Vocab words for preschoolers

Preschool Spelling Words & Vocabulary

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Time4Learning is an online student-paced learning system popular as a preschool homeschool curriculum, as an after school tutorial and skill sharpening during the summer break.

This page is a summary of curriculum topics, foundational skills and resources related to preschool spelling including information about:

• Preschool Spelling Curriculum
• Foundational Spelling Skills
• Preschool Spelling Words List
• Preschool Spelling Resources
• Additional Helpful Parent Tools & Resources

In preschool, spelling words start with basic two-letter words. For example, a good starting point for preschoolers would be: AT, ME, BE, and IT.

Children then start to expand the list by working through “word families”. From AT, in preschool spelling, the curriculum, worksheets, and then spelling tests would cover BAT, CAT, HAT, and SAT. Also, they might vary the vowel and go to HOT. A list of preschool spelling words might start with MAD and include MAN, MAP, and MAT as well as DAD and SAD.

These very young children learn through spelling activities including many creative methods that make the preschool spelling program fun for them. Remember, every child learns at a different rate, so what works for some students may not be the best approach for your child. This is why so many parents enjoy Time4Learning’s student-paced curriculum.. You can skip lessons that teach concepts your child has already mastered and repeat those he or she has not. The choice is yours.

Foundational Spelling Skills

Spelling skills should develop as part of an overall language arts phonemic awareness, phonics, reading comprehension, vocabulary and reading fluency, grammar, reading and writing program. Children should (with help from their parents) develop their foundational spelling skills through an interest in words, regular writing, constant reading, a study of spelling rules, and playing of spelling games

With help from their parents, children can develop and reinforce foundational spelling skills through the following activities:

1. Regular writing for a head start on spelling, punctuation, and other concepts
2. Constant reading or use of reading workbooks
3. Frequent study of spelling rules like the relationships between letters and sounds
4. Spelling bees for a fun way for your child to practice their spelling
5. Playing of spelling games, quizzes or word games to help develop their spelling skills
6. Structured computer spelling programs
7. Personalized tutoring and assistance to boost confidence
8. Setting daily blocks of time for spelling and reading activities
9. Instruction through guided spelling activities like word sorts or word boxes
10. Creating a rich language environment at home based on the quantity and quality of words spoken

Time4Learning teaches a comprehensive preschool spelling curriculum using fun activities to build a solid spelling foundation. Help your child excel in spelling by trying out our PreK demos.

Preschool Spelling Words List

What spelling words should your preschooler know? Here is a list of 50+ words that are great for use in spelling games, tests, or practice for an upcoming spelling bee. To add more value, download our PreK spelling list printable worksheet with +100 words!

• one
• two
• three
• at
• bat
• cat
• mat
• pat
• rat
• sat
• an
• can
• fan
• man

• are
• ask
• as
• or
• mom
• and
• us
• pad
• sad
• an
• can
• fan
• pan
• ran

• big
• dig
• fig
• pig
• wig
• fin
• in
• pin
• win
• bid
• did
• hid
• rid
• if

• her
• hi
• bye
• bee
• see
• cow
• how
• now
• bun
• fun
• run
• sun
• but
• cut
• gut

Preschool Spelling Resources

If you’re interested in preschool spelling lists or vocabulary words, you might also be interested in:

• PreK curriculum overview with a summary of key preschool learning objectives
• Detailed list of PreK language arts lesson plans
• Our lesson planning worksheet can help you estimate how many lessons to have your child do each day

Additional Helpful Parent Tools & Resources

Welcome to Homeschooling Guide – Are you new to homeschooling? This guide was written by seasoned homeschoolers to answer some of the difficult questions new families often struggle with.

Curriculum Lesson Plans – An overview of the number of lessons that are included for each grade and subject. All students have access to at least 2 (and in most cases 3) grade levels of curriculum for each subject, so they can move ahead or review at their own pace.

Lesson Planning Worksheet – Wondering how many lessons to have your child do each day? Estimate the number of activities per day using this easy to use, printable worksheet.

Easy Vocabulary Words For Classes 1, 2 & 3 Children To Learn

• What Are Vocabulary Words?
• Important Vocabulary Words For Kids
• Activities That Can Help Your Child Learn Vocabulary Words

A vocabulary list helps educators and parents know which spellings can be taught to kids at what time. Mastering the English vocabulary gives both teachers and parents flexibility in terms of helping children with the basics, and then, moving on to other words to spell for other activities. The grade level of vocabulary words for children is based on the difficulty level, the pattern of occurrence, and spelling materials. This article is here to help your little one learn vocabulary words to boost their word power and communication skills.

What Are Vocabulary Words?

Vocabulary can be defined as different sets of words — the words in a language or words you are trying to learn or teach your kids. Vocabulary is essential for children of all age groups. Every person’s vocabulary is unique and develops with age, and evolves with time. The more your kid learns words, the more effectively they will communicate with others.

Important Vocabulary Words For Kids

It does not matter which grade your child belongs to; it is imperative to introduce them to slightly tougher words at an early stage. Your child will hear these words in school and may use them in daily conversations. Some essential vocabulary words for kids are ancient, border, coast, device, examine, flutter, grace, individual, journey, and others.

Vocabulary Words For Kindergarten Kids

Kindergarteners should be taught vocabulary words that are simple, but the list can be vast. This will help support their written and verbal communication. The explicit teaching of new words allows students to access academic language and helps them to understand complex texts.

Vocabulary Words For Class 1 Kids

Vocabulary words for grade 1 should include words kids understand and know at this level. Students don’t have to spell or read the words to understand their meanings. Make your children start learning new words; some words are listed below:

Vocabulary Words For Class 2 Kids

Vocabulary words for grade 2 are the building blocks for understanding and expressing children’s ideas. As children are exposed to complex language, they start using more advanced vocabulary, and difficult words help them describe their observations, explain concepts, and make predictions. Some of the class 2 vocabulary words are listed below.

Vocabulary Words For Class 3 Kids

Vocabulary words for grade 3 are used often, across all subjects, from language history and arts to maths and science. Third graders who have a better understanding of vocabulary and its importance in reading complex sentences do great in academics.

Activities That Can Help Your Child Learn Vocabulary Words

Reading books and newspapers with your children and engaging them in conversations are some of the important ways to build a 3-year-old’s vocabulary word list. The more they get exposed to interesting words, the more they may have an understanding of the word. A 5-year-old’s vocabulary list should be taught multiple times, and in different contexts so they do not forget easily.

1. Fill in the blanks with the missing vocabulary word

1. Vijay is an………………man.

Ans – honourable/honest/wise

2. I like playing the………..

Ans – piano/guitar/an instrument

3. The school will close for Christmas…………….

Ans – holidays

4. A butterfly has…………….wings.

Ans – beautiful/colourful

5. My friend won the last tennis…………

Ans – tournament

6. Make sure to read all the…………….carefully.

Ans – instructions

7. Our English teacher gave us report writing as ……………

Ans – homework

8. ………………… is the best time of the year.

Ans – Winter/Summer/Spring

9. Mathematics is my……………subject.

Ans – favourite

10. Our journey to Kashmir was a……………….. one.

Ans – memorable/fun/happy

11. Shweta is the most……………student in our class.

Ans – intelligent

12. Dove is a symbol of …………….

Ans – peace

13. It is important to maintain a ……………..diet to avoid disease attacking the body.

Ans – healthy

14. He shifted from one ………….. to another

Ans – job/place/home/<any situation>

15. The Indian army earned a magnificent ……………over the invading army.

Ans – victory

2. Teach the Word of the Day

Introducing a new word daily will increase your child’s vocabulary by 365 words every year, and is an interesting and fun activity with which the whole family can get involved. You can take the help of a word-a-day calendar or a website to pick a new word for your kid to learn. Make sure that you teach your child words according to their grade. A 3-year-old vocabulary word list will be different compared to a 5-year-old vocabulary list.

3. Roll a Dice Activity

Use this teaching resource on your kid while building their vocabulary. Make your children practice it daily for a better result.

Let your kid choose a vocabulary word and then roll a die to complete the activity. The next step is to record the answers as per the activity mentioned on the dice.

The six vocabulary activities include:

i) Let your kid define the word
ii) Ask them to use the word in a sentence
iii) Ask them the antonym for the word
iv) Let them write a synonym for the word
v) Ask them to draw a picture of the word
vi) The last step is to act it out

4. Ask your children to use new words in sentences

There’s no use in your child learning new words if they do not apply them to a sentence. Asking them to use a word in a written or spoken sentence will help them understand its context and meaning. If your child’s school assigns weekly spellings, get them to write a sentence using each word. Encourage them to look it up in a dictionary if they are not sure of its meaning.

5. Play Word Games with Your Kid

From Bananagrams to Spy to Scrabble, a huge range of games will help your kids get accustomed to new words.

Reading books or magazines with your child is a great way to familiarise them with new words and increase their vocabulary. You can also use the above techniques for fun and easy teaching.

Also Read:

Learn Describing Words for Children
Compound Words for Kids with Types and Activities
Four Letter Words for Children to Improve Vocabulary

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children Dictionary for parents

The quality and quantity of a child's vocabulary largely determine the level of speech development in general. The formation and development of a dictionary is one of the main directions of the speech development of preschoolers. This topic has been the subject of numerous studies over many decades, and does not lose its relevance even now. Currently, there are trends of deterioration in the level of speech development of children, including the scarcity of their vocabulary. The reasons for this deplorable situation are heredity, and congenital pathologies of development, and the imperfection of the educational system, and the lack of competence of teachers and parents on the speech development of preschoolers. Usually, vocabulary work is most intensively carried out in the early and younger preschool years, but it should continue in the older age groups of the kindergarten.

There are certain norms for the development of speech, an indicator of which, in particular, is the number of words a child knows. By the end of the first year of life, the first words appear (10-15 words). Babbling (lyalya, mom, dad) and onomatopoeic (meow, bibi). During the 2nd and 3rd years of life, the child has a significant accumulation of vocabulary. By 1.5 years - 100 words, by 2 years - 300-400 words, by 3 years - 1000-1500 words, and at 6-7 years old the active vocabulary is from 3500 to 5000 words.

Before entering school, a test is mandatory, which includes an assessment of speech development. And recently, the statistics have been disappointing, because most first-graders show signs of delayed speech development. This is a serious problem, which leads to the fact that such children are simply not ready for school. And first of all, this affects the acquisition of literacy - children simply do not have enough knowledge to pick up test words.

To prevent this, effective measures must be taken to enrich the child's vocabulary so that he knows as many words as possible before entering school.

A child's vocabulary is of two types - passive and active. Passive vocabulary is those words, the meaning of which the child understands, but does not use in his everyday speech. The active vocabulary includes those words that the child not only understands, but also uses them in speech and writing. As a rule, the passive dictionary is always larger than the active one.

Thus, the main task is to expand the passive vocabulary, as well as help in activating the active vocabulary. The most active period, when the child begins to master the largest number of words, is the age of 1 year. If at 12 months a child knows about 12 words, then by the age of 4 he already masters up to 2000 words.

It is important to understand that words are not acquired by themselves - this is the result of systematic work to expand the child's vocabulary. And the work must be carried out every day - only in this way can good results be achieved. A huge role in this process is played by parents, on whose participation it directly depends on how quickly the child begins to speak and how rich his vocabulary will be.

There are a number of recommendations to help form and increase the vocabulary of preschool children. Most of them do not require much effort on the part of parents.

All children are in different conditions of speech development, so the number of words they know is different in each case. But there is a certain list of terms and concepts that children should know by the age of 5-7:

• Household dictionary (names of toys, dishes, hygiene and household items).
• Spatial orientation (up, down, right, left).
• Concepts of time (second, minute, hour, year), days of the week, months and seasons.
• Dictionary of natural history (names of natural phenomena, animals, plants, birds that are in its immediate environment).
• Numerals (ideally up to one hundred).
• Social science terms (names of holidays, words denoting people's work, human values, etc.).
• Sports (football, hockey, etc.).
• Words denoting emotions, feelings and experiences.
• Parts of the human body.
• Vehicle names.
• Colors and shades.

There are many ways to build a child's passive and active vocabulary. Below we list the main recommendations, the observance of which will allow you to quickly achieve results.

Constant communication with the child is the base that allows the child to learn new words, ask an adult about the objects and phenomena that he observes.

During communication, one should try to use not only definitions familiar to the child, such as “small”, “big”, “good”, etc. Introduce synonyms into speech that make speech more colorful, use metaphors and epithets.

It is important to understand that the speech of preschoolers mainly consists of nouns and verbs, so you need to use adjectives as often as possible. Children hardly remember them, so you need to acquaint the child with the shape and color, smell, material, purpose of objects.

You should not just read books aloud, but do it slowly and with intonation. Periodically, you need to stop and ask the child if he understood the meaning of what he read, or if some words are incomprehensible to him. This is very important, because even when reading the simplest book, a child may have a lot of questions that you don’t even know about. Explain the meaning of unfamiliar words to him, and also ask questions about what he read.

You can observe almost everything with your child. Conduct an inspection of the premises in which you visit (during a trip to visit, visiting a clinic, etc.), observe with him natural phenomena, children in the yard, animals and birds.

But don't just be an observer - comment on what you see. Actively share your observations, describe the feelings that you experience while doing this. The observations themselves should be interesting for the child, so if he does not want to look at the children playing on the playground, but wants to take part in this himself, then do not prevent him from doing this.

Looking at pictures and pictures in books contributes to the development of a passive vocabulary. You should describe what is shown in the illustration, as well as ask leading questions to the child.

Drawing up a story from pictures is very helpful. First, you can disassemble each image separately, and then, together with your child, compose a simple mini-story based on these pictures.

Here you can combine business with pleasure. Take your child to the kitchen, for example, where you can cook family dinner together. There is just a huge number of new items, the names and purposes of which may be unknown to him. Demonstrate and name the available kitchen items to him, tell him exactly what they are for.

You can discuss the classification of products with him. So he will understand that vegetable oil is needed for frying, and not to drink it, that it is more convenient to eat soup with a spoon, etc. Surely the child will want to help you, so you can entrust him with some simple and safe task (stir salad with a spoon, sort out buckwheat, etc.).

Play is the form of learning that is most effective in childhood. In this case, you do not need any special devices, so you can play almost anywhere.

Here are a few examples of such games:

• We name the attribute of an object and correlate a certain object with it. For example, large (elephant, skyscraper, world), white (bread, sheet of paper, etc. ).
• Guess the profession. Examples: a person who drives a car ... (driver), a person who sells products ... (salesman).
• "I know five." At an early age, it is important to know not only a lot of words, but also to classify them into certain categories. You can invite the child to name 5 types of animals, types of transport, etc.
• "Edible-inedible". You name any word and throw the ball to the child. If the word is “edible” (ice cream, apple, watermelon), then the child catches the ball, and if it means an inedible object, then the ball is discarded.
• "Say the opposite." You say a word, and the child must name its antonym: hot - cold, slow - fast, clean - dirty.
• "Who lives where?". You name an animal or bird and throw the ball to the child. He catches the ball, names the place where the animal lives, and returns the ball. Examples: - a bear - in a den, a fox - in a hole, etc.

Games greatly influence the increase in words that the child will later use in his everyday speech. It is important to use as many complex and unfamiliar terms and concepts as possible, explaining in detail what they mean. Remember that all activities should be carried out in a fun and relaxed atmosphere, as well as praise the child, even if his progress at this stage is insignificant.

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Development and enrichment of vocabulary in preschool children

Pavlova, I. Yu. Development and enrichment of vocabulary in preschool children / I. Yu. Pavlova. - Text: direct // Pedagogical excellence: materials of the I Intern. scientific conf. (Moscow, April 2012). - Moscow: Buki-Vedi, 2012. - S. 212-215. — URL: https://moluch.ru/conf/ped/archive/22/1934/ (date of access: 03/18/2023).

Problems and the tasks of developing the speech of preschool children were relevant Always. At all times, great attention was paid to the development of children's speech. attention. The importance of speech in the development of a child's personality is so great that the tasks of its formation occupy a special place in upbringing.

Word introduces the child into the world of people, helps to understand it and get used to it, helps to realize oneself as an individual and become active participant in the life of society. The word is the main communication and form of self-expression of the child. It serves as a means regulation of his behavior. With the help of the word, the child learns the natural and subject environment.

IN At preschool age, the child must master a vocabulary that would allow him to communicate with peers and adults, successfully study at school, understand literature, television and broadcasts, so preschool pedagogy considers the development vocabulary in children as one of the important tasks of speech development.

The dictionary is the lexical composition of speech that a person uses. The dictionary is divided into active and passive. The volume of an active dictionary in any person less than passive.

Vocabulary development with the normal development of the child is given in the table:

quantitative growth vocabulary according to Stern

From data The table shows that in preschool children the development of vocabulary stock is especially fast, as in no other age.

Peculiarity vocabulary of a preschooler is a significantly smaller volume of compared with the dictionary of an adult, since the amount of accumulated information about the environment is significantly inferior to the amount of knowledge of an adult.

For vocabulary development Stock important constant communication of adults with the child. Volume and quality (accuracy, figurativeness) of a preschooler's vocabulary depend on how his communication is complete. Therefore, parents need introduce the child to new objects, phenomena, their names. It is important to talk with a preschooler, ask questions, create situations in which probable shortcomings in understanding and child's use of words. An active family lifestyle provides fertile material for expanding the vocabulary: excursions to the theater, circus, zoo, etc.

As required development of speech and thinking gradually replenished dictionary systematized, ordered, folding into semantic fields or the formation of words united in meaning.

R.I Lalaeva identified the following directions for the development of the dictionary:

1. Dictionary expansion

2. Refinement word meanings

3. Development word meaning structures

4. Formation semantic fields and lexical consistency

5. Extension relationships between words in the lexicon.

Method development of speech by a preschooler offers a type of activity that built in the form of a game. This facilitates the assimilation of the material, develops children's auditory attention, contributes to the correct perception of speech.

material supply, aimed at enriching the vocabulary, in the form of a game teaches kids correlate a sounding word with a picture or object, clearly pronounce simple and polysyllabic words, answer questions.

Purpose when conducting There is only one such activity: vocabulary replenishment.

teachers widely used didactic games, which not only allow comprehensively develop preschoolers, but also contribute to the formation of children's vocabulary activity skills.

Didactic the game is a multifaceted, complex pedagogical phenomenon: it is also a game method of teaching preschool children age, and the form of education, and independent play activities, and means of comprehensive education of the personality of the child. Exactly at didactic game, the child gets the opportunity to improve, enrich, consolidate, activate your vocabulary.

B Depending on the material, didactic games can be divided into three type: games with objects (toys, natural material, etc.), board printed games and word games. It should be noted that all these games can be successfully used to activate vocabulary preschoolers. Games with objects are most accessible to children, as they based on direct perception, consistent with the desire child to act with things and thus get to know them, in addition, the child eagerly names the objects he sees.

Play in these games the child begins at an early age and does not lose his interest in them throughout preschool childhood. In junior preschool age, many games with toys are accompanied movements, which corresponds to the peculiarities of perception and thinking child

Most word games are complex: they are not related to direct perception subject, in them children must operate with representations. These games are of great importance for the development of the child's thinking, since in them children learn to make independent judgments, draw conclusions and inferences, not relying on the judgments of others, to notice logical errors.

verbal games are held mainly in older groups and are very important for preparing children for school, as they require and, therefore, develop the ability to listen carefully, quickly find the right answer to the question posed, to accurately and clearly articulate their thoughts, to apply knowledge.

Didactic the game as a form of teaching children contains two principles: educational (cognitive) and game (entertaining). educator at the same time is both a teacher and a participant in the game. He teaches and plays, and the children, playing, learning.

Game vocabulary building techniques for young children:

Game: "Cold “Hot.”

Purpose: Enriching vocabulary with nouns

Contents. The adult asks the children to close their eyes, then hides the object and asks question: "Where is the bear?" Children are looking for an object in the room adult's prompt: "It's cold. Colder. Warmer. Even warmer. Hot". The game with the search for a missing object helps children memorize a new word.

Game: "Describe the subject."

Targets: Expansion of the vocabulary of adjectives, formation of ideas about the subject.

Contents. An adult examines an object and points out its features. For example, an adult examines an apple. It is yellow in color. The shape resembles ball (clasps the apple with the hands), the apple is round. In size it big, big. If you stroke an apple, you feel that it is smooth. I press on the apple, nothing happens to it. The apple is hard. I sniff an apple: oh, how fragrant, fragrant it is. I'll hold it on my hand I will weigh: the apple is heavy. I'll cut a piece and taste it: apple sweet (sour, sweet and sour).

Game "Wonderful Pouch"

Targets: Expansion of the vocabulary, development of tactile perception, clarification ideas about the features of objects.

Equipment. Smart decorated bag, small toys, whose names refer to one lexical group ("Dishes", "Vegetables" or others)

Contents. Previously, children get acquainted with toys, the names of which belong to the same lexical group: consider, name, highlight their qualities. The first player puts his hand into the bag, gropes for one toy, recognizes it and calls it: "I have a cup." Only after these words can the child pull the toy out of the bag, look at it and show it to all the children. If the answer is correct, baby takes the item. Players alternately recognize by touch, call and take items out of the bag. Whoever collects the most wins number of toys.

Advanced version (for older preschoolers): required before removing an item from bag, determine its shape (round, oblong), material, from which the object is made (rubber, metal, rag, wooden, plastic), surface quality (smooth, rough, slippery, cold).

Mail game, "Decorate the Christmas Tree" "Magic Tree" "Thematic Lotto", "Domino"

Game "Package"

Targets: Expansion of the vocabulary, clarification of ideas about features objects, the development of coherent speech.

Equipment. items, boxes according to the number of players.

Content. Every child receives a "package" (a box with an item inside). First the player begins to describe his item without naming or showing it. The item is presented after it has been guessed.

Game "Analogues"

Targets: Activation of nouns with a general meaning, development understanding of generic relations between words (development of conceptual component of the lexical meaning of the word)

Contents . An adult invites children to complete the word according to the model: fox - beast, crane - bird or vice versa. Adult says a word generalizing meaning, the child comes up with a word of specific meaning (or vice versa): dishes - a frying pan, flowers - a dandelion, transport - truck, fish - catfish, insects - grasshopper. The one who never fails wins.

Game "Edible - non-edible"

Targets: Development of the ability to highlight the essential features of an object (edibility, animation, etc.), clarification of the meaning of generalizing words, development auditory attention, general motor skills.

Contents . The host says the word and throws the ball to one of the players. If was a food item, fruit or other edible object is named, to the player you have to catch the ball. Otherwise, the player dodges the ball. Similarly, the games "Living - inanimate" are held, "Vegetables-Fruits", "Wild Animals - Domestic animals", "Birds - insects", "Clothes – footwear”, etc.

Game "I know five…”

Targets: Activation of words with a general meaning, development of understanding generic relations between words (development of the conceptual aspect word meanings).

Contents. Children stand in a circle. The first player with the ball in his hand starts play with the word: "I" and passes (throws) the ball nearby standing child. The second player receives the ball, says the following word: “I know” - and passes the ball further. Third player: "Five." The next child of "Insects". Further, each move is accompanied by the naming of one insect until those until five words of this group are named. Game continues further.

Game with the Association ball

Targets: Expansion of the volume of the dictionary, development of speech associations, general motility.

Contents. An adult throws a ball to a child and names a specific sign subject: "Red". The child catches the ball, adds a word, denoting an object that has this attribute (mac0, and returns ball for an adult. Similarly: heavy - truck; prickly hedgehog, cold snow, tall - a man, glass - a glass.

It is possible to play on material of a specific lexical topic (with and without pictures her). In this case, the adult agrees with the child that he you need to come up with words on a specific topic (for example, on the topic "Dishes"). At the same time, on the type-setting canvas there can be corresponding pictures are shown. Approximate lexical material: deep - plate; blue - pan; small saucer; transparent - jug.

Game “I gathered in the garden…”

Targets. Extension the volume of the dictionary, the development of auditory memory.

Contents. The adult starts the game by pronouncing the sentence: “I collected on garden .... cucumbers. The child repeats the whole phrase and adds the name of his vegetable: “I picked in the garden cucumbers and tomatoes". The next player repeats everything said the previous participant and comes up with a third vegetable: “I collected on vegetable garden cucumbers, tomatoes and onions. Players participate in the game until first mistake. The winner is the one who remains in the game last. IN Depending on the lexical topic, the sentence changes in content: "I collected in the garden ....", "I put in the closet ...", "I saw on the street ....", "He lives in the forest ....", "In the kitchen there is…." etc.

Game “Call me another word”

Targets. Formation of semantic fields, expansion of the dictionary of synonyms.

Contents . An adult calls the phrase and asks the question: “Throw the ball. How can this action be called differently, in a different word? are given examples of correct answers: “Throw the ball - throw the ball. Look out the window - look out the window. Children start to selection of synonyms only after confirming their understanding of the task.

Game with the ball "Say the opposite"

Targets . Formation of semantic fields, expansion of the dictionary of antonyms.

Contents. Children stand in a line facing the leader. Adult (leader) pronounces word and throws the ball to one of the players. The person who catches the ball must name antonym (the word is "enemy") to the given word and return the ball to the leader. If the pair word is chosen correctly, the child takes a step forward. The winner is the one who quickly approaches the conditional line, on which the leader is located. This child continues the game by inventing your words.

References:

1. Alekseeva M.M., Yashina V.I. Methodology for the development of speech and teaching the native language preschoolers. - M.: 2000.

2. Bondarenko A.K. Word games in kindergarten. - M.: 1974.

3. Borodich A.M. Methods for the development of children's speech. – M.: 1981

4. Kolunova L.A., Ushakova O.S. Work on the word in the process of speech development senior preschoolers // Preschool education. 1994 No. "9 .

5. Sokhin F. The development of speech of preschool children. - M.: 1984.

6. Tikheeva E.I. The development of children's speech. – M., 1992

7. Udaltsova E.I. Didactic games in the upbringing and education of preschoolers.-M .: 1976

8. Ushakov O.S. Classes for the development of speech in kindergarten. - M.: 1993.

9. Ushakov O.S. The development of the speech of a preschooler.

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