Summary of a fantasy game in a block of joint activities in the preparatory group on the topic: “Journey in the footsteps of the Blob”

The leading activity of preschool children is play. It is through her that the child gets acquainted with the world around him and acquires certain knowledge and skills. Between three and six years old, children are extremely inquisitive. Parents and teachers face an important task - to invest as much knowledge and skills into their child at this stage of their life. And in order for the learning process to be interesting and exciting, classes must be conducted in a playful way. The purpose of these activities is not only for the child to assimilate new cognitive information, but to acquire new skills and abilities and the development of all mental processes. Activities with preschoolers involve creative games. Specific examples of this type of activity, rules for preparing and conducting such events are described further in this article. The information presented is intended for parents and teachers of preschool institutions.

Role-playing games

The kindergarten curriculum specifies the theme of compulsory games of this type. These include “Family”, “Kindergarten”, “School”, “Shop”, “Hospital”, Hairdresser”. The task of adults is to create an atmosphere in the group or home that matches the theme of the game. For these games you need to prepare a set of necessary attributes. For example, for the game “Family,” a “Kitchen” corner should be organized, where there are dishes, furniture, a model of the stove, and food models. The ideal option is to also arrange a doll's bedroom and bathroom. By taking part in this type of activity, children learn to manipulate household objects and use them for their intended purpose. Creative role-playing games require several participants. Little players develop the plot, spontaneously come up with developments, create problems and immediately learn to seek compromises

It’s good when conditions are created in a kindergarten or at home so that children can connect several storylines in one game. For example: school - family - store. The development of the plot could be as follows: dad takes the child to school, goes to the store to do some shopping, and meanwhile mom prepares dinner at home. The children come up with the scenario themselves, and the players distribute the roles among themselves independently.

Creative games for preschoolers (namely role-playing games) can be on a variety of topics. For example, in the fresh air you can organize such activities as “Construction”, “Vegetable Garden”, “Farm”, “Zoo”, “Transport”.

Card index of games to develop creative imagination

Card index of games to develop creative imagination

"Chain of words."

Purpose of the game: Development of creative imagination by evoking sounds and images, associations and memories, ideas and dreams.

Progress of the game: Children are asked to make a long train of words - each word is a trailer. Cars, like words, must be connected to each other, that is, each word must pull the next one along with it.

Example: Educator: What kind of winter is it? (puts up the trailer - winter). Children: Snowy, cold (they put two trailers). Educator: What else is cold? Children: Ice cream, ice, snow, wind (a trailer is placed for each word). Educator: (starting from the last word) What kind of wind is it? Children: Northern, strong... Educator: Who else can be strong? Etc. until the kids get bored or the cars run out. Game option: The trailers can be of different colors. Each row of tables or subgroup of children has a different color. During the children's answers, the teacher's assistant or an older child places a trailer of a certain color. At the end of the game, they count which subgroup or row collected more carriages (whose train is longer), and they win.

"Binomial of fantasy."

Purpose of the game: To activate the imagination, trying to establish a relationship between two words that are alien to each other, to create a single one in which both alien elements could exist. In the “binomial of fantasy,” words are taken not in their usual meaning, but liberated from the linguistic series in which they appear every day.

How to play: Cards are placed on the tables (face down). Each pile contains different pictures: clothes, animals, furniture, etc. The two children called take one card from the pile and show it to the children. The teacher offers to connect the words denoting what is drawn in the picture. The easiest way to connect them is to use prepositions. To make it clear. You can manipulate cards.

Example: Children pulled out cards “dog”, “wardrobe”. The “dog” card is located in the middle, and the “closet” card is either above, sometimes below, sometimes on the right, sometimes on the left, etc. Children name the location of the cards and can come up with their own combinations of words: “dog’s closet”, “dog in the closet” " etc. Each of these phrases can serve as the basis for a story or situation invented by children. You can use the RVS operator - let's increase the dog to colossal sizes: he will guard the closet, carrying it in his teeth. Or the dog has cabinets hanging around his neck instead of medals. The closet is huge - the dog sits in the keyhole, does not let anyone into the closet, etc. Children can write their own story or choose any combination of words. You can offer to draw illustrations for the story. As the drawing progresses, the story acquires new details. You can use a collective method of teaching - two or more children make up one story, illustrate it, then one of the children tells it to the rest of the children.

"Polynomials of Fantasy".

Purpose of the game: Development of fantasy, creative imagination. Unlike the “Fantasy Binomial”, in this game the “detachment” of words is taken to the extreme.

Progress of the game: Option I: Children have a wide variety of objects and plot pictures on their tables, face down. The teacher asks a question, the children take turns turning over the card, trying to answer the question based on what is shown on it. A neighbor helps someone who has failed. The teacher asks the second question - the order of the answer is the same. Questions: Who (what) is depicted? (pictured?) Where is it located? What does it consist of? What is he doing? What does he say? (What answers?) The same questions can be related to the past and future (alleged) state of the subject (object) in question. At the end of the game, you can try to come up with one story for everyone, using the children's answers. Option II: Children think of any three-letter word. You can use cards with objects again. We divide this word into sounds and come up with words based only on this sound. Invented words are written on the board in a column under each letter, or are indicated by a symbol, or a picture is displayed. Then words are randomly selected, one from each row, and a sentence is made with it. This sentence can be the basis for composing a story (compose several sentences, try to combine them with one plot). When children have mastered this game, it can be complicated: for the first sound, words are selected that denote an object (noun); for the second sound - words denoting the properties or states of objects (an adjective or an adverb derived from it), while we say to the children “which?”, “how?”; for the third sound - words denoting action and answering the question “what does it do?” (Verbs). This version of the game is best done in preparatory groups or in speech therapy groups, when children become familiar with the sound analysis of words.

Example: The children came up with the word “Home”.

Children make up sentences either from words according to instructions, or arbitrarily at the request of the children, for example - 1,3,2: “road”, “open”, “meows”. Next, come up with a sentence with these words, for example: “On the open road when it rains, a kitten meows.” Or, for example, for the combination 5-5-5 (“sofa”, “carefully”, “blinks”), come up with a fantastic story based on this combination.

"An arbitrary prefix."

Purpose of the game: Development of imagination, one of the ways of word creation is deformation of a word by introducing a prefix-preposition.

Progress of the game: On one of the vectors (axes) of the morphological table, place the prepositions: not, deputy, mini, maxi..., on the other, words suggested by children denoting objects. From the combination obtained by combining a preposition and a word, a sentence and then a story are composed.

Example:

Let's look at an example: a knife - a non-knife. If we consider the function of a knife - to divide, to cut, then a non-knife can achieve the same result, but in some other way, for example, it stabs, burns. How to use such a “knife”? What will we use it for? Etc.…. You can invent an entire country using negative prepositions. For example: “zamkot” - the cat’s deputy - who is this? What is he doing? What is he like? “mini-hippopotamus” - how will such a “hippopotamus” live? in a river? And what will be a “river” for him? What will he eat? A “max blanket” is a blanket that covers everyone – what performs this function? Water in the sea, covering all sea plants, snow - in winter, the atmosphere - the globe... You can also play this game in mathematics, adding numerals to random words: for a cow - “three-cow”, what kind of cow is this? How many heads, legs, tails does she have? Why does she need three tails?.. It’s a good idea to repeat with children the division of a whole into parts, adding to the words: half -, quarter -, third -... For example, a spoon - half a spoon: it can be half a spoon, but how to use it? You can consider it by function - a spoon contains only half of the food, what should I do? Or it may contain something, but not something, why? For what?…

"Creative mistake."

Purpose of the game: To teach children to fantasize using spelling mistakes.

Progress of the game: Every child has words that he pronounced incorrectly in childhood (especially early childhood), sometimes he remembers them, since parents often remember them as funny. Invite the children to remember them and think about what they could mean in this pronunciation?

Example: “kakletka” - a jumping cutlet, “lesaped” - a bicycle consisting of branches; a bicycle that rides only through the forest or only through trees... You can purposefully replace one letter in a word with another: a dog is “bobaka”, already a fantastic animal, but its character is doglike or completely different? Soap – “hole”, this is the kind of soap that washes everything down to the holes, or a breathable soap, you wash yourself with it, and it breathes, it becomes even bigger...

"Fantastic Hypotheses".

Purpose of the game: Development of fantasy, creative imagination.

Progress of the game: Children are asked questions: “What would happen if...?” To pose the question, take the first subject and predicate that comes up. Their combination gives a hypothesis on the basis of which you can work. Invite the children to think: “What would happen if...?” Then any object and any action are called. You can invite children to come up with ridiculous questions themselves, and those who want to answer them by inventing their own story.

Example questions: “What would happen if the sun suddenly disappeared?” “What would happen if all the adults disappeared?” “What would happen if a crocodile came to us? Elephant?"

"Revitalization of objects."

Purpose of the game: To teach children to write stories by telling tales or stories about the objects that they are learning to manipulate.

Progress of the game: You can play with the youngest children, but then you will have to compose them yourself, but with older ones you can compose stories only by pushing them towards an object of revival, or based on their observation. It is necessary to involve older children in telling fairy tales to children.

Example: I option:

Let's look at the example of feeding children.
The teacher tells and shows: “Once upon a time there was a spoon. She was small, didn’t know where or how to carry food, and always ended up in the wrong place. So she went to get porridge for Tanya (scoops porridge from Vanya’s plate). Does the spoon pick up the porridge correctly? (children correct). Do you have smart spoons? How do they get the porridge? From your plates? Oh, Petya’s spoon went for a walk and didn’t end up in his mouth. Got lost? Let your spoons show Petina where to take the porridge.” Similarly, you can write a fairy tale about a button that didn’t know how to get into its house, but got into its pocket, under its collar. With older children, you can bring any object to life and offer to come up with a fairy tale or story. The main task of the teacher is to see in time where the child’s interests are currently focused. Option II:
You can call it “A Journey through your own home (group).” How to put babies to sleep? Tell them a fairy tale about a bed: “Once upon a time there was a bed that did not let a boy sleep, jumped up to the ceiling, ran out onto the landing and fell down the stairs. There are beds with motors, they travel to distant lands to hunt crocodiles. There is a talking bed that tells different stories...” The child does not sit well in the chair and constantly sways. Tell him a story about a chair that, moving its 4 legs, ran after a tram. He was late and was in a hurry. Suddenly one leg fell off and the chair lost its balance. Fortunately, one passer-by caught the fallen leg in time and put it back on. “Who broke your leg?” - he asked. “Master,” the chair answered, lowering its back. You can come up with interesting stories by making a binomial - an animated object + a toy. The main thing in the game is to let the child come up with a story himself, to join the game in time, to give it a new direction or plot. But the main thing is the child’s desire to create.

"Constructing a riddle."

Purpose of the game: Development of imagination and logical thinking.

Progress of the game: Rules for constructing riddles: detachment - association - metaphor.

Let's look at the example of constructing a riddle about a ballpoint pen. 1 operation:

we must define the pen as if we were seeing it for the first time.

Example: This is a plastic stick that can make a mark on white paper.

2nd operation:

In addition to the sheet of paper that we mentioned, the light surface can be the wall of a house or a snowy field.

Example: By analogy, what looks like a “black sign” on a white sheet of paper can appear black as a path on a “white field”.

3rd operation:

Now we can give a metaphorical definition.

Example: “This is something that draws a black path on a white field.”

4th operation (optional):

It consists of putting the mysterious definition of an object into the most attractive form. Often a riddle is given the form of a verse.

Example: “He leaves a black mark on a white, white background.”

Examples of riddles composed by children: “Now a ball, now a brush, prickly like a needle.” (Hedgehog) “Drinks water, gives us shade, hides from the sun, waves leaves.” (Tree) “It’s beautiful on top, sweet inside, you can unfold it, like a chocolate bar.” (Candy)

"The Making of a Limerick."

Purpose of the game: Development of creative thinking and imagination through the creation of a limerick (the English version of organized nonsense).

Progress of the game: We explain to the children the technique of creating a poem, but we say that it should be a little fabulous, mysterious, you can use incomprehensible words, but so that the rhyme is preserved. First line: choosing a hero. Second line: characteristics of the hero or his action. Third line: implementation of actions (how the hero did it). Fourth line: choice of final epithet or your attitude towards the hero

Example: Here are poems composed by children:

“The red and blue bear cub flew across the sky, flapped its paws like wings, scared all the birds” (Vasya Novoselov)

“One day the kind gray hedgehog Needles gave everything to the children. And to hide from the fox, I drew needles on my back” (Katya Korobkina)

“The snowman came to our group, sat down at the table, ate the dishes. Then he ate our entire lunch and melted at the end” (Senior group - all together)

"False riddles."

Purpose of the game: To teach children to solve riddles, to develop attention and creative imagination.

Progress of the game: Offer children riddles, the answer to which is contained in the verse itself, but attention is diverted to the side. It goes without saying that if you ask children 2-3 similar false riddles, then they will not easily fall into the trap on the next ones; they will give the answer very quickly. But they enjoy it enormously. They then guess them to their comrades, repeat them many times, and they themselves laugh and enjoy the confusion of the guesser.

Example: “There is a house, one roof is flat, the other with a strong slope. There is a nest in the middle of the roof. It's full of holes. The rooster laid an egg in the nest. Which way will the egg fall? “A flock of hammers is flying to warmer climes. What will they do when they arrive? “It’s worth ‘this’.” An old woman walks past “this” and says: “Baba Yaga.” A soldier walks by, looks at “this” and says: “General.” A girl walks by, looks and says: “Vasilisa the Beautiful.” What is this?” (Mirror).

"The Glass Man".

Purpose of the game: Development of creative imagination and fantasy.

Progress of the game: From the characteristic features of a familiar or invented character, one can logically deduce his adventures. The hero of a story or fairy tale can be proposed to be made of a little man from some material. (For example, a glass man) He will have to act, move, make friends, be exposed to all kinds of accidents, be the cause of events, etc... Use the technique - “empathy” - invite the children to put themselves in the shoes of these little men. (a country where everything is made of glass) Here you can analyze the material. (glass is fragile, transparent, but it can be colored, can be washed...)

Example: Now imagine life in this glass city. Since everything is transparent - life is in full view of people, you don’t have to talk, all thoughts are visible, since the head is transparent. What about clothes? Colored? What to eat? Children familiar with TRIZ techniques will immediately answer: liquid glass, glass powder, finely crushed glass. What is the transport made of? After all, it is necessary to protect little people from sharp corners and shocks. Are the animals made of glass too? Plants? All this can be played out, discussed, sketched, trying to make the life of these little people as comfortable as possible. You can beat paper men who live in a paper city. People made of ice, snow, smoke, plasticine.

"Salad from fairy tales."

Purpose of the game: Development of creative imagination by combining familiar characters from different fairy tales into one and inventing your own - a new fairy tale.

Progress of the game: It is interesting to compose a fairy tale using a morphological table, where the names of fairy tales are listed along the vertical axis, and their heroes are listed along the horizontal axis. The choice of heroes can be arbitrary. Children can choose all the characters at once, the location of the action, and then combine everything into one plot. Another option: children choose heroes as they write a fairy tale, moving along the axes of the table as if on a ladder.

As visual material, you can use book illustrations, drawings of fairy tale characters (ready-made), and children's drawings. It is convenient to place them on a typesetting canvas or on a flannelgraph. You can invite the children to draw a picture, depicting the selected characters, adding each their favorite hero if desired, and then tell their fairy tale to their comrades using the drawing.

"A kind of fantastic binomial."

Purpose of the game: To activate imagination, develop children’s ability to respond to a new element in relation to a certain number of unexpected factors, teach to use such a word in a well-known plot, forcing familiar words to react to a new context.

Progress of the game: Offer the children several (5-6) pictures depicting the heroes of a fairy tale. Cards can be replaced with toys based on a fairy tale, a table theater, or reference signals. Having determined which fairy tale the heroes are from, the children begin to tell the fairy tale (one at a time or in turns). And “suddenly” among the cards (toys, theater, signals) a new one appears, the image of which has nothing to do with this fairy tale. Option I:

First, the child tells a real fairy tale, and towards the end or at the very end you introduce a new character.
Option II:
Immediately with a set of cards, immediately introduce an unfamiliar object that does not participate in the real fairy tale.

Example: A child chose 5 cards: girl, wolf, grandmother, forest, flowers + helicopter

"A fairy tale inside out."

Purpose of the game: The game consists of twisting a fairy tale or turning the fairy tale theme inside out. This game is similar to the game "Verse versa".

Progress of the game: Recall with the children a well-known fairy tale and suggest changing the character of its heroes. Positive character to negative and vice versa. Invite them to think and tell how the characters, their character, actions will change, and what the plot of the fairy tale will become. A proposal for a change of character can be different: 1. The Evil Sorceress bewitched the heroes... 2. A piece of ice fell into the heart of the good hero, and the evil one felt sorry for him and he became kinder... 3. The hero swallowed a magic pill, drank a magic drop, once said a bad word... All these options were proposed by children, invite the children to come up with their own versions and almost everyone will have their own, one better than the other. Using the principle of “turning it inside out,” you can find the starting point for a free story that can be independently developed in any direction.

"Twisting a fairy tale."

Purpose of the game: Development of creative imagination, fantasy, attention.

Progress of the game: There comes a moment when fairy tales begin to get boring, like an old toy, then the fairy tale can be turned into a kind of parody - a different angle of view appears, the fairy tale can be looked at with different eyes, that is, you can see what is not in the real fairy tale. Work with a fairy tale at the subsystem level, sequentially changing one of the subsystem elements.

Example: Teacher: “Once upon a time there was a girl, her name was Yellow Riding Hood...” Children: “Not Yellow, but Red!” Educator: “Oh, yes, Red! So dad called her and said...” Children: “No, not dad, but mom!” Teacher: “That's right! Her mother called her and said, go see your aunt...” And so on... Option 1: After the children have corrected you, continue to tell a little of the text of the real fairy tale, and then change it again, but lead the line of the real fairy tale to the end. Option II: By changing the fairy tale at the very beginning, you lead it for the children, completely changing the plot of the real fairy tale, including new characters in the action.

"A fairy tale in a given key."

Purpose of the game: Development of creative imagination, fantasy, by inventing fairy tales in a certain way.

Progress of the game: Using different keys, we open a fairy tale for children in a different direction, place of action.

Example: Once upon a time there lived an old man and an old woman by the blue sea... in our days. What will the old woman ask? Little Red Riding Hood lives now... We changed the time of action. You can use the RBC operator (size-time-cost) - stretch time to infinity, or compress it to a minimum and watch how the plot of the fairy tale changes for children. You can change the scene: Kolobok lives on the 10th floor with an elevator... Teremok stands on a high, high mountain or in the sea... Little goats live on an island, and there is a deep sea all around... An old fairy tale in a new key, adapting to a new plot, will sound completely unexpected for both you and the children themselves. You can invite children to illustrate a fairy tale: every most interesting moment, in his opinion, will turn out to be an illustrated book.

"What happened next."

Purpose of the game: Development of creative imagination, fantasy, by inventing a continuation of the fairy tale.

Progress of the game: Children really love the continuation of the fairy tale and are reluctant to part with their favorite characters. At the end of the fairy tale, starting from the most interesting place or question, you can invite the children to think: “What happened then?”... If you work according to the system operator, then the fairy tale can be continued in the supersystem, in the system, in the subsystem. Working in the future of the supersystem, we change and continue the entire supersystem of the fairy tale.

Example: A bear climbed onto the roof of a tower, the tower and fell apart. The trees in the forest swayed and hummed, forest animals came running, condemned the bear’s action, and advised what to do next. Then everyone builds a new little house for the animals together.

Cinderella married the prince and they had a son, who decided to learn magic from the Fairy and became her student.

What happened to Cinderella's shoe after her marriage? Cinderella gave it to the little wizard and he helped out many girls when they had nothing to wear to the ball. But at 2 o'clock the shoes always returned to Cinderella.

"Fantastic analysis."

Purpose of the game: Development of creative imagination, fantasy, through a fantastic analysis of fairy-tale characters.

Progress of the game: If we consider any fairy-tale character in the system, we can see that its subsystem features are the same in different fairy tales: for Baba Yaga it is always a broom, a mortar, a black cat, etc. Children can be told that each character has their own magical tools, without which it is difficult to imagine them. There is only one Baba Yaga, but there are many sources of inspiration and magic - perform a fantastic subtraction in the subsystem - the plot of the fairy tale and the behavior of the hero will change.

Example: Santa Claus, subsystem signs: beard, staff, bag with gifts, fur coat, felt boots... Options invented by children: - Santa Claus without a fur coat, this is in Africa. African children are celebrating the New Year, Santa Claus has come to them. (What is it called in Africa?). He brought gifts, including ice cream. (How to save and deliver, because you need a lot of ice cream for all the children.)

The solution to the problem of Santa Claus, who lost his staff, by younger children: - Computer! Magic wand. Santa Claus will make a staff out of wood, blow on it, it will become covered with frost and become magical. The children will find the lost staff and work miracles instead of Santa Claus. Children will each want to have their own staff; they will divide it into many small “staffs” to form magic wands. When the children have played enough, the holiday is over, they will give the “staffs” to Santa Claus, and he will make a staff out of them, or maybe leave them for the children - let them always have a holiday.

How many children there are, so many options there can be. In this game, you can also invite children to sketch all the changes, each of their own options, then tell their friends from the picture. By collecting all the drawings together, you can release a “book” that will contain all the new fairy tales invented by children.

"Propp's Maps".

Purpose of the game: Development of creative imagination, fantasy, through Propp's cards.

Progress of the game: Soviet folklorist Vladimir Yakovlevich Propp in his book “Morphological Tales” and in his research work “Transformation of Fairy Tales” analyzed the structure of a folk tale, especially a Russian one, and identified the constant functions of a fairy tale, which are always in the same sequence. According to Propp's system, there are thirty-one of these functions, but of course not all fairy tales have all the functions; the strict sequence may be violated, distortions, additions, and synthesis are possible, but this does not contradict the main course. The tale begins with the first function, with the seventh, or with the twelfth, but it is unlikely to go back and restore the missing pieces. There are twenty main functions. Since preschool children often do not know how to read, we offer a symbolic image of each card invented by children. Offer it to your children - they will draw you many options, and from those drawn, choose the most understandable ones with your children and start playing.

Children are dealt “cards”; it is better for them to sit at the same table or are divided into subgroups, but with each subgroup there is an adult and their own set of “cards”. A hero is chosen about whom a fairy tale will be written.

In the first days of the game, it is better to keep the cards in order (you can number them - older children know the numbers well) and tell the plot of the tale sequentially according to the cards. But the guys love to mix the cards and come up with their own rules: for example, build a story on one or two cards drawn at random. Or start composing from the end.

The advantages of “Propp’s cards” are obvious: each of them is a whole cross-section of the fairy-tale world and each “function” is replete with echoes of the child’s own world.

False riddles - False problems.

1.Who swims faster: a duckling or a chicken?

2.Who will reach the flower faster, a butterfly or a caterpillar?

3. Two pigeons flew over the sea. We got tired, sat down on the water to rest, and then flew on. How long did the pigeons take to rest?

4. On one bank there are ducklings, on the other there are chickens. There is an island in the middle. Who will swim to the island faster?

5. Three fish flew over the forest. Two landed. How many flew away?

6. A multi-colored wheel rolls on the table: one corner is red; the other is green; the third is yellow. When the wheel reaches the end of the table, what color will we see?

7. A large beautiful steam locomotive was sailing along the sea. There were a lot of people on deck and music was playing. Everyone had a good time. What was the captain's name?

8. Two crocodiles were flying - one was red, the other was blue. Who will fly faster?

9. How much does a kilogram of asphalt weigh if you unscrew the top nut from the left wing of the airplane?

10. Mom has a cat Fluff, a daughter Dasha and a dog Sharik. How many children does mom have?

11. The children were collecting pine cones in the forest. The boys had large buckets, red, without a bottom. And the girls have little green ones. Who will collect the most cones?

12. There are children's books on the shelf. The dog ran up and took one book, then another, then two more. How many books will she read?

13. What do crocodiles eat at the North Pole?

14. A telegram came from dad: “Meet me, I’m leaving by bus at five.” What carriage was dad flying in?

15. Rush hour. Crowded bus. All passengers are in a hurry. What will you do if the bus goes off the rails?

16.Mom dropped a tray on which there were two cups with flowers, two with polka dots, two with berries. How many cups are there?

17. The hare invited two bears and three hedgehogs for the New Year. How many devices should he supply? (Animals sleep in winter, animals do not eat from utensils).

18. Three apples and two cherries were drawn on Masha’s dress. You ate one cherry and two apples, how many are left?

19. The Sveta doll ate three servings of ice cream, then two more. Will I need to call a doctor?

20. The dog Zhuchka said that she saw Sasha, Petya and Katya on the hill today. How many children did the dog see on the slide?

21. How many piglets will there be at the party if two geese, a duck and a pig came to the piglet’s birthday party?

22. There is a lighthouse. A ship floats past in the fog at night. And the lighthouse will go out and go out. Will the ship see the light of the lighthouse?

23. Two bulls met and argued: who will give more milk? To judge them, what should the milk be poured into?

24.What is the second cheek pillow?

25. Four eggs are boiled for four minutes. How many minutes does one egg take to cook7 26. On one leg, a goose weighs 5 kilograms. How much does a goose weigh standing on two legs?

27.Why is the crocodile green? (From nose to tail).

28. A soldier walked through the forest, field, forest, field in winter. Suddenly a river. How to cross the river?

29. Mom and dad have two daughters, and Yura was born first. How many children do mom and dad have?

30. There were 4 apples on the table. One of them was cut. How many apples are there?

31. There are 5 glasses of berries on the table. Vova ate one glass of berries and put it on the table. How many glasses are there on the table?

32.A rooster and a hen were walking around the yard. A rooster has 2 legs, and a chicken has 4. How many legs are there together?

33. There was one stool sitting on three branches. How many stools were sitting on the branches?

34. How much honey will two butterflies collect if they have one bucket each?

35. The dog Mickey gave birth to kittens - 3 white and 1 black. How many kittens were born in total?

36. How many mushrooms can you grow from spruce seeds?

37. How many chickens did the rooster hatch if he laid 5 eggs?

38. How much does a kilogram of fried nails weigh if out of 2 kilograms of apples only 20 grams are fresh?

39.2 boys and 2 girls walked home under one umbrella. Why weren't they wet? (it was not raining).

40.The more you take me, the more I stay? (Hole)

41.What language will the German and Scottish Shepherds speak to each other?

42. The 9th boy had a cat with a short tail. She ate a mouse with a long tail, and the mouse swallowed the straw along with the grain. And there was only one grain. How old is the boy who had the cat?

43. A hippopotamus is swimming through the desert, it is quickly moving forward. How many Christmas trees is he carrying?

44. 2 siskins, 2 swifts and 2 grass snakes arrived. How many birds are there in total near my house?

45. 5 bunnies were sitting on a pink branch. Two of them flew to them and shouted: “ku-ku.” Once “ku-ku”. Two “ku-ku”. How many hares per bitch? 46. ​​Three black grouse were sitting on a tree. The hunter shot one of them. How many birds are left on the tree?

47. Two girls went into the forest to pick mushrooms, and two boys went to meet them. How many children in total went to the forest?

48. Two chickens are swimming, one rows with its legs, the other with its wings. Which one will reach the shore first?

49. There are two apples and three pears on the table. How many vegetables are on the table?

50. Two pots fell: an iron and a clay one. Which fragments will there be more?

51.What will happen to a fly if it hits an icicle?

52.One patient had pain in 6 teeth. At a doctor's appointment, he had 3 healthy and 2 diseased teeth pulled out. How many healthy teeth does a patient have left if he faints and knocks out another healthy tooth to the doctor?

53. Vasya Ptashechkin usually knocks out 3 glasses a day, costing 300 rubles each. How many glasses can Vasya afford to break if his father’s salary is 1200 rubles? Is dad's salary enough for 4 ordinary days?

54. Of the 500 popsicles that the wizard sent, 350 were eaten by the crocodile Gena. How many Cheburashkas did it take for Gene to cope with the popsicle if one Cheburashka eats 10 servings?

55.How to quickly and equally feed three penguins with two ostrich eggs?

56. How many eggs will accumulate in a cuckoo’s nest in three days if it lays one egg per day?

57.The jumper has a longer waggle than the stomper. The flyer's wiggle is longer than that of the jumper's. Whose tail is longer?

58. Three sparrows sat on the water. One flew away. How much is left?

59. Boiled crayfish is red. What will it be like if you cook it?

60. Two grippers have five pokes each. What is this?

61.Who will moo louder: a rooster or a cow?

62. The miller came to the mill. In each corner he saw three bags, on each bag sat three cats, each cat had three kittens. How many legs were there in the mill?

63. Nine candles were burning, one went out. How many candles are left?

64. Birds flew to warm regions: two cranes and two tits. How many birds flew to warmer climes?

65.What is the best and fastest way to pick a watermelon from a tree?

66. In spring, who arrives from the south first: swallows or sparrows?

67. The table has four corners. If one corner is sawed off, how many corners will remain?

68.When is a dog in a kennel without a head?

69. How does a rooster crow? And in England?

70. Natalya Ivanovna asked Sasha to draw two blue triangles and three red squares. How many circles did Sasha draw?

71.One banana falls from the tree every five minutes. How many of them will fall in one hour?

72. A car was driving. As soon as he turned the corner, it began to rain. What was the driver's name? What number was on the car? (the driver's name was Tolka, the license plate was wet).

73. The birds were flying: 2 in front, 1 behind, then 1 in front, 2 behind. Then 3 together. How many birds were there in total?

74. Divide 5 apples between five children so that everyone gets an apple and one remains in the basket.

75. There are five fingers on the hand. Three of them have rings. How many fingers are there in total?

76. How many ends do five sticks have?

77. What color is Kolobok’s hair?

5

Theatrical games

This type of activity contributes to the development of all psychological processes of a preschooler: thinking, memory, imagination, attention. Participation in dramatization games develops in a child such personal qualities as responsiveness, independence, initiative, and emotionality. The baby learns to understand the hero’s mood and convey it, masters ways of externally expressing feelings using facial expressions and voice. Creative theatrical games for preschool children unite children with a common idea and motivate them to interact amicably in a team.

Here are examples of this type of activity:

1. Puppet theatre: finger puppet, flannel, hand, shadow, living puppet theatre.
2. Games-performances.
3. Theatrical performances: holidays and matinees.
4. Dramatizations based on works of fiction known to children.

In order for theatrical creative games to maximally fulfill their purpose, appropriate preliminary preparation must be carried out by adults. It includes purchasing or independently making paraphernalia: costumes, masks, dolls. By the way, you can do them together with your children, which will be another good way to develop the creative abilities of little fidgets.

Offline games

Game "Let's write..."

Within a minute, try to name as many things as possible that are currently in the room with you and begin with the letter: “K.” The letter “P”... And the letter “B”? Count how much you got. If you try, you can name more than 50 things, or even more than 100. To improve this exercise, think about what groups of surrounding objects you forgot to include.

For example, starting with the letter “B” you can name:

• things, hanger, (items);
• screws, introduction to the book on the shelf, (details of objects);
• tungsten lamp filaments, felt, cotton wool, viscose, etc. (materials);
• pile on the carpet, wax on the parquet (coating);
• hair, eyelids, freckles, temples, etc. (body);
• imagination, delight, excitement, the ability to come up with something else (mental concepts);
• air, breeze, variants of words, yourself, everyone else (also with “v”).

Think what else can be called? Practice with other letters: “p”, “k”, “s” - easier, “d”, “a”, “t” - more difficult.

"Complete the drawing"

This game can be played by two or by a large group. The rules are that one person draws, without looking at the paper, several lines or a figure, and the second person must complete it as creatively as possible so that a complete picture is obtained. Then the players change.

Burime

Give your child a piece of paper and a pencil. Turn on some light music, ask them to close their eyes and draw whatever they want, without thinking about shape or location. Let it be several drawings that overlap each other. Afterwards, with your eyes open and colored pencils, try together to find the most bizarre images at the junction of what you have drawn and color them.

Crocodile (Pantomimes)

There are many variations (different not only in rules, but also in philosophy) of games called “Crocodile”. One of the most common is also known as “Pantomimes” (there was even a similar program on TV in the past). The rules are simple - first, the first guessing player is chosen by lot. He chooses a word (phrase) and, with the help of gestures and facial expressions, tries to show others what it is. When the word is guessed, the one who showed it makes the next guess to the one who guessed it. The words must be complex, and the person wishing to speak is prohibited from speaking.

The original "Crocodile" is also associated with guessing words through associations and building logical chains. But the rules are more complex. A detailed description of them with good examples can be read on Wikipedia.

We also recommend that you get acquainted with logic games and games for memory development, which will be useful for anyone who wants to fully develop their creative abilities.

The section provides information about creative games for children (schoolchildren and preschoolers). Several games are described that can help ensure a child's creative development.

Presentation of the world

Each participant in the game writes on a card the name of something: “guitar”, “chair”, “pencil”, “door”, etc., i.e. something that surrounds them in everyday life. Then all the cards are rolled up and placed in some kind of bag or box, where they are thoroughly mixed, after which all participants take turns drawing out one card and within 5-10 minutes prepare a presentation of the thing indicated on the card, moreover, when preparing oral presentation messages must be based on a description of a thing not from the standpoint of its usual, everyday, everyday use, but from the so-called romantic-poetic position. For example, a pencil should be talked about not as an object with which you can draw, but as an object with which you can display the most beautiful facets of this world (loved people, beautiful places and things) and talented people can use this object to create the world around them even more beautiful.

At the same time, it is necessary to make a message about the subject in such a way that it is difficult to immediately determine what kind of subject it is, and only by switching to romantic-poetic positions would it be possible to guess what kind of subject it is.

In addition to the fact that this game develops creative thinking, public speaking skills, and the ability to present any information, it also teaches you to see the positive and beautiful where people usually do not notice it.

Noah's Ark.

Everyone is familiar with one biblical story: immediately before the global flood, a certain Noah, taking “every creature in pairs,” put all these “living creatures” on a huge ship and, accordingly, saved them. It is on this premise that this game is built.

The organizer of the game writes in advance on cards the names of male and female animals and birds (for example: “mare” - “stallion”, “dove” - “dove”, “pig” - “hog”, etc.). Then the cards (in complete silence!) are distributed to the participants.

Participants need to find their pair using only non-verbal forms of communication (postures, gestures, facial expressions) and without showing each other cards with the names of animals and birds written on them.

Options:

Noah's Ark - 2.

Participants who draw cards with the names of animals or birds need to close their eyes and find their pair only with the help of the sounds made by a specific animal or bird.

He and she.

You can write famous pairs of people on cards (for example: Othello and Desdemona, Romeo and Juliet, Ivan Tsarevich and Vasilisa the Beautiful, Jack and Rose (“Titanic”), a worker and a collective farmer, etc.). It is necessary to find your mate using certain poses, gestures and facial expressions characteristic of a particular hero.

Countries and peoples.

On the cards you can write the names of countries (Russia, England, China, Spain) or peoples (Gypsies, Indians, Chukchi, Russians). Accordingly, players must “show” the country or people. You can make three or more cards with one country or people and, after the participants find each other, leave them in these groups, continuing some kind of competitive program or complex game. Searches can be done “at speed”, i.e. which pair or group will be “found” faster.

Social roles

Participants in the game write on cards any of the social (preferably family) roles known to them: “wife”, “grandmother”, “son”, “father”, etc. Then all the cards are rolled up, placed in a box or bag and mixed thoroughly, after which each participant draws one card. The organizer of the game invites everyone to play the game “Atoms-Molecules”, ending it by dividing the participants into pairs (if the number of participants is odd, then the remaining participant can join any pair). Now the presenter invites all participants to read the social roles written on the cards they pulled out. As a result, various pairs of social roles are obtained, for example, “father” and “son”, “grandmother” and “wife”, etc. Participants need to come up with some kind of stage plot with these roles within 10-15 minutes, after which all the “miniatures” are shown. After each “miniature” is shown, the audience determines what social roles were presented to them and how well what is shown corresponds to everyday reality.

Friendly cartoon

Participants write their names on the cards, after which the cards are folded, placed in a bag and mixed. Each participant draws one card and reads the name written there - he draws a friendly cartoon of this person. Most often, participants draw as best they can, but the result is a friendly cartoon. As the caricatures are drawn, participants can give their “artwork” to those they drew. On the reverse side you can write any wishes.

The cartoons can then be hung somewhere visible, creating a sort of “Holiday Gallery”. You can hold a “Who is this?” competition by showing participants unsigned cartoons so that they can determine who is depicted in the drawings (the winners can be considered those whose cartoons were identified to the greatest extent). This game exercise works especially well at the end of the holiday, when participants take the drawn cartoons with wishes written on them as souvenirs. The game helps create a friendly and relaxed atmosphere and allows everyone to realize their potential through drawing, regardless of skills.

Music

To conduct this game exercise, the organizer needs to carefully work on the selection of a melody or song that would match the mood of the holiday.

The essence of the game is simple: all participants are given pens and paper, after which they are invited to write about their feelings, thoughts, images, accompanied by certain music (while it is being played), i.e. about everything that this music evokes in a person. A prerequisite is to maintain silence while listening to music, so as not to disturb other participants or influence their feelings. Then the sheets with what is written on them are collected and the organizer reads out everything written.

Just one minute

This game requires a lively mind and rich imagination.

Each participant must give a speech in one minute on the topic assigned by the presenter. Topics can range from serious topics like “The Upcoming Presidential Election” to fun ones like “Why are girls afraid of mice?” Players are allowed to talk complete nonsense, the main thing is that they do not deviate from the topic, do not think for a long time and do not repeat themselves.

Participants can come up with topics themselves, the names of which they write on cards, which are then mixed and drawn by them. The topic of the speech can be just one word: “Sky”, “Hippos”, “Apple”, etc.

The winner is the one who gives, in the opinion of the presenter or the jury, the best speech.

Kudashov G.N., Deputy Director for Scientific and Methodological Work of the State Autonomous Institution "Regional Center for Additional Education of Children and Youth", teacher at Tyumen State University, head of the youth social and creative association "Iskra", Candidate of Pedagogical Sciences.

Natalia Yudina

Creative games

Creative games for kids!

It is easier for preschoolers to express their impressions through visual activities. Children convey images of objects using plasticine, colored paper, and paints. The child should always have these materials at hand. But this is not enough. It is necessary to develop the child’s creative abilities, show him modeling techniques, teach him to cut out colored paper, and introduce him to a variety of drawing techniques. The successful development of children's creative abilities takes place through play.

To introduce children to non-traditional drawing techniques, I selected and developed creative games that help children develop fine motor skills, imagination, creative perception, imagination, eye, attention, memory, and the ability to place an image on a sheet. Improve the skills of using a brush, the ability to reflect the impression of the surrounding world in a drawing. A variety of non-traditional drawing techniques allow the child to create drawings that are new to him every time. Creative games give complete freedom for self-expression.

1. "Funny drawing."

Materials:

A sheet of paper, pencils, markers, a scarf to blindfold.

Methodology:

Attach a piece of paper to the door or wall. The players line up in one line. The presenter blindfolds the first person, takes him to the “easel”, gives him a felt-tip pen and says that now everyone will draw one cow, elephant, hare, princess, etc. Everyone takes turns coming up blindfolded and completing the missing details.

Well, what a funny picture it turns out!

2. “Drawing in the air.”

Methodology:

An adult draws a figure or a simple object. Then asks the child to repeat the image, first in the air, and then on paper. After that you need to ask what it is. Then you can switch roles with your child. Such an activity develops perception and imagination well, develops the ability to finish what is started and the skills of voluntary attention.

3. “Tasty” palette.

Materials:

A palette of paints, small cards with images of vegetables and fruits.

Methodology:

Name each picture and find its color. Pick up all the pairs: lemon-lemon (etc.) And now try to guess what other colors can be called. Find a carrot among the pictures and a suitable color on the palette. What is the name of this color? Lilac. Olive. If it’s difficult, compare with images of fruits and flowers. What would you call the color of plum? (Purple or otherwise plum.) How is yellow different from lemon? (Lemon is a shade of yellow with a slight hint of green.)

This game helps to expand the associative range of colors and enriches vocabulary.

4. “Drawing with ropes.”

Materials:

A flannelgraph for each child, three ropes (of medium thickness) - one long, two others smaller but of different lengths, felt-tip pens or pens, several drawings - samples that depict different animals.

Methodology:

Calm music plays, children sit at tables with the necessary materials.

Invite the children to first “draw” dishes, vegetables, fruits, flowers, animals using the sample drawings with strings, and then draw them on a piece of paper. You can arrange a competition: whoever has made the most images using a string and sketches them, come up with their own images; at the end, all works are discussed, and the most expressive ones are noted.

This game arouses children's interest in images, shows the possibility of creating an image using a contour line (rope). Develops observation, imagination and creativity.

5. “Mysterious drawing.”

Materials: ink and sticks, sanguine, charcoal pencil, felt-tip pens. For each child, 4-5 cards with images of objects made with dots.

Methodology:

Children sit at a table on which visual materials are placed. Explain to the children that there are mysterious drawings on the tables. If you look closely at these little dots, they will help you discover the drawing. Try to connect these points with a contour line. But some dots can be connected and marked brightly, then the objects will look elegant, decorative, openwork. Children complete the task. (Turn on a calm melody.) At the end of the lesson, the work is discussed, attention is drawn to the expressiveness of the materials used and the methods of work. This game develops children's powers of observation and holistic perception of the world around them.

6. “Miracle drawing.”

Materials:

A sheet of paper, colored pencils, markers.

Methodology:

Invite your child to draw something (a portrait of mom, a city, an animal, people) from different flowers (daisies, bells, roses, etc.) from vegetables (cucumbers, carrots, watermelons, etc.), from bunnies, squirrels, birds This will be a miracle picture!

7. "Gems".

Materials:

A wet sheet of paper, watercolor paints, a sippy cup with water.

Methodology:

The game allows you to freely experiment with color. A wet sheet of paper is a “chest of precious stones.” They all have their own unique color. The child is invited to try all possible combinations of three colors, different brightness and saturation of colorful mixtures, fill the “chest” with different “gems”, simply by placing multi-colored dots.

8. “Collective drawing.”

Materials:

A sheet of paper (whatman paper, pencils, markers, watercolor crayons, wax crayons.

Methodology:

On one sheet of paper, each participant draws a detail of a pre-selected plot (someone's portrait, the seabed, a morning in the forest, an unfamiliar planet, etc.) Then everyone names the picture and comes up with a common story or fairy tale. The game develops interest in the drawing process and creative imagination.

9. “Magic fireworks.”

Materials:

Newspaper, a large sheet of paper, liquid paints, a bowl of water, rags, an old toothbrush.

Methodology:

A newspaper is spread on the floor and a large sheet of paper is placed. Manipulating in any way with a brush or toothbrush, try to splash it onto a sheet of paper, creating a “magic fireworks display.” A magnificent sight! The game helps develop creative imagination and creates a joyful mood in children.

10. “Magic palette”.

Materials:

Gouache, brush, container with water, sheet of paper, palette.

Methodology:

By mixing paints while painting, you can get different shades of colors. A child can depict how the sky brightens at dawn using blue and white paints. You need to whiten the blue paint on a palette, gradually adding white and successively applying strokes to a sheet of paper. The more shades you get, the better. The main thing is to ensure that the shades change as evenly as possible. Then you can move on to other tasks to obtain shades that no longer differ in lightness, but in color tone. Invite your child to draw how the sun sets (the transition from orange to red, how the leaves turn yellow.

11. “Drawing music.”

Materials:

A wet wipe, a container of water, a sheet of paper, a piece of foam rubber and oilcloth.

Methodology.

Sit next to your child and watch the manifestation of emotions on his sheet and on paper, turning on calm lyrical music. You can first agree on which colors will be good (yellow, blue, sad (green, light blue), evil (dark red, dark blue). Then it is better to exclude these rules and give the child freedom in choosing the colors surrounding his perception of music.

12. "Blots".

Materials:

Landscape sheet, ink of any color (gouache, water.

Methodology:

Take a landscape sheet and fold it in half. The child makes a blot on one half of the sheet, then the sheet is folded over and a print is made on the other side. Look at the picture, name it and make up a story. This game develops children's imagination and imagination.

13. “Drawing in the air.”

Methodology:

An adult draws a figure, depicts a simple object. Then asks the child to repeat the image, first in the air, and then on paper. After this, you need to ask what is this? Then you can switch roles with your child. Such an activity develops perception and imagination well, develops the ability to finish what is started and the skills of voluntary attention.

14. “Show by color.”

Materials:

Pictures depicting birds, fruits, flowers, watercolor paints, a sheet of paper, a brush, a container of water.

Methodology:

Look at the pictures and name everything you see that is purple. (Violet, eggplant, plum.) What's pink here? (Flower, flamingo and bird of paradise).What color is the orange? (Calendula flower, physalis fruit, goldfish.) How can you get these colors by mixing paints? If you mix red and white you get (pink). Purple - when connecting (red and blue). If you mix red and yellow, you get (orange). What color is needed to get these colors (Red). Play with your paints, mixing colors. Draw whatever you want.

Games for developing creativity in preschool children

Drawing

Game "Finish the drawing."

Target

: develop attention, fine motor skills.

colored pencils (markers).

Description

: invite the child to draw together. Draw a flower with a stem, and one without a stem next to it, show him. Ask if they forgot anything. If the child finds it difficult to answer, draw another flower with a stem, pay attention to the drawing with the missing stem. Invite your child to finish your drawing (complete the stem). Draw as simply as possible: the stem is a stick, the petals are ovals. Continuing the game, you can “forget” to draw a petal, the middle of a flower, etc. Next time, invite the child to finish drawing a thread on a balloon, a tail on a mouse, etc.

Game "Connect the dots".

Goals

: develop fine motor skills; help learn colors.

: paints, brush.

Description:

draw two large bright dots with paints. While drawing, tell the child what color paints were used and what was drawn. Invite your child to connect the dots and ask what color he wants to draw. If a child points to paint and says, “This one,” name the color of the paint and praise the child’s choice. To complicate the task, increase the number of points and place them far enough from each other. Imagine what the resulting drawing looks like.

Game "Wonderful transformation".

Target:

help learn colors.

Game material and visual aids

: several jars of clear water, paints.

Description:

Using a brush and paints, paint the water in the jars - each in its own color. During the game, tell the child what color is used. Show how when you add another color of water to a jar of water, the water changes its color (red and yellow - orange, yellow and blue - green, red and blue - purple, etc.). Allow your child to experiment with paints themselves.

Game "Draw with fingers".

Goals:

develop fine motor skills; help learn colors.

Game material and visual aids

: watercolor paints, finger paints.

Description:

Having drawn a tree, invite the child to “attach” green leaves to it with his fingers, draw stripes on a tiger, stars in the dark sky, etc.

Game "Finger-brush".

Goals:

develop fine motor skills; help explore colors and shapes.

Game material and visual aids:

finger paints.

Description

: draw a large circle (square, triangle) and invite the child to color it with his fingers. Discuss what color he will use, whether he knows what kind of figure is shown in the picture. To complicate the task, divide the figure into two halves and offer to paint them with different colors. At the same time, the teacher names the color of the paints and observes the child to see if he orients himself correctly.

Game "Modeling".

Goals:

develop fine motor skills; help to master the concepts of “whole” and “divided”.

Game material and visual aids

: plasticine.

Description:

Invite your child to divide a block of plasticine into several small parts. Then connect them again to each other. Show the child the resulting ball of homogeneous structure. Invite your child to do the same.

Game "Snail".

Target

: develop fine motor skills, creative abilities.

Description

: invite the child to roll out multi-colored “sausages” from plasticine. Show how a twisted “sausage” turns into a “snail”. A thick “sausage” will produce a large “snail”, and a thin one will produce a small one.

Construction

Game "Building a tower from cubes."

Goals:

teach how to place a cube on a cube; develop spatial thinking.

Game material and visual aids:

cubes of the same size (side size 8-10 cm).

Description

: give the child four cubes and ask them to build a tower. If the building is unstable, then first the teacher himself corrects it, and then asks the children to build it well, evenly (so that the tower does not fall). This game is best played with a small number of children.

Game "Fence".

Target:

develop imitative skills, fine motor skills, logical thinking.

Game material and visual aids:

Lego constructor, cubes, small animal figures.

Description

: tell your child a fairy tale about how all the good animals decided to settle in neighboring houses (cubes) and began to live and get along. But a wolf got into the habit of approaching them. He walks around, offends everyone, and just in case he eats someone! Offer to build a fence: “Let’s help the little animals build a fence so that the wolf can’t get to them.” Show your child how to build a fence from a construction set, fastening the parts together. Encourage him to repeat the actions.

Game "Homemade mosaic".

Target

: develop imagination, fine motor skills, attention.

Game material and visual aids:

geometric shapes cut out of colored cardboard.

Description

: cut out many small and large geometric shapes from cardboard, creating a kind of mosaic for the child. Show your child how you can make pictures from figures: if you put a triangle on one side of a rectangle, you get a house; three green triangles form a Christmas tree; steep and two ovals at the top - the head of a hare, etc. Draw diagrams of objects on paper, show how, based on them, you can lay out this or that picture.

Game "Mushroom Glade".

Target:

promote sensory development.

Game material and visual aids:

caps and stems of mushrooms cut out of cardboard.

Description

: Take a green sheet of velvet paper. Show your child the mushroom caps and stems. Tell them that the mushrooms decided to hide from the mushroom pickers, but everyone got confused: “Let’s help them become whole again.” Place a mushroom meadow on a sheet.

Game “Are matches a toy for children?”

Target:

develop creativity, fine motor skills, attention.

Game material and visual aids

: matches.

Description:

Show your child how you can make different images from matches: geometric shapes, a house, letters. Make samples of objects on a sheet of paper. Invite the child to place them with matches on top of the drawing. After the child has mastered this exercise, try to create drawings from matches from memory or come up with your own drawing and use your imagination. You can use counting sticks instead of matches.

Game "Matches with plasticine".

Target:

develop creative thinking and fine motor skills.

Game material and visual aids:

matches, plasticine.

Description:

Show your child how, by fastening matches with plasticine, you can create three-dimensional and flat structures. Make a flat house, then a volumetric one.

Game "First Experiments".

Target

: introduce the properties of a substance.

Game material and visual aids

: ice molds, shaped molds.

Description

: Tell your child that water placed in the freezer freezes and turns into ice. Demonstrate clearly: pour water into ice molds, cookie molds, into a glass and place in the freezer. Show your child ice figures. Draw his attention to the fact that the pieces of ice repeat the shape of those vessels that are filled with water. Explain in accessible language that water does not have its own shape when it fills any container. Fix the child's attention on the fact that ice is water, but frozen. Watch the ice melt. By adding paint to water, you can get multi-colored ice and make beautiful patterns out of it.

Is a game. It is through her that the child gets acquainted with the world around him and acquires certain knowledge and skills. Between three and six years old, children are extremely inquisitive. Parents and teachers face an important task - to invest as much knowledge and skills into their child at this stage of their life. And in order for the learning process to be interesting and exciting, classes must be conducted in a playful way. The purpose of these activities is not only for the child to assimilate new cognitive information, but to acquire new skills and abilities and the development of all mental processes. Activities with preschoolers involve creative games. Specific examples of this type of activity, rules for preparing and conducting such events are described further in this article. The information presented is intended for parents and teachers of children's

Construction games

This type of creative play develops in a child the ability to navigate in space, establish and correlate the size and proportions of objects (cubes, cylinders, bricks, pebbles), and comprehend the simplest laws of physics. By participating in this type of activity, the child gets acquainted with the profession of a builder, architect, and designer.

Such creative games for children are almost always intertwined with role-playing games. Children not only manipulate dummies of building material, but also act out an entire storyline. They assign roles (driver, builder, foreman), agree on the purpose of the game, and role-play different situations.

Again, in order for the game to be interesting for children and fulfill its educational and educational functions, it is necessary to ensure that it is carried out as much as possible with the necessary paraphernalia. These should be a variety of construction sets, sets of cubes, toy vehicles of various types (trucks, tractors, cranes), tool sets, sand.

Creative games, their features and management.

The concept of “ creative games ” covers role-playing games, dramatization games, and construction games.

Creative games reflect children’s impressions of the life around them, the depth of their understanding of certain life phenomena.
The content of creative games is invented by the children themselves. Freedom, independence, self-organization and creativity of children in this group of games are especially fully manifested. A vivid imagination, characteristic of any creative activity, manifests itself in the creation of a game plan , plotting, selection of visual aids, materials, toys, etc.
Creative play influences the child comprehensively; it is the first step in a child’s independent communication with other children. In the game, the child becomes part of a children's group, which begins to influence his development in a certain way. This team, in its creative games, lives by the laws of friendship, attention to each other, the absence of national hatred, according to our Soviet laws, which are fixed in the minds of children from an early age.

What are creative games in the younger group of kindergarten at the beginning of the year? In the games of three-year-old children, a plan and a certain plot are already evident. Usually no more than two or three children join together in a game. But even at a younger age there are very active children who can unite a large group to play. Characterized by frequent changes of concept

games. Noteworthy is the illogicality that children exhibit when moving from one idea to another, from one role to another. At a young age, when the child’s imagination is still weak, in order to independently develop a plan, toys and various materials are the organizing beginning of games, they introduce content into the child’s play.

The main task of game management at this stage is

, is to
contribute to the stability of the game concept, its development into a specific plot. The leading line of guidance is to carefully and gradually focus the attention and interests of children on one or another idea, help them develop it into a specific plot, and translate the unorganized actions of children with toys or materials into meaningful actions
.
The child pushes an empty stroller every day. As soon as you invite the child to place a doll in it, the game changes, acquiring a certain purposefulness and intent. In the games of children of the younger group, one can see the emergence of roles and role-playing actions in
the most general terms. Role-playing actions - “the driver drives the locomotive”, “mothers look after their daughters”, “daughters are capricious”, etc. - are sketchy. Children are captivated by the action itself - loading, pouring, shifting. However, in most cases the child associates these actions with their role significance - the driver carries the load, the mother or cook cooks the food.

In guiding the development of the game concept, it seems to us important not to offer children ready-made roles (“you will be the driver”), but to prepare for their emergence by enriching role-playing actions.

Taking into account the peculiarities of the development of play in early preschool age, it is necessary to give children such a number of toys that could satisfy individual needs, since children of this age cannot seriously count on the collective use of toys, although they must be gradually led to this.

What are creative games for middle preschool ?

The more collective nature of the games is striking. More children unite in games according to the same idea; these groupings are longer and more stable. There are long games on one topic, lasting several days. If at a young age children are interested in role-playing actions - carrying, carrying, cooking and they depict these actions, then in middle age the role is already approaching the image of a certain person

.
Now the child chooses a role for himself and performs role-playing actions in relation to it
. Thus, the role, i.e. the image of a particular character in his typical manifestations, gradually acquires decisive importance.

This step characterizes a contradictory moment in the development of the child: firmly aware of himself and without losing this awareness, the child at the same time becomes in the position of some other person, usually an adult. But with all the depth of role experience, the child at every moment does not lose the sense of reality, the truth of what is happening to him. Even more: as soon as he notices that his role (as sometimes happens in games) begins to threaten inconvenience for him personally, he moves away from the role, or completely abandons the game (“they don’t play like that”), or strives to change his role position as the actor in the most favorable direction for himself. So, if at three or four years old a child can easily agree to fulfill any role, then now he will selectively approach this. Children's preference for one role over another is noticed, for example, in games of “mother-daughter” and other games.

The rules on which the role is based are becoming more and more binding for children due to the laws of collective play; relationships between children in the game develop on the basis of the role and rules of the game

. It is precisely because the concept of the game develops that children begin to act together.

If in the younger group the central task of managing games was to direct the children’s unformed actions, giving the game a certain design, then in the middle group, managing the game turns to the role and is carried out through it. To the extent that the role and the rules associated with it become significant for children in games, they determine the relationships between children and show facts familiar to all educators.

Children in the middle group perform roles with stricter adherence to the rules. The responsibilities that a child takes on according to his role become broader due to his growing experience and knowledge. This changes the nature of children's relationships with each other in games, as well as the very direction of management. If in the younger group the relationships of children were largely determined by the actions that they performed, as a result of which disputes and clashes arose and it was necessary to guide the children in this area, then if there is a role, the relationships of children are concentrated around it, especially around the implementation of rules. This is what attention should be paid to when managing games.

The teacher should take care of the content of children's games. Phenomena of Soviet reality accessible to children should be reflected in games. But this should not be understood in such a way that games must necessarily reflect only political facts and events. The content of the games reflects a wide range of life phenomena - kindergarten, tram, collective farm, store, etc.

In the games of older preschoolers , provided they are properly raised, the concept is clearly expressed, the plot is developed, roles, role rules and actions are formalized.

The leading place is occupied by role-playing games, the beginning of the development of which was shown in the junior and middle groups. Observations show that at this age role-playing games are more organized and formalized than the games of four- and five-year-old children, and that they are much more lively and spontaneous than at school age.

As educational work is enriched with new content, it begins to be reflected to a greater or lesser extent in games. For example, excursions were conducted with children to familiarize themselves with the buildings of the kindergarten, post office, and the House of Pioneers; after that, the children began to build more diverse buildings in their games. After the conversation on the painting “The First of May in the Far North,” games appeared with dolls - residents of the north, they were carried on reindeer, and a festive treat was arranged for them.

Older children draw the idea of ​​the game not only from everyday experience, but from stories and fairy tales.

Along with role-playing games, "director's" games stand out. In such a game, the child controls the doll toy, assigning a role to it, the child acts for it, but acts on two levels: both for the toy and for himself, as a directing person. These games, along with the general influence, also contribute to the development of conversational, coherent speech in the child: the child tells the doll, explains, asks, answers for it.

Particular attention should be paid to construction games based on a specific design expressed in the building. There are usually no roles in such games. The child builds without imitating anyone - neither an architect, nor an engineer, nor a worker. He is interested in the building, and he improves it. The teacher must have a good knowledge of the structural properties and capabilities of the material, must be able to use them practically himself, and sometimes make buildings that encourage children to use shapes, sizes, and colors.

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Didactic creative games for preschool children

If the previously mentioned activities involve the participation of several children, then one child can participate in didactic games. Here tasks are given to develop artistic abilities, logical thinking, imagination, and ingenuity. Let's look at examples of similar games for preschool children.

• "Blot". Paint drips onto the sheet in the form of a blot. Task: turn a blot into an object. The child adds some elements so that the image takes on the features of the object he or she imagines.
• "Miracle Sticks" A square or triangle is laid out on the table from counting sticks. Assignment: add sticks so that the figure begins to resemble an object.
• "Pictures from cereals." The child has a sketch of an animal drawn on a piece of paper. The plates offer various cereals (pasta, vegetable seeds). Assignment: make an applique from the materials you like. The child selects cereals by color, structure and glues them to the sketch.