Making an educational game with your own hands
Making a didactic game for kindergarten children is not at all difficult. The main thing is to decide what kind of game you want to make and what type: printed or object-based.
The pupils' parents will be happy to help make the attributes for playing with the doll (clothes, furniture). Mothers and grandmothers will knit hats and scarves, sew dresses and coats. Dads will make armchairs, sofas, cribs. Doll furniture can be placed on a rug or on a shelf, but it is better to put clothes and shoes in a spacious box, for example, a shoe box, and make a bright, beautiful inscription.
Games with plastic bottle caps, clothespins, and laces are becoming increasingly popular. Templates for them can be found and printed on the Internet, and then choose clothespins of the desired color. These are the games “Hedgehog”, “Fir-tree”, “Sunshine”, “Pick up feathers for the cockerel”, “Fix the car” and others. They serve to develop dexterity and coordination of finger movements, cultivate perseverance, concentration, attention, and allow you to fix colors and shapes of objects.
Photo gallery: games with clothespins, laces and lids
This simple and cute caterpillar is easy to make yourself.
The basis for clothespins can be a hedgehog, a sun or a ladybug
Children will willingly make a tail for a parrot or a fish out of clothespins, or rays for the sun
In the shoelace game, small pieces are attached to a large background
The variety of uses for plastic bottle caps is limited only by the teacher’s imagination
You can invite children to put “berries” from lids into baskets
Video: didactic game for recognizing different sounds
Taking into account some of the characteristics of young children and showing creativity and imagination, a preschool teacher can diversify the activities of his charges not only with fun, entertaining games. The teacher certainly uses in his work didactic games that teach new things, develop fine motor skills, cognitive and speech abilities, and cultivate kindness, humanity, love and interest in the world around him.
Organization and structure of didactic games in an early age group
Organization of the game includes:
- preparation for the
- direct gaming activity,
- analysis.
When preparing the game, the teacher must:
- select it, guided by the set goals and objectives,
- choose a convenient place and time (during organized educational activities, walks, morning reception) for the game,
- determine the number of participants,
- prepare materials, equipment,
- think about the course of the game, methods of managing it (showing, explaining),
- carry out preliminary work with children.
Timing game plan
The didactic game goes through the following stages:
- Introductory part (1–2 min). Children are briefed on the content of the game and shown the didactic material that will be used in it.
- Main part (6–7 min). Message of the game task and rules of the game. For the little ones, the rules are extremely simple, and their explanation does not take much time. If not all children understood the rules immediately, the teacher explains them again as the actions are performed.
- Show game actions. It should be clear, understandable, and can be repeated during the game.
- Performing play actions by children under the direct control and participation of a teacher, who not only seeks interaction between the child and an adult, but also directs children to interact with peers.
A didactic game in a group of children of the third year of life can last on average 8–10 minutes, but this framework is not strictly limited. If children's interest in the game is great, then it is extended, developed, and it can last up to 15 minutes. Having noticed that the children are tired and distracted, the teacher has the right to end the game earlier.
After the game, the teacher analyzes its progress and results: what worked, what didn’t work, what techniques turned out to be the most effective and helped achieve the goals. Children's individual preferences in the game should also be noted and taken into account in subsequent games.
Analysis of the game helps the teacher modify it in the future, enrich it with new material.
Table: example of a summary of a didactic game in the first junior group
| Author | Shevtsova E.A. |
| Name | "Funny Bugs" |
| Game objectives |
|
| Materials | Images of a black beetle, a sun beetle, circles and squares in black and red, musical accompaniment. |
| Introductory part | The teacher draws the children's attention to a large black beetle (image) on the rug. Tell us, black beetle, why it suddenly came to us. The beetle moves its mustache and says to the kids: I’m a little bored, I’ve lost my kids. Could you guys find my children? And then you and I together will have fun playing. V.: Let's look for where the black beetle babies are hidden. |
| Main part | Q: Guys, what color is our beetle? (Black). What shape is it? (Round). This means that his children are black and round. Let's see if they are here on the lawn. A “lawn” (green cloth or paper) is placed on the table, and on top of it are geometric shapes, circles and squares in black and red. Children choose black circles. Q: Why did you decide that these were the babies of our beetle? (They are round and black). Let's take the kids to the big bug. How many big beetles? (One). What about the little ones? (A lot of). What color are the beetles? (Black). And now the bugs want to have fun with us. Music sounds, children perform voluntary movements, holding beetles in their hands. V.: Well, we played with the bugs. Now let’s put them on the grass and let them rest next to the big beetle. (Children lay out circles on a green background). While we were dancing, another beetle flew towards us. (The teacher puts a picture of a ladybug on the easel). What colour is he? (Red). Let's find his kids too. Children are looking for red circles. V.: Oh, how happy the bugs were and wanted to fly high, high. And then they sank down, flying low, near the ground. And high again! (Children repeat the movements with the bugs after the teacher). Let's put the bugs near their mother, they miss her. And then we'll play with our bugs some more. |
| Final part | Q: Guys, who came to visit us? What color were the beetles? Were they square or round? Have you found any baby beetles? (Children's answers). Yes, you did it, well done! |
Important aspects of the theory
In kindergarten, pupils play not only for pleasure and entertainment, they learn useful knowledge and skills, develop, learn to be good friends, love nature, and respect others. Didactic (educational) games are designed to give children information that they cannot learn on their own only on the basis of observations and reproduction of environmental phenomena in a regular game. The main goal of the didactic game is the mental development of the child.
In an educational game, a child will learn knowledge that he cannot gain during a regular game.
Play is the leading activity in preschool age. In the process of gaming activity, knowledge of the surrounding world occurs.
Objectives of didactic games
The main objectives of didactic games arise from their content, that is, they depend on the type of game. Depending on the content, didactic games at an early age can be:
- on the formation of sensory standards (color, shape, size),
- on the development of fine motor skills (movement of fingers, palms),
- on speech development (replenishment and activation of vocabulary),
- to get to know nature,
- for familiarization with the objective world.
In addition, didactic games solve a number of other problems:
- development of communication skills, interaction with peers,
- moral education of children,
- development of cognitive processes (attention, memory, thinking).
Techniques
When conducting a didactic game with children in a nursery group, the most appropriate techniques are:
- sudden appearance of objects, toys,
- making and guessing riddles,
- reading small folklore forms (rhymes, songs),
- creating game situations (the doll is sick, wants to sleep, wants to eat),
- playing with toys, objects (“Wonderful bag”),
- surprise (you need to find a hidden object),
- changing the location of toys (bunny on the table, behind the closet),
- showing objects in different actions (the doll sleeps, walks, eats),
- demonstration to adults of the sequence of game actions,
- elements of dramatization (children imagine themselves as animals, carriages of a steam locomotive).
It is important. In the younger group, the teacher explains the rules in detail and plays with the children.
Types of didactic games and requirements for their implementation at an early age
It is necessary to properly organize and systematically conduct didactic games from the very first stay of the child in kindergarten. The following general requirements are imposed on the organization of didactic games in the first junior group, based on the psychological characteristics of the pupils:
- The game must be appropriate for the children's age and software requirements.
- Participation in the game must be voluntary. Practice shows that children usually readily respond to a teacher’s offer to play, made in an emotional, friendly tone. If the child categorically does not want to take part in the game, he should be left under the supervision of an assistant teacher, play the game with the other children, and then find out the reason for the refusal. Perhaps it lies in poor health or mood.
- Young children have very developed imitation. Verbal instructions and explanation of rules at an early age are not enough. Mandatory supervision of the game by an adult (educator) is required. It shows how to play, the sequence of actions.
- The game is built with indispensable reliance on the personal experience of children. You should not take unfamiliar objects, otherwise the kids will be distracted from the game, start looking at them, and the most timid ones will simply refuse to play.
- Unlike older children, in whom frequent changes of games are encouraged, with young children it is preferable to play familiar games with gradual complication. Frequent repetition of already familiar actions gives children a feeling of comfort and self-confidence.
- The game should be simple enough for the child to complete the game task, that is, it is necessary to create a guaranteed “success situation.” This will encourage the child to continue to actively participate in games.
- An upbeat mood and a positive emotional background are very important. Young children are praised not for their results, but for their participation in the game and their efforts. Rewards must be present during every game.
Games with objects
Since the main type of activity of children at an early age is object-based, and children think based on actions, a large role at an early age is given to playing with objects (toys, dummies, natural materials). When planning object games with the youngest students, the teacher should think through the following points:
- Organizing a place to play. If the game is played while sitting, it should be one or more tables put together so that all participants in the game and the teacher can sit comfortably at it. If the game takes place in the form of a journey, it is necessary to carefully prepare a “route” with stops, one or two, and remove from the children’s route all bright, large, distracting objects and toys that are not related to the game.
- Selection of materials. Objects, natural materials, toys must be completely safe. Children of the third year are not recommended to play with beans and peas; it is better to give them chestnuts, leaves, large durable shells, unpainted wooden chocks, and blocks. They have a beneficial effect on the child’s psyche and have great developmental potential when playing with colored and regular sand, semolina, and millet. Kids can bury and look for objects in them, sprinkle them, and draw patterns.
Playing with objects is of greatest interest to kindergarten children
Board-printed games
Printed board games are more complex; in them, the child needs to “switch” from an object to its image, that is, to use abstract thinking. There are also some features that need to be taken into account:
- Images of objects and creatures in games for young children should correspond as much as possible to natural ones, have colors, proportions, and parts characteristic of real objects.
- The increase in complexity must be combined with the principle of accessibility. That is, by giving the child material that is understandable, when the game is repeated, the task becomes more complicated. For example, in the game “Fold the Picture,” an image familiar to children is taken (a kitten, a house, a steam locomotive), but first the kids put the image together from 4, then from 6, and later from 8 and 12 parts.
Board and printed games require increased attention and logical thinking from children
Word games
Word play is most difficult for young children because their speech is not sufficiently developed, as is the pronunciation of sounds and memory. At first, kids can perform only the simplest tasks (repeat heard sounds, imitate familiar ones), and by the end of the year they have access to games to form new words, compose short sentences, select simple words to describe the quality of an object (“Name it affectionately,” “Which one, which one?” ", "Describe what you see"). Verbal didactic games at an early age perform the following tasks:
- contribute to the formation of correct sound pronunciation,
- develop coherent speech,
- activate the child’s existing vocabulary,
- contribute to enrichment, replenishment of vocabulary,
- learn to listen and perceive speech, answer questions,
- develop voice strength, speech rate, speech breathing.
Verbal play can also be active; during it, children will willingly pronounce imitative words that require practice.
There are also requirements for conducting verbal games with young children:
- The teacher’s speech is a model for the child. It must be competent, correct, and emotionally charged.
- The teacher must have expressive speech, be able to speak at different tempos, quietly and loudly, but at the same time clearly.
- The game is always played using visual aids (illustrations, objects, subject pictures). When playing word games on walks, you can use natural objects as visual aids: trees, sky, flowers, etc.
- It should be taken into account that in winter it is not advisable to conduct verbal games in the open air, so as not to overcool the children’s vocal apparatus.
Table: card index of didactic games for young children
| Focus | Name | Game objectives | Rules of the game | Materials, equipment | How to play |
| Getting to know your surroundings | “Let's meet a new doll” (adaptation game) |
| State your name clearly. |
| The teacher shows the children a beautiful, elegant doll who came to the group and wants to meet them. Children take turns telling the doll their names, together with the teacher they examine its outfit, praise it, and then treat it to tea and sweets. |
| "Our toys" |
| Name how they play with this or that toy. | A variety of toys already familiar to children, including 1–2 broken ones. | Children take turns taking the toy, examining it, and talking about how they play with it. The teacher pays attention to the broken toy, discusses with the children what could have happened to it, and together with the kids comes to the conclusion: toys need to be taken care of, not thrown, folded carefully, and they will not break. | |
| “What’s missing?” |
| Close your eyes together, wait until the object is removed, and only then name it. |
| The teacher puts 3-4 objects in a row, invites the kids to look at and touch them, determine the color, size, etc. Then he asks the children to close their eyes and removes one object. At a signal, the children open their eyes and try to determine what is missing. The game can be played as part of a lesson on a relevant topic (to consolidate knowledge about vegetables, fruits, dishes). | |
| “Let’s feed the doll lunch” |
| Set the table together, do not take items from each other. |
| The teacher tells the children that the doll wants to eat. From the toys that are in the play area, children choose a table and a chair, together they cover the table with a tablecloth, arrange the dishes, and seat the doll. The teacher repeats the rules of behavior at the table. The doll “eats” (improvisation by the teacher), wipes its mouth with a napkin, and thanks the children. When setting up a doll “dining room,” it is necessary to encourage children to name objects, their shape, color, and purpose. (This is a cup, it is white, the doll will drink tea from it). | |
| "Shop" |
| To get a picture, you need to loudly and correctly name what is depicted on it. | Subject pictures depicting dishes, clothing, food, toys. | The teacher plays the role of the seller, the children are the buyers. Subject pictures are arranged in rows on the flannelgraph so that all children can see them clearly. Children name the depicted object, receive a picture, and put the picture in a basket or purse. After all the pictures have been sorted out, the teacher offers to see who bought what. The kids take out and re-name their “purchases.” | |
| “Let’s dress the doll for a walk” |
| Select clothes and shoes for the doll according to the season. |
| One of the children's favorite dolls asks to be taken for a walk. The teacher invites the kids to help the doll and dress it. At the beginning of the year, children put on the doll items of clothing already selected by the teacher, and in the second half of the year they themselves select the necessary items of clothing and shoes. | |
| "Find a Pair" |
| A set of paired pictures: Santa Claus and a Christmas tree, a dog and a booth, a bird and a nest, a baby and a rattle. | The teacher shows the children pictures (mixed) and asks them to teach the doll to put them in pairs, finding a common connection (association). Children form pairs of pictures, the teacher encourages the kids to make statements: why these particular pictures were paired, how they are connected. | ||
| "Find the odd one out" | To develop children’s logical thinking, the ability to establish the general property of objects in a group and to identify the one that does not possess this property. | Wait your turn, do not interrupt other children. | Strips depicting four pictures, one of which does not belong to the general group (an item of clothing among furniture, dishes among toys, etc.) | The teacher invites the kids to look at the strips with pictures and find what is superfluous here and explain why. The game is suitable for individual work. | |
| Getting to know nature | "Wonderful bag" |
| Do not remove fruits and vegetables from the bag until you guess what it is. | A bag made of thick fabric, vegetables and fruits or their dummies. | The teacher brings a beautiful bag to the group and tells the children that gifts from forest animals are hidden in the bag. And you can get the gifts only when the children touch them and guess what is hidden in the bag. Children take turns putting their hand into the bag and feeling the vegetable or fruit, trying to guess it. |
| "Our friends are animals" |
| Choose animal food from what is offered and carefully place it in front of the animal figures. |
| To motivate children to play, the teacher reads them riddles or short poems about animals and invites them to go on a trip to their grandmother's yard to help her feed the animals. On a separate table there is a “grandmother’s yard”: animals on a model of the yard, with pictures of food laid out around it. Children, under the guidance of a teacher, first look at the animals and remember who eats what, and then find the necessary pictures and lay them out in front of the animals. | |
| “Who called?” |
| Listen carefully and quietly to the voices of animals, clearly name the animal. |
| Children sit on chairs in front of a screen. The teacher reports that animals came to visit them, but they hid. Kids must guess the “voice” of the animal, and it will come out to them. The teacher imitates mooing, barking, meowing, each time placing the desired animal behind the screen. When the children guess, the animals “come out” and line up in front of the screen. Then the teacher offers to repeat the names of the animals and play with them (children’s creative director’s play). | |
| "Find the Cubs" |
|
| Figures of animals and babies or pictures of them. | The teacher places figurines of adult animals on one table (or in one part of it), and their babies on the other. The children look at the figures, and the teacher reports that the cubs are lost and are looking for their mothers. Children need to find small animals and “bring them” to their mothers. | |
| Formation of sensory standards (color, shape, size) | "Girlfriends for Matryoshka" |
| You need to look for a girlfriend by size, comparing your nesting dolls with your friend’s toys. | Three nesting dolls of three sizes (different colors) for each child. | The teacher seats the children in pairs, gives each a set of nesting dolls, asks them to look at them and arrange them by size: largest, medium, small. Then he reports that the nesting dolls are looking for girlfriends: the big ones want to make friends with the big ones, the small ones with the little ones, the medium-sized nesting dolls with the same ones. Children match the nesting dolls and form pairs. If the nesting dolls are chosen incorrectly, they become “sad,” and the teacher invites the kids to correct the mistake and make the correct pairs. |
| "Colorful balls" |
| Take one ball at a time and “give it” to the doll in the appropriate dress. |
| The dolls are seated on chairs in a row, next to each doll there is a basket, at a distance of 1.5–2 m from them there is a table with a tray on which small balls of different colors are laid out. The teacher draws the children's attention first to the dolls and their outfits, then to the balls. Makes a riddle about a funny ball. Invites each child to take a ball, determine its color and “give” the ball to a doll whose dress color matches the color of the ball. | |
| "Find the figure" |
| Do not shout, but clearly pronounce the name of the figure. | Geometric shapes of different colors and sizes (circle, triangle, square). | A guest (bunny, doll) comes to the children and brings geometric shapes in a basket. The teacher takes the figures out of the basket one by one and asks the children to name them. Then the figures are laid out on the table, and the children, at the request of the character, find a blue square, a red circle, etc. | |
| “Close the windows in the house” |
| Choose such figures that they cover the windows completely, do not scatter the figures. |
| The teacher shows the children houses with mice in the windows. To hide the mouse from the cat, you need to close the window in the house with a figure of the appropriate shape and color. | |
| Speech development | "Name what you see" |
| Answer one at a time, carefully look at the picture. |
| The teacher invites the kids to watch TV, but not just TV, but with interesting pictures. Pictures depicting actions appear on the screen one by one. The teacher clearly names the action and object, and the children repeat. When the game is repeated, children's independence increases: they name actions and objects first by a phrase, then by a sentence. |
| "Cars" |
| Leave the “garage” at the signal, do not shout too loudly. | Steering wheels or medallions with images of cars. | The teacher invites the kids to “ride cars” around the group or area. Children stand in a row (in the garage). When the teacher raises the flag, the children move in a circle, loudly saying “Beep-beep”, “Too-too”, “R-r-r”, imitating the sounds of cars. | |
| "Train" |
| Do not bump into each other, perform actions together with everyone. |
| The teacher shows the children an illustration, reminds them that the train has a little engine (in front), and cars roll behind it, and invites them to play train. At first, the role of “driver” is played by the teacher, and by the end of the year, by the children. The kids stand in a row behind the teacher and move, repeating “Chuh-chuh, tu-tu” with different voice strengths and at different tempos. When the train stops, everyone says “Shhh.” At the bus stop, you can complete a creative task: imagine yourself as a bunny, a moth, etc. | |
| "Find out by description" |
| Do not shout, wait until the riddle is solved. |
| The teacher lays out pictures, figures, objects on the table or on a flannelgraph and asks a riddle. Children guess it, find an object or image that provides a clue, and show it to all their friends. | |
| "Rain" |
| Droplets and a cloud of paper. | The teacher shows the kids a cloud with droplets and informs them that it is going to rain. At first the rain comes slowly, rarely “Drip...Drip...”, then more often, stronger “Drip-drip-drip!” Then the teacher invites the children to show how slow rain drips, fast, quiet, loud. |
Games-activities with didactic material.
Continue to enrich children's sensory experiences. Develop the ability to distinguish objects by size: with the help of an adult, assemble a pyramid of 4-5 rings (from large to small), of 4-5 caps.
Develop the ability to select lids (round, square) to boxes and caskets of appropriate shapes; collect double didactic toys (matryoshka dolls, barrels), make cut pictures from two parts (pyramid, apple, etc.).
Practice matching planar figures (circle, square, triangle, rectangle) with the holes of the teaching box.
Conduct didactic games to develop auditory attention (“Who lives in the house?”, “Who called us?”, etc.).
Develop the ability to distinguish four colors (red, blue, yellow, green); at the suggestion of an adult, select objects of a certain color.
Use special teaching aids: help children correlate the color and shape of mushrooms and bushings with the color field, planar and three-dimensional objects with the shaped holes of boxes and tables. Provide the opportunity to independently play with educational toys, small and large building materials.
Games and activities with building materials (tabletop, floor). Continue to introduce children to some forms (cube, brick, prism, cylinder), “objectifying” them (cylinder - column, pipe).
Introduce methods of construction - applying, overlaying. Encourage children to play with buildings together with an adult and use story toys for games.
To develop the ability to use familiar forms of building materials and elements of plastic construction sets when constructing their own various buildings.
In the summer, play with natural materials while walking. Combine sand games with games with building materials, water games with story games. Develop the ability to lay out pebbles, shells, and cones depicted by adults on the sand.
Musical education.
Create a joyful mood in children by singing, moving and playing to music.
Evoke an emotional response to music using a wide variety of techniques (gestures, facial expressions, singing along, movements), the desire to listen to musical works.
Repeatedly repeat with children the works with which they were introduced earlier (in the first year of life and during this year).
Begin to develop musical memory in children.
Arouse joy from the perception of a familiar piece of music, a desire to listen to it to the end. Help to distinguish the timbre sound of musical instruments (pipe, drum, accordion, flute), show the instrument (one of two or three) on which the adult performed the melody.
When singing, stimulate children's independent activity (onomatopoeia, singing along with words, phrases, simple chants and songs).
Continue to improve movements to music, learn to perform them yourself.
To develop children’s ability to listen to music and, with a change in the nature of its sound, change movements (switch from walking to stamping, spinning). Help to feel the character of the music and convey it through playful actions (the bear walks, the bunny jumps, the bird pecks).
Holidays, music games, entertainment
Involve children in story-based musical games. Shape
the ability to transform when perceiving the music that accompanies the game. Induce joy and a feeling of satisfaction from gaming activities.
Show children performances that are simple in content.
Approximate musical repertoire
Hearing. "Horse", music. E. Tilicheeva, lyrics. N. Frenkel; “Hens and Chicks”, music. E. Tilicheeva; "Waltz of the Dogs", music. A. Artobolevskaya; F. Liszt's Second Hungarian Rhapsody (fragment); "Three Girlfriends", music. D. Kabalevsky; “Fun - Sad”, music. L. Beethoven; "March", music. S. Prokofiev; "Sports March", music. I. Dunaevsky; “Our Tanya”, “Dropped the bear”, “Goby is coming”, music. E. Eliseeva-Schmidt, poems by A. Barto; “Mother’s caresses”, “Complaint”, “Sad song”, “Waltz”, music. A. Grechaninova.
Singing and singing along. "Water", music. E. Tilicheeva, lyrics. A. Shibitskaya; "Lullaby", music. M. Kraseva, lyrics. M. Charnoy; “Mashenka-Masha”, Russian. adv. melody, arr. V. Gerchik, lyrics. M. Nevelshtein; "Sparrow", Russian. folk melody; “Ghouli”, “Bai-bai”, “A steam locomotive is traveling”, “Fox”, “Cockerel”, “Magpie”, music. S. Zheleznova.
Figurative exercises. “Bear”, “Bunny”, music. E. Tilicheeva; “The bear is coming,” music. V. Rebikova; “The Bunny is Jumping”, Russian. adv. melody, arr. An. Alexandrova; "Horse", music. E. Tilicheeva; "Bunnies and fox", music. B. Finorovsky, lyrics. V. Antonova; “The bird is flying”, “The bird is pecking”, music. G. Frida; “Chicks and hen”, music. A. Filippenko.
Musical and rhythmic movements. "March and Run", music. R. Rustamova; “Yes, yes, yes!”, music. E. Tilicheeva, lyrics. Yu. Ostrovsky; "Yurochka"
Belarusian dance, arr. An. Alexandrova; “Let’s knock with chopsticks”, Russian Nar. melody; "Tambourine", Russian. adv. melody, arr. M. Rauchwerger; "Drum", music. G. Frida; "Petrushki", music. R. Rustamova, lyrics. Yu. Ostrovsky; "Bear", music. E. Tilicheeva, lyrics. N. Frenkel; "Bunny", Russian. adv. melody, arr. An. Alexandrova, lyrics. T. Babacan; “Catch-up”, music. N. Alexandrova, lyrics. T. Babajan, I. Plakidy; dance “That’s how good”, music. T. Popatenko, lyrics. O. Vysotskaya; “This is how we dance,” Belarusian. adv. melody, arr. R. Rustamova; “The sun is shining”, lyrics. and music.M. Charnoy.
Approximate list of holidays and entertainment
Holiday. New Year's party "Christmas tree".
Stories with musical illustrations. "In the Forest", music. E. Tilicheeva; “Holiday”, “Musical Instruments”, music. G. Frida; "Crows", music. M. Rauchwerger.
Singing games. “Bunny”, “Sunny”, “The Horned Goat is Coming”, “Cockerel”, Russian. adv. games, music A. Grechaninova; "Bunny", music. A. Lyadova; “The Sparrows and the Cat”, German. dance melody, lyrics A. Anufrieva; "Ride it,
horse, us!”, music. V. Agafonnikova and K. Kozyreva, lyrics. I. Mikhailova; “We Can”, “Hide and Seek”, music. T. Lomovoy; “Multi-colored flags”, Russian. adv. melody.
Entertainment. “Visiting the doll Katya”, “Visiting the toys”, “On the lawn”, “Winter fun”, “Masha’s doll’s birthday”, “Who lives in the house?”, “At the zoo”, “At the circus” , “Visiting the Christmas tree” (as planned by the teachers).
Theatrical entertainment. Russian dramatization adv. Fairy tales (“Turnip”, “Ryaba Hen”), songs (“The Shepherd Boy”, music by A. Filippenko; “Parsley and Bobik”, music by E. Makshantseva), puppet shows (“Petrushka’s Friends”, T. Karamanenko; “The Bunny Got a Cold”, M. Bush; “Lyubochka and Her Helpers”, A. Kolobova; “Toys”, A. Barto).
Fun. Folk and wind-up toys, the “Butterfly” trick, playing with Russian. adv. nursery rhymes, surprise moments: “Wonderful bag”,
“Magic chest”, “Who came to us?”, “Magic balls”
(bubble).
