home > Checkers > Methodological development of a didactic game in dhow. Course work: didactic games in teaching children with intellectual disabilities. When planning it is necessary

Methodological development of a didactic game in dhow. Course work: didactic games in teaching children with intellectual disabilities. When planning it is necessary

Inna Shtepina

Target: formation of knowledge about forest wealth, seasonal changes in the forest; nurturing a love for inanimate nature and the ability to care for it; develop interest in your native land

Tasks:

1. Introduce 10 deciduous and coniferous trees.

2. Talk about different types of forests.

3. Form a friendly attitude towards inanimate nature.

4. Teaching to comply with the norms and rules of behavior in nature.

5. Influence the emotional and spiritual world of the child.

6. Develop mental processes: imagination, creative thinking, memory, attention.

7. Activate the child’s vocabulary, introducing new words.

8. Develop positive communication skills and an active life position.

Equipment for the game “Discover the Forest”:

Play area “Nature Corner” (includes: samples of twigs, fruits of trees and shrubs, visual material, etc.)

Didactic material in the form of cards with images of trees, fruits, etc.

Samples of twigs, leaves, and fruits of trees intended for children to play with.

Type of game: game on a social issue.

Pedagogical relevance.

As in society as a whole, and in children’s groups in particular, issues of moral and spiritual education are very acute. One of the main tasks of a teacher is the ability to instill in a child moral and moral qualities, goodwill, love for the country, nature, etc.

Since the main activity of children in kindergarten is play, the best implementation of the task will be through play.

Since a didactic game contributes to the formation of new knowledge and skills, as well as the consolidation of those already acquired, and reflects the phenomena of the surrounding reality, the creation of a didactic game using natural material is the most the best option a children's game designed for this purpose.

The game “Discover the Forest” is relevant for middle and older children preschool age. Through it, they will become acquainted with new types of trees for the first time, learn what fruits grow on them, learn the characteristics of deciduous and coniferous trees, learn how the forest changes throughout the year, etc. They will study, repeat and reinforce the rules of behavior in nature. They will learn to talk about the beauty of forest wealth, ask questions, and strengthen their skills in playing in a team or group.

Children, together with their parents, occasionally go out into nature, so children’s knowledge about the world around them and the ability to behave in the forest is not sufficient, or even very superficial. Because of this, conducting a didactic game with natural material “Learning about the forest” will help both children and parents in acquiring new knowledge, skills, broadening their horizons, etc.

Game option 1: “Winter - Summer”

Target:

the ability to see seasonal changes in nature, establish the relationship between these changes, and develop interest.

Tasks:

1. Tell the children how deciduous trees change with the arrival of winter.

2. Show the differences between coniferous trees and deciduous trees.

3. Develop attention and intelligence, train children’s memory.

Materials:

cards depicting various trees in summer and winter.

Progress of the game:

first, the teacher talks about the seasonal changes that occur in the trees. Then he shows a card with a picture of a tree in summer and winter. He talks about it, talks about the fruits. This introduces you to all the trees. In the next step, the teacher shows a card with a picture of a tree in summer, and the children should choose from the suggested winter pictures find the same tree and name it.

Game option 2: “On which branch does what grow?”

Target:

development of knowledge about tree fruits.

Tasks:

1. Tell the children which trees have which fruits and varieties, as well as leaves.

2. Show both pictures and samples of tree fruits, seeds and leaves.

3. Develop attention, memory, expand the vocabulary and horizons of children.

Materials:

cards with images of fruits and leaves of trees, as well as samples of fruits and twigs.

Progress of the game:

First of all, the teacher talks about how fruits ripen on the trees in the fall. These can be cones, berries, seeds. At the same time, showing both the cards with the image and the fruits themselves. The next step is to match the fruits of one tree with the branches and leaves of the same tree. Discussing features during the game.

Game option 3: “Nature Lotto”

Target:

consolidate knowledge about trees; develop the ability to work in a coordinated manner.

Tasks:

1. Clarify children’s knowledge about trees.

2. Develop the ability to play in a team.

Materials:

cards showing 4 trees, separate cards with each tree for the leader in a bag, chips for the players.

Progress of the game:

The leader has cards in a bag with a picture of each tree. The players (5 children + the leader can play at the same time) have cards with 4 pictures of trees. The presenter takes out cards one by one and shows them, naming the tree, and the players cover this tree in their cards with chips. The first one to cover all the pictures wins. For the first time, a teacher can act as a presenter to demonstrate the game.

Game option 4: “Collect a tree”

Target:

Consolidation of acquired knowledge about the structure of a tree, its fruits and leaves (needles).

Tasks:

1. Show children what a tree is made of, what fruits it has, and what leaves it grows.

2. Tell that needles are modified leaves.

3. Show the differences and similarities between deciduous and coniferous trees.

4. Train children’s memory, thinking, and intelligence.

Materials:

cards with a picture of a whole tree, its fruit and a leaf (or pine twig) - 10 pieces, a bag containing cards with pictures of trees, leaves, fruits - 30 pieces.

Progress of the game:

The presenter takes out cards with different images one by one. Whoever has this fruit/leaf/tree on the card raises his hand, the presenter gives this card. The player closes the corresponding picture on himself. The winner is the one who is the first to cover all the images on his card, thereby “assembling the tree”

Game option 5: “Magic bag”

consolidating children's knowledge about trees and fruits based on sensory examination.

Tasks:

1. Teach children to distinguish natural objects, in particular fruits and seeds of trees.

Materials:

“magic bag”, fruits and seeds of trees, cards with their images.

Progress of the game:

Taking turns, the children try: 1. to find an object in the bag at the request of the teacher or another player, without peeking; 2. guess what exactly is in the magic bag.

To complicate the game, you can add objects of “inanimate” nature, that is, made by human hands, telling how they differ.

In the pedagogical process of a preschool institution, didactic play acts primarily as an independent activity of children, which determines the nature of its management.

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.

Successful management of didactic games primarily involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interaction with other games and forms of education. It should be aimed at developing and encouraging children’s cognitive activity, independence and initiative, their use of different ways to solve game problems, and should ensure friendly relations between participants and a willingness to help their comrades.

Development of interest in didactic games, formation play activity In older children, this is achieved by the fact that the teacher sets increasingly more complex tasks for them and is in no hurry to prompt play actions. The play activity of preschoolers becomes more conscious; it is more aimed at achieving a result, rather than at the process itself. But even in older groups, the management of the game should be such that children maintain an appropriate emotional mood, ease, so that they experience the joy of participating in it and a sense of satisfaction from solving the assigned tasks.

In each group, the teacher outlines a sequence of games that become more complex in content, didactic tasks, game actions and rules. Individual, isolated games can be very interesting, but using them outside the system cannot achieve educational and developmental results. Therefore, the interaction of learning in the classroom and in the didactic game should be clearly defined.

In senior and preparatory school groups, direct learning in the classroom is also associated with learning through didactic games. But their ratio, especially in preparatory group, is changing, the main thing is learning in the classroom, where children master systematized knowledge and elementary forms of educational activity.

It should be taken into account that in a didactic game, the correct combination of clarity, the words of the teacher and the actions of the children themselves with toys is necessary, gaming aids, objects, pictures, etc.

With the help of verbal explanations and instructions, the teacher directs the children's attention, organizes, clarifies their ideas, and expands their experience. His speech helps to enrich the vocabulary of preschool children, master various forms of learning, and contribute to the improvement of play actions. Detailed and verbose explanations, frequent comments and instructions, and mistakes are unacceptable, even if they are caused by the desire to straighten the game. This kind of explanation and remarks tear the living fabric of play activity, and children lose interest in it.

When leading games, the teacher uses a variety of means of influence on preschoolers. For example, acting as a direct participant in the game, he directs the game unnoticed by them, supports their initiative, and empathizes with them the joy of the game. Sometimes the teacher talks about an event, creates an appropriate gaming mood and maintains it during the game. He may not be involved in the game, but as a skillful and sensitive director, preserving and protecting its independent character, he guides the development of game actions, the implementation of the rules and, unnoticed by the children, leads them to a certain result. When supporting and encouraging children's activities, the teacher most often does this not directly, but indirectly: expressing surprise, joking, using various kinds of playful surprises, etc.

We must remember, on the one hand, about the danger of over-intensifying the teaching moments, weakening the beginning of the game, giving the didactic game the character of an activity, and, on the other hand, being carried away by the entertainment, escaping from the task of teaching.

The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of their performance of game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of mastering new content. game actions, rules and the beginning of the game, its pace is naturally slower. Later, when the game unfolds and the children get carried away, its pace quickens. By the end of the game, the emotional upsurge seems to subside and the pace of the game slows down again. Avoid excessive slowness and unnecessary acceleration of the tempo of the game. The fast pace sometimes causes confusion in children, uncertainty, untimely completion of game actions, and violation of rules. Preschoolers do not have time to get involved in the game and become overexcited. The slow pace of the game occurs when overly detailed explanations are given and many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional uplift.

When leading a didactic game, the teacher uses various forms of organizing children. If close contact is necessary, then preschoolers are seated on chairs placed in a circle or semicircle, and the teacher sits in the center. In a didactic game, there is always the possibility of unexpected expansion and enrichment of its concept in connection with the initiative, questions, and suggestions shown by the children. The ability to keep the game within the set time is a great art. The teacher compresses time primarily by shortening his explanations. Clarity and brevity of descriptions, stories, and remarks are a condition for the successful development of the game and the completion of the tasks being solved.

When finishing the game, the teacher should arouse children’s interest in continuing it and create a joyful prospect.

A didactic game as one of the forms of learning is carried out during the time allocated for classes. The game can alternate with classes when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in play activities, summarize, and generalize the material studied in class.

Didactic games are held in group room, in the hall, on the site, in the forest, in the field, etc. This ensures children’s broader motor activity, varied impressions, and spontaneity of experiences and communication.

Children of older preschool age are already capable of making independent conclusions, conclusions, and generalizations. Invaluable assistance is provided for the development of these abilities didactic games.

The tasks of many games designed for children in the older group involve cooperation between children, joint selection of pictures, toys, routes, comparison of them, discussion of the characteristics of the subject, methods of their classification. This helps to activate children’s existing knowledge and ways of applying it in real and simulated situations. In the process of jointly completing a task, there is a mutual exchange of knowledge and experience.

Many games involve mutual control and evaluation of the actions and decisions of peers. The role of the teacher is mainly to help the child do right choice, support and activate the positive influence of children on each other, prevent or neutralize the negative one.

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Didactic game as a means of teaching preschoolers

Introduction

Chapter I. Theoretical foundations of using games in the learning process

1.1 Background

1.2 Psychological foundations and features of the game

1.3 Game technology

Chapter II. The place and role of didactic games in the educational process

2.1 general characteristics didactic games

2.2 The use of didactic games in teaching older preschoolers

Conclusion

Literature

Application

Introduction

Play is the most accessible type of activity for children, a way of processing received impressions from the surrounding world. The game clearly reveals the child’s thinking and imagination, his emotionality, activity, which develops the need for communication.

An interesting game increases the child’s mental activity, and he can solve a more difficult problem than in class. Play is only one of the methods, and it gives good results only in combination with others: observation, conversations, reading, etc.

While playing, children learn to apply their knowledge and skills in practice and use them in different conditions. Play is an independent activity in which children interact with peers. They are united by a common goal, joint efforts to achieve, and common experiences. Playful experiences leave a deep imprint on the child’s mind and contribute to the formation of good feelings, noble aspirations, and collective life skills. The game occupies a large place in the system of physical, moral, labor and aesthetic education. A child needs active activities that help improve his vitality, satisfy his interests and social needs.

The game is of great educational importance; it is closely connected with learning in the classroom and with observations of everyday life.

They learn to solve game problems on their own and find the best way to accomplish their plans. Use your knowledge and express it in words.

Often a game serves as an occasion for imparting new knowledge and broadening one’s horizons. With the development of interest in the work of adults, in public life, in the heroic deeds of people, children begin to have their first dreams of a future profession and a desire to imitate their favorite heroes. Everything makes games an important means of consciousness of the child’s orientation, which begins to take shape in preschool childhood.

Thus, gaming activity is an urgent problem in the learning process.

The relevance of the problem determined the choice of the topic of the course work.

Research problem: What is the role of didactic games in teaching older preschoolers.

Object of study: Play activities of preschool children.

Subject of research: Didactic games as a means of teaching preschoolers.

Purpose: To determine the role of didactic games in teaching children of senior preschool age.

1. To study the psychological features of the game of older preschoolers;

2. Identify the essence of the concept of didactic game;

3. Analyze the experience of educators in using didactic games in the educational process in preschool educational institutions.

4. Systematize didactic games for children of senior preschool age.

Chapter I. Theoretical foundations of using games in the learning process

1.1 Background

The word “game”, “play” in Russian is extremely polysemantic. The word "game" is used in the sense of entertainment, in a figurative sense. E.A. Popravsky says that the concept of “game” in general has some differences among different peoples. Thus, among the ancient Greeks, the word “game” meant actions characteristic of children, expressing mainly what we call “giving in to childishness.” Among the Jews, the word “game” corresponded to the concept of joke and laughter. Subsequently, in all European languages, the word “game” began to denote a wide range of human actions, on the one hand, not pretending to be hard work, on the other hand, giving people fun and pleasure. Thus, this circle of concepts began to include everything, from the children's game of toy soldiers to the tragic reproduction of heroes on the theater stage.

The word "game" is not a concept in the strict sense of the word. Perhaps precisely because a number of researchers have tried to find something in common between the most diverse and different-quality actions designated by the word “game,” we still do not have a satisfactory explanation of the different forms of play.

Research by travelers and ethnographers, containing material about the position of a child in a society at a relatively low level in the history of development, provides sufficient grounds for a hypothesis about the emergence and development of children's play. At various stages of the development of society, when the main way of obtaining food was gathering with the use of simple tools, the game did not exist. Children were included in the lives of adults early. The increasing complexity of tools and the transition to hunting and cattle breeding led to a significant change in the child’s position in society. There was a need for special training of the future hunter. In this regard, adults make tools for children. Exercise games arose. Children's tools increased along with the child's growth. Society as a whole is interested in preparing children to participate in the future in the most responsible and important areas of work, and adults in every possible way promote children’s exercise games, over which competition games are set up, which are a kind of exam and public review of children’s achievements. Subsequently, a role-playing game appears. A game in which the child takes on and performs a role in accordance with some actions of adults.

Children, left to their own devices, unite and organize their own special play life, which basically reproduces the social relations and work activities of adults. The historical development of the game does not repeat itself. In ontogenesis, chronologically the first is role-playing play, which serves as the main source of the formation of the child’s social consciousness in preschool age.

Thus, childhood is inseparable from play. The more childhood there is in a culture, the more important play is to society.

1.2 Psychological foundations of the game

Long before play became a subject of scientific research, it was widely used as one of the most important means of raising children. The time when education became a special social function goes back centuries, and so does the use of games as a means of education. In different pedagogical systems, the game was given a different role, but there is not a single system in which the game is not given a place to one degree or another.

The game is attributed to a wide variety of functions, both purely educational and educational, so there is a need to more accurately determine the influence of the game on the development of the child and find its place in the general system of educational work of institutions for children.

It is necessary to more accurately determine those aspects of mental development and the formation of a child’s personality that primarily develop in play or experience only limited influence in other types of activities.

Studying the significance of play for mental development and personality formation is very difficult. A pure experiment is impossible here simply because it is impossible to remove play activities from the lives of children and see how the development process will proceed.

The most important thing is the importance of the game for the motivational-need sphere of the child. According to the works of D.B. Elkonin, the problem of motives and needs comes to the fore.

The basis of the information of the game during the transition from pre-preschool to preschool childhood is the expansion of the range of human objects, the mastery of which now faces the child as a task and a world. This world is realized by him in the course of his further mental development; the very expansion of the circle of objects with which the child wants to act independently is secondary. It is based on the child’s “discovery” of a new world, the world of adults with their activities, their functions, their relationships. A child on the borderline of the transition from object-based to role-playing play does not yet know the social relations of adults, nor social functions, nor the social meaning of their activities. He acts in the direction of his desire, objectively puts himself in the position of an adult, and at the same time there is an emotional and effective orientation towards adults and the meaning of their activities.

Here the intellect follows the emotionally effective experience. Play enters as an activity that is closely related to the child’s need sphere. In it, a primary emotional-effective orientation in the meaning of human activity occurs, an awareness of one’s limited place in the system of relationships among adults and the need to be an adult arises. The significance of the game is not limited to the fact that the child develops new motives for activity and related tasks. It is essential that a new psychological form of motives arises in the game. Hypothetically, one can imagine that it is in the game that a transition occurs from immediate desires to motives that have the form of generalized intentions that stand on the verge of consciousness.

Before talking about the development of mental actions during the game, it is necessary to list the main stages through which the formation of any mental action and the concept associated with it must pass.

The stage of forming action on material objects or material substitute models.

The stage of forming the same action in terms of loud speech.

The stage of formation of the actual mental action.

Considering the child’s actions in the game, it is easy to notice that the child already acts with knowledge of objects, but still relies on their material substitutes - toys. An analysis of the development of actions in the game shows that the reliance on substitute objects and actions with them is increasingly reduced.

If at the initial stages of development an object is required - a substitute and a relatively detailed action with it, then at a later stage of the development of the game, the object appears through words - names as a sign of a thing, and the action - as abbreviated and generalized gestures accompanied by speech. Thus, play actions are intermediate in nature to mental actions with the meanings of objects performed on external actions.

The path of development to actions in the mind with meanings separated from objects is at the same time the emergence of prerequisites for the formation of imagination. The game enters as an activity in which the formation of prerequisites for the transition of mental actions to a new, higher stage occurs - mental actions based on speech. The functional development of play actions merges with ontogenetic development, creating a zone of proximal development of mental actions.

In play activities, a significant restructuring of the child’s behavior occurs; it becomes arbitrary. Voluntary behavior must be understood as behavior carried out in accordance with an image and controlled by comparison with this image as a stage.

Scientists drew attention to the fact that the nature of the movements performed by a child in a game and in a direct task is significantly different. And they found that during development the structure and organization of movements changes. They clearly highlight the preparation base and the execution phase.

The effectiveness of the movement and its organization significantly depend on the structural place the movement occupies in the implementation of the role played by the child.

Play is the first form of activity available to a preschooler, which involves conscious education and improvement of new actions.

Z.V. Manuleiko reveals the question of the psychological mechanism of the game. Based on her work, we can say that the motivation of activity is of great importance in the psychological mechanism of the game. The fulfillment of a role, being emotionally attractive, has a stimulating effect on the performance of actions in which the role is embodied.

Indication of motives is, however, insufficient.

It is necessary to find the mental mechanism through which motives can have this effect. When performing a role, the pattern of behavior contained in the role simultaneously becomes a stage with which the child compares his behavior and controls it. A child in a game performs two functions: on the one hand, he fulfills his role, and on the other, he controls his behavior.

Voluntary behavior is characterized not only by the presence of a pattern, but also by the presence of control over the implementation of this pattern. When performing a role, there is a kind of bifurcation, that is, “reflection”. But this is not yet conscious control, since the control function is still weak and often requires support from the situation, from the participants in the game. This is the weakness of the emerging function, but the meaning of the game is that this function is emerging here. That is why the game can be considered a school of voluntary behavior.

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 much more. All these educational effects rely as their basis on the influence that play has on the mental development of the child, on the formation of his personality.

The main motive for play in preschool age is interest in the activities of adults, the desire to join in it, to reproduce its features.

The peculiarity of the game is that children are encouraged to engage in it not in the result, but in the process of activity. This is the only difference between play and other types of activity (work, study), which are mainly aimed at achieving one or another result.

The game is a reflection of the surrounding reality and, above all, the actions and relationships of the people around us. “Play is the way for children to understand the world in which they live and which they are called upon to change.” (M. Gorky).

While playing, the child reproduces in an active, visual and effective form scenes from the lives of surrounding adults, their work, their attitude towards each other and towards their responsibilities, and thus gains the opportunity to be more fully aware of the surrounding reality, to experience the events depicted more deeply, and to evaluate them more correctly.

That is why the game has such a profound impact on the mental development of a preschool child and on the formation of his personality.

In the process of child development, the content of games in a child's life changes. The first games appear at an early age. However, their content and character are still primitive at first.

In most cases, play comes down to reproducing simple actions with household items that the child has mastered on his own or by imitating adults. At the same time, the baby is interested in the action not in its internal content, but in its external, procedural side.

The child pushes the cart back and forth, dresses and undresses the doll because the process itself gives him pleasure. A general change in the child’s activity and expansion of his experience leads to a change in the nature of his games.

When moving to preschool age, children begin to display in play not only the external side of human actions, but also their internal content - why they are done, the meaning they have for other people. Thus, when playing railroad, preschoolers depict not only the external side of the matter - the puffing and whistling of a steam locomotive, the movement of pistons, etc., but also the relationship between the driver, conductor, passengers, etc.

Fulfilling a specific role becomes important in creative play. Unlike a young child, who remains himself in his games, a preschooler, while playing, transforms into a driver, soldier, etc.

Fulfilling a role is associated with a more complex organization of gaming activities. If young children play alone or do the same thing together, then in the play of preschoolers complex relationships are established with the distribution of responsibilities among themselves. The development of play is thus connected with the growth of the children's team, with the development of the habit of joint activity.

The next feature of preschool games is the players’ subordination to certain rules.

Even in cases where these rules are not formed (as, for example, in role-playing games), they are still not a necessary component of the play activity of preschoolers.

Compliance with the rules in outdoor and didactic games becomes even more important. There these rules are already clearly expressed and clearly formulated.

In most creative games, any real actions that are performed by adults in one setting are reproduced by the child in other play circumstances.

The play of a preschooler is continuously accompanied by the work of creative imagination. The game is a reproduction of real actions in imaginary circumstances.

However, gradually, under the influence of the teacher, the play activity of younger preschoolers becomes more complicated and individual actions begin to be combined into a single whole, in accordance with the depicted plot. Children begin to take on certain roles.

In children 4-5 years old, creative story play reaches a higher degree of development. The content of children's games is becoming richer and more varied. Children reflect the most diverse types and aspects of human activity. They reproduce various types of work and life events in the game.

Along with creative games, active and didactic games continue to develop. Children will gradually learn to act according to the rules, subordinate their activity to known tasks, and persistently strive for certain results and achievements.

1.3 Technology of game forms

The technology of game forms of education is aimed at teaching a preschooler to understand the motives of his learning, his behavior in the game and in life, and the program of his own, as a rule, deeply hidden in a normal environment, independent activity and to anticipate its immediate results.

Based on the work of P.I. Pidkasisty, we can say that all games are divided into natural and artificial. Natural play is a spontaneous orienting activity through which, thanks to the natural processes of self-learning, a person independently masters new forms and methods of action in a familiar environment. The main difference between an artificial game and a natural one is that a person knows what he is playing, and based on this knowledge, he obviously widely uses the game for his own purposes.

We can distinguish six well-known organizational forms of gaming activity: individual, single, pair, group, collective and mass forms of play:

Individual forms of games include the play of one person with himself in a dream and in reality, as well as with various objects and sounds;

A single game is the activity of one player in a system of simulation models with direct and feedback from the results of achieving a set goal;

The paired form of the game is the game of one person with another person, usually in an atmosphere of competition and rivalry;

A group form of the game is a group game of three or more opponents pursuing the same goal in a competitive setting;

The collective form of the game is a group game in which competition between individual players is replaced by opposing teams;

A mass form of a game is a replicated single game with direct or feedback from a common goal that is simultaneously pursued by millions of people.

In the upbringing and teaching of children, games with rules are of great importance: didactic, board-printed, mobile. They create interest in solving mental problems and contribute to the development of voluntary attention - a very important factor in successful learning. In addition, they help develop such moral qualities as will, endurance, and self-control. However, an analysis of the organization of children's life in preschool institutions shows that educators do not pay enough attention to teaching children the rules of games and in independent activities children play primitively, using a limited number of games.

Meanwhile, it is very important that independent role-playing games are combined with games with rules, so that they use various options for role-playing behavior. Only under these conditions will play become a form of organizing children's life and take its rightful place in the pedagogical process.

An analysis of the practice of raising children of early age and early preschool age shows that educators encounter a number of difficulties when managing the game.

In almost every group there are children who do not play and do not like to play. They show no interest in story-based toys or manipulate them in the same way; their emotional and cognitive activity tone is low. Such children have difficulty mastering program material, which requires a certain development of thinking and speech, which are largely formed in the game.

Children's play is 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.

Due to the diversity of children's games, it turns out to be difficult to determine the initial basis for their classification.

In the works of N.K. Krupskaya, children's games are divided into two groups according to the same principle as in 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 ones creative, emphasizing their main feature - their independent character. Another group of games in this classification are games with rules. Like any classification, this classification is conditional.

Creative games include games in which the child shows his creativity, initiative, and independence. The creative manifestations of children in games are varied: from inventing the plot and content of the game, searching for ways to implement the plan, to impersonating roles given by literary works. Depending on the nature of children’s creativity and the playing material used in games, creative games are divided into director’s games, role-playing games, and games with building materials.

Games with rules are a special group of games specially created by folk or scientific pedagogy to solve certain problems in teaching and raising children. These are games with ready-made content, with fixed rules that are an indispensable component of the game. Educational tasks are implemented through the child’s playful actions when performing a task (find, say the opposite, catch a ball, etc.).

Depending on the nature of the educational task, games with rules are divided into two large groups - didactic and outdoor games, which, in turn, are classified taking into account different bases. Thus, didactic games are divided according to content (mathematical, natural history, speech, etc.), according to didactic material (games with objects, toys, board-printed, verbal).

Outdoor games are classified according to degrees of mobility (games of low, medium, high mobility), according to the predominant movements (games with jumping, running, etc.), according to the objects used in the game (games with a ball, with ribbons, with hoops, etc. .).

Thus, games are the most important means of educating and teaching preschool children.

Chapter II. The place and role of didactic games in the educational process

2.1 General characteristics of the didactic game

The main feature of didactic games is determined by their name: they are educational games. They are created by adults for the purpose of raising and educating children. But for children at play, the educational value of didactic games does not appear openly, but is realized through a game task, game actions, and rules.

As noted by A.N. Leontiev, didactic games belong to the “boundary games”, representing a transition to the non-game activity that they prepare. These games contribute to the development of cognitive activity, intellectual operations, which are the basis of learning. Didactic games are characterized by the presence of an educational task - a learning task. Adults are guided by it when creating this or that didactic game, but they put it in a form that is entertaining for children.

What attracts a child to a game is not the educational task inherent in it, but the opportunity to be active, perform game actions, achieve results, and win. However, if a participant in the game does not master the knowledge and mental operations that are determined by the learning task, he will not be able to successfully perform game actions or achieve results.

Thus, active participation, especially winning in a didactic game, depends on how much the child has mastered the knowledge and skills that are dictated by her learning task. This encourages the child to be attentive, remember, compare, classify, and clarify his knowledge. This means that the didactic game will help him learn something in an easy, relaxed way. This unintentional learning is called autodidactism.

Didactic games have existed for many centuries. Their first creator was a people who noticed an amazing feature of young children - their receptivity to learning through play, with the help of games and toys. Over the entire history of mankind, each nation has developed its own didactic games, unique didactic toys have been created that have become part of its culture. The content of didactic games and toys reflected the features of the national character, nature, history, life of a particular people.

Folk didactic games provide a relationship between educational and training influences, taking into account the age-related psychophysiological characteristics of the child. Folk didactic games are characterized by clearly expressed educational emotional and cognitive content, embodied in playful form, imagery, and dynamic game actions. The content of the game is event-based, i.e. reflects any case or incident that evokes a certain emotional response in the child and enriches his social experience.

In Russian folk pedagogy there are didactic games and toys intended for children of different ages: from early childhood to school. They enter a child’s life very early - in the first year of life.

For older children, Russian folk pedagogy intends didactic games, which provide the opportunity to develop activity, dexterity, initiative, and ingenuity. Here the inherent need for preschoolers to move and communicate with peers is expressed; there is abundant food for the work of the mind and imagination.

Over time, folk games are subject to changes made by the children themselves (updating the content, complicating the rules, using different gaming material). Variants of games are created by practicing teachers. Based on the ideas inherent in folk games, scientists create new didactic games and offer entire systems of such games.

The tradition of widespread use of didactic games for the purpose of raising and teaching children, established in folk pedagogy, was developed in the works of scientists and in the practical activities of many teachers. Essentially, in every pedagogical system of preschool education, didactic games occupied and still occupy a special place.

The author of one of the first pedagogical systems of preschool education, Friedrich Froebel, was convinced that the task of primary education was not learning in the ordinary sense of the word, but organizing play. While remaining a game, it must be imbued with a lesson. F. Frebel developed a system of didactic games, which represents the basis of educational work with children in kindergarten.

This system included didactically games with different toys and materials, arranged strictly sequentially according to the principle of increasing complexity of learning tasks and game actions. An obligatory element of most didactic games were poems, songs, rhyming sayings, written by F. Froebel and his students in order to enhance the educational impact of the games.

Another world-famous system of educational games, authored by Maria Montessori, also received mixed reviews. In determining the place of play in the educational process of a kindergarten, M. Montessori is close to the position of F. Froebel: games should be educational, otherwise they are “empty games” that have no impact on the child’s development. For educational games and activities, she created interesting didactic materials for sensory education.

The didactic game has its own structure, which includes several components. Let's look at these components:

1. The educational (didactic) task is the main element of the didactic game, to which all the others are subordinated. For children, the learning task is formulated as a game task. For example, in the game “Recognize an object by sound” the educational task is as follows: to develop auditory perceptions, to teach children to correlate sound with an object. And the children are offered the following game task: listen to the sounds that different objects make, and guess these objects by sound. Thus, the game task reveals the “program” of game actions. The game task is often included in the name of the game.

2. Play actions are ways of showing the child’s activity for play purposes: putting your hand in the “wonderful bag”, feeling for a toy, describing it, etc.

For children of early and primary preschool age, a didactic game is fascinated by the process of the game, but they are not yet interested in the result. Therefore, the game actions are simple and of the same type.

For children of middle and senior preschool age, more complex play activities are provided, usually consisting of several play elements. Children 5-6 years old, participating in a plot-based didactic game, perform a set of game actions related to the implementation of a certain role.

In the games of older preschoolers, gaming actions of a mental nature predominate: show observation, compare, recall what was previously learned, classify objects according to certain characteristics, etc.

So, depending on the age and level of development of children, game actions in the didactic game also change.

3. The rules ensure the implementation of game content. They make the game democratic: all participants in the game obey them.

There is a close connection between the learning task, game actions and rules. The learning task determines the game actions, and the rules help to carry out the game actions and solve the problem.

In preschool pedagogy, all didactic games can be divided into three main types: games with objects, printed and word games.

Games with objects

These games use toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality.

The games solve problems involving comparison, classification, and establishing sequence in solving problems.

A variety of toys are widely used in educational games. They clearly express color, shape, purpose, size, and the material from which they are made. This allows the teacher to train children in solving certain didactic tasks, for example, selecting all the toys made of wood.

Using didactic games with similar content, the teacher manages to arouse children’s interest in independent play and suggest to them the idea of the game with the help of selected toys.

Board-printed games

Printed board games are a fun activity for children. They are varied in type: paired pictures, lotto, dominoes.

Word games

Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge in new connections, in new circumstances.

Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description.

With the help of verbal games, children develop a desire to engage in mental work.

2.2 The use of didactic games in teaching older preschoolers

In the pedagogical process of a preschool institution, didactic play acts primarily as an independent activity of children, which determines the nature of its management.

Successful management of didactic games primarily involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interaction with other games and forms of education. It should be aimed at developing and encouraging children’s cognitive activity, independence and initiative, and their use of different ways to solve game problems.

Humanization of the educational process. Didactic game as a way of teaching preschool children. Game activity in junior school age. The essence of the game as a leading type of activity. The social nature of the game. Forms of role play.

Interschool educational center No. 1 "Perovo" Examination essay for the course: "Fundamentals of preschool education" Topic: "The importance of games for comprehensive development child"

Omsk State Pedagogical University GAME ACTIVITIES IN THE LEARNING PROCESS (creative task in pedagogy) Completed by: Faculty student. foreign language. gr.315

Environmental education and upbringing during preschool childhood. The process of mastering ecological ideas, the formation of an emotional attitude towards the flora and fauna. Developmental value of the game environmental education preschoolers.

The need of modern society for the harmonious development of personality. The importance of didactic games in the comprehensive development of a child. Types of didactic games used in senior group. Methodology for organizing didactic games used in the senior group.

The use of didactic games in the formation of ideas about geometric shapes ah and the shape of the object among older preschoolers. Analysis of the effectiveness of using didactic games: “Look around”, “Fix the blanket”, “Composite pictures”, “Ants”.

Modern problems of using didactic games in cognitive development preschool children. Development of recommendations for the organization and methods of using didactic games that promote the development of attention in preschool children.

Solving problems of mutual understanding between children and adults and developing communication skills using games. Correction of typical emotional and personality disorders in the game. The genesis of a child’s communication with adults and peers. General characteristics of gaming activities.

Teachers highly appreciate the importance of folk games. So, P.F. Lesgaft exactly folk games laid the basis for his system of physical education. K.D. Ushinsky considered these games the most accessible “material” for children.

Features of organizing play activities for young children. Conditions for organizing didactic games. The role of the teacher in guiding children's didactic games. Methodology for guiding didactic games in a group of early preschool age.

Games as a form of organizing children's lives, their concept, essence, types, as well as the role of playing materials and toys in them. General characteristics and methodological techniques when conducting role-playing, theatrical and didactic games with children of different ages.

“Without play there is not 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.”

The essence of the game, the history of development and significance in the life of a modern preschooler. Didactic game as the main means of mental development. Pedagogical systems and the place of didactic games in them. Corrective program for the development of cognitive processes.

The concepts of "game" and "morality". Games relevant for the development of a child’s personality. Feelings and ethical ideas of a preschooler. Moral formation of a preschooler in the process of play activities. A study of preschool children's ethical ideas.

Subject activity of a preschooler and its place in the game. Features and formation role-playing game, development of visual activity. The role of words in director's games. Comparison of construction, movement and didactic games of preschool age.

Didactic games in classes on visual arts and independent activities of preschool children. Types of didactic games on color science. Methods of using didactic games on color science in different age groups.

Characteristics of the mental activity of preschool children in research by domestic scientists and pedagogical conditions for its formation. Techniques of didactic games to ensure the mental development of children. Improving speech, memorization and imagination.

The role of adults in the development of children's play activities. Pedagogical conditions effective management of play activities of older preschoolers. Methods and approaches in managing various games. The main mistakes made in managing a children's game.

Goals and objectives of environmental education of preschool children. Games with rules and their role in environmental education of children. Using role-playing games. Game learning situations with analogue toys, with literary characters and in the form of travel.

Theoretical foundations of didactic play for preschoolers with developmental disabilities. The problem of play in the works of domestic psychologists and teachers. Originality and types of didactic games. General requirements for the management of didactic games, methodology and significance.

Methodological developments

The role of didactic games in the development of elementary mathematical concepts of preschoolers

(from the work experience of Svetlana Vyacheslavovna Sikorskaya – teacher of kindergarten No. 13 “Topolek”)

V.A. Sukhomlinsky.

In preschool age, play is of utmost importance in the life of a small child. The need for play in children continues and occupies a significant place even during the first years of their schooling. In games there is no real conditioning by circumstances, space, time. Children are the creators of the present and the future. This is the charm of the game.

In every era of social development, children live what the people live.

But the world around us is perceived differently by a child than by an adult. The child is a “newbie”, everything is full of novelty for him.

In play, a child makes discoveries about things that have long been known to adults.

Children do not set any other goals in the game than to play.

“Play is a need of a growing child’s body. The game evolves physical strength child, a firmer hand, a more flexible body, or rather an eye, develops intelligence, resourcefulness, and initiative,” wrote the outstanding Soviet teacher N.K. Krupskaya.

She also pointed out the possibility of expanding impressions, ideas in play, children’s entry into life, and the connection between games and reality, with life.

For preschool children, play is of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education. Game for preschoolers is a way of learning about the world around them.

The need for play and the desire to play among schoolchildren must be used and directed in order to solve certain educational problems. The game will be a means of education if it is included in the holistic pedagogical process. By directing the game, organizing the life of children in the game, the teacher influences all aspects of the development of the child’s personality: feelings, consciousness, will and behavior in general.

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 mental development preschooler as a whole.

Mathematics plays a huge role in mental education and in the development of intelligence. Currently, in the era of the computer revolution, the common point of view expressed in the words: “Not everyone will be a mathematician” is hopelessly outdated.

Today, and even more so tomorrow, mathematics will be needed by a huge number of people in various professions. Mathematics contains enormous opportunities for developing children's thinking in the process of their learning from a very early age.

Working in kindergarten, I always set myself the following pedagogical goals: to develop children’s memory, attention, thinking, and imagination, since without these qualities the development of the child as a whole is unthinkable.

Children middle group, who came to me, mostly did not visit kindergarten earlier, therefore, while conducting classes, I noticed that they rarely answer questions, doubt their answers, attention and memory are poorly developed.

As a teacher, this alarmed me very much, and I decided to conduct a cross-section of knowledge, with the help of which I was able to identify children who especially needed my help. The children made mistakes in counting, could not navigate time, and many did not know geometric figures. Studying new literature, I came to the conclusion that using various educational games, entertaining exercises in my work, I will be able to correct the knowledge gaps in children. Since last year, I have been working in depth on the topic: “The influence of didactic games on the development of mathematical abilities in preschool children.”

I divided all the didactic games into several groups:

1. Games with numbers and numbers

2. Time travel games

3. Games for orientation in space

4. Games with geometric shapes

5. Logical thinking games

Currently, I am continuing to teach children how to count forward and backward, and I am trying to get them to correctly use both cardinal and ordinal numbers. Using a fairy tale plot and didactic games, she introduced children to the formation of all numbers within 10 by comparing equal and unequal groups of objects. When comparing two groups of objects, she placed them either on the bottom or on the top strip of the counting ruler. I did this so that children would not have the misconception that the larger number is always on the top band, and the smaller number on the bottom.

Using games, I teach children to transform equality into inequality and vice versa - inequality into equality. Playing educational games such asWHAT NUMBER IS MISSING?, HOW MUCH?, CONFUSION?, CORRECT THE ERROR, REMOVE THE NUMBERS, NAME THE NEIGHBORS, children learned to freely operate with numbers within 10 and accompany their actions with words.

Didactic games such as THINK OF THE NUMBER, NUMBER WHAT IS YOUR NAME?,MAKE A PLATE, COMPLETE A NUMBER (Appendix N), WHO WILL BE THE FIRST TO NAME WHICH TOY IS MISSING? And many others. I use it in my free time in order to develop children’s attention, memory, and thinking.

Such a variety of didactic games, exercises , used in classes and in free time, helps children learn program material. To reinforce the ordinal counting, tables with fairy-tale characters heading to visit Winnie the Pooh help. Who will be first? Who comes second, etc.

In the older group, I introduced the children to the days of the week. She explained that each day of the week has its own name. In order for children to better remember the names of the days of the week, we designated them with a circle of different colors.

We carry out observations for several weeks, marking each day with circles. I did this specifically so that the children could independently conclude that the sequence of the days of the week is unchanged. She told the children that the names of the days of the week indicate which day of the week it is: Monday is the first day after the end of the week, Tuesday is the second day, Wednesday is the middle of the week, Thursday is the fourth day, Friday is the fifth. After such a conversation, I suggested games to reinforce the names of the days of the week and their sequence. Children enjoy playing the game LIVE WEEK. To play, I call 7 children to the board, count them in order, and give them circles of different colors, indicating the days of the week. Children line up in the same order as the days of the week. For example, the first child with a yellow circle in his hands, indicating the first day of the week - Monday, etc.

Then, she complicated the game by having children line up starting from any other day of the week. Used a variety of didactic games NAME IT FAST,DAYS OF THE WEEK, SAY THE MISSING WORD, ALL YEAR ROUND,TWELVE MONTHS, which help children quickly remember the names of the days of the week and the names of the months, their sequence.

Children's spatial representations are constantly expanding and strengthened in the process of all types of activities. Children master spatial concepts: left, right, above, below, in front, behind, far, close.

I set myself the task of teaching children to navigate in specially created spatial situations and determine their place according to a given condition. Children freely perform tasks like: Stand so that there is a closet to your right and a chair behind you. Sit so that Tanya sits in front of you, and Dima sits behind you. With the help of didactic games and exercises, children master the ability to determine in words the position of one or another object in relation to another: There is a hare to the right of the doll, a pyramid to the left of the doll, etc. At the beginning of each lesson, I spent a playful minute: I hid any toy somewhere in the room, and the children found it, or I chose a child and hid the toy in relation to him (behind his back, to the right, to the left, etc.). This aroused the children's interest and got them organized for the activity. While performing orientation tasks on a piece of paper, some children made mistakes, then I gave these children the opportunity to find them on their own and correct their mistakes. In order to interest children, so that the result is better, object games with the appearance of some fairy-tale hero. For example, the game

FIND A TOY - “At night, when there was no one in the group,” I tell the children, “Carlson flew to us and brought toys as a gift. Carlson likes to joke, so he hid the toys and wrote in the letter how to find them.”

I open the envelope and read: “You need to stand in front of the teacher’s desk and walk 3 steps, etc. " Children complete the task and find a toy. Then, when the children began to navigate well, I made the tasks more difficult for them - i.e. The letter did not contain a description of the location of the toy, but only a diagram. According to the diagram, children must determine where the hidden object is located. There are many games and exercises that promote the development of spatial orientation in children: FIND A SIMILAR ONE, TELL US ABOUT YOUR PATTERN. WORKSHOPCARPET ARTIST, TRAVEL AROUND THE ROOM and many other games. While playing with the children, I noticed that they began to cope well with all tasks and began to use words to indicate the position of objects on a sheet of paper on the table.

To consolidate knowledge about the shape of geometric figures in order to repeat the material of the middle group, she invited children to recognize the shape of a circle, triangle, and square in surrounding objects. For example, I ask: What geometric figure does the bottom of the plate resemble? (table top surface, sheet of paper, etc.)

In order to consolidate knowledge about geometric shapes. I played a game like LOTTO. I offered the children pictures (3-4 each), in which they looked for a figure similar to the one I demonstrated. Then, she invited the children to name and tell what they found. While working with children, I realized that children who had just come back to kindergarten did not know geometric shapes well, so I worked with them mainly individually, giving the children simple exercises first, and then more complex ones. Based on previously acquired knowledge, she introduced the children to the new concept of QUADAR. At the same time, I used preschoolers’ ideas about a square. Later, to consolidate knowledge, in their free time from classes, the children were given tasks to draw different quadrangles on paper, draw quadrilaterals in which all sides are equal and say what they are called, fold a quadrilateral from two equal triangles, and much more.

In my work I use a lot of didactic games and exercises of varying degrees of difficulty, depending on the individual abilities of the children. For example, games such as FIND THE SAME PATTERN, FOLD A SQUARE, EACH FIGURE IN ITS PLACE, SELECT BY SHAPE, WONDERFUL BAG, WHO CAN NAME THE BEST.

I use the didactic game GEOMETRIC MOSAIC in classes and in my free time, in order to consolidate knowledge about geometric shapes, in order to develop attention and imagination in children.

Children perform the same tasks in their free time from classes, only the geometric shapes were laid out on the table or on the floor. The use of didactic games in classes and in free time helps to consolidate children's memory, attention, and thinking. Therefore, in the future I will continue to use various didactic games and exercises in my work.

At preschool age, children begin to develop elements of logical thinking, i.e. The ability to reason and draw your own conclusions is formed. There are many didactic games and exercises that influence the development of creative abilities in children, as they have an effect on the imagination and contribute to the development of non-standard thinking in children. Games such as FIND A NON-STANDARD FIGURE, WHAT IS THE DIFFERENCE?, MILL, and others. They are aimed at training thinking when performing actions.

Before the game starts, I divide the children into two teams according to the level of their skills. I give teams tasks of varying complexity. For example: a) Compiling an image of an object from geometric shapes (working from a ready-made dissected sample) b) Working according to a condition (assembling a human figure, a girl in a dress) c) Working according to your own plan (just a person)

Each team receives the same sets of geometric shapes. Children independently agree on ways to complete the task and the order of work. Each player in the team takes turns participating in the transformation of the geometric figure, adding his own element, making up a separate element of the object from several figures. In conclusion, children analyze their figures, find similarities and differences in solving a constructive plan.

For each lesson I try to make a new interesting table. And I used some tables several times, but gave more complex tasks, different in color, shape and size. A task of this nature:

What is the largest triangle?

What color is the smallest figure?

Name all the squares, starting with the smallest, etc.

At preschool age, children begin to develop elements of logical thinking, i.e. The ability to reason and make your own conclusions is formed. There are many didactic games and exercises that influence the development of creative abilities in children, as they have an effect on the imagination and contribute to the development of non-standard thinking in children. Games such as FIND AN UNSTANDARD FIGURE THANDIFFERENT? MILL, and others. They are aimed at training thinking when performing actions.

In order to develop children's thinking, I use various games and exercises.

These are tasks for finding a missing figure, continuing a series of figures, signs, and finding numbers. Getting acquainted with such tasks began with elementary tasks on logical thinking - chains of patterns. In such exercises there is an alternation of objects or geometric shapes. The children were asked to continue the series or find the missing element.

In addition, she gave tasks of the following nature: to continue the chain, alternating squares, large and small circles of yellow and red in a certain sequence. After the children have learned to perform such exercises, I make the tasks more difficult for them. I suggest completing tasks in which you need to alternate objects, taking into account color and size at the same time.

Later I switched to abstract subjects. Children are very interested in games like: WHO IS MISSING? I invite children to imagine what shape cosmic creatures could be. Then I show a poster depicting space “men”. Children find which “person” is missing, analyze and prove it. Such games help develop children's ability to think logically, compare and contrast, and express their conclusions.

A special place among math games games involve making planar images of objects, animals, and birds from figures. Children enjoy composing an image based on a model, they are happy with their results and strive to perform tasks even better.

To consolidate the knowledge gained in class, I give children homework in the form of didactic games and exercises. For example: COLLECT BEADS, FINDERROR, WHAT NUMBERS ARE LOST?, etc.

Children try to complete their task correctly, without making mistakes, in order to receive a cheerful sun for this, and not gloomy cloud with the rain.

Parents also take implementation very seriously. homework with kids. In the corner for parents I display a folder with educational games, explaining the purpose and course of the game.

Using various didactic games in working with children, I was convinced that when playing, children better absorb program material and correctly complete complex tasks. This is confirmed by a cross-section of knowledge.

The use of didactic games increases efficiency pedagogical process In addition, they contribute to the development of memory and thinking in children, having a huge impact on the mental development of the child. When teaching young children through play, I strive to ensure that the joy of play turns into the joy of learning.

Learning should be joyful!

Organization: MADOU "Kindergarten No. 20 "Olesya"

Locality: Republic of Tatarstan, city of Naberezhnye Chelny

While playing, children learn to apply their knowledge and skills in practice and use them in different conditions. A game is an independent activity in which children interact with peers. They are united by a common goal, joint efforts to achieve, and common experiences. Playful experiences leave a deep imprint on the child’s mind and contribute to the formation of good feelings, noble aspirations, and collective life skills. The game occupies a large place in the system of physical, moral, labor and aesthetic education. A child needs active activities that help improve his vitality, satisfy his interests and social needs.

The leading activity of preschool children is play. A didactic game is a verbose, complex, pedagogical phenomenon: it is both a gaming method of teaching preschool children, and a form of teaching children, and With independent play activity, and a means of comprehensive education of the child.

Objectives of didactic games:

Develop children's perception and thinking, attention and memory;

Develop children's imagination and creativity;

Activate the cognitive activity of children, teach them to think outside the box;

To develop their perseverance and intelligence, the ability to find original solutions;

Consolidate acquired knowledge and skills, practice applying them to other types of activities, new environments;

Develop qualities such as independence and initiative.

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 in preschoolers, the formation of ideas, and the assimilation of knowledge. These games make it possible to teach children a variety of economical and rational ways of solving certain mental and practical problems. This is their developing role. It is necessary to ensure that the didactic game is not only a form of assimilation of individual knowledge and skills, but also contributes to general development child, served to develop his abilities. 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.

The object-based play environment should be developmental, i.e. games and toys should help the child to develop himself even without the intervention of an adult.

In accordance with the Federal State Educational Standard for Preschool Education and the general education program of the preschool educational institution, a developing subject-spatial environment is created by teachers to develop the individuality of each child, taking into account his capabilities, level of activity and interests.

To develop the subject-spatial environment of the group, I propose a didactic game:

"Musical instruments"

Didactic tasks:

1. Fix the names of musical instruments

2. Learn to classify musical instruments(according to the method of extracting sounds).

2. Develop visual memory.

3. Cultivate persistence in achieving goals and independence.

Game tasks: The winner is the one who is the first to collect all 6 instruments - correctly classify musical instruments (wind, strings, electronic noise, percussion, keyboards).

Rules of the game: The presenter takes only one from the deck of cards and names the name of the instrument.

Organizational and disciplinary: The game involves 4–6 children. The game begins at the signal of the teacher or presenter.

Used Books:

1. Avanesova V.N. Didactic game as a form of organizing learning in kindergarten. – In the book: Mental education of a preschooler. M.: Education, 1991.

2. Boguslavskaya Z.M., Smirnova E.O. Educational games for children of primary preschool age: Book. For the teacher of children. garden. - M.: Education, 1991.

3. Bondarenko. A.K. "Didactic games in kindergarten" - M., 1991.

4. Bodrachenko I.V. Variety of forms of work of a music director with parents // Modern kindergarten. – 2011. – No. 3. – P. 49.

5. Gubanova N.F. Play activities in kindergarten. – M.: Mosaika-Sintez, 2009.

6. Gubanova N.F. Development of gaming activities. System of work in the second younger group kindergarten. – M.: Mosaika-Sintez, 2009.

7. Karabanova O.A., Alieva E.F., Radionova O.R., Rabinovich P.D., Marich E.M. Organization of a developing subject-spatial environment in accordance with the federal state educational standard for preschool education. Methodological recommendations for teaching staff of preschool educational organizations and parents of preschool children / O.A. Karabanova, E.F. Alieva, O.R. Radionova, P.D. Rabinovich, E.M. Marich. – M.: Federal Institute for Educational Development, 2014. – 96 p.

8. Pirskaya T.B. New approaches to the organization of the educational process in preschool educational institutions // Modern kindergarten. – 2010. – No. 3. – P. 43.

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