Workshop for teachers “Organization of story-based games in kindergarten”

Workshop for teachers “Organization of story-based games in kindergarten”

• reporting any new fact during the game.

Teacher-observer,

if necessary
(senior preschool age
) assistant.

The task is to develop the skills to build a plot together, understand your partner in the game, and coordinate your actions with other participants in the game:

• advice (for example, remind that the main role can be performed alternately);

• an appropriate question before the start of the game;

• assistance in combining several plots into one comprehensive game (with hints, hints, advice, questions, suggestions, not at all intrusive)

• direct intervention in the game if it has acquired a negative direction (the teacher, in a playful way, pushes for ways out of the current situation).

Creation of a developing subject-game environment

In order for children’s play activity to develop successfully, it is first necessary to take care of its saturation. All types of toys in a group should be selected taking into account the age, interests of children and the goals of their development, education, and training.

Teachers of early and junior preschool age groups must constantly replenish and change situations in play areas. There should be a large variety of toys and in several copies. At this age, toys are the starting point of organizing role-playing games.

In groups for children of senior preschool age, it is no longer toys that determine the content of the game, but, on the contrary, the content of the game determines the choice of toys. Older preschoolers are able to adapt various substitute objects for play, while showing extraordinary ingenuity. Therefore, in groups for children of senior preschool age there should not be a large number of toys; their excess muffles the interest of children and limits the possibilities of creative imagination.

The teacher can help children understand that some substitute objects can easily be turned into any attribute needed for the game during the game. Let's say, colored paper - it's easy to tear it into small pieces (salad, roll it into a tube (thermometer, draw a pattern on it (tablecloth, napkin, rug). Each such thing is valuable because it is made by the child himself. Therefore, it would be appropriate in every group have, for example, a box with waste material, and in it various boxes, scraps of fabric, sticks, ribbons, bows, pieces of fur and other material that may be required in the game. It is important that the substitute object resembles the depicted object in general contours or in some way then a typical property, a characteristic detail.

If younger preschoolers usually get acquainted with these objects with the help of a teacher who shows ways to play with them and sequential actions, then children already independently use the conditional play environment to develop the plot, while defining their roles. Using substitute objects, children go beyond traditional games and increasingly reflect the phenomena of the surrounding reality.

Seminar-workshop “Play with children!”

Goal: To increase the pedagogical competence of parents on the problem of gaming activities in children of middle preschool age, to give parents knowledge about the importance of games in the development of a child, about the influence of games on the development of communicative abilities in children;

Tasks:

1. To form parents’ concept of the possibility of play as a means for the development of intellectual and cognitive activity.
2. To give parents knowledge about the importance of play in the development of a child, about the influence of play on the development of communication abilities in children
3. Stimulate parents' interest in joint play activities with their own child.
4. Discuss the issue of organizing a play environment in kindergarten and family settings; about the advantages and disadvantages of toys.

Progress of the event:

The song “Where does childhood go” is playing.

The teacher's opening speech, he opens the parent meeting, announces the agenda, and introduces the procedure for holding it.

1. Theoretical part.

Consultation for parents “Game is a child’s leading activity”

Hello, dear parents! I'm very glad to see you! And I want to start our meeting with the words of V. Sukhomlinsky:

The years of childhood are, first of all, the education of the heart. Education is not the sum of events and techniques, but the wise communication of an adult with the living soul of a child.

Today we will talk to you about children's games, toys, their significance in understanding the world around us, and their impact on the development of our children. Many of us still remember our favorite toys and games. They preserved memories of our childhood games and fun; we “return” many years ago, to our childhood. In many families, toys are passed down from generation to generation; these toys have a certain value - pleasant, good childhood memories.

— In order for our conversation to be sincere and frank, I suggest you fill out a business card. On a business card, write your name, patronymic and draw a picture that matches your mood (sun, cloud, etc.)

Psychological warm-up “Smile”

— I want to know: are you in a good mood? How to give it to other people without words when they meet? How to communicate your good mood without words? Of course, with a smile. Smiled at the neighbor on the right, smiled at the neighbor on the left. A smile can warm you with its warmth, show your friendliness and improve your mood.

Ball game.

Please answer questions honestly and frankly.

1. What game did you play with your child recently?
2. If a child asks to play with him, your actions.
3. What games does your child play most often?
4. When choosing a new toy, what do you take into account, what are you guided by?
5. Do you tell your child what games you played in childhood?
6. If a toy breaks, what do you do in such cases?
7. Where does your child play at home? What conditions have been created?
8. What are your child's favorite toys?
9. Who plays with the child more often: mom or dad?

This topic, “The Role of Play in the Development of Preschool Children,” was not chosen by chance, because each of you dreams that your child will grow up smart, independent, and that in the future he will be able to take a worthy place in the life of society. Children are brought up in games as well as in other activities. By performing one or another play role, they seem to be preparing themselves for the future, for the serious life of adults. We can say that the game is a time machine for a child: it gives him the opportunity to live the life that he will have in many years. The importance of play and its influence on the development of a child’s personality cannot be overestimated. Like a magic wand, play can change children's attitude towards everything. The game can unite the children's team, involve introverted and shy children into active activities, and instill conscious discipline in the game.

Play is the leading activity of a preschool child and the best way to resolve issues in the upbringing and development of a child.

Games are very diverse and can be divided into two large groups: role-playing games and games with rules.

Role-playing games are a source of formation of the child’s social consciousness and the possibility of developing communication skills. These are games such as “Shop”, “Guests”, etc.

Role-playing games are games in which children imitate the everyday, work and social activities of adults, for example, games kindergarten, hospital, daughters and mothers, shop, railway. Story-based games, in addition to their cognitive purpose, develop children's initiative, creativity, and observation.

The life of adults interests children not only for its external side. They are attracted to the inner world of people, the relationships between them, the relationship of parents with each other, with friends, with other people. Their attitude to work and to surrounding objects. Children imitate adults: their manner of communicating with others, their actions. And they transfer all this into games, thus consolidating the accumulated experience of behavior and forms of relationships.

The game effectively develops the ability to live and act together, to help each other, and develops a sense of collectivism and responsibility for one’s actions.

However, without the guidance of an adult, even older preschoolers do not always know how to play. In kindergarten, we teachers play with children. And at home, one of the older family members can get involved in the game and become a link between the children, teaching them to play together. Joint games between parents and children enrich children spiritually and emotionally, satisfy the need to communicate with loved ones, and strengthen self-confidence. This group includes theatrical games that children really like, and they take an active part in them with great pleasure.

Theatrical play is an effective means of communicative development and creates favorable conditions for developing a sense of partnership and mastering ways of positive relationships.

. Theatrical toys - bi-babo dolls, finger theater, table theater.

— Do children need these toys? (parents' answers)

— These toys develop speech, imagination, and teach the child to take on a role.

In play, a child acquires new knowledge and refines existing knowledge, activates his vocabulary, develops curiosity, inquisitiveness, as well as moral qualities: will, courage, endurance, and the ability to yield. The beginnings of collectivism are formed in him. In play, a child depicts what he has seen and experienced; he masters the experience of human activity. The game develops an attitude towards people and life; a positive attitude in games helps to maintain a cheerful mood.

Adults, playing with children, enjoy themselves and bring great joy to the children. Dear parents, make flat figures with the whole family from cardboard and other materials; this will give children the opportunity to independently act out familiar works of fiction and invent fairy tales.

Musical toys - rattles, bells, bells, pipes, metallophones, toys representing a piano, balalaikas and other musical instruments.

— What can musical toys develop in a child? Musical toys promote the development of speech breathing and hearing.

The second group of games are games with rules. These include: didactic, board, and outdoor games.

Didactic games - specially developed for children, for example, lotto to enrich knowledge and develop observation, memory, attention, and logical thinking.

Outdoor games are varied in design, rules, and the nature of the movements performed. They help improve children's health and develop movement. Children love active games, listen to music with pleasure and know how to move rhythmically to it.

Construction games - with sand, cubes, special building materials, develop children's constructive abilities, serve as a kind of preparation for mastering later labor skills;

Games: lotto, dominoes, paired pictures, etc. provide children with the opportunity to enjoy the game, develop memory, attention, observation, and eye. Despite the fact that games are educational, group play also teaches communication.

Such games have an organizing effect because they require strict adherence to the rules. It is interesting to play such games with the whole family, so that all partners are equal in the rules of the game.

The participation of adults in children's games can vary. If a child has just been bought a toy and he knows how to play with it, it is better to give him the opportunity to act independently. But soon the child’s experience is exhausted. The toy becomes uninteresting. Here we need the help of elders, to suggest a new game action, to show them, to offer additional game material for the existing game (you always need to have a piece of fur, fabric, cardboard, wire, box, etc. on hand).

When playing with your child, please watch your tone. The even, calm, friendly tone of an equal playing partner gives the child confidence that they understand him and want to play with him.

The child is very happy about the minutes given to him by his parents in the game. Communication in play is never fruitless for a child. The more precious moments he has in the company of people close to him, the more mutual understanding, common interests, and love there will be between them in the future.

1. Practical part.

1. Game-task

Dear parents, I offer you an unusual task: remember your family evenings and give them self-esteem. If you do as told, then you place a red chip, not always yellow, never blue.

• Every evening I spend time playing with the children.
• I talk about my games as a child
• If a toy is broken, I repair it together with the child. Having bought the child a toy, I explain how to play with it, and show different options for the game.

— If there are more red chips on your table, then the game is always present in your house. You play as equals with your child. After all, play is the most interesting thing in a child’s life.

1. Stories from parents from the experience of family education “Games in the family.”
2. Game "Logic Train".

Educator: You can’t get to a magical land by regular transport. Let's create an unusual train. (We approach the easel), look, there is a train, but no carriages. The cars will be pictures, they need to be laid out so that each picture is somewhat similar to the next picture: the images in the picture can be the same color, can have the same shape, or can perform the same action. Or maybe something else unites them, even something that is not visible in the picture, but this happens in life. (Pictures - trailers are connected to each other using a logical connection.)

The first trailer I will attach is a picture of a Christmas tree, because the train and the Christmas tree are green. What do you think is the next picture of a trailer that should be attached? (I attach a pine cone because fir cones grow on spruce trees. A squirrel because a squirrel gnaws cones. A cat because it also knows how to climb trees, like a squirrel. A chicken because it lives at home, next to a person, like a cat . The sun, because it is yellow like a chicken. A fur coat - it warms like the sun, mittens are also clothes, etc.)

4. Exercise “I’ll start, and you will continue” - “The game is...”

A game is (fun, interesting, exciting...).

To make the game interesting, educational, etc.

should any toy be ? (parents' answers)

1. aesthetic;
2. safe (in terms of paint, material quality);
3. develop;
4. entertain the child.
5. Games in the kitchen

- Now we’ll play a little more. I ask everyone to take part. We have prepared questions for you. (There are pieces of paper with questions in the vase.)

— The whole family spends a lot of time in the kitchen, especially women. Do you think it’s possible for a child to find something to do there? What can a child do using the following materials? (parents pull notes from the vase)

(Music sounds, the vase moves in a circle. The music stops, the one in whose hands the vase is answers. Those who wish can complete the answer.)

1. "Egg Shell"

Crush the shell into pieces that a child can easily pick up with their fingers. Apply a thin layer of plasticine to the cardboard - this is the background, and then invite the child to lay out a pattern or design from the shell.

1. "Dough"

Sculpt whatever you want.

1. "Pasta"

Lay out fancy patterns on a table or sheet of paper, studying shapes and colors along the way.

1. "Semolina and beans"

Mix a certain amount, offer to choose beans from semolina.

1. "Peas"

Transfer the peas from one cup to another. Sort: peas, beans

1. "Hercules»

Pour the cereal into a bowl and bury small toys in it. Let him find it.

1. "Various small grains"

Invite the child to draw pictures with grains. For very small children, use a spoon to pour the cereal from a bowl into a bowl.

1. "Disposable cups"

You can insert one into the other, make pyramids of different heights.

1. “Breakfast cereal rings”

Offer to lay out drawings from them or string them on strings - beads and bracelets.

6. Creative work of parents

“We are now convinced that you can play with your child in the kitchen too.” I suggest you make your own artistic applique from plasticine and various cereals, so that you can do this at home with your kids. Go to the table and take all the materials you need for work (parents perform appliqué while listening to music).

- Be sure to show your work to the kids at home and make it even better with them!

3. Final part.

— The meeting is coming to an end. I would like to express my gratitude to you for your participation and for taking the time to come to our round table meeting. I think that now each of you will be able to answer the question from our meeting: “The role of play in a child’s life.”

Reflection:

1. Impressions from the parents' meeting.
2. What conclusions did you draw (statements from parents).

Childhood is not only the happiest and most carefree time of a person’s life. The poverty and primitiveness of the game have a detrimental effect on the development of personality, as well as on the communicative development of children - after all, communication occurs mainly in joint play. Playing together is the main content of communication. By playing and performing various game roles, children learn to see events from different positions, take into account the actions and interests of others, and observe norms and rules. Play is the leading activity in preschool age, an activity that determines the development of the child’s intellectual, physical and moral strength. The game is not empty fun. It is necessary for the happiness of children, for their health and proper development. The game pleases children, makes them cheerful and cheerful. While playing, children move a lot: run, jump, make buildings. Thanks to this, children grow strong, strong, agile and healthy. The game develops children's intelligence and imagination. By playing together, children learn to live together, give in to each other, and take care of their comrades.

And in conclusion, I want to tell you: Let's play with our children as often as possible. Remember, play is an excellent source of strengthening a child’s physical, spiritual and emotional well-being. Discover the world with your child! See you again!

Workshop for teachers "Educational games for the cognitive development of preschool children"

Education Committee of the Administration of the City District of Podolsk

Municipal preschool educational institution

kindergarten No. 36 “Fairy Tale”

Workshop

on gaming activities

“The use of educational games to develop the cognitive abilities of preschool children”

Prepared by:

Educator

MDOU combined type

d/s No. 36

Bool Yu.V.

March 14, 2022

“Let us take a closer look at what place play occupies in a child’s life... For him, play is the most serious matter. A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. A game is a spark that ignites the flame of inquisitiveness and curiosity" Vasily Aleksandrovi Sukhomlinsky

1. Game, classification of games.

The significance of the game in the development and education of the individual is unique, since the game allows each child to feel like a subject, to express and develop his personality.

The essence of the game is that it is not the result that is important, but the process itself, the process of experiences associated with game actions. Although the situations played out by the child are imaginary, the feelings he experiences are real. This specific feature of the game carries great educational opportunities, since by controlling the content of the game, the teacher can program certain positive feelings of the children playing.

There are several classifications of games, I bring to your attention one of them:

- games that arise on the initiative of the child - amateur games;

– games that arise on the initiative of an adult who introduces them for educational and educational purposes;

– games that come from historically established traditions – ethnic and folk games that can arise on the initiative of an adult.

Each of the listed classes of games, in turn, is represented by types and subtypes.

So, the first class includes

: game-experimentation and plot-based amateur games, plot-educational games.

It is amateur play that is the leading activity in preschool childhood.

Second class of games

includes
educational and developmental
(didactic, plot-didactic and others) and
leisure games
, which include fun games, entertainment games, and intellectual games.

Educational and developmental significance

there are a lot of such games. They shape the culture of the game; promote the assimilation of social norms and rules; and, what is especially important, they are, along with other activities, the basis of amateur games in which children can creatively use the acquired knowledge.

1. Educational games. The structure of an educational game.

The term "educational games"

was first used by a wonderful teacher, the father of educational games,
Boris Pavlovich Nikitin.
A distinctive feature of educational games: you need to complete some task, and in order to complete it, you need to think. Such games and toys develop children's speech, thinking, logic, fine motor skills, perseverance, and creativity.

An educational game has a certain structure

, characterizing the game as a form of learning and gaming activity. The following structural components of the didactic game are distinguished:

The didactic task is determined by the purpose of teaching and educational influence. It is formed by the teacher and reflects his teaching activities. The game task is carried out by children. The didactic task in a didactic game is realized through a game task. It determines play actions and becomes the task of the child himself.

Game actions are the basis of the game. The more diverse the game actions, the more interesting the game itself is for children and the more successfully cognitive and gaming tasks are solved.

Rules of the game. Their content and focus are determined by the general tasks of forming the child’s personality, cognitive content, game tasks and game actions.

In an educational game, the rules are given

. With the help of rules, the teacher controls the game, the processes of cognitive activity, and the behavior of children. The rules also influence the solution of the developmental task - they imperceptibly limit the actions of children, direct their attention to the implementation of a specific task of the academic subject.

Summing up is carried out immediately after the end of the game. This could be scoring; identifying children who performed the game task better; determination of the winning team, etc. At the same time, it is necessary to note the achievements of each child and emphasize the successes of lagging children.

Thus, an educational game is a game only for a child, but for an adult it is a way of learning.

In preschool age, special importance is given to the development of children's cognitive abilities.

Cognitive abilities include:

1. Attention
2. perception
3. memory
4. speech
5. thinking
6. imagination

1. Practical part

Dear teachers, I suggest you now take a little rest and show your creative abilities, as well as your attention, memory and other cognitive abilities. To begin with, I suggest you perform a series of kinesiological exercises to activate the cerebral hemispheres. We do such exercises every day with children in the preparatory group. (The “Gypsy” complex is offered).

Now you are ready for an intellectual workout.

Target:

intellectual workout.

Dear teachers, I suggest you warm up a little and solve riddles

1. Swamp grass, which is easy to cut. (sedge)
2. Accident that happened to a car (accident)
3. If May 15th fell on a Friday, then what day of the week was May 10th? (Sunday)
4. If February 30 is Tuesday, then what day of the week will March 3 be? (There is no 30 in February)
5. Which branch does not sway even with a strong gust of wind. (railroad)
6. They say that when it is there, no mind is required. What is this? (force).
7. Gymnasts swim underwater with fins on their feet. (Scuba divers)
8. A craftsman-spider wove a small net for the fish. (For the flies)
9. Without which letter does an airy cake exist? (meringue - without the “e”)
10. Three girls walked to school under one umbrella. Why didn’t any of them get wet? (It wasn’t raining).
11. When is the miller in the mill without a head? (when he leans out the window)
12. If it weren't for him, I wouldn't say anything. What is this? (language)
13. What is the name of the segment connecting a point on a circle to the center? (radius).

Educational games

in which the child needs to solve
riddles
.
Riddles broaden your horizons, develop thinking
, train intelligence, logic and intuition, because they contain likening, comparison, and a metamorphic description of the subject. To solve even the simplest riddle, you need to know a lot about the world around you.

I often practice an option where either I or the children themselves come up with a riddle. Here not only the imagination develops, but also mental processes - isolating the characteristics of an object. I add games with sounds or words to speech games. The most common game is to name the word by sound.... Or name a mushroom, vegetable, etc..

Next, I will list the games that I use in my work.

1. Game "Tangram"

Tangram is an ancient oriental puzzle made from figures obtained by cutting a square into 7 parts in a special way: 2 large triangles, one medium one, 2 small triangles, a square and a parallelogram. As a result of folding these parts together, flat figures are obtained, the contours of which resemble all kinds of objects, from humans, animals to tools and household items. These types of puzzles are often called "geometric puzzles", "cardboard puzzles" or "cut puzzles".

With a tangram, a child will learn to analyze images, identify geometric shapes in them, learn to visually break an entire object into parts, and vice versa - to compose a given model from elements, and most importantly - to think logically.

I usually offer this game to children in the afternoon or in the morning if they come early. The game requires concentration. The game is simple, but interesting, almost all the children cope with the game, and I teach some of them individually.

1. Games with ordinary wooden sticks and diagram cards.

The child is offered a card and a set of sticks. He needs to lay out the drawing on the card, then turn the card over and reproduce the drawing from memory. Here the emphasis is on the development of fine motor skills, the development of spatial perception and the development of memory. Children also love this game.

1. Cuisenaire sticks.

Unique in its capabilities and easy to use didactic material “Cuisenaire’s Colored Sticks”

.
A universal material for developing children's
logical and mathematical
abilities
was developed by the Belgian primary school teacher George Cuisiner.

"Cuisenaire's Sticks"

is a set of counting sticks, which are also called
“colored sticks”
,
“colored numbers”
.
The set contains tetrahedral sticks of 10 different colors and lengths from 1 to 10 cm. Sticks of the same length are made in one color and indicate a certain number. The longer the stick, the greater the numerical value it expresses. “Cuisenaire’s Counting Sticks”
are a multifunctional mathematical tool that allows
“through the hands”
of a child to form the concept of a numerical sequence, the composition of a number, the relationships
“more - less”
,
“right - left”
,
“between”
,
“longer”
,
“higher”
and much more.
The set promotes the development of creativity
, fantasy and imagination, cognitive activity, thinking, attention, spatial orientation, perception, combinatorial and design
abilities
, fine motor skills.

At the initial stage of classes, Cuisenaire sticks are used as playing material. Children play with them as with ordinary cubes, sticks, construction sets, as they play and practice, becoming familiar with colors, sizes and shapes.

At the second stage, the sticks already act as a mathematical aid. And here children learn to comprehend the laws of the mysterious world of numbers and other mathematical concepts.

Appendix No. 1 (variants of games with Cuisenaire sticks)

Teachers can use sticks to work with children and advise parents to purchase such a manual.

1. Dienesh logic blocks

Dienes' logical blocks are used to perceive color, shape, and size - an effective guide developed by the Hungarian psychologist and mathematician Zoltan Dienes to prepare children's

to mastering mathematics.
The didactic manual “Logic Blocks”
consists of 48 three-dimensional geometric shapes, differing in shape, color, size and thickness. Thus, each figure is characterized by four properties: color, shape, size and thickness.

The simplest games

:

• “Separate the shapes (blocks)

"
(by color, or shape, or size, or thickness)
• "Find the shape (blocks)

"
(by color, shape, size, thickness)
• “Create an image”
(according to the diagram)
Next, a more complex option is carried out. This is a division of blocks by properties (using circles, Dominoes)

.

I use such blocks both in the younger group and in the preparatory group.

Variants of games with blocks in application No. 2.

Progress of the seminar-workshop.

Dear teachers, the topic of our seminar today is “Game activity”. First, let's do a warm-up to activate thought processes.

The kinesiological game “Gypsy” is being played. Next is an intellectual warm-up.

Target:

intellectual workout.

The warm-up is aimed at training simple mental operations and activating mental activity.

Dear teachers, I suggest you warm up a little and solve riddles

Swamp grass, which is easy to cut. (sedge)

Accident that happened to a car (accident)

If May 15th fell on a Friday, then what day of the week was May 10th? (Sunday)

If February 30 is Tuesday, then what day of the week will March 3 be? (There is no 30 in February)

Which branch does not sway even with a strong gust of wind. (railroad)

They say that when it is there, no mind is required. What is this? (force).

Gymnasts swim underwater with fins on their feet. (Scuba divers)

A craftsman-spider wove a small net for the fish. (For the flies)

Without which letter does an airy cake exist? (meringue - without the “e”)

Three girls walked to school under one umbrella. Why didn’t any of them get wet? (It wasn’t raining).

When is the miller in the mill without a head? (when he leans out the window)

If it weren't for him, I wouldn't say anything. What is this? (language)

What is the name of the segment connecting a point on a circle to the center? (radius).

Now I suggest you try out the game “Tangram” if you are not familiar with it. (a set of games and a task to post a recognizable image are offered).

I thank everyone for their attention and creativity.

Appendix No. 1

Game tasks of colored sticks

Cuisenaire's counting sticks are a multifunctional mathematical tool that allows “through the hands” of a child to form the concept of a numerical sequence, the composition of a number, the relationships “more - less”, “right - left”, “between”, “longer”, “higher” and much more. . The set promotes the development of children's creativity, the development of fantasy and imagination, cognitive activity, fine motor skills, visual and effective thinking, attention, spatial orientation, perception, combinatorial and design abilities.

At the initial stage of classes, Cuisenaire sticks are used as playing material.

Children play with them as with ordinary cubes, sticks, construction sets, as they play and practice, becoming familiar with colors, sizes and shapes.

At the second stage, the sticks already act as a tool for little mathematicians.

And here children learn to comprehend the laws of the mysterious world of numbers and other mathematical concepts.

Games and activities with Cuisenaire sticks

1. Let's get acquainted with chopsticks. Together with your child, look at, sort through, touch all the sticks, tell them what color and length they are.

2. Take as many sticks as possible in your right hand, and now in your left.

3. You can lay out paths, fences, trains, squares, rectangles, pieces of furniture, various houses, garages from sticks on a plane.

4. Lay out a ladder of 10 Cuisenaire sticks from the smallest (white) to the largest (orange) and vice versa. Walk your fingers along the steps of the ladder, you can count out loud from 1 to 10 and back.

5. Lay out the ladder, passing 1 stick at a time. The child needs to find a place for the missing sticks.

6. You can build three-dimensional buildings from sticks, like from a construction set: wells, turrets, huts, etc.

7. Arrange the sticks by color and length.

8. “Find a stick the same color as mine. What color are they?"

9. “Put down the same number of sticks as I have.”

10. “Lay out the sticks, alternating them by color: red, yellow, red, yellow” (later the algorithm becomes more complicated).

11. Lay out several Cuisenaire counting sticks, invite the child to remember them, and then, while the child is not looking, hide one of the sticks. The child needs to guess which stick has disappeared.

12. Lay out several sticks, ask the child to remember their relative positions

and swap them. The baby needs to return everything to its place.

13. Place two sticks in front of the child: “Which stick is longer? Which one is shorter? Place these sticks on top of each other, aligning the ends, and check.

14. Place several Cuisenaire sticks in front of the child and ask: “Which is the longest? Which is the shortest?

15. “Find any stick that is shorter than the blue one and longer than the red one.”

16. Place the sticks into 2 piles: one has 10 pieces, and the other has 2. Ask where there are more sticks.

17. Ask to show you a red stick, blue, yellow.

18. “Show me the stick so it’s not yellow.”

19. Ask to find 2 absolutely identical Cuisenaire rods. Ask: “How long are they? What color are they?"

20. Build a train using cars of different lengths, starting from the shortest to the longest. Ask what color the carriage is fifth or eighth. Which carriage is to the right of the blue one, to the left of the yellow one. Which carriage is the shortest, the longest? Which carriages are longer than the yellow one, shorter than the blue one.

21. Lay out several pairs of identical sticks and ask the child to “put the sticks in pairs.”

22. Name the number, and the child will need to find the corresponding Cuisenaire rod (1 - white, 2 - pink, etc.). And vice versa, you show the stick, and the child calls the desired number. Here you can lay out cards with dots or numbers depicted on them.

23. From several sticks you need to make one the same length as burgundy and orange.

24. From several identical sticks you need to make one the same length as the orange one.

25. How many white sticks can fit in a blue stick?

26. Using an orange stick, you need to measure the length of a book, pencil, etc.

27. “List all the colors of the sticks lying on the table.”

28. “Find the longest and shortest stick in the set. Place them on top of each other; and now next to each other.”

29. “Choose 2 sticks of the same color. What length are they? Now find 2 sticks of the same length. What color are they?"

30. “Take any 2 sticks and place them so that the long one is at the bottom.”

31. Place three burgundy Cuisenaire counting sticks parallel to each other, and four of the same color on the right. Ask which figure is wider and which is narrower.

32. “Place the sticks from the lowest to the largest (parallel to each other). Attach the same row to these sticks on top, only in reverse order.” (You will get a square).

33. “Put the blue stick between the red and yellow, and the orange one to the left of the red one, and the pink one to the left of the red one.”

34. “With your eyes closed, take any stick from the box, look at it and name its color” (later you can determine the color of the sticks even with your eyes closed).

35." With your eyes closed, find 2 sticks of the same length in the set. One of the sticks in your hands is blue, and what color is the other?”

36. “With your eyes closed, find 2 sticks of different lengths. If one of the sticks is yellow, can you tell the color of the other stick?”

37. “I have a stick in my hands that’s a little longer than blue, guess its color.”

38. “Name all the sticks that are longer than the red one, shorter than the blue one,” etc.

39. “Find any two sticks that are not equal to this stick.”

40. We build a pyramid from Cuisenaire sticks and determine which stick is at the very bottom, which is at the top, which is between blue and yellow, under blue, above pink, which stick is lower: burgundy or blue.

41. “Lay out one of two white sticks, and next to it put a stick (pink) corresponding to their length. Now we put three white sticks - the blue one corresponds to them,” etc.

42. “Take the chopsticks in your hand. Count how many sticks you have in your hand.”

43. Which two sticks can be used to make a red stick? (number composition)

44. We have a white Cuisenaire counting stick. What stick should be added to make it the same length as red.

45. What sticks can be used to make the number 5? (different ways)

46. ​​How much longer is the blue stick longer than the pink one?

47. “Make two trains. The first is pink and purple, and the second is blue and red.”

48. “One train consists of a blue and a red stick. Using white sticks, make a train that is 1 carriage longer than the existing one.”

49. “Make a train from two yellow sticks. Build a train of the same length from white sticks"

50. How many pink sticks can fit in an orange stick?

51. Lay out four white Cuisenaire counting sticks to form a square. Based on this square, you can introduce your child to fractions and fractions. Show one part out of four, two parts out of four. What is greater - ¼ or 2/4?

52. “Make each of the numbers from 11 to 20 using sticks.”

53. Lay out a figure from Cuisenaire sticks, and ask the child to make the same one (in the future, you can cover your figure from the child with a sheet of paper).

54. The child lays out the sticks, following your instructions: “Put the red stick on the table, put the blue one on the right, yellow on the bottom,” etc.

55. Draw different geometric shapes or letters on a piece of paper and ask your child to place a red stick next to the letter “a” or in a square.

56. You can use sticks to build labyrinths, some intricate patterns, rugs, and figurines.

Appendix No. 2

Games with Dienesha blocks

Appendix 2

Games and exercises with Dienesh logic blocks for children 4-5 years old

After the first acquaintance with Dienesh blocks (look at them, play with them, make a construction), children receive the following tasks:

Find all the shapes of the same color (not the same color) as this one (show, for example, a yellow shape). Then you can ask the child to point out all the triangular shaped blocks (or all the big shapes, etc.).

Give the bear all the blue pieces, the bunny yellow ones, and the mouse red ones; then we distribute the shapes by size, shape, thickness.

What is this figure in color (shape, size, thickness)?

Several figures are laid out in front of the child that need to be remembered, and then one of the figures disappears or is replaced by a new one, or two figures are swapped. The child should notice the changes.

All figures are put into a bag. Ask your child to touch all the round blocks (all the big ones or all the thick ones). It is also possible to characterize all figures according to one or more characteristics. Or names the shape, size or thickness without removing it from the bag.

Lay out three figures. The child needs to guess which one is extra and according to what principle (by color, shape, size or thickness).

Find figures that are the same in color, but not the same in shape, or the same in shape, but not the same in color.

Continue the chain, alternating blocks by color: red, yellow, red, yellow (you can alternate by shape, size and thickness).

We lay out a chain so that there are no figures nearby that are the same in shape and color (in color and size; in size and shape, in thickness and color, etc...).

We lay out a chain so that nearby there are figures of the same size, but different in shape, etc. Or we lay out a chain so that nearby there are figures of the same color and size, but different shapes (same size, but different colors).

Lay out three figures. Children need to guess which one is extra and according to what principle (by color, shape, size or thickness).

Find all the shapes that are different from this one by color (size, shape, thickness).

Find figures that are the same in color, but not the same in shape, or the same in shape, but not the same in color.

We lay out the chain so that next to it there are figures of the same color and size, but different shapes (same size, but different colors).

Each figure needs to find a pair, for example, by size: a large yellow circle is paired with a small yellow circle, etc.

Game "Search"

To complicate the task, ask your child to find figures that are the same as this one in color, but of a different shape, or the same in shape, but of a different size.

Game "Snake"

Place any figure. Build a long row from it, like a snake. Construction options can be as follows:

We build so that neighboring figures do not repeat (in color, size, thickness).

Adjacent figures should not be repeated based on two characteristics - color and size,

Games and exercises with Dienesh logic blocks for children 5-7 years old

3 blocks are laid out on one side, 4 on the other.

Question: where are there more blocks and how to equalize them?

We lay out 5-6 any figures in a row. You need to build the bottom row of figures so that under each figure in the top row there is a figure of a different shape (color, size).

We offer a table of nine cells with figures displayed in it. Children must pick up the missing blocks.

Children are asked to lay out the blocks according to the drawn diagram-picture, for example, a large red circle is drawn, followed by a blue small triangle, etc.

From blocks you can create planar images of objects: a car, a locomotive, a house, a tower.

One child puts only rectangular blocks into the box, and the second all red ones, then the first child removes only thin figures, and the second - large ones, etc.

Distribute the pieces between two children at the table so that one gets all the round ones, and the other gets all the yellow blocks.

The blocks are folded into two or three hoops. At the intersection of two circles there will be blocks with intersecting properties. For example, put triangular blocks in the first hoop, red blocks in the second, and square blocks in the third. Children make sure that the red triangular blocks need to be placed at the intersection of the first and second hoop.

Select blocks from cards that show their properties:

color is indicated by a spot

size - silhouette of the house (large, small).

shape - outline of shapes (round, square, rectangular, triangular).

thickness - a conventional image of the human figure (thick and thin).

Show a card with one or more properties depicted on it. For example, if a blue spot is shown, then you need to put all the blue figures aside; a blue spot and a two-story house - set aside all the blue and large figures; a blue spot, a two-story house and a circle silhouette - these are blue circles - thick and thin, etc.

Game "Find the treasure"

8 blocks are laid out, under one of them the leader (one of the children) hides a “treasure” (coin). Children ask leading questions, and the presenter can only answer “yes” or “no”: “Is the treasure under the blue block?” - “no”, “Under red?” - “no” (children conclude that the treasure is under the yellow block, and ask further about the size, shape and thickness). By analogy with the previous game, you can hide one of the figures in a box, and the child will ask leading questions to find out what kind of block is in the box.

Game "How much?"

Material: logical figures.

Purpose of the game: develop the ability to ask questions and develop the ability to identify properties.

Game description: Children are divided into two teams. The teacher arranges logical figures in any order and invites the children to come up with questions starting with the words “How many...”. For every correct question - a chip. The team with the most chips wins. Question options: “How many large figures?” “How many red figures are there in the first row?” (horizontally), “How many circles?” etc.

Game "Find a Pair"

Material: 2 sets of cards with property symbols (without negation) 22 pcs.

Goal: Familiarization with symbols of properties, development of visual memory.

Description of the game: The cards are shuffled and laid out face down, 6 cards in a row, with 4 cards in the last row.

Rules: The first player turns over any two cards, if the cards are the same, takes them for himself and makes another move. If they are different, he shows them to everyone and puts them in their places, face down, trying to remember what is shown on the cards. All children carefully follow the progress of the game, since it is important for everyone to remember where this or that card is. Then the second player takes two cards one at a time... and continues like the first. The player who collects more paired cards than the rest wins.

Game "Gardeners"

Dienesh blocks are an excellent material for replacing any items. Let, for example, we decide to play “gardeners” and plant beautiful flowers in the flower beds. Each “gardener” chooses a large colored circle for his flowerbed and takes turns tossing logic dice. In his flowerbed he will grow: 3 large, red, non-triangular flowers. Perhaps the flowerbed will look like this: a large red circle, a large red square, a large red rectangle. And then our flowers can get to know each other, tell about themselves, what they are like (in color, shape, thickness), how they got into the flowerbed, their flower stories... It is not necessary to throw all the cubes, that is, choose blocks according to 4 characteristics and in a certain quantity. We agree with the children in advance how many dice to throw and which ones. The game uses logical figures (3 properties) and logical blocks (4 properties).

Game "Treat for the bear cubs"

Material: 9 images of bear cubs, cards with signs and symbols of properties, logical figures or Dienesh blocks.

Purpose of the game:

development of the ability to compare objects according to one or four properties

understanding of words: “different”, “same”

leading to an understanding of the negation of properties.

Game description:

Option 1: bear cubs came to visit the children. What will we treat our guests to? Our cubs have a sweet tooth and really love cookies, of different colors and shapes. What material is convenient for us to “transform” into cookies. Of course, blocks or logical figures. Let's give the cubs a treat. The girls are serving food. The cookies in the left and right paws should differ only in shape. If the bear cub has a round “cookie” in his left paw, his right paw can have either a square, rectangular, or triangular (not round). And now the boys are treating us. The cookies in the cubs' paws differ only in color. In the future, the condition of the game is to distinguish the cookies by two characteristics - color and shape, color and size, shape and size, etc. When working with older children, it is possible to distinguish the “cookies” by 3-4 properties. In this case, Dienes blocks are used. In all variants, the child chooses any block of “cookies” in one paw, and selects it with the other according to the rule proposed by the teacher.

Option 2 using cards with property symbols. Sequence of actions (algorithm) of the game.

Cards with property symbols are placed face down in a stack

The child takes any card from the pile

Finds "cookies" with the same property

Looks for another cookie that differs only in this property

Treats the bear

“Records” how he treated the bear. The child chose. For example: the “big” card was selected; the child chose a logical figure: a large, red triangle; second cookie: small red triangle. Cookies vary in size. Complication: the difference is not only in one, but in two, three and four properties.

In games with finding the difference between 4 properties, Dienesh blocks are used

In games you can use logic cubes, except digital ones

The games may have elements of competition to see whose team can feed the bears the fastest.

Game "Artists"

Material: “Sketches of paintings” - sheets of large colored cardboard; additional cardboard parts to compose the composition of the picture; set of blocks.

Purpose of the game:

development of the ability to analyze the shape of objects

development of the ability to compare by their properties

development of artistic abilities (choice of color, background, location, composition).

Game description: Children are invited to “paint pictures” based on the sketches. Several people can “paint” one picture at once. Children choose a “sketch” of the painting, paper for the background, details for the future painting, and the necessary blocks. If the part is only outlined in the sketch (the outline of the part), a thin block is selected, if the part is painted, a thick block is selected. So, for example, for a sketch of a painting with elephants, a child will take additional details: 2 elephant heads, the sun, a lake, the top of a palm tree, a cactus, an animal and blocks. At the end of the work, the artists come up with a title for their paintings, arrange an exhibition of paintings, and the guide tells visitors to the exhibition what is depicted in the painting.

Game "Floors"

We lay out several figures in a row - 4-5 pieces. These are the residents of the first floor. Now we build the second floor of the house so that under each figure of the previous row there is a piece of a different color (or size, shape).

Option 2: part of the same shape, but a different size (or color).

Option 3: we build a house with other details in color and size.

Game "Domino"

This game can be played by several participants at the same time (but no more than 4). We divide the blocks equally between the players. Everyone makes a move in turn. If there is no piece, you need to skip the move. The winner is the one who lays out all the pieces first.

How to walk?

Shapes of a different size (color, shape).

Shapes of the same color, but a different size, or the same size, but a different shape.

Figures of a different size and shape (color and size).

The same shapes in color and shape, but of a different size.

We walk with figures of a different color, shape, size, thickness.

Game "Sharing"

Take a few of your child's toys. Let the blocks be your treat. Invite your child to distribute the figures to the guests so that the doll only has round figures (she likes to eat pancakes). You can treat toys in different ways: so that the hare gets all the big “carrots”, so that the monkey gets all the yellow “bananas”. To complicate the game, you need to separate the pieces so that the cat has all the blue parts, and the mouse has all the triangular ones.

Game "Generalized Chain".

Several circles connected by lines are drawn on a piece of paper. It is required to place a figure from the set in each circle so that in the circles connected by a line there are figures that differ in exactly one attribute (and in circles not connected by a line, it doesn’t matter).

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