Educational games for children: meaning, types, recommendations. Educational games in preschool education

At preschool age, the development of the child's personality and all his abilities is much more successful in the game than in the classroom. The term "educational games" has firmly entered the arsenal of teachers and parents of preschoolers. However, in most cases, the games that are called "developing" are sets for getting to know new information and training any skills. This may indicate that the development of the child from the point of view of adults is understood exclusively as the expansion of horizons and the acquisition of skills. The emotional well-being of the child, his pleasure, interests, his independent creativity, at the same time, as it were, are not associated with the concept of "development", which, of course, is a deep delusion.

Development- always the emergence of something qualitatively new: attitudes towards the world and other people, abilities, desires, interests and motivations for action. This is always reflected and expressed in children's initiative and independence, when the child himself invents something, creates something, strives for something himself. Actions dictated by an adult, as well as answers to his questions (even correct ones) have nothing to do with the development of a child. On the contrary, they can become a developmental brake, since they deprive the baby of their own activity. Recent studies show that children who were oriented towards learning and “early development” from an early age turned out to be less creative, less self-confident, more anxious and tense at an older age. Real development occurs only when the child himself, of his own free will, and therefore with interest and pleasure, does something. Therefore, emotional well-being and full development not only do not exclude, but also presuppose each other. It is this combination of the interests of the child and the tasks of his development that arises in educational games.

In the situation of the game, the child understands the very need to acquire new knowledge and methods of action. A child, carried away by an attractive idea, does not notice that he is developing, although at the same time he constantly encounters difficulties that require a restructuring of his ideas and discoveries. If in the lesson the child performs the task of an adult, then in the game he solves his own problem.

At the same time, preschoolers are far from always able to create an interesting and meaningful game, especially a joint game. Unable to play well and left to their own devices, they can wander aimlessly or perform primitive manipulations. Here the decisive role belongs to the kindergarten teacher, who can bring exciting and useful games. He should offer the children a ready-made game plan, material and rules (of communication and objective actions).

In the daily pedagogical practice of the kindergarten, there is practically no time left for the game. Huge opportunities for educational games are usually not used. The repertoire of games is very poor and covers a narrow range of tasks (mostly sensory games). There are especially few joint games in which the whole group participates. There are practically no games aimed at developing strong-willed, moral qualities personality and the formation of humane relations between children. In addition, often in the classroom, the developmental game is replaced by game techniques, where the activity of an adult predominates, or by simple exercises.

The use of didactic toys or manuals is also often called a game. It is worth giving a child a pyramid or nesting doll in the hands and it is considered that the game has taken place. But it's not.

An educational game is not any action with didactic material and not a game technique at a compulsory training session, but a specific, complete and sufficiently meaningful activity for children. It has its own motives and its own methods of action.

Purpose of the game should be formulated as the development of certain mental processes or abilities of the child, not as the transfer of specific knowledge, skills and abilities.

game plan represents a game situation in which the child is introduced, and which he perceives as his own. This perception can be achieved by building a game plan based on the specific needs and inclinations of children, as well as the characteristics of their experience. For example, younger preschoolers are characterized by a special interest in the objective world. The attractiveness of individual things sets the meaning of the activity. Therefore, the concept of the game may be based on actions with objects or on the desire to get an object in one's own hands.

In all cases, the idea is realized in the play actions that are offered to the child. In some games you need to find something, in others you need to perform certain movements, in others you need to exchange objects, etc.

Game actions always include a task, the solution of which is the most important condition for each child. personal success and his emotional connection with the rest of the participants. The solution of a learning task requires active mental and volitional efforts from the child, but it also gives the greatest satisfaction. Its content can be very diverse: do not run away ahead of time or name the shape of an object, have time to find the desired picture in a certain time, fill in several objects, etc.

game material encourages the child to play, is important for the learning and development of the baby and, of course, for the implementation of the game plan.

An important feature of the game are the game rules.. They bring to the consciousness of the children its idea, play actions and learning task. Compliance with the rules requires certain efforts from the child, limits his spontaneous activity and makes the game exciting, interesting and useful for the development of the child.

The role of the educator in the game of preschoolers is extremely important.. In order for it to really captivate the children and personally affect each of them, an adult must become its direct participant. By his actions, emotional communication with children, an adult involves them in joint activities, makes it important and meaningful for them. It becomes like a center of gravity. This is very important in the early stages of acquaintance with new game especially for younger preschoolers. At the same time, an adult organizes and directs it - he helps children overcome difficulties, encourages compliance with the rules and notes the mistakes of some children. The combination of two different roles for adults - a participant and an organizer - is an important distinguishing feature of a developing game.

Due to the fact that the developmental game is an active and meaningful activity for the child, in which he willingly and voluntarily joins, the new experience acquired in it becomes his personal property, since it can be freely applied in other conditions (therefore, the need to consolidate new knowledge is lost). The transfer of acquired experience to new situations in one's own games is an important indicator of the development of a child's creative initiative. In addition, many of them teach children to act "in the mind", to think, which liberates the imagination of children, develops creative abilities and abilities.

Educational game- a fairly effective means of developing such qualities as organization, self-control, etc. Mandatory rules for all regulate the behavior of children, limit their impulsiveness. If the rules of behavior declared by the educator outside the game are usually poorly assimilated by children and are often violated by them, then those of them that become the condition for exciting joint activity quite naturally enter the lives of children. Great importance at the same time, it has a joint character of the game, since the educator and the peer group encourage the child to follow the rules, i.e. to conscious control of their actions. Evaluating the actions of peers together with an adult, noting their mistakes, the child better learns the rules of the game, and then realizes his own miscalculations. Gradually, prerequisites for the formation of conscious behavior and self-control arise, which is the practical development of moral norms. The rules of the game become, as it were, the norm of behavior in a group, they bring new social experience. By doing them, children win the approval of an adult, the recognition and respect of their peers.

In this way, at preschool age, educational games contain a variety of conditions for the formation of the most valuable personality traits. But in order for their development to really take place, it is necessary to follow a certain sequence in the selection of games.

Choosing a game for a teacher is a serious and responsible matter. The game should give the child the opportunity to put into practice what he already knows, and encourage him to learn new things. It is important to trace the internal connection of the previous one with the next one, so that in each game the child builds on the experience gained and takes a new step in his development.

It is in this sequence that the games in this manual are built. The decisive conditions for the normal mental development of the child and the basis of his well-being in kindergarten benevolent and open relations with peers and educator, the ability to cooperate, joint activities. It is very important to cultivate an active-positive, friendly attitude towards peers at a younger preschool age when a child enters kindergarten. To introduce into the children's team, to teach to communicate and make friends is the most important task of the educator. After all, how the child’s relationship with the teacher and with other children develops depends on his mood, well-being, as well as success in cognitive and personal development.

Therefore, at the first stages, games are needed aimed at the formation of communication and moral and volitional qualities of the individual. These are outdoor games, fun and round dances. development of humane, moral relations between children and the volitional qualities of a person occurs in actions and actions in favor of another: to help, help out of trouble, bring something pleasant, etc. However, the implementation of these actions and actions requires volitional efforts, the ability to overcome obstacles, and control oneself.

At younger preschool age, games aimed at sensory education are important. With the help of them, the child learns to distinguish and realize the distinctive qualities of surrounding objects: shape, size, color, as well as various methods of visual, auditory and tactile examination.

Preschoolers learn to distinguish and highlight the qualities of objects, compare them according to these qualities and designate them with the appropriate word. With the development of motor skills in a child, the possibility of mastering abilities (cognitive, aesthetic, creative, etc.) increases.

In addition, there are games for the development of attention, thinking and speech. They open up great opportunities for cognitive processes, since the child does not just fulfill the requirements of an adult, as happens in the classroom, but actively acts. In games, the necessary connection between practical and mental actions is created, which leads to the development of the child.

There are two beginnings in every game: one is entertaining, the other requires seriousness, mobilization of efforts. According to the ratio of these beginnings, they distinguish: fun games, role-playing games, task games and competition games. These types not only rely on the interests of younger preschoolers, but also contribute to their development, which is achieved only if the game is interesting for children. In this, the educator plays a decisive role.

Let us briefly dwell on the classification of educational task games.

1. Developing games for the sensory abilities of preschoolers. These include games for the development of color perception, visual and tactile perception, recognition geometric shapes and sizes, with quite complex configurations.
2. Games that develop fine motor skills. For example, sketching and tracing shapes and different patterns. This can be done using various stencils. It is also appropriate to note the educational games of a graphic nature.
3. Tasks and exercises for the development of basic mental processes, which include memory, attention. These may be modifications of the game "What has changed?".
4. Games that develop the thinking of the child. In such a series of games, the preschooler develops the ability to analyze, synthesize, spatial imagination,. In such games, as a rule, mathematical representations are laid at the initial stage, such mental operations as classification and generalization are developed. In full swing in the process of games that are aimed at inventing a variety of characters, abstract thinking is being formed.
5. You can also note educational games that form fantasy, speech, etc.

Educational games for the development of fine motor skills in preschoolers of the older group

Game "Stringing".
Purpose: to develop fine motor skills.

Game material and visual aids: pictures with animals, game clock.

Description: children sit in a circle, receiving a picture without showing them to each other. Everyone should describe their animal, without naming it, according to this plan:

1. Appearance.
2. What does it eat.

The "game clock" is used for the game. Turn the arrow first. Whom she points to, he begins the story. Then, by rotating the arrows, it is determined who should guess the described animal.

Match items game.

Goals: develop observation; expand the dictionary by the names of parts and parts of objects, their qualities.

Game material and visual aids: things (toys) that are the same in name, but differ in some features or details, for example: two buckets, two aprons, two shirts, two spoons, etc.

Description: the teacher reports that a parcel was brought to the kindergarten: “What is this?” He takes out things: “Now we will carefully consider them. I will talk about one thing, and one of you about another. Let's take turns talking."

For example:

1. I have a smart apron.
2. I have a work apron.
3. It is white with red polka dots.
4. Mine is dark blue.
5. Mine is adorned with lace frills.
6. Mine is red ribbon.
7. This apron has two side pockets.
8. And this one has one big one on his chest.
9. These pockets have a pattern of flowers.
10. And this is where the tools are.
11. In this apron they set the table.
12. And this one is worn for work in the workshop.

The game "Who was who or what was what."

Goals: activate the dictionary; expand knowledge about the environment.

Description: Who or what was the chicken before? (Egg.) A horse (foal), frog (tadpole), butterfly (caterpillar), shoes (leather), shirt (cloth), fish (egg), wardrobe (board), bread (flour), bicycle (iron), sweater (wool), etc.?

The game "Name as many objects as possible."

Goals: activate the dictionary; develop attention.

Description: children stand in a row, they are invited to take turns naming the objects that surround them.

The name of the word takes a step forward. The winner is the one who correctly and clearly pronounces the words and named more objects without repeating themselves.

Game "Choose a rhyme".

Purpose: to develop phonemic awareness.

Description: the teacher explains that all the words sound different, but some of them sound similar. Offers help to find a word.

There was a bug on the way,

He sang a song in the grass ... (cricket).

You can use any verses or individual rhymes.

Game "Name the parts of the object."

Objectives: to enrich the vocabulary; develop the ability to correlate the object and its parts.

Game material and visual aids: pictures of a house, a truck, a tree, a bird.

Description: the teacher shows pictures:

Option 1: Children take turns calling parts of objects.

2nd option: each child receives a drawing and names all the parts himself.

Educational games for teaching literacy to preschoolers of the senior group

The game "Find out who makes what sounds?"

Game material and visual aids: a set of subject pictures (beetle, snake, saw, pump, wind, mosquito, dog, locomotive).

Description: the teacher shows the picture, the children name the object depicted on it. To the question “How does a saw ring, a beetle buzzes, etc.” the child answers, and all the children reproduce this sound.

Purpose: to develop auditory perception.

Description: the driver turns his back to the children, and they all read a poem in chorus, the last line of which is uttered by one of the children at the direction of the teacher.

If the driver guesses it, the specified child becomes the driver.

Sample material:

1. We'll play a little, as you listen, we'll find out.
   Try to guess who called you, find out. (Name of the driver.)
2. A cuckoo flew into our garden and sings.
   And you, (name of the driver), do not yawn, who is cuckooing, guess!
   Ku-ku-ku!
3. The rooster sat on the fence, shouted to the whole yard.
   Listen, (name of the driver), do not yawn, who is our rooster, find out!
   Ku-ka-river!

Game "Guess the Sound"

Purpose: to work out the clarity of articulation.

Description: the leader makes a sound to himself, clearly articulating. Children guess the sound by the movement of the leader's lips and pronounce it aloud. The one who guesses first becomes the leader.

The game "Who has a good ear?".

Purpose: to develop phonemic hearing, the ability to hear the sound in a word.

Game material and visual aids: a set of subject pictures.

Description: the teacher shows the picture, calls it. Children clap their hands if they hear the sound being studied in the name.

At later stages, the teacher can silently show the picture, and the child pronounces the name of the picture to himself and reacts in the same way.

The teacher notes those who correctly identified the sound and those who could not find it and complete the task.

The game "Who lives in the house?".

Purpose: to develop the ability to determine the presence of sound in a word.

Game material and visual aids: a house with windows and a pocket for laying out pictures, a set of subject pictures.

Description: the teacher explains that only animals (birds, pets) live in the house, in the names of which there is, for example, the sound [l].

We need to put these animals in the house. Children name all the animals depicted in the pictures and choose among them those whose names contain the sound [l] or [l '].

Each correctly chosen picture is valued by a game chip.

Approximate material: hedgehog, wolf, bear, fox, hare, elk, elephant, rhinoceros, zebra, camel, lynx.

The game "Who is more?".

Purpose: to develop the ability to hear the sound in the word and correlate it with the letter.

Game material and visual aids: a set of letters already known to children, subject pictures.

Description: Each child is given a card with one of the letters known to the children. The teacher shows a picture, the children name the pictured object. Chips are received by the one who hears the sound corresponding to his letter. The one with the most chips wins.

Vertolina game.

Purpose: to develop the ability to select words that begin with a given sound.

Game material and visual aids: two plywood disks superimposed on each other (the lower disk is fixed, letters are written on it; the upper disk rotates, a narrow, letter-wide sector is cut out in it); chips.

Description: Children take turns spinning the disc. The child must name the word with the letter on which the sector-slot stops.

The one who completes the task correctly receives a token. At the end of the game, the number of chips is counted and the winner is determined.

Logo game.

Purpose: to develop the ability to distinguish the first sound in a syllable, to correlate it with a letter.

Game material and visual aids: a large loto card, divided into four squares (three of them have images of objects, one square is empty) and tire cards with learned letters for each child; for the leader, a set of separate small cards with images of the same items.

Description: The facilitator takes the top picture from the set and asks who has this item.

A child who has a given picture on a loto card names the object and the first sound in the word, after which he closes the picture with a card of the corresponding letter. The winner is the one who first closed all the pictures on the lotto card.

Approximate material: stork, duck, donkey, tail, catfish. rose, lamp, etc.

Chain game.

Purpose: to develop the ability to highlight the first and last sound in a word.

Description: one of the children calls out a word, the person sitting next to him picks up a new word, where initial sound will be the last sound of the previous word. The next child in the row continues, and so on.

The task of the series is not to break the chain. The game can be played like a competition. The winner will be the row that “pulled” the chain the longest.

The game "Where is the sound hidden?".

Purpose: to develop the ability to establish the place of sound in a word.

Game material and visual aids: the teacher has a set of subject pictures; each child has a card divided into three squares and a colored chip (red with a vowel, blue with a consonant).

Description: the teacher shows the picture, names the object depicted on it. Children repeat the word and indicate the place of the sound being studied in the word, covering one of the three squares on the card with a chip, depending on where the sound is: at the beginning, middle or end of the word. Those who correctly position the chip on the card win.

Game "Where is our home?".

Purpose: to develop the ability to determine the number of sounds in a word.

Game material and visual aids: a set of subject pictures, three houses with pockets and a number on each (3, 4, or 5).

Description: Children are divided into two teams. The child takes a picture, names the object depicted on it, counts the number of sounds in the spoken word and inserts the picture into the pocket with a number corresponding to the number of sounds in the word.

Representatives of each team come out in turn. If they are wrong, they are corrected by the children of the other team. A point is scored for each correct answer, and the row whose players score the most points is considered the winner. The same game can be played individually.

Approximate material: lump, ball, catfish, duck, fly, crane, doll, mouse, bag.

The game "Wonderful bag".

Game material and visual aids: a bag of colorful fabric with various objects, in the names of which there are two or three syllables.

Description: children come to the table in order, take out an object from the bag, name it.

The word is repeated syllable by syllable. The child names the number of syllables in the word.

Telegraph game.

Purpose: to develop the ability to divide words into syllables.

Description: the teacher says: “Guys, now we will play telegraph. I will name the words, and you will telegraph them one by one to another city.

The teacher pronounces the first word in syllables and accompanies each syllable with claps. Then he calls the word, and the called child independently pronounces it in syllables, accompanied by clapping.

If the child did the task incorrectly, the telegraph breaks: all the children begin to slowly clap their hands, the damaged telegraph can be repaired, that is, pronounce the word correctly in syllables and clap.

Educational games in mathematics for children of the senior group

Game "Be Careful"

Purpose: to consolidate the ability to distinguish objects by color.

Game material and visual aids: flat images of objects different color: red tomato, orange carrot, green tree, blue ball, purple dress.

Description: Children stand in a semicircle in front of a board with flat objects placed on it.

The teacher, naming the object and its color, raises his hands up. Children do the same. If the color is named incorrectly by the teacher, the children should not raise their hands up.

The one who raised his hands loses the phantom. When playing forfeits, children can be offered tasks: name a few red objects, say what color the objects are on the top shelf of the cabinet, etc.

Game "Compare and fill".

Objectives: to develop the ability to carry out visual and mental analysis; reinforce ideas about geometric shapes.

Game material and visual aids: a set of geometric shapes.

Description: two people play. Each of the players must carefully examine their plate with images of geometric shapes, find a pattern in their arrangement, and then fill in the empty cells with a question mark by putting the desired figure in them.

The winner is the one who correctly and quickly completes the task. The game can be repeated by arranging the figures and question marks in a different way.

The game "Fill the empty cells."

Objectives: to consolidate the idea of ​​\u200b\u200bgeometric shapes; develop the ability to compare and compare two groups of figures, to find distinctive features.

Game material and visual aids: geometric figures(circles, squares, triangles) of three colors.

Description: two people play. Each player must study the arrangement of the figures in the table, paying attention not only to their shape, but also to the color, find a pattern in their arrangement and fill in the empty cells with question marks.

The winner is the one who correctly and quickly completes the task. Players can then exchange signs. You can repeat the game by placing figures and question marks in a different way in the table.

The game "Wonderful glass".

Purpose: to teach to determine the place of a given object in a number series.

Game material and visual aids: 10 yogurt cups, a small toy that fits in a cup.

Description: stick a number on each cup, choose a driver, he should turn away. During this time, hide a toy under one of the cups. The driver turns and guesses under which cup the toy is hidden. He asks: “Under the first glass? Under six? And so on, until he guesses.

You can answer with prompts: “No, more”, “No, less”.

Game "Holiday at the Zoo"

Purpose: to learn to compare the number and quantity of objects.

Game material and visual aids: soft toys, counting sticks (buttons).

Description: put animal toys in front of the child. Offer to feed them.

The teacher calls the number, and the child lays out the required number of sticks (buttons) in front of each toy.

The game "Length".

Purpose: to consolidate the concepts of "length", "width", "height".

Game material and visual aids: strips of paper.

Description: the teacher thinks of some object (for example, a closet) and makes a narrow paper strip equal to its width.

To find a clue, the child will need to compare the width of various objects in the room with the length of the strip. Then you can guess another object by measuring its height, and the next one by measuring its length.

The game "Go through the gate."

Game material and visual aids: cards, "gates" with the image of numbers.

Description: Children are given cards with a different number of circles.

In order to get through the "gate", everyone needs to find a pair, that is, a child whose number of circles, in total with the circles on his own card, will give the number shown on the "gate".

The game "Conversation of numbers".

Purpose: to fix direct and reverse counting.

Game material and visual aids: cards with numbers.

Description: children-"numbers" receive cards and stand one after another in order. "Number 4" says to "number 5": "I am one less than you." What did “number 5” answer to “number 4”? And what did "number 6" say?

The game "Do not yawn!".

Objectives: to consolidate knowledge of counting from 1 to 10, the ability to read and write numbers.

Game material and visual aids: number cards, forfeits.

Description: children are given cards with numbers from 0 to 10. The teacher tells a fairy tale in which different numbers occur. At the mention of a number that corresponds to the number on the card, the child must pick it up.

Game activity - modeling various life situations - is predominant for children preschool age. It is in the game that the personality of the child develops, the roles to be played in adulthood are worked out, the way of interacting with the outside world is learned. Learning new skills and abilities also takes place in game form. The leading role of the game in the development of a child of preschool age is due to the peculiarities of the development of the psyche of children. Watching how children play, you can learn a lot about their living conditions, preferences, character traits.

Psychology singles out the whole younger age as a period of active play activity. Parents often call children's fun a useless activity, a waste of time, trying to replace them with really "important" things - special training exercises, lessons on various fashionable methods. However, the role of play in mental development child is paramount.

What is the meaning of the game, why is this activity so necessary for kids?

• While playing, children learn to create and dream, to create their own reality: by combining dreams and familiar reality, children's imagination is actively working.
• Cognitive, cultural, social, physical development takes place - children recreate situations that reflect the interactions of people in society, consolidate their ideas about life.
• Strong-willed qualities, the ability to build, plan one's activities are improved, which is a necessary condition for intellectual development.
• Joint play brings together, teaches to find mutual language, make contact and support it. The first friends appear in children in games. Feelings, emotions are formed, the experience of a wide variety of strong experiences, overcoming difficulties appears.
• Enriched, structured children's speech.

While playing, a preschooler comes to understand the social essence of all things - every action, manipulation, word makes sense for some person. Gradually, the child develops the concept of the leading role of human relationships.

Pedagogy distinguishes many types of games:

• Mobile - training dexterity, speed, strength, as well as the desire to win, perseverance, empathy, strong-willed qualities.
• Logical - help in preparing for school, an important stage in the formation of memory, perseverance, the ability to search custom solution assigned task.
• Didactic - vocabulary replenishment, the formation of coherent speech, the ability to formulate one's thoughts, the correct attitude to various aspects of life (nature, homeland, professions, people of different nationalities).
• The role-playing game as a means of child development is in a special place, being an effective tool for the formation of mental functions, thinking, imagination, emotional sphere.

Play from infancy to 7 years

Improvement, development of the play activity of preschool children occurs gradually, starting with the most primitive actions.

Entering the first grade does not interrupt this path - the importance of the game in the life of schoolchildren is just as great right up to the middle classes. Children socialize, master the arbitrary side of their activities, model more complex and lengthy plots with large quantity roles.

Essential Components of Creative Games

The main components of the game are content, plot, role.

The plot is a sphere real life that children reproduce in their game. The main themes of the plots of the children's game:

• Life: family, going to the store, guests, kindergarten, cooking dinner.
• Production - there is a connection with professions: a hospital, a hairdresser, a school, a supermarket, a construction site.
• Socio-political plot: "war", pirates, Indians.

The development of the role-playing game goes exactly in this order - from everyday situations to the most complex socio-political ones. This is due to the enrichment of horizons and the ability to understand deeper social relationships.

Often, the scenario of a popular cartoon, movie, book becomes the favorite plot of the game for children. Modern children spend hours playing "ninja turtles", "rescue puppies", "autobot robots". Watch what situations the child imitates in such games, perhaps you will understand that it is worth more carefully selecting cartoons and films for viewing.

With age, the living conditions of children change, their horizons expand, the number of plots for the game increases, some plots lose their relevance and are no longer used.

Building the content of the game, the kid puts into it what is his actual environment. Children reflect what they see and absorb from their immediate circle. Observing different variations of behavior in the family game, you can see a variety of mothers: swearing and punishing, preparing meals and cleaning, doing work, reading books to their daughters.

Along with the enrichment of plots and content, the time of the game is increasing. Three-four-year-olds are able to play continuously for no more than 15 minutes. Five year olds can be carried away for up to an hour. Older preschoolers unfold real games for several hours, often continuing the same storyline for two to three days.

Creative play as a means of child development is influenced by adults, but their real influence lies in supplying children with quality “material”, providing an adequate “primary source”. Parents and educators provide the environment and toys, but the most important contribution to the children's play is the work of the adults themselves on themselves, since it is their behavior, reactions, emotions that preschool children reproduce in their games.

The older the child, the more pronounced the motives of the games become - the needs of the baby to join the "big", adult world, become a full-fledged member of society, take a recognized place in it, and perform socially important, significant functions.

How a children's role-playing game is built

The structure of the game consists of the following components:

• roles;
• game actions;
• game use of objects (substitution);
• real relationship between the guys.

Role

This is the most important component of any creative game - it represents certain actions and statements that are characteristic of a person. The preschooler assumes the role of an adult, builds play behavior, which, in his opinion, is inherent in this adult. The kid speaks, moves, and manipulates various objects in an appropriate way.

Children are very selective about roles. The child most willingly agrees to the role of someone who arouses genuine interest in him, strong emotions, whose act impressed or delighted. The formation of relations of this role with other participants in the game is also important - whether the figure has weight, how its interactions with the rest are formed, how high the character's activity is.

Game actions

The implementation of the role occurs through game actions - all movements, statements, manipulations with objects performed by the child. Replacing things in real life with toys or some other objects is a technique that will gradually develop abstract thinking and imagination. Usually than younger child, the less demanding he is with toys - the baby will be happy to use sticks, stones, pencils, paper, pillows with blankets.

Psychologists recommend that parents buy fewer toys for their preschoolers. When a baby has the widest range of items that can fill any game, there is no need to fantasize, imagine, abstract from a specific form. By giving the child a small set of ready-made toys, we give him the opportunity to develop more deeply and intensively.

Partnership

Building a partnership between playing children includes the following points:

• Joint discussion, planning the storyline, pronouncing some of the actions of the players.
• Determination of the role for each participant, the choice of game paraphernalia.
• Controlling actions in the course of the development of the plot.
• Making adjustments to the game.

The older the participants in the game, the more progressive their real functions are, the higher the ability to negotiate and stick to the plan. Speaking about the role of creative games in the development of a preschool child, teachers and psychologists emphasize natural socialization, the ability to live in the interests of the team, and the acquisition of a partner spirit. The game is of leading importance for the formation of a children's team. Toddlers learn to hear each other, negotiate, seek compromise, sacrifice their interests for the interests of their peers, using the following tools:

• Planning - future events, the plot is discussed by all participants.
• Discussion of the initial idea - what roles will the friends play, is it possible to switch roles so that everyone can be the main character.
• Creation of a game environment - the environment and subject content are jointly selected.

Parents believe that children's games, being meaningless useless activities, are devoid of purpose and result. This is a delusion: the implementation of the accepted role is the goal, and the effectiveness of the manifestation of the role, its correspondence to real heroes is the result.

In order to organize game, directly plot-role communication within the selected plot, preschoolers use the following techniques:

• Change of roles. During the game, children can repeatedly change roles, introduce new characters, and get rid of some.
• Transition to gaming cooperation. Looking closely at each other, the kids play side by side, each is in his own imaginary field, and only over time, the plots are combined and a common playing space is created.
• The children are guided by the feelings that they experience in relation to the characters. Thanks to this empathy, interest in the game is maintained, the plot develops, and the content is enriched.
• Dramatization of events - increased emotional tension, the need to help the heroes, save them - is a means of enlivening the game, making it attractive, maintaining interest at a high level.

The role of adults in the organization of games

Parents and teachers should understand that the role of the game in the mental development of the child is not to teach certain plots, patterns of behavior, but to create conditions for the natural, free mastery of the ability to communicate, empathize, make friends.

A suitable environment for play activities often does not require any special spaces, it consists in the simple presence of peers nearby and the absence of coercion, control by adults.

If in the course of growing up the game becomes more complicated, enriched with new ways of interaction, the ability to introduce new characters appears, the ability to combine different situations develops, dialogues improve, then we can talk about an increase in the level of the game, and hence an increase in the number of its participants.

Educators in kindergarten have their own methodological tasks for organizing gaming activities:

• Engage in a children's creative game, demonstrating the techniques of game activity by their own example.
• Adjust the way the story unfolds and game actions in accordance with age.
• To form playing skills, to explain their meaning.
• Make sure that the children in the game reflect the acquired skills, ideas, learned behavior patterns, gently guiding the children.
• Introduce didactic toys, teach animation, plot creation
• To acquaint with board, outdoor games, with the rules.

Parents need to remember that children's play activity develops spontaneously, naturally, intuitively - there is no need to create a special developing climate, fill the environment with special toys. The constant active involvement of parents in the children's game can even harm - the child will not be able to independently, without the help of mom and dad, choose and direct the storyline, fill in the content, enrich role-playing behavior, and build interaction with friends.

DIDACTIC GAMES FOR PRESCHOOL CHILDREN

The development of children is one of the top priorities of parents. At the same time, the most suitable form of cognition for preschoolers is naturally based, games. It is with the help of didactic entertaining classes that it is easiest for parents to “reach out” to the child, to find contact with him, which allows stimulating the development and knowledge of the world around him.

1 The concept of didactic games for preschoolers, their difference from other types of entertainment activities

1.1 Achievable goals

1.2 What place didactic games occupy in the work of kindergartens

2 Classification of didactic recreational activities

2.1 Types of educational games for preschoolers of younger, middle and older groups

3 Card files of educational and entertaining activities for different age groups

3.1 How to make didactic games for children with your own hands

The concept of didactic games for preschoolers, their difference from other types of entertainment activities

Didactic games usually mean the educational process organized in an informal, fun way. Such classes differ from games in the classical sense by focusing on learning, and from lessons by creating a game atmosphere, dressing educational procedures in an informal form.

In the course of such classes, with the help of pedagogical techniques, the studied systems, phenomena and processes are modeled.

Achievable goals

Different didactic classes are used for children of different ages. At the same time, the goals pursued by them do not depend too much on the age group. Such entertaining training is aimed at the following blocks of development:

• mental;
• moral;
• labor;
• aesthetic;
• physical.

Differences in games designed for children different ages, will consist, first of all, in complexity. Considering that most people perceive visual information best, a way of getting to know the outside world based on pictures is quite effective.

So, for mental development, games are used that teach children knowledge about the world, systematize and expand this knowledge. For preschoolers junior groups it is advisable to use educational and entertaining activities aimed at developing sensory education, since the tactile experience of perceiving the world around us is an obligatory basis on the basis of which older preschoolers can be offered a more complex game that systematizes and deepens the primary knowledge obtained through tactile experience.

During games aimed at labor education, first of all, an understanding of the need to work, respect for other people's work and an understanding of the principles of cause-and-effect relationships between the preparatory and final stages of the labor process should be developed. Such images are cut out, mixed, and the kids themselves lay them out in the correct order.

As for games aimed at moral education, the goals for children of different ages will differ significantly: it is important for preschoolers of younger groups to instill cultural and hygienic skills; older kindergarteners need to be introduced to moral feelings and attitudes.

What is the role of didactic games in the work of kindergartens?

Various preschool educational institutions different attitudes towards the conduct of educational and entertaining classes. In one form or another, such entertainment education is presented in almost every such institution, but the quality of its preparation and delivery can vary significantly. Saturated colors with a predominance of positive yellow make the learning game even more interesting. The most advanced institutions involved in preschool education today integrate such activities as tightly as possible into the learning process, reinforcing the basic theoretical skills of preschoolers with them.

Experts consider the morning and the hours following the afternoon nap to be the best time to play, since due to children's interest, these activities significantly increase the mental and physical activity of children after waking up.

Classification of didactic entertainment activities

It is possible to analyze educational and entertaining activities according to various criteria. For example, if we take the purpose of such a lesson as a criterion, then the classification will be presented in the following form:

• games for mental education - “name in one word”, “name three objects” (aimed at the ability to build relationships, look for synonyms and antonyms);
• entertaining classes for moral education; games for labor development - “who built this house” (children get acquainted with the need to draw up drawings for the construction of a building);
• entertaining classes for aesthetic education;
• games for physical development.
• A physical game with learning elements, in which children need to stay in a certain color area, develops not only the mind, but also the body of a preschooler

Another classification will be based directly on the process of the game, and not on its purpose:

game with objects - the advantage of this type of informal activity is that it uses natural material eg leaves, stones, cones, flowers. Based on the use of these attributes by the child, the process itself is built ("describe the object", "what is it?", "what first?");

board game - a very diverse type of training activities, including those aimed at developing speech skills, logic, attention, the ability to model and make decisions ("lotto", "dominoes", "paired pictures");

verbal entertaining activity - aimed at developing independence, thinking and speech of children, teaches to describe objects, highlight dominant features, guess words according to their verbal description.

Types of educational games for preschoolers of younger, middle and older groups

For the little ones, games related to tactile perception of the world around are best suited. For example, "collect the basket." Due to such an entertaining process, the ability to learn about life around and to separate the objects and phenomena present in it occurs. This is the basis for further knowledge.

For older children, more complex games are suitable. For example, “Who eats what”: in its process, preschoolers match pictures of animals to foods that they can eat and connect them with clothespins.

For herself senior group it is advisable to use verbal non-formal learning that does not use specific objects or animals, but more abstract concepts, such as a square or a circle.Card files of educational and entertaining activities for different age groups

For different age groups, there are different didactic games aimed at developing different abilities of children. Among the games presented in the table below, “Looks like - does not look like”, “what is superfluous” and “grocery store” are recommended for older children, but one way or another, all such non-formal learning can be adapted for preschoolers of different ages. habitual, familiar to children premises: rooms in kindergarten. "Similar - not similar"

How to make do-it-yourself didactic games for children

When preparing an educational and entertaining lesson for preschoolers on their own, it is important to observe a number of principles. So, in accordance with them, such classes should be:

systemic - to teach children to build cause-and-effect relationships;

• becoming more complex - for the progressive intellectual development of the child;
• have the property of repetition - since not every preschooler will remember and learn the rules of the game the first time;
• voluntary - such entertainment should be selected taking into account the interest and desires of children;
• have an element of mystery - the didactic task itself achieved must be masked by the game process;
• updated - each next game should be supplemented with new elements so that the child is not bored.

Given the abundance of children's magazines and books with bright pictures, as well as additional resources such as colored cardboard or toys, it is not difficult to make materials for such activities on your own.

The most popular and suitable for self-training for children should be called games like "Lotto" and "Lacing". "Lotto" is easy to adapt to specific needs. For example, it is very important for preschoolers aged 3-5 to instill cultural and hygienic skills. According to its rules, children are given lined playing fields with an image in the center and a set of pictures, some of which are related to the one placed in the center of the field, the other part is not. Children should fill in the fields around this main picture with the appropriate meaning. So, if you make, for example, the drawing “Moidodyr” with it, then the child will need to “surround” it with images of soap, toothbrushes, etc. When adding pictures to the fields, the children need to explain why they decided that this particular image fits the meaning central drawing.

Another game, Lacing, aims to develop fine motor skills. Suitable attributes can be any details of a suitable size, not too large, but not too small, that need to be sewn to clothes: buttons, overlays, etc. This entertaining training can be supplemented and modified: for example, take laces of different colors and set them in as a rule, that different parts should be sewn with threads of suitable colors. So the child will develop knowledge about the color scheme.

Thus, in the form didactic game there is a huge potential for the development of children of different ages. It is important to observe systems approach to the choice of these entertaining-educational activities, paying attention to all aspects of child development. At the same time, it is important to respect the age limit in order to increase the effectiveness of this useful entertainment.

“Work is what a person is obliged to do, and the Game is what he is not obliged to do,” as Mark Twain said, and it is important to skillfully pass one for the other. It should be remembered that children's involvement and interest are key factors that determine the benefits of the game and the active absorption of new knowledge and skills by preschoolers through this informal process.

So, the great educational and educational value of learning games lies in the fact that they contribute to:

• clarification and comprehension of ideas about the environment;
• the formation of the ability to observe and comply with the rules of the game;

the accumulation of some part of new knowledge (elements of geometric shapes, their name and correlation with the forms of familiar objects; the name of a color that the child distinguishes, but cannot yet correctly identify; sizes and spatial relationships).

Educational games awaken a living thought, bring the joy of achieving a goal, independent mental effort, and the consciousness of overcoming difficulties. They consolidate and clarify ideas about the work of adults and its social significance, form respect for the working person, interest and love for nature, improve touch, visual and auditory perception, bring up attention, activate the thinking and speech of children, that is, all aspects of the child's personality develop. .

Educational games teach children not only to listen, but also to hear, to listen to your explanation, to fulfill your requirements and instructions, contribute to the formation of general mental abilities of children, develop the ability to focus their attention, act purposefully.

Interest in obtaining a result, real or playful, ensures the activity of cognition. The child develops curiosity, he wants to learn what he does not know how, but what is necessary for the implementation of his plans or the goal. An interested child can make great mental efforts to acquire new knowledge and skills. So, for example, in the lesson on the application “Let's show the dolls how to make a snowman”, the child was offered the following game goal: “Not all dolls go for a walk: they don’t have fur coats, and they haven’t seen snowmen, they don’t know how they are made . Let's stick on a piece of paper such a snowman as in the yard, and the dolls will thank you. It is very interesting for a child to show a snowman to the dolls. He strives to get the approval of an adult, a positive assessment of his work: he will work with passion and concentration.

The teaching instructions of an adult are firmly retained in the mind of the child not only when the result is associated with the subsequent game, but when the process of acquiring new knowledge takes place in a playful way. So, for example, children in the role of workers willingly, quickly and accurately put away in boxes " construction material”, sorting by shape (big and small cubes).

Taking on the role, the child seeks to correctly perform all the actions associated with it. The game goal will help an adult encourage the child to purposeful cognitive actions with objects.

Observations have shown that one of the first purposeful actions of younger preschoolers is to obtain play material for subsequent play with it.

The well-known Soviet psychologist A. S. Vygodsky wrote that the learning process should be built in such a way that the requirements of an adult become the child’s own requirement, that is, they must meet his interests and needs. At this age, the child does not accept learning tasks. They just don't attract him.

The purpose of the educational game should immediately cause vivid representations of the expected results, activate the mental activity of children. A huge role is played by the beginning of the game, its emotional mood. This is what determines the interest of the child throughout the game, helps him accept the task of an adult and understand his goal.

The learning goal should be presented to the child in the form of a game (game goal): “Let's make something beautiful and delicious cookies and feed the dolls."

In games, children strive to reproduce their observations, they also show their attitude towards what they perceive.

Educational games can be held to enrich children with new experiences (observations on walks, looking at objects) or to consolidate what they have perceived in conversations, stories from pictures, reading. fiction. It is necessary to strive to ensure that in each educational game tasks are set for the child that require the effort of thought.

The most important conditions for the development of children in educational games to familiarize themselves with others are:

• the leading role of an adult, his leadership of all cognitive activities of children, close communication with them and knowledge of their individual characteristics;
• organization of knowledge of the environment, providing a variety of activities (monotonity dulls attention and interest), a visual-effective connection with the cognizable and the correct relationship between the perceived, your explanatory word and the speech of the children themselves;
• connection between perception and reproduction.

Development in educational games to get to know the environment enriches children with ways of knowing the world around them, and contributes to the development of all their abilities.