I continue to publish files of games that I use in my daily activities. ATTENTION1. "Girls". (see Fig. No. 1). Forms are offered with images of girls arranged eight in each row. Task option: a) / underline, / count / the girls with black bows (white); b) / underline, / count / girls with black hair and black bows; c) / underline, / count / with white hair and white bows; d) / underline, / count / with white hair and black bows; e) / underline , / count / with black hair and white bows. Fig. No. 1 2. “Piggy.” (see Fig. No. 2). Forms are offered with images of piglets, located ten in each row. Task options: a) / underline, / count / the cheerful / sad piglets; b) / highlight the cheerful / sad piglets with two ears, / one ear /; c) / underline the cheerful / sad piglets with 2 /1/ ears, without bangs , with bangs. The tasks become more difficult gradually: a/, b/, c/. Fig. No. 2 3. “Burenki”. (see Fig. No. 3). Forms with images of cows arranged eight in a row are offered. Task options: a) / underline , / count / cow with one horn / two /; b) / underline , / count / cow with one ear / with two /; c) / underline , / count / with one horn, one ear . / and vice versa / and other options. Introduce the number of learning tasks gradually. Fig. No. 3. 4. “Men”. (see Fig. No. 4). Forms are offered with images of little men with different positions of arms and legs, arranged nine in a row. Options for tasks: a) / shade, / underline, shade, count / the little men who stand on one leg; b) / shade, / underline, shade, count / the little men who stand on one leg and have their arms spread out to the sides; c)/ shade / underline, shade, count / the little men who have their legs wider than shoulder-width apart and their arms spread out to the sides; d)/ shade, / underline, shade, count / the little men who have their arms and legs shoulder-width apart; e)/ color / underline, shade, count / the little men who lowered their arms and placed their legs close / to each other /. Fig. No. 45. “Intertwined lines.” (see Fig. No. 5). Fig. No. 5. 6. “Rings” (see Fig. No. 6). Cross out rings with a certain gap (above, below, left, right, etc.). Fig. No. 6. 7. “Did the lady send you?”... “The lady sent you a toilet.” Don’t say “yes” and “no”, don’t take black and white, will you go to the ball?” (Next is the dialogue. The presenter “provokes” the players to say the words “yes”, “no”, “black”, “white”). 8. "In the mirror store." Goal: development of observation, attention, memory. Creating a positive emotional background. Forming a sense of confidence, as well as the ability to obey the requirements of another person. Description. The adult (and then the child) shows movements that all players must repeat exactly after him. Instructions: “Now I will tell you a story about a monkey. Imagine that you are in a store where there are a lot of large mirrors. A man came in with a monkey on his shoulder. She saw herself in the mirrors and thought they were other monkeys and began making faces at them. The monkeys responded by making exactly the same faces at her. She shook her fist at them, and they threatened her from the mirrors. She stamped her foot and all the monkeys stamped. Whatever the monkey did, everyone else exactly repeated its movements. Let's start playing. I will be the monkey, and you will be the mirrors.” Note. At the stage of mastering the game, the role of the monkey is played by an adult. Then the children get the role of a monkey. At the same time, it is necessary to ensure that over time each child can fulfill this role. It is necessary to stop the game at the peak of children’s interest, avoiding satiety and transition to self-indulgence. Those “mirrors” who often make mistakes may be eliminated from the game (this increases motivation for the game).9. “What do you hear?” Goal: development of auditory attention. Equipment: objects that produce sounds familiar to children; screen.Description: The presenter invites the children to listen andremember what happens behind the door or screen. He then asks to tell what they heard. The winner is the one who identifies the sound sources more and more accurately. Instructions: “Now we will play the game “What can we hear?” and find out who is the most attentive. You need to be in complete silence for some time (I time it) and listen carefully to what is happening behind the door (screen). At the end of this time (1-2 minutes), you need to name as many sounds heard as possible. In order for everyone to be given the opportunity to speak, it is necessary to name the sounds heard in the order of their turn. You cannot repeat sounds when naming. The one who names the most such sounds will win.” Note. You can play with a group of children or with one child. The order in the game can be set using a counting rhyme. Items that can be used for playing: drum, whistle, wooden spoons, metallophone, children's piano, containers with water for pouring it and creating sounds of flowing water, glass objects and a hammer for knocking on glass, etc.10. “Listen to sounds!” Goal: development of voluntary attention. Equipment: piano or audio recording. Description: Each child performs movements in accordance with the sounds heard: low sound - becomes in the “weeping willow” pose (feet shoulder-width apart, arms slightly apart at the elbows and hang, head tilted to the left shoulder), high sound - becomes in the “poplar” pose (heels together, toes apart, legs straight, arms raised up, head thrown back, look at the tips of the fingers). Instructions: “Now we will play in the game “Listen to the sounds!” and find out which of you can listen carefully to the sounds of the piano. There are low-sounding sounds (listening) and high-sounding sounds (listening). We will play like this: if you hear the low sounds of the piano, you will have to stand in the “weeping willow” pose (show with comments). Let's all take the "weeping willow" pose. Like this. Well, if you hear the high sounds of a piano, you will have to take the “poplar” pose (show with comments). Let's all take this poplar pose. Be careful! Let's start playing." Note. It is necessary to alternate sounds, gradually increasing the tempo.11. “Recognize by voice-1”. Goal: development of auditory attention, developing the ability to recognize each other by voice. Equipment: scarf or blindfold. Description: Standing in a circle, children choose a driver, who, being in the center of the circle, blindfolded , tries to recognize children by voice. Having guessed the player by his voice, the driver changes places with him. Instructions: “Now we will play an interesting game “Recognize by Voice.” To do this, you need to stand in a circle and choose a driver who, blindfolded, will carefully listen to the voices of the players. The one to whom I give the sign will say any word in his own voice. The driver must guess the player by voice. If he guesses the player, he must change places with him: the player becomes the driver, and the driver becomes the player. If he doesn’t guess correctly, he continues to be the driver until he recognizes the next player by the voice. Let's start the game." 12. “Recognize by voice-2”. Goal: development of auditory attention. Equipment: a large circle drawn in advance on the floor, a scarf for blindfolding. Description. Running in a circle, children follow the adult’s commands. The selected driver, standing with his back to the children, guesses by the voice of the one who called him by name. If you guess correctly, the driver changes places with the one who called him by name. Instructions: “Now we will play an interesting game. We will choose one of the players as the driver. At my command “Run!” you will run around the site. To the words: “One, two, three, run in a circle!” - all the players gather in a circle, and the driver stands with his back to the circle, blindfolded, and listens carefully. The children standing in a circle say: “Guess the riddle: find out who called you.” At the end of these words, the one to whom I give the sign will call the driver by name. The driver must guess who called him. If the driver guesses correctly, he changes places with the child who named him.If the driver does not recognize the voice, then I will suggest that he recognize it by the voice of another child.”13. "Be careful!" Goal: stimulation of attention, development of reaction speed. Equipment: tape or recording of S. Prokofiev’s “March”. Description. Each child must perform movements in accordance with the adult’s commands: “bunnies” - jump; “horses” - hit the “hoof on the floor”; “crayfish” - back away; “birds” - run with arms outstretched; “stork” - stand on one leg. Instructions: “Now we’ll play. In this game you need to be careful. Stand in a circle, one after another.. Listen carefully to my words - commands. When I say "bunnies", everyone should jump in a circle like bunnies. When I say “horses,” everyone must show how the horses hit their hoofs. When I say “crayfish,” everyone should show the crayfish moving backwards. When I say “birds,” the players should turn into birds and run in a circle, spreading their arms to the sides like wings. When I say “stork,” everyone should instantly turn into storks and stand on one leg. Well, when I say “children,” everyone should become children. Let's start playing."14. “Four elements.” Purpose: development of attention, coordination of auditory and motor analyzers. Description. The players sit in a circle and perform movements in accordance with the words: “earth” - arms down, “water” - stretch your arms forward, “air” - raise your arms up, “fire” - rotate your arms at the wrist and elbow joints. Whoever makes a mistake is considered a loser. Instructions: “For this game you need to sit in a circle and listen carefully. If I say the word “earth”, everyone should lower their hands down, if the word “water” - stretch their arms forward, the word “air” - raise their hands up, the word “fire” - rotate their hands at the wrist elbow joints. Whoever makes a mistake is considered a loser.”15. “Damaged phone.” Purpose: development of auditory attention. Description. Children sit in a row or in a circle. The presenter says a word quietly (in the ear) of the player sitting next to him, who passes it on to the next one, etc. The word must reach the last player. The presenter asks the latter: “What word did you hear?” If he says the word suggested by the presenter, then the phone is working. If the word is wrong, the driver asks everyone in turn (starting from the last) what word they heard. This is how they find out which player made a mistake, “damaged the phone.” The “guilty one” takes the place of the last player. Instructions: “Now we will play “Broken Phone.” Sit in a circle on the carpet so that you are comfortable. The first player quietly speaks a word into the ear of the player sitting next to him. The player who has learned the word from the leader passes this heard word (quietly in the ear) to the next player. The word, as if through a telephone wire, must reach the last player. The presenter asks the latter: “What word did you hear?” He calls him. If the word matches the one the presenter came up with and named, then the phone is working. If it doesn't match, then the phone is damaged. In this case, in turn, starting from the end of the row, everyone must name the word they heard. This is how they find out which player made a mistake - “damaged the phone.” The “offending” player takes the place of the last one. Let's play."16. “Owl-owl”. Goal: formation of attention, cultivation of endurance. Equipment: pre-designated circle-“nest”, owl cap or mask. Description: In accordance with the commands of an adult, children must either move or freeze. A player who does not carry out commands on time is removed from the game (the owl takes him to the “nest”). Instructions: “Now we will play an interesting game. Whoever we choose to be the owl will live in the “nest” - in a circle. The rest will be called bugs, frogs, butterflies and fly or jump like them. At my signal “Night is coming!” everyone stops and freezes. At this time, the owl flies out to hunt. Noticing the player moving, the owl takes him by the hand and leads him to the “nest”. When you hear the “Day!” signal, start moving again. This game has rules that must beobserve: 1) the owl does not have the right to watch the same player for a long time; 2) you cannot escape from the owl; 3) if the owl does not notice the players moving, and the “Day!” signal sounds, then it flies to the nest without prey.” Note. An adult can take on the role of the “owl” at the beginning of the game. To increase interest in the game, you can use an owl mask and costume.17. “Whoever is called, catch it!” Goal: formation of attention, development of reaction speed. Equipment: large ball. Description: Each child, moving freely around the playground and hearing his name, must run up, catch the ball, throw it up, while calling the name of one of the players. Instructions: “Now we will play the game “Whoever is named, catch it!” I have a big beautiful ball in my hands. As long as I hold it in my hands, I can run, jump, and walk around the playground. As soon as I throw the ball up and call the name of one of you, the one whose name I call must run up to the ball as quickly as possible, catch it and throw it up again, while calling the name of the other player. The game continues like this for a long time. Let's start playing."18. “Sparrows and Crows”. Goal: formation of attention, development of reaction speed. Equipment: cubes, balls (half the number of participants in the game). Description: a) The players are divided into two teams. Each child, at the direction of an adult, performs various movements in place (sit down, arms up, to the sides, arms pressed to the chest...). Depending on the adult’s team - “crows” or “sparrows” - all players rush to the corresponding objects (cubes, balls). Items are obtained attentively and quickly. At the end of 2-3 such games, points are counted and the winning team is announced. b) Children are not divided into teams, everyone plays for themselves. A child left without an object is eliminated from the game. Instructions: “Do you want to know which of you is dexterous and attentive? Then we will play one game called “Sparrows and Crows.” a) Now we will divide into two teams and each of you will remember which team he was on. To your right are cubes (“crows”), to your left are small balls (“sparrows”). According to my instructions, you will perform various movements in place (sit down, arms to the sides, up, etc.). When you hear the word “vo-ro-ny”, then on the syllable “ny” you should all have time to grab a cube, and when I pronounce the last syllable of the word “vo-ro-by” you will all have to run to the balls, trying to grab a cube one subject. At the end of several such games, we will count the winning points for each item and announce the winning team. b) Stand in a column one at a time. To your right are cubes (“crows”), to your left are small balls (“sparrows”). At my command, you will perform various movements on the spot (sit down, arms to the sides, up, etc.). When I pronounce the last syllable of the word “vo-ro-ny,” each of you must have time to grab the cube, and when I pronounce the last syllable of the word “vo-ro-by,” each of you must grab the ball. Whoever does not receive the item leaves the game. Let's start playing." Note. To play, you can use sandbags, rattles, flags, etc.19. “The sea is agitated” Goal: formation of attention, development of reaction speed. Equipment: circles are pre-drawn on the floor according to the number of players. Description. Following the driver's commands, children, holding hands, walk one after another, and then scatter, trying to occupy empty circles. Whoever is left without a circle becomes the driver. Instructions: “Do you want to play an interesting game? I'll be the driver. Each of you will take a circle and listen to me carefully. I will walk between you like a snake. I will give the command to some players: “The sea is rough!” Everyone to whom I give such a command lines up in a chain and, holding hands, follows me along the remaining children. As soon as I give the command: “The sea is calm!”, you must run and occupy a circle. I will also try to take one of the circles. The one who is left without a circle becomes the driver, and the game is repeated. Are you ready to play?..”Note. Circles for playing in a group can be cut fromfelt If the game is played outdoors, circles can be drawn with chalk on the asphalt. 20. “Gawkers”. Purpose: development of voluntary attention. Equipment: tambourine, player for musical accompaniment (E. Jacques-Dalcroze “March”). Description: Holding hands and Moving in a circle to the music, children, at a signal from an adult, clap four times and change direction. For incorrect execution of the signal, you will be removed from the game. Instructions: “Now we will play. Hold hands and let's walk in a circle to the music. Listen to the signal (an adult beats a tambourine). Having heard the signal, you need to stop, clap your hands 4 times and, turning around (in the opposite direction), continue moving. If someone makes a mistake, the “onlooker” leaves the game. When all the “onlookers” leave the game, the most attentive ones will remain - they are the winners.”21. “Find a toy.” Goal: developing stability and attention span. Equipment: toys or objects placed in advance around the room. Description. An adult describes a toy in the room without naming it. Children can ask clarifying questions. Then they are asked to find the object in question. Instructions: “Now we will play the game “Find the Toy.” Be careful. I will describe some object. You can ask me clarifying questions about the appearance of the object, its location, its qualities, its meaning. For example, I say: “This round-shaped, red object lies on the shelf.” Petya asks the question: “Is he big or small?” I answer: “He’s small.” Lena asks the question: “Can I eat it?” I answer: “It’s inedible, but you can play with it.” Olya answers: “Ball.” I say: "That's right." Let's start playing." Note. Examples of descriptions:1. This toy sits on the middle shelf next to a large item. It consists of six parts: one part is round, four parts are elongated, and the largest part of all the rest is also elongated. Child: “Is the toy big?” Adult: “Yes, big.” Child: “It has clothes on it.” ?Adult: “She’s wearing a colored outfit.”Child: “Doll?”Adult: “That’s right!”2. This toy is located next to the small object on the second shelf. She is gray in color. Child: “Is she large?” Adult: “No, she is medium in size.” Child: “Is she soft?” Adult: “Yes, soft and fluffy.” Child: “Cat!” Adult: “That’s right, cat!”3. This item is elongated, medium in size, with a pointed end on one side. Stands near a large toy. Child: “Is this object orange?” Adult: “No, it’s white.” Child: “Is it on the shelf?” Adult: “It’s on the floor.” Child: “Steamboat?” Adult: “That’s right, steamboat!” The last one is eliminated.22. “Scouts”. Goal: development of motor-auditory memory, coordination of movements. Equipment: chairs. Description: Chairs are arranged in a certain way in the room. The game involves: scouts, commander, squad (other children). The child “scout” comes up with a route (walking between arranged chairs), and the “commander,” having memorized the route, must lead the entire squad. Instructions: “Now we’ll play. One of you will be a scout and come up with a route along which the commander should lead the squad. Be careful, try to remember the route.” Note: To get acquainted with the game, an adult takes on the role of a “scout”.23. “Edible - inedible.” Goal: formation of attention, familiarization with the properties of objects. Equipment: ball, chalk. Description: Depending on the named object (whether it is edible or not), the child must catch or hit the ball thrown to him by an adult. Instructions: “Now we'll play. I will name objects (for example, apple, chair, etc.). If the named item is edible, then you must catch the thrown ball and move forward one cell drawn in chalk. If the named item is inedible, then you must hit the thrown ball and then move forward one cell. If the wrong answer is given (the ball is not caught, although the object is edible, or caught, although the object is inedible), then the player remains the sameclass. The child who comes first to the last class becomes the leader.” Note. If you play with two or three children, then up to 10 classes can be drawn, and if you play with four or five children, then you need to draw 5-6 classes. Examples of names of objects for the game: ball, orange, window, cheese, doll, onion, book, pie, cutlet, house, soap, cake, bun, tomato, cucumber, scissors, etc.24. “Who knows, let him continue to count.” Goal: development of auditory attention, consolidation of the skill of ordinal counting within 10, development of thinking. Equipment: ball. Description: In accordance with the commands of an adult, the child to whom the ball is thrown counts in order to 10. Instructions : “Look what a beautiful ball I have. Now we will play the game “Who knows, let him continue to count.” All players must stand in a circle. I will stand in the center of the circle with the ball and call out the numbers, and you, to whom I throw the ball, will count further to 10. For example, I will say “five” and throw the ball to Lena. How should you count? Lena: “Six, seven, eight, nine, ten.” Correct. Let's start playing." Note. A more complicated option could be this. The teacher warns: “Children, be careful! I can take the ball before you count to 10 and throw it to the next child with the words: “Count on.” You must remember what number your friend stopped at and continue counting. For example, I say: “Four” and throw the ball to Vova. He counts to 8, I take the ball from him and throw it to Vitya with the words: “Count further.” Vitya continues: “Nine, ten.” Another option could be a game of “Before” and “After.” The teacher, throwing the ball to the child, says: “Until five.” The child must name the numbers that go up to five. If the teacher says: “After five,” the children should say: six, seven, eight, nine, ten. The game takes place at a fast pace.25. “Listen to the claps.” Goal: development of voluntary attention. Description. Children moving in a circle take poses depending on the leader’s command: one clap - take the “stork” pose (stand on one leg, arms to the sides); two claps - “frog” pose (sit down, heels together, toes to the sides, hands between your legs on the floor); three claps - resume walking. Instructions: “Now we will play an interesting game “Listen to the claps!” All players will have to walk in a circle one after another and listen carefully to my commands. When I clap my hands once, everyone must stop and take the “stork” pose (demonstration of the pose). If I clap my hands twice, everyone must stop and take the frog pose (demonstration). When I clap my hands three times, you need to resume walking one after another in a circle. Let's start playing."26. “Who flies?” Goal: formation of attention, development of the ability to highlight the main, essential features of objects. Equipment: list of names of objects. Description. The child must respond and perform movements in accordance with the words of the adult. Instructions: “Attention! Now we will find out who (what) can fly and who (what) cannot. I will ask, and you answer immediately. If I name something or someone capable of flying, for example a dragonfly, answer: “It flies” - and show how it does it - spread your arms to the sides, like wings. If I ask you: “Does the pig fly?”, be silent and do not raise your hands.” Note. List: eagle, snake, sofa, butterfly, chafer, chair, ram, swallow, plane, tree, seagull, house, sparrow, ant, mosquito, boat, iron, fly, table, dog, helicopter, carpet...Game can be carried out either with one child or with a group of children.27. “To new places.” Goal: formation of motor attention, development of speed of movements. Equipment: pre-designated circles for each child. Description: Each child, at the command of an adult, changes his circle, his place - scatters “to new places”, ending up in a new circle. Instructions: “Now we will play the game “To New Places.” Each of you must stand in a circle-house. When I say: “Go for a walk!”, everyone will start “walking” after me, one after another. But when I say: “To new places!”, everyone should find.