Multimedia educational game “Seasons”

Abstract to the multimedia didactic game “Seasons”

The multimedia game allows you to:

increase the information content of the GCD;
stimulate learning motivation;
increase the visibility of learning;
realize the accessibility and perception of information through parallel presentation in its various modalities: auditory and visual;
repeat the material from the previous lesson;
create comfortable working conditions for children in the educational activities.

The use of a multimedia didactic game in educational activities activates the emotional impact on students by:

firstly, the learning environment is created with a visual representation of information in color;

secondly, the use of animation is one of the effective means of attracting attention and stimulating the emotional perception of information;

thirdly, the visual presentation of information in the form of photographs and pictures, with sound, has a stronger emotional impact on a person than the traditional one, since it helps to improve the understanding and memorization of the physical and technological processes shown on the screen.

From the portal administration: a demo version is presented for review. The full version will be in the multimedia album of the virtual exhibition, which each participant will receive.

Goal: development and activation of children’s cognitive abilities through the use of modern information technologies.

Tasks:

q Form a holistic picture of the world around you; Show the relationship between the seasons and living organisms;

q Activate the cognitive and speech activity of children;

q Improve the ability to write grammatically correctly and consistently construct your statements;

q Develop memory, attention, verbal - logical thinking, fine motor skills, visual and auditory perception.

The multimedia didactic game “Seasons” is intended for children 4-5 years old. Can be used in kindergartens in the middle group, and by parents for home viewing.

Development program: Power Point

Equipment: interactive whiteboard, projector, laptop.

Rules of the game:

Ø Riddles or questions are written on the slides. It is necessary to explain the answer and click on the correct answer with the mouse;
Ø If the answer is correct, a picture will appear and you will hear a sound, and if the answer is incorrect, the picture will disappear, change color or rotate;
Ø To go to the next slide, click on the “>” button in the lower right corner; to return to the previous slide, click on the “<” button in the lower left corner. To repeat the game, press the “house” button again.

Usage form:

when working with an interactive whiteboard; individual work with a computer.

Method of use:

multimedia presentation is used for group (as part of a lesson) and individual training;

at the end of viewing a certain section, children are offered a speech logic task;
To consolidate the material, you can choose to show only the necessary slides and build a conversation on their basis, organize a situational conversation.

Educational effect:

q Speech development: enrichment of vocabulary, development of coherent speech, development of word formation functions.

q To consolidate knowledge about the world around us.

q Learn to guess riddles about the seasons;

q Strengthen forward and backward counting to 5, the ability to correlate the number with the number of objects;

q Repeat the names of migratory birds;

q Repeat the names of animals that hibernate in winter;

q Name trees and find a leaf from this tree;

q Repeat the signs of spring;

q To consolidate the ability to determine the time of year by a person’s clothing.

Practical significance:

it becomes possible to optimize and increase the efficiency of the correctional and developmental process, to individualize the education of children with different levels of cognitive development;
children consciously perceive the material being studied, generalize, consolidate and remember it firmly;
Motivation increases, positive emotions are created due to the dynamism of the material: bright animated pictures attract the attention of children for a long time;
multimedia presentation allows you to simulate signs of the season that cannot be seen at the moment (leaf fall, rain, snow, etc.);
The use of a multimedia game makes it possible to make GCDs emotionally charged, attractive, arouse keen interest in the child, and are an excellent visual aid and demonstration material, which contributes to good performance;
provides for the implementation and integration of educational areas: “Health”, “Physical Education”, “Cognition”, “Communication”, “Reading Fiction”.

Description:

(Slide 1) title

(Slide 2-3) goal, objectives, rules of the game

(Slide 4) Now we will talk about the seasons. Listen carefully to the riddle:

I bring the harvests, I sow the fields again, I send the birds to the south, I strip the trees, But I do not touch the pines and fir trees. I – ... (autumn)

Now choose an answer option. Right. What did you see in the picture? What color are the leaves? How are the children dressed? How many Christmas trees are there in the picture?

(Slide 5) What time of year is shown in the picture? (autumn) By what signs did you determine? There are 3 trees in the picture. Name them. (Apple tree, rowan tree, birch.) Name a tree that does not correspond to the season? (birch) Why? (green leaves)

(Slide 6) In autumn, the leaves turn yellow and fall off. What is this natural phenomenon called? (leaf fall) What is the name of the tree on the slide? (oak) Find a leaf from this tree? Right. This leaf is from an oak tree, so what is it? (oak) From maple - maple, from birch - birch, from rowan - rowan.

(Slide 7) Listen to the following riddle:

Powdered the paths

I decorated the windows,

Gave joy to children

And I went for a sledding ride. (Winter)

Now choose an answer option. Right. What did you see in the picture? What do the children do?

(Slide 8 ) In autumn, all nature, animals, insects prepare for winter. What animal hibernates in the fall and sleeps all winter? Choose an answer. (Bear, badger, hedgehog) Correct. How do animals prepare for hibernation? (they eat a lot, accumulate fat under the skin) The fox and the wolf do not hibernate.

(Slide 9 ) Guess the riddles. Click on the square and check the answer.

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Topic of the week: “Week of Experiments” Game “Do you know the properties of objects?” Goal: Creating motivation for preschoolers to use knowledge about the properties of objects and materials. Preliminary work: conducting experiments with magnets, studying the properties of different states of water, talking about the signs of living and inanimate nature, studying the properties of different materials, watching cartoons "Fixies", guessing riddles about natural phenomena related to water. Age of children: senior preschool age Type of game: “Hot Spaces” 1 task “properties of water”: There are three areas on the screen with a schematic representation of the states of water - “gaseous”, “liquid” and “solid”. Throughout the entire field of the interactive table there are cards with images of different states of water (steam, icicle, fog, ice floe, cloud, puddle, glass of water, drop, sea, river, snowflake). It is necessary to distribute the pictures into areas corresponding to the state of water. When positioned correctly, a solemn melody is heard.

2 task “properties of a magnet”. There are two areas on the screen with schematic images “Attracted by a magnet” and “Not attracted by a magnet”. All over the interactive table there are cards with images of various objects made of different materials (snowflake, paper money, ball, firewood, nails, metal spoon, pan lid, paper clip, porcelain cup, stones, wooden spoons). It is necessary to distribute the pictures into areas, depending on whether they are attracted by a magnet or not. When positioned correctly, a solemn melody is heard.

Task 3 “various materials”. There are five areas on the screen with schematic images of various materials - “Plastic”, “Wood”, “Metal”, “Fabric”, “Paper”. All over the interactive table there are cards with images of various objects made from different materials (paper money, firewood, nails, a metal spoon, a pan lid, a paper clip, applique and paper crafts, wooden spoons, a dress, trousers, plastic toys and a basin, book, ring, chair). It is necessary to distribute the pictures by area, depending on what material they are made of. When positioned correctly, a solemn melody is heard.

4 task “living and inanimate nature”. There are two areas on the screen with schematic images - “Living nature - sprout”, and “Inanimate nature - stone”. Throughout the entire field of the interactive table there are cards with images of various objects related to living and inanimate nature (sun, dragonfly, dandelion, snow, paper flowers, toy, fox, stones, pike, pigeon, man, ice floe). It is necessary to distribute the pictures by area, depending on what they relate to - living or inanimate nature. Ask the children to justify their answer by naming the signs of a living thing. When positioned correctly, a solemn melody is heard.

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Games on an interactive boardmaterial

"Games on the interactive board

on the development of speech of older preschoolers"

The inclusion of information and communication technologies (ICT) in the educational process in a preschool educational institution is one of the new and pressing problems in domestic preschool pedagogy.

In the conditions of modern development of society and production, it is impossible to imagine the world without information resources, no less significant than material, energy and labor. The modern information space requires computer skills and the ability to work on an interactive whiteboard not only in elementary school, but also in preschool childhood.

Existing educational programs provide enormous opportunities for the development of children. However, we have to admit that the methods and means used in teaching preschool children in preschool educational institutions do not realize all the possibilities inherent in them. The introduction of information and communication technologies can resolve this contradiction.

Unlike conventional technical means of education, information and communication technologies make it possible not only to saturate the child with a large amount of ready-made, strictly selected, appropriately organized knowledge, but also to develop intellectual, creative abilities, and what is very important in early childhood - the ability to independently acquire new knowledge.

Compared to traditional forms of teaching preschoolers, information and communication technologies have a number of advantages:

- presentation of information on the screen - carries a figurative type of information that is understandable to preschoolers;

— movements, sound, animation attract the child’s attention for a long time;

- problematic tasks, encouraging the child to solve them correctly with the computer itself are a stimulus for the cognitive activity of children;

— provides the opportunity to individualize training;

— in the process of his activities at the computer, near the interactive whiteboard, the preschooler gains self-confidence in the fact that he can do a lot.

The use of ICT in preschool education allows children to develop their ability to navigate the information flows of the world around them, master practical ways of working with information, and develop skills that allow them to exchange information using modern technical means.

The use of ICT allows us to move from an explanatory and illustrated method of teaching to an activity-based one, in which the child becomes an active subject, and not a passive object of pedagogical influence. This contributes to the conscious assimilation of knowledge by preschoolers, their mental and speech development.

Over the past decades, the speed of information perception has changed significantly due to the concentration of attention on the presentation of visual images. Modern children adapt well to the digital world. Children's consciousness is capable of perceiving a fairly large amount of visual information in the form of pictures, drawings, brightly designed texts, and quickly changing slides.

New information technologies make it possible to build a higher-level cognitive process based on visual (graphics, animation, text), auditory (sound, video), tactile (keyboard, interactive whiteboard) perception.

For a long time in kindergarten No. 140 “Goldilocks” G.O. In Tolyatti, work is underway to introduce information technology into the educational process of kindergarten.

Over the past three years, an interactive whiteboard (ID) has been actively used when conducting educational activities at O/O “Communication”.

During this time, enough practical material has been accumulated. It is included in the direct educational activities carried out by our kindergarten according to the program of O. S. Ushakova, E. M. Strunina “Speech development for children 5-6 years old”, “Speech development for children 6-7 years old”.

In our work, we primarily proceed from the long-term plan, topic and goals of the classes. Next, we consider the possibility of maximizing the use of interactive whiteboard data. Thoughtful preliminary work is required: drawing up didactic tasks, searching for illustrations in electronic form, making the didactic games themselves.

To optimally use an interactive whiteboard when working with preschoolers, it is necessary to follow the following methodological recommendations:

The interactive whiteboard should be used when working with older preschoolers, subject to unconditional compliance with physiological-hygienic, ergonomic and psychological-pedagogical restrictive and permissive norms and recommendations.
The information and didactic aids used must be adequate to the mental and psychophysiological capabilities of the child.
The organization and methodology of conducting classes with ID corresponds to the methodology of conducting traditional classes and the basic didactic principles of preschool pedagogy. A lesson using ID includes several parts. And only one part is devoted directly to working with ID.
When creating classes using ID, it is necessary to take into account the existing knowledge acquired in traditional classes during the implementation of the main educational program.
ID should be a didactic tool, not an end in itself.
It is imperative to use a traditional subject-development environment in classes with ID - toys, games, demonstration material, etc.

To solve the problem - to involve children to the maximum, the following options for organizing children in the GCD process were developed:

A subgroup of children stands at the board, and the children take turns doing tasks on it.
2-3 children complete the task simultaneously at the board using a stylus (computer mouse) and markers.
Children offer answer options to the child completing the task for the ID.
The child independently completes the task at the ID, and the children sitting at the tables check and evaluate the correctness of completion and prove it.
Children sitting at the tables give tasks to the child working at the ID.
One child works at the board, the rest do the same task at the computers.

Advantages of working with an interactive whiteboard:

Strengthens the flow of material.
Helps the teacher to be in constant interaction with children.
Electronic learning tools convey information faster than traditional ones.
Allows you to increase the perception of material by increasing the amount of illustrative material.
Develops motivation and makes activities more interesting for children.
Children begin to understand more complex issues as a result of clearer and more dynamic presentation of the material.

Electronic didactic games for children aged 5 – 7 years on speech development.

Game "Chain"

Goal: To consolidate the ability to select words with a given sound, to highlight the first and last sound in a word.

Progress: The ID presents one picture with which you need to start the chain and several more. The teacher suggests highlighting the last sound in the word being demonstrated and choosing from among the many pictures a word that begins with this sound. Then use the stylus to move the selected picture to the first one and thus continue the chain. At the end of the task, a check emoticon opens, with a correctly composed chain of pictures underneath it. The child compares two chains.

Game “Who Lives in the House?”

Purpose: To practice explaining the meaning of words.

Progress: On the ID there are several houses with closed curtain windows. Words “live” in them (museum, snowdrop, rain, lie, competition, swimming pool, padded jacket, palace). Children are invited to go to the board, open any curtain window, read the word they got and explain its meaning (“a museum is a place where paintings are collected and people come there to look at them,” etc.)

Game "Name the Cubs"

Purpose: To practice the formation of names of young wild animals in the nominative and genitive plural cases.

Progress: The ID contains pictures of animals and their babies. The child is asked to choose one animal, find its cubs, bring them to him and say who has whom” (“The wolf has wolf cubs, the wolf has many wolf cubs.” “The hedgehog has hedgehogs, the hedgehog has many hedgehogs,” etc. ).

Game "Little Fox Counts"

Purpose: To practice the formation of genitive plural forms of inanimate nouns

Progress: On the screen there is a plot picture with a fox cub. The kids are invited to ask the little fox, who can count, questions like: “How many noses, tails, paws, eyes, eyebrows, ears, mouths, mustaches, and cheeks do you have?” The little fox answers a correctly asked question (the voice is recorded - turn on the teacher using a hyperlink), an incorrect answer - remains silent.

Game “Say it in one word.”

Purpose: To practice the formation of complex words.

Move: Words are arranged in two columns on the board (suitable words are shifted relative to each other). Children find pairs of words, connect them with a stylus or marker and make complex words from them. (Long ears - long-eared, big eyes - big-eyed, short tail - short-tailed, sharp teeth - sharp-toothed...) If the answer is correct - words of encouragement.

Game "On the contrary"

Goal: To consolidate the ability to select words that have opposite meanings

Progress: On the screen there is an object picture and a word characterizing it on a red background. From the three proposed words, the child must choose the exact opposite in meaning to the original one and transfer it to the green field. If the answer is correct, the word is transferred and encouraging words are given such as: “This is the correct answer,” “You answered correctly,” etc. If the answer is incorrect, the word is crossed out with a red cross. There are 10 sheets in the game.

Game "Choose words-relatives."

Goal: learn to select words with the same root, practice reading words, develop attention.

Progress: There are two pictures on the board depicting a forest and a river and a group of words.

Two children, working on ID at the same time, use a colored marker to connect words with the same root and the corresponding picture. After correct execution, the emoticons in the picture begin to jump.

Game "Who is attentive?"

Goal: To consolidate the ability to determine the presence of a sound in a word (“k”, “r”, “l”, “m”), to pronounce clearly highlighting a certain sound in a word.

Progress: There are several pictures on the board, you need to determine which sound is found in all the words and select it by clicking with the stylus. The correct answer - only the correct sound will remain on the screen and the inscription will appear - “well done”, “clever girl”, “correct”, etc. Wrong choice - the letter denoting this sound is crossed out.

Game "Snowflakes"

Goal: To practice selecting words - definitions for animate and inanimate objects, to activate the dictionary.

Progress: There are elements of snowflakes on the board, in the central part there is an object picture (snowman, Santa Claus, gift, Christmas tree toy, Christmas tree). You need to choose definition words for it. For each word, the presenter (adult, child) moves a ray of snowflakes. Motivation - you need to come up with so many words so that the snowflake is completely formed.

Game "Settled Houses"

Goal: To consolidate the ability to isolate given sounds in a word (“sh”), determine their location (beginning, middle, end of the word).

Progress: The teacher suggests highlighting the sound “sh” in the word, determining its location and, focusing on the diagram on the roof, moving it into the appropriate house.

Upon completion of the work, you need to move the check emoticon, behind which is the correct answer, and check yourself. Work with the sounds “s”, “zh”, “z” is carried out in a similar way.

Game "Who can you see?"

Goal: To learn to form accusative plural forms of animate nouns that coincide with the genitive.

Move: There are three pictures on the board (on two sheets - 6 pictures), covered with curtains (forest, sea, desert, north, mountains, field). All children close their eyes. The child must open one curtain, see what is shown and close the curtain back. Then he tells the children who can be seen there (“you can see wolves, foxes, wild boars, lynxes, hares, etc. there. What is it:”). The guys must guess and answer (“This is a forest”). The child leader opens the curtain and demonstrates the answer.

Game: “Riddles - descriptions”

Purpose: To practice writing a short descriptive story, highlighting characteristic features.

Move: Hidden on the board under the “curtains” are winter-themed pictures (bullfinch, Christmas tree, sleigh, gifts, ice cube, mittens). One child is called, the others close their eyes. At this time, the child at the board is asked to open one curtain, look at the picture, and close it again. Then come up with and ask the children a riddle-description. The children guess. If correct, the child opens the curtain and demonstrates the answer.

Game "What's extra?"

Goal: To exercise the ability to construct complex sentences, develop speech-reasoning, and prove your point of view.

Progress: there are three pictures on the ID. Children are asked to think about which object is superfluous here and explain why. The child selects a picture and clicks on it with the stylus (if the answer is correct, it will be crossed out, if incorrect, then not). The child explains why he made this choice (“There is an extra picture of a pig here, because this domestic animal has no horns and does not give milk, but cows and goats have horns and can give milk,” etc.).

Game “Match a Pair and Explain”

Goal: To exercise the ability to select a pair by analogy and explain your choice, to develop speech-reasoning.

Progress: The teacher invites the children to look at the picture and establish a connection between the first pair of pictures, and, based on this, select a picture in the second pair of the three proposed (move it to the arrow in the empty space) and explain their answer. (“The dog lives in a kennel, and the bird lives in a nest, so I will match the word “bird” with the word “nest”, etc.). If the child chooses the word correctly, it can be transferred; if he makes a mistake, the picture is crossed out with a cross and cannot be transferred. There are 4-5 tasks in the game.

Game "My, my, mine, mine"

Goal: To learn to focus on the endings of words when determining the gender of nouns.

Progress: Children are invited to look at the pictures and sort them into four groups, depending on what word can be substituted for them: mine, mine, mine, mine (“my hare, my sleigh, my fox, my cloud”, etc.). etc. children take turns going to the board and distributing pictures. Each child’s work is evaluated. The correct answer is encouraging words - “Well done,” “Clever girl,” etc.

Game "Choose the word"

Goal: To consolidate the ability to coordinate adjectives with nouns in different cases.

Progress: 3 sheets of tasks are offered in turn: stream - river (male and female gender), pillow - blanket (female and middle gender), saucer and cup (among and middle gender). The child must read the words and select the picture they go to by clicking with the stylus (on the ID) or the mouse (on the computer) on the square above it. If the answer is correct, a green circle will appear. If it's wrong, it's red.

D/i "Rhymes"

Purpose: To train children in selecting words that sound similar.

How to play: On the ID in a circle there are pictures depicting words that sound similar. In the center is a tape measure. The child is asked to launch it by clicking on it with the stylus. And by the way, on the contrary, she stopped to choose a rhyme.

Game "Riddles from rabbits"

Goal: To train children in the ability to solve riddles and prove the correctness of their answer, in constructing complex sentences.

Move: Several pictures of rabbits will appear on the board. The child is asked to choose one, click on it with the stylus and listen to the riddle that the bunny will “tell” him (the recording sounds). Children guess the riddle and prove the correctness of their answer (I think (I believe) that this is ..., because (since, means) ... etc.). Next, the child opens the curtain and checks the correctness of the guess.

Game "In the Yard"

Goal: To train children to distinguish between the sounds “s” and “ts”, to pronounce words with them clearly and clearly, to highlight these sounds in words.

Move: On the board there is a picture with two fences and several pictures with animals whose names contain the sounds “s” and “ts”. Children are asked to determine the presence of one or a second sound in a word, pronounce it clearly, emphasizing this sound, and place it in their yard.

Source:

Article “Games on an interactive board for the development of speech of older preschoolers” by N.A. Erykova. in the magazine “Handbook of a senior teacher of a preschool institution” No. 5, 2014, pp. 48-55

Interactive didactic games in the development of mental activity of preschool children