The place of play in the education of a preschool child. Features of teaching preschool children a foreign language through the game

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

1. Developing games for the sensory abilities of preschoolers. These include games for the development of color perception, visual and tactile perception, recognition geometric shapes and sizes, with quite complex configurations.
2. Games that develop fine motor skills. For example, sketching and tracing shapes and different patterns. This can be done using various stencils. It is also appropriate to note the educational games of a graphic nature.
3. Tasks and exercises for the development of basic mental processes, which include memory, attention. These may be modifications of the game "What has changed?".
4. Games that develop the thinking of the child. In such a series of games, the preschooler develops the ability to analyze, synthesize, spatial imagination,. In such a game, as a rule, are laid at the initial stage mathematical representations, such mental operations as classification and generalization develop. 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. He white color in 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 called large quantity items without repetition.

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

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

Chain game.

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

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

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

The game "Where is the sound hidden?".

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

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

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

Game "Where is our home?".

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

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

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

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

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

The game "Wonderful bag".

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

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

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

Telegraph game.

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

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

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

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

Educational games in mathematics for children of the senior group

Game "Be Careful"

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

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

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

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

The game "Wonderful glass".

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

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

Description: stick a number on each cup, choose 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.

Gaming activity is a special sphere of human activity, in which a person does not pursue any other goals, except for getting pleasure, pleasure from the manifestation of physical and spiritual forces. Nature has created children's games for comprehensive preparation for life. Therefore they have genetic connection with all kinds of human activity and act as a specifically childish form of knowledge, and labor, and communication, and art, and sports.

It is customary to distinguish between two main types of games: games with fixed, open rules and games with hidden rules. An example of games of the first type is the majority of didactic, cognitive and outdoor games, this also includes developing intellectual, musical, fun games, attractions. The second type includes role-playing games. Rules in them exist implicitly. Didactic games differ in their educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of a teacher. The listed signs are inherent in all games, but in some, some are more distinct, in others - others.

Conventionally, several types of didactic games can be distinguished, grouped according to the type of activity of students:

• - travel games.
• - task games.
• - guessing games.
• - puzzle games.
• - conversation games (7; p. 35).

Travel Games have similarities with a fairy tale, its development, miracles. The game-journey reflects real facts or events, but reveals the ordinary through the unusual, the simple through the mysterious, the difficult through the surmountable, the necessary through the interesting. The purpose of the game-travel is to enhance the impression, to give the cognitive content a slightly fabulous unusualness, to draw the attention of children to what is nearby, but not noticed by them.

Mission games have the same structural elements as travel games, but are simpler in content and shorter in duration. They are based on actions with objects, toys, verbal instructions. The game task and game actions in them are based on a proposal to do something, for example: "Help Pinocchio to collect a picture."

Guessing Games. The didactic content of the game is that the children are given a task and a situation is created that requires an understanding of the subsequent action. The game task is inherent in such questions as "What would happen if ...?" or "What would I do...". Children make statements. These games require the ability to correlate knowledge with circumstances, to establish causal relationships. They also contain a competitive element "Who will figure it out faster?".

Puzzle games. At present, riddles, guessing and guessing, are considered as a kind of educational game. The main sign of the riddle is an intricate description that needs to be deciphered. The description is concise and often takes the form of a question or ends with it. Children love puzzle games. The need to compare, recall, think, guess gives the joy of mental labor. Solving riddles develops the ability to analyze, generalize, forms the ability to reason, draw conclusions, conclusions.

Conversation games (dialogues). The game-conversation is based on the communication of the teacher with the children, children with the teacher and children with each other. In a game-conversation, the educator often comes not from himself, but from a character close to the children, and thereby not only preserves the game communication, but also enhances his joy, the desire to repeat the game. The game-conversation brings up the ability to listen and hear the questions of the teacher, the questions and answers of children, the ability to focus on the content of the conversation, to supplement what has been said, to express judgment. All this characterizes an active search for a solution to the problem posed by the game. Of considerable importance is the ability to participate in a conversation, which characterizes the level of education. The main means of the game-conversation is a word, a verbal image, an introductory story about something. The result of the game is the pleasure received by the children.

What can an English class be like? kindergarten if not a kaleidoscope of games? Playing and noticing with delight their successes, the child develops and strives for new heights.

The following ways of organizing the activities of children in teaching a foreign language in kindergarten are proposed.

Coloring pictures- Quite soothing, not always meaningful, but a very common activity. In teaching a second language, coloring books can play a different and very significant role. It is boring and pointless to just make children color the selected pictures, without giving any tasks related to language learning. This activity will deprive the picture of the element of novelty and originality. And we need something black and white to become colored because, firstly, we stretch the process of cognition of the designation associated with the image over time, and secondly, we show interest in the content of the children's activities. While he is working with the contour, we can repeat the word many times, name the details. And the child will discuss his work with the teacher with great interest. The simplest thing that allows you to make the situation of coloring cognitive is dictation: the teacher says what color the children are coloring, and then they compare the resulting images with the one that the teacher dictated. You can do it differently: first color it as you wish, and then compare what each color has. Once the images are cut out, you can group them based on color by combining the work of different children. Object pictures are pasted into the subject pictures, united by a common idea, for example, "Closet with clothes, dishes", "Chest with books", "Car with furniture", "Toy store", "Animals", etc.

Game communication in the course of learning a foreign language passes through certain stages. The first stage is acquaintance with a word or expression against the background of the formation of individual relationships between peers, as well as relationships in a microgroup, mostly of an emotional nature. Then the games begin to take on the character of manipulations in the course of sensorimotor interaction. At the next stage, games begin to reflect reality. They take place in small groups, having a projective or productive character. A preschooler's game reaches a high stage of development in subject-oriented interaction associated with role characteristics, the creation of attributes, planning and deployment of a plan, dramatization and creativity (7; p. 43).

desktop printed games are also important, because they have a lot of repetitive situations when a child can use the construction they just heard in class to describe their own actions. At the same time, the teacher’s speech is important for establishing contact between children, during the initial explanation of the game task to the participants. Although the teacher may no longer have a direct influence on the course of the game, his presence is important for maintaining the meaning of the situation itself. The pedagogical potential of children's games in a foreign language is to use those types of games that lead to the assimilation of speech. First of all, these are situations where repetitive actions are accompanied by short remarks, each of which may not be original in form, but reflects the individual content that a particular child can put into it. For example, children take turns knocking on the box, looking into it, saying: "There is nothing" or take turns touching each other's shoulders in a circle and saying: "It is time to go."

Route games should take place each time in a different setting, for example, as a trip along the river, flying on an airplane, traveling along the road, hiking through the forest, etc. Figures of different characters can serve as chips, the field can be colored appropriately, obstacles and luck are comprehended in the context of what is happening. "Labyrinths" are also filled with content depending on the topic being studied: a cow nibbles grass, a pirate is looking for a treasure, a knight goes to the princess, mom must reach dad, collecting all her children along the way. The fields are colored accordingly, and the figures move along them. Through the "TV" you can look at the studied plots, you can also tell fairy tales with it, give information about the weather (7; p. 45).

rhymes facilitate the process of memorizing the initial block of phrases necessary for communication and difficult-to-remember vocabulary. Rhymes play a huge role as a means of developing children's speech and its components such as breathing, diction, hearing, tempo, and the ability to regulate the strength of the voice. The linguistic feature of verse is the presence of pauses, which are twice as many in rhyming as in prose. Reading rhymes contributes to the improvement of speech breathing, as it creates conditions for the clarity of observing pauses. Thanks to the observance of pauses, expressiveness of speech appears. Through reading rhymes, children also develop a moderate rate of speech. The regularity and rhythm of rhymes, the presence of images close to children's perception develops the ability to retain words and phrases in memory, ensures their quick memorization, which in turn contributes to the development of such a mental function as memory.

There are several different methods of learning rhymes:

• - children repeat after the teacher in chorus and individually;
• - act out the plot by roles: in costumes, with the help of puppets, with a change of actors and performers;
• - the teacher says one line, the children - another;
• - rhyming is accompanied by certain movements;
• - the teacher always says the same lines: while washing hands, preparing for dinner, dressing for a walk, before going to bed, when children draw, sculpt, etc. (8; p. 89).

For the initial stage, it is extremely important to have a coordinated rational impact on various analyzers (auditory, visual) individually and in combination. Children hear and listen to foreign speech as much as possible, not only from the lips of the teacher, but also in sound recordings. It is here that phonemic hearing is formed, the ability to understand sounding speech and correctly reproduce it develops. For kids preschool age children's songs, or various rhymes (10; p. 37) most often act as sound recordings.

In addition to all this, for successful work with preschool children when teaching a foreign language, some recommendations are given.

Tatyana Lebedeva
The place of play in the education of a preschool child

Traditionally, the leading activity of preschoolers is the game. Educational activity is not such and, therefore, cannot sufficiently influence the development of neoplasms of this period of life. child. But it is difficult to imagine these two activities separately. existing: learning activity stems from games, they mutually transform into each other.

Inclusion of games in education children increases its effectiveness, since the game:

Creates a positive emotional background that contributes to the effective assimilation of material by children;

Directly affects intellectual and communicative activity child;

Promotes liberation child stimulates the search for creative solutions.

Play is the natural way children's education.

Considering the relationship problem games and learning, A. V. Zaporozhets noted that it is impossible to oppose the game learning, but it is necessary to find out how the education and how it affects the development of children's abilities. He pointed out that education at different age stages has its own characteristics, it can be manipulation with objects, games and special educational activities. In his opinion, the game continues learning in a broad sense.

federal state educational standard indicates the need to use in the implementation of the program forms specific to preschool children - first of all - games.

In modern preschool education, the game acts as an active method learning. It was formed on the basis "gaming pedagogical technologies» based on various pedagogical games. Unlike games in general, a pedagogical game has an essential feature - a clearly defined goal. learning and the corresponding pedagogical result. Results games act in a dual plan - as a game and as an educational and cognitive result.

Relationship games and learning carried out by creating imaginary learning(conditional) situations. Different types of games are given by different imaginary situations: director's game - by semantic combination of objects; a role-playing game requires at least two associated roles; game with rules - occurs when the rules are followed. AT learning children are important all kinds of games.

Most games have four main traits:

1. The game brings to kid pleasure primarily from its process, and not just the result.

2. Creative and improvisational nature of this activity.

3. Emotional saturation of game activity, rivalry, competition, competitiveness.

4. The presence of direct and indirect rules reflecting the content games, logical and temporal sequence of its development.

AT learning children's play is organized by adults. game method learning preschoolers requires the teacher to be able to specifically develop educational and game dialogues.

All game elements learning situations: the plot, role-playing behavior and game actions of the educator and children have a didactic beginning and are aimed at fulfilling the tasks of the lesson. As part of games children acquire new knowledge, perform research activities.

Game characters (Cat, Dunno, Carlson, etc.) are included by the teacher in educational and gaming communication not for entertainment, but as a condition that ensures the fulfillment of didactic tasks, create positive cognitive motivation and maintain it throughout the lesson. Game characters do not just come to visit children, but turn to them with their problems, they need the help and knowledge of children. Problem situation, given by the character, changes the position child from learner to learner.

Game as a form of organization and method learning children of preschool age forms an interested attitude of children to the material of the lesson, creates a positive emotional background and the possibility of manifestation of abilities by each child helps him feel his own abilities and gain self-confidence. To the game as a method learning the following requirements: creating a game plot that motivates children for game goals; involvement of each participant in the game; providing participants games opportunities for independent action; game tasks should be difficult, but accessible to children; ways and means to achieve goals should be variable.

Place and the role of gaming technology in the educational process largely depend on the teacher's understanding of the functions games.

The most important function is educational. It ensures the assimilation of knowledge and skills and the development of intellectual functions (memory, thinking, attention, imagination).

The motivational function contributes to the creation of a favorable atmosphere in the lesson, turns the lesson into an exciting adventure.

The communicative function unites children, promotes the establishment of emotional contacts, forms communication skills.

The diagnostic function reveals problems in the development of children, allows the teacher to study personality traits child in loosened form.

Relaxation function relieves tension during intense learning.

Corrective function makes positive changes in the personality structure child.

A preschooler learns easily through play. D. B. Elkonin identified four lines of influence games for mental development child: the motivational-need sphere develops; cognitive and emotional egocentrism is overcome; arbitrariness of behavior develops; mental activities develop.

Gaming Technology learning supports and strengthens the physical and mental health of children. Therefore, an important professional task is the development of educators preschool institutions gaming technologies children's education.

Kindergarten teachers use different types of games.

Of great importance for solving the problems of comprehensive education of children are plot games, in which they unite at will, act independently, carry out their plans, cognize the world. Independent play activity promotes physical and mental development child, education of moral and business qualities, creativity. By the age of 5, children have developed such ways of constructing a plot games, as conditional actions with toys, role-playing behavior.

Games Dramatizations enrich children with impressions, foster interest and love for literature, their native word. Participation in the dramatization provides the participants with a wide scope for the manifestation of initiative and creativity, since game actions should be created, embodied in any movements, facial expressions, intonations - after all, they are not given in the work in finished form. To kid you have to imagine yourself place portrayed character, penetrate his feelings, experiences in order to convey the appropriate image.

In director's game child is not a protagonist, acting for a toy character, himself acting as a writer and director, operating toys or their deputies. This independence in inventing a plot is considered especially important for the further formation of games and imagination(E. E. Kravtsova). "Voicing" characters and commenting on the plot, he uses different means of verbal expressiveness. The predominant means of expression in these games are intonation and facial expressions.

Director's games can be group: everyone leads toys in a general plot or acts as a director of an impromptu concert, performance. At the same time, the experience of communication, coordination of ideas and plot actions is accumulated.

In individual director's games child acts as a director, takes on all the playing roles of his characters, explains the plot to himself and others with pleasure.

Used in work with preschoolers theatrical games also have great educational opportunities. Their subjects are not limited and can satisfy any interests and desires. child. By participating in games, children get acquainted with the world around them in all its diversity - through images, colors, sounds, music, and questions skillfully posed by the teacher encourage them to think, analyze, draw conclusions and generalizations.

It is the theatrical games allow solving many pedagogical problems related to the formation of expressiveness of speech child, intellectual and artistic and aesthetic education.

Construction and constructive games allow you to create items "new" destination. Characters in the game appear by role-playing transformation into a given image of the child, toys or surrounding children and adults. With the help of the material and certain actions with it, with the help of speech child creates a game, reveals certain aspects of reality, which he cognizes, changes, reworks. Activity child in the game is aimed, on the one hand, to create an environment corresponding to the plan, and, on the other hand, to transform oneself and others into various characters.

Didactic games. In the process, their children master certain skills, acquire new knowledge, consolidate them. It is important to games were not only instructive, but also aroused the interest of children, delighted them. Only in this case do they justify their purpose as a means of education. In a didactic game, educational, cognitive tasks are interconnected with game ones.

The use of didactic games as a learning method increases children's interest in classes, develops concentration, provides better assimilation of program material.

Are aimed at achieving certain goals of education and learning and outdoor games.

Participation in them teaches children to navigate in space. The actions of children are clearly defined by the plot and rules, but the driver with the help of certain signals can change the game situation, which requires everyone child instant reaction and response reorientation.

The most important advantage of outdoor games is that in their totality they, in essence, exhaust all types of natural movements: walking, running, jumping, wrestling, climbing, throwing, throwing and catching, exercises with objects - and therefore are the most versatile and indispensable means of physical education for children.

A characteristic feature of outdoor games is not only the richness and variety of movements, but also the freedom to use them in a variety of game situations, which creates opportunities for initiative and creativity.

The game has great educational value. It penetrates into all activities of the preschool child. It reflects and develops the knowledge and skills acquired in the classroom, fixes the rules of behavior that children are taught in life.

Municipal Autonomous Preschool Educational Institution

Kindergarten No. 10 Belochka "

CONSULTATION FOR EDUCATIONERS

"TYPES OF GAMES AND THEIR ROLE IN LIFE, EDUCATION AND TRAINING OF PRESCHOOL CHILDREN"

Educator E.L. Samoilov

2014

The personal qualities of a child are formed in vigorous activity, and above all in the one that becomes the leading one at each age stage, determines his interests, attitude to reality, especially relationships with people around him. At preschool age, such a leading activity is the game. Already at the early and younger age levels, it is in the game that children have the greatest opportunity to be independent, to communicate with their peers at will, to realize and deepen their knowledge and skills. The older the children get, the higher the level of their general development and upbringing, the more significant is the pedagogical focus of the game on the formation of behavior, relationships between children, on the education of an active position. The game gradually develops purposefulness of actions. It is important that the imagination of each child be directed towards the realization of this goal. Under the guidance of an educator, children gradually learn to determine a certain sequence of actions, to outline the general course of the game.

There are several classes of games:

• creative (games initiated by children);
• didactic (games initiated by adults with ready-made rules);
• folk (created by the people).

Creative games make up the most saturated typical group of games for preschoolers. They are called creative because children independently determine the goal, content and rules of the game, most often depicting the surrounding life, human activities and relationships between people.

Creative games are essential for the comprehensive development of the child. Through play actions, children seek to satisfy an active interest in the life around them, transform into adult heroes of works of art. Thus creating a game life, children believe in its truth, sincerely rejoice, grieve, worry.

Creative play teaches children to think about how to implement a particular idea. In a creative game, valuable qualities for the future student are developed: activity, independence, self-organization.

Creative games, in turn, are divided into:

Plot - role-playing (with elements of labor, with elements of artistic and creative activity).

Theatrical activities (director's games, dramatization games).

Design.

Story-role-playing creative game- the first test of social forces and their first test. A significant part of creative games is plot-role-playing games in “someone” or “into something”. Moreover, in the game, these actions or events are played "for fun", in an imaginary situation. Toys and the most ordinary objects help to create it, which, as if by a wave of a magic wand, acquire a playful meaning. A chair can become a train or an airplane, scraps of paper can become food or money, mother's old robe can become a wizard's cloak, and so on.

Role play is a way of mastering the meanings and enriching the child's feelings.

What happens to a child when he plays mom or dad? Becoming a mother in the game, the child tries on not only the actions of the mother (for example, rocking the baby), but also her feelings and emotional relationships: care and tenderness, affection and severity. The child always empathizes with the hero whose role he plays, and therefore he, as it were, lives in his imagination the events that happen to the hero, and joins his experience, takes him into his soul.
The feelings lived in the game enrich the repertoire of the child's emotional response - having experienced them "for fun" in the game, he acquires the ability to experience these feelings in "real" life. After the baby has felt in the game as someone who cares for others, it will be easier for him to show care in everyday life. Thus, the game turns out to be the first school of human feelings. To designate such a game transformation into another person in psychology, the term identification was introduced, i.e. identification with someone. Identifying with the role he plays, the child, as it were, absorbs into his "I" his ways of behavior, his goals and meanings of action, his feelings and experiences.By identifying himself with someone, the child develops an internal, semantic plan of action, thereby enriching his "I" and building his consciousness. Therefore, it would not be an exaggeration to say that in the role-playing game the child builds himself.
Game as a way of experiencing emotionally intense situations
Another very important function of the role-playing game is that in it the child has the opportunity to process the emotional impressions that overwhelm him and "act out" the emotional stress.
Playing out something that greatly excited, delighted or even frightened and angered him, the child seizes this impression and builds it into his picture of the world. The game is good because it allows the child to transform the situation: for example, to take the place of a scary character, defeat the offender, prolong or repeatedly reproduce a joyful event.
A special role is played by the game in the processing of any emotional stress. Playing as a little hare who is afraid of a fox, but successfully escapes from it, the kid lives through his real fears (for example, the fear of the dark) and, overcoming them in the game, learns to cope with them in "real" life. After all, although all events are played out "for fun", the emotional experience that the child accumulates at the same time is quite real.
Role-playing games- communication school
Role-playing games teach the child the basics of three very important types of human communication - role , business and friendly .

Role communication - this is the communication of people as carriers of certain social roles: the seller and the buyer, the doctor and the patient, the client and the bank employee, and so on. This communication is built according to clearly defined rules and norms that determine how to make contact, what is appropriate to say in a given situation, how to end communication.
Playing mother-daughter, shopping, school, visiting the doctor or receiving guests, the child gets acquainted with many everyday roles. And thanks to this, he feels more confident with real guests or with a real doctor, and it becomes easier for him to communicate in real situations of role-playing interaction.
Business conversation - this is the ability to negotiate with other people, convince them and find mutually acceptable solutions to controversial issues.
When playing role-playing games with other children, the child must negotiate with them - about what to play and who will be in the game, about how events will develop and how it will all end. The more complex the game, the more moments it has to negotiate and find common solutions. Usually than more baby plays role-playing games with other children, the more skills he has business communication and the more confident he feels in situations where it is necessary to convince someone and negotiate with someone. However, there are exceptions - primarily in those cases when a child, playing with other children, gets used to obeying more assertive partners. That is why it is so important that at first the joint game of children was organized by an adult who would teach children to negotiate, moderate the ardor of those who always strive to command, and help the more timid to express their opinion.
Role-playing games teach children another very important type of communication - friendly .
This is communication that people enter into not for the sake of achieving some goals, but for its own sake, for the pleasure of emotional intimacy with another person and the opportunity to share their feelings with him, for the joy of joint activity and the feeling that you are understood, accepted and, support if needed. Of course, by playing role-playing games with other children, the child only begins to learn friendly communication, but this beginning is very important. For it is precisely this that lays down the need for friendly communication and encourages one to strive for it in relations with other people.

Theatrical activity is one of the types of creative gaming activities that is associated with the perception of works of theatrical art and the image in game form received ideas, feelings, emotions. They are divided into 2 main groups: director's games and dramatization games.

AT director's playthe child as a director and at the same time organizes a theatrical playing field in which actors and performers are puppets. In another case, the actors, screenwriters and directors are the children themselves, who during the game agree on who plays what role, what he does.

Games - dramatizationsare created according to a ready-made plot from literary work or theatrical performance. The game plan and sequence of actions is determined in advance. Such a game is more difficult for children than inheriting what they see in life, because you need to understand and feel the images of the characters, their behavior, remember the text of the work (sequence, deployment of actions, character replicas), this is the special meaning of games - dramatization - they help children better understand the idea of ​​​​the work, feel its artistic value, positively affect the development of expressiveness of speech and movements.

Children's creativity is especially clearly manifested in games - dramatizations. In order for children to be able to convey the appropriate image, they need to develop their imagination, learn to put themselves in the place of the heroes of the work, to be imbued with their feelings and experiences. In the process of work, children develop imagination, speech, intonation, facial expressions, motor skills (gestures, gait, posture, movements) are formed. Children learn to combine movement and word in the role, develop a sense of partnership and creativity.

Another view - construction games. These creative games direct the child's attention to different types of construction, contribute to the acquisition of organizational design skills, and involve them in work activities. In design games, children's interest in the properties of the object, and the desire to learn how to work with it, is clearly manifested. The material for these games can be constructors different types and sizes natural material(sand, clay, cones, etc.), from which children create various things, according to their own design or on the instructions of the teacher. It is very important that the teacher helps the pupils to make the transition from aimless piling up of material to the creation of thoughtful buildings.

In the process of construction games, the child actively and constantly creates something new. And he sees the results of his work. Children should have enough building material, different designs and sizes.

Material for construction games:

• Natural material (leaves, cones, snow, clay, sand)
• Artificial material (mosaic, paper, modular blocks, constructors various kinds and sizes).

With all the variety of creative games, they have common features: children independently or with the help of an adult (especially in games - dramatizations) choose the theme of the game, develop its plot, distribute roles among themselves, choose the necessary toys. All this should take place under the conditions of tactful guidance of an adult, aimed at activating the initiative of children, developing their creative imagination.

Games with rules.These games provide an opportunity to systematically exercise children in the formation of certain habits in children, they are very important for physical and mental development, education of character and will. Without such games in kindergarten, it would be difficult to carry out educational work. Children learn games with rules from adults, from each other. Many of them are passed down from generation to generation, but when choosing a game, educators must take into account the requirements of the present.

Didactic gamescontribute mainly to the development of the mental abilities of children, since they contain a mental task, in the solution of which the meaning of the game is. They also contribute to the development of the senses, attention, logical thinking. A prerequisite for a didactic game is the rules, without which the activity becomes spontaneous.

In a well-designed game, it is the rules, not the teachers, that guide the children's behavior. The rules help all participants in the game to be and act in the same conditions (children receive a certain amount of material, determine the sequence of actions of the players, outline the circle of activities of each participant).

Didactic game is a multifaceted, complex pedagogical phenomenon: it is both a game method of teaching preschool children, and a form of learning, and independent play activity, and a means of comprehensive education of a child (physical education, mental education, moral education, aesthetic education, labor education, development of communication ).

Types of didactic games:

• games with objects;
• board and printed games;
• word games.

AT games with objectstoys and real objects are used. Playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children get acquainted with the properties of objects and their characteristics: color, size, shape, quality. They solve problems for comparison, classification, establishing a sequence in solving problems. As children acquire new knowledge about the object environment, tasks in games become more difficult in determining the object by this feature (color, shape, quality, purpose, etc.), which is very important for the development of abstract, logical thinking.

Board - printed games- an interesting activity for children. They are diverse in type: paired pictures, lotto, etc. The developmental tasks that are solved when using them are also different.

word games built on the words and actions of the players. In such games, children learn, based on their existing ideas about objects, to deepen their knowledge about them, since in these games it is required to use previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental tasks; describe objects, highlighting their characteristic features; guess by description; find signs of similarities and differences; group objects according to various properties, signs. When conducting such games, children develop speech, memory, attention, logical thinking, visual perception

AT junior groups games with words are mainly aimed at the development of speech, the education of the correct sound pronunciation, the consolidation and activation of the dictionary, the development of the correct orientation in space.

Word games are especially important for older preschool children, as they contribute to the formation of mental activity, independence in solving problems: they develop the ability to listen carefully to an adult, quickly find the right answer to the question posed, accurately and clearly formulate their thoughts, apply knowledge in accordance with the task. With the help of word games, children are brought up with a desire to engage in mental work, which is important in preparing preschoolers for schooling.

Word games are the most complex: they are not related to the direct perception of the subject, in which children must operate with ideas. These games have great importance for the development of the child's thinking, since in them children learn to express independent judgments, draw conclusions and conclusions, not relying on the judgments of others, and notice logical errors.

When organizing didactic games for children, it should be borne in mind that from the age of 3-4 the child becomes more active, his actions are more complex and diverse, his desire to assert himself increases; but at the same time, the attention of the baby is still unstable, he is quickly distracted. The solution of problems in didactic games requires from him greater than in other games, stability of attention, enhanced mental activity. Hence, certain difficulties arise for a small child. You can overcome them through entertainment in learning, i.e. the use of didactic games that increase the child's interest in classes, and, above all, a didactic toy that attracts attention with brightness, interesting content. It is important to combine the mental task in the game with the active actions and movements of the child himself.

The game not only reveals the individual abilities, personal qualities of the child, but also forms certain personality traits. The game method gives the greatest effect with a skillful combination of play and learning.

Outdoor games are important for the physical education of preschoolers, because they contribute to their harmonious development, satisfy the needs of children in movements, and contribute to the enrichment of their motor experience. There are outdoor games: with running, with jumping, with rebuilding, with catching, with throwing, with climbing.

According to the method of E. Vilchkovsky, two types of outdoor games are conducted with preschool children - story games and game exercises (non-story games)

The basis story-driven gamesthe experience of the child, his representations by movements characteristic of this or that image, is put. The movements that children perform during the game are closely related to the plot. Most story games are collective, in which the child learns to coordinate his actions with the actions of others about the world around him (the actions of people, animals, birds), which he displays the players, not to be capricious, to act in an organized manner, as required by the rules.

Game exercisesare characterized by the specificity of motor tasks, in accordance with the age characteristics and physical training of children. If in plot mobile games the main attention of the players is directed to creating images, achieving a certain goal, exact implementation of the rules, which often leads to ignoring the clarity in the performance of movements, then during the performance of game exercises, preschoolers must flawlessly perform the basic movements.

Folk games - these are games that came to us from very ancient times and were built taking into account ethnic characteristics. They are an integral part of a child's life. modern society giving an opportunity to learn universal human values. The developing potential of these games is provided not only by the presence of appropriate toys, but also by a special creative aura that an adult must create. The folk game reflects the life of people, their way of life, national traditions, they contribute to the education of honor, courage, masculinity. They are individual, collective, plot, household, seasonal - ritual, theatrical games, games - traps, games of fun, games - attractions.

The specificity of folk games is their dynamism. They necessarily contain a game action that encourages the child to be active: either to simple inheritance of actions in the text, or to perform a set of actions in a round dance.

Ushinsky emphasized the pronounced pedagogical orientation of folk games. In his opinion, each folk game contains accessible forms of learning, it encourages children to play activities and communicate with adults. characteristic feature folk games is educational content, which is served in the form of a game.

It is hard to overestimate the huge role that national games play in the physical and moral education of children. Since ancient times, games have been not only a form of leisure and entertainment. Thanks to them, such qualities as restraint, attentiveness, perseverance, organization were formed; strength, agility, speed, endurance and flexibility developed. The goal is achieved through a variety of movements: walking, jumping, running, throwing, etc. slide 2

“Play is a huge bright spot through which a life-giving stream of ideas and concepts about the world around flows into the child’s spiritual world. The game is a spark that ignites the flame of inquisitiveness and curiosity. V. A. Sukhomlinsky

Classes of games creative games initiated by children didactic games initiated by adults with ready-made rules folk created by the people

Creative games

Role-playing game Role-playing game - the way of mastering the meanings and enriching the child's feelings Game as a way of experiencing emotionally intense situations Role-playing games - a school of communication Role-playing games teach the child the basics of three very important types of human communication - role-playing, business and friendly.

Theatrical games Directing games the child as a director and at the same time organizes a theatrical playing field in which actors and performers are puppets; actors, screenwriters and directors are the children themselves, who during the game agree on who plays what role, what he does. Dramatization games are created according to a ready-made plot from a literary work or a theatrical performance; the game plan and the sequence of actions are determined in advance; the teacher is an active participant in such games

Construction games Material for construction games NATURAL ARTIFICIAL leaves cones snow Clay, sand, stones modular blocks constructors of various types and sizes mosaic paper

GAMES WITH RULES DIDACTIC MOBILE Games with building rebuilding Games with throwing and catching Games with running Games with climbing Games with jumping Board-printing games Games with objects Word games

Didactic game - a means of comprehensive education of the individual Physical education Mental education Moral education Labor education Development of communication Aesthetic education

FOLK GAMES individual collective plot everyday games - traps games fun seasonally - ritual games - attractions Theatrical games

GAME POSITION OF THE TEACHER STAGE I GAME PARTNER II STAGE ASSISTANT STAGE III OBSERVER

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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, opportunities 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 the 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. Such games include lotto with pictures, word games with all kinds of riddles, charades, rebuses, 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 the 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 man, 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. Modern world it 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.