Word games for preschoolers

Children of middle school age are more active in seeking to understand our world. This is the age of “levels” when kids intensively develops thinking and language, increases vocabulary, it becomes more coherent and consistent. Children begin to distinguish the essential features of objects, group objects by material, quality and purpose. Can, for example, to group together various vegetables, flowers, trees, clothes, dishes, toys, etc. They begin to understand simple causal relationship, if there are phenomena that are familiar to them from previous experience, and in 4 years already know what happens and what not happens when you try to tell them about familiar objects and phenomena.

The caregiver develops the curiosity of the children, answering their questions; encourages the attempt to find the answer by observing phenomena and producing actions with different objects. It teaches children to compare objects by color, size, shape, correct to call them the signs; all kinds of games encourage active conversations children, expands their vocabulary, develops a coherent speech.

The educator conducts word games based on the accumulated in children the understanding of the surrounding. And in the middle group he continues to lead the game, or personally participating, or observing it. But a leading role in the game increasingly assigned one, then another child.

Initially, the teacher may use word games, already familiar to the children in the younger group, whose purpose was the development of speech, mental and physical activity, and then proceed to the games with a more complex task.

In this section, and offered a number of different games, many of them folk, known since childhood educators as “Goose-geese”, “Where we were, we won’t tell.” etc.

Games are held with the whole group or with small groups of players. The teacher encourages independent word games kids.

Where we were, we say, and what to do, show

The goal of the game. Teach children to call an action word, correctly use verbs (time, person), to develop the creative imagination, ingenuity.

The course of the game. Caregiver, referring to the children, said: “Today we play a game. Those of you whom we will choose a driving, out of the room, and we will agree what we will do. When it returns, he will ask: “Where were you? What did you do?” We will respond to it: “Where we’ve been, we say, and what to do, show!” Choose a game leader, he’s out.

The teacher makes a motion like he was sawing wood. “What am I doing?” — he asks the children. “Sawing wood”. — “Let us all chop wood”.

Invite driving. “Where were you? What did you do?”— he asks. The children answered in chorus: “Where we’ve been, we say, and what to do, show”. Children and teacher playing sawing firewood, driving guesses: “You saw the wood”. To continue the game, choose another driving.

When a new leader leaves the room, the teacher offers children a chance to come up with an action that they will show: to wash, to dance, to paint, chop wood, play piano, etc.

The tutor monitors the correct use of verbs. If guessing, the child incorrectly uses a form of the verb, he says, “You tancevat, draw”, the teacher wants the child learned how to say the right thing. “What are you kids doing? — asks the teacher. Was right when he said Vova?” Children: “We draw”. “Dylan, tell correctly what children do,” suggests the teacher. Vova: “They draw”.


The goal of the game. To develop speech and motor activity of children, to develop a response to a verbal signal.

The course of the game. The teacher is with the children in a circle and explain the rules intentions ‘ s: “Now we will play a game of “Mouse”. Choose mice (choose 3-4 children), they will run in circles, run away from the circle and again to run into him. And we are going mousetrap”. Children with a teacher going around in a circle and recite these words:

Oh, how the mouse got tired!

All nibbled, all ate.

Stop — attack here!

We’ll get to you.

Beware you rogues!

As put mousetraps

Going out now!

Children and caregiver holding hands, highly raise them, passing mice.

When the teacher says the word “clap”, the children throw up their hands, not releasing the mouse out of the circle. Who remained inside, is considered and becomes caught in a common circle.

Sparrows and the car

The goal of the game. To train children in the correct sound pronunciation, to develop a response to a verbal signal.

The course of the game. The children sit on the chairs away from the site where will be flying sparrows. The caregiver holds the wheel and said: “Children, this is the wheel. I’ll be the car. The car is buzzing: “y-y-Y”. Like honking a car?”— “Y-y-y” — to repeat children. “Now we play the so — continues caregiver. — I — car, and you’re all sparrows. Listen, I will read about the sparrows poem:

Sparrow with birch

On the road — tat!

No more frost,

Chirp chirp!

When I say the word “jump”, you stand up from the chairs and jump softly on toes on the way (points to the place where the children will jump). With me you will be saying “hop, Hop, hop”. When I say “chirp chirp!”, you will fly wherever they want, will flap their wings and tweet: “chirp chirp!” And as you hear the tone of the car, fly to their nests.”

After explaining the game, the teacher together with children perform all the movements, but does not seek to perform movements first. Let the children hear the words “jump”, “chirp chirp” and will abide by the relevant movement.

The game is repeated 2-3 times. Then, when the kids will remember a poem that they can play independently.

Who lives here?

The goal of the game. To consolidate children’s knowledge about animals, the ability to correctly pronounce sounds.

The course of the game. The teacher divides the children into several groups (first at 3, then at 4-5). Children depict familiar birds or animals.

Each group builds himself from the chairs of the house. The teacher tells the children that they will stay in their houses and scream like screaming the animal that they represent. Then with each group the teacher repeats the sounds that the children have to say. After that, he in turn passes the houses, knocking on each and says: “knock-Knock who lives here?” The children answer: “Moo-Moo-Moo”, “IU”, “meow-meow”, “BAA, BAA”, “And-Ho-Ho”, “Ha-ha-ha”, “cluck”. The teacher guesses who lives in the house.

If children say the sounds well enough, i.e. not clearly and loudly, the teacher asks them to repeat. If the question: “Who lives here?” the children answer: “We” or “Cats, dogs”, the teacher says: “how do cats meow?” etc.

The game is repeated several times, the number of animals is gradually increasing.

You should not change the role of children in the same class: it confuses them, they forget what they need to portray. When the kids learn the rules of the game, knocking at the houses and guess who lives there, maybe one of them.


The goal of the game. To develop children’s dialogical speech, ability to act on verbal signal, to combine words with actions.

The course of the game. The teacher offers to play a game of “Geese”: “You children will be geese, and I am your hostess. You graze here on the grass (indicates a place where children can walk, “to nibble the grass”), and in this corner will be my home”. The teacher explains to the children the game.

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