List of exemplary educational programs, methodological literature, manuals for the implementation of the Federal State Educational Standard up to. teaching aid on the topic
PROGRAMS, TECHNOLOGIES AND BENEFITS FOR THE EDUCATIONAL FIELD "PHYSICAL DEVELOPMENT"
PHYSICAL EDUCATION IN KINDERGARTEN / E.Ya. STEPANENKOV. - M.: MOSAIC-SYNTHESIS, 2006.
THEORY AND METHODS OF PHYSICAL EDUCATION AND DEVELOPMENT OF THE CHILD / E.Ya. STEPANENKOV. – M.: ACADEMIA, 2001.
MOTOR ACTIVITY OF A CHILD IN KINDERGARTEN / M.A. RUNOVA. - M.: MOSAIC-SYNTHESIS, 2000.
ACQUAINTANCE WITH NATURE THROUGH MOVEMENT / М.А. RUNOVA, A.V. BUTILOVA. - M.: MOSAIC-SYNTHESIS, 2006
PHYSICAL AND GAME EQUIPMENT FOR PRESCHOOL EDUCATIONAL INSTITUTIONS / T.I. OSOKINA, E.A. Timofeeva, M.A. RUNOVA. - M.: MOSAIC-SYNTHESIS, 1999.
PHYSICAL CULTURE FOR PRESCHOOL CHILDREN / L.D. GLAZYRINA. – M.: VLADOS, 2004.
PHYSICAL CULTURE IN YOUNGER GROUP OF KINDERGARTEN / L.D. GLAZYRINA. – M.: VLADOS, 2005.
PHYSICAL CULTURE IN THE MIDDLE GROUP OF KINDERGARTEN / L.D. GLAZYRINA. – M.: VLADOS, 2005.
PHYSICAL CULTURE IN THE SENIOR GROUP OF KINDERGARTEN / L.D. GLAZYRINA. – M.: VLADOS, 2005.
PHYSICAL CULTURE IN THE PREPARATORY GROUP OF KINDERGARTEN / L.D. GLAZYRINA. – M.: VLADOS, 2005.
PHYSICAL CULTURE IS JOY / L.N. SIVACHEV. - St. Petersburg: CHILDHOOD-PRESS, 2001.
TO BE FRIENDS WITH PHYSICAL EDUCATION - TO BE HEALTHY / M.D. MAKHANEV. - M .: TC "SPHERE", 2009.
NON-TRADITIONAL PHYSICAL EDUCATION IN A PRESCHOOL EDUCATIONAL INSTITUTION / N.S. GALITSYN. – M.: SKREPTORIY, 2004.
PHYSICAL DEVELOPMENT AND HEALTH OF CHILDREN 3-7 YEARS / L.V. YAKOVLEVA, R.A. YUDINA. – M.: VLADOS, 2003.
THEMATIC PHYSICAL CLASSES AND HOLIDAYS IN THE PRESCHOOL / A.P. SHCHERBAK. – M.: VLADOS, 1999.
PHYSICAL HOLIDAYS IN KINDERGARTEN / V.N. SHEBEKO, N.N. ERMAK. - M.: ENLIGHTENMENT, 2003.
MOBILE GAMES AND GAME EXERCISES FOR CHILDREN 5-7 YEARS / L.I. PENZULAEVA. – M.: VLADOS, 2002.
THERAPEUTIC PHYSICAL CULTURE FOR PRESCHOOL CHILDREN / O.V. KOZYREVA. - M.: ENLIGHTENMENT, 2003.
"HEALTH" V.G. ALYAMOVSKAYA (LINKA PRESS, 1993)
CHILDREN'S HEALTH PROTECTION IN PRESCHOOL INSTITUTIONS / T.L. GODDESS. - M.: MOSAIC-SYNTHESIS, 2006.
ABC BOOK OF HEALTH / L.V. BAL, V.V. VETROVA. – M.: EKSMO, 1995.
LESSONS OF MOIDODYR / G.ZAYTSEV. - St. Petersburg: AKCIDENT, 1997.
LESSONS OF ETIQUET / S.A. NASONKINA. - St. Petersburg: AKCIDENT, 1996.
TALK ABOUT PROPER NUTRITION / M.M. BEZRUKIKH, T.A. FILIPPOVA. – M.: OLMA-PRESS, 2000.
HEALTH LESSONS / ED. S.M.CHECHELNITSKAYA.
HOW TO EDUCATE A HEALTHY CHILD / V.G. ALYAMOVSKAYA. – M.: LINKA-PRESS, 1993.
EDUCATION OF A HEALTHY CHILD / M.D. MAKHANEV. – M.: ARKTI, 1997.
MODERN METHODS OF HEALTH OF PRESCHOOL CHILDREN IN KINDERGARTEN / L.V. KOCHETKOV. – M.: MDO, 1999.
HEALTH-SAVING EDUCATION TECHNOLOGIES IN KINDERGARTEN / ED. T.S. YAKOVLEVA. - M.: SCHOOL PRESS, 2006.
WE GROW HEALTHY / V.A. DOSKIN, L.G. GOLUBEV. - M.: ENLIGHTENMENT, 2002.
; « DEVELOPING PEDAGOGY OF HEALTH / V.T. KUDRYAVTSEV, B.B. EGOROV. – M.: LINKA-PRESS, 2000.
PROGRAMS, TECHNOLOGIES AND BENEFITS IN THE EDUCATIONAL FIELD "SOCIO-COMMUNICATIONAL DEVELOPMENT"
PROGRAM ELEMENTS:
"I AM HUMAN". – KOZLOVA S.A. M.: SCHOOL PRESS, 2004.
"FRIENDLY GUYS" / R.S. BURE AND DR. - M.: ENLIGHTENMENT, 2002.
"GIFTED CHILD" / L.A. WENGER, O.M. DIACHENKO AND DR. - M., 1995.
"YOUNG ECOLOGIST" // NIKOLAEV S.N. In the book: YOUNG ENVIRONMENTALIST: PROGRAM AND CONDITIONS FOR ITS IMPLEMENTATION IN A PRESCHOOL INSTITUTION. - M., 1998.
"GOLDEN KEY" / G. G. KRAVTSOV, E. E. KRAVTSOV, E.L. BEREZHNYAKOVSKAYA. - M., 1989.
"I-YOU-WE" / O.L. KNYAZEVA, R.B. STERKINA- M: ENLIGHTENMENT, 2008.
"HERITAGE" / M.Yu.NOVITSKAYA - M: LINKA-PRESS, 2003.
"OPEN YOURSELF" by E.V. RYLEEVA, ED.
EDUCATIONAL SYSTEM MBDOU No. 118 "YOUNG CITIZEN"
SHUSTERMAN M. COLLECTIVE GAME AND CLASSES.
Bondarenko A.K. DIDACTIC GAMES IN KINDERGARTEN. - M.: ENLIGHTENMENT, 1991.
E. O. Smirnova, Z. M. Boguslavskaya EDUCATIONAL GAMES FOR CHILDREN. - M.: ENLIGHTENMENT, 1991.
MIKHAILENKO I.Ya., Korotkova N.A. GAME WITH RULES IN PRESCHOOL AGE. – M.: SPHERE, 2008.
MIKHAILENKO I.Ya., Korotkova N.A. HOW TO PLAY WITH A CHILD? – M.: SPHERE, 2008.
BELAYA K.Yu., KONDRYKINSKAYA L.A. PATRIOTIC EDUCATION. (EDUCATIONAL AND METHODOLOGICAL MANUAL). – M.: ELTI-KUDITS, 2002.
Bure R. EDUCATION OF SOCIAL NORMS OF BEHAVIOR IN PRESCHOOL CHILDREN IN ACTIVITIES IN THE CLASSES. SOCIAL DEVELOPMENT OF THE CHILD: SPECIAL COURSE. / ED. O.L. ZVEREVOY. - M., 2004.
Bure R. MAIN PROVISIONS OF THE PROGRAM OF EDUCATION OF HUMANE FEELINGS AND RELATIONSHIPS IN PRESCHOOL CHILDREN. PRESCHOOL EDUCATION: HISTORY, TRADITIONS, PROBLEMS AND DEVELOPMENT PROSPECTS. COLLECTION OF SCIENTIFIC PAPERS. - M., 1997.
Bure R., OSTROVSKAYA L. EDUCATOR AND CHILDREN. - M., 1979.
S. A. KOZLOVA "I AM HUMAN". CHILD SOCIAL DEVELOPMENT PROGRAM. - M.: SCHOOL PRESS, 2003.
Kondrykinskaya L.A. FOR PRESCHOOL CHILDREN ABOUT MOSCOW. - M.: Izhitsa, 2004.
Kondrykinskaya L.A. CLASSES ON PATRIOTIC EDUCATION IN KINDERGARTEN. – M.: TC SPHERE, 2010.
Kondrykinskaya L.A., Vostrukhina T.N. FOR PRESCHOOL CHILDREN ABOUT DEFENDERS OF THE HOMELAND. – M.: TC SPHERE, 2005.
RYLEEVA E.V. "OPEN YOURSELF". PROGRAM OF DEVELOPMENT OF SELF-CONSCIOUSNESS OF PRESCHOOL CHILDREN IN SPEECH ACTIVITY. – M.: GNOM-PRESS, 1999.
BASICS OF SAFETY OF PRESCHOOL CHILDREN. / N.N. AVDEEVA, O.L. KNYAZEVA, R.B. STERKIN. M.: ENLIGHTENMENT, 2007.
SAFETY: A TEACHING AID ON THE BASICS OF SAFETY OF LIFE OF CHILDREN OF THE OLDER PRESCHOOL AGE. / N.N. AVDEEVA, O.L. KNYAZEVA, R.B. STERKIN. - M .: LLC "PUBLISHING AST-LTD", 1998. - 160 S.
BELAYA K.Yu. ME AND MY SAFETY. THEMATIC DICTIONARY IN PICTURES: HUMAN WORLD. - M.: SCHOOL PRESS, 2010. - 48 P.
SAFETY ON THE STREETS AND ROADS: A METHODOLOGICAL MANUAL FOR WORKING WITH CHILDREN OF THE OLDER PRESCHOOL AGE / N.N. AVDEEVA, O.L. KNYAZEVA, R.B. STERKINA, M.D. MAKHANEV. - M .: LLC "PUBLISHING AST-LTD", 1997.
HOW TO ENSURE THE SAFETY OF PRESCHOOL CHILDREN: SUMMARY OF LESSONS ON THE BASICS OF SAFETY OF PRESCHOOL CHILDREN: KN. FOR KINDERGARTEN TEACHERS. / K.Yu. WHITE, V.N. ZIMONINA, L.A. KONDRYKINSKAYA AND DR. – 5th ed. - M.: ENLIGHTENMENT, 2005. - 24 p.
TRAINING FOR SAFE ROAD BEHAVIOR TO PRESCHOOL CHILDREN / REGIONAL STANDARD MIN. FORMATIONS OF THE REPUBLIC OF TATARSTAN. / L.A. ARTEMIEVA, Yu.D. MISYANIN AND DR. – KAZAN, 1995.
V. I. Semenyuk, N. V. Vladimirov STUDYING THE RULES OF THE ROAD: KN. FOR THE TEACHER. – MN.: NAR. ASVETA, 1996.
STERKINA R.B. BASICS OF SAFETY OF PRESCHOOL CHILDREN. - M.: ENLIGHTENMENT, 2000.
YOUR SAFETY: HOW TO KEEP YOURSELF AT HOME AND ON THE STREET. FOR AVERAGE And ST. AGE: KN. FOR PRESCHOOL CHILDREN, GARDEN TEACHER AND PARENTS. / K.Yu. WHITE, V.N. ZIMONINA, L.A. KONDRYKINSKAYA AND DR. - M.: ENLIGHTENMENT, 2005.
Khramtsova T.G. EDUCATION OF SAFE BEHAVIOR IN THE HOUSEHOLD OF PRESCHOOL CHILDREN. TUTORIAL. - M.: PEDAGOGICAL SOCIETY OF RUSSIA, 2005.
PRESCHOOL CHILD AND ECONOMY. PROGRAM. / A.D. SHATOV - M.: MIPCRO, 1996.
PRESCHOOL CHILDREN AND THE MAN-MADE WORLD. PED.TECHNOLOGY. / M.V.KRULEKHT. - St. Petersburg: CHILDHOOD-PRESS, 2003.
PRESCHOOL CHILD AND LABOR. EDUCATIONAL AND METHODOLOGICAL AID. / R.S.BURE. - St. Petersburg: CHILDHOOD-PRESS, 2004.
MORAL AND LABOR EDUCATION OF CHILDREN IN KINDERGARTEN. / UNDER THE EDITION OF R.S. Bure. - M.: ENLIGHTENMENT, 1987.
EDUCATION OF A PRESCHOOL CHILD IN LABOR. / ED. V.G. NECHAEVOY. - M.: ENLIGHTENMENT, 1974, 1980, 1983.
EDUCATION OF PRESCHOOL CHILDREN IN THE PROCESS OF WORK. TEACHING AID FOR PED.INSTITUTES. / D.V. SERGEEV. – M.: ENLIGHTENMENT, 1987.
TEACH CHILDREN TO WORK. / R.S. Bure, G.N. YEAR. - M., 1983.
TEACHER AND CHILDREN. TUTORIAL. CHAPTER "WE GROW INDEPENDENT AND INITIATIVE". / R.S. Bure, L.F. OSTROVSKAYA. – M.: YUVENTA, 2001.
THEORY AND METHODS OF INTRODUCING PRESCHOOL CHILDREN WITH SOCIAL REALITY. CHAPTER 7 "THE ROLE OF THE ADULTS IN THE PROCESS OF INTRODUCING CHILDREN TO SOCIAL REALITY". TEACHING AID./ S.A. KOZLOV. - M.: ACADEMY, 1998.
MORAL AND LABOR EDUCATION OF A PRESCHOOL CHILD. MANUAL FOR TEACHERS. / L.V. KUTSAKOVA. – M.: VLADOS, 2003.
ECONOMIC EDUCATION OF PRESCHOOL CHILDREN. EDUCATIONAL AND METHODOLOGICAL AID./ A.D.SHATOV. - M: PED. SOCIETY OF RUSSIA, 2005.
CHILD AT THE TABLE. TOOLKIT. CHAPTER "DUTTY". / V.G. ALYAMOVSKAYA AND DR. - M: SPHERE, 2005.
CULTURE OF BEHAVIOR AT THE TABLE. CHAPTER "WE ARE ON DUTY IN THE DINING ROOM WITH VOVA". / V.G. ALYAMOVSKAYA, K.Yu. WHITE, V.N. ZIMONINA AND DR.- M.: Izhitsa, 2004.
LABOR EDUCATION OF CHILDREN. TUTORIAL. / IN AND. LOGINOV. - LENINGRAD, 1974.
DESIGN AND MANUAL WORK IN KINDERGARTEN. BENEFITS FOR EDUCATORS / L.V. KUTSAKOVA. - M: ENLIGHTENMENT, 1990.
CONVERSATIONS WITH PRESCHOOL CHILDREN ABOUT PROFESSIONS. / T.V. POTAPOVA - M: SPHERE, 2005. (SERIES "TOGETHER WITH PRESCHOOL CHILDREN").
MAN-MADE WORLD. SCENARIOS OF GAMES-CLASSIONS FOR PRESCHOOL CHILDREN. / O.V. DYBINA. -M: SPHERE, 2001.
WONDERFUL PAPER CRAFTS. BOOK FOR KINDERGARTEN TEACHERS. / BEHIND. BOGATEEV. - M.: ENLIGHTENMENT, 1992.
INTRODUCING PRESCHOOL CHILDREN WITH THE SECRETS OF THE KITCHEN. SCENARIO OF GAMES-CLASSIONS. / UNDER THE EDITION OF O.V. DYBINA. - M: SPHERE, 2003.
19. CONSTRUCTION FROM NATURAL MATERIAL. / L.A. PARAMONOV. - M: KARAPUZ.
20. DOLL'S HOUSE (CHILDREN'S NEEDLEWORK). / L.V. PANTELEEV. - M: KARAPUZ, 2005.
21. PATCHWORK (APPLICATION AND CRAFTS FROM PATCHES)./ L.V. PANTELEEVA. - M: KARAPUZ.
22. THEMATIC DICTIONARY IN PICTURES. HUMAN WORLD. MODERN PROFESSIONS. TO THE PROGRAM "I AM A HUMAN". K.P. NEFYODOV. - M: SCHOOL PRESS, 2008.
23. LOTTO "WHO SHOULD I BE?". GAME FOR CHILDREN 5-7 YEARS. - M .: OJSC "MOSCOW TOY PLANT", 1999.
PROGRAMS, TECHNOLOGIES AND BENEFITS IN THE EDUCATIONAL FIELD "SPEECH DEVELOPMENT".
Arushanova A.G. SPEECH AND SPEECH COMMUNICATION OF CHILDREN: A BOOK FOR KINDERGARTEN TEACHERS. - M.: MOSAIC-SYNTHESIS, 1999.
Bondarenko A.K. DIDACTIC GAMES IN KINDERGARTEN. - M.: ENLIGHTENMENT, 1985.
GRAMMAR GAMES IN KINDERGARTEN: METHODOLOGICAL RECOMMENDATIONS TO HELP PRESCHOOL TEACHERS / COMP. G.I. NIKOLAICHUK. - EXACTLY, 1989.
LESSONS ON THE DEVELOPMENT OF SPEECH IN KINDERGARTEN / ED. O.S. USHAKOVA. - M.: ENLIGHTENMENT, 1993.
ILLARIONOVA Yu.G. TEACH CHILDREN TO GUESS MYSTERIES. - M.: ENLIGHTENMENT, 1985.
LITERATURE AND FANTASY / COMP. L.E. STRELTSOV. - M.: ENLIGHTENMENT, 1992.
Maksakov A.I. EDUCATION OF SOUND CULTURE OF SPEECH IN PRESCHOOL CHILDREN. – M.: 1987.
Maksakov A.I., Tumakova G.A. LEARN BY PLAYING. - M.: ENLIGHTENMENT, 1983.
MAKE A WORD. SPEECH GAMES AND EXERCISES FOR PRESCHOOL CHILDREN / ED. O.S. USHAKOVA. - M.: ENLIGHTENMENT, 1966.
SAY DIFFERENTLY / SPEECH IRAS, EXERCISES, SITUATIONS, SCENARIOS / EDITION O.S. USHAKOVA. - SAMARA, 1994.
TUMAKOVA G.A. INTRODUCING PRESCHOOL CHILDREN WITH SOUNDING WORD. - M.: ENLIGHTENMENT, 1991.
LEARNING TO COMMUNICATE WITH A CHILD: A GUIDE FOR THE EDUCATOR OF CHILDREN. SADA / V.A. PETROVSKY, A.M. VINOGRADOVA, L.M. CLARINA AND DR. - M.: ENLIGHTENMENT, 1993.
GRYTSENKO Z. SEND ME READING GOOD...: METHODOLOGICAL RECOMMENDATIONS ON CHILDREN'S LITERATURE FOR WORKING WITH CHILDREN 4-6 YEARS OLD. - M., 1997.
GUROVICH L., BEREGOVAJAYA L., LOGINOVA V. A CHILD AND A BOOK. - SPB., 1996.
KRYLOVA N., IVANOVA V. SOME ADVICE TO THE TEACHER. // PRESCHOOL EDUCATION. - 1994. - No. 6.
Ushakova O.S. INTRODUCING PRESCHOOL CHILDREN WITH LITERATURE. - M.: SPHERE, 1998.
Ushakova O.S. WE INTRODUCE PRESCHOOL CHILDREN 3-5 YEARS OLD WITH LITERATURE. - M., 2010.
Ushakova O.S. WE INTRODUCE PRESCHOOL CHILDREN 5-7 YEARS OLD WITH LITERATURE. - M., 2010.
PROGRAMS, TECHNOLOGIES AND BENEFITS IN THE EDUCATIONAL FIELD "COGNITIVE DEVELOPMENT"
GRIZIK T. COGNITIVE DEVELOPMENT OF CHILDREN 4-5 YEARS. - M., 1997.
DIACHENKO O.M. DO YOU UNDERSTAND YOUR CHILD? PSYCHOLOGIST'S ADVICE: KN. FOR PARENTS. - M.: ENLIGHTENMENT, EDUCATIONAL LITERATURE, 1996.
EROFEEVA T. STUDYING THE POSSIBILITIES OF INTELLECTUAL DEVELOPMENT OF A CHILD IN THE FAMILY // MODERN FAMILY: PROBLEMS AND PROSPECTS. - ROSTOV-ON-DON, 1994.
EROFEEVA T. STUDYING APPROACHES TO THE ORGANIZATION OF VARIABLE LEARNING FOR PRESCHOOL CHILDREN (BY THE MATERIAL OF TEACHING MATHEMATICS) // PROBLEMS OF PRESCHOOL EDUCATION: MATERIALS OF A SCIENTIFIC CONFERENCE. - M., 1994.
EROFEEVA T. USE OF GAME PROBLEM-PRACTICAL SITUATIONS IN TEACHING ELEMENTARY MATHEMATICS TO PRESCHOOL CHILDREN // DOSHK. UPBRINGING. - 1996. - No. 2. - P. 17.
EROFEEVA T. PSYCHOLOGICAL AND PEDAGOGICAL STUDY OF THE PECULIARITIES OF THE ORGANIZATION OF CLASSES WITH CHILDREN UNDER THE CONDITIONS OF VARIABLE LEARNING // IMPROVING THE EFFICIENCY OF EDUCATION OF PRESCHOOL CHILDREN. - SHADRINSK, 1992.
LOGIC AND MATHEMATICS FOR PRESCHOOL CHILDREN / AUTHOR-COMP. E.A. NOSOVA, R.L. NOT POMNYASHCHAYA / (LIBRARY OF THE PROGRAM "CHILDHOOD"). - St. Petersburg: AKCIDENT, 1997.
MATHEMATICS FROM THREE TO SIX / COMP. BEHIND. MIKHAILOVA, E.N. JOFFE. - St. Petersburg: AKCIDENT, 1996.
MIKHAILOVA Z.L. GAME TASKS FOR PRESCHOOL CHILDREN. - St. Petersburg: CHILDHOOD-PRESS, 1999.
JUNIOR PRESCHOOL CHILD IN KINDERGARTEN. HOW TO WORK ON THE PROGRAM "CHILDHOOD" / COMP. AND RED. T.I. BABAEVA, M.V. KRULEKHT, Z.A. MIKHAILOV. - St. Petersburg: CHILDHOOD-PRESS, 2008.
Novikova V.P. MATHEMATICS IN KINDERGARTEN. PREPARATORY GROUP. – M.: MOSAIC-SYNTHESIS, 2008.
Novikova V.P. MATHEMATICS IN KINDERGARTEN. SENIOR GROUP. – M.: MOSAIC-SYNTHESIS, 2008.
Novikova V.P. MATHEMATICS IN KINDERGARTEN. MIDDLE GROUP. – M.: MOSAIC-SYNTHESIS, 2008.
Novikova V.P. MATHEMATICS IN KINDERGARTEN. JUNIOR GROUP. – M.: MOSAIC-SYNTHESIS, 2008.
V. P. Novikova, L. I. Tikhonova EDUCATION OF A PRESCHOOL CHILD. – M.: VLADOS, 2008.
EDUCATIONAL WORK IN KINDERGARTEN UNDER THE PROGRAM "DEVELOPMENT": A METHODOLOGICAL MANUAL FOR TEACHERS OF PRESCHOOL INSTITUTIONS. - M., 1996.
PLAN-PROGRAM OF EDUCATIONAL WORK IN KINDERGARTEN / ED. BEHIND. MIKHAILOVA. - St. Petersburg: AKCIDENT, 1997.
PROBLEMS OF FORMING COGNITIVE ABILITIES IN PRESCHOOL AGE (ON THE MATERIAL OF MASTERING THE ACTIONS OF SPATIAL MODELING): Sat. SCIENTIFIC WORKS / ED. L.A. HUNGER. - M., 1980.
PROTASOVA E.Yu., RODINA N.M. KNOWLEDGE OF THE WORLD WITH CHILDREN 3-7 YEARS. - M., 2009.
DEVELOPING CLASSES WITH CHILDREN 2-3 YEARS / ED. L.A. PARAMONOVOY. – M.: OLMA MEDIA GROUP, 2008.
DEVELOPING CLASSES WITH CHILDREN 3-4 YEARS / ED. L.A. PARAMONOVOY. - M., 2009.
DEVELOPING CLASSES WITH CHILDREN 4-5 LE. / ED. L.A. PARAMONOVOY. - M., 2009.
DEVELOPING CLASSES WITH CHILDREN 5-6 YEARS / ED. L.A. PARAMONOVOY. – M.: OLMA MEDIA GROUP, 2008.
DEVELOPING CLASSES WITH CHILDREN 6-7 YEARS / ED. L.A. PARAMONOVOY. – M.: OLMA MEDIA GROUP, 2008.
WHAT DOES NOT HAPPEN IN THE WORLD?: ENTERTAINING GAMES FOR CHILDREN FROM 3 TO 6 YEARS OLD / ED. O.M. DYACHENKO. - M.: ENLIGHTENMENT, 1991
PROGRAMS, TECHNOLOGIES AND BENEFITS OF BENEFITS IN THE EDUCATIONAL FIELD "ARTISTIC AND AESTHETIC DEVELOPMENT"
PROGRAM "COLOR PALM" I.A. LYKOVOY (LLC "KARAPUZ - DIDAKTIKA", 2007
Panteleeva L.V. "MUSEUM AND CHILDREN"
KAZAKOVA T.G. "DRAW A STILL LIFE" (5-8 YEARS), "COLOR LANDSCAPES" (3-8 YEARS)
Koptseva T.A. "NATURE AND ARTIST". - M.: SPHERE, 2001.
Kurochkina N.A. INTRODUCING STILL LIFE; FOR CHILDREN ABOUT BOOK GRAPHICS; ACQUAINTANCE WITH LANDSCAPE PAINTING. - St. Petersburg: CHILDHOOD-PRESS, 2003.
LYKOVA I.A. PROGRAM OF ART EDUCATION, TRAINING AND DEVELOPMENT OF CHILDREN 2-7 YEARS "COLOR PALM". - M.: KARAPUZ-DIDAKTIKA, 2007.
Panteleeva L.V. "DRAWING A PORTRAIT" (5-9 YEARS)
AESTHETIC EDUCATION PROGRAM FOR CHILDREN 2-7 YEARS OLD “BEAUTY. JOY. CREATIVITY / KOMAROVA T.S., ANTONOVA A.V., ZATSEPINA M.B. - M., 2002.
Shvaiko G.S. CLASSES ON ART ACTIVITIES IN KINDERGARTEN (MIDDLE, SENIOR GROUPS). – M.: VLADOS, 2001.
Gribovskaya A.A. FOR CHILDREN ABOUT FOLK ART.
Gribovskaya A.A. APPLICATION IN KINDERGARTEN (IN 2 PARTS).
Gribovskaya A.A. FOR PRESCHOOL CHILDREN ABOUT GRAPHICS, PAINTING, ARCHITECTURE AND SCULPTURE. - M. MIPKRO, 2001.
Grigorieva G.G. ART ACTIVITY OF PRESCHOOL CHILDREN. - M.: ACADEMY, 1997.
Grigorieva G.G. GAME TECHNIQUES IN TEACHING FINE ACTIVITY TO PRESCHOOL CHILDREN. M.: ENLIGHTENMENT, 1995.
Doronova T.N. FOR PRESCHOOL CHILDREN ABOUT ART. - M., 2002.
KAZAKOVA T.G. LESSON WITH PRESCHOOL CHILDREN IN FINE ACTIVITIES: KN. FOR TEACHERS OF CHILDREN. GARDEN AND PARENTS. - 2nd ED., DORAB. - M.: ENLIGHTENMENT, 1996.
KAZAKOVA T.G. ART ACTIVITY OF YOUNGER PRESCHOOL CHILDREN: A MANUAL FOR THE EDUCER.- M.: PROVSESHENIE, 1980.
KAZAKOVA T.G. DEVELOP CREATIVITY IN PRESCHOOL CHILDREN (SUMMARY OF CLASSES IN DRAWING, MODELING, APPLICATION): MANUAL FOR TEACHERS OF CHILDREN. SADA.- M.: ENLIGHTENMENT, 1985.
Komarova T.S. LESSON ON ART ACTIVITIES IN KINDERGARTEN: KN. FOR THE TEACHER OF CHILDREN'S SADA.- 3rd ED., REVISION. And DOP. - M.: ENLIGHTENMENT, 1991.
T. S. Komarova, A. V. Razmyslova COLOR IN CHILDREN'S ART. – M.: PED. SOCIETY OF RUSSIA, 2002.
LYKOVA I.A. ART ACTIVITY: PLANNING, LESSON SUMMARY, METHODOLOGICAL RECOMMENDATIONS (JUNIOR, MIDDLE, SENIOR, PREPARATORY GROUPS). - M.: KARAPUZ-DIDAKTIKA, 2006.
LYKOVA I.A. FINE CREATIVITY IN KINDERGARTEN. LESSONS IN THE ART STUDIO. - M.: KARAPUZ-DIDAKTIKA, 2007.
LYKOVA I.A. ART WORK IN KINDERGARTEN: 4-7 YEARS. - M.: KARAPUZ-DIDAKTIKA, 2006.
Maslova T.M. DEVELOPMENT OF THE EMOTIONAL SPHERE OF PRESCHOOL CHILDREN WITH THE HELP OF MASTERPIECES OF WORLD PAINTING. - St. Petersburg: CHILDHOOD-PRESS, 2007.
SERIES "ART FOR CHILDREN!" IN THE PUBLISHING HOUSE "MOSAIC-SYNTHESIS". FOLK PLASTIC AND DECORATIVE MODELING. - M.: ENLIGHTENMENT, 1984
KUTSAKOVA L.V. DESIGN AND MANUAL WORK IN KINDERGARTEN: PROGRAM AND LESSON SUMMARY. M., 2007
KUTSAKOVA L.V. LESSONS ON DESIGN FROM BUILDING MATERIAL. M.2006.
PARAMONOVA L.A. DEVELOPING CLASSES WITH CHILDREN 2-3,3-4, 4-5, 5-6,6-7 YEARS.
KUTSAKOVA L.V. WE CREATE AND MASTER. MANUAL LABOR: A MANUAL FOR TEACHERS AND PARENTS. –M., 2007.
PARAMONOVA L.A. THEORY AND METHODS OF CREATIVE DESIGN IN KINDERGARTEN: A TEACHING AID FOR STUDENTS OF HIGHER PEDAGOGICAL INSTITUTIONS. - M., 2002.
BORONINA E.G. "CHARM". PROGRAM OF COMPREHENSIVE STUDY OF MUSICAL FOLKLORE IN KINDERGARTEN. – M.: VLADOS, 1999.
FORKING FORK: PROGRAM OF MUSIC EDUCATION FOR CHILDREN OF EARLY AND PRESCHOOL AGE / E. P. KOSTINA. – 2nd ed. - M.: ENLIGHTENMENT, 2006.
KAPLUNOVA I., NOVOSKOLTSEVA I. HOLIDAY EVERY DAY. THE PROGRAM OF MUSICAL EDUCATION OF PRESCHOOL CHILDREN "LADUSHKI", JUNIOR GROUP. St. Petersburg: Publishing house "COMPOSITOR", 1999.
Koreneva T.F. "IN THE WORLD OF MUSICAL DRAMATURGY". - M., "VLADOS", 1999.
THE BEAUTY. JOY. CREATION. PROGRAM / STATE KOMAROVA, T. S., ANTONOVA A. V., ZATSEPINA, M. B., - ISPR. And DOP. - M., 2002.
KUTSAKOVA L.V., MERZLYAKOVA S.I. EDUCATION OF A PRESCHOOL CHILD: DEVELOPED, EDUCATED, INDEPENDENT, INITIATIVE, UNIQUE, CULTURAL, ACTIVE-CREATIVE: / MUSIC AND MUSICAL ACTIVITY / IN THE WORLD OF THE BEAUTIFUL: PROGRAM. BENEFITS. - M .: VLADOS, 2004. - ("ROSINKA").
LADUSHKI / I. KAPLUNOVA, I. NOVOOSKOLTSEVA. // HOLIDAY EVERY DAY. PROGRAM OF MUSICAL EDUCATION OF CHILDREN. - St. Petersburg: COMPOSITOR, 1999.
MATYASHINA A.A. "JOURNEY TO THE COUNTRY" CHOREOGRAPHY ". PROGRAM OF DEVELOPMENT OF CREATIVE ABILITIES OF CHILDREN BY MEANS OF CHOREOGRAPHIC ART. - M .: "VLADOS", 1999.
Merzlyakova S.I. "MAGIC WORLD OF THEATER". THE PROGRAM FOR THE DEVELOPMENT OF STAGE CREATIVITY OF CHILDREN BY MEANS OF THEATER GAMES AND GAME PERFORMANCES. - M .: "VLADOS", 1999.
MERKULOVA L.R. "ORCHESTRA IN KINDERGARTEN". THE PROGRAM OF FORMATION OF EMOTIONAL EMpathy AND Awareness of MUSIC THROUGH MUSIC MAKING. - M., 1999.
PETROVA V.A. "BABY". THE PROGRAM OF THE DEVELOPMENT OF MUSICALITY IN EARLY CHILDREN (THIRD YEAR OF LIFE). - M .: "VIOLANTA", 1998.
O. P. Radynova MUSICAL MASTERPIECES. AUTHOR'S PROGRAM AND METHODOLOGICAL RECOMMENDATIONS. - M .: "PUBLISHING HOUSE GNOME AND D", 2000. - (MUSIC FOR PRESCHOOL CHILDREN AND JUNIOR SCHOOL CHILDREN.)
SAUKO T.N., Burenina A.I. TOP-CLAP, KIDS: THE PROGRAM OF MUSICAL AND RHYTHMIC EDUCATION OF CHILDREN 2-3 YEARS OLD. - SPB., 2001.
Sorokina N.F. , MILANOVIC L.G. "THEATRE - CREATIVITY - CHILDREN". PROGRAM OF DEVELOPMENT OF CREATIVE ABILITIES BY MEANS OF THEATER ART. – M.: MIPKRO, 1995.
TARASOVA K.V. , NESTERENKO T.V. , RUBAN T.G. "HARMONY". THE PROGRAM OF DEVELOPMENT OF MUSICALITY IN CHILDREN. - M .: CENTER "HARMONY", 1993.
TARASOVA K.V. , PETROVA M.L. , RUBAN T.G. "SYNTHESIS". DEVELOPMENT PROGRAM OF MUSICAL PERCEPTION ON THE BASIS OF THREE KINDS OF ARTS. - M .: "VIOLANTA", 1999.
Trubnikova M.A. "WE PLAY IN THE ORCHESTRA BY HEARING". - M .: CENTER "HARMONY", 1994.
Khazova M.V. "GORENKA". THE PROGRAM OF INTEGRATED STUDIES OF MUSICAL FOLKLORE. - M .: "VLADOS", 1999.
N. P. Tsirkova "IN THE WORLD OF BALLROOM DANCE". PROGRAM OF DEVELOPMENT OF CREATIVE ABILITIES OF CHILDREN BY MEANS OF DANCE ART. - M .: "VLADOS", 1999.
VETLUGINA N.A. MUSICAL EDUCATION IN KINDERGARTEN. - M.: ENLIGHTENMENT, 1981. - 240 S., NOT. - (B-KA EDUCATIONAL CHILDREN. GARDEN).
DZERZHINSKAYA I.L., MUSICAL EDUCATION OF YOUNGER PRESCHOOL CHILDREN: A MANUAL FOR THE EDUCATOR AND MUSIC. CHILD MANAGER GARDEN. (FROM WORK EXPERIENCE) - M.: ENLIGHTENMENT, 1985 - 160C., NOT.
KORENEVA T.F., "MUSICAL AND RHYTHMIC MOVEMENTS FOR CHILDREN OF PRESCHOOL AND JUNIOR SCHOOL AGE" IN 2 PARTS. – STUDY-METHOD. BENEFITS. – (EDUCATION AND ADDITIONAL EDUCATION OF CHILDREN). -
(B-KA MUSIC DIRECTOR AND TEACHER OF MUSIC). - M.: HUMANIT. PUBLISHING CENTER "VLADOS", 2001. - Part 1. – 112С.: NOTES.
KUTSAKOVA L.V., MERZLYAKOVA S.I. EDUCATION OF A PRESCHOOL CHILD: DEVELOPED, EDUCATED, INDEPENDENT, INITIATIVE, UNIQUE, CULTURAL, ACTIVE-CREATIVE: IN THE WORLD OF THE BEAUTIFUL: PROGRAM.-METHOD. BENEFITS. – M.: HUMANIT. ED. CENTER VLADOS, 2004. - 368S.: IL. - ("ROSINKA").
PETROVA V.A. MUSIC FOR KIDS. - M.: MOSAIC-SYNTHESIS, 2001.
PETROVA V.A., WE DANCE AND SING. – M.: KARAPUZ, 2003.
PRASLOVA G.A. THEORY AND METHODS OF MUSIC EDUCATION OF PRESCHOOL CHILDREN: A TEXTBOOK FOR STUDENTS OF HIGHER PEDAGOGICAL EDUCATIONAL INSTITUTIONS. - St. Petersburg: CHILDHOOD-PRESS, 2005. - 384 p.
TARASOVA K.V., RUBAN T.G. CHILDREN LISTEN TO MUSIC: METHODOLOGICAL RECOMMENDATIONS FOR LISTENING TO MUSIC WITH PRESCHOOL CHILDREN. - M.: MOSAIC-SYNTHESIS, 2001.
FOLKLORE - MUSIC - THEATER: PROGRAMS AND SUMMARY OF LESSONS FOR ADDITIONAL EDUCATION TEACHERS WORKING WITH PRESCHOOL CHILDREN: PROGRAMM.-METHOD. BENEFITS / ED. S. I. MERZLYAKOVA. – M.: HUMANIT. ED. VLADOS CENTER, 2003 – 216 S.: IL. – (EDUCATION AND ADDITIONAL EDUCATION OF CHILDREN)
TRUBNIKOVA M. A. "WE PLAY IN THE ORCHESTRA BY HEARING". - M .: CENTER "HARMONY", 1994.
METHODOLOGICAL SUPPORT OF THE PROGRAM T.F. ROOT "IN THE WORLD OF MUSICAL DRAMA":
T.F. KORENEVA "MUSICAL - RHYTHMIC MOVEMENTS FOR CHILDREN OF PRESCHOOL AND JUNIOR SCHOOL AGE" IN 2 PARTS. – STUDY-METHOD. BENEFITS. – (EDUCATION AND ADDITIONAL EDUCATION OF CHILDREN). -
(B-KA MUSIC DIRECTOR AND TEACHER OF MUSIC). - M.: HUMANIT. ED. CENTER "VLADOS", 2001. - Ch 1. - 112S.: NOTES.
METHODOLOGICAL SUPPORT OF THE PROGRAM V.A. PETROVA "BABY":
V.A. PETROV MUSIC FOR KIDS. - M.: MOSAIC-SYNTHESIS, 2001.
V.A. PETROVA "WE DANCE AND SING". - M .: "KARAPUZ", 1998.
Poglazova O.T., Popova S.V. Getting ready for school. Methodological recommendations for a textbook for preschoolers Together with a fairy tale
Handbook for teachers of preschool institutions and parents. - Smolensk: Association XXI century, 2010. - 182 p.
Ulashenko N.B. Organization of theatrical activities.
Preparatory group.2009 (jpg)
Zenina T.N.
preschoolers with natural objects.
preparatory group
Vershinin. Vasiliev. 
Comprehensive diagnostics of program assimilation levels.
preparatory group
Bochkareva. 
Enrichment and activation of vocabulary.
preparatory group
Nature is around us. 
Entertaining materials. Kindergarten,
preparatory group
Tikhomirova L. F. Development of cognitive abilities of children. 
A popular guide for parents and educators.
Yaroslavl: Academy of Development, 1996.
The book contains games, tasks, exercises that allow you to successfully develop such cognitive processes in children as perception, memory, attention, which is necessary for their preparation for school and further successful learning and intellectual development.
Paramonova L.A. Theory and methodology of creative design
in kindergarten, M .: Academy, 2002. - 192 p.
In the manual, in line with the system developed by the author, the psychological and pedagogical foundations for the formation of creative design in children 2-7 years old are characterized; new technologies for teaching designing from various materials (natural, paper, designers, etc.) are presented. Different forms of organization of this work are shown, foreign experience in the field of children's creative design is highlighted. The book may also be of interest to students of secondary pedagogical educational institutions, preschool teachers, and parents.
Shvaiko G.S. - Games and game exercises for the development of speech
(Collection of games for the development of speech), Enlightenment, 1983
Litvinova, M. F. Russian folk outdoor games. Psobie for a kindergarten teacher. / M. F. Litvinova; edited by L.V. Russkova. - Moscow: Education, 1986. - 78, p.
The collection contains Russian folk outdoor games, as well as their variants. The rules for conducting games, methodological recommendations for the educator on their organization with preschool children are outlined.
The collection consists of four sections: running games, ball games, jumping games, low mobility games. The application contains ancient and modern counting rhymes.
G.F. Martsinkevich. Lesson plans. Teaching literacy to preschool children.
I.A. Bykov. Teaching children to read and write in the form of a game "Childhood-Press"
The game methods and class notes proposed in the manual will allow preschool teachers, speech therapists and parents to prepare children for the correct perception of speech sounds and writing. The funny rhymes about letters and games for the development of fine motor skills presented in the book will help them to be better prepared for schooling. Classes can be carried out both individually and with a group of children.
Designed for preschool teachers, speech therapists, parents of preschoolers.
Elena Valentinovna Voronina
"We develop by playing"
In order for our children to have a happy childhood, the main place in their life should be occupied by play. In childhood, the child has a need for play. And it needs to be satisfied not because business is time, fun is an hour, but because playing, the child learns and learns about life.
This album presents manuals from non-standard materials for children's play activities aimed at mastering sensory standards. The use in the practice of the educator of modern materials that meet aesthetic, hygienic and pedagogical requirements is very justified.
Didactic manual "Flower meadow"
For the development of imagination in children, the formation of hand-eye coordination based on actions with objects, a didactic manual "Flower Glade" was made. It attracts attention with brightness, interesting content.
Description of the manual: The manual consists of a board with flowers glued from a self-adhesive film, a hole is cut in the center of the flower, into which the necks of bottles of different sizes are glued. Corks are screwed on the necks.
Examples of didactic games, tasks using the "Flower Glade" manual.
Purpose: consolidation of knowledge of size; colors; hand motor development.
"Pick the middle to the flower"
“Wrap the largest center of the flower. The smallest"
“Wrap the red center of the flower. White"
Didactic manual "Finger dry pool"
Dry pool - used for simultaneous active impact on various points of the hands, fingers, palms; sensorimotor development, the formation of basic sensory standards: shape, size, material, weight, sound; education of perseverance and patience in work; removal of emotional stress. It is very simple to make it: we fill the Kinder Surprise capsules with various fillers (rice, peas, beans, glue them with thermal film for Easter eggs, put them in a small deep plastic container, hide toys from Kinder Surprise at the bottom.
Ask your baby to look in the "dry pool" for various small objects or toys. Plunging as deep as possible into the filler, the child's hands are massaged, the fingers become more sensitive, their movements are coordinated.
This manual can be used in music lessons.
Didactic game "Beads from salt dough"
Purpose: strengthening and development of fine motor skills, visual-motor coordination; the formation of the ability to combine by color; development of concentration of attention; development of perseverance, accuracy, children's creativity, a sense of beauty in their work and the work of other children; learning how to model and create your own product.
This allowance can be made by the baby himself, with a little help from an adult. Dough modeling is very helpful in developing a child's motor skills. After all, the baby can change the shape of an object from a spherical shape to a square, or triangular. And, picking up a piece of dough, he can feel its weight, heaviness and viscosity.
Prepare salt dough (mix 1 glass of Extra salt, 1 glass of flour, 0.5 glass of cold water, leave for 2-3 hours in the refrigerator, make balls, make holes in them with a cocktail tube, leave to dry completely. Beads ready!
Didactic manual "Spread the testicles into your houses"
Purpose: to form the ability to distinguish and correctly name the 4 primary colors;
to teach to combine a testicle with a cell, to perform correlative actions (a guide by color); act purposefully, consistently: from left to right, without skipping cells; develop fine motor skills of the fingers.
Description of the manual: We paint over the cells of the container for eggs with the main colors, cover with varnish. Capsules from Kinder Surprise are tied with the appropriate color.
It turns out a bright and beautiful handout.
Children should arrange the testicles in houses, according to their color.
If possible, name the color of the testicles and the color of the houses.
Didactic manual "Spread the pencils into cups."
Purpose: to form the ability to distinguish colors; learn to combine a pencil with a glass; act purposefully, consistently: from left to right; develop fine motor skills of the fingers.
Description of the manual: Cut out rectangles and pencil figures from the ceiling tiles. Glue the rectangles to the middle with squares of self-adhesive film of different colors. Paste the pencils with the appropriate colors. Fast, beautiful, economical!
Didactic manual "Ladybug find your clearing"
Purpose: to distinguish colors and understand the names of colors, to learn to select objects of the same color.
Description of the preparation of the manual:
We make ladybugs from disks, pasting them with a self-adhesive film. We cut out flowers from linoleum, glue them with the appropriate colors. Leave a part of the disc not pasted over, so that when a sunbeam hits, they glare. The manual attracts attention with brightness, interesting content, kids are happy to work with it.
"Sensory footpath"
This is a track made of maple, on which materials of different textures are sewn. A variety of sensations makes walking on the path exciting. Such walking is useful for the development of tactile perception, as well as for coordination of movements and the prevention of flat feet. For a more complete experience, it is recommended to walk barefoot or in thin socks.
Didactic manual "Mosaic"
Putting together the puzzle is very important for the mental development of the child.
Fine motor skills of the hands participate in the game with the mosaic, imaginative thinking, imagination develop, the ability to distinguish and correctly name colors is formed. And yet, the mosaic develops the artistic taste of the child, the ability of children to navigate the plane of the playing field, allows him to show his creative activity.
Description of the preparation of the manual:
Option number 1: Print large pictures of coloring pages, cut out along the contour, place the template on the mosaic board (fix it with tape for convenience).
Option number 2: Print large color pictures of coloring pages, stick them on wooden planks, drill holes according to the diameter of the mosaic.
It is difficult for young children to create images from a mosaic on their own, and they do an excellent job with working on a template.
Didactic manual "Magic clothespins"
In order to firmly, easily and firmly hold a pencil (ballpoint pen) in the hand, the child must have 3 fingers of the right (left) hand developed. The clothespin contributes to the formation and then development of the movement of squeezing and unclenching the fingertips of the right and left hands. To make the game interesting for the child, you can attach clothespins according to the theme (rays to the sun, needles to the hedgehog, petals to the flower, ears to the bunny's head)
Description of the preparation of the manual:
Print large color plot pictures, cut them out without any elements, stick them on linoleum. On the reverse side, paste the text with the task in poetic form.
When children learn to put on and take off clothespins, you can offer them games - tasks.
"Make branches for a tree"
Using clothespins of the same color
Purpose: to teach children to select the right clothespins of the same color, to develop fine motor skills of the hands, tactile sensations.
"Make thorns for a hedgehog"
Alternating clothespins by color
Purpose: to learn to alternate clothespins of two colors; develop fine motor skills.
"Make the sunshine"
Manifestation of creativity
Purpose: to teach to use the color range of clothespins of your choice, to develop creative abilities, fine motor skills of hands.
Didactic manual "Autumn leaves" and "Mushrooms"
Purpose: to distinguish colors and understand the names of colors, to learn to pick up objects of the same color, but of different sizes. Establish identities and differences in the color of homogeneous objects. Learn to understand the words "such", "not such", "different".
Description of the preparation of the manual:
We cut out leaves, mushrooms, baskets from linoleum, glue them with the appropriate colors. Leaves of various shapes and sizes. This manual can be used in music and physical education classes.
Didactic manual "Dress the doll"
Purpose: To consolidate the ability of visual and tactile examination of objects and materials and the ability to analyze their properties and qualities;
Exercise and activate visual functions and fine motor skills;
To teach children in naming an object, its colors; development of speech and exercise in the use of different grammatical forms;
Cultivate a careful attitude to things, provide mutual assistance to each other when dressing.
Description of the preparation of the manual:
Tie the details of the clothes in the same color.
Our boys and girls dress up dolls with great pleasure.
Didactic manual "Spread on plates"
Purpose: To teach children to distinguish colors and use the name of colors in speech. To consolidate the ability to recognize geometric shapes and name them (circle, square, triangle). Learn to understand the words "such", "not such", "different". Develop fine motor skills.
Description of the preparation of the manual:
Disposable plates in 4 basic colors. We cut out geometric shapes from linoleum, glue them with the appropriate colors.
Didactic manual "Roll the ball through the gate"
Purpose: To teach children to match objects by color; introduce the concept of "round"; form an idea of the size of objects; to consolidate the ability to perform practical and play actions with objects in accordance with their properties (shape).
Description of the preparation of the manual:
Wooden collars and balls of 4 primary colors.
Didactic manual "Reels"
Purpose: to introduce children to threads; talk about their purpose; teach how to wind a thread on a template; develop fine motor skills and the ability to perform actions with both hands at the same time.
Description of the preparation of the manual:
Cut out a plexiglass spool template, wind threads of different colors.
Didactic manual "Bus"
Objectives: to teach to distinguish between objects, round and square;
navigate on the plane; to teach to combine forms with an object, to perform correlative actions (landmark by color); develop fine motor skills of the fingers;
to teach the understanding of words and phrases: “bus”, “the bus has wheels, windows”; replenish the child’s dictionary with the words: “car”, “rides”, “stands”.
Description of the preparation of the manual:
We cut out bus stencils from plastic, without windows and wheels. We make wheels and windows in the appropriate shape (circle, square). We glue the manuals with self-adhesive film in the appropriate colors.
Toolkit
"Formation of elementary mathematical representations of preschool children through a didactic game"
KSU "Karagayly secondary school"
Checkpoint teacher: Idrisova Zh.Zh.
Explanatory note ……………………………………………… page 3 Compilation of geometric shapes ........................................ ......................... page 5-6
Games with numbers and numbers………………………………………… page 7-13
Travel Games…………………………………………………..page 14-17
Orientation games in space………………………….. pp 18-22
Games with geometric shapes………………………………. pp 23-29
Games for logical thinking……………………………………….pp30-32
Used Books................................................ ...................page 33
Explanatory note
According to V.A. Sukhomlinsky: “Without the game there is, and cannot be, full-fledged mental development. The game is a huge bright window through which a life-giving stream of ideas and concepts flows into the spiritual world of the child. The game is a spark that ignites the flame of inquisitiveness and curiosity.
Preschool age is a “fertile” age, the psyche of children is plastic, it is easily disorganized from a thousand reasons, but it is also easily restored and the game helps an adult in this.
For children of preschool age, the game is of exceptional importance: the game for them is study, the game for them is work, the game for them is a serious form of education. The game for preschoolers is a way of knowing the world around them. The game will be a means of education if it is included in a holistic pedagogical process. Leading the game, organizing the life of children in the game, the educator influences all aspects of the development of the child's personality: feelings, consciousness, will and behavior in general. However, if for the pupil the goal is in the game itself, then for the adult organizing the game there is another goal - the development of children, the assimilation of certain knowledge by them, the formation of skills, the development of certain personality traits. This, by the way, is one of the main contradictions of the game as a means of education: on the one hand, the absence of a goal in the game, and on the other hand, the game is a means of purposeful personality formation. This is most evident in the so-called didactic games. The nature of the resolution of this contradiction determines the educational value of the game: if the achievement of the didactic goal is carried out in the game as an activity that contains the goal in itself, then its educational value will be the most significant. If the didactic task is solved in game actions, the purpose of which for their participants is this didactic task, then the educational value of the game will be minimal.
The game is valuable only when it contributes to a better understanding of the mathematical essence of the issue, clarification and formation of mathematical knowledge of students. Didactic games and game exercises stimulate communication, because in the process of conducting these games, the relationship between children, a child and a parent, a child and a teacher begins to take on a more relaxed and emotional character.
This manual can be used by teachers in the classroom with preschool children.
By playing and doing exercises, children gradually:
- master the ability to highlight images of numbers;
- reinforce the skills of sequential counting;
- learn to correlate the number of fingers or objects with a certain number;
- develop visual memory and manual motor skills, attention and thinking;
- master various speech skills and abilities.
The allowance is designed for the joint work of an adult and a child. The participation and assistance of an adult must be sincere, aimed at obtaining a common result.
It should be noted that the regular use of didactic games in mathematics classes aimed at developing cognitive abilities and abilities expands the mathematical horizons of preschoolers, promotes mathematical development, improves the quality of mathematical preparedness for school, allows children to navigate more confidently in the simplest patterns of the reality around them and more actively use mathematical knowledge in everyday life.
A complex of didactic games that contribute to the formation of elementary mathematical concepts in preschoolers.
Make 2 equal triangles from 5 sticks
Make 2 equal squares of 7 sticks
Make 3 equal triangles from 7 sticks
Make 4 equal triangles from 9 sticks
Make 3 equal squares out of 10 sticks
From 5 sticks to make a square and 2 equal triangles
From 9 sticks to make a square and 4 triangles
From 9 sticks make 2 squares and 4 equal triangles (out of 7 sticks make 2 squares and divide into triangles
Compilation of geometric shapes
Target: exercise in drawing up geometric figures on the plane of the table, analyzing and examining them in a visually tangible way.
Material: counting sticks (15-20 pieces), 2 thick threads (length 25-30cm)
Tasks:
Make a small square and triangle
Make small and large squares
Make a rectangle, the top and bottom sides of which will be equal to 3 sticks, and the left and right - 2.
Make shapes from threads in sequence: a circle and an oval, triangles. Rectangles and quadrilaterals.
Fold the square
Target: development of color perception, assimilation of the ratio of the whole and the part; the formation of logical thinking and the ability to break a complex task into several simple ones.
For the game, you need to prepare 36 multi-colored squares measuring 80 × 80mm. Shades of colors should be noticeably different from each other. Then cut the squares. Having cut the square, you need to write its number on each part (on the back).
Tasks for the game:
Sort the squares by color
By numbers
Fold the pieces into a whole square
Come up with new squares.
Didactic games with numbers.
Game "Funny score"
Purpose: To teach children direct and reverse ordinal counting within ten.
Material: Cards with the image of animals - 10 pcs., a card with the image of a sailboat - 1 pc.
Game progress:
Read to the children the story "Merry Count", where the goat counts the animals one by one. Together with the children, help the kid count the animals by showing their pictures. Determine the purpose of the count (for which the goat was counting animals). Help the animals go ashore (exercise the children in the reverse count).
Domino "Fun exercise"
Material: cards - chips
Game progress:
Domino "Snow White and the Seven Dwarfs"
Purpose: To teach children direct, reverse, mixed (out of order) counting within ten. Develop attention, logical thinking.
Material: cards - chips
Game progress:
The course of the game is the same as in the game "Domino". Only instead of numbers - pictures. Children find the corresponding picture and thus the game continues.
The game "My first numbers"
Purpose: To teach children quantitative counting up to 18
Material: cards - numbers - 18 pcs., cards - animals - 18 pcs.
Game progress:
The teacher distributes cards with numbers to children (5 - 6 people), cards with animals are on the table. The one who quickly picks up cards with numbers, cards with a different number of animals in accordance with a given number, he won.
Game "Live Numbers"
Purpose: to exercise in counting (forward and backward) within 10.
Material. Cards with circles drawn on them from 1 to 10.
Children change cards. And the game continues.
Game variant. "Numbers" are built in reverse order from 10 to 1, recalculated in order.
Game "Count and name"
Purpose: to practice counting by ear.
Content. V. invites children to count sounds by ear. He reminds that this must be done without missing a single sound and without looking ahead (“Listen carefully to how many times the hammer will hit”). Extract (2-10) sounds. In total, they give 2-3 fortune-telling. Then V. explains the new task: “Now we will count the sounds with our eyes closed. When you count the sounds, open your eyes, silently count the same number of toys and put them in a row. V. taps from 2 to 10 times. The children are doing the task. They answer the question: “How many toys did you put in and why?”
Game "Stand in place"
Purpose: to exercise children - in the account within 10.
Content. The teacher says: “Now we will learn how to select cards on which equally different objects are drawn” and offers to count how many objects are drawn on their card. Then he explains the task: “I will name the numbers, the children will go out, stand in a row and show everyone their cards, name how many objects they have drawn. Questions: “Because they have drawn objects?” etc.
Game "Pick up a toy" 
Purpose: to exercise in counting objects according to the named number and memorizing him to learn to find an equal number of toys.
Content. V. explains to the children that they will learn to count as many toys as he says. He calls the children in turn and gives them the task to bring a certain number of toys and put them on a particular table. He instructs other children to check whether the task was completed correctly, and for this, count the toys, for example: “Seryozha, bring 3 pyramids and put them on this table. Vitya, check how many pyramids Seryozha brought. As a result, there are 2 toys on one table, 3 on the second, 4 on the third, and 5 on the fourth. Then the children are invited to count a certain number of toys and put them on the table where there are the same number of such toys, so that it can be seen that they are equally divided. After completing the task, the child tells what he did. Another child checks if the task is completed correctly.
The game "What number is next"
Purpose: to exercise in determining the next and previous number to the named one.
Material. Ball.
Game "Matryoshka"
Purpose: to exercise in ordinal counting, to develop attention, memory.
Material. Colored scarves (red, yellow, green: etc. from 6 to 10 pieces 
Content. The leader is chosen. Children tie scarves and stand in a row - these are nesting dolls. They are counted aloud in order: “First, second, third”, etc. The driver remembers where each nesting doll stands out the door. At this time, two nesting dolls change places. The driver enters and says what has changed, for example: “The red nesting doll was the fifth, and became the second, and the second nesting doll of the herd is the fifth.” Sometimes nesting dolls can remain in their places. The game is repeated several times.
Game "Confusion"
The numbers are laid out on the table or put on the board. At the moment when the children close their eyes, the numbers are reversed. Children find these changes and return the numbers to their places. The facilitator comments on the actions of the children.
The game "What number is missing?"
One or two digits are removed. The players not only notice the changes, but also say where which number is and why. For example, the number 5 is now between 7 and 8. This is not correct. Its place is between the numbers 4 and 6, because the number 5 is more than 4 by one, 5 should come after 4.
The game "Remove the numbers" 
The numbers of the first ten are laid out on the tables in front of everyone. Children take turns guessing riddles about numbers. Each child who has guessed what number is being discussed removes this figure from the number series. Riddles can be very different. For example, remove the number that comes after the number 6 before the number 4; remove the number that shows the number by 1 more than 7; remove the number that shows how many times I will clap my hands (clap 3 times); remove a number, etc. The last remaining digit is compared, thereby determining whether the task was performed correctly by all children. About the remaining figure, they also make a riddle.
The games “What has changed?”, “Fix the mistake” contribute to
strengthening the ability to count objects, designate their number with the appropriate number. Several groups of objects are placed on the board, numbers are placed next to them. The host asks the players to close their eyes, and he swaps or removes one object from any group, leaving the numbers unchanged, i.e. violates the correspondence between the number of objects and the figure. Children open their eyes. They found an error and correct it in various ways: by “restoring” the number that will correspond to the number of items, they add or remove items, that is, they change the number of items in groups. The one who works at the blackboard accompanies his actions with an explanation. If he coped well with the task (find and correct the mistake), then he becomes the leader.
The game "How much" exercises children in counting. 6-8 cards with a different number of items are fixed on the board. The host says: “Now I will guess a riddle. The one who guesses it will count the items on the card and show the number. Listen to the riddle. The girl is sitting in a dungeon, and the scythe is on the street ”The players who guessed that it was a carrot count how many carrots are drawn on the card and show the number 4. Whoever raised the number faster becomes the leader. Instead of riddles, you can give a description of the subject. For example: “This animal is affectionate and kind, it does not talk, but knows its name, likes to play with a ball, a ball of thread, drinks milk and lives with people. Who is it? Count how many."
The game "Which toy is gone?".
The host exposes several heterogeneous toys. Children carefully examine them, remember where which toy is. Everyone closes their eyes, the leader removes one of the toys. Children open their eyes and determine which toy is gone. For example, a car hid, it was third from the right or second from the left. Correctly and completely answered becomes the leader
The game "Who will call first?".
Children are shown a picture in which heterogeneous objects are depicted in a row (left to right or top to bottom). The facilitator agrees where to start counting items: left, right, bottom, top. Hits with a hammer several times. Children must count the number of strokes and find the toy that is in the indicated place. Whoever names the toy first becomes the winner and takes the place of the leader.
The game "Enter the hut"
In each hut there are gold coins with numbers: in the first - 6, in the second - 7, in the third - 9 pieces. In order to enter the hut and pick up the coins, you need to open the door. And the door opens cunningly: you need to press both "pedals" as many times as the number on the hut shows.
Exercise:- Look at the picture and choose the hut you want to enter. Paint over as many marks near it as you press first on the left pedal and then on the right. Check if the door is ready to open. Could the right and left pedals have been pressed a different number of times?
Now enter the other huts.
A game. "Name the neighbors."
I. The child chooses a card with a trailer, names the numbers, finds the missing number on a small card and closes the empty window. Uses words: between, right, left, before, after, behind.
II. Playing in a group of 2 people. The driver shows a large card and asks to name the missing number. For example: “What number is between the numbers 4 and 6?”, Or “What number will be next in a row of 5, 6 ...?” Players choose the desired card and show it to the driver. The task can be made more interesting by introducing an element of competition. Who will quickly show or name the missing number?
Game "Count the birds"
Purpose: to show the formation of numbers 6 and 7, to teach children to count within 7.
Content. The teacher puts 2 groups of pictures (bullfinches and titmouse) on a typesetting canvas in one row (at some distance from one another and asks: “What are these birds called? Are they equal? How to check?” The child places the pictures in 2 rows, one under the other. Finds out that the birds are equally divided, 5 each. V. adds a titmouse and asks: "How many titmouses became? How did 6 titmouse turn out? How many were there? How many were added? How many became? Which birds did you get more? How many of them? the number is more: 6 or 6? Which is less? How to make the birds become equal in 6. (He emphasizes that if one bird is removed, it will also become equal in 5.) Removes 1 tit and asks: "How many of them became? How did the number 5". Again adds 1 bird in each row and invites all children to count the birds. In the same way, introduces the number 7.
Didactic games - travel
Journey of matryoshkas (counting, comparison, orientation in space).
Handout "Didactic glade" Matryoshka blanks (templates)
Place sheets of cardboard in front of you. What is shown on them? River, bridge, flowers, boat, Christmas tree, bush with berries. This is where our nesting dolls will go. First, one matryoshka went on the road. She decided to go ahead and consider everything properly. Take one nesting doll in your hands and place it in front of the bridge. Then the matryoshka decided to go to the other side of the river. Put the matryoshka on the bridge. Here the matryoshka crossed the bridge and stopped behind it. Put the matryoshka behind the bridge. Matryoshka came up to the Christmas tree and decided to rest in its shade. Place the matryoshka under the Christmas tree. What grows next to the tree? Bush with berries. The nesting doll looked at the Christmas tree, then at the bush and decided to compare them. Which tree and which bush?
( The tree is high, and the bush is low). And all around - beauty! How many Christmas trees? (To the dregs). And how many flowers? ( D : Lot). How many bushes? ( D: One). How many berries are on a bush? ( D: A lot. Well, it's time to call your friends. Matryoshka-sisters, come all here. Children, put nesting dolls on the grass. The nesting dolls decided to sit in a boat and swim down the river. Put nesting dolls in the boat. Did all the matryoshkas fit? How many nesting dolls got on the boat? (D: Five). And so the journey of nesting dolls ended. They all returned home.
"Space Journey"
Today we will fly into space. There are two hoops on the floor so that three separate areas of intersection are formed.
Educator: All red stars wanted to live inside the red cloud, all round stars wanted to live inside the orange one. In the area of the intersection of two clouds, stars will settle that have signs: red in color, round in shape.
What stars lie outside both clouds? (All stars are not red and not round: blue, yellow, triangular, square, oval).
Count how many stars are inside the red cloud? Children's answers: 10
Educator: Count how many stars in the intersection area? Children's answers: 9
Educator: Which stars are more and by how much? (for 1)
Count how many stars are inside the orange cloud? (nine)
Which stars are smaller and by how much?
Game "Live week". 
Seven children lined up at the blackboard and counted in order. The first child on the left takes a step forward and says, “I am Monday. What day is next? The second child comes out and says: “I am Monday. What day is next? The second child comes out and says: “I am Tuesday. What day is next? etc. The whole group gives a task to the “days of the week”, makes riddles. They can be very different: for example, name the day that is between Tuesday and Thursday, Friday and Sunday, after Thursday, before Monday, etc. Name all the weekends of the week. Name the days of the week on which people work. The complication of the game is that the players can line up from any day of the week, for example, from Tuesday to Tuesday.
Games "Our day", "When does it happen?".
The children are given cards with
pictures from life related
to a certain time of the day, the daily routine.
The teacher offers to consider them, calls a certain time of day, for example, evening. Children who have the appropriate picture should hold up the cards and say why they think it's evening.
For the correct well-written story, the child receives a chip.
Game "Who works early in the morning?"
The game begins by reading a poem by B. Yakovlev from the book "Morning, Evening, Day, Night"
If it's loud outside the window
The birds will chirp,
If it's so light all around
That you can't sleep
If you have a radio
Suddenly spoke
This means that now
Morning has come.
Adult: "Now you and I will travel together and see who and how works in the morning." An adult helps the child remember who starts working the earliest (janitor, public transport drivers, etc.) Remember with the child what children and adults do in the morning. You can finish the journey by reading a poem by B. Yakovlev or by summarizing what happens early in the morning.
Game "Yesterday, Today, Tomorrow" 
An adult and a child stand opposite each other. The adult throws the ball to the child and says a short phrase. The child must name the appropriate time and throw the ball to an adult.
For example: We sculpted (yesterday). We are going for a walk (today), etc.
Game about yesterday
Purpose: to show children how to save time. Once upon a time there was a boy named Serezha. He had an alarm clock on his desk, and a thick and very important tear-off calendar hung on the wall. The clock was always in a hurry somewhere, the hands never stood still and always said: “Tick-tock, tick-tock - take care of time, if you miss it, you won’t catch up.” The silent calendar looked down on the alarm clock, because it showed not hours and minutes, but days. But one day - and the calendar could not stand it and spoke:
Oh, Seryozha, Seryozha! Already on the third of November, Sunday, this day is already coming to an end, and you have not done your homework yet. …
Yes, yes, said the clock. - The evening is coming to an end, and you keep running and running. Time flies, you can't catch up with it, you missed it. Serezha just waved away the annoying clock and the thick calendar.
Serezha began to do his homework when darkness fell outside the window. I can not see anything. Eyes droop. The letters run across the pages like black ants. Seryozha put his head on the table, and the clock tells him:
Tick-tock, tick-tock. How many hours lost, skipped. Look at the calendar, soon Sunday will be gone, and you will never return it again. Seryozha looked at the calendar, but on the sheet it was no longer the second number, but the third, and not Sunday, but Monday.
Lost a whole day, says the calendar, a whole day.
No problem. What is lost, you can find, - Seryozha answers.
But go, look for yesterday, let's see if you find it or not.
And I'll try, - answered Seryozha.
As soon as he said this, something lifted him up, spun him around, and he ended up on the street. Seryozha looked around and saw - a lifting arm was dragging a wall with a door and windows to the top, a new house was growing higher and higher, and the builders were rising higher and higher. Their work is so controversial. The workers pay no attention to anything, they rush to build a house for other people. Seryozha threw back his head and screamed:
Uncles, can you see from above where yesterday went?
Yesterday? - builders ask. - Why do you want yesterday?
Didn't get to do the lessons. Serezha answered.
Your business is bad, say the builders. We overtook yesterday yesterday, and we overtake tomorrow today.
“These are miracles,” Serezha thinks. “How can you overtake tomorrow if it hasn’t come yet?” And suddenly he sees - mom is coming.
Mom, where can I find yesterday? You see, I somehow accidentally lost it. Just don't worry, mommy, I'll definitely find him.
It is unlikely that you will find him, - answered my mother.
Yesterday is no more, and there is only a trace of it in the affairs of man
Didactic games on the topic: "Orientation in space."
The game "Guess who is where."
In front of the children are several objects located at the corners of an imaginary square and in the middle of it. The host invites the children to guess which object is behind the hare and in front of the doll or to the right of the fox in front of the doll, etc. gra “What has changed? ". There are several items on the table.
Children remember how objects are located in relation to each other. Then they close their eyes, at this time the leader swaps one or two objects. Having opened their eyes, the children talk about the changes that have taken place, where the objects used to be and where they are now. For example, the hare stood to the right of the cat, and now stands to the left of it. Or the doll stood to the right of the bear, and now stands in front of the bear.
The game "Find a similar one."
Children look for a picture with the objects indicated by the teacher, then talk about the location of these objects: “The elephant is the first on the left, and the monkey is the last, the bear is the last” or “In the middle is a large teapot, to the right of it is a blue cup, to the left is a pink cup.
Game "Artists".
The game is intended for the development of orientation in space, fixing the terms that determine the spatial arrangement of objects, gives an idea of their relativity. Conducted with a group or subgroup of children. The role of the leader is played by the educator. The facilitator invites the children to draw a picture. Together they think over its plot: a city, a room, a zoo, etc. Then everyone talks about the planned element of the picture, explains where it should be in relation to other objects. The teacher fills in the picture with the elements offered by the children, drawing it with chalk on a blackboard or with a felt-tip pen on a large sheet of paper. In the center you can draw a hut (the image should be large and recognizable), at the top - a pipe on the roof of the house. Smoke comes up from the chimney. Downstairs, in front of the hut, sits a cat. The task should use the words: above, below, to the left, to the right of, behind, in front of, between, about, next to, etc.
Game Find a toy. 
“At night, when there was no one in the group,” the teacher says, Carlson flew to us and brought toys as a gift. Carlson loves to joke, so he hid the toys and wrote in a letter how to find them.” He opens the envelope and reads: "We must stand in front of the teacher's table, go straight." One of the children completes the task, goes and goes to the closet, where the car is in the box. Another child performs the following task: he goes to the window, turns to the left, crouches down and finds a toy behind the curtain.
Game Travel around the room
Pinocchio, with the help of the host, gives the children tasks: "Go to the window, take three steps to the right." The child completes the task. If it is successful, then the presenter helps to find the phantom hidden there. When children are still not confident enough to change the direction of movement, the number of directions should be no more than two. In the future, the number of tasks to change direction can be increased. For example: “Go forward five steps, turn left, take two more steps, turn right, go to the end, step back one step to the left.” In the development of spatial orientations, in addition to special games and tasks in mathematics, a special role is played by outdoor games, physical education exercises, music classes, visual activity classes, various regime moments (dressing, undressing, duty), household orientation of children not only in their group room , but also in the premises of the entire kindergarten.
Game "What's Right"
Children sit along the edge of the carpet. On all sides of the carpet there are 5-6 toys. The teacher asks the children to remember where their right hand is. Then one of the children is invited to stand in the center on the carpet and name which toys are located to his right. In this case, each next child is turned in a different direction compared to the previous one.
The game "On the raft"
Children stand on the carpet at the same distance from each other. Everyone stands on an imaginary raft. The teacher asks children individually questions, while constantly asking them to change direction. For example, Petya, who is standing on your left; Masha, who is standing behind you; Seryozha, who is standing in front of you; everyone turned to the left; Tanya, who is standing to your left, etc.
Game "Shop"
Two children or two subgroups of children can take part in this game. They sit opposite each other, fenced off by a screen. Everyone has the same set of pictures (food, toys, stationery, clothes) and a card imitating a store shelf. One child puts the pictures on his card and names the location of each of them. Another child tries to reproduce everything exactly according to the instructions. Then, by removing the screen, the children can compare both "shops".
The game "Guess where ..."
The teacher invites the children to stand in a circle on the carpet and see which objects or which of the children are on the left, right, behind, in front of them. For each correct answer, the child receives a chip. At the end of the game, the number of chip points received by each child is calculated.
Game "Where do I sit"
All children gather on the carpet. On the tables are flipped cards (this can be a child's personal badge, a paired picture, etc.). The teacher gives each instruction, according to which the child must find his place, and the card will give him the opportunity to check the correctness of the choice. For example, Marina, go to the table in front of the door, to the left of the window. Sit at this table on the right. Misha, come to the table that stands between the teacher's table and the closet, facing the window, sit on the left, etc.
Game "What has changed?" 
In front of the children on the table in 2 (3) rows there are toys, 3 (4) in each row. The host invites all children to look at and remember the location of the toys. Then the children close their eyes. The host removes some toy and asks to name it and the place where it was located. For example, the dragon disappeared, which was below between the puppy and the parrot.
Both the teacher and the child can be in the role of leader.
Game "Housewarming"
In this game, children use wall shelves for toys in the form of houses and small toys (animals). Each of the children in turn must "populate" the house according to the given instructions. For example, at the bottom of the apartment they received: a mouse, a goat and a monkey, moreover, the goat is on the left, and the monkey is between the mouse and the goat, etc.
Game "Where will you go and what will you find"
Before the game, all the children are seated in a semicircle in front of the shelves with toys. One of the children turns to face all the children, but does not see where the teacher has hidden the toy. Then the facilitator gives instructions to this child. For example, take 2 steps forward, 3 steps to the left, 1 more step forward, look on the bottom shelf. At first, the teacher acts as the leader, then it can be a child who correctly followed the instructions.
Game "New Walk"
This game can be played with 1-2 children on a walk. We agree that now we are not like all people, but in a special way. For example, two steps forward, one step to the right, or a step back, two steps forward. When the game becomes more difficult, the child must not only control his “gait”, but also turn the body in such a way as to reach a specific goal.
Game "Name the neighbors"
For this, a sheet of paper is used, on which images of various objects are randomly located. The teacher asks to find an image of some object and determine: - what is shown to the right of it, - what is drawn under it, - what is at the top right of the given object, etc.
The game "I'm driving a car"
In front of each child is a sheet of paper (A3) and a small typewriter. Children, listening to the instructions of the teacher, move the machine in the right direction. For example, in the lower right corner of the sheet there is a garage, from there we will go along the bottom side of the sheet to school. It is in the lower left corner, and after school we will go to the zoo, which is in the upper right corner, and so on.
Game "Tell me about your pattern"
Purpose: to teach to master spatial representations: left, right, above, below.
Content. Each child has a picture (a rug with a pattern). Children should tell how the elements of the pattern are located: in the upper right corner - a circle, in the upper left corner - a square. In the lower left corner - an oval, in the lower right corner - a rectangle, in the middle - a circle. You can give the task to tell about the pattern that they drew in the drawing class. For example, in the middle there is a large circle - rays depart from it, there are flowers in each corner. Above and below are wavy lines, on the right and left - one wavy line with leaves, etc.
Game "Stand in place"
Purpose: to exercise children in finding the location: in front, behind, left, right, in front, behind. Contents. V. calls the children in turn, indicates where they need to stand: “Seryozha, come to me, Kolya, stand so that Serezha is behind you. Faith, stand in front of Ira, ”etc. Having called 5-6 children, the teacher asks them to name who is in front and behind them. Next, the children are offered to turn left or right and again name who and where is standing from them.
Game "Make No Mistake"
Purpose: to exercise children in quantitative and ordinal counting.
Material. For each child, a strip of thick paper, divided into 10 squares. 10 small cards, equal to the size of a square on a strip of paper, with circles from 1 to 10 depicted on them.
Content. Children put strips of paper and small cards in front of them. The host calls some number, and the children must find a card with the same number of circles and put it on the corresponding square number. The host can name numbers from 1 to 10 in any order. As a result of the game, all small cards must be arranged in order from 1 to 10. Instead of naming the number, the leader can hit the tambourine.
Didactic games on the theme "Geometric shapes"
The game "Wonderful bag" is well known to preschoolers. It allows you to examine the geometric shape of objects, exercise in distinguishing shapes. The bag contains objects of different geometric shapes. The child examines them, feels and names the figure that he wants to show. You can complicate the task if the leader gives the task to find a specific figure in the bag. In this case, the child sequentially examines several figures until he finds the right one. This version of the job is slower. Therefore, it is advisable that every child has a wonderful bag.
The game "Find the same one" in front of the children are cards on which three or four different geometric shapes are depicted. The teacher shows his card (or calls, lists the Figures on the card). Children must find the same card and pick it up.
The game “Who will see more? » Various geometric figures are placed on the board in random order. Preschoolers look at and memorize them. The leader counts to three and closes the figures. The children are asked to name as many shapes as they can on the flannelgraph. So that the children do not repeat the answers of their comrades, the presenter can listen to each child separately. The one who remembers and names more figures wins, he becomes the leader. Continuing the game, the host changes the number of pieces
The game " Look around" Helps to consolidate ideas about geometric shapes, teaches you to find objects of a certain shape. The game is held in the form of a competition for a personal or team championship. In this case, the group is divided into teams. The host (it can be a teacher or a child) suggests naming round, rectangular, square, quadrangular objects, the shape of objects that do not have corners, etc. etc. For each correct answer, the player or team receives a chip, a circle. The rules stipulate that you cannot name the same item twice. The game is played at a fast pace. At the end of the game, the results are summed up, and the winner with the most points is called.
Game " Geometric Mosaic"Designed to consolidate children's knowledge of geometric shapes, forms the ability to transform them, develops imagination and creative thinking, teaches to analyze the way the parts are arranged, make a figure, focus on a sample. By organizing the game, the teacher takes care of uniting the children in one team in accordance with the level of their skills and abilities. Teams receive tasks of varying difficulty. To compose an image of an object from geometric shapes: work on a finished dissected sample, work on an undivided sample, work according to the conditions (to assemble a human figure - a girl in a dress), work according to one's own plan (just a person). Each team receives the same set of geometric shapes. Children must independently agree on how to complete the task, on the order of work, and choose the source material. Each player in the team, in turn, participates in the transformation of a geometric figure, adding his own element, composing individual elements of an object from several figures. At the end of the game, children analyze their figures, find similarities and differences in solving a constructive idea.
The game "Find your house". Children receive one model of a geometric figure and scatter around the room. At the signal of the host, everyone gathers at their house with the image of a figure. You can complicate the game by moving the house. Children are taught to see the geometric shape in the surrounding objects: a ball, a watermelon-ball, a plate, a saucer-hoop-circle, a table cover, a wall, a floor, a ceiling, a rectangle window, a scarf-square; scarf-triangle; glass-cylinder; egg, zucchini - oval.
Game "Help Cheburashka find and fix the mistake."
The child is invited to consider how geometric shapes are located, in which groups and on what basis they are combined, to notice an error, correct and explain. The answer is addressed to Cheburashka (or any other toy). The error may be that in the group of squares there may be a triangle, and in the group of blue figures - red.
Game "Only one property"
Target: consolidate knowledge of the properties of geometric shapes, develop the ability to quickly select the desired shape, characterize it
Game progress: two players playing a full set of geometric shapes. One puts any piece on the table. The second player must put on the table a piece that differs from it in only one sign. So, if the first one puts a yellow big triangle, then the second puts, for example, a yellow big square or a blue big triangle. The game is built like a domino.
Game "Find and name"
Target: to consolidate the ability to quickly find a geometric figure of a certain size and color.
Game progress:
Game "Name the geometric shape"
Target. Learn to visually examine, recognize and correctly name planar geometric shapes (circle, square, triangle, rectangle, oval)
Material. Tables with geometric shapes. On each table there are contour images of two or three figures in different positions and combinations.
Game progress.
The game is played with one table. The rest can be covered with a blank sheet of paper. An adult offers to carefully examine the geometric shapes, circle the contours of the figures with a movement of the hand, and name them. In one lesson, you can show the child 2-3 tables.
Game "Compare and fill"
Target. The ability to carry out a visual-mental analysis of the way the figures are arranged; consolidation of ideas about geometric shapes.
game material. Set of geometric shapes.
Rules of the game. Two are playing. Each of the players must carefully examine their tablet with the image of geometric shapes, find a pattern in their arrangement, and then fill in the empty cells with question marks, putting the desired figure in them. The winner is the one who correctly and quickly completes the task.
The game can be repeated by arranging the figures and question marks in a different way.
Game "Fill the empty cells"
Target. Consolidation of ideas about geometric shapes, the ability to compare and compare two groups of figures, to find distinctive features.
game material. Geometric shapes (circles, squares, triangles) of three colors.
Rules of the game. Two are playing. Each player must study the arrangement of the figures in the table, paying attention not only to their shape, but also to the color (complication compared to game 7), find a pattern in their arrangement and fill in the empty cells with question marks. The winner is the one who correctly and quickly completes the task. Players can then exchange signs. You can repeat the game by placing figures and question marks in a different way in the table.
The game "Where, what figures lie"
Target. Acquaintance with the classification of figures according to two properties (color and shape).
game material. A set of figures.
Rules of the game. Two are playing. Each has a set of figures. Make moves in sequence. Each move consists in the fact that one figure is placed in the corresponding cell of the table. You can also find out how many rows (rows) and how many columns this table has (three rows and four columns), which figures are located in the top row, middle, bottom; in the left column, in the second from the right, in the right column.
For each mistake in the arrangement of figures or answers to questions, a penalty point is credited. The one with the fewest wins.
Game "Pick a figure"
Purpose: to consolidate the ability to distinguish between geometric shapes: rectangle, triangle, square, circle, oval.
Material: each child has cards on which a rectangle, a square and a triangle are drawn, the color and shape vary.
Content. First, V. offers to circle the figures drawn on the cards with his finger. Then he presents a table on which the same figures are drawn, but of a different color and size than those of the children, and, pointing to one of the figures, says: “I have a big yellow triangle, and you?” Etc. Calls 2-3 children, asks them to name the color and size (large, small of their figure of this type). "I have a small blue square."
A game « Name your bus
Purpose: to exercise in distinguishing between a circle, a square, a rectangle, a triangle, to find shapes that are identical in shape, differing in color and size,
Content. V. puts 4 chairs at some distance from each other, to which models of a triangle, a rectangle, etc. (brands of buses) are attached. Children get on the buses (becomes in 3 columns behind the chairs. The teacher-conductor gives them tickets. Each ticket has the same figure as on the bus. At the “Stop!” signal, the children go for a walk, and the teacher changes the models in places. At the signal “On the bus” children find failures of the bus and stand one after another.The game is repeated 2-3 times.
Game "Collect the figure"
Purpose: to teach to count objects that form a figure.
Content. V. invites the children to move the plate with chopsticks towards them and asks: “What color are the chopsticks? How many sticks of each color? He suggests laying out the sticks of each color so that different shapes are obtained. After completing the task, the children count the sticks again. Find out how many sticks went to each figure. The teacher draws attention to the fact that the sticks are arranged differently, but they are equally divided - 4 each “How to prove that the sticks are equally divided? Children lay out sticks in rows one under the other.
Game "Only one property"
Purpose: to consolidate knowledge of the properties of geometric shapes, to develop the ability to quickly select the desired figure, to characterize it.
Game progress:
Two players have a full set of geometric shapes. One puts any piece on the table. The second player must put on the table a piece that differs from it in only one sign. So, if the first one puts a yellow big triangle, then the second puts, for example, a yellow big square or a blue big triangle. The game is built like a domino.
Game "Find and name"
Purpose: to consolidate the ability to quickly find a geometric figure of a certain size and color.
Game progress:
On the table in front of the child, 10-12 geometric shapes of different colors and sizes are laid out in disorder. The facilitator asks to show various geometric shapes, for example: a large circle, a small blue square, etc.
Game "Geometric Mosaic"
Purpose: To develop imagination, to acquaint children with geometric shapes (circle, triangle, rectangle, square).
Material: flat geometric shapes of various sizes.
With the help of a teacher, children lay out various patterns from geometric shapes on a strip, square, rectangle.
The game "Close the doors in the houses"
Purpose: learning to highlight the parameters of objects, compare objects by overlaying.
Material: cards with the image of houses for three piglets cards - doors, the same height, but different widths
Game progress:
Children are told that piglets live in the houses, and the doors are open. It is necessary to help the piglets to safely hide from the wolf in the houses by closing the doors. Children select the appropriate door for each of the houses.
The game "Who lives where"
Purpose: To introduce children to five geometric shapes and their names. To teach the technique of examining the form - tracing a figure with a finger.
Material: cardboard - circle, oval, square, rectangle, triangle. Five cards with the image of birds in each geometric figure of the same size (nest)
Game progress:
Together with the children, consider the figures one by one in the following order: circle, oval, square, rectangle, triangle. Particular attention is paid to the angles and proportions of the figures (an oval and a rectangle are elongated). Children are given cards with the image of birds in nests. The birds must be put to sleep, that is, all the geometric shapes must be laid out on cards so that they coincide with those drawn.
Application game
Purpose: to teach children to correctly name geometric shapes, quantitative counting. Develop attention, logical thinking.
Material: Large cards - 10 pcs., Small cards - 4 pcs.
Game progress:
The teacher distributes large cards to children (5 - 6 people), small ones lie on the table. The one who picks up 4 suitable cards from 40 cards and connects them correctly in accordance with geometric shapes, so that they logically complement the central card, will be the winner. But the teacher needs to pay the attention of the children also to the account of cards with figures.
Game "Unfinished Pictures"
Purpose: to acquaint children with varieties of geometric shapes of rounded shapes.
Material. For each child, a piece of paper with unfinished images (1-10 items). To complete them, you need to pick up round or oval elements. (1-10) paper circles and ovals of appropriate sizes and proportions. Glue, brush, rag.
Didactic games, exercises for logical thinking.
Exercise 1
Material: a set of figures - five circles (blue: large and two small, green: large and small), a small red square).
Task: "Determine which of the figures in this set is superfluous. (Square) Explain why. (All the rest are circles)."
Exercise 2
Material: the same as for exercise 1, but without the square.
Assignment: "The remaining circles were divided into two groups. Explain why it was divided in this way. (By color, by size)."
Exercise 3
Material: the same and cards with numbers 2 and 3.
Task: "What does the number 2 mean on the circles? (Two large circles, two green circles.) Number 3? (Three blue circles, three small circles)."
Exercise 4
Material: the same didactic set (a set of plastic figures: colored squares, circles and triangles).
Task: “Remember what color the square we removed was? (Red.) Open the Didactic Set box. Find the red square. What color are the squares? Take as many squares as circles (see exercises 2, 3). How many squares? (Five.) Can you make one big square out of them? (No.) Add as many squares as you need. How many squares have you added? (Four.) How many now? (Nine.)".
Exercise 5
Material: images of two apples, a small yellow one and a large red one. The child has a set of figures: a blue triangle, a red square, a small green circle, a large yellow circle, a red triangle, a yellow square.
Task: "Find among your figures similar to an apple." The adult in turn offers to consider each image of an apple. The child selects a similar figure, choosing the basis for comparison: color, shape. "What figure can be called similar to both apples? (Circles. They look like apples in shape.)".
Exercise 6
Material: the same set of cards with numbers from 1 to 9.
Task: "Put all yellow figures to the right. What number fits this group? Why 2? (Two figures.) What other group can be matched to this number? (Triangle blue and red - there are two of them; two red figures, two circles; two square - all options are considered.)". The child makes groups, using a stencil frame, draws and paints over them, then signs the number 2 under each group. “Take all the blue figures. How many are there? (One.) How many colors are there? (Four.) Figures? (Six.) "
Architects' plans 
Purpose of the game: To form the ability to create buildings of the same object of different shapes. Learn to replace some parts with others, build according to a plan (drawing), independently select the necessary material. Learn to highlight the main parts and characteristic details of structures, encourage independence, creativity, initiative, friendliness. Learn to work in a team and create joint projects and buildings.
Material: Constructors - "Lego", plastic, wooden, soft cubes, sets of a young designer, a planar designer. Cards - schemes.
Game progress:
Children, together with the teacher, choose a card - a diagram. They discuss what is drawn on it and what needs to be built. Then they choose the material for construction on their own. Children can create projects for new construction projects themselves. This game can be played as a single child or as a group of 3-4 people. The teacher in every possible way encourages independence, creative ideas of children. The most talented and unpredictable architects are awarded a medal for creativity and initiative at the end of the game.
SUDOKU
Purpose of the game: To teach children to reflect a simple plot in drawings, conveying pictures. To develop color perception, aesthetic taste, the ability to see the beauty of the surrounding nature. Develop logical thinking. Strengthen counting skills within 10.
Material: Picture cards - 18 pieces.
Game progress:
Children are given cards - pictures, which are divided into sectors indicated by numbers. Each number has its own color. The child finds the number in the picture and paints it with the specified color. The winner is the one who quickly and accurately paints each sector of the picture and correctly names what is shown on it.
Used Books:
1. Bantikova S. Geometric games // Preschool education - 2006 - No. 1 - p.60-66.
2. Burtseva I.V. Didactic games for middle-aged children.//Preschool Pedagogy -2013 -№ 3-p.63.
3. Volina V.V. Number holiday. - M.: AST Press, 1996
4. Let's play: Mathematical games for children 5-6 years old: A book for kindergarten teachers and parents / N.I. Kasabutsky, G.N. Skobelev, A.A. Stolyar, T.M. Chebotarevskaya; Edited by A.A. Joiner - M: Enlightenment, 1991 - 80 p.
5. Didactic games and activities with young children / E.V. Zvorygina, N.S. Karpinskaya, I.M. Konyukhov and others/Edited by S.L. Novoselova - M.: Enlightenment, 1985 - 144s.
6. Prokofieva A.G. 100 educational games for kids. - M .: LLC TD "Publishing house World of Books" 2008.
7. Smolentseva A.A. Plot-didactic games, with mathematical content. Moscow "Enlightenment" 1987
8. Sorokina A.I. Didactic games in kindergarten.-M., 1982.
9. Stasova L.P. Developing mathematical games - classes in the preschool educational institution. - Voronezh, 2008. Burtseva
The appearance of a baby in the family is associated not only with joys, but also with worries about his future. It is hardly possible to dispute the importance of a good education and the all-round development of the personality, but not all parents, and especially grandparents, understand that the foundations for this are laid at a very early age. If a child attends a kindergarten, one can hope that his development will proceed properly, because today excellent manuals for kindergarten teachers have been developed.
A large amount of methodological literature on the development of young children is published by "Mosaic-Synthesis". And although these manuals are called "Manuals for Kindergarten » , parents can also use them with success. With the help of these guides, it is possible to direct the development of the child literally from the first moments of his conscious life.
Teaching aids for kindergarten are issued in series. The Educator's Library offers educators and parents a variety of games and exercises that undoubtedly contribute to the development of the child. So, the book “Sensory development of young children (1-3 years old) develops touch, hearing, vision. The change in the imagination of babies and the ways of fixing it can be traced in the manual “Development of the imagination of a preschooler”.
Lack of imagination or its weak development has become a real scourge of our civilization. How often, when watching a new movie, visiting vernissages, one has to admit that the authors have a lot to achieve success, but the lack of imagination reduces the value of what they have created. Imagination and creativity are closely related, but it is needed not only in creative professions. It remains only to be glad that kindergarten textbooks pay attention to this issue.
It is difficult to overestimate the importance of the manual “Development of Dialogic Communication. Speech and verbal communication of children. The scenarios developed by the methodologists contribute to the activation of communication, with the help of role-playing games, the child learns dialogic communication.
Considering the manuals for educators published by Mozaika-Synthesis, one cannot fail to mention the series "Education Program" From Birth to School. "With the help of these didactic manuals, manuals, notes and workbooks, one can achieve the comprehensive development of preschoolers.
All manuals for educators published by the publishing house are certainly focused on the age groups of children. For example, in the author's program of V. P. Novikova "Mathematics in Kindergarten" you can find in separate books abstracts of classes and workbooks for children 3-4, 4-5, 5-6, 6-7 years old. The author's program of S. N. Nikolaeva "Environmental education in kindergarten" is also focused on different ages.
The publishing house has released not only books that help to educate children, but also to check the learning outcomes later (monitoring).
Many books of this pedagogical edition are marked "Recommended by the Ministry of Education of the Russian Federation". "Mosaic-Synthesis" is rightfully considered one of the leading publishing houses in the field of preschool education and upbringing.
