Word games for children 2 3 years old in kindergarten. Phrasebook

"What kind of subject?"

Objective: to learn to call the subject and describe it.

Move The child takes an object from a wonderful bag, a toy, calls it (this is a ball). Initially, the teacher describes the toy: “It is round, blue, with a yellow stripe, etc.”

"Guess the toy"

Purpose: to form in children the ability to find an object, focusing on its main features, description.

Move 3-4 familiar toys are on display. The teacher informs: he will outline the toy, and the task of the players is to listen and name this item.

Note: At first, 1-2 signs are indicated. If children find it difficult 3-4.

"Who more will see and name"

Objective: to teach to denote by word and action parts and signs appearance  toys

Move Teacher: Our guest is Olya's doll. Olya loves when she is praised, pay attention to her clothes. Deliver the doll pleasure, we describe her dress, shoes, socks.

"Magpie"

Purpose: to correlate the verb with the action that it designates and with the subject that produced the action.

Material: needles, glasses, soap, bell, brush, iron. Brush, broom, toy - the bird of Magpie.

Move Teacher: While you were at home, forty came to the kindergarten and collected different things in her bag. Let's see what she took

(The tutor lays out the items)

Children:

Forty forty
  Give us soap

Magpie:

I will not give, I will not give
  I'll take your soapy
  I'll give my shirt a wash.

Children:

Forty forty
  Give us a needle!

Magpie:

I will not give, I will not give.
  I'll take a needle
  Shirt sew my shirt.

Children:

Forty, forty,
  Give us the glasses

Magpie:

I will not give, I will not give.
  I myself without glasses
  I can not read a sorochonku poems.

Children:

Forty, forty.
  Give us the bell.

Magpie:

I will not give, I will not give.
  I'll take the bell.
  I'll give a shirt - call me, son.

Educator:

You forty, do not rush
  You ask the kids.
  All they understand you.
  All you need is served.

Educator:

What do you want to do, forty? (Clean, stroke, paint ...)

Educator:

Children, what is needed for a magpie?

(Children call and bring all the items) Forty thanks and flies away.

Objective: to exercise children in a clear pronunciation of words.

Move The teacher offers the children to look around themselves and to name as many objects as possible that surround them (to name only those that are in their field of vision) The teacher ensures that the children speak the words correctly and clearly, not repeat themselves. When kids can’t name anything else themselves, the teacher can ask them leading questions: “What is hanging on the wall?”, Etc.

“Olina's assistants”

Purpose: to form the form pl. Numbers of verbs.

Material: doll Olya.

Move - The doll Olya with her assistants came to us. I will show them to you, and you will guess who these helpers are and what they help Olya to do.

The doll is walking on the table. The teacher points to her legs.

- What is it? (These are legs)

- They are olina's assistants. What are they doing? (Walking, jumping, dancing, etc.)

"Colorful chest"

Objective: to teach children in matching nouns of the middle (feminine) gender with a pronoun to orient themselves at the end of a word.

Material: box, subject pictures by the number of children.

Move Educator:

I put the pictures

In a multi-colored little chest.

Well, Ira, have a look,

Take the picture, call it.

Children take out the picture and call what is depicted on it.

"Tell me which one?"

Objective: To teach children to highlight the signs of the subject.

Move The teacher (or child) takes the items out of the box, calls them, and the children point to any sign of the subject.

If children are at a loss, the tutor helps: “This is a cube. What is he like? ”

"Magic Cube"

Game material: cubes with pictures on each face.

Rules of the game. The child rolls a die. Then he has to portray what is drawn on the upper face, and utter the corresponding sound.

Move The child, along with the tutor, says: “Spin, spin, lie on a side,” and rolls the die. On the upper face - for example, the plane. The teacher asks: “What is this?” And asks to imitate the hum of the plane. Similarly, other faces of the cube are played.

"Unusual song"

Rules of the game. The child sings the vowels on the tune of any melody he knows.

Move Tutor Once beetles, butterflies and grasshoppers argued who would sing the song best. The first were the big, fat bugs. They sang importantly: Oooh. (Children sing a tune to the sound of O). Then fluttered butterflies. They loudly and cheerfully sang a song. (Children play the same melody, but at the sound of A). The last came the grasshopper musicians, they played the violins - AND-AND. (Children sing the same melody on the sound I). Then everyone came to the clearing and began chanting with words. And immediately all the bugs, butterflies, grasshoppers understood that our girls and boys sing best of all.

"Echo"

Rules of the game. The teacher utters loudly any vowel sound, and the child repeats it, but quietly.

Move The teacher speaks loudly: A-A-A. child-echo quietly answers: aaaa. And so on. You can also use a combination of vowel sounds: ay, ya, ea, etc.

"Gardener and Flowers"

Objective: to consolidate the knowledge of children about flowers (wild berries, fruits, etc.)

Move Five, six players sit in chairs arranged in a circle. This is flowers. They all have a name (it is possible that the players choose a flower picture; the leader cannot be shown). The gardener says: “I haven’t seen a wonderful white flower with a yellow eye like a little sun for so long, I haven’t seen a daisy.” Chamomile rises and takes a step forward. Chamomile, bowing to the gardener, says: “Thank you, dear gardener. I am happy that you wanted to take a look at me. ” Chamomile sits on another chair. The game continues until the gardener lists all the flowers.

“Who Will Call More Actions”

Purpose: to actively use verbs in speech, forming various verb forms.

Material. Pictures: clothes, airplane, doll, dog, sun, rain, snow.

Move The Neumeyka comes and brings the pictures. The task of children is to choose words that denote actions related to objects or phenomena depicted in the pictures.

For example:

- What can you say about the plane? (flies, buzzes, rises)

- What can you do with clothes? (wash, iron, sew)

- What can you say about the rain? (walking, dripping, pouring, drizzling, knocking on the roof)

Etc.

"Kids and the Wolf"

Purpose. Finish the tale by its beginning.

Material. Flanelegraf and attributes to the fairy tale "Goat with kids", bunny

Move The teacher tells the beginning of the tale, showing the figures of the characters.

Tutor: Bunny says ...

Children: do not be afraid of me, I am the little bunny.

Teacher: Kids treated him ...

Children: carrots, cabbage ...

Educator: then they became ...

Etc.

"Wake up the cat"

Purpose. To intensify in the children's speech the name of the cubs of animals.

Material. Elements of animal costume (cap)

Move One of the children gets the role of a cat. He sits down, having closed his eyes (as if sleeping), on a chair in the center of the circle, and the others, at will, choosing the role of some young animal, form a circle. The one whom the caretaker points to with a gesture gives a voice (publishes onomatopoeia corresponding to the character).

The task of the cat: to name who woke him (cock, frog, etc.). If the character is named correctly, the performers change places, and the game continues.

"Breeze"

Purpose. The development of phonemic hearing.

Move Children stand in a circle. The teacher makes different sounds. If you hear a sound, for example, y, raise your hands and slowly circle.

The sounds of u, and, a, o, u, and, u, a, are uttered. Children, having heard a sound, make corresponding movements.

"Pinocchio traveler"

Purpose. Orientation in the meaning of verbs.

Material. Doll Buratino.

Move Pinocchio - traveler. He travels in many kindergartens. He will tell about his travels, and you will guess which rooms of the kindergarten or on the street he visited.

- I went into the room where the children roll up their sleeves, soap their hands, wipe them off.

- Yawn, rest, sleep ...

- Dancing, singing, spinning ...

Was pinocchio in kindergartenwhen children:

- come, greet ... (When does this happen?)

- lunch, thank you ...

- dress, say good ...

- sculpt snowman, sledding

"Hide and Seek"

Purpose. Formation of the morphological side of speech. Bring children to an understanding of prepositions and adverbs of spatial significance (in, on, behind, under, around, between, near, on the left, on the right)

Material. Small toys.

Move The tutor hides the prefabricated toys in different places of the group room, and then, gathering children around him. He informs them: “I was informed that uninvited guests settled in our group. The pathfinder who conducted the observation, writes that someone hid in the upper right drawer of the desk. Who will go in search? Good. Found? Well done! And someone hid in the corner of the toys, behind the cabinet (Quest). Someone under the doll bed; someone on the table; what is on my right

T.O. the children look for all the uninvited guests, hide them in a box and agree that they will play hide and seek again with their help.

"The postman brought a postcard"

Purpose. To teach children to form verb forms in the present tense (draws, dances, runs, jumps, varnishes, waters, meows, barks, strokes, drums, etc.)

Material. Postcards depicting people and animals performing various actions.

Move The game is conducted with a small subgroup.

Someone knocks on the door.

Educator: Guys, the postman brought us some postcards. Now we will consider them together. Who is drawn on this card? Right, Bear. What is he doing? Yes, drumming. This card is addressed to Ole. Olya, remember your postcard. This card is addressed to Pasha. Who is depicted here? What does he do? And, you, Petya, remember your card.

T.O. 4-5 pieces are considered. And those to whom they are addressed must correctly name the actions of the character and memorize the image.

Caregiver: Now I will check if you remember your cards? Snowmen are dancing. Whose is this postcard? Etc.

“Finish the sentence”  (use of complex sentences)

- Mom put the bread ... where? (in the bread box)

- Brother poured sugar ... where? (in the sugar bowl)

“Grandma made a delicious salad and put it ... where?” (in a salad bowl)

- Dad brought the candy and put it ... where? (in candy)

- Marina didn't go to school today because ... (she got sick)

- We turned on the heaters because ... (it was cold)

- I do not want to sleep, because ... (it's too early)

“We will go to the forest tomorrow, if ... (the weather will be fine)

- Mom went to the market to ... (buy groceries)

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

"Daily regime"

8-10 plot or schematic pictures of the mode of the day. Offer to consider, and then arrange in a certain sequence and explain.

“To whom is a treat?”(use of difficult nouns)

The teacher says that the basket contains gifts for animals, but is afraid to confuse what. Requests to help. Pictures with a picture of a bear, birds - geese, chickens, swans, horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants are offered. Who is honey? Who is the grain? Who is meat? Who are the fruits?

"Speak three words"(dictionary activation)

Children are in the line. Each participant in turn is asked a question. It is necessary, taking three steps forward, to give with each step three words-answers, without slowing down the pace of walking.

- What can I buy? (dress, suit, pants)

“Who wants to be who?”

(use of difficult verb forms)

Children are offered plot pictures depicting labor activities. What are boys doing? (The boys want to make a mockup of an airplane) What do they want to become? (They want to become pilots). Children are invited to come up with a sentence with the word want or want.

"Zoo"(development of coherent speech).

Children sit in a circle, getting the picture, not showing them to each other. Everyone should describe their animal, without naming it, according to this plan:

1. Appearance;
2. What feeds on.

For the game used "game clock". Initially, twist the arrow. On whom she points, he begins the story. Then rotation of the arrow determines who should guess the described animal.

"Compare items"(on the development of observation, clarification of the dictionary due to the names of parts and parts of objects, their qualities).

In the game, you can use both things and toys that are identical in name, but differ in some signs or details, and paired subject pictures. For example, two buckets, two apron, two shirts, two spoons, etc.

An adult reports that a parcel has been sent to kindergarten. What is this? Lacks things. “Now we will carefully consider them. I will talk about one thing, and some of you - about another. We will tell in turn. "

For example: Adult: "I have an elegant apron."

Child: "I have a working apron."

Adult: "It is white with red polka dots."

Child: "And my - dark blue."

Adult: "Mine is decorated with lace ruffles."

Child: "And my - red ribbon."

Adult: "This apron has two pockets on the sides."

Child: "And this one has one big on its chest."

Adult: "On these pockets - a pattern of flowers."

Child: “And the instruments are drawn on it.”

Adult: "In this apron set on the table."

Child: "And this dress for work in the workshop."

"Who was who or what was what"

(activation of the dictionary and the expansion of knowledge about the environment).

Who or the earlier was the chicken (egg), horse (foal), frog (tadpole), butterfly (caterpillar), boots (skin), shirt (cloth), fish (egg), cupboard (board), bread (flour), bike (iron), sweater (wool), etc.?

“Name as many objects as possible”

(dictionary activation, attention development).

Children stand in a row, they are invited to take turns to name the objects that surround them. Called the word - takes a step forward. Wins the one who correctly and clearly uttered the words and called large quantity  objects, not repeating, and thus was ahead of all.

“Pick up a rhyme”(develops phonemic hearing).

The teacher explains that all the words sound differently, but among them there are those that sound a bit similar. Offers help to find the word.

On the way was a bug,
  The song was sung in the grass ... (cricket).

You can use any verses or individual rhymes.

"Name the parts of the subject"

(enrichment of the dictionary, development of the ability to relate the subject and its parts).

The teacher shows pictures of the house, truck, tree, bird, etc.

I option: children take turns calling parts of objects.

Option II: each child receives a drawing and names all the parts himself.

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  Card file word games.

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Add-on game

Age 5-6 years.

Whole l:Develops children's speech creativity.

Description of the game. The presenter reads verses without the last word. Children need to quickly find the right words. For each correct answer, the child receives a chip. The winner will be the one who has more chips.

From the sky all the fluffs slide -

Silver ... (snowflakes)

Architects - Creators

Build wonderful ... (palaces)

Once upon a time there was a cheerful dwarf.

He built in the forest ... (house)

In this house, you believe me,

Locked securely ... (door)

Hardened snow peel,

It will be slippery our ... (slide)

Baby has a rattle

Very noisy ... (toy)

Our children know:

Hide and seek is the best ... (game!

The game "Sounds messed up"

Age 5-6 years.

Purpose.   We prepare children for sound analysis; develop auditory and visual memory.

Description of the game. The presenter reads funny poems, intentionally mistaken in words. The child calls the word correctly and says what sounds distinguish pairs of words.

I found a plum ... blouse

Fenya put on ... bone.

Matured on a tree ... a caftan,

In winter, I put on ... chestnut.

I sat on a tree ... Earl,

He lives in a beautiful house ... a rook.

Green in the park ... kids

And they went for a walk ... branches.

In the forest, flying in the summer ... cats,

They hunt mice ... midges.

Clawed pussy ... sneakers

Vika has new legs.

I have to go far ... stump,

I'd rather sit on ... laziness.

Game “Who is it? What is it?"

Age 5-6 years.

Tse eh:  learn to explain in detail the meaning of words.

Move: invite the child to compile a short descriptive story about a subject, a person, without naming it.

(For example, this is a mechanism with arrows and numbers, they show time. There are desktop, manual).

The game "Remember the different words"

Age 5-6 years.

Tse eh:  strengthen the ability to listen to the sound of words, develop a phonetic ear, exercise in a clear pronunciation of sound.

1. Children stand in a circle.

2. Every child should remember the word, “pass” it to the next person.

3. All take turns saying one word at a time.

4. You need to say different words, pronounce them clearly and loudly.

Options:

Children select words on a theme (flowers, professions, etc.).

Children select words for a specific sound, with a specific sound in the word.

Game "Find a pair"Age 5-6 years.

Tse eh:  develop phonemic hearing, learn to find words similar in sound, listen to the sound of words.

Rules: 1. Everyone must find with the word (joke - duck - teddy bear).

Game "Who gets the ball"

Age 5-6 years.

Tse eh:  to fix the ability to find long and short words.

1. Children stand in 2 rows facing each other. The first to hold the ball.

2. In one line, children utter short words, in the other - long words and pass the ball to the person next to him.

3. If the word is named incorrectly, the team loses a point.

Game "What sound is lost"

Age 5-6 years.

Whole l:to reinforce the idea that words are made of sounds. Learn to recognize words that lack the first or last sound.

Rules: 1. The teacher slowly reads the poetic text.

In some words he misses.

2. Children mark these words, pronounce them correctly, indicating which sound is lost.

Game "Prompt Sound"

Age 5-6 years.

Tse eh:  to reinforce the idea that words are made of sounds.

Learn to recognize words that lack the last sound.

The course of the game:

1. The teacher reads the words, but in some the last sound is lost. This sound should be called children.

2. Children should not utter the entire word, but add only sound. 3. At the beginning of the game, the sound is prompted by the choir, and then individually.

You need to prompt the sound quickly so that the word sounds completely.

For example:

In the sunshine a black-eared kitten was heated ...

A white-eyed puppy looked at him ...

Hunters lit a costa in the forest ...

The student was holding a pencil in his hand ...

The kid asked my mother to buy a sha ...

A forest ran out into the forest clearing ...

Lived in the zoo: slogan., Fast., Crocodi ...

A colorful mottled pounded on the trunk ...

Squirrel hid nuts in the hollow ...

Peta, hens, ducklings wandered around the yard ...

Game "What you need doll"

Age 5-6 years.

Tse eh:  to fix the ability to hear individual sounds inside a word.

Material: pictures (soap, soap, towel, toothpaste, brush, plate, teapot, cup, spoon, fork).

The course of the game:

1. The teacher puts pictures on the stand, asks to name each item, say what it is for, what sounds are heard in its name.

2. The teacher offers to select pictures with objects for washing.

First with the sound A, then with the sound

First with the sound A, then with the sounds K, Ch.

Game "Wand stop"

Tse eh:  develop phonemic hearing, enrich the vocabulary of children.

Age 5-6 years.

1. Children stand in a circle, the teacher in the center.

2. Children call words and pass the wand at the same time.

3. Participants of the game agree in advance about whom they will be talking.

For example, about a kitten: pick up words about what he is - fluffy, affectionate, mustache, green-eyed ...

Find words about what he can do - lap up, meow ...

If a child cannot immediately name a word or repeats an already named one, then he leaves the circle.

Game “We play words in the corridor”

1. What are the items of outerwear hanging in the locker room?

2. Who worked so that you could wear these clothes?

(peasants - wool, spinners - threads, weavers - fabric,

fashion designers - style, cutter - cutting, tailor - stitched)

3. What kind of shoes do we have in the locker room in winter, in summer?

4. Who makes shoes? (furrier - makes skin, fashion designer - style, shoemakers - sew)

5. What kind of hats do we have and what else do we have? (hat, beret, cap, hat, scarf, kerchief, scarf, panama)

6. What special hats do you know? (peaked cap, field cap, helmet, helmet, helmet).

Most children from three or four years old begin to attend state-run children’s preschool  called kindergarten. In most cases, their speech is understandable to the educator. The teacher must during the working day pay attention to the development of children's speech. The main technique for such activities is a game in which the children better consolidate the material covered. In this article, readers will find out what word games for children of 3-4 years old in kindergarten with the goals used by teachers of the institution.

Word games are one of the types of didactic games aimed at developing thinking and speech in children younger group. This way of playing helps a child acquire knowledge of his environment. At the age of three, babies begin to be interested in questions explaining phenomena, objects, actions, cause and effect of the processes. The advantage of this form of education is naturalness. While playing, the child does not realize that he is learning. In such games you can play with your baby and at home.

The role of verbal didactic games in child development

Kindergarten teachers prefer word games because they perform the following functions:

• Simultaneous development of thinking and speech activity. These two processes are interrelated, therefore word games can be considered universal.
• Consolidation of the lexical meaning of the word.
• Formation of the pronunciation of words and sounds.
• Learning phonemic perception of the word. Karapuz learns to perceive information by ear.
• Education skill matching words with its meaning, as well as the formation of associative thinking.
• Learning the correct formulation of thoughts. The child specifies his request.

Variants of verbal games for the development of speech in the younger group of preschoolers

In order to consolidate speech skills in a child, you need to play these word games with a preschooler:

1. Identify the object, action, phenomenon.   Such games are simple. An example of such a game is guessing items in a box. The teacher in the container hides toys and covers with a veil. Kids alternately pull out to touch the subject and call it. The teacher can additionally ask about toys. You can upgrade the game with the help of graphic material in the form of pictures or image cards. During the game you need to discuss with the children the contents of the cards. The main questions that preschoolers should be able to answer after this game are: “What is this? Who is it? Which one What is he doing?"
2. Pies and pestushki. In ancient times, parents of children were nursed with sayings and jokes. The famous pies "Ladushki", "Forty-crow", "Vodichka" are known not only in the family circle. The teacher can play with the children in such a way that the children call themselves not enough words. For example, in a pamphlet about a magpie-crow, the teacher calls the first sentence: “The forty-crow porridge ...”. The task of the children is to finish the phrase. A similar technique is used when memorizing children's poems. Finger games are also a worthy alternative to pestles.
3. Word forming.   In these games, the child secures the plural and singular number of objects, suffixes. For example, an educator suggests making a “house”, a ball-ball from the word “house”. The second game block of this subject suggests that the child from the word "goat" make "goats". It is necessary with the help of pictures to clearly convince the kid in the difference of these words.
4. Sound onset.   Babies are invited to croon, like roosters, bark like dogs. Such games will help the pup to learn the pronunciation of sounds.
5. Compare items. This category should include games that will help the karapuz to learn to compare items on certain grounds. For example, the teacher suggests comparing a fly and a bird. A common feature of living beings are the wings, the ability to fly. They differ in size. In the same vein, analogies can be made. Sometimes you can play a mobile game, the essence of which is reduced to the child’s ability to find the largest and smallest objects in the game room. In developmental centers, it is sometimes suggested that the child come up with what the circle, the square and the triangle look like. For example, the clock is round, the toy pyramid is triangular.
6. Generalizing. Toddlers should know that the plate and cup are dishes. In games, kids from 4 items need to remove extra and explain why. For example, in front of a child lay out a row from a picture of a cup, a plate, a spoon and a skirt. The skirt will be superfluous because it belongs to the category of clothing.
7. The development of thinking. The well-known game called “edible - inedible” will help the kid to remember the differences between food and other items. With the help of a simple game and a ball, the child will not only remember the concepts, but also learn how to develop the speed of thinking.