Consultation for educators “types of games and their role in the life, upbringing and education of preschool children.” methodological development (senior group). “Game is a form of organizing children’s life. Games initiated by the child are creative.

Classification of games for preschoolers

In modern pedagogical theory, play is considered as the leading activity of a child - a preschooler. 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 depths of the game other types of activities arise and develop; Play contributes most to the mental development of a child.

Games differ in content, characteristic features, and the place they occupy in children’s lives, in their upbringing and education.

Role-playing games are created by the children themselves, with some guidance from the teacher. They are based on children's amateur activities. Sometimes such games are called creative role-playing games, emphasizing that children do not simply copy certain actions, but creatively comprehend them and reproduce them in created images and play actions.

There are several groups of games that develop a child’s intelligence and cognitive activity.

Group I – object games, such as manipulations with toys and objects. Through toys - objects - children learn shape, color, volume, material, the animal world, the human world, etc.

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

Let's consider one of these (classification by S. L. Novoselova).

Classification of games

(according to S. L. Novoselova)

The Education and Training Program in Kindergarten provides the following classification of games for preschoolers:

Role-playing:

Theatrical;

Movable;

Didactic.

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

Games with everyday themes: “home”, “family”, “holiday”, “birthdays” (a lot of space is given to dolls).

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

Games on heroic-patriotic themes, reflecting the heroic deeds of our people (war heroes, space flights, etc.)

Games on themes of literary works, films, television and radio programs: “sailors” and “pilots”, Hare and Wolf, Cheburashka and Gena the crocodile (based on the content of cartoons, films), etc.

Story game duration:

In early preschool age (10-15 min.);

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

In older preschool age (from several hours to days).

subject relations

activity behavior between people

The structure of a role-playing game includes the following components:

Roles played by children during the game;

Game actions with the help of which children realize roles;

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

Relationships between children are expressed in remarks, comments, and the course of the game is regulated.

In the first years of life, with the teaching influence of adults, the child goes through stages of development of play activity, which represent the prerequisites for role-playing games.

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

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

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

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

Role-playing play of preschool children in its developed form represents an activity in which children take on the roles (functions) of adults and, in a social form, in specially created play conditions, reproduce the activities of adults and the relationships 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 activities lies in the fact that they reproduce certain phenomena, actions, and relationships actively and in a unique way. The originality is determined by the peculiarities of children’s perception, 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 is, as it were, reincarnated into the person he is portraying, and in the fact that, believing in the truth of the game, he creates a special play life and is sincerely happy and sad as the game progresses. The child satisfies his active interest in the phenomena of life, in people, animals, and the need for socially significant activities through play activities.

A game, like a fairy tale, teaches a child to penetrate the thoughts and feelings of the people depicted, going beyond the circle of everyday 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 facts and phenomena of the surrounding life, a huge role belongs to the imagination. It is through the power of imagination that game situations are created, the images reproduced in it, the ability to combine the real, the ordinary with the fictional, which gives children's play an attractiveness that is unique to it.

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

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

Director's games in which the child makes dolls speak and perform various actions, acting both for themselves and for the doll.

Theatrical games are the acting out of a certain literary work in person and the display of specific images using expressive methods (intonation, facial expressions, gestures).

games – games on themes

dramatization of literary works

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

Dramatize - depict, act out a literary work in person.

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

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

helps to better understand the meaning of a work, feel the artistic value, and sincerely express one’s feelings

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

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

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

In a dramatization game, there is no need to show the child certain expressive techniques: the game for him should be just that: a game.

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

When assigning roles, older preschoolers take into account each other's interests and desires, and sometimes use a counting rhyme. But here, too, some influence from the teacher is needed: it is necessary to induce a friendly attitude among peers towards timid children, to suggest what roles they can be assigned.

Helping children learn the content of the game and get into character, the teacher uses illustrations for literary works, clarifies some of the characteristic features of the characters, and finds out the children’s attitude to the game.

Worthwhile - constructive games

Construction-constructive games are a type of creative games in which children display the surrounding objective world, independently erect structures and protect them.

Types of building materials. Construction game is an activity for children, the main content of which is the reflection of the surrounding life in various buildings and related actions.

The similarity between role-playing games and construction games is that they unite children based on common interests, joint activities, and are collective.

The difference between these games is that the plot-role-playing game primarily reflects various phenomena and masters the relationships between people, while in the construction game the main thing is to become familiar with the relevant activities of people, with the technology used and its use.

It is important for the teacher to take into account the relationship, the interaction of role-playing and construction games. Construction often arises in the process of role-playing play and is caused by it. In older groups, children spend a long time constructing quite complex buildings, practically comprehending the simplest laws of physics.

The educational and developmental influence of construction games lies in the ideological content, the phenomena reflected in them, in children’s mastery of construction methods, in the development of their constructive thinking, enrichment of speech, and simplification of positive relationships. Their influence on mental development is determined by the fact that the design and content of construction games contain one or another mental task, the solution of which requires preliminary thinking: what to do, what material is needed, in what sequence the construction should take place. Thinking about and solving a particular construction problem contributes to the development of constructive thinking.

During construction games, the teacher teaches children to observe, distinguish, compare, correlate one part of a building with another, remember and reproduce construction techniques, and focus on the sequence of actions. Under his guidance, schoolchildren master a precise vocabulary that expresses the names of geometric bodies and 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, and 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. The child’s long-term interest in the game, the development of the plot and the performance of the role.

2. The child’s desire to take on a certain role.

3. Having a favorite role.

4. Reluctance to finish the game.

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

6. The desire to share your impressions with peers and adults after finishing 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, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions, the formation of ideas, and the acquisition of knowledge in preschoolers. These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.

The didactic game helps solve the problems of moral education and develop sociability in children. The teacher places 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 charged 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, practicing running, jumping, climbing, throwing, catching, etc. Outdoor games also have a great influence on the child’s neuropsychic development and the formation of important personality qualities. They evoke positive emotions and develop inhibitory processes: during the game, children have to react with movement to some signals and refrain from moving when others. These games develop will, intelligence, courage, speed of reactions, etc. Joint actions in games bring children closer together, giving them the joy of overcoming difficulties and achieving success.

The source of outdoor games with rules are folk games, which are characterized by brightness of concept, meaningfulness, simplicity and entertainment.

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

In younger groups, the teacher explains the content and rules as the game progresses, in older groups - before the start. Outdoor games are organized indoors and outdoors 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 become overexcited and tired.

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

In conclusion, I would like to note that play, like any creative activity, is emotionally rich and brings joy and pleasure to every child by its very process.

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Game is the leading activity for preschool children

Preschool childhood is the most responsible first period of children’s mental development, in which the foundations of all mental properties and personality traits of the child are laid. It is at this age that adults have the closest relationship with the child and take the most active part in his development. And since the child is actively studying 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 play (B. G. Ananyev, L. S. Vygotsky, E. E. Kravtsova, A. N. Leontiev, A. S. Makarenko, S. L. Rubinshtein , K.D. Ushinsky, etc.). They note its important role in the formation of the child’s psyche and believe that play is the basis for all subsequent development of the child, since it is in play that the child gains initial experience and develops the physical and spiritual strengths and abilities that he will need for subsequent life in society.

But recently, many parents and teachers, when working with children, are trying to transfer the child from play activities, which are leading for preschool age, to educational ones, 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 19th century. German psychologist K. Gross attempted a systematic study of games, who calls games the original school of behavior. For him, no matter what external or internal factors motivate the games, 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 become familiar with the traditions of behavior of the people around him. In the books, for the first time, a large amount of specific material was systematized and generalized and the problem of the biological essence and meaning of the game was posed. Gross sees the essence of the game in the fact that it serves as preparation for further serious activity; In play, the child, by practicing, improves his abilities. This, according to Gross, is the main meaning of children's play; In adults, play is added to this as an addition to the reality of life and as relaxation.

The main advantage of this theory is that it connects 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 spent in life, in work, find an outlet in the game.

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

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

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

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

The brilliant researcher of the game D. B. Elkonin believes that the game is social in nature and immediate saturation and is projected to reflect the world of adults.

Game according to D. B. Elkonin, “... is the activity in which behavior management is developed and improved on the basis of indicative activity.” The essence of the game is to try to construct an image of a 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 child’s reflection of the world of adults, a way of understanding the world around him.

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

Foreign classifications of games F. Froebel based his classification on the principle of the 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 has a description of the types of games according to their pedagogical significance: games that are active, mental, sensory, and 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, hunting games, 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 - their 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 ​​on whose initiative games arise (a child or an adult). There are three classes of games:

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

Game-experimentation;

Independent plot games: plot-display, plot-role-playing, director's, theatrical;

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

Educational games: didactic, plot-didactic, active;

Leisure games: fun games, entertainment games, intellectual games, festive and carnival games, theatrical performance games;

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

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

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

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

a) from beginning to end;

I would like to pay special attention to the main functions of a children's game, because functions can help us determine the essence of the game. According to E. Erikson, “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 influence on development, the functions of the game are divided into 4 categories.

1. Biological function. Beginning in infancy, play promotes hand, body, and eye coordination, provides kinesthetic stimulation and the opportunity to expend energy and relax.

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

3. Interpersonal function. Play serves as a testing ground for learning a huge range of social skills, from how to share toys to how to share ideas.

4. Social function. Through play that gives children the opportunity to try on desirable adult roles, children internalize the ideas, behaviors, and values ​​that are socially associated with those roles.

Also, A. N. Leontyev, in addition to the symbolic and educational function of the game, also talks about the affective (emotional) one. It has been suggested that there are emotional underpinnings underlying the game's genesis.

The importance of the game is very difficult to overestimate. A game is a type of activity that involves children reproducing the actions of adults and the relationships between them in a special conditional form.

Game as a means of education. In the pedagogical theory of play, special attention is paid to the study of play 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 play is the type of activity in which the personality is formed and its internal content is enriched.

Play as a form of organizing children's life activities. 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 lives of children in the form of play belonged to Froebel. He developed a system of games, mainly didactic and active, on the basis of which educational work was carried out in kindergarten. The entire time the child was beaten in kindergarten was scheduled in different types of games. Having completed 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 much more.

A 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 living in it, which gives impetus to the development of the entire personality as a whole.

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Preview:

Play is a special activity that blossoms in childhood and accompanies a person throughout his life. It is not surprising that the problem of the game has attracted and is attracting the attention of researchers, not only teachers and psychologists, but also philosophers, sociologists, and ethnographers. There are a number of theories that look at the game from two points of view:

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

Game as a means of acquiring and developing knowledge.

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

There is also a basic specific developmental value of role-playing games. 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 action in the imaginary plane. The need to act on an imaginary plane leads to the development of the symbolic function of thinking in children, the formation of a plan of ideas, and the construction of an imaginary situation.

2) The child’s ability 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. Playing together is impossible without coordination of actions.

It is also generally accepted that the game develops knowledge about the phenomena of social life, about actions and relationships.

And yet we are forced to admit that the game is “leaving kindergarten.” And there are several reasons:

1. Children have few impressions, emotions, holidays, without which the development of play is impossible. Children receive most of their impressions from television programs.

2. Game is a reflection of the life of adults: while playing, a child imitates them, models various sociocultural situations and relationships. Unfortunately, kindergartens in large cities are faced with the fact that children do not know what their parents do.

Parents, in turn, cannot clearly explain to their child where they work and what they do. The professions of salesman, postman, tailor and cutter have left children's direct observation.

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 preschool educational institutions is our desire to “please” parents, as a result of which teachers do nothing but “work” with children. There is a children's play manual. Currently, there are 3 main methods of guiding children's games.

1. The main way a teacher influences children’s play and educates children in the game is to influence its content, i.e., the choice of topic, plot development, distribution of roles and the implementation of game images. The teacher enters the game to show children new playing techniques or to enrich the content of an already started game.

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 gaming skills. The position of an adult is that 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, develop the game in a special way, so that the children immediately “discover” and assimilate a new, more complex way of constructing it.

The established principles of organizing a story-based game are aimed at developing children’s gaming abilities and skills that will allow them to develop independent play.

3. Method of comprehensive game management.

Having considered three approaches to guiding the play of preschoolers, it is necessary to draw conclusions:

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

The child must be able to master the increasingly complex “language” of the game

A game is a joint activity between a teacher and children, where the teacher is a playing partner.

To develop gaming activity, it is necessary to fulfill several conditions: the creation of a subject-development environment, the availability of a certain time in the daily routine, and the activity of the teacher. Without fulfilling these conditions, the development of creative amateur play is impossible.

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

The teacher is given certain tasks at each age stage.

Early age group:

In a joint game with children, teach how 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:

To promote the emergence of games on 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 a game, and play a role in a joint game with peers.

Teach children to use building materials in games.

Encourage children to try to independently choose attributes for games.

Middle group:

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

Teach children to prepare the environment for play - select objects and attributes, choose a convenient place.

To develop in children the ability to create and use attributes for play from building materials, plastic and wooden construction sets.

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

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

Learn to agree on a topic for starting the game, assign roles, and create the necessary conditions.

Learn to collectively build buildings necessary for the game, and jointly plan the upcoming work.

Develop the ability to use substitute objects.

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Play is the main activity of preschool children - Page 4

Play is the main activity of preschool children.

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

Leading foreign and domestic teachers are considering game as one of the most effective means of organizing children's lives and their joint activities. The game reflects the internal need of children for active activity, it is a means of understanding the surrounding life; In play, children enrich their sensory and life experiences and enter into certain relationships with peers and adults.

Most modern scientists explain game as a special type of activity, formed at a certain stage of development of society.

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

He believed that at the dawn of human societythere was no children's game. Due to the primitiveness of the work itself and the tools necessary for it, children very early began to take part in the work of adults (picking fruits, roots, fishing, etc.).

Complication of tools, transition to hunting, cattle breeding, agriculture brought to change the child's position in society: the baby could no longer directly participate in the work of adults, since it required skills, knowledge, dexterity, dexterity, etc.

The 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 using tools, since the toys were their models(you can hit the target with a small bow, and loosen the ground with a small hoe).

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

You cannot practice labor actions with such toys, but you can pretend to be them. Arises role-playing game, in which the desire characteristic of a small child for active participation 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, and relationships of adults.

Hence, role play emerges not under the influence of internal, innate instincts, but as a result quite definite social conditions of the child's life in society . Adults, in its turn, promote the spread of children's play using specially created toys, rules, gaming equipment, which are passed on from generation to generation, turning the very playing as part of the culture of society.

In the course of the socio-historical development of mankind, play is becoming increasingly important for the formation of a child’s personality. With her help, children gain experience interacting with the outside world, learn moral standards, methods of practical and mental activity, developed by the centuries-old history of mankind.

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

SOCIAL CHARACTER OF CHILDREN'S PLAY.

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

One of the first to prove this position, equipping it with scientific and psychological data, was K. D. Ushinsky. In his work “Man as a Subject of Education” (1867), K. D. Ushinsky defined play as a feasible way for a child to enter into all the 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 and the emerging value system. K. D. Ushinsky wrote: “One girl’s doll cooks, sews, washes and irons; in another, he sits on the sofa, receives guests, hurries to the theater or to a reception; in the morning he hits people, starts a piggy bank, counts the money...”

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

As studies by A. N. Leontiev, D. B. Elkonin, R. I. Zhukovskaya show, game development throughout preschool age occurs in the direction from the subject game, recreating the actions of adults, to the role-playing game, recreating relationships between people.

In the early years child's life interest in objects, things prevails that others use. Therefore, in the games of children of this age the actions of an adult with something are recreated, 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 children “ half play, half work».

In expanded form role-playing game, which is observed in children starting from 4-5 years, to the fore perform relationship between people, which are carried out through actions with objects, and sometimes without them. So the game becomes way of highlighting and modeling(recreation in specially created conditions) relationships between people, and, therefore, begins serve the assimilation of social experience.

A game social and according to its methodsimplementation. Play activity, as proven by A. V. Zaporozhets, V. V. Davydov, N. Ya. Mikhailenko, not invented by a child, A is asked to him by an adult, which teaches the child to play, introduces socially established methods of play actions (how to use a toy, substitute objects, other means of embodying an image; perform conventional actions, build a plot, obey the rules, etc.).

Having mastered the techniques of various games in communication with adults, the child then generalizes the gaming methods and transfers them to other situations. This is how the game acquires self-propulsion and becomes a form of the child’s own creativity, and this determines its developmental effect.

GAME IS THE LEADING ACTIVITY OF A PRESCHOOL CHILDREN.

In modern pedagogical theory a game seen as the child's leading activity - preschooler.

Leading position of the game defined:

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

In the depths of the game, other types of activities originate and develop;

Play contributes to mental development to the greatest extent.

In Game find expressionbasic needs of a preschool child.

First of all, a child has a natural desire to independence, active participation in the lives of adults.

As the child develops, the world he is aware of expands, and an internal need arises to participate in 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 have been preserved in his experience. While playing, the child acts independently, freely expressing his desires, ideas, and feelings.

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

A child is a growing and developing creature. Movement is one of the conditions for its full growth and development. Need for active movements satisfied in all types of games, especially in outdoor and didactic games with toys such as cars, gurneys, billboke, table croquet, ball, etc. Various building and structural materials (large and small building materials, various kinds of construction sets, snow, sand, etc.) have great potential for stimulating motor activity and improving the quality of movements. .) .

The possibilities of play in satisfying the child’s inherent communication needs. In a preschool setting, play groups are usually formed that unite children based on common interests and mutual liking.

Due to the special attractiveness of the game, preschoolers find themselves capable of greater amenability, compliance, and tolerance in it than in real life. While playing, children enter into relationships that in other conditions they are still “immature”, namely: relationships of mutual control and assistance, submission, and exactingness.

In the depths of the game, other types of activities (work, learning) are born and differentiated (singled out).

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 activities, primarily to work.

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

As a leading activity, play contributes to the greatest extent to the formation of a child’s neoplasms, his mental processes, including imagination.

One of the first to connect 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 imagination, which develops in play, but without which educational activities cannot take place, was pointed out by V.V. Davydov. This is the ability transfer the functions of one object to another that does not have these functions(the cube becomes soap, an iron, bread, a machine that drives along the table-road and hums).

Thanks to this ability, children use in play substitute objects, symbolic actions(“washed hands” from an imaginary tap). The widespread use of substitute objects in the game will subsequently allow the child to master other types of substitution, such as models, diagrams, symbols and signs, which will be required in learning.

Thus, imagination in the game manifests itself and develops when determining the plan, developing the plot, playing a role, replacing objects. Imagination helps the child accept the conventions of the game and act in an imaginary situation. But the child sees the line between what is imagined in the game and reality, so he resorts to the words “pretend”, “as if”, “in truth it does not happen like this.”

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Play is the leading activity in preschool age | Open class

Game is the leading activity in preschool age Posted by: Venera Nikolaevna Alexandrova - Sat, 24/11/2012 - 01:12

In the game, all aspects of the child’s personality are formed, a significant change occurs in his psyche, preparing him 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 preschoolers.

A special place is occupied by games that are created by 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 shapes a child’s personality, and therefore is an important means of education.

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

The child knows that the doll and the bear are just toys, but he loves them as if they were alive, and 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, and is truly proud of his victory.

Imitating adults in play 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 to implement it. How much imagination is required to decide what trip to go on, what kind of ship or plane to build, what equipment to prepare.

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

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

Play is an independent activity in which children first interact with peers. They are united by a common goal, joint efforts to achieve it, common interests and experiences.

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

In play, the child begins to feel like a member of a team and fairly evaluates the actions and actions of his comrades and his own. The teacher’s task is to focus the attention of the players on goals that would evoke a commonality of feelings and actions, and to promote the establishment of relationships between children based on friendship, justice, and mutual responsibility.

Types of games, means, conditions

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

Creative or role-playing games are of particular importance for the development of children aged 2 to 7 years. 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 method that the child uses in this activity. The game is carried out by complex actions, and not by individual movements (as, for example, in labor, writing, drawing).

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

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

5. Play is the manipulation of knowledge, a means of clarifying and enriching it, a way of exercise, and the development of cognitive and moral abilities and strengths of the child.

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

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

a) from beginning to end;

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 to older ages. Play, as a type 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 figures of speech, in the child’s experiences and actions;

b) ways of acting with certain objects in certain circumstances;

c) those moral assessments and feelings that appear in judgments about good and bad actions, 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 more potential abilities than an established ability to implement skills in his activities. The task of upbringing is precisely to, based on these potential possibilities, advance the child’s consciousness and lay the foundation for a full-fledged inner life.

First of all, educational games are joint activities between children and adults. It is the adult who brings these games into children’s lives and 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 play space, introduces the game material, monitors the implementation of the rules.

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

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

Rules of communication influence the nature of the relationships between the participants in the game (the order in which the most attractive roles are performed, the sequence of children’s actions, their consistency, etc.). So, in some games, all children act simultaneously and in the same way, which brings them closer, unites them, and teaches them good-willed partnership. In other games, children take turns, in small groups.

This gives the child the opportunity to observe peers and compare their skills with his own. Finally, each section contains games in which a responsible and attractive role is played in turns. This contributes to the formation of courage, responsibility, teaches you to empathize with your playing partner and rejoice in his successes.

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

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

Educational games contain conditions that promote the full development of the individual: the unity of cognitive and emotional principles, external and internal actions, collective and individual activity of children.

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

1. Story-based role-playing games

Development of role-playing games in preschool age

CONSULTATION FOR TEACHERS

"types of games and their role in life, EDUCATION and training

children preschool age"

A game occupies a strong place in the system of physical, moral, labor and aesthetic education of preschool children. It activates the child, helps increase her vitality, satisfies personal interests and social needs. Considering the invaluable role of play in the life of preschool children, I would like to dwell on this issue in more detail.

The problem of the game is widely covered in scientific and methodological literature (in the works of Yumova and other classic authors).

A child’s personal qualities are formed in active activities, and above all in those activities that become leading at each age stage and determine his interests, attitude to reality, and the characteristics of relationships with people around him. In preschool age, such a leading activity is play. Already at early and junior age levels, it is in play that children have the greatest opportunity to be independent, to communicate with peers at will, to realize and deepen their knowledge and skills. The older children become, the higher the level of their general development and education, the more significant is the pedagogical focus of the game on the formation of behavior, relationships between children, and the development of an active position. The game gradually develops purposefulness of actions. If in the second and third years of life children begin to play without thinking, and the choice of game is determined by the toy that catches their eye and by imitation of their friends, then later children are taught to set goals in construction games, and then in games with toys. In the fourth year of life, a child is able to move from thought to action, that is, he is able to determine what he wants to play, who he will be. But even at this age, children often have a predominant interest in action, which is why the goal is sometimes forgotten. However, already at this age, children can be taught not only to deliberately choose a game, set a goal, but also to distribute roles. At first, the prospect of the game is short - arrange a Christmas tree for the dolls, take them to the dacha. It is important that the imagination of every child is aimed at achieving this goal. Under the guidance of the teacher, children gradually learn to determine a certain sequence of actions and 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 constitute the most saturated typical group of games for preschoolers. They are called creative because children independently determine the purpose, content and rules of the game, most often depicting the life around them, human activities and relationships between people.

Creative games are essential for the all-round development of the child. Through playful activities, children strive to satisfy their active interest in the life around them and transform into adult heroes of works of art. Thus creating a playful life, children believe in its truth, are sincerely happy, sad, and worried.

Creative play teaches children to think about how to implement a particular idea. Creative play develops valuable qualities for a future student: activity, independence, self-organization.

Creative games:

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

Theatrical activities (directing, games - dramatization).

Design.

Plot-role-playing creative game- the first test of social forces and their first test. A significant part of creative games are plot-based - role-playing games with “someone” or “something”. Children develop interest in creative role-playing games from the age of 3-4 years. The child’s reflection of the surrounding reality occurs in the process of his active life, by taking on a certain role, but he does not imitate completely, because he does not have real opportunities to actually perform the operations of the accepted role. This is due to the level of knowledge and skills, life experience at a given age stage, as well as the ability to navigate familiar and new situations. Therefore, in a creative plot-role-playing game, he performs symbolic actions (“as if”), replaces real objects with toys or conditionally with those objects that he has, attributing to them the necessary functions (a stick is a “horse”, a sandbox is a “steamer”, etc.). d.) Children portray people, animals, the work of a doctor, hairdresser, driver, etc. Understanding that the game is not real life, children at the same time truly experience their roles, openly show their attitude to life, their thoughts, feelings , perceiving the game as an important and responsible matter.

The structure of a role-playing game, according to it, includes the following components:

1. The roles that children take on during the game.

2. Play actions through which children realize the roles they have taken on and the relationships between them.

3. Playful use of objects, conditional replacement of real objects at the child’s disposal.

4. Real relationships between playing children, expressed in various remarks, through which the entire course of the game is regulated.

Saturated with vivid emotional experiences, role-playing game leaves a deep imprint in the child’s mind, which will be reflected in his attitude towards people, their work, and life in general. Under the influence of enriching the content of games, the nature of relationships between children changes. Their games become cooperative, based on a common interest in them; the level of children's relationships increases. For children at play, coordination of actions, preliminary selection of a topic, a calmer distribution of roles and game material, and mutual assistance during the game become characteristic.

In addition, increasing the level of role relationships helps to improve real relationships, provided that the role is performed at a good level.

However, there is also a feedback - role relationships become higher under the influence of successful, good relationships in the group. A child performs his role in the game much better if he feels that the children trust him and treat him well. This leads to a conclusion about the importance of choosing partners and the teacher’s positive assessment of the merits of each child.

Theatrical activity is one of the types of creative play activity, which is associated with the perception of works of theatrical art and the depiction of received ideas, feelings, and emotions in a playful form. They are divided into 2 main groups: director's games and dramatization games.

IN director's acting the child, as a director and at the same time a voice-over, organizes a theatrical playing field in which dolls are the actors and performers. In another case, the actors, scriptwriters and directors are the children themselves, who during the game agree on who plays what role and what they do.

Games - dramatization are created based on a ready-made plot from a literary work or theatrical performance. The game plan and sequence of actions are determined in advance. Such a game is more difficult for children than inheriting what they see in life, because you need to well understand and feel the images of the characters, their behavior, remember the text of the work (sequence, unfolding of actions, character remarks), this is the special meaning of games – dramatization – they help children better understand the idea of ​​a work, feel its artistic value, and have a positive effect on the development of expressive speech and movements.

Children's creativity is especially evident in games - dramatizations.

In order for children to convey the appropriate image, they need to develop their imagination, learn to put themselves in the place of the heroes of the work, and be imbued with their feelings and experiences.

In the process of work, children develop imagination, speech, intonation, facial expressions, and motor skills (gestures, gait, posture, movements). Children learn to combine movement and words in roles, 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 attract them to work. In construction games, children’s interest in the properties of an object and their desire to learn how to work with it are clearly demonstrated. The material for these games can be construction sets of different types and sizes, natural material (sand, clay, cones, etc.), from which children create various things, according to their own plans or on the instructions of the teacher. It is very important that the teacher helps students make the transition from aimlessly piling up material to creating thoughtful structures.

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

Material for construction games:

Natural material (leaves, cones, snow, clay, sand)

Artificial material (mosaic, paper, modular blocks, construction sets of various types and sizes).

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

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

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

In a well-designed game, it is the rules, not the teachers, that guide 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, and outline the range of activities of each participant).

Didactic game is a multifaceted, complex pedagogical phenomenon: it is a game method of teaching preschool children, a form of education, an independent game activity, and a means of comprehensive education of a child.

Didactic games, as a gaming method of teaching, are considered in two forms:

Games - activities;

Didactic games.

In a game-activity, the leading role belongs to the teacher, who, in order to increase children’s interest in the activity:

Uses a variety of gaming techniques that create a gaming situation;

Creates a game situation;

Uses a variety of components of gaming activities;

Transfers certain knowledge to students;

Forms children's ideas about the construction of a game plot, about various game actions with objects, teaches them to play;

Creates conditions for transferring acquired knowledge and ideas to

independent creative games.

The didactic game is used in teaching children, in various classes and outside of them (physical education, mental education, moral education, aesthetic education, labor education, development of communication skills).

Stages of the didactic game:

https://pandia.ru/text/77/492/images/image004_6.png" alt="*" width="16 height=16" height="16"> Board - printed games- an interesting activity for children. They are varied in type: paired pictures, lotto, etc. The developmental tasks that are solved when using them are also different.

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 in modern society, providing an opportunity to assimilate universal human values. The developmental potential of these games is ensured not only by the presence of appropriate toys, but also by a special creative aura that an adult must create. They are individual, collective, plot, everyday, seasonal - ritual, theatrical games, trap games, fun games, attraction games.

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 in modern society, providing an opportunity to assimilate universal human values. The developmental potential of these games is ensured not only by the presence of appropriate toys, but also by a special creative aura that an adult must create.

In younger groups, games with words are aimed mainly at developing speech, cultivating correct sound pronunciation, consolidating and activating vocabulary, and developing correct orientation in space.

With the help of verbal games, children develop a desire to engage in mental work. In the game, the thinking process itself proceeds more actively, the child easily overcomes the difficulties of mental work, without noticing that he is being taught.

When organizing didactic games for children, it should be taken into account that from the age of 3 to 4 years the child becomes more active, his actions are more complex and varied, his desire to assert himself increases; But at the same time, the baby’s attention is still unstable, he is quickly distracted. Solving a problem in didactic games requires greater stability of attention and enhanced mental activity than in other games. This creates certain difficulties for a small child. They can be overcome through entertaining learning, that is, the use of didactic games that increase the child’s interest in classes, and, above all, a didactic toy that attracts attention with its brightness and 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 and 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 teaching.

Outdoor games are important for the physical education of preschool children, because they contribute to their harmonious development, satisfy the children’s need for movement, and contribute to the enrichment of their motor experience. There are outdoor games : with running, with jumping, with changing formations, with catching, with throwing, with climbing.

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

The basis story-based outdoor games based on the child’s experience, his representations of movements characteristic of a particular image. 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 represents the players, not to be capricious, to act in an organized manner, as required by the rules.

Game exercises are characterized by specific motor tasks, in accordance with the age characteristics and physical fitness of children. If in plot-based outdoor games the main attention of the players is aimed at creating images, achieving a certain goal, and accurately following the rules, which often leads to ignoring the clarity in the execution of movements, then while performing game exercises, preschoolers must flawlessly perform basic movements.

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The folk game reflects the life of people, their way of life, national traditions, they contribute to the education of honor, courage, and masculinity. There are individual, collective, plot, everyday, seasonal - ritual, theatrical games, games - traps, games - 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 simply inherit actions from the text, or to perform a set of actions in a round dance.

In their structure, most folk games are simple, one-dimensional, complete; in them the word is combined into a single whole. Movement, song.

When introducing Ukrainian folk games to Russian-speaking children in our region, it is necessary to take into account the age, physical and psychophysiological characteristics of children’s development, clearly indicating the purpose of the game. For children of primary preschool age, who have very little experience, Ukrainian outdoor games of a plot nature with basic rules and a simple structure are recommended. In the second younger group, children have access to outdoor round dance games: “Chicken”, “Kitten”, “Where are our hands?” and etc.

Game, according to P. Lesgaft, is a means by which children demonstrate their independence during the distribution of roles and actions during the game. The child lives in the game. And the task of teachers is to become a guide and link in the child-game chain, tactfully supporting the leadership to enrich the children’s gaming experience.

COMPLETED: DEPUTY HEAD OF VMR

SENINA LILIANA NIKOLAEVNA

Introduction

Preschool childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about the world around him, he begins to form a certain attitude towards people, towards work, develops habits of correct behavior, and develops a character.

In modern pedagogical theory, play is considered as the leading activity of a child - a preschooler. The leading position of the game is determined not only by the amount of time that the child devotes to it, but also by the fact that it satisfies his basic needs. The uniqueness of the game lies in the fact that it is a general form of behavior; other types of activities arise within it.

Games differ in content, characteristic features, and the place they occupy in children’s lives. In preschool age there are three classes of games,each of which is represented by species and subspecies:

Games that arise on the initiative of children: experimental games: with natural materials, with toys, with animals; plot-based amateur games: plot-display, plot-role-playing, theatrical.

Games that arise on the initiative of an adult who introduces them for educational and educational purposes: educational games: plot-didactic, active, musical-didactic, educational; leisure games: intellectual, fun, entertainment, theatrical, festive and carnival games.

Games that come from the historically established traditions of an ethnic group are folk games that can arise on the initiative of an adult or older children. These can be: training games: intellectual, sensorimotor, adaptive; ritual games: family, seasonal, cult; leisure games: games, quiet games, fun games.

The purpose of this work: to study the classification of games of preschool children and to reveal the features of games that arise on the initiative of the child, in particular: type of game - amateur plot games; subspecies - theatrical.

1. Games initiated by the child

All classes of games named above are historically related to each other. The most ancient games are experiments and primitive symbolic plot games. They are followed by archaic folk games, on the basis of which educational and leisure games were developed. The leaders in preschool age are games that arise on the initiative of the child. Games of other classes mainly serve the processes of learning and education.

Based on the classification considered, it can be noted that each subtype of play develops in a child at a certain age. Each type of game meets its own goals and objectives. So, the first class includes: game - experimentation and plot-based amateur games - plot-educational, plot-role-playing, director's and theatrical.

This class of games seems to be the most productive for the development of the child’s intellectual initiative and creativity, which are manifested in setting new gaming tasks for themselves and other players; for the emergence of new motives and activities. It is the games that arise on the initiative of the children themselves that most clearly represent the game as a form of practical reflection based on knowledge about the surrounding reality of significant experiences and impressions associated with the child’s life experience. They are truly children's activities that meet the child's nature, his needs and interests. Other classes of games serve the processes of learning and education to help adults.

In the next chapter, we will look in more detail at theatrical games, which are a subtype of plot-based amateur games.

2. Theatrical games

Theatrical games - acting out a certain literary work in persons and displaying specific images using expressive methods (intonation, facial expressions, gestures). In them, children take the position of an actor. The characteristic features of theatrical games are the literary or folklore basis of their content and the presence of spectators.

Types of theatrical games for preschoolers can be divided into groups:

. Tabletop theatrical games, which includes: tabletop toy theater; tabletop theater of drawings.

. Stand theatrical games: stand-book; flannelograph; shadow theater

. Games-dramatization(to dramatize means to depict, act out) including: finger theater; bi-ba-bo theater; puppet show; dramatization game with hats on the head; improvisation.

Game-dramatization is a type of theatrical plot-role-playing, director's game. Researchers note the closeness of role-playing and theatrical games based on the commonality of their structural components (the presence of an imaginary situation, imaginary action, plot, role, content, etc.). In the role-playing game, as in the theatrical game, elements of dramatization can be traced.

Types of dramatization are:

games that imitate images of animals, people, and literary characters;

role-playing dialogues based on text;

staging of works;

staging performances based on one or more works;

improvisation games with the acting out of a plot (or several plots) without prior preparation

In dramatization games, the child, playing a role as an “artist,” independently creates an image using a set of means of verbal and nonverbal expressiveness. Unlike a play, a dramatization game does not require the distribution of roles and rehearsals. It gives everyone the opportunity to act together with the hero and empathize with him. A dramatization game is a story “told” by all participants in the lesson in action: plasticity, singing, characteristic movements repeated after the leader. The game - dramatization can be represented schematically - by a chain of sequential actions:

1.The plot of the game is the choice of a fairy tale. Retelling, its discussion.

2.Organization of the game - distribution of roles. Arrangement of the play space.

.Direct play of children.

In dramatization games, the content, roles, and game actions are determined by the plot and content of a particular literary work, fairy tale, etc. They are similar to role-playing games: they are based on the conditional reproduction of a phenomenon, actions and relationships of people, etc., and also have elements of creativity.

The game - dramatization is diverse and is represented by goals, objectives and forms that are different in content:

Games with singing - round dancesGames - dramatizations of poemsGames - dramatizations - table theaterGames - dramatizations - puppet theaterGames - dramatizations - creative gamesGames - dramatizations - prose

Dramatization Games are created based on a ready-made plot from a literary work or theatrical performance. Most often, fairy tales are the basis for dramatization games. In fairy tales, the images of heroes are outlined most clearly; they attract children with the dynamism and clear motivation of their actions, actions clearly replace one another, and preschoolers willingly reproduce them. Children's favorite folk tales “Turnip”, “Kolobok”, “Teremok”, “Three Bears”, etc. are easily dramatized. In dramatization games, poems with dialogues are also used, thanks to which it is possible to reproduce the content by role.

The uniqueness of dramatization games lies in the fact that according to the plot of a fairy tale or story, children play certain roles and reproduce events in the exact sequence. The teacher's guidance lies in the fact that he, first of all, selects works that have educational significance, the plot of which is easy for children to learn and turn into a game - dramatization. You should not specifically learn a fairy tale with preschoolers: a fascinating plot, repetitions in the text, the dynamics of the development of the action - all this contributes to its rapid assimilation. When a fairy tale is told repeatedly, children remember it quite well and begin to join the game, playing the roles of individual characters. While playing, the child directly expresses his feelings in words, gestures, facial expressions, and intonation. In order for children to convey the appropriate image, they need to develop their imagination, learn to put themselves in the place of the heroes of the work, and be imbued with their feelings and experiences. To develop dramatization games, it is necessary to: excite and develop children’s interest in them, children’s knowledge of the content and text of the work, the availability of costumes and toys. If it is impossible to make a costume, you need to use its individual elements that characterize the individual characteristics of a particular character: a cockerel’s comb, a fox’s tail, a bunny’s ears, etc.

The sequence and complexity of the content of the themes and plots chosen for the games correspond to the age and skills of the children.

IN youngest groupthe prototype of theatrical games are games With role.Z.M. Boguslavskaya and E.O. Smirnova believe that children, acting in accordance with their role, use their capabilities more fully and cope with many tasks much easier. Acting on behalf of cautious sparrows, brave mice or friendly geese, they learn, and unnoticed for themselves. In addition, role-playing games activate and develop children’s imagination, preparing them for independent creative play.

Children of the younger group are happy to transform into dogs, cats and other familiar animals, but they are not yet able to develop and play out the plot. They only imitate animals, copying them externally, without revealing their behavioral characteristics, so it is important to teach children of the younger group some methods of play actions based on the model. In games, children of the younger group enthusiastically act out individual episodes of a fairy tale (“Rock Hen”, etc.), transform into familiar animals (games: “Hen and Chicks”, “Bear and Cubs”, “Hare and Cubs”, etc.). etc.), however, they cannot independently develop and play out the plots. Children only imitate them, copying them externally, without revealing their behavior. Therefore, it is important to teach children to follow the pattern: chicks flap their wings, bear cubs walk heavily and clumsily.

In classes and in everyday life, you can act out scenes from childhood life - for example, with a doll or a teddy bear. You can organize games on the themes of literary works: “Toys” by A. Barto, “The Cat and the Goat” by V. Zhukovsky, nursery rhymes, lullabies, etc. The teacher is an active participant in such games. It shows how diverse intonations, facial expressions, gestures, gait, and movements can be. Games with imaginary objects are also interesting for kids, for example: “Imagine a ball, take it,” etc. The children develop an interest in puppet shows, flat performances, and literary works, especially fairy tales and nursery rhymes. In the process of work, children develop imagination, speech, intonation, facial expressions, and motor skills (gestures, gait, posture, movements). Children learn to combine movement and words in roles, develop a sense of partnership and creativity.

When developing an interest in dramatization games, it is necessary to read and tell fairy tales and other literary works to children as much as possible.

IN averageThe group can already teach children to combine movement and words in roles, to use pantomime of two to four characters. It is possible to use educational exercises, for example, “Imagine yourself as a little bunny and tell us about yourself.” With a group of the most active children, it is advisable to dramatize the simplest fairy tales using a tabletop theater (the fairy tale “Kolobok”). By involving inactive children in games, you can dramatize works in which there is a small amount of action (the nursery rhyme “Little Little Kitty”).

IN oldergroup, children continue to improve their performing skills. The teacher teaches them to independently find ways of figurative expression. Dramatic conflict, the development of characters, the severity of situations, emotional intensity, short, expressive dialogues, simplicity and figurativeness of language - all this creates favorable conditions for conducting dramatization games based on fairy tales. Watching the games of older preschoolers, D.B. Mendzheritskaya noted: such a game is more difficult for a child than imitating events from life, because it requires understanding and feeling the images of the characters, their behavior, learning and remembering the text of the work.

For preschoolers aged 6-7 years, dramatization often becomes a performance in which they play for the audience, and not for themselves, as in a regular game. At the same age, director's games become available, where the characters are dolls and other toys, and the child makes them act and speak. This requires him to be able to regulate his behavior, think about his words, and restrain his movements.

So, work organized in this way will contribute to the fact that theatrical play will become a means of self-expression and self-realization of the child in various types of creativity, self-affirmation in a peer group. And the life of preschoolers in kindergarten will be enriched due to the integration of games and various types of art, which are embodied in theatrical and play activities.

3. Notes theatrical games

game child educational educational

1. Summary of the dramatization game “Come visit us!” (second junior group)

Program content:

Teach children to perform in front of peers and adults;

Strengthen the ability to coordinate your actions with other children;

Improve motor abilities;

Develop children's attention, memory, and observation skills;

Introduce children to Russian folk culture.

Preliminary work:breathing exercises, articulation gymnastics, learning the text of the play and dance movements.

Characters:storyteller, matryoshka, chicken, goat, bear, cat.

Material:elements of headdress for a storyteller; toy or cardboard characters; table, dishes, basket; musical accompaniment.

Progress of the game.

(Music). The storyteller comes out:Hello my friends. I came to visit you. I'm glad to see you all. The storyteller is my name. I want to tell you a fairy tale and it’s time to start it. All the toys lived together. Teddy bears, girlfriend dolls. The toys played happily and, of course, danced.

(Children run in - “toys”, round dance “Sun”. The matryoshka goes to the middle to the music).

Storyteller:The time for the holiday has come, and Matryoshka told everyone.

Matryoshka:I decided to treat everyone and feed them cakes. I don’t have enough flour, in case there isn’t enough pie for everyone.

Storyteller:And here comes the chicken, bringing something to the doll. (The chicken comes out, there is flour in the basket).

Hen:Hello doll, take it. Brought you torment. Try, bake, and invite everyone to visit.

Matryoshka:Thank you.

Storyteller:And here comes the goat. He's bringing something to the doll. (A goat comes out with a basket).

Goat:Matryoshka, I brought milk for you. Here's some butter, take it. Try, bake.

Matryoshka:Thank you. (Takes baskets into the house).

Goat:Well, where are my kids, where are the funny guys? Go out for a walk, go out to play. (Dance of the kids).

Storyteller:But Mishenka is coming, bringing something to the doll. (The bear comes out of the house).

Matryoshka:Thank you. (He goes into the house.)

Storyteller:The doll took the jam and went to bake her pie. Look, the cat is coming here, he’s not carrying anything. (The cat comes out).

Cat:Meow, do they bake a pie here? They're probably waiting for me here. I can eat the whole pie, I really love pies. I’ll eat it all myself, I won’t give the pie to anyone.

(A chicken, a goat, a bear and kids come out).

2. Dramatization game based on the Russian folk tale “Turnip” (middle group)

Target.To develop expressiveness of intonation and facial expressions in children. Foster a sense of collectivism and mutual assistance.

Characters.Presenter, grandfather, woman, granddaughter, dog Zhuchka, cat Murka, mouse.

Preparing for the game.Screening of the film strip “Turnip” (artist V. Losin).

Material.Headdress or other elements of Russian folk costume; a hat for grandfather, a stick (maybe a beard); scarf, apron for a woman; sundress, scarf for granddaughter; attributes for the image of animals. There may be other characters at the request of the children.

Progress of the game.

When organizing the first game, tell the children that they are visiting a Russian folk tale today. Which? Let them figure it out for themselves.

Show them the attributes, maybe they will tell the children what fairy tale they will encounter. By trying on hats for different children, make them want to play. There will be many of these. But for the first game, choose those who can best fulfill the role and will be a model for others. The rest of the guys are still spectators. Together with them, decide where the grandparent’s family will live and where to locate their vegetable garden.

Remind the child actors that they will be involved in the game as the story progresses, and begin to tell it, since the role of the leader belongs to you.

Leading. Grandfather planted a turnip. (Using facial expressions and gestures, he expresses approval of his grandfather’s diligence and hard work.)The turnip grew very, very big. (I'm amazed at its size.)The grandfather began to pull a turnip from the ground.

All. He pulls and pulls, but he can’t pull it out.

Leading. This is how my grandfather raised a turnip, and he can’t handle it! But he has many helpers. Who should we call?

Grandfather. Grandma, help!

Leading.Grandma doesn't come, she doesn't hear. He is busy with housework. Shall we call grandma?

All. Grandma, help!

Grandma. I'm coming!

Leading. Grandmother for grandfather, grandfather for turnip - they pull and pull, but they cannot pull it out. (Expresses surprise at how firmly the turnip sits in the ground.) The grandmother called her granddaughter.

Grandma. Granddaughter, help!

Leading. The granddaughter hurries to help the old people.

Granddaughter. I'm coming!

Leading. Granddaughter for grandmother, grandmother for grandfather, grandfather for turnip...

All. They pull and pull, but they can’t pull it out. ( Surprised.)

Leading. The granddaughter called the dog Zhuchka. The bug didn't stay long.

Bug. Woof-woof-woof, I'm running!

All. A bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip - they pull and pull, but they can’t pull it out. ( Very upset.)

Leading. Bug called the cat.

Bug. Murka, help!

Leading. The cat does not go, lies basking, does not listen to the Bug. Let's call everyone together.

All. Murka, go! They can't cope without you!

Murka. I'm coming!

All. The cat for the Bug, the Bug for the granddaughter, the granddaughter for the grandmother, the grandmother for the grandfather, the grandfather for the turnip - they pull and pull, but they cannot pull it out. ( The patience of the audience and the “actors” is running out, their faces show despair from endless failures.)

Leading. The cat called the mouse. The mouse squeaks in fear, but still rushes to help. ( Encourages the mouse, calms it down.)

All. A mouse for a cat, a cat for a bug, a bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather, a grandfather for a turnip - they pull and pull, they pulled out the turnip! ( They rejoice.)

If children want to continue playing on their own, help them put on the attributes. Observe what they can do on their own and what they need your help with.

For the second game, role players can be selected using counting rhymes, riddles, or by assessing the expressiveness of the child’s imitation of the character. As the game progresses, encourage the children to recite the chain; granddaughter for grandmother, grandmother for grandfather, grandfather for turnip, etc.

If there are too many people willing to pull the turnip, you can offer them hats with images of other animals that came to the rescue.

The game will turn out to be very fun and interesting if the presenter inserts something like the following lines along the way:

Grandma, isn’t it hard for you to work in the garden? Does your granddaughter help you?

Grandfather, how often do you dig up turnips and water your garden? Who helped you? What else is growing in your garden beds?

Granddaughter Mashenka, did you remember to weed the beds so that the turnips grow better?

Murka, don’t be lazy, it’s time to wake up. Everyone had already gotten up a long time ago.

Mouse, we can’t pull out the turnip without you, help us.

The result of the game. At the end of the game, when the elongated turnip is lying on the ground, you can invite the children to dance around such a large turnip and organize a harvest festival. You can invite guests and neighbors to see what a beautiful turnip has grown in the garden, and treat them.

And at home you can draw pictures for fairy tales. We will put your drawings into the book “Our Tales”.

3. Synopsis of the theatrical game “The Cheerful Clown Clown” (middle group).

Program content:Develop interest in theatrical and play activities. Activate children's dialogical speech, achieve correct and clear pronunciation of sounds and syllables. To develop the ability to convey basic emotions and feelings through facial expressions, posture, gestures, and movements, to learn to monitor the development of actions in a puppet show; accompany the doll's movements with dialogue. Cultivate a desire to perform in front of children and adults. Foster a sense of camaraderie

Previous work:conversation on the fairy tale “Teremok”, performing sketches, working on the role.

Material:clown costume, wonderful bag, caps, mirrors, multifunctional equipment, Teremok table theater, audio recording.

Progress of the lesson.

To the music of “Clowns” by D. Kabalevsky, Clown Tyap-Blyap enters the group room with a large bag on his back, greets the guests, invites the children to come closer to him.

Clown:I was in a hurry to get to you with the bag, but I was very tired! (Places the bag near his feet.)Such a heavy bag! I'm so tired, I'm so tired... (Expressive movements: standing, arms hanging along the body, shoulders down.)

Guys, show me how tired I am. (Children show).

Oh, I forgot to introduce myself! Or maybe you already know who I am?

(Children's answers).

Clown:Yes, I am a Clown, I make people laugh and my name is funny - Tyap-Bloap. Now let me introduce you. Everyone will say their name, and I will remember it. Just call yourself affectionately. For example, my friends affectionately call me Tyap-Liapochka. How about you?

(Children's answers).

That’s good, always call each other affectionately and tenderly, in a friendly way, because you and I are friends. And friends never quarrel or offend each other, but on the contrary, they help. So I want them to become my assistants. I am a Clown, and you will be a clown, don’t you agree? (Takes caps out of the bag and puts them on the children.)

Clown:You are so Beautiful! Real clowns! Do you want to admire yourself? And how to do it?

The clown offers each child to take a mirror from the table.

Clown:That's right, you can use a mirror. True, this mirror is not simple, but magical. It can cry, smile, get angry. Let's get a look. Show me how you know how to rejoice?

(The children put a smile on their face, and the teacher comments on their actions: their lips are stretched, the corners of their lips are raised up, their eyes are cheerful. Then the Clown invites the children to frown, the children look at themselves in the mirror).

Clown:Well done guys, now let's teach the mirror to talk (Exercises for making sounds are performed).

For-for-for, there is a goat in the meadow.

Zy-zy-zy, the goat has a bell.

Zu-zu-zu, we love goats very much.

Clown:Okay, now I see that you know how to make friends, laugh and be sad like real clowns, so I suggest you play a real clown game.

The round dance game “Clown” is held.Children stand in a circle holding hands. A sad child clown sits in the center of the circle. Children sing:

Clown, clown! What happened to you? You're sitting there completely sick!

Get up, get up, jump! Here, have some candy! Get it and dance!

All the children come up to the clown and give him an imaginary candy. The clown takes the candy, becomes cheerful and begins to dance, the children clap their hands.

(Play several times).

Clown:Oh guys! We had so much fun, we danced so much that I even forgot why I came to you. And I came to you for a reason, but to tell you a fairy tale. Here in my magic bag there is a fairy tale for you (tries to untie the bag).You know, guys, my hands are so cold that my fingers can’t obey and the bag won’t come untied, I need to warm up my fingers.

Finger gymnastics “Warming, warming our hands” is carried out.

The clown unties the bag and takes out the attributes of a tabletop theater for the fairy tale “Teremok”. Children name the characters. The clown invites children to perform expressive movements of a mouse and a bear.

Clown:Well done, guys! But I forgot what tale I wanted to tell! Do you know what fairy tale these heroes are from?

(Children's answers).

Clown:So, are you familiar with the fairy tale? Then help me tell it.

Music is playing. Clown says:

Little Clown, in a small boat, sails quietly on the sea,

Little Clown, in a colorful fur coat, telling a fairy tale to children...

Children show the fairy tale “Teremok” using a tabletop theater.

The clown sums up the story:

There is a tower-house in a field, it is not low, not high, not high.

And you can’t break it: friends live in the tower!

Applause, the actors are thanked and introduced. Music is playing.

Clown:Little Clown, in a small boat, here he comes, well done,

The boat has moored, the sail is lowered, the little fairy tale is over!

The clown says goodbye to the guests and leaves with the children to the music.

4. Game summary- dramatization based on the fairy tale “Teremok” (middle group).

(Theatrical game with elements of puppet theater)

Program content:

1. Continue learning to dramatize a short fairy tale with the help of an adult.

To develop the ability to feel and understand the emotional state of the hero, to enter into role-playing interactions with other characters.

To promote the development of emotional and imaginative performance of musical and gaming exercises (when using roles, dramatizing a fairy tale).

Develop acting skills using puppeteering.

Previous work:looking at illustrations in children's books; reading the fairy tale “Teremok”; display of a flannelograph of the fairy tale “Teremok”; memorizing and showing children an excerpt from the fairy tale “Teremok”; watching dramatized fairy tales for older children; d/i “what can animals do?”;

Material and equipment:Fairytale house - little house with a large window, curtains. Next to the house there is a stump on which children's musical instruments are laid out: a bell, a noisemaker, a drum, a children's violin. There is a forest around the house. Behind the house there are dolls for the puppet theater: a fox, a mouse, a frog, a bunny, a bear.

Progress of the game.

A teacher - a storyteller - comes out in front of the house

Storyteller:Hello, dear guys! Hello, dear guests!

I want to invite you to a fairy tale. Behind the forest, at the edge,

Someone's hut is hidden. Not a hut, a little mansion,

He is neither short nor tall. Tower, tower, show yourself,

Spin around, stop, back towards the forest, facing us,

And a window and a porch.

And here is the tower. Let's sit back and see what happens next. Listen, who is it running along the forest path?

(A child in a mouse costume runs into the hall, looks around, finds it, takes it in his hand.)

The mouse sings a song:

I'm a little mouse, I'm running through the forest,

I'm looking for a home, I'm looking, I can't find it,

Knock-knock, knock-knock, (plays the bell)

Let me go! Knock, knock, knock, let me in!

Mouse says:

What kind of miracle is a tower? not low, not high,

Who lives in the mansion, Who guards the mansion? (shrugs)

Nobody is answering! I'll go into the little house,

And I’ll put things in order, I’ll straighten the curtains, I’ll sit by the window.

(Child Mouse runs behind the house and puts a mouse doll on his hand. The doll is already looking out the window)

Storyteller:

The Mouse began to live in the house, began to guard the house,

Suddenly, bare feet patter across the grass from the lake.

(A frog appears in the clearing, jumps around, examines the little house. Finds a noisemaker on a stump, stops in front of the house and sings a song, plays the noisemaker to lose).

Frog:

River, midges and grass, Warm rain, qua-qua-qua!

I am a frog, I am a frog, admire me (2 times)

Knocking on the teremok: What a miracle is the teremok?

He is neither short nor tall! Who sits in the mansion and looks out the window?

The Mouse doll looks out:Who's there?

It's me, your girlfriend! I am a green frog.

Bored in the mansion alone? I'll live with you too!

(Child Frog runs into the house and puts a frog doll on his hand)

Mouse and Frog look out the window:Let's live together in harmony and catch mosquitoes!

Storyteller:Suddenly, a big-eared bunny came running from the forest to the clearing!

(A child in a bunny costume runs into the hall.)

Bunny:

What a miracle, just like that! How did I get here?

There is a tower in the clearing, It is not low, not high,

There is smoke coming from the chimney, there is stump under the window,

I'll knock on the door quietly and call the owners.

Knock - knock - knock, who lives in the little house?

Who's singing songs there?

The Mouse and Frog dolls look out the window:

I am a little mouse!

I am a green frog!

Bunny:And I'm a big-eared bunny!

Mouse:What can you do?

Bunny:sing a song, play a drum ( takes a drum from a tree stump)

The bunny sings a song:

I'm a cheerful bunny, Bunny - jump,

I jump in the clearing, knocking my paws loudly.

(Plays the drum to any dance tune)

Storyteller:

The house became more fun, the three of them began to live together,

Suddenly, someone with a red tail runs out of the forest.

(The fox sneaks, looks around, sees the little house, examines it).

Chanterelle:I am a fox, I am a sister, I have a fluffy tail,

Walking along a forest path, I decided to stretch my legs.

What a wonderful little mansion? He is not low, not high,

Who is the boss here, tell me, And look out the window!

Animals:

I am the mouse Norushka,

I am a frog - a frog,

And I'm a runaway bunny.

The animals are all together:What can you do?

Fox:I play the violin and perform at concerts.

(Takes a violin from the stump, plays any Russian folk melody with a bow on one string to the accompaniment of a piano).

After playing, he puts down the violin and goes into the house.

Storyteller:Suddenly, out of the forest, all shaggy, a club-footed bear came out.

Bear:What kind of tower is this tower? He is not low, not high,

I'll go up to the door and find out who's inside. Knock-Knock

Mouse:who's there?

Bear:This is a club-footed bear, knocking on the door with his shaggy paw!

Animals:what can you do?

Bear:I can dance, that’s my dance!

(The bear dances awkwardly).

Come out, forest people, let's dance together,

You play, I’ll dance, and I’ll invite the kids.

(The animals leave the house and take instruments and play. The bear dances with the guys).

Mouse:That's how the tower is - the tower!

Frog:he is neither short nor tall!

Bunny:Many animals live in it.

Fox:Life is more fun for us together!

Together:it is neither short nor tall, our cheerful little mansion! The animals bow.

The teacher introduces the artists.

5. Summary of the game-dramatization based on the Russian folk tale “Zayushkina’s hut” (senior group)

Program content.Learn to dramatize the Russian folk tale “Zayushkina’s Hut.” Introduce the rules of puppeteering; improve the ability to tell a fairy tale by role; learn to correlate the movements of the doll and words; teach intonation to convey the mood of the hero; cultivate a sense of empathy, sympathy; introduce “fairytale” vocabulary into children’s active vocabulary (bast, carrying a scythe, sitting on the stove).

Material.Planar image of ice and bast huts, trees, bushes; mitten dolls: fox, hare, rooster, bear, dog, wolf; screen as tall as a child.

Move dramatization games:

Leading.Watch and listen to the fairy tale “Zayushkina’s Hut.”

Once upon a time there lived a Fox and a Hare. The Fox had an ice hut, and the Hare had a bast hut. Spring has arrived. Under the warm rays of the spring sun, the Fox's hut has melted, and the Hare's hut stands as if nothing had happened. So Lisa ran to her neighbor.

Fox.Little bunny neighbor, let me warm up. Let me go, dear!

Hare.Come in, Foxy.

Leading.Before the Fox had time to enter the hut, she immediately began to chase the poor Hare.

Fox(V window).Go away, Oblique! So that your spirit is gone!

Leading.The Fox chased the Hare. He sat down on a tree stump and cried. A dog walks past: “Aw-aw-aw! What are you crying about, Hare?

Hare.How can I not cry? I had a bast hut, and the fox had an ice hut. Spring has come, her hut has melted. She asked me to warm up and kicked me out.

Children's games are a heterogeneous phenomenon. Even a layman’s eye will notice how diverse games are in their content, the degree of independence of children, forms of organization, and game material. In pedagogy, repeated attempts have been made to study and describe each type of game, taking into account its functions in the development of children, and to classify games. This is necessary for an in-depth study of the nature of the game, the characteristics of each of its types, as well as in order to determine how one can influence children’s games, enhancing their developmental impact, using pedagogically competently in the educational process.

Due to the diversity of children's games, it turns out to be difficult to determine the initial basis for their classification. Each game theory proposes criteria that meet a given concept. Thus, F. Frebel, being the first among teachers who put forward the position of play as a special means of education, based his classification on the principle of the 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 has a description of the types of games according to their pedagogical significance: games that are mobile, mental, sensory, and 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, hunting games, courtship, etc.).

In domestic preschool pedagogy, a classification of children's games has developed, based on the degree of independence and creativity of children in the game. Initially, P.F. Lesgaft approached the classification of children's games according to this principle; later his idea was developed in the works of N.K. Krupskaya.

P.F. Lesgaft believed that preschool age is a period of imitation of new impressions and their awareness through mental work. In the first 6-7 years of life, a child’s desire to reflect and comprehend impressions about the life around him is satisfied in games that are imitative in content and independent in organization, without unnecessary regulation on the part of adults. During school years, on the contrary, children are more willing to play specially created games in which activities are regulated both in content and form. Thus, P.F. Lesgaft divided children's games into two groups: imitative (imitative) And mobile (games with rules).

P. F. Lesgaft’s “tying” of each type of game to a specific age may seem untenable for a modern teacher who cannot imagine raising a child without a kindergarten, in whose pedagogical process games with rules occupy a worthy place, starting from the younger groups. The situation was completely different in those years when P. F. Lesgaft, in his book “Family education of a child and its significance,” proposed his classification of the game: in Russia there were very few kindergartens, children under 8 years of age were raised at home, so they were active games mainly began at school age.

In the works of N.K. Krupskaya’s children’s games are divided into two groups according to the same principle as P.F. Lesgaft, but they are called a little differently: games invented by the children themselves, and games invented by adults. Krupskaya called the first creative, emphasizing their main feature - 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. Like any classification, this classification of children's games is conditional. It would be a mistake to imagine that in creative games there are no rules regulating the relationships between the players and the ways of using the game material.

But these rules, firstly, are determined by the children themselves, trying to streamline the game (after playing, everyone will put away the toys; when agreeing to play, everyone who wants to play must be listened to), and secondly, some of them are hidden. Thus, children refuse to accept a child into the game because he always starts quarrels and “disturbs the play,” although they do not preliminarily stipulate the rule “We will not accept into the game someone who quarrels.” Thus, in creative games, rules are necessary to streamline activities and democratize them, but they are only a condition for the successful implementation of a plan, plot development, and fulfillment of roles.

In games with fixed rules (moving, didactic), children show creativity, coming up with new options, using new game material, combining several games into one, etc. For example, in the older group a new game appeared - "Zoological Lotto". The presenter opens small cards one by one and shows them to the players. A few days later, one of the children says: “It’s not interesting to play like this: I looked at the picture and found the animal in my card. Let the presenter simply name the animal and not show the card.” Then the children come up with another option: the leader says where the animal lives and what letter its name begins with. There can be many such complications, it all depends on the imagination of the players. But the child’s focus on solving the game problem within the framework of the accepted rules remains unchanged.

For the curious:

In recent years, the problem of classifying children's games has again begun to attract close attention from scientists. A new classification of children's games developed by S.L. Novoselova, presented in the program “Origins: Basic program for the development of a preschool child” (M., 1997). The classification is based on the idea of ​​on whose initiative games arise (child or adult).

There are three classes of games:

1) games that arise on the initiative of the child (children) - independent games: game-experimentation;

Standalone story games:

Plot-display;

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

Educational games:

Plot-didactic,

Movable;

Leisure games:

Fun games,

Entertainment games,

Intelligent,

Festive and carnival,

Theatrical productions;

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: traditional or folk (historically they form the basis of many games related to educational and leisure).

The game occupies a strong place in the system of physical, moral, labor and aesthetic education of preschool children. It activates the child, helps increase her vitality, satisfies personal interests and social needs. Considering the invaluable role of play in the life of preschool children, I would like to dwell on this issue in more detail.

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CONSULTATION FOR TEACHERS

“types of games and their role IN LIFE, EDUCATION and learning

preschool children"

A game occupies a strong place in the system of physical, moral, labor and aesthetic education of preschool children. It activates the child, helps increase her vitality, satisfies personal interests and social needs. Considering the invaluable role of play in the life of preschool children, I would like to dwell on this issue in more detail.

The problem of the game is widely covered in scientific and methodological literature (in the works of D. V. Mendzheritskaya, D. B. Elkonin, L. S. Vygotsky, L. P. Usova, A. I. Sorokina, R. I. Zhukovskaya, L. V. Artyomova and other classic authors).

A child’s personal qualities are formed in active activities, and above all in those activities that become leading at each age stage and determine his interests, attitude to reality, and the characteristics of relationships with people around him. In preschool age, such a leading activity is play. Already at early and junior age levels, it is in play that children have the greatest opportunity to be independent, to communicate with peers at will, to realize and deepen their knowledge and skills. The older children become, the higher the level of their general development and education, the more significant is the pedagogical focus of the game on the formation of behavior, relationships between children, and the development of an active position. The game gradually develops purposefulness of actions. If in the second and third years of life children begin to play without thinking, and the choice of game is determined by the toy that catches their eye and by imitation of their friends, then later children are taught to set goals in construction games, and then in games with toys. In the fourth year of life, the child is able to move from thought to action, i.e. able to determine what he wants to play, who he will be. But even at this age, children often have a predominant interest in action, which is why the goal is sometimes forgotten. However, already at this age, children can be taught not only to deliberately choose a game, set a goal, but also to distribute roles. At first, the prospect of the game is short - arrange a Christmas tree for the dolls, take them to the dacha. It is important that the imagination of every child is aimed at achieving this goal. Under the guidance of the teacher, children gradually learn to determine a certain sequence of actions and outline the general course of the game.

There are several classes of games:

1. creative (games initiated by children);
2. didactic (games initiated by adults withready-made rules);
3. folk (created by the people).

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

Creative games are essential for the all-round development of the child. Through playful activities, children strive to satisfy their active interest in the life around them and transform into adult heroes of works of art. Thus creating a playful life, children believe in its truth, are sincerely happy, sad, and worried.

Creative play teaches children to think about how to implement a particular idea. Creative play develops valuable qualities for a future student: activity, independence, self-organization.

Creative games:

1. Plot-role-playing (with elements of labor, with elements of artistic and creative activity).
2. Theatrical activities (directing, games - dramatization).
3. Design.

Plot-role-playing creative game- the first test of social forces and their first test. A significant part of creative games are story-based role-playing gamesto “someone” or “to something”. Children develop interest in creative role-playing games from the age of 3-4 years. The child’s reflection of the surrounding reality occurs in the process of his active life, by taking on a certain role, but he does not imitate completely, because he does not have real opportunities to actually perform the operations of the accepted role. This is due to the level of knowledge and skills, life experience at a given age stage, as well as the ability to navigate familiar and new situations. Therefore, in a creative plot-role-playing game, he performs symbolic actions (“as if”), replaces real objects with toys or conditionally with those objects that he has, attributing to them the necessary functions (a stick is a “horse”, a sandbox is a “steamer”, etc.). d.) Children portray people, animals, the work of a doctor, hairdresser, driver, etc. Understanding that the game is not real life, children at the same time truly experience their roles, openly show their attitude to life, their thoughts, feelings , perceiving the game as an important and responsible matter.

The structure of a role-playing game, according to D.B. Elkonin, includes the following components:

1. The roles that children take on during the game.
2. Play actions through which children realize the roles they have taken on and the relationships between them.
3. Playful use of objects, conditional replacement of real objects at the child’s disposal.
4. Real relationships between playing children, expressed in various remarks, through which the entire course of the game is regulated.

Saturated with vivid emotional experiences, role-playing game leaves a deep imprint in the child’s mind, which will be reflected in his attitude towards people, their work, and life in general. Under the influence of enriching the content of games, the nature of relationships between children changes. Their games become cooperative, based on a common interest in them; the level of children's relationships increases. For children at play, coordination of actions, preliminary selection of a topic, a calmer distribution of roles and game material, and mutual assistance during the game become characteristic.

In addition, increasing the level of role relationships helps to improve real relationships, provided that the role is performed at a good level.

However, there is also a feedback - role relationships become higher under the influence of successful, good relationships in the group. A child performs his role in the game much better if he feels that the children trust him and treat him well. This leads to a conclusion about the importance of choosing partners and the teacher’s positive assessment of the merits of each child.

Theatrical activity is one of the types of creative play activity, which is associated with the perception of works of theatrical art and the depiction of received ideas, feelings, and emotions in a playful form. They are divided into 2 main groups:director's games and dramatization games.

IN director's actingthe child, as a director and at the same time a voice-over, organizes a theatrical playing field in which dolls are the actors and performers. In another case, the actors, scriptwriters and directors are the children themselves, who during the game agree on who plays what role and what they do.

Games - dramatizationare created based on a ready-made plot from a literary work or theatrical performance. The game plan and sequence of actions are determined in advance. Such a game is more difficult for children than inheriting what they see in life, because you need to well understand and feel the images of the characters, their behavior, remember the text of the work (sequence, unfolding of actions, character remarks), this is the special meaning of games – dramatization – they help children better understand the idea of ​​a work, feel its artistic value, and have a positive effect on the development of expressive speech and movements.

Children's creativity is especially evident ingames - dramatizations.

In order for children to convey the appropriate image, they need to develop their imagination, learn to put themselves in the place of the heroes of the work, and be imbued with their feelings and experiences.

In the process of work, children develop imagination, speech, intonation, facial expressions, and motor skills (gestures, gait, posture, movements). Children learn to combine movement and words in roles, 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 attract them to work. In construction games, children’s interest in the properties of an object and their desire to learn how to work with it are clearly demonstrated. The material for these games can be construction sets of different types and sizes, natural material (sand, clay, cones, etc.), from which children create various things, according to their own plans or on the instructions of the teacher. It is very important that the teacher helps students make the transition from aimlessly piling up material to creating thoughtful structures.

In progress construction gamesthe 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:

1. Natural material (leaves, cones, snow, clay, sand)
2. Artificial material (mosaic, paper, modular blocks, construction sets of various types and sizes).

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

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

Didactic gamesThey contribute mainly to the development of children’s mental abilities, since they contain a mental task, the solution of which is the meaning of the game. They also contribute to the development of senses, attention, and logical thinking. A prerequisite for the didactic game is rules , without which activity takes on a spontaneous character.

In a well-designed game, it is the rules, not the teachers, that guide 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, and outline the range of activities of each participant).

Didactic gameis a multifaceted, complex pedagogical phenomenon: it is a game method of teaching preschool children, a form of education, an independent game activity, and a means of comprehensive education of a child.

Didactic games, as a gaming method of teaching, are considered in two forms:

1. Games - activities;
2. Didactic games.

In a game-activity, the leading role belongs to the teacher, who, in order to increase children’s interest in the activity:

1. Uses a variety of gaming techniques that create a gaming situation;
2. Creates a game situation;
3. Uses a variety of components of gaming activities;
4. Transfers certain knowledge to students;
5. Forms children's ideas about the construction of a game plot, about various game actions with objects, teaches them to play;
6. Creates conditions for transferring acquired knowledge and ideas to

Independent creative games.

The didactic game is used in teaching children, in various classes and outside of them (physical education, mental education, moral education, aesthetic education, labor education, development of communication skills).

Stages of the didactic game:

Types of didactic games:

1. GAMES WITH OBJECTS;
2. BOARD AND PRINTED GAMES;
3. WORD GAMES.

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

A variety of toys are widely used in educational games. Alltoys are divided into five types.

Types of toys: ready-made toys (cars, dolls, etc.), folk toys, theatrical toys, semi-finished toys (blocks, pictures, construction materials, building materials), materials for making toys (sand, clay, rope, twine, cardboard, plywood, wood and so on.)

Toys should be safe, interesting, attractive, colorful, but simple; they should not only attract the child’s attention, but also activate his thinking. All toys, regardless of their purpose, must be grouped so that they correspond to the child’s height. So, while sitting at the table, it is more convenient for the baby to play with small toys, but for playing on the floor, larger toys are needed, commensurate with the child’s height in a sitting and standing position.

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

1. 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 in modern society, providing an opportunity to assimilate universal human values. The developmental potential of these games is ensured not only by the presence of appropriate toys, but also by a special creative aura that an adult must create. They areindividual, collective, plot, everyday, seasonal - ritual, theatrical games, trap games, fun games, attraction games.

Folk games

In younger groups, games with words are aimed mainly at developing speech, cultivating correct sound pronunciation, consolidating and activating vocabulary, and developing correct orientation in space.

With the help of verbal games, children develop a desire to engage in mental work. In the game, the thinking process itself proceeds more actively, the child easily overcomes the difficulties of mental work, without noticing that he is being taught.

When organizing didactic games for children, it should be taken into account that from the age of 3 to 4 years the child becomes more active, his actions are more complex and varied, his desire to assert himself increases; But at the same time, the baby’s attention is still unstable, he is quickly distracted. Solving a problem in didactic games requires greater stability of attention and enhanced mental activity than in other games. This creates certain difficulties for a small child. They can be overcome through engaging 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 its brightness and 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 and 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 teaching.

Outdoor games are important for the physical education of preschool children, because they contribute to their harmonious development, satisfy the children’s need for movement, and contribute to the enrichment of their motor experience.There are outdoor games: with running, with jumping, with changing formations, with catching, with throwing, with climbing.

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

The basis story-based outdoor gamesbased on the child’s experience, his representations of movements characteristic of a particular image. 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 represents the players, not to be capricious, to act in an organized manner, as required by the rules.

Game exercises are characterized by specific motor tasks, in accordance with the age characteristics and physical fitness of children. If in plot-based outdoor games the main attention of the players is aimed at creating images, achieving a certain goal, and accurately following the rules, which often leads to ignoring the clarity in the execution of movements, then while performing game exercises, preschoolers must flawlessly perform 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 in modern society, providing an opportunity to assimilate universal human values. The developmental potential of these games is ensured not only by the presence of appropriate toys, but also by a special creative aura that an adult must create.

Folk games as a way of raising children were highly appreciated by K.D. Ushinsky, E.M. Vodovozova, E.I. Tikheeva, P.F. Lesgaft. Ushinsky emphasized the pronounced pedagogical orientation of folk games. In his opinion, every folk game contains accessible forms of learning; it encourages children to engage in playful activities and communicate with adults. A characteristic feature of folk games is the educational content, which is presented in a playful form.

It is difficult to overestimate the enormous 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 set goal is achieved through various movements: walking, jumping, running, throwing, etc.

The folk game reflects the life of people, their way of life, national traditions, they contribute to the education of honor, courage, and masculinity. Distinguishindividual, collective, plot, everyday, 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 simply inherit actions from the text, or to perform a set of actions in a round dance.

In their structure, most folk games are simple, one-dimensional, complete; in them the word is combined into a single whole. Movement, song.

When introducing Ukrainian folk games to Russian-speaking children in our region, it is necessary to take into account the age, physical and psychophysiological characteristics of children’s development, clearly indicating the purpose of the game. For children of primary preschool age, who have very little experience, Ukrainian outdoor games of a plot nature with basic rules and a simple structure are recommended. In the second younger group, children have access to outdoor round dance games: “Chicken”, “Kitten”, “Where are our hands?” and etc.

Game, according to P. Lesgaft, is a means by which children demonstrate their independence during the distribution of roles and actions during the game. The child lives in the game. And the task of teachers is to become a guide and link in the child-game chain, tactfully supporting the leadership to enrich the children’s gaming experience.

COMPLETED: DEPUTY HEAD OF VMR

SENINA LILIANA NIKOLAEVNA

Outdoor games

plot

non-plot

Story-based games are based on the child’s life experience and his understanding of the world around him.

(actions of people, animals, birds, etc.)

Non-story games are characterized by specific game tasks that correspond to the age-specific physical fitness of children.

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Game as a means of developing communicative competence of a preschooler

Teaching preschool children communication skills is not easy - there is no specific system. In addition, it is necessary to take into account that each child is individual, each receives a different upbringing in the family and his communication depends on emotional development, sensory perception, and the child’s attitude towards people. Taking into account the centuries-old experience of game-based learning, we can say that properly organized communication is not only the key to successful professional activity in the future, but also a condition for preserving the culture of communication. Peculiarities of interaction between preschool children - 40% of children do not know how to negotiate, signs: do not come to a common decision; do not use means (persuasion, persuasion); exercise control over the progress of activities; notice each other’s deviations from the original plan; react hotly, ignore each other's remarks.

As a result of the study, among the problematic forms of interpersonal relationships, touchiness was identified, as a child’s painful experience of being ignored or rejected by communication partners; shyness, which manifests itself in timidity, uncertainty, tension, anxiety and fear of others; demonstrativeness as a stable personal characteristic.

Common to all problematic forms of interpersonal relationships among preschoolers is inattention to other children, the inability to see and understand others.

To develop communicative competence in children of senior preschool age, you can take the system of games developed by the famous child psychologist E. O. Smirnova and Candidate of Psychological Sciences V.M. Kholmogorova.

In connection with this, we recommend conducting communicative games while walking, since walking provides excellent opportunities not only for improving health and hardening, but also for enriching the communicative competence of a preschooler.

A person begins to acquire communicative experience from infancy. The most natural way to master it is through play. Changing with age, it accompanies the child throughout his life. While playing, he studies himself, others, the world around him, trying on various roles, forming his worldview, system of assessments and values.

Mastering the elements of communicative culture in preschool age will allow children to more successfully realize their potential.

The development of communicative competence is an important link in the social adaptation of a child, since by improving his communication skills, the child will be more successful in establishing contacts with people around him and will go through the socialization process more easily.

Among the means that contribute to the formation of communicative competence in the six- to seven-year period of a child’s development in a learning environment are: dialogue, creating story situations, organizing independent activities, and game situations.

Games allow you to open up new opportunities for the effective development of communication skills, as they are based on such natural human abilities as:

1. ability to imitate from birth to seven years;
2. need for communication;
3. a person’s natural predisposition to play;
4. implementation of imaginary situations;
5. freedom of choice and freedom of action, etc.

The use of games to develop communicative competence helps to increase the motivation of 6-7 year old children in mastering communication methods.

The ability to use role-playing games is an effective means of developing a holistic personality.

In play, the child begins to feel like a member of a team and fairly evaluates the actions and actions of his comrades and his own. The teacher’s task is to focus the attention of the players on goals that would evoke a commonality of feelings and actions, to promote the establishment of relationships between children based on friendship, justice, and mutual responsibility.

In play, all aspects of a child’s personality are formed in unity and interaction. Organizing a friendly team, instilling comradely feelings and organizational skills in children is possible only if you manage to captivate them with games that reflect the work of adults, their noble deeds, and relationships. In turn, only with a good organization of the children's team can the creative abilities of each child and his activity be successfully developed.

Stage I. Communication without words.

Task: to encourage children to communicate directly, without the usualverbal and substantive methods of interaction.

Games: “Life in the Forest”, “Waves”, “Living Toys”, “Shadow Theatre”, “Cotton”.

Game "Waves".

The teacher gathers the children around him and says: “If the waves in the sea are small, it’s so nice when they gently wash you. Let’s now turn into sea waves, let’s move like them, smile like the waves when they sparkle in the sun.” Then the adult invites everyone to take turns swimming in the sea. The bather stands in the center, the waves surround him and, stroking him, quietly whisper.

P stage. Attention to others.

Task: to distract children from focusing on their own self and on the attitude of their peers; draw the child's attention to others.

Games: “Mirror”, “Echo”, “Broken phone”, “Pass the motion”, “Who said it?” (“You won’t recognize my voice, who said it, you won’t guess”), “From a seed into a tree”, “Conversation through glass”, “Shadow”.

Game "Mirror".

The adult, having gathered the children around him, says: “Probably, each of you has a mirror at home. Otherwise, how can you find out what you look like today, whether a new suit or dress suits you? But what if you don’t have a mirror at hand?” (Children's answers: you can see your reflection in glass, in water.)

Before the start of the game, a warm-up is carried out: the teacher shows simple actions, and the children reproduce them in a “mirror”. Then the preschoolers are divided into pairs. Each couple independently decides who will show any action and who will repeat it like a mirror. Having shown 2-3 movements, the couple sits down. All children evaluate how well the mirror reflected (indicators are accuracy and simultaneity of movements). If there were distortions or mismatch, the mirror is damaged (or crooked). A couple of children are invited to “fix” it (practice).

When all the children learn to show the reflection correctly, the teacher complicates the task: “The mirror should repeat all the person’s actions (how he does exercises, dances, etc.). You need to try to do this very accurately. Are you ready? Then let’s try.” An adult pairs up with one of the children and copies all his movements, setting an example for the others. Then he invites preschoolers to play independently, while monitoring the progress of the game and helping pairs who are not doing well.

Stage III Consistency of actions.

Objectives: teach the child to coordinate his actions with the actions of other children.

Games: "Peas", "Working Together", "Making Sculptures", "Living Pictures", "The Blind Man and the Guide", "Bridge", "Snake", "Keep Moving".

Game "Keep Moving"

Children stand in a circle. The teacher invites one of them to be the leader. “Now, the leader will begin to perform some kind of movement (raise his arms, squat down, turn around himself, etc.). When I clap, he will freeze, and his neighbor will continue this movement. And so on in a circle.” The adult interrupts the movement after the entire circle has been completed.

The game continues until everyone has played the role of host.

Stage IV. General experiences.

Objectives: to give children the opportunity to feel unity with others, to destroy alienation, to remove protective barriers, to teach them to support each other.

Games: “Evil Dragon”, Storm”, “Mice in a Mousetrap”, “Who Laughs Funniest”, “Hugging”, “Hen with Chicks”, “Actors”.

Game "Actors".

Children stand in a circle. The teacher says: “You are all actors, and I am a spectator. I will tell you who you should portray. A good actor plays in such a way that the audience believes in what he portrays.

Frown like: an autumn cloud; angry person; evil sorceress.

Smile like: a cat in the sun; the sun itself; Pinocchio; sly Fox; joyful child; as if you saw the sun.

Get angry like: a child whose ice cream was taken away; one of two rams on the bridge; the person who was hit.

Be scared like: a child lost in the forest; the hare who saw the wolf; a kitten at which a dog barks.

You are tired, like: dad after work; a person who lifts a heavy load; an ant dragging a big fly.

Relax like: a tourist who has taken off a heavy backpack; a child who helped his mother clean the whole house; tired warrior after victory.

Try to imagine how your characters feel and accurately convey their state. Look at each other, try to “infect” your neighbors with this condition.”

V stage. Mutual assistance in the game.

Objectives: creating a favorable atmosphere of direct, free communication, emotional intimacy and mutual assistance; manifestation of empathy and joy.

Games: “Old Granny”, “Living Dolls”, “Magician’s Hat”, “Helper’s Day”, “Lost Child”, “Dwarfs”.

Game "Gnomes".

To play, you need bells (or rattles) according to the number of participants. One bell must be broken (not ring).

An adult invites children to play gnomes. Each of them has a magic bell. When it rings, the gnome can make any wish, and someday it will definitely come true. Children receive bells. "Let's hear your bells ring! Each of you will take turns ringing and making a wish." The children perform the actions, but suddenly it turns out that one of the bells is silent. “What should we do, one of the gnomes’ bell doesn’t ring! This is such a misfortune for him! Now he won’t be able to make a wish. How can we help him? Shall we give him something instead of a bell? Or will we try to make his wish come true?” (Children offer their solutions.)

Perhaps someone will give up their bell for a while, for which, naturally, they will receive the gratitude of the child and the approval of the adult group. Kind words and wishes.

Objectives: Teach children to notice the positive qualities of others and express in words their attitude towards them, wish them well, and give compliments.

Games: “Name-calling”, “Sleeping Beauty”, “Wishes”, “Compliments”, “Bragging Competition”, “I would like to be as (smart, beautiful, cheerful) as you”, “Princess-Nesmeyana”.

Game "Compliments".

Standing in a circle, children join hands. Looking into your neighbor's eyes, you need to say a few kind words to him, praise him for something. For example: “You have such beautiful boots,” or “It’s so good to play with you,” or “You can sing and dance better than anyone else.” The person receiving the compliment nods his head and says: “Thank you, I’m very pleased!” He then compliments his neighbor. The exercise is carried out in a circle.

During this time the guys learned:

1. enter into the communication process;
2. navigate partners and communication situations;
3. coordinate your actions, opinions, attitudes with the needs of your fellow communicators;
4. trust, help and support those with whom you communicate;
5. apply your individual skills when solving joint problems;
6. evaluate the results of joint communication;
7. share your feelings, interests, mood with communication partners;
8. show sensitivity, responsiveness, empathy to communication partners;
9. assess each other's emotional state.

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Memo for teachers “Plot-role-playing game”

Components of a role-playing game

1. The plot of the game is a sphere of reality that is reproduced by children, a reflection of certain actions, events from the life and activities of others.
2. The content of the game is what is reproduced by the child as a central and characteristic moment of activity and relationships between adults in their everyday, work and social activities.
3. A role is a play position; a child identifies himself with a character in the plot and acts in accordance with ideas about this character.

Prerequisites for role-playing games

1. The first stage is an introductory game. The adult organizes the child’s object-based play activities using a variety of toys and objects.

1. The second stage is a display game. The child’s actions are aimed at identifying the specific properties of an object and achieving a certain effect with it.

1. The third stage is a plot-display game. Children actively reflect impressions received in everyday life.

Stages of formation of a role-playing game

Stage 1 – reproduction of actions

Stage 2 – formation of role behavior

Stage 3 - plotting

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FOR YOU, PARENTS!

Requirements to consider when choosing a specific toy

1. Psychological and pedagogical:the toy acts as an object of the child’s activity and is considered from the standpoint of a possible developmental effect.

2. Socio-cultural:the toy is considered from the point of view of its objective properties that are most important for education.

3. Technical: strength, workmanship, health safety are the first and absolutely necessary requirements. In their absence, i.e. If any danger to the child’s health is identified, it is not advisable to carry out further psychological and pedagogical assessment. Toys, promoting social and emotional development: various types of animals (bears, bunnies, dogs, etc.); dolls with all kinds of doll utensils; sets for playing doctor, hairdresser, shop; costume details and attributes that help to assume and maintain the playing role (a doctor’s robe and cap, a car steering wheel, a police cap, a red cap); transport Ingush (truck, train, car).

Toys , promoting intellectual, cognitive and motor abilities: all kinds of cubes, construction sets, puzzles, mosaics, lotto, dominoes, etc.

Toys , promoting the development of physical qualities: balls, hoops, jump ropes, skittles.

NOTE TO PARENTS!

Purchasing a low-quality toy

threatens your child:

Poisoning with toxic substances. Cases have been recorded in which peas and beans, treated with toxic substances, were used as filler in rattles.

Relapses of allergies. Low-quality products may contain large quantities of various chemicals, including formaldehyde - the direct culprit of allergies.

Traumatic injuries.Poorly secured small parts can get into the baby's respiratory tract. In electric toys, you may well encounter excess electrical voltage.

Fire hazard.

- don't forget to wash your new toy thoroughlybefore giving it to the child. This basic precaution will help keep your baby healthy.

Consultation on the topic:

“The role of didactic games in the development of a preschool child”

Play arises when the child’s tendencies to act as an adult, which cannot be directly realized, appear, and at the same time, the tendency to immediately realize desires, characteristic of early childhood, remains. The essence of play, according to L.S. Vygotsky, is that it is the fulfillment of the child’s generalized desires, the main content of which is the system of relationships with adults.

A game - this is an activity in which the child first emotionally and then intellectually masters the entire system of human relationships. A game is a special form of mastering reality by reproducing it and modeling it.

A game - this is a form of activity in which children, creating a special game situation, replacing some objects with others, replacing real actions with abbreviated ones, reproduce the basic meanings of human activity and assimilate those forms of relationships that will be realized later.

That's why the game - this is a leading activity; it allows the child to interact with aspects of life that the child cannot enter into in real life.

Play arises when the child’s tendencies to act as an adult, which cannot be directly realized, appear, and at the same time, the tendency to immediately realize desires, characteristic of early childhood, remains.

Play is an activity in which a child first emotionally and then intellectually masters the entire system of human relationships.

A game - this is a special form of mastering reality by reproducing it and modeling it.

“Without play there is no, and cannot be, full-fledged mental development.

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

In the game, the child acquires new knowledge, skills and abilities. Games that promote the development of perception, attention, memory, thinking, and the development of creative abilities are aimed at the mental development of the preschooler as a whole.

Play arises only at certain stages of social development, when the child cannot take direct part in the system of social labor, when an “empty” period of time arises, when it is necessary to wait for the child to grow up. The child has a tendency to actively enter this life. It is out of this tendency that the game emerges.

Didactic game- this is a collective, purposeful educational activity when each participant and the team as a whole are united in solving the main problem and focus their behavior on winning. A didactic game is an active educational activity involving simulation of the systems, phenomena, and processes being studied.

A didactic game is one of the important methods of active learning for children, and the game situation, as a rule, is taken based on the methodological basis of the lesson. The role of each participant in the game is clearly defined, there are rules and a certain rating system, and the game provides for a strict and step-by-step procedure.

In play, the child develops physically and learns to overcome difficulties. He develops intelligence, resourcefulness, and initiative; through play, children can learn about life and get to know themselves.

The “Kindergarten Education Program” places great demands on didactic games. It says: “With the help of didactic games, the teacher carries out sensory education of children, develops cognitive processes (curiosity, understanding of the relationship between simple phenomena, etc.). He uses the game as a means of developing thinking, speech, imagination, memory, expanding and consolidating ideas about the life around him.”

An obligatory component of a didactic game are its rules. Rules serve to organize the child's behavior and actions. The rules make the game tense and interesting, they set prohibitions and instructions that the child must follow during the game. To comply with the rules, the child must learn to overcome negative emotions that manifest themselves due to unsuccessful results, and learn to make an effort of will. When you determine the rules of the game you want to play, do not set conditions that are too strict or impossible for the child to fulfill yet. The child should receive joy from completing the task.

Structural components of a didactic game.

The game concept - the first structural component of the game - is expressed, as a rule, in the name of the game. It is embedded in the didactic task that must be solved in the educational process. The game plan often appears in the form of a question, as if designing the course of the game, or in the form of a riddle. In any case, it gives the game an educational character and makes certain demands on the game participants in terms of knowledge.

Each didactic game has rules that determine the order of actions and behavior of students during the game and contribute to the creation of a working environment in the lesson. In addition, the rules of the game develop the ability to manage one’s behavior and obey the demands of the team.

Rules can prohibit, allow, prescribe something for children in the game, make the game entertaining, tense.

Compliance with the rules of the game requires children to have a certain amount of willpower, the ability to deal with peers, and to overcome negative emotions that appear due to an unsuccessful result. It is important, when determining the rules of the game, to place children in conditions under which they would receive joy from completing the task.

An essential aspect of a didactic game is game actions, which are regulated by the rules of the game, promote the cognitive activity of students, give them the opportunity to demonstrate their abilities, apply existing knowledge, skills and abilities to achieve the goal of the game.

The leader of the game directs it in the right didactic direction, if necessary, activates its progress with a variety of techniques, maintains interest in the game, and encourages those lagging behind.

Thanks to the presence of game actions, didactic games used in the classroom make learning more entertaining, emotional, help increase children's voluntary attention, and create the prerequisites for a deeper mastery of knowledge, skills and abilities.

Game actions are the basis of the game. The more varied the game actions, the more interesting the game itself is for children. In different games, game actions differ in their focus and in relation to the players. This, for example, could be role-playing activities, solving riddles, spatial transformations, etc.

A game action, consisting of several game elements, focuses children's attention on the content and rules of the game for a longer time and creates favorable conditions for completing the didactic task.

Using a didactic game in the educational process, through its rules and actions, children develop correctness, goodwill, and restraint.

The basis of the didactic game, which permeates its structural elements, is the cognitive content or didactic task. Cognitive content consists of mastering the knowledge and skills that are used in solving the educational problem posed by the game.

To select a didactic game, it is necessary to know the level of preparedness of students, since in games they must operate with existing knowledge and ideas. In other words, when defining a didactic task, one must keep in mind what knowledge and ideas of children should be acquired and consolidated by children, what mental operations should develop in connection with this, what personality traits of children can be formed through the means of this game.

The game task is carried out by children. The didactic task in a didactic game is realized through a game task. It determines play actions and becomes the task of the child himself. The most important thing: the didactic task in the game is deliberately disguised and appears before the children in the form of a game plan (task).

The equipment of a didactic game largely includes equipment. This is the availability of technical teaching aids. This also includes various visual aids, as well as didactic handouts

A didactic game has a certain result, which is the finale of the game and gives completeness to the game. It comes in the form of solving a given educational task and gives children moral and mental satisfaction. For the teacher, the result of the game is always an indicator of the level of achievement of children or in the acquisition of knowledge.

Summing up the results is of great importance, as it gives moral satisfaction to the participants.

In any case, it is necessary to evaluate the didactic result of the game.

The didactic effect is enhanced if children take part in preparing attributes and prizes, as well as in developing the rules of the game.

All structural elements of a didactic game are interconnected, and the absence of the main ones destroys the game. Without a game plan and game actions, without rules organizing the game, a didactic game is either impossible or loses its specific form and turns into following instructions and exercises.

The combination of all game elements and their interaction increase the organization of the game, its effectiveness, and lead to the desired result.

Summing up (result) is carried out immediately after the end of the game. This could be scoring; identifying children who performed the game task better; determining the winning team, it is necessary to note the achievement of each child and emphasize the successes of lagging children.

A didactic game makes it possible to solve various pedagogical problems in a playful form that is most accessible and attractive to children. The need for play and the desire to play in preschoolers must be used and directed in order to solve certain educational educational tasks. The task facing the educator differs significantly from the task of a school teacher: it consists of introducing children to material that gives food to the imagination, affecting not only the purely intellectual, but also the emotional sphere.

Methodology for organizing didactic games

The organization of didactic games by the teacher is carried out in 3 main directions:preparation for the didactic game, its implementation and analysis.

Preparation for conducting a didactic game includes:

Selection of games in accordance with the objectives of education and training: deepening and generalization of knowledge, development of sensory abilities, activation of mental processes;

Establishing compliance of the selected game with the program requirements for the education and training of children of a certain age group;

Determining the most convenient time for conducting a didactic game;

Choosing a place to play where children can play quietly without disturbing others;

Determining the number of players;

Preparation of the necessary didactic material for the game;

Preparing the teacher himself for the game: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;

Preparing and playing children: enriching them with knowledge, ideas about objects and phenomena of the surrounding life necessary for solving a game problem.

Conducting didactic games includes:

Familiarizing children with the content of the game, with the didactic material that will be used;

Explanation of the rules of the game. At the same time, the teacher pays attention to the children’s behavior in accordance with the rules of the game, to the strict implementation of the rules;

Demonstration of game actions, during which the teacher teaches children to perform actions correctly, showing that otherwise the game will not lead to the desired result;

Determining the role of the teacher in the game, his participation as a player, fan or referee;

Summing up the results of the game is a crucial moment when children achieve in the game, one can judge its effectiveness, whether it will be used with interest in the child’s independent play activities. At the end of the game, the teacher asks the children if they liked the game and promises that next time they can play a new game, it will be also interesting. Analysis of the game is aimed at identifying methods of preparing and conducting it: which methods were effective in achieving the goal, what did not work and why. This will help improve both the preparation and the process of playing the game and avoid future mistakes. In addition, the analysis allows us to identify individual characteristics in the behavior and character of children and, therefore, correctly organize individual work with them. Self-critical analysis of the use of the game in accordance with a constant goal helps to vary the game and enrich it with new material in subsequent work. A game becomes a teaching method and takes on a didactic form if the didactic task, game rules and actions are clearly defined in it. In such a game, the teacher introduces the children to the rules and teaches how to perform them through game actions. Children operate with existing knowledge, which is acquired, systematized, and generalized during the game.

With the help of a didactic game, a child can acquire new knowledge by communicating with the teacher and his peers in the process of observing the players, their statements, actions in the role of a fan, and the child receives a lot of new information for himself. And this is very important for its development.

Children who are inactive, unsure of themselves, and less prepared initially take on the role of fans, while they learn from their comrades how to play in order to complete the game task and become a winner.

Used Books:

1. A.K. Bondarenko "Didactic games in kindergarten" - M., 199.

2. A.I. Sorokina “Didactic games in kindergarten” - M., 1982.