Classes to familiarize yourself with the outside world. Work program “Child and the world around us Studying the world around us for children
In preschool age (from 3 to 7 years) there is a qualitative and functional improvement of all systems of the human body. According to the level of his development, by the end of this period the preschooler should be ready to enter school. The success of his studies in a general education institution will depend on this. A child entering first grade needs a certain amount of information about the world around him - about objects and their properties, about the phenomena of living and inanimate nature, about people, their work, about the moral standards of human behavior in society. By the age of 6–7 years, a preschooler already has a certain amount of knowledge. Basically, these are ideas and initial concepts about objects and phenomena of the surrounding life. But what is important is not so much the volume of knowledge as its quality - the degree of correctness, clarity and generalization of the ideas developed in preschool age. As well as the level of development of the child’s cognitive interests and activities, his speech. Therefore, familiarizing children with social phenomena should occupy almost the same place in the work of an educator as familiarizing them with nature.
You should remember the knowledge acquired by preschoolers on this topic in other groups, try to enrich and consolidate children’s ideas; When going through each topic, the main attention must be paid to central, core issues. When communicating new knowledge, it is important to properly organize the work, taking into account the experience and impressions of the children, their desires, and level of speech development. Therefore, the program is designed to form preschool children’s ideas about social phenomena and nature; it pays a lot of attention to the activation of children’s vocabulary, speech, and the development of certain skills in children. moral qualities they need to be successful in school.
The main sections and topics of the program, the time for studying them throughout the year.
Social reality.September
Moscow is the capital of Russia. |
October
House. Buildings. |
November
Dishes. |
December Family. |
January Christmas. |
February Space. Planets. Stars. |
March Products. |
April Man in space. |
May Victory Day. Communication in the city. |
| September
Mushrooms and berries of our forest. |
Ecology October Insects. |
November Migratory birds. |
December Inhabitants of reservoirs. |
(Preparing animals for winter). January Russian winter. Wild animals in winter. |
February Our planet. Animals of hot countries |
March Early spring. |
April Human. Human body. |
May Spring flowers. |
September
Mushrooms and berries of our forest.
(Ecology)
Topic content
Mushrooms are simple, dependent plants that do not have roots, stems or leaves. We collect the fruiting body of the mushroom - its part raised above the surface of the earth. It consists of a stem and a cap (a huge amount of colorless fibers - mycelium). Mushrooms are edible and inedible (poisonous). You need to collect only those mushrooms that are well known. For every mushroom in the forest there is a time and place. Berries are small fruits of some plants. Ripe (ripe) berries are fleshy and juicy, varying in taste. Berries that grow in the forest are inedible (crow's eye, wolf's bast, lily of the valley). To avoid poisoning, you need to collect only known ones. People store mushrooms and berries for future use. These plants excite our imagination with their beauty. They must be handled with care. You need to collect the gifts of the forest carefully (do not trample the berry fields and myceliums) and in such quantities that some remains for the forest itself. General concepts: “forest”, “mushrooms”, “berries”, “edible”, “inedible”, “poisonous”.
Goals and objectives
To consolidate children's ideas about mushrooms and berries of our forests. Learn to classify them into edible and inedible (poisonous). Introduce the following nouns into the active vocabulary of preschoolers: basket (basket), mushroom, mycelium, mushroom picker, white (boletus), boletus, boletus, russula, honey fungus, saffron milk cap, chanterelle, morel, fly agaric, satanic mushroom, toadstool; berries, strawberries, blueberries, blueberries, stoneberries, raspberries, blackberries, cranberries, lingonberries, jam, juice; verbs: search, collect, salt, dry, freeze, pickle, prepare, cook; adjectives: poisonous, edible, ripe, juicy, tasty, beautiful, sweet, sour, mushroom. Teach to see beauty in nature, cultivate a caring attitude towards it.
Folk signs
The harvest of morels leads to the harvest of millet and buckwheat. Honey mushrooms have appeared - summer is over. If it’s mushroomy, it’s also bready. An abundance of mushrooms means rainy weather. If you go mushroom hunting barefoot, you will only find old mushrooms. If, after the snow has melted, mold appears in this place, this is due to mushrooms. Raspberries bear fruit early - in time for warm summer. A large harvest of berries in the summer foreshadows a cold winter.
Fiction
Alekseeva E. “Fly agaric”; Blaginina E. “Porcini mushrooms”, “For raspberries”; Vysotskaya O. “Mushroom”; Demyanov I. “A mushroom grew under the mountain”; Kubilinskas K. “Little Red Riding Hood”; Musatov V. “Ryzhik”, “Russula”; Pavlova N. “Apricots”; Pikuleva N. “Honey mushrooms”; Romanovsky S. T. “Lukoshko”; Russian children's song “I’m walking through the forest along green delirium...”; Rubtsov N. “At the rotten forest hut...”; Suslov V. “Raspberry Basket”; Telegina V. “Fly agaric”, “Borovichok”, “Honey mushrooms”.
Proverbs and sayings
Spring is red with flowers, summer is full of sun and mushrooms. With happiness it is good to go mushroom picking. They take every mushroom, but not every one they put in the back (basket). There will be rain, there will be fungi, and there will be fungi, there will be a box. They are looking for mushrooms - they are scouring the forest. Without worshiping the mushroom to the ground, you cannot lift it into the truck. To be afraid of wolves is to be free of fungi. Whoever gets up early takes mushrooms for himself; and the sleepy and lazy ones go after the nettles. Our lunch is smoky and with dry mushroom. A man is chopping a pine tree and hitting the mushrooms with wood chips. Mushrooms don't grow on the window. Call yourself a milk mushroom - get into the back. The honey mushrooms are young, and there are worms in them. Shriveled up like a mushroom - a morel is a morel. In winter I would eat a fungus, but the snow is deep. Pick one berry at a time and you’ll get a box. They take every berry in their hands, but not every one they put in the back. A mushroom is not bread, a berry is a grass. These are just flowers, but the berries are yet to come. This is a berry from our field (pine forest). The berry is not from our field (pine forest). A good bush produces a good berry. The bush is the same, but the berry is not the same. Not raspberries - they won’t fall. Having missed the summer, go to the forest for raspberries. I was picking raspberries when the snow began to pile up. It’s a pity for Akulin, but send him raspberries. The fish is in the river and the berries are in the grass.
Tongue twisters and tongue twisters
The boletus mushroom hid its barrel from Bori. And - silence! At the edge of the forest, two old women took milk mushrooms and milk mushrooms. The breast warms the side in the sun. Go to the box, fungus. There are oak trees on the mountain, mushrooms under the mountain. If - if - if - mushrooms grow in the forest. Grisha walked, walked, walked and found a white mushroom. Ra - ra - ra - it's time to go to the forest. Kirill and Irinka went into the forest, and they had a basket in their hands. The stumps have five honey mushrooms again. Again, five guys found five mushrooms. Five ducklings, five honey mushrooms. Vitya has ducklings, Petya has honey mushrooms. Mila, Mark, Marina are picking raspberries in the forest. Raspberries beckoned Marina and Mila. All Marinas and Irinas love to eat raspberries. It's a shame: there's half a half of the last raspberry in the basket. Have you washed the raspberries? - They washed, but they didn’t wash.
Didactic games
“Give me a word”, “Guess the riddle” (“Guess”), “Describe and we will guess” (“Riddles”, “What is this?”), “Count”, “The fourth odd one” (“What’s extra?”), “Find and name it”, “Edible - inedible”, “What’s missing?” (“What appeared”), “Collect mushrooms in a box”, “What grows in the forest”, “What is it called?” (“What kind of raspberry juice?”), “What taste (color) are these berries?”, “Yes - no.”
Finger gymnastics
“For mushrooms”, “Strawberries”, “Where little finger dined”, “Basket”, “I pick berries from the branches”, “Berries”.
Day of Knowledge. School.
School supplies.
Social reality
Topic content
Every year on the first of September, all school-age children begin their studies at school. Our entire country celebrates this day as Knowledge Day. First, the guys become first-graders. In first grade they learn to write, read and count. You need to study at school for several years. School gives knowledge about life around us, teaches us how to live and work. Studying there is difficult, but at the same time interesting. In order to become what you want in the future, a real master of your craft, you need to know and be able to do a lot, and learn a lot. Teachers (educators) teach and educate children at school. A school is an educational institution where children study. School students are called schoolchildren or students. The period of time during which students study with the teacher in the classroom is called a lesson. Children need special supplies for school. After finishing school, you can study further, or you can go to work. Generalizing concepts: “school”, study”, “student”, “school supplies”, “teacher”.
Goals and objectives.
Expand and generalize children’s ideas about school, learning, school supplies. Enter nouns into the active dictionary: school, student, class, classmate, first grader, lesson, bell, teacher (teacher), study, student, knowledge, recess, backpack (briefcase), pencil case, textbook, notebook, pen, pencil, eraser ( eraser), ruler, paints, brush; verbs: study, read, write, count, learn, get acquainted, work; adjectives: interesting, exciting, first, smart, new, school. To develop in children an interest in school, a desire to learn as much as possible about school life, study in it.
Fiction
Alexandrova Z. “To school”; Aleksin A. G. “First day”; Berestov V. “Reader”; Blaginina E. “Class”, “Bukvarik”; Block A. “Teacher”; Golyavkin V.V. “How I was afraid”; Dyakonov L. “First-graders”; Koval Yu. I. “Clean Dor” - excerpt from “Nyurka”; Marshak S. Ya. “Seven nights and days in a week...”, “Reader”; Mikhalkov S. “How would we live without books”, “A memory for a schoolchild”, Naydenova N. “I hid the dolls...”; Nigmati R. “Have a nice journey”; Orlov V. “What is written in the notebook?”; Suslov V. “Cheerful Bell”; Tokmakova I. “Soon to school”; Tolstoy L.N. “Filippok”; Florentyeva E. “If someone has their own textbook...”
Proverbs and sayings
The pen writes, but the mind leads. The ABC is a stepping stone to wisdom. Happiness comes to those who gain intelligence through work and study. I got up late and lost a day; I didn’t study when I was young and I lost my life. Without flour there is no science. It’s good to teach someone who wants to know everything. Learning is light, and ignorance is darkness. Learning is better than wealth. Science is not flour. Our main work is learning. The bird is red in its feathers, and the man is in his learning. A smart person is not the one who talks a lot, but the one who knows a lot. I was in that school - you can’t fool me. The student and the teacher are judged.
Summary of a lesson on the surrounding world for preschoolers on the topic “Pets.” "Visiting Avdotya's grandmother."
Target: identifying, enriching and consolidating children’s knowledge about domestic animals.
Tasks:
- systematize children’s knowledge about domestic animals.
- expand and deepen children's knowledge about pets.
- cultivate a love for pets.
- develop attention and thinking.
- induce in children emotional pleasure from activities in the classroom.
Preparation for the lesson: selection of illustrations and musical accompaniment.
Progress of the lesson:
(Animal voice recording sounds)
Teacher: Children, what are these sounds?
Children: Animal voices.
Teacher: Guys, listen carefully and tell me what you can call in one word the animals whose voices you heard.
Children: Homemade.
Teacher: Why were they called that?
(Children's answers)
Teacher: That's right, these animals live next to humans. We look after them, feed them.
Teacher: What animals live in your home? How do you care for them?
(children's answers)
Teacher:- Guys, today we are going on a trip again.
Teacher: You will find out what we will go on by guessing the riddle.
What a miracle - a long house!
There are a lot of passengers in it.
Wears rubber shoes
And it runs on gasoline.
(Bus)
Teacher: Guys, we will go to the village on the bus and find out what animals can be seen there.
(The song “We are sitting on the bus” plays; children perform movements to the music)
Teacher: Here we are in the village.
(Granny enters)
Grandmother Avdotya: Hello guys, I'm glad to see you visiting us.
Teacher: Hello, grandma, let's get acquainted! We are the guys from the Know-It-All school. What's your name?
Grandmother Avdotya: My name is Grandma Avdotya!
Teacher: Grandma, we came to you with the guys for a reason, we want to find out if animals live in your village?
Grandmother Avdotya: Of course, the guys live, I will be happy to show them to you.
(Images of animals appear on the screen.)
Grandmother Avdotya: Here is our cat Murka, she is very affectionate.
Guys, what do you know about cats? What are baby cats called?
Children: Kittens.
Grandmother Avdotya: Children, how many of you know what a cat eats?
Grandmother Avdotya: And here is Zhuchka. What are baby dogs called?
Children: Puppies.
Grandmother Avdotya: The bug lives in a kennel. She is a very loyal dog and a wonderful watchdog.
Grandmother Avdotya: Our Zorka lives in the barn. It gives delicious milk, meat, sour cream, cottage cheese, kefir. In summer he likes to eat fresh grass, and in winter he eats hay.
Grandmother Avdotya: There is a horse living in the stable, we feed it oats and hay, and it helps us transport heavy loads.
Grandmother Avdotya: A pig lives in a pigsty. There she lives with her children - piglets. Pigs eat leftover food, fruits and berries. From them we get meat, lard, and skin.
Grandmother Avdotya: Rabbits and their babies - rabbits - live in cages. Rabbits love grass, stalks, and tops. In summer they eat hay, branches and carrots. Rabbits give us fur and meat.
Grandmother Avdotya: These are the pens where goats live. They give us meat, wool, milk. Goats love to eat tree bark and young leaves.
Grandmother Avdotya: Chickens and roosters live in the chicken coop. Chickens give us eggs, meat and fluff. And the cockerel is our best “alarm clock”; every morning he wakes us up with his crowing.
Grandmother Avdotya: We also have ducks, turkeys and geese, they provide us with meat and valuable down.
Teacher: Guys, grandma Avdotya told us about her pets. So what benefits do these animals bring?
(Children's answers)
Grandmother Avdotya: How attentive you guys are. We listened to my story about my favorites for a long time, we’re tired, maybe let’s take a rest.
Physical education minute.
Playing out poems by M. Stepanov “Cat”
Careful, like a cat, to the sofa from the window
I’ll walk on my tiptoes, lie down and curl myself into a ring.
And now it’s time to wake up, straighten up, and stretch.
I can easily jump off the sofa, I will arch my back.
And now I’m sneaking around like a cat, I’ll bend my back a little.
I lap up the milk from the saucer with my tongue.
I will wash my chest and tummy with my paw like a cat.
And again I’ll curl up in a ring, like a cat near a warm stove.
(the teacher invites the children to play)
The game “Who is screaming?”
Cat - “meow-meow”
Dog - “woof-woof”
Cow – “moo-moo”
Pig - “oink-oink”
Horse - “yoke-go”
Chicken - “ko-ko-ko”
Duck - "quack-quack"
Sketch “Animal Dispute”
(Children show a skit.)
Once a cat, a pig, a dog, a cow, a goat, and a chicken were arguing.
The cat meowed:“I’m the most important, I catch mice in the house!”
The cow mooed:“No, I’m the most important - I give meat, delicious milk, from which sour cream, cottage cheese and other healthy dairy products are made.”
The dog barked:“I guard the house - I’m the most important!”
The goat remarked:“No, no, no, I’m the most important - I give wool and warm fluff from which you can knit things!”
The hen clucked: “You shouldn’t argue, I’m the most important and necessary - I lay eggs!”
The ducklings quacked:“You can make a soft feather bed from our feathers, which means we are in charge!”
Guys, who is right in the argument? Who is more important and needed?
Children's answers.
Grandmother Avdotya: It’s in vain that you, my beloved ones, started an argument, you are all equally important! After all, you bring great benefit to people, and we look after you for it!
The animals were happy. And they started dancing!
Dance of the little ducklings.
Game "Who are the parents?"
Teacher: Children, people have a father and a mother, but what are the parents of animals called?
In kittens - (cat and tom).
In chickens - (hen and rooster).
In calves - (cow and bull).
In piglets - (pig and boar).
In lambs - (ewe and ram).
In rabbits - (female rabbit and rabbit).
In puppies - (dog and dog).
In goats - (goat and goat).
In foals - (horse and horse).
In ducklings - (duck and drake).
Teacher: Since ancient times, domestic animals have lived next to a person’s home; they cannot do without his help. They cannot independently obtain food for themselves, escape from enemies, or build a home for themselves. A person takes care of them: builds them warm housing (stables, pigsties, chicken coops, etc.); feeds them; takes care of them. And the animals, in turn, thank us and give us many useful things: milk, eggs, wool, meat, fluff, etc.
Teacher: Thank you, Grandma Avdotya. How much you told us today about pets. We are very glad that we visited you.
Grandmother Avdotya: I was pleased to see you in my village. All the kids are so smart, attentive, and friendly. My favorite Zorka gave you some delicious milk. Come visit us again. Goodbye!
Teacher: Guys, did you enjoy visiting grandma Avdotya in the village?
Teacher: What did you like most?
Teacher: What new have you learned?
(The teacher suggests watching the presentation and guessing riddles about pets.)
Presentation.
Teacher: Children, you did a great job in class. Well done! Thank you!
The natural world around us is rich, beautiful and infinitely diverse. Introducing a child into this world, revealing its beauty and uniqueness, teaching it to love and take care of nature is the task and duty of a teacher.
Nature is the most important means of raising and developing children preschool age.
During the period of preschool childhood, the child develops his first ideas about the world around him, develops the ability to establish the simplest relationships and patterns about the phenomena of life around him, as well as independently apply the acquired knowledge in accessible practical activities.
The world around us is diverse. This is a family, a kindergarten, and a hometown. This is the world of adults with whom the child communicates, the world of objects that help him understand the surrounding reality [ Special pedagogy: textbook. aid for students higher textbook institutions / L.I. Aksenova, B.A. Arkhipova, L.I. Belyakova and others; edited by N.M. Nazarova. – 5th ed.ster. – M.: Publishing Center “Academy”, 2006].
Nature surrounds a child from an early age. The largest representatives of classical pedagogy of the past paid great attention to the influence of the surrounding nature on the development of the child’s personality. I.G. Pestalozzi noted that this is the source thanks to which “the mind rises from vague sensory perceptions to clear concepts,” and the knowledge of various natural phenomena goes in unity with mastery of the art of speech. He wrote about this: “From the earliest stages of development, I want to introduce my child to all the diversity of the surrounding nature; I want to organize his speech training, collecting for this purpose all the simple works of nature... The only true foundation of human knowledge is the contemplation of nature.”
The special role of nature in mental development the child was stressed K.D.Ushinsky. He believed: “the logic of nature is the most accessible and most useful logic for children.” It is the direct observation of the surrounding nature “...that will constitute those initial logical exercises of thought on which logic depends, i.e. the truth of the word itself, and on which logical speech and understanding of grammatical laws then flow naturally.” To improve the thought and word of a child, it is necessary to enrich his soul with complete, true, bright images nature, because everything “that is in logical speech... stems from human observations of nature...”, and logic itself “is nothing more than a reflection in our mind of the connection between objects and natural phenomena.”
Y.A. Komensky, attaching great importance to education in preschool age, introduces a coherent system of elementary natural history knowledge into the maternal school curriculum. The child must directly study the world around us:“The more knowledge is based on sensation, the more reliable it is. If we wish to instill in students a true and lasting knowledge of things, ... teach everything through observation and sensory proof." - says the famous rule of the “Great Didactics” of J. A. Komensky
Vinogradova N.F. Mental education of children in the process of becoming familiar with nature: A manual for kindergarten teachers. – 2nd ed., add. – M.: Education, 1982
Methods for introducing preschool children to nature
IN pedagogical process Kindergarten uses various forms of organizing children to introduce them to nature. Various teaching methods are also used (visual, practical, verbal).
Teaching methods are ways joint activities teacher and children, during which the formation of knowledge, abilities and skills, as well as attitude towards the world around them is carried out [Methodology for introducing children to nature in kindergarten: Textbook. manual for teachers special education school “Doshk. Education” / L.A. Kameneva, N.N. Kondratyeva, L.M. Manevtsova, E.F. Terentyeva; Ed. P.G. Samorukova. – M.: Education, 1991.]
TO visual methods include observation, examination of paintings, demonstration of models, films, filmstrips, and transparencies. Visual methods most fully correspond to the possibilities of cognitive activity of preschool children and allow them to form vivid, concrete ideas about nature.
Observation- this is a complex cognitive activity, it involves perception, thinking and speech, and requires sustained attention. By organizing observation, the teacher solves a number of problems in a complex: forms children’s knowledge about nature, teaches them to observe, develops observation skills, and educates them aesthetically.
Pictures make it possible to examine natural phenomena in detail and to focus attention on them for a long time, which is often impossible to do with direct observation due to the dynamism and variability of nature. In addition, many phenomena are inaccessible to direct observation; for example, children can most often be introduced to wild animals, animals of southern and northern countries only through pictures.
Practical methods is a game, elementary experiments and simulation. The use of these methods in the process of becoming familiar with the world around us allows the teacher to clarify children’s ideas, deepen them by establishing connections and relationships between individual objects and natural phenomena, systematize the acquired knowledge, and train preschoolers in applying knowledge.
Along with observations, a variety of games are widely used to expand ideas about accessible phenomena and objects of nature: didactic, active and creative. They accumulate sensory experience and creatively master acquired knowledge. When introducing children to nature, didactic games with objects, board-printed and verbal games are used.
Practical methods also include working in nature. It has great educational value. Labor in nature creates favorable conditions for sensory education preschoolers. It is also one of the ways to develop observation skills.
To establish by children the causes of certain phenomena, connections and relationships between objects and phenomena, elementary experiments are used. Experience is observation conducted in specially organized conditions. It involves active influence on an object or phenomenon, their transformation in accordance with the task. Children take an active part in this transformation.
Verbal methods- these are stories, reading works of art about nature, conversations. Verbal methods are used to expand children's knowledge about nature, systematize and generalize it. Verbal methods help to form in children an emotionally positive attitude towards nature.
When solving certain problems, the teacher builds a story taking into account the experience and interests of preschoolers. The knowledge conveyed in the story must meet the requirements of reliability and scientificity. The story should be entertaining, have a vibrant, dynamic plot, and be emotional.
Based on didactic tasks, there are 2 types of conversations: preliminary and final. A preliminary conversation is used by the teacher before an observation or excursion. The purpose of such a conversation is to clarify the children’s experience in order to establish a connection between the upcoming observation and existing knowledge. The final conversation is aimed at systematizing and summarizing the obtained facts, their specification, consolidation and clarification.
In children's literature, nature is depicted through various artistic means. Being scientific in content, a natural history book for preschoolers should be artistic at the same time. This is its peculiarity.
When working to familiarize children with the world around them, it is necessary to use different methods in a complex and correctly combine them with each other. The diversity of the objects and natural phenomena that a child must learn also requires the use of a variety of methods. The choice of methods and the need for their integrated use are determined by the age capabilities of the children and the nature of the educational tasks that the teacher solves.
The world around us in educational games
For the development of cognitive activity of a preschool child, education is important various types sensitivity and the formation of play activity, as well as special mental education.
The mental education of a child is carried out in the process of various types of it. productive activity, familiarization with the surrounding world, through special formation of mathematical representations and concepts, as well as in the process of speech development. In addition, didactic games are important for the development of thinking.
The game is an important condition successful upbringing and development of a child. Such famous teachers as A.S. Makarenko and K.D. Ushinsky spoke about this.
K.D.Ushinsky wrote: “To make a serious activity entertaining for a child is the task of initial education.”
Didactic games are a type of games with rules, specially created by a teacher for the purpose of teaching and raising children.
A didactic game is a multifaceted, complex pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of education, an independent gaming activity, and a means of comprehensive education of a child’s personality.
In creation modern system educational games, it is necessary to note the role of E.I. Tikheyeva, who developed a number of games for getting to know the environment and developing speech. Tikheyeva's games are connected with observations of life and are always accompanied by words.
The teacher relies on play as the leading activity of the child with a delay mental development, however, saturates the game with didactic rules so that the child experiences the need for mental stress.
The didactic game is rightfully considered one of the effective means training. They are used both in and outside of class.
If during classes the teacher provides direct instruction, then didactic game cognitive tasks (for example, determining the properties and qualities of an object, classification and grouping of various objects) are combined with gaming tasks (guess, play a role, etc.), which makes didactic games a special form of learning - easy, quick and unintentional acquisition of knowledge by children.
In didactic games, children clarify, consolidate, and expand existing ideas about objects and phenomena of nature, plants and animals. Many games lead children to generalization and classification. Didactic games promote the development of memory, attention, observation, teach how to use existing processes, enrich vocabulary, and help children to play together.
Didactic games are games with rules that have ready-made content. Games give children the opportunity to operate with natural objects themselves, compare them, and note changes in individual external signs. Many games lead children to the ability to generalize and classify [Kataeva A.A., Strebeleva E.A. Didactic games and exercises in teaching preschoolers with developmental disabilities: A manual for teachers. – M.: Humanite. ed. VLADOS center, 2001.]
Didactic games can be played with children both collectively and individually, complicating them taking into account the characteristics of each child.
Based on the nature of the material used, didactic games are divided into:
1. subject;
2. desktop-printed;
3. verbal.
Subject games- these are games using various natural objects (leaves, seeds, flowers, fruits, vegetables). For example: “Find out by taste”, “Wonderful bag”, “What tree is the leaf from?”, “Whose babies are these?” and others. In object games, preschool children’s ideas about the properties and qualities of certain natural objects are clarified, specified and enriched. The value of these games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality.
Board-printed games– games such as lotto, dominoes, cut and paired pictures. For example: “Zoological Lotto”, “Four Seasons”, “Pick a Leaf” and others. In these games, children’s knowledge about plants, animals, and inanimate natural phenomena is clarified, systematized, and classified.
Word games- these are games the content of which is a variety of knowledge available to children, and the word itself. They are carried out to consolidate children’s knowledge about the properties and characteristics of certain objects. Verbal games develop attention, intelligence, speed of reaction, and coherent speech. For example:
“When does this happen?”
Option 1.
The teacher has four plot pictures: winter, spring, summer, autumn. Each child has object pictures that relate to different times year (a starling at the birdhouse, a butterfly, a green leaf, skis, strawberries, a snowman, a yellow leaf, vegetables, skates, a snowdrop, a sled, etc. The teacher shows story picture and invites children to correctly name the time of year, and then choose from the available ones, show and name only those object pictures that belong to this time of year.
Option 2 .
The teacher presents the children with a picture depicting one season (for example, autumn) and asks them to clap their hands when they hear what happens in autumn: it’s hot, it’s snowing, leaves turn yellow, the first grass appeared on the ground, the children are sunbathing, people harvest vegetables, buds are swelling, bees and butterflies are flying , swallows fly away to warmer lands, the bear sleeps in a den, leaf fall in the park, rooks have arrived, etc.
When using a didactic game, the teacher must follow certain pedagogical principles:
1. rely on the knowledge children already have, obtained, as a rule, through direct perception;
2. ensure that the didactic task is sufficiently difficult and at the same time accessible to children;
3. maintain interest and variety of game action;
4. gradually complicate the didactic task and game actions;
5. explain the rules specifically and clearly.
The didactic game has a certain structure. Structure is the basic elements that characterize play as a form of learning and play activity simultaneously. The following stand out: structural components of a didactic game:
1. didactic task;
2. game task;
3. game actions;
4. rules of the game;
5. result (summarizing)
Each didactic game contains mainly one or two tasks that determine the course of the game. For example:
Game name | Didactic tasks | Progress of the game |
“Guess what grows where” | Clarify children's knowledge about the names of plants and where they grow. Develop attention, intelligence, memory. | Children stand in a circle. The teacher (or child) throws a ball to one of the children, naming the place where the plant grows (garden, vegetable garden, forest, field, meadow). The person who catches the ball must name the corresponding plant. |
“What first, what then?” | Clarify children's knowledge about the sequence of seasons. Develop the ability to establish consistent connections and explain your actions. Develop attention and intelligence. | Take the pictures out of the envelope and quickly arrange them in order (start with any picture or, as instructed by the teacher, “start with this picture”). Explain why you laid it out this way. |
"Children on a Branch" | To consolidate children's knowledge about the leaves and fruits of trees and shrubs, teach them to select them according to their belonging to the same plant. | Children look at the leaves of trees and shrubs and name them. At the teacher’s suggestion: “Children, find your branches” - the children select the corresponding fruit for each leaf. The game can be played with dried leaves and fruits for all year round. The children themselves can prepare the material for the game. |
Didactic task determined by the purpose of teaching and educational influence. It is formed by the teacher and reflects his teaching activities.
Game task carried out by children. The didactic task in a didactic game is realized through a game task. It determines play actions and becomes the task of the child himself. The game task and the cognitive focus of the upcoming game action are sometimes included in the name of the game: “Let’s find out what’s in the wonderful bag”, “Who lives in which house?”, “Who can name objects made of paper, wood, metal faster?” etc..
Game actions- the basis of the game. IN different games game actions are different in their focus and in relation to the players. Game actions are a means of realizing the game plan, but also include actions aimed at fulfilling the didactic task.
Rules of the game. Their content and focus are determined by the general tasks of forming the child’s personality, cognitive content, game tasks and game actions. In a didactic game, the rules are given. With the help of rules, the teacher controls the game, the process of cognitive activity, and the behavior of children.
Summing up (result)– carried out immediately after the end of the game. It is necessary to note the achievements of each child and emphasize the successes of lagging children [Karpova E.V. Didactic games in the initial period of learning. A popular guide for parents and teachers. / Artists M.V.Dushin, V.N. Kurov. – Yaroslavl: “Academy of Development”, 1997.]
In didactic play, conditions are created in which each child gets the opportunity to act independently in a certain situation or with certain objects, gaining his own effective and sensory experience. This is especially important for children with mental retardation, whose experience of operating with objects is significantly impoverished, not recorded and not generalized.
For a child to master methods of orientation in the world around him, to identify and record the properties and relationships of objects, to understand a particular action, repeated repetitions are required. The didactic game allows you to provide the required number of repetitions on different materials while maintaining an emotionally positive attitude towards the task.
The role of an adult in a didactic game is twofold: on the one hand, he directs the cognitive process, organizes children’s learning, and on the other hand, he plays the role of a partner, directs each child to perform game actions, and, if necessary, provides a model of behavior in the game.
A didactic game, like any other, includes words
A.S. Makarenko: “A game without effort, a game without active activity is always a bad game.”
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In this article:
A child gets to know the world primarily through personal sensations and experiences. It is necessary to understand that the research, as well as creative, activity of a preschool child will largely depend on the knowledge he has accumulated in the course of studying the world around him. In other words, the cognitive development of preschool children is nothing more than gaining experience and knowledge about the world around them.
What is cognitive-exploratory activity (PIA) of a preschooler?
The onset of PID occurs in early childhood. This is expressed by the baby’s interest in the objects around him, in which he identifies different characteristics.
Closer to school age The child's PID becomes the leading one. The baby is interested in learning about what is inside his toys. 
and other subjects, he is passionate about understanding society and strives to systematize his ideas about the world.
In the course of children’s knowledge of the world around them, several main stages can be distinguished:
- curiosity;
- meaningfulness;
- imagination;
- use of acquired skills.
Curiosity. From birth, the baby is ready to get acquainted with the world around him. The older he gets, the more curious he becomes.
Meaningfulness. At preschool age, children become more intelligent. Children pay special attention to objects that are interesting to them, which, in turn, stimulates the development of cognitive activity. 
Imagination. Visual-figurative thinking, along with imagination, moves to a new level in preschool age.
Acquired skills in practice. At preschool age, the child begins to realize that his actions lead to some result. The kid makes attempts to predict the events that will result from his actions. Everything he does, he does because he is truly interested in it.
In the process, the child receives a lot of new information from the world around him, learns new skills, and acquires invaluable personal experience. As a result, changes occur in the children's consciousness in the picture of the world, which children now see as more harmonious and holistic.
Development of PID at 3-4 years
Already by three years old Children accumulate a whole baggage of their own impressions and conclusions related to the world around them. They can already freely navigate the areas they often visit (at home, in the yard, in kindergarten), remember the names of objects, and become familiar with their properties.
You need to understand 
that all these concepts in the child’s mind are not yet strong enough. Kids are not always able to carry out logical chains between the name, characteristics and purpose of objects. They gradually explore these issues and, towards the end of Year 4, will be able to navigate them more freely.
The instinct of the researcher pushes the child to new discoveries that require expanding the usual framework of life. The baby tries to study as many new subjects as possible and shows increased interest in various phenomena. Meanwhile, the accumulated information is practically incoherent.
Only closer 
By the age of 4-5, the previously accumulated information begins to be systematized, and the cognitive development of the preschooler moves to a new, better level.
There are four main directions cognitive activity preschoolers:
- acquaintance with new objects and phenomena;
- making connections between them;
- electoral interests;
- developing a positive outlook on the world around us.
A new step in the cognitive development of a 5-6 year old preschooler
The desire to move to a new level in cognitive 
activity in children usually occurs after 4 years. It is at this time that they try to make the most of the previously accumulated information about the world around them. For a child of this age this is very difficult. He constantly wants to extract something really necessary from a lot of information, to systematize information to understand the situation.
The task of adults is to delicately help the child build elementary connections, encouraging his selective interest in individual phenomena and objects.
By the age of 5-6 years, the baby shows special curiosity about everything that surrounds him. He's trying to master 
as much as possible, even what is still beyond his control. Preschoolers at this age still have imperfect abilities to use incoming information about environment. Children are faced with an excess of information that they are not yet able to process on their own, as well as simply understand. The result may be an overload of consciousness and a fading desire to engage in cognitive activity.
As a rule, in a child of older preschool age one can observe:
- desire to expand horizons;
- desire to build connections and relationships;
- the desire to understand one's place in the world around us.
To achieve the goal, a child aged five can use:
A child’s ability to compare, analyze and generalize in older preschool age allows him to better understand the accumulated and partly systematized information about the world around him.
Unlike a child of younger preschool age, older preschoolers are not interested in the world in general, but only in that part of it that surrounds them.
Development of cognitive activity at 6-7 years old
By the age of 6, children manage to accumulate a lot of information that requires systematization. And again, adults must come to the rescue and guide the process in the right direction. With their help, the child should be able to:
- establish cause-and-effect relationships;
- organize information.
When working with older preschoolers, you need to draw their attention to the fact that each of the consequences can have several causes. The ability to identify and analyze cause-and-effect relationships will help the child actively develop in different directions.