Didactic games for developing the active vocabulary of children 4-5 years old

Municipal autonomous preschool educational institution

“Baikalovsky kindergarten No. 1 “Teremok”

Didactic games

to develop an active vocabulary

children 4-5 years old

Baikalovo 2017

Collection of “Didactic games for the development of the active vocabulary of children 4-5 years old”
/. Guidelines.
Baikalovo, 2017 Compiled by: Skomorokhova T.M., teacher

The collection presents didactic games aimed at developing an active vocabulary for children 4-5 years old.

This collection of games is intended for speech therapists, preschool teachers, as well as for parents interested in the problem of developing children's active vocabulary.

Content

Explanatory note	4
Section 1. Games for developing noun vocabulary	5
Section 2. Games to develop verb vocabulary	9
Section 3. Games to develop adjective vocabulary	11
Section 4. Games to develop adverb vocabulary	15
Bibliography	30

Introduction

Vocabulary work in kindergarten is the systematic expansion of children’s active vocabulary using words that are unfamiliar or difficult for them. It is known that the expansion of the vocabulary of preschoolers occurs simultaneously with their familiarization with the surrounding reality, with the development of a correct attitude towards the environment. A rich vocabulary is a sign of well-developed speech and an indicator of a high level of mental development. Timely development of vocabulary is one of the most important factors in preparing for school education.

The development of vocabulary affects the harmonious development of the child. The emotional development of preschool children and the child’s understanding of the emotional state of other people also depend on the degree of assimilation of verbal designations of emotions, emotional states and their external expression.

nspect of didactic b. M,,Work on speech development occupies an important place in the system of education and training of preschool children. It is carried out not only in direct educational activities, but also in regime processes.

In the middle group, intensive work is provided to deepen the child’s knowledge of subjects. His passive and active vocabulary is enriched by words - names of parts and details of objects, their qualities and properties (color, shape, size, surface features, etc.), as well as words characterizing spatial and temporal relationships.

The collection of games was developed taking into account the psychological characteristics of children of middle preschool age and is aimed at developing an active vocabulary.

SECTION 1. GAMES FOR THE DEVELOPMENT OF NOUN DICTIONARY.

Game No. 1.
“Who wants a treat?”
The purpose of this game is to develop the ability to use difficult forms of nouns in speech.

Didactic material: pictures depicting a bear, geese, chickens, swans, horses, wolves, foxes, lynxes, monkeys, kangaroos, giraffes, elephants. Progress of the game: Children are offered the task of distributing gifts among the animals and telling whom which gift is suitable.

The children were asked questions: Who needs honey? Who needs grain? Who wants meat? Who wants fruit?

Game No. 2.
“Name the parts of an object”
The goal of this game is to enrich the vocabulary of nouns, develop the ability to relate an object and its parts.

Didactic material: pictures of a house, truck, tree, bird, etc.

Progress of the game: In the first version of the game, the children were given the task of looking at the pictures one by one and naming the parts of the depicted object.

In the second version of the game, each child received a card with a picture. It was necessary to look at the drawing, name it and tell what parts the depicted object consists of.

Game No. 3. “Throw the ball and say the words”

The purpose of this game is to expand vocabulary through the use of generalizing words, develop attention and memory, and the ability to relate generic and specific concepts.

Didactic material: ball.

Progress of the game: In the first version, I named the general concept of vegetables, fruits, berries, trees, etc. and threw the ball to each child in turn. The children, returning the ball, named objects related to this general concept.

In the first version of the game, I named a general concept and threw the ball to each child in turn. The children, returning the ball, named objects related to this general concept. In the second version of the game, I named species concepts to the children and also threw a ball to each child. The children, returning the ball, named generalizing words.

Game No. 4. “ Who was who or what was what”

Goal: expanding the vocabulary of nouns and knowledge about the environment.

Progress of the game: The teacher asks the children questions. Who or what was the chicken before? (egg), horse (foal), frog (tadpole), butterfly (caterpillar), boots (leather), shirt (cloth), fish (egg), wardrobe (board), bread (flour), bicycle (iron), sweater (wool), etc.?

Game No. 5. “Half a word is yours”

Goal: to form a vocabulary of nouns.

Didactic material: ball.

How to play: The participants sit in a circle and throw the ball to each other. At the same time, the thrower loudly says half of a word; the one who catches must name his other half. For example, a locomotive, a telephone. Any player can throw the ball. You need to answer quickly. For each mistake or delay, the player is eliminated from the game.

Its conditions can be complicated. The leader gives (says) half a word to each child sitting in a circle. And everyone must continue the second half. Can't - penalty point. The presenter begins to say his half of the word, for example, “tele...” Children

Game No. 6 with the ball “Animals and their young”.

Goal: forming a vocabulary of nouns, consolidating the names of baby animals in children’s speech, consolidating word formation skills, developing dexterity, attention, and memory.

Didactic material: ball.

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. The tiger has ..., the lion - ..., the elephant - ..., the deer - ..., the elk - ..., the fox - .

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

Group 3. Tiger cub - lion cub - elephant calf - deer calf - fox calf, etc.

Game No. 7. “Say kindly” Catch a small ball and caress it with a word.

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

Didactic material: ball.

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 the head, the picture is the picture. Soap - soap, mirror - 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.

Game No. 8. “One

-
a lot”
Goal: to consolidate various types of endings of nouns in children’s speech.

Didactic material: ball.

Progress of the game. The speech therapist throws the ball to the children, calling singular nouns. Children throw the ball back, naming plural nouns. You can throw the ball with hits on the floor, roll the ball while sitting on the carpet. Examples: Table - tables, yard - 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, stocking - stockings, piece - pieces, circle - circles, friend - friends, jump - jumping, duckling - ducklings, gosling - goslings, chicken - chickens, tiger cub - tiger cubs, baby elephant - baby elephants.

Game No. 9. “Fun Score”

Goal: to consolidate the agreement of nouns with numerals in children’s speech. Development of dexterity and reaction speed.

Didactic material: ball.

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, in response calls 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. Examples: 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 chicken - five chickens, one hare - five hares, one finger - five fingers, one dress - five dresses, one hat - five hats, one glove - five gloves, one can - 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 “And I have” The presenter throws the ball and says: “I have one table.” The child, throwing the ball back, replies: “And I have five tables.”

Game No. 10. “It happens - it doesn’t happen.”

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

Didactic material: ball.

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. Variants of 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 at a given time of year.

Game No. 11. “Who will be who?”

Goal: development of thinking, imagination, reaction speed, expansion of the vocabulary of nouns.

Didactic material: ball.

Progress of the game. The presenter, throwing the ball to the children, asks questions: “Who (what) will it be - an egg, a chicken, a boy, an acorn, a seed, an egg, a caterpillar, flour, iron, brick, fabric, a student, a sick person, a weak person,” etc. Children , throwing the ball back, can give several answers. For example: “An egg can produce a chick, a crocodile, a turtle, a snake, and even a scrambled egg.”

SECTION 2. GAMES TO DEVELOP VERB DICTIONARY.

Game No. 1. “Who talks like that?”

The purpose of this is to expand the verbal vocabulary and develop reaction speed.

Didactic material: ball.

Progress of the game. In the first version, I threw a ball to each child in turn and named an animal. For example: cow, tiger, snake, mosquito, dog, wolf, duck, pig, etc. Children, returning the ball, had to answer correctly how this or that animal gives a voice. For example: moos, growls, hisses, squeaks, barks, howls, quacks, grunts, etc. In the second version of the game, I threw the ball to the child and asked: “Who is growling?”, “Who is mooing?”, “Who is barking?” , "Who's crowing?" etc. Children had to name the appropriate animals.

Game No. 2. “Give me a word.”

The goal of this game is to develop verbal vocabulary, thinking, and reaction speed.

Didactic material: ball.

Progress of the game. In this game, children stood in a circle. During the game, I threw the ball to each child in turn and asked questions: The crow croaks, and the magpie? An owl flies, but a rabbit? The cow eats hay, but what about the fox? The mole digs holes, but what about the magpie? The rooster crows, and the chicken? The frog croaks, and the horse? The children, returning the ball, answered: The magpie is chirping. Etc.

Game No. 3. “What happens in nature?”

The goal of the game is to reinforce the use of verbs in speech and the agreement of words in a sentence.

Didactic material: ball.

Progress of the game. In this game, I threw the ball to each child in turn and asked questions on the topic “Spring.” For example: Children, what does the sun do in spring? The children answered: it shines, it warms. What are the streams doing? The children answered: they are running, murmuring. What does snow do? It's getting dark and melting. What are the birds doing? They fly in, build nests, sing songs. What does Kapel do? It's ringing. What is the bear doing? Wakes up, leaves the den, etc.

Game No. 4. "Make a proposal"

Goal: development of attention, speed of mental operations.

Didactic material: ball.

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.

Game No. 5. “Who moves how?”

Goal: enrichment of children’s verbal vocabulary, development of thinking, attention, dexterity.

Didactic material: ball.

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 answer the question asked. The game is played with throwing the ball in different ways. Speech therapist: How do birds move? What about butterflies, flies, dragonflies, mosquitoes, midges? How do fish move? What about dolphins, whales, walruses, sharks? What are snakes doing? What about caterpillars and worms? How do grasshoppers move? What about frogs, toads, fleas, hares?

Game No. 6. “Who does what?”

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

Didactic material: ball.

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); cleaner (cleans); artist (draws), etc.

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

Game No. 6. “Who can make these movements?”

Goal: activation of children’s verbal dictionary, development of imagination, memory, dexterity.

Didactic material: ball.

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: Going. 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).

Game No. 7. “What can this item do?”

Goal: enrichment of children’s verbal vocabulary, development of thinking.

Progress of the game. An adult names an object and asks the child what this object can do? For example, a broom can sweep, a shovel can dig, etc.

Examples of words: sun, rain, night, spoon, swing, cat, bird, plane, etc. Don’t forget to ask with each answer: “What else does the sun do, it doesn’t just shine?” Let the child choose as many words as possible that denote the action.

Game No. 8. “Who wants to become who?”

Goal: to teach children to use difficult verb forms in speech.

Didactic material: plot pictures depicting labor actions.

Playing move. Question to the child: What are the boys doing? (The boys want to make a model of an airplane) What do they want to become? (They want to become pilots). Children are asked to come up with a sentence with the word want or want.

SECTION 3.

GAMES FOR DEVELOPMENT OF ADJECTIVE DICTIONARY.

Game No. 1. “What is it made of?”

The goal of the game is to consolidate the use of relative adjectives and methods of their formation in children's speech.

Didactic material: ball.

Before playing the game, it was 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 was carried out on the pictures, after which this topic was reinforced in the ball game .

Progress of the game. I, throwing the ball to the child, said: “Boots made of leather,” and the child, returning the ball, answered: leather. Then she threw the ball to another child, said: “Mittens made of fur,” and the child, returning the ball, answered: fur, etc. A basin made of copper. (Copper), Plush bear (Teddy), Woolen mittens (Wool), Glass glass (glass), crystal vase (Crystal), etc. Then I asked the children to make sentences with these phrases. For example: Masha has a teddy bear.

Game No. 2. “Catch and throw - name the colors”

The goal of the game is to develop the ability to select nouns for adjectives denoting color, to expand the vocabulary of adjectives, to consolidate the names of primary colors, and to develop children’s imagination.

Didactic material: ball.

Progress of the game. When throwing the ball to the child, she named an adjective denoting color, and the child, returning the ball, named a noun that matches this adjective. For example: red - 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, etc.

Game No. 3. "Whose head?"

The goal of the game is to expand children's vocabulary through the use of possessive adjectives. The game was played after discussing the pictures. The correct use of all these various endings in speech was achieved through repeated repetition of words in game situations.

Didactic material: ball.

Progress of the game. When throwing the ball to one of the children, she said: “A crow has a head...”, and the child, throwing the ball back, finishes: “... a crow,” etc. Examples: a lynx has a lynx’s head, a fish has a fish’s head, a cat has a fish’s head. cat's, magpie's - magpie's, hare's - hare's, rabbit's - rabbit's, camel's - camel's, horse's - horse's, duck's - duck's. for a swan - swan, for a deer - fawn, for a fox - fox, for a dog - canine, for a bird - bird's, for a sheep - sheep's, for a squirrel - squirrel, for a bear - bear's, for a tiger - tiger's, for a chicken - chicken, the dove has the dove's, the eagle has the eagle's. As a complication, the children were asked to make sentences with these adjectives.

Game No. 4. "Hot Cold"

Goal: formation of a dictionary of adjectives, consolidation in the child’s mind and dictionary of the opposite characteristics 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 the opposite meaning. Speech therapist: Hot - Children: Cold (Good - Bad; Smart - Stupid; Cheerful - Sad; Sharp - Dumb; Smooth - Rough; Light - Heavy; Deep - Shallow; Light - Dark; Kind - Evil; 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.

Game No. 5. “What is round?”

Goal: expanding children's vocabulary through adjectives, developing imagination, memory, and dexterity.

Didactic material: ball.

Progress of the game. Throwing the ball to children in various ways, the speech therapist asks a question, which the child, having caught the ball, must answer, and then return the ball to the speech therapist. The speech therapist, in turn, passes 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, sweets, 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, river, stream...)

Game No. 6. "Guess the toy"

Goal: to enrich the subject dictionary, the dictionary of adjectives, to develop the ability to find an object, focusing on its signs and actions.

Didactic material: toys hare, fox, duckling, dog.

Progress of the game. The speech therapist shows the child 3-4 toys, he names them. You must immediately teach how to correctly name an object: “This is... (hare, fox, duckling).” The speech therapist talks about each toy, naming external signs: “This is a soft toy. She's gray. The tail is short and the ears are long. He loves carrots and jumps smartly.” Other toys are described in a similar way, the child names them. Invite the child to describe one of the toys.

Game No. 7. "Tell me which one"

Goal: to form a vocabulary of adjectives, learn to identify and name the characteristics of an object.

Didactic material: Fruits in a box.

Progress of the game. The adult takes objects out of the box, names them (“This is a pear”), and the child names the signs (“It’s yellow, soft, tasty.” “This is a tomato.” - “It’s red, round, ripe, juicy.” “This is a cucumber.” - “It’s... oblong, green, crispy”).

Game No. 8. "Compare the Beasts"

Goal: to form a vocabulary of adjectives, teach to compare different animals, highlighting opposite characteristics.

The speech therapist suggests looking at a bear and a mouse.

- The bear is big, and the mouse... (small). Also, what kind of Mishka... (fat, thick-footed, club-footed)? And what kind of mouse... (small, grey, fast, dexterous)? What Mishka loves... (honey, raspberries), and the mouse loves... (cheese, crackers).

- Mishka’s paws are thick, and the mouse’s... (thin). The bear screams in a loud, rough voice, and the mouse... (in a thin voice). Who has the longest tail? The mouse has a long tail, and Mishka... (short).

On the basis of clarity, work is carried out and familiarization with polysemantic words (chair leg - table leg - mushroom leg; handle on a bag - handle on an umbrella - handle on a cup; sewing needle - needle on a hedgehog on its back - needle on a Christmas tree).

Game No. 9.
“What is he like?”
Goal: to form a vocabulary of adjectives, to teach the child to actively describe the characteristics of objects.

Progress of the game. Ask your child to bring everything square that he finds in the house. For example: a book, a box, a cube, a board from the kitchen, a CD, a TV, etc. And then ask him to describe all the objects that are united by one characteristic - square. Let him find and explain the similarities and differences of objects, as well as their purpose.

SECTION 4.

GAMES FOR DEVELOPING THE DICTIONARY OF ADVERBS.

Game No. 1. “Where is who?”

Purpose of the game: to form a vocabulary of adverbs.

Didactic material: board, cardboard pictures of grandfather, house, fence, 2 trees, bushes, sunflower, girl, chicken.

Progress of the game. At the beginning of the game I read a few sentences. “My grandfather built a house and a fence. I planted two trees, bushes, a sunflower and began to live in it with my granddaughter and chicken.” Then she herself placed pictures on the board depicting a house, a bush, two trees, a sunflower, a fence, a chicken, a girl, and a grandfather. Then she called several children and gave the children the task of placing objects on the board on the right, left, in the middle, in front, behind, next to, near, far, far, around - relative to each other. Then she asked, “Where are the girl, grandfather, and chicken?”

After that, she invited the children to ask each other questions about where this or that object is.

Game No. 2. "Say it the other way around"

Purpose of the game: to form a vocabulary of adverbs.

Progress of the game. In this game, children were asked to choose the opposite word for adverbs, for example: warm... (cold), frosty... (hot), deep... (shallow), high... (low), far... (close), wide... (narrow), quiet ... (loud), soft... (hard), fast... (slow).

Game No. 3. "Catch and answer."

The goal of the game is to form a vocabulary of adverbs.

Didactic material: ball.

Progress of the game. To play, the children were asked to stand in a circle. I threw the ball and named words that answered the question “which?”, and the children, throwing the ball, called me a related word that answered the question “how?”.

Polite - politely, patient - patiently, affectionate - affectionately, gentle - tenderly, green - green, cheerful - fun, cold - cold, hot - hot, warm - warm, ringing - ringing, scary - scary, sad - sad, boring - boring, sunny - sunny, damp - damp, wet - wet, dry - dry.

Game No. 4. “Come up with suggestions.”

Goal: to form a vocabulary of adverbs.

Progress of the game. Speech therapist. Turn over the pictures that are on the edge of the table. Look where the objects are drawn on them and come up with sentences with the words: close - far, above - below, left - right, high - low.

Game No. 5. "Answer the question".

Goal: to form a vocabulary of adverbs.

Progress of the game. The speech therapist asks the children questions: How does a lion roar?, and the children answer with a complete answer: (Terribly, loudly), etc. How does a hare run? (Fast). How does a sparrow tweet? (Funny). How does the nightingale sing? (Beautiful). How does the mouse squeak? (Quiet). How does a dog growl at a cat? (Angrily). How do the guys in our group play? (Amicably). How are our guys doing? (Diligently?).

Game No. 6. "Finish the sentence."

Goal: to form a vocabulary of adverbs.

Progress of the game. The speech therapist begins to say sentences, and the children must finish. For example: the train is moving slowly, but the plane is flying... (fast). Tanya behaves well, but Kolya... (badly). It's hot in summer, and in winter... (cold). Nadya speaks quietly, but Vova... (loudly) It’s raining, it’s dirty outside, but at home... (clean). Ira was bored, Marina came, and it became... (fun).

Game No. 7. "Choose a word"

Goal: to form a dictionary of adverbs, teach to form related words that answer the question “how?”

Progress of the game. Speech therapist. I will name a word that answers the question “which?”, for example, “Good boy.” You will answer the question of how he behaves, draws, writes.

A model is given: bad is bad, good is good.

Then children form adverbs from adjectives: beautiful - beautiful, sweet - sweet, sour - sour, dirty - dirty, quiet - quiet, clean - clean, tall - high, distant - far, close - close, neat - neat.

Game No. 8 “Clap your hands!”

Goal: to form a vocabulary of adverbs.

Progress of the game. Speech therapist. Listen carefully. I will say the words, and you will clap when you hear the word that answers the question “how?” (Children place their elbows on the table, hands are ready for clapping.)

Girl, red, good, running. Cat, lapping, bad, flower. Jumping, tasty, sleeping, bear. Bitter, kind, tree, runs. Plays, big, fox, quickly. Joyfully, grandma, she is walking, sad. Sunny, warm, beautiful, washes. The school is growing, strong, wide.

MADOU "Baikal kindergarten No. 1

"Teremok", 2017

Vocabulary development in preschoolers through games

Using speech games with preschoolers with your own hands
Author: Utyuzhnikova Svetlana Sergeevna, teacher-speech therapist, MADOU d/s "Buratino", regional center of Kyra The word is the first sign of a conscious, intelligent life.
The word is the recreation of the world within itself. (K.S. Aksakov) Successful speech development depends on children’s perception of the world around them and on objective activity. I offer speech exercises that will be useful for teachers and children, all the illustrative material was drawn by ourselves, made in color using watercolors .In a playful way, preschoolers will get acquainted with word formation, learn to form new words, understand the meaning and origin of complex words, and identify related words.
Word formation means the formation from some words of other cognate words with a new semantic meaning. Goal: development of vocabulary in children; Objectives: - to teach to distinguish words that are “related” by their semantic meaning; - ensure an accurate understanding of the semantic meaning of learned words; -develop the simplest word formation skills; Equipment: do-it-yourself subject pictures;
Let's look at the simplest, most accessible ways for children to form new words. Options for games using pictures
Game “Big-Small” Purpose: to teach children the correct education and use of diminutive forms of nouns; Progress of the game: Children are shown pictures with large and small objects depicted on them and questions are asked based on these pictures, stimulating them to independently form words with the necessary diminutive suffixes. For each large object, choose the same one, but small. Name the small objects affectionately. For example: This is a big house. But what about a small one? (house);
House-house

There is a big ball in the picture. But what about the small one? (ball);

Ball-ball

What about the little mushroom? (mushroom);

Fungus mushroom

Game “Find relatives” The purpose of the game: to develop children’s ideas about related connected words, master the skill of selecting related words, clarify and activate vocabulary; Progress of the game: Lay out the pictures. Invite the children to name the pictures. Then ask for each picture to find a picture pair, which is called a related word. Select pairs of words according to their meaning, for example:
Tea-kettle

Leaf-leaves

Bread box

Snow-snowman

Sea-sailor

Fisherman fish

The picture will help you check the completion of the task. In order to establish the relationship of words, you need to understand them and be able to explain the meanings. Ask the children to make sentences based on the pictures. You can come up with sentences based on individual pictures or using pairs of related words.
Game “Word Formation” Guess the riddles. Find and name the answer pictures. Explain what words each guess word is made of. Here is a steel bird that aspires to the skies, And its pilot leads it. What kind of bird? (plane)

Beautiful wheels There are usually two of them. It also has a kickstand. What is this, kids? (samokat)

Hands on hips, like a boss, He gets up on the table before everyone else, He has his own stove and a kettle - He will brew it himself, he will pour it himself. (self-BAR)

We have a robot in our apartment, - It has a huge trunk, The robot loves cleanliness, And it hums like a liner: “Too-oo.” It swallows dust with great eagerness, But it doesn’t get sick, doesn’t sneeze... (dust SOS)

Game “Brother Words” Look at and name the pictures. Where is the boletus? Where is the boletus? How are these words similar to each other? Aspen trees grow in the aspen forest and reach for the blue sky. Under the aspen trees there are aspen mushrooms, Such beautiful mushrooms!

Birch groves are elegant and bright, Birch trees brought a lot of light with them. Birch trees are beautiful, growing in a birch forest, And that light birch forest goes down to the river.

Thus, the children got acquainted with word formation in a playful way, developed their vocabulary, it was interesting, educational and exciting.

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Game - invention for senior and preparatory groups Didactic game for the development of speech in children 5-6 years old Lexical games “Living and inanimate objects” for preschoolers 4-7 years old Verbal game for preschool children for the development of phonemic hearing

Games for developing vocabulary for preschoolers card index (middle group) on the topic

Games to develop vocabulary for preschoolers:

The game "What's missing?"

Goal: expanding the vocabulary, developing visual memory. Equipment: a set of subject pictures on the topic.

Progress of the game:

Low level of complexity - an adult lays out 3-4 pictures on a typesetting canvas, naming the objects depicted on them (for example: bus, trolleybus, ship, plane). Then asks the children to name the first (second, last) picture. He commands: “One, two, three, don’t look,” and turns one of them over: “One, two, three, look.” Children name which picture is missing.

Medium level of difficulty - an adult demonstrates and names 5-6 pictures. After the picture disappears, children remember the object and the word by which it was named.

High level of complexity - the number of pictures increases to 7-8. The task uses less commonly used words along with common words on the topic. Children themselves name the pictures presented to adults. After one image disappears, they remember the object and the word by which it was named.

Game “Name the juice, jam.”

Goal: to teach how to form relative adjectives.

Progress of the game: An adult explains that if you make juice from an apple, it will be apple juice; and if you make jam from apples, it will be apple jam; then each of the children takes turns forming relative adjectives: pear juice - ...; pear jam - ...; orange juice - orange, orange jam - .... etc.

Game “Who can name the most actions?”

Goal: actively use verbs in speech, forming various verb forms.

Equipment: pictures: items of clothing, airplane, pen, sun, dog, bee, snowflake.

Progress of the game: The Incompetent comes and brings pictures. The children's task is to choose words that denote actions related to objects or phenomena depicted in the pictures. For example, what can you say about an airplane? (it flies, buzzes, rises); what can you do with clothes? (wash, iron, sew up); what can we say about the sun? (warms, shines, rises); what can you do with the doll? (play, dress, put on shoes), etc.

Game "What's missing?"

Goal: expanding the volume of the dictionary with the names of parts of objects, parts of the body of animals; the formation of ideas about objects, about animals. Equipment: images of objects (animals) with a missing detail (part of the body) on the lexical topic being studied, colored pencils. Progress of the game: An adult shows the children pictures and asks a question about the missing detail of the object, asks them to complete the drawing: “ What is missing? Finish it." The child needs to correctly name the missing part and reproduce it in the drawing.

Suggested images: pan without bottom; truck without cab; yacht without sails; sleeveless jacket; cow without horns; fish without fins; cup without wall; motorcycle without headlights; boat without an oar; collarless dress; horse without hooves; beakless heron; kettle without lid; a car without a door; a ship without a helm; shirt without cuff; elephant without trunk; rooster without a wing.

Game "Qualities of objects".

Goal: expanding the vocabulary of adjectives, forming ideas about the subject.

Equipment: items on the lexical topic “Fruits” (if there are no items, you can replace them with pictures).

Progress of the game: An adult examines an object and points out its signs to the children. For example, an adult examines an apple, naming its main features: “This is an apple. It is red and yellow in color. The shape resembles a ball (it clasps the apple with the hands), the apple is round. It is large in size. If you stroke an apple, you feel that it is smooth. I press on the apple, nothing happens to it. The apple is hard. I’ll smell the apple: oh, how fragrant and fragrant it is. I’ll hold it in my hand and weigh it: the apple is heavy. I’ll cut a piece and taste it: the apple is sweet (sour, sweet and sour).”

Game “Who is doing what?”

Goal: expanding the dictionary with names of professions.

Equipment: pictures depicting people of different professions.

Progress of the game:

An adult reads a poem:

We will never forget

What people can do.

Builder - builds;

and then the adult names a profession, and the child, based on the picture, must name what a person of a certain profession does: cook - cooks; cook - cooks (cooks), teacher - teaches...

Game "At the Zoo".

Goals: to improve the ability to coordinate a verb with a noun in number. Activate your verb dictionary. Strengthen the skill of composing a simple, uncommon sentence without relying on a diagram. Develop visual and auditory attention.

Equipment: playing field (flannelograph, magnetic board). The painting “Zoo”, composed of individual subject pictures cut out along the contour (zebra, monkey, fox, hare, tiger, llama).

Progress of the game: The speech therapist invites the children to go to the “zoo” and watch what the animals are doing. Preschoolers look at the picture, name the animals, and the speech therapist determines the actions of the animals: The zebra kicks. The monkey makes faces. The hare is scared. The tiger is resting, etc. First, the teacher finds out what names of actions the kids remember. The meaning of the verbs kicks, grimaces, kicks is clarified. Children are then asked to independently determine what each animal does. The speech therapist helps the children by pointing to the desired picture. Next, the teacher asks the preschoolers to imagine that there are a lot of animals and asks them to name their actions again, using plural verbs.

Game “Who can make these movements?”

Goal: expansion of the verb dictionary and noun dictionary.

Equipment: ball.

Progress of the game: The speech therapist says a poem:

Who and what is flying, running,

Walks, swims, lies?

Then he throws a ball to each child and says the word “Coming - ... (person), the child must catch the ball and say a noun that matches the given verb (animal, train, steamship, rain, snow, hail, time, road);

Runs – (person, animal, stream, time...)

Flies - (bird, plane, time, telegram, rocket, butterfly, fly, dragonfly, satellite...)

References:

https://wiki.iteach.ru/index.php