The importance of play for the comprehensive development of a child’s personality. List of used literature

Introduction__________________________________________________________3

Chapter 1. Problems of personality development in preschool children___8

1. Personality and its development__________________________________________8
2. Game as a leading activity for preschool children__14
3. The importance of play for the comprehensive development of a child’s personality_20

Chapter 2. Using the influence of social factors on the development of a child’s personality in play activity _______________________36

2.1. Study of children's self-esteem_________________________________36

2.2. Sociometric studies of groups of children________________40

Conclusion_________________________________________________62

List of used literature__________________________________________68

Annex 1.

Appendix 2.

Appendix 3.

Appendix 4.

Appendix 5.

Appendix 6.

Appendix 7.

Appendix 8.

Introduction

At the present stage of development of Russia, due to various socio-political reasons, society has almost lost interest in finding new ways to organize conditions that promote personal development.

At each stage, certain tasks are solved, and one of them is the development and transformation of personality. S.L. Rubinstein pointed out that education can be considered as a socially organized process of internalization (translation into the “internal plane”) of universal human values. The success of such internalization is achieved with the active participation of the intellectual and emotional spheres of the individual. That is, when constructing and organizing the educational process, the teacher needs to stimulate in students not only their awareness of general social requirements and the conformity (inconsistency) of their behavior, but also the sensory experience of searching for their own moral, ethical, civic position.

As part of the process of creating a unified sociocultural space, there is the problem of developing the personality of a child of middle preschool age through play activities.

If a child is not ready for the social position of a preschooler, then even if he has the necessary stock of skills and abilities, the level intellectual development- he finds it difficult to kindergarten. After all, a high level of intellectual development does not always coincide with a child’s personal readiness to attend a preschool institution.

Often, multifaceted structural transformations that occur in the economic, social, and cultural spheres of Russian society pose a huge number of problems, causing intellectual, spiritual, emotional, and physical stress on a person. Many scientists have documented a lack of responsibility, increased anxiety, aggressiveness, and qualitative changes in interpersonal relationships in response to various life circumstances in adults and children. According to the Institute of Developmental Physiology of the Russian Academy of Education, approximately 20% of preschoolers are emotionally unstable, and by the end of 1st grade their number increases to 60-70%. Meanwhile, a high level of emotional stability ensures a positive result of communication, interaction between children and peers and adults, contributes to the high-quality acquisition of knowledge, the formation of skills and, in general, successful learning in the future at school. An emotionally stable person is productive and successful in his profession and personal life.Thus, the relevance of the study lies in the search and construction of a system of specially organized conditions that promote personality development, as well as the development of a strategy for educating the younger generation through gaming activities.

Outstanding psychologists dealt with the problems of personality development; L.S. Vygotsky, A.N. Leontyev, A.V. Petrovsky, L.I. Bozhovich, Elkonin D.B., S.P. Rubinstein.

S.P. Rubinstein noted that the significance of a person is determined by the individual refraction of the universal in it. Based on the theoretical principles of K. Marx, he developed the most general methodological principles of psychology. Considering “the totality of all social relations” and “the social situation, S.P. Rubinstein at the same time attached decisive importance to the internal position of the person himself. A.N. Leontyev defined personality by the nature of the very relations that give rise to it: these are social relations specific to a person into which he enters in his objective activity. The direction of personality research developed by L.S. Vygotsky and his followers, defined the basic ideas of the development and existence of personality through a system of the following concepts:

1. "social situation of development"
2. worldview
3. "reflection"
4. personality development

In Russian psychology, particular importance was attached to the problem of personality activity and its formation. Personality is formed from childhood. A new basic program has now been developed to ensure the full and comprehensive development of the child. This program was developed by the Preschool Childhood Research Center named after. A.V. Zaporozhets. The name of the program “Origins” reflects the enduring importance of preschool age as a unique age in which the foundations of all future human development are laid.

S.P. Vygotsky believed that the driving force of mental development is learning as a necessary way for a child to acquire universal human abilities. At the same time, he emphasized that not all learning is good, but only that which is focused on the “zone of proximal development”, on maturing, and not already mature functions.

IN before school age For the first time, the child psychologically goes beyond the boundaries of his family world and establishes relationships with the world of adults. The adult here begins to act not only in a specific form, but as a bearer of social functions in the system of social relations. The educator does not adjust the development of each child to certain canons, but prevents the occurrence of possible dead ends in the personal development of children, based on the tasks of maximizing the possibilities of their growth.

Exceptional value in pedagogical process is given to the game, which allows you to show your own activity, to realize yourself most fully. The need to feel like an active person is expressed in the child in the desire to be different from others, to demonstrate independent behavior, to do things in his own way. The social environment has a huge influence on the development of the game. Before establishing the relationship between the social environment and the child’s play activity, it is necessary to analyze such a complex category as personality and its development.

Chapter 1. Problems of personality development in preschool children

1. Personality and its development

Before establishing the relationship between the social environment and the child’s play activity, let’s analyze such a complex category as personality and its development.

To the question of what personality is, psychologists answer differently, and the variety of their answers, and partly the divergence of opinions on this matter, reveals the versatility and complexity of the personality phenomenon itself. The presence and coexistence of many different definitions of personality in the literature deserves to be taken into account in the search for a global definition of personality.

The concept of “personality” is most often considered through the concept of a person in the totality of his social and acquired qualities. The concept of “personality” usually includes such properties that are more or less stable and indicate a person’s individuality, determining his actions that are significant for people.

According to R.S. Nemov, a personality is a person taken in the system of his psychological characteristics, which are socially conditioned, manifest themselves in social connections by nature and relationships are stable, determine the moral actions of a person that are of significant importance. V. S. Krysko believes that a person is an active and conscious being; she can choose one way of life or another: resign herself to the position of the oppressed or fight against injustice, give her life to society or live by personal interests.

In Russian psychology, psychologists had different approaches to the study of personality. Thus, the approach of B. S. Ananyev considers personality in the unity of four sides:

first: humans as a biological species;

second: ontogenesis and life path of a person and an individual;

third: a person as an individual

fourth: man as part of humanity.

Personality as a subject life path and the subject of activity is considered in the approach of K.A. Abulkhanova. Personal development is based on such qualities as activity (initiative, responsibility), the ability to organize time, and social thinking.

V.V.’s approach Myasishcheva believes the core of personality as a system of its relations to the outside world and itself, which is formed under the influence of a person’s reflection of the surrounding reality, being one of the forms of this reflection.

B.C. Mukhina believes that personality, in its phenomenology, presupposes the development of a person as a social unit and as a unique personality is formed through his relationships with other people. He knows himself as an individual through another, similar to himself, since the other, like him, is a bearer of social relations. Personal development occurs through the appropriation of the material and spiritual culture of humanity. The process of development of the human personality is endless. The personality is the bearer of existing social relations. She develops as a generic individual, as an individual, improving and improving others. Personality is a product of communication and cognition determined specifically by the historical conditions of society.

Claiming recognition, the child, with the help of an adult, projects himself in the future as a strong, capable and powerful personality; the desire to correlate his present self with himself in the past and future is the most important positive formation of self-awareness of a developing personality.

Of all the definitions of personality, one can single out the most accurate one, which combines the meaning of others - personality is a lifelong individually formed unique set of psychophysiological systems that determine the peculiarity of this person thinking and behavior. Note that almost all researchers agree that personality development directly depends on the influence of the social environment.

Let us note what stages of development a child’s personality goes through during preschool age.

Preschool age is a further continuation of the sensitive period in personal development. This period is favorable for mastering the social space of human relationships through communication with adults and peers. This age brings the child new fundamental achievements.

The accumulated data about possibilities and self-image are complemented by an appropriate attitude towards oneself. The formation of an image of oneself occurs on the basis of establishing connections between the child’s individual experience and information received in the process of communication. By contacting people, comparing himself with them, comparing the results of his activities with the results of other children, the child gains knowledge about himself. In older preschool age, a child develops a complex component of self-awareness - self-esteem. It arises on the basis of knowledge and thoughts about oneself.

E. Rogov says that the inner world of the individual, her self-awareness, has always been the focus of attention. Features of self-esteem are interconnected with the assessment of others. IN research work B.S. Ananyeva, L.I. Botovich, A.S. Vygotsky, A.N. Leontyeva, S.L. Rubinstein, P.R. Chamaty, I.I. Chesnokova, E.V. Shorokhova analyzed the issue of the formation of self-awareness in the problem of personality development. Research by A.A. Bodalev focused attention on the connection between the knowledge of other people and self-knowledge. A..S. Spirkin wrote: “Under the concept of “I” there is a personality illuminated by the light of its own self-awareness. “I” is a self-controlling power of spirit. I.I. Chesnokova identifies three interconnected components in the structure of self-awareness: self-knowledge, emotional-value attitude towards oneself and self-regulation of individual behavior. With the help of self-esteem, the behavior of an individual is regulated. I.S. Cohn believes that self-esteem is closely related to the level of aspiration for recognition. The level of aspiration is the desired level of self-esteem of an individual. A preschooler's assessment of himself largely depends on his assessment of his adulthood. Older preschoolers interpret adults' assessments through the prism of those attitudes and conclusions that their experience tells them.

At this age, the child separates himself from the assessment of others. When exchanging evaluative influences, a certain attitude towards other children arises and at the same time the ability to see oneself through their eyes develops. The ability to compare oneself with one's comrades reaches a very high level. For older preschoolers, rich experience of individual activity helps them critically evaluate the influence of peers. At the age of 6-7 years, moral norms are more accurately understood by preschoolers and apply to people in the wider environment (don’t fight, obey, be friends with everyone, play games, treat everyone, help younger ones, don’t call names, don’t lie, don’t offend anyone, give way to older people ). An older preschooler understands that it is wrong to brag and that it is ugly, to strive to be good and stand out. With age, a child's self-esteem becomes correct. At the age of 5 - 7 years, preschoolers justify the positive characteristics of themselves from the point of view of the presence of any moral qualities. By the age of seven, an important transformation in self-esteem occurs. The child draws conclusions about his achievements in different types activities. By the age of seven, children correctly evaluate themselves; differentiation of two aspects of self-awareness is outlined - self-knowledge and attitude towards oneself. Older preschoolers try to comprehend the motives of their own and others’ actions; they begin to explain their own behavior, relying on knowledge and ideas gleaned from an adult, and their own experience.

The older preschooler is also interested in some mental processes occurring within himself. The child is aware of himself in time, asks adults to talk about how small he was, and is interested in the past of loved ones. Awareness of one’s skills and qualities, representation of oneself in time, discovery of one’s experiences - all this constitutes the initial form of a child’s self-awareness, the emergence of “personal consciousness.”

Such important personality qualities as responsibility and a sense of duty are formed. Personal qualities related to attitudes towards people, experiences, successes and failures are formed. Older preschoolers can already rationally explain their actions. Children learn emotions and feelings that help them establish productive relationships with their peers and with adults. A responsible attitude towards the results of one’s actions and actions is formed. Responsible older preschoolers are awakened by a sense of belonging to a common cause. Correct behavior in the presence of an adult is the first stage in the moral development of a child’s behavior. The need to behave according to the rules takes on a personal meaning. The need for recognition is manifested in the child’s desire to establish himself in his moral qualities; he wants people to feel favor towards him, gratitude, to recognize and appreciate his good deed. Children of older preschool age have an insatiable need to turn to adults for assessment of the results of their activities and achievements. The child learns the standards of social norms of behavior. Moral development involves knowledge of communication norms and an understanding of their value and necessity. During the period of senior preschool childhood, the child goes through a long journey of personal development, as well as in mastering the social space with its system of normative behavior, including personal relationships with adults and children. The child masters the rules of adequate, loyal interaction with people and, in favorable conditions, can act in accordance with these rules.

Childhood is a period lasting from newborn to full social and, therefore, psychological maturity; This is the period of a child becoming a full-fledged member of human society.

The duration of childhood is directly dependent on the level of material and spiritual culture of society.

The differentiation of the ages of human life, including childhood, according to F. Aries, is formed under the influence of social institutions, that is, new forms of social life generated by the development of society.

Therefore, work is necessary, as a result of which self-esteem is formed, as a component of the child’s self-awareness and attitude towards his personal properties and experiences. Self-esteem is:

• adequate; When a child critically and correctly assesses his capabilities, parents do not pamper him and do not notice his self-esteem.
• inadequate; when a child underestimates himself, parents, with their pressure and reproach like: “you’re nobody”, “you can’t do anything!”, “you’re a fool”, greatly underestimate the child’s self-esteem
• overestimated: when a child overestimates his capabilities due to the permissiveness of his parents’ lisping.

From all of the above, we can say that the prerequisites for development begin in preschool children already from infancy during the period of grasping, in object-manipulative activity. The game improves, acquires the main meaning in the child’s activity, becomes the leading one, which leads to the development of the child’s personality and psyche.

1.2. Game as a leading activity for preschool children

Play in preschool age is one of the leading activities.

In foreign psychology, play is interpreted as an activity that is instinctive and biological in nature. In domestic psychology, it is social in content, i.e. arises from the social conditions of the child’s life in society.

A game is a recreation of human activity, in which the social human essence is highlighted - its tasks and norms of relations between people. D.B. Elkonin suggests distinguishing between the plot and content of the game. The plot is the sphere of reality that is modeled and reproduced in the game. The content of the game is what exactly is reproduced in the plot. The psychological content of the game is the modeling of social relationships and situations.

It represents an illusory realization of unrealizable tendencies and arises from the collision of two tendencies: the formation of generalized affects associated with the desire to realize motives, which cannot yet find its expression due to the characteristics of the child’s mental development and the persistence of the previous tendency towards the immediate realization of desires. Play acts as a way for a child to participate in the life of adults, thanks to which the development of new social needs and motives becomes possible. Elkonin distinguishes the following structural components of the game: role, game actions; playful use of objects, real relationships between children at play. The game is a school of arbitrariness, will and morality. The playful use of objects - substitution - is the most important characteristic of a role-playing game. The peculiarity of the game is that it represents imagination in a visually effective form. The playful use of objects - substitution - is the most important characteristic of games].

D.B. Elkonin identified four levels of development of role-playing games:

Level I: the central content of the game is objective actions. Roles do not define actions, are not called by children, but are designated after the performance of a game action. Actions are monotonous and repetitive, their logic is easily violated.

Level II. The correspondence between the game action and the real one comes to the fore. The roles are called children. The logic of action is determined by their sequence in real life. The number and types of gaming activities are expanding.

Level III. The main content of the game is the fulfillment of a role and the actions associated with it. The roles are clear and distinct and are called by the children before the game begins. The role determines the logic and nature of actions. Specific role speech appears.

Level IV. The main content of the game is to perform actions that reflect the attitude towards other people. Throughout the game, the child clearly follows one line of behavior. Actions unfold in a clear sequence, are logical, and varied. Role-playing games in preschool age determine the development of all significant aspects of the child’s personality and prepare the transition to a new period of development. “Play is a source of development and creates a zone of proximal development.”

Play is the leading activity of a preschooler, but both schoolchildren and adults play. A sign of the transition from one age stage to another is precisely the change in the type of leading activity of the child’s leading attitude towards the activity. Leading is an activity that promotes the development of the child’s psyche and personality at a given age stage. Leading play activities create conditions for the development of the child’s abilities and personality, providing him with the opportunity to enter educational activities with dignity.

In preschool age, the leading activity is play. In play activities, the child’s need to influence the world is first formed and manifested. All games usually reproduce one or another, thereby meeting the child’s need to take part in the life and activities of adults. But a child becomes an adult only in the imagination, mentally. Various forms of serious activity of adults serve as models that are reproduced in play activities: focusing on an adult as a model, taking on one or another role, the child imitates an adult, acts like an adult, but only with substitute objects (toys) in the plot-role play game. In play, what is important for a child is not only the properties of objects, but also the attitude towards the object, hence the possibility of replacing objects, which contributes to the development of imagination. While playing, the child also masters the corresponding actions.

By the end of preschool age, play activity is differentiated into such forms as role-playing games, games of dramatization, games with rules. The game develops not only cognitive processes, speech, communication, behavior, but also the child’s personality. Play in preschool age is a universal form of development; it creates a zone of proximal development and serves as the basis for the formation of future educational activities. The main point of identifying leading activities is to understand the essence of its impact on mental development of a growing person in preschool educational institutions, where methods of verbal education occupy a large place. The revaluation of verbal methods in education leads to moral formalism in teaching and the formal acquisition of knowledge by E.A. Rubinstein noted that any attempt by adults to “introduce” knowledge and moral norms into a child, bypassing his own activity in mastering them, undermines the very foundations of a healthy mental development child, nurturing his personal properties and qualities.

Play is the main activity of a child in which he receives impressions and knowledge from the world around him. The peculiarities of thinking and imagination are clearly manifested in it, and the need for communication develops. The game is a genuine social practice for a child, his real life in the society of his peers. It, as an important activity of the child, must perform general educational and social functions.

The game is used for the purpose of comprehensive education and formation of the moral side of the individual, it allows you to better understand and more deeply experience this reality, and allows you to cultivate high human qualities. The game is independent in nature, and in older preschool age it helps to enrich the plot and develop role relationships. Play is a means of all-round development of a child. The game fulfills its functions and promotes the mental development of children. Children get to know the world around them and objects through play. It influences physical development, has its own characteristics:

It is of a socio-historical nature;

Creative activity, in play, children create their own world that is not similar to reality.

Is a free activity;

Is a reflective activity. Children reflect the interaction of people, nature, life.

Placeholder items are used instead of real items. The child gives them names and acts with imaginary, non-existent objects. In middle preschool age, the child is attracted to complex, unfamiliar objects; now the game has a specific theme. Children of three and four years old play “family”, “clinic”, “travel”, “astronauts”, “zoo”, themes from fairy tales appear. The plot of the game is built in accordance with the theme - these are the events that are depicted in the game.

When acting out this or that plot, the child takes on a role (usually two or more roles). The role is the main thing; What attracts a child to a game is performed through game actions, where game material is used. These are toys, most often substitutes for real objects. Children enter into role-playing relationships, where real relationships between the playing children are revealed in joint play. For older preschoolers, role-playing games acquire a collective character and are distinguished by a wide variety of topics, complexity and development of plots. Children reflect in games events and situations far beyond the scope of their personal experience, they strive to reproduce what is happening in the life of the country and all humanity - the exploration of the North Pole, Antarctica, space flights, the struggle for peace. They plan the game in advance - they agree among themselves on the theme of the game, distribute roles, and select the necessary game material. Children pay more attention to strict adherence to the rules, game actions are mainly performed conditionally, accessories become more attractive (the captain’s telescope, the sailor’s cap, etc.). Along with the role-playing game, its variety is developing - director's play. In it, the child does not take on any role, but acts as a director in the theater.

The main motive of role-playing games is the desire to “be like adults,” to enjoy the same power over things, the same authority and respect. The child develops his imagination and creative abilities. In older preschool age, other types of games acquire great importance - active didactic (educational) and calm. Outdoor and didactic games are similar to plot-role-playing games; they contain its elements; sometimes the plot, attractive game material contains explicit or hidden roles. Younger preschoolers incapable of seriously playing such games. In middle preschool age, children gradually begin to follow the rules more accurately. And only the elders obey the rules completely and strive to win the game; they become their favorite games.

According to Arthur Petrovsky, in role-playing play a child reproduces the social functions of adults, the behavior of adults as individuals, expanding his social experience. The child develops the ability to regulate his behavior by understanding the social role and corresponding actions.

1. The importance of play for the comprehensive development of a child’s personality

Game is one of those types of children's activities that is used by adults to educate preschoolers, teaching them various actions with objects, methods and means of communication. In play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and work activities, and his relationships with people will subsequently depend.

For example, in the game such a quality of a child’s personality is formed as self-regulation of actions taking into account the tasks of quantitative activity. The most important achievement is the acquisition of a sense of collectivism. It not only characterizes the moral character of the child, but also significantly rebuilds his intellectual sphere, since in a collective game there is an interaction of different meanings, the development of event content and the achievement of a common game goal.

It has been proven that children gain their first experience of collective thinking through play. Scientists believe that children's games spontaneously but naturally arose as a reflection of the labor and social activities of adults

of people.

It should be emphasized that the fruitful development of social experience occurs only under the condition of the child’s own activity in the process of his activities. It turns out that if the teacher does not take into account the active nature of acquiring experience, the most perfect, at first glance, methodological techniques for teaching the game and managing the game do not achieve their practical goal.

The tasks of comprehensive education in play are successfully implemented only if the psychological basis of play activity is formed in each age period. This is due to the fact that the development of play is associated with significant progressive transformations in the child’s psyche, and, above all, in his intellectual sphere, which is the foundation for the development of all other aspects of the child’s personality.

In the game, the formation of perception, thinking, memory, speech - those fundamental mental processes, without sufficient development of which it is impossible to talk about raising a harmonious personality.

The level of development of a child’s thinking determines the nature of his activity and the intellectual level of its implementation.

The teacher must remember that any activity of children is aimed at solving a specific problem. The main task has many intermediate ones, the solution of which will transform the conditions and thereby facilitate the achievement of the goal. Practical problems that a child must solve are different from educational ones. The content of game tasks is dictated by life itself, the child’s environment, his experience, and knowledge.

The child gains experience in his own activities and learns a lot from teachers and parents. Various knowledge and impressions enrich his spiritual world, and all this is reflected in the game.

Solving game problems with the help of objective actions takes the form of using increasingly generalized game methods of understanding reality. The child drinks the doll from a cup, then replaces it with a cube and then simply puts his hand to the doll’s mouth. This means that the child solves game problems at a higher intellectual level.

IN middle group Children's games are becoming more diverse. The development of speech and a sufficient supply of knowledge of pupils allow teachers to develop more complex skills in various types of games: role-playing games, didactic games, and movement games. Children begin to distinguish the characteristic features of each type of game and use the corresponding ones in their activities. gaming methods and funds.

Children's play achieves full development only when the teacher systematically and purposefully shapes this activity, practicing all its main components. Thus, during a role-playing game, he highlights for the children, against the background of a holistic plot, the content and methods of role-playing interaction; V didactic games ah helps them identify and understand the rules, determine the sequence of actions and final result, during the organization and conduct of outdoor games, introduces the content of the rules and requirements for game actions, reveals the meaning of game symbols and the functions of game attributes, and helps evaluate the achievements of peers. Along with this, the teacher also guides the children’s independent games, carefully guiding them in the right direction through the organization of the play space and a special preparatory stage of the game.

Creating a setting for a role-playing game or constructing missing objects during an already unfolding plot helps to more clearly define the game situation, make it more interesting to carry out game actions, and more accurately coordinate the concept of the game between its participants. Usually used for this purpose construction material ready-made toy parts. At the same time, it is important to remember that the environment should not only be convenient for play, but also similar to the real one, since not all children can immediately perceive a purely symbolic, imaginary situation. This especially applies to group games, where it is important for all participants to identify the game situation and objects.

Theatrical games, unlike role-playing games, offer the presence of spectators (peers, younger children, parents). In their process, children develop the ability to accurately reproduce the idea of ​​a work of art and the author’s text using visual means (intonation, facial expressions, gesture). This complex activity requires the mandatory participation of an adult, especially during its preparatory period. In order for theatrical games to become truly spectacular, it is necessary to teach children not only methods of expressive performance, but also to develop in them the ability to prepare a place for performances. All this is not an easy task for children of middle preschool age.

In the middle group, the teacher organizes and conducts didactic games both in class and outside of them, exercises for children in recognizing, distinguishing and determining shape, size, color, space, sounds. With the help of didactic games, children learn to compare and group objects both by external characteristics and by their purpose, and solve problems; They develop concentration, attention, perseverance, and develop cognitive abilities.

Musical and didactic games are mastered by children gradually. Acquaintance with a new game occurs mainly in time music lessons. The teacher introduces the children to the rules of the game and sets them a certain didactic task. Initially, the teacher is the initiator of the game in a group, on a walk or in other routine processes. Subsequently, children can play independently without the help of a teacher, choosing a leader among their friends. The skills children acquire in the process of learning musical and didactic games allow them to more successfully complete tasks related to various types of musical activities.

From all of the above, we can conclude that play as a leading type of activity for a child, the implementation of which requires the child to renounce immediate desires and obey the rules in favor of fulfilling the accepted role, provides the possibility of transition to voluntary regulation of behavior. Play is the leading type of activity that influences the development of a child’s personality, because The game develops the mental processes and psyche of the child.

How to overcome a child’s intractability, his aloofness, and inability to adapt to the world? According to psychologists, there is only one way out of this critical situation: adults should establish warm, sincere relationships with children and show genuine interest in their problems. This opportunity is provided by a game that promotes the personal growth and development of a child, but only with the participation of adults.

Educators should not only pay special attention to organizing and conducting games, but also carry out explanatory work among parents about the need for their participation in children's games.

By observing a child’s behavior in a game, an adult shows a pattern of communication between people in different social situations; demonstrates examples of creativity in the process of inventing new stories.

At preschool age, children begin to focus on the world of adults and strive to recreate it in play in order to feel like a socially significant person or “transform” any situation and thereby bring it closer to themselves.

Play is an activity in which a 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. As studies by D.B. have shown. Elkonin, play is not a universal form of life for all children, it is a historical education. Play arises only at certain stages of social development, when the child cannot take direct part in the social labor system, 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. According to D.B. Elkonin, the child takes the forms of play from the forms of plastic art characteristic of his society.

The game, the origins of which are connected with the socio-economic level of development of society and the cultural traditions of the people, evolves along with society. In modern industrial society, play is not the only type of activity for children. Other types of activities in preschool age: visual activities; basic labor; perception of a fairy tale; teaching.

As Z. Freud emphasizes, all children want to be big; this tendency is extremely pronounced in children’s lives, hence the development of playful forms of activity. In the game, the child models areas of human life that cannot be modeled in any other way. A game is a form of activity in which children model the meaning of human existence and the forms of relationships that exist in society. This is the center and the whole point of the game. A game is a form of activity in which children, creating a special play situation, replacing some objects with others, replacing real action abbreviated, reproduce the basic meanings of human activity and assimilate those forms of relationships that will be realized later. That is why play is a leading activity; it allows the child to interact with aspects of life that the child cannot enter into in real life.

So, every game is a reflection of social experience.

A person’s personality is not an innate quality; it is formed in the process of communication with others, i.e. “Personality is a pattern of repeated interpersonal, interpersonal relationships. In its development, a child goes through several stages - from infancy to adolescence, and at each stage a certain model is formed. In childhood, this pattern is formed through cooperative play. A child is not born with a certain one: a social feeling is formed and developed in connection with a person’s desire to relieve the tension created by his needs.

Stern was one of the first psychologists who made the analysis of personality development and the patterns of its formation the main task of personalism. Stern believed that personality is a self-determining, consciously and purposefully acting integrity. Mental development is self-development, which is directed and determined by the environment in which the child lives. He was the first to highlight the content and form of play activity; play serves not only to exercise innate instincts, but also to socialize children. Stern understood development as growth, differentiation and transformation of mental structures. Mental development has a tendency towards self-preservation. There is an individual norm that characterizes a particular child. The environment helps to realize oneself, organizes one’s inner world, giving it a clear, formalized and conscious structure. The child tries to take from the environment everything that corresponds to his inclinations. Stern argued that emotions are associated with an assessment of the environment and help the process of socialization and the development of reflection. William Stern influenced almost all areas of child psychology (from the study of collective processes to personality, emotions, periodization of child development).

In the game, all aspects of the child’s personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of games, which psychologists consider the leading activity of a preschooler.

A special place is occupied by games that are created by children themselves - they are called creative or role-playing games. 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.

What gives the right to call play a creative activity?

The game is a reflection of life. Everything here is “as if”, “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, understands that he is not a “true” pilot or sailor, but 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 in the search for means for its implementation. How much creativity is required to decide what journey to take, what 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, do not prepare for a long time to perform the role, like actors. They play for themselves, expressing their 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 are there 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, to promote the establishment of relationships between children based on friendship, justice, and mutual responsibility.

Creative collective play is a school for educating the feelings of preschoolers. Moral qualities formed in the game influence the child’s behavior in life, at the same time, the skills developed in the process of children’s everyday communication with each other and with adults are further developed in the game. It takes great teacher skill to help children organize a game that would encourage good deeds and evoke better feelings.

Play is an important means of mental education for a child. The knowledge gained in kindergarten and at home finds practical application and development in the game. Reproducing various life events, episodes from fairy tales and stories, the child reflects on what he saw, what was read and told to him; the meaning of many phenomena, their meaning becomes more clear to him. Translating life experiences into a game is a complex process. Creative play cannot be subordinated to narrow didactic purposes, with its help the most important educational tasks are solved. Children choose their playing role in accordance with their interests and their dreams about their future profession. They are still childishly naive and will change more than once, but it is important that the child dreams of participating in work useful to society. Gradually, through play, the child develops general ideas about the meaning of work and the role of various professions.

In play, children's mental activity is always associated with the work of their imagination; you need to find a role for yourself, imagine how the person you want to imitate acts, what he says. Imagination also manifests itself and develops in the search for means to accomplish what is planned; Before you go on a flight, you need to build an airplane; You need to select suitable products for the store, and if there are not enough of them, make them yourself. This is how the game develops the creative abilities of the future schoolchild.

Interesting games create a cheerful, joyful mood, make children's lives complete, and satisfy their need for active activity. Even in good conditions, with adequate nutrition, the child will develop poorly and become lethargic if he is deprived of exciting play.

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.

N.K. Krupskaya was the first in pedagogy to raise the question of the connection between play and labor. She proved that children do not have a sharp line between these types of activities; in the game, as in work, the main thing is setting a goal and achieving it. According to N.K. Krupskaya, play prepares children for work. This idea is developed by A.S. Makarenko. He claims that good game similar to good work, they are united by thought and work effort, the joy of creativity, and a sense of responsibility.

Most games reflect the work of adults; children imitate the household chores of their mother and grandmother, the work of a teacher, a doctor, a teacher, a driver, a pilot, an astronaut. Consequently, games instill respect for all work that is useful for society, and affirm the desire to take part in it ourselves.

Play and work often naturally come together. You can often observe how long and enthusiastically children craft, preparing to play in a certain image; sailors are building a ship, making life preservers, doctors and nurses are equipping a clinic. Sometimes the child introduces a playful image into real work. So, putting on a white apron and scarf to make cookies, he turns into a worker in a confectionery factory, and when cleaning the site, he becomes a janitor. Moral qualities are formed in the game; responsibility to the team for the assigned work, a sense of camaraderie and friendship, coordination of actions in achieving a common goal, the ability to fairly resolve controversial issues.

The game is closely related to the artistic creativity of preschool children - drawing, modeling, designing. Despite the different means of reflecting the impressions of life, thoughts, feelings, these types of children's activities have much in common; you can see the same themes in the game and in the drawing; During the course of the game plot, children often sing, dance, and recall familiar poems.

Thus, creative game as an important means of the comprehensive development of children is associated with all types of their activities. This determines its place in the pedagogical process of kindergarten. The “Education Program in Kindergarten” states that play is the most important independent activity, which is of great importance for the development of individuality and the formation of a children’s team. For each group, educational tasks are defined, which are solved with the help of games.

The teacher’s task is to help the children organize these games, make them exciting and action-packed. Children should not be offered ready-made game plots developed by the teacher. In play, children imitate the activities of adults, but do not copy it, but combine their existing ideas and express their thoughts and feelings. And if they are asked to act according to the teacher’s plan, to copy these images, then this will suppress their imagination, independence, and spontaneity. In the statements of great teachers - K.D. Ushinsky, N.K. Krupskaya, A.S. Makarenko considers play as an independent creative activity for children.

A.S. Makarenko, giving advice to parents, points out common mistakes in family education: some parents are simply not interested in their children’s play, others limit themselves to buying a lot of toys, others interfere too much in their children’s play, show, tell, and deprive the child of the opportunity to solve the game problem himself. “With such parents, the child has no choice but to obey the parents and imitate them: here, in essence, the parents play more than the child.” In pedagogical research and in the practice of kindergartens, the thoughts of N.K. Krupskaya and A.S. Makarenko find their development and confirmation.

Spectacles have a strong influence on the game, especially television, which has become firmly established in the everyday life of every family. TV shows provide interesting material for games. Many games arise under the influence of special children's programs, as well as programs about the events that live in our country.

Gradually the game becomes more and more purposeful, becomes more meaningful and interesting. In older preschool age, greater gaming experience, a more developed imagination helps children to come up with different interesting stories. The teacher only needs a verbal reminder about an excursion, a book, or a movie for the idea of ​​a new good game to be born. An important motivator for the game is also a conversation in which the meaning of what was seen and read, the characters characters, their experiences. If you manage to captivate children with the plot, the game arises naturally even without the teacher’s suggestion. But the teacher can also advise the children on the topic of the game if he knows that it will interest them.

The organization of a play group and the formation of the personality of each child in this group is one of the most important and very complex issues in childhood pedagogy. This complexity is caused by the dual nature of the experiences of the relationships of the players. Performing his role with enthusiasm, the child does not lose his sense of reality, remembers that in fact he is not a sailor, and the captain is only his comrade. While showing outward respect to the commander, he may experience completely different feelings - he condemns him, envies him. If the game greatly captivates the child, if he consciously and deeply enters into the role, the gaming experience overcomes selfish impulses. The teacher’s task is to educate children using the best examples from the lives and activities of people that contribute to the formation of positive feelings and motives.

When organizing a game, the teacher faces difficult questions: every child wants to be in charge, but not everyone knows how to take into account the opinions of their comrades or resolve disputes fairly. Choosing an organizer requires a lot of attention. Not everyone can cope with this role. But all children need to be taught activity and organizational skills.

Thus, play plays a big role in the life and development of children. In play activities, many of the child’s positive qualities, interest and readiness for upcoming learning are formed, and his cognitive abilities develop. Play is important both for preparing a child for the future and for making his present life full and happy.

The teacher’s skill is most clearly demonstrated in organizing children’s independent activities. How to direct each child to useful and interesting play without suppressing his activity and initiative? How to alternate games and distribute children in a group room or area so that they can play comfortably without disturbing each other? How to eliminate misunderstandings and conflicts that arise between them? The comprehensive upbringing of children and the creative development of each child depend on the ability to quickly resolve these issues.

Having mastered with the help of adults the basic methods of action characteristic of a particular activity, children can use them in the same or slightly modified conditions. To do this, it is necessary that conditions for a variety of independent activities of children be created in the group room and on the site. Each type of toys and aids should be stored in a certain order. This will allow children to find the item they need and put it back in its place after playing. It is important to think about how to distribute play material in the most rational way so that children can engage in a variety of activities without interfering with each other.

A quiet place in the group is reserved for independent play with educational toys, looking at pictures, and playing games. Didactic toys and books are stored in an open cabinet, next to the tables at which children play and look at books. More complex educational toys and fun toys should be visible to children. It is better if they lie on a shelf higher than the child’s height, so that an adult can not only help take the toy, but also monitor the child’s play.

WITH teaching aids and toys (pyramids, nesting dolls, inserts) children, under the supervision of a teacher, play independently or with a little help from an adult. This is how children consolidate the knowledge acquired in classes and the ability to independently use educational toys.

It is advisable to store materials for visual arts (pencils, paper, crayons) in a closed cabinet, since children themselves do not yet know how to use these objects for their intended purpose (for drawing, modeling), but they can already freely draw with chalk on a blackboard, with a stick on the snow, or sand.

After completing the game, the children, together with the teacher, put all the toys in the designated places. Even in the midst of the game there should not be such a picture; there is a forgotten hare lying under a chair, and scattered cubes and other toys on the floor. If children have developed an interesting game by constructing a building and placing toys in unusual places, it is advisable not to disassemble it in order to continue the game after sleep or a walk.

When addressing one child or a group of children, the teacher speaks quietly so as not to distract others from their activities. Kids do not perceive messages addressed to all children. The child must be called by name and given an individual instruction. Young children do not understand monotonous, expressionless speech; they are sensitive to cheerful, affectionate intonations in the voice. If the teacher himself knows how and loves to play, he understands the mood of the players, communicates with them sincerely, interestedly, and does not use standard memorized phrases and words.

An experienced teacher carefully watches the children playing. He can walk, stand, sit, but he always takes such a position that, when addressing one child or several children, he does not let the rest out of sight. During independent play, each student can be approached and addressed at least 3-5 times; with a bored child - play hide and seek, caress him; to another - to show how to fold a pyramid correctly; the third - to put his suit in order, talk with him about his impressions after the trip on the subway.

When organizing the independent activities of children, the teacher attaches special importance to the formation of friendly relations between them. He shows the kids how they can play didactic and outdoor games together, how to look at pictures together, how to feel sorry for a fallen peer and help him.

Children are treated evenly, calmly, and patiently. Shouting, irritated, loud conversation, and constant reprimands are unacceptable from the teacher and other employees. The teacher’s speech is not only a role model. His pedagogical success largely depends on how an adult addresses children. There is a good rule of thumb; During classes, do not distract the teacher and children. This rule also applies to the organization and conduct of the game, during which conversations on extraneous topics with the assistant teacher and other employees are unacceptable.

Game is a multifaceted phenomenon; it can be considered as a special form of existence of all aspects of the life of a group without exception. Just as many shades appear with play in the pedagogical management of the educational process. Play, the most important type of children’s activity, plays a huge role in the development and upbringing of a child. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the game realizes the need to influence the world. Soviet teacher V.A. Sukhomlinsky emphasized that “game is a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the child’s spiritual world. The game is a spark that ignites the flame of inquisitiveness and curiosity.”

The educational significance of the game largely depends on the professional skills of the teacher, on his knowledge of the child’s psychology, taking into account his age and individual characteristics, on the correct methodological guidance of children’s relationships, on the precise organization and conduct of all kinds of games.

The main problems are related to the moral education of preschool children (collective relationships, the child’s personal qualities - friendliness, humanity, hard work, determination, activity, organizational skills, the formation of an attitude towards work and study). The solution to these issues is most facilitated by role-playing and creative games.

Chapter 2. Study of the influence of social factors on the development of a child’s personality in play activities

1. Children's Self-Esteem Study

Test "Ladder".

It is suggested to draw on a piece of paper or cut out a ladder of 10 steps. Now show it to the child and explain that on the lowest step there are the worst (angry, envious, etc.) boys and girls, on the second step - a little better, on the third even better, and so on. But at the very top step are the smartest (good, kind) boys and girls. It is important that the child correctly understands the location on the steps, so you can ask him about it. Now ask, on what step would he stand? Let him draw himself on this step or put a doll. Now you have completed the task, all that remains is to draw conclusions.

Self-esteem begins to develop in early childhood. We often hear: “You’re already so big, but you still haven’t learned how to tie your shoelaces (eat porridge, read, etc.)!” Parents do not think about the fact that it is their assessments that, first of all, form the child’s opinion about himself; it is later, at school age, that he will learn to evaluate his own capabilities, successes and failures. It is in the family that the child learns whether he is loved, accepted as he is, whether success or failure accompanies him.

Activity, resourcefulness, cheerfulness, a sense of humor, sociability, a desire to make contact - these are the qualities that are characteristic of children with adequate self-esteem. They willingly participate in games and are not offended if they find themselves losers.

Passivity, suspiciousness, increased vulnerability, and touchiness are often characteristic of children with low self-esteem. They do not want to participate in games because they are afraid of being worse than others, and if they participate in them, they are often offended. Sometimes children who are given a negative assessment in the family seek to compensate for this in communication with their peers. They want to be first always and everywhere and take it to heart if they fail to do so.

With high self-esteem, children strive to be better than others in everything. You can often hear from such a child: “I am the best (strong, beautiful). You all have to listen to me." He is often aggressive with those children who also want to be leaders.

If a child puts himself on the first, 2nd, 3rd rung from the bottom, then he has low self-esteem.

If it is 4th, 5th, 6th, 7th, then average (adequate). And if it’s on the 8th, 9th, 10th, then your self-esteem is too high. But for preschool children, self-esteem is considered too high if the child constantly puts himself at the 10th level.

5 preschool children took part in the test.

Table 1

Test results

Number	Child's name	Step no.
	Sabina M.	3rd step
	Natasha N.	6th step
	Danil S.	5th step
	Maxim K.	9th step
	Galya S.	7th step

As a result, it is clear that the average self-esteem mainly prevails, i.e. adequate.

The purpose of the next observation will be to determine the level of socialization of children, to study the impact of gaming activities on the development of the child’s personality.

Observations of the independent role-playing play of children aged 5-6 years were carried out in a game of “hospital”, in natural conditions, logging was carried out by recording what was happening.

The game went like this:

Sabina M. (5 years 4 months): “My stomach hurts.”

Natasha N. (5 years 5 months): “What happened? We need to go to the hospital, let’s catch a taxi.”

Danil S. (5 years 7 months): “I’ll go get the car (catches “car”).”

Maxim K. (5 years 5 months) is sitting behind the wheel: “Where should I go?”

Danil: “To the hospital. My daughter’s stomach hurts.”

All the children get out, get into the “car” and go to the “hospital”.

Galya S. (5 years 5 months): “Who will be the doctor?”

Nastya M. (5 years 6 months) approaches the children: “I will be a doctor” (she ran to the “hospital”).

Danil: “That’s it, we’ve arrived.”

The children get out of the car and go to the “hospital”.

Nastya: “Come in, come in. What are you complaining about?

Sabina: “My stomach hurts.”

Nastya: “Let’s see (feels her stomach). Let me listen to you. Breath! Do not breath. Now we need to take the temperature” (hands out a thermometer).

Sabina takes the temperature.

Ira: “Doctor, what’s wrong with her?”

Nastya takes out a thermometer and looks at the temperature: “Don’t worry, it’s okay. She just ate something dirty, now I’ll write you a prescription. Will you take children’s Panadol” (writes out a prescription and hands it over).

Ira: “Thank you.”

Sabina: "Goodbye."

The role-playing game allowed the kids (Sabina M., Natasha N., Danil S., Galya S., Nastya M.) to understand the motives of the work of adults, revealing its social meaning. If initially the main place in choosing a role is occupied by its external attractiveness: a cap, a phonendoscope, shoulder straps, then in the process of playing its social benefits are revealed. Now the child understands that the teacher raises the children, the doctor treats them.

The implementation of the plan in the game occurs by solving game problems. The way to solve them becomes more complicated. Children begin to agree on the distribution of roles before the start of the game.

The plots are developed and varied. Social stories appear. In the game, children combine episodes. The source of the plot are personal observations and stories from adults.

New forms of communication are consolidated through roles designated by words, role interaction, role dialogue, which becomes longer and more meaningful. Children convey the characteristic features of the game character using expressive means (movements, facial expressions, gestures, intonation). They enter into role interaction for a long time. Most children prefer to play together, as they easily manage interaction in the game (independent distribution of roles, implementation of plans, etc.)

Children independently choose substitute items. Methods of operating with objects are being improved. Object-based play actions are well mastered, they play freely with toys, substitute objects, imaginary objects, and easily give them verbal designations

Rules regulate role relationships. Children follow the rules with the role they take on. Follow the rules of playing with other children

During the observation, it is clearly visible that children no longer need to be treated by an adult during the game, as well as to participate in the game with the adult himself.

2.2. Sociometric studies of groups of children

As a result of the work carried out at the ascertaining stage of the sociometric study, it was found that among the experimental group, 20% of children act independently in playing games, come up with new stories, fantasize, combining their knowledge from the world around them with their fantasies. These children show initiative in everything: they can independently choose the topic of productive play activities, think through the content of the work, are able to think through the proposed version of the plot, and easily realize their plans, coming up with something unusual and original. They can captivate the rest of the children in the group with their ideas, so we classified them as the first (highest) level of development of creative abilities.

60% of the children in the experimental group involved in the experiment were assigned to the second (average) level of creativity. These children can occasionally choose the topic of productive, playful activities, but more often they accept the topic of children - leaders, adults; in their independent activities they can borrow plots from famous fairy tales, films, and cartoons; do not always realize their plan of action.

20% of preschoolers in the experimental group were assigned to the third (low) level. These children are not very sociable and play alone almost all the time. They find it difficult to come up with a theme or plot for productive gaming activities, cannot complement the proposed option, and rarely express a desire to independently engage in productive gaming activities. They lack the ability to fantasize, to come up with something unusual and original. They accept the proposed topic without interest and often do not complete it.

The above data for assessing the level of creativity are presented in Table 1.

Table 1. Indicators of the level of creativity development in the experimental group at the ascertaining stage of the experiment.

	Quantity observations
Short
Average
High

Indicators of the level of creativity development in children in the control group were approximately similar to those in the experimental group. The data is presented in Table 2.

Table 2. Indicators of the level of creativity development in the control group at the ascertaining stage of the experiment.

Level of creativity development	Quantity observations
Short
Average
High

A comparison of data on the level of creativity development of the experimental and control groups at the ascertaining stage of the game experiment is presented in Table 3.

Table 3. Levels of creativity development in the experimental and control groups at the ascertaining stage of the game experiment

Level of creativity development	Experimental group, %	Control group, %
Low level
Average level
High level

During the ascertaining experiment, conversations were held with teachers, during which attention was drawn to the fact that for the personal development of a child, role-playing play is the most important condition.

In managing the game, preference is given to both direct and indirect methods. For the development of plot-role-playing games, they create a subject environment, enrich game stories. Educators and educators believe that children of senior preschool age should develop creativity through play. In their work to develop creativity in children, they use both direct and indirect methods of influence. They agree that the environment surrounding the child, certain types of activities, incidents from life, fiction, cartoons, fairy tales, etc. contribute to the development of the child’s imagination.

Very often, educators are direct participants in the game, since most children’s interest in a new task subsides without the support of an adult. Teachers are of the opinion that children should be given complete freedom and independence in role-playing games, which will lead to best development creativity in preschoolers.

Based on observations of the role of educators in the game and conversations with them, we can conclude that:

Typical for preschoolers is the idea of ​​role-playing games as a natural, spontaneous and independent activity of preschoolers.

Knowledge about the requirements for organizing pedagogical guidance through role-playing games comes down to understanding the role of the teacher as a guarantor of children's freedom and independence. However, in practice, this position is corrected by the need to maintain discipline in the group, which leads to frequent cases of restraining children’s playful manifestations, interrupting play, and direct interference in play.

Characteristic for educators is the idea of ​​gaming creativity as a spontaneous process, assessed by the degree of manifestation of independence in the game (in fact, the quality of the game is not taken into account).

As a result of the study, at the ascertaining stage of the study, it was found that only 15-20% of children are characterized by a high level of creativity. This applies equally to both experimental and control groups. They can come up with various new ideas; quickly adapt to the game task; can offer more than one plot option; are able to use known objects and objects in a new way. The majority of children (80%) are not ready to solve problems that require the manifestation of creative abilities. Their interest in a gaming task decreases without the support of an adult, and some find themselves unable to solve a new problem.

In the process of a psychological experiment, it was established that educators do not always understand the significance of this work, and even if they understand, there are not always opportunities for the special development of creativity in the process of role-playing games, i.e., the educator does not have knowledge of methods for developing creativity in the game and behind the scenes. outside of it.

In the group, authoritarian forms of communication with the child predominate, which harms the manifestation of creativity. The game is not always managed in order to develop it. Therefore, the above results of the level of creativity development are justified.

Consequently, the results of the ascertaining stage of the study require conducting the formative stage of the psychological experiment in accordance with the psychological and pedagogical conditions proposed in the hypothesis.

The goal of the formative stage of the psychological experiment was to create a psychological pedagogical conditions on the development of creativity in children of senior preschool age in role-playing games.

Psychological experiment was conducted in natural conditions group room a kindergarten where an environment was created that allowed the child to feel relaxed: children were allowed to freely use play materials and materials for creative activities; all material was located in accessible places; did not allow the use of criticism of children’s independent manifestations; created conditions for establishing partnerships with adults in play activities.

The main difficulties in conducting the experiment were related to the child’s acceptance of an adult as a partner in the activity. Thus, the children participating in the experiment were initially distrustful of the adult’s changed position and perceived his behavior as a game that would soon end. Children are often wary of any adult who brings them into the group, and even more so, who comes into direct contact with him. It turned out that children hold back their manifestations, afraid of being noticed by the teacher.

The experimenter's entry into the children's activities and the development of partnerships in it gradually changed the children's position. We noticed that children began to often turn to adults, sincerity in communication, especially in cases where the experimenter supported the children’s conversation about cartoon characters, was aware of children’s interests, was included in the discussion of the children’s idea, took into account the opinions of other children, and emphasized the merits of the idea child. The experimenter actually provided assistance to the child in case of difficulties or requests for advice.

During the formative stage of personal development, a significant place was occupied by individual work with children, in which they tried to show their goodwill and interest in each child, without exception, such work was of particular importance for low-active, often conflicting children, withdrawn, who could not satisfy the need for “ acceptance" by their children and adults.

For example, it took a lot of effort to establish contact with Vadim B., who practically did not take part in joint activities with other children. For the purpose of emancipation, he was offered to play with toys from Kinder Surprise. The experimenter himself unobtrusively entered into the game; Vadim and I often looked at the illustrations of books available in the group (a boy’s usual activity); offered to discuss the content of the illustrations; I tried to find out in conversation the reasons for the child’s desire for solitude. It turned out that other children do not accept Vadim in their classes, and he “doesn’t know” why. The experimenter began to more often offer the boy instructions to help an adult or children, to bring something, to ask someone a question, and to involve children in activities. During the joint activity of older preschoolers with an adult, the experimenter spoke about Vadim’s merits, turned to him when discussing the plan, and demonstrated his achievements. After some time, the experimenter noticed that the boy began to be more active in communicating with other children and began to independently participate in joint activities, although he preferred those activities in which the experimenter participated.

In the experiment, the adult specifically demonstrated his emotionally positive attitude both in individual communication and in relation to various children's groups (united, for example, by joint activities).

To develop role-playing dialogue, a “telephone” conversation between the characters was introduced. Seeing that the game was dying out, the experimenter took on the role of a doctor or grandmother and called the players about one thing or another. As a result, the game took a different turn, developed, and other characters were involved. The children rejoiced at the interesting turn of events and were carried away by the joint activities.

To develop plot development, an invention game was played with children of senior preschool age. The experimenter asked them to remember a famous fairy tale. For example: “Sasha, Vika, what fairy tale do you like most? About the Gray Wolf? Somehow I forgot it a little. Let’s remember her together: Sasha will tell you a little, then Nastya, then me, and then Sasha.” The retelling took place in a free environment, without assessing the quality of the child’s speech and requirements for the completeness of the story. It was important for us that the child convey the general meaning of the next event.

Then the experimenter suggested to these children: “Let's play in a new way! Together we will come up with one common fairy tale about Ivan Tsarevich and the Gray Wolf, but a little different.”

As they mastered the ability to combine various events together, they encouraged children to combine plotting with role-playing interaction (for example, Baba Yaga calls the seller to find out if she can buy a broom in the store, since it is broken).

During these tasks, the children were focused on listening to each other and continuing their partner’s story. As a result, preschoolers were able to realize their creative potential and act in concert. Children learned to build new sequences of events and, at the same time, focus on their peers: indicate for them (explain) what event he would like to unfold at the next moment of the game, listen to the opinions of partners (after all, they can suggest other events); the ability to combine events proposed by the child himself and other participants in the overall plot of the game.

The emotional behavior of the experimenter, his passion, ability to improvise, and respond flexibly to any suggestions from children greatly influenced the joy of co-creation, partnerships, and cooperation.

The following changes were noticed in the behavior of children: the emergence of trust in adults, greater self-confidence in the process of participating in joint activities.

The experimenter’s manifestation, expressed by the absence of harsh assessments, harsh appeals, and the desire to act together, allowed the child to see the adult as a subject of interest. This was expressed in frequent appeals to the teacher about organizing joint activities, resolving conflict situations, etc.

In order to relieve emotional stress, an atmosphere of resolution was created among older preschoolers. To do this, we used the brainstorming method and the garland method. Brainstorming occurred unplanned when solving a problem, when discussing an action, incident or event from a work of art. The children themselves, while discussing, corrected the ideas expressed, analyzed them (what is good and what is bad about them, which idea can be implemented most quickly, easily, etc.). At such moments, observing the children, one could note their more attentive attitude towards each other in conditions of joint activity, which is associated with the emergence of interest in their peer partner as a carrier of something new.

Garlands of analogies were formed in the form of a list of words. These could be all parts of speech, as well as combinations of words. Starting from the original word, the children formed a chain that could end arbitrarily or with the word from which the garland was “pulled.” For example: road - winding - steep - egg - slippery - slide - snow - desert - sugar - tasty - compote - fruit - a lot - you will get sick - hospital - medicine - bitter - onion - garden bed - road.

Or: apple - sweet - ice cream - cold - snow - wet - road - long - fairy tale - Baba Yaga - broom - street - fun - birthday - holiday - guests - evening...

The garland method allowed preschoolers to think creatively, draw parallels between objects, not be distracted from their associations, and identify similarities between objects based on some properties or relationships. Interest in joint activities pushed them to discuss associations. As a result of the work carried out at the formative stage of the psychological experiment, it was found that conflict between children was reduced, the child’s internal potential was activated, and emotional stress was relieved.

To test the effectiveness of the formative stage of the psychological experiment, a control examination of children in the experimental and control groups was conducted. The methodology of the control examination coincided with the methodology of the ascertaining examination of the development of creativity in children of senior preschool age in role-playing games. The results were analyzed using data from a survey of the level of development of children's creativity.

Table 4. Indicators of the level of creativity development in the experimental group at the control stage of the gaming experiment.

Level of creativity development	Quantity observations
Short
Average
High

Table 5. Indicators of the level of creativity development in the control group at the control stage of the experiment.

Level of creativity development	Quantity observations
Short
Average
High

Table 6. Indicators of the level of creativity in the experimental group at the ascertaining and control stages of the gaming experiment.

Level of creativity development	Ascertaining stage (%)	Control stage
Short
Average
High

The data in Table 6 shows that the creation of an emotionally positive environment made it possible to improve creativity indicators in the experimental group. Comparison of the data from the ascertaining stage with the data obtained at the control stage shows that the number of children with a low level of creativity decreased by 4 times, the number of children who had an average level of creativity development decreased by 30%. Due to the decrease in the number of low and average levels of creativity by 45%. the number of children who showed a high level of creativity increased. Overall, this proves that the content and techniques of the formative stage of the experiment were chosen correctly and were effective in increasing the level of creativity in children.

The non-traditional relationship between an adult and a child, the non-standard setting of the experiment - all this contributed to the ease with which children accepted control tasks, the emergence of occasional departures from the stereotypical ways of completing a task, and the desire to complete the task with a positive result.

The activating intervention of an adult pushed children to new solutions to problems arising in their activities. Providing freedom in organizing play activities contributed to the establishment of personal relationships between children. In such conditions, children had less conflict with each other, moreover, they tried to participate in solving common problems. They were united by the common idea of ​​​​creating an interesting game, and by the emotional uplift associated with the feeling of involvement in something that cannot be achieved in individual activities.

When characterizing the creative manifestations of children when performing tasks at the control stage of the study, it is necessary to note speed, as the ability to quickly adapt to the current situation, and flexibility, as the ability to propose a new use for a known object, characteristic of a larger number of children compared to the results of the ascertaining experiment.

Those children whose results at the ascertaining stage of the study were low showed flexibility when choosing a way to solve problems. Nevertheless, the children used familiar ways of solving problems, which suggests that they were attached to the familiar and realistic. The children's manifestations were characterized by episodic departures from the boundaries of stereotypical plots and methods of activity. Thus, originality, as the ability to find one’s own, independent way of completing a task, manifested itself in only 5 children of the experimental group, and variability, as the ability to come up with several options for solving one problem, manifested itself in 4 children.

One can note an increase in children’s activity, desire to act independently when completing a task, desire to change the usual plot, find a different way to solve problems, and act in concert with other children and adults. And although there was no special task - to form methods of creative activity - at this stage, the children mastered them in the process of joint activity and communication between the child and the adult.

The control stage of the study showed that children were able to master ways of combining the proposed ideas. Thus, in joint activities one could observe children’s attempts to come up with a new plot, solve a “difficult” problem, use their experience to solve a problem in a new way, etc.

Similar creative manifestations could be noticed in the independent activities of the children, especially towards the end of the experiment. Problem solving methods were used such as recalling situations from plots borrowed from books and cartoons, etc. The levels of creativity development in children who made up the control group at the ascertaining and control stages of the psychological experiment are presented in Table 7 and Diagram 7.

Table 7. Indicators of the level of creativity in the control group at the ascertaining and control stages of the experiment.

Level of creativity development	Ascertaining stage (%)	Control stage
Short
Average
High

Minor changes in the level of creativity of the control group, identified at the control stage: a decrease of 10% in children with a low and a 5% decrease in children with an average level of creativity, a 15% increase in the number of children who showed a high level of creativity development confirms the assumption that without the creation of special pedagogical conditions, the achievement of significant Changes in creativity are very difficult.

A comparative analysis of the level of creativity of the experimental and control groups at the control stage of the experiment is presented in Table 8.

Table 8. Indicators of the level of creativity of the experimental and control groups at the control stage of the experiment.

Level of creativity development	Experimental group (%)	Control group
Short
Average
High

The control stage of the game experiment allowed us to come to the conclusion that in the role-playing game for older preschoolers it is necessary to use problem-based methods and methods for activating creative thinking (introducing a game task, the method of garlands and associations, the brainstorming method).

As a result, the assumption was confirmed that the development of creativity in older preschoolers in role-playing games is possible if the following conditions are created:

Play activities for preschool children will be organized taking into account the child’s personal development. The development of means of individualization is important for all ages, but it is especially relevant for the preschool education system, where the foundation of school performance is laid, the main stereotypes of educational activities are formed, and attitudes towards educational work are cultivated;

A comfortable environment and atmosphere of emotional acceptance of the child has been created;

Independence and freedom of choice in play are ensured for children of senior preschool age;

In the role-playing game there is support from the teacher-educator;

Educators and parents should understand that creativity is the ability to generate unusual ideas, deviate from traditional thinking patterns, and quickly solve problem situations. Creativity is identified as a special type among human intellectual abilities.

In the process of work, experience in the effective development of creativity in preschool children was analyzed;

The importance of role-playing games in the development of creativity in preschool children has been revealed;

The level of development of creative thinking in the process of role-playing games was diagnosed.

The problem was solved by creating in the process practical work positive motivation with children. During the play activities, friendly relations were established between the teacher and the children, they were interested by attracting play techniques, introducing elements of novelty and unusualness into the traditional forms of organizing play activities, and explaining the practical significance of the work being performed.

Conclusion

Game is a child’s constant companion from the first days of birth.

It is specially created by an adult for educational purposes in order to prepare the child for entering into social relationships. It acts as an object of fun, entertainment, joy for the child, and at the same time it is the most important means for the personal development of a preschooler.

Leading teachers around the world paid great attention to it. The literature on the role of play in the development of a child’s personality is diverse. Domestic pedagogy has made its contribution to the theory and practice of gaming activities.

Problems of gaming activity were dealt with by: K.D. Ushinsky, P.P. Blonsky, L.S. Vygotsky, A.N. Leontyev, Elkonin D.B.

Unfortunately, it is necessary to state the fact that today there is a loss of traditions associated with the game. The game is used less and less by teachers. There is a “weathering” of the game from the life of the children's group. Computerization and television have replaced live communication in the play of an adult and a child. The principle of the game is used less and less. Children develop a spontaneous interest in play, often expressed in the fact that they play bad, sometimes cruel, games.

Child psychiatrists, when faced with child health problems, especially mental disorders, sometimes make the diagnosis: “Children did not play enough in childhood.” There was even an expression - “children’s gaming dystrophy.” The consequences of this are sometimes irreversible. It is no coincidence that a branch of medicine and psychology appeared - play therapy.

Preschool age is the optimal period for personality formation, so you should not be under the illusion that these abilities will develop on their own in later life.

Research conducted by psychologists indicates that the attitude of preschoolers to the game has changed significantly: its essence, i.e., is gone. conscious and responsible behavior of the player. Children cease to correlate their behavior and their desires with the “idigo” - the image of an ideal adult or an example of correct behavior. It should be noted that the game does not arise by itself, it is passed on from one generation of children to another - from older to younger. This connection is currently interrupted. Children grow up among adults, and adults have no time to play. As a result, the game disappears from the child’s life. And with it comes childhood itself. This negatively affects the overall mental and personal development of the child.

Children ignore the “professional” and social roles, and play ceases to be a way of mastering social relationships. In all likelihood, this is due to the fact that preschoolers are increasingly moving away from adults and do not see or understand the professional activities of their parents. But plots borrowed from television films indicate that they are better familiar with the lives and relationships of the characters. And the content of games reflects the activities of people. However, the plots are divorced from life, the relationships between the characters are completely different, not like the domestic psychological concept of a children's game. Having studied these problems and conducted observations of children's play activities, we came to the conclusion why this happens? Children don't know the rules of the game. The plots are monotonous. Adults don't pay enough attention to this. Modern preschoolers do not know how to organize their activities and fill them with meaning. Most children do not have a developed imagination, they are creatively lacking initiative, and do not know how to think independently.

The poverty and primitiveness of the game has a detrimental effect on communication development children. After all, communication occurs mainly in a joint game, namely cooperative game“its rules, plot, distribution of roles” are the main content of communication. By performing various play roles, children learn to see events from different positions, take into account the influences and interests of others, and observe norms and rules. Otherwise there will be no meaningful society or joint activity.

Childhood is not only the happiest and most carefree time of a person, it is the period of the most intense formation of personality; what did not work out in childhood cannot be made up by an adult. The need to feel like an active person is expressed in the child in the desire to be different from others, independence of behavior is revealed to do everything in his own way and to be significant to other people.

The combination of recognition of the intrinsic value of preschool childhood and understanding of its first stage in the formation of personality requires a revision of the tasks of pedagogical work with children; the influence of the teacher on the formation of the child’s personality is enormous because It is he who is next to the child throughout preschool age. The teacher must take the position of an equal partner in communicating with children. In conditions of cooperation “not next to, not on, but together.” The influence of the family, existing intra-family and kindergarten relationships is very important. Having studied the problems of removing children from gaming activities, in order to increase the attractiveness of the game, we have developed the following recommendations:

Parents: Spend as much time as possible with the child (reading fiction, talking about their profession, about the professions of other people).

Involve children in joint work activities.

Create conditions for independent play activities.

Do not criticize, accept and understand play behavior child.

Take part in the game.

For educators: encourage the desire to develop independent play, choose a partner, and material for the game.

Teach children the rules of the game.

Increase knowledge about the environment (to develop the plot).

Treat game ideas created during the game with care.

Exercise indirect influence on the relationships between children in the game, allowing them to solve problems themselves.

After the game discuss justice decisions made and disputes.

Contribute to the creation and preservation of sustainable gaming groups.

Take part in the game.

In the course of the psychological study, we found out the following factors:

1. Testing to determine the level of self-esteem allowed us to conclude that children generally have average self-esteem (adequate). In this regard, recommendations and games were developed for parents and educators to increase the child’s self-esteem.

2. Sociometric research made it possible to identify the intrapersonal problems of children.

To improve the child’s status in the group, teachers were offered compensatory work with these children:

Games and play exercises;

Contribute to the creation and preservation of sustainable gaming groups;

Take part in the game.

To increase self-esteem it is necessary to carry out special games and exercises.

This work shows the development of personality in the process of gaming activity and how its formation occurs at different age stages

The conducted research made it possible to outline the general trend of the influence of social factors on the development of a child’s personality, to develop a strategy for educating preschoolers, which is that only the joint work of educators and parents will help to properly educate a creative personality, inseparable from responsibility, safety and freedom of behavior, who will strive for personal growth. Modern life is diverse and people in different “circles”, where special “rules” of personality apply, must be capable of constant social transformations, play many roles in order to maintain compliance with the situation and the normative requirements that apply to a person as a participant in the social world.

The environment plays a great influence on the development of a child’s personality, and for a preschooler this is the subject environment. It must be enriched, knowledge-intensive, and contain natural and socio-cultural means that provide a variety of child activities. The developing subject environment of childhood is a system of conditions that ensures the full development of a child’s activity and his personality; it should provide the child with conditions for creative and spiritual development. At preschool age, for the first time, a child psychologically goes beyond the boundaries of his family world and establishes relationships with the world of adults. An adult begins to act not only in a specific, but also in a generalized form as a bearer of social functions in the system of social relations. When communicating with children, the teacher adheres to the principle: “not next to and above, but together.”

Its goal is to promote the development of the child as an individual, this involves solving the following tasks: developing the child’s trust in the world, a sense of joy of existence (psychological health), and forming the beginning of the formation of a personality.

The educator does not adjust the development of each child to certain canons, but prevents the emergence of possible dead ends in the personal development of children, based on the tasks, tries to maximize the possibilities of their growth.

Exceptional importance in the pedagogical process is given to the game, which allows one to show one’s own activity and realize oneself most fully. The need to feel like an active person is expressed in the child by the desire to be different from others, to demonstrate independent behavior, to do things in his own way and to be significant to other people.

Conclusions on the game:

• The educational and developmental significance of games is enormous. In the preschool period of life, they serve as a natural form of transferring knowledge to children, contribute to the assimilation of social norms and rules, and are the basis of amateur games in which children can creatively use the acquired knowledge in play, as in all other types of children’s activities, in communication with adults and children form the child’s personality, which has a number of leading basic characteristics; their formation is the main goal of the educational process organized by the program.
• Thanks to the game, the child’s personality improves:

• The motivational-need sphere develops, a hierarchy of motives arises, where special motives become more important for the child than personal ones;
• Emotional egocentrism is overcome. A child needs to coordinate his actions with the actions of another; this helps to navigate relationships between people and contributes to the development of self-esteem.
• The child’s arbitrary behavior, mental actions, abilities and creativity develop.

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Consultation for parents.
The importance of outdoor play in comprehensive development child.

The games used in physical education are very diverse. They can be divided into two large groups: outdoor games and sports. Sports games are the highest level of development of outdoor games. They differ from outdoor games by uniform rules that determine the composition of participants, the size and layout of the site, the duration of the game, equipment and inventory, etc., which allows for competitions of various scales.

Much has been written about outdoor play. There is extensive domestic literature of both theoretical and methodological nature, which examines the role of the game, its distribution, the similarities and differences in gaming folklore among different peoples, methodological features, etc. Play is a physiological need of a child and constitutes the main content of his life.

“Play is a need of a growing child’s body. The game evolves physical strength child, the hand becomes stronger, the body, or rather the eyes, become more flexible, intelligence, resourcefulness, and initiative develop. In the game, children develop organizational skills, endurance, and the ability to weigh circumstances.” (N.K. Krupskaya)

Outdoor play is a complex emotional activity of children, aimed at solving motor problems, based on movement and the presence of rules. (Khukhlaeva D.V.)

An outdoor game is a process in which all players are necessarily involved in active actions determined by the plot and rules; the games are aimed at achieving a certain conditional goal set for children, adults and the players themselves.

Outdoor games create an atmosphere of joy and therefore make complex solutions to health, educational and educational problems the most effective. Outdoor games are an effective means of all-round development of a child.

In the game, the child practices a wide variety of movements: running, climbing, climbing over, throwing, dodging, catching, etc., they have a beneficial effect on the child’s entire body as a whole, since when actively performing movements, various muscle groups work, breathing is activated, blood circulation and metabolic processes. This in turn has a beneficial effect on mental activity. The healing effect of outdoor games is enhanced when played outdoors.

Outdoor games contribute to a greater extent to the development of physical qualities: speed, agility, strength, endurance, flexibility, and, most importantly, these qualities develop in a complex. For example, in order to dodge a “trap”, you need to show dexterity, and when escaping from it, run as quickly as possible. Captivated by the plot of the game, children perform the same movements many times without noticing fatigue. And this leads to the development of endurance.

P.F. Lesgaft considers outdoor play to be the most valuable means of comprehensively educating a child’s personality and developing his moral qualities: honesty, truthfulness, endurance, discipline, and camaraderie. He points out that systematically conducting outdoor games helps children develop the ability to control their actions, disciplines them, i.e. teaches you to act with different tensions. Games teach the child to act with greater dexterity, expediency and speed; follow the rules, control yourself, value camaraderie.

The rules are mandatory for all participants, they regulate the behavior of the players and contribute to the development of mutual assistance, collectivism, honesty, discipline, and promotes the development of strong-willed qualities - endurance, courage, determination, the ability to cope with negative emotions, i.e. outdoor play is also a means of moral education of children.

Outdoor games help eliminate isolation and shyness; the child acquires the ability to listen and hear the speech of an adult; the skill of starting and ending an action on a signal develops, a sense of collectivism and camaraderie gradually arises, this is very important.

Unexpected situations that arise in the game teach children to use acquired motor skills expediently, quickly enter the desired pace and rhythm of work, deftly and quickly perform various motor tasks, while showing the necessary effort and perseverance, which is just as important in life.

In outdoor games, the child himself has to decide how to act in order to achieve the goal. Rapid and sometimes unexpected changes in conditions force children to look for more and more new ways to solve emerging problems. All this contributes to the development of independence, activity, initiative, creativity, and intelligence.

During outdoor games, positive emotions arise, which are of particular importance, as they affect the health and physical development of the child. It is outdoor games that make it possible to regulate mental and physical stress, giving children a lot of joy and satisfaction. E.A. Arkin pointed out: “...play, like no other activity, is capable of organizing all the forces of a child, filling his being with the most vivid emotions and thus, at the same time, drowning out the incipient feeling of fatigue and bringing the body to the highest degree of efficiency.”

Joy and pleasure accompany an interesting, active game that is accessible to a child; it captivates him and has a positive effect on his overall physical condition and mental development.

The role of active play in the mental development of a child is great: children learn to act in accordance with the rules, master spatial terminology, consciously act in a changed play situation and learn about the world around them. During the game, memory and imagination are activated, thinking and imagination develop. Such games replenish the vocabulary and enrich the child’s speech.

In outdoor games, the aesthetic perception of the world is improved. Children learn the beauty of movements, their imagery, and they develop a sense of rhythm. They master poetic figurative speech.

Outdoor play prepares a child for work: children make play attributes, arrange and put them away in a certain sequence, and improve their motor skills necessary for future work.

Outdoor play can be called the most important educational institution, promoting both the development of physical and mental abilities, and the development of moral norms, rules of behavior, and aesthetic values ​​of society. Outdoor play is one of the conditions for the development of a child’s culture; it is always a creative activity in which the child’s natural need for movement, the need to find a solution to a motor problem, is manifested. While playing, a child not only learns about the world around him, but also transforms it.

Formation of play activity of a preschooler

as a psychological and pedagogical problem

1. The importance of play for the comprehensive development of a child’s personality.

2. Stages of development of children's play activity.

3. Features of play activity of mentally retarded children.
1.1. The importance of play for the comprehensive education of a child.

In order to achieve a genuine, emotionally rich game, including an intellectual solution to a game problem, the teacher needs to comprehensively guide the formation, namely: purposefully enrich the child’s tactical experience, gradually transferring it into a conventional game plan, and during independent games, encourage the preschooler to creatively reflect reality.

In addition, good play is an effective means of correcting disturbances in the emotional sphere of children brought up in unfavorable families.

Emotions cement the game, make it exciting, create a favorable climate for relationships, increase the tone that every child needs - a share of his mental comfort, and this, in turn, becomes a condition for the preschooler’s receptivity to educational actions and joint activities with peers.

The game is dynamic where the management is aimed at its gradual formation, taking into account those factors that ensure the timely development of gaming activity at all age levels. It is very important here to rely on personal experience child. Game actions formed on its basis acquire a special emotional overtones. Otherwise, learning to play becomes mechanical.

All components of a comprehensive guide to the formation of play are interconnected and equally important when working with young children.

As children grow older, the organization of their practical experience also changes, which is aimed at actively learning the real relationships between people in the process of joint activities. In this regard, the content of educational games and the conditions of the subject-game environment are updated. The emphasis of activating communication between adults and children shifts: it becomes businesslike, aimed at achieving joint goals. Adults act as one of the participants in the game, encouraging children to engage in joint discussions, statements, disputes, conversations, and promote collective decision game tasks that reflect the joint social and labor activities of people.

So, the formation of play activities creates the necessary psychological conditions and favorable soil for the comprehensive development of the child. Comprehensive education of children, taking into account their age characteristics, requires systematization of the games used in practice, the establishment of connections between different forms of independent play and non-play activities that take place in game form.

As you know, any activity is determined by its motive, that is, by what this activity is aimed at. Play is an activity whose motive lies in herself. This means that the child plays because he wants to play, and not for the sake of obtaining some specific result, which is typical for everyday life, work and any other productive activity.

Play, on the one hand, creates a child’s zone of proximal development, and therefore is the leading activity in preschool age. This is due to the fact that new, more progressive types of activity are emerging in it and the formation of the ability to act collectively, creatively, and arbitrarily control one’s behavior. On the other hand, its content is nourished by productive activities and the ever-expanding life experiences of children.

The development of a child in play occurs, first of all, due to the varied focus of its content. There are games directly aimed at physical education(moving), aesthetic (musical), mental (didactic and plot). Many of them at the same time contribute to moral education (role-playing games, dramatization games, action games, etc.).

All types of games can be combined into two large groups, which differ in the degree of direct participation of an adult, as well as different forms of children's activity.

First group- these are games where an adult takes an indirect part in their preparation and conduct. The activity of children (subject to the formation of a certain level of game actions and skills) is of an initiative, creative nature - the children are able to independently set a game goal, develop the concept of the game and find the necessary ways to solve game problems. In independent games, conditions are created for children to show initiative, which always indicates a certain level of intelligence development.

Games of this group, which include plot and educational games, are especially valuable for their developmental function, which is of great importance for the overall mental development of each child.

Second group- these are various educational games in which an adult, telling the child the rules of the game or explaining the design of a toy, gives a fixed program of actions to achieve a certain result. These games usually solve specific problems of education and training; they are aimed at mastering certain program material and rules that players must follow. Educational games are also important for the moral and aesthetic education of preschool children.

The activity of children in learning games is mainly reproductive in nature: children, solving game problems with a given program of actions, only reproduce the methods of their implementation. Based on their maturity and skills, children can start independent games that will have more elements of creativity.

The group of games with a fixed program of action includes active, didactic, musical, dramatization games, and entertainment games.

In addition to the games themselves, it should be said about the so-called non-game activities that do not take place in a playful form. This can be in a special way organized initial forms of child labor, some types of visual activities, familiarization with the environment while walking, etc.

Timely and correct use of various games in educational practice ensures the solution of the tasks set by the “program of education and training in kindergartens” in the most acceptable form for children. It should be noted that games have a significant advantage over specially organized classes in the sense that they create more favorable conditions for the active reflection of socially established experience in children's independent activities.

Finding answers to problems that arise gaming problems increases the cognitive activity of children and real life. The processes of a child’s mental development achieved in the game significantly influence the possibilities of his systematic learning in the classroom and contribute to the improvement of his real moral and aesthetic position among peers and adults.

The progressive, developmental significance of the game lies not only in the realization of the possibilities for the comprehensive development of the child, but also in the fact that it contributes to expanding the scope of their interests, the emergence of a need for classes and the formation of a motive for new educational activities, which is one of the most important factors in the child’s psychological readiness for learning. At school.
1.2. Stages of development of children's play activity.

1.3.Features of play activity of mentally retarded children.

Play should be a leading activity that ensures the zone of proximal development and has a developmental impact on the formation of the psychological appearance of a mentally retarded child.

Among the many reasons that inhibit the independent, consistent development of play in a mentally retarded child, it is necessary, first of all, to highlight the main one - the underdevelopment of the integrative activity of the cerebral cortex, leading to a delay in the timing of mastering static functions, speech, emotional and business communication with an adult during orientation. and subject activity.

The so-called deprivation, which occurs especially often in cases where a mentally retarded child is in preschool age in a closed institution, has a detrimental effect on the development of play and the lack of necessary pedagogical conditions for the development of a child.

Being deprived of the necessary influx of fresh emotional impressions, the mental retard preschooler receives information only about a narrow circle of persons and objects; his life takes place in limited, monotonous circumstances. Thus, an impoverished and sometimes distorted image of the surrounding world is superimposed on the organic defect he has.

Small mentally retarded children entering special preschool institutions, as a rule, do not know how to play at all; they manipulate toys in the same way, regardless of their functional purpose. So a child can bang a cube, a duck, or a typewriter for a long time in exactly the same way.

Particularly noteworthy in this case is the attitude towards the doll, which is usually perceived in the same way as other toys. The doll does not evoke adequate joyful emotions and is not perceived as a substitute for a person. In relation to animal toys, a mentally retarded preschooler also does not evoke an interested emotional attitude.

His actions with them resemble manipulations with cubes and cars. It is important to note that among untrained, mentally retarded preschoolers there are also children who like to “taste” a toy. They try to bite off a piece of a colored cube and lick a matryoshka doll. Such actions with toys are mainly typical for children suffering from profound intellectual disabilities, however, in some cases, they are simply caused by the inability to operate with toys, lack of experience and use in accordance with their functional purpose.

In a significant proportion of mentally retarded children, along with manipulations, there are also so-called procedural actions, when the child continuously repeats the same game process: taking off and putting clothes on a doll, building and destroying a building from cubes, taking out and putting dishes in place.

A distinctive feature of the games of untrained mentally retarded preschoolers is the presence of so-called inappropriate actions. Such actions are not allowed either by logic or by the functional purpose of the toy; in no case should they be confused with the use of substitute objects, which are often observed in the play of a normal child. An ordinary preschooler willingly uses a stick instead of a spoon, a cube instead of soap, etc. Such actions are determined by the needs of the game and indicate high level its development. But just such actions using substitute objects are never encountered among mentally retarded preschoolers when they enter special preschool institutions.

It has been noticed that during the game, mental health patients act with toys silently, only occasionally uttering individual emotional exclamations and uttering words denoting the names of some toys and actions. An untrained mentally retarded child quickly becomes saturated with toys. The duration of his actions usually does not exceed fifteen minutes. This indicates a lack of genuine interest in toys, which, as a rule, is excited by the novelty of the toy and quickly fades away in the process of manipulation.

Without special training, play cannot take a leading role among mentally retarded people and, therefore, have an impact on mental development. In this form, the game is not able to serve as a means of correction and compensation for developmental defects of an abnormal child. It is not by chance that the “Game” section is given a central place in the education and training program for the mentally retarded. This emphasizes the paramount importance of this activity for enriching child development, correction and compensation of various defects in the psyche of an abnormal child, and preparation for school.

It is known that a child’s play activity is very multifaceted, just as games are varied. With all that, the main importance among them is given to plot-role-playing games. It is this type of games that embodies the most significant and essential features of the game as an activity. Considering its special significance for child development, the program places special emphasis on the gradual formation of a complex mechanism of plot-role play in a mentally retarded child.

Before teacher-defectologist The task is to gradually introduce mentally retarded people into the world of games, teaching them various gaming techniques, and the use of various means of communication with peers. In order for a mentally retarded child to have a desire to play in a place with children, he must be prepared.

In addition to role-playing games, mentally retarded people are taught didactic and outdoor games.

Considering children’s need for movement, fragments of outdoor games can also be widely used.

Thus, the “Game” section includes three areas: teaching plot-based role-playing games, active and didactic.

Classes in the first direction are conducted by a defectologist and a teacher, and in the other two - mainly (in special classes) by teachers.

Literature.

1. “The Game of a Preschooler” (edited by S. L. Novoselova) Moscow “Enlightenment” 1989.

2. D. V. Mendzheritskaya “To the Educator about Children’s Play” Edited by T.A. Markova Moscow “Enlightenment” 1982.

3. Usova A.P. “The role of play in raising children” Edited by A.V. Zaporozhets. Moscow "Enlightenment" 1976.

4. “Guide to children’s games in a preschool institution” Compiled by: E. N. Tveritina, A. S. Barazkova. Edited by M. A. Vasilyeva. Moscow "Enlightenment" 1986.

5. Elkonin “Psychology of the game”

6. Gavrilushkina. Sokolova. "Education and training of mentally retarded preschoolers." Moscow "Enlightenment" 1985.

9. Journal of Defectology 1972 No. 2 Article by Sokolova “Features of game actions.”

Consultation on the topic: “The importance of play for the comprehensive development of a child’s personality”

The decline in living standards and the deterioration of the environmental situation in Russia are creating conditions under which the level of children's health is significantly reduced. Today, every fifth child is born sick.

Carrying out the complex and responsible task of the comprehensive development of the spiritual and physical abilities of each child in the process of his upbringing and education, kindergarten teachers often encounter children who have difficulties in learning and behavior caused by one or another developmental disorder. The idea of ​​including games in the learning process has long attracted the attention of educators. K.D. Ushinsky wrote that children acquire knowledge more easily if learning is accompanied by play.

Including games in children’s learning process increases its success, since the game creates a positive emotional background that promotes effective learning of the material; directly affects the child’s communicative activity; promotes child emancipation and stimulates the search for creative solutions.

The child’s personality is formed through play. In the process of gaming activity, dexterity, resourcefulness, endurance, activity are developed, and the cognitive activity of preschoolers develops. The game is a child’s school of communication.

Usually, almost everything that children do is called play by adults. There is a considerable amount of truth in this. After all, the game includes voluntariness and pleasure as necessary elements. That's exactly how it plays Small child. At the same time, children's play is not just a pastime. This is also work. A game for a child is his life’s work, uniting everything: his work, a way of ordering the world. Through play, he develops physically, mentally, emotionally. The child does not just run, jump, explore objects, he does it with persistence and pleasure. The game stimulates and shapes his emotions and thinking. Through play, a child gains his own life experience. Play is natural learning, sometimes more effective than “useful activities”, lessons and other complex “inventions” of adults.

In the works of domestic and foreign teachers and psychologists L.G. Vygotsky, A.P. Usova, D.B Elkonin, J. Piaget, M. Montessori, F. Kafka, it is noted that play aimed at the comprehensive development of the child is one of the main aspects of preschool education.

Game is one of those types of children's activities that is used by adults to educate preschoolers, teaching them various actions with objects, methods and means of communication. This is a unique means of non-violent education of young children. Play is the leading activity of preschoolers. It corresponds to the natural needs and desires of a preschooler, and therefore with its help he learns voluntarily and willingly. In the game, children can do things that they cannot do in real life: they come up with exciting stories, share toys with each other, follow the rules, wait their turn, and can be patient and persistent.

The advantage of the game is that it is based on the natural needs of children, does not contain coercion, is attractive and enjoyable.

In play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and work activities, and his relationships with people will subsequently depend. For example, in the game such a quality of a child’s personality is formed as the self-regulation of actions, taking into account the tasks of quantitative activity. The most important achievement is the acquisition of a sense of collectivism. It not only characterizes the child’s moral character, but also significantly rebuilds his intellectual sphere, since in a collective game there is an interaction of meanings, the development of event content and the achievement of a common game goal.

But the child himself is not always able to come up with a game that meets his capabilities and develops his abilities. Often, adults leave children alone with toys and believe that the child knows what to do with himself. Even the most useful toys themselves cannot tell or show how to play with them. A child can endlessly repeat the same primitive actions, which is unlikely to have a developmental effect.

If you imagine a normal healthy child, surrounded by many toys, but completely deprived of the company of elders, we can assume that he will perform the simplest manipulations with them, which can only conditionally be called a game. For a game to become truly educational, a preschooler must first learn to play, and after that he can develop, supplement and even invent new games.

Those who already know how to play and know interesting games can teach him to play. For many decades, these “teachers” were older children. In the yard, in a large family, games and the ability to play were passed on from generation to generation. All this happened spontaneously, naturally, without any adult intervention. Now this connection between children's generations has been broken; it often turns out that a preschooler does not see older children at all: there is one child in the family, there is no yard and no yard children.

So a child grows up among adults who have their own problems and who have no time for games. Is it an “adult” thing to play with a child? Let him play in kindergarten! But even in kindergarten there are children of the same age who have not been taught to play. As a result, it turns out that children’s games are primitive, monotonous and do little to develop their moral, volitional and mental qualities.

And from adult parents and educators, the child hears only lectures and calls to be such and such. But a child can acquire all these valuable qualities only in the process of his own activities and his own experience. Therefore, if adults want to help a child develop, they should play with him. It has been proven that children gain their first experience of collective thinking through play. Children need to be involved in the game. And the success of a society passing on its culture to the younger generation depends on what content adults will invest in the games offered to children.

It should be emphasized that fruitful assimilation of social experience occurs only under the condition of the child’s own activity in the process of his activities. It turns out that if the teacher does not take into account the active nature of acquiring experience, the most perfect at first glance methodological methods for teaching the game and managing the game do not achieve their practical goal.

In older preschool age, play gradually begins to turn into work activity, during which the child no longer just plays, but creates, builds, something necessary and useful. In such a game, the child learns to use many objects and tools that are used in everyday life.

According to R.S. Nemova, when using games with children, it is important to pay attention to the following:

1. Ensure independence in the search for knowledge, in the formation of skills and abilities.

2. Provide the opportunity to receive well-deserved rewards for success, and not so much for the gain itself, but for the demonstration of knowledge, skills and abilities.

The most useful for a child are those techniques, games and toys that are made by hand, those that are assembled and disassembled. Most of all, children need games that are aimed at developing cognitive abilities, such as imagination, attention, memory, thinking, the child’s speech, the development of his various abilities, such as musical, design, mathematical, organizational and many others.

The tasks of comprehensive education in play are successfully implemented only if the psychological basis of play activity is formed in each age period. This is due to the fact that the development of play involves significant progressive transformations in the child’s psyche, and, above all, in his intellectual sphere.

In the game, the formation of perception, thinking, memory, speech occurs - those fundamental mental processes, without sufficient development of which it is impossible to talk about the education of a harmonious personality.

The level of development of a child’s thinking determines the nature of his activity, the intellectual level of its implementation.

The child gains experience in his own activities and learns a lot from his parents and educators. Various knowledge and impressions enrich his spiritual world, and all this is reflected in the game.

The educational potential of play is most fully realized with skillful pedagogical guidance, which ensures the necessary level of development of play activity. So gradually in the game is on children master moral standards, responsibility for performing actions increases. Psychologist D.B. Elkonin identified three stages of this process:

1. The child is focused on learning the properties and qualities of objects and the possibility of acting with them. Having satisfied his interest in objects, the child begins to show attention to the actions of other children playing nearby. At this stage the foundation is laid for further development children's relationships.

2. Children's interest moves to the sphere of relationships between adults. The teacher, leading the game, aims children at mastering moral norms that serve as the basis for humane human relations.

3. The child subordinates objective actions, even the most attractive ones, to the play goal determined by the play role. The other person becomes the center of attention. Game actions are performed in the situation of using their result for the benefit of other people, that is, the activity of a preschooler acquires a social orientation. The main way to enrich the game with moral content is through familiarizing children with the phenomenon of social life and cultivating positive attitudes towards it.

The play of a preschooler is full of a wide variety of emotions, surprise, excitement, joy, and delight. This makes it possible to use gaming activities not only for the development and education of the child’s personality, but also for the prevention and correction of his mental state.

Many teachers and psychologists, such as L.S., paid attention to the existence of a special, emotional game plan. Vygotsky, D.B. Elkonin, E.A. Arkin and many others. They emphasized that the main meaning of the game lies in the diverse experiences that are significant for the child, and that in the process of the game deep transformations of the original intentions occur. The relationship between play and the emotional state of children appears in two ways. The formation and improvement of gaming activity affects the emergence and development of emotions.

A necessary condition for the emergence of a full-fledged game is the deployment of social content in it - the content of communication, interaction and relationships between characters. Observations of the game make it possible to determine how relationships with peers develop.

As the child’s play changes with the development, the following main types of child activity can be compiled: manipulative play, individual object play, collective role-playing play, individual and group creativity, competitive play, communication play, homework, educational activity, labor activity.

It is important to note the statement of D.B. Elkonin that the transition to more difficult game is associated both with the child’s age-related development and with his play experience.

Without the child's active participation in any of these activities, his mental development would be one-sided and incomplete.

Deficiency of child participation in certain types activity leads to the fact that the child has poor speech, does not know how to communicate competently, and in the future becomes not independent and knows little how to do anything with his own hands.

All healthy children have extremely large reserves of mental development, the task of parents is to facilitate their implementation in every possible way, to correct development without disturbing its harmony, which is much easier to do through play, with the help of play and during the game.

Introduction ______________________________________________________________3

The importance of play in the development of a child’s personality _________________________________4

Classification of games ______________________________________________9

Role-playing games _________________________________________________9

Theatrical games _________________________________________________10

Didactic games_______________________________________________10

Musical and didactic games__________________________________________10

Conclusion_______________________________________________________________11

References________________________________________________12

INTRODUCTION

Play is the leading activity of a preschooler. It is through play that a child learns about the world and prepares for adult life. At the same time, the game is the basis creative development child, developing the ability to correlate creative skills and real life. The game acts as a kind of bridge from the world of children to the world of adults, where everything is intertwined and interconnected: the world of adults influences the world of children (and vice versa); games often involve children “performing” certain social roles of adults; adults often use games in order to to understand the world even better (business games), to increase the level of the “inner self” ( sport games) develop the level of intelligence (role-playing games), etc.

The game is based on the perception of the presented rules, thereby orienting the child to adhere to certain rules of adult life. The game due to its characteristics - The best way achieve the development of the child’s creative abilities without using coercive methods. From all of the above, it is clear what role play should play in the modern educational process and how important it is to strive to intensify the play activity of preschoolers. Hence the constant importance and relevance of considering the theory of the use of games in the upbringing and development of a child, the development of his creative abilities.

THE IMPORTANCE OF GAME IN THE DEVELOPMENT OF A CHILD’S PERSONALITY

Development as a biological process is the implementation of closely interrelated quantitative (growth) and qualitative (differentiation) transformations of individuals from the moment of inception to the end of life (individual development, or ontogenesis) and throughout the entire existence of life on Earth of their species and other systematic groups (historical development, or phylogeny). In this case, we are interested in the first definition, which involves qualitative and quantitative changes. As a child develops, not only does his body weight grow and his physical capabilities become more active. At the same time, the child develops mentally, learns about the world, reality, and enters into communication with it. And here, the basis of a child’s communication with the world becomes play.

In the first 2-3 months of a child’s life, play and toys (game objects) are important for the development of the child’s senses, the accumulation of visual and auditory impressions, and the maintenance of a positive emotional state. For these purposes, bright, large, contrasting colors are needed. The child learns to grab them, examine them, and remove them from different positions. Then he crawls to the toys, plays with them while sitting, standing and walks with them. This is how a child’s first physical and cognitive skills are developed through the basics of play. Toys that a child sees, hears and touches with all his senses at the same time and that attract his attention with a variety of shapes, colors, and melodic sounds are important.

At this age, it is important to constantly communicate with the child, play with him, which will contribute to the development of his initial prerequisites for motor skills, communication skills, etc.

At the age of 3 to 7 years, a child begins to imitate the activities of adults in play. What is important here are games that allow you to learn the purpose of objects, their functions, and teach children to use objects as tools. Activities with pyramids, dolls, and construction sets expand children’s understanding of the size, shape, color, and position of objects in space, and activities with toys on wheels, shovels, and scoops that can be used to dig snow and sand, increase motor activity, and improve coordination. In play, a child begins to imitate the activities of adults, and toys serve as symbols for him, help develop the plots of games, and contribute to the formation of the beginnings of abstract thinking. At this age, games are necessary for the child with peers on topics that are close to their experience and reflecting events in social life. Games at this time serve as a means of forming the child’s social consciousness, uniting children into a team, learning about the world and its transformation, while creating conditions for all types of independent children’s activities.

The game is a reflection of life. Everything here is “as if”, “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, understands that he is not a “real” pilot or sailor, but feels like a brave pilot, a brave sailor who is not afraid of danger, and is truly proud of his victory.

Game as a phenomenon has been the subject of study by many philosophers. According to I. Kant, the duality of reality inherent in play as a type of activity makes play similar to art, which also requires simultaneously believing and not believing in the reality of the conflict being played out. F. Schiller considered play a specifically human form of life activity: “A person plays only when he is a man in the full sense of the word, and he is fully human only when he plays. The origin of games is associated by various researchers with magical-cult rituals or with the innate biological needs of the human body and psyche Owen M. Game theory. M. 1996. P. 4..

Cultural historians, ethnographers and psychologists study games. There are several concepts in the approach to the phenomenon of play: a) German philosopher and psychologist K. Groos; According to her, the game is preliminary preparation for the conditions future life; b) the Austrian psychologist K. Bühler, who defines play as an activity performed for the sake of obtaining pleasure from the process of activity itself; c) the Dutch scientist F. Beitendijk, who considers play as a form of realization of common primordial drives: to freedom, to merge with the environment, to repetition. Z. Freud believed that play replaces repressed desires. G. Spencer treated the game as a manifestation of excess vitality Lesnoy D.S. A game. // Great encyclopedia. M. 2000. P. 254. .

A different interpretation of games is given by the theory of “active leisure”, developed by German psychologists Schaller, Lazarus, and Steinthal. According to this theory, in addition to the passive rest that we have in our sleep, we need active rest, other activities free from everything gloomy and painful that is associated with work. Fatigue from work requires not only psychophysical relaxation, but also mental and emotional rest, which can only be realized in activity, but this activity must develop in mental space. This is why a person needs to play even when he has no unspent reserves of energy; he must play even when tired, because physical fatigue does not interfere with deep mental rest, a source of energy. This interpretation of the game, its goals and functions, like Spencer’s interpretation, is, of course, more characteristic of the world of adults, although it is absolutely clear that the concept of play should cover both the play of children and the play of adults. Moreover, the functions of play in children and adults can be completely different Lesnoy D.S. A game. // Big encyclopedia. M. 2000. P. 256. .

It seemed to some that they had found the source and basis of the game in the need to give vent to excess vitality. According to others, Living being, while playing, obeys the innate instinct of imitation. It is believed that the game satisfies the need for rest and relaxation. Some see the game as a kind of preliminary training for the serious business that life may require, or consider the game as an exercise in self-control. Others, again, look for the beginning in the innate need to be able to do something or do something, or in the desire for dominance or competition. Finally, there are those who treat the game as an innocent compensation for harmful impulses, as a necessary replenishment of monotonous one-sided activity, or as the satisfaction in some fiction of desires that are impossible to fulfill in a real situation and thereby maintaining the sense of personality of Lesnoy D.S. A game. // Big encyclopedia. M. 2000. P. 256..

The Dutch thinker and cultural historian J. Huizinga, who undertook a fundamental study of the game (Homo ludens, “Man Playing”), sees its essence in the ability to delight and bring joy; he defines it as “a voluntary action or occupation performed within established boundaries of place and time according to voluntarily accepted but absolutely binding rules with a purpose contained in itself, accompanied by a feeling of tension and joy, as well as the consciousness of a “different existence” than the “everyday” " life". A game that exists not only in the human, but also in the animal world, does not lend itself, according to Huizinga, to logical interpretation; in the fullest sense of the word, it is a kind of excess. However, this point of view did not prevent the philosopher from seeing in play, as the highest manifestation of human essence, the basis of culture, and therefore the basis for the development of Huizinga J. Homo ludens. M., 1992. S. 17-18..

Among domestic researchers of the game phenomenon are Elkonin, Leontyev, Sukhomlinsky and others.

V.A. Sukhomlinsky emphasized that “game is a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the child’s spiritual world. A game is a spark that ignites the flame of inquisitiveness and curiosity.” Quote. by: Nikitin B.P. Educational games. M. 1998. P. 12..

It is difficult to find a specialist in the field of child psychology who would not touch upon the problems of play and would not put forward his own point of view on its nature and significance. Gaming activities are widely used for practical purposes. A special “play therapy” is widespread, using extensive forms of play activity to correct possible deviations in the behavior of children (inadaptability, aggressiveness, isolation, etc.), for the treatment of mental illnesses See: Elkonin D.B. Selected psychological works. M.:: 1989. P. 65. .

In the empirical psychology of play, in the study of play, as well as in the analysis of other types of activity and consciousness in general, the functional-analytical approach dominated for a long time. The game was considered as a manifestation of an already mature mental ability. Researcher K.D. Ushinsky saw in play a manifestation of imagination or fantasy, set in motion by a variety of effective tendencies. A.I. Sikorsky connected play with the development of thinking. N.K. Krupskaya spoke in many articles about the importance of games for understanding the world and for the moral education of children. “...Amateur imitative play, which helps to master the impressions received, is of enormous importance, much more than anything else.” The same idea is expressed by A.M. Bitter; “Play is the way for children to understand the world in which they live and which they are called upon to change.” Quote. by: Nikitin B.P. Educational games. M. 1998. P. 12..

The educational significance of the game largely depends on the professional skills of the teacher, on his knowledge of the child’s psychology, taking into account his age and individual characteristics, on the correct methodological guidance of children’s relationships, on the precise organization and conduct of all kinds of games.

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 in the search for means for its implementation. In the game, children simultaneously act as playwrights, prop makers, decorators, and actors. However, they do not hatch their idea, do not prepare for a long time to perform the role, like actors. They play for themselves, expressing their dreams and aspirations, thoughts and feelings that possess them at the moment. Therefore, a game is always improvisation, and therefore a developmental activity.

Reproducing various life events through play - episodes from fairy tales and stories, the child reflects on what he saw, read and heard about; the meaning of many phenomena, their meaning becomes more clear to him.

In play, children's mental activity is always associated with the work of their imagination; you need to find a role for yourself, imagine how the person you want to imitate acts, what he says or does. Imagination also manifests itself and develops in the search for means to accomplish what is planned; Before you go on a flight, you need to build an airplane; You need to select suitable products for the store, and if there are not enough of them, make them yourself. This is how the game develops the creative abilities of a younger schoolchild, the abilities of a child.

Interesting games create a cheerful, joyful mood, make children's lives complete, and satisfy their need for active activity. Even in good conditions, with adequate nutrition, the child will develop poorly and become lethargic if he is deprived of exciting play.

Most games reflect the work of adults; children imitate the household chores of their mother and grandmother, the work of a teacher, doctor, teacher, driver, pilot, astronaut. Consequently, games instill respect for all work that is useful for society, and affirm the desire to take part in it ourselves.

A game is a form of activity in conditional situations. Real actions performed during the game, often requiring complex mental work, specific skills and abilities, occur in a situation of conditional reality, recognized as such by the player himself.

CLASSIFICATION OF GAMES