Didactic board game for sensory development “Match by color”
Tarasova Lyubov Valerievna
teacher of MADOU "CRR-Kindergarten No. 13 "Solnechny" (compensatory) Solikamsk
Nomination: Creation of software and methodological support for the educational process
Title of the competition work: Summary of the didactic board and printed game on sensory development “Match by color” for children 2-3 years old with developmental disabilities
Author: Tarasova Lyubov Valerievna
Didactic printed board game on sensory development
Name: Lotto game “Match by color”
Children's age: 2-3 years
Purpose of the game: enriching children's sensory experience with didactic material on sensory development. Formation of the ability to distinguish and name primary colors (red, blue, yellow, green)
Tarasova Lyubov Valerievna, teacher of the early age group, MADOU "CRR - Kindergarten No. 13 "Solnechny"
Solikamsk
Game – lotto “Match by color”
1-4 CHILDREN PLAYING
Tasks:
—didactic:
exercise the ability to correlate various homogeneous objects according to one of the sensory attributes: color;
— developing
: develop the ability to distinguish primary colors (red, blue, yellow, green);
—educational:
support the expression of interest in play interaction.
Game task:
Let's help Masha and Misha choose pictures that are similar in color.
Game rules:
—organizational:
the game is played in a group room, the number of players is from 1 to 4 children, the game is led by a teacher;
—disciplinary:
the adult shows a card with an image of an object of a certain color, the child must visually see who this card belongs to (control - matching the color of the main card and small cards);
—gaming:
Whoever is the most attentive, collects all the cards first, whoever helps Masha and Mish, wins.
Contents (plot) of the game:
-Guys, Masha and the Bear came to visit you, please tell me what cartoon did you see them in?! (Children's answers). That's right, Masha and the Bear. They didn’t come to you empty-handed, they brought with them a game called “Match by Color,” but they guys mixed up all the cards and ask you to help them find their houses for all the cards. The cards depict different objects and are of different colors. Let's see what colors their houses are painted in (Children's answers: red, blue, yellow, green). Right. Now choose one card for yourself. I will show you a card on which an object is drawn, who knows, he can say what color it is, and we are looking for a house of the same color for it. Whoever is the most attentive, whoever collects all the cards first and helps Masha and Misha, wins. Let's get started (there is a game going on where the teacher shows a picture with an image of an object of a certain color, the children, who know, name the object depicted on the card and the color of this object and look for a house of the same color for it, correlating the image and color).
Well done guys, you completed the task and helped Masha and Misha.
Didactic games to develop children's ideas about the color of an object
Target:
- teach to distinguish and name the primary and tint colors of an object; learn to group objects by color;
- develop the ability to analyze, compare and classify.
“Find objects of the same color”
The teacher hands out cards to the children with various images of red, blue, yellow, and green on them. Having determined what color the image on the card is, children come to the table and select figures of a given color and name the color.
“Name the color of the object”
The teacher offers to determine the color of the toy, vegetables, etc.
"Arrange objects by color"
The teacher lays out a didactic set for free play (mosaics, cubes) and encourages the children to name the colors. After this, the children organize the material by color.
"Balloons"
The child is offered a card with a picture of multi-colored strings and a set of circles - balls. You need to “tie” the balls to threads of a suitable color.
Fun Train
The child is offered a card with a picture of a train. A reference card with a picture of a color is placed in the train. The child selects figures of the same color and “seats” them in the trailers.
"Find a tea pair"
The teacher hands out colorful tea cups to the children. There are saucers of matching colors on the tables. Children are asked to find a tea pair - match the color of the cup and saucer.
“Where did Snow White go wrong?”
The teacher arranges tea pairs by color and at the same time makes a mistake and says: “Guests should come to Snow White. She was in a hurry and made a mistake when arranging the tea pairs. Help Snow White arrange the tea utensils by color correctly.”
"The cars are going home"
Children have cards with pictures of multi-colored cars. On the table there are cards with pictures of garages of different colors. The teacher invites the child to find his own garage for each car.
"The car got lost"
The teacher arranges all the cards in pairs, but makes a mistake and invites the child to find for himself which car “drove” into the wrong garage - a garage of a different color.
"For repairs"
The teacher puts all the cars in a row and then removes one. The child must remember which color car is missing.
"Colors"
Option 1.
Select 3 game elements so that 2 of them form a common pair. Invite your child to combine matching elements into one card. At the same time, he must name the color of the pencil shown. Invite your child to then independently assemble the remaining elements into cards.
Option2.
All halves of cards with images of objects are first placed face up in the center of the table, then turned over. Elements with the image of pencils are divided equally between the players. The right to move first is determined by drawing lots or counting. The player who has the right to move takes one of the elements from the table, names what color the item is depicted in, and keeps it if he has the second element of the card with the image of a pencil. The test is the Puzzle lock, which is different for each pair of elements. If there is no suitable half, the element is mixed with those remaining on the table, and the next player gets the right to move. The one who collects his cards first wins.
"Settled home"
(didactic game “Big - Small”)
Place the cards face up in front of your child.
Tell a fairy tale, for example this one.
In one fairy-tale country, all objects of the same color became such strong friends with each other that they decided to live on the same street in a house of the same color. And in order for brothers and sisters - big and small - to live on the same floor, they need to be immediately connected in pairs.
Invite your child to take turns building houses whose pictures on the cards are the same color as the roof. The result will be the following houses: red - 5-story; brown - 3-storey; yellow - 3-story; blue - 2-story; green 2-storey.
When the houses are built, ask the child to count how many floors are in the red house, how many in the green, how many in the blue, etc., named, and show the corresponding numbers.
Ask the child who lives or what is located, for example, on the second floor of a green house or on a brown one, etc. Ask the child to show the highest and lowest floor, to find houses that are the same in height. Let him tell you how many floors there are and what color the roof is.
"Colorful glades"
The child is offered a playing field - a clearing, divided into multi-colored squares and silhouette images of toys, flowers of different colors. In the clearing, you can place objects of the same color on the corresponding squares.
“What did the artist paint incorrectly?”
The teacher offers the children fruits and vegetables that the artist has painted. Children must find what the artist painted incorrectly and name the correct color of the object.
"Assemble the train by color"
(didactic game “Locomotive for Animals”)
On the table there are cards with images of 6 multi-colored trains and carriage cards with images of insects, fish, birds, and a house. And wild animals. The teacher suggests matching the train with carriages with passengers of the same color and placing them in a row.
Didactic games with geometric figures of Dienesh:
- “Find all the shapes like this one” (by color)
- “Find a figure not like this one” (by color)
Informational resources:
1. Z.A. Mikhailova, E.N. Ioffe “Mathematics from 3 to 7”, St. Petersburg, Detstvo-Press, 2001.
2. Z.A. Mikhailova, I.N. Cheplashkina, “Mathematics is interesting”, St. Petersburg, Detstvo-Press, 2004.
3. D. Alhaus, E. Doum “Color, shape, quantity”, Moscow, Education, 1984
4. B.P. Nikitin “Steps of creativity or educational games”, Moscow, Education, 1991.
Didactic games and exercises to reinforce the concept of color
Didactic games and exercises
to reinforce the concept of color
“What color is missing?”
Children are shown several flags of different colors. Children name the colors and then close their eyes. The teacher removes one of the flags. Determine which color is gone.
“What color is the object?”
To play, you must have cards with images of the outlines of objects and colored cards. The child is asked to place a card of the required color under the card with the image of the outline of the object. For example, under a card with a picture of a tomato - a red card, a cucumber - green, a plum - blue, a lemon - yellow, etc.
Options:
- select an object according to a color pattern: the teacher shows a card with an image of an object of a certain color (red mittens, blue socks, etc.), children must show cards with images of shades of this color.
"Collect a garland"
The teacher shows an element - a sample of a part of the garland on which a certain alternation of colors is given. From memory, children collect garlands from multi-colored circles in accordance with the pattern.
“Weave a rug from colored stripes”
Children look at a pattern of a rug made of colored stripes, then weave a rug from memory, repeating the alternation of colors in the pattern.
"Fold the Rainbow"
Prepare colored arcs, cut them in half. Collect one half of the rainbow yourself, and let your child assemble the other. Offer to name the colors (red, orange, yellow, green, blue, indigo, violet).
"Inseparable Colors"
The teacher names an object that contains different colors in constant combination, and the children name them. For example, the teacher says: “Rowan”, the children answer: “The leaves are green, the berries are red.” (Chamomile - white petals, yellow middle, birch - white trunk, green leaves, etc.).
“What colors are used?”
By showing children images of objects of different colors and their shades, teach them to distinguish two shades of the same color, practice using words denoting color shades: dark red, bright yellow, light brown, etc.
Options:
— children are shown a panel with an applique image of a rooster. The teacher says: when they cut out and pasted this rooster, they used paper (fabric) of five colors, but each color had two shades: light (bright) and dark. Invites you to carefully examine the details and find similar colors, but different shades.
“Let’s clarify the color of the object”
The teacher displays tables with images of two plants that are similar in color: tomato and carrot, poppy and rose hip, forget-me-not and plum, rose and lilac, cornflower and eggplant, etc. He suggests naming similar colors of both plants: forget-me-nots are blue, and plums are blue; poppy is red, rosehip is pink, etc. Children learn to distinguish between similar colors: red - orange, red - pink, blue - blue, etc.
Didactic games aimed at developing color perception
DIDACTIC GAMES AIMED AT DEVELOPMENT
COLOR PERCEPTION
Gifts for Fairies
Option
I Purpose.
Reinforce ideas about colors. Teach children to highlight colors, distracting from other characteristics of objects (shape, size, functionality)
Material.
Fairy dolls of different colors and shades. Toys and objects of different colors.
Children are invited to give a gift to the Flower Fairy. only the same color as the fairy herself.
At the initial stages, one fairy doll of a certain color is used.
Option
II Purpose.
Reinforce ideas about colors. Teach children to highlight colors, distracting from other characteristics of objects (shape, size, functionality)
Material.
Fairy dolls of different colors and shades cards - “rugs”, two or three geometric figures of each color of different shapes and sizes (different materials are used).
Children are invited to give gifts to the Colored Fairies. Hand out colored “tickets”, name the color, shape, size.
Find a flower of the same color
Target.
Teach children consistent visual examination and description of an object, its shape, indicating proportions, color, shade.
Material.
Typesetting canvas. Flowers of different colors, shades and sizes.
Place a butterfly on a flower of the desired color
Target
. Teach children consistent visual examination and description of an object, its shape, indicating proportions, color, shade.
Material
. Typesetting canvas. Flowers of different colors, shades and sizes. Butterflies.
The teacher names the flower or describes its distinctive features. He offers to find it and plant a butterfly on this flower.
Collect a seven-flowered flower
Target.
To consolidate children's knowledge about the relationship between the colors of the spectrum.
Material.
Green typesetting canvas. Heart petals 7 colors, 4 pieces of each color.
Find two identical hearts
Target.
To consolidate children's knowledge about the relationship between the colors of the spectrum. Learn to correlate objects by size and color.
Material.
Green typesetting canvas. Heart petals of different colors and flower sizes, 2 pcs of each color.
Sunbug
Target.
Introduce children to colors and shades and their names. Learn to compare objects by color by placing them next to each other.
Material.
Flowers with 6 petals of different shades - blue, green, red, 1 flower with multi-colored petals. The sun bugs are the same shade as each of the petals.
Choose an item by color
Target.
Exercise children in matching and grouping objects by color.
Material.
I
option.
Puzzle cards with colored objects and center squares in 6 primary colors.
II
.
Puzzle cards with colored objects and middle puzzles of primary colors and shades.
Children choose the middle of the puzzle of any color they like and select cards of the corresponding color.
Warm and cool colors
Purpose.
Reinforce the idea of grouping the colors of the spectrum into warm and cold.
Material.
Picture of the sun and snowflakes, circles of different colors of the spectrum and their shades.
Children are asked to identify the colors that suit the sun and those that suit the snowflake, and explain their choice.
Choose a palette
Target.
Teach children to find the color palette in which the picture was created.
Material.
Picture cards made in different colors and genres. Palette cards.
Children choose a large card with an image and from the palette cards select the one that matches the image. (For convenience, the same numbers are glued on the back side - the number on the card and the number on the palette correspond to each other).
The game can be played as a competition: who can choose the most correct palettes for the pictures.
Make a Dymkovo pattern
Target.
Teach children to make a pattern based on Dymkovo painting.
Material.
Elements of Dymkovo painting carved from dish sponge.
I'll be the hairdresser
Target.
To develop children's ability to trace patterns and complete drawing and cutting out the “hairstyle”.
Material.
Portrait templates, colored paper of different shades and formats, simple pencils, scissors.
Children model their hair using a portrait template.
Collect a flower
Target.
Practice the ability to select halves of one flower in accordance with color and shade.
Material.
Half cards featuring flowers, varying in color and style.
From the proposed set of cards, children make a flower. When all the flowers have been collected, children are asked to combine the cards into groups according to the style of the flower image.
Choose a vase for a flower
Target.
To develop color perception in children - the ability to distinguish up to five shades of the same color, and to correlate these shades with each other.
Material.
Cards, five shades of the same color, with flowers and pots.
Make a picture from geometric shapes
Target.
Teach children to make silhouette figures using geometric shapes. Develop imagination. Fix the names of the primary colors.
Material.
Sample cards, a set of geometric shapes of different colors and sizes.
Columbus egg
Target.
Teach children to make silhouette figures using all the parts, attaching one to the other, without overlapping one on top of the other. Develop sensory abilities, spatial representations, and integrity of perception.
Material.
An oval measuring 15x12cm, cut into 9 parts: 3 triangles (2 large, 1 small), 2 figures similar to a quadrangle, one of which is round, 4 figures (large and small), similar to a triangle, but with one side rounded. To make the game, we used cardboard, identically colored on one side and multi-colored on the other. Sample cards.
At the initial stage, children find similarities between the shapes of game elements and real objects.
Next, children are asked to create a silhouette figure according to the proposed model.
When children have mastered the techniques: they independently invent and make figures.
Tangram
Target.
To train children in the ability to compose new images from existing geometric shapes, based on a model and according to plan.
Material.
A square of cardboard, painted on one side with one color and multi-colored on the other, cut into 7 parts: 2 large, 1 medium, 2 small triangles, a square and a parallelogram.
Introducing young children to color through educational games
The game develops intelligence, resourcefulness, and initiative.
Nadezhda Konstantinovna Krupskaya
Play is a need of a growing child's body. How can we help children learn what makes educational games unique? Before starting work on introducing preschoolers to educational games at an early age, I set the following goal:
Systematize material about didactic games available for learning by preschool children, using various forms of work .
I started getting acquainted with didactic games by solving a set of problems that realize the set goal:
Teach children to focus on the shape of objects, to use the simplest techniques for establishing the identity and difference of objects in shape, focusing on the words “shape”, “such”, “not such”, “different”, “same”.
Learn to perform simple actions with objects: remove and string rings.
Learn to perform simple actions with objects that vary in size, focus on the words: “open”, “close”, “big”, “small”, “like this”, “not like this”.
Strengthen children’s ability to compare objects by size, choosing from two sizes of the same shape.
Teach children to choose objects of two given colors from four possible ones, consolidate the ability to group objects by color, and familiarize them with the sequence of placement of color tones in the spectrum.
To achieve the goals and objectives, I began work in the following directions:
systematization of material about didactic games available for learning by young children, using a variety of working methods;
replenishment of the development environment;
- involvement and activation of parents in the sensory education of the baby.
The main principles of my work to familiarize preschoolers with educational games are:
taking into account age characteristics when selecting content and topics of classes;
- creation of emotional and psychological comfort;
- respect for the personality of each child.
Forms of work to familiarize children with didactic games:
- occupation;
- reading fiction;
examination of color paintings and pictures;
color plan - map;
colorless plan - map;
productive activities (drawing, modeling, designing);
- making and guessing riddles;
card index of didactic games;
joint work with parents;
mini-museum of M. Montessori.
At the same time, she replenished the development environment with the necessary items and aids, attributes for games, illustrative and demonstration materials.
Children began to get acquainted with didactic toys at a young age. Sensory education is aimed at teaching children the ability to accurately and fully perceive objects, their various properties and relationships (color, shape, location in space). Observing the kids in the group, I became convinced that knowledge acquired verbally, and not supported by sensory experience, is unclear and indistinct. Without enriched sensory experience, children develop the most fantastic ideas about the surrounding reality. All objects and phenomena have a complex of properties (size, color, shape). To get acquainted with an object, you need to fill in the properties that characterize it. The child, perceiving, identifies some properties and signs, but usually these are the ones that involuntarily catch the eye. Therefore, I set myself the task: to teach children to identify the most significant, characteristic things in objects and phenomena, to form in children an idea of sensory standards.
At the beginning of the year, I diagnosed children to distinguish colors and color shades. I found out that only a small part of them could distinguish primary colors. During the games, she taught children to solve simple mental problems such as: put two objects of the same color next to each other, based on a colored plan map, and name them correctly.
The work was carried out in stages. She developed the children's memory, attention, logical thinking, and color perception. For this purpose, she offered didactic games: “Pick it right”, “Balloons”. The didactic material aroused great interest in the children and a desire to act. The kids exchanged objects, compared them, made conclusions: “Same ball”, “same stick”, “Fish of the same color”, “Matryoshka dolls of different colors”. Of course, not all children coped with the task. Some of them could not match the cars, balls, and sticks based on color. I tried to use a variety of teaching materials and homemade games. For example, placing mushrooms of two colors when choosing from 4, they enthusiastically examined the mushrooms, compared them, and matched them to the standard.
Taking into account the peculiarities of children’s perception of color, I first used chromatic colors: red, yellow, blue, green, and then achromatic ones: black and white. In difficult cases, I turned to the color plan. I tried to select toys and objects with intense colors. Preschoolers learned the simplest mental operations, namely, to compare and contrast colors. The main task of didactic games is that the task is presented to the child in a playful form. In the process of didactic games, children master the skills of operating with certain objects and learn the culture of communication with each other. Any didactic game contains cognitive and educational components, game actions, game and organizational relationships.
The children’s knowledge acquired in didactic games was consolidated during developmental games that their parents helped make. These games are a set of logical tasks of increasing difficulty. When completing the task, she gave the kids independence. At first, when introducing children to games, I paid special attention to the color map plan and supported them with emotional remarks. This inspired the children and gave them hope in their capabilities. The children diligently put together path patterns according to the graphic image from cubes, which were painted red, blue, yellow, and green. Children who completed the task were given a car of the same color as the track to play on. The game aroused great interest among children.
Along with didactic toys, I also used printed board games “Loto”, “Colors”, “In the World of Fairy Tales”, “Our Garden” - insert frames. In them, the children matched small cards with depicted objects to large cards based on verbal content. Small cards and large cards connected to each other had the same color background.
The board game “Mosaic” develops mental abilities, logical thinking, and the perception of chromatic colors well. Children love to play this game in the afternoon and morning.
To conduct didactic games during classes and outside classes, aimed at the perception of chromatic and achromatic colors, mental abilities, she developed, produced and systematized the following didactic aids: ladybugs of large and small sizes, didactic rugs “Merry Glade”, “Whether in the Garden, in vegetable garden”, wall rug “In a sunny meadow”, “Let’s decorate our Christmas tree”, “Flower - seven flowers”.
Children began familiarizing themselves with shape later than familiarizing themselves with color. She taught children to play “Color Lotto” - fill out cards with color fields of three types of geometric shapes, matching them by color. I was preparing a color plan - large cards with three white fields. On one field the outline of a circle is drawn, on the other - a square, on the third - a triangle - a colorless plan. They are the same size as smaller geometric shapes of different colors. At the beginning of the game, I was given a task: to look for figures of the same shape as those drawn on the cards. She explained that a circle has no corners and is smooth, but a triangle has sharp corners. I asked the children to trace the outline of each figure with their finger. She taught me to superimpose each selected figure onto a contour image and make sure they match. Next time I gave large figurines. In this game situation, applying will not help; you need to solve the problem by eye. I complicated the version of this game - with five figures (added an oval, a rectangle). Next, the children matched the models with figurines of five shapes of real objects.
At the same time, I begin to become familiar with size by becoming familiar with color. Children built towers from three same-color cubes, significantly different in size.
In my work I pay great attention to the sensory materials of M. Montessori. Games, activities, exercises with didactic materials allow you to develop visual and distinctive perception of sizes, shapes, colors, recognize sounds, and contribute to the development of speech. Didactic material is constantly being improved in practice - these are frameworks - inserts. The child learns to relate the shape to the slots.
The combination of visual perception and muscular-tactical perception was used in games with cards (color plan). The child, at my request, applied a certain shape drawn on the card so that they completely coincided. To perceive the chromatic feeling, I use lacing, fasteners, and braiding with multi-colored laces. I move from bright colors to shades.
To recognize shades of noise, I use boxes covered in different colors and filled with more or less natural material. Shaking them makes noise. Children especially love to play with multi-colored gauze handkerchiefs: they throw them up, catch them with both hands, dance, name the colors of the gauze handkerchiefs.
To consolidate the knowledge acquired in kindergarten by preschoolers, she simultaneously worked with parents. Introducing children to didactic games in young children can only be effective if parents are actively involved. I designed wall newspapers, a mobile folder, and prepared consultations on “Education of sensory culture in children two to three years old”, “The role of didactic toys in the intellectual development of young children” and others. She also involved parents in organizing children’s productive activities, since one child cannot cope with this activity. She offered the children a task, which they completed together with their parents (draw a New Year tree, sculpt silhouettes of Christmas trees on cardboard, using plasticine of different colors).
To consolidate knowledge about didactic games, color and shape, I thought through and organized the subject environment in the group. She created a mini-museum of didactic games based on M. Montessori.
The collective work of children with parents and teachers gave them the opportunity to express themselves in various types of role-playing activities, contributed to the development of communication skills, creativity and independence. Children learned to perceive the color of specific objects, using the acquired ideas about chromatic and achromatic colors, and later - about their shades, and developed the ability to recognize the corresponding shape, name it and act with it.
Literature:
- Wenger L. A. Raising a child’s sensory culture from birth to 6 years. / L. A. Wenger, E. G. Pilyugina, N. B. Wenger. - M.: Education, 1988. - 144 p.
- Zvorygina, E.V., Didactic games and activities with young children // E.V. Zvorygina, N.S. Karpinskaya, I.M. Kononova. - M.: Education, 1985. — 144 p.
- Pavlova L. N. Early childhood: development of speech and thinking. / L. N. Pavlova. - M.: Mozaika-Sintez, 2000. - 168 p.
Didactic games for preschoolers on color science
Didactic games help children develop their color sense more fully. Didactic games help develop a sense of color in children. When a child plays with a colored toy, with pictures in didactic games, he accumulates and refines his sensory experience. Having learned to distinguish and name colors in games, children begin to notice beauty in combination and arrangement.
In the sensory education of children, didactic games and toys are essentially the leading tools. Didactic games aimed at the sensory development of children, in particular at developing a sense of color, have great potential: they allow children to be introduced to the qualities and properties of objects (in this case, color). In the process of various didactic games, children learn to identify the color of objects, name shades and colors, compare objects by color, and group them by similarity in color. All these activities develop and consolidate children’s knowledge and ideas about color and contribute to the formation of a sense of color. Didactic games that precede visual activity prepare children for a more free and accurate reflection of colors and shades in drawing and appliqué.
Children operate with existing knowledge about color, which is acquired, systematized, and enriched during the game. With the help of the game, the child gains new knowledge about a particular color. At the same time, during the game, children's color vocabulary is activated.
“What color is what?”
Teach your child to correctly correlate the colors of different objects. Invite him to choose pencils of the appropriate color and paint over the proposed pictures with them (color the carrot with an orange pencil, the cucumber with a green pencil, etc.).
"Dress up the Christmas tree"
Give your child the task of decorating the Christmas tree with colorful toys (color the balls red, lanterns blue, etc.).
Then ask your child what color this or that toy is painted.
Introduce your child to shades of colors (light red, dark blue, etc.).
"Traffic light"
Target. Teach children to distinguish colors, find given colors in the environment.
Progress of the game. The teacher invites the children to play. The playroom is divided in half with a chalk line or string; one of the children is selected as the driver using a counting rhyme. He stands at the line and wishes for a color. For example, red. The rest of the children must show this color on their clothes or in the surrounding interior. You cannot indicate other children's clothing. If the child does not have this color on his clothes, he must run past the driver without being caught. After all the children have crossed the line, another child can be the driver.
"How it happens"
Target. Teach children to identify features of objects.
Equipment. Pictures with images of various objects.
Progress of the game. The teacher invites the children to play, he shows cards with various objects, and the children name the characteristics of this object. For example, the teacher shows a card with a picture of a ball. Children list its signs: the ball is round, elastic - bounces off the floor, red, big, etc. Based on the results of the game, the child who names the most signs is selected.
"Letter from Dunno"
Target. Learn to match colors with objects.
Progress of the game. The teacher invites the children to read a letter from Dunno. Children listen to the story, notice mistakes in it and point them out. Everyone discusses together what Dunno’s mistake was and how he should have written it correctly. The text of the letter could be something like this: “Hello, dear guys! It's been a while since we've seen each other. I spent this summer in Sunny City. It was very hot, the blue sun was blazing. There was not a single cloud in the pink sky. All day long I swam in the orange river and sunbathed. Turned purple, just like a cucumber. But summer is over, autumn has begun. The leaves on the trees turned blue and began to fall. Winter will come very soon, yellow snow will fall, everyone will put up red Christmas trees in their houses, decorate them with black balls and beautiful multi-colored garlands. After the New Year, I will come to visit you and bring treats - pink oranges and lilac bananas. Goodbye. Your friend Dunno."
"Where is this color found"
Target. Memorizing colors.
Equipment. Flags of different colors - yellow, red, green, blue, white, cyan, etc.
Progress of the game. The teacher invites the children to remember songs, fairy tales and poems they know that mention colors. The teacher shows the children a flag, the children remember lines from poems or songs where this color is mentioned.
"On road"
Target. Development of the ability to clearly distinguish the colors of traffic lights, attentiveness, familiarity with the rules of the road.
Equipment. Three colored paper circles with a handle for easy holding - green, yellow, red or a cardboard model of a traffic light in which you can switch colors.
Progress of the game. The teacher offers to play. A jury of 3 people is selected, the rest of the children are divided into pedestrians and drivers. For example, girls will be pedestrians, boys will be drivers. Everyone remembers together what colors the traffic lights are, what color pedestrians and drivers can move to. The teacher draws two wide stripes on the floor, this will be the road, and turns on soft music. The teacher stands at the intersection and switches the colors of the traffic light. Children move along the road according to the traffic lights. The jury closely monitors the children's movements, making sure that everyone moves only when the color is green.
“What is your favorite color?”
Target. Teach children to clearly distinguish colors and shades, correctly name their names, develop attentiveness.
Equipment. Colorful pictures with images of fairy-tale characters.
Progress of the game. The teacher shows the children pictures of fairy-tale characters: “Guys, what is this girl’s name? (Children answer). Yes, this is Malvina. What color do you think she likes most? Why do you think so?" Children may answer that Malvina’s favorite color is blue, since she always wears blue dresses and even has blue hair. The teacher also shows pictures of other characters, and the children guess what color is their favorite, explain why and name all the colors present in the picture. The teacher draws the children's attention to the shades, notes that blue is similar to blue, pink is similar to red, etc. Then the children can tell what colors they like. After all the pictures have been examined, the teacher suggests remembering other heroes known to the children and thinking about what colors these heroes like.
"Name the object"
Target. Developing attentiveness, memorizing colors and their names.
Equipment. Pyramid rings of the same shape, but different colors.
Progress of the game: the teacher invites the children to play, quickly showing the children one of the rings, then removes it and randomly selects children who must name objects of the same color. As soon as the children begin to find it difficult to answer, the teacher invites those who wish to answer, then everyone lists the named items together. After this, the teacher shows the next ring. Children of older preschool age should give answers without delay.
"Draw with one color"
Target. Learn to distinguish colors and compare them with objects.
Equipment. Colored pencils, sheets of paper.
Progress of the game. The teacher gives the children colored pencils, one pencil for each child, sheets of paper and offers to draw any object of a suitable color with this pencil. 10–15 minutes are allotted for this. Then the children take turns showing the others their drawings, saying what is depicted on them and in what color. If a child draws an object that is inappropriate, from the teacher’s point of view (a blue sun, for example), there is no need to criticize the child - we can say that in a flight of creative imagination, objects can take on any shape and color.
Note: children of senior preschool age can be divided into teams and competitions can be held - draw as many objects as possible with the same color.
"Listen to yourself"
Purpose of the game. Teach children to associate emotional states with colors.
Equipment. Paper, colored pencils.
Progress of the game: young children cannot always correctly describe what exactly is going on in their souls. You can invite your child to evaluate his emotional state. Ask your child to listen to himself. Ask him what color his mood would be, what animal or plant does his mood resemble? If he felt joy, what color would it be? What animal or plant would it look like? Thus, you need to ask the child to describe different emotional states, including negative ones: anger, resentment, etc.
"Draw the outline of a man"
Now let the child imagine that he feels joy. Ask him to shade with a colored pencil the place where he thinks this feeling is located in the body. Then ask your child to imagine hurt, anger, fear, happiness. Choose different pencils for these emotions (dark ones for negative ones). Let the child explain what part of his body he feels these emotions and what can cause them.
To discuss ways of expressing anger with your child, ask your child to answer questions such as: “What makes you angry? How do you feel when you are angry? What will you do to not get angry? Let the child color each word in his own color.
