CONSULTATION FOR PARENTS Family toy library “GAMES WITH WORDS”
Dear parents! If your child rearranges syllables in words, uses words inaccurately in speech, incorrectly coordinates them with each other, then... You can simply play unusual games with words with your child. You are offered games that will help your child make friends with words, teach them to tell stories, find interesting words, and ultimately make your child’s speech richer and more varied.These games can be interesting and useful for all family members. They can be played on weekends, holidays, and on weekday evenings, when adults and children get together after another working day.
When playing with words, take into account the child’s mood, his capabilities and abilities.
Play with your child as equals, encourage his answers, rejoice in successes and small victories!
"MESSAGE"
Once upon a time there were words. One day they were having fun, playing, dancing. And they didn’t notice that they were mixed up. Help the words unravel! Words: bosaka (dog), lovosy (hair), posagi (boots), etc. By unraveling words, the child will better master their syllable structure!
“GIVE A WORD”
You start a phrase and the child finishes it. For example: a crow croaks, and a sparrow... (chirps). The owl flies, and the hare... (runs, jumps). The cow has a calf, and the horse has... (foal). By playing with your child, you help him enrich his vocabulary!
"STUBBY WORDS"
Tell your child that there are “stubborn” words in the world that never change (coffee, dress, cocoa, movie, etc.). “I'm putting on my coat. A coat hangs on a hanger. I walk in a coat. And etc.". Ask your child questions and make sure he doesn’t change the words in his answer sentences. The game develops the grammatical structure of speech!
"ONLY FUN WORDS"
It's better to play in a circle. One of the players determines the theme. You need to name, for example, only funny words in turn. The first player says: “Clown.” Second: “Joy.” Third: “Laughter,” etc. The game moves in a circle until the words run out.
You can change the topic and name only green words (for example, cucumber, Christmas tree, pencil, etc.), only round ones (for example, clock, bun, wheel, etc.).
"PICK UP A WORD"
The child is asked to select as many action words as possible for any subject or object. For example, what is winter like? (cold, snowy, frosty). What kind of snow? (white, fluffy, soft, clean).
“WHO CAN DO WHAT?”
The child is asked to select as many action words as possible for any subject or object. For example, what can a cat do? (purr, arch your back, run, jump, sleep, scratch, lap).
"AUTOBIOGRAPHY"
First, one of the adults takes the leading role and introduces himself as an object, thing or phenomenon and tells the story on his behalf. The rest of the players must listen to him carefully and, through leading questions, find out who or what he is talking about. The player who guesses this will try to take on the role of the leader and transform into some object or phenomenon.
For example: “I am in every person’s house. Fragile, transparent. I die from a careless attitude, and it becomes dark not only in my soul... (light bulb).”
"MAGIC CHAIN"
The game is played in a circle. One of the adults names a word, say, “honey,” and asks the player standing next to him what he imagines when he hears this word?
Next, one of the family members answers, for example, “bee.” The next player, having heard the word “bee,” must name a new word that has the same meaning as the previous one, for example, “pain,” etc. What can happen? Honey - bee - pain - red cross - flag - country - Russia - Moscow.
"WORDS BALLS"
A child and an adult play in pairs. An adult throws a ball to a child and at the same time says a word, say, “quiet.” The child must return the ball and say the word with the opposite meaning, “loud.” Then the players change roles. Now the child is the first to pronounce the word, and the adult selects a word with the opposite meaning.
"FUNNY RHYMS"
Players must match the words with rhymes. Candle - ... stove, pipes - ... lips, racket - ... pipette, boots - ... pies, etc.
"IF SUDDENLY..."
The child is offered some unusual situation from which he must find a way out and express his point of view.
For example: If suddenly the Earth disappears:
* all buttons; * all knives; * all matches; * all books, etc.
What will happen? What can replace this?
The child may answer: “If suddenly all the buttons on Earth disappear, nothing terrible will happen, because they can be replaced: with ropes, Velcro, buttons, a belt, etc.”
You can offer your child other situations, for example, if I had:
* living water; * flower - seven flowers; * carpet - airplane, etc.
In the proposed material, parents are offered games that will help the child make friends with words, teach them to tell stories, find interesting words, and ultimately make the child’s speech richer and more varied. These games can be interesting and useful for all family members. They can be played on weekends, holidays, and on weekday evenings, when adults and children get together after another working day.
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CONSULTATION FOR PARENTS
Game library with family
Dear parents! You are offered games that will help your child make friends with words, teach them to tell stories, find interesting words, and ultimately make your child’s speech richer and more varied. These games can be interesting and useful for all family members. They can be played on weekends, holidays, and on weekday evenings, when adults and children get together after another working day. When playing with words, take into account the Child’s mood, his capabilities and abilities. Play with your child as equals, encourage his answers, rejoice in successes and small victories!
"Only funny words»
It's better to play in a circle. One of the players determines the theme. You need to say one by one, for example, only funny words. The first player says: “Clown.” Second: “Joy.” Third: “Laughter,” etc. The game moves in a circle until the words run out. You can change the topic and name only green words (for example, cucumber, Christmas tree, pencil, etc.), only round ones (for example, clock, Kolobok, wheel, etc.).
"Autobiography"
First, one of the adults takes the leading role and introduces himself as an object, thing or phenomenon and tells the story on his behalf. The rest of the players must listen to him carefully and, through leading questions, find out who or what he is talking about. The player who guesses this will try to take on the role of the leader and transform into some object or phenomenon.
For example, “I am in every person’s house. Fragile, transparent, inelegant. I die from careless handling, and it becomes dark not only in my soul...” (Bulb). Or: “I can be fat and thin; beautiful and not so beautiful. You can play with me, but carefully. When I once lost weight due to Piglet’s fault, Eeyore was still happy with me...” (Sharik).
"Magic chain"
The game is played in a circle. One of the adults names a word, say, “honey,” and asks the player standing next to him what he imagines when he hears this word? Then one of the family members answers, for example, “bee.” The next player, having heard the word “bee,” must name a new word that is similar in meaning to the previous one, for example, “pain,” etc. What can happen? (Honey - bee - pain - red cross - flag - country - Russia - Moscow - red square, etc.).
"Words are balls"
A child and an adult play in pairs. An adult throws a ball to a child and at the same time says a word, say, “Quiet.” The child must return the ball and say the word with the opposite meaning, “Loud.” Then the players change roles. Now the child is the first to pronounce the word, and the adult selects a word with the opposite meaning.
"Tell the story"
Preschoolers are asked to remember the characters from the fairy tales “Turnip” and “Teremok”;what happened before and after the event depicted by the artist.In the left column you need to write the names of the characters from the previous episode, and in the right column - the names of the subsequent one.Then you need to talk about the events, following the text of the fairy tale;try to talk about them in reverse order: from right to left.Explain what happened as a result and whether it is possible to tell these tales this way.
"Choose a word"
The child is asked to select words denoting signs for any object, object, or phenomenon. For example, what is winter like? (Cold, snowy, frosty). Snow, what kind? (White, fluffy, soft, clean).
"Who knows how to do what"
The child is asked to select as many action words as possible for the subject or object. For example, what can a cat do? (purr, arch your back, scratch, prattle, run, sleep, play, claw, etc.).
"Antonyms for riddles"
At the beginning of the game, players agree on a theme that will serve as the basis for the riddles. Then the adult asks the child a riddle in which everything is the other way around, for example, the theme “Animals”.
- Lives in water (meaning on land);
- There is no hair at all (which means long hair);
- The tail is very long (meaning short);
- Leads an active lifestyle all winter (which means he sleeps);
- He loves salty things (that means sweet things). Who is this?
Dear parents!
You are offered games that will help your Child make friends with words, teach them to tell stories, find interesting words, and ultimately make your Child’s speech richer and more varied.
When starting a game with a word, take into account the Child’s mood, his capabilities and abilities.
Play with your Child as equals, encourage his answers, rejoice in successes and small victories!
"Only cheerful words."
It's better to play in a circle. One of the players determines the theme. You need to say one by one, for example, only funny words. The first player says: "Clown." Second: "Joy." Third: “Laughter,” etc. The game moves in a circle until the words run out.
You can change the topic and name only green words (for example, cucumber, Christmas tree, pencil, etc.), only round ones (for example, clock, Kolobok, wheel, etc.).
"Magic chain"
The game is played in a circle. One of the adults names a word, say, “honey,” and asks the player standing next to him what he imagines when he hears this word?
Then one of the family members answers, for example, “bee.” The next player, having heard the word “bee,” must name a new word that is similar in meaning to the previous one, for example, “pain,” etc. What can happen? Honey - bee - pain - red cross - flag - country - Russia - Moscow - Red Square, etc.
"Words are balls."
A child and an adult play in pairs. An adult throws a ball to a child and at the same time says a word, say, “Quiet.” The child must return the ball and say the word with the opposite meaning, “Loud.” Then the players change roles. Now the Child is the first to pronounce the word, and the adult selects a word with the opposite meaning.
"Antonyms in fairy tales and films."
The adult invites the children to play with the Fairy Tale, explaining that he will pronounce the name - the antonym, and the children will have to guess the true name - the antonym, and the Child will have to guess the true name of the Fairy Tale. Examples of tasks:
"Green Handkerchief" - ("Little Red Riding Hood");
"Mouse in Bast Shoes" - ("Puss in Boots");
"The Tale of a Simple Chicken" - ("The Tale of a Goldfish");
"Knowledge in the Moon Village" - ("Dunno in the Sunny City");
"Baby - short sock" - "Pappy - long stocking");
"The Tale of a Living Peasant Woman and One Weak Man" - ("The Tale of a Dead Princess and Seven Knights");
“One from Molokovo” - “Three from Prostokvashino”), etc.
Buying children's books is not easy.
It would seem that the stores are literally bursting with books, you can find something to suit every taste and budget. But where to stop? Which book should I choose? More expensive or cheaper? Thicker or thinner? With realistic pictures or “cartoon” ones?
But even if you really can’t afford quality books, you can always try to find a way out. Create an exchange fund with the parents of your baby’s friends, ask your family and friends to give the child good books for the holidays, finally sign up for the regional library, they still exist, are absolutely free, and there will definitely be enough books for your baby for the first six to seven years of his life. How a child’s first books will look will largely determine how his future relationship with books will develop. After all, for a small child who cannot yet read, the text is inseparable from the illustration. And think for yourself, will a child be able to learn to love a book, to make friends with it, if you only come across tasteless, tacky publications, or little books printed in blind font on grayish paper? Therefore, when choosing a children's book, there can be no trifles.
It is advisable to buy books in hard covers with a durable spine.
Be sure to check whether the pages are stitched or glued: sheets of glued books begin to fall out very quickly.
Books for children should be of a fairly large format, preferably no smaller than A4, otherwise the illustrations and the font will be too small.
The paper in a children's book should be good quality, dense, white or slightly beige, but in no case gray: this is harmful to the eyes.
It is better not to buy books with shiny glossy paper: it will glare and reflect.
Be sure to check that the edges of the sheets are not sharp so that the baby does not injure his finger.
The font in a children's book should be clear, clear, contrasting and large.
Buy books in which there is only one fairy tale under one cover, if the child is still very small; for those who are older, collections of three or four, maximum five works are suitable.
Illustrations should be given some attention Special attention: after all, it not only depends on them how the child will represent the heroes of the work. First of all, give up computer graphics: bright, at first glance, pictures are actually clumsy, cold, and do not carry either love or the warmth of the soul of the artist who created them.
Very great importance color also plays. Contrary to popular belief, children do not like bright direct colors at all, but gentle, calm undertones.
So, let's go shopping.
Teach your child to love books!
Preschool age is the age of fairy tales. A fairy tale awakens a child’s imagination, provides examples of the beautiful and the ugly, the good and the evil. Through fairy tales, children begin to sympathize and empathize with fictional characters, who become familiar and close. Therefore, young children definitely need to read fairy tales - as much as possible.
The first books must have pictures - preferably large, realistic and beautiful ones. Children love to look at pictures, look for the smallest details in them, and endlessly return to looking at the same images. Pictures help the child to better imagine the content of the text and understand it. In addition, they (unlike cartoons) allow you to “stop the moment,” return again and again to your favorite character and independently remember and find out “what was in the book.” So a picture in a children's book is not just an illustration, it is a kind of means of living and assimilating the text.
Repetitions are of great importance for understanding a fairy tale, which sometimes tire adults, but are very important for children. Recognizing familiar phrases, texts, and events gives children a sense of their awareness and stability of the environment, helping not only memorization, but also living and assimilation. It must be said that repetitions of certain texts and events are contained in almost all fairy tales. The very first classic children's fairy tales (Kolobok, Turnip, Teremok) are built on the repetition of the same fragments.
It is very useful to play familiar fairy tales. For example, you can play kolobok, turnip, or teremok with your baby. An older girl can happily become Cinderella, Vasilisa the Beautiful or Sleeping Beauty, and a boy can become Ivanushka, the Prince or the Bogatyr. Such games help to assimilate the cultural meaning inherent in fairy tales, feel like a hero, affirm and better understand your Self."
It is known that preschoolers, under the impression of some book, imagine themselves for a long time as its main character - they demand to be called by a new name, they themselves speak in his words and try to be like him in everything. So, the main thing in fairy tales is understanding their meaning, penetrating into their content.
Poems are perceived in a completely different way. Children definitely need to read poetry, and as early as possible. In children's poems, the main thing is the artistic form - the beauty of sound, the play of rhymed words, the musicality of the rhythmic text literally fascinates the child. Children are very sensitive to rhythm and rhyme. They are terribly happy when familiar or not so familiar words are combined into rhyming lines. And, of course, they get special pleasure from reading poetry. It’s one thing to say that it’s warm and dry in the summer, and quite another: “Red summer has arrived, it’s become dry and warm” - you want to repeat this, you want to jump and jump to it. The brilliant children's poems of Barto, Marshak, Chukovsky and, of course, Pushkin's fairy tales are specially created for children. They are so clear, sonorous and coherent that you want to constantly repeat them and memorize them (however, they are learned by heart and are not forgotten later throughout your life). And although these poems were created a long time ago, and more than one generation of children grew up on them, they are not at all outdated and, it seems, no one has come up with anything better these days.
Let's learn to tell!
When developing coherent monologue speech, it is important to teach the child to retell short literary texts (fairy tales and stories). He retells familiar fairy tales with a simple plot ("Turnip", "Kolobok", "Ryaba the Hen"). This develops the ability to listen literary work, answer questions from adults, include individual words and sentences in the adult’s story, as if helping him. This is how the child is led to independently reproduce a literary work.
The so-called reflected retelling helps to teach retelling to children. The child joins the adult’s story, repeating a word or a whole sentence. “Once upon a time there was a grandfather and...” - “Baba” - “They had...” - “Chicken Ryaba.” Then you can move on to a retelling based on the questions: “Who did the bun meet?” - “Bunny” - “What song did he sing to him?..”
After the child has mastered the retelling of a fairy tale, you can invite him to retell short stories with a simple plot. A good example is Leo Tolstoy's laconic stories for children.
And how they help you master the ability to retell various shows - puppet theater, cartoons! They attune the child emotionally and develop a desire to convey their impressions in a story.
Children are also introduced to storytelling based on the picture. They learn to correctly answer an adult’s questions, and later begin to speak freely and fully about the content of the picture.
Kids love to look at toys. This is what prompts them to speak out more than anything else. First, the adult invites the child to carefully examine the toy. The first questions are aimed at characteristics appearance object (shape, color, size). Older children (5 years of age) can be asked to compare two toys. An adult teaches children, for example, to describe and compare dolls, naming their most characteristic features, and makes sure that children speak in complete sentences.
Before comparing, the child will have to carefully examine both dolls: how they are dressed, what kind of hair they have, eyes, and then note how they are similar and how they differ.
Children of the fifth year of life can already talk about some events from personal experience. The adult encourages the child to remember how they went to visit, on the Christmas tree holiday, what interesting things he saw on a walk in the forest.
The child is clearly given the task: “Tell me what you saw at the holiday.” Here you can use the example: “First listen to what I saw at the Christmas tree festival, and then you will tell.” The adult's story should be close childhood experience, clearly constructed, have a clear end; The language of the story should be lively and emotional.
Gradually, children wean themselves from copying a model and approach independent creative storytelling, learning for which begins after 5 years.
In the family circle “Teaching to love winter.”
Here is the evening, the clouds are catching up,
He sighed, howled,
And here I am
Winter sorceress is coming!
She came, she fell apart,
Hanged on the branches of oak trees,
Lay down in wavy carpets
Among the fields around the hills.
Plodding along with the still river
She leveled it with a lush veil.
Frost flashed. And we are glad
To the pranks of Mother Winter. (A.S. Pushkin).
When does winter start?
When stable snow falls and water bodies freeze, then we can say that winter has come.
Do you know where snow is born? What is snow?
It's a lot, a lot beautiful snowflakes. They fall and fall from a height onto the ground, onto trees, onto the roofs of houses - clean, fragile, sparkling. They also fall from a cloud, like rain, but they are formed completely differently than rain. Snow will never be born from droplets of water. Droplets of water can become hailstones, not lumps clear ice which sometimes comes in the summer, along with rain or during a thunderstorm. But water droplets never turn into snowflakes. Water vapor rises high above the ground, where extreme cold reigns. Here, tiny ice crystals are formed from water vapor. These are not snowflakes falling to the ground yet, they are still very small. But the hexagonal crystals grow all the time, and finally become beautiful stars. Snowflakes slowly fall, gathering into flakes, and lie on the ground: “Quietly, quietly the snow is falling. White shaggy snow. We will clear the snow and ice in the yard with a shovel. (M. Poznansky).
"When all the flowers withered
We came from above
We are like silver bees.
Sat down on a thorny tree
We flew to the fields
And the earth became white."
Folk signs about winter.
Winter without snow is summer without bread.
Snow in the fields - bread in the bins.
Footprints in the snow.
Who draws in the snow
Crosses and dots.
These are birds on the run -
Left in the snow
Thin traces -
Crosses and dots.
Did you know?
Birds can be fed pumpkin, watermelon, and hemp seeds. It is better to crush the seeds. Roasted seeds should not be given. Brown bread crumbs are harmful to birds.
Feed the birds in winter, they will pay you in summer.
Winter fun.
Games with snow: snow and grandfather is the best material for creative work and games in winter. Children willingly play with snow as if it were sand. They like to shovel snow into wooden and plastic boxes and other molds.
Mystery.
He stands in the middle of the yard, looks with black eyes -
But as soon as the heat comes, he will burst into tears.
He laughs in the cold and has fun in the snow.
He doesn't like the sun, this man. (Snowman).
Plants in winter.
Everything green that was pleasing to the eye in spring and summer has disappeared or been hidden deep under the snow. But we can teach our children to recognize familiar trees by certain features.
There is a tree in the distance whose branches are all bent. In the middle they bend towards the bottom. At the top they rise again. This is a linden tree. It can also be recognized by its winged linden nuts. And the ash tree has whole clusters of long winged fruits on its branches. All branches are arranged in pairs. Teach children to find a maple tree by its young shoots, on which the branches are arranged crosswise.
Powerful tree - oak. It can be recognized by the dried leaves at the top. Children find birch, pine, and spruce without difficulty.
Do it with the kids.
Snowman and other snow figures. Decorate them with colored water, different natural material, tree branches or seeds.
Solve these questions with your children.
Consider on the sleeve how many rays the snowflake has.
Take a full glass of snow and a glass of ice: which melts faster - snow or ice?
Throw lumps of snow into the water: did the snow sink?
Make riddles.
Snow on the fields, ice on the rivers, blizzards, when does this happen? (In winter).
Learn poetry.
White patterned star - baby.
You fly into my hand and sit for a minute.
The star spun in the air a little,
She sat down and melted on my palm.
CONSULTATION
FOR PARENTS.
"LET'S PLAY WITH THE FAMILY"
Teacher speech therapist:
Zimina I. A.
Speech, in all its diversity, is a necessary component of communication. The development of speech is closely related to the formation of thinking and imagination. At normal development in children preschool age independent speech achieves enough high level: when communicating with adults and peers, they demonstrate the ability to listen and understand spoken speech, maintain a dialogue, answer questions and ask them independently. Good speech- the most important condition for the comprehensive development of a child. The richer and more correct the speech, the easier it is for him to express his thoughts, the wider his opportunities for understanding surrounding activities, the more meaningful and fulfilling his relationships with peers and adults, the more actively his mental development.
Children with speech pathology exhibit a complex combination of speech disorders. Speech impairment negatively affects, first of all, the formation of mental operations of analysis, synthesis, comparison, generalization, and abstraction. Children with speech pathology have insufficient flexibility and dynamism of mental operations, a slower pace of sensory actions, and increased mental exhaustion. All this is included in the attention deficit disorder, which often manifests itself in minimal cerebral speech dysfunction, which is the root cause of speech disorders (ONP, phonetic-phonemic underdevelopment of speech, erased forms of dysarthria).
In the structure of a speech defect, more diverse mental symptoms are revealed: insufficiency of mental activity and regulation of activity, rapid fatigue, low performance, impaired cognitive activity caused by motor disorders (asthenization of thought processes, decreased level of stability and switching of attention, disturbance in the emotional-volitional sphere ( increased excitability), decreased auditory speech and visual memory, phonemic hearing, difficulties in organizing perception and movements, disorders of both general and fine motor skills), subtle differentiated movements and impaired visual-motor coordination of movements are more often impaired. All of the above symptoms are accompanied speech disorders, recently more often with OHP, in which the entire speech system as a whole suffers: there is poverty, inaccuracy of the dictionary, violations of the phonemic aspect of speech and lexico-grammatical, disturbances in the perception and reproduction of the syllabic structure and sound filling of words, insufficiency of phonemic perception, unpreparedness for mastering sound analysis and synthesis. Specific value in correctional work with children with general underdevelopment speeches are didactic games environmental content.
Over the past decades, the world has changed fundamentally. Today, everyone knows about the existence of environmental problems that threaten human health, and that most of the world's population is cut off from nature, as they live in cities among asphalt and reinforced concrete structures. And nature is increasingly being “oppressed”: cities are growing, forests are being cut down, ponds and lakes are becoming swamped, the land, water in rivers and seas, and the air are being polluted. Increased attention to environmental problems in the world, on the solution of which the future of humanity and each person depends, became the reason that prompted teachers to reconsider the content of environmental education of children in preschool educational institution.
"Ecology" translated from Greek (ekos - house, dwelling, Motherland; logos - teaching) means the science of the House - Motherland.
The purpose of environmental education: - to form in children a conscious understanding of the interconnections of all living and nonliving things in nature.
Objectives of environmental education: to develop in children the skills to care for plants and animals; to educate children’s sensory-emotional reactions to the environment; to cultivate in children a caring attitude towards nature, through targeted communication with the environment; - by means of nature to cultivate aesthetic and patriotic feelings.
Small child explores the world with an open soul and heart. And how he will relate to this world, whether he will be a thrifty owner who understands nature, largely depends on adults.
When forming a system of knowledge about nature, we must not forget about the game - an important means of forming the ecological culture of a developing personality. Play gives a child great joy because it gives him the opportunity to be active. “A child up to the age of ten requires fun, and his demand is biologically legitimate. He wants to play, he plays with everyone and learns about the world around him and, first of all and most easily, in play, through play.” (M. Gorky)
Environmental education of children must be built on a play basis. Environmental games occupy an important place among games. Cut-out pictures, various board-printed and word games develop children's thinking abilities, coherent speech, memory, attention, and the ability to use acquired knowledge in new situations. Such games are most often joint and require two or three or more participants. And all joint games develop in children sociability, sociability, tolerance, the ability to build relationships with peers, and obey the established rules of the game.
There are environmental games:
role-playing;
didactic;
imitation;
competitive;
travel games.
Role-playing game “City Construction”, “Construction of Various Objects”. The purpose of the games: to form the idea that construction can only be carried out if environmental standards and regulations are observed.
Didactic games: “Who lives where?”, “Flies, runs, jumps” (about the adaptation of animals to their environment), “Who has what house?” (about ecosystems); “Living - not living”, “Birds-fish-beasts”, “What then?” (growth and development of living organisms); “Choose the right road” (about the rules of behavior in nature), etc.
Imitation games contribute to the development of children's powers of observation, imagination, attention, and plasticity.
Competitive games stimulate the activity of their participants in acquiring a demonstration of environmental knowledge, skills, and abilities. These include: competitions, environmental quizzes, “Field of Miracles”, “What, where, when?” etc.
Widely used in practice preschool institutions travel games in which children go to the North Pole, hot countries, etc.
The more diverse the game actions are in content, the more interesting and effective the game techniques are. The game requires the child to be included in its rules; he must be attentive to the plot developing in a joint game with peers, he must remember the symbols, he must quickly figure out how to act in an unexpected situation from which he must get out of it correctly. However, the entire complex of practical and mental actions performed by the child in the game is not recognized by him as a process of deliberate learning - the child learns by playing.
“Spread Animals on the Earth” (introduce children to animals living in different climatic zones of the Earth, give an idea of the peculiarities of adaptation of animals to different climatic conditions).
“Correct the mistake” (The game is designed so that children can figure it out for themselves and explain how the environment of animals affects their appearance, habits, and nutrition).
“Who will help the baby?” (To clarify children’s knowledge about the adaptation of animals to their environment).
“Which animal or plant is gone?”
Four or five toys (an animal or picture) are placed on the table. Children remember. The teacher invites the children to close their eyes and removes one toy or picture. Children open their eyes and remember which animal or plant was still standing.
The bag contains: honey, nuts, cheese, millet, apple, carrots, etc. Children get for the animals, guess who eats what. They approach the toys and give them treats.
"I know". (Ball game)
Children stand in a circle, in the center is a teacher with a ball. The teacher throws the ball and names the animal. The child who caught the ball says: “I know a wolf cub,” and returns the ball to the teacher.
" Who lives where"
The teacher has pictures of animals, and the children have pictures of the habitats of various animals (burrow, den, river, hollow, nest, etc.). The teacher shows a picture of an animal. The child must determine where it lives, and if it matches its picture, “settle” it.
"Flies, swims, runs"
The teacher shows or names an object of living nature to the children. Children must depict the way this object moves. For example: when hearing the word “hare”, they begin to run (or jump) in place; when they hear the word “crucian carp” they imitate fish; with the word “sparrow” they depict the flight of a bird.
"Eco-lunar rover"
Everyone turns around. The first participant enters the circle, gets on all fours and, crawling around the circle, imitates the habits of some animal and talks about it, for example: I am a bear, I am club-footed, in winter I sleep in a den, and in summer I eat raspberries and look for honey... and so on, all participants in order.
"Wild Animals of Our Forests." (Generalization)
Who do you see in each picture? Name everyone who is drawn in two words. What do you know about these animals? What does each of them eat? Name the carnivorous and herbivorous animals. Which animals are omnivores? What animals change their coats for the winter? By what signs can you distinguish a deer from an elk?
"Wild animals of hot countries." (Generalization)
Who do you see in each picture? Where do they live? Which ones live near water? Which of the animals in our forests is the kangaroo similar to? What feature does this animal have? Who carries a baby in a bag? Which of these animals helps people if tamed?
Environmental games contribute to the development of children's speech. While playing, children communicate with adults and peers, they develop the ability to listen and understand spoken speech, maintain a dialogue, answer questions and ask them independently. They learn to compose simple stories that are interesting in meaning and content, and to construct phrases grammatically and correctly, which helps children master monologue speech.
The formation of the initial foundations of ecological culture is the accumulation of specific, sensory ideas about objects and natural phenomena that surround children and are part of their life activity.
Games such as:
“Taste it” - exercises children in determining the taste of vegetables and fruits (sweet, salty, sour, bitter...);
“Guess what’s in your hand” - recognizing an object by touch;
“What is eaten raw and what is boiled?” - definition of what can be eaten raw and what boiled;
“Put the picture together” - composing a whole object from its parts;
“Wonderful bag” - recognition of an object by its characteristic features;
“Guess by description” - recognition of plants and objects by their description; and many other games.
An important aspect of environmental education in this age stage is the formation of children's understanding of the specifics of a living object, its fundamental difference from an object (inanimate object), the formation of elementary skills of correct interaction with plants and animals, participation in activities to create the necessary conditions for them.
The following games contribute to this:
“Yes or no” - consolidating knowledge about the parts of the kitten’s body and what sounds it makes;
“Guess whose tail” - develops the ability to analyze, consolidate the ability to distinguish and name animals;
“Guess my “house”” - determination of the animal’s place of residence;
“Who moves how” - systematization of animals according to their method of movement (legs, wings, fins);
“Who is wearing what” - systematization of animals by body covering (feathers, scales, wool);
“Who lives where”, “Earth, water, fire, air” - systematization of animals by habitat;
“Whose babies?” - consolidation of knowledge about animals and their cubs;
“In the winter dining room” - consolidating children’s knowledge about wintering birds and their names and other games.
“I’ll count to three and name the tree, and you run to it as quickly as possible” - consolidation of knowledge about trees.
When organizing various games, remember that the child will be active and enjoy it only if the game is interesting to him and based on familiar things. At the same time, he will develop reaction speed, spatial orientation, and will have the opportunity to use existing knowledge.
When playing with children, one must also remember that the content of the games does not contradict modern view on the ecological development of children, in the process of explaining them, it is advisable to pay attention to the real connections and dependencies that exist in nature, to the relationship between man and nature. Some games can be supplemented in such a way that, while playing, children master the experience of a humane and valuable attitude towards nature (for example, change the ending in the game “Geese”; introduce additional roles in the game “Birder”; introduce affectionate appeals to nature with words of gratitude in the game " Echo"; come up with a continuation of the game "Sun and Moon".)
Didactic games of a natural history nature help not only in consolidating knowledge about nature, but also develop children’s speech, develop speech hearing, voice strength, tempo, and rhythm.
Such, for example, are the games: “Sun and Rain”, “Guess” - they teach you to listen carefully to the speech and teach you how to guess simple riddles (“He sits on the fence, shouts loudly and loudly: ku-ka-re-ku. He pecks at the grains, calls the children: anyway, don't go too far.)
In a number of games, a task of increased complexity is set: from the named words, by ear, select only those that have a given sound, marking it with clapping: the song of a mosquito - "z", of water - "s", - of a goose - "sh".
Didactic games for teaching children coherent speech: “Shop”, “They sent us a package”, where objects are handed out (vegetables and fruits, leaves...) and the task is to talk about them.
The game “Find a tree by description” talks about the trunk, branches (dark, light), leaves (carved, yellow, orange), etc.
A special place in environmental education occupies work with preschoolers, older and preparatory groups(5-7 years). It is at this age that the child acquires the ability to comprehend cause-and-effect relationships and abstract thinking, which is necessary to understand the relationships that exist in nature.
When working with children of this age, the following games of natural history content are used: “Zoological Lotto”, “Botanical Lotto”, “Wildlife”, “Couples”, “Riddles about Animals”, “Discover the Living World”, Lotto “Gatherer” and other board games - printed games.
With older preschoolers, you can look at lotto cards, together remember where he saw such plants, where he met such animals, talk about their features (color, shape, size...), highlight individual details, pay attention to the background color. All this increases the speech activity of children.
Games with cut-out pictures and cubes instill in a child endurance, patience, and perseverance in achieving a goal, develop his perception, and hone his ability to analyze the details of an image and the ability to compare them.
To develop a child’s speech in these games, you can ask him at the end of the work to talk about the depicted animal, plant….
These games can be played with preschoolers different ages. They fit well into different everyday situations. Verbal didactic games develop in a preschooler not only perception and speech, but also the ability to analyze and describe objects; assign them to one category or another. Here are some of these games:
"When does this happen?" (the adult names a natural phenomenon, and the child names the season).
It's snowing... (in winter);
Rainbow in the sky... (in summer);
Yellow and red leaves on the trees... (autumn);
The starling carries twigs to the birdhouse... (in spring);
The starling carries a worm in its beak... (in summer), etc.
"What it is?" (the adult names the plant or animal, and the child names the general group to which it belongs).
Sparrow... (bird);
Deer... (beast);
- Christmas tree... (tree);
Apple... (fruit) etc.
"What's the third thing?" (the adult names two similar objects, and the child must match the third one to them).
Chamomile, bell,... (clover);
Crow, dove... (magpie);
Sun, cloud... (rainbow);
Birch, linden... (pine);
Flower, leaf... (root), etc.
"Say it in one word":
Tiger, crocodile, dog... (predators);
Tiger, dog, cat,... (animals, predators);
Dog, cat, cow... (pets, animals);
Cow, sheep, deer... (animals, artiodactyls, herbivores);
Deer, wolf, hare... (animals, forest animals).
Ecological games help the child to see the uniqueness and integrity of not only a certain living organism, but also the ecosystem, to realize the impossibility of violating its integrity, to understand that unreasonable intervention in nature can lead to significant changes both within the ecosystem itself and outside it, for example in game:
"Birds in Nature"
Purpose of the game: to develop the ability to establish a sequential relationship consisting of several links (ecological pyramid); develop the ability to explain the reasons for the negative impact of humans on one of the links of nature. (Material and equipment: cubes with images of the sun, earth, water, trees (pine, rowan, oak, birch); flowers, butterflies, mosquitoes, midges, frogs, fish, birds (bullfinch, heron, woodpecker, tit, chicken).
Game actions: Option 1: children make up elementary ecological pyramids of three or four links about a bird.
Option 2: the adult creates the pyramid himself and deliberately skips some necessary links.
Children must find the “mistake,” correct it, and explain why they think so.
“Guess what kind of animal you are?”
Goal: to consolidate children’s knowledge about the features of appearance, habits, and the adaptability of animals to environment; teach to classify animals.
The efforts of a teacher are ineffective if parents do not become like-minded people and helpers in raising children. Moreover, the foundations of culture, of which ecology is a part, are laid in the family.
So, we see that games are very important in the environmental education of preschoolers:
1) play is the leading activity of children during the period preschool childhood, it enriches and develops the personality;
2) the game brings joy to the child, therefore, knowledge of nature, communication with it, taking place against its background will be especially effective; the game creates optimal conditions for education and learning.
It is important to remember that the knowledge acquired by a child in play is not important in itself, but for developing a differentiated vision of natural objects and the ability to act with them. The Right Attitude towards animals is the end result, an indicator of environmental awareness.
In games, children learn to clearly and clearly pronounce vowel and consonant sounds, individual words, correlate a sounding word with an object and a picture, distinguish similar and different sound combinations by ear, pronounce onomatopoeic words at different tempos (fast, slow), with different voice strengths (quiet, loud). Children note the intonation expressiveness of speech, identify rhyming words, enthusiastically play with sounding rhymes, learn to divide two-syllable (li-sa) and three-syllable (be-ge-mot) words into syllables (parts), find and name each part of a word, and independently transform words (mouse - mouse, mouse...); practice diction (pronounce words clearly and clearly); improve phonemic awareness (the ability to name words with a certain sound, determine the place of a sound in a word (at the beginning, in the middle, at the end)). In games, children develop the ability not only to correctly name an object, but also its signs and actions (the squirrel is beautiful, red-haired, fast...; runs, jumps...).
Nature games have a beneficial effect on the development of coherent, phrasal speech. At the same time, children practically master the skills of inflection: agreement of words in gender, number, and case. For example, a bear's den, paw, head, back, fur; bear tail, nose; bear ear, torso; bear ears, paws, footprints, habits, cubs, etc.
In games, children learn to think and answer questions, giving reasons for their statements, which has a positive effect on the development of coherent speech and mastery of complex sentences. For example: “Birds fly away because there is no food for them.” Children draw conclusions, develop logical thinking. The game creates the prerequisites for the formation of such valuable qualities of coherent speech as reliability, consistency, clarity, expressiveness. In the process of becoming acquainted with nature, the baby learns to analyze, reason, tell, and describe.
Thus, games with environmental content contribute to the development of children's speech. While playing, children communicate with adults and peers, they develop the ability to listen and understand spoken speech, maintain a dialogue, answer questions and ask them independently. They learn to compose simple stories that are interesting in meaning and content, and to construct phrases grammatically correctly, which helps children master monologue speech.