Card index of games for social and communicative development in the middle group
Sukhobokova Olga
Card index of games for social and communicative development in the middle group
Card index of games for social and communicative development in the middle group.
"Name yourself"
Goal: To develop the ability to present oneself to a group of peers.
The child is asked to introduce himself, saying his name as he likes best, as he would like to be called in the group .
"Call me kindly"
.
Goal: to cultivate a friendly attitude among children towards each other.
The child is asked to throw a ball or pass a toy to a favorite peer (optional)
affectionately calling him by name.
"Magic Chair"
.
Goal: to cultivate the ability to be affectionate, to activate gentle, affectionate words in children’s speech.
One child sits in
, and the rest say kind, affectionate words about him.
"Magic wand"
.
Goal: continue to develop the ability to be affectionate.
Children stand in a circle. One child passes the stick to the person standing next to him and calls him affectionately.
"Freeze"
.
Goal: develop listening skills , develop organization .
The meaning of the game is in the teacher’s simple command “Freeze”
, which can be heard during children’s activities, in a variety of situations.
"Stream"
Goal: to develop the ability to act together and teach to trust and help those with whom you communicate.
Before the game, the teacher talks with the children about friendship and mutual assistance, about how they can overcome any obstacles. Children stand one after another and hold on to the shoulders of the person in front. In this position they overcome any obstacles.
Go around the lake, crawl under the table, etc.
"Magic wand"
.
Goal: developing ideas about the capabilities of one’s own and peers.
One names the fairy tale, another its characters, etc.
"Polite Words Store"
Goal: develop goodwill , the ability to establish contact with peers.
Educator: I have polite words on the shelf in my store: greetings (hello, good morning, good afternoon, etc.)
;
affectionate addresses (dear mommy, dear mommy, etc.)
.
I will offer you various situations, and you buy the right words from me.
Situation. Mom brought apples from the store. You really want to, but mom said you need to wait until lunch.
How do you ask her to give you an apple?
"Body"
.
Goal: Continue to reinforce polite words.
Children sit around a table on which there is a basket. The teacher turns to the child: “Here’s a box for you, put a polite word in it.”
.
"That's what grandma is like"
Goal: develop respect for elders , reinforce kind words.
Each child takes turns telling what his grandmother’s name is, and how affectionately you can call her.
"Wonderful bag"
Goal: expanding the volume of vocabulary, developing tactile perception and ideas about the characteristics of objects.
Children take turns recognizing the object by touch, naming it, and taking it out of the bag.
"Good words"
.
Goal: to develop the ability to use kind words in speech.
Children choose kind words. Show the children a picture of children working. What can you call children who work? (Hardworking, active, kind, noble, etc.)
"Rug of Reconciliation"
.
Goal: develop communication skills and conflict resolution skills.
Coming from a walk, the teacher tells the children that two boys quarreled over a toy. Invites you to sit down opposite each other on the “rug of reconciliation”
find out the cause of the discord and find a way to peacefully resolve the problem. Discuss how to share the toy.
“What to do, what to do?”
Goal: to awaken children’s initiative, independence, intelligence, responsiveness, and willingness to look for the right solution.
Create a situation: there are no paints of certain colors, there is not enough plasticine for modeling. Children look for solutions on their own.
"Package"
Goal: expanding the volume of the dictionary, developing coherent speech .
The child receives a package from Santa Claus and begins to describe his gift without naming or showing it. The item is presented after the children have guessed it.
“This is what Santa Claus is like”
Goal: develop respect , reinforce kind words.
The child tells what gifts Santa Claus brought, how he thanked him, and how you can affectionately call him.
"Without a mask"
Goal: develop the ability to share your feelings, experiences, and construct unfinished sentences.
The teacher says the beginning of the sentence, the children must finish.
What I really want is...
I especially like it when...
One day I was very frightened by...
"Day Night"
Goal: develop the ability to collaborate and achieve the desired result.
After the words “The day comes - everything comes to life”
The participants in the game move chaotically and jump. When the teacher says:
“Night comes, everything freezes
,” the children freeze in bizarre poses.
“Listen outside the window, outside the door”
Goal: develop auditory attention .
As instructed by the teacher, all children focus their attention on the sounds and rustles of the corridor. Then they take turns listing and explaining what they heard.
"Who better to praise"
Goal: to be able to name the characteristics of animals based on the example of an adult, to develop attention and the ability to describe.
The teacher takes a bear for himself and gives the child a bunny.
And he begins: “I have a bear.”
Child:
“And I have a hare.”
etc.
"Who am I talking about"
Goal: to develop observation skills , the ability to focus on the main features of the described object.
The teacher describes the child sitting in front of him, naming his details of clothing and appearance. For example: “This is a girl, she is wearing a skirt and blouse, her hair is blond, her bow is red. She loves to play with the Tanya doll."
"That's what dad is like"
.
Goal: develop respect for dad , reinforce kind words.
The child tells what his dad’s name is, how he plays with him, how he affectionately calls him.
"Describe a friend"
.
Goal: to develop attentiveness and the ability to describe what you saw.
Children stand with their backs to each other and take turns describing their partner’s hairstyle, clothes, and face. Then the description is compared with the original and a conclusion is drawn about how accurate the child was.
“That’s what mom is like”
.
Goal: develop love for mom , reinforce kind words.
Each child takes turns telling what his mother’s name is, how she takes care of him, and how she can be affectionately called.
"What changed?"
.
Goal: attentiveness and observation necessary for effective communication.
The driver leaves the group . During his absence, several changes are made the group (children’s hairstyle, clothes, you can move to another place)
but no more than two or three changes.
"A gift for everyone"
Goal: develop a sense of teamwork , the ability to make friends, and make the right choice to cooperate with peers.
The children are given the task: “If you were a wizard and could work miracles, what would you give to all of us now?”
"Why"
.
Goal: develop the ability to be friends and be polite.
For example, if a girl is offended, she will cry.
If you accidentally pushed, then...
You were given a toy, then...
"Beat the transformation"
Goal: to cultivate trust in each other, a sense of responsibility for the other.
The teacher passes an object (a ball, a cube) in a circle, calling them by conventional names. Children act with them as if they were objects named by an adult. For example, they pass a ball in a circle. The leader calls it “Apple”
- children
“wash”
,
“eat”
,
“sniff”,
etc.
"Toys Alive"
.
Goal: to form a culture of communication in children.
Educator. You've probably been told or read fairy tales about how toys come to life at night. Please close your eyes and imagine your favorite toy, imagine what it does when it wakes up at night. Introduced? Then I suggest you play the role of your favorite toy. And we’ll try to guess what kind of toy you were depicting.
"Edible - inedible"
Goal: development of auditory attention , development of the ability to highlight the essential features of an object (edibility, animation)
.
The leader says the word and throws a ball to one of the children and names the object. If edible, the player catches the ball, and if inedible, the player dodges the ball.
"Magic wand"
.
Goal: to form ideas about the capabilities of one’s own and peers, to consolidate the signs of spring.
Children pass the stick and name the signs of spring.
"Let's say hello"
.
Goal: to create a psychologically relaxed atmosphere in the group .
The teacher and children talk about different ways of greeting, real and comic. Children are encouraged to greet with their shoulder, back, hand, nose, cheek and come up with their own way of greeting.
"What can happen?"
.
Goal: develop imagination , strengthen the ability to finish a sentence, and the ability to listen to each other.
What could happen if...
“All fairy-tale heroes will come to life”
.
"The rain will continue to fall"
.
Card index of didactic games on social and communicative development card index (middle group)
Card index of didactic games on social and communicative development
- "Name yourself"
Goal: To develop the ability to present oneself to a group of peers.
Progress: The child is asked to introduce himself, calling his name as he likes best, as he would like to be called in the group.
- "Magic wand"
Goal: continue to develop the ability to be affectionate.
Progress: Children stand in a circle. One child passes the stick to the person standing next to him and calls him affectionately.
- “Share with a friend” (Gubanova N. F., p. 137)
Goal: Create conditions for updating moral standards; teach children friendly interaction in the game.
Game task. Teach the dog not to be greedy, to share with others. Game rules. Don’t be greedy, show kindness, look for ways to interact with other children.
- "Edible-inedible"
Goal: to develop auditory attention, the ability to highlight the essential features of an object (edibility, animation).
Move: The leader says the word and throws a ball to one of the children and names the object. If edible, the player catches the ball, and if inedible, the player dodges the ball.
- “Who needs this?”
Goal: learn to name things necessary for people of certain professions.
Progress: on the carpet there are things necessary for people of certain professions (cash register, staff, helmet, sewing machine, syringe, hammer, wrench, colander, comb, newspaper, molar brush, notebook, plane, etc.) Children move in a circle to the music , the music stops - the children take the objects and say: -What is the name of this object? –What profession do people need it for? –What does a person in this profession do?
- “Who better to praise?”
Goal: to learn to name the signs of animals according to the example of an adult, to develop attention and the ability to describe.
Procedure: The teacher takes a bear for himself and gives the child a bunny. And he begins: “I have a bear.” Child: “And I have a hare.” etc.
- “So with us, what about you?”
Goal: To teach children to enjoy participating in family activities, conversations, and games. Develop good feelings towards family members.
Progress: The teacher suggests telling the children what happens in the evening at their home. The teacher speaks first. Then he suggests telling the children about evening activities at home.
- "Call me kindly"
Goal: to cultivate a friendly attitude among children towards each other.
Progress: The child is asked to throw a ball or pass a toy to his favorite peer (optional), affectionately calling him by name.
- “About Olya and Kolya”
Goal: to teach children to correctly use the conjunction “because” in speech.
Procedure: the teacher invites the children to listen to the beginning of the sentence; they must finish it. Then the children come up with the beginning of the sentence themselves.
- "Helpers"
Goal: to form an idea of the household responsibilities of women and men, the need to help loved ones.
Progress: children take turns tearing off the petals of a flower (a cardboard flower with removable petals), naming the duties they perform at home (watering flowers, sweeping the floor, caring for animals, putting away toys, etc.).
- "It's possible - it's not possible"
Goal: clarify and consolidate the rules of behavior in public places; to cultivate respect for people who know how to behave correctly in public places, to create a desire to imitate them.
Procedure: The teacher offers children illustrations depicting public places (transport, theater, museum, street, holiday in the city square, clinic, store, entrance to the house). The teacher asks what needs to be done, for example, in the theater: listen and watch carefully, turn off the mobile phone, clap your hands, what not to do: speak loudly, point with your finger, run, slam the door (etc., also depending on situations).
- "Which? Which? Which?"
Goal: to consolidate knowledge about cutlery.
Procedure: the child chooses a picture that shows cutlery, and then names which dishes can be eaten with which cutlery.
Questions for children:
1. What kind of food is eaten with a fork?
2. What kind of food is eaten with a fork and knife?
3. What food is eaten with a spoon?
4. What food can you eat with your hands?
5. What types of spoons are there? (dining room, dessert room, tea room, champagne spinner, jam spinner, caviar spoon)
6. What types of forks are there? (Canteen, fish, for sprat, for oysters, for lemon, for cake)
7. What types of knives are there? (table, fish, dessert, fruit, cheese, butter, lemon)
8. What devices are used for what?
9. Where and what cutlery is placed?
- "Give me a good mood"
Goal: create a positive emotional mood.
Progress: children form a circle. The first person standing in the circle should convey a good mood to the person standing next to him by shaking his hand with a smile. Thus, they form a vicious circle. When the circle is closed, the children say in unison: “We are cheerful and friendly guys!”
- "Who am I talking about"
Goal: to develop observation skills, the ability to focus on the main features of the described object.
Progress: The teacher describes the child sitting in front of him, naming his details of clothing and appearance. For example, “this is a girl, she’s wearing a skirt and blouse, her hair is blond, her bow is red. She loves to play with the Tanya doll."
- “Name the action words”
Goal: learn to independently select appropriate action words.
Progress: The teacher suggests choosing as many actions as possible for the subjects:
The wind blows, howls, whistles, roars;
snow - falls, pours, lies down, melts, creaks, sparkles;
dog - barks, growls, chases, meets, sniffs, bites, jumps, spins, caresses, whines;
mouse - scratches, rustles, gnaws, sneaks, hides, climbs, squeaks;
elephant - stomps, trumpets, walks, rests, hurries, splashes, chews;
blizzard - sweeps, whistles, gets angry, howls, blows, showers;
frog - croaks, jumps, swims, climbs, catches;
fire - burns, warms, burns, burns, sparkles, blinks;
pencil - draws, draws, writes, sketches, hatches, traces;
flower - grows, rises, blooms, bends, smells;
apple - grows, hangs, fills, ripens, ripens, falls, rolls;
bear - roars, hunts, sleeps, breaks, catches, makes its way, makes noise;
rain - falls, drizzles, pours, drips, lashes, waters, irrigates
- "The Bear's Dream"
Goal: to learn to establish connections between living and inanimate nature.
Progress: The teacher names objects of living and inanimate nature. If it is an object of living nature, children wave their arms; if it is an object of inanimate nature, they crouch. The peculiarity of the game is that children perform the movements silently so as not to wake up the bear.
- "Mutual Aid"
Goal: to develop the ability to help another person; learn to talk about your help in your family.
Progress: “an upset bear came to the children.” He “quarreled with his mother” because he “didn’t want to put his toys away.” And now he doesn’t know how to make peace with his mother.
Educator: Guys, do you get offended by your family when they scold you? Relatives need to be loved and helped. How do you help your family at home? I have my grandmother’s box, you will put all your help in it, and we will give the box to the bear so that he also learns to help his mother and does not forget about it.
Children take turns talking about how they help their mother, father, brother, sister, grandmother, and grandfather at home, and put their stories in a chest. The little bear “thanks” the children for the “magic box” and returns to the forest to make peace with his mother and help her.
- "Accidentally and on purpose"
Goal: develop moral feelings; introduce words accidentally and on purpose.
Progress: the teacher gives the concepts of the words “Accidentally-Only”:
“PURPOSELY” is when something is done with a specific purpose, intention (as if out of spite), on purpose.
“ACIDENTALLY” - an act committed unintentionally, accidentally, not on purpose.
Then the teacher reads out the situations, plays it out with the children, and then they figure out what word this situation refers to.
Situation 1: One day the teacher sees two boys, Timur and Vanya, quarreling. Timur says angrily to Vanya: “I am not Timul!” Vanya, closing his eyes from resentment and tears, says: “I didn’t do it on purpose, I just don’t know how!” Timur continues to angrily insist: “I’m not Timul!!! And Timur! Vanya, already crying, says: “Yes, I can’t speak out Timul!!!” The teacher called the boys: “Come, tell me what happened!”
Conversation with children:
1) What caused the quarrel? (can't pronounce sounds)
2) What did Vanya do wrong? (pronounced name wrong)
3) How did Vanya feel? (offense, crying)
4) How did Timur insist? (angry, menacing)
5) Is it worth getting angry because your name was said incorrectly? (experience of M.Yu.)
6) How could Timur have acted differently? (Support: “you will learn!”, forgive).
7)What did Vanya do: on purpose or accidentally? (accidentally)
Conclusion: Give in: he doesn’t know how, he doesn’t know how!
Situation No. 2: The teacher and the children went for a walk. At the beginning, the teacher and the children
remembered the rules of the game. After some time, the teacher saw Kolya throwing stones and sand at the children, who did nothing to him. At the same time he smiled! The stone hit Petya in his hand and he cowered in pain. Sand got on Dima's head. His friend Fedya began to shake Dima off. Petya turned to Kolya and said that it was impossible to do this. Kolya laughed and continued. The teacher called the boys over: “Guys, what happened? Come to me!"
Conversation with children:
1) What caused the quarrel? (threw stones)
2) What did the children do wrong? (they didn’t do anything, called them names, took away their toys)
3) Remember how he looked? What was his face like? (smiled cheerfully, satisfied)
4) How did the children feel? (pain, insult)
5) How did Kolya act? (being cocky, deliberately breaking the rules)
6) Guys, in this situation, what did Kolya do? Accidentally or on purpose? (on purpose, i.e.
specially)
7) Did you want to do like Kolya? (No)
8) Will they be friends with him? Or with other children who do it on purpose, on purpose?
- "Good Santa Claus"
Goal: develop respect, reinforce kind words.
Progress: The child tells what gifts Santa Claus brought, how he thanked him, and how you can affectionately call him.
- "Our day"
Goal: to form ideas about the parts of the day.
Procedure: Children are given pictures with parts of the day. The teacher posts the first picture (getting up in the morning at home) and begins the story: “Vova and Tanya got up in the morning.” “Children wash themselves in the morning,” the teacher continues. The child who has the corresponding picture in his hands places it to the right of the first one. The game ends when the content of each picture is told.
- "Steps of Kindness"
Goal: to form an idea of kindness based on folk tales.
Procedure: two ladders are made from colored cardboard. The teacher invites the children to look at cards with fairy tale heroes (you can use a shadow theater) and arrange the fairy tale heroes on the ladder so that the kindest is on the top step, and the evilest is on the bottom.
- “Let’s help Fedora” (Gubanova N.F., p. 136)
Goal: To teach to understand the essence of the concepts: “funny”, “pity”, “to be happy for another”; evoke a desire to be neat.
Game task. Help Fedora. Game rules. Simulate cleaning the room so that it is clear what and how to do.
- "Guess the profession"
Goal: consolidate knowledge about professions. To form an idea of the division of professions into male and female.
Progress: the teacher takes turns listing the actions of a person engaged in one activity or another. Children name a profession, one child chooses a card with the corresponding image. Then a conversation is held about this profession.
- That’s how it is with us, but what about you?” (see no. 7)
- "That's what dad is like"
Goal: develop respect for dad, reinforce kind words.
Progress: The child tells what his dad’s name is, how he plays with him, how he affectionately calls him.
- “Call me kindly” (see No. 8)
- “That’s what mom is like”
Goal: develop love for mom, reinforce kind words.
Progress: Each child takes turns telling what his mother’s name is, how she takes care of him, how she can be affectionately called.
- "Good Deeds"
Goal: to deepen the understanding of kindness as a valuable human quality. Nurture friendly relationships in children.
Progress: The teacher invites the children to play. During the game, he offers the children a situation and gives three options for how to respond to it. The children's task is to choose the correct answer from three options. For example, the teacher plays out the following situations: 1. “Mom gave you candy. What do you say to this?• give me another one;• I don’t like those, give me another one;• thank you.2. Your friend asks you for a toy. What will you answer him?• I need it myself;• take it, please;• I will give it to you if only you give me yours.3. Grandma asks you to help her wash the dishes. What will you tell her?• I don’t want to;• of course;• I’m tired, I’ll wash it myself. The players’ task is to choose the correct option. If the players, for some reason, make a mistake, the teacher does not ignore this mistake: it is important to explain why this particular answer, and not another, is correct. The teacher must say that good, polite words must be confirmed by actions.
- "What changed?"
Goal: develop the attentiveness and observation necessary for effective communication.
Move: The driver leaves the group. During his absence, several changes are made in the group (in the children's hairstyle, in clothes, you can move to another place), but no more than two or three changes.
- "Magic Chair"
Goal: to cultivate the ability to be affectionate, to activate gentle, affectionate words in children’s speech.
Progress: One child sits down, and the rest say kind, affectionate words about him.
- "Polite words"
Goal: develop goodwill, the ability to establish contact with peers.
Progress: Educator: I have polite words on the shelf in my store: greetings (hello, good morning, good afternoon, etc.); affectionate addresses (dear mommy, dear mommy, etc.). I will offer you various situations, and you buy the right words from me.
Situation. Mom brought apples from the store. You really want to, but mom said you need to wait until lunch. How do you ask her to give you an apple?
- "Stream"
Goal: to develop the ability to act together and teach to trust and help those with whom you communicate.
Procedure: Before the game, the teacher talks with the children about friendship and mutual assistance, about how they can overcome any obstacles. Children stand one after another and hold on to the shoulders of the person in front. In this position they overcome any obstacles.
- “Let's help Fedora” (see No. 22)
- “Share with a friend” (see #3)
- "Listen behind the door"
Goal: develop auditory attention.
Progress: According to the teacher’s instructions, all children focus their attention on the sounds and rustles of the corridor. Then they take turns listing and explaining what they heard.
- "Give in to a friend"
Goal: to teach children to avoid quarrels, give in to each other, and cultivate friendliness.
Progress: The teacher invites the children to tell whether they know how to give in or share. For clues, there are toys, candies, an apple on the table, and there is a chair next to the table. Children say: “I know how to give up a toy, I know how to share candy,” etc.
- "Politeness"
Goal: continue to teach how to use polite words.
Procedure: The teacher invites the children to wind a thread of “magic” words around a ball. Children take turns saying the “magic” words and winding the thread into a ball.
- “Book Helpers” (Gubanova N. F., p. 138)
Goal: Encourage children's desire to work and help others.
Game task. Help the book, mother, teacher. Game rules. Choose the right card.
- "Body"
Goal: Continue to reinforce polite words.
Procedure: Children sit around a table on which there is a basket. The teacher turns to the child: “Here’s a box for you, put a polite word in it.”
- "It's better to be kind"
Purpose: to give an idea of kindness and indifference.
Progress: situational pictures are laid out on the table (a man fell, a boy broke his knee, a girl dropped a ball into a pond, a kitten fell into a ditch, a dog got stuck in a fence). The child comes to the table, selects one picture and says how he can help in this situation. The teacher invites the child to speculate on what might happen if help is not given in this situation. Which option will the child choose (pass by or help).
