspberry
Branch – baby – mesh – coat

Game "Recognize the sound"

The adult names the sound. The child must select it with cotton. For example, the sound A. First, the adult repeats this sound, and then begins to pronounce the sound series. The child needs to clap his hands when the sound A is heard.
The audio sequence might look like this:
U – O – I – A – E – A - M – Y – Z – A

Game “Name the Objects”

The child is shown a plot picture depicting different objects. The sound is called (for example, K). The child must name all the objects in the picture whose names contain the specified sound.

Games for developing vocabulary:

Game "Gathering Things"

The adult offers the child paired pictures that depict objects that are similar in purpose, as well as similar in appearance. For example, gloves - mittens, cup - glass, plate - saucer, jar - decanter, socks - knee-highs, boots - boots, shoes - sandals. Then he invites the child to put the picture he names into a box.

Game "Harvest"

An adult places dummies or real fruits and vegetables on the table. Places two baskets nearby - one for vegetables and the other for fruits. The child needs to take one item at a time and put it in the basket with the words: “The plum is a fruit because it grows on a tree” and so on.

Game “Fold things correctly”

The adult shows the child a drawn closet with shelves - at the top for clothes, and at the bottom for shoes. Pictures depicting different clothes and shoes are laid out in front of the child. It is necessary to place the pictures correctly with the comment: “Shoes are shoes, because they are put on your feet,” and so on with all the pictures.

Game "Catch the ball"

An adult holds a ball in his hands and says a word. For example, "black". At the same time he throws the ball to the baby. The little one catches the ball and pronounces a word with the opposite meaning. In this version the word is “white”. You can use different parts of speech.

Game “What to do with it?”

An adult prepares a variety of objects for the game. One by one he shows them to the child. The child must name as many options for using this item as possible. For example, a cup - drink juice, put pencils in it, measure the amount of bulk substances, water plants.

Games for developing the grammatical aspect of speech:

Game "Finish the sentence"

An adult holds a ball in his hands. After pronouncing the beginning of a sentence, he throws it to the child. The kid catches the ball and completes the sentence with one word. For example, “In the forest they grow...” (mushrooms, trees, shrubs, berries, etc.).

Game "Proposal"

An adult says one word. The child must come up with a sentence containing this word. For example, an adult says the word “ball”, and the child comes up with a sentence with it (for example, they bought me a ball).

Game "Correct the sentence"

An adult pronounces a sentence to a child with a semantic error. The child needs to find the mistake and correct the sentence.
Example sentences:

1. Apples grow on a birch tree.
2. The girl was eating a cup.
3. It was very cold in Africa.
4. The boy put his coat on his feet.
5. Chicks feed the bird.

Games for developing coherent speech:

Game "Make up a story"

The adult offers the child 4 – 6 pictures connected by one plot. The child needs to put them in a row in the correct order and make up a story.

Game "Find a place"

An adult puts a series of pictures in a row, connected by one plot. He doesn’t post just one picture, but invites the child to find a place for it to create a connected story. After restoring the row, the child needs to voice the story.

Game "It Doesn't Happen"

The child is shown an absurd picture and asked to tell what exactly is absurd about the picture.
Didactic games for speech development must be included in a child’s daily life in order to stimulate his cognitive activity. The more often a child plays word games at home, the better his speech will be developed.

Spend more time playing with your child.

Irina Derina
Card index of didactic games on speech development for the middle group

Didactic games for speech development.

Didactic game"Find the error"

Goals develop auditory attention.

Progress of the game: The teacher shows a toy and names a deliberately incorrect action that this animal allegedly performs. Children must answer whether it is right or wrong, and then list those actions which a given animal can actually perform. For example: “The dog is reading. Can a dog read? Children answer: "No". What can a dog do? Children list. Then other animals are named.

Didactic game"Say the word"

Goals: learn to clearly pronounce polysyllabic words loudly, develop auditory attention.

Progress of the game: The teacher pronounces the phrase, but does not finish the syllable in the last word. Children must complete this word.

Ra-ra-ra - the game begins...

Ry-ry-ry - the boy has sha.

Ro-ro-ro - we have a new Vedas.

Ru-ru-ru - we continue playing.

Re-re-re - the house is worth it.

Ri-ri-ri - there is snow on the branches.

Ar-ar-ar - ours is boiling.

Ry-ry-ry - he has a lot of children.

Didactic game“Which one, which one, which one?”

Goals: learn to select definitions that correspond this example, phenomenon; activate previously learned words.

Progress of the game: The teacher names a word, and the players take turns naming as many signs as possible that correspond to the given subject. Squirrel - red, nimble, big, small, beautiful.

Coat - warm, winter, new, old...

Mom is kind, affectionate, gentle, beloved, dear...

House - wooden, stone, new, panel...

Didactic game"Finish the sentence" I

Goals: learn to complete sentences with a word of the opposite meaning, develop attention.

Progress of the game: The teacher begins a sentence, and the children finish it, only they say words with the opposite meaning.

Sugar is sweet and pepper is…. (bitter).

In summer the leaves are green, and in autumn (yellow).

The road is wide and there is a path. (narrow).

Didactic game“Who can name more actions?”

Goals: learn to select verbs denoting actions, develop memory, attention.

Progress of the game: The teacher asks questions, the children answer with verbs. For each correct answer, children receive a chip.

– What can you do with flowers? (pluck, smell, look, water, give, plant)

- What does the janitor do? (sweeps, cleans, waters, clears snow from paths)

Didactic game“What happens?”

Goals: learn to classify objects by color, shape, quality, material; compare, contrast, select as many items as possible that fit this definition; develop attention.

How to play: Tell me what It happens:

green - cucumber, crocodile, leaf, apple, dress, Christmas tree….

wide - river, road, ribbon, street...

The one who can name the most words wins.

Didactic game"Game of Riddles"

Goals: expand the stock of nouns in the active dictionary.

Progress of the game: Children are sitting on a bench. The teacher asks riddles. The child who guessed it comes out and asks the riddle himself. For solving a riddle, he receives one chip. The one who collects the most chips wins.

Didactic game"Choose a word"

Target: teach children to clarify meaning using adjectives.

Rules: select the most accurate words.

Progress of the game: The teacher brings the Marina doll and asks the children to play words with her. Marina will tell a story, and the children must select clarifying words to make its meaning more clear.

Marina: I bought a watermelon. But it didn't fit in the bag because it was... (big). I barely brought it home, cut it and was happy because it turned out like this (red). I cut it into slices and treated it to my brother Lesha. Lesha ate a piece and smacked his lips. I realized that the watermelon was very (delicious).

The teacher invites each child to tell about their purchase. The children, with the help of the teacher, tell their stories, and Marina chooses the words. If the word is chosen incorrectly, the teacher raises the yellow card.

Didactic game"Give me a word"

Target: development of thinking, reaction speed.

Progress of the game: teacher, throwing the ball to each child in turn, asks: – The crow is croaking, and the magpie? The child, returning the ball, must answer: – The magpie is chirping. Examples questions: – The owl flies, but what about the rabbit? - The cow eats hay, and the fox? - The mole digs holes, and the magpie? - The rooster crows, and the chicken? - The frog croaks, and the horse? - The cow has a calf, and the sheep? – The bear cub has a mother bear, and the baby squirrel?

Didactic game“Catch and throw – name the colors”

Target: selection of nouns for an adjective denoting color.

Fixing the names of primary colors, development of imagination in children.

Progress of the game: the teacher, throwing the ball to the child, names an adjective denoting color, and the child, returning the ball, names a noun that matches this adjective teacher: - Children: Red - poppy, fire, flag. Orange - orange, carrot, dawn. Yellow - chicken, sun, turnip. Green - cucumber, grass, forest. Blue - sky, ice, forget-me-nots. Blue - bell, sea, sky. Purple - plum, lilac, twilight.

Didactic game"The Fourth Wheel"

Target: strengthening children’s ability to identify common features in words, develop ability to generalize.

Progress of the game: The teacher, throwing the ball to the child, names four words and asks them to determine which word is the odd one out. For example: blue, red, green, ripe. Zucchini, cucumber, pumpkin, lemon. Cloudy, stormy, gloomy, clear.

Didactic game"One is many"

Target: fastening in speeches children various types endings of nouns.

Progress of the game: The teacher throws the ball to the children, calling singular nouns. Children throw the ball back, naming plural nouns. Example: Table - tables, chair - chairs. Mountain - mountains, leaf - leaves. House - houses, socks - socks. Eye - eyes, piece - pieces. Day - days, jump - jumps. Sleep - dreams, gosling - goslings. Forehead - foreheads, tiger cub - tiger cubs.

Didactic game"Pick up the signs"

Target: activation of the verb dictionary.

Progress of the game: teacher asks a question “What can squirrels do?” Children answer the question and find picture for the question asked. Approximate answers: Squirrels can jump from branch to branch. Squirrels know how to make warm nests.

Didactic game"Close - Far"

Target: development of auditory attention, hearing acuity.

Progress of the game: The teacher behind the screen produces sound with a large or small toy. Children determine the size of the toy by the strength of the sound. (big or small)

Didactic game"Call me kindly"

Target: strengthening the ability to form nouns using diminutive suffixes, dexterity development, reaction speed.

Progress of the game: the teacher, throwing the ball to the child, calls the first word (for example, ball, and the child, returning the ball, calls the second word (ball). Words are possible group by similarity of endings. Table-table, key-key. Beanie hat, squirrel squirrel. Book-book, spoon-spoon. Head-head, picture- picture. Soap-soap, mirror-mirror. Doll-doll, beet-beet. Braid-braid, water-water. Beetle-beetle, oak-oak. Cherry-cherry, tower-tower. Dress-dress, chair-chair.

Didactic game"Finish the sentence" II

Target: develop ability to use speeches complex sentences.

Progress of the game: invite children to finish offers:

Mom put the bread... where? (Into the bread bin)

Brother poured sugar... where? (Into the sugar bowl)

Grandma made delicious salad and put it... where? (Into the salad bowl)

Dad brought candy and put it... where? (Into the candy bowl)

Marina didn't go to school today because... (fell ill)

Mom went to the market to... (buy products)

The cat climbed a tree to... (to escape from the dogs)

Didactic game"Broken phone"

Target: develop children's auditory attention.

Rules: The word must be conveyed in such a way that children sitting nearby cannot hear. Whoever passed the word incorrectly, i.e. damaged the phone, moves to the last chair.

Progress of the game: Whisper a word into the ear of a player sitting next to you. Progress of the game. Children choose a leader using a counting rhyme. Everyone sits on chairs placed in a row. Leading quietly (in ear) says a word to the person sitting next to him, he passes it on to the next one, etc. The word must reach the last child. The presenter asks last: “What word did you hear?” If he says the word suggested by the presenter, then the phone is working. If the word is wrong, the driver asks everyone in turn (starting from last) what word did they hear? This way they'll know who messed up "ruined the phone". The loser takes the place of the last one in the row.

Didactic game"Highlight the word"

Goals: teach children to clearly pronounce polysyllabic words loudly, develop auditory attention.

Progress of the game: The teacher pronounces the words and invites the children to clap their hands when they hear words that have a sound "z" (mosquito song). (Bunny, mouse, cat, castle, goat, car, book, bell)

The teacher should pronounce the words slowly and pause after each word so that the children can think.