Consultation (preparatory group) on the topic: Games for the enrichment and activation of vocabulary. Enrichment of the active vocabulary of preschoolers
enrichment work,
consolidation and activation of the vocabulary
The work on enrichment, consolidation and activation of the vocabulary occupies a significant place in common system speech development children. Without extension vocabulary it is impossible to improve their verbal communication.
Strengthening the principle of developmental education at school imposes certain requirements on preschool education.
For successful learning For a child in school, it is necessary that the system of his native language, its elements act as an object of his conscious activity. Therefore, one of the tasks of the development of speech in kindergarten is the formation in preschoolers of an initial, elementary knowledge of linguistic reality, on which teaching at school can rely.
In the development of vocabulary great place occupied by classes on familiarization with the environment, with nature, various observations, excursions, conversations, during which children form and refine knowledge and ideas.
Knowing the world, a child, learns the exact names (designations) of objects and phenomena, their qualities and relationships. Thus, a feature of the speech and vocabulary development program is that it is essentially connected with all sections of the kindergarten education program and its implementation is provided for in different types children's activities.
Work on a dictionary is closely connected with the development of cognitive activity, but it should be, first of all, a work of language. This means that when working on a word, it is necessary to take into account the actual linguistic characteristics of the word, namely polysemy (because most words in the Russian language have polysemy), as well as synonymous and antonymic relations.
The speech of preschool children differs from the speech of adults. Often the child tries to comprehend the words himself, giving them a different meaning, for example: “A loafer is a person who makes boats”, “A village is where there are a lot of trees”, etc.
Working with polysemantic words is part of dictionary (lexical) work. Its purpose is to ensure the actual language, speech development, improvement of language proficiency. In addition, the disclosure of the semantic richness of a polysemantic word plays big role exact wording. The habit of correctly using words brought up in a child in kindergarten largely determines his culture of speech in the future.
The leading place in the assimilation of the polysemy of words is given to synonyms and antonyms.
Such methods vocabulary work, as a selection of synonyms and antonyms in order to clarify the understanding of the meanings of words, are not used enough.
It is necessary to pay attention to the qualitative side of the development of the dictionary from a young age, that is, to solve the following tasks:
work on the correct understanding of the meaning of words
expand the stock of synonyms and antonyms
to form the ability to use words, correctly combining them in meaning
to activate in the speech of children such parts of speech as adjectives and verbs.
Solving the problems of the qualitative development of children's vocabulary is impossible without simultaneously working to get acquainted with an ever-expanding range of objects and phenomena, to deepen knowledge about them.
In order to ensure the full development of the dictionary, it is necessary, along with classes, to widely use the moments of everyday life, which gives great opportunities to consolidate and enhance the speech skills acquired by children in the classroom.
Of course, all the tasks of vocabulary work (enrichment, consolidation, clarification, activation of the dictionary) are interconnected and are implemented in each age group.
So, in the second junior group, the main attention is paid to the task of accumulating, enriching the vocabulary, which is closely related to the expansion of knowledge and ideas about the environment.
At this age, a significant place is given to the use of visibility (toys, pictures), as well as the speech of the educator.
In the middle group, special attention should be paid to the correct understanding of words and their use, expanding the active vocabulary of children. In this group, work continues on the formation of generalizing concepts, much attention is paid to the isolation of qualities, properties and the correct designation of them with appropriate words.
The task of using words with opposite meanings (antonyms) is introduced. For this purpose, you can use a comparison of toys, objects.
At this age, all kinds of visualization still occupy a significant place, but lexical exercises and verbal didactic games should be used more.
For example, to activate verbs, an exercise is used to select actions for objects: “What is the iron for? What can be done with a broom? Why do you need a watering can? In the exercise "Who does what?" the child should name as many actions as possible: “What is the cat doing?” “Meows, purrs, plays, laps milk.”
To form the ability to isolate the qualities, properties of objects, toys, the method of comparison should be used more widely. So, for example, when comparing two dolls, the question is asked: “What do they have the same and what is different? How else do dolls differ from each other? Children consider and name the color of eyes, hair, details of clothing (for example, soft, fluffy, fur collar). When telling from pictures, in order to teach you how to choose definitions, they ask questions: “What kind of snow? (White, fluffy, cold.) And how can you say about winter, what is it like? (Snowy, frosty, cold.) Then you can read a poem.
At the next lesson, the teacher offers to consider the proposed toys (for example, a ball, a car, a doll, a nesting doll) and consistently asks questions: “What is this? What is she? What is it for? What can you do with it?" Such a preliminary vocabulary exercise prepares children for conducting the didactic game “Parsley, guess my toy” at the same lesson. Thinking of any toy, children must use all the words mentioned and draw up their coherent statement.
In the group of senior preschool age, the leading task in the development of the dictionary is to clarify the understanding of the meaning of words, to activate vocabulary. For these purposes, special lexical exercises and word games lasting 5-7 minutes are carried out. at every lesson.
The exercises were developed by E. I. Tikheeva, their goal is to develop children's attention to the word, to teach them to distinguish its shades, to accustom them to the exact use of words. When conducting these exercises, a large place is given to such a technique as a question. The direction and content of the mental activity of children depends on the wording of the question, the question should cause their mental activity. By asking questions, the educator not only achieves the reproduction of knowledge, but teaches children to generalize, highlight the main thing, compare, reason.
We need to ask questions more often: “Is it possible to say so? How to say better? Who will say otherwise? And so on. At the same time, one should not rush to evaluate the answer, let the children think, discuss which answer is more correct. As many children as possible should speak up, answering questions such as: “Why do you think you can say that? Tell the children how you understand it."
The following types of tasks are used to develop the vocabulary:
Selection of synonyms for phrases.
In the process of vocabulary work in the classroom, children encounter such a phenomenon as synonymy (words that are different in sound, but close in meaning), the understanding of which is already available to them. Working with synonyms helps to understand the different meanings of a polysemantic word, teaches to think about the meaning of the words used, helps to use the most appropriate words in statements, and avoid repetition.
To select synonyms, phrases and sentences should be offered, for example: “The river is running”, “The boy is running”.
The teacher asks: “What word is repeated? Let's try to replace it. “The river runs” - how to say it differently? (It flows, murmurs, pours.) To the second phrase, the following answers: “It rushes, hurries, flies.”
The ability to select synonyms will help children to more accurately formulate their statements.
Work on antonyms useful in that it teaches to compare objects and phenomena of the surrounding world. Antonyms, in addition, are also a means of expressiveness of speech.
The selection of antonyms should first be made using visual material (objects, pictures). So, for example, you can offer pictures of a high and low house, a large and small apple, a short and long pencil, etc.
Exercises with a single word help to clarify its meaning, systematize the knowledge and ideas that children have.
At first, tasks for the selection of synonyms and antonyms are difficult for children. But this is until they have learned the meaning of the task.
To select synonyms, you can ask questions after the children retell a particular work.
To activate verbs (actions), similar questions are asked, for example: “Leaves are falling from trees. How else can you say it?" (They fly, spin, pour.) Or: “Seeing the hunters, the fox runs away. How else can you tell what she's doing?" (He runs away, takes off his legs, rushes, flies like an arrow.)
In the formation of the ability to select synonyms and antonyms, special speech situations when children are placed in conditions that require precise verbal designation.
For example, the following situation was given: “If it often rains, the sky is overcast, a cold wind blows, then what words can you say about autumn, what is it like?” (Cloudy, rainy, cold.) Then the opposite situation is given: “If in autumn blue sky, the sun is shining, it is still warm, the leaves have not yet fallen on the trees, then how can you say about autumn, what is it like? (Sunny, warm, golden, clear.) Such tasks take a short time and can be used on a walk.
The performance of such tasks contributes to the formation of the accuracy of word usage, the ability to choose words that accurately designate an object, action, quality. For example, the following situation was given: “Dad began to make swings for children. Misha brought him a rope. Dad said: “No, this rope is not good, it will break,” and he took another rope. “But this one won’t break for anything.” How can you say about such a rope? What rope did dad take? Choosing the right answer from the synonymous series "strong, strong." Any of these words will be appropriate in the corresponding phrase, that is, you can say both “strong rope” and “strong rope”.
To explain other meanings of the word “strong”, sentences were given: “Sasha grew up as a strong boy”, “Yura felt strong ice under his feet”. Questions to them: “What does “strong boy” mean, as you understand? How to say differently? (Strong, healthy.) And what does “strong ice” mean? How can you say it differently?" (Strong, solid.) The correct selection of synonymous words will indicate an understanding of the meanings of the word "strong".
To form the ability to use words, one should practice tasks for compiling sentences with a single word, and polysemantic words are offered as initial ones. different parts speech: nouns, adjectives, verbs. Combining words into phrases and sentences, children thereby learn the meaningful use of words in various grammatical forms and meanings. At first, they make up two-word phrases and sentences, for example, with the word “light” - “Light wind”, “Light fluff”. Then common sentences appear with the same word: “A light leaf fell from the trees”, “There were light clouds during the day”, “A light butterfly circles over a flower”, etc.
Tasks for compiling sentences should be used more often because even with a correct understanding of the meaning of words, children are noted to be unable to compose a sentence, using them correctly in meaning.
To activate the dictionary, it is effective making riddles by the children themselves. It is very important that the child can not only name the object, but also correctly identify its qualities, actions with it. First, the teacher guesses the subject, and then the children. Here are some of the riddles invented by the children: “A white canvas hangs in a dark room to watch movies”, “Rectangular and says”, “Piglet nose, she grunts”, etc.
The ability to identify and name signs, qualities must be developed using everyday observations and excursions. So, for example, when conducting a tour in autumn, the teacher pays attention to the color of the leaves, to the autumn sky, and asks questions: “What kind of sky? What leaves? And so on. In his speech, he should use more different kinds of definitions.
Lexical exercises, which are carried out as part of the lesson, perform, as it were, a dual function: they help develop vocabulary and prepare for tasks in coherent speech.
Thus, lexical work is important for the development of arbitrariness of speech, the ability to consciously choose the most appropriate statements for a given statement. language tools, that is, ultimately serves to develop the coherence of speech.
Advice for parents
In children with speech disorders, the poverty of the vocabulary, both active and passive, is often noted, mainly subject-household vocabulary prevails. Children poorly classify objects into groups, confuse the names of vegetables and fruits. In their vocabulary there are few verbs denoting the state and experiences of people, nouns characterizing the moral character of a person, and a group of adverbs and adjectives that characterize actions and deeds is especially small. All this limits the speech communication of children.
To expand and activate the dictionary in teaching practice use didactic games.
Didactic games are one of the main means of developing speech and thinking. The role of these games in enriching the vocabulary is especially great.
Since parents, one way or another, have to be the main teachers for their child, we suggest that you use the following speech games and exercises. Teaching does not mean sitting down at the table and behaving like in a lesson; it is about showing the child and doing with him what you do in everyday life.
game exercise"Who? What?"
Show your child any illustration to the fairy tale. Let him name the words-objects that answer the question: “Who?” or "What?"
For example: Ch. Perro's fairy tale "Cinderella"
Who: girl, sisters, stepmother, fairy, prince, mice, horses, coachman, etc.
What: a house, a broom, a carriage, a shoe, etc.
Useful advice:
Play with your child the game "Who is more?"
Name words for the sound (letter) M
・Choose words for given topic, for example "Furniture"
Game exercise "Riddles-riddles"
Recognize the subject by description - (Green, white-barreled, curly. What is it? - Birch)
Shaggy, clumsy….
Hungry, grey, angry….
Bright, warm...
Grey, small, prickly...
Game exercise "Who eats how?"
The cat is drinking milk. The dog chews on a bone. The cow chews hay. The chicken pecks at the grain. Etc.
Option: “Who or what is swimming? Flying?"
Fish, leaves, plane, butterfly, etc.
Game exercise "Confusion"
What words are formed from:
OGURBUZES - cucumbers and watermelons TOMATOES - tomatoes and melons
REDISBEET - radish and beetroot CHESLUK - garlic and onion
TURP - turnip and cabbage
Help me figure it out.
Game exercise "Words-enemies"
Practice choosing antonyms.
Day Night
Winter - …
Friend - …
Good-…
Lie down -…
Talk - …
Laugh - …
The elephant is big, but the mosquito...
The stone is heavy, and the fluff ...
Game exercise "Words - friends"
Exercise in the selection of words - synonyms
building - house
Buddy -…
Look -…
Bold -…
Tiny -…
Game exercise "What does it look like?"
Invites children to choose similar words(comparisons)
White snow looks like...
Blue ice is like...
Thick fog is like...
Pure rain is like...
Game exercise: Where and for what can the object that I name be used?
For example: button
1) for attaching paper to the board;
2) can be thrown out the window to give a signal;
3) to hand over in scrap metal;
4) draw a small circle
5) put on the table, etc.
Nail - ..., shoe - ..., lace - ...
Game exercise "Find an extra object"
Offer several pictures, among which one picture depicts an object that does not belong to the same thematic group as other objects
The child must show the “extra” picture and explain why it is superfluous.
Game exercise: Guess what the fourth word will be(semantic series)
A nail is a hammer, a screw is ...
The house is the roof, the book is...
A bird is an egg, a plant is ...
Good - better, slowly - ...
School is teaching, hospital is…
Man is a child, dog is...
Coat - button, boot - ...
Game exercise "New words"
The fox has a long tail - how to say in one word? - long-tailed;
The boy has long legs
Game exercise "Finish the sentence"
Misha went for a walk (when?) ...
Misha felt sad (why?) ...
Misha was delighted (when?) ...
The game “Who will remember more what is made of what?
“children name metal, paper, plastic objects from memory. A chip is given for the correct answer. The one with the most circles wins.
All the proposed didactic games contribute to the formation of a dictionary, as well as the development of speech skills.
Enriching the vocabulary of preschoolers
With general underdevelopment speeches
The development of a child's speech in ontogeny is closely connected with the development of thinking and other mental functions. With the help of speech, the child denotes what is available to his understanding. In this regard, words of a specific meaning first appear in his dictionary, and only then - a generalizing one.
The zero degree of generalization are proper names and names of a single object. Then gradually the child begins to understand the generalizing meaning of the names of homogeneous objects, actions, qualities. By the age of three, children learn words denoting the simplest generic concepts (toys, dishes, clothes), conveying generalized names of objects, signs, actions in the form of a noun (flight, swimming, cleanliness). By the age of five, normal speech development, children learn words denoting more complex generic concepts (plants: trees, herbs, flowers; color: white, black; movement: running, swimming, flying). By adolescence, they are already able to assimilate and comprehend such words as state, sign, objectivity, etc.
The enrichment of the child's life experience leads to the growth of his vocabulary. The vocabulary of an older preschooler can be considered as a national language model. During this period, the core of the child's vocabulary is formed.
Analyzing vocabulary colloquial speech children aged 5-6 years, the most common words can be distinguished: nouns, adjectives, verbs. There is also a gradual expansion of the semantic field of the meaning of the word.
Thus, with the development of mental processes (thinking, perception, ideas, memory), enrichment of sensory experience, changes in activity, the child's vocabulary is formed in quantitative and qualitative aspects.
Dictionary principles:
the development of vocabulary should be inextricably linked with the expansion of the child's ideas about the surrounding reality;
work on vocabulary should be inseparable from work on other components of the speech-language system;
the child's vocabulary should develop in parallel with the development of mental operations;
when working on vocabulary, special attention should be paid to the relationship between the lexical and grammatical meanings of the word;
the main task when working on vocabulary is the formation of full-fledged semantic fields.
The specific content and structure of speech therapy work on the formation of systemic lexical representations in children with ONR is determined by the time of appearance of various language units in ontogenesis , the specifics of the speech defect, the characteristics of the general mental status of the child and other factors. Proceeding from this, it is methodologically expedient to carry out correctional and developmental work in two stages.
At the first stage, the main attention should be paid to the accumulation of lexical units, at the second stage, it is necessary to carry out work related to the ordering of lexical units in the mind of the child. However, it should be remembered that in ontogenesis such a clear division during the formation of the lexical system is not observed. Language signs are not acquired linearly. Actively expanding his vocabulary, the child immediately begins to establish the simplest semantic relations between words: antonymic relations, generic relations, relations between an object and its part, etc. Therefore, at the first stage, in addition to actively expanding the child’s vocabulary, attention must be paid to both the simplest and most obvious semantic connections between words.
The expansion of the nominative and predicative vocabulary in children is carried out according to the thematic principle. It is this principle of organizing corrective action that makes it possible, from a methodological point of view, to optimally solve the problem of the formation of semantic fields in children with ONR. The introduction of words united by the same topic into the lexicon makes it possible to group in the child's linguistic consciousness words-centers, or semantic dominants (the core of the semantic field), and words with more or less pronounced thematic attachment to them (the periphery of the semantic field). The range of vocabulary from various thematic groups is determined by the age of children and the level of their ideas about the world around them. Considering the poverty of visual and auditory representations of children with ONR, the difficulty in identifying the most significant differential features of objects, in speech therapy work it is necessary to pay attention to distinguishing words denoting situationally or visually similar objects (cup - glass - mug, shower - watering can, peach - apricot, sugar - sugar bowl, fluffy - soft, sew - knit, sew - sew).
The possibility of conscious distribution and ordering of lexical units on the basis of various semantic relationships, the child acquires only at a certain level of his speech and cognitive development (approximately by 5-6 years). Therefore, at the second stage of correctional and developmental education, the main attention should be paid to the purposeful formation of the ability to establish more complex types of semantic relationships between words: the relationship of synonymy, homonymy, the relationship between related words, polysemantic words and much more.
Directions of speech therapy work
The work on enrichment and activation of the vocabulary in children with general underdevelopment of speech includes the following tasks:
familiarization with objects and phenomena of the surrounding reality, the formation of concepts;
disclosure of the ambiguity of the word;
expanding the stock of synonyms and antonyms;
formation of the correct use of the word in connected speech.
Mastery work word is carried out according to the following algorithm:
clarification of the pronunciation of the word;
demonstration of samples of the use of the word (in phrases, in a sentence);
development of the ability to select a synonym, antonym for the word;
fixing the word in the active dictionary. Selection of own examples illustrating the use of the word.
Synonymous and antonymic comparisons help to reveal the semantics of a polysemantic word to preschoolers. Consider an example with the adjective "fresh" (Novikov L.A. Antonymia in Russian. 1973).
Synonymy
Fresh evening - cool evening.
Fresh air is clean air.
A fresh collar is a clean collar.
Fresh magazine - new magazine.
Fresh bread is soft bread.
Report.
Prepared by the teacher first qualification category Vasilyeva Svetlana Yurievna
Topic: "Methods and techniques for enriching the vocabulary of preschool children."
The content of vocabulary work becomes more difficult from one age group to another.
The complication in the content of the dictionary work program can be traced in three ways. following directions:
1) Expansion of the child's vocabulary on the basis of familiarization with a gradually increasing range of objects and phenomena.
2) The introduction of words denoting qualities, properties, relationships, based on the deepening of knowledge about the objects and phenomena of the surrounding world.
3) The introduction of words denoting elementary concepts, based on the distinction and generalization of objects according to essential features.
These three directions of vocabulary work take place in all age groups and can be traced in different content.
Second group early age(from 2 to 3 years).
Based on the expansion of the orientation of children in the immediate environment, develop understanding of speech and activate vocabulary. Learn to understand the speech of adults without visual accompaniment. To develop the ability of children to find objects by name, color, size, according to the teacher’s verbal instructions (“Bring Masha a vase for jam”, “Take a red pencil”, “Sing a song to a little bear cub”); name their location (“The fungus is on the top shelf, high up”, “They stand nearby”); imitate the actions of people and the movements of animals (“Show me how to water from a watering can”, “Walk like a bear cub”). Enrich the vocabulary of children: nouns denoting the names of toys, personal hygiene items (towel, toothbrush, comb, handkerchief), clothes, shoes, dishes, furniture, bedding (blanket, pillow, sheet, pajamas), Vehicle(car, bus), vegetables, fruits, domestic animals and their cubs; verbs denoting labor actions (wash, heal, water), actions that are opposite in meaning (open - close, take off - put on, take - put), actions that characterize the relationship of people (help, regret, give, hug) , their emotional state (cry, laugh, rejoice, be offended); adjectives denoting the color, size, taste, temperature of objects (red, blue, sweet, sour, large, small, cold, hot); adverbs (close, far, high, fast, dark, quiet, cold, hot, slippery). To promote the use of learned words in independent speech of children.
Junior group(from 3 to 4 years).
Based on the enrichment of ideas about the immediate environment, continue to expand and activate the vocabulary of children. Clarify the names and purpose of clothing, shoes, hats, dishes, furniture, modes of transport. To teach children to distinguish and name the essential details and parts of objects (a dress has sleeves, a collar, pockets, buttons), qualities (color and its shades, shape, size), surface features (smooth, fluffy, rough), some materials and their properties (paper is easily torn and soaked, glass objects break, rubber toys restore their original shape after being squeezed), location (outside the window, high, far away, under the cabinet). Draw the attention of children to some objects similar in purpose (a plate - a saucer, a chair - a stool - a bench, a fur coat - a coat - oak - lenok). Learn to understand generalizing words (clothes, dishes, furniture, vegetables, fruits, birds, etc.); name the parts of the day (morning, afternoon, evening, night); name domestic animals and their cubs, vegetables and fruits.
middle group(from 4 to 5 years).
To replenish and activate the vocabulary of children on the basis of deepening knowledge about the immediate environment. Expand ideas about objects, phenomena, events that did not take place in their own experience. To intensify the use in speech of the names of objects, their parts, the materials from which they are made. Learn to use the most common adjectives, verbs, adverbs, prepositions in speech. Introduce nouns denoting professions into the children's dictionary; verbs characterizing labor actions. Continue to teach children to identify and name the location of an object (left, right, near, near, between), time of day. Help replace demonstrative pronouns and adverbs often used by children (there, there, such, this) with more precise expressive words; use antonyms (clean - dirty, light - dark). Learn to use nouns with a general meaning ( furniture, vegetables, animals, etc.).
Senior group (from 5 to 6 years).
To enrich the speech of children with nouns denoting objects of the everyday environment; adjectives characterizing the properties and qualities of objects; adverbs denoting the relationship of people, their attitude to work. Exercise in the selection of nouns to the adjective (white - snow, sugar, chalk), words with a similar meaning (naughty - mischievous - prankster), with the opposite meaning (weak - strong, cloudy - sunny). Help children use words in speech in exact accordance with the meaning
Preparatory group (from 6 to 7 years).
Continue work to enrich the household, natural history, social science vocabulary of children. Encourage children to be interested in the meaning of the word. Improve the ability to use different parts of speech in strict accordance with their meaning and purpose of the statement. Help children learn means of expression language.
Methods and techniques for enriching the vocabulary of preschool children
There are two groups of methods:
- methods of accumulation of the content of children's speech;
Methods aimed at consolidating and activating the dictionary, developing its semantic side.
The first group includes methods:
* direct acquaintance with the environment and enrichment of the vocabulary: examining and examining objects, observation, inspections of the kindergarten premises, targeted walks and excursions;
* indirect acquaintance with the environment and vocabulary enrichment: looking at pictures with unfamiliar content, reading works of art, showing movies and videos, watching TV shows.
The second group of methods is used to fix and activate the dictionary: looking at toys, looking at pictures with familiar content, didactic games and exercises.
Didactic games are educational, cognitive games to expand, deepen and systematize children's ideas about the environment, to educate cognitive interests and development of cognitive abilities.
Didactic games are a widespread method of vocabulary work. The game is one of the means of mental education. In it, the child reflects the surrounding reality, reveals his knowledge, shares it with his comrades. Separate types Games affect children's development in different ways. Didactic games occupy a particularly important place in mental education. obligatory element which are cognitive content and mental task. Repeatedly participating in the game, the child firmly acquires the knowledge with which he operates. Solving a mental problem in the game, the child exercises in arbitrary memorization and reproduction, in the classification of objects or phenomena according to common features, in highlighting the properties and qualities of objects, in identifying them by individual features.
In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, the sequence of actions, and overcome difficulties. They contribute to the development of sensations and perceptions in children, the formation of ideas, the assimilation of knowledge. These games provide an opportunity to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developmental role.
It is necessary to ensure that the didactic game is not only a form of mastering individual knowledge and skills, but also contributes to common development child, served the formation of his abilities.
Each didactic game has its own program content, which includes a certain group of words that children must learn.
In preschool pedagogy, all didactic games can be divided into three main types:
Games with objects (toys, natural material),
Desktop printed;
Word games.
Item games:
Object games use toys and real objects. Playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children get acquainted with the properties of objects and their characteristics: color, size, shape, quality. In games, tasks are solved for comparison, classification, and establishing a sequence in solving problems. As children acquire new knowledge, tasks in games become more complicated: preschoolers practice identifying an object by any one quality, combine objects according to this feature (color, shape, quality, purpose, etc.), which is very important for the development of the abstract, logical thinking.
While playing, children acquire the ability to put together a whole from parts, string objects (balls, beads), lay out patterns from various shapes.
In games with dolls, children develop cultural and hygienic skills and moral qualities. A variety of toys are widely used in didactic games. They are clearly expressed in color, shape, purpose, size, material from which they are made.
In games, knowledge is improved about the material from which toys are made, about objects, necessary people in various types their activities, which children reflect in their games.
Games with natural material (plant seeds, leaves, various flowers, pebbles, shells) are used by the teacher when conducting such didactic games as “Whose children are these?”, “What tree is the leaf from?”, “Who will soon lay out a pattern from different leaves? The teacher organizes them during a walk, directly in contact with nature: trees, shrubs, flowers, seeds, leaves. In such games, children's knowledge of the environment around them is consolidated. natural environment, thinking processes are formed (analysis, synthesis, classification) and love for nature, respect for it is brought up.
Board-printed games:
Board games are a fun activity for kids. They are diverse in types: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different.
Pairs of pictures. The simplest task in such a game is to find two completely identical ones among different pictures: two hats that are the same in color and style, or two dolls that do not differ in appearance.
Selection of pictures on a common basis (classification). Here some generalization is required, the establishment of a connection between objects. For example, in the game "What grows in the garden (in the forest, in the garden)?"
Memorizing the composition, number and location of pictures. Games are played in the same way as with objects. For example, in the game “Guess which picture they hid”, children must remember the content of the pictures, and then determine which one was turned upside down by the picture. This game is aimed at developing memory, memorization and recall.
The game didactic tasks of this type of games are also to consolidate children's knowledge about quantitative and ordinal counting, about the spatial arrangement of pictures on the table (right, left, top, bottom, side, front, etc.), the ability to talk coherently about the changes that have occurred with pictures, about their content.
Compilation of cut pictures and cubes. The task of this type of game is to teach children logical thinking, to develop their ability to compose a whole object from separate parts.
Description, story about the picture showing actions, movements. In such games, the teacher sets a learning task: to develop not only the speech of children, but also imagination, creativity. Often a child, in order for the players to guess what is drawn in the picture, resorts to imitation of movements, to imitation of his voice. For example, in the game "Guess who it is?" In these games, such valuable qualities of the child's personality as the ability to reincarnate, to creative search in creating the necessary image are formed.
Word games:
Word games are built on the words and actions of the players. In such games, children learn, based on their existing ideas about objects, to deepen their knowledge about them, since in these games it is required to use previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental tasks; describe objects, highlighting their characteristic features; guess by description; find signs of similarities and differences; group objects according to various properties, characteristics; find alogisms in judgments, etc.
With the help of word games, children are brought up with a desire to engage in mental work. In the game, the process of thinking itself proceeds more actively, the child overcomes the difficulties of mental work easily, without noticing that he is being taught.
To replenish and activate vocabulary, word games can be effective, which are a kind of didactic games aimed at developing a child's speech. Games develop attention, intelligence, speed of reaction, coherent speech. In any such game, a certain mental task is solved, that is, both speech and cognitive activity are corrected at the same time. To solve these problems, it is recommended various descriptions objects, their images, descriptions from memory, stories from imagination, etc. Good results are given by tasks for inventing and guessing riddles.
These didactic games are held in all age groups, but they are especially important in the upbringing and education of older preschool children, as they help prepare children for school: they develop the ability to listen carefully to the teacher, quickly find the answer to the question posed, accurately and clearly articulate their thoughts, apply knowledge in accordance with the task.
There are a number of special methodical exercises speeches, the purpose of which is to expand the vocabulary and speech skills of children. It is useful to conduct them with children of older preschool age, provided that they are conducted lively, naturally, taking into account age-related interests and capabilities. Here are some of the types of such exercises.
Selection of epithets for the subject. An object is called, let's say a dog. What are the dogs? The answer of children 5-6 years old: big, small, furry, smart, biting, evil, kind, old, young, funny, hunting. Additions of a teacher: shepherds, firemen.
Recognition by the epithets of the subject. The teacher invites the children to guess what it is: green, which grew near the house curly, slender, white-trunked, fragrant. Children guess - birch. The children themselves should also participate in the compilation of such riddles. Such exercises require proper guidance. They should not result in a formal stringing of words. Words should be associated with ideas familiar to children.
Selection to the subject of actions (verbs): What does the wind do? Howls, raises dust, plucks leaves, inflates the sail, turns the mill wheels, refreshes, drives the clouds. What is the horse doing? Dog? Chicken? etc.
Selection for the actions of the subject: It sparkles in the sky, warms the earth, disperses darkness, illuminates. What's this? - Sun.
Selection of objects for action: Who and what floats? Who and what is heating? Who and what is flying? etc. Sayings of children 6-7 years old: “An airplane flies, a bird, a butterfly, an airplane pilot, a beetle, a fly, a bee, a dragonfly, a fluff from the wind, a balloon, yellow leaves fly from a tree.”
Selection of circumstances: How can you learn? - good, lazy, diligent, successful, long, a lot, etc.
The nuances of the meaning of the word house, house, house: tiny, small, small; big, big, enormous. Children are asked to make phrases with these words. Sayings of children aged 6-7: “I found a tiny fungus, I barely noticed it. Olya is still a small and stupid girl. This house is not big, but not small either.
Inserting missing words by children. The teacher reads the sentences, the children insert the subject, predicate, explanatory words, etc. For example: “I sat on the threshold and meowed plaintively ... (who?). The cat was sitting in front of a cup of milk and greedily ... (what was she doing?). The cat caught in the garden ... (whom?). A cat's fur... (what?), claws... (what?). The cat lay with kittens... (where?). The kittens played with a ball... (how?). Or: The janitor took the broom; he will .... The postman came: he brought ... . It is necessary to cut firewood; where is our...? I want to drive in a nail; bring me..." Then the proposals were made by the children themselves, and finished by the teacher. “We will now sculpt, we must bring ... I am on duty; I need to wipe the dust; where is our...? The lumberjacks went to the forest and took with them ... ".
When giving children such suggestions, one should think carefully about their content; it should not be too elementary and not make it difficult for children. If you think over the content of each phrase well, put forward objects and phenomena that are well known and interesting to children, small children can also take part in such activities.
Distribution of offers. The teacher says: “The gardener is watering ... (what? where? when? why?). Children go ... (where? why?), etc. We must pay attention to the correct construction of sentences.
constituent parts of the whole. The object is named, its components are defined, for example: a locomotive train, a tender, platforms, wagons; a tree-trunk, branches, twigs, leaves, buds, etc. Or a task is given: to determine the whole in parts, for example: a dial, arrows, a pendulum. What's this? Or: 3 floors, roof, walls, foundation, porches, doors, windows. What's this?
Nomenclature accuracy exercise. Mainly in relation to words, the shades of meaning of which are especially often not caught and cause common mistakes: put on a dress instead of put on, etc. Children are offered similar words, and they must insert them into phrases.
Verbs are proposed that characterize the voices of animals: mooing, neighing, barking, meowing, cackling, singing, quacking, cackling, etc. Children must name the corresponding animal for each of them. Or animals are called; children must choose the appropriate verbs - voices.
Compose a sentence with a few given words. Exercise recommended by L.N. Tolstoy and used by him at the Yasnaya Polyana school: three or four words are given, for example, dog, old man, get scared. Children should insert them into a sentence. The children's answers take approximately the following form: "The dog barked, the old man got scared"; "The old man waved his stick, the dog got scared and ran away."
It should be ensured that children do not repeat in their examples, diversify and complicate them as much as possible. L. N. Tolstoy made this exercise even more interesting, turning it into a game.
Consider a number of tasks that can be given in the form of lexical exercises (lasting 7-10 minutes) for children in older and preparatory groups for school.
Selection of synonyms for phrases. Children are called phrases, for example: spring is coming, it is snowing, a person is coming. Draw their attention to how uninteresting it is to listen when the same word is repeated, and offer to replace it. “Spring is coming, how else can you say it?” Choosing words that are close in meaning (coming, moving, walking), children come to the conclusion that the same thing word goes in the proposed phrases has different meaning.
When completing the task of selecting synonyms, the child, of course, does not always give a proper synonym that corresponds to dictionary norms, but still selects words that correctly convey the meaning of the phrase. For example, to the phrase: the river runs - the children select such words: it flows, floats, makes noise, boils, pours, rolls, murmurs, etc. Among these answers, the word flows is actually a synonym, and the rest can be called "equivalent substitutions".
Tasks for compiling sentences with individual words (nouns, adjectives, etc.) and with words of a synonymous series (for example, big-huge-huge). These tasks are aimed at developing the ability to use a given word in combination with others, since it is known that this often causes difficulties for children even with a correct understanding of the meaning of the word.
Compiling sentences with given words presents a certain difficulty for the child: he must keep the proposed words in his memory and be able to combine them correctly in meaning and according to the laws of grammar. However, such exercises are necessary. After all, an indicator that the word is understood and really entered the active dictionary is the ability to use it correctly. And the meanings of words with the greatest completeness and clarity are revealed in combination with other words.
AT preschool age the child must master a vocabulary that would allow him to communicate with peers and adults, study successfully at school, understand literature, television and radio programs, etc. Therefore, preschool pedagogy considers the development of a vocabulary in children as one of the important tasks of speech development.
The development of a dictionary is understood as a long process of mastering the vocabulary accumulated by the people in the course of its history.
The development of children's speech and vocabulary, mastering the riches of the native language is one of the main elements of personality formation, mastering the developed values of national culture, is closely related to mental, moral, aesthetic development, is a priority in language education and teaching preschoolers.
Irina Revina
Abstract subgroup lesson vocabulary enrichment "Pets"
Work form: Subgroup lesson.
Group: Older.
Time lessons: 25 minutes.
Topic: « Pets» .
Target: Enriching children's vocabulary.
Tasks:
correctional educational:
- Enrich vocabulary;
Strengthen children's knowledge about pets, their way of life;
Activate dictionary nouns and verb dictionary;
Build understanding of complex words and their meanings;
Learn to use nouns accusative, to form nouns with the help of diminutive suffixes;
Learn to understand the absurd meaning;
Develop the ability to answer questions.
correctional and educational:
Encourage initiative and discipline in children lesson;
Cultivate love for animals.
correctional and developmental:
Develop fine and general motor skills;
Develop visual and auditory perception, attention, memory, thinking, spatial representations;
Develop phrasal speech.
Equipment: letter, subject pictures, cards with animals and dwellings, split pictures, audio recordings, tape recorder, board, pointer.
speech material: the words, riddles, lullaby, fiction.
Plan lessons:
1. Organizing time (1 minute.)
2. Introduction to the topic lessons, development of logical thinking (2 minutes.)
3. Exercise "Who Gives What" (3 min.)
4. Formation of nouns using diminutive suffixes (2 minutes.)
5. Physical Minute (2 minutes.)
6. Working with complex words(2 minutes.)
pets, development fine motor skills (4 min.)
8. Game "Who's screaming" (3 min.)
9. Game "Who eats what" (3 min.)
10. Bottom line lessons(3 min.)
Course progress.
1. Organizational moment.
Hello, now those guys who are standing next to (Speech therapist says the name of the child).
Sit correctly, move the chairs closer to the tables, put the legs straight, put the handles on the tables, straighten the backs. We start our occupation.
2. Introduction to the topic lessons, the development of logical thinking.
Guys, I received a letter this morning. Listen to what it says.
Our host Emelya kicked us out of at home. He said that we are completely useless, so he does not need us. And we love our master so much, where are we going to live now? Help us please.
Who wrote this letter, you will find out by guessing riddles.
1. Eats grass, chews, is silent ...
And then hums for half a day:
Stroke my sides -
I'll give you fresh milk! (Cow)
2. "M-e-e!"- Who's calling the kids?
Who shakes his head?
Who has twisted horns
And how are the berries of the eye?
This is for the kids on the track
Approaching. (goat).
3. Bleats plaintively: "B-e-e, b-e-e!"
Grass nibbles in the yard
Fur coat in curled rings,
And her name is... (lamb).
4. I have a big mane,
Ears and hooves.
I'll ride that playfully
Who is not afraid.
My fur is smooth
Who am I? (Horse)
5. This beast lives only at home
Everyone is familiar with this animal.
He has a mustache like knitting needles.
He purrs at the window.
Only the mouse is afraid of him.
Guessed? It -. (cat).
6. I have a question for you -
Who got their mouth and nose dirty?
Who sits in a puddle all day?
Grunting, he looks at you.
Tell me friends
What is her name?. (Pig).
7. Lives in the yard
In a personal house-kennel,
And for everyone he doesn't know
She growls, then barks. (Dog)
Guys as one name everyone who do you see on the board? (Pets) . Why are they called homemade? (They live next to a person, help a person, he tamed them). So Emelya drove out his pets from home. Or maybe Emelya did the right thing, maybe really pets are useless? (Not). Let's take a look at this complex issue.
3. Exercise "Who Gives What".
Emelya lies on the stove all the time and does not know what benefits they bring to a person Pets. Let's tell him. Look at the pictures.
What's this? (Milk). Who gives milk? (cow, goat). Guys, the horse also gives milk. What do they do with animals to get milk? (Milk). Look at the following picture, what is it? (Meat). From what animals we get meat? (From cow, goat, pig, sheep, horse). What's this? (Salo). Who gives us fat? (Pig). What's this? (Wool). Who gives us wool? (Sheep). What do we do with wool? (Socks, sweaters, shawls). How are socks or sweaters made from wool? (Knit). Guys, but Pets not only give us food and things, they also do us other good things. For example, a horse can carry heavy things, plow the ground. A person can ride a horse wherever he needs to go. But what does a cat do for a person? (Catches mice). What does the dog do? (guards the house).
Here, Emelya, how much benefit they bring Pets how could you call them useless!
4. The formation of nouns using diminutive suffixes.
Emelya understood everything, he calls animals come home. But animals they were so offended that they did not want to return to Emelya. Emelya needs to be appeased animals you know what he came up with. He wrote a poem, listen.
Kitty, kitty-kitty,
Kitten gray tail.
Come, kitty, spend the night,
Emelya shake.
This is how Emelya affectionately calls the cat so that he comes and purrs - a cat, a kitten, a cat, a gray tail. But Emelya has not yet come up with affectionate poems about others animals. Help Emelya, name everyone animal affectionately.
The horse is a horse.
A cow is a cow.
Sheep is a sheep.
A goat is a goat.
A pig is a pig.
A dog is a dog.
A cat is a cat.
Animals liked it, how affectionately you and Emelya called them, they agree to return home.
5. Physical minutes.
And we will go with animals home to Emelya so that he doesn't hurt them again. Let's show it. Repeat after me.
We came to the barnyard (children walk at a normal pace)
For animals here. (hands to the side)
Near the steppe with thick grass (show tall grass with hands)
And a wonderful waterhole.
We will turn into horses (walk with knees high)
graceful, slender, (straighten your back, put your hands on your belt)
And we walk on the steppes
Light and cheerful.
On hillocks and on beams
Sheep peacefully nibbling grass, (make pinches with your fingers and "tweak")
Leaning towards the ground (bend down)
They bleat loudly: "Be-e-e".
A pig lives in a pigsty (put your hands to your sides, show a fat pig)
And piglets with her. (show thin piglets with your hands)
"Oink-Oink", - the pig tells them.
The boys squeal in response. (turn torso left and right and smile)
6. Working with complex words.
Guys, do you know what a waterhole is? (Children answer). (On the board, the speech therapist hangs pictures with images of the river and animals at a watering place near the river and explains that animals they drink water from reservoirs and when they all gather together to drink water, this is called a watering hole). Guys, this the word is formed from the words"water", "drink" i.e. drink water.
7. Updating knowledge about dwellings pets development of fine motor skills.
Guys, do you remember where we came from? (To the barnyard). Animal farm is the yard where they live Pets, differently domestic animals are called livestock.
Do you know where in the yard everyone lives animal? (children's answers).
A pig, a cow, a horse, a sheep, a goat - live in a barn, this is a small house in which everyone animal has its own room. The dog lives outside houses in a kennel, it is also called a booth. The cat lives in the man's house.
Here's the problem, until animals Emel was not at all cleaned in the yard, everything was covered with dirt and dust, animals don't know who needs to go where. Take cards from the tables and draw a line from each animal to its dwelling.
8. Game "Who's screaming".
Guys, animals came to their houses and shouted to Emel each with his own voice. Listen carefully to the recording and name who gives the voice like that. (The speech therapist includes audio recordings with the voices of different animals).
Guys, now I will call animal and you have to answer like this the animal makes a sound what it does. Dog? (Barks). Cow? (Mooing). Cat? (meows). Sheep? (bleats). Goat? (bleats). Pig? (grunts). Horse? (neighing).
9. Game "Who eats what".
Guys, Emelya heard how animals call him he wants to go and please his animal tasty treat.
But Emelya does not know what to feed animals help him feed him animals. Take the pictures in your pencil cases, go to the board in turn and give food to that animal which it eats. (Pictures depicting hay, grass, pots of porridge, meat, bones, milk).
10. Bottom line lessons.
Pets are very happy. They forgave Emelya. Now Emelya takes care of animals helps them, and they help him. Emelya knows everything about pets.
Hear what funny story Emelya told me.
Knocking, strumming on the street,
Thomas rides a chicken
Timoshka on a cat -
There along the path.
Why is this story funny? (children's answers). (If the children do not guess, the speech therapist asks them questions, leads to an independent answer). Does it happen that a person rides a chicken or a cat? (Not). Which animal can carry a person? (Horse).
Who are we talking about today lesson? (O pets) . Why are they called homemade? (children's answers). What benefits do pets to man? (children's answers).
Besides that Pets give a person food, wool for clothes, help him, they just give joy to a person, because a person has tamed animals, and animals love the person very much. Therefore, a person must love animals. Can't be kicked out animals from home, you can’t offend them, because they are our friends. If you treat animals with kindness they will repay you in kind.
Well done boys! You did very well. Pets and Emelya thank you for your help and give gifts. (Cut pictures with the image pet). Houses collect these pictures and find out from which animal this gift. Thank you! Our class is over.
Valentina Kochergina
Summary of the GCD on enriching and activating the vocabulary of children of the preparatory group “We all know about everything”
Target:
Enrichment and activation of the dictionary.
Tasks:
Improve the main types of movements in accordance with the text in physical education minutes;
To consolidate knowledge about the diversity of animals;
Bring up careful attitude to nature;
Compose a collective story according to the mnemonic table;
Expand and activate vocabulary;
Develop motor skills, speech breathing, auditory and visual attention, memory, thinking;
Maintain correct posture while sitting, standing and moving.
Preliminary work:
Conversations, making up stories about animals, reading fiction about nature and animals, looking at illustrations, etc.
Equipment:
Mnemotable, pictures of animals, envelopes, laptop, presentation, tape recorder, audio recording with background music, Kuizener sticks, bells, maracas, pointer, chips.
Methodical methods:
compiling a story on a mnemonic table,
game situations,
physical minute,
view presentation,
analysis (summarizing).
Lesson progress
Educator: guys, today we will have an interesting lesson. Today we will go on a journey through countries and continents, and talk about the animals that live there. Let's not waste a minute and hit the road.
Our first station is called "Journey through countries and continents", and we will stop in Hot countries. We will need to remember what animals live here.
Children are divided into two teams and answer questions. For a correct answer, the team gets a token.
Educator: second stop - Cold countries. We have remembered the animals that live in hot countries, and now we have to remember the animals that live in cold countries.
Educator: Well, we remembered some animals with you and saw them, but only in pictures. And can we meet these animals here, in Moscow, in reality?
Children's answer.
Educator: right, now we will go to the zoo and look at the variety of animals.
Dad, mom, me and brother -
We went to the zoo.
Loved and walked.
Learned a lot of new things.
So many different animals there
Beautiful birds, even snakes.
I still want to be on time
See crocodile.
Lion and tiger and jackal.
It's a pity that mommy is tired -
Kangaroo to look
And how the bear swims.
Let's go again on Sunday
Only with dad - the three of us.
He loves animals too
And there will be no hurry home.
On the table, each team has an envelope with the image of animals (5 pictures each). From each team, 5 people are called and the task is given:
1 team - stand in height in ascending order;
Team 2 - stand in height in descending order.
Educator: well done! Both teams completed this challenge. Well, let's move on, shall we?
Children's answers.
Educator: our next station is called "Guess". Here you will have to work hard.
Each team has Kuizener's counting sticks on the table. The guys of each team need to fold the animal (its outline) from these sticks. After that, the other team needs to name this animal and tell a little about it.
Fizkultminutka - a fun massage "Rain"
Rain runs on the roof - bom, bom! (clap hands)
On a cheerful sonorous roof - bom, bom! (tap fingers)
Stay at home, stay at home - bom, bom! (beat fists)
Don't go anywhere - bang, bang! (rubbing with the ribs of the palms)
Read, play - bang, bang! (rubbing shoulders)
And I’ll leave, then walk - bom, bom! (stroke with palms)
Educator: well, after such a massage you will work even better. Now we will check this at our next station, which is called "Riddles".
On the table in front of each team are bells and maracas. If the team has an answer to the riddle, then it gives its signal and says the answer. For a correct answer, the team gets a token. If the signal was given at the wrong time, then the answer automatically goes to another team.
Educator: well done! We guessed all the riddles, and now it's time for the whole team to work hard. Ready?
Children's answers.
Educator: now you will need to make a story about the animal according to the mnemonic table. What do you think, what should we report in our story, that is, where should we start the story?
Table discussion: Who is it? What color is the coat? What parts of the body? What is his body covered with? How does it communicate (what sounds does it make? What does it eat? Where does it live (what is the name of its dwelling? What are its cubs called?
There are 2 pictures of animals on the table. The team captains come up and choose one picture and make up a story using the table.
Educator: well done! You have completed all the tasks today. And I would like to ask you a few questions: Did you enjoy our trip? Let's remember which stations we visited today? Which station did you like best? Why? What was your mood when we first started our journey? And now what?
In the end educational activities All children receive real diplomas of scientists.
Related publications:
“When we play, we test what we can and what we know.” Scenario of an educational game in the preparatory group“When we play, we test what we can and what we know.” educational game in the preparatory group. Purpose of the game: Reveal the knowledge children have received.
According to statistics, children themselves are the most common cause of road traffic accidents. Children are very active and at the same time scattered.
Synopsis of a speech therapy quiz in the preparatory school group "What do we know about animals" Topic: "What I know about animals" Correctional and educational goals. Generalization and systematization of knowledge about domestic and wild animals of our forests.
Summary of GCD in the senior group "What do we know about water?" Municipal budgetary preschool educational institution of a combined type " Kindergarten No. 134 "SUMMARY of Cognitive.
Abstract of the lesson on FEMP in the preparatory group "We measure everything and everyone" An open lesson on the formation of elementary mathematical representations in the preparatory group for school “We measure everything and everyone” Purpose:.
Abstract of a lesson on traffic rules in the preparatory group "Traffic rules - to everyone without exception" Lesson summary with integration educational areas according to traffic rules in the preparatory group Topic: “Traffic rules - for everyone without exception” Integration.
Literary quiz in the preparatory group "We love fairy tales, we know fairy tales" Objectives: To consolidate and expand children's knowledge of fairy tales, to form a stock of literary artistic impressions; encourage children to read.
Cognitive research activity in the preparatory group "What do we know about the air?" Cognitive-research activity in the group preparatory to school. Topic: What do we know about air? Educational area:Cognitive.
The formation of morally valuable vocabulary is an important condition emotional development and moral education. At the senior preschool age, the child's attitude to moral values society, to the people around them. Knowledge about the norms and rules of morality, verbalized in the word, is considered as one of the criteria for assessing the level of moral development of an individual. In the game, it is easier for a child to learn complex moral categories.
Download:
Preview:
Card file
Didactic games and applications aimed at enriching the morally valuable vocabulary of preschoolers
"Add a Word"
Game rule:
The host calls a few words, and the players call a synonymous series.
For example:
Kind - benevolent, kind-hearted ...
Frightened - timid, cowardly ...
Brave - courageous, courageous ...
Miserly - stingy, greedy ...
"Say the opposite"
game rule : to whom I throw the ball, he answers.
The teacher calls the word, and the child selects an antonym.
For example: Hardworking - lazy.
"Find yourself a mate"
Game rule: Children become words.
The leader says who became what word. Children run, jump, find their mate on command.
In this game, you need to use different parts of speech, and also pay attention to the correspondence of the part of speech offered by an adult and called a child.
For example: kindness - anger, evil - kindness, being kind - angry.
It is necessary to encourage the child to use in speech not only individual words but also phrases.
For example: a miserly merchant is a generous merchant; a stingy girl is a generous girl.
"What happens ... (kind, evil, generous, deceitful ...)"
Target: formation of the ability to select words that are lexically combined with the given.
game rule : children must name the words in a chain.
Good are not only a person, any animal (cat, dog), but also hands, eyes, sun, wind. smile, book, etc.
"Find the mistake"
Target: to consolidate the ability to select morally valuable vocabulary that is adequate to the semantic content of the sentence.
game rule : who will find the error faster.
Sample options for tasks:
A polite girl spoke rudely to her grandmother.
Today is a holiday, so the boy shows off his new toy.
Mom was delighted, because the daughter did not want to help her.
A cowardly boy stood up for a weak one, and so on.
"Who does what? Or who is called what?"
Target: Activate the morally valuable vocabulary (verbs, nouns)
Game rule: To whom I throw the ball, he answers.
Vocabulary used:
crybaby - ... (crying); daredevil - ... (not afraid of anyone);
liar -... (lies); hardworking - ... (loves to work);
brave man - ... (not afraid of anyone), etc.
Option:
What is a person who is afraid of everything called? (cowardly) What if it's a girl? (coward)
What is the name of the girl who is greedy all the time? (greedy) And the boy? (also greedy)
etc.
"Living Rainbow"
Target : definition of the moral qualities of a person: boastfulness, deceit, justice, goodwill, courage, generosity - and their role in people's lives.
Game rule: cards of different colors are laid out in front of the children. The teacher names the moral qualities of a person. Children need to think and choose their own color for each quality, explain their choice.
"Two countries"
Together with your child, cut out characters from different fairy tales (both positive and negative) from coloring pages, children's magazines.
Prepare two sheets of colored paper: light and dark. Place the goodies on the light sheet - this island of good deeds, and negative characters - on a dark sheet - this dark realm.
Discuss why the child places the characters in a particular country. After the two countries have found their inhabitants, ask which country is better, why?
Have pity on those characters who got into dark kingdom and offer to perform a miracle. Let the child becomegood magician. He'll need to empower the bad guys good manners and exchange their bad qualities for good ones.
The child will have to change the images of these characters, for example, draw smiles for them, decorate them with flowers, draw them in such a way that they turn into good and kind heroes.
"Good Will Conquer Evil"
Required for the game
- card-tablets with inscriptions: envy, greed, rudeness, betrayal, war, lies, etc.
- small toys, beads - good deeds
- scales
In order for good to win, you need to try. Children come one by one to the scales, talk about their good deed and put their drop (toy) on the cup.
"Rug of Peace"
Target : teach children negotiation strategies.
To play, you need a mat (a piece of thin plaid).
Conversation Q: What is a dispute? Argument?
How does a dispute arise? What could be the reason? What happens after a dispute? Quarreling? etc.
peace rug - a place where "opponents" can sit down and talk to each other in such a way as to find a way to peacefully solve their problem.
(Put a toy in the middle of the rug, offer to solve (lose) the situation.
Two children want to take a toy, but there is only one. Help them negotiate.)
"Story"
The driver calls fairy tale hero, and the participants determine whether he is good or evil.
If they are kind, they clap their hands; if they are evil, they cover their faces with their hands.
"Folk Wisdom"
Offer to explain the meaning of the proverb (saying).
Do good to others - you yourself will be without trouble.
The good will be silent, the bad will be said.
A good word to a man is like rain in a drought.
Good is not dashing - walks quietly.
An evil person is like coal: if he does not burn, then he blackens.
Beauty until the evening, and kindness forever.
Learn good - evil will not come to mind.
Encourage good and condemn evil.
When doing evil, do not hope for good.
The owner is happy to have a good guest.
For a good person, the whole world is his own home, for an evil person, his own hut is alien.
A tale of generosity and greed
Squirrels live well in the forest in summer. There are so many different mushrooms, berries, nuts around that you can eat yourself, treat other animals and collect for the winter in reserve!
Squirrel Fluffy scored a full hollow of various goodies. What was not in it! And forest nuts, and acorns, and seeds, and various dried berries! Fluffy ate them himself, and sometimes he invited a squirrel named Kistochka with her squirrels to visit them to treat them. Tassel was very grateful to the generous Fluffy - after all, she herself could not collect so many different foods in her hollow, as she nursed little squirrels and rarely got out of her home. When the cold, harsh winter came, Fuzzy willingly shared his supplies with tits and bullfinches, which find it so hard to find food under the snow. Birds flew to the hollow of the squirrel every morning, pecked at the seeds and berries, and then thanked their generous friend with a cheerful whistle.
In the neighborhood of Fluffy lived a chipmunk beast nicknamed Chest. This chipmunk Chest only did all summer that he dragged nuts into his dwelling and put them in a chest in reserve. He never treated anyone, did not share anything with anyone. The animals did not like him, they did not visit him and called him a greedy man. a chipmunk chest sat alone in a hollow all winter long. And although he had a lot of food, alone, without friends, he was very bored while away the long dark evenings.
One day, a crossbill bird, nicknamed Tufted, knocked on the chipmunk's house. The tuft was very hungry, as the fir trees were covered with ice crust after the snowfall, and there was no way for him to get to the cones. Tuft was completely weak from hunger and decided to ask Chest for some food. But the greedy Chest stuck out his thick cheeks from the hollow and said: "Go away, beggar! I won't give you anything! It's not enough for yourself!"
Fluffy heard these words and shouted: "Fly to me, Tufted! I will share with you! No one should starve!" The tuft was delighted, pecked at the treat and cheered up. In gratitude, he sang a cheerful song to Fluffy that spring would come very soon. This is how Tufted Fuzzy made friends!
Issues for discussion:
- Which of the fairy-tale animals do you like and why?
- Which of them can be called generous and why?
- And who is greedy? Why?
- What is another word for a chipmunk?
- Who would you like to be like?
- How does a generous person behave?
- How does a greedy person act?
Additional task
Draw two pictures with the names "Generosity" and "Greed".
A tale of thrift and stinginess.
Each of the two fireflies living in a dense dark forest had two crystal lanterns with multi-colored glasses.
Oily's firefly lit his lanterns every evening to light the way for all the inhabitants of the forest. He took care of his lanterns - he often wiped the fragile colored glass with a cloth so that the lanterns would shine brighter on a dark night. During the day, he carefully put them in a box so that they would not break. When someone came to Oila to ask for a lantern to sanctify the dark paths, Oila always gladly responded to the request and gave his lanterns.
And the firefly Ohla was stingy. He didn't let anyone take his flashlights. He took care of them so much that he himself never used them or took them out of the box. The lanterns lay idle in it and even became so dusty that their crystal colored glasses ceased to shine.
One dark evening, Ohlya was returning from Oily, who was visiting for a birthday party. He did not notice the stump in the dark, stumbled, twisted his paw and fell. Ohlya screamed and started calling for help. Animals came running and began to help Ohla get up and get to the house. But at that time, in a box under Ohle's bed, there were wonderful flashlights that could help you quickly and easily get home in the dark.
Issues for discussion
- Which of the fireflies can be called a miser, and which is just a thrifty one?
- Which firefly do you like best? Which one would you like to be friends with?
- How was Ohlya named for his stinginess?
- Who do people call misers?
- What is avarice?
Additional task
Draw thrifty Oyla and stingy Ohlya and their lanterns.
A story about thrift and thrift
Everyone knows about tabby cat Matroskin. He is smart and careful. Dog Sharik is also thrifty. In the hut at Matroskin with Sharik it is clean and tidy. All things are in place. The cat and the dog take care of their belongings, take care of them: they clean their gray coats, dry them if they get wet from snow and rain; every evening they wipe their boots and carefully place them in the corner of the hut. After dinner, they always wash the dishes and neatly arrange them on the shelves. Sharik also wipes and cleans his gun for photography, and Mtroskin cleans a large can for milk, which is given by his beloved cow Murka. So the cat and the dog take care of their belongings so that they last longer and do not have to spend money on buying new ones. This money to Matroskin and Sharik will still be useful for various purchases in the future.
Atroskin is not only thrifty, he is also very economical. He does not spend unwisely and at once all the money from the sale of milk. He saves them: he spends only a part, and puts the other in a piggy bank, so that later he can buy for the whole family: for himself, Sharik and Uncle Fyodor - a new large TV. Here he is, what an economical cat Matroskin!
Issues for discussion
- Do you like Matroskin? Why? And Sharik?
- Which of them can be called thrifty? And who is economical?
- What does it mean to save?
- What is thrift?
- How are frugal and frugal people alike?
Additional task
Now make up a story about who in your family is the best at saving money.
Loading...
