Expand children's knowledge about cows.
Teach children to compare objects, find similarities and differences.
Enter the words “bull”, “calf”, “shepherd” into the dictionary.
Form stable ideas about size, color, quantity.
Continue teaching children to draw straight lines with a pencil.
Learn to make crafts using glue and cereal.
Develop attention, fine and gross motor skills, sense of rhythm.
Continue to teach children to listen carefully, understand and respond emotionally to poetic speech.
Toys: cow, bull, calf, trucks.
Cow figurines.
Construction material - bars.
Multi-colored cardboard flowers.
Green pencils. Leaf background with sky, earth and cow. Yellow sun circles, colored silhouette images of a cow and a calf.
Pictures-backgrounds depicting one and two cows with a white window for numbers above the cows. Number cards “1” and “2”.
Pyramids in the form of buckets.
Green threads, scissors.
Clothespins, cardboard silhouettes of cows.
Drums. Dudochka.
A background picture with a picture of a cow and a diagram of a house (a white square and a triangle), and a white circle in the sky. Similar sized blue squares, red triangles and yellow circles.
A picture with a drawn cow, PVA glue with a brush, buckwheat.
A sheet of green cardboard with a winding path, a rectangle, a large blue circle, and five small green circles pasted on. Five silhouette flowers for each child.
Audio recordings: mooing of a cow, “A bull is coming to us” by E. Zheleznova, “The cow has no other worries,” “33 cows.”
Find out who came to visit us by his voice. (Cow mooing sounds). Who's that mooing? Cow. But someone else is in a hurry to visit us.
A bull is a bull. If the cow is mom, then the bull is dad. What then is the name of the child of a cow and a bull? Calf.
Among the fir trees and pine trees
The calf lost its mother.
-Where is m-ma-a-ma?
I don't understand!
-Here I am, my dear!
M-moo-oo!
The teacher and children examine the cow and the calf and compare them.
Guys, look: the calf is small, and the cow is (big).
A calf has a short tail, and a cow has a long tail.
The calf has thin sides, while the cow has thick sides.
The calf does not have horns, but the cow has horns (cool).
the calf is small, it does not have an udder, but the cow is large: it has an udder with something (with milk).
Here's a picture. It depicts heaven and earth. Show the sky, the earth.
Morning came and the sun shone in the sky. Place a yellow circle on the sky - that's the sun. Now glue the sun-yellow circle.
It became light and warm when the sun shone in the sky. A mother cow and a baby calf went out onto the meadow to graze. Show me the cow, show me the calf. Who is big? Cow. Or is it small? calf. Let them graze - put them on a green meadow. Now glue it on.
If only the grass would grow, the cow would eat it. Let's draw grass for the cow. What color will we paint the grass? Green. We take the pencil correctly and draw short vertical strokes.
Let's moo loudly like a cow: moo. Now let’s moo quietly, like a calf: moo. Let's chew like a cow. (Chewing movements of the lower jaw).
Show one cow in the picture. Find the number “one” and place it on the window above one cow. The number “one” shows that there is only one cow.
Can you count how many cows are there in the other picture? Two cows. Find the number “two” and place it on the window above the two cows. The number "two" shows. That there are two cows.
Let's build a house for the cow.
This figure is called a “square”. Take your square and find a place for it in your picture. What color is the square? Blue square.
This figure is called a triangle. Take your triangle and find a place for it in your picture. This is the roof of the house. What color is the triangle? Red triangle.
The cow house is ready. But we have one more figure left. Here she is. What is the name of this figure? This is a circle. What color is the circle? Yellow.
Where should we put the yellow circle? Is there a place for him in our picture? We will make a sun from a yellow circle. Take your circle and make a sun.
But listen to what happened today. While the owner was milking her cow, a calf ran away from the yard. The owner spent half a day looking for him, but it turns out that the calf was walking along the road. But this is very dangerous. He could have been hit by a car. We need to help the owner. Let's look at a fence for the cow and calf. Then the calf will not go anywhere without its mother. How to build a fence? Let's prepare the bricks for work. Now let's arrange the bricks so that we get a fence. (Children place bricks vertically on a narrow edge). Just like that, brick by brick, and the fence is ready.
Who did we build the fence for? (Children's answers). Now the calf won’t run away anywhere!
Sweet at dawn
Children sleep in cribs
But the calf needs
Run after mom into the herd.
Let's run like calves after their mothers. We hold the handle and run. "Mu Mu".
Children place buttons in the empty centers of flowers, matching them by size and color.
(This is a picture for very young children).
(And this is for older children).
A little white bull walks
With a black spot on the side.
Wants to eat a daisy flower,
I saw a bug on it -
And shouts "moo-moo-moo-moo"
Guys, I should tear up the grass
It's very difficult on your own.
Let's collect flowers for the calf. Each child is given the task of collecting flowers of a certain color.
Eat, eat, little calf, you will grow big and strong.
Chok-chok-chok, chok-chok, chok!
A bull runs towards the shepherdess.
(“We’re running,” tapping the table with our fingertips)
He really wants to butt heads,
Maybe he's very bored.
(On each hand we put out “horns” from the index finger and little finger and turn the hands in different directions)
The shepherd is not afraid -
Give the bull some water to drink.
(Leave one hand in the described position, stroke its back side in a circular motion with the fingers of the other hand)
He'll take him by the horns
And he’ll take you to the grass.
(We grab the “horned” hand with the other hand and move it to the side)
The bull walks, sways,
(Children, as shown by the teacher, “make horns”, putting their fists to their foreheads with their index fingers extended forward and walk, swaying from foot to foot)
Sighs as he walks:
(Deep inhalation and noisy exhalation)
“Oh, the board is running out!
(Throw your hands up, shake your head)
Now I’m going to fall!”
(Fall - lie on the floor)
Oh how I love my little cow.
I feed Burenushka fresh grass.
You go home, my little cow,
I will give you spring water to drink.
Here is a picture in front of you.
Here is a rectangle - the cow's house. Place the cow in this house. Morning has come. The cockerel crowed: Crow! The cow came out of the house and walked along the path. Guide the cow along the path. A cow came to the lake to drink some water. Touch the lake with your fingers - the blue circle. Let the little cow get drunk. And now the cow wanted to eat. Let's plant flowers for her. Take the flowers and place them on top of the green circles. How many flowers have you planted? Many colors. Eat the cow. I ate and went home. Walk the cow along the path to her home. Rest, little cow.
Children collect and fold a pyramid in the form of buckets.
You can make many healthy and tasty products from milk.
What does a cow give us?
And sour cream and kefir
Cream, fermented baked milk and cheese,
Cottage cheese, butter, yogurt,
Milk for delicious porridge,
Our Buryonka gives us!
Children use white paint to paint the milk in the bucket with their fingers, trying not to go beyond the outline.
Children beat the drums to the song of the same name.
Little cow, little cow,
(Shaking our head)
Horned little head.
(We show the horns on our heads with our index fingers)
Don't butt small children
(We shake our fingers)
Better give them milk!
(Place your palms together in a “bowl”)
Using clothespins we will make legs for the cow - two in front and two in back. Count how many legs a cow has? Only four legs. And don't forget to attach a tail to the cow. How can she drive away flies without a tail?
Apply glue to the spots on the cow and sprinkle buckwheat on top. You will get a very beautiful cow.
There is no green grass in winter, but what will a cow eat in winter? In winter, the cow will eat hay. Hay is dried grass. Now we will prepare hay for the cow. These green threads will be grass. Take scissors in your hands and cut the threads into pieces. That's how much hay we got. We need to transport it by car. Place hay in the back of trucks.
Early in the morning the shepherd boy: “Tu-ru-ru-ru!”
And the cows sang to him in harmony: “Moo-moo-moo!”
You, little brownie, go and take a walk in the open field,
And when you come back in the evening, you’ll give us some milk.
Every morning the shepherdess plays the pipe, and the cows hear and go to the shepherdess. But one day this is what happened:
Oh, doo-doo, doo-doo, doo-doo!
The shepherd has lost his dudu!
Yes, you need to collect cows and play the pipe, but there is no pipe! The shepherdess is looking for a pipe (The teacher acts out a search scene, invites the children to help the shepherdess find the pipe. The pipe is found).
Children-cows go to graze along the path, avoid obstacles, and “watering holes.”
Didactic games on the Topic “Pets” 1. Game “Confusion” (“Who lives where?”) Goals: to develop auditory attention, coherent speech. Progress of the game. The teacher invites the children to listen to the sentence and correct the mistake. For example: The cat lives in a kennel. - The cat lives in the house. The horse lives in a pigsty. - The horse lives in stable 2. Game “Whose baby is missing?” Goals: develop visual attention, visual memory, consolidate the names of baby animals. Progress of the game. Pictures with images of animals and their babies in pairs are displayed on the board. Then the teacher removes one picture. Children must guess which cub is “lost.” 3. Game “Who’s the odd one out?” Goals: develop logical thinking, teach coherent monologue statements, consolidate the general concepts of “wild animals” and “domestic animals”. Progress of the game. The teacher lays out pictures in front of the children and asks them to find the extra animal. The child identifies the odd ones among the animals and explains his choice. For example: .,"The fox is extra, because it is a wild animal, all the others are domestic. The child who answers correctly takes the extra picture for himself. At the end of the game, the teacher asks the children to count the number of syllables in the name of the extra animal in the picture. 4. Game “Fun Counting” Goals: to develop the grammatical structure of speech, to learn to coordinate nouns with numerals. The teacher invites children to count pets. For example: one cat, two cats, three cats, four cats, five. cats. 5. Game “Animal Holiday” Goals: to clarify children’s ideas about what pets eat, to develop coherent speech. Progress of the game. On the table are pictures of treats for different animals. Children have images of these pets. must find a treat for their animals. For example: I have a goat. The goat is chewing hay. Whose? Whose? Purpose: to learn to form possessive adjectives. The teacher asks the children a question: whose paw is this? This is a cat's paw. Whose ears are these? (cat's ears). Whose ear? (dog ear) ETC. 7. Game “Arrange in corrals” Goals: improve the skill of syllabic analysis of words. Progress of the game. The teacher places images of domestic animals and three pens on a magnetic board, explains that animals whose names consist of one syllable can be “driven” into the first pen, two syllables into the second pen, and three syllables into the third pen. Children go to the board one by one, choose animals, clearly pronounce their names syllable by syllable and put the drawings in the appropriate “pen”. Words: cat, bull, goat, sheep, ram, pig, rabbit, cow, horse. 8. Game “Guess the Word” Goals: improve phonemic processes, learn to identify the first and last sound in a word. Progress of the game. The teacher lays out pictures of domestic animals on the table and invites the children to guess which word is intended based on the first and last sound. The child who guessed correctly gets a picture. At the end of the game the result is calculated. For example: The first sound is [s], the last is [a] (dog). 9. Game “Who is most needed?” Goals: develop coherent speech, teach coherent monologue statements, activate children’s vocabulary on the lexical topic “Pets.” Progress of the game. The teacher invites the children to add to the story, try to explain why a person needs this or that animal. One day an argument broke out in the barnyard. Pets decided which of them was needed more by humans. “I am the most needed,” the cow mooed, “because... No, I,” the sheep bleated, “I...” “And I,” the pig squealed, “... - You forgot about me!” - the horse neighed. “A person can’t do it without me...” “Argue, don’t argue,” the dog interjected. - I’m still more needed... What do you think? Which animal is more necessary? (All animals are needed in their own way.) S. Chesheva
Municipal budgetary preschool educational institution
combined kindergarten No. 30
N.S. Yarovenko
DIDACTIC GAMES
ON THE TOPIC "ANIMALS"
Art. Leningradskaya,
Compiled by: Yarovenko Natalya Sergeevna, teacher
The manual is intended for use in various types of activities by teachers of preschool institutions, teachers of speech therapy groups and students during internship.
Reviewer: Shvachich A.V., teacher of pedagogy, GAPOU KK LSPK
INTRODUCTION
The leading activity of preschool children is play. A didactic game is a verbose, complex, pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of teaching children, an independent play activity, and a means of comprehensive education of a child.
Didactic games promote:
- development of cognitive and mental abilities: acquiring new knowledge, generalizing and consolidating it, expanding their existing ideas about objects and natural phenomena, plants, animals; development of memory, attention, observation; developing the ability to express one’s judgments and draw conclusions.
- development of children's speech: replenishment and activation of vocabulary.
- social and moral development of a preschool child: in such a game, knowledge of the relationships between children, adults, objects of living and inanimate nature occurs, in it the child shows a sensitive attitude to the world around him, learns to be fair, to give in if necessary, learns to sympathize, etc. .d.
Any game is a preschooler’s favorite activity and
accompanies him throughout his stay in the nursery
Children play without suspecting that they are mastering some knowledge, mastering the skills of operating with certain objects, and learning a culture of communication with each other.
Didactic play allows you to satisfy children's curiosity, involve the child in active exploration of the world around them, and help him master ways of understanding the connections between objects and phenomena. So, didactic games make it possible to ensure the full development, education and upbringing of children in a kindergarten. They create a positive emotional uplift, cause a good mood, joy: the child is happy that he has learned something new, rejoices at his achievement, the ability to say a word, do something, achieve a result, rejoices at his first joint actions and experiences with other children. This joy is the key to the successful development of children at the early age stage and is of great importance for further education.
Your love, understanding and praise for any, even the smallest achievement, will help your child overcome difficulties.
Didactic games about animals ( junior group )Who eats what?
Goal: to consolidate children’s knowledge about pets (what they eat), to develop thinking, attention, memory, and to cultivate a desire to take care of pets.
Material: subject pictures depicting domestic animals and food for them.
The teacher invites the children to “feed” the animals in their grandmother’s yard. The teacher calls the children in pairs. One child names the animal and displays it, and the second child looks for food for her and puts the picture next to the animal.
Who is screaming?
Material: “Pets” toys set.
The teacher puts the toys on the table and asks: who is this, where does he live, how does he scream.
Animals and their babies.
Purpose: to teach children to find baby pets and name them; develop memory, speech, attention.
Material: series of pictures “Pets with babies”.
The teacher offers the children to help with pets. It is necessary to find the kids who are lost. Children work in pairs.
One child takes the animal, the second looks for it. Children must name the animal and its baby.
Who stands where?
Goal: to teach children to navigate in space; understand the concepts of “left”, “right”, “at”, “in front”, “behind”, “above”; develop thinking and memory.
Material: pictures of pets, house. 
The teacher shows pictures of animals and their babies and asks the children to name them (dog and puppy, cat and kitten, cow and calf, etc.). The pictures are placed on the stand in the same order in which they are shown. After this, pointing, for example, to a cat, the teacher asks: “Who is standing next to her? "The children answer.
The game continues until the children name all the animals and their babies.
"WILD AND DOMESTIC ANIMALS"
Material: toy sets: “Pets”, “Wild Animals”; Christmas trees; house.
The teacher invites the children to take a toy, name it and “settle” it where it lives. If it is a wild animal, then the child places the toy near the Christmas trees, and if it is a domestic animal, it is near the house.
"WHO'S COME?"
Goal: to teach children to correctly name animals and their babies; recognize animals by voice and reproduce their sounds; cultivate a caring attitude towards them.
Material: rope and bell.
Children sit on chairs. At some distance from them there are ropes, from which a bell is suspended at the height of the children. The teacher calls two or three children to him and agrees: which of them will be who.
The first child runs up to the rope, jumps up and rings three times.
Children. Who's come?
Child. Woof woof woof!
The children guess that the dog came. The child pretending to be a dog sits down. Another child runs up to the bell - the game continues.
"WHO LIVES WHERE?"
Goal: teach children to name wild and domestic animals; classify them, develop speech, memory, attention; cultivate a love for nature. 
Material: toy sets: “Pets”, “Wild Animals”; Christmas trees; grandmother; house.
Children sit on chairs in groups of 4-5 people. Each group depicts certain animals or birds. The teacher agrees with each group of children whose voices, animals or birds, they will reproduce. Then he walks around the “house,” knocks and asks: “Who lives in this hut? "The children answer: "Ko-ko-ko! "The teacher guesses: “Chickens live here.” He knocks on another house.
The game is played several times, then it is complicated by the fact that it is not the teacher who guesses, but the children themselves.
" TELL"
Purpose: to teach children to select adjectives for nouns; develop thinking, speech, attention. 
Material: ball.
The teacher throws the ball to the children one by one.
Educator. What's autumn like? What sunshine? What kind of grass?
The child catches the ball, selects an adjective, then throws the ball back to the teacher.
“RELEASE THE BIRD FROM THE CAGE»
Goal: to teach children to recognize and name birds; develop visual memory and thinking; cultivate a love for nature.
Material: drawn cage; pictures of birds (sparrow, dove, crow, swallow, starling, tit).
The teacher invites the children to “free the birds from the cage.” To do this, you need to find the bird and name it correctly. The child names the bird. If a child names a bird incorrectly, it “remains in the cage”
DIDACTICAL GAMES ABOUT ANIMALS (senior group)
"BIRDS IN NATURE"
Target:
To form in children a conscious understanding of the relationships in nature.
Develop the ability to establish a sequential relationship consisting of several links (ecological pyramid). 
Material:
Model of a tree with images of birds. Cubes with pictures: earth, water, sun, air, trees of different species, bird food, birds of different species. Reference pictures: tree booth, bark, stump, cage, lake, worm, frog, pine cone, mouse, fish, earth, water, sun, air.
Rules of the game:
Choose any of the birds in the picture or invite your child to do it. Ask questions: What kind of bird is this? Where does he live?
(Appropriate reference pictures are provided.)
Find cubes with pictures of trees.
What does a tree need to make it grow? (Earth, water, sun).
Find cubes with images of earth, water, sun. Determine their place in the ecological pyramid. (Children find the corresponding cubes and place them at the base of the pyramid under the cubes with trees).
What does the bird eat? (Corresponding reference pictures are suggested)
Where does he find food?
The result should be a pyramid that is built in accordance with the floors of nature.
What do you think will happen to the bird if the water disappears? (earth, sun, air).
"Forest Dwellers"
Target:
Learn to distinguish and name the characteristic features of wild animals, establish connections between the habitat and the way of life and appearance of animals.
Material:
Pictures: animals, “houses”, babies, animal food.
Rules of the game:
Didactic game "Ecotables"
Target:
Systematize knowledge about the animal world.
Develop the ability to use graphic symbols.
Develop logical, imaginative thinking.
Materials:
Tables with graphic symbols;
Subject pictures depicting representatives of the animal world.
Rules of the game:
1. The child selects a table with graphic symbols and explains which animal is encrypted.
2. Using the table, compose a consistent story about the animal.
"FROG TRAVELER"
Target:
Summarize the knowledge of preschoolers about objects of living and inanimate nature, about their features, properties, characteristic features, and relationships.
Material:
Playing field, cards depicting objects of living and inanimate nature for various types of generalizations (humans, domestic and wild animals, animals of the north and hot countries, birds, insects; plants: berries, trees, flowers; rainbow, clouds, snow, rain...) , schematic cards - symbols with various signs of natural objects and phenomena (wing - paw, forest - house, claws - hooves, spring - winter...), cube, buttons - frogs, chips - insects. 
Option 1: “Frog riddles”
Target:
Learn to classify objects of living and inanimate nature according to a given criterion.
Progress of the game:
Children lay out the images, focusing on the designation cards. (For example: on the left side of the playing field there is a card - the designation “claws”, on the right - “hooves”. Children work on generalizing the concepts of “predators” and “herbivores”)
Option 2: “Curious frog”
Target:
Identify the interaction between humans and natural objects, between living and inanimate objects.
Progress of the game:
Around the “person” card, images of objects of living and inanimate nature are chaotically laid out. The child throws the frog, identifies the positive and negative connections between the dropped object and the person (For example: A cow gives milk to a person, but can butt painfully, etc.). In the center, instead of a “person” card, you can place any other card (for example, “fox”), then children will identify connections between various natural objects (For example: a fox can hide behind a stone. A fox is looking for a mouse under a stone.)
“WHO IS FRIENDS WITH A TREE?”
Target:
Reinforce the idea that a forest is a community of plants and animals that live nearby and depend on each other.
Material:
Panel with a picture of a forest. Cards with pictures of animals, birds, insects. A cube with circles of red, green, blue and yellow or a bag with multi-colored buttons.
Rules of the game:
There is a pano on the table and cards with pictures laid out. Children take turns throwing the dice. If the side of the cube with a green circle appears, the child takes a card with the image of any animal, places it on the panel and tells why this animal is friends with the tree.
For example:
This is a squirrel. She lives in a hollow tree and sometimes builds a nest herself. The squirrel also collects spruce and pine cones, hangs mushrooms on the branches - makes supplies for the winter.
If the color turns up blue, he chooses a bird; red color – insect; yellow – a bird, insect, animal that does not live in the forest and motivates its choice.
Games to develop fine motor skills
Elena Gavrilova
Didactic games on the topic “Wild Animals”
A game "Name them in order"
Target: develop visual memory and attention, activate the vocabulary of nouns topic.
Look at the pictures
And remember them.
I'll take them all away
Remember in order.
(6-7 subject pictures according to topic) .
A game “Recognize the beast by description”
Target: teach children to recognize animals by description; develop children's thinking and speech.
Cowardly, long-eared, gray or white. (Hare.)
Brown, clubfooted, clumsy. (Bear.)
Gray, angry, hungry. (Wolf.)
Cunning, red-haired, dexterous. (Fox.)
Agile, thrifty, red or gray. (Squirrel.)
What does a wolf do - (howls).
What does the fox do -... (yelps).
What does a bear do -... (roars).
What does a squirrel do -... (clicks).
A game "Call me kindly"
Target: teach children to form nouns using diminutive suffixes.
Don't yawn, my friend,
Give me a word.
Squirrel - squirrel
Fox - fox
A game "One is many"
Target: teach children to form plural nouns in the nominative and genitive cases.
We are a little wizards
There was one, but there will be many.
Squirrel – squirrels – a lot of squirrels
Bear - bears - many bears
A game “Who has whom?”
Target: use of the genitive case of singular and plural nouns.
The bear has... (teddy bear, cubs).
The fox has... (little fox, fox cubs).
The squirrel has... (little squirrel, baby squirrels).
The she-wolf has... (wolf cub, wolf cubs).
The hedgehog has... (hedgehog, hedgehogs).
The hare has... (bare, bunnies).
A game "Name the Family"
Target: introduce children to names wild animals, their families; develop children's speech.
Dad is a bear, mom is... (mother bear, cub is... (little bear).
Dad is a wolf, mom is ... (she-wolf, cub - ... (wolf cub).
Dad is a hedgehog, mom is... (hedgehog, baby is... (hedgehog).
Dad is a hare, mom is... (hare, baby is... (little bunny).
Dad is a fox, mom is... (fox, cub is... (little fox).
A game "Who lives where?"
Target: fixing the form of the prepositional case of nouns.
On the board there are pictures with wild animals(bear, fox, wolf, squirrel, hare, etc.). On the teacher’s desk are pictures of their homes. (hole, den, lair, hollow, bush). Children place a picture of a home under the picture with the corresponding animals.
The squirrel lives in a hollow.
The bear lives in a den.
The fox lives in a hole.
The wolf lives in a den.
The hare lives under a bush.
A game “Who loves what?”
Target: fixing the accusative case of nouns.
Pictures on the teacher's desk: carrots, cabbage, raspberries, honey, fish, nuts, cones, mushrooms, acorns, tree bark, grass, chickens, hares, sheep, etc. Children put pictures to the appropriate animal.
The squirrel loves nuts, cones, mushrooms, and acorns.
A game "Pick up a word"
Target: teach children to select and name feature words, action words.
Bear (Which) … (brown, clubfooted, clumsy).
Wolf (Which) … (gray, toothy, angry).
Hare (Which) … (long-eared, cowardly, timid).
Fox (which) … (cunning, red, fluffy).
Bear (what is he doing) … (sleeping, waddles, clubbing).
Wolf (what is he doing) … (howls, runs away, catches up).
Fox (what is he doing) … (tracks, runs, catches).
A game "Count it!"
Target: teach children to coordinate nouns with numerals "one", "two", "five".
We always know how many there are,
Okay, we all think so.
One bear – two bears – five bears
One hedgehog - two hedgehogs - five hedgehogs
One squirrel – two squirrels – five squirrels
Didactic game“Whose tail?”
Target: consolidate knowledge about animals, develop memory, thinking, attention and fine motor skills of the hands.
One morning the forest animals woke up and saw that they all had tails. confused: a hare has a wolf's tail, a wolf has a fox's tail, a fox has a bear's tail... The animals were upset. Is a wolf's tail suitable for a hare? Help the animals find their tails by answering the question “Whose tail is this?” Here is the wolf's tail. What is he like? (gray, long). Whose tail is this? - wolfish. Whose tail is this - small, fluffy, white? - hare.
Etc. Now all the animals have found their tails.
A game “Change the words according to the model”
Target: formation of possessive adjectives.
Fox nose -... (fox nose).
Fox paw - ... (fox paw).
Fox eyes -... (fox eyes).
Fox hole - ... (Foxy burrow).
A game "Vice versa"
Target: formation of antonym words.
The elk is big, and the hare is... (small).
The wolf is strong, and the squirrel is... (weak).
The fox has a long tail, and the bear has... (short).
A game "The Fourth Wheel"
Target: teach children to identify their essential features in objects and make the necessary generalizations on this basis, to activate the subject vocabulary.
Look at the picture
Name the extra object
And explain your choice.
Squirrel, dog, fox, bear
A game "Fold the picture"
Target: teach children to put together a picture from parts; develop holistic perception, attention, thinking.
The child has a picture with wild animals, cut into 4 parts.
What kind of animal did you get? (Fox.)
A game “Composing a descriptive story”
Target: teach children to write a descriptive story about animal based on the plan diagram, develop children's speech.
Children make up a story about the appearance of a wild animal according to plan.
Publications on the topic:
"Wild animals of the taiga in autumn." Pedagogical project on the lexical topic “How wild animals prepare for winter” Municipal budgetary preschool educational institution "Development Center - Kindergarten "Teremok" p. Alexandrovskoe. Environmental project.
To consolidate the material covered in kindergarten on the topic of the week, in our kindergarten it is customary to print homework for parents.
Theme “Wild Animals” Names: hedgehog, hedgehog, hedgehog, hedgehog squirrel, squirrel, baby squirrel, baby squirrels, hare, hare, little hare, hares, elk, elk.
Topic: “Wild Animals” Purpose: to consolidate students’ skills about wild animals; identify the level of children's knowledge about wild animals. Software.
Complex-integrated lesson “Wild Animals” (middle group for children with special needs) Correctional and educational objectives Summarize.
Victoria Bogdanova
Do-it-yourself didactic game “Feed the dogs”, the concept of “big - small”.
I work in a short-term group with young children (from 1.5 to 3 years old). The children of our Kolobok group are very cheerful, friendly, inquisitive and smart. To diversify their activities, I invent and create educational board games. I present to your attention the didactic game “Feed the Dogs”.
Target: consolidate children’s ideas about the concept of “big - small”; develop fine motor skills of fingers.
Game material and visual aids: toys: big and small dogs, large and small cardboard bones.
Description:
Educator: Look, dogs came running to visit us - big and small! Let's pet them. How good they are. The dogs told me that they want to eat. Let's feed the dogs, I just have some bones. We will give the big dog a large bone, and the small dog a small bone.
This task will be quite easy to complete for children from 2 to 3 years old.
But children from 1.5 to 2 years old may have difficulties. In order for your child to cope with the task more successfully, it is important to "dating ritual" with the task.
1. Consider a large dog with your child. Say “here’s a big dog.” Highlight the word “big” in the appropriate voice. “Let’s show what a “big” dog this is, such a “bigger one” - we spread our arms wide to the side, showing the “big” sign, we encourage the child to repeat this gesture after you (if he finds it difficult, we spread his arms to the sides themselves).
2. Take a small dog. “And this dog is “small” (we pronounce the word “small” in a “thin” voice.) Let’s show how “small” this dog is (we bring our hands close to each other, showing the “small size” sign, encouraging the child to repeat this gesture after you , we help him do this if he himself finds it difficult).
This preliminary work– highlighting the words “big” and “small” in a special voice, showing the sizes “big” and “small” with pens - very important. With its help, the child will better understand the meaning of the task and it will be easier for him to complete it.
After you have worked with the concept of “big - small dog”, you can move on to completing the task. Show your child that a big dog should be given big bones, and a small dog should be given small bones. Ask your child to distribute all the bones to the dogs correctly.
Publications on the topic:
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