Speech games to enrich the active vocabulary of preschoolers. Selection of material to enrich the child’s vocabulary. Game “What did the artist mix up”

Play is the main activity of a child in preschool age; by playing, he learns about the world and people; by playing, the child develops. In modern pedagogy, there are a huge number of educational didactic games that can develop the sensory, motor, and intellectual abilities of a child.

Before talking about educational didactic games, it should be recalled that the concept of “development of intelligence” includes the development of memory, perception, thinking, i.e. all mental abilities. By concentrating your attention on only one indicator, you cannot talk about the development of children's intelligence as a whole.

Conduct developmental didactic games it’s better with a group of children, because group games are able to much better develop not only the child’s intellectual abilities, but also the collective spirit.

Numerous studies in this area show that children preschool age They learn any material better in a group setting. Therefore, children's parties, games, and competitions can become a good tradition. Moreover, the educational process in such conditions proceeds not only in line with the development of various mental and creativity children, but also in line with children's and adult friendships.

For the most part, adults who want to teach a child to speak correctly use one method - they ask them to repeat the word they just said. However for speech development this method is not the most successful. Adults who really want not only to teach the child to imitate them, but also to ensure that he perceives through these words the world, you can use simple didactic exercises in your practice.

Role-playing play plays a special role in the life of a child, especially a preschooler; it allows the child to imagine himself as a doctor, hairdresser, mom or dad, and allows him to develop imagination, thinking, and fantasizing. If at two or three years old a child plays alone or with his parents, imagining himself as a bus driver, he rushes around the apartment with a terrible growl of the engine, holding a homemade steering wheel in his hands, then by the age of four or five years special meaning purchase role-playing games. Everyone participates here: friends, brothers, sisters, and parents; Everyone has their own role, their own, albeit toy, unreal, but life.

In role-playing games, the child tries to express himself as clearly as possible, to apply all his accumulated experience, all his knowledge and skills.

The main activity of a preschooler, allowing him to understand the world of things and human relations, is exactly the game. In it, he learns to understand the purpose of various things and objects, to find connections with adults and other children.

Under no circumstances should a child be deprived of the opportunity to play and develop. Instead of prohibiting and punishing, parents should develop their own individual behavior policies regarding the game. This must be done so that the game does not occupy all the child’s time, but only complements and replenishes his intellectual development.

Lexical exercises that help enrich children’s speech can be divided into the following types:

1. Exercises that develop children’s understanding of the general meaning of words.

The teacher sits at a low, wide table on which there is a “poultry yard” (options: “collective farm pasture”, “beekeeper”). Children sit in front of the table so that they can see everything “in the poultry yard.”

We came with you to the poultry yard to see what the birds were doing. Here comes the rooster, it makes an important appearance and crows. How does he scream?

Ku-ka-re-ku! - one of the children willingly shows.

Right! - But the rooster not only crows: he looks for grains and, when he finds them, he calls the chickens to give them the found grain. Look (and the teacher acts out a scene like in a puppet theater): a rooster walks and walks, raking the grass with its feet. He sees: the grains are lying. "Found it! Found it!" - he rejoices. But he himself does not peck at these grains; he saves them for his friends, for the chickens. And so he calls them: “Here-here-here-here.” When the hens hear this call, they all rush towards the rooster as fast as they can. And the hen runs with her chicks too. Everyone is biting. And the rooster walks around them and says: “That’s it! Eat to your health!” Which good friend our cockerel!

So what can our cockerel do?

The child to whom the teacher turns must name all the actions and states of the rooster at the prompting of the teacher.

Vitya,” says the teacher, “now you get up, come closer to the table.” Our cockerel will again do everything he can, and you will say what he does.

Here he is, important... he’s coming,” says Vitya.

So he entered the grass and... raked it. - What is this?

I found a grain! Rejoices!

The teacher adds; “He doesn’t peck himself, he saves it for his friends, he calls, the chickens hear, rush to him, run, peck; and the rooster walks around, talking.”

2. Exercises that develop an understanding of the relationship “the whole and its part (detail)”:

a) “Name the whole.” Children must name (guess) a word denoting a whole thing that consists of these things (parts).

b) "Name complex action". Children must name (guess) a word denoting an action, consisting of a number of actions detailing it.

c) “Name the parts.” The child must, knowing the name of the whole, list its parts. This lesson is structured similarly to the one described above - “Name the whole”; when performing it, you can also use didactic material, but, naturally, the work proceeds in the reverse order: first the whole (object or action) is named, and then its parts or its constituent actions.

In conversations, the teacher relies only on the children’s verbal representations, without substantive clarity.

3. Exercises that develop understanding of the meaning of a word with a generic meaning:

a) “Specify the word.” Children learn to understand words second and most simple words third degree of generalization. The child is required to name words denoting generic concepts for these species.

b) "Give me a general name." The task, as in the previous exercise, is to master generalizing words; but the work proceeds in the reverse order: the teacher names words denoting some general generic concepts, the children must name words that specify this.

c) “Give three names or more.” Samples of didactic material:

1) clover - grass - plant;

2) table - furniture - thing;

3) porridge - dish - food - nutrition.

Exercises with data didactic material can be built like the previous two, but, of course, they have less reliance on real objects.

For exercises of this type, it is necessary that the child has sufficient speech development: that he understands the general meaning of even the most specific (common nouns), understands the meaning of words of the first degree of generalization, such as tree, grass, furniture, toy, vegetables and the like.

In kindergarten, one should not rush to interpret words of higher than second degrees of generalization, although it is unacceptable to artificially delay the assimilation of such words by children who are capable of this regardless of age.

4. Exercises for the development of linguistic sense in the field of morphology.

Preschool children have an intuitive understanding of the abstract meaning of morphemes: they themselves are capable of word creation. Experience shows that if, through special exercises, you help children understand (a little) the morphological structure of a word - not every word, but only one whose structure is completely clear - then their development is significantly accelerated, and their abstraction abilities are strengthened.

Didactic material for elementary etymological analysis can be the words: blueberry, strawberry, garden, vegetable garden, snowdrop, Tuesday, Wednesday, Thursday, Friday, boletus, boletus, spruce, aspen, oak grove and other similar words.

Already in the third year of life, children pick up emotional coloring words with diminutive suffixes. Of course, while understanding and remembering words with these suffixes, they cannot identify them on their own. This should not be done prematurely. The teacher must be content with the fact that the children understand the meaning of the spoken word, and they grasp the emotion of affection and tenderness unmistakably. Children also understand the meaning of words with magnifying (-ish-) and dismissive (-ish-) suffixes, but the latter is interpreted as expressing a feeling of pity and compassion.

“Little wolf,” said the girl, “this is a poor little wolf.”

It is useful to draw children's attention to some (very few) semantic suffixes: - Onok-, - yonok: bear - little bear, duck - duckling; - its-a: bear, lioness, she-wolf, camel.

At preschool age, children should learn the meaning of most prefixes.

Work on the structure of words is organized in connection with the acquisition of grammatical forms.

5. Exercises for mastering antonyms. ( For children from five years old).

The work of matching antonym words is extremely useful for intellectual development children. It helps children learn the meaning of abstract words (since most antonyms are abstract concepts), remember these words, i.e. enrich the individual vocabulary of each child, strengthen the ability to compare at the level of abstraction, i.e. without reference to real objects. In itself, matching antonym words is extremely exciting for children; almost no special techniques are required to make it interesting for children to learn. But special vocabulary exercises are also possible.

a) Mastering antonyms big - small.

Children must characterize the size (large - small) of pairs of objects: animals in the pictures; volumetric geometric bodies- cubes, balls, pyramids, rings, etc.; planar images of geometric shapes.

b) Learning the antonyms low - high, narrow - wide, shallow - deep can begin while walking down the street, to the park, to the pond, etc. Children, with the help of a teacher, compare pairs of trees and bushes; fences, houses, windows, doors; puddle and pond, etc.

Additional didactic material for special classes on mastering these antonyms can be:

1) sets of building materials for home, yard, garden;

2) sets of pictures, geometric bodies;

3) dishes.

c) Mastering the antonyms down (below) - up (above), forward (in front) - back (behind), far (away) - close (close) should also begin on a walk, during an excursion into nature, when getting acquainted with city transport (“a car, a tram, a bus is walking far or close”; “who is running in front and who is behind”, “the ball flies up and down”, etc.).

Additional didactic material may be:

1) flannelgraph with a set of any pictures;

2) cartoon,

3) any games where you can seat children or dolls in front and behind.

d) Mastering antonyms - verbs with the same root: enter - exit, run in - run out, drive in - leave...; tie - untie, bend - unbend, block - unblock...; run up - run away, bring - take away, bring - carry, swim up - swim away, drive up - drive away...; resort - run away, bring - take away, fly in - fly away, come - leave; run up - run up, spill - drain, untie - tie, unscrew - unscrew, etc.

Working on such antonyms is at the same time work on developing a linguistic sense in the field of morphology: children learn the abstract meaning of the prefixes e - and you-, once - and s-, when-and y -, etc.

To study the influence of didactic games and lexical exercises on the development of children's vocabulary, classes were developed using these exercises. These classes were held in senior group kindergarten.

Taking into account modern psycholinguistic ideas about the word, the structure of its meaning, and the patterns of vocabulary formation in ontogenesis, I built my work in the following areas:

expansion of the vocabulary in parallel with the expansion of ideas about the surrounding reality;

formation of cognitive activity;

clarifying the meanings of words;

improving the processes of searching for a word, translating a word from a passive to an active dictionary.

Classes were conducted based on the step-by-step organization of semantic fields in ontogenesis:

including the meaning of a word in the meaning of phrases;

mastering the semantic connections of words that have a situational, figurative connection;

formation of concepts, classification processes;

highlighting synonymy relations.

Based on psychological and pedagogical research on the topic, I suggested that the development of children's vocabulary will occur most effectively if one adheres to the ontogenetic sequence in the formation of vocabulary and associative connections, uses the thematic organization of lexical games and exercises, carefully selects lexical material, conducts lexical games in all types of activities.

Games and exercises were built into a system of sequentially repeated and gradually becoming more complex speech categories. The tasks were aimed at developing variability of thinking, interest in words, and creative abilities. Lexical material used both with the use of real objects, pictures, diagrams, and without clarity, relying only on verbal abilities children. She used word formation tasks, the purpose of which was to clarify the structure of the word meaning, master the meaning of morphemes, the system grammatical meanings. The thematic organization made it possible to vary the number and complexity of work. The topics correspond to those accepted in speech therapy practice: “vegetables”, “winter”... I conducted games as part of the lesson, in subgroup and individual work, as well as outside classes - in regime moments, during the walk, involved educators in the work.

Chapter 2 Conclusions

For a child, language is an integral, inseparable element between a person and the world around him. At a small preschool age, a child is not able to distinguish a word from a thing, since the word coincides for him with the object he denotes. It is during this period that the child’s language develops in a visual, effective way, through practical knowledge of the world. Because to designate and name an object, it is important for a child to see these same objects. The word and the thing must be offered to the human mind at the same time, but the thing comes first as an object of knowledge and speech. John Amos Komensky spoke about this.

Expanding the range of children's ideas is closely related to the organization of their environment. The teacher must organize the environment so that children can easily and freely draw ideas, concepts, images; create conditions in which they would have the desire and need to speak, to transform what they perceive and observe into speech. An organized environment is the foundation on which the entire education process should be built and which determines the development of language.

It is necessary to adapt the already existing, ready-made environment to the interests of children’s development, work on it, change, update it, and thereby expand the range of children’s ideas and the stock of their speech forms. To assist the child in mastering space, in the accumulation of specific ideas and concepts, to guide, with the support of the word, the process of his orientation in the environment, to teach him observation and language in inextricable unity - these are the requirements that must be presented to the educator.

The functions and forms of speech during preschool age become extremely diverse. The child masters all the basic forms of oral speech characteristic of adults. New needs for communication and activity, leading to the development of new forms of speech, inevitably lead to intensive mastery of the language, its vocabulary and grammatical structure, as a result of which the child’s speech becomes more and more coherent. The degree of coherence of speech primarily depends on its tasks, on the situation in which communication occurs, and on its content.

By solving the problems of introducing children to nature, the teacher thereby instills in them a love for the Motherland, and also instills in them a love for beauty, develops speech, and enriches their vocabulary.

A professional teacher, giving children natural history lessons, must structure classes in such a way that they are interesting and capture not only the children’s mind, but also develop the child’s versatile senses. It is necessary to carefully and quietly create an atmosphere of creative search and high emotional tone in the classroom - this is the most important condition for obtaining knowledge, which is subsequently formed into clear ideas and beliefs.

If we talk about methods, then in educational work with children and teaching their native language, you can use methods that are based on the significant use of natural resources, using them in an integrated form, both in special training sessions and in the process of joint and independent activities.

One should adhere to the fundamental principles of working with children: the principle of personal equality, the principle of diversity of forms and freedom of choice, the principle of individuality. Thus, throughout the educational and educational process Following the above principles is quite capable of ensuring the full development and psychological well-being of the child.

Familiarization classes are a necessary and effective means of developing speech activity child. In addition to the fact that there is an undoubted interest in various forms of acquaintance with nature, there is also, so to speak, direct communication between the child and art. All this forms in children from an early age a wonderful sense of patriotism, love and affection for native land, promotes the formation of aesthetic and ethical culture.

Target: expansion of vocabulary, development of auditory memory

Equipment: objects or images on the lexical topic being studied.

Content. The adult begins the game by saying the sentence: “I picked cucumbers from the garden.” The child repeats the entire phrase and adds the name of his vegetable: “I picked cucumbers and tomatoes from the garden.” The next participant repeats everything said by the previous player and comes up with the next vegetable: “I picked cucumbers, tomatoes and onions from the garden.” Players participate in the game until the first mistake. The winner is the one who remains in the game last. Depending on the lexical topic, the sentence changes in content: “I collected in the garden...”, “I put it in the closet...”, “I saw on the street...”, “He lives in the forest...”, “There is in the kitchen...”, etc.

1. Game "Guess the description"

Target:

Equipment.

Content: A number of images of objects are laid out in front of the children (lemon, plum, pear, banana, cherry, apple). An adult gives the following description of the fruit: “Yellow, oval, sour.” The child selects the desired picture and names the fruit. In case of difficulties with the answer, the adult asks the child: first, name all the yellow fruits. (The child names, the rest of the pictures are removed.) Now oval fruits are selected from them. Choose the sour fruit from the remaining pictures.”

The child selects pictures in accordance with the first named feature. Then - with the second and third. These actions are accompanied by the speech: “Yellow fruit is a lemon. Pear. Banana. Apple. Oval fruits – lemon and banana. The sour fruit is lemon.”

3 Game "Guess what's missing?"

Target: expansion of the vocabulary. Formation of ideas about objects, development logical thinking.

Equipment: object or toy.

4 Ball game "Associations"

Target. Expanding the volume of the dictionary, developing speech associations. General motor skills.

Equipment. A set of pictures on a lexical topic.

5 Game "Who will see more?"

Target. Expansion of vocabulary, development of visual perception.

Equipment. Shaded, schematic, superimposed, crossed out images of objects on a lexical topic.

6 Completing the missing parts of objects and naming them

Target: Expanding the scope of the dictionary with names of parts of objects, parts of the body of animals; formation of ideas about animals and objects.

Equipment: Images of objects (animals) with a missing part (body part), colored pencils.

7 Game “What is where?”

Target: Clarification of ideas about the location of objects (development of the denotative aspect of the meaning of a word).

Equipment: Lotto “What is where?”

Showing small pictures, the adult calls them: “This is a frying pan, where is it?” Child. The one who recognizes his item answers the question (“The frying pan is in the kitchen”) and takes the picture for himself. The one who folds the entire card first wins.

8 Game “I’ll tell you about the picture”

Goals: Expanding the volume of the dictionary, clarifying ideas about the features appearance, structure of objects.

Equipment: Large cards, which show 6 pictures. Each card is accompanied by a set of 6 small duplicate subject pictures: sparrow, plane, spruce, glass, cow, beads; cat, stool, cake, cup, truck, apple; hedgehog, face, chair, pan, ship, boots; bus, shirt, teapot, chair, oak, shoe.

This item has:

• Bottom, lid, walls, handles (pan);
• Thread, beads (beads);
• Trunk, branches, needles, roots, bark, cones (spruce);
• Deck, cabin, anchor, stern, bow (ship);
• Wings, cockpit, tail, engine (airplane);
• Sleeves, collar, cuffs (shirt);
• Back, seat, legs (chair);
• Sole, heel, laces, fur, heel, toe (boots);
• Cabin, body, wheels, steering wheel, headlights (truck)
• Dough, cream, fruit, chocolate (cake);
• Peel, pulp, seeds, leaf (apple);
• Bottom, lid, wall, handle, spout (kettle);

He has:

• Trunk, branches, leaves, roots, bark
• Eyes, forehead, nose, eyebrows, mouth, cheeks (face);
• Head, body, paws, claws, tail, nose, ears, eyes, mustache, fur (cat);
• Head, body, eyes, legs, feathers, wings, beak (bird);
• Head, body, paws, needles (hedgehog);
• Head, body, paws, tail, horns, udder (cow).

9 Ball toss game

“Throw the ball and name the animals”

Depending on the theme of the game, the following options are possible:

• “Throw the ball, clearly name the fruit” or
• “Throw the ball, call the vehicle quickly.”

Target: expansion of vocabulary through the use of generalizing words, development of attention and memory, ability to correlate generic and specific concepts.

Option 1 . Progress of the game. The adult names the general concept and throws the ball to each child in turn. The child, returning the ball to the adult, must name the objects related to this general concept.

Adult: - Vegetables; Children: - Potatoes, cabbage, tomatoes, cucumbers, radishes, beets, carrots.

Adult: - Fruits; Children: - Apple, pear, lemon, tangerine, orange, apricot.

Adult: - Berries; Children: - Raspberries, strawberries, currants, lingonberries, blueberries, blackberries.

Adult: - Trees; Children: - Birch, spruce, pine, oak, linden, poplar. etc.

Option 2 . The adult names specific concepts, and the child names generalizing words. Adult: Cucumber, tomato, turnip: Child: Vegetables.

10 Ball game

“I know three names of animals (flowers)” or “I know three names of girls (five names of boys).”

One and two, and three, four - We all know in this world.

Target: expanding children's vocabulary through the use of generalizing words, developing reaction speed and dexterity.

Progress of the game. The child, throwing or hitting the ball on the floor, says: “I know five names of boys: Sasha, Vitya, Kolya, Andrey, Volodya.” The following types of movements can be used: throwing the ball on the floor with one or two hands and catching it with two hands; throwing the ball up with two hands and catching it with two hands; hitting the ball with your right and left hands on the spot.

11 Ball game

"Animals and their young."

Human children know all the animals in the world.

Target: consolidating the names of baby animals in children’s speech, consolidating word formation skills, developing dexterity, attention, and memory.

Progress of the game . When throwing the ball to the child, the adult names an animal, and the child, returning the ball to the speech therapist, names the baby of this animal. Basic movements: throwing the ball with a hit on the floor, throwing the ball; rolling the ball while sitting on the carpet. The words are arranged into three groups according to the method of their formation. The third group requires memorizing the names of the cubs.

Group 1 . in the tiger -; a lion - an elephant - a deer - an elk - a fox

Group 2 . A bear has a baby bear, a camel has a baby camel, a wolf has a baby wolf, a hare has a baby hare, a rabbit has a baby rabbit, a squirrel has a baby squirrel, a cow has a calf, a horse has a foal, a pig has a piglet, a sheep has a lamb, The hen has a chick, the dog has a puppy.

Group 3. - tiger cub - lion cub - baby elephant - deer calf - fox

12 Ball game

“Who talks like that?”

Catch the ball and quickly name the language of the animals.

Target: expansion of vocabulary, development of reaction speed.

Progress of the game.

Option 1. An adult or presenter throws the ball to the children one by one, naming the animals. Children, returning the ball, must correctly answer how one or another animal gives a voice: cow, tiger, snake, mosquito, dog, wolf, duck, pig. Moos, growls, hisses, squeaks, barks, howls, quacks, grunts.

Option 2. The speech therapist, throwing a ball to the child, asks:

“Who growls?”, “Who moos?”, “Who barks?”, “Who crows?” etc.

13 Ball toss game

“Whose house?” or “Who lives where?”

Who is in the den, who is in the hole? Name it quickly!

Target: consolidating children's knowledge about the homes of animals and insects. Consolidating the use of the grammatical form of the prepositional case with the preposition “in” in children’s speech.

Progress of the game . Throwing the ball to each child in turn, the speech therapist asks a question, and the child returns the ball to the speech therapist and answers.

Option 1. Speech therapist: Children: Who lives in a hollow? Squirrel. Who lives in the birdhouse? Starlings. Who lives in the nest? Birds: swallows, cuckoo jays, etc. Who lives in the booth? Dog. Who lives in the hive? Bees. Who lives in the hole? Fox. Who lives in the den? Wolf. Who lives in the den? Bear.

Option 2 . Speech therapist: Where does the bear live? Where does the wolf live? Children: In the den. In the lair.

Option 3. Work on correct sentence construction. Children are asked to give a complete answer: “The bear lives in a den.”

14 Ball game

"Say kindly"

Catch a little ball and caress it with a word.

Target: strengthening the ability to form nouns using diminutive suffixes, developing dexterity and speed of reaction.

Progress of the game. The speech therapist, throwing the ball to the child, calls the first word, for example, ball, and the child, returning the ball, the speech therapist; names the second word (ball). Words can be grouped according to similar endings.

Table - table, key - key. A hat is a slipper, a squirrel is a squirrel. A book is a little book, a spoon is a spoon. The head is a head, the picture is a picture. Soap is soap, mirror is mirror. A doll is a doll, a beet is a beet. Braid - braid, water - water. Beetle - beetle, oak - oak. Cherry - cherry, tower - turret. A dress is a dress, an armchair is an armchair. A feather is a feather, glass is a piece of glass. A watch is a watch, panties are panties.

15 Ball game

“Who moves how?”

Who flies, who swims, who crawls, and who walks.

Target: enrichment of children's verbal vocabulary, development of thinking, attention, dexterity.

Progress of the game. The speech therapist, throwing the ball to the child, asks a question; the child, returning the ball to the speech therapist, must asked question answer. The game is played with throwing the ball in various ways. Speech therapist: Children:

• Birds, butterflies, flies, dragonflies, mosquitoes, midges fly.
• Swim: fish, dolphins, whales, walruses, sharks.
• Crawling: snakes, caterpillars, worms.
• Jumping: grasshoppers, frogs, toads, fleas, hares.

16 Ball game

“Catch and throw - name the colors”

What color we have - we will tell you about it.

Target: selection of nouns for the adjective denoting color. Reinforcing the names of primary colors, developing children's imagination.

Progress of the game. The speech therapist, throwing the ball to the child, names an adjective denoting color, and the child, returning the ball to the speech therapist, names a noun that matches this adjective. Speech therapist: red - Children: poppy, fire, flag.

• orange - orange, carrot, dawn;
• yellow - chicken, sun, turnip;
• green - cucumber, grass, forest;
• blue - sky, ice, forget-me-nots;
• blue - bell, sea, ink;
• purple - plum, lilac, twilight.

17 Ball game

"The third wheel" ("The fourth wheel")

We are now recognizing what is superfluous to us.

Target: strengthening children's ability to highlight common feature in words, develop the ability to generalize.

Progress of the game. The speech therapist, throwing the ball to the child, names three or four words and asks them to determine which word is the odd one out. For example:

• Blue, red, ripe. Zucchini, cucumber, lemon.
• Cloudy, stormy, clear. Autumn, summer, Saturday, winter.
• Monday, Tuesday, summer, Sunday.
• Day, night, morning, spring.

Children, throwing the ball back, name the extra word.

18 Ball game

"One is many"

We are little wizards: there was one, but there will be many.

Target: consolidation in children's speech various types endings of nouns.

Progress of the game. The speech therapist throws the ball to the children, calling singular nouns. Children throw the ball back, calling out nouns plural. You can throw the ball with hits on the floor, roll the ball while sitting on the carpet. Examples: Table tables courtyard - courtyards nose - noses mountain - mountains hole - holes bridge - bridges house - houses eye - eyes meadow - meadows city - cities wire - wires cold - cold day - days stump - stumps sleep - dreams forehead - foreheads ear - ears chair - chairs stake - stakes leaf - leaves feather - feathers wing - wings tree - trees sock - socks stockings - stockings piece - pieces circle - mugs friend - friends jump - jumping duckling - ducklings gosling - goslings chicken - chicks tiger cub - cubs baby elephant - baby elephants

19 Ball game

“Where is the ball?”

Ball, ball, where are you lying? You won't run away from us.

Target: consolidating the correct use of prepositions in children’s speech, developing the ability to navigate in space and attention.

Progress of the game.

Option 1 . Children perform the task with the ball: “Raise the ball above your head, place the ball at your right foot, place the ball on the carpet in front of you,” etc. Option 2. Children answer the question: “Where is the ball?” (on the table, on the floor, in the corner, near the table, under the table

20 Ball game

"Merry Count"

We always know how many there are. Okay, we all think so.

Target: strengthening the agreement of nouns with numerals in children’s speech. Development of dexterity and reaction speed.

Progress of the game: The speech therapist or presenter throws the ball to the child and pronounces a combination of a noun with the numeral “one”, and the child, returning the ball, responds with the same noun, but in combination with the numeral “five” (or “six”, “seven”, “eight” ...). First, it is better to name combinations based on the similarity of the endings of nouns.

Option 1. one table - five tables, one elephant - five elephants, one closet - five closets, one goose - five geese, one swan - five swans, one crane - five cranes, one nut - five nuts, one T-shirt - five T-shirts, one cone - five cones, one duckling - five ducklings, one gosling - five goslings, one hare - five hares, one finger - five fingers, one dress - five dresses, one hat - five hats, one glove - five gloves, one jar - five cans, one mitten - five mittens, one button - five buttons, one soap dish - five soap dishes, one hat - five hats, one book - five books, one candy - five candies.

Option 2. “And I have” The presenter throws the ball and says: “I have one table.” The child, throwing the ball back, answers: “And I have five tables.”

21 Ball game

“Catch, throw, call the days of the week”

It was not in vain that we looked at the calendar - We all remember the days of the week.

Target: consolidation of temporary concepts in the child’s active vocabulary. Progress of the game. Children stand in a circle. A speech therapist or presenter, when throwing a ball to one of the children, can start on any day of the week: “I’ll start, you continue, name the days of the week!” Wednesday...” Children take turns throwing the ball to each other and sequentially calling out the days of the week.

Complication. Children and speech therapist stand in a circle. The speech therapist names the days of the week, slamming the ball on the floor for each word: “Monday. Tuesday...” Instead of the next day of the week, the speech therapist calls the child’s name: “Sasha!” The child picks up the ball and continues, throwing the ball on the floor. You can call the days of the week in reverse order.

22 Ball game

"Months and their sequence"

Month after month rises - everyone will name them all.

Target: consolidation of temporary concepts in the child’s active vocabulary.

Progress of the game. Children and speech therapist stand in a circle. The speech therapist and the children name the months by throwing a ball on the floor: “January, February, March...”. Instead of the next month, the speech therapist calls the child’s name: “Masha!” The named child picks up the ball and continues to name the months, slamming the ball on the floor.

23 Ball game

"What why?"

What do we get every year and all year round?

Target : Consolidation of temporary concepts in the child’s active vocabulary, development of thinking.

Progress of the game. The players stand in a circle. The presenter throws the ball to the players one by one and asks questions. For example: “Winter. And what’s behind it?” The player answers: “Spring,” and throws the ball to the leader.

Question options:"Winter. And what’s behind it?” - "Spring. And what’s behind it?” “How many months are there in a year?” “Name the summer months.” “Name the first month of spring.” “Name the last month of winter.” “What month does autumn begin from?” “What month does autumn end in?”

24 Ball game

“It happens - it doesn’t happen”

What will happen, what won't? Give me an answer quickly!

Target: expansion and consolidation of the child’s active vocabulary, development of logical thinking.

Progress of the game. The players stand in a circle. The presenter calls the seasons. For example: "Summer". And then, throwing the ball to one of the children, he names a natural phenomenon. For example: “Ice drift”. The child who caught the ball must say whether this happens or not. The game goes in circles. Whoever makes a mistake leaves the game.

Options for natural phenomena and seasonal changes:frost, ice drift, drops, leaf fall, blizzard, frost, rain, snow, hail, thunderstorm, etc. Complication. Children give complete answers, explaining the possibility or impossibility of this or that natural phenomenon in given time of the year.

25 Ball game

“Who was who?”

We, of course, have not forgotten who you were yesterday.

Target: development of thinking, expansion of vocabulary, consolidation of case endings.

Progress of the game. The speech therapist, throwing a ball to one of the children, names an object or animal, and the child, returning the ball to the speech therapist, answers the question of who (what) the previously named object was:

chicken - egg horse - foal cow - calf oak tree - acorn fish - egg apple tree - seed frog - tadpole butterfly - caterpillar bread - flour cabinet - board bicycle - iron shirt - cloth shoes - leather house - brick strong - weak.

26 Ball game

"Family"

Who are you to me and who am I to you if you are my family?

Target: teach children to understand family relationships, use words denoting kinship and relatives.

Progress of the game . The speech therapist or presenter, throwing the ball to the child, asks a question, which the child must answer when returning the ball. Sample questions:

• How are you related to mom and dad?
• Who are you to your grandparents?
• Do you have a sister or brother?
• Name it cousins and sisters.
• Who are your cousins' parents to you?
• And who are you to them?

27 Game "Explain and Correct"

Target: development of understanding and activation of words with a general meaning, development of understanding of generic relationships between words (development of the conceptual aspect of the meaning of a word).

• Katya has more dolls than toys.
• Vegetables taste better than tomatoes.
• The wardrobe is higher than the furniture.
• Olya collected more flowers than daisies.
• The hare's ears are longer than those of animals.
• There are fewer berries in the vase than strawberries.

Children are given the task of replacing a generalizing word with a word of specific meaning, for example: “Katya has more dolls than cars.”

28 Game "Because"

Target: activation, clarification of the meaning of generalizing words (development of the conceptual aspect of the meaning of words).

Speech material:

• Grandma made jam because in the fall we were harvesting (vegetables, fruits, flowers).
• The room smells like wood because new ones were delivered yesterday (dishes, furniture, clothes).
• Children go to the zoo because they love (insects, animals, flowers).
• Misha wet his sleeves because he carefully washed (dishes, electrical appliances, furniture).
• The room is noisy because there is a lot of movement under the window (furniture, shoes, vehicles).
• Pasha quickly repaired the chair because he knows how to handle (animals, tools, products).

29 Game "What first, what then"

Goal: develop the ability to establish cause-and-effect relationships and make generalizations

Game material: series of plot pictures

30 Game "Guess the riddle"

Target: develop the child’s understanding of the allegorical meaning of riddles using visual support

Game material: Images

31 Game “Say it in one word”

Target: learn to name a generalizing word-noun

Game material:pictures on lexical topics

32 Game "Say the other way around"

Target: enrich your vocabulary with antonym words

33 Game "Name the Parts"

Target: activate the dictionary

34 Game “Remember words from pictures”

Target: develop motor-auditory memory

Game material:drawings with words

35 Ball game

"Good bad"

The world is neither bad nor good - I’ll explain it and you’ll understand.

Target: introducing children to the contradictions of the world around them, developing coherent speech, imagination and dexterity.

Progress of the game. Children sit in a circle.

Option 1. The speech therapist or presenter sets the topic of discussion. Children, passing the ball around, tell what, in their opinion, is good or bad in natural phenomena. Speech therapist: Rain. Children: Rain is good: it washes away dust from houses and trees, it is good for the earth and the future harvest, but it is bad - it wets us, it can be cold. Speech therapist: City. Children: It’s good that I live in the city - you can go by subway, by bus, there are a lot of good shops, but the bad thing is that you won’t see a live cow or rooster, it’s stuffy, dusty.

Option 2. “I like it - I don’t like it” (about the seasons). Speech therapist: Winter. Children: I like winter. You can go sledding, it’s very beautiful, you can build a snowman. It's fun in winter. I don’t like that it’s cold in winter and the strong wind blows.

36 Game “It happens - it doesn’t happen”

Target: Expanding the volume of the dictionary, clarifying ideas about the characteristics of objects, their parts, location, functions.

Speech material:

• On the topic "Plants":salted apple; pears grow on trees; red tomato; tall oak; round carrots; smooth potatoes; pumpkin is heavy;
• On the topic "Transport":a train flies across the sky; a bus transports people; the ship floats on the water; the car has a body and a cabin; a plane is smaller than a boat;
• On the topic "Dishes":fry in a saucepan; and cook in a frying pan; glass cup; wooden spoon; iron fork; rubber glass; the teapot has a spout, a handle and an eyelet;
• On the topic: “Animals”:red fox; evil wolf; the hare is brave; fluffy hedgehog; fat squirrel; the turtle runs fast; the wolf lives in the forest; the pig grunts; the hare flies; the bear sleeps in a den; the wolf sleeps in a hollow;
• On the topic “Professions”:the pilot flies; the dressmaker is making soup; a worker works at a school; the doctor treats the sick; a policeman draws pictures; the nurse needs a broom;
• On the topic "Furniture":the bed is soft; iron sofa; the chair has legs and a seat; a closet is needed to store things; You need a stool to lie on.

37 Game "An Extra Word"

Goals: Expanding the volume of the dictionary, clarifying ideas about the characteristics of objects.

Speech material:

• Red, green, blue, round;
• Wooden, wide, long, tall;
• Rubber, new, glass, iron;
• Cold, warm, sweet, hot;
• Fluffy, rough, loud, smooth.

38 Ball game

"Whose head?"

Whose head does the beast have? Quickly tell me the words

Target: expanding children's vocabulary through the use of possessive adjectives. Methodical instructions. The game is played after discussing the pictures. The correct use of all these various endings in speech is achieved by repeated repetition of words in game situations.

Progress of the game. The speech therapist, throwing the ball to one of the children, says: “A crow has the head...”, and the child, throwing the ball back to the speech therapist, finishes: “... a crow.” Examples: the lynx has a lynx's head; in fish - fishy; in a cat - feline; a magpie has a magpie; in a hare - hare; in a rabbit - rabbit; in a camel - camel's; in a horse - equine; in duck - duck; in a swan - swan; the deer has deer; the fox has a fox; in a dog - dog's; in a bird - avian; for a sheep - sheep's; for a squirrel - squirrel; for a bear - bearish; for a tiger - tiger's; chicken - chicken; in a pigeon - pigeon; the eagle's is eagle-like. Complication. Make sentences with these adjectives.

39 Game "Who has what?"

Goals: Expanding the volume of vocabulary, clarifying ideas about the characteristics of objects, developing coherent speech and logical thinking.

Equipment : 2-3 pairs of pictures depicting objects by name: dresses, butterflies, shirts.

Adult: My picture shows a shirt.

Child: There is a shirt in my picture too.

Adult: I have a long sleeved shirt. It is for autumn and winter.

Child: I have a shirt with short sleeves. It is worn in spring and summer.

Adult: My shirt is checkered.

Child: And mine is striped.

Adult: I have a shirt with one pocket located on the left side of the chest.

Child: I have a shirt with two pockets located at the bottom.

40 Ball game

"Hot Cold"

We will now open our mouths to say the opposite.

Target: consolidation in the child’s mind and vocabulary of opposite signs of objects or antonym words.

Methodical instructions. The game is carried out after preliminary work with pictures and the child’s assimilation of words such as “same”, “similar”, “different” (“different”), “opposite”. From the pictures: The river is wide, but the stream is narrow. The bear is big, and the bear cub is small. The grandfather is old, and the young man is young.

Progress of the game. The speech therapist, throwing the ball to the child, pronounces one adjective, and the child, returning the ball to the speech therapist, names another - with opposite meaning. Speech therapist: Hot - Children: Cold.

• Good bad; smart - stupid; cheerful - sad; sharp - dull; smooth - rough; light heavy; deep - shallow; light dark; kind angry; joyful - sad; fast - slow; frequent - rare; soft - hard; clear - cloudy; high Low.

Complication. You can invite children to add a noun. For example: A sharp knife. Clear day. Deep lake.

41 Ball game

“What is it made of?”

Here is an object, but what did People make it from?

Target: consolidating the use of relative adjectives and methods of their formation in children’s speech.

Methodical instructions. It is first explained to the child that if an object is made of wood, then it is wooden, and if it is made of iron, then it is iron, etc. Then work is carried out based on the pictures, after which it can be fixed this topic in a ball game.

Progress of the game. The speech therapist, throwing the ball to the child, says: “Boots made of leather,” and the child, returning the ball to the speech therapist, replies: “Leather.” Speech therapist: Fur mittens... Children: Fur.

• Copper basin... Copper;
• Plush bear... Plush;
• Wool mittens... Wool;
• Glass glass... Glass;
• Crystal vase... Crystal...

You can invite children to make sentences with these word combinations. For example: Masha has a teddy bear.

42 Ball toss game

“What is round?”

Here, of course, everyone knows what things are like here.

Target: expansion of children's vocabulary through adjectives, development of imagination, memory, dexterity. Progress of the game. Throwing the ball to children in various ways, the speech therapist asks a question to which the child, having caught the ball, must answer, after which he returns the ball to the speech therapist, and the speech therapist, in turn, throws the ball to the next child, waiting for an answer from him.

1. What is round? (Ball, ball, wheel, sun, moon, apple, cherry...)

2. What is long? (Road, river, rope, thread, tape, cord...)

3. What is tall? (Mountain, tree, man, hundred, house, closet...)

4. What is green? (Grass, trees, bushes, grasshoppers, dress...)

5. What is cold? (Water, snow, ice, dew, frost stone, night...)

6. What is smooth? (Glass, mirror, stone, apple...)

7. What is sweet? (Sugar, candy, pies, cakes, waffles...)

8. What is wool? (Dress, sweater, mittens, gloves, hat...)

9. What is prickly? (Hedgehog, rose, cactus, needles, spruce wire...)

10. What is spicy? (Knife, awl, glass, scissors, dagger, blade...)

11. What is easy? (Fluff, feather, cotton wool, snowflake).

12. What is deep? (Ditch, ditch, ravine, well

43 Ball toss game

"Give me a word"

There is only one answer: some know, some don’t.

Target: development of thinking, reaction speed.

Progress of the game . The speech therapist, throwing the ball to each child in turn, asks: “The crow is croaking, and what about the magpie?” The child, returning the ball to the speech therapist, must answer: - The magpie is chirping. Examples of questions:

• - The owl flies, and the rabbit?
• - The cow eats hay, and the fox?
• - The mole digs minks, and the magpie?
• - The rooster crows, and the chicken?
• - The frog croaks, and the horse?
• - The cow has a calf, and the sheep?
• - The bear cub has a mother bear, and the baby squirrel?

44 Ball toss game

“What happens in nature?”

A person easily finds what happens in nature.

Target: strengthening the use of verbs in speech, agreement of words in a sentence.

Progress of the game. The speech therapist, throwing the ball to the child, asks a question, and the child, returning the ball to the speech therapist, must answer the question asked. It is advisable to play the game by topic. Example: Theme “Spring” Speech therapist: Children

• The sun - what is it doing? It shines and warms.
• Streams - what are they doing? They run, murmuring.
• Snow - what does it do? It's getting dark and melting.
• Birds - what are they doing? They fly in, build nests and sing songs.
• Drops - what does he do? It's ringing.
• Bear - what is he doing? He wakes up and leaves the den.

45 Ball toss game

"Make a proposal"

I’ll make the ball jump, I’ll make a proposal.”

Target: development of attention, speed of mental operations.

Progress of the game. The speech therapist throws the ball to one of the children, while uttering inconsistent words

For example: "Girl play." The child, having caught the ball, pronounces a sentence from these words (“The girl is playing”) and throws the ball back to the speech therapist.

46 Ball game

“What actions do animals perform?”

Or “What do animals do?”

What can animals do - birds, fish, cats, snakes?

Target: activation of children's verbal dictionary, consolidation of knowledge about animals, development of imagination and dexterity.

Progress of the game . Speech therapist, different ways throwing the ball to each child in turn, names an animal, and the child, returning the ball to the speech therapist, utters a verb that can be attributed to the named animal. Speech therapist:

• Dog - Children: Stands, sits, lies, walks, runs, sleeps, eats, barks, plays, bites, caresses, serves;
• Cat (Purrs, meows, sneaks, laps, scratches, washes itself, licks itself);
• Mouse (Rustles, squeaks, gnaws, hides, stores);
• Duck (flies, swims, dives, quacks);
• Crow (Flies, walks, croaks, pecks);
• Snake (Crawls, hisses, wriggles, stings, attacks).

47 Ball game

“Who does what?”

We will never forget what people can do.

Target: consolidating children's knowledge about the profession, enriching children's verbal dictionary, developing attention and dexterity.

Progress of the game.

Option 1 . When throwing or rolling a ball to a child, the speech therapist names a profession, and the child, returning the ball to the speech therapist, must name a verb denoting what the person in the named profession does. Speech therapist:

• builder - Children: builds;
• cook (cooks, cooks);
• porter (carries);
• draftsman (draws); worker (works);
• the cleaner (cleans) the artist (draws), etc.

Option 2. The speech therapist names the verb, and the child names the profession (sells - seller).

48 Ball game

"Morning afternoon Evening Night"

Morning, evening, day and night are gone forever. Don’t rush to see them off, tell them what you did.

Target: consolidating children’s ability to navigate in time, consolidating the names of parts of the day, their sequence; development of attention, dexterity.

Progress of the game. Throwing the ball in various ways (hitting the ball on the floor, rolling, passing the ball in a circle), children answer questions from the speech therapist or facilitator and tell what they did in the morning, during the day, and what they will do in the evening and at night. What did you do this morning? What did you do in the evening? Options . 1. “Name the “neighbors” of the morning.”

2. “First it’s evening, and then?..”

3. “Name the missing word” (We have breakfast in the morning and lunch...)

49 Ball game

“Who can make these movements?”

Who and what flies, runs, walks, swims, lies?

Target: activation of children's verbal dictionary, development of imagination, memory, dexterity.

Progress of the game. The speech therapist, throwing the ball to the child, names the verb, and the child, returning the ball to the speech therapist, names the noun that matches the named verb.

Speech therapist:

• Coming - Children Man, animal, train, steamship, rain, snow, hail, time, road;
• Runs (Man, animal, stream, time);
• Flies (Bird, butterfly, dragonfly, fly, beetle, mosquito, plane, helicopter, rocket, satellite, time, telegram);
• Swims (Fish, whale, dolphin, swan, boat, ship, man, cloud).

50 Ball game

"Yesterday Today Tomorrow"

Everyone remembers what was, what will be, and will not forget.

Target: strengthening children’s ability to navigate in time, developing attention, dexterity, imagination, phrasal speech.

Progress of the game. The presenter throws the ball to everyone playing in turn, asking questions: Please answer me, What did you do yesterday? Did you do everything you wanted? What have you accomplished today? I also wanted to know - What will you do tomorrow? Children, returning the ball to the leader, answer questions.

Option. Sitting in a circle, children throw the ball to each other and talk about what happened to them yesterday, today and what they are going to do tomorrow. The content of stories can be both real and fictional.

System of educational games to enrich children's vocabulary
senior preschool age from general underdevelopment speeches
It is difficult to overestimate the importance of the general development of a child in preschool
age. Unlike all subsequent age stages, it is at this
time, the foundation is laid for any special knowledge, skills,
the child's relationship to the world around him.
Speech is a great gift of nature, thanks to which people receive broad
opportunities to communicate with each other. Speech unites people in their
activities, helps to understand, formulates views and beliefs. Speech
provides a person with a huge service in understanding the world.
However, nature assigns a lot of attention to the appearance and development of speech.
little time for early and preschool age. It was during this period that
favorable conditions for the development of oral speech, the foundation is laid
for written forms of speech (reading and writing) and subsequent speech and
language development of the child. Any delay, any disruption in the course of
The development of a child’s speech is reflected in his activities and behavior. Badly
starting to realize their shortcomings, they become
talking children,
silent, shy, indecisive, their communication with
people.
In general, the level of speech development of modern preschool children
can be described as extremely unsatisfactory. From point of view
speech pathology one of the most common disorders is
general speech underdevelopment (GSD). Studying speech development deviations in children
with normal hearing and intelligence, Professor R.E. Levina first identified
and described a special category of children with manifestations of systemic
unformedness of all language structures(phonetics, grammar,
vocabulary), which she designated by the term “general underdevelopment of speech.”

Speech neglect clearly manifests itself when children enter school.
Serious speech problems that complicate the process
learning are the causes of dysgraphia and dyslexia. According to
researchers, in some first grades there are up to 85-90% of children
with various speech disorders.
The relevance of this topic is significant: 1. Developed oral speech of children
preschool age is one of the indicators of a child’s readiness for
learning at school; 2. Introduction of the new Federal State
into the main structure
educational standard
general education program of preschool education, in which
(FSES)

determined educational field“Speech development” and as one of its
directions “enrichment of active vocabulary”; 3. Interest with
state side on issues of effective upbringing and development of children
preschool age; 4. Unsatisfactory level of speech development
modern children.
The problem is that at the end of preschool education
children with SLD do not master the target orientation in which
the following achievement of the pupil: “... the child is good enough
owns orally, can use speech to express his thoughts,
feelings and desires, constructing a speech utterance in a communication situation..."
without specially organized educational activities.
The process of development of oral speech is complicated by multiple lexical
violations among pupils. Poor vocabulary prevents full communication,
and therefore general development child. On the contrary, the richness of the vocabulary
is a sign of good developed speech and high level indicator
mental development. It is in the meaning of the word “that the knot of that unity is tied,
which we call verbal thinking” (L.S. Vygotsky).

Work on enriching the vocabulary as one of the components of oral speech
should be built through a system of correctional speech therapy,
including the relationship of all participants in these relationships (pupil,
parents, speech therapist) and correctly created subject development
Wednesday.

Correctional speech therapy work to enrich the vocabulary
pupils, which is carried out in stages:
Stage I – clarification lexical meaning words;
Stage II – development of students’ ability to use antonyms,
synonyms and polysemantic words in oral speech;
Stage III – formation of the generalizing function of speech.
Due to play activity preschoolers have
leading, then the system of educational games should become integral part everyone
speech therapy sessions (frontal, subgroup, individual),
spent with children. Each game is adapted to the topic being studied.
I. Games aimed at clarifying the lexical meaning of a word:
1.
Board games"Lotto",
"Domino"
"Paired pictures"
"Cubes". The goal is to enrich the subject vocabulary, develop logical
thinking.
These games are one of effective ways enrichment
children's dictionary. While playing the game, the rules were explained to the students. IN
during the game (for example, with cut pictures) we first considered
whole picture samples, it was specified: “What is drawn in the picture?”, “How
can you call them in one word?”, “Where do fruits grow?”, “What can be done
from fruits? After clarification, there was an explanation: “Here in front of you are small
pictures, each one shows only part of the fruit, you have to put it together
whole picture, each one his own. Remember what color the plum is, what its
leaves, and select the necessary pictures.” By the same principle, children
collected pictures from cubes.

2. Game “Wonderful bag”. The goal is to enrich the subject vocabulary (in
During the game, pay attention to the correctness of grammar
word form).
3. Game “What’s wrong?” The goal is to enrich the subject vocabulary by turning
special attention to words denoting generalized concepts, develop
auditory attention.
Instructions: “Am I naming domestic animals correctly: cow,
horse, squirrel, dog, chicken, crow, hare?” Preschoolers correct
errors.
4. Game "Memorina". The goal is to enrich and activate vocabulary;
memory development,
communicative function of children.
auditory attention,
thought processes,
Principle of the game: find pairs of identical or similar objects (or
stories) from these 816 cards (depending on age and development
child). The cards are laid out face down on the table, which is exactly what
created the effect of surprise. The players took turns opening cards.
If the pictures turned out to be different, then the cards were turned over again.
If the pictures turned out to be the same (or similar), then the person who opened them
received a chip. The task was set: try to remember the images and 2 times
Do not open one card. At the end of the game, after counting the chips, it was determined
winner.
5. Game "Confusion". The goal is to enrich the subject vocabulary by turning
special attention to words denoting general concepts; consolidate
names of parts of a whole object.
6. Game “Choose the word.” The goal is to enrich and clarify the active
dictionary (selection of suitable words for the named definitions, words
actions).
Wet; heavy; glad.
Shines; writes; hanging.

7. Game “Who Screams How.” The goal is to teach children to select words actions
according to the method of voting.
8. Game “Remember and name.” The goal is to develop children's active vocabulary.
9. Game “Part of the Whole”. The goal is to enrich the subject vocabulary,
fixing the names of parts of a whole object or object.

Description. Children name the parts of an object or object, and they
guess what object we are talking about and name it. For example, the root
trunk, branches - tree; back, legs, seat - chair; wings, beak, tail -
bird, etc.
10. Game "Which one?" The goal is to develop a dictionary of features.
11. Game “Correct the mistake.” The goal is to develop a verb vocabulary,
logical thinking (The cook treats, and the doctor cooks. Etc.).
12. Game "Snowball". The goal is to develop an active vocabulary,
consolidation of “new” words in coherent speech.

Description. Children are invited to make up words with “new” words.
phrases, sentences, stories.
II. Games aimed at
development of students' skills
use antonyms, synonyms and ambiguous words in oral speech.
The selection of games is carried out with increasing complexity, since the game
the main activity of a preschool child, through which he
learns about the world around him, masters his native language, and correctly and interestingly
organized play contributes not only to the development and correction of speech, but
and personality development in general:
1. Games “Tell a friend” (with with a magic wand) and “Who will say
otherwise?" (with a ball). The purpose of introducing synonyms into speech different parts speech.
The children stood in a circle and, answering, passed on the magic spell to each other.
stick or ball.
Fight battle, battle.

To be afraid - to be frightened, to be afraid, to be timid. Grieve, grieve, be sad.
Look at it, admire it, look at it.
2. Game “Stubborn Children”. The goal is to enrich the dictionary of antonyms.
Children were told that they had suddenly become stubborn and had to say everything
vice versa. For example, if they hear the word "opened" they should say
“closed.”
3. Game “Say the opposite”. The goal is to enrich the vocabulary of antonyms.
The adult pronounced a phrase with an epithet, the child repeated it, calling the antonym
epithet. For example, an adult said: “I see a tall house.” Child
answered: “I see a low house.”
4. Game "Guess the word." The goal is to enrich the dictionary of antonyms.
Children are asked to complete the sentence and then repeat it
fully:
The oak is big, and the rowan...
The pine tree is tall, and the bush...
The bee flies, and the caterpillar...
The road is wide, and the path...
The honey fungus is edible, but the fly agaric...
III. Games for the formation of the generalizing function of speech:
1. Game “The Fourth Extra” Let us now recognize what is extra for us.
The goal is to strengthen children’s ability to identify common features in words, to develop
ability to generalize.
Description. The speech therapist, throwing the ball to the child, names 4 words and asks
determine which word is the odd one out. For example, day, night, morning, spring. Children,
throwing the ball back, they call out the extra word.
2. Game puzzle “Generalization”. The goal is to consolidate general concepts,
development of voluntary attention, logical thinking, fine motor skills.
3. Game “Say it in one word.” The goal is to consolidate general concepts.

Thus, a child with general speech underdevelopment masters the target
guideline: “... has a good command of oral speech, can express his thoughts and
desires, can use speech to express his thoughts, feelings and
desires, constructing a speech utterance in a communication situation...", only
when creating: 1) development conditions that open up opportunities for it
positive socialization, personal development, development of initiative and
creative abilities, based on cooperation with adults and
peers and age- and activity-appropriate; 2)
developing educational environment, which is a system
conditions of socialization and individualization of children.
The use of this technique helps expand vocabulary
reserve, and also has a beneficial effect on the development of speech communication
preschoolers in general. The effectiveness of the complex allows us to recommend
its use by preschool teachers educational institutions.
Bibliography
1. Grizik T.I. Speech development of the modern child.// Kindergarten from A
Ya. No. 2 (14) 2005. 4 p.
2. Gromova O.E. Innovation in speech therapy practice/Methodological
manual for preschool educational institutions. M.: LINKAPRESS,
2008.232 p.
3. Kobzareva L.G., Rezunova M.P., Yushina G.N. exercise system for
correction of writing and reading for children with special needs development/ Practical guide for speech therapists.
Voronezh: PE Lakotsenin S.S., 2006. 217 p.
4. Kondratenko I.Yu. Formation of emotional vocabulary in
preschoolers with general speech underdevelopment: Monograph. SPb.: KARO, 2006.
240s. (48).
5. Losev P.N. Correction of speech and mental development children 47 years old:
Planning, lesson notes, games, exercises. M.: shopping center. Sphere, 2005.

Short description

The goal is to enrich vocabulary, develop long-term memory and logical thinking

Description

Didactic games for enriching vocabulary with modeling elements.

Compiled by: Stoilova I.V., teacher of MADOU "Kindergarten" combined type No. 39 « gold fish", Gubkin

Game "Word Box"
Target: enrichment of vocabulary, development of long-term memory.
Game content: Children “collect” new words in a piggy bank, i.e. draw or designate using symbols, immediately after their formation or interpretation and with a delay (after other exercises, at the end of the lesson, every other day). We periodically return to the words in the piggy bank: the next day, in a week, in a month. Children are asked to remember the words that they “put” in the word bank and make up a sentence or story with them.
Game "Let's Encrypt the Words"
Target:enrichment of vocabulary, development of logical thinking and long-term memory.
Content: The teacher asks the child to draw pictures for each word he named. A visual image corresponding to objects arises easily, so children are asked to “encode” words such as delicious soup, joy, etc.
Game "Wizards"
Target: enrichment of vocabulary, development of long-term memory and logical thinking.
Contents: Several cards are laid out in front of the child with schematic images of individual objects (for example, a Christmas tree, a house, wings, etc.). The child is given a few words and asked to choose pictures that will help him remember these words, i.e. “bewitch” words. Next, the child must reproduce the presented words. To do this, he takes the pictures put aside one by one and with their help recalls the words that were named to him. This exercise will help your child develop logical connections between objects.
Game "Teremok"
Target: enrichment of vocabulary, development of classification skills
Content: Children are offered pictures and two, three, etc. towers with a schematic representation of a garden (for fruits), a vegetable garden (for vegetables), a Christmas tree (for wild animals), a house (for domestic animals), etc. Children are given the task of “placing” the pictures in the desired tower (the classification criterion is not named) and explain why each picture was placed in one or another tower. (below are sample diagrams used in this and other games).
Game "Flower - seven-flowered"
Target: enrichment of verb vocabulary
Content: Children receive a picture (the core of a flower) with a symbol of an action, for example, a fish - dives, swims, the sun - shines, etc., and then attach petals to the core with images of objects that can perform this action.
Game “Who Lives in the House?” (according to I.A. Chistyakova)
Target: enrichment of the verb vocabulary, development of visual attention, memory, logical thinking
Content: Children receive houses with closed shutters, on which are drawn symbols of what the animals that live there can do, for example, flies, makes (nests), pecks, sings - this is a bird. Children check the correctness of the answer by opening the shutters of the house.
Train game
Target: strengthening the skills of word formation of nouns using the suffixes -ik, -ish.
Content:Children are offered several pictures depicting identical objects (large, medium and small) and a train with three carriages, each of which has a schematic image of a mountain (large, small, medium). Children find identical objects, name them and put them in the right trailer: nose, nose, nose, etc.
Game "Journey"
Target: consolidation of word formation skills of prefixed verbs
Content: Children are presented with a playing field depicting a road and obstacles that they must overcome. A diagram of the attachment is drawn next to each obstacle. Children compose a story about a journey, for example, Sonya: Sonya walked along the road, approached a house, entered the house, left the house, walked along the road again, came to a river, crossed a bridge, came to a stump, walked around the stump, etc. d.
Game "Word Family"
Target: consolidation of educational skills related words.
Content: A house in which words “live” is posted on the board. The windows in this house are made of transparent film and behind each one hides one of the symbols (a big word (big mountain) - for example, fish, a small, affectionate word (small hill), for example, fish, a beautiful word, a sign word (red ribbon) , for example, fish, an action word (two horizontal stripes), for example, fish, a word that is said when there is a lot of someone or something (three rectangles), for example, fish, the word - person (little man), for example, fisherman, angler). Children receive pictures depicting, for example, a large fish, a small fish, a fish soup, a fishing rod, several fish, a fisherman, and place them in the appropriate apartments.
Game "Tree of Related Words"
Target: consolidation of word formation skills of related words
Content: A tree is hung on the board, on which “not leaves grow, but words.” Most of the pieces of paper show the symbols described in the previous game. Children are asked to come up with and name words that can “grow” on this tree, but without relying on object pictures, but using only symbols.
Game "Shop"
Target: differentiation of singular and plural nouns
Content: On the “store counter” there are pictures depicting various objects (one object and several objects), children have “money” with which you can buy only a certain product: for example, if a child has a tree (denoting fruit) and three stripes ( means a lot), then he can “buy” bananas, apples, etc. When all the goods in the store are “sold out,” the children become pairs and make sentences like: Nikita has a banana, and Lena has bananas.
Game "Harvest"
Target: fixing the accusative case of nouns
Content: The speech therapist brings four baskets with a schematic representation of the actions (pluck - hand, pull out - hand in a fist, dig - shovel, cut - knife) and says that now the children will collect vegetables and tell how this vegetable is harvested. Children make up sentences like: The carrot is pulled out. Cabbage is cut. Etc.
Game "My, my, mine, mine"
Target: agreement of pronouns my, mine, mine, mine with nouns
Content: Four houses are placed on the board with a schematic image of a girl (mine), a boy (mine), a sun (mine), a girl and a boy (mine). Children receive pictures depicting various objects and “place” them in the right houses, making up sentences: This is my phone. It is my book. Etc.
Game “What did you do? What did you do?
Target: changing past tense verbs by gender.
Content: Action symbols are shown on the sides of the die. The child rolls the dice and makes up a sentence like: Kolya was sitting, Sonya was sitting. Kolya and Sonya were sitting.
Game "Carousel"
Target: changing past tense verbs by gender, agreeing words in a sentence, consolidating the structure of a simple sentence.
Content: Two circles (one smaller than the other) are connected in the center so that the small circle can be rotated. On big circle Symbols of actions are drawn, on the small one - people, animals. The speech therapist calls the action, the children rotate a small circle, choosing who they will make a sentence about, and make sentences like: The boy drew a tree. Etc.
Lotto "Prepositions".
Target: strengthening the ability to use prepositions in speech.
Content: Children receive large lotto cards that show two objects: one inside the other, one on top of the other, etc. The speech therapist shows the preposition diagram, the children make up a sentence with the desired preposition based on their picture and cover the picture with the preposition diagram.
Game "What color?"
Target: agreement of adjectives with nouns.
Content: Identical objects of different colors (several types) are placed on the board. Children receive cards with a picture of a color spot and a schematic image of an object. Children match the picture to their card and make up sentences: I have a red hat. I have a blue coat.
Game “Describe the animal”.
Target:developing the ability to compose a descriptive story using reference pictures. Material : pictures-diagrams for creating a descriptive story.
Content: The teacher tells the children how to use diagrams to describe an animal (1 picture “mirror” - appearance; 2 - “person” - what benefits it brings to a person; 3 - “pan” - what he loves; 4 - “house” - where he lives; 5 – “stroller” - what are the babies called; 6 – « headphones” - as the voice says). Then the children independently compose a descriptive story using a supporting diagram.
Game “Finish the sentences and name the enemy words.” The elephant is big, and the mosquito...
The stone is heavy, but the fluff...
Cinderella is kind, and the stepmother...
In winter the weather is cold, and in summer...
The tree is tall, and the bush...
Grandfather is old, and grandson...
The soup is hot, and the compote...
The milk is liquid, and the sour cream...
I'm sick, but I'll be back soon...
The seller sells, and the buyer...
The hare jumps quickly, and the tortoise crawls slowly... etc.
Game “Guess what kind of animals these are?”
Watching, gnawing, barking - who is it?
Meows, laps, scratches -...
Moos, chews, walks -...
It flies, buzzes, stings - ... etc.

Game “Which one? Which? Which? Which?"
Come up with and name as many words as possible that answer the questions which? which? which? which? on the theme "Winter".

Snow... Snowflakes... Frost...
Weather... Day... Frost...
Air... Trees... Snowdrift...
Game “What is he doing? What are they doing?
Come up with and name as many words as possible that answer the questions what does it do? what are they doing? on the theme "Winter".
Sun (which one?)… Wind… Sky…
Snow... Snowflakes... Frost...
Weather... Day... Frost...
Air... Trees... Snowdrift...
Similar game can be carried out at all times of the year.

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Didactic games for enriching vocabulary with modeling elements.doc

Didactic games for enriching vocabulary with modeling elements.

Compiled by: Stoilova I.V.,

teacher of MADOU "Kindergarten"

combined type No. 39

Target: “Goldfish”, Gubkin

Game "Word Box" enrichment of vocabulary, development of long-term memory.

Game content:

Target: Children “collect” new words in a piggy bank, i.e. draw or designate using symbols, immediately after their formation or interpretation and with a delay (after other exercises, at the end of the lesson, every other day). We periodically return to the words in the piggy bank: the next day, in a week, in a month. Children are asked to remember the words that they “put” in the word bank and make up a sentence or story with them.

Game "Let's Encrypt the Words" enrichment of vocabulary, development of logical thinking and long-term memory.

Content

Target: The teacher asks the child to draw pictures for each word he named. A visual image corresponding to objects arises easily, so children are asked to “encode” words such as delicious soup, joy, etc.

Game "Wizards": Several cards are laid out in front of the child with schematic images of individual objects (for example, a Christmas tree, a house, wings, etc.). The child is given a few words and asked to choose pictures that will help him remember these words, i.e. “bewitch” words. Next, the child must reproduce the presented words. To do this, he takes the pictures put aside one by one and with their help recalls the words that were named to him. This exercise will help your child develop logical connections between objects.

Game "Teremok"

Target: enrichment of vocabulary, development of classification skills

Game "Let's Encrypt the Words": Children are offered pictures and two, three, etc. towers with a schematic representation of a garden (for fruits), a vegetable garden (for vegetables), a Christmas tree (for wild animals), a house (for domestic animals), etc. Children are given the task of “placing” the pictures in the desired tower (the classification criterion is not named) and explain why each picture was placed in one or another tower. (below are sample diagrams used in this and other games).

Game "Flower - seven-flowered"

Target: enrichment of verb vocabulary

Game "Let's Encrypt the Words": Children receive a picture (the core of a flower) with a symbol of an action, for example, a fish - dives, swims, the sun - shines, etc., and then attach petals to the core with images of objects that can perform this action.

Game “Who Lives in the House?”(according to I.A. Chistyakova)

Target: enrichment of the verb vocabulary, development of visual attention, memory, logical thinking

Game "Let's Encrypt the Words": Children receive houses with closed shutters, on which are drawn symbols of what the animals that live there can do, for example, flies, makes (nests), pecks, sings - this is a bird. Children check the correctness of the answer by opening the shutters of the house.

Train game

Target: strengthening the skills of word formation of nouns using the suffixes -ik, -ish.

Content: Children are offered several pictures depicting identical objects (large, medium and small) and a train with three carriages, each of which has a schematic image of a mountain (large, small, medium). Children find identical objects, name them and put them in the right trailer: nose, nose, nose, etc.

Game "Journey"

Target: consolidation of word formation skills of prefixed verbs

Game "Let's Encrypt the Words": Children are presented with a playing field depicting a road and obstacles that they must overcome. A diagram of the attachment is drawn next to each obstacle. Children compose a story about a journey, for example, Sonya: Sonya walked along the road, approached a house, entered the house, left the house, walked along the road again, came to a river, crossed a bridge, came to a stump, walked around the stump, etc. d.

Game "Word Family"

Target: strengthening the skills of forming related words.

Game "Let's Encrypt the Words": A house in which words “live” is posted on the board. The windows in this house are made of transparent film and behind each one hides one of the symbols (a big word (big mountain) - for example, fish, a small, affectionate word (small hill), for example, fish, a beautiful word, a sign word (red ribbon) , for example, fish, an action word (two horizontal stripes), for example, fish, a word that is said when there is a lot of someone or something (three rectangles), for example, fish, the word - person (little man), for example, fisherman, angler). Children receive pictures depicting, for example, a large fish, a small fish, a fish soup, a fishing rod, several fish, a fisherman, and place them in the appropriate apartments.

Game "Tree of Related Words"

Target: consolidation of word formation skills of related words

Game "Let's Encrypt the Words": A tree is hung on the board, on which “not leaves grow, but words.” Most of the pieces of paper show the symbols described in the previous game. Children are asked to come up with and name words that can “grow” on this tree, but without relying on object pictures, but using only symbols.

Game "Shop"

Target: differentiation of singular and plural nouns

Game "Let's Encrypt the Words": On the “store counter” there are pictures depicting various objects (one object and several objects), children have “money” with which you can buy only a certain product: for example, if a child has a tree (denoting fruit) and three stripes ( means a lot), then he can “buy” bananas, apples, etc. When all the goods in the store are “sold out,” the children become pairs and make sentences like: Nikita has a banana, and Lena has bananas.

Game "Harvest"

Target: fixing the accusative case of nouns

Game "Let's Encrypt the Words": The speech therapist brings four baskets with a schematic representation of the actions (pluck - hand, pull out - hand in a fist, dig - shovel, cut - knife) and says that now the children will collect vegetables and tell how this vegetable is harvested. Children make up sentences like: The carrot is pulled out. Cabbage is cut. Etc.

Game "My, my, mine, mine"

Target: agreement of pronouns my, mine, mine, mine with nouns

Game "Let's Encrypt the Words": Four houses are placed on the board with a schematic image of a girl (mine), a boy (mine), a sun (mine), a girl and a boy (mine). Children receive pictures depicting various objects and “place” them in the right houses, making up sentences: This is my phone. It is my book. Etc.

Game “What did you do? What did you do?

Target: changing past tense verbs by gender.

Game "Let's Encrypt the Words": Action symbols are shown on the sides of the die. The child rolls the dice and makes up a sentence like: Kolya was sitting, Sonya was sitting. Kolya and Sonya were sitting.

Game "Carousel"

Target: changing past tense verbs by gender, agreeing words in a sentence, consolidating the structure of a simple sentence.

Game "Let's Encrypt the Words": Two circles (one smaller than the other) are connected in the center so that the small circle can be rotated. Symbols of actions are drawn on the large circle, and people and animals on the small circle. The speech therapist calls the action, the children rotate a small circle, choosing who they will make a sentence about, and make sentences like: The boy drew a tree. Etc.

Lotto "Prepositions".

Target: strengthening the ability to use prepositions in speech.

Game "Let's Encrypt the Words": Children receive large lotto cards that show two objects: one inside the other, one on top of the other, etc. The speech therapist shows the preposition diagram, the children make up a sentence with the desired preposition based on their picture and cover the picture with the preposition diagram.

Game "What color?"

Target: agreement of adjectives with nouns.

Game "Let's Encrypt the Words": Identical objects of different colors (several types) are placed on the board. Children receive cards with a picture of a color spot and a schematic image of an object. Children match the picture to their card and make up sentences: I have a red hat. I have a blue coat.

Game “Describe the animal”.

Target: developing the ability to compose a descriptive story using reference pictures. Material : pictures-diagrams for creating a descriptive story.

Game "Let's Encrypt the Words": The teacher tells the children how to use diagrams to describe an animal (1 picture “mirror” - appearance; 2 - “person” - what benefits it brings to a person; 3 - “pan” - what he loves; 4 - “house” - where he lives; 5 – “stroller” - what are the babies called; 6 – « headphones" - as the voice sounds). Then the children independently compose a descriptive story, using the reference diagram.

Game “Finish the sentences and name the enemy words.”

The elephant is big, and the mosquito...

The stone is heavy, but the fluff...

Cinderella is kind, and the stepmother...

In winter the weather is cold, and in summer...

The tree is tall, and the bush...

Grandfather is old, and grandson...

The soup is hot, and the compote...

The milk is liquid, and the sour cream...

I'm sick, but I'll be back soon...

The seller sells, and the buyer...

The hare jumps quickly, and the tortoise crawls slowly... etc.

Game “Guess what kind of animals these are?”

Watching, gnawing, barking - who is it?

Meows, laps, scratches -...

Moos, chews, walks - ..

It flies, buzzes, stings - ... etc.

Game “Which one? Which? Which? Which?"

Come up with and name as many words as possible that answer the questions which? which? which? which? on the theme "Winter".

Snow... Snowflakes... Frost...

Weather... Day... Frost...

Air... Trees... Snowdrift...

Game “What is he doing? What are they doing?

Come up with and name as many words as possible that answer the questions what does it do? what are they doing? on the theme "Winter".

Sun (which one?)… Wind… Sky…

Snow... Snowflakes... Frost...

Methodological development

Enriching children's vocabulary through educational games

Skvortsova Olga Nikolaevna

Relevance
Didactic games are an effective means of consolidating grammatical skills, since, thanks to the dialectic, emotional nature of the implementation and the interest of children, they make it possible to practice the child many times in repeating the necessary word forms. A didactic game as one of the forms of learning is carried out during the time allocated in the regime for direct educational activities.
It is important to establish the correct relationship between these two forms of learning, to determine their relationship and place in a single pedagogical process. Didactic games sometimes precede direct educational activities; in such cases, their goal is to attract children’s interest in what will be the content of continuous educational activities.
It is well known that preschool age is the most sensitive period for the development of children’s speech, including vocabulary acquisition. native language Therefore, it is so important to pay attention to the speech development of a preschool child.
Tasks:
1. Study theoretical foundations development of vocabulary in children of primary preschool age.
2. Consideration of the role of didactic games in the process of vocabulary work.
3. Selection of diagnostic methods and identification of the level of vocabulary acquisition by children of the 2nd junior group.
4. Carrying out work on vocabulary development using didactic games.
5. Determining the effectiveness of the work performed.
Developmental subject environment is the main means of shaping the child’s personality and the source of his knowledge and social experience. A developing environment is a natural setting, rationally organized, rich in a variety of sensory stimuli and play materials.
Each child has an independent choice: with whom, where, how, what to play. The created developmental zones contain a variety of materials for educational games to freely engage in without interfering with each other, different types activities.
The group includes such zones as: a zone of role-playing games, a theatrical zone, a zone for games with building material, construction sets, didactic games, sports and recreation area; literary zone; ecological zone, an area for artistic and creative activities for children.
The selection of toys is carried out in accordance with the main theme of the children's game. For children of primary preschool age, these are toys that allow you to expand the game into the family, store, etc.
A “book corner” is a specially designated place where a child can independently, according to his taste, choose a book and calmly examine and “re-read” it. Here the child sees the book for the first time not in the hands of a teacher, but is left alone with it. He carefully and intently examines the illustrations and remembers the content.
Determining the level of vocabulary acquisition by children in the group
Diagnostics of the level of formation of active vocabulary in children of the 4th year of life.
"Diagnostics of speech development of preschool children" edited by O.S. Ushakova, E.M. Strunina
Task No. 1 "Doll".
1. Who is this? What is the name of the doll? Give her a name.
1) names in a sentence: (“I’ll call her Masha”) - 3 points
2) gives the name in only one word - 2 points
3) doesn’t call it anything (says “doll”) - 1 point
2.Tell me what Masha is?
1) names two or more words (“good, kind”) - 3 points
2) names one word (“small”) - 2 points
3) does not name properties, signs (says “pupa”) - 1 point
3. What is Masha wearing?
1) names more than 2 types of clothes without help (“in a white dress, yellow socks, etc.”) - 3 points
2) with the support of the teacher: “What is this? Show me.” (This is a hat, this is a jacket) - 2 points
3) can show items of clothing, but does not name them - 1 point
4. How exactly is it possible to mark in one word? (I name items of clothing: hat, coat, etc.).
1) names general words (“clothes, outfit”) - 3 points
2) names other types of clothing (T-shirt, pants, T-shirt, etc.) - 2 points
3) reproduces words from the teacher (hat, coat) - 1 point
5.What does Masha do? (performs movements: the doll sits down, stands up, raises its hand, waves its hand)
1) the child names each action - 3 points
2) names 2 actions (“stood up, raised her hand”) - 2 points
3) names one verb (“stands” or “sits”) - 1 point
6. What can be done with the doll?
1) more than 2 words (“wear for a walk, sing a lullaby, wash”) - 3 points
2) names two actions (“rocking in the crib”, “feeding dinner”) - 2 points
3) one word “play” - 1 point
7. What can you do with the doll?
1) Says more than two words (put her to bed, rock her, play);
2) names two actions (rolling in a stroller, feeding a doll);
3) names one word (play).
Task No. 2 "Ball".
1. What is this? What ball? (let me hold the ball).
1) 2 signs or more (“rubber, red”) - 3 points
2) names only 1 sign - 2 points
3) does not name the signs, but another word is “play” - 1 point
2. What can you do with it?
1) names more than 2 words (verbs), (“throw, roll”)
- 3 points
2) two verbs (“play, spin”) - 2 points
3) only one word (“play”) - 1 point
3. I ask after the action has been completed. I throw the ball to the baby and say:
- What did I do (throw the ball, throw the ball).
- What did you do? - I caught it. - Now you throw it. What did you do? - Threw it.
- What did I do? - I caught it.
1) names all actions without exception in the required form - 3 points
2) names 2-3 actions correctly - 2 points
3) names only one verb - 1 point
Task No. 3.
1. How to call a doll or ball in one word?
1) The child gives a generalizing word (toys);
2) lists the names (Katya, ball);
3) says one word (doll).
2. Tell us what toys you have at home, how you play with them, with whom?
1) Makes up a story from personal experience(I have cars at home. There are many of them, all cars are different. I put them in the garage);
2) lists toys;
3) names one toy.
Response evaluation criteria:
1 answer option (full) - 2 points
Answer option 2 (not complete) - 1 point
Answer option 3 (no answer or repetition of a word) - 0 points
By answering the questions of 3 tasks, the child gives a total of 12 answers, as a result of which the level of development of the active vocabulary can be determined.
Criteria for determining the level
High level - 20 - 24 points
Average level - 19 - 12 points
Low - 11 points or less
Practical work with children on vocabulary development
using didactic games
Tasks:
1. Develop a set of activities for the development of the vocabulary of children of the fourth year of life based on the use of didactic games.
2. Test the developed complex in the joint activities of the teacher and children.
3. Carry out individual work with children, taking into account the data of the ascertaining experiment.
Didactic games were selected aimed at activating the vocabulary of preschoolers. The choice of material used for didactic games was determined by the tasks of vocabulary work, taking into account the activation of verbs and adjectives in children.
In our work, we used didactic games for developing the vocabulary of preschoolers, developed by A.K. Bondarenko and O. S. Ushakova.
A set of didactic games:
Games on the topic "Toys":
"Wonderful bag"
"Find a toy"
"What's missing?"
Games on the topic "Clothing":
"Doll Masha woke up"
"Doll Masha goes for a walk"
"Find a Pair"
Games on the theme "Dishes":
"Doll Masha is having lunch"
"Pick up dishes for the doll"
"Recognize the dishes by description"
Theme "Clothing"
Didactic game "Doll Masha woke up"
1. Didactic task: Activation of vocabulary using words: T-shirt, panties, T-shirt, tights, skirt, pajamas.
2. Game task: Choose clothes and dress the doll after sleep.
3. Equipment: Dolls. Doll clothes.
4. Progress of the game: The teacher offers to dress and undress the doll, names items of clothing. Children practice dressing a doll.

Didactic game "Find a pair"
1. Didactic task: Activation of the dictionary using the words: red, green, blue, skirt, scarf, jacket.
2. Game task: Find the item of clothing that the teacher named.
3. Equipment: Doll clothes of different colors.
4. Progress of the game: The teacher names the item of clothing drawn on his card (blue jacket) and invites the children to show the item.

Didactic game: "Doll Masha goes for a walk"
1. Didactic task: To activate nouns (names of items of clothing) and adjectives (warm, fur, thin, etc.) in children’s speech.
2. Game task: Choose the right clothes and dress the doll.
3. Equipment: Doll. Clothes for a doll.
4. Progress of the game: The teacher suggests dressing the doll for a walk in the fall, winter, spring, summer.
Theme "Toys"
Didactic game "Wonderful bag"
(can be carried out using toys of different categories, in different age groups, more often in younger ones).
1. Didactic tasks: Teach children to recognize objects by their characteristic features; activate the dictionary (in accordance with the selection of toys, objects; nouns, verbs, adjectives are used)
2. Game task: Determine which toy by touch and describe it.
3. Equipment: Bag, toys.
4. Progress of the game: Playing with the bag. Removing objects and examining them, accompanied by a description of their appearance, parts, purpose, characteristics.
Identification of objects (placed again in the bag) by touch, naming and describing them.

Didactic game: "Find a toy."
1. Didactic task: to develop children’s ability to recognize objects by their characteristic features; strengthen the ability to use nouns, verbs, adjectives.
2. Game task: Recognize the toy by description.
3. Equipment: Toys.
4. Progress of the game: The teacher calls characteristic features toys, and the child must recognize this toy.

Didactic game: "What's missing?"
1. Didactic task: Practice the formation of nouns in the form genitive case, singular; activate the dictionary; development of memory and attention.
2. Game task: Guess which toy the teacher removed.
3. Equipment: Toys.
4. Progress of the game: Toys (up to 5) are displayed on the table. The children, together with the teacher, look at them and name each toy. The teacher invites the children to close their eyes and removes one toy. Children open their eyes and guess which toy is not on the table.

Theme "Dishes"
Didactic game "Let's set the table for tea."
1. Didactic task: Activation of vocabulary using words: bread box, cups, saucers, teaspoons.
2. Game task: Set the table for tea for the guests.
3. Equipment: Doll dishes, doll table, doll, bear, bunny.
4. Progress of the game: An adult explains that guests (a bear and a bunny) came to the doll. Therefore, you need to set the table for tea. The child follows the instructions of the adult: place a bread basket in the middle of the table, place cups and saucers next to it and put teaspoons. What can you drink from a cup?
Didactic game "What's missing?"
1. Didactic task: Activation of vocabulary using words: big, small (cup), red, blue (saucer).
2. Game task: Identify and name which dishes are missing.
3. Equipment. Pictures depicting large and small utensils.
4. Progress of the game. The child matches the images of the dishes drawn and the contours.
Didactic game "Pick up dishes for the doll"
1. Didactic tasks: To consolidate the names of different utensils, to develop the ability to use them for their intended purpose; activate the dictionary (names of utensils).
2. Game task: Choose the right dishes.
3. Equipment: Dolls: cook, nanny, girl. Dishes for dolls.
4. Progress of the game: Children look at the dolls: a cook, a nanny and a girl. They talk about what kind of utensils a cook or nanny needs for their work, and what kind of utensils a girl needs to serve tea. Then the children select the dishes and take them to the “kitchen”, to the “dining room”.
In the future, you can enter general names: kitchenware, tableware, teaware.
Checking the effectiveness of the work done
To determine the effectiveness of the work done, we used the same diagnostic material.
An analysis of the results of a survey of the state of vocabulary development showed that after targeted and systematic work in the group, the number of children with a high and average level of vocabulary development increased.
Comparing the results, we can conclude that didactic games have an impact on the development of vocabulary in children of primary preschool age.
When compared, it is obvious that the vocabulary of preschoolers has significantly increased and enriched. Children began to use more nouns, adjectives and verbs in their speech.
A child can successfully master speech when he is taught not only in preschool institution, but also at home, in the family