Didactic games for introducing younger preschoolers to plants, vegetables and fruits

Important aspects of the theory

In kindergarten, pupils play not only for pleasure and entertainment, they learn useful knowledge and skills, develop, learn to be good friends, love nature, and respect others. Didactic (educational) games are designed to give children information that they cannot learn on their own only on the basis of observations and reproduction of environmental phenomena in a regular game. The main goal of the didactic game is the mental development of the child.

In an educational game, a child will learn knowledge that he cannot gain during a regular game.

Play is the leading activity in preschool age. In the process of gaming activity, knowledge of the surrounding world occurs.

Objectives of didactic games

The main objectives of didactic games arise from their content, that is, they depend on the type of game. Depending on the content, didactic games at an early age can be:

on the formation of sensory standards (color, shape, size);
on the development of fine motor skills (movement of fingers, palms);
on speech development (replenishment and activation of vocabulary);
to get acquainted with nature;
for familiarization with the objective world.

In addition, didactic games solve a number of other problems:

development of communication skills, interaction with peers;
moral education of children;
development of cognitive processes (attention, memory, thinking).

Techniques

When conducting a didactic game with children in a nursery group, the most appropriate techniques are:

sudden appearance of objects, toys;
making and guessing riddles;
reading small folklore forms (rhymes, songs);
creating game situations (the doll is sick, wants to sleep, wants to eat);
playing with toys and objects (“Wonderful bag”);
surprise (you need to find a hidden object);
changing the location of toys (bunny on the table, behind the closet);
showing objects in different actions (the doll sleeps, walks, eats);
demonstration to adults of the sequence of game actions;
elements of dramatization (children imagine themselves as animals, carriages of a steam locomotive).

It is important. In the younger group, the teacher explains the rules in detail and plays with the children.

Types of didactic games and requirements for their implementation at an early age

It is necessary to properly organize and systematically conduct didactic games from the very first stay of the child in kindergarten. The following general requirements are imposed on the organization of didactic games in the first junior group, based on the psychological characteristics of the pupils:

The game must be appropriate for the children's age and software requirements.
Participation in the game must be voluntary. Practice shows that children usually readily respond to a teacher’s offer to play, made in an emotional, friendly tone. If the child categorically does not want to take part in the game, he should be left under the supervision of an assistant teacher, play the game with the other children, and then find out the reason for the refusal. Perhaps it lies in poor health or mood.
Young children have very developed imitation. Verbal instructions and explanation of rules at an early age are not enough. Mandatory supervision of the game by an adult (educator) is required. It shows how to play, the sequence of actions.
The game is built with indispensable reliance on the personal experience of children. You should not take unfamiliar objects, otherwise the kids will be distracted from the game, start looking at them, and the most timid ones will simply refuse to play.
Unlike older children, in whom frequent changes of games are encouraged, with young children it is preferable to play familiar games with gradual complication. Frequent repetition of already familiar actions gives children a feeling of comfort and self-confidence.
The game should be simple enough for the child to complete the game task, that is, it is necessary to create a guaranteed “success situation.” This will encourage the child to continue to actively participate in games.
An upbeat mood and a positive emotional background are very important. Young children are praised not for their results, but for their participation in the game and their efforts. Rewards must be present during every game.

Games with objects

Since the main type of activity of children at an early age is object-based, and children think based on actions, a large role at an early age is given to playing with objects (toys, dummies, natural materials). When planning object games with the youngest students, the teacher should think through the following points:

Organizing a place to play. If the game is played while sitting, it should be one or more tables put together so that all participants in the game and the teacher can sit comfortably at it. If the game takes place in the form of a journey, it is necessary to carefully prepare a “route” with stops, one or two, and remove from the children’s route all bright, large, distracting objects and toys that are not related to the game.
Selection of materials. Objects, natural materials, toys must be completely safe. Children of the third year are not recommended to play with beans and peas; it is better to give them chestnuts, leaves, large durable shells, unpainted wooden chocks, and blocks. They have a beneficial effect on the child’s psyche and have great developmental potential when playing with colored and regular sand, semolina, and millet. Kids can bury and look for objects in them, sprinkle them, and draw patterns.
Playing with objects is of greatest interest to kindergarten children

Board-printed games

Printed board games are more complex; in them, the child needs to “switch” from an object to its image, that is, to use abstract thinking. There are also some features that need to be taken into account:

Images of objects and creatures in games for young children should correspond as much as possible to natural ones, have colors, proportions, and parts characteristic of real objects.
The increase in complexity must be combined with the principle of accessibility. That is, by giving the child material that is understandable, when the game is repeated, the task becomes more complicated. For example, in the game “Fold the Picture,” an image familiar to children is taken (a kitten, a house, a steam locomotive), but first the kids put the image together from 4, then from 6, and later from 8 and 12 parts.

Board and printed games require increased attention and logical thinking from children

Word games

Word play is most difficult for young children because their speech is not sufficiently developed, as is the pronunciation of sounds and memory. At first, kids can perform only the simplest tasks (repeat heard sounds, imitate familiar ones), and by the end of the year they have access to games to form new words, compose short sentences, select simple words to describe the quality of an object (“Name it affectionately,” “Which one, which one?” ", "Describe what you see"). Verbal didactic games at an early age perform the following tasks:

contribute to the formation of correct sound pronunciation;
develop coherent speech;
activate the child’s existing vocabulary;
contribute to enrichment and replenishment of vocabulary;
learn to listen and perceive speech, answer questions;
develop voice strength, speech rate, speech breathing.

Verbal play can also be active; during it, children will willingly pronounce imitative words that require practice.

There are also requirements for conducting verbal games with young children:

The teacher’s speech is a model for the child. It must be competent, correct, and emotionally charged.
The teacher must have expressive speech, be able to speak at different tempos, quietly and loudly, but at the same time clearly.
The game is always played using visual aids (illustrations, objects, subject pictures). When playing word games on walks, you can use natural objects as visual aids: trees, sky, flowers, etc.
It should be taken into account that in winter it is not advisable to conduct verbal games in the open air, so as not to overcool the children’s vocal apparatus.

Table: card index of didactic games for young children

Focus	Name	Game objectives	Rules of the game	Materials, equipment	How to play
Getting to know your surroundings	“Let's meet a new doll” (adaptation game)	Teach children to accept a new comrade into the team, to show friendliness towards him; consolidate the names of the children in the group; cultivate kindness and responsiveness.	State your name clearly.	Doll in an elegant dress, toy furniture, dishes, layouts of treats (cookies, cake).	The teacher shows the children a beautiful, elegant doll who came to the group and wants to meet them. Children take turns telling the doll their names, together with the teacher they examine its outfit, praise it, and then treat it to tea and sweets.
	"Our toys"	Strengthen the ability to use toys for their intended purpose and share them; cultivate a caring attitude towards toys.	Name how they play with this or that toy.	A variety of toys already familiar to children, including 1–2 broken ones.	Children take turns taking the toy, examining it, and talking about how they play with it. The teacher pays attention to the broken toy, discusses with the children what could have happened to it, and together with the kids comes to the conclusion: toys need to be taken care of, not thrown, folded carefully, and they will not break.
	“What’s missing?”	Teach children to remember objects in a group, determine which one was removed; develop intelligence, thinking, memory; cultivate endurance and honesty.	Close your eyes together, wait until the object is removed, and only then name it.	Items of various groups (vegetables, fruits, doll furniture, dishes, toys.	The teacher puts 3-4 objects in a row, invites the kids to look at and touch them, determine the color, size, etc. Then he asks the children to close their eyes and removes one object. At a signal, the children open their eyes and try to determine what is missing. The game can be played as part of a lesson on a relevant topic (to consolidate knowledge about vegetables, fruits, dishes).
	“Let’s feed the doll lunch”	Fix the names of the utensils; develop the ability to perform game plot actions with a doll; cultivate neatness and table manners.	Set the table together, do not take items from each other.	Doll, toy furniture (table, chair), tableware (dining and tea).	The teacher tells the children that the doll wants to eat. From the toys that are in the play area, children choose a table and a chair, together they cover the table with a tablecloth, arrange the dishes, and seat the doll. The teacher repeats the rules of behavior at the table. The doll “eats” (improvisation by the teacher), wipes its mouth with a napkin, and thanks the children. When setting up a doll “dining room,” it is necessary to encourage children to name objects, their shape, color, and purpose. (This is a cup, it is white, the doll will drink tea from it).
	"Shop"	To develop in children the ability to recognize an object in a picture and name it; develop thinking, coherent speech, activate vocabulary; teach to play not with objects, but with their image.	To get a picture, you need to loudly and correctly name what is depicted on it.	Subject pictures depicting dishes, clothing, food, toys.	The teacher plays the role of the seller, the children are the buyers. Subject pictures are arranged in rows on the flannelgraph so that all children can see them clearly. Children name the depicted object, receive a picture, and put the picture in a basket or purse. After all the pictures have been sorted out, the teacher offers to see who bought what. The kids take out and re-name their “purchases.”
	“Let’s dress the doll for a walk”	Strengthen children’s ability to undress and dress, fold clothes, repeat the procedure when dressing for a walk; contribute to the consolidation of generalizing words “clothes”, “shoes”.	Select clothes and shoes for the doll according to the season.	Doll, a set of clothes and shoes for her (according to the season).	One of the children's favorite dolls asks to be taken for a walk. The teacher invites the kids to help the doll and dress it. At the beginning of the year, children put on the doll items of clothing already selected by the teacher, and in the second half of the year they themselves select the necessary items of clothing and shoes.
	"Find a Pair"	Teach children to select objects that have a logical connection; develop associative thinking and intelligence.	A set of paired pictures: Santa Claus and a Christmas tree, a dog and a booth, a bird and a nest, a baby and a rattle.	The teacher shows the children pictures (mixed) and asks them to teach the doll to put them in pairs, finding a common connection (association). Children form pairs of pictures, the teacher encourages the kids to make statements: why these particular pictures were paired, how they are connected.
	"Find the odd one out"	To develop children’s logical thinking, the ability to establish the general property of objects in a group and to identify the one that does not possess this property.	Wait your turn, do not interrupt other children.	Strips depicting four pictures, one of which does not belong to the general group (an item of clothing among furniture, dishes among toys, etc.)	The teacher invites the kids to look at the strips with pictures and find what is superfluous here and explain why. The game is suitable for individual work.
Getting to know nature	"Wonderful bag"	Strengthen knowledge of the names of fruits and vegetables; to develop in children the ability to identify vegetables and fruits by touch, develop thought processes, attention, concentration.	Do not remove fruits and vegetables from the bag until you guess what it is.	A bag made of thick fabric, vegetables and fruits or their dummies.	The teacher brings a beautiful bag to the group and tells the children that gifts from forest animals are hidden in the bag. And you can get the gifts only when the children touch them and guess what is hidden in the bag. Children take turns putting their hand into the bag and feeling the vegetable or fruit, trying to guess it.
	"Our friends are animals"	Strengthen children's knowledge about pets (nutrition, behavioral characteristics); develop a humane attitude towards animals.	Choose animal food from what is offered and carefully place it in front of the animal figures.	Pet figurines, pictures of food for them, picture of a grandmother.	To motivate children to play, the teacher reads them riddles or short poems about animals and invites them to go on a trip to their grandmother's yard to help her feed the animals. On a separate table there is a “grandmother’s yard”: animals on a model of the yard, with pictures of food laid out around it. Children, under the guidance of a teacher, first look at the animals and remember who eats what, and then find the necessary pictures and lay them out in front of the animals.
	“Who called?”	To consolidate children’s knowledge of the “voices” of pets; encourage onomatopoeia; develop the speech apparatus, thinking, attention.	Listen carefully and quietly to the voices of animals, clearly name the animal.	Figurines of domestic animals or toys representing them, screen.	Children sit on chairs in front of a screen. The teacher reports that animals came to visit them, but they hid. Kids must guess the “voice” of the animal, and it will come out to them. The teacher imitates mooing, barking, meowing, each time placing the desired animal behind the screen. When the children guess, the animals “come out” and line up in front of the screen. Then the teacher offers to repeat the names of the animals and play with them (children’s creative director’s play).
	"Find the Cubs"	To consolidate children's knowledge of domestic (wild) animals and their cubs; develop thinking, cognitive activity; enrich the vocabulary with the names of baby animals; cultivate a love for animals.	Find the cub and place it near its “mother”, act in harmony, do not disturb the rest of the players.	Figures of animals and babies or pictures of them.	The teacher places figurines of adult animals on one table (or in one part of it), and their babies on the other. The children look at the figures, and the teacher reports that the cubs are lost and are looking for their mothers. Children need to find small animals and “bring them” to their mothers.
Formation of sensory standards (color, shape, size)	"Girlfriends for Matryoshka"	Teach children to compare and select objects by size, regardless of color and shape; develop the ability to work together, amicably.	You need to look for a girlfriend by size, comparing your nesting dolls with your friend’s toys.	Three nesting dolls of three sizes (different colors) for each child.	The teacher seats the children in pairs, gives each a set of nesting dolls, asks them to look at them and arrange them by size: largest, medium, small. Then he reports that the nesting dolls are looking for girlfriends: the big ones want to make friends with the big ones, the small ones with the little ones, the medium-sized nesting dolls with the same ones. Children match the nesting dolls and form pairs. If the nesting dolls are chosen incorrectly, they become “sad,” and the teacher invites the kids to correct the mistake and make the correct pairs.
	"Colorful balls"	Teach children to group objects by color; consolidate knowledge of primary colors; cultivate perseverance, the ability to complete a task, and achieve results.	Take one ball at a time and “give it” to the doll in the appropriate dress.	Four dolls in clothes of primary colors, balls of primary colors (red, blue, yellow, green).	The dolls are seated on chairs in a row, next to each doll there is a basket, at a distance of 1.5–2 m from them there is a table with a tray on which small balls of different colors are laid out. The teacher draws the children's attention first to the dolls and their outfits, then to the balls. Makes a riddle about a funny ball. Invites each child to take a ball, determine its color and “give” the ball to a doll whose dress color matches the color of the ball.
	"Find the figure"	Consolidate knowledge of geometric shapes (circle, triangle, square); develop the ability to make choices; develop logical thinking and visual memory.	Do not shout, but clearly pronounce the name of the figure.	Geometric shapes of different colors and sizes (circle, triangle, square).	A guest (bunny, doll) comes to the children and brings geometric shapes in a basket. The teacher takes the figures out of the basket one by one and asks the children to name them. Then the figures are laid out on the table, and the children, at the request of the character, find a blue square, a red circle, etc.
	“Close the windows in the house”	Improve your understanding of geometric shapes; develop the ability to select the necessary figure; develop thinking and spatial imagination.	Choose such figures that they cover the windows completely, do not scatter the figures.	Geometric shapes of different colors, houses with windows in the shape of geometric shapes.	The teacher shows the children houses with mice in the windows. To hide the mouse from the cat, you need to close the window in the house with a figure of the appropriate shape and color.
Speech development	"Name what you see"	Name the action; consolidate and systematize the idea of using household items.	Answer one at a time, carefully look at the picture.	A homemade TV with A4 size pictures inserted into its screen, a selection of illustrations of people’s actions: a mother sweeps, a girl waters flowers, a boy plays with a ball, etc.	The teacher invites the kids to watch TV, but not just TV, but with interesting pictures. Pictures depicting actions appear on the screen one by one. The teacher clearly names the action and object, and the children repeat. When the game is repeated, children's independence increases: they name actions and objects first by a phrase, then by a sentence.
	"Cars"	Develop children's onomatopoeia skills; learn to coordinate movements and spoken sounds.	Leave the “garage” at the signal, do not shout too loudly.	Steering wheels or medallions with images of cars.	The teacher invites the kids to “ride cars” around the group or area. Children stand in a row (in the garage). When the teacher raises the flag, the children move in a circle, loudly saying “Beep-beep”, “Too-too”, “R-r-r”, imitating the sounds of cars.
	"Train"	Develop the ability to listen carefully and pronounce sounds correctly; act harmoniously, navigate in space.	Do not bump into each other, perform actions together with everyone.	Train driver's hat illustration of a train.	The teacher shows the children an illustration, reminds them that the train has a little engine (in front), and cars roll behind it, and invites them to play train. At first, the role of “driver” is played by the teacher, and by the end of the year, by the children. The kids stand in a row behind the teacher and move, repeating “Chuh-chuh, tu-tu” with different voice strengths and at different tempos. When the train stops, everyone says “Shhh.” At the bus stop, you can complete a creative task: imagine yourself as a bunny, a moth, etc.
	"Find out by description"	Teach children to listen carefully to simple riddles and guess them; find the answer among objects or pictures.	Do not shout, wait until the riddle is solved.	Items, dummies, subject pictures.	The teacher lays out pictures, figures, objects on the table or on a flannelgraph and asks a riddle. Children guess it, find an object or image that provides a clue, and show it to all their friends.
	"Rain"	Teach children to distinguish between the strength and tempo of speech; improve onomatopoeia skills; cultivate a culture of speech, the ability to control the power of the voice.	Droplets and a cloud of paper.	The teacher shows the kids a cloud with droplets and informs them that it is going to rain. At first the rain comes slowly, rarely “Drip...Drip...”, then more often, stronger “Drip-drip-drip!” Then the teacher invites the children to show how slow rain drips, fast, quiet, loud.

Didactic game “Learning fruits and vegetables with the cat Philip” for children of the 2nd junior group

Card index of didactic games

“Learning about fruits and vegetables

with the cat Philip"

Compiled by: Mashneva S.I.

Author of drawings: Mashneva Anastasia

1. Didactic game “Collect all the vegetables (Fruits)”

Goal: to correctly convey the appearance of vegetables and fruits, to develop visual perception.

Progress of the game: The teacher, on behalf of the cat Philip, invites the child to show and name only vegetables (fruit0, shown in the picture.

2. . Didactic game “In the garden, in the vegetable garden”

Goals: To form children’s ideas about the garden and vegetable garden; teaches you to distinguish fruits and vegetables and determine where they grow.

Progress of the game: The teacher, on behalf of the cat Philip, invites the child to look at the pictures. name what is depicted on them. Asks the child to tell where vegetables grow, where fruits are. Gives the task to distribute those on which vegetables are depicted to be placed in a field with a vegetable garden, with fruits - in a field with a garden.

3. Didactic game “Cut pictures”

Goal: To form in children ideas about the holistic image of an object, to teach them to correlate the image of the representation with the holistic image of a real object, to fold a picture cut into 4 parts. Act by applying. To cultivate in children attention, perseverance, and perseverance in completing the assigned task.

Progress of the game: The teacher lays out a picture in front of the child, cut into 3-4 parts. Gives the child time to look at the parts, then asks “what do you think is shown in the picture?” Then shows the child a whole picture depicting this object. Asks the child to assemble a whole picture from parts.

4..Didactic game “Place vegetables (fruits) in baskets”

Goal: to learn to distinguish and correlate objects by size, to consolidate the concepts: big-small, one-many.

Progress of the game: The teacher, on behalf of the cat Philip, asks the child to help him harvest. Shows two baskets, specifies the size of the baskets. Gives the task: You need to collect large fruits in a large basket. to small - small.

5Didactic game. “Let’s make vegetable soup (fruit compote)”

Goal: To teach children to distinguish between vegetables and fruits and to name them correctly. Develop children's vocabulary and correct grammatical structure of speech.

Progress of the game: The teacher, on behalf of the cat Philip, tells him to cook vegetable soup and fruit compote. A picture depicting a saucepan and a jug is laid out in front of the child. and small pictures depicting vegetables and fruits. The child is given the task of putting all the vegetables in a saucepan and the fruits in a jug.

6. Didactic game “Riddles from the garden”

Target. In the game, clarify children's knowledge about garden plants and find them by description. Progress of the game: The teacher invites the child to listen to the riddle and find a picture with the answer.

LOTTO

“IN SADULI, IN THE VEGETABLE GARDEN”

Help Philip the cat cook borscht (compote)

"Riddles from the garden"

Round, rosy.

I'm growing on a branch

Adults love me

And little children.

(Apple)

•With orange skin, similar to a ball, but in the center it is not empty, but juicy and tasty. (Orange)

•It is almost like an orange, With thick skin, juicy, There is only one drawback - It is very, very sour. (Lemon)

•This dinner is the best, I’m glad and Misha is glad, After all, today our mother bought us... (grapes)

•Like a log of wood rolled in a garden bed under a leaf - a distant greenery, a small tasty vegetable. (Cucumber)

Round side, yellow side,

A bun is sitting in a garden bed.

Rooted firmly into the ground.

What is this?

(Turnip)

For the curly tuft

I dragged the fox out of the hole.

To the touch - very smooth,

It tastes like sweet sugar.

(Carrot)

I was little green, Then I became scarlet, I turned black in the sun, And now I am ripe. (Cherry)

Even though he hasn’t seen ink, he suddenly turned purple, and is shiny from praise. Very important... (Eggplant)

Balls hang on the branches, Turned blue from the heat. (Plum)

The grandfather sits, wearing a hundred fur coats, and whoever undresses him sheds tears. (Onion)

One hundred clothes -

All without fasteners.

(Cabbage)

Unprepossessing, knobby, And when it comes to the table, the guys will say cheerfully: “Well, it’s crumbly, delicious!” (Potato)

The fruit looks like a tumbler and wears a yellow shirt. Having broken the silence in the garden, ... fell from the tree.

(Pear)

Round, fluffy, sweet, fragrant. It grows on a branch with a hard seed.

(Peach)

How mysteries grew in our garden bed - Juicy and large, So round. They turn green in summer, and turn red in autumn.

(Tomatoes)

Above the ground there is grass, Under the ground there is a burgundy head.

(Beet)

Organization and structure of didactic games in an early age group

Organization of the game includes:

preparation for the event;
direct gaming activity;
analysis.

When preparing the game, the teacher must:

select it, guided by the set goals and objectives;
choose a convenient place and time (during organized educational activities, walks, morning reception) for the game;
determine the number of participants;
prepare material, equipment;
think about the course of the game, methods of managing it (showing, explaining);
carry out preliminary work with children.

Timing game plan

The didactic game goes through the following stages:

Introductory part (1–2 min). Children are briefed on the content of the game and shown the didactic material that will be used in it.
Main part (6–7 min). Message of the game task and rules of the game. For the little ones, the rules are extremely simple, and their explanation does not take much time. If not all children understood the rules immediately, the teacher explains them again as the actions are performed.
Show game actions. It should be clear, understandable, and can be repeated during the game.
Performing play actions by children under the direct control and participation of a teacher, who not only seeks interaction between the child and an adult, but also directs children to interact with peers.

Summing up (1–2 min). The teacher encourages all participants, informs that the game task has been achieved, and tries to evoke a positive response from the students to the result of the game.

A didactic game in a group of children of the third year of life can last on average 8–10 minutes, but this framework is not strictly limited. If children's interest in the game is great, then it is extended, developed, and it can last up to 15 minutes. Having noticed that the children are tired and distracted, the teacher has the right to end the game earlier.

After the game, the teacher analyzes its progress and results: what worked, what didn’t work, what techniques turned out to be the most effective and helped achieve the goals. Children's individual preferences in the game should also be noted and taken into account in subsequent games.

Analysis of the game helps the teacher modify it in the future, enrich it with new material.

Table: example of a summary of a didactic game in the first junior group

Author	Shevtsova E.A.
Name	"Funny Bugs"
Game objectives	Teach children to select and group geometric shapes by color, develop the ability to act according to the words of the teacher. Reinforce the concepts of “one”, “many”, “high”, “low”. To consolidate knowledge of the color red, familiarize yourself with the color black. Develop memory and observation skills. Cultivate an interest in learning new things. Cultivate a love for insects, teach not to be afraid of them.
Materials	Images of a black beetle, a sun beetle, circles and squares in black and red, musical accompaniment.
Introductory part	The teacher draws the children's attention to a large black beetle (image) on the rug. Tell us, black beetle, why it suddenly came to us. The beetle moves its mustache and says to the kids: I’m a little bored, I’ve lost my kids. Could you guys find my children? And then you and I together will have fun playing. V.: Let's look for where the black beetle babies are hidden.
Main part	Q: Guys, what color is our beetle? (Black). What shape is it? (Round). This means that his children are black and round. Let's see if they are here on the lawn. A “lawn” (green cloth or paper) is placed on the table, and on top of it are geometric shapes, circles and squares in black and red. Children choose black circles. Q: Why did you decide that these were the babies of our beetle? (They are round and black). Let's take the kids to the big bug. How many big beetles? (One). What about the little ones? (A lot of). What color are the beetles? (Black). And now the bugs want to have fun with us. Music sounds, children perform voluntary movements, holding beetles in their hands. V.: Well, we played with the bugs. Now let’s put them on the grass and let them rest next to the big beetle. (Children lay out circles on a green background). While we were dancing, another beetle flew towards us. (The teacher puts a picture of a ladybug on the easel). What colour is he? (Red). Let's find his kids too. Children are looking for red circles. V.: Oh, how happy the bugs were and wanted to fly high, high. And then they sank down, flying low, near the ground. And high again! (Children repeat the movements with the bugs after the teacher). Let's put the bugs near their mother, they miss her. And then we'll play with our bugs some more.
Final part	Q: Guys, who came to visit us? What color were the beetles? Were they square or round? Have you found any baby beetles? (Children's answers). Yes, you did it, well done!

How to make a closed seam

5. Fold the bag in half, right side up. I secure the sections with pins. I stitch the edges of the bag on a sewing machine.

6. I turn the bag inside out. I iron, setting the iron settings for thin fabrics. I secure the edges with pins.

I make a line along the edge of the bag, retreating to the width of the foot.

7. This is what the sewing seam in the product looks like. It is neat and suitable for things that are constantly used in everyday life - bed linen, covers. Such a seam preserves the cuts of the parts and prevents them from crumbling for a long time. As you can see, they seem to be sealed inside, not a single thread sticks out from the outside, even an overlocker won’t give you such a flawless finish!

8. Using a seam ripper, I make two holes for the cord. To do this, I grab only the top fabric along the edges of the drawstring on both sides and rip it out.

9. I insert a pin with a ribbon on it into the resulting hole.

I pull the ribbon through the drawstring, wrapping it around the bag twice.

10. I burn the ends of the tape with matches, preventing the fabric from fraying.

This completes the master class on how to sew a bag with ties. Now my mother’s medicines will be safe, which she is incredibly happy about! By the way, this container is also suitable for needlewomen who have piles of thread, balls and braid.

Making an educational game with your own hands

Making a didactic game for kindergarten children is not at all difficult. The main thing is to decide what kind of game you want to make and what type: printed or object-based.

The pupils' parents will be happy to help make the attributes for playing with the doll (clothes, furniture). Mothers and grandmothers will knit hats and scarves, sew dresses and coats. Dads will make armchairs, sofas, cribs. Doll furniture can be placed on a rug or on a shelf, but it is better to put clothes and shoes in a spacious box, for example, a shoe box, and make a bright, beautiful inscription.

Games with plastic bottle caps, clothespins, and laces are becoming increasingly popular. Templates for them can be found and printed on the Internet, and then choose clothespins of the desired color. These are the games “Hedgehog”, “Fir-tree”, “Sunshine”, “Pick up feathers for the cockerel”, “Fix the car” and others. They serve to develop dexterity and coordination of finger movements, cultivate perseverance, concentration, attention, and allow you to fix colors and shapes of objects.

Photo gallery: games with clothespins, laces and lids

This simple and cute caterpillar is easy to make yourself.

The basis for clothespins can be a hedgehog, a sun or a ladybug

Children will willingly make a tail for a parrot or a fish out of clothespins, or rays for the sun

In the shoelace game, small pieces are attached to a large background

The variety of uses for plastic bottle caps is limited only by the teacher’s imagination

You can invite children to put “berries” from lids into baskets

DIY sensory bags

4th Oct 2017

On one well-known mom's forum, I read about such educational toys as sensory bags, which can be made without much difficulty from scrap materials. This toy is often called Montessori pouches , and they are pieces of fabric filled with various small contents. Give your baby one of these in his hands, and he will be happy to study, touch and finger them! This exercise develops tactile sensations, motor skills and coordination of the child.

So, for the sensory bags we will need the following:

Cereals: buckwheat, rice, millet, beans, peas, pearl barley.
Pasta of different shapes (I took spirals and horns)
Fabric of different colors and textures: I have cotton, satin, felt and knitwear.
Funnel for pouring cereal into a bag.
Foil for baking.
Kitchen scales.
A sewing machine is highly desirable, but you can get by with pens.
All the other tools that we will use along the way, I am sure, can be found in every home.

Ready? Go!

The content of the article:

Step one: roast the grains.

This is necessary so that all sorts of worms do not start in them, brrrr. To avoid these troubles, measure out 50 grams of each cereal and pour it into foil baskets. I advise you to first make a depression in the foil, lifting the edges, and just pour in the cereal so that nothing spills. Do everything at once on a baking sheet, it will be easier! Place the pan in the oven for 30 minutes on low heat. That's it, the bugs won't bother us.

Step two: prepare the fabric.

8 pieces measuring 20x10 cm from fabrics of different compositions . By folding each piece in half, we get a square of 10x10 cm.

Use materials that feel different to the touch - your baby will be pleased to feel the difference! You can take silk, if you have it, as well as burlap, wool, linen - they are very unusual and pleasant tactilely. Bright colors are welcome.

By the way, it is not at all necessary to buy fabric specifically for this toy - I am sure that you can find unnecessary things at home that you have not worn for a long time, or baby diapers. For example, I cut out a black and white rectangle from my old dress, the red pieces were leftover lining fabric, and the blue pieces were unused patchwork fabric.

Step three: sew the bags.

Fortunately, I have a sewing machine with which I can sew a dozen bags in literally half an hour!

Fold the piece in half (right side inward) and stitch it at a distance of 1 cm from the edge along the perimeter, leaving 5 cm on one side. We will need this hole to turn the bag right side out. I highly recommend stitching it twice , and laying the second seam 0.5 cm away from the first - this way the product will definitely not tear.

Step four: fill the sensory bags.

Hurray, we can finally start filling! It was an interesting task for me to choose which cereals would go into which fabric bag. So, I placed buckwheat and rice in smooth satin bags, spiral pasta and pearl barley in thick felt ones, beans in soft knitted ones, and the rest in regular cotton ones. I poured small grains through a funnel, large grains by hand.

To prevent the grains from spilling out through the hole, I place them vertically in a container and take them to the sewing machine. You can pin it with a pin, but I was too lazy)

Step five: sew up the holes.

Initially, I thought about selecting the appropriate threads for each color of fabric and sewing them by hand, so as not to thread the threads into the machine, but then I thought that this process would take a long time, and decided to sew everything on the machine with black threads. In the end, this is just a house toy, albeit an educational one, and the child will get away with it so much that the color of the thread will not matter?

So I sat down and literally in 15 minutes sewed up all the holes on a machine, naturally tucking the seam allowances inside. I also scribbled twice.

How to play with sensory bags?

That's it, the sensory bags are ready! It is convenient to store them in a food container. Our baby really liked them - she fingered them, touched them, hit them against each other, so I hope my efforts will not be in vain.

For older kids, you can sew a second set of sensory bags and together look for the same filling. My husband and I had fun playing the game “what’s in the bag”))

I also saw bags with numbers sewn - I think I’ll make some of these a little later to teach a child to count.

I hope my experience was useful to you! Have a nice time with your baby

Ekaterina Ulyanova

Mother of two wonderful daughters and author of the blog blogomamochka.ru

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My cozy creativity. Didactic manual “Wonderful bag”

Natalya Plakhteeva

My cozy creativity. Didactic manual “Wonderful bag”

The development of fine motor skills in children is a process that affects not only speech, but also the development of attention, memory, thinking and imagination.

Therefore, when working with preschool children, it is recommended to use the “Wonderful Bag” teaching aid.

“The Wonderful Bag” is a wonderful tool for children of all ages - from preschool to preschool.

With the help of this teaching aid for children

- the ability to examine objects by touch and name their properties is developed;

- the movement of hands on an object develops in the process of getting to know it;

- the ability to distinguish objects by shape and name them is formed.

This manual can be used with all children in the group, or with a subgroup of children, as well as for individual work.

Therefore, I suggest that my colleagues who don’t have one yet should sew this wonderful manual.

It will be better if the bag is beautiful, sewn from bright fabrics to increase interest in what is happening. So that the child becomes interested and asks the question: “I wonder what’s there?”

And to achieve this effect, I sewed my “Wonderful Bag” from natural fabrics using the “Patchwork Mosaic” method.

I sewed one of its sides from bright, colorful scraps of thick chintz

And the other side is made of shreds of flannel that is soft to the touch. Here the colors are gentle, calm, depicting funny sleepy animals

When using the teaching aid “Wonderful Bag” for educational games, educational areas are integrated

“Socialization”, “Cognition”, “Health”, “Communication”, “Artistic and aesthetic development”.

The games themselves and their rules are very diverse and exciting, so children of all ages enjoy taking part in them!

For example:

“Who’s hiding in the bag?”

(for children of the first and second younger groups)

Target:

- consolidate knowledge about the sounds made by domestic animals.

Progress of the game:

The teacher shows the children a bag and asks them to guess who is sitting in it.

The teacher pronounces the sound that a chicken makes, for example, “Ko-ko-ko.”

The children guess and say that a chicken is hiding there.

When the children guess, the teacher takes a toy out of the bag and puts it on the table in front of the children. Then he voices the next animal, etc.

"Find out by touch"

(for children of the middle and older groups)

Target:

— teach children to identify and name objects by touch, develop fine motor skills.

Progress of the game

The teacher puts geometric shapes in the bag (you can put utensils or natural materials). Children become familiar with an object by touch, name and describe it. Then they take it out and put it on the table.

"Find the object"

Rules of the game.

Children already know what items are in the bag. The teacher names the object, and the child must find it by touch, without looking into the bag.

There are many more games that can be offered to children using the “Wonderful Bag” manual.

The bag is very easy to sew, you can use any fabric, and if you apply a little imagination, it can become a beautiful attribute of any corner.

It can be used to store different types of lotto, both purchased in a store and made by yourself.

And if you sew several of these bags, you can store in them a lot of “valuable” things that children always have.

While I was working on creating my “Wonderful Bag,” my colleagues approached me with a request to sew similar bags for them to work with children in their groups.

After imagining a little, I came up with bags like these. They are all different.

One is made of thick brown corduroy. It is decorated with satin ribbons and buttons sewn with multi-colored threads

I made the second bag double-sided. I sewed it from thick fabric with a moire pattern. I decorated one side a little with multi-colored sequins

This bag can also be used by turning it inside out. I didn’t decorate this side, but left it as is - it’s very beautiful, like a “fairytale” pattern on this fabric.

And the third bag is made of real thick burlap. I decorated the front side with a white fabric appliqué and crocheted flowers. I took multi-colored knitting threads and braided it. This braid serves as a tie for the neck of the pouch.

I hope that games using the “Wonderful Bag” manual will be interesting for children.

And they will also awaken children’s imagination and prompt the question: “I wonder what is in this beautiful bag?”

Features of bags for gifts and sweets

Bags that will be used to decorate gifts and surprises necessarily require beautiful design. To decorate and decorate them, you can use different techniques and materials, and you don’t have to limit your imagination:

beautiful embroidery, it can be done with a sewing machine (stitching along a pre-drawn outline), cross stitch or satin stitch, beads and ribbons;
applique made of fabric; contrasting materials are selected for applique, or those that differ in shade, for an expressive composition;
applying stamps; to implement this technique, you will need the stamps themselves (you can make them yourself) and special fabric paint;
using improvised means, the bag can be decorated with buttons and sequins, create an iridescent picture or sew flowers from textiles;
Decorative decorations for the bag can be beautiful lace and satin ribbons, original drapery or the use of two layers of fabric.

Often, minimalist decorating techniques are used to give bags a festive and elegant look. To use them, it is enough to choose a beautiful fabric, bright bows from external ties or glued rhinestones, beads and ready-made jewelry.