Natalia Lyubimova
Games for developing auditory attention

Game "Who will hear what?"

Target. Development of auditory attention. Accumulation of vocabulary and development of phrasal speech.

Equipment. Screen, various sounding objects: bell, hammer, rattle with pebbles or peas, trumpet, etc.

Description of the game. The teacher behind the screen knocks with a hammer, rings a bell, etc., and the children must guess what object produced the sound. Sounds should be clear and contrasting.

Game "Find out by sound"

Target. Development of auditory attention and phrasal speech.

Equipment. Various toys and objects that can make noises and sounds with different objects. If the child guesses what produced the sound, he raises his hands and tells the adult about it without turning around.

Noises can be made in a variety of ways: throwing a spoon, ball, paper on the floor; hitting an object against an object; leafing through a book; tearing or crumpling paper, etc.

Game "Who's Flying"

Target. Development of auditory attention.

Progress of the game. The speech therapist tells the children that he will say the word "flies" in combination with other words (a bird is flying, a plane is flying). But sometimes he will make mistakes (for example: a dog is flying). Children should clap only when two words are used correctly. At the beginning of the game, the speech therapist slowly pronounces phrases and pauses between us. Subsequently, the pace of speech accelerates.

Game "Home Band"

What a child should learn: Continues to develop auditory attention, memory, sense of rhythm; enriches the vocabulary with nouns on the lexical topic “Dishes”

Equipment: cup, spoon, plate, pan

Progress of the game: tell him that today he will play instruments, but not musical ones, but “household” ones, and give the child the dishes.

Ask: “How can you call these objects in one word?” - “Dishes” - “We will play on the dishes. You are an orchestra, and I am a conductor. I will show how to play, and you repeat after me.”

Tap the rhythms and the child should repeat after you.

V. A. Sukhomlinsky wrote: “The attention of a small child is a capricious “creature.” It seems to me like a timid bird that flies away from the nest as soon as you try to get closer to it.”

Developing and improving attention is just as important as teaching children to write, count, and read. In the presence of voluntary attention, thought processes proceed faster and more correctly, movements are performed more accurately and clearly.

The study of psychological, pedagogical and methodological literature, conducting the ascertaining stage of the study led us to the idea of ​​​​creating a collection for teachers and parents on the use of didactic games aimed at developing voluntary attention in preschool children.

With young children, the teacher needs to play with didactic material, disassemble and assemble it together with the children. Play activities at this age are simple. The child is not interested in the outcome of the game; for now, he is fascinated by the game action itself with objects.

Older children have significant gaming experience and such developed thinking that they easily perceive purely verbal explanations of the game. With children of this age, you can conduct didactic games not only individually, but also with the whole group. In children, play activity is more conscious and aimed at achieving results.

Didactic games for the formation of phonemic processes.

The use of gaming technologies in the work on the formation of phonemic processes in children of senior preschool age in a speech center.

To overcome phonetic-phonemic disorders, the development of phonemic perception and hearing is necessary.

Phonemic hearing– ability for auditory perception of speech, phonemes. Phonemic hearing is of utmost importance for mastering the sound side of a language; phonemic perception is formed on its basis.

Phonemic awareness is the ability to distinguish speech sounds and determine the sound composition of a word.

Developed phonemic processes are an important factor in the successful development of the speech system as a whole.

The immaturity of phonemic hearing negatively affects the formation of sound pronunciation; the child not only poorly differentiates some sounds by ear, but also does not master their correct pronunciation.

Violation of phonemic perception leads to specific deficiencies in pronunciation, which indicates incomplete mastery of the sound side of the language, negatively affects the formation of children's readiness for sound analysis of words, and causes difficulties in mastering reading and writing.

Formed phonemic perception is the key to clear pronunciation of sounds, construction of the correct syllabic structure of words, the basis for mastering the grammatical structure of a language, successful development of writing and reading skills, therefore it is the basis of the entire complex speech system.

Sound pronunciation is closely related to speech hearing. To do this, it is necessary to develop good diction in children, that is, mobility of the articulatory apparatus, ensuring clear and precise pronunciation of each sound individually, as well as correct and unified pronunciation.

The child must understand the sound structure of the language - this is the ability to hear individual sounds in a word, understand that they are located in a certain sequence. A child with a lack of pronunciation does not have this readiness.

A game - the leading type of activity in preschool age.

With the help of gaming means, a gaming situation is created, children’s knowledge is updated, rules are explained, additional stimulation of gaming and speech activity is formed, conditions are created for the emergence and strengthening of cognitive motives, the development of interests, and a positive attitude towards learning is formed.

The use of gaming technologies in the work of a speech therapist can increase the success of teaching children with speech disorders if:

1. Children were found to have a low level of development of phonemic awareness. They are characterized by disturbances in the perception of not only sounds that are disturbed in pronunciation, but also correctly pronounced ones. Differentiating consonants that are oppositional in terms of voicedness and voicelessness is more difficult for children than distinguishing consonants in terms of hardness and softness, or by place and method of formation.

2. The greatest difficulties were caused by tasks on recognizing a given sound in syllables and words, as well as tasks on distinguishing the correct and incorrect sounds of words and phrases.

3. The formation of phonemic perception in pupils is secondarily influenced by deficiencies in sound pronunciation, as well as a low level of development of speech attention.

Stage 1 (preparatory) – development of non-speech hearing.

At this stage, exercises are conducted to distinguish non-speech sounds. Such exercises contribute to the development of auditory memory and auditory attention, without which it is impossible to teach a child to listen to the speech of others and differentiate phonemes. At this time, physical hearing works.

Games used in correctional work at stage 1.

- discrimination of non-speech sounds.

Game "Silence"

Children, closing their eyes, “listen to the silence.” After 1-2 minutes, children are asked to open their eyes and tell what they heard.

Game "Guess what I'm playing on"

Goal: development of stability of auditory attention, the ability to distinguish an instrument by ear by its sound.

The speech therapist puts musical toys on the table, names them, and makes sounds. Then he invites the children to close their eyes (“night has fallen,” listen carefully, find out what sounds they heard.

Game "Find out by sound"

Various objects and toys that can produce characteristic sounds: (wooden spoon, metal spoon, pencil, hammer, rubber ball, glass, scissors, alarm clock)

Game "Noise Jars".

Purpose: to practice identifying the type of cereal by ear.

- differentiation according to the method of reproduction (claps, stomps)

Game “Where did they clap? ", Game "Where they called"

Goal: development of the focus of auditory attention, the ability to determine the direction of sound.

This game requires a bell or other sounding object. The child closes his eyes, you stand away from him and quietly call (rattle, rustle). The child should turn to the place from which the sound is heard, and with his eyes closed, show the direction with his hand, then open his eyes and check himself. You can answer the question: where is it ringing? – left, front, top, right, bottom. A more complex and fun option is “blind man’s buff”.

- differentiation by tempo (fast - slow)

"Who is faster? "

- differentiation by rhythm (rhythmic patterns)

Game "Polyanka".

Goal: recognize the rhythmic pattern.

Wild animals gathered in the clearing. Each of them will knock differently: the hare 1 time, the bear cub 2 times, the squirrel 3 times, and the hedgehog 4 times. Guess who came to the clearing by the knock.

- differentiation by sound strength (loud - quiet)

Game "High - Low"

Children walk in a circle. The musician plays low and high sounds (on the button accordion). When children hear high sounds, they rise on their tiptoes; when they hear low sounds, they squat.

Game "Quiet-loud"

It is carried out similarly to the previous one, only the sounds are produced either loudly or quietly. Children also correlate the nature of sounds with differentiated movements.

Stage 2 - development of speech hearing.

Games used in correctional work at stage 2.

- distinguishing identical words, phrases, sound complexes and sounds by pitch, strength and timbre of voice

Game "Blizzard"

Goal: to teach children to change the strength of their voice from quiet to loud and from loud to quiet with one exhalation.

The snowstorms swept away and began to sing their songs: sometimes quiet, sometimes loud.

Game "The Wind Blows".

A light summer breeze is blowing: ooh-ooh (quietly-quietly)

A strong wind blew: U-U-U (loud) Pictures can be used.

Game "Loud and Quiet".

Paired toys: large and small. Big ones pronounce words loudly, small ones - quietly.

Game "Three Bears".

Say one of the phrases for the bear, she-bear and cub in a voice that varies in pitch.

Game "Close - Far".

The speech therapist makes various sounds. The child learns to distinguish where the steamboat is humming (oooh) - far away (quietly) or close (loudly). What kind of pipe plays: a big one (in a low voice) or a small one (in a high voice).

- differentiation of words that are similar in sound composition:

Game "Right and Wrong".

Option 1. The speech therapist shows the child a picture and loudly and clearly names what is drawn on it, for example: “Wagon.” Then he explains: “I will name this picture either correctly or incorrectly, and you listen carefully. If I’m wrong, clap your hands.

Option 2. If the child hears the correct pronunciation of the object shown in the picture, he should raise a green circle; if incorrect, he should raise a red circle.

Baman, paman, bana, banam, wavan, davan, bavan.

Vitanin, mitavin, fitamin, vitanim, vitamin, mitanin, fitavin.

Game "Listen and choose".

In front of the child are pictures with objects whose names are similar in sound:

cancer, varnish, poppy, tank

house, lump, scrap, catfish

goat, braid

puddles, skis

bear, mouse, bowl

The speech therapist names 3-4 words in a certain sequence, the child selects the corresponding pictures and arranges them in the named order.

Game" "Which word is different? "

Of the four words spoken by an adult, the child must choose and name the word that is different from the rest.

Com-com-cat-com

Ditch-ditch-cocoa-ditch

Duckling-duckling-duckling-kitten

Booth-letter-booth-booth

Screw-screw-bandage-screw

Minute-coin-minute-minute

Buffet-bouquet-buffet-buffet

Ticket-ballet-ballet-ballet

Dudka-booth-booth-booth

- differentiation of syllables

Game "Same or Different".

A syllable is spoken into the child's ear, which he repeats out loud, after which the adult either repeats the same thing or says the opposite. The child's task is to guess whether the syllables were the same or different. Syllables must be selected that the child is already able to repeat correctly. This method helps develop the ability to distinguish sounds spoken in a whisper, which perfectly trains the auditory analyzer.

Game "Let's Clap"

The adult explains to the child that there are short and long words. He pronounces them, separating the syllables intonationally. Together with the child, he pronounces the words (pa-pa, lo-pa-ta, ba-le-ri-na, clapping the syllables. A more difficult option: invite the child to clap the number of syllables in the word on his own.

Game “What's extra? "

The speech therapist pronounces a series of syllables “pa-pa-pa-ba-pa”, “fa-fa-wa-fa-fa”... The child should clap when he hears an extra (different) syllable.

Game "Alien"

Goal: differentiation of syllables.

Equipment: alien cap.

Hod: Guys, a sleepwalker has come to us from another planet. He doesn't know how to speak Russian, but he wants to make friends and play with you. He speaks, and you repeat after him. PA-PA-PO... MA-MO-MU... SA-SHA-SA... LA-LA-RA... First, the role of the alien is played by an adult, then by a child.

-differentiation of phonemes.

Recognition of a sound against the background of other sounds, against the background of a word.

Isolating vowels from a number of sounds.

Recognition of vowels against the background of syllables and monosyllabic words.

Recognition of vowels against the background of polysyllabic words.

Isolating consonants from a number of other sounds.

Recognition of consonants against the background of polysyllabic words.

Air flows freely through the mouth,

There are no different obstacles.

The sound is vowel

Those who agree would be glad to sing,

But there are only obstacles in the mouth:

Whisper, whistle, buzz, roar

Language gives us.

Game “What the Mouse Asks”

Goal: learn to identify words with a given sound. Develop phonemic analysis and synthesis.

Equipment: “bi-ba-bo” toy – hare, food models.

Procedure: Show the children a toy and say, pretending to be him: “I’m very hungry, but I’m afraid of a cat, please bring me foods that have the sound A in their names.” Same with other sounds.

Game “Say the Word.”

The speech therapist reads the poem, and the child finishes the last word, which matches the meaning and rhyme:

There's not a bird on the branch -

Small animal

The fur is warm, like a hot water bottle.

His name is. (squirrel) .

Game "Sound Lost"

The child must find a word that does not have a suitable meaning and choose the right one: Mom went with the barrels (daughters)

On the road along the village.

Game "Catch the Sound". "Catch the Song"

Clap your hands if the sound “m” is heard in the word.

Poppy, onion, mouse, cat, cheese, soap, lamp.

Game "Find the Sound"

1 Select subject pictures whose names contain the given sound. Previously, the pictures are called adults.

2 Based on the plot picture, name the words in which the given sound is heard.

Ball game.

The speech therapist pronounces various syllables and words. The child must catch the ball at the given sound; if he does not hear the sound, then hit the ball.

Stage 3

Development of skills in elementary sound analysis and synthesis.

This stage has a certain sequence:

Determining the number of syllables in words of varying complexity

Highlighting the first and last sound in a word

Selecting a word with a suggested sound from a group of words or from

offers.

Distinguishing sounds according to their qualitative characteristics (vowel-

consonant, deaf - voiced, hard - soft);

Determining the place, quantity, sequence of sounds in a word

Creative tasks (for example, come up with words with given sounds)

Building models

The word is divided into syllables,

Like slices of an orange.

If the syllables come next to each other -

The resulting words are:

You- and –qua-, and together “pumpkin”.

So- and -va- so, “owl”.

Stressed syllable, stressed syllable

- It’s not called that for nothing...

Hey, invisible hammer,

Tag him with a blow!

And the hammer knocks, knocks,

And my speech sounds clear.

Game "Tapping Syllables"

Goal: teaching syllabic analysis of words

Equipment: drum, tambourine.

Game description: Children sit in a row. The speech therapist explains that each child will be given a word that he must tap or clap. Pronounces a word clearly loudly, for example wheel. The called child must tap out as many times as there are syllables in a given word. The presenter gives the children words of different numbers of syllables. The winners will be those who have not made a single mistake.

Game "Guess the word"

Goal: compose words with a certain number of syllables

Description of the game: children are sitting at the table. The teacher says: “Now you and I will guess the words. I won’t tell you what they are, I’ll just tell you by telegraph, I’ll knock them out, and you have to think and say what these words might be.” If the children find it difficult to name the word, the teacher taps the word again and pronounces its first syllable. The game is repeated, but now the teacher names one child. The person called must guess the word that will be tapped out to him, name it and knock out. When the children have mastered the game, you can choose one of the children as the leader.

Game "Syllable Train".

Steam locomotive with three carriages. On the 1st, the pattern is 1 syllable, on the 2nd - from 2 syllables, on the 3rd - from 3 syllables. Children need to “place the pictures in the correct carriage.

Game "Pyramid".

Goal: to train children in determining the number of syllables in words.

Equipment: image of a pyramid of squares in three rows: at the bottom there are 3 squares for three-syllable words, above - 2 squares for two-syllable words and at the top - one square for one-syllable words. There are pockets under the squares. Subject pictures.

Procedure: put the pictures in the correct pocket depending on the number of words.

Game “Find a pattern for the word”

Purpose: to train children in dividing into syllables.

Subject pictures, diagrams for one-syllable, two-syllable, three-syllable words.

Match the word with the diagram.

Game "Chain of words".

in words.

Equipment. Cards with subject pictures.

Progress of the game. 4-6 children play. Each child has 6 cards. The speech therapist begins to lay out the chain. The next picture is placed by a child whose name of the depicted object begins with the sound that ends with the word - the name of the first object. The winner is the one who lays out all his cards first.

Train game

Goal: to practice the skills of identifying the first and last sound in a word.

Progress of the game: children are asked to make a train from carriages-cards. Just as the cars on a train are connected to each other, so the cards must be connected only with the help of sounds. The last sound must coincide with the first sound of the next name, then the cars of our train will be firmly connected. The first card is an electric locomotive, its left half is empty. The last trailer also has unoccupied space - the right half is empty. Several people can play. All cards are distributed equally to the players. Each person, on his turn, adds a suitable one to the last picture, that is, one whose first sound in the name is the same as the last sound in the given last card. Thus, in the names of the left pictures the first sound is always highlighted, and in the names of the left ones the last sound is always highlighted. This must be taken into account and not place pictures on the right that have voiced consonants at the end of the word in their names.

Game "Wonderful fishing rod"

Purpose: To train children in identifying the first and last sound

in words.

A magnet is attached to the end of the thread of a small homemade fishing rod. Lowering the fishing rod behind the screen, where there are several pictures to which metal clips are attached, the child takes out the picture and names the first and last sound.

Game "Find the place of the sound in the word."

Equipment. Cards with diagrams of the location of sounds in words.

Progress of the game: Each child receives a card. The speech therapist shows pictures and names words. If a given sound is heard at the beginning of a word, you need to place a chip in the first cell. If a sound is heard in the middle of a word, the chip must be placed in the second cell. If the sound is at the end of a word, the chip is placed in the third cell. The winner is the one who made no mistakes.

Game "Find a place for your picture."

Goal: learn to differentiate sounds in words. (sh-f, b-p, r-l, sh-s, g-k, g-z, z-s).

2 houses for each sound. (pictures with sound [w] live in 1 house, with sound [s] in another)

Game "Be careful".

Goal: distinguishing sounds [d] - [t] in paronyms.

Point-daughter, sense-duty, reel-reel, water-cotton wool, melancholy-board, rafts-fruit.

Game "Help me pack my things"

Purpose: distinguishing sounds [z] – [zh]

A mosquito and a beetle are going on a journey. Help them pack their things for the trip. The mosquito needs things with the sound [z]. and to a beetle with the sound [g].

Umbrella, castle, pajamas, skis, knives, backpack, alphabet, vest, pie, blouse, star, acorn, badge.

Game "Suitcase and Briefcase".

Purpose: distinguishing sounds [w].– [zh]

Hide objects that contain the sound [zh] in your suitcase. and in the briefcase with the sound [w].

Game "Gifts"

Purpose: distinguishing sounds [l] – [l*]; [r] – [r*]

Zvukovichok decided to give Lana and Lena gifts. But I thought about it, because Lana loves objects with the sound [l], Lena with the sound [l*]. Help me choose gifts.

Tiger - objects with the sound [r], and tiger cub with the sound [r*].

Game “What the boy collected in the garden with the sounds [r] - [r]

[p] tomato, dill, carrots, peas, potatoes.

[p*] cucumber, radish, turnip, radish.

Game “Find in which words the song of the big mosquito sounds, and in which of the small one.

Purpose: distinguishing sounds [z].– [z*]

Umbrella, fence, basket, zebra, dragonfly, birch, castle, raisin.

Game "Which picture to whom"

Purpose: distinguishing sounds [g] – [k]

Dove - pictures with sound [g];

Leopold the cat - pictures with sound[k].

Phonetic lotto “Voiced – Deaf.”

Goal: To learn to correctly pronounce sounds and differentiate phonemes by voicedness and deafness.

On a card with a yellow rectangle, pictures are laid out in which words begin with a voiced consonant, and on a card with a lilac rectangle, pictures are laid out in which words begin with a voiceless consonant.

Phonetic lotto “Hard - soft”.

Goal: To learn to pronounce sounds correctly and differentiate phonemes by hardness and softness.

On a card with a blue rectangle, pictures are laid out in which words begin with a hard consonant, and on a card with a green rectangle, pictures are laid out in which words begin with a soft consonant.

Game "Zvukoedik"

Goal: determining the place of a sound in a word.

Game material: doll.

Rules of the game: Sounds have a terrible enemy - the Sound Eater. It feeds on the initial sounds (last sounds) in all words. The teacher walks around the group with a doll in his hands and says: ... Ivan, ... tul, ... forehead,. kno (sto, stu, albo, okn), etc. What did the doll want to say?

Game "Catch the Sound"

Goal: to teach how to name the sound in a word according to its spatial characteristics (first, second, after a certain sound, before a certain sound)

How to play: Children stand in a circle, the leader has the ball. He pronounces a word out loud, throws the ball to anyone playing and says what sound he should name, for example, “cheese, second sound.” The child catches the ball and answers: “Y” - and returns the ball to the presenter, who asks the next task related to the same word. All sounds in a word must be analyzed.

Game "Traffic Light".

Purpose: To train children in finding the place of sound in a word.

The adult names the words. The child places a chip on the left red, middle yellow or green right side of the strip (“traffic light”), depending on where the given sound is heard.

Game "Houses".

Goal: Developing the ability to differentiate similar sounds and find the place of a sound in a word. Equipment. A set of subject pictures, the names of which begin with oppositional sounds, 2 houses, each house has 3 pockets (beginning, middle, end of the word).

Progress of the game. The child takes a picture, names it, determines the presence of a sound (for example, Ш or Ш, its place in a word, inserts the picture into the corresponding pocket. Points are awarded for a correctly completed task.

Game “Every sound has its own room”

Goal: to teach how to conduct a complete sound analysis of a word based on the sound diagram and chips.

How to play: Players receive houses with the same number of windows. Residents - “words” - must move into the houses, and each sound wants to live in a separate room. Children count the number of windows in the house and conclude how many sounds there should be in a word. Then the presenter pronounces the word, and the players name each sound separately and place the chips on the windows of the house - “populate the sounds.” At the beginning of training, the leader says only words suitable for settling in, that is, those that will contain as many sounds as there are windows in the house. At subsequent stages, you can say a word that cannot be “settled” in a given house, and the children, through analysis, are convinced of the mistake. Such a tenant is sent to live on another street, where words with a different number of sounds live.

“How many rooms are there in the apartment? »

Goal: to teach how to determine the number of sounds in words without relying on a ready-made diagram using chips.

How to play: Word houses are used for the game, but without diagram windows. Each player has one such house, as well as several chips and a set of numbers: 3, 4, 5, 6. The presenter has object pictures. He shows a picture, the children place window chips in the house according to the number of sounds, and then put the corresponding number. Then the chips are removed from the house, the presenter shows the next picture, and the children analyze the word again. At the end of the game, relying on the numbers, you need to try to remember which pictures were offered for analysis. You can ask them to choose their own words with the same number of sounds.

Game "Telegraphists"

Goal: developing skills of sequential sound analysis based on presentation; training in sound synthesis of words.

Didactic tasks. Tell children about the role of hearing in a person’s life, how a person protects hearing and helps those who are hard of hearing. Develop auditory perceptions, introduce a new word “hearing” into the children’s dictionary. Teach children to correlate sound with an object or part of it, to recognize the state of an object by sound.

Gamingactions. Listen to the sounds made by different objects and guess them by their sounds. Mark the correct answers with a circle.

Rules games. Keep quiet so you can hear the sound clearly. Raise your hand to express your desire to speak.

Anyone who correctly finds out receives some kind of badge: a circle, an asterisk, a colored ticket, etc.

Equipment games. A screen that is located some distance from children. Behind it are objects that make sounds: a drum, a bell, a whistle, a baby rattle, a book, a hammer, some kind of musical instrument (accordion, music box, etc.). A tray with icons: circles, stars - for those who correctly recognized the object by sound.

Move games

Educator.Our eyes - vision - helped us to see, to distinguish between objects and things. Now let’s play the game “Recognize an object by sound.” Here is a screen, behind it various objects are hidden - things. We will recognize them by their sounds. It should be very quiet in order to better hear the sound and guess about the object. Whoever hears the sound, finds out what object it refers to, must raise his hand. There are circles on your table. Whoever recognizes the object will place one circle in front of him. This means he won. Whoever has the most circles will be the winner.

After the children recognize the object by sound, the teacher notes who said it correctly and allows them to take a circle or some kind of badge (which is accepted by agreement).

Sometimes, to check and complicate the task, the teacher calls several children to tell her quietly whose sound they heard. Or asks to confirm the correctness of the answer and thereby attracts everyone to active participation. After all the objects that were identified have been tested for sound, the teacher asks how the children knew which object the sound belonged to. What helped them find out? Children usually say that they heard a sound. Some say: the ear helped,

I. The teacher clarifies: “Hearing helps. You listened, heard and your hearing helped you. We had vision as our assistant, and now we have found a new assistant. Which one?Children.Hearing.

Educator.What benefit does hearing bring to a person, where, what sounds does it help to hear?

Children may not immediately answer the question posed. The teacher helps children find the answer with leading questions. What are the sounds of the house? The ticking of a clock, the ringing of a telephone, the hiss of a vacuum cleaner, the clinking of dishes, the doorbell, etc.

City sounds: car noise, tram sound, signal sounds.

Sounds in nature: the cries of birds, the voices of animals, the splashing of a stream, waves, the rustling of falling leaves, the rumble of thunder.

Note.The content of the game is quite difficult, since children do not see the object that needs to be said. It is replaced by sound. The game should be given some mystery of “discovering” something new and unusual for children.

Card index of didactic games for the development of phonemic processes.

Recognition of non-speech sounds.

Target: development of auditory perception skills based on non-speech sounds.
Tasks: learn to recognize the sounds of toys, musical instruments, the voices of animals and birds, and the sounds of the surrounding reality.
“What did that sound like?”
An adult behind a screen plays a musical instrument. The child guesses it and names it.
"Whose voice?"
The child listens to an audio recording of animal voices and determines who the voices belong to.
"Find a Pair"
To play, you need identical boxes with different contents: cereals, grains, pasta, small metal and plastic objects. The child looks for identical sounding boxes without opening them; by sound.
"Magic wand"
An adult knocks with a “magic wand” on various objects: wood, glass, plastic, metal. The child remembers the sound and then guesses, without visual support, what the stick was knocking on.
"Magic chest"
Determine by ear what is hidden in the chest.
"Recognize by sound"
The child turns away, the adult drops some objects. We need to find out what fell. Target: learn to distinguish by ear the direction of sound, longitude, continuity, tempo, volume, pitch and rhythm in a variety of speech material.
Tasks: learn to reproduce and differentiate rhythms based on visual, auditory and motor analyzers; develop auditory and visual attention, memory, sense of rhythm, ability to change the voice in pitch, strength, duration.
"Song of the Rain"
An adult behind a screen plays a “rain song” on a metallophone. The child determines what kind of rain sang the song - beginning or torrential and chooses the appropriate pattern. As a complication, you can invite the child to play the “rain song” according to the diagrams.
"Wind"
An adult behind the screen hums in a low or high voice: “Oooh!” The child guesses whether the wind is blowing strong or weak and shows the corresponding picture.
"Repeat the rhythm"
The adult behind the screen claps some rhythm, the child repeats it. A more complicated version - the child sings a rhythm written in symbols. For example: !! !!! !! , Where! - clap, space - pause.
"Three Bears"
An adult behind a screen pronounces any phrase from the fairy tale “The Three Bears” in a low or high voice. The child must guess which character’s voice he heard.
"Sounding Sun"
To play you will need a piece of paper and a yellow pencil. In the middle of the leaf you need to draw a circle - the sun. The teacher behind the screen pronounces a sound or plays a musical instrument. If the sound was long, the child draws a long ray of sunlight, if it was short, a short one.
"Steam Hoot"
An adult behind the screen hums in a low or high voice: “Oooh!” The child guesses which steamboat is humming, big or small.
"Bear"
The child driving stands with his back to the others. Children say the phrase: “Bear, Bear, we came to you, we brought honey.” Then they take turns saying: “Bear, I’m here!” The driver must guess the speaker without turning around.

Distinguishing words that are similar in sound composition.

Target: development of phonemic awareness.
Tasks: develop the ability to distinguish words that sound similar.
"Race"
An adult offers to organize a race. Children stand in a line at a distance from the speech therapist and, on command, begin to move forward. When everyone hears the word “stop,” they should freeze. The words are pronounced: elephant, moan, stop, drain, stop, stand, knock, hear, elephant, stop, chair, stop, stop. The child who was the most attentive wins.
"Find yourself a mate"
The child has several pictures in front of him, he must choose a pair so that the words sound similar: bear - bowl. To complicate the task, choose a rhyme yourself.
“How are the words different?”
The child determines how the words differ. For example, kit-cat, beetle-bitch, Masha-porridge, ball-scarf.
"Superfluous word"
The child identifies the extra word in the row and explains his choice. For example: ditch, ditch, cocoa, ditch. Poppy, buck, yes, banana.
"Find the letter"
Children look for the “lost” letter and replace it with the correct one. The game is played based on pictures.
Puddles-skis
Crown cow

Folder-stick
Squirrel-bun
Kit cat
Cork-cat

Differentiation of syllables.

Target: developing the ability to differentiate syllables.
Tasks: learn to differentiate syllables that differ in several or one sound using the material of syllables of different structures.
"Deaf phones"
Children sit in a row one after another. The adult calls a syllable or series of syllables in the ear of the first child. He whispers to the next one, etc., the last child says out loud what he heard. If a mistake is made, all participants in the game repeat their options and it is determined who made the mistake.
“Which one is different?”
An adult pronounces a series of syllables (for example: nu-nu-no, sva-ska-sva, sa-sha-sa, etc.) and invites the children to determine which syllable differs from the others and in what way.
"Living Syllables"
Three children memorize one syllable each and go behind the screen, and when leaving there, pronounce them; the rest of the guys determine which syllable was the first, second and third. Later, syllables that make up a word are introduced into the games, for example MA-SHI-NA; after naming the syllable series, the children answer what happened, or find such a picture among others.

Phoneme differentiation.

Target: development of phonemic hearing.
Tasks: learn to isolate a sound from a number of other sounds, syllables, words.
“Who listens better?”
Two children stand with their backs to each other. An adult makes a series of sounds. The first one raises his hand if he hears a sound, for example, [f], the second - [w].
"Sound Mosaic"
A grid is drawn on a piece of paper. If the child hears the sound [a] (as in “the baby is crying”), he paints the cell red, if there is no given sound, he paints it yellow (any other). You can use chips of the specified color.
"Catch the Sound"
The adult names the words, the child claps his hands if he hears a word with a given sound.
"Tangles"
Help grandma collect the balls. In a separate basket, place balls with designs that have a given sound in their name.
"Speech therapy chamomile"
The child must make a daisy from petals, choosing only petals with pictures whose names contain a given sound.
"Dress up the Christmas tree"
To decorate the New Year tree, the Child must choose to determine whether there is a given sound in the name of the picture drawn on the Christmas tree ball.
"Birthday of Sound"
Friends of sound will come to your birthday - those words that contain this sound. The game can be played either with or without the help of pictures.
"Labyrinth"
Guide the hero through the labyrinth so that along the way he encounters only objects whose names contain the given sound.
"Seat in the carriages"
The adult says that animals whose names contain the sound “Zh” (“bug song”) will travel in the carriage on the left, and animals whose names contain the sound “SH” (“wind song”) will travel in the carriage on the right. . The child determines the presence of given sounds in words and places the animals in their places.
"Sound Lotto"
Equipment: playing fields for the number of people, cards with pictures. Four people play. Everyone must collect only words with a certain sound. For example: [P], [Pb], [L], [L]. The winner is the one who covers his entire playing field faster.
"Collect the beads"
Laura and Lilya scattered the beads. If there is a picture on the bead whose name is soft [L], the child gives the bead to Lila, if it is hard [L] - to Laura.
"Collect the letter"
To play the game you need to make cardboard letters and cut them into several parts. Glue a picture to each particle, the name of which begins with the sound that this letter represents. The child must determine the first sound in a word and assemble a letter from parts.
"Help Masha and Mishka"
Masha and Mishka want to decorate the house for the holiday with flags. Help them select only the flags with pictures that have the given sound in their names.
"Pack your suitcase"
The adult says: “We are going on a trip. We will take with us only those items whose names begin with a certain letter.” The game can be played either with or without the help of pictures.

Development of basic sound analysis skills.

Target: develop skills in sound analysis and synthesis.
Tasks: developing the ability to determine the place of a sound in a word, select words with a given sound, compose words from individual sounds, differentiate sounds by hardness - softness, voicedness - deafness, perform phonemic analysis of words; determine the sequence and number of sounds in a word; the location of a sound in a word in relation to other sounds.
"Who is bigger?"
An adult and a child take turns coming up with words with a given sound. The one who says the word last wins.
"Chain of Words"(analogous to the game “city”)
An adult and a child take turns naming any words, with each subsequent word beginning with the last sound of the previous word.
"Collect the word"
An adult pronounces a word by sounds, for example, K, O, T, the child must guess what word it is.
"Guess the name"
To play the game you need to select pictures or toys in such a way that the first letters of their names make up the name. Instructions: “Here is the doll. To guess her name, you need to name the first sounds in the words and make a name from them.” For example: car (M), bus (A), Shrek (W), Watermelon (A) - MASHA. You can complicate the conditions - make up a word, for example, using the second or last sounds of words.
"The words fell apart"
The game is intended for children familiar with letters. You need to make a “scattered” word from individual letters.
"The Fourth Wheel"
An adult names four words, three of which begin with the same sound, and the fourth with a different sound. The child identifies the first sounds in words and says which word is the odd one out. Similarly, the fourth odd one is determined by the last sound - then the names of three objects must end with the same specific sound.
"Beginning, Middle, End"
The adult pronounces words with a certain sound, and the child, depending on the position of the sound in the word, says: “beginning” (if the given sound is at the beginning of the word), “middle” (if the given sound is in the middle of the word), “end” (if the given sound is at the beginning of the word). end of the word).
“What sound (syllable) did the Letter Eater eat?”
The letter eater ate the first sound (syllable) in words. You need to guess which sound (syllable) is missing and name the original word.
“Find all objects starting with the sound...”
The adult asks the child to name all the surrounding objects whose names begin with a certain sound (for example, K).
"Settled into houses"
Toys or pictures need to be distributed among three houses. In the first house we put those toys whose names have the given sound at the beginning, in the second - those toys whose names have the given sound in the middle, in the third - at the end.
"General Sound"
You need to guess what sound is in all these words. For example: vase, tooth, dragonfly, jellyfish, hare - the general sound is [z].
“Tell Petrushka the sound”
Parsley names objects (pictures), but does not finish the last sound. The child must suggest the sound not uttered by Parsley.
"Dunno's Riddles"
Dunno sent a letter: “I am sending a piece of paper with words. Guess what words I have in mind.” The letter contains words with missing letters. You need to guess which letters Dunno missed and what words he guessed.
"Battleship"
One syllable is written in each cell of the playing field. The adult names the coordinates, the child writes down the syllables, and then reads the resulting words.
"Refueling"
To play you need a toy car and three cubes. The cubes will act as columns at the gas station. The adult names the words. If the given sound is heard at the beginning of the word, the child places the car near the first gas station, in the middle - near the second, at the end - near the third.
In the second option, the adult places the car near the middle gas station (first or last), and the child comes up with a word in which the given sound will be in the middle of the word (beginning or end).
"Enchanted Word"
An evil wizard bewitched the words so that only the first and last letters remained. Disenchant them. You can offer object pictures as a hint.
"Tie the Balls"
To play you need an image of balls with pictures. The child determines the hardness/softness of a given sound in the names of the pictures. If the sound in the word is hard, you need to draw a blue thread to the ball, if it is soft, green.
"Bug"
The beetle got sick and all the spots on its wings disappeared. Remember words with the sound [zh], and then dots will appear on its back again.
"Cryptographers"
The child becomes an encryptor; he must encrypt words - replace all the sounds in them with symbols, i.e. perform a phonemic analysis.
"Collect the balls"
To play, you need cards with balls on one side and various objects on the other. The child needs to put the balls into boxes. If the name of the picture begins with a vowel sound, it should be placed in a red box, if with a hard consonant - in a blue box, if with a soft consonant - in a green box. In the second option, instead of balls, you can use circles of three colors. The child takes out one “ball” from the box and comes up with words. If the ball is red, you need to come up with a word for a vowel sound, blue for a hard consonant, green for a soft consonant.
"Mosaic"
Purpose: differentiation of vowels-consonants, hard - soft sounds.
The adult pronounces a series of sounds, and the child builds a mosaic by laying out a square of the desired color (if the sound is a vowel - red, if the sound is a hard consonant - blue, if the sound is a soft consonant - green). Second option: the child receives a finished mosaic. We need to figure out what sounds “built” this mosaic.

For any activity of a child, be it educational, cognitive or play activity, attention is a necessary condition. Without attention, a child cannot independently complete a task or instruction from an adult.

The attention of a preschooler is very poorly developed; it easily switches from one object to another. As a result, the child may not hear what the teacher says during class and may not notice what is happening around him. Therefore, from preschool age it is necessary to teach children to manage their attention. And a game can help with this, since it always contains a goal and rules of action that require concentration.

Thanks to these games, children develop certain qualities - focus, stability, concentration. We bring to your attention such games.

Guess where they called

Purpose of the game: teach children to determine the direction of sound.

Equipment: bell (or bell, or pipe, etc.).

Age: 3–4 years.

Progress of the game: children sit in groups in different parts of the room, each group contains some kind of sounding instrument. The driver is selected. He is asked to close his eyes, guess where they called, and show the direction with his hand. If the child indicates the direction correctly, the teacher gives a command, and the driver opens his eyes. The one who called gets up and shows the sounding object. If the driver points in the wrong direction, he drives again until he gets it right.

Say what you hear

Purpose of the game: develop attention, activate children's vocabulary, develop phrasal speech.

Age: 3–4 years.

Progress of the game: The teacher invites the children to close their eyes, listen carefully and determine what sounds they heard (the chirping of a bird, the horn of a car, the rustle of a falling leaf, the conversation of passers-by, etc.). Children must answer in a complete sentence. The game is good to play while walking.

Quiet - loud

Purpose of the game: development of coordination of movements and sense of rhythm.

Equipment: tambourine

Age: 4–5 years.

Progress of the game: The teacher knocks on the tambourine quietly, then loudly and very loudly. Children perform movements according to the sound of the tambourine: they walk on their tiptoes to a quiet sound, at full stride to a loud sound, and run to a louder sound. Whoever makes a mistake ends up at the end of the column. The most attentive ones stand in front.

Mother hen and chicks

Purpose of the game: consolidate concepts of quantity.

Equipment: paper chicken cap, small cards with different numbers of chickens drawn.

Age: 4–5 years.

Progress of the game: two tables make up together. The hen (child) sits down at the table. Chickens also sit near the table. The chickens have cards with different numbers of birds (chicks) drawn on them. Each child knows how many chickens are on his card. The hen knocks on the table, and the chickens listen. If, for example, she knocks 3 times, the child who has 3 chickens on the card should squeak “pee-pee-pee.”

What do you hear

Purpose of the game: expand your vocabulary and develop phrasal speech.

Equipment: screen, various sounding objects: bell, hammer, rattle with pebbles or peas, trumpet, etc.

Progress of the game: The teacher behind the screen knocks with a hammer, rings a bell, etc., and the children must guess what object produced the sound. Sounds should be clear and contrasting.

Determine by sound where the toy is

Purpose of the game:

Equipment: a small bright toy or doll.

Age: 5–6 years.

Progress of the game: children stand in a semicircle. The teacher shows the toy that they will hide. The leading child either leaves the room, or steps aside and turns away, and at this time the teacher hides a toy behind one of the children’s backs. At the signal “It’s time!” The driver goes to the children, who quietly clap their hands. As the driver approaches the child who has the toy hidden, the children clap louder; if he moves away, the clapping subsides. Based on the strength of the sound, the child guesses who he should approach. After the toy is found, another child is assigned as the driver.

Option. Children sit on chairs in a semicircle. One child leads (he goes into another room or turns away). The teacher hides the doll. At the signal, the driver enters, and the children say to him:

“The doll Tanya ran away, Vova, Vova, look,

When you find her, feel free to dance with our Tanya.”

If the person entering ends up in the place where the doll is hidden, the children clap their hands loudly; if he moves away, the clapping subsides. The child finds a doll and dances with it, all the children clap their hands.

Find a purchase by sound

Purpose of the game: develop phrasal speech and expand your vocabulary.

Equipment: boxes with peas and various cereals.

Age: 5–6 years.

Progress of the game: one child seller. In front of him are two boxes (then the number can be increased to four or five), each containing a different type of product, for example peas, millet, flour, etc. The buyer enters the store, greets him and asks to sell him cereal. The seller offers to find her. The buyer must determine by ear which box contains the cereal or other required product. The teacher, having previously introduced the children to the products, places the products in a box, shakes them and allows the children to listen to the sound made by each product.

Sentry on duty

Purpose of the game:

Equipment: blindfold.

Age: 5–6 years.

Progress of the game: A circle is drawn in the middle of the site. In the middle of the circle is a blindfolded child (sentinel). All children from one end of the playground must quietly make their way through the circle to the other end. The sentry is listening. If he hears a rustle, he shouts: “Stop!” Everyone stops. The sentry follows the sound and tries to find who made the noise. The one found leaves the game. The game continues further. After four to six children have been caught, a new sentry is chosen and the game begins again.

Where it rings

Purpose of the game: develop the ability to navigate in space.

Equipment: bell or rattle.

Age: 4–5 years.

Progress of the game: The teacher gives one child a bell or rattle, and asks the rest of the children to turn away and not look where their friend will hide. The person who receives the bell hides somewhere in the room or goes out the door and rings it. Children look for a friend in the direction of the sound.

Who has the wand?

Purpose of the game: develop the ability to navigate in space.

Equipment: stick, chairs, bandages.

Age: 5–6 years.

Progress of the game: all children sit in a circle on chairs. One (the driver) goes into the middle of the circle and is blindfolded. The teacher walks around the entire circle behind the children and gives one of them a stick, the child knocks it on a chair and hides it behind his back. All the children shout: “It’s time!” The driver must look for a wand. If he finds it, he sits in the place of the child who had the wand, and he goes to lead. If he doesn’t find it, he continues to drive.

Blind Man's Bluff with a bell

Purpose of the game: develop the ability to navigate in space.

Equipment: bell, bandages.

Age: 5–6 years.

Progress of the game: The players sit on benches or chairs in one line or in a semicircle. At some distance from the players, a child with a bell stands facing them. One of the children is blindfolded and must find the child with the bell and touch it; the same one tries to get away (but not run away) from the driver and at the same time calls.

Option. Several blindfolded children stand in a circle. One of the children is given a bell, he runs in a circle and rings it. Blindfolded children must catch it.

Zhmurki with a voice

Equipment: bandages. Age: 5–6 years.

Progress of the game: The driver is blindfolded and must catch one of the running children. Children quietly move or run from one place to another (bark, crow like a rooster, crow, call the driver by name). If the driver catches someone, the person caught must vote, and the driver guesses who he caught.

Who came to visit us

Purpose of the game: develop auditory attention.

Equipment: a cap with bells for Parsley, hats with ears for a bunny and a bear, various toys that make sounds (rattle, pipe, etc.).

Age: 5–6 years.

Progress of the game: The teacher announces to the children that guests are coming to them: Parsley, a bunny and a bear. He selects three guys who go behind the screen and change clothes there. Parsley gets a cap with bells, the bunny gets a hat with long ears, and the bear gets a bear hat. The teacher warns the kids that the bear will come with a rattle, Parsley with a drum, and the bunny with a balalaika.

The kids must guess by the sound which guest is coming. Before going out to the children, guests make sounds behind the screen, each on their own instrument. Children must guess who is coming. When all the guests are gathered, the kids stand in a circle, and Parsley, the bear and the bunny dance as best they can. Then new guests are selected and the game is repeated. When repeating the game, you can give the guests other sounding toys.

Birds, watch out for the wind!

Purpose of the game: develop movement coordination.

Equipment: any musical toy (rattle, metallophone, etc.) and chairs (nests).

Age: 5–6 years.

Progress of the game: The teacher divides the children into two groups (one group is birds, the other is the wind) and explains to the children that when the musical toy sounds loud, the wind will blow. The group of children that represents the wind should run freely, but not noisily, around the room, while the other (birds) hide in their nests. But then the wind subsides (the music sounds quietly), the children pretending to be the wind quietly sit down in their places, and the birds must fly out of their nests and flutter. Whoever is the first to notice a change in the sound of the toy and takes a step receives a reward: a flag or a twig with flowers, etc. The child will run with the flag (or twig) when the game is repeated, but if he is inattentive, the flag is given to the new winner.

What instrument does it sound like?

Purpose of the game: develop auditory attention.

Equipment: bell, drum, pipe, etc.

Age: 4–5 years.

Progress of the game: children sit on chairs in a semicircle. The teacher first introduces them to the sound of each toy, and then invites everyone to turn away in turn and guess the sounding object. To complicate the game, you can introduce additional musical instruments, for example, a triangle, a metallophone, a tambourine, a rattle, etc.

Attention! the weather is changing

Purpose of the game: develop coordination or pace of movements.

Equipment: tambourine

Age: 4–5 years.

Progress of the game: The teacher says to the children: “Now you and I will go for a walk. There is no rain. The weather is good, the sun is shining, and you can pick flowers. You walk, and I will ring the tambourine, you will have fun walking to the sound of it. If it starts to rain, I'll start banging on the tambourine. And when you hear, you should quickly go into the house. Listen carefully to how I play." The teacher plays the game, changing the sound of the tambourine 3-4 times.

Louder

Purpose of the game: develop coordination of movements.

Equipment: 2 flags for each child, a tambourine.

Age: 4–5 years.

Progress of the game: children sit or stand in a semicircle. Each person has two flags in their hands. The teacher loudly hits the tambourine, the children raise the flags up and wave them. The tambourine sounds quietly - the children lower their flags. Make sure children have correct posture and perform movements correctly. Change the sound strength no more than 4 times so that children can easily perform the movements.

Purpose of the game: develop attention and phrasal speech.

Equipment: various toys and objects (book, spoon, pipe, drum, etc.).

Age: 5–6 years.

Progress of the game: The players sit with their backs to the leader. He makes noises and sounds with different objects. The one who guesses what the presenter is doing is making noise, raises his hand and, without turning around, tells him about it. You can make different noises: throwing a spoon, an eraser, a piece of cardboard, a pin, a ball on the floor, hitting an object against an object, leafing through a book, crumpling paper, tearing it, knocking on a drum, sweeping, planing, cutting, etc. The one who guesses the most different noises, is considered the most attentive and receives chips or small stars as a reward.

Guess the animal

Purpose of the game: consolidate concepts on the topic “Animals and Birds”, form correct sound pronunciation.

Equipment: pictures of animals and birds.

Age: 4–5 years.

Progress of the game: The teacher holds in his hand several pictures depicting animals and birds. The child takes one picture so that the other children do not see it. He imitates the animal's cry and movements, and the rest of the children must guess what animal it is.

Guess who called

Purpose of the game: learn to identify a friend by voice, develop coordination of movements.

Equipment: toy bear. Age: 4–5 years.

Progress of the game: the players are sitting. One of them stands in the center of the circle and closes his eyes. The teacher, without naming a name, points his hand at one of the players. He pronounces the name of the one standing in the center. The last one must guess who called him. If the one standing in the center guesses right, he opens his eyes and changes places with the one who called him by name. If he makes a mistake, the teacher invites him to close his eyes again, and the game continues. Children run around the playground. At the signal, the children take their places in the circle. One child remains in the center of the circle. The children walk in a circle and say: “We frolicked a little, everyone settled down in their places. Guess the riddle, find out who called you!” The game is repeated several times. The game can be played in another version. Children sit in a semicircle. In front of them, at some distance, a child with a teddy bear sits with his back to the children. The teacher invites one of the children to call the bear. The driver must guess who called him. He stops in front of the caller and growls. The one who is recognized receives a bear, sits on a chair with it and leads it around.

snailPurpose of the game: recognize a friend by his voice. Equipment: snail cap mask. Age: 4–5 years.

Progress of the game: The driver (snail) stands in the middle of the circle and is blindfolded. Each of the players, changing their voice, asks: “Snail, snail, Stick out your horns, I’ll give you sugar, A piece of pie. Guess who am I." The one whose voice the Snail recognizes becomes the Snail himself.

Who is this

Purpose of the game: develop auditory attention.

Equipment: blindfold.

Age: 4–5 years.

Progress of the game: children stand in a circle. The driver goes into the middle of the circle, closes his eyes and then walks in any direction until he comes across one of the children, who must give a voice in a pre-agreed manner: “kuka-re-ku”, “av-av-av”, “meow- meow,” etc. The driver must guess which of the children shouted. If he guesses correctly, he stands in a circle. The one who is recognized will be the driver. If he doesn’t guess correctly, he will have to drive three more times, and then he will be replaced by another.

Frog

Equipment: blindfold.

Age: 4–5 years.

Progress of the game: children stand in a circle, and one blindfolded stands inside the circle and says: “Here is a frog jumping along the path, legs outstretched, Saw a mosquito, Screamed...” The one to whom he pointed, at that moment says: “Kwa-kwa -kwa.” The driver must determine who the frog is by his voice.

Complete the task

Purpose of the game: develop hearing acuity.

Age: 5–6 years.

Progress of the game: The players are divided into two equal groups and lined up in one line. The leader moves away to a certain distance, stands opposite and in a clear, intelligible whisper (conditional only if everyone actively listens) gives commands: “Hands up, to the sides, around” and other, more complex ones. Gradually moving further and further, the leader makes his whisper less conventional and complicates the exercises.

Another version of the game: all the children walk in a circle. The presenter, in a voice of normal volume, asks to perform some movement, and then in a conventional whisper pronounces the name (surname) of the person who must perform it. If the child does not hear his name, the leader calls another child. At the end of the game, the teacher announces who was the most attentive.

Cold - hot

Purpose of the game: consolidate the concept of “hot - cold”, develop coordination of hand movements.

Equipment: ball.

Age: 5–6 years.

Progress of the game: Children sit in a circle on the floor and roll the ball. If a child rolls a ball to another and says the word “cold,” the second child can touch the ball. But if they tell him “hot,” then he shouldn’t touch the ball. Whoever makes a mistake and touches the ball receives a penalty point and must catch the ball while standing on one or both knees (at the discretion of the driver).

Be careful

Purpose of the game: develop phrasal speech.

Equipment: various toys: cars, dolls, cubes, etc.

Age: 5–6 years.

Progress of the game: The teacher calls one child and gives him a task (for example, take a teddy bear and put it in the car). The teacher makes sure that the children sit quietly and do not prompt each other. The tasks are short and simple. The child completes the task and then says what he did.

Make no mistake

Purpose of the game: learn to navigate in space and develop quantitative concepts.

Equipment: small toys.

Age: 3–4 years.

Progress of the game: The teacher sits down at the table with the children and asks each one in turn to bring several toys from those laid out on another table: “Tanya, bring two mushrooms.” The girl goes, brings two mushrooms and says what she did. If the child has completed the assignment well, the children applaud him as a sign of encouragement; if he has completed the task incorrectly, the children point out the mistake and count the toys they brought with him. When the children have brought all the toys, they can play with them.

Listen and do

Purpose of the game: develop understanding of verbal instructions and phrasal speech.

Equipment: various small items and toys (forfeits).

Age: 5–6 years.

Progress of the game: The teacher names several different movements without showing them. The child needs to perform the movements in the sequence in which they were named, and then list the sequence of exercises performed. The child is rewarded for correct, accurate completion of the task: for each correctly performed action - a point (forfeit). The one with the most points is the winner.

Option. The teacher gives two or three children tasks at the same time: “Petya, run”, “Vanya, go into the hall, open the window there”, “Kolya, go to the buffet, take a cup and bring Tanya some water”, etc. The rest of the children watch correct execution. Anyone who completes the task incorrectly pays a forfeit.

Claps

Age: 4–5 years.

Progress of the game: Children sit in a circle at a short distance from each other. The teacher agrees with them that he will count to five, and as soon as he says the number 5, everyone must clap. There is no need to clap when pronouncing other numbers. Children, together with the teacher, count loudly in order, at the same time bringing their palms together, but without clapping them.

The teacher plays the game correctly 2-3 times. Then he begins to “make mistakes”: when pronouncing the number 3 or some other number (but not 5), he quickly spreads and joins his hands, as if he wants to clap. Children who repeated the teacher’s movements and clapped their hands take a step out of the circle and continue to play, standing behind the circle.

Lotto

Purpose of the game: teach children to correctly correlate the name and image of an object.

Equipment: any children's lotto (“Play and work”, “Picture lotto”, “Loto for the little ones”).

Purpose of the game: develop quantitative concepts.

Progress of the game: The children are given large cards, and the teacher takes the small ones and names each of them in sequence. Speaks clearly, repeats 2-3 times. The child who has the named object raises his hand, says: “I have...” and names the object. In a more simplified form, this game is played in pictures “Pictures for Kids”.

Children receive five or six cards of this lotto and lay them out on their cards (you need to take two lotto).

The teacher asks: “Who has a dog?” Whoever has a picture of a dog picks it up and names it.

For the first two or three games, the teacher sits in front of the children so that they can see his articulation, but then he sits behind them, and the game continues with auditory attention. The teacher puts the cards missed by the children aside. In the future, you can choose a child as the leader.

Don't miss it!

Purpose of the game: accumulate and clarify words denoting objects and actions of objects.

Age: 4–5 years.

Progress of the game: At the beginning of the game, the teacher should be the driver; later, when the children get used to the game, the child can be the driver.

It is necessary that the child who will drive has a sufficient vocabulary. All children stand in a semicircle, the driver faces them. He says: “I will list: a bird flies, a plane flies, a butterfly flies, a crow flies, and so on, and you raise your hand every time. But listen carefully: I could be wrong, for example, I could say: the cat is flying. If I say it correctly, you need to raise your hand, if it’s wrong, then you can’t raise your hands.”

At the end of the game, the teacher names the more attentive ones. At the beginning of the game, the teacher speaks slowly, stopping after each phrase, allowing the children to think whether the object is correctly correlated with its action. In the future, you can speak quickly and eventually introduce another complication: the driver himself raises his hand every time, regardless of whether this should be done or not.

Repeat the words

Purpose of the game: activate the dictionary, develop memory.

Age: 5–6 years.

Progress of the game: The presenter names five or six words, the players must repeat them in the same order.

Missing a word or rearranging is considered a loss (you have to pay a forfeit). Depending on the speech capabilities of the children, words are selected of varying complexity. The winner is the one who lost the least forfeits.