This group of games for speech development includes vocabulary games and exercises that activate children’s vocabulary, develop attention to words, and form the ability to quickly select the most accurate, appropriate word from their vocabulary. Also, in games and exercises to enrich children’s vocabulary, they get acquainted with words-objects, words-attributes, words-actions and exercise in their coordination with each other, as well as work on the selection of synonyms and antonyms.
Game "On the contrary"
The goal is an exercise in selecting antonyms (enemy words).
An adult tells the children that a donkey has come to visit us. He is very good, but here’s the problem: he really likes to do everything the other way around. Mother donkey is completely tired of him. She began to think about how to make him less stubborn. I thought and thought and came up with a game that I called “On the contrary.” The mother donkey and the donkey began to play this game and the donkey became less stubborn. Why? Yes, because all his stubbornness went away during the game and never returned. He decided to teach you this game too. Next, the adult plays the game “On the contrary” with the children: he throws the ball to the child and names the word, and the child who caught the ball must say the antonym of this word (high - low) and throw the ball to the adult.
When working with antonym words, you can use D. Ciardi’s poem “The Farewell Game”:
It's your turn
Play the game "On the contrary".
I will say the word “high”, and you will answer... (“low”).
I will say the word “far”, and you will answer.... (“close”).
I will say the word “ceiling”, and you will answer... (“floor”).
I’ll say the word “lost”, but you’ll say... (“found”)!
I will tell you the word “coward”, you will answer... (“brave”).
Game exercise “Finish the phrase”
The goal is to develop the ability to select words that are opposite in meaning (enemy words).
The adult names phrases for the children, pausing. The child must say the word that the adult missed, i.e. complete the phrase.
Sugar is sweet and lemon...
The moon is visible at night, but the sun...
The fire is hot, and the ice...
The river is wide, and the stream...
The stone is heavy, and the fluff...
You can play this out in the following way: an adult says that our friend Dunno has gone to school after all. There was a dictation in the Russian language lesson - the children wrote different phrases under dictation. But since Dunno is very inattentive, he did not have time to complete these phrases and received a bad grade.
The teacher said that if he corrected a mistake in the dictation, she would correct his bad grade. Let's help him, children.
Game exercise “Say it differently”
The goal is an exercise in selecting words that are close in meaning (buddy words).
An adult says to the children: “One boy is in a bad mood today. What's the boy like today? How can you say the same thing, but in different words? (sad, upset). The words "sad, sad and upset" are buddy words.
Why is he like this? Yes, because it is raining outside, and the boy is going to school.
Which word was repeated twice? (goes).
What does "it's raining" mean? Say it differently.
What does "the boy is coming" mean? Say it differently.
How can you say differently: spring is coming? (spring is coming).
Clean air (fresh air).
Clean water (clear water).
Clean dishes (washed dishes).
The plane landed (landed).
The sun has set (set).
The river runs (flows, streams).
The boy runs (rushes, rushes).
How to say it in one word? Very big (huge, huge), very small (tiny).
Game "What object?"
The goal is to develop the ability to select as many feature words as possible for a word-subject and coordinate them correctly.
This game for developing speech in children is similar to the previous one. The difference is that children must select as many object words as possible for the attribute word.
Green - tomato, crocodile, color, fruit, ...
Red - dress, apple, banner, ..
Methodological development
Enriching children's vocabulary through educational games
Skvortsova Olga Nikolaevna
RelevanceDidactic games are an effective means of consolidating grammatical skills, since, thanks to the dialectic, emotional nature of the implementation and the interest of children, they make it possible to practice the child many times in repeating the necessary word forms. A didactic game as one of the forms of learning is carried out during the time allocated in the regime for direct educational activities.
It is important to establish the correct relationship between these two forms of learning, to determine their relationship and place in a single pedagogical process. Didactic games sometimes precede direct educational activities; in such cases, their goal is to attract children’s interest in what will be the content of continuous educational activities.
It is well known that preschool age is the most sensitive period for the development of children’s speech, including for mastering the vocabulary of their native language, therefore it is so important to pay attention to the development of the speech of a preschool child.
Tasks:
1. Study of the theoretical foundations of the development of vocabulary in children of primary preschool age.
2. Consideration of the role of didactic games in the process of vocabulary work.
3. Selection of diagnostic methods and identification of the level of vocabulary acquisition by children of the 2nd junior group.
4. Carrying out work on vocabulary development using didactic games.
5. Determining the effectiveness of the work performed.
The developing subject environment is the main means of shaping the child’s personality and the source of his knowledge and social experience. A developing environment is a natural setting, rationally organized, rich in a variety of sensory stimuli and play materials.
Each child has an independent choice: with whom, where, how, what to play. The created developmental zones contain a variety of materials for educational games and freely engage in different types of activities without interfering with each other.
The group includes such zones as: a zone of role-playing games, a theatrical zone, a zone for games with building materials, construction sets, educational games, a sports and recreation zone; literary zone; ecological zone, zone of artistic and creative activities of children.
The selection of toys is carried out in accordance with the main theme of the children's game. For children of primary preschool age, these are toys that allow you to expand the game into the family, store, etc.
A “book corner” is a specially designated place where a child can independently, according to his taste, choose a book and calmly examine and “re-read” it. Here the child sees the book for the first time not in the hands of a teacher, but is left alone with it. He carefully and intently examines the illustrations and remembers the content.
Determining the level of vocabulary acquisition by children in the group
Diagnostics of the level of formation of active vocabulary in children of the 4th year of life.
"Diagnostics of speech development of preschool children" edited by O.S. Ushakova, E.M. Strunina
Task No. 1 "Doll".
1. Who is this? What is the name of the doll? Give her a name.
1) names in a sentence: (“I’ll call her Masha”) - 3 points
2) gives the name in only one word - 2 points
3) doesn’t call it anything (says “doll”) - 1 point
2.Tell me what Masha is?
1) names two or more words (“good, kind”) - 3 points
2) names one word (“small”) - 2 points
3) does not name properties, signs (says “pupa”) - 1 point
3. What is Masha wearing?
1) names more than 2 types of clothes without help (“in a white dress, yellow socks, etc.”) - 3 points
2) with the support of the teacher: “What is this? Show me.” (This is a hat, this is a jacket) - 2 points
3) can show items of clothing, but does not name them - 1 point
4. How exactly is it possible to mark in one word? (I name items of clothing: hat, coat, etc.).
1) names general words (“clothes, outfit”) - 3 points
2) names other types of clothing (T-shirt, pants, T-shirt, etc.) - 2 points
3) reproduces words from the teacher (hat, coat) - 1 point
5.What does Masha do? (performs movements: the doll sits down, stands up, raises its hand, waves its hand)
1) the child names each action - 3 points
2) names 2 actions (“stood up, raised her hand”) - 2 points
3) names one verb (“stands” or “sits”) - 1 point
6. What can be done with the doll?
1) more than 2 words (“wear for a walk, sing a lullaby, wash”) - 3 points
2) names two actions (“rocking in the crib”, “feeding dinner”) - 2 points
3) one word “play” - 1 point
7. What can you do with the doll?
1) Says more than two words (put her to bed, rock her, play);
2) names two actions (rolling in a stroller, feeding a doll);
3) names one word (play).
Task No. 2 "Ball".
1. What is this? What ball? (let me hold the ball).
1) 2 signs or more (“rubber, red”) - 3 points
2) names only 1 sign - 2 points
3) does not name the signs, but another word is “play” - 1 point
2. What can you do with it?
1) names more than 2 words (verbs), (“throw, roll”)
- 3 points
2) two verbs (“play, spin”) - 2 points
3) only one word (“play”) - 1 point
3. I ask after the action has been completed. I throw the ball to the baby and say:
- What did I do (throw the ball, throw the ball).
- What did you do? - I caught it. - Now you throw it. What did you do? - Threw it.
- What did I do? - I caught it.
1) names all actions without exception in the required form - 3 points
2) names 2-3 actions correctly - 2 points
3) names only one verb - 1 point
Task No. 3.
1. How to call a doll or ball in one word?
1) The child gives a generalizing word (toys);
2) lists the names (Katya, ball);
3) says one word (doll).
2. Tell us what toys you have at home, how you play with them, with whom?
1) Make up a story from personal experience (I have cars at home. There are many of them, all the cars are different. I put them in the garage);
2) lists toys;
3) names one toy.
Response evaluation criteria:
1 answer option (full) - 2 points
Answer option 2 (not complete) - 1 point
Answer option 3 (no answer or repetition of a word) - 0 points
By answering the questions of 3 tasks, the child gives a total of 12 answers, as a result of which the level of development of the active vocabulary can be determined.
Criteria for determining the level
High level - 20 - 24 points
Average level - 19 - 12 points
Low - 11 points or less
Practical work with children on vocabulary development
using didactic games
Tasks:
1. Develop a set of activities for the development of the vocabulary of children of the fourth year of life based on the use of didactic games.
2. Test the developed complex in the joint activities of the teacher and children.
3. Carry out individual work with children, taking into account the data of the ascertaining experiment.
Didactic games were selected aimed at activating the vocabulary of preschoolers. The choice of material used for didactic games was determined by the tasks of vocabulary work, taking into account the activation of verbs and adjectives in children.
In our work, we used didactic games for developing the vocabulary of preschoolers, developed by A.K. Bondarenko and O. S. Ushakova.
A set of didactic games:
Games on the topic "Toys":
"Wonderful bag"
"Find a toy"
"What's missing?"
Games on the theme "Clothing":
"Doll Masha woke up"
"Doll Masha goes for a walk"
"Find a Pair"
Games on the theme "Dishes":
"Doll Masha is having lunch"
"Pick up dishes for the doll"
"Recognize the dishes by description"
Theme "Clothing"
Didactic game "Doll Masha woke up"
1. Didactic task: Activation of vocabulary using words: T-shirt, panties, T-shirt, tights, skirt, pajamas.
2. Game task: Choose clothes and dress the doll after sleep.
3. Equipment: Dolls. Doll clothes.
4. Progress of the game: The teacher offers to dress and undress the doll, names items of clothing. Children practice dressing a doll.
Didactic game "Find a pair"
1. Didactic task: Activation of the dictionary using the words: red, green, blue, skirt, scarf, jacket.
2. Game task: Find the item of clothing that the teacher named.
3. Equipment: Doll clothes of different colors.
4. Progress of the game: The teacher names the item of clothing drawn on his card (blue jacket) and invites the children to show the item.
Didactic game: "Doll Masha goes for a walk"
1. Didactic task: To activate nouns (names of items of clothing) and adjectives (warm, fur, thin, etc.) in children’s speech.
2. Game task: Choose the right clothes and dress the doll.
3. Equipment: Doll. Clothes for a doll.
4. Progress of the game: The teacher suggests dressing the doll for a walk in the fall, winter, spring, summer.
Theme "Toys"
Didactic game "Wonderful bag"
(can be carried out using toys of different categories, in different age groups, more often in younger ones).
1. Didactic tasks: Teach children to recognize objects by their characteristic features; activate the dictionary (in accordance with the selection of toys, objects; nouns, verbs, adjectives are used)
2. Game task: Determine which toy by touch and describe it.
3. Equipment: Bag, toys.
4. Progress of the game: Playing with the bag. Removing objects and examining them, accompanied by a description of their appearance, parts, purpose, characteristics.
Identification of objects (placed again in the bag) by touch, naming and describing them.
Didactic game: "Find a toy."
1. Didactic task: to develop children’s ability to recognize objects by their characteristic features; strengthen the ability to use nouns, verbs, adjectives.
2. Game task: Recognize the toy by description.
3. Equipment: Toys.
4. Progress of the game: The teacher names the characteristic features of the toy, and the child must recognize this toy.
Didactic game: "What's missing?"
1. Didactic task: To practice the formation of nouns in the genitive case, singular; activate the dictionary; development of memory and attention.
2. Game task: Guess which toy the teacher removed.
3. Equipment: Toys.
4. Progress of the game: Toys (up to 5) are displayed on the table. The children, together with the teacher, look at them and name each toy. The teacher invites the children to close their eyes and removes one toy. Children open their eyes and guess which toy is not on the table.
Theme "Dishes"
Didactic game "Let's set the table for tea."
1. Didactic task: Activation of vocabulary using words: bread box, cups, saucers, teaspoons.
2. Game task: Set the table for tea for the guests.
3. Equipment: Doll dishes, doll table, doll, bear, bunny.
4. Progress of the game: An adult explains that guests (a bear and a bunny) came to the doll. Therefore, you need to set the table for tea. The child follows the instructions of the adult: place a bread basket in the middle of the table, place cups and saucers next to it and put teaspoons. What can you drink from a cup?
Didactic game "What's missing?"
1. Didactic task: Activation of vocabulary using words: big, small (cup), red, blue (saucer).
2. Game task: Identify and name which dishes are missing.
3. Equipment. Pictures depicting large and small utensils.
4. Progress of the game. The child matches the images of the dishes drawn and the contours.
Didactic game "Pick up dishes for the doll"
1. Didactic tasks: To consolidate the names of different utensils, to develop the ability to use them for their intended purpose; activate the dictionary (names of utensils).
2. Game task: Choose the right dishes.
3. Equipment: Dolls: cook, nanny, girl. Dishes for dolls.
4. Progress of the game: Children look at the dolls: a cook, a nanny and a girl. They talk about what kind of utensils a cook or nanny needs for their work, and what kind of utensils a girl needs to serve tea. Then the children select the dishes and take them to the “kitchen”, to the “dining room”.
In the future, you can enter general names: kitchenware, tableware, teaware.
Checking the effectiveness of the work done
To determine the effectiveness of the work done, we used the same diagnostic material.
An analysis of the results of a survey of the state of vocabulary development showed that after targeted and systematic work in the group, the number of children with a high and average level of vocabulary development increased.
Comparing the results, we can conclude that didactic games have an impact on the development of vocabulary in children of primary preschool age.
When compared, it is obvious that the vocabulary of preschoolers has significantly increased and enriched. Children began to use more nouns, adjectives and verbs in their speech.
A child can successfully master speech when he is taught not only in a preschool institution, but also at home and in the family.
21.09.2016
“The word is the first sign of conscious intelligent life. The word is the re-creation of the world within itself.”
K.S. Aksakov.
The word is the basic unit of language, and the development of verbal communication is impossible without expanding the child’s vocabulary. It is necessary to show the child that every object, its properties and actions have names. To do this, it is necessary to teach the child to correctly name objects, distinguish objects according to their essential characteristics, and identify characteristic features and qualities, as well as actions. Such learning is carried out by adults through play activities. Games contribute to the accumulation and enrichment of vocabulary based on knowledge and ideas from the life around the child, activation of different parts of speech, not only nouns, but also verbs, adjectives, adverbs.
At this age stage, it is recommended to enrich children’s active vocabulary:
- nouns – names of objects: toys, clothes, dishes, furniture, shoes, transport. We also introduce children to vegetables, fruits, domestic and wild animals, and their babies.
- verbs - wash, cook, wash, cut, iron, treat, plant, etc.
- adjectives (big, small, red, yellow, green, blue, hot, cold, sweet, sour, round, etc.);
- adverbs (there, here, here, low, high, etc.).
The following games are aimed at leading the child to understand the meaning of a word, enriching his speech with semantic content, i.e., at the qualitative development of the vocabulary.
Game "Guess the toy"
This game will help develop in a child the ability to find an object, focusing on its signs.
An adult shows 3-4 toys. The child names them. An adult talks about each toy, naming external signs: “This is a soft toy. She is gray, has a short tail, long ears, and loves carrots. Guess what kind of toy this is?” The adult also describes other toys, and the child names them.
Game "Wonderful bag"
This game teaches the child to identify and name the characteristics of an object.
An adult takes out one object at a time (for example, a fruit) from a wonderful bag, calls it: “This is a pear, it is yellow, sweet, tasty.” This is how an adult describes 3-4 fruits. Then the adult invites the child to answer the question: “What kind of pear?” The child names the signs: “She is yellow, sweet.”
The game is played using the same principle with vegetables or other objects.
Game "Correct the mistake"
This game teaches the child to identify the discrepancy between the signs of familiar objects shown in the picture and name them.
The adult invites the child to find inaccuracies in the pictures and then draw the objects correctly together with the adult.
Game "Guess what it is?"
This game develops the ability to focus on the main features of the described object.
First option. The adult describes the object and invites the child to guess what objects are mentioned in these descriptions.
For example: “Round, green, sweet. Guess what it is?
The child answers: “This is an apple.”
Second option. The child describes the object, the adult names the object described by the child.
Game "Compare the bear and the mouse"
This game teaches the child to compare different animals, highlighting opposite characteristics.
An adult offers to look at a bear and a mouse.
- “The bear is big, but what kind of mouse is it?” Small. Also, what kind of bear? Fat, clubfooted. What kind of mouse? Small, gray, fast. The bear loves to eat honey and raspberries, and the mouse loves to eat cheese."
The child answers the adult’s questions: “Who’s big? Who loves cheese? Who's clubfooted? Who's the little one?
Game “Who has what toy?”
The game teaches you to identify and name the characteristics of animals based on the example of an adult.
The adult takes one toy for himself (a bear), and gives the child a hare. And the game begins: “I have a bear. And you?". Child: “And I have a hare.”
Adult: “The bear has a brown fur coat.” Child: “And the hare has a white fur coat.”
Adult: “I have a big bear.” Child: “I have a small hare.”
Adult: “A bear has small ears.” Child: “And the hare has long ears.”
Game "Visiting the nesting dolls"
With the help of this game, an adult teaches a child to pay attention to words that are similar and opposite in meaning.
An adult suggests going to visit the nesting dolls. One nesting doll is big and the other is small. Matryoshka dolls invite you to go for a walk. The big matryoshka went along the wide road, and the little nesting doll went along the narrow road. Suddenly it started to rain, the big matryoshka took a large umbrella, and the little nesting doll took a small umbrella. The rain stopped, they came home and began to draw. The big matryoshka took a long pencil, and the little one took a short pencil. The big matryoshka drew a big ball, and the little one, which ball did it draw? (Small). Then the nesting dolls began to drink tea. An adult asks a child: “Which cup will the big matryoshka take?” (Large cup). “Which cup will the little matryoshka take?” (Small cup). Evening came, and the nesting dolls went to bed, the big nesting doll puts clothes in a large closet, and the little doll in which closet? Which bed is the big one and which is the small one? The child answers the questions.
Game “Say it in one word”
This game forms the child’s understanding of generalizing words.
An adult asks the child to remember what the nesting dolls slept on? Where did they put their clothes? What did they sit on when they painted? An adult says: a bed, a wardrobe, a chair are furniture. He asks the child: “wardrobe, bed, chair - how to call these objects in one word?” (Furniture). “What kind of furniture do you have in your room (at home)?” The child lists pieces of furniture.
Adult: “The nesting dolls sat down at the table. There are cups, saucers, spoons - these are dishes. What kind of dishes do we have in our kitchen?” The child lists the dishes. “Our nesting dolls love to play. What do they need for this? The child answers: “toys.” “Tell me what toys you know? What are your favorite toys?
In the game, a difficult task often becomes accessible. Don’t refuse your child’s request to play, offer him the game yourself. Play games and develop your speech. I wish you success!
_______________________________________________
© speech therapist Elena Valerievna Tulaeva
A complicated version (for older preschoolers): before taking an object out of the bag, it is required to determine its shape (round, oblong), the material from which the object is made (rubber, metal, rag, wood, plastic), the quality of the surface (smooth, rough) , slippery, cold).
Game “Mail”, “Decorate the Christmas tree”, “Magic tree”, “Thematic lotto”, “Dominoes”
Game "Parcel"
Goals: Expanding the volume of the vocabulary, clarifying ideas about the characteristics of objects, developing coherent speech.
Equipment. Items, boxes according to the number of players.
Game "Analogies"
Goals: Activation of nouns with a general meaning, development of understanding of generic relations between words (development of the conceptual component of the lexical meaning of a word)
Game "Edible - Inedible"
Goals: Development of the ability to highlight the essential features of an object (edibility, animation, etc.), clarification of the meaning of generalizing words, development of auditory attention, general motor skills.
Game "I Know Five..."
Goals: Activation of words with a general meaning, development of understanding of generic relationships between words (development of the conceptual aspect of the meaning of a word).
Content. Children stand in a circle. The first player, who has the ball in his hands, begins the game with the word: “I” and passes (throws) the ball to the child standing next to him. The second player receives the ball, pronounces the following word: “I know” - and passes the ball further. Third player: "Five." The next child of the Insects. Then each move is accompanied by the naming of one insect until five words of this group are named. The game continues.
Ball game "Associations"
Goals: Expanding the volume of vocabulary, developing speech associations, general motor skills.
It is possible to conduct a game based on the material of a specific lexical topic (with or without support from pictures). In this case, the adult agrees with the child that he needs to come up with words on a certain topic (for example, on the topic “Dishes”). In this case, corresponding pictures can be presented on the typesetting canvas. Approximate lexical material: deep - plate; blue - pan; small saucer; transparent - jug.
Game “I collected in the garden...”
Goals. Expansion of vocabulary, development of auditory memory.
Content. The adult starts the game by saying the sentence: “I picked cucumbers from the garden.” The child repeats the entire phrase and adds the name of his vegetable: “I picked cucumbers and tomatoes from the garden.” The next player repeats everything said by the previous participant and comes up with a third vegetable: “I picked cucumbers, tomatoes and onions from the garden.” Players participate in the game until the first mistake. The winner is the one who remains in the game last. Depending on the lexical topic, the sentence changes in content: “I collected... in the garden,” “I put it in the closet...”, “I saw on the street...”, “He lives in the forest...”, “In the kitchen there is...” » etc.
Game “Say it with another word”
Goals. Formation of semantic fields, expansion of the dictionary of synonyms.
Ball game "Say the opposite"
Goals. Formation of semantic fields, expansion of the dictionary of antonyms.
Content. Children stand in a line facing the leader. The adult (leader) says the word and throws the ball to one of the players. The person who catches the ball must name the antonym (the word “enemy”) to the given word and return the ball to the leader. If the paired word is chosen correctly, the child takes a step forward. The winner is the one who quickly approaches the conditional line on which the leader is located. This child continues the game by inventing his own words.
Timely mastery of correct speech is important for the formation of a full-fledged personality of a child and his successful education at school. Children with general speech underdevelopment have difficulties in mastering the lexical patterns of their native language. Children with SEN experience particular difficulties in learning and using adjectives in their speech.
These lexical exercises will help enrich children's vocabulary with attribute words.
"Description of a person's appearance." Lexical topic: “Man.”
Instructions:
Listen to the poem and tell me what color your eyes and hair are.
Varikary eyes,
Vasya and Vera have gray ones,
At little Alenka's
Green eyes.
Brown hair
At the nimble Marinka's.
And the red curls
At little Galinka's.
And only at Lenochka’s
Brown braids.
"Guess the riddles." Lexical topic “Animals and birds”.
Instructions:
Find a picture-riddle and name the words-signs that helped you with this.
This bird knocks with its sharp beak.
(Woodpecker)
And with a red breast it flies to us in winter.
(Bullfinch)
This bird has huge eyes.
(Owl)
And this one is proud of its bright plumage.
(Parrot)
This animal has a fluffy coat.
(Squirrel)
This cocky guy is no joke to play with.
(Tiger)
Be friends with this one, he is huge, but kind.
(Elephant)
And this one is definitely your reliable friend.
“Describe the puppy.”
Instructions:
Listen to the poem and name the words that characterize the puppy. Name other words-signs that you hear in this poem.
Our cocky puppy
Barks loudly at the gate,
Because at the gate
A black proud cat walks.
Our puppy loves to play
Katya to kick the ball.
He is very playful
Our puppy is cute.
He is very cheerful with us,
Playful and funny.
Brave, affectionate, beautiful
My dear puppy.
"Correct mistakes".
Instructions:
Listen to the poem and correct the mistakes.
I wandered along the river (forest) path
And I saw scary (strange) pictures.
A fluffy (prickly) hedgehog rustles in the grass,
A red (gray) mouse sleeps in a hole,
Winged (horned) cow in the meadow
Chews salty (green) grass.
Game "On the contrary".
Instructions:
Listen to the poem and name the missing words.
I will say the word high,
And you will answer... (low).
I will say a distant word,
And you will answer...(close).
I'll tell you, cowardly
And you will answer... (brave).
I’ll also say cold,
And you will answer...(warm).
Then I'll say a short one,
And you will answer...(long),
Now I'll tell you the beginning
You answer...(end).
Ananyeva Anna Viktorovna,
teacher speech therapist,
MBDOU "Kindergarten No. 151",
Ryazan city