For most of their time, preschool and younger children school age play various games. It may seem to parents and other adults that the game does not carry any semantic load, but only entertains children. In fact, this part of the life of babies is necessary for proper development and has a significant impact on the little person.

Participation of adults in children's games

When raising children, it is very important to leave time for activities that will help the child develop creative skills, speech, and improve his mental and physical performance. The younger the child, the more entertainment requires the participation of mom and dad. They not only monitor the gameplay, but also guide the baby in the right direction.

Parents become the baby's first play partners. As the child grows older, they take less and less part in his amusements, but can remain outside observers, help and suggest as needed. It is adults who open the magical world to the baby, thanks to which he not only plays, but also develops.

Spheres of influence of games on the development of children

During the game, the psychological, physical and personal development of a person takes place. That is why the importance of play in a child's life cannot be underestimated.

The main areas affected by gameplay are:

The sphere of knowledge of the surrounding world

The game helps the baby to better navigate the world around him, learn about the purpose of objects and their properties. Still not knowing how to walk, the baby gets acquainted with objects - throws a ball, shakes a rattle, pulls a rope, and so on. Each new knowledge about the surrounding world improves memory, thinking and attention.

Physical development

Movement activities help kids learn different movements, thanks to which they improve their motor skills. As a result of active training, the child learns to control the body, becomes more flexible and stronger.

Improving Communication and Speech

Playing alone, the baby has to play several roles at the same time and pronounce his actions. And if the development of speech in this case is undeniable, then the improvement of communication skills is possible only in a team game.

During a competition with several participants, everyone learns to follow certain rules and to have a dialogue with other children.

Development of the imagination

It is sometimes difficult for adults to get involved in the game of the child, because during entertainment it endows objects with unusual properties, expands the imaginary space and looks at the world with childish spontaneity.

In order for the imagination to develop better, it is worth giving the opportunity to the son or daughter to fantasize on their own.

And despite the fact that the child knows that the game is not really being played, he enthusiastically sculpts cakes from wet sand, and then feeds them to the doll.

The manifestation of emotions and the development of moral qualities

Thanks to the game plots, the kid learns to be benevolent and sympathetic, to show courage and determination, and becomes more honest. AT game form parents and the child can give vent to the emotions that disturb the baby (fear, anxiety) and solve difficult problems together.

Types of games for development

Teachers advise several types of activities for the development of speech, communication, and the physical condition of the child:

role-playing;
solving riddles and puzzles;
competition;
constructors;
dramatization.

All of the above types of games affect the formation of a person's personal qualities. Thanks to the game activity, parents see which abilities predominate in a preschooler and can decide which talent should be developed.

The development of positive qualities will help the child in later life and reveal his potential. Also, do not forget that through the game, adults remain in the world of the child and can communicate with him on an equal footing.

1.3 The impact of play on child development

Why does a baby squeal with delight? Why does a player, getting carried away, forget everything in the world? Why does a public contest send the crowd into a frenzy? The intensity of the game cannot be explained by any biological analysis. And yet it is precisely in this intensity, in this ability to drive one into a frenzy, that the essence of the game, its primordial quality, lies. Logical reason tells us that nature could give her children all these useful biological functions discharge of excess energy in the form of purely mechanical exercises and reactions. But no, she gave us the game, with its tension, with its joy, with its joke and fun.

In adolescents at the age of 11-15, the leading activity is associated with communication in the process of educational and labor activity. In adolescence, the child defiantly dissociates himself from childhood, unchanging and active self-affirmation. Therefore, it is in vigorous independent activity that children see a means of approaching the standard of adulthood. This period is characterized by the rise of fantasy, restructuring emotional sphere, which leads to a radical change in the perception of the surrounding world.

Schooling plays an important role in a child's life. At this age, the newest motives for learning appear, related to the awareness of life prospects, one's own place in the future, professional goals, and ideals. Knowledge is of extraordinary importance. They are the value that provides the child with the expansion of his actual consciousness and an important place among his peers. It is in adolescence that special efforts are made to expand everyday, artistic and scientific knowledge.

The principal stimulus to learning is the claim to recognition among peers. Mastering the educational material requires a high level of educational and cognitive activity from adolescents. Volume educational material is great, and the analysis of the content of the material, the logic of its construction, and the selection of the essential provide tremendous reproduction efficiency.

Of great importance is theoretical thinking, the ability to establish the largest number of semantic connections in the world around.

In adolescence, from 11-12 years old, formal thinking is developed. The child can already reason without linking himself to a particular situation; he can, feeling simple, focus on general messages alone, regardless of the perceived reality. In other words, he can act in the logic of reasoning.

For a higher level of development of thinking, it is necessary to use educational games and exercises in the educational process.

THEM. Sechenov proved that gaming experiences leave the deepest imprint in the mind of a child. Repeated repetition of the actions of adults, imitation of their moral qualities affect the formation of the same properties in a child.

Recently, in psychology, as well as in many other areas of science, there has been a restructuring of practice and methods of work, in particular, various kinds of games are becoming more widespread. The active introduction of game methods into scientific practice is associated with a number of general sociocultural actions aimed at finding the latest forms of social culture of relationships. Mankind has become cramped within the framework of already established traditions that do not satisfy modern conditions. scientific revolution: huge flows of information, collective forms of creativity, a sharp increase in the circle of contacts.

Therefore, scientists focus on critical points of personal and social development, ways to overcome crises, methods of transition to new positions and schemes. Productive attempts are being made to establish mechanisms for bridging the gaps that have formed between technology and ethics, personal and collective contributions to creativity, differentiation of knowledge and the interdisciplinary nature of problems, traditional norms and conditions of the scientific and technological revolution.

Apparently, the spread of games is explained specifically by the fact that they are traditional forms of development and consolidation of various sociocultural norms, primarily in terms of regulation and construction of role-playing and interpersonal relationships.

In his own work, the teacher should rely on the age characteristics of the motivation for learning and the ability of students to learn. Let us turn to the book of the group of authors "Formation of motivation for learning", where the definition, types of motivation for learning by age groups are considered in some detail.

The motives for self-education are the active zeal of the child for independent forms of educational work, and there is an enthusiasm for the methods of scientific thinking. More visibly at this age, the social motives of teaching (the moral values of society) are being improved.

Positional motives - the motive is enhanced by the search for contacts and cooperation with another person, mastering the optimal methods of this cooperation in educational work. The child has access to independent formulation of not only one problem, but also a sequence of several goals, and not only in educational work, but also in extracurricular activities activities.

Primary importance is given to understanding, conveying content and expressing meaning, and the study of the structure and vocabulary of the language serve this purpose. The subject basis of training can be any content (grammar, vocabulary, specific topic). However, a prerequisite is the use of a language in which the element of communication dominates over other elements of the language.

Learning Success foreign language younger schoolchildren can be provided with such a methodological system, which is based on the interest of children in the subject. It is important to take into account their psychological features development of perception, attention, memory, imagination and thinking.

So, the children of this age group highly developed perception and hearing acuity. They quickly grasp the subtleties of pronunciation. But in order to move into a skill, phonetic exercises are necessary, and since this lesson is associated with repeated repetition, the so-called "phonetic, lexical, grammatical fairy tales" can be used in teaching children. Phonetic exercises can be carried out using lexical units that are practiced in speech.

In cognitive activity, perception is inextricably linked with attention. The attention of a younger student is characterized by involuntary, unstable, it is easily switched and distracted. At this age, students pay attention only to what causes their immediate interest.

The attention of a younger student becomes more stable if, while thinking about what he saw, he simultaneously performs an action (for example, the child must pick up an object, draw it, play with it, etc.). All activities that are typical for a primary school student should, if possible, be included in the general outline of a foreign language lesson. And the more types of perception will be involved in training, the higher will be its effectiveness. This feature can be widely used in language games.

In language games, it is easy to memorize even the most difficult lexical units and model phrases. Observations have shown that memorization is more effective if, after working on memorization, younger students relax or the type of activity changes. It's best if they do physical exercise using language.

The thinking of children of this age is concrete and it relies on visual images and ideas. That is why when teaching a foreign language, visibility plays a big role, bright colors are attractive, causing interest. Imagination can be trained, developed in the game, teaching to see the unusual in the most ordinary things. This is creativity, and in the language - free speaking.

Thus, the older the students, the more greater value acquires for them the cognitive character of the game, when a target is hidden or openly set to learn something new, that is, a correctly organized game still influences the upbringing of positive personal qualities in adolescents, promotes team building, fosters feelings of friendship and camaraderie.

The whole life of schoolchildren is connected with the game, which is of great importance in it. Since the game is a means of self-education of the personality of the child, therefore it reinforces useful skills and habits in children, forms strong-willed character traits, trains memory, endurance, attention.

The value of the game lies in the fact that it has great opportunities for the formation of a children's team, allows children to create any form of communication. And, therefore, the result of collective games is the rallying of children, the formation of comradely relations between children.

The game also influences the formation of the labor activity of children, the essence of which was perfectly revealed by A.S. Makarenko in his statement: " Good game looks like a good job, a bad game looks like a bad job ... "an excellent and correctly organized game contributes to the formation of the psychological properties of the child's personality, the formation of labor activity, a sense of collectivism, camaraderie.

In the pedagogical literature there are different types of games, and each has its own characteristics and classification. More necessary games in the educational process are didactic, role-playing, mobile. Any game must be presented in an accessible, emotional form and be purposeful.

The game can be a good addition to the educational process in the development of the child's personal properties. They are individual and require a personal approach to each child, but there are also general patterns in their organization. It has its pros and cons, it asks for a sense of proportion and caution.

The game as a process has its own structural elements and pedagogical requirements. When choosing a game, you need to take into account certain incidents: the age of the players, the choice of a room for games, the features in explaining the game, the distribution of roles, the role of the teacher. His role in the game is mainly guiding and the task of the teacher is to develop conditions, certain correct attitudes towards it on the part of children. The game of a teacher-teacher is used not only in educational activities, but also in out-of-class educational work, where it has its own forms of organization.

Thus, the game is a serious matter that is of fundamental importance in the life of the child, the formation of his personal properties, in development and education, and also has its own characteristics in the organization and use in educational work.

So, the role of educational games in education and psychology is very important. In pedagogy, they are an integral part of developmental education, which is based on the development of activity, initiative, independence of students. Speaking about the role of developing games, a recognizable domestic teacher and psychologist M.I. Makhmutov noted that the significance of this technology lies in the development of cognitive, social and professional activity of students, the formation of their role skills in educational games. The results of the introduction of educational games as a whole are evidenced by countless studies of Russian professionals who note that this development can increase the effectiveness of learning by an average of 3 times.

By raising children, current parents are raising future parents.

The history of our country and, therefore, the history of the world.

Makarenko A.S.

The influence of games on the upbringing of the child.
Plan:

1. Introduction

2. Origin and essence of the game

3.Conclusion
1. Introduction
It is impossible to imagine childhood without games. Even the smallest, three-month-olds still in a stroller are already attracted to toys hanging in front of their eyes. The child reaches for a bright object, bumps into it with his little hands, tries to feel it, grab it. And as motor skills develop, he grabs the toy brought to him and begins to act with it: he examines it with curiosity, takes it in his mouth, waves it, shifts it from hand to hand, knocks, throws it on the floor. How much pleasure on his face! The adult is already tired, picking up (for the umpteenth time!) rattle, and the baby throws everything and throws it, demanding the immediate return of the chosen toy. The games of the smallest so far consist in manipulating objects, as a result of which the child gets acquainted with their properties and purpose.
In the second year of life, the child's games become more meaningful. Having mastered many actions with objects, he tries to reflect what he sees in his everyday environment, imitates the actions of adults: he feeds the doll, walks with it, puts it to bed, does laundry, cooks porridge. Along with the growth of the child, the accumulation of life experience, the development of observation, mental abilities, the nature of children's games also changes. From the age of 3, children have games with a plan. True, the idea is still quite primitive, unstable and easily changes in content during the game, however, it requires active thought, imagination and a sufficient supply of impressions from the player.
A normally developing child plays a lot and with enthusiasm. The game is a natural, most important activity of his, satisfying the desire for movement, action, for rethinking the impressions of the surrounding life. “For children of preschool age, games are of exceptional importance: the game for them is study, the game for them is work, the game for them is a serious form of education. The game for preschoolers is a way of learning about the environment ”1 So, in the game, the child develops as a person, he forms those aspects of the psyche, on which the success of his educational and work activities, his relationships with people will subsequently depend; Therefore, the disclosure of this topic is relevant in our time.

Children need to be involved in the game. And on what content will be invested by adults in the games offered to children, the success of the society in transferring its culture to the younger generation depends.

Origin and essence of the game

The game has long attracted the attention of not only psychologists and teachers, but also philosophers, ethnographers, and art critics. How and when did the game appear as a special kind of human activity? In the games of primitive tribes, war, hunting, and agricultural work are depicted. There is no doubt that first there was a war, and then a game depicting military scenes. First there was the impression made on the savage by the death of a wounded comrade, and then there was a desire to reproduce this impression in a dance. Thus, the game is also associated with art; it arose in primitive society along with various types of art. The savages played like children, the game included dances, songs, elements of dramatic and visual arts. The study of the origin of the game as a special type of human activity makes it possible to determine its essence: the game is a figurative, effective reflection of life; it arose from labor and prepares the younger generation for labor. The child is also encouraged to play by the tendency to imitate.
Preschool age is the initial stage of assimilation of social experience. The child develops under the influence of upbringing, under the influence of impressions from the surrounding world. He has an early interest in the life and work of adults. The game is the most accessible type of activity for the child, a peculiar way of processing the impressions received. It corresponds to the visual-figurative nature of his thinking, emotionality, and activity. Imitating the work of adults in the game, their behavior, children never remain indifferent. The impressions of life awaken in them various feelings, the dream of driving ships and planes themselves, and treating the sick. The game reveals the child's experiences, attitude to life.
Thus, children are motivated to play by the desire to get acquainted with the world around them, to act actively in communication with their peers, to participate in the lives of adults, to fulfill their dreams. The very process of the game is to achieve the goal; the guys develop a plan, choose the means of implementing it ... As the guys develop, the growth of their consciousness, the goals become more difficult, the planning becomes clearer, little by little the game turns into social work ”2.

Game classification

Children's games are extremely diverse in content, character, organization, so their exact classification is difficult.
The basis for the classification of games, which is accepted in Soviet pedagogy, was laid by P.F. Lesgaft. He approached the solution of this issue, guided by his basic idea of the unity of the physical and mental development of the child. According to P.F. Lesgaft, “... the first games of a child are always imitative: he repeats what he himself notices in his environment, and diversifies these activities according to the degree of his impressionability, according to the degree of development of his physical forces and the ability to use them ... At the same time, it is very important that the game is not assigned to the child by adults, but that he himself and his comrades repeat what he himself saw and what he himself stumbled upon ... In this way, he acquires a well-known ability to manage his own forces, to reason about his actions and with the help of the experience thus gained, to cope with the obstacles that he encounters in life” 3 .
P.F. Lesgaft revealed the educational value of the rules of the game, created a system of outdoor games, developed their methodology, showed the psychological difference between games with rules and imitation ones.
In Soviet pedagogy, the question of the classification of children's games was clarified in the works of N. K. Krupskaya. In her articles, she singles out games that are created by the children themselves (free, independent, creative), and organized, with ready-made rules.
In modern pedagogical literature and in the practice of games that are created by the children themselves, they are called "creative" or "plot-role-playing". The first name seems to us the most accurate, since the plot and roles are also found in many games with rules.
Creative games differ in content (reflection of everyday life, work of adults, events of social life); by organization, number of participants (individual, group, collective); by type (games, the plot of which is invented by the children themselves, dramatization games - playing out fairy tales and stories; construction).
With all the variety of creative games, they have common features: children themselves choose the theme of the game, develop its plot, distribute roles among themselves, and select the right toys. All this takes place under the conditions of tactful leadership of adults, which is aimed at stimulating the initiative, activity of children, developing their creative imagination, while maintaining amateur performance.
Games with rules have ready-made content and a predetermined sequence of actions; the main thing in them is the solution of the task, the observance of the rules. By the nature of the game task, they are divided into two large groups - mobile and didactic. However, this division is largely arbitrary, since many outdoor games have an educational value (they develop orientation in space, require knowledge of poems, songs, and the ability to count), and some didactic games are associated with various movements.
For the first time, games with rules were created by folk pedagogy. About their value, K. D. Ushinsky wrote: “To come up with a children's game is, perhaps, one of the most difficult tasks for an adult ... To pay attention to folk games, develop this rich source, organize them and create from them an excellent and powerful educational tool is the task of future pedagogy” 4 .
In modern kindergartens, folk games (“Magic wand”, “Geese swans”, “At the bear in the forest”, “Fants”, “Paints”, etc.) are among the most loved by children. They are not only fascinating, but also require attention, ingenuity, mental and physical effort.
There is a lot in common between games with rules and creative ones: the presence of a conditional game goal, the need for active independent activity, and the work of the imagination. Many games with rules have a plot, roles are played in them. There are also rules in creative games - without this, the game cannot be successfully completed, but the children set these rules themselves, depending on the plot.
The difference between games with rules and creative ones is as follows: in a creative game, the activity of children is aimed at fulfilling the plan, developing the plot. In games with rules, the main thing is the solution of the problem, the implementation of the rules.

THE GAME IS A MEANS OF THE COMPREHENSIVE DEVELOPMENT OF THE CHILD

Soviet psychologists (L. S. Vygotsky, A. V. Zaporozhets, A. N. Leontiev, A. A. Lyublinskaya, S. L. Rubinshtein, D. B. Elkonin) consider play to be the leading activity in preschool age, thanks to which Significant changes take place in the child's psyche, qualities are formed that prepare the transition to a new, higher stage of development.
In the game, all aspects of the child's personality are formed in unity and interaction.
In the words of S. L. Rubinshtein, “in the game, as in a focus, they gather, manifest in it and through it all aspects of the mental life of the individual are formed.” Watching a child playing, you can find out his interests, ideas about the life around him, identify character traits, attitudes towards comrades and adults.
Unity and interaction manifest themselves differently in different types of games. In a creative game, the focus, which gathers all aspects of the personality, is the idea, the content of the game and the game experiences associated with it. The strength of emotions and, to a large extent, the ability for mental and volitional efforts depend on the richness of the idea, the degree of enthusiasm for it.
In games with rules, the main thing is the solution of the task. Children are fascinated only by such games, mobile and didactic, which require an effort of thought and will, overcoming difficulties.
The game occupies a large place in the system of physical, moral, labor and aesthetic education of preschoolers.
The child needs vigorous activity that contributes to an increase in his vitality, satisfies his interests, social needs. Games are necessary for the health of the child, they make his life meaningful, complete, create self-confidence. No wonder the famous Soviet teacher and doctor E. A. Arkin called them a mental vitamin.
The game is of great educational importance, it is closely related to learning in the classroom, with observations of everyday life. In creative games, an important and complex process of mastering knowledge takes place, which mobilizes the mental abilities of the child, his imagination, attention, memory. Playing roles, depicting certain events, children reflect on them, establish a connection between various phenomena. They learn to independently solve game problems, find The best way implementation of the plan, use their knowledge, express them in a word.
Often, the game serves as an occasion to communicate new knowledge to preschoolers, to expand their horizons. With the development of interest in the work of adults, in social life, in heroic deeds Soviet people children have their first dreams of a future profession, the desire to imitate their favorite heroes. All this makes the game an important means of creating the orientation of the child's personality, which begins to take shape in preschool childhood.
Creative play cannot be subordinated to narrow didactic goals; with its help, the main educational tasks are solved. Games with rules have a different purpose: they provide an opportunity for systematic exercises necessary for the development of thinking, feelings and speech, voluntary attention and memory, and various movements. Each game with rules has a certain didactic task, but in the end, it is also aimed at solving basic educational problems.
An interesting game increases the mental activity of the child, and he can solve a more difficult problem than in class. But this does not mean that classes should be conducted only in the form of a game. Teaching requires the use of a variety of methods. The game is one of them, and it gives good results only in combination with other methods: observation, conversation, reading, etc.
While playing, children learn to apply their knowledge and skills in practice, to use them in different conditions. In creative games, a wide scope for invention and experimentation opens up. Games with rules require the mobilization of knowledge, an independent choice of solving the problem.
The game is an independent activity in which children enter into communication with their peers. They are united by a common goal, joint efforts to achieve it, common experiences. Game experiences leave a deep imprint in the mind of the child and contribute to the formation of good feelings, noble aspirations, skills of collective life. The task of the educator is to make each child an active member of the play team, to create relationships between children based on friendship, justice, and responsibility to comrades. Children play because it gives them pleasure. At the same time, in no other activity there are such strict rules, such conditionality of behavior, as in the game. That is why the game disciplines children, teaches them to subordinate their actions, feelings and thoughts to the goal.
The game brings up interest and respect for the work of adults: children portray people of different professions and at the same time imitate not only their actions, but also their attitude to work, to people. Often the game serves as an incentive to work: the manufacture of the necessary attributes, design. The game is an important means of aesthetic education of preschoolers, since in this activity the creative imagination, the ability to plan, the rhythm and beauty of movements develop. A deliberate selection of toys helps to form an artistic taste.
Thus, the game is connected with all aspects of the upbringing and educational work of the kindergarten. It reflects and develops the knowledge and skills acquired in the classroom, fixes the rules of behavior that children are taught in life. This is how the role of play in education is interpreted in kindergarten: "In preschool childhood, the game is the most important independent activity of the child and has great importance for his physical and mental development, the formation of individuality and the formation of a children's team.

1 Krupskaya N. K. O preschool education. M., 1973, p. 210.

2 Krupskaya N. K. The role of play in kindergarten. Ped. op. M., 1959, v. 6, p. 345.

3 Lesgaft P. F. Guide to the physical education of schoolchildren. M., 1952, vol. II, p. 120-121.

4 ^ D.V. Mendzheritskaya, "Educator about children's play", M., 1982

Game activity

Play is the main activity. Play is a form of activity in which the child reproduces the basic meanings of human activity and learns those forms of relationships that will be realized and carried out later. He does this by substituting some objects for others, and real actions - reduced.

D.B. Elkonin argued that the game is a symbolic-modeling type of activity in which the operational and technical side is minimal, operations are reduced, objects are conditional. It is known that all types of activities of a preschooler are of a modeling nature, and the essence of modeling is the reconstruction of an object in another, non-natural material.

The subject of the game is an adult as a carrier of some social functions, entering into certain relationships with other people, adhering to certain rules in his activities.

In the game, an internal plan of action is formed. It happens in the following way. The child, playing, focuses on human relationships. In order to reflect them, he needs to internally play out not only the entire system of his actions, but also the entire system of the consequences of these actions, and this is possible only when creating an internal plan of action.

As shown by D.B. Elkonin, the game is a historical education, and it occurs when the child cannot take part in the system of social labor, because he is still small for this. But he wants to enter adult life, so he does it through the game, touching a little with this life.

Types of games and their impact on mental development child

Playing, the child not only has fun, but also develops. At this time, the development of cognitive, personal and behavioral processes.

Kids are playing most time. During the period of preschool childhood, play goes through a significant path of development (Table 1).

Table 1 Main stages of play activity at preschool age

Younger preschoolers play alone. The game is subject-manipulative and constructive. During the game, perception, memory, imagination, thinking and motor functions are improved. In the role-playing game, the actions of adults are reproduced, which the child is watching. Parents and close friends serve as role models.

In the middle period of preschool childhood, the child needs a peer with whom he will play. Now the main direction of the game is the imitation of relationships between people. Role-playing games have different themes; certain rules are introduced, which the child strictly adheres to.

The orientation of the games is diverse: family, where the heroes are mom, dad, grandmother, grandfather and other relatives; educational (nanny, kindergarten teacher); professional (doctor, commander, pilot); fabulous (goat, wolf, hare), etc. Both adults and children can participate in the game, or they can be replaced with toys.

In older preschool age, role-playing games are distinguished by a variety of topics, roles, game actions, and rules. Objects can be conditional, and the game turns into a symbolic one, that is, a cube can represent various objects: a car, people, animals - it all depends on the role assigned to it. At this age, during the game, some children begin to show organizational skills, become leaders in the game.

During the game, mental processes develop, in particular voluntary attention and memory. If the child is interested in the game, then he involuntarily focuses on the objects included in the game situation, on the content of the actions being played and on the plot. If he is distracted and does not properly fulfill the role assigned to him, he can be expelled from the game. But since emotional encouragement and communication with peers are very important for a child, he has to be attentive and remember certain game moments.

In the process of playing activity, mental abilities develop. The child learns to act with a substitute object, that is, he gives it a new name and acts in accordance with this name. The appearance of a substitute object becomes a support for the development of thinking. If at first, with the help of substitute objects, the child learns to think about a real object, then over time, actions with substitute objects decrease and the child learns to act with real objects. There is a smooth transition to thinking in terms of representations.

During the plot role play imagination develops. From the substitution of some objects for others and the ability to take on various roles, the child proceeds to the identification of objects and actions with them in his imagination. For example, six-year-old Masha, looking at a photograph showing a girl who propped her cheek with her finger and looks thoughtfully at a doll sitting near a toy sewing machine, says: "The girl thinks as if her doll is sewing." According to this statement, one can judge the way of the game peculiar to the girl.

The game also affects the personal development of the child. In the game, he reflects and tries on the behavior and relationships of significant adults, who at this moment act as a model of his own behavior. The basic skills of communication with peers are being formed, the development of feelings and volitional regulation behavior.

Reflective thinking begins to develop. Reflection is the ability of a person to analyze his actions, deeds, motives and correlate them with universal human values, as well as with the actions, deeds and motives of other people. The game contributes to the development of reflection, because it makes it possible to control how the action that is part of the communication process is performed. For example, playing in the hospital, the child cries and suffers, playing the role of a patient. He gets satisfaction from this, because he believes that he played the role well.

There is an interest in drawing and designing. At first, this interest manifests itself in a playful way: the child, drawing, plays out a certain plot, for example, the animals drawn by him fight among themselves, catch up with each other, people go home, the wind blows away the apples hanging on the trees, etc. Gradually, the drawing is transferred to the result of the action and a drawing is born.

Learning activity begins to take shape within play activity. Elements of learning activity do not appear in the game, they are introduced by an adult. The child begins to learn by playing, and therefore treats learning activities as a role-playing game, and soon masters some learning activities.

Since the child pays special attention to the role-playing game, we will consider it in more detail.

Preschool children spend most of their time playing games. Sometimes it seems to adults that when playing, children spend time on useless activities, because the game is perceived as an idle pastime and pampering. In fact, the game is the leading activity for preschoolers. This means that it is the game that is necessary for the development of children of this age.

The developmental impact of play on a child is impossible without the participation of an adult. How younger child, the more involvement in the process of the game is required from parents. When a baby is just starting to play, mom and dad are his favorite playmates. Parents can initiate games themselves or support the child's initiative. At an older age, parents can act as third-party observers, assistants and consultants. In any case, an adult acts as a guide to the world of the game.

The development of the cognitive sphere. During the game, the child actively learns the world around him, gets acquainted with the properties of objects, their purpose. This aspect of the influence of the game on development is manifested at a very early age, when the child does not play yet, but only manipulates objects: puts cubes one on top of the other, puts balls in a basket, tries toys “on the tooth”. Along with the assimilation of new knowledge about the world around us, in the process of the game there is a development cognitive processes: attention, memory, thinking. The skills formed at an early age to concentrate, analyze, memorize information will be very useful for a child to study at school;
Physical development. During the game, the child masters different movements, improves his motor skills. All children love outdoor games: they run, jump, tumble, kick the ball with pleasure. In such games, the child learns to master his body, acquires dexterity and good muscle tone, which is very important for a growing organism;
Development figurative thinking and imagination. During the game, the child endows objects with new properties, models his own imaginary space. The child himself at this moment understands that everything is happening for fun, but when playing, he really sees in the leaves - money, in the pebbles - potatoes for soup, and in the damp sand - dough for fragrant pies. The development of imagination and imaginative thinking is the most important aspect of the influence of the game, because the child has to accept non-standard solutions to realize the plot of your game. True, recently this property of the game has been exterminated by manufacturers of children's toys, which create a wide variety of play sets for all occasions. The most realistic children's kitchens, laundries, sets for playing in the store deprive children's play of an element of fantasy;
Development of speech and communication skills. In the process of a role-playing game, the child constantly has to pronounce his actions, act out dialogues between the characters of the game. Games in the company of other children contribute not only to the development of speech, but also to the development of communication skills: children need to assign roles, agree on the rules of the game, and maintain contact directly during the game. The child learns not only to negotiate, but also to follow the accepted rules;
Development of the motivational sphere. Role-playing games are based on the fact that the child imitates an adult. During the game, the child, as it were, tries on the role of an adult, tries to perform his functions at the game level. Such a game forms the child's motivation to become a truly adult, that is, to get a profession, earn money, start a family. Of course, in order for the “correct” motivation to form during the game, the child must have a positive example of adults before his eyes;
Development moral qualities. Although the plots of children's games are fictitious, the conclusions that a child draws from game situations are real. The game is a kind of training ground where the child learns to be honest, courageous, decisive, and benevolent. Of course, for the formation of moral qualities, not only children's play is needed, but also an adult nearby, who will help to see the game situation more deeply and draw the right conclusions;
Development and correction of the emotional sphere. During the game, the child learns to sympathize, support, regret, express sympathy. Sometimes it happens that a child’s emotional problems “break through” through games: fear, anxiety, aggression. In a playful way, you can give vent to these emotions and live with your child difficult situations for him.

We also read: How we spoil the game for children: 6 common mistakes

Unfortunately, in recent years, real spontaneous children's play has been supplanted by learning in the form of a game or computer games. You need to understand, but neither one nor the other activity is, in essence, the game that gives so much for the development of the child. Of course, real and "high-quality" children's games are not always convenient for adults, because these are huts made of pillows and blankets, constructor cities throughout the apartment and a mess. However, you should not limit the child in his imagination and games, because they say correctly that everything has its time, and childhood is the time of play. A child who has been allowed to play enough will be better prepared for the transition to a new step in his development.

We read on the topic:

The influence of music on the development of the child;
Modern gadgets (influence of gadgets on a child);
The influence of fairy tales on child development.

The game does not just play an important role in the development of children, it is the leading activity in which the development of the child takes place. The game is a form of active mental reflection by the child of the surrounding reality. The game is the physical and mental development of the child.

It is in the game that the development of mental processes takes place, and important mental neoplasms appear, such as imagination, orientation in the motives of other people's activities, and the ability to interact with peers.

Gaming activities are different and are classified according to their tasks.

Types of games

Games can be classified according to various indicators: the number of players, the presence of objects, the degree of mobility, etc.

According to the main goal of the game are divided into several types:

Didactic- games aimed at the development of cognitive processes, the assimilation of knowledge, the development of speech.
Movable- games for the development of movements.
Role-playing games- activities to reproduce life situations with the distribution of roles.

In games, attention is formed in children, memory is activated, thinking develops, experience is accumulated, movements are improved, and interpersonal interaction is created. In the game, for the first time, there is a need for self-esteem, which is an assessment of one's abilities in comparison with the abilities of other participants.

Role-playing games introduce the world of adults, clarify knowledge about daily activities, allow faster and deeper assimilation of social experience. The value of the game is so great that it can only be compared with learning. The difference is that at preschool age the game is the leading activity, and without it even the learning process becomes impossible.

Game and mental development of the child

The motive of the game is not in the result, but in the process itself. The child plays because he is interested in this process itself. The essence of the game is that children reflect in the game various aspects of everyday life, clarify their knowledge and master various subjective positions.

But the game implies not only fictitious relationships (daughters, mothers, seller and buyer, etc.), but also real relationships with each other. It is in the game that the first sympathies, a sense of collectivism, the need for communication with peers appear. The game develops mental processes.

Development of thinking

The game has a constant impact on the mental development of the child. Acting with substitute objects, the child endows it with a new name and acts with it in accordance with the name, and not for its intended purpose. Substitute object is a support for mental activity. Actions with substitutes serve as the basis for the knowledge of real objects.

Role play changes the position of the child, transferring him from the status of a child to an adult level. The adoption of the role by the child allows the child to approach adult relationships at the level of play.

The transition from objective actions to role-playing games is due to the fact that the child moves from visual-active thinking to figurative and logical, that is, actions move from practical to mental.

The process of thinking is associated with memory, since thinking is based on the experience of the child, the reproduction of which is impossible without memory images. The child gets the opportunity to transform the world, he begins to establish cause-and-effect relationships.

Memory development

The game primarily affects the development of memory. This is no coincidence, as in any game the child needs to memorize and reproduce information: the rules and conditions of the game, game actions, distribution of roles. In this case, the problem of forgetfulness simply does not arise. If the child does not remember the rules or conditions, then this will be negatively perceived by peers, which will lead to "exile" from the game. For the first time, a child has a need for intentional (conscious) memorization. This is caused by the desire to win or take a certain status in relationships with peers. The development of memory occurs throughout the preschool age and continues in the future.

Development of attention

The game requires concentration from the child, improving attention: voluntary and involuntary. The child has a need to concentrate in determining the game rules and conditions. In addition, some didactic and outdoor games require attention from the child throughout the game. Loss of attention will certainly lead to the loss or discontent of his peers, which affects his social status.

The development of the volume and duration of attention occurs gradually and is closely related to the mental development of the child. At the same time, it is important to develop voluntary attention as a volitional component. Involuntary attention is used at the level of children's interest.

Development of the imagination

Role-playing games are interpreted in taking on the role of conformity to it. The behavior of the child, his actions and speech must correspond to the role. The more developed the imagination, the more interesting and complex the images created by the child become. At the same time, peers often give each other an independent assessment, distributing roles so that everyone would be interested in playing. This means one thing: the manifestation of imagination is welcome, and, therefore, its development takes place.

Considering the influence of the game on the mental development of the child, it should be noted that the game is a central developmental factor. It is in it that the personal formation of the child takes place, the development of all his mental processes, the assimilation of social relations. Game activity has an impact on the arbitrariness of activity, which is directly related to volitional functions.

Parents should know that the child needs to play, this is the leading type of his activity, and, therefore, it is necessary to create conditions for the play activities of children and the development of the game itself. The main thing is to choose games for children in such a way that they carry developmental value.

Ekaterina Shatalova
The impact of play on child development. Advice for parents

The early age of a child is a very important period in the development of a person, when the foundation of his personality is laid. Preschool childhood is a short but important period of personality formation. During these years, the child acquires initial knowledge about the life around him, he forms certain attitudes towards people, to work, skills and habits of correct behavior are developed, and character develops.

A huge role in the development and upbringing of the child belongs to the game - the most important type of children's activity. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities. The spiritual and physical strengths of the child develop: his attention, imagination, dexterity, discipline, etc. The main problems associated with the moral education of preschoolers are formed (education of patriotism, collective relationships, personal qualities of the child - friendliness, humanity, hard work, dedication, activity , organizational skills, the formation of attitudes towards work, study). This explains the enormous educational potential of play, which psychologists consider the leading activity of the preschooler.

The well-known teacher V. A. Sukhomlinsky emphasized that “play is a huge bright window through which a life-giving stream of ideas and concepts about the world around flows into the spiritual world of the child. The game is a spark that ignites the flame of inquisitiveness and curiosity.

In the game, the formation of perception, thinking, memory, speech takes place - those mental processes that help to achieve the harmonious development of the individual. While playing, children learn about the world around them, learn colors, shapes, properties of material and space, and adapt to the diversity of human relationships. There are games that are directly aimed at physical education (moving, aesthetic (musical), mental (didactic and plot).

During the game, the child develops physically, mentally and personally. Let's take a closer look at how games affect a child's development.

Outdoor games and their importance for children ka.

Outdoor games enter the life of a child very early. A growing body constantly requires active movements. All children, without exception, love to play with the ball, jump rope, any objects that they can adapt to the game. All outdoor games develop both the physical health of the child and his intellectual abilities. Modern child constantly on the brink of stress. This is especially true for children living in the metropolis. Employment of parents, their social fatigue, lack of assistants in raising children, or their excessive number, all this burdens children, disfiguring their psyche and physical health. The modern child is not healthy. He has scoliosis, gastritis, nervous diseases and chronic fatigue from the claims of adults. Such a condition leads to neuropsychic and general somatic weakness, which in turn causes excessive fatigue and a decrease in the child's performance. This is where mobile games come in handy. They carry, in addition to interest for the child, also a health burden and emotional relaxation. Outdoor games teach the child initiative and independence, overcoming difficulties. These games create great opportunities for children to show initiative and creativity, because in addition to the richness and variety of movements provided for by the rules, children have the freedom to use them in various game situations.

Role-playing games and their significance for the child

Role-playing games are an excellent training room for preparing a child for life in society. In each game, regardless of whether the child plays alone or together with other participants in the game, he performs certain roles. While playing, the child assumes a certain role and performs the actions of the hero of the game, carrying out the actions inherent in this character. The value of role-playing games lies in the fact that children repeat in games the types of behavior spied on by adults and the possibilities of solving life conflicts.

The distribution of roles is very important for a child. When distributing team roles, it should be done so that the role helps children solve problems of an individual nature (inability to organize their activities, lack of authority among peers, indiscipline, and much more). Playing all sorts of roles will help children cope with difficulties. Children use counting rhymes, the order in using an attractive role. Speaking of roles, it is necessary to note their gender. The child, as a rule, takes on roles corresponding to his gender. If he plays alone, then these roles express the type of adult behavior seen by the child. If this is a boy, then he drives a car, builds a house, comes home from work, etc. If a girl plays, then she chooses the role of mother, doctor, teacher. If we are talking about group games, then a three-year-old child does not particularly share the gender of the playing role, and the boy is happy to play the role of mother or teacher. An adult, through the game, must instill in the child vital values, correct behavior and generally teach life.

Didactic games and their meaning for children ka.

Didactic games are designed for children who are involved in the learning process. They are used by teachers as a means of education and upbringing. The extent to which a child discovers new life situations through play largely depends on the behavior of adults. When playing, an adult introduces into the world of play the necessary norms of social life necessary to enhance the social experience of the child. It is in the game, together with adults, that the child acquires the useful skills necessary for life in society.

The essence of the didactic game lies in the fact that children solve mental problems proposed to them in an entertaining way, find solutions themselves, while overcoming certain difficulties. The child perceives the mental task as a practical, playful one, this increases his mental activity. In the didactic game, the cognitive activity of the child is formed, the features of this activity are manifested.

The importance of didactic play for the mental education of children is very great. In games with toys, various objects, with pictures, the child accumulates sensory experience. The sensory development of a child in a didactic game is inextricably linked with the development of logical thinking and the ability to express their thoughts in words. To solve a game problem, it is required to compare the features of objects, establish similarities and differences, generalize, and draw conclusions.

Thus, the ability to make judgments, inference, the ability to apply one's knowledge in practice develops. This is possible only if the child has specific knowledge about the objects and phenomena that make up the content of the game. All this makes didactic game important means of preparing children for school.

We can say that the game is a way to improve acquired skills and gain new experience. A very important aspect of the game is the development of the cognitive sphere of the preschooler. It is the game that gives the opportunity to teach the child many lessons. During the game, the child remembers an incredible amount and with great pleasure.

And one more tip: try to give the child more freedom and encourage him to think more often. Do not rush to say for him what he can say for himself. If he makes a mistake, help him with a leading question or a funny situation. Help him build his own world, where he will be the supreme judge and complete master.

The leading type of activity and the basis for the formation of the personality of a child under 3 years old is an object game. It has a special impact on the versatile development of the child. Toys, matched by color, size, quantity, are an excellent means of developing the personality of young children.

Help your child expand vocabulary and learn new speech structures, for which read and look at picture books with him, encouraging him to repeat what he has read or told. Be a good listener. Let the child finish what he wanted to say. Try not to interrupt him, correcting the pronunciation and word order, because he himself by ear, in the end, will perceive the correct speech. Be sure to look at the child when he is talking. Thus, in any action with a child, the most important thing is a friendly relationship with him. An adult is required not only to give the child any knowledge, skills and abilities, but also to provide him with a sense of psychological security and trust.

To understand the importance of play for the mental development of a child, it is necessary to understand the concept itself.

At preschool age, it is the game that is considered the main activity of the baby. During the game process, the child develops the main personal characteristics and a number of psychological qualities. In addition, it is in the game that certain types of activity originate, which eventually acquire an independent character.

A psychological portrait of a preschooler can be drawn quite easily by just watching him play for a few minutes. This opinion is shared by both experienced teachers and child psychologists, who play activities in childhood equate in importance to work or service in the life of an adult. How is the baby playing? Focused and passionate? Or maybe with impatience and lack of concentration? Most likely, he will also show himself at work when he grows up.

What is the effect of gaming?

First of all, it is worth noting its influence on the formation of mental processes. While playing, kids learn to concentrate, remember information, actions. Directing the activities of a preschooler is easiest and most convenient in the game.

In the process, the baby will learn to focus on individual objects involved in the process, keep the plot in mind, and anticipate actions. It is imperative for a child to be careful, following the rules. Otherwise, peers may refuse to participate in the future.

The game is actively developed mental activity preschool kid. The kid along the way learns to replace some objects with others, comes up with names for new objects, involving them in the process. Over time, actions with objects fade away, as the child transfers them to the level of oral thinking. As a result, it can be noted that the game in this case accelerates the child's transition to thinking in relation to representations.

On the other hand, role-playing games allow the child to diversify their thinking, taking into account the opinions of other people, they teach the child to predict their behavior and correct their own behavior based on it.

Children's games can be characterized as follows.

They reflect the life that the child observes around him.
Game activity has a social character and changes under the influence of changing living conditions of the child.
This is an active form of the child's creative reflection of reality.
This is the use of knowledge, a set of exercises, a way to enrich your experience and a stimulant for the development of the child's moral abilities.
It is about the collective activity of children.
Such activities stimulate the development of children in different areas, improve and change, growing into something more.

At preschool age, children try to introduce elements of a role-playing game into life, during which they show a desire to get closer to the life of adults, demonstrate the relationships and activities of adults from their own point of view.

The role of role-playing games in the life of preschool children

Even Friedrich Schiller once wrote that a person is such only when he plays, and vice versa - only a playing person can be called him in the full sense of the word. Jean-Jacques Rousseau also at one time emphasized that by watching a small child play, you can learn a lot about him, if not everything. But the famous psychoanalyst Sigmund Freud was sure that through play activities, children are trying to find a way to quickly become adults.

Play is a great opportunity for a child to express emotions that real life he might not have dared to express it. In addition, during the gameplay, the baby learns to adopt special life experiences by modeling situations, planning and experimenting.

Playing, a child at preschool age learns to express feelings without fear of being scolded or ridiculed. He is not afraid of consequences, and this allows him to be more open. By showing feelings and emotions, the baby learns to look at them from the outside, thus realizing that he is in complete control of what is happening and knows how to regulate the situation, resolve conflicts.

The game has a serious impact on the mental development of the child, and it is difficult to doubt it. It is during the game that the child gets acquainted with the properties of objects, learns to recognize their hidden qualities. His impressions accumulate like a snowball, and in the course of the game they acquire a certain meaning and are systematized.

During the game, the preschooler transfers actions to different objects, learns to generalize, developing verbal and logical thinking. AT gameplay the baby usually compares himself only with those adults who play an important role in his life, whom he respects and loves. He can copy their individual actions in younger age and reproduce their relationship with each other at senior preschool age. That is why the game can be considered the most real school for the development of social relations with the modeling of adult behavior.

The learning process and the role of gaming activity in it

With the help of the game, the child receives new opportunities for personal development, reproducing the behavior and relationships of adults. In the process, the child learns to establish relationships with peers, realize the degree of responsibility for the implementation of the rules of the game. Thus, in the course of the game, the child learns volitional regulation of behavior.

For preschoolers, both younger and older, such interesting and developing activities as drawing and designing are associated with play activities, to which children from an early age have a special attraction.

In the course of gaming activity, educational activity is also formed, which will eventually become the main one. Naturally, the doctrine cannot independently arise from the game. Adults are responsible for its input. It is very important that the preschooler learns to learn during the game. In this case, he will treat him both easily and with an understanding of the need to comply with the basic rules.

The influence of games on the development of speech

Game activity has no less important role in the development of speech than in teaching. To become "their own" in the game, the child needs to be able to express emotions and desires in words, that is, to have certain speech skills. This need will contribute to the development of coherent speech using a large number of words. By playing, preschoolers learn to communicate.

In middle and older preschool age, children already know how to agree on who will play what role in the process. The termination of the game can cause the destruction of communication.

In the course of play activity, the basic mental functions of the baby are restructured, and sign functions develop as a result of replacing objects with each other.

Game activity and communication skills

Like other activities, the game will require the baby to display a number of volitional qualities in order to establish strong contact with the participants. For play to be enjoyable, a child must have social skills. This means that the preschooler must understand that one cannot do without communication and the desire to establish a connection with peers participating in the game.

An additional plus is the manifestation of initiative and the desire to convince others that the game should be played according to certain rules, taking into account the opinion of the majority. All these qualities, which in one word can be called "sociability", will be formed in the process of gaming activity.

During the game, children often have controversial situations and even quarrels. It is believed that conflicts appear because each of the participants has their own ideas about what scenario the game should follow. By the nature of conflicts, one can judge the development of the game as a joint activity of preschoolers.

Voluntary behavior during gaming activities

Game activity contributes to the formation of arbitrary behavior in a preschooler. It is during the game that the baby learns to obey the rules, which over time will be observed in other areas of activity. In this case, arbitrariness should be understood as the presence of a pattern of behavior that a preschooler will follow.

By the senior preschool age for the child, the rules and norms will be of particular importance. They will influence his behavior. By the time they enter first grade, children will already be able to cope with their own behavior, controlling the whole process, and not individual actions.

In addition, it should be noted that it is in the course of play activities that the needs sphere of a preschooler will develop. He will begin to have motives and new goals arising from them. During the game, the child will easily give up fleeting desires in the name of big goals. He will understand that other participants in the game are watching him and he does not have the right to violate the established rules by changing the functions of the role. Thus, the baby develops patience and discipline.

During a role-playing game with an interesting plot and numerous roles, children learn to fantasize, they develop their imagination. In addition, in the course of this kind of play activity, babies learn to overcome cognitive egocentrism by training arbitrary memory.

Thus, in children, play is an independent activity, as a result of which they learn to cognize various spheres of social reality.

Toys are an integral part of the process

Play without using toys? At preschool age, this is almost impossible. The toy is assigned several roles at once. On the one hand, it contributes to the mental development of the baby. On the other hand, it is both a subject for entertainment and a means of preparing a child for life in modern society. Toys may be different materials and with different functions.

For example, popular didactic toys will stimulate the harmonious development of the baby, improving his mood, and motor toys will become indispensable for the development of motor skills and motor abilities.

From childhood, a child is surrounded by dozens of toys that act as substitutes for a number of items from adult life. These can be models of cars, aircraft and weapons, various dolls. Mastering them, the kid learns to realize the functional significance of objects, which contributes to his mental development.