The place of play in the education of a preschool child. Types of games and their role in the life, upbringing and education of preschool children

Consultation for preschool teachers "Game as an important form in the development of children"

The child's game performs the following functions:
1. The function of socialization. The game is the strongest means of including the child in the system of social and interpersonal relationships, assimilation of the wealth of culture.
2. The function of international communication. The game allows the child to learn universal human values, the culture of various nationalities, since "games are national and at the same time international, interethnic, universal".
3. The function of the child's self-realization in the game as a "testing ground for human practice." The game allows, on the one hand, to build and test a project for removing specific life difficulties in the child’s practice, and on the other hand, to identify shortcomings in experience.
4. The communicative function of the game - (mastering interaction skills) clearly illustrates the fact that the game implements communicative activity allowing the child to enter the real context of the most complex human communications.
5. The diagnostic function of the game - (identifying the individual - personal characteristics of children, self-knowledge during the game) provides an opportunity for the teacher to recognize and fix various manifestations of the child (intellectual, creative, emotional, etc.). At the same time, the game is a “field of self-expression”, in which the child tests his strengths, possibilities in free actions, expresses himself and asserts himself.
6. Game-therapeutic function of the game - is to use the game as a means of overcoming various difficulties that a child has in behavior, communication, and learning.
7. The function of correction - involves the introduction of positive changes, additions to the structure of the child's personal indicators. In the game, this process occurs naturally, gently.
8. Entertaining - aimed at achieving pleasure and awakening interest, inspiration.

Main components of the game
The game includes:
1. game state (motive),
2. playing positions,
3. game situations,
4. game roles and actions,
5. result of the game.
For children, the result of the game, victory, success is not always important. They like her process itself, those roles, those relationships that change the status of the child in the team.
Types of games
Yard games (street)
"Hide and Seek", "Salochki", "Burners", "Cossacks-Robbers", etc.
Sitting games
Zhmurochnye, verbal, kissing. “I was born a gardener. ”, “Ring, ring”, “Broken phone”, etc.
round dance games
(these are folk games, the movement of people in a circle with singing and some kind of dance, game) The game "Brook", "Wattle", "Dawn"
dance games
(the dance dominates, and the game is a decorating detail) “Flower Bazaar”, “Three Circles”
Educational games
"Wise Raven"
A quiz is a game of answering questions, usually related to a topic.
Lottery
(raffle of any items by tickets) It can be: "Search" lottery, "Your chair is your luck", "Dance".
Game - song
You need to sing any song
Games - five minutes
Any finger games
Communication games
Games of this type perform a diagnostic, corrective, psychotherapeutic role. The main condition of these games is goodwill, game dialogue.
-"Interview"
-"Compliment"
dating games
-"Snowball"
- Describe yourself in three words
- "ball in a circle"
-"Hi! »
Competitive games
is a competition aimed at identifying the best participants
- "Recognize the song"
-"Cinderella"
Erudite - games "Sea battle", "Intellectual hockey", "55", "Cracker"
Games - jokes
- "Wild Monkey"
-"Camel"
Game is a product of activity through which a person transforms reality and changes the world. The essence of the game is in the ability, by displaying, to transform reality. In the game, for the first time, the child's need to influence the world is formed and manifested - this is the main, central and most general meaning games. It helps psychological relaxation, harmonious entry into the world of human relations. The game is especially important for children who learn the surrounding reality through reproduction in gameplay actions of adults and relationships between them. The game is necessary for the physical, mental and moral education of children.

Game classification:

Games for preschool children are very diverse. Traditionally, games are mobile, role-playing, board and didactic.
1. Outdoor games. They are very beneficial for health. A growing child's body cannot sit in one place for a long time, it needs movement, the release of accumulated energy. And outdoor games are an indispensable way of this energy discharge and development of physical qualities of younger students. In many, there is a struggle for personal superiority or the superiority of the team. In addition to physical qualities, they develop such personality traits as courage, endurance, perseverance.
2. Role playing. They reflect the phenomena and processes that children observe or hear about from the world of adults. In these games, each child takes on a specific role, such as a doctor, teacher, fireman, and depicts the corresponding activity. Sometimes the plot of the game is planned in advance, events and actions unfold in a certain plan (plot games).
3. Board games. Some of them are very useful for expanding cognitive interests and for mental development. These games include lotto with pictures, word games with all kinds of riddles, charades, puzzles, puzzle games, etc.
4. Didactic game. This is an active educational activity in simulation modeling of the studied systems, phenomena, processes. Since preschoolers are very fond of playing, the process of transferring a system of knowledge, skills and abilities in the form of a game is the most effective. These types of games help the child to better learn educational material. In addition, they contribute to the active interaction of the participants in these games.
The game allows the child to receive and generalize knowledge about the world around him, to develop in him a sense of collectivism, the desire and ability to help others. Play is the strongest means of including the child in the system of relations of the society to which he belongs, of acquiring cultural and spiritual wealth. In the game, intellectual, personal qualities and physical abilities develop.
Regular joint games will enrich preschoolers with new experiences, contribute to the formation of social competence skills, give them new social experience, which is so important for the development of their personality.
For the social development of preschoolers, not only play is of great importance. Classes, conversations, exercises, acquaintance with music, reading books, observation, discussion various situations, encouragement of mutual assistance and cooperation of children, their moral deeds - all this becomes the bricks that make up a person's personality. A child perceives beauty very deeply - which means that he needs to be introduced to the best creations of a person, to show reproductions of paintings or visit an exhibition, museum, gallery with him. You should prepare for such a trip, because the child will definitely ask a lot of questions that the adult will have to answer. Social development is no less necessary for the individual than the development of intellectual, creative, physical abilities. The modern world is arranged in such a way that one of the conditions for success is the ability to work fruitfully in a team, to find ways of interaction, mutual understanding with the people with whom you work. And, of course, the spiritual comfort, emotional satisfaction of your child will directly depend on how his relationships with other people will develop, what role he will play in the team in which he will be, and who he feels like. And our task is to correctly and skillfully help him acquire social skills.
Thus, we can conclude that such an organization of the educational process with children contributes to the social and personal development of each child. Children become more liberated and independent, purposeful and self-confident, sociable, more attentive and caring towards peers and adults; capable of mutual understanding and cooperation. Children develop the ability to jointly make decisions and follow their implementation.

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 of geometric shapes and sizes, with rather 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 loto 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 of different colors: red tomato, orange carrot, green Christmas 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 shapes (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 the 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.

Childhood is inseparable from play. The game is the central activity of the child, which takes place at all times and among all peoples. The game is a special activity that flourishes in childhood and accompanies a person throughout his life. The paramount importance of the game in the development of the child prompted the UN to proclaim it as a universal and inalienable right of the child.

It is not surprising that the problem of play has attracted and continues to attract the attention of researchers, not only educators and psychologists, but also philosophers, sociologists, ethnographers, art critics, and biologists. Naturally, representatives of scientific industries in the game are interested in "their" aspects, but they all agree that the game is an integral part of human culture.

The game reflects the inner need of children for vigorous activity, it is a means of knowing the world around them; in the game, children enrich their sensory and life experience, enter into certain relationships with peers and adults.

It is also a kind of universal cultural practice (Korotkova N.A.). The game as a cultural practice develops the child and introduces him to the spirit of the game culture with its specific features: free choice and optionality, an internal goal, which lies in the very process of activity, and space-time isolated from other forms of life. Its socializing influences are supported both by a specially created gaming material environment and by the inclusion of the educator in the activities of the children as a partner - the bearer of the gaming culture.

Leading foreign and domestic teachers consider the game as one of the most effective means of organizing the lives of children and their joint activities.

The game is currently kindergarten has a very wide range of applications:

– form of organization of life and activities of children;

– a means of harmonious, comprehensive development of personality;

– method or method of teaching;

– a way to change the child's position in the children's society, to overcome his cognitive and emotional egocentrism;

– a means of self-development, self-education, self-training, self-regulation.

The game is considered:

– as a kind of cultural practice;

– the leading type of activity of a preschool child;

– a unique means of non-violent education and development of preschoolers (developmental amplification).

LEARNING OF PRESCHOOL CHILDREN IN THE GAME

GEF preschool education orients the educational process of the preschool educational institution towards solving the problems of education, upbringing and personal development. In this process, a significant place is given to a specially created educational situation, within which organized learning takes place.

"Education - a purposeful process of organizing the activities of students in mastering knowledge, skills and competencies, gaining experience in activities, developing abilities, gaining experience in applying knowledge in everyday life and shaping students' motivation to receive education throughout their lives. Any training has a real basis.

The purpose of training is to systematize, deepen, generalize the personal experience of children: to master new, complex ways of cognitive activity, to realize the connections and dependencies that are hidden from children in everyday affairs and require special conditions and management from the teacher for mastering.

The learning process is the interaction of two processes: teaching (educational and cognitive activity of the student) and teaching (activity of the educator - teacher), which is carried out on the basis of the content of education specified educational program.

In the process of studying (teaching) the teacher performs a number of functions: motivating (ensures the acceptance of educational material by children, forms an attitude towards objects of knowledge), information and organizational (organizes the cognitive activity of children, corrects the learning process, selects the content of knowledge), control and diagnostic (determines the degree of mastering the content),educational (causes an attitude to cognitive objects, ensures the development of the child's personality).

Teaching as activity child preschool age is a special kind cognitive activity, which is carried out in the process of the educational situation created by the adult. The peculiarity of the teaching of a child of preschool age is that it proceeds only with the participation of an adult, his leadershipandescort.Doctrine- this is an activity in the course of which the development, consolidation, application of knowledge and skills by the child, the development of his independence in solving educational problems, the formation of interestsanddevelopment creativity, self-assessment of achievements, development and acceptance of values.

Purposeful education of children is the basis of organized educational activities carried out in the process of organizing various kinds children's activities (game, motor, communicative, labor, cognitive research, productive, musical and artistic, reading fiction).

About the game can be spoken of in different aspects: as a valuable activity that provides the child with a sense of freedom, subservience to things, actions, relationships, andabout the form in which learning can take on.

The game form of learning is not new in itself. Slogans like: “Learn by playing”, “Use the game and game techniques when teaching kids” seem clear and obvious. However, in practice the situation is quite different.

Often, educators introduce children's toys, separate game situations into “boring mini-lessons” for preschoolers, believing that they thereby use the game as a form of organizing classes. For example, a character comes and begins to explain something to the children, to ask for something. However, neither the character nor the teacher voicing the toy are capable of turning the lesson into a game on their own. They were and still are classes - "lessons", strictly regulated by adults, where the child is only a passive performer of the tasks that the teacher offers.

Teaching children in the game actually comes down to the use of game methods of “playing out” the educational material in working with them. Such "game moments" in the classroom are fraught with the fact that neither the game nor the learning is obtained.

Why is this happening? One of the reasons for the current practice, based on the analysis of the works of E.A. Flerina, A.P. Usovoi, E.E. Kravtsova, E.A. Panko and other researchers of the game, we can call teachers' misunderstanding of the essence role play, its place in the development of the child's learning skills. Therefore, it is very important to help the educator to understand the main ways of connecting play and learning, the mechanism for using game methods and methods of teaching preschoolers.

What form of education is most appropriate in the classroom with preschoolers?

Successful will be those forms that meet the age characteristics of children and are aimed at acquiring and mastering knowledge, skills, development of mental processes.

There are, as noted by S.L. Rubinstein, two types of teaching, as a result of which a person acquires new knowledge and skills:

one of them is specifically aimed at mastering this knowledge as its direct goal;

the other leads to the mastery of this knowledge and skills, realizing these goals. In this case, learning is seen not as an independent activity, but as a process carried out as a component and result of the activity in which it is included.

For children of preschool age, the second type of teaching is characteristic.
An educational goal that is not related to motives that are relevant to the child, that has not touched his soul, is not realized by him, it is easily replaced by other goals.

Therefore, when organizing training, it is necessary to evoke a variety of motivation in children: playful, competitive, personally significant. These types of motivation are important for the child, because only by the end of preschool age, by the age of seven, does it become possible to organize learning based on internal learning motivation. In the meantime, the teacher needs to rely on motives that are significant for the child - gaming. And so, the game form of education is the main one in preschool age.

What does a teacher need to know about game form learning?

The game is based on an imaginary situation. It consists of a plot, roles that children take on during the game. In the game, everything happens “as if”, “for fun”, and learning is always serious.

In the course of training, we form specific knowledge and skills in children, for example, about geometric shapes. These concepts are not imaginary situations. This is a mathematical reality. If, with an undeveloped function of the game, a mathematical example is presented to children in the context of an imaginary situation, this will greatly affect the development of the child. Not in the sense that he won't remember geometric shapes, but that there will be a shift between different installations. Such training will not have the best effect on the development of the imagination, which is the basis for successful learning and development in the future.

The child learns to write sticks. The job is boring and uninteresting. The teacher offers the child to turn a sheet of paper into a box with cells, and sticks into sweets, which must be carefully placed. This activity becomes exciting and interesting. The child learns what is provided for by the educational program (development fine motor skills and coordination of hand movements). This technique can work only if the child has reached the stage of verbalization of an imaginary situation in the development of the game.

Mastering the game has several stages . First, the child learns to accept an imaginary situation from an adult. Then he is able not only to accept an imaginary situation, but also to hold it, develop it, redirect it. At the next stage, the child independently, without the help of an adult, creates an imaginary situation, holds it with the help of words. As noted by D.B. Elkonin, by the end of preschool age, children often no longer play as much as talk about the game.

In an imaginary situation, the leading role is played by the imagination, which in preschool age becomes the central psychological neoplasm. Before the onset of this period (up to 3 years), the imagination is included in other mental processes and functions. Its appearance as an independent mental function means that the task of imagining something becomes understandable and adequate for the child. According to L.S. Vygotsky, to bring something new “in the very course of our impressions and in changing these impressions in such a way that as a result some new, previously non-existent image appears…”

There are different levels of imagination development in preschool children.

– Being at the first level, the child depends on the surrounding objective environment. In one case, he “sees” a spoon in a stick, and a thermometer in another. That is, the meaning of the situation in which the child perceives this object changes.

– Having the second level of imagination development, children depend little on the subject environment, at the same time they depend on their personal experience, which they remember.

– The third level of development of the imagination is determined by the internal position, the child ceases to be dependent on the subject environment and personal experience. He freely invents situations, explains the actions of the characters in his game.

Two girls are sitting on a bench and talking enthusiastically:

I will go to the ball to the queen and I will be the most beautiful there!

And what will you wear, because you don’t have new beautiful dresses?

I will take the most beautiful fabric and go to the best dressmaker. Come on, you'll be the dressmaker. Sew me the most beautiful dress, such as Cinderella had ...

This example shows that the girls were able to realize the game in a purely verbal way, without performing any actions. If you introduce any educational content into such a game - for example, how much fabric is needed for a dress, come up with a dress model, then the educational task will remain only for adults, and children will concentrate all their attention on the details that, from their point of view, are necessary for implementation games.

In addition to verbalization of an imaginary situation, there is another indicator of readiness to accept the game as a form of learning. itability to play games with rules. Games with rules have one very important feature - a preliminary stage at which the conditions of the game (rules) are negotiated. The child needs to remember them, they need to obey. Rules set the way of doing things. First game, and then educational. With the help of the rules, the teacher controls the game, the processes of cognitive activity, the behavior of children.

So,the game can be used as a learning method in that case,if it took place, mastered and experienced by the child as a valuable activity in itself .

Teachers need to follow all stages of the formation of the game, because the child must consistently master all types of play activities. Recall these steps.

The first is the introductory stage in the development of the game (infancy).

The second stage is a reflective object-playing activity (the end of the first - the beginning of the second year of life).

The third stage is a plot-representative game (the end of an early age).

The fourth stage is a role-playing game (preschool age). The ability to create an imaginary situation in words and the ability to participate in games with rules are necessary conditions for using the game as a form of learning.

GAME METHODS AND TECHNIQUES

Unlike gamesgenerallypedagogical game has an essential feature - a clearly defined goal of learning and the pedagogical result corresponding to it, which can be substantiated, highlighted in an explicit form and characterized by an educational and cognitive orientation.

Dressing learning in the form of a game, the teacher uses various methods.
The teaching method is a system of consistent interrelated ways of work of the teacher and the children being taught, which are aimed at achieving didactic tasks. Teaching methods are not limited to the activities of the teacher alone, but suggest that he, using special methods, stimulates and directs the activities of children. Thus, learning reflects the activities of the teacher and children.

Each method consists of techniques, which is its element, integral part, a separate action in the implementation.

In my timeE.A. Flerina drew attention to the fact that game methods and techniques make it possible to clearly and fully implement educational tasks in work with preschoolers in an atmosphere of lightness and interest, and activity of children. The main advantage of game methods and techniques is that in the situation of the game, the processes of perception proceed in the mind of the child more quickly and accurately.

Game methods and techniques are characterized by a number of features.

– First of all, they transfer the learning action to a conditional plan, which is set by the appropriate system of rules or scenario.

– Another feature is that the child is required to fully enter the game situation. Consequently, the teacher must also play with children and refuse direct teaching influence, remarks, censures.

In preschool pedagogy, the most common methods and techniques are the data in the table.

Game Methods

Game tricks

imaginary situation

didactic game

sudden appearance of objects, toys

(arrival or meeting fairy tale hero Dunno, Carlson, forest dweller, cartoon character);

introduction magic item(ball of thread, box, magic wand)

performance by the educator of various game actions (receiving a letter asking for help, parcels, etc.),

guessing and guessing riddles,

story telling, etc.

introduction of competition elements,

dramatizations short stories, poems, everyday scenes, elements of dramatization,

creating a game situation (for example, “Let's teach Parsley to wash our hands”; “Let's help the bunny arrange the pictures”)

Let's stop at brief description these methods and techniques.

The game method isimaginary situation in expanded form. It includes roles, game actions, game rules, game equipment. For example, to exercise children in coherent speech, the environment of a toy store is imitated. Children in the role of sellers, buyers enter into appropriate relationships, perform game actions.

One of the types of gamingmethod is a didactic game , in which all actions are regulated by the game task and game rules.

Didactic game in the learning process has two functions (A.P.Usova, V.N. Avanesov).First function – perfectionlearning and consolidation of knowledge.The second function is learning new knowledge and skillsdifferent content.

The management of the game is to familiarize children with its content and rules, as well as to control the implementation of the rules. Such a game cannot be considered as a method of replenishment or communication of knowledge. There is an active process of using existing knowledge to ensure their improvement.

As a teaching method, a didactic game can be used in frontal, group, individual forms of specially organized learning in various educational areas.

Classes consisting of didactic games can be thematic and plot in nature. Any characters can take part in thematic classes throughout the specially organized training: Dunno, Mickey Mouse, Petrushka, Little Man and others. Or the activity can be organized in the form of a trip.

Game tricks , as noted above, are an integral part of the method, a means of increasing the activity of children.

Reception of the sudden appearance of objects, toys with its unexpectedness, unusualness, it evokes a keen sense of surprise, causes an emotional response, and is the key to understanding the world around us.

Consider specific example. Educators often resort to such a game technique as the visit of one or another game character. The teacher pretends to knock on the door, opening it, announces to the children that someone has come to them. The age range for using this game technique is from 2 to 7 years. But if kids 2 - 4 years old with genuine, sincere interest relate to the arrival of a toy, then in children 5 - 7 years old, such a technique can cause poorly concealed ridicule.

This technique is used most often in younger groups. The method of performing various game actions by the educator can be attributed to: selection of pictures, folding, moving, imitation of movements. Game actions may consist of a number of individual actions or elements. They must be accompanied by speech. This technique is used if the teacher is the direct partner of the child in the game.

Riddles allows in an interesting, entertaining way to teach children something, to talk about something. The riddle creates the effect of the unknown, the unknown. It helps to establish and realize connections between objects and phenomena.

Introduction to classescompetition reception in older groups prepares children for the correct assessment of their abilities and achievements, makes the game exciting, entertaining and interesting for the child. The absence of competition in the lesson turns the game into an exercise.

Usagereception of creating a game situation in the lesson is aimed at the development of search activities. The basis of this technique is game motivation (helping someone in solving their problems). For example, the motivating motive for activity may be to help an adult "not very skillful" and "absent-minded". In this case, the game is mischievous, exciting.

The choice of game methods and teaching methods depends, first of all, on the purpose of training and the content of the lesson, as well as on the age of the children. The teacher should remember that game methods and techniques should not turn the lesson into entertainment.

The main mistake in using game methods and techniques in the work of educators - the disorder in their use and the inconsistency of game methods with the methods of constructing a role-playing game at different age stages of preschool childhood.

According to studies conducted by N. Ya. Mikhailenko and N. A. Korotkova, from 2 to 7 years old, children gradually master three ways of building a role-playing game:

1. Subject-effective method - at the stage of early and younger preschool age;

2. Role method - in the middle preschool age;

3. Plot composition - can be conditionally attributed to the senior preschool age.

The main principle of the selection of game methods and techniques is the correspondence to the methods of constructing a role-playing game for children of a given age.

Junior preschool age (3 - 4 years)

1. Animation of a game character who, in direct educational activities, will act as a partner of the child during the task and in the subsequent game.

For example, in order to draw the attention of young children to the methods of working with paint, animation of visual materials is used: the brushes with which children draw turn into brush girls.

2. the use of various plots to encourage children to more complex ways of building a game at the end of direct educational activities, the transition from conditional object actions to role-playing behavior.

For example, by the end of direct educational activities (the children were drawing grass for the rabbits, the teacher is talking on the phone with the mother - the hare, who asks the children to warm up the milk and give the rabbits to drink and play with them).

3. the implementation of the "transformation" of some objects into others, to use substitute objects and much more.

Middle preschool age (4 - 5 years)

1. acceptance the right role and acting in that role.

2. to interest children in roles and provide their actions with content that would facilitate entry into the role.

For example, the teacher takes on the role of a mother - a hare. He asks who the children would like to be. Then he organizes work on the adoption by children of the role of rabbits (jump, eat carrots). Then he sets a game task: a mother hare, fearing for the life of a hare, invites them to make shields and an image of trees behind which they could hide from a wolf, and then a training one: “I will teach you how to make shields and draw trees.”

Senior preschool age (5 - 7 years)

1. select bright and expressive images that contribute to the development in children of internal empathy for the heroes and the desire to provide them with practical assistance.

2. present the plot using role-playing behavior and using all possible means for a non-objective game action - facial expressions, visual actions, intonations, etc.

For example, the teacher picks up a sheet of white paper, shows it to the children and reads a poem by V. A. Prikhodko "White City":

This city -

White City.

It's under a white sheet.

Clearly a white city

Bewitched by a sorcerer...

Then the children disenchant the city - paint it with paints.

For example, "Drawing a car" (drawing from nature).

The teacher tells the children that a car with New Year's gifts for forest dwellers, but they cannot find it. They need to hang pictures in the woods with an exact copy of the missing car. The teacher asks the children to help the forest dwellers and draw pictures of the car.

The implementation of game techniques and situations in the game form of classes takes place in the following main areas:

– the didactic goal is set for children in the form of a game task; educational activity is subject to the rules of the game;

– educational material is used as its means,

– an element of competition is introduced into the educational activity, which translates the didactic task into a game one;

– successful completion of the didactic task is associated with the game result.

LITERATURE

Vinogradova, N. A. Role-playing games for older preschoolers: a practical guide / N. A. Vinogradova, N. V. Pozdnyakova. - M .: Iris-press, 2008. - 128 p.

Raising children in the game: A guide for the kindergarten teacher / Comp. Bondarenko A. K., Matusik A. I. - 2nd ed., revised. and additional – M.: Enlightenment, 1983.

Vygotsky L.S. The game and its role in psychological development child//Questions of psychology. - 1966. - No. 6.

Kalinchenko A.V., Miklyaeva Yu.V., Sidorenko V.N. The development of play activities of preschoolers. - M .: Iris - press, 2004.

Kasatkina, E. I. Play in the life of a preschooler: teaching aid/ E. I. Kasatkina. – M.: Bustard, 2010. – 174 p.

Kozlova S. A. Preschool pedagogy: Proc. allowance for students. Wednesday, ped. education, institutions. - M.: Academy, 2004. - 432 p.

Mendzheritskaya D.V. Educator about children's play. – M.: Enlightenment, 1982.

Mikhailenko N. Ya., Korotkova N.A. Organization of a plot game in kindergarten: A guide for the teacher. 2nd ed., rev. - M .: Publishing house "GNOM and D", 2000. - 96 p.

Penkova, L.A. The development of play activity of preschoolers. Methodological guide / L.A. Penkova, Z.P. Konnova, I.V. Malysheva, S.V. Pyrkov. - M.: TC Sphere, 2010. - 128 p. - Magnitogorsk, 1997.

Classification of preschool games

In modern pedagogical theory, the game is considered as the leading activity of a preschool child. The leading position of the game is determined not by the amount of time that the child devotes to it, but by the fact that: it satisfies his basic needs; in the bowels of the game, other types of activity are born and develop; The game is the most conducive to the mental development of the child.

Games differ in content, characteristics, the place they occupy in the lives of children, in their upbringing and education.

Role-playing games are created by the children themselves with some guidance from the teacher. Their basis is children's amateur performance. Sometimes such games are called creative plot-role-playing, emphasizing that children do not just copy certain actions, but creatively comprehend them and reproduce them in the created images, game actions.

There are several groups of games that develop the intelligence, cognitive activity of the child.

Group I - object games, like manipulations with toys and objects. Through toys - objects - children learn the shape, color, volume, material, the world of animals, the world of people, etc.

Group II - creative games, plot-role-playing, in which the plot is a form of intellectual activity.

Consider one of these (classification by S. L. Novoselova).

Game classification

(according to S. L. Novoselova)

In the Program for Education and Training in Kindergarten, the following classification of preschool games is given:

Role-playing:

Theatrical;

Movable;

Didactic.

The main component of the role-playing game is the plot, without it there is no role-playing game itself. The plot of the game is that sphere of reality that is reproduced by children. Depending on this, role-playing games are divided into:

Games for everyday subjects: "home", "family", "holiday", "birthdays" (a large place is given to the doll).

Games on industrial and social topics that reflect the work of people (school, shop, library, post office, transport: train, plane, ship).

Games on heroic and patriotic themes that reflect the heroic deeds of our people (war heroes, space flights, etc.)

Games on the themes of literary works, film, television and radio programs: in "sailors" and "pilots", in the Hare and the Wolf, Cheburashka and the crocodile Gena (according to the content of cartoons, movies), etc.

Storyline duration:

At younger preschool age (10-15 min.);

In the middle preschool age (40-50 min.);

At senior preschool age (from several hours to days).

subject relations

activity behavior between people

In the structure of the role-playing game, the components are distinguished:

The roles that children play during the game;

Game actions with the help of which children realize roles;

Game use of objects, real ones are replaced by game ones.

Relations between children are expressed in remarks, remarks, the course of the game is regulated.

In the first years of life, with the educational influence of adults, the child goes through the stages of development of play activity, which are the prerequisites for a role-playing game.

The first such stage is an introductory game. Refers to the age of the child - 1 year. An adult organizes the child's object-playing activity using a variety of toys and objects.

At the second stage (the turn of the 1st and 2nd years of a child's life), a display game appears, in which the child's actions are aimed at revealing the specific properties of an object and achieving a certain effect with its help. An adult not only names the object, but also draws the attention of the baby to its intended purpose.

The third stage of development of the game refers to the end of the second - the beginning of the third year of life. A plot-display game is being formed in which children begin to actively display the impressions received in everyday life (cradle the doll).

The fourth stage (from 3 to 7 years old) is your own role-playing game.

The role-playing game of preschool children in a developed form is an activity in which children take on the roles (functions) of adults and in a social form, in specially created game conditions, reproduce the activities of adults and the relationship between them. These conditions are characterized by the use of a variety of game objects that replace the actual objects of adult activity.

The amateur nature of children's play activity lies in the fact that they reproduce certain phenomena, actions, relationships actively and in a peculiar way. The originality is due to the peculiarities of the perception of children, their understanding and comprehension of certain facts, phenomena, connections, the presence or absence of experience and the immediacy of feelings.

The creative nature of play activity is manifested in the fact that the child, as it were, reincarnates into the one whom he portrays, and that, believing in the truth of the game, he creates a special play life and sincerely rejoices and is upset during the game. Active interest in the phenomena of life, in people, animals, the need for socially significant activities, the child satisfies through play activities.

The game, like a fairy tale, teaches the child to be imbued with the thoughts and feelings of the people depicted, going beyond the circle of ordinary impressions into the wider world of human aspirations and heroic deeds.

In the development and enrichment of children's amateur performances, creative reproduction and reflection of the facts and phenomena of the surrounding life, a huge role belongs to the imagination. It is the power of imagination that creates the situations of the game, the images reproduced in it, the ability to combine the real, the ordinary with the fictional, which gives the children's game an attractiveness that is inherent only in it.

In role-playing games, an optimistic, life-affirming character is clearly pronounced, the most difficult cases in them always end successfully and safely: captains guide ships through storms and storms, border guards detain violators, a doctor heals the sick.

In a creative role-playing game, the child actively recreates, models the phenomena real life, experiences them and this fills his life with rich content, leaving a mark for many years.

Directing games in which the child makes the puppets speak, perform various actions, acting both for himself and for the puppet.

Theatrical games - playing a certain literary work in persons and displaying specific images using expressive methods (intonation, facial expressions, gestures).

games - games on themes

dramatization of literary works

The game of dramatization is a special kind of activity for preschool children.

Dramatize - to portray, play a literary work in persons.

the sequence of events, roles, actions of heroes, their speech is determined by the text of a literary work.

children need to literally memorize the text, comprehend the course of events, the image of the heroes of a fairy tale, or retelling.

helps to better understand the nature of the work, to feel the artistic value, to sincerely express one's feelings

In dramatization games, the content, roles, game actions are determined by the plot and content of a literary work, fairy tale, etc. They are similar to role-playing games: they are based on the conditional reproduction of the phenomenon, actions and relationships of people, etc. as well as elements of creativity. The peculiarity of dramatization games lies in the fact that, according to the plot of a fairy tale or story, children play certain roles, reproduce events in exact sequence.

With the help of games - dramatizations, children better assimilate the ideological content of the work, the logic and sequence of events, their development and causality.

The guidance of the educator lies in the fact that he, first of all, selects works that have educational value, the plot of which is easy for children to learn and turn into a game - dramatization.

In the game - dramatization, it is not necessary to show the child certain expressive techniques: the game for him should be just a game.

Of great importance in the development of the game-dramatization, in the assimilation of the characteristic features of the image and their reflection in the role, is the teacher's interest in it, his ability to use the means of artistic expression when reading or telling. The correct rhythm, various intonations, pauses, some gestures enliven the images, make them close to the children, arouse in them the desire to play. Repeating the game over and over again, the children need less and less help from the teacher and begin to act independently. Only a few people can participate in the dramatization game at the same time, and the teacher must make sure that all the children take turns participating in it.

When distributing roles, older preschoolers take into account the interests and desires of each other, and sometimes use a counting rhyme. But here, too, some influence of the educator is necessary: ​​it is necessary to arouse a friendly attitude among peers towards timid children, to suggest what roles they can be entrusted with.

Helping children to learn the content of the game, to enter the image, the teacher uses the examination of illustrations for literary works, clarifies some character traits characters, finds out the attitude of children to the game.

Cost-constructive games

Building-constructive games are a kind of creative games in which children display the surrounding objective world, build structures on their own and protect them.

Variety of building materials. A building game is such an activity for children, the main content of which is the reflection of the surrounding life in different buildings and the actions associated with them.

The similarity of plot-role-playing and building games lies in the fact that they unite children on the basis of common interests, joint activities and are collective.

The difference between these games is that the role-playing game primarily reflects various phenomena and masters the relationship between people, while in the construction game the main thing is to get acquainted with the corresponding activities of people, with the equipment used and its use.

It is important for the educator to take into account the relationship, interaction of role-playing and construction games. Construction often occurs in the course of a role-playing game and is caused by it. In older groups, children have been building rather complex structures for a long time, practically comprehending the simplest laws of physics.

The educational and developmental influence of construction games lies in the ideological content of the phenomena reflected in them, in mastering the methods of construction by children, in the development of their constructive thinking, enriching speech, and simplifying positive relationships. Their influence on mental development is determined by the fact that the concept, the content of building games contains one or another mental task, the solution of which requires preliminary consideration: what to do, what material is needed, in what sequence the construction should go. Thinking and solving a particular construction problem contributes to the development of constructive thinking.

In the process of building games, the teacher teaches children to observe, distinguish, compare, correlate some parts of buildings with others, memorize and reproduce construction techniques, and focus on the sequence of actions. Under his guidance, schoolchildren master the exact vocabulary that expresses the name of geometric bodies, spatial relationships: high low, right to left, up and down, long short, wide narrow, higher lower, longer shorter, etc.

In construction games, ordinary, most often plot-shaped toys are also used, natural materials are also widely used: clay, sand, snow, pebbles, cones, reeds, etc.

Creative games

Creative games are games in which images appear that contain the conditional transformation of the environment.

Indicators of developed gaming interest.

1. Long-term interest of the child in the game, the development of the plot and the performance of the role.

2. The desire of the child to take on a certain role.

3. Having a favorite role.

4. Unwillingness to end the game.

5. Active performance by the child of all types of work (sculpting, drawing).

6. The desire to share with peers and adults their impressions after the end of the game.

Didactic games are games specially created or adapted for educational purposes.

In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, the sequence of actions, and overcome difficulties. They contribute to the development of sensations and perceptions in preschoolers, the formation of ideas, the assimilation of knowledge. These games provide an opportunity to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developmental role.

The didactic game contributes to the solution of the problems of moral education, the development of sociability in children. The teacher puts the children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

Outdoor games are a conscious, active, emotionally colored activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players.

Outdoor games are primarily a means of physical education for children. They provide an opportunity to develop and improve their movements, exercise in running, jumping, climbing, throwing, catching, etc. Outdoor games also have a great influence on the neuropsychic development of the child, the formation important qualities personality. They call positive emotions, develop inhibitory processes: during the game, children have to react with movement to some signals and refrain from moving with others. In these games, will, ingenuity, courage, quickness of reactions, etc. develop. Joint actions in games bring children together, give them joy from overcoming difficulties and achieving success.

The source of outdoor games with rules is folk games, which are characterized by the brightness of the idea, richness, simplicity and entertainment.

The rules in an outdoor game play an organizing role: they determine its course, the sequence of actions, the relationship of the players, the behavior of each child. The rules oblige to obey the purpose and meaning of the game; children should be able to use them in different conditions.

In the younger groups, the teacher explains the content and rules during the game, in the older ones - before the start. Outdoor games are organized indoors and on a walk with a small number of children or with the whole group. The teacher ensures that all children participate in the game, performing all the required game movements, but not allowing excessive physical activity, which can cause them to be overexcited and tired.

Older preschoolers need to be taught to play outdoor games on their own. To do this, it is necessary to develop their interest in these games, to provide the opportunity to organize them for a walk, during leisure hours, at holidays, etc.

In conclusion, I would like to note that the game, like any creative activity, is emotionally saturated and gives each child joy and pleasure by its very process.

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Game is the leading activity of preschool children

Preschool childhood is the most important first period mental development children, in which the foundations of all the mental properties and qualities of the child's personality are laid. It is at this age that adults are in the closest relationship with the child, take the most active part in its development. And since the child is actively exploring the world around him, we adults must take into account the age characteristics of the child and the characteristics of the leading type of his activity.

The leading activity of preschool children, according to psychologists and teachers, is the game (B. G. Ananiev, L. S. Vygotsky, E. E. Kravtsova, A. N. Leontiev, A. S. Makarenko, S. L. Rubinstein , K. D. Ushinsky and others). They note its important role in the formation of the child's psyche and believe that the game is the basis of all subsequent development of the child, since it is in the game that the child gains initial experience and develops the physical and spiritual strengths and abilities that he will need for his subsequent life in society.

But recently, many parents and teachers in their work with children are trying to transfer the child from play activities, as leading for preschool age, to educational, which negatively affects the psychological development of the child's personality.

The main points in the history of the development of general game theory are as follows:

The first at the end of the XIX century. the German psychologist K. Gross attempted a systematic study of the game, which calls games the original school of behavior. For him, no matter how external or internal factors games were not motivated, their meaning is precisely to become a school of life for children. The game is objectively a primary spontaneous school, the apparent chaos of which provides the child with the opportunity to get acquainted with the traditions of the behavior of people around him. The books were the first to systematize and generalize a large amount of concrete material and pose the problem of the biological essence and meaning of play. Gross sees the essence of the game in that it serves as a preparation for further serious activity; in the game, the child, exercising, improves his abilities. This, according to the gross, is the main meaning of children's play; in adults, play is added to this as an addition to life's reality and as recreation.

The main advantage of this theory is that it links play with development and seeks its meaning in the role it plays in development.

In the theory of the game, formulated by G. Spencer, the source of the game is in excess of forces; excess forces not expended in life, in labor, find their way out in the game.

In an effort to reveal the motives of the game, K. Buhler put forward the theory of functional pleasure (that is, pleasure from the action itself, regardless of the result) as the main motive for the game. The theory of play as an activity generated by pleasure is a particular expression of the hedonic theory of activity, that is, the theory that considers that human activity is regulated by the principle of pleasure or enjoyment. Recognizing functional pleasure, or the pleasure of functioning, as the determining factor for play, this theory sees in play only the functional function of the organism.

Freudian theories of the game see in it the realization of desires repressed from life, since in the game one often plays out and experiences what cannot be realized in life. Adler's understanding of the game comes from the fact that the game manifests the inferiority of the subject, fleeing from life, with which he is unable to cope. According to the psychologist Adler, in the game the child tries to drown out and eliminate his feelings of inferiority and lack of independence ("inferiority complex"). That is why children love to play fairy, wizard, that is why “mother” treats the “daughter” doll so autocratically, taking out on her all her sorrows and troubles associated with real life.

In Russian psychology, D. N. Uznadze, L. S. Vygotsky, S. L. Rubinshtein, and D. B. Elkonin made attempts to give their theory of play. Step by step, Soviet psychology crystallized an approach to play as a special type of child activity.

Domestic psychologists and teachers understood the process of development as the assimilation of universal human experience, universal values.

The brilliant researcher of play, D. B. Elkonin, believes that play is social in nature and directly saturated, and is projected onto a reflection of the world of adults.

The game according to D. B. Elkonin, "... is the activity in which behavior control is formed and improved on the basis of orienting activity." The essence of the game is to try to build an image of the field of possible actions, therefore, this image is its product.

The problem of the game has long attracted the attention of not only foreign but also domestic scientists. Although the authors of these theories consider different aspects of play, they agree that play is the main activity of children. Scientific analysis of play activity shows that play is a reflection of the world of adults by the child, a way of knowing the world around.

In pedagogy, repeated attempts were made to study the types of games, taking into account their functions in the development of children, to give a classification of games.

Foreign classifications of games F. Fröbel based his classification on the principle of differentiated influence of games on the development of the mind (mental games, external senses (sensory games, movements (motor games).

The German psychologist K. Gross also characterizes the types of games in terms of their pedagogical significance: mobile, mental, sensory games that develop the will are classified by K. Gross as “games of ordinary functions”. The second group of games, according to his classification, are "games of special functions". These games are exercises to improve instincts (family games, games of hunting, courtship, etc.).

Domestic classifications of games: P. F. Lesgaft, N. K. Krupskaya are based on the degree of independence and creativity of children in the game. Games are divided into two groups: games invented by children themselves and games invented by adults.

Krupskaya called the first ones creative, emphasizing their main feature - an independent character. This name has been preserved in the classification of children's games, traditional for domestic preschool pedagogy. Another group of games in this classification are games with rules.

But the most popular is the classification by S. L. Novoselova, which is based on the idea of ​​who initiated the games (child or adult). There are three classes of games:

1) games that arise at the initiative of the child (children, independent games:

Game-experimentation;

Independent plot games: plot-display, plot-role-playing, directing, theatrical;

2) games that arise at the initiative of an adult who introduces them for educational purposes:

Educational games: didactic, plot-didactic, mobile;

Leisure games: fun games, entertainment games, intellectual, festive carnival, theatrical performances;

3) games coming from the historically established traditions of the ethnic group (folk, which can arise on the initiative of both adults and older children.

B. Elkonin singled out three components of games: game conditions, plot and content of the game.

Each game has its own playing conditions - the children participating in it, toys, and other items.

With systematic guidance from the teacher, the game can change:

a) from start to finish

I would like to pay special attention to the main functions of the children's game, because the functions can help us determine the essence of the game. According to E. Erickson, "play is a function of the Ego, an attempt to synchronize bodily and social processes with one's Self." From the point of view of the impact on the development of the functions of the game, they are divided into 4 categories.

1. biological function. From infancy, play promotes coordination of hand, body and eye movements, provides the child with kinesthetic stimulation and the opportunity to expend energy and relax.

2. Inside personal function. The game develops the ability to master situations, research environment comprehension of the structure and capabilities of the body, mind, world (i.e. stimulates and shapes cognitive development).

3. Interpersonal function. The game serves as a testing ground for a vast array of social skills, from how to share toys to how to share ideas.

4. Social function. In games that give children the opportunity to take on desirable adult roles, children learn the ideas, behaviors, and values ​​associated in society with these roles.

Also, A. N. Leontiev, in addition to the symbolic and educational function of the game, also speaks of an affective (emotional) one. It has been suggested that there are emotional foundations at the core of the game's genesis.

The value of the game is very difficult to overestimate. A game is a type of activity that consists in the reproduction by children of the actions of adults and the relationship between them, in a special conditional form.

The game as a means of education. In the pedagogical theory of play, special attention is paid to the study of the game as a means of education. Education is the process of developing the qualities of a person's personality.

The fundamental position is that in preschool age the game is the type of activity in which the personality is formed, its internal content is enriched.

Game as a form of organization of children's life. One of the provisions of the pedagogical theory of play is the recognition of play as a form of organizing the life and activities of preschool children. The first attempt to organize the life of children in the form of a game belonged to Froebel. He developed a system of games, mainly didactic and mobile, on the basis of which educational work was carried out in kindergarten. All the time of nailing a child in kindergarten was painted in different types of games. After completing one game, the teacher involves the child in a new one.

The game is a reflection of life. The game is important for the formation of a friendly children's team, and for the formation of independence, and for the formation of a positive attitude towards work, and for correcting some deviations in the behavior of individual children, and for many other things.

The game for preschool children is a source of global experiences of the dynamism of one's own Self, a test of the power of self-influence. The child masters his own psychological space and the possibility of life in it, which gives impetus to the development of the whole personality as a whole.

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The game is a special activity that flourishes in childhood and accompanies a person throughout his life. It is not surprising that the problem of play has attracted and continues to attract the attention of researchers, not only educators and psychologists, but also philosophers, sociologists, and ethnographers. There are a number of theories that consider the game from two points of view:

Game as an activity in which the child develops holistically, harmoniously, comprehensively

The game as a means of acquiring and developing knowledge.

It is now generally accepted that the game is the leading activity of a preschool child.

There is also the main specific developmental value of the role-playing game. The developmental nature of the game lies in the fact that it puts forward a number of requirements for the child:

1) This is an imaginary action. The need to act in an imaginary plan leads to the development in children of the symbolic function of thinking, the formation of a plan of representations, and the construction of an imaginary situation.

2) The ability of the child to navigate in a certain way in the system of human relationships, since the game is aimed precisely at their reproduction.

3) Formation of real relationships between playing children. Joint play is impossible without coordination of actions.

It is also generally recognized that knowledge about the phenomena of social life, about actions and relationships is formed in the game.

Nevertheless, we are forced to state that the game "leaves the kindergarten." And there are several reasons:

1. Children have few impressions, emotions, holidays, without which the development of the game is impossible. Most of the impressions children receive from television programs.

2. The game is a reflection of the life of adults: when playing, the child imitates them, models a variety of socio-cultural situations and relationships. Unfortunately, kindergartens in large cities are faced with the fact that children do not know what their parents are doing.

Parents, in turn, cannot clearly explain to the child where they work and what they do. From children's direct observation, the profession of a seller, a postman, a cutter atelier and a tailor left.

3. Adults don't play. The game cannot be taught otherwise than by playing with the child.

Also, one of the reasons for the departure of the game from the preschool educational institution is our desire to “please” parents, as a result of which teachers only do what they “do” with children. There is a children's play guide. There are currently 3 main methods of guiding children's games.

1. The main way the teacher influences children's play and educating children in the game is to influence its content, i.e., the choice of topic, the development of the plot, the distribution of roles and the implementation of game images. The teacher enters the game to show the children new game techniques or to enrich the content of the game that has already begun.

2. The method of forming a game as an activity is based on the principles:

The teacher plays with the children so that the children master the game skills. The position of an adult is the position of a "playing partner" with whom the child would feel free and equal.

The teacher plays with children throughout preschool childhood, but at each age stage deploy the game in a special way, so that the children immediately “open” and learn a new, more complex way of building it.

The formed principles of the organization of the plot game are aimed at developing in children the playing abilities, skills that will allow them to develop an independent game.

3. The method of integrated management of the game.

Having considered three approaches to the management of the game of preschoolers, it is necessary to draw conclusions:

The game should be free from subjects and regulation of actions imposed by adults “from above”.

The child should be able to master the increasingly complex "language" of the game

The game is a joint activity of the teacher and children, where the teacher is a playing partner.

For the development of gaming activity, several conditions must be met: the creation of a subject-developing environment, the presence of a certain time in the daily routine and the activity of the teacher. Without the fulfillment of these conditions, the development of creative amateur play is impossible.

Psychologist A. N. Leontiev considered the leading activity to be one that has a given age period particular impact on the development of the child.

The educator is assigned certain tasks at each age stage.

Early age group:

In a joint game with children, learn to act with objects and toys, learn to combine them with a simple plot

Develop the ability to perform actions in accordance with the role.

Develop the ability to perform 2-3 consecutive episodes in the game.

Second junior group:

Contribute to the emergence of games on the themes of observations from the surrounding life, literary works.

In joint games with children, develop the ability to come up with a simple plot, choose a role, perform several interrelated actions in the game, and play a role in a joint game with peers.

Teach children how to use building materials in games.

Encourage children to choose their own play items.

Middle group:

In joint games with children that contain several roles, improve the ability to unite in the game, distribute roles, and perform game actions in accordance with the game plan.

To teach children to prepare the environment for the game - to select objects and attributes, to choose a convenient place.

To develop in children the ability to create and use attributes for playing from building material, plastic and wooden constructors.

Develop the ability to independently choose a theme for the game.

Develop the plot based on the knowledge gained from the perception of the environment.

Learn to agree on a topic to start the game, distribute roles, create the necessary conditions.

To teach collectively to build the buildings necessary for the game, to jointly plan the upcoming work.

Develop the ability to use substitute items.

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Game - the main activity of preschool children - Page 4

The game is the main activity of preschool children.

THE ORIGIN OF THE GAME IN THE HISTORY OF SOCIETY, ITS RELATIONSHIP WITH LABOR AND ART.

Leading foreign and domestic teachers consider game as one of the most effective means of organizing children's lives and their joint activities. The game reflects the inner need of children for vigorous activity, it is a means of learning about the surrounding life; in the game, children enrich their sensory and life experience, enter into certain relationships with peers and adults.

Most modern scholars explain game as a special kind of activity, formed at a certain stage in the development of society.

D. B. Elkonin, based on the analysis of ethnographic material, put forward hypothesis about the historical origin and development of the role-playing game.

He believed that at the dawn of human societyno child's play. Due to the primitiveness of labor itself and the tools necessary for it, children very early began to take part in the work of adults (collecting fruits, roots, catching fish, etc.).

Complication of labor tools, transition to hunting, cattle breeding, agriculture led to change the position of the child in society: the baby could no longer take a direct part in the work of adults, since it required skills, knowledge, dexterity, dexterity, etc.

Adults began to make toys for children to exercise in labor activities(bow, spear, lasso). Exercise games arose, during which the child mastered the necessary skills and abilities in the use of tools, since toys were their models(from a small bow you can hit the target, with a small hoe you can loosen the ground).

Finally, with the emergence of various crafts, the development of technology, complex tools toys stop being models the latter. They were like tools appearance, but not functions(toy gun, plow toy, etc.). In other words, toys become images of tools.

It is impossible to practice labor actions with such toys, but you can depict them. Arises role-playing game, in which the desire inherent in a small child to actively participate in the life of adults finds satisfaction. Since such participation in real life is impossible, the child in an imaginary situation reproduces the actions, behavior, relationships of adults.

Consequently, role play emerges not under the influence of internal, innate instincts, but as a result well-defined social conditions of the child's life in society . adults, in its turn, contribute to the spread of children's play using specially designed toys, rules, play equipment that are passed down from generation to generation, turning itself play in the culture of society.

In the course of the socio-historical development of mankind, the game acquires all greater value to shape the child's personality. With her help, children gain experience in interacting with the environment, adopt moral standards, ways of practical and mental activity developed by the centuries-old history of mankind.

Thus, the modern domestic theory of the game is based on the provisions of its historical origin, social nature, content and purpose in human society.

SOCIAL CHARACTER OF CHILDREN'S GAME.

The game has social basis. Children's games both of previous years and of today's life convince us that they are connected with the world of adults.

One of the first who proved this position, equipping it with scientific and psychological data, was K. D. Ushinsky. In the work "Man as a subject of education" (1867), K. D. Ushinsky defined the game as a way for the child to enter into the full complexity of the adult world around him.

Children's games reflect surrounding social environment. The figurative reflection of real life in children's games depends on their impressions, the emerging system of values. K. D. Ushinsky wrote: “For one girl, the doll cooks, sews, washes and irons; at the other, he magnifies himself on the sofa, receives guests, hurries to the theater or to a reception; in the morning he beats people, starts a piggy bank, counts money ... ".

But the reality surrounding the child is extremely diverse, and in Game are reflected only some of its aspects s, namely: sphere of human activity, labor, relations between people.

According to the studies of A. N. Leontiev, D. B. Elkonin, R. I. Zhukovskaya, game development throughout the preschool age occurs in the direction from the subject game that recreates the actions of adults, to role play that recreates relationships between people.

In the early years child's life interest in objects prevails that others use. Therefore, in the games of children of this age the actions of an adult are recreated with something, with some object(the child cooks food on a toy stove, bathes the doll in a basin). A. A. Lyublinskaya very aptly called the games of the kids " half-game-half-work».

Expanded form role play observed in children from from 4-5 years old, to the fore act relationship between people, which are carried out through actions with objects, and sometimes without them. Thus the game becomes method of selection and modeling(recreations in specially created conditions) relationships between people, and therefore starts contribute to the assimilation of social experience.

The game social and by her waysimplementation. Game activity, as proved by A. V. Zaporozhets, V. V. Davydov, N. Ya. Mikhailenko, not invented by a child, a given to him by an adult, which teaches the baby to play, introduces socially established ways of playing actions (how to use a toy, substitute objects, other means of embodying an image; perform conditional actions, build a plot, obey the rules, etc.).

Learning in communication with adults the technique of various games, the child then generalizes the game methods and transfers them to other situations. So the game acquires self-movement, becomes a form of the child's own creativity, and this determines its developmental effect.

THE GAME IS THE LEADING ACTIVITY OF A PRESCHOOL CHILD.

In modern pedagogical theory the game regarded as leading activity of the child - preschooler.

Leading game position defined:

Not by the amount of time that the child devotes to her, but by the fact that she satisfies his basic needs;

In the bowels of the game, other types of activity are born and develop;

The game is the most conducive to mental development.

In Game find expressionbasic needs of a preschooler.

First of all, the child tends to independence, active participation in adult life.

As the child develops, the world he perceives expands, an internal need arises to participate in such adult activities that are inaccessible to him in real life. In play, the child takes on a role, trying to imitate those adults whose images are preserved in his experience. While playing, the child acts independently, freely expressing his desires, ideas, feelings.

Child in the first years of life a need to know the world around called psychologists unsaturated. Children's games in all their diversity provide him with the opportunity to learn new things, to reflect on what has already entered his experience, to express his attitude to what is the content of the game.

A child is a growing and developing being. Movement is one of the conditions for its full growth and development. The need for active movement satisfied in all types of games, especially in mobile and didactic games with toys such as cars, wheelchairs, bilbock, table croquet, ball, etc. Various building and construction materials (large and small building materials, various constructors, snow, sand, etc.) have great opportunities for stimulating motor activity, improving the quality of movements .) .

The possibilities of play in the satisfaction inherent in the child are very great. communication needs. Under the conditions preschool game groups are usually formed, uniting children according to common interests, mutual sympathies.

Due to the special attractiveness of the game, preschoolers are able to be more accommodating, compliant, and tolerant in it than in real life. While playing, children enter into such relations, to which they have not yet “grown up” in other conditions, namely: relations of mutual control and assistance, submission, exactingness.

In the bowels of the game, other types of activity (labor, teaching) are born and differentiated (distinguished).

As the game develops, the child masters components inherent in any activity: learns to set a goal, plan, achieve results. Then he transfers these skills to other types of activity, primarily to labor.

At one time, A.S. Makarenko expressed the idea that good game similar to good work: they are related by the responsibility for achieving the goal, the effort of thought, the joy of creativity, the culture of activity.

The game develops arbitrariness of behavior. Due to the need to follow the rules. children become more organized, learn to evaluate themselves and their capabilities, acquire dexterity, dexterity and much more, which makes it easier the formation of strong work skills.

As a leading activity the game most contributes to the formation of neoplasms of the child, his mental processes, including imagination.

One of the first who linked the development of play with the characteristics of children's imagination was K. D. Ushinsky. He drew attention to the educational value of images of the imagination: the child sincerely believes in them, therefore, while playing, he experiences strong genuine feelings.

Another important property of the imagination, which develops in the game, but without which educational activity cannot take place, was pointed out by V. V. Davydov. It's ability transfer the functions of one object to another that does not have these functions(the cube becomes soap, iron, bread, a machine that rides along the table-road and buzzes).

Thanks to this ability, children use in the game substitute objects, symbolic actions(“washed his hands” from an imaginary tap). The wide use of substitute objects in the game in the future will allow the child to master other types of substitution, for example, models, diagrams, symbols and signs, which will be required in teaching.

In this way, in the game of imagination emerges and develops when determining the idea, deploying the plot, playing a role, replacing objects. Imagination helps the child to accept the conventions of the game, to act in an imaginary situation. But the child sees the line between the imaginary in the game and reality, so he resorts to the words "pretend", "as if", "in truth, this does not happen."

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Play is the leading activity in preschool age | open class

The game is the leading activity in preschool age

In the game, all aspects of the child's personality are formed, there is a significant change in his psyche, preparing for the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of preschool children.

A special place is occupied by games that are created by the children themselves - they are called creative, or plot-role-playing. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully forms the personality of the child, therefore it is an important means of education.

The game is a reflection of life. Everything here seems to be “pretend”, but in this conditional environment, which is created by the child’s imagination, there is a lot of real: the actions of the players are always real, their feelings, experiences are genuine, sincere.

The child knows that the doll and the bear are only toys, but he loves them as if they were alive, he understands that he is not a “true” pilot or sailor. But he feels like a brave pilot, a brave sailor who is not afraid of danger, is truly proud of his victory.

Imitation of adults in the game is associated with the work of the imagination. The child does not copy reality, he combines different impressions of life with personal experience.

Children's creativity is manifested in the concept of the game and the search for means in its implementation. How much imagination is required to decide what journey to go on, what ship or plane to build, what equipment to prepare.

In the game, children simultaneously act as playwrights, props, decorators, actors. However, they do not hatch their idea, do not prepare for a long time to fulfill the role as actors.

They play for themselves, expressing their own dreams and aspirations, thoughts and feelings that they own at the moment. Therefore, the game is always improvisation.

The game is an independent activity in which children first come into contact with their peers. They are united by a single goal, joint efforts to achieve it, common interests and experiences.

Children themselves choose the game, organize it themselves. But at the same time, no other activity has such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal, helps to educate purposefulness.

In the game, the child begins to feel like a member of the team, to fairly evaluate the actions and deeds of his comrades and his own. The task of the educator is to focus the attention of the players on such goals that would evoke a commonality of feelings and actions, to promote the establishment of relations between children based on friendship, justice, and mutual responsibility.

Types of games, means, conditions

There are different types of games for childhood. These are outdoor games (games with rules), didactic games, dramatization games, constructive games.

Of particular importance for the development of children aged 2 to 7 years are creative or role-playing games. They are characterized by the following features:

1. The game is a form of active reflection by the child of the people around him.

2. A distinctive feature of the game is the very way that the child uses in this activity. The game is carried out by complex actions, and not by separate movements (as, for example, in work, writing, drawing).

3. The game, like any other human activity, has a social character, so it changes with the change in the historical conditions of people's lives.

4. The game is a form of creative reflection of reality by the child. While playing, children bring a lot of their own inventions, fantasies, and combinations into their games.

5. The game is the operation of knowledge, a means of clarifying and enriching it, the way of exercise, and the development of cognitive and moral abilities, the strength of the child.

6. In its expanded form, the game is a collective activity. All participants in the game are in a relationship of cooperation.

7. By diversifying children, the game itself also changes and develops. With systematic guidance from the teacher, the game can change:

a) from start to finish

b) from the first game to subsequent games of the same group of children;

c) the most significant changes in games occur as children develop from younger ages to the elders. The game, as a kind of activity, is aimed at the child's knowledge of the world around him through active participation in the work and everyday life of people.

The means of the game are:

a) knowledge about people, their actions, relationships, expressed in the images of speech, in the experiences and actions of the child;

b) methods of action with certain objects in certain circumstances;

c) those moral assessments and feelings that appear in judgments about good and bad deeds, about useful and harmful actions of people.

By the beginning of preschool age, the child already has a certain life experience, which has not yet been sufficiently realized and represents potential abilities rather than the existing ability to implement skills in their activities. The task of upbringing is precisely to, relying on these potentialities, to advance the consciousness of the baby, to lay the foundation for a full-fledged inner life.

First of all, educational games are a joint activity of children with adults. It is the adult who brings these games into the lives of children, introduces them to the content.

He arouses children's interest in the game, encourages them to take active actions, without which the game is not possible, is a model for performing game actions, the leader of the game organizes the playing space, introduces the game material, monitors the implementation of the rules.

Every game contains two types of rules - rules of action and rules of communication with partners.

Action Rules determine the methods of action with objects, the general nature of movements in space (tempo, sequence, etc.)

Communication rules influence the nature of the relationship between the participants in the game (the order in which the most attractive roles are performed, the sequence of actions of children, their consistency, etc.). So, in some games, all children act simultaneously and in the same way, which brings them together, unites them, and teaches them a benevolent partnership. In other games, children act in turns, in small groups.

This allows the child to observe peers, compare their skills with their own. And, finally, each section contains games in which a responsible and attractive role is played in turn. This contributes to the formation of courage, responsibility, teaches to empathize with a partner in the game, to rejoice at his success.

These two rules in a simple and accessible form for children, without edification and imposing a role on the part of an adult, teach kids to be organized, responsible, self-restraint, develop the ability to empathize, be attentive to others.

But all this becomes possible only if the game developed by an adult and offered to a child, in its finished form (that is, with certain content and rules), is actively accepted by the child and becomes his own game. Evidence that the game is accepted is: asking the children to repeat it, performing the same game actions on their own, actively participating in the same game when it is repeated. Only if the game becomes loved and exciting, it will be able to realize its developmental potential.

Developing games contain conditions that contribute to the full development of the personality: the unity of cognitive and emotional principles, external and internal actions, collective and individual activity of children.

When conducting games, it is necessary that all these conditions are implemented, that is, that each game brings the child new emotions and skills, expands the experience of communication, develops joint and individual activity.

1. Plot - role-playing games

The development of a role-playing game in preschool age