Assignments for children 2 3 years old.

Hello, my dear! I am returning to you with a new article and today I want to talk about the development of logic in babies. Of course, it is very useful to teach the names of animals and plants with the child, to repeat the letters or names of the countries of the world many times, but such types of activities are mainly aimed at developing the child's memory, and practically do not give room for thought. This cannot be said at all about logic games! Logic games are like "food for the mind", they really make the kid use their brains, activate all thought processes!

What kind of logical games are they, where to get them and how to organize? In this article I will tell you about those options for activities that you can safely start practicing with children from 2 years old. But they will not lose their relevance for children at the age of 3.

Some time ago I already wrote about a unique guide for the development of logical thinking in children - Gienesh blocks... This is perhaps one of the most multifaceted and, moreover, my favorite logical aids, which is why it is dedicated to it. Here I want to tell you, and maybe remind you of other useful intellectual games, both ready-made and those that can be do it yourself at home.

So, logic games for children 2-3 years old:

1. We collect figures according to simple schemes from a constructor, cubes, mosaics, etc.

Agree, the ability to understand and apply the scheme is very important for any person. In practical life, one way or another, we regularly come across a schematic representation of information. But for a kid, playing with schemes is not just a useful practical skill, it is a wonderful developmental activity that teaches a child to correlate a flat image with a three-dimensional structure. And not only to correlate, but also to reproduce independently. Age 2-2.5 years - it's time to start acquainting the child with the schemes.

You can build according to diagrams from anything - a constructor, cubes, mosaics. In general, from what you have. You just need to prepare in advance and draw simple diagrams of figures that the child can understand. See in advance what parts you have in stock, and draw diagrams with this in mind. It is best to just assemble the shape, and then circle it along the contour.I will give examples of our schemes for Lego here. But for you, they will most likely be different from your set of parts.

Do not rush to immediately offer a two-year-old child complex schemes, it is enough to prepare images of simple houses of 3-5 cubes. In general, it should be noted that building according to a scheme from cubes or mosaics is easier for a child, and it is better to start with this.

By the way, try to practice this version of the game ... Fold a shape with the baby, then ask him to remember it well and turn away. After that, take out or change one of the structural elements and ask the baby to say what has changed.

If we talk about ready-made manuals, then, in my opinion, the most ideal toy for the first acquaintance of a child with construction from a model is logic pyramid "Geometry" (Ozon, My-shop, KoroBoom). It also contains cards with diagrams, and the details are interesting.

A little more complicated and more original toy of the beloved Bondibon company - “ Day and night » ( Ozon, My-shop, KoroBoom). Here, all design details are also strung on pins, but there are not one, but three of them, which significantly increases the number of possible combinations. In addition, the manual provides for a more advanced version of the lesson - the figures can be assembled not only according to the scheme with the drawn details, but also according to their silhouettes. There are as many as 48 cards in the game with tasks of varying degrees of difficulty.

2. Nikitin's logic game "Fold the square"

Probably, almost every Russian mother knows or at least remotely heard something about the legendary family of Boris and Elena Nikitin. The family is known primarily for the unique intellectual aids that they created for their children, and which were subsequently recognized by educators and psychologists around the world. Probably, this is one of the first logical aids for kids that appeared in Russia, or rather in the USSR (I remember well how my parents pasted over the cubes themselves, guided by the recommendations of the Nikitins). But, what is most interesting, to this day the games have not lost their relevance and relevance.

Speaking specifically about the game “ Fold square", Then Nikitin has it, perhaps, one of the most popular. My daughter's at the age of two, in any case, for sure! The essence of the game is intuitively clear for a two-year-old child - to assemble a square. Only the number and method of cutting the pieces of the squares changes.

The game has 3 difficulty levels. Suitable for two-year-olds 1st level... There, all the squares consist of 2-3 parts. For three-year-olds - 2nd level(squares of 3-4 parts). 3rd level like advanced logics 4-5 years old.

The game is remarkable in that the child acts as an active side in it. It is enough to explain the essence only once, and then you can simply give the child an allowance, and he will understand, try on, twist and twirl, study, in general, think very actively and experimentally independently reach important conclusions.

Here you can DOWNLOAD FOLD SQUARE GAME electronically, print and play. But, to be honest, I still think that playing in the form of a wooden frame is much more convenient for a kid. We had a frame of 6 squares. We played like this. First, the entire contents of the frame were poured onto the table / floor. Then, focusing on the color, the details of each square were selected in turn and collected in a frame.

Tase also really liked to animate this logic game with a plot moment and imagine that these are not just squares, but toy cookies that we prepare for our toy friends.

You can also try this modification of this game ... The so-called homemade "Fold a square, as well as a circle, triangle, etc." Prepare any geometric shapes out of cardboard and invite the kid to cut them into large pieces with scissors (at the same time you will work with scissors). When the figure is cut into 2-4 parts, a real logic game will turn out - after all, now the figure needs to be reassembled! It is better to first outline the shape and then collect it within the outline, this will greatly facilitate the task.

3. Nikitin's logic game "Fold the Pattern"

Another popular Nikitin's game is “ Fold the pattern » ( Maze, My-Shop, KoroBoom). The manual is very "long-playing", with it you can come up with a lot of tasks for both a 2-3-year-old baby and a 5-6-year-old child. The tasks in the instructions attached to the bricks are designed, rather, for older children. But for younger children there are wonderful albums - “ Miracle cubes 1 » ( Ozon, My-shop, Koroboom) and " Miracle Cubes 2 ».

By the way, albums can be DOWNLOAD HERE .

Somewhere else on the Internet, I downloaded diagrams for cubes "Fold the pattern" for the smallest ... Their main difference is that on the diagram the pattern is drawn into squares, which greatly facilitates the task of selecting a cube (there is no such markup in Nikitin's diagrams). It turns out such a preparatory stage for the main version of the game. I suggest DOWNLOAD such schemes for you.

What is the uniqueness of the game? It seems to us adults that everything is obvious and understandable - to lay out a picture from cubes. And for a child, this is a whole science - first to find the right side of the cube, and then also to understand how to unfold it correctly. An older child, in addition to this, will also need to determine which cubes are used to make up the picture. Fold the Pattern cubes have a very tricky color scheme. Some of the edges are solid, and some are diagonally divided into 2 colors, which makes the kid think hard.

4. Logic game Nikitin "Unicub"

Since we started about Nikitin, it is definitely worth mentioning another of his wonderful games - “ Unikub » ( Maze, My-shop, KoroBoom). In my opinion, the child and his parents will be able to evaluate the main functionality of this manual later, after 4-5 years. But, nevertheless, I include the game in this list, because there are problems with cubes for 2-3-year-old children.

The peculiarity of the cubes "Unicub" is that each face of the cubes has its own color. There are 3 colors in total. The kid's task is to unfold the cube so that the edges of a certain color are visible from above and from the side.

What tasks can be set for a child 2-3 years old:

Lay out a crib / fence of a certain color for the toy - all the cubes in the building must be placed so that on the TOP there are the blue edges of the cubes.

Lay out a house of a certain color. In this case, the child needs to make up the cubes so that the desired face of the cubes is SIDE.

Lay out a path of cubes with alternating colors or following simple patterns.

5. Building simple patterns

Patterns can be made from almost any multi-colored materials available at home - from cubes, mosaics, counting sticks, constructors, etc. You start spreading - the child continues.

The easiest option is to alternate 1 through 1. Then you can try to lay out tracks 2 through 2, 3 through 3, 2 through 1, 3 through 3, etc.

Use role-playing toys to increase your child's interest in play. So, it may be not just a boring row of cubes, but a path that will help the frog get to his friend the hippo. And from the mosaic, you can build a whole bridge to save the princess, who is imprisoned in a tower.

6. The game "Find the excess"

I think the essence of the game is clear from the title. Among which items can you look for unnecessary things? Details of the constructor, cubes, Dienesh blocks, or simply figures cut out of cardboard are well suited. The main thing is to choose parts of different colors, shapes and sizes.

Here's an example, looking for excess from Gyenesh blocks... First, we offer the child more obvious tasks - two blue circles and one red square. Here you can hardly confuse, since the "useful" objects are similar in color and shape.

Then we complicate the task. In the second example (second row in the photo), the baby should already abstract from the form, and find the excess only by color. The third task is even more difficult - here the child has squares of different colors and different sizes, but, nevertheless, the child needs to highlight their common property - a square shape and understand that the circle is superfluous.

Superfluous can also be found among cards with pictures, which depict objects from different categories. So, in the upper example, there is an extra ball, since everything else is clothes, and in the lower row among the fruits, of course, there is an extra bear.

1. Catch the ball. The task is aimed at establishing contact and cooperation between the child and the adult, the child's understanding of verbal instructions, tracking a moving object, and the development of manual motor skills.

Equipment: groove, ball.

Survey: the psychologist puts the ball on the groove and asks the child: "Catch the ball!" Then he turns the groove and asks to roll the ball along the groove: "Katya!" An adult catches a ball. This is repeated 4 times.

Education: if the child does not catch the ball, the adult shows him several times (2 - 3 times) how to do it, i.e. training is on display.

Assessment of the child's actions: acceptance of the assignment, understanding of the speech instruction, the desire to cooperate (play) with an adult, attitude towards the game, result, attitude towards the result.

2. Hide the ball. The task is aimed at identifying the child's practical orientation to size, as well as the child's presence of correlating actions.

Equipment: two (three) rectangular boxes of the same color of different size with corresponding lids; two (three) balls, different in size, but the same color.

Survey: two (three) boxes, different in size, are placed in front of the child, and lids for them, located at some distance from the boxes. An adult puts a large ball in a large box, and a small ball in a small box and asks the child to cover the boxes with lids, hide the balls. At the same time, the child is not explained which cover to take. The task is for the child to guess for himself which lid should be used to close the corresponding box. If the child selects the lids incorrectly, the adult shows and explains: a large box is closed with a large lid, and a small one is closed with a small lid. Further, it is proposed to complete the task yourself.

Assessment of the child's actions: acceptance of a task, understanding of speech instructions, methods of implementation - orientation to size, learning ability, the presence of correlating actions, attitude to one's activity, result.

3. Disassembling and folding nesting dolls. The task is aimed at identifying the level of development of the child's practical orientation to the size of the object, as well as the presence of correlating actions, understanding of the pointing gesture, the ability to imitate the actions of an adult.

Equipment: two two-piece (three-piece) nesting dolls.

Survey: an adult gives the child a two-piece (three-piece) nesting doll and asks to open it. -If the child does not start to act, then the adult opens the matryoshka and offers to assemble it. In cases of difficulty, an adult takes another two-piece nesting doll, opens it, drawing the child's attention to the nesting doll, asks him to do the same with his nesting doll (open it). Next, an adult, using a pointing gesture, asks the child to hide a small matryoshka in a large one. Next, the child is invited to complete the task on his own.

Assessment of the child's actions: acceptance of the task, methods of performance, learning ability, attitude to the result, understanding of the pointing gesture, the presence of correlating actions, the result.

4. Dismantling and folding the pyramid. The task is aimed at identifying the child's level of development of practical orientation to the value, correlating actions, leading hand, co-

transparency of actions of both hands, purposefulness of actions.

Equipment: pyramid of three (four) rings. Survey: an adult invites the child to disassemble the pyramid. If the child does not act, the adult disassembles the pyramid himself and invites him to assemble it. If the child does not begin to act, the adult begins to give him the rings one at a time, each time indicating with a gesture that the rings need to be put on the rod, then offers to complete the task on his own.

Assessment of the child's actions: acceptance of the task, taking into account the size of the rings, learning ability, attitude to activity, result.

5. Paired pictures. The task is aimed at identifying the level of development of the child's visual perception of object pictures, understanding of gesture instructions. Equipment: two (four) pairs of subject pictures.

Survey: two object pictures are placed in front of the child. The exact same pair of pictures is in the hands of an adult. An adult correlates them with a pointing gesture, showing at the same time that he and the child have the same pictures. Then the adult closes his pictures, takes out one of them and, showing it to the child, asks to show the same one. In case of difficulty, the child is shown how to correlate paired pictures: "This is mine, the same is yours," and a pointing gesture is used.

Assessment of actions: acceptance of a task, making a choice, understanding sign instruction, learning, result, attitude to one's activities.

6. Colored cubes. The task is aimed at highlighting a color as a sign, distinguishing and naming a color.

Equipment: colored cubes - two red, two yellow (two white), two green, two blue (four colors).

Survey: two (four) colored cubes are placed in front of the child and asked to show one that is in the hand of an adult: "Take a cube like mine." Then the adult asks to show: "Show me where is red, and now where is yellow." Then the child is asked to name the color of each cube in turn: "Name the color of this cube." If the child does not distinguish between colors, then the adult teaches him. In those cases when the child distinguishes colors, but does not distinguish by word, he is taught to select two colors by word, while repeating the name of the color 2-3 times. After training, the independent completion of the task is again checked.

Assessment of the child's actions: acceptance of the task, it is noted whether the child compares colors, whether he recognizes them by a word, whether he knows the name of the color, the speech accompaniment, the result, the attitude to his activity are recorded.

7.Cut pictures... The task is aimed at identifying the level of development of a holistic perception of a subject picture.

Equipment: two identical object pictures, one of which is cut into two (three) parts.

Survey. The psychologist shows the child two or three parts of the cut picture and asks him to put together the whole picture: "Make the whole picture."

Education. In cases where the child cannot correctly connect the parts of the picture, the adult shows the whole picture and asks to make the same from the parts. If after that the child does not cope with the task, the psychologist himself superimposes a part of the cut picture on the whole one and asks the child to add another one. Then he invites the child to complete the task on his own.

Assessment of the child's actions: acceptance of the task, methods of implementation, learning ability, attitude to the result, the result.

8. Stick construction("Hammer" or "house"). The task is aimed at identifying the level of development of holistic perception, analysis of the sample, the child's ability to act in imitation, showing.

Equipment: four or six flat sticks of the same color.

Survey... In front of the child, they build a "hammer" or "house" figure out of sticks and ask him to do the same: "Build like mine."

Education. If the child cannot create a "hammer" by showing, the experimenter asks to perform the task of imitation: "Look and do as I do." Then the child is again offered to perform the task according to the model.

Assessment of the child's actions: acceptance of the assignment, the nature of the action (by imitation, show, model), learning ability, result, attitude to the result.

9. Get the cart(sliding tape). The task is aimed at identifying the level of development of visual-effective thinking, the ability to use an auxiliary tool (ribbon).

Equipment: a cart with a ring, a ribbon is threaded through the ring; in another case - next to

with sliding tape - false.

Survey. In front of the child, at the other end of the table, is a trolley that he cannot reach with his hand. Within the reach of his hand are two ends of the string, which are separated from each other by 50 cm. The child is asked to get the cart. If the child only pulls on one end of the strap, the cart remains in place. The task is for the child to guess to connect both ends of the string and pull up the cart.

Education: If the child does not complete the task, then he is shown how to correlate the paired pictures: “What is mine, the same is yours”, and a pointing gesture is used.

Assessment of the child's actions: acceptance of a task, implementation of a choice, understanding of gesture instructions, learning result, attitude to one's activities.

10. Draw (path or house). The task is aimed at understanding the speech instruction, identifying the level of prerequisites for the subject drawing, as well as determining the leading hand. coordination of hand actions, attitude to the result, the result.

Equipment: pencil, paper.

Survey... The child is given a sheet of paper and a pencil and asked to draw:

"Draw a path", "Draw a house." No training is provided.

Assessment of the child's actions: acceptance of the task, attitude to the task, evaluation of the result

activities, understanding of speech instructions, the result.

Analysis of drawings: scribbles, deliberate scribbling, background to the subject drawing,

compliance of the drawing with the instructions.

The results of the survey are evaluated in points.

EVALUATION OF THE RESULTS OF THE SURVEY OF THE MENTAL DEVELOPMENT OF CHILDREN

EARLY AGE

1. Catch the ball.

1 point - the child did not begin to cooperate even after training and behaves inappropriately (throws a ball, takes a mouth, etc.).

2 points - the child has learned and began to cooperate, tries to roll and catch the ball, but this is not always possible in practice.

3 points - the child began to cooperate on his own, but it is not always possible to catch the ball due to motor difficulties; after training, the result is positive.

| 4 points - the child immediately began to cooperate with an adult, successfully catches and rolls the ball.

2. Hide the balls.

1 point - the child did not understand the task, does not strive for the goal; after training, I did not understand the task.

2 points - the child did not understand the task; after training, he strives to achieve the goal, but he does not have correlative actions; indifferent to the final result; does not perform the task on its own.

3 points - the child immediately accepted the task, but difficulties arose when performing correlating actions (he could not correlate the corners of the lid with the box); interested in the result of their activities; after training, the task is completed.

4 points - the child immediately understood the task; completed the task and at the same time used correlative actions; is interested in the end result.

3.Disassembling and folding nesting dolls.

1 point - the child did not learn how to fold the matryoshka; after training, he acts inadequately on his own: he takes it in his mouth, throws it, knocks, squeezes it in his hand, etc.

2 points - the child performs the task in conditions of imitation of the actions of an adult; does not perform the task on its own.

3 points - the child accepted and understood the task, but performs it after the help of an adult (pointing gesture or verbal instruction); understands that the end result has been achieved; after training, he folds the matryoshka on his own.

4 points - the child immediately accepted and understood the task; performs it independently; the presence of correlating actions is noted; interested in the end result.

4... Dismantling and folding the pyramid.

1 point - the child acts inadequately: even after learning, he tries to put the rings on a rod covered with a cap, scatters the rings, clamps them in his hand, etc.

2 points - the child accepted the task; does not take into account the dimensions of the rings when assembling. After training

stringing all the rings, but the size of the rings still does not take into account; the leading hand is not defined: there is no coordination of the actions of both hands; the end result of his actions is indifferent.

3 points - the child immediately accepts the task, understands it, but string rings on a rod without taking into account their size, after training, the task is performed without error; the leading hand is determined, but the coordination of the actions of the hands is not expressed; adequately evaluates the result.

4 points - the child immediately independently disassembles and assembles the pyramid, taking into account the size of the rings;

the leading hand is determined; there is a clear coordination of the actions of both hands; interested in the end result.

5. Paired pictures.

1 point - after learning, the child continues to act inadequately: he turns the pictures over, does not fix his gaze on the picture, tries to take a picture from an adult, etc.

2 points - the child understands the task, but cannot immediately complete it; in the learning process compares paired pictures; To is indifferent to the assessment of his activities; he does not fulfill the task on his own.

3 points - the child immediately understands the conditions of the task; makes one mistake, acts confidently after training; understands that the end result has been achieved.

4 points - the child immediately understood the task and confidently compares paired pictures; interested in the end result.

6. Colored cubes.

1 point - the child does not distinguish colors even after learning.

2 points - the child compares two colors, but does not highlight the color by word, even after learning; indifferent to the final result.

3. points - the child compares and highlights the color by word; shows interest in the result.

4 points - the child compares colors, singles them out by word, names the main colors; interested in the end result.

7. Cut pictures.

1 point - the child after learning acts inadequately; does not try to correlate parts of the cut picture with each other.

2 points - the child folds the cut picture with the help of an adult; he is indifferent to the final result, he cannot put together the picture on his own.

3 points - the child immediately understands the task, but adds the picture with the help of an adult; after training, he adds the picture himself; understands that the end result is positive.

4 points - the child understands the task; independently folds the cut picture; interested in the end result.

8. Constructing from sticks.

1 point - after learning, the child continues to act inadequately: throws sticks,

puts them side by side, waves them; indifferent to the result.

2 points - the child, after learning, tries to build a figure, but compliance with the model is not achieved; the end result is indifferent.

3 points - the child correctly understands the task, but builds a "hammer" only after imitating the actions of an adult; interested in the end result.

4 points - the child correctly performs the proposed task according to the model; interested in the end result.

9. Get the cart.

1 point - the child does not understand the task; does not seek to achieve the goal.

2 points - the child tries to reach the target with his hand; after several unsuccessful attempts, it abandons the task.

3 points - the child tries to get the cart by one end of the string; after two or three attempts, it achieves the result; understands the end result of his actions,

4 points - the child immediately finds the right solution and completes the task; interested in the end result.

10. Draw.

1 point - the child does not use a pencil to sketch on paper; behaves inappropriately to the task; does not execute the speech instruction.

2 points - the child has a desire to depict something (scribbling); indifferent to the final image; the leading hand is not highlighted; there is no coordination of actions of both hands.

3 points - the child understands the instructions; tries to draw a path, depicting it with multiple dashed lines "without a definite direction; understands the end result of his actions: the leading hand is determined, but there is no coordination of the actions of both hands.

4 points - the child performs the task in accordance with the speech instruction; interested in the end result (in most cases it is a straight continuous line); the leading hand is clearly defined, coordination of actions of both hands is observed.

The results of psychological and pedagogical examination of young children.

The differences between the surveyed children are mainly in the nature of cognitive activity: in the acceptance of the task, methods of performance, learning ability, interest in the result. In accordance with this, the examined children can be divided into 4 groups.

The first group (10-12 points) is made up of children who in their actions are not guided by instructions, do not understand the purpose of the assignment, and act inadequately. This group of children is not ready to act adequately.

The indicators indicate a deep disadvantage in their intellectual development.

The second group (13-23 points) includes children who cannot complete the task on their own. They hardly come into contact with adults, act without taking into account the properties

subject. In the nature of their actions, the desire to achieve a certain desired result is noted, therefore, they are characterized by chaotic actions, and in the future - refusal to complete the task.

In a learning setting, when an adult asks to perform a role model task, many of them cope. However, after learning to independently complete the task of imitation, many of them cannot, which indicates that the principle of action was not realized by them. Moreover, they are indifferent to the result of their activities.

Analysis of the data of children in this group suggests the need to use other methods of study.

The third group (24-33) consists of children who are interested in cooperating with adults. They immediately accept the task, understand the condition and strive to fulfill them. But in many cases on their own they cannot find an adequate way of doing it and often ask for help. After showing the teacher's way of completing the assignment, many of them can independently cope with the assignment, showing great interest in the result of their activities.

The indicators of children in this group indicate that this group may include children with hearing impairments, visual impairments, local speech impairments, and MMD.

The fourth group (34-40 points) consists of children who accept the task with interest, perform independently, acting at the level of practical orientation, and in some cases at the level of visual orientation. At the same time, they are very interested in the result of their activities. These children reach a good level of development.

Educational games for children 2 years old will help the child not to "stand" in one place. They are aimed at improving mental, intellectual, social and physical qualities, which by that time had already been formed to some extent.

How to develop a child at 2 years old

You cannot spontaneously start this highly responsible occupation. First, it is important for parents to analyze what skills their little one has already acquired. By that time, children should have mastered the following skills:

walk;
bounce;
keep balance;
kick the ball;
build a tower from cubes;
wash your hands and;
eat without getting dirty;
know up to 200 words;
repeat small;
imitate the behavior of adults.

Developmental activities for children 2 years old are aimed at improving the following aspects of the baby's personality:

physical;
emotional;
social;
intellectual and so on.

Memory games

Such tasks contribute to the memorization of various kinds of information, which is complex. At the same time, auditory and visual memory is trained. These games use educational pictures for children 2 years old. These activities are very fun. Children 2 years old experience a lot of positive emotions. Educational games can be as follows:

Find a pair. An adult shows the baby a picture, then hides it and asks the little one to find the same one.
"What's in the picture?" Children are given a card with a picture of several objects or some kind of plot. Then the adult takes the picture and asks questions about what he saw.
"What's gone?" Mom lays out toys or play cards on the table, then removes one thing and asks the child to say that she has disappeared.
"My Adventures". In the evening or the next morning, an adult can ask the baby to tell what he did on the playground or in the park.

Thinking games

These logical tasks help children of 2 years old to compare the information provided to them, analyze it and establish elementary patterns. The skills acquired through such educational games will help children in the future to solve complex school problems and cope with everyday hardships. Such tasks teach you to reason and make your own conclusions. Here are some educational games for children 2 years old can be used:

"Puzzles"- they can initially consist of 2-4 elements;
Sorting items by features- by size, color ratio, shape, type of material from which they are made;
"Who eats what"- for such a game, children 2 years old will need special development cards;
Matching concepts- a lot, a little, high-low, soft-hard and so on;
Puzzles- the baby should recognize the object or animal according to the description;
"Part and Whole"- the essence of such buildings is that by a fragment (tail, paw, trunk, or something else), children would know who is in front of them.

Games that develop attention

These tasks will require 2 years of perseverance from children. In addition, they will teach the baby to concentrate on a specific object. Educational games for children for attention can be as follows:

Hide and seek;
"Find an object by silhouette";
"Find a couple";
“What piece has broken off from the picture”;
search for items - by 1 or 2 signs;
"Find the same pattern" and so on.

Games that develop speech

Such exciting activities are aimed at enriching the vocabulary of the little one. Initially, adults may be faced with the fact that the baby responds with "childish language". Psychologists and speech therapists agree that all the crumbs who have begun to comprehend educational games for children 2 years old go through this stage. After a while, they already begin to respond in an adult way.

Games that develop a child's speech at 2 years old can be as follows:

"Question answer". An adult in a simplified form asks the kid what he sees in the picture.
Read discussion- rhyme, fairy tale, story.
Learning to use epithets in speech. It is necessary to help the child not only to mention some objects, telling what he sees in the picture, but to describe them.
"Storyteller". A 2-year-old child tries to retell short stories with an adult.
Learning prepositions, adverbs and pronouns with your baby.
Listening to songs and fairy tales.
Acquaintance with new subjects. It is important not just to name them, but to show what elements they consist of, what they are for, and so on.

Educational games for children 2 years old at home

For such fun activities, store-bought kits or improvised tools can be used. The little ones really like these games. They can be aimed at developing various skills and abilities of children. Kids 2 years old really like modeling. Such developmental activities for children may include the following exercises:

rolling out;
playing with dough;
working with a plastic knife;
modeling of figures from plasticine or dough.

In addition, developmental activities for children 2 years old at home may include drawing. First, the little one masters the execution of simple lines: paths, straight and wavy. In the same period, children learn to choose the right colors: if they draw the sun - yellow, grass - green, the sea - blue, and so on. In addition, the child learns to work with a brush during such activities.

Also, educational games for children 2 years old stimulate fine and general motor skills. They may include the following activities:

velcro fastening;
sprinkling of croup;
modeling;
applications;
whipping with a whisk of soapy foam;
collecting water with a sponge;
creasing of paper;
playing with clothespins;
drawing up patterns using pasta, cereals;
shifting the beads with tweezers.

Educational computer games for children 2 years old

Between grandparents and parents, disputes about whether it is possible at this age to sit at the monitor do not subside. Old school people believe that the best educational games for improving the skills of children 2 years old is running around in the yard. They argue this point of view by the fact that the computer's eyesight drops, posture deteriorates, and the child becomes nervous. However, if you approach such a developing occupation wisely, you will not have to reap all these consequences.

The baby should have time limits for staying at the computer. In addition, parents should be responsible about what kind of game the child starts. There are educational programs for children 2 years old. Their essence lies in the fact that the crumb needs to turn the picture over, finish building the house, collect or find the one who hid. These activities are very exciting.

Educational board games for children 2 years old

By this age, the child is already able to perceive elementary rules and can manipulate the objects offered to him. However, home educational games for children 2 years old are somewhat different from those board cards that are provided for older kids. There are 3 main differences:

The simplicity of the rules.
The game ends before the fidget can get bored.
All elements are made of natural durable material.

There are such cognitive aids:

educational games for children 2 years old - coloring;
cards for the study of transport, seasons, professions, and so on;
the game "grocery store";
cards "edible-inedible";
teaching time manual and others.

Educational outdoor games for children 2 years old

The physical activity of a child at 2 years old pleases every parent. The kid is constantly on the move, he jumps, climbs, chases a ball around the house, dances to cheerful music, clearly demonstrating his excellent physical shape. The intellectual development of a 2-year-old man is moving at the same rapid pace. His vocabulary expands, logical thinking is formed, memory and attention are strengthened. The pace at which the baby will absorb new knowledge depends on the efforts of the parents.

At two years of age, a child's development is aimed at learning about the world around him and his own capabilities.

How to develop logical and mathematical thinking?

Logical and mathematical developmental exercises lead to the formation of logical thinking. Classes consist of:

The concept of space and time. Invite your child to find the toy you have hidden. Help him directing the search: "let's look under the bed, into the closet drawer, behind the chair, maybe our bunny is hidden there."
Ability to navigate the time of day. Closer to 3 years old, the child should learn the difference between day and evening, morning and night, distinguish between concepts such as today, tomorrow, yesterday. While lulling your toddler before bed, talk to him about what he did in the morning and what he did in the evening.
Sorting games. Take different buttons or pasta, cut out circles and squares from colored paper (the main thing is that they are not the same in size, color and shape). We sort by similarity. You can take pictures of vegetables and fruits, remind the baby that the rabbit loves vegetables, and the monkey loves fruits. We lay out the pictures in front of the animals.
Simple account. Start learning not with numbers, but with concepts available to your baby. Count on your fingers, along the steps of the stairs. If the child is already showing his age on his fingers, offer to show him how old he will be.
Putting together puzzles and pictures. Choose simple 2-3-4-part games for the exercises. The process is difficult for a 2-year-old baby, it is formed slowly, so the mother should help the baby at first.

Puzzles for toddlers should be very simple so that the baby can assemble them without assistance.

“A lot - a little” - at 2 years old the child is ready for such a concept (see also:).
Orientation in space. The child learns concepts such as right - left, above - below.
Comparison. Games with pictures in books or on special pictures, allowing the child to compare action and objects: "who eats what", "where is whose tail", "where is whose home" (we recommend reading :).
Finding a figure in two ways. Place colored paper circles in front of the crumbs so that among them there are two yellow, large and small, or two red squares of different sizes. Ask your child to find each pair: two yellow circles or two red squares.

We study the properties of objects

One of the most important skills for a child. A person is constantly surrounded by some objects. Knowing their properties, he easily finds use for them. The skill allows children to develop abstract thinking, teaches comparison, develops touch and smell. The learning process consists of memorizing:

concepts of objects: long - short, high - low, wide - narrow;
warm - cold, smooth - rough, hard - soft (develops the sense of touch);
heavy - light;
the same - different (for 3 years old);
taste and smell (helps to understand the sense of smell);
color characteristics of objects (helps to remember the names of colors and teaches to distinguish colors) (we recommend reading:);
geometric shapes and shapes (useful for spatial thinking) (we recommend reading :).

How to develop speech?

The first set of recommendations presents cognitive exercises that contribute to the general development of speech skills. Classes do not require special knowledge from adults, the main thing is your love and patience. Obviously, it is important for a 2-year-old to do something interesting, otherwise he will not perceive the information positively. When you start learning, remember that speech is at the heart of the full development of children. Parents should:

Read children's books with a crumb, consider the pictures in them. Be sure to discuss the events taking place in the fairy tale or story, conduct a detailed analysis of them. Ask the little listener leading questions, praise for the correct answers.
Organize a puppet show. Attributes for family children's performances buy in the store or do it yourself. You stage the first performance, then connect the baby to the action. Show how to control dolls, entrust the little treasure with the role of puppeteer.
Develop speech breathing. Teach your child to hold their breath as they exhale. For training, soap bubbles, playing the pipe, blowing out a candle are suitable. In the summer, invite him to blow off the dandelions. Breathing exercises help to saturate the body with oxygen, activate the work of the heart, nervous system, and brain.
Offer speech games. Complete phrase game: you tell the child the beginning of the phrase, and the child finishes it. For example: "You have green in your room ...", "Our cat loves to sleep ...".

Reading and viewing pictures together contributes to the development of the child

Children at the age of 2, in whose vocabulary there are already separate words, even if they are a little distorted, games and entertainment aimed at consolidating and expanding speech skills will be useful. Proceed as follows:

Ask your daughter or son simple questions about what they see in the window or what is happening on the street. It doesn't matter that the answers are monosyllabic, the main thing is that the child wants to answer.
Try to discuss with your child all the events that occur in his life. Be interested in what he plays, how he ate, what kind of toy he likes and why. Asking questions will help expand the passive vocabulary of the crumbs and teach you to share your thoughts with you - this is an excellent foundation for future mutual understanding.
As a rule, by the age of 2, babies are well aware of the fairy tales they often read. Invite your child to tell them together: you start - he continues. For example: “The mouse waved its tail and what did the egg do? It broke. Right!". Be sure to praise your treasure for every correct answer.
Replenish the vocabulary of crumbs with adjectives. Frequently ask questions that begin with the word "what." Your task is to induce the child to come up with or remember the definition of an object or thing you said. It’s very good if he can remember at least one adjective on his own.

How to develop attention?

We preserve the game content of the lessons, but direct them to training attention. The ability to concentrate, notice details, think about a task will help your treasure in a school setting. We offer to take the child:

Searching for some thing. The search can be carried out at home, on the street, from the window. Ask your toddler to show the blue car in the parking lot or to find the squirrel in the picture. The game does not require any additional attributes and can be played anywhere, all you need to do is to interest the baby. Helps develop concentration.

On a walk, you can ask your child to find and show some thing, object, car, flower

Lay out mittens, saucers, cups, hats with a pattern. Pick up items so that each set contains the same design elements. The child's task is to find a similar pattern on objects.
Building a house or tower according to the drawing. Buy the game from the store. Select the product with the simplest two-part drawing. The lesson is designed for a three-year-old child.
Find objects in a room or on a playground in the yard with one sign: soft, hard, white, round. You should not rush and prompt a crumb, let him consciously make a choice,
Expanding the search value of the previous game. The task for the child is to find things with two identical characteristics: large and round, small and soft.

We develop general and fine motor skills

Child psychologists strongly associate motor skills with the general development of the child. Every movement of the baby works on his intellectual and speech abilities. A child of two years old can take:

Finger gymnastics: modeling, applique, drawing.
A game with an inset frame.
Unbuttoning buttons, buttons, zippers. If there is a desire, let him learn how to fasten buttons and a zipper.
Learn to take off and put on clothes (hats, socks, mittens).
Pour water and pour the cereal using a funnel, kettle, jug, watering can (buy children's dishes).

Sensory boxes with cereals, pasta and legumes are an excellent assistant in the development of fine motor skills (for more details, see the article :). Games can also be played in a single color - to secure it

Hand washing. We teach the baby to wash the pens on their own. The training is gentle, without coercion. At the same time, we show you how to open and close the tap, squeeze liquid soap out of a bottle, and lather your hands with it.
Pour soapy water into a glass, give the baby a whisk so that he whips up the water.
We fill the saucer with water, put round balls (kinder containers) in it, give our son or daughter a spoon and ask them to catch the items. We put the removed item in a glass without water.
We use a pipette or an enema to collect water: we collect and pour out.
We collect water with a sponge and squeeze out the sponge.
We take paper and a bottle. The child should crumple the paper strongly and push the resulting lump into the neck of the bottle.
Games with clothespins and lacing.
We add patterns from pasta, sticks, beans.
We teach a child under 3 years old to connect points on paper with lines. We use tasks in children's books and magazines.
We shift small objects (beads, peas) with tweezers.
Selection of caps for bottles and jars. We teach them to twist and twist.
We play pyramid folding, use sorters, insert frames.

We continue our acquaintance with the world around us

In addition to certain exercises that contribute to the intellectual development of the child, it is necessary to expand his knowledge of the world around him. Naturally, the information received should be available to the developing consciousness and be correlated with age-related capabilities. We talk more about familiar things, watch the video, start with animals:

We study the details of the life of animals. Where do they live, what they eat, what are the parts of the body called (horns, tail, hooves). We will tell you what a person gets from a cow or a lamb (milk, wool). Let's find out what their cubs are called.
Getting to know the life of birds. We will find out where they live, what they eat, what their chicks are called. We pass on knowledge through a conversation with a child, telling him that there are domestic and wild birds. What benefits do birds bring to humans, how do they live in the forest.
Expanding knowledge of insects. An ant builds an anthill, a bee flies over flowers and collects pollen to make honey, a caterpillar feeds on leaves. A story about insects should be structured in a positive way. Parents explain to the baby that all the insects are alive, that they have children, that they, like us, breathe, they have their own purpose in the world around them.
We observe natural phenomena (snow, rain, rainbow) and explain their appearance. Why is it raining, where do the snowflakes come from.
We study trees and flowers typical for the area where the family lives. When walking in the park, name the trees you see. When you see a flower bed, show your son or daughter some flowers and tell them what they are called.
We memorize the names of fruits, mushrooms, vegetables, berries that we meet in everyday life. We check if the little one remembered the names, offering to choose a pear or an apple.
We understand the concepts of material, explain what the objects around us are made of (wood, metal, paper, glass, stone).

It is necessary to encourage the curiosity of the crumbs, as far as possible, giving answers to his questions. If the parents cannot explain some phenomenon, it makes sense to promise the child to return to the question later, but just not to forget about it.

The child will be interested to know the names of the plants that are found during the walk

Expanding the range of concepts

The time has come to expand on topics that are clear to children in a simple form. We give their simplest concepts without overloading the child's attention with details. Make a day-by-day outline of your future activities to follow your plan exactly. What topics to take for classes:

score;
doctor, hospital;
family;
transport;
marine world (seas, oceans, ships);
railway (trains, rails, driver, carriage);
aquarium (fish, life of the underwater world, observation of the inhabitants of the aquarium);
town.

We supplement our knowledge of the world with information about a person and his activities, explore the world of household appliances, get acquainted with professions. Take these topics for discussion:

Human labor activity. We teach you to understand what a person is doing: mom sweeps the floor, washes the dishes, dad repairs the tap. We cultivate a respectful attitude towards other people's work.
We study a person. We teach body parts, talk about health and personal hygiene, explain its meaning.
We introduce you to home appliances, explaining their purpose. We talk about the correct handling of it, with cutlery, point out the dangers.
Getting to know the professions. We combine the topic with the study of other topics. For example, transport is a chauffeur, a hospital is a doctor.
Parents planning to take their baby to kindergarten should prepare him for new circumstances, in a playful way reproducing the situation of parting with his mother, sleeping in another house, meeting the teacher.

Days of acquaintance with professions are often held in kindergartens and schools, but nothing prevents parents from discussing this issue with their children even earlier.

What helps intellectual development?

Our world is multifaceted, it contains music and painting, theater and ballet. Art is an important developmental tool for the formation of the intellectual abilities of children. The child needs to know and feel:

Music. Hear classics with your treasure that enlighten the soul and consciousness. Accompany your listening with interesting stories, fairy tales. Children love funny children's songs, they are happy to memorize words and begin to sing along. Use the Zheleznovs' program, teaching the baby logorhythm, encourage his attempts to dance.
Painting. The art of the 2-year-old master is far from perfect, but these are no longer bali-kalyaks. Children at this age know how to consciously draw circles and lines, they make attempts to portray loved ones, themselves. They try to paint over pictures without going beyond the edges of the image. Take part in the creativity of the little man, draw a circle and invite him to continue drawing to make the sun. You can draw a girl and balls above her, let the baby draw the strings to the balls. Use finger paints to paint.
Role-playing games. A great option for intellectual activities with children. The kids themselves are happy to come up with the plots of such games: they play in the store, treat the dolls. Your participation in the action should be minimal, you can portray a sick person or buy something in a store, but the main role is with the child. If you have older children in your family, have them help you teach your brother or sister.

Set up theme weeks for your kids to explore a specific topic. Fill their spiritual world with music and painting. Constantly involve in the discussion of events and situations happening around him. Take into account the preferences of your child, act softly, without prodding and orders, interest the kid in activities, turning them into a game.