Oksana Anatolyevna Shvets
Didactic games for vocabulary development on the topic “Professions”

The development of speech activity is one of the most important sections of preschool pedagogy, and it is aimed at the mental development of the child. The better the speech activity of children is organized, the higher the guarantee of success in school education.

The implementation of the educational field "Speech development" in all age groups is carried out through direct educational activities, during the joint activities of the teacher with children, in play activities, during routine moments, as well as through the integration of this area with other educational areas.

Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with children's literature, listening comprehension of texts of various genres of children's literature; preparation for literacy training.

An important place in the general system of speech work is occupied by the enrichment of vocabulary, its consolidation and activation, which is natural, due to the fact that improving verbal communication is not possible without expanding the child’s vocabulary. Cognitive development, the development of conceptual thinking is impossible without mastering new words. Expanding children's vocabulary is one of the most important tasks of education. Clarification and expansion of vocabulary plays a big role in the development of logical thinking: the richer a child’s vocabulary, the more accurately he thinks, the better his speech is developed.

But in recent years, the number of preschool children with various speech disorders has been rapidly increasing. Among other things, there are shortcomings in vocabulary. Children do not know the meanings of many words, parts of objects, general concepts, names of baby animals, or people’s professions. They experience significant difficulties when choosing antonyms and synonyms. Numerous lexical substitutions are also observed. And, consequently, due to difficulties in choosing suitable words, coherent speech also suffers.

Poor vocabulary hinders full communication, and, consequently, the overall development of the child. On the contrary, the wealth of vocabulary is a sign of well-developed speech and an indicator of a high level of mental development. Timely development of vocabulary is one of the most important factors in preparing for school education.

It should be noted that in the process of developing vocabulary through didactic games and lexical exercises, preschoolers learn much more successfully those skills that are usually difficult to master in everyday communication.

Didactic games are used to solve all problems of speech development. They consolidate and clarify vocabulary, changes and formation of words, practice composing coherent statements, and develop explanatory speech. Verbal didactic games help the development of both specific and generic concepts, the development of words in their generalized meanings. In these games, the child finds himself in situations where he is forced to use acquired speech knowledge and vocabulary in new conditions. They manifest themselves in the words and actions of the players. Didactic games are an effective means of consolidating grammatical skills, as they provide the opportunity to practice the child many times in repeating the necessary word forms.

Game "Name the profession"

Target: develop the ability to form nouns from verbs, develop attention and dexterity.

Progress of the game.

The teacher throws the ball to the child and calls the verb: “Educates...” The child continues: “Educator.”

Bank of words: Teaches - ...teacher; builds - ... builder; loads - ... loader; guards - ... watchman; flies - ...pilot; dancing - ... dancer; sings - ... singer; sells - ...seller, etc.

There may be pictures on the board depicting people in these professions.

Game "What do they do with what?"

Target: consolidate children’s ideas about objects and their use in labor processes; the use of nouns in the dative case;

Progress of the game.

Pictures - tools - are laid out on the table, upside down. Children take turns taking, naming an object and telling what can be done with this object.

For example: the child takes a picture of a shovel and says: “This is a shovel. You can dig with a shovel.”

The game can be played in the form of lotto. The presenter takes a picture and describes the actions that can be performed with this item, and the children guess: “You can dig with this item (shovel). This item can be used to plan boards (plane).”

The game “Who needs what for work?”

Target: consolidate children’s ideas about objects and their use in labor processes; clarify and expand knowledge about professions.

Progress of the game.

Children are divided into two groups. At the teacher’s signal, you need to arrange the pictures - tools of labor to the picture - the desired profession. Then the children take turns explaining their choice. For each correct answer, the team receives a chip.

Game “Correct Dunno’s Mistakes”

Target: development of grammatical structure of speech; activation of vocabulary; development of auditory attention and thinking.

Progress of the game.

Dunno comes to visit the children. He says that he was at a construction site and saw a lot of things. Starts to say sentences. Children identify the mistake by ear and correct it.

Dunno:“They use a saw to hammer in nails.”

Children:“They hammer nails with a hammer.”

Money box: I use a brush to cut wood. I paint the walls with a hammer. The carpenter is driving the car. A painter works on a crane. A dump truck lifts loads.

Ball game “Building a house”

Target: consolidating the use of relative adjectives in children’s speech; development of attention, dexterity.

Progress of the game.

The teacher throws the ball to the child and says: “We’ll build a house out of brick, so what kind of house will it be?” Child: “Brick House”

Bank of words: house made of stone, house made of plywood, foundation made of concrete, windows made of plastic, door made of wood, hinges made of metal, lock made of iron, etc.

Game "Give me a word"

Target: develop logical thinking, attention, memory; learn to select words to rhyme.

Progress of the game. Children suggest words and finish the poem.

In the carpenter's bag you will find a hammer and a sharp... (knife). Any tool is available - a plane, and... (a chisel).

The pilot lifts into the blue sky... (plane).

He drove the goats out onto the mound, cheerful... (shepherd boy).

It's time to paint the rooms. Invited. (painter).

The circus performer knows how to prance, animals and birds. (train).

Every day he brings a newspaper to our house. (postman).

The roof is being painted in front of the children. (painters).

I fly dolls in the morning. I am today. (nurse).

I would be a pilot pilot

I definitely wanted to become

I was on a plane then

I would have reached Moscow... (Flew).

He is a very good master

He made a wardrobe for our hallway.

He is not a carpenter, not a painter.

Furniture makes. (carpenter)

He puts the bricks in a row,

Builds a kindergarten for the children

Not a miner or a driver,

He will build us a house. (builder)

Nails, axes, saw,

There's a whole mountain of shavings.

This is a worker working -

He makes chairs for us. (a carpenter)

Ball game “Say it differently”

Target: clarification and activation of the dictionary of synonyms.

Progress of the game.

The teacher calls the word and throws the ball to one of the children. The child who catches the ball must come up with a “word – buddy” for the one named, say this word and throw the ball back to the teacher. If the word is chosen correctly, the child takes a step forward. The one who quickly approaches the conditional line on which the teacher is located wins.

Bank of words: Work – (labor, business); house – (building, dwelling); road - (path, highway); worker - (worker, employee); teacher – (teacher, lecturer); huge – (large, gigantic); labors – (work); doctor - (doctor, doctor); pilot - (pilot, seamstress - (dressmaker).

Ball game "It's the other way around"

Target: clarification and activation of the dictionary of antonyms.

Progress of the game

The teacher calls out the words and throws the ball to one of the children. The child who catches the ball must come up with a word that has the opposite meaning, say this word and throw the ball back to the speech therapist.

Bank of words: Dress - (undress, raised - (lowered, throw - (catch, hide - (find,

put - (remove, arrived - (left, drove in - (left, built - (broke, input - (output, turn on - (turn off).

Ball game "Associations"

Target: teach children to select words - tools based on representation.

Progress of the game The teacher throws the ball to the child and names a profession, the child names an object that may belong to a person of this profession and returns the ball.

Bank of words: The janitor is a shovel, the salesman is a cash register, the doctor is a phonen-doscope, the cook is a saucepan, the painter is a brush, the hairdresser is a hairdryer, the driver is a steering wheel, the plasterer is a trowel, the artist is a canvas...

Game "Guess who I want to be?"

Target: develop auditory attention, thinking, coherent speech, update vocabulary on the topic “Professions”.

Progress of the game

The teacher invites the children to think about who they would like to be, to describe their profession so that other children can guess.

For example:

Child: I need the following tools: scissors, comb, razor, hair dryer.

Other children: You want to be a hairdresser.

Game "Lost Tools"

Target: improving the grammatical structure of speech, prepositional-case management.

The teacher suggests a situation: as if everyone present lives in the same house and the neighbor (teacher) needs some tools and comes to ask the neighbors for them. But there are no tools.

Progress of the game

The teacher throws the ball to the child and says: “We need scissors (hammer, nails).” The child answers: “No scissors (hammer, nails).”

Game "Explain"

Target: develop the grammatical structure of speech, word formation: teach understanding and interpretation of complex words.

Progress of the game

The teacher invites the children to explain from which words the names of professions are derived.

Bank of words: fisherman, lumberjack, woodcutter, fur farmer, horse breeder, vegetable grower, gardener, etc.

Game "City of Dwarves"

Target: strengthening the ability to form nouns using diminutive suffixes.

Progress of the game

The teacher invites the children to imagine that they find themselves in the city of gnomes. And all the objects there are very small. You can come up with a fairy tale, accompanying it with appropriate pictures:

“One day the children in kindergarten were playing wizards. And one boy remembered the magic words from the fairy tale and said them, and all the children and the teacher suddenly found themselves in the city of gnomes. All the objects around were so small that they could not be immediately seen. The guys and their teacher decided to take a walk around the town. They walk carefully so as not to step on anything. Suddenly they saw a house similar to Olin. But it was not a house at all, but a tiny (house). They came closer. Have you looked through the windows? No, these were not windows, but tiny (windows). Next to the house there was (show picture... a little blue bench. The guys decided to sit on the bench and think about how they could get back to their big city. They thought and got very hungry. And then they saw not far from the house (show picture)... a shop.

(You can come up with a continuation yourself at your discretion... Be creative)

“Who can’t do without them”
Goal: to consolidate children’s knowledge about materials, tools, equipment needed by people of different professions.
Progress of the game: the teacher shows the children the object, and the children name the profession of the person who needs it. It should be borne in mind that the same items are needed by people of different professions.
“What first, what then?”
Goal: to consolidate children’s knowledge about the sequence of work actions.
Progress of the game: the teacher asks to teach the doll to vacuum cleaner. He asks what needs to be done first, what then (plug in, then press the button, vacuum, press the switch button, pull the plug out of the socket). Offer children other work processes.
“What does Masha want to do?”
Goal: to clarify children’s ideas about certain labor actions; about materials, tools and equipment needed for work.

Progress of the game: the teacher addresses the children on behalf of the doll Masha:
- Masha asks me for a basin, a bucket of water and soap.
Submits the objects she calls to the doll.
- What do you think she will do? (wash). Right. And now Masha asks to give her a saucepan, milk, sugar, salt, millet. What is she going to do? (the doll wants to cook porridge). What is the name of the porridge? (millet).
Other work activities that require appropriate items can be considered in a playful form. Children are shown these objects; for older children, the teacher uses pictures depicting objects or simply lists these objects without showing illustrations.

"Who needs it"
Goal: to consolidate children’s ideas about objects and their use in labor processes. Introduce professions.
Progress of the game: the teacher shows the children various objects, asks them to name them and tell them when they are used and for what purpose (this is a ladle, the cook needs it to stir porridge, pour soup and compote).
"Guess what I'm doing?"
Goal: to expand children’s understanding of labor activities. Develop attention.
Progress of the game: the teacher and children join hands and stand in a circle. A child comes to the center of the circle. Everyone goes in a circle and says:
We don’t know what you’re doing,
Let's take a look and guess.
The child imitates actions not only with movements, but also with sounds (vacuuming the floor, sawing, driving a car, doing laundry, cooking food). Children guess the actions.
“Who needs what for work?”
Goal: to teach children to use nouns in speech. h. date case (knife, board, pan, ladle - needed by the cook, etc.).

“Name the item that is missing”
Goal: to teach children to select objects by analogy.
To the janitor - a shovel; to the seller - cash register
For the doctor - a phonendoscope; for the cook - a saucepan

"Who's doing what?"
Goal: to teach children to select as many verbs as possible for the name of the profession.
What is the doctor doing? - ...what is the cook doing? -...
What is the janitor doing? - ...what does the hairdresser do? -...

“Guess the profession from the description”
goal: to teach children to find relevant concepts. (cook - cooks; doctor - medicine, white coat, thermometer)

"Which one, which one?"
goal: to expand children’s vocabulary, teach them to select definition words for different types of professions.
What driver? – attentive, strong, focused...
What kind of cook? - dexterous, neat, attentive...

"Say it the other way around"
Goal: to teach children to select antonyms for words.
Good -... benefit -... buy -... dirt -...
Enter -... talk -... take -... litter -...
Help -... fix -... break -... early -...
Difficult -... fast -...

“Correct the mistakes in the sentences”
Goal: to train children in using sentences with the meaning of opposition.
The doctor prepares a delicious lunch for the guys. “The cook prepares a delicious dinner, and the doctor treats people.”

"I'll start, you continue"
Goal: to train children in using complex sentences.
A doctor treats people to...
A builder builds houses to...
A hairdresser cuts people's hair to...

"Small big"
Goal: to train children in the formation of nouns with a diminutive suffix.
Shovel - shovel, bucket - bucket...

"What comes out of what"
Goal: to train children in forming words by analogy.
Carrot juice – carrot juice; apple jam - apple...

“Name what’s extra”
Goal: to learn to group objects according to a certain criterion and highlight an extra object.
Rake, shovel, cart, ladle - ? The ladle is superfluous, because the janitor needs a rake, a shovel and a cart, but he doesn’t need a ladle for his work.

Gil Svetlana Alexandrovna
Murmansk region, Kirovsk.

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1 Didactic games to familiarize yourself with the outside world on the topic “Professions of People.” The purpose of studying the topic: to continue to expand children’s understanding of various professions, their names and types of activities. To cultivate respect for the work of adults, the desire to choose a profession and the need to work. Who does what? Target. Fix the names of actions performed by people of different professions. Progress of the game. Children take a picture of a person in a certain profession and say what he does. Cook (cooks food), doctor (heals people), teacher (teaches children), builder (builds houses), artist (paints pictures), pianist (plays the piano), writer (writes books), dressmaker (sewing clothes), laundress (washes clothes), cleaner (washes floors), salesman (sells goods), photographer (takes pictures of people), teacher (raises children), weaver (weaves fabrics), driver (drives the train), controller (checks tickets), typist (types on a typewriter), etc.

2 Who knows more professions Purpose. Teach children to correlate people’s actions with their profession, to form corresponding verbs from nouns (a builder builds, a teacher teaches, etc.). Progress of the game. Educator. I work in a kindergarten as a teacher. This is my profession. I teach you how to behave, play with you, draw, read you poems, stories, walk with you, put you to bed... This is my profession to educate you. What is Irina Vladimirovna’s profession? She is preparing lunch for us. That's right, cook. What other professions do you know? (Answers.) Every adult necessarily learns some profession. Having mastered it, he goes to work and performs certain actions. What does a cook do? (Children: The cook cooks, bakes, fries, peels vegetables.) What does the doctor do? (Examines patients, listens, treats, gives medicine, gives injections, operations.) What does a tailor do? (Cuts, bastes, flogs, irons, tries on, sews.) The teacher names other professions: builder, teacher, shepherd, shoemaker, and the children name actions. Pronounce it correctly. Target. Forming the correct pronunciation of sounds, consolidating the names of professions. Progress of the game. Learn pure tongue twisters or tongue twisters, jokes, so that when repeated, whistling and hissing sounds are clearly pronounced; - The watchmaker, squinting his eye, is fixing the watch for us. - The water carrier was carrying water from the water supply system. - The old watchman Tom is guarding the house. - The weaver is weaving fabric for Tanya’s dress. - The baker baked a bagel, a bagel, a long loaf and a loaf of dough early in the morning - The roofer Kirill roofed the roof crookedly. Grisha was invited to re-roof. - Porridge, porridge, yogurt, our cook Masha, instead of porridge, she prepared an omelette for lunch.

3 Professions Purpose. Fix the names of professions and actions that are performed by them. Progress of the game. You ask your child the question: “What does..?” and name a representative of any profession, and the child answers. At first, it is better to take professions from which the answer follows - a teacher educates, a baker bakes, a janitor cleans. Alternate well-known professions with unfamiliar ones, and at the same time tell about professions unknown to the child. It turns out interesting if you ask in a row “What does a doctor do?”, “What does a veterinarian do?” (make out the difference), and then also “teacher” and “scientist”. Sometimes you hear interesting versions from children. Give me a word. (Additives). Target. Develop logical thinking, attention, memory; learn to select words to rhyme. Progress of the game. Children suggest words and finish the poem. In the carpenter's bag you will find a hammer and a sharp (knife). Any tool available, either a plane or a chisel. Popov S.A. We must fight fire. We are brave workers. We are partners with water. People really need us. So who are we? (firemen). I would definitely want to become a pilot, then I would fly to Moscow on a plane (Fly). Delyanu Liviu The pilot lifts (the plane) into the blue sky. Stepanov V. Kicked the goats out onto a merry hillock (shepherd boy). Demchenko G. But our painter does not come into the house with a brush and a bucket: Instead of a brush, he brought a mechanical one (pump). Baruzdin S. So that people do not get wet in the rain A roofer covers (a house) with iron. Baruzdin S. White sawdust is flying, flying from under the saw: This is a carpenter making frames and (floors). Baruzdin S. Every day he brings a newspaper to our house... (postman).

4 In front of the children they are painting the roof... (painters). I fly dolls in the morning. Today I... (nurse). Shigaev Yu. It's time to paint the rooms. They invited... (painter). Baruzdin S. The circus performer knows how to prance, animals and birds... (train). The future cabin boy brought us some southern fish... (sailor). didactic games to familiarize children with professions “Who needs what?” Goal: to teach children to relate tools to people’s professions; name the relevant professions, objects and their purpose. Game rules: name the profession in accordance with the subject of work, explain the purpose of the subject. Game actions: searching for the necessary items. Equipment: on the teacher’s table there are toys for the work of people of different professions: a set of medical instruments; a set of kitchen utensils; hammer, nails, wrench from a children's construction set; large pictures depicting people of different professions (pictures and objects of relevant professions are selected). Progress of the game: the teacher invites one participant at a time to his table. The child takes an object and names it. The rest of the children must name who needs this tool and what they can do. The called child places the tool next to the picture depicting a person of the corresponding profession. The game continues until all the tools are named and laid out. Possible

5 games using only pictures depicting people of certain professions and tools. “From word to word” Goal: to teach children to consistently name objects of labor and select a picture depicting a person of the corresponding profession. Game actions: sequential naming of objects depicted in the pictures, guided by dotted arrows, naming and selection of pictures depicting people of a particular profession. Game equipment: cards divided into squares depicting objects of labor; the squares are sequentially connected to each other by a dotted line ending with an arrow that abuts an empty square; In this square you need to put a picture of a person who needs these things for work. Progress of the game: the child names sequentially the objects depicted in the pictures, and at the end finds the desired image of a person of the corresponding profession. “Let's dress the doll for work” Purpose: to teach children to correlate work clothes with a person’s profession, to name the corresponding professions. Game actions: search for the necessary items of clothing in accordance with the named profession. Game equipment: on the teacher’s table there are flat images of work clothes for dolls, on stands there are flat images of dolls: boys and girls, 1-2 pictures each depicting various tools (for different professions). Progress of the game: the teacher tells the children that the dolls are going to work, everyone must dress in a work suit. Children can guess who each person works from the picture that lies next to the doll. This picture shows an item that is needed for the job. Children take turns coming up, looking at the picture, choosing clothes and calling the appropriate profession. Then the adult asks the children to close their eyes, confuses items of clothing, rearranges pictures, etc. Children correct mistakes. The game is repeated several times. The game can be played with dolls for which different work suits are specially made.

6 “Going to work” Purpose: to teach children to navigate the space of the room, to find their place in accordance with visual landmarks - pictures depicting professional symbols. Develop attention and memory during this game. Game actions: moving around the room (depicting a car ride) and finding a chair or place with the corresponding professional symbols (picture). Equipment for the game: on the teacher’s table there are “rudders” (circles in the middle of which people of different professions are drawn), in different places of the room there are chairs, on them there are pictures depicting tools. Progress of the game: the teacher invites the children to his table, everyone can choose a profession, take the steering wheel and go to work, to do this you need to carefully look at the chairs and choose a picture with a tool suitable for this job. The game is played several times, the teacher rearranges the pictures on the chairs, and the children must find their place again. Then the children change hands (professions), and the game is repeated. “Getting ready for work” Goal: to teach children to select tools for people of different professions. Clarify and consolidate children’s knowledge about the work of adults, use this knowledge in the process of role-playing games. Game actions: finding the necessary tools, putting them in suitcases standing next to the dolls in work suits. Game equipment: dolls in work clothes, suitcases (volumetric or flat with slots for pictures), sets of toy tools or sets of pictures depicting tools. Progress of the game: toy instruments are laid out on the table, the teacher asks to collect the dolls for work. You need to select toys or pictures by looking at your work clothes.

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Before school, a child must have an idea of ​​professions, be able to make sentences and build associative connections that he can justify. In addition, the preschooler should already have an understanding of letters, he can read syllables and understand what he reads.

The tasks are aimed at consolidating the existing knowledge of preschoolers, as well as practicing new concepts and preparing for classes at school.

Task 1. Name your profession by letter

Target: practice knowledge of letters in the alphabet; expand your vocabulary.

Materials: cards with letters written on them.

It is advisable to complete the task in a group of children. The preschooler draws out a card, names the letter and the profession starting with it. It is guaranteed that there is such a word for each letter, but if he cannot remember, he can use a word in which the letter is the second, third, and so on.

Task 2. Who did I wish for?

Target: teach to use vocabulary; develop imaginative thinking.

The task has a stronger effect when working in a group. In turn, each person thinks about a profession and imagines himself in its role. The task of the others is to guess, based on the presenter’s descriptions, what exactly he wished for. The presenter is constantly changing.

Task 3. He, she.

Target: introduce the concept of gender; strengthen word formation skills.

The adult begins a phrase like “He...” and names the profession in the masculine gender. The specialty must be selected in such a way that a female equivalent can be compiled without semantic errors. Sometimes, to test a preschooler’s attentiveness, you can include words that can be attributed to both genders: doctor, photographer, baker, composer. Or those that can only be used in one gender: artist, artist; nurse, nurse; waiter, waitress; teacher, teacher.

Task 4. If it weren’t for...

Target: Cultivate awareness of the importance of each craft.

The conversation leads to what would have happened if there had not been a certain craft. A preschooler must express his own thoughts as fully as possible, while simultaneously using both hemispheres of the brain. The sentence begins with the phrase “if there were no builders...”.

Task 5. I want to be!..

Target: develop preschoolers' ideas about what activities will be required to obtain a craft.

The child talks about what he would like to become. You can also give out cards with specialties drawn on them. Then the adult asks leading questions, to which the preschooler must give a detailed answer.

Task 6. One is many.

Target: improve word formation processes (in particular, plural formation).

The adult gives the name of the profession in the singular; the preschooler’s task is to agree on the word in the plural.

One doctor - many... (doctors).

One doctor - many... (doctors).

One nanny - many... (nannies).

One driver - many... (drivers).

Riddles on the topic

Municipal budgetpreschooleducationalinstitution

children'sgardencombined type№ 36" Sparkle» citiesYelabuga

Card index of didactic games.

“All professions are needed, all professions are important”

Compiled by:

MBDOU kindergarten teacher

combined type No. 36 “Sparkle”

Mardanova O.V.

Elabuga, 2015

Profession "Doctor"

Doctors are very smart and kind people, they know a lot about every disease, about every medicine. They help people who are sick.Then let's start our tour and get to know those who work at the clinic.

White robe,
studying look:
- Are there any complaints?
Come in a row!

Profession "Cook"

A star sparkles in the sky,

The mustachioed cat sleeps in a ball,

Only the cook can’t sleep -

The cook gets up after dark.

The porridge gurgles lightly,

And the scrambled eggs sizzle,

And to the delicious noise and hubbub

Appetite enters the bedrooms.

We'll sit together in the dining room,

Like a huge family.

I'll be a cook in the dining room -

That's what I decided myself!

Profession "Firefighter"

Any of us can put out a fire or even a towel on fire in the kitchen. But when trouble happens - a real fire, who will help? Of course, firefighters. Only they can put out the fire quickly and correctly! Do you remember which phone number to call in case of fire? That's right, 01!

In fire and smoke
He walks in the heat
Saving people
And houses from fire!

Didactic games.

Didactic game "Flammable objects".
Target: teach children to find among dangerous objects those that very often cause a fire. Develop logical thinking. Explain why you chose these particular items. Correctly arrange the cards into two groups.
Preparation: It is necessary to select pictures depicting flammable and ordinary objects, or print the proposed ones.
1 game option: cards are divided between players, cards must be divided into two groups: flammable items and items that do not pose a fire threat.
Game option 2: The teacher lays out several cards in front of the players, among which the bulk of flammable (or, conversely, non-hazardous) items. The players' task is to find the extra item.

Didactic game “What is useful in case of fire.”

Target: teach children to find an object that can be useful to a firefighter when putting out a fire. Explain your choice. Develop logical thinking.
Preparation: It is necessary to prepare pictures depicting items that may be useful in a fire and items that are not needed in a fire, or print out the suggested ones. Prepare playing fields on which players will place cards.
1 game option: "Loto". The leader and 2 players play.
Game option 2: played by 2 players. The cards are divided equally between the players, each player chooses suitable ones from their cards (for example, those that will be useful in a fire). Cards that do not suit the player must be exchanged with the second player. You can exchange them in the following way: explain why this or that item is needed (or why it is not needed) in case of a fire.

Role-playing game “We are firefighters”

Tasks: Introduce children to fire safety rules; promote the development of prudence and caution; develop communication skills in the game, form concrete ideas about construction; cultivate a desire to help others.
Roles: firefighters, dispatcher, doctors, nurses, doctors, victims of the fire.
Game actions: the fire department receives a call about a fire, there are victims, and medical help is needed. The dispatcher reports the call to firefighters, calls the ambulance station and reports victims in the fire.
Firefighters put on special clothing (helmets, badges, etc.), go to the fire, take the victims out, take out a hose and put out the fire.
An ambulance arrives at the scene of the fire. Doctors and nurses are examining the victims, some are being taken to the hospital.

Profession "hairdresser"

Give me scissors, a comb,
He will do your hair.
Hairdresser for sure
Will give you a modern haircut.

Didactic games and exercises

Let's show the doll how a hairdresser works

Goals:

Clarify knowledge about the work of a hairdresser;

Continue to formulate the idea of ​​​​the need to maintain a clean body and a neat appearance.

Equipment: 2 dolls, attributes for playing hairdresser.

Contents of the game.

The teacher brings a large doll, which says that it came from another kindergarten, where the children do not know how to play hairdresser. The teacher asks to help the doll, tell and show how to play this game.

The teacher clarifies with the children what items are needed, how to prepare the place for the game, and offers to explain and show the actions of the hairdresser. The scope of actions depends on the children’s corresponding ideas.

Let's make beautiful hairstyles for the dolls

Goals:

Strengthen hair care skills;

Specify the names of the items required for this;

Form the concept of “neat appearance”.

Equipment: dolls with hair of different lengths, hair care items.

Contents of the exercise.

The teacher draws the children's attention to the unkempt appearance of the dolls (they are without socks and shoes, their hair is not combed, etc.), asks them to tidy them up and do their hair. She clarifies what items are needed for this, draws attention to the fact that the dolls’ hair is of different lengths, so their hairstyles should be different. The teacher suggests remembering what hairstyles can be made from long and short hair and shows some techniques; The children continue to work.

Choose a bow by color

Goals:

Practice tying a bow;

Reinforce knowledge of primary colors;

Continue to form an idea of ​​neatness and neatness.

Equipment: dolls in dresses of different colors, bows of different colors.

Contents of the game.

The teacher draws attention to the fact that the dolls have an unkempt appearance and suggests tying bows for them, but matching them to the color of their dresses.

Profession "Teacher"

The bell rang loudly

Lesson started in class

The student and the parent know

Will teach a lesson.

(teacher) .

Didactic games

« Determine the profession by subject ».

Goal: To consolidate an understanding of the purpose and functions of objects of labor, the ability to group them by method of use.

Procedure: Children take turns taking out objects from the bag (ladle, cotton wool, coins, comb, paint, threads, syringe, etc., which are necessary for one or another professional activity. Task: for the object, name the profession in which it is used.

“Who works where? »

Target : to clarify children’s ideas about where people of different professions work, what their workplace is called.

Kindergartener;

school teacher;

doctor - in a hospital, clinic, kindergarten, school;

cook - in the kitchen, dining room, restaurant, cafe... etc.

"Correct the mistake"

Target : teach children to find and correct mistakes in the actions of people of various professions.

The cook treats, and the doctor cooks.

The janitor sells, and the seller sweeps.

The teacher cuts the hair and the hairdresser checks the notebooks.

The musical director does the laundry, and the laundress sings songs with the children... etc.

“Who needs what for work? »

Target : expand and clarify children’s ideas about the objects of the surrounding world (materials, tools, equipment, etc., necessary for work by people of different professions.

The teacher - a pointer, a textbook, chalk, a blackboard...

For the cook - a saucepan, a frying pan, a knife, a vegetable cutter, an electric oven...

The driver - a car, a spare tire, gasoline, tools...

Art teacher - brushes, easel, clay, paints. etc.