Natalya Fufarova
A game represents a special activity, which blossoms in childhood and accompanies a person throughout his life. It is not surprising that the problem of the game has attracted and is attracting the attention of researchers, not only teachers and psychologists, but also philosophers, sociologists, and ethnographers. There are a number of theories who look at the game from two points of view:
A game, How activity, in which the child develops holistically, harmoniously, comprehensively
A game as a means of acquiring and developing knowledge.
It is now generally accepted that play is the child’s leading activity preschool age
There is also basic specific developmental value of role-playing games. The developmental nature of the game lies in the fact that it puts forward a number of requirements for the child nku:
1) This is an action in the imaginary plane. The need to act in an imaginary plan leads to the development of children symbolic function of thinking, the formation of a plan of ideas, the construction of an imaginary situation.
2) The child’s ability to navigate in a certain way in the system of human relationships, since a game aimed specifically at their reproduction.
3) Formation of real relationships between children playing. Joint a game impossible without coordination of actions.
It is also generally accepted that the game develops knowledge about the phenomena of social life, about actions and relationships.
Nevertheless, we are forced to admit that a game"Leaving Kindergarten".And there are several reasons:
1. U children have few impressions, emotions, holidays, without which the development of the game is impossible. Children receive most of their impressions from television programs.
2. A game –depicting the lives of adults: playing the child imitates them, models various sociocultural situations and relationships. Unfortunately, kindergartens in large cities are faced with the fact that children do not know what their parents do. Parents, in turn, cannot clearly explain to their child where they work and what they do. The professions of salesman, postman, tailor and cutter have left children's direct observation.
3. Don't adults play. The game cannot be taught otherwise than playing with a child.
Also, one of the reasons for the game leaving the preschool educational institution is our desire "to please" parents, as a result of which teachers do nothing but "are engaged" with kids. There is a children's play manual. Currently 3 basic methods of guiding children's games.
1. Basic the way the teacher influences children's play and education children in a game - influence on its content, i.e. on the choice of theme, plot development, distribution of roles and on the implementation of game images. The teacher enters the game to show children new playing techniques or to enrich the content of an already started game.
2. Method of forming the game as activities are based on the principles:
Educator plays together with children in order for children to master gaming skills. The adult's position is the position « playing partner» , with whom the child would feel free and equal.
Educator plays with children throughout preschool childhood, but on each age stage to develop the game in a special way, so that children immediately "opened" and a new, more complex way of constructing it was learned.
Starting early age and further at each stage preschool In childhood, when developing gaming skills, it is necessary to simultaneously orient children, both to carry out the game action and to explain its meaning to partners.
The formed principles of organizing a story game are aimed at developing children gaming abilities, skills that will allow them to develop independent play.
3. Method of complex management of the game.
Having considered three approaches to managing the game preschoolersconclusions need to be drawn:
A game must be free from adult-imposed "above" topics and regulation of actions
The child must be able to master increasingly complex "tongue" games
Game is a joint activity of the teacher and children where the teacher is playing partner.
For the development of gaming activitiesseveral conditions must be met: creation of a subject-developing environment, the presence of a certain time in the daily routine and the activity of the teacher. Without fulfilling these conditions, the development of creativity is impossible. amateur game.
Psychologist A. N. Leontiev considered the leading such activities, which has a given age period has a special impact on the development of the child.
The teacher is given certain tasks at each age stage.
Early group age:
In a joint game with children, teach how to act with objects and toys, learn to combine them with a simple plot
Develop the ability to perform actions in accordance with the role.
Develop the ability to perform 2-3 consecutive episodes in the game.
Second junior group:
To promote the emergence of games on themes of observations from the surrounding life, literary works.
Together with children games develop the ability to come up with a simple plot, choose a role, perform several interrelated actions in a game, play a role in a joint game with peers.
Learn children use in games construction material.
Encourage attempts children choose your own attributes for games.
Middle group:
Together with children games containing several roles, improve the ability to unite in a game, distribute roles, and perform game actions in accordance with the game plan.
Learn children prepare the environment for the game - select objects and attributes, choose a convenient place.
Develop children the ability to create and use attributes for the game from building materials, plastic and wooden construction sets.
Senior and preparatory groups
Develop the ability to independently choose a theme for the game.
Develop the plot on knowledge base, obtained from the perception of the environment.
Learn to agree on a topic for starting the game, assign roles, and create the necessary conditions.
Learn to collectively build buildings necessary for the game, and jointly plan the upcoming work.
Develop the ability to use substitute objects.
Basicfeatures of role-playing games:
1. Compliance with the rules
2. Social motive of the game
4. Intellectual development
5. Development of imagination and creativity
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Topic: "Game"
Play is the main activity of preschoolers
In the development of a child and a group of children, a huge role belongs to the main type of children's activity in the preschool period - play.
Philosophers, historians, ethnographers, psychologists, and teachers study the origins of games, their place in a child’s life, and the possibilities of effectively using games to solve educational problems.
Marxist-Leninist pedagogy, developing the theory of play, proceeds from the position of its socio-historical foundations: play is determined primarily by the circumstances of the child’s social life and by his assimilation of the experience of older generations.
N.K. Krupskaya made a significant contribution to game theory. Emphasizing the social nature of children's games, the reflection in them of the phenomena of life, she first of all saw in the game a means of expanding impressions and ideas about the surrounding reality, connections with it. “For children of preschool age,” she wrote, “games are of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education. Play for preschoolers is a way of learning about their surroundings.”
The social nature of the games' content and play activity due to the fact that the child lives in society. Already from the first months of life, he strives to communicate with others, gradually mastering language - a powerful means of communication and assimilation of social experience. The child wants to be an active participant in the lives of adults, but this need does not yet correspond to his capabilities. In the game, imitating the actions of his elders, empathizing with their joys and sorrows that are accessible to him, he becomes familiar with the life around him in such a unique way.
Highly appreciating the educational role of children's games, A. S. Makarenko wrote: “Game is important in the life of a child, it has the same meaning as activity, work, service for an adult. What a child is like at play, so in many ways he will be at work when he grows up. Therefore, the education of a future leader occurs primarily in play.”
The originality of the game as an activity for children
The main feature of the game is that it represents children’s reflection of the life around them - the actions, activities of people, their relationships in an environment created by the child’s imagination. In the game, a room can be the sea, a forest, a metro station, or a railway carriage. Children give the environment the meaning that is determined by the design and content of the game.
This feature is very convincingly characterized by L. N. Tolstoy in the story “Childhood” (chapter “Games”), Main character her - Nikolenka says: “I myself know that you can’t just kill a bird with a stick, but you can’t even shoot it. It's a game. If you think like that, then you can’t ride on chairs; and Volodya, I think, himself remembers how on long winter evenings we covered the chair with scarves, made a carriage out of it, one sat as a coachman, another as a footman, the girls in the middle, three chairs were three horses - and we set off on the road. And what different adventures happened on this road! And how fun and quickly the winter evenings passed!.. If you really judge, then there will be no game.”
The outstanding director and actor K. S. Stanislavsky, in his book “The Actor’s Work on Oneself,” characterizing children’s play, says that a child’s play is distinguished by faith in the authenticity and truth of fiction. As soon as a child says to himself “as if,” fiction already lives in him. At the same time, one more property is noticed in the child: children know what they can believe, and what they should not notice.
This nature of the game distinguishes it from all other types of children's activities and, to some extent, makes it similar to art, with a figurative reflection of reality. Reproduction of real actions in the game is not an exact copy, but a mirror image of them. Children are not bound by all the specific conditions of the real situation, time, or a strict sequence of actions. While playing, they believe that while remaining in the room, they are floating among the raging sea, experiencing the feeling of fear and the joy of overcoming it. Like brave astronauts, they fly to the Moon and return back. Events develop, as in a fairy tale, “not by days, but by hours.”
Another feature of gaming activity is its amateur nature. Children are the creators of the game, its creators. They, as already mentioned, reflect in it their knowledge about life phenomena and events known to them, and express their attitude towards them.
A feature of children's play is also the combination and interrelation of image, play action and word. These are not its external signs, but its very essence. In the game, the child lives through the actions and feelings of the hero portrayed. Sometimes the child is so captivated by the image that he does not even respond to the usual address to him: “I am not Seryozha, I am the captain.” At the same time, he willingly acts in accordance with the image reflected in the game. “Comrade captain, your ship will soon go to sea. Sailors must be strong and healthy. Build them for physical exercise", says the teacher. And the captain cheerfully and authoritatively gives the command: “Get ready to exercise!”
Children don't play silently. Even when the child is alone, he talks to a toy, conducts a dialogue with an imaginary participant in the game, speaks for himself and for his mother, for the patient and the doctor, etc. The word is, as it were, an accompaniment to the game action and more fully reveals the image, attitude towards him the child himself.
Verbal communication plays a huge role during the game. By communicating, children exchange thoughts and experiences, clarify the idea and content of the game. Verbal collusion in the game performs an organizing function, contributes to the emergence and strengthening of mutual understanding and friendship between children, the same attitude towards certain facts and phenomena of the surrounding life.
The relationship between the image, the game action and the word is the core of the game activity and serves as a means of reflecting reality.
The main structural elements of the game are: the game concept, plot or content; game actions; roles; rules that are dictated by the game itself and are created by children or proposed by adults. These elements are closely interrelated and define play as a unique activity for children.
The game concept is a general definition of what and how children will play: in the “shop”, in the “clinic”, in the “pilots”, in the “daughters and mothers” (in the “family”), in the “ kindergarten", etc. It is formulated in speech, reflected in the game actions themselves, formalized in the game content and is the core of the game. According to the game concept, games can be divided into more or less typical groups: a) reflecting everyday phenomena (games of “family”, “kindergarten”, “clinic”, etc.); b) reflecting creative work (construction of the metro, the work of collective farmers, construction of houses, factories, stadiums, etc.); c) reflecting social events, traditions (holidays, demonstrations, meeting guests, travel, etc.). This division of them, of course, is conditional, since the game can include a reflection of various life phenomena.
The plot, the content of the game is what makes up its living fabric, determines the development, diversity and interconnection of game actions, the relationships of children. The content of the game makes it attractive, arouses interest and desire to play.
The structural feature and center of the game is the role played by the child. Based on the significance of the role in the game process, many of the games are called role-playing or role-playing. The role is always correlated with a person or animal, his imaginary actions, actions, relationships. The child, entering into their image, becomes the one whom he imitates, that is, he plays a certain role. But the preschooler does not just play this role, he lives in the image and believes in its truthfulness. Depicting, for example, a captain on a ship, he does not reflect all of his activities, but only those features that are necessary during the course of the game: the captain gives commands, looks through binoculars, takes care of passengers and sailors.
During the game, the children themselves (and in some games, adults) establish rules that define and regulate the behavior and relationships of the players. They give games organization and stability, consolidate their content and determine further development, the complication of relationships and relationships. At the same time, the rules of the game help timid, shy children to be active participants in the game.
All of these structural elements of the game are more or less typical, but they have different meaning and are related differently in different types x games.
Play as a means of educating and developing children
Being an exciting activity for preschoolers, play is at the same time the most important means of their education and development. But this happens when it is included in an organized and controlled pedagogical process. The development and formation of the game to a large extent occurs precisely when it is used as a means of education.
Guided by the requirements of the “Kindergarten Education Program,” the teacher selects and plans program content that should be learned by children in games, clearly defines didactic and gaming tasks, actions and rules, and the expected result. He, as it were, designs the entire course of the game without destroying its originality and amateur character.
By including play in the pedagogical process, the teacher teaches children to play and create, according to A. S. Makarenko, “ good game" Such a game is characterized by the following qualities: educational and cognitive value of the content, completeness and correctness of the reflected ideas; expediency, activity, organization and creative nature of game actions; obedience to the rules and the ability to be guided by them in the game, taking into account the interests of individual children and all players; targeted use of toys and play materials; goodwill of relationships and joyful mood of children.
By directing the game, the teacher influences all aspects of the child’s personality: his consciousness, feelings, will, behavior, and uses it for the purposes of mental, moral, aesthetic and physical education.
During the game, children's knowledge and ideas are clarified and deepened. In order to fulfill one or another role in the game, the child must translate his idea into play actions. Sometimes knowledge and ideas about people’s work, specific actions, and relationships turn out to be insufficient, and there is a need to replenish them. The need for new knowledge is expressed in children's questions. The teacher answers them, listens to conversations during the game, helps the players establish mutual understanding and agreement.
Consequently, the game not only consolidates the knowledge and ideas that children already have, but is also a unique form of active cognitive activity, during which they, under the guidance of the teacher, acquire new knowledge.
The teacher uses the content of the games to develop in children a positive attitude towards socialist reality, love for the Motherland, their people, teaches them the rules of social behavior, checks how they have been learned, and reinforces them. In and through play, the teacher develops in preschoolers such qualities as courage, honesty, initiative, and endurance.
A game is a kind of school in which a child actively and creatively learns the rules and norms of behavior. Soviet people, their attitude to work, public property, their relationships. It is the form of activity in which the social behavior the children themselves, their attitude to life, to each other.
By organizing the game and directing it, the teacher influences the group of children and, through the team, each child. Becoming a participant in the game, the child is faced with the need to coordinate his intentions and actions with others, to obey the rules that are established in the game.
Outside of pedagogical guidance, children's games can sometimes have undesirable influences. N.K. Krupskaya wrote: “There are games that develop cruelty, rudeness, incite national hatred, have a bad effect on the nervous system, cause excitement and vanity. And there are games that have enormous educational significance, strengthening the will, cultivating a sense of justice, the ability to help in trouble, etc., etc.”
To use the positive influence of play and prevent the occurrence of unwanted games, you need to teach children to distinguish between what is good and what is bad, to cultivate an active desire for good and dislike for bad. To this end, the teacher, through play and in play, reveals to children the meaning of certain positive facts, evaluates them, makes the children want to imitate them, and thereby shapes their attitude towards what is displayed in the game.
The teacher widely uses the game as a means of physical education. Most games require active movements that increase blood circulation and promote a fuller and deeper metabolism. Motor activity contributes to the formation of correct posture, the development of coordination of movements, and their beauty. However, it would be wrong to think that play is a means of physical education in itself. Without pedagogical guidance, play can be detrimental to children's physical development. Sometimes they become overtired by being in the same position for a long time (squatting) or, conversely, by moving too much. Therefore, the teacher first of all takes care of maintaining hygienic conditions for children to play.
Using a clear, gradually developing system of games, the teacher increases the effectiveness of physical development preschoolers. It creates a joyful, cheerful mood in them during the game, and a positive emotional state is the key to the full physical and neuropsychic development of the child and at the same time a condition for nurturing a cheerful, friendly character.
The game is also widely used as a means of aesthetic education, because children reflect the world around them through a role, an image. Imagination is of great importance in the game - creating images based on previously received impressions. The content of many games includes familiar songs, dances, poems, and riddles. All this allows the teacher to deepen the aesthetic experiences of children. Often in games they decorate their buildings and use elements of dressing up, which helps to develop artistic taste.
Thus, play is a means of comprehensive education and development of children.
The role of play in organizing children's lives
A game for a child is real life. And if the teacher organizes it wisely, he gets the opportunity to influence the children. A.P. Usova noted: “Properly organizing the life and activities of children means raising them correctly. An effective education process can be carried out in the forms of play and playful relationships precisely because the child here does not learn to live, but lives his own life.”
In games, children reflect certain actions, personal characteristics and relationships of people. But behind all this there are still no real personality traits and qualities of the child himself. For example, while playing a role in a game that requires him to show kindness and caring, in life this child can sometimes be selfish and rude. That is why pedagogical guidance of games is so important, ensuring their maximum educational effect.
The choice of games is essential. Directing it on a daily basis, the teacher studies each child, identifies children’s associations, and emerging play groups. He has the opportunity to assess the usefulness or harmfulness of certain groups and draw a conclusion about the need for certain influences on children.
Younger preschoolers do not yet know how to play. And it is the teacher who, by organizing games, teaches them this. When children have mastered the game and have sufficient experience in gaming activities, it becomes independent for them and relies on their self-organization.
Using play as a form of organizing children’s lives, first of all, one should guide and develop their common interests, achieving unity among the children’s team. A. S. Makarenko, highly appreciating the role of play in organizing the lives of children, wrote about the role of the educator: “And I, as a teacher, must play with them a little. If I only teach, demand, insist, I will be an outside force, maybe useful, but not close. I must definitely play a little, and I demanded this from all my colleagues.” The teacher should be close to the children and a welcome participant in their games. Using the content and rules of the game, his playing role, he tactfully directs its course, the relationships of the players, without suppressing their initiative.
The “Education Program in Kindergarten” indicates the time for games fixed in the daily routine. It must be strictly observed: play cannot be replaced with any other forms of working with children.
In the interval between breakfast and classes (8-10 minutes), children usually continue the game they started or play with toys and board games.
For older children, the program includes games between classes. Their purpose is a short (8-10 min.) rest for children, but these games should not require excessive motor activity, cause significant mental stress. It is best to use games with a ball, bilboke, and small toys.
The longest time for games is allocated for a walk (1 hour - 1 hour 20 minutes). Its correct organization and content interesting games makes children's stay in the air useful and enjoyable. To do this, the site must have special structures and buildings (steamers, buses, etc.), large building materials, stretchers, shovels, balls, jump ropes, hoops, etc.
After the afternoon rest and afternoon snack, there is also time for games. In winter and autumn, usually in a group room, and in spring and summer, role-playing games are played outdoors, or children play with toys, building materials, and board games. At the same time, games with elements of fun are used.
The relationship between play, work and learning
In the pedagogical process, play is in close interaction with other types of children's activities, and above all with labor and learning in the classroom.
The relationship between play and work is determined by the fact that there are similarities and differences between them. A. S. Makarenko pointed out that in a game, as in work, there is a working effort and an effort of thought: “A game without effort, a game without active activity is always a bad game.” The only difference between play and work is that “...work is a person’s participation in social production... in the creation of material, cultural, in other words, social values. The game does not pursue such goals; it has no direct relation to social goals, but it has an indirect relation to them: it accustoms a person to the physical and mental efforts that are necessary for work.”
In a game, there is often a need to create a toy, one or another device. During modeling and design classes, children, under the guidance of a teacher, make toys and aids that are used in games. The skills of independence acquired through work are transferred to play.
IN different groups In kindergarten, the relationship between play and work is of a different nature.
IN junior groups many basic work skills, especially in the areas of self-service, cultural communication, and handling things, are learned to a large extent in playing with dolls; motor skills, ability to navigate in space - in outdoor games. For older children, work becomes an independent activity. However, the relationship between play and work remains to some extent. Thus, children make homemade toys during manual labor classes, and use them, and very willingly, in games.
Soviet pedagogy does not oppose play to learning in the classroom, but makes extensive use of their relationship in the process of educational influence on children. With the introduction of education in kindergarten, the subject matter expanded significantly and the content of games deepened. In classes, children receive a wide range of knowledge and ideas about objects and phenomena, about the surrounding life, which are used in the game. The learning process itself organizes the cognitive activity of children, which undoubtedly improves the culture of play. The content of the lessons is not directly transferred into the game, but is refracted in a unique way through experience, the design of the game, and the children’s attitude to the phenomena displayed in the game.
At the same time, play also influences the cognitive development of children and causes the need to expand knowledge. The game teaches you to purposefully and consistently reproduce knowledge, to implement it in game actions and rules.
The relationship between play and learning does not remain unchanged throughout preschool childhood. In younger groups, play is the main form of learning. In senior education, especially in preparatory education, the role of the learning process itself in the classroom increases significantly. The prospect of going to school becomes desirable for children. They want to become schoolchildren.
However, the game does not lose its attractiveness for them; only its content and character change. Children are interested in more complex games that require intellectual activity. They are also attracted to sports games that contain an element of competition.
Types of games and their role in the life, upbringing and education of children. Game Guide
Games differ in content, characteristic features, and the place they occupy in children’s lives, in their upbringing and education.
Role-playing games are created by the children themselves, with some guidance from the teacher. They are based on children's amateur activities. Sometimes such games are called creative role-playing games, emphasizing that children do not simply copy certain phenomena, but creatively comprehend and reproduce them in created images, game actions. A variety of role-playing games are dramatization and construction games.
In the practice of education, games with rules created for children by adults are also used. Games with rules include didactic, active, and fun games. They are based on clearly defined program content, didactic tasks, and focused learning. In this case, children’s independent activities are not excluded, but they are more closely combined with the guidance of the teacher. As children master the experience of play and develop the ability to self-organize, they also play these games independently.
Role-playing games are the most typical games for preschoolers and occupy a significant place in their lives. Highly appreciating the amateur role-playing games of children, N.K. Krupskaya wrote: “The most beloved, most necessary games for children are those where the children themselves set the goal of the game: build a house, go to Moscow, cook dinner... The process of the game is in achieving this goal: the child makes plans, chooses means of implementation. Even if the train on which he rides is built from chairs, even if the house is built from chips, that’s not the point - the child’s imagination will complement reality. The process of constructing a plan is important here.”
A distinctive feature of the role-playing game is that it is created by the children themselves, and their play activity is of a clearly expressed amateur and creative nature. These games can be short-term or long-term.
Psychologist D. B. Elkonin gives the following definition of creative role-playing game: “Role-playing, or so-called creative, play of preschool children in its developed form represents an activity in which children take on the roles (functions) of adults and, in a generalized form, specifically the created gaming conditions reproduce the activities of adults and the relationships between them. These conditions are characterized by the use of a variety of play objects that replace the actual objects of adult activity.”
The amateur nature of children’s play activities lies in the fact that they reproduce certain phenomena, actions, and relationships actively and in a unique way. The originality is determined by the peculiarities of children’s perception, understanding and comprehension of certain facts, phenomena, connections, the presence or absence of experience and the immediacy of feelings.
The child satisfies active interest in the phenomena of life, in people, animals, and the need for socially significant activities through play activities.
Psychologist A.V. Zaporozhets notes: “A game, like a fairy tale, teaches a child to become imbued with the thoughts and feelings of the people depicted, going beyond the circle of everyday impressions into the wider world of human aspirations and heroic deeds.”
In the development and enrichment of children’s amateur performances, creative reproduction and reflection of facts and phenomena of the surrounding life, a huge role belongs to the imagination. It is the power of imagination that creates the situation of the game, the images reproduced in it, the ability to combine the real, the ordinary with the fictional, which gives children's play an attractiveness that is unique to it.
Children's games reflect love for the Motherland and respect for other peoples. All Soviet children know the capital of the Motherland, Moscow, and build the Kremlin in games, Moscow Metro. During games, children willingly travel to different republics included in Soviet Union. Playing on the May 1st holiday, they joyfully welcome guests and themselves become Ukrainians, Georgians, Estonians, etc.
Labor in its diversity is one of the main themes of Soviet children's games. They build houses and cars “to make it convenient for all people to live and commute to work”; they take care of animals, raise poultry on collective and state farms, treat and teach, fly and swim, sew dresses and coats, make dishes and toys. The games reflect respect for the work of the grain grower, livestock breeder, vegetable grower, etc. Growing bread, planting gardens, holidays in connection with the end of agricultural work, rewarding noble people on collective and state farms - all this was included in the content of the games of Soviet children. The heroes of the village - noble tractor drivers, machine operators, milkmaids, livestock breeders - became heroes of children's games.
Our children's games demonstrate humane relationships between people. Soviet children are alien to cruelty and humiliation of human dignity. This does not mean that in their games they never quarrel or argue, but the motives of their behavior are determined by an attempt to restore justice, to protect a comrade, the interests of the team, and a desire to eliminate what interferes with the game.
In role-playing games, an optimistic, life-affirming character is clearly evident; the most difficult cases in them always end successfully and safely: captains guide ships through storms and storms, border guards detain violators, doctors heal the sick.
In a creative role-playing game, a child actively recreates, models real-life phenomena, experiences them, and this fills his life with rich content and leaves a mark for many years.
In a role-playing game, the means of depiction are the role and game actions. By their nature, they are most often imitative, close to real. When playing at the store, children imitate the actions of the seller and the buyer; when playing at the clinic, they imitate the actions of the doctor and the patient.
A large place in the development of play belongs to plot-shaped toys, which are, as it were, auxiliary and at the same time necessary means of representation. Children reflect certain phenomena more fully and enter into a role if it is possible to use real objects: umbrellas, bags, clothes, dishes, symbols, etc., as well as paintings, photographs, illustrations that enhance the situation of the game. For example, store departments are indicated by corresponding images, which are like signs (fruits, vegetables, toys, clothes, etc.). Theatrical costumes are also used as visual means.
However, fantasy itself, fiction, the ability to imagine, to speculate, often make up for the lack of real objects and means of depiction.
Managing this type of game requires great skill and pedagogical tact. The teacher must guide the game without destroying it, preserve the amateur and creative nature of children’s play activities, the spontaneity of experiences, and faith in the truth of the game.
The teacher influences the play concept and its development, enriching the content of children’s lives: it expands their ideas about the work and life of adults, about the relationships between people, and thereby concretizes the content of a particular play role. All these methods do not directly influence the game, but are aimed at a deeper disclosure of the sources from which children draw its content and at enriching their spiritual world.
However, in expanding the knowledge and understanding of preschoolers, it is necessary to observe moderation. An overabundance of impressions can lead to superficial reflection in games of the unimportant and random, to their instability, and lack of organization.
The teacher should not rush, encouraging children to quickly reproduce in the game what they have learned during conversations, excursions, stories, etc. Reflection of the surrounding life in the game does not represent a direct reproduction of the learned content: it seems to persist in the mind for some time and children's feelings.
Pedagogical guidance during the game has its own characteristics: it contributes to the development of its concept, expansion of content, clarification of game actions, roles, and the manifestation of friendly relations. The teacher must strive to ensure that these relationships are consolidated and become real relationships between the children and outside the game. The management of the game should in no case be intrusive, causing preschoolers to protest and quit the game. Leading questions, advice, and recommendations are appropriate.
The teacher exerts an educational influence through the roles performed by children. For example, he asks a child who plays the role of a manager in a store game, where is the cash register, who is the cashier, why certain items are not in the store, is it convenient for the buyer to choose what he wants to buy, who will wrap the purchases, prompts that the customers thank the seller, and the seller politely invites you to come to the store again to shop.
Most effective way guidance is the participation of the teacher himself in the game. Through the role he performs and play actions, he influences the development of the content of the game, helps to include all children in it, especially timid, shy ones, awakens in them confidence in their abilities, and evokes a feeling of sympathy for them on the part of other children. At the same time, the participation of an adult in the game makes it possible to limit the leaders, who sometimes suppress the initiative of their peers and impose their game plan and their desires on the team.
At the end of the game, the teacher notes the friendly actions of the children, involves the elders in the discussion of the game, and emphasizes the positive relationships between its participants. All this contributes to the development of children's interest in subsequent games.
The teacher must analyze the game, evaluate its educational impact on the children, and consider ways to further guide the role-playing games of the children in his group.
The uniqueness of dramatization games lies in the fact that, according to the plot of a fairy tale or story, children play certain roles and reproduce events in the exact sequence. Most often, fairy tales are the basis for dramatization games. In a fairy tale, the images of the heroes are outlined most clearly; they attract children with the dynamism and clear motivation of their actions, actions clearly follow one another, and preschoolers willingly reproduce them. Children's loved ones are easily dramatized folk tales“Turnip”, “Kolobok”, “Teremok”, “Three Bears”, etc. In dramatization games, poems with dialogues are also used, thanks to which it is possible to reproduce the content by role.
With the help of dramatization games, children better assimilate the ideological content of the work, the logic and sequence of events, their development and causality. United by common experiences, they learn coordinated actions and the ability to subordinate their desires to the interests of the group.
To develop dramatization games, it is necessary to: excite and develop children’s interest in them, their knowledge of the content and text of the works, the availability of costumes and toys. The costume in games complements the image, but should not embarrass the child. If it is impossible to make a costume, you need to use its individual elements that characterize the distinctive features of a particular character: a cockerel's comb, a fox's tail, bunny ears, etc. It is good to involve the children themselves in making costumes.
The teacher’s guidance lies in the fact that he first of all selects works that have educational significance, the plot of which is easy for children to learn and turn into a dramatization game.
You should not specifically learn a fairy tale with preschoolers. Excellent language, a fascinating plot, repetitions in the text, the dynamics of the action - all this contributes to its rapid assimilation. When a fairy tale is told repeatedly, children remember it quite well and begin to join the game, playing the roles of individual characters. While playing, the child directly expresses his feelings in words, gestures, facial expressions, and intonation.
In a dramatization game, there is no need to show the child certain expressive techniques - the game for him should be just that: a game. Of great importance in the development of dramatization play, in the assimilation of the characteristic features of the image and their reflection in the role, is the interest of the teacher himself in it, his ability to use the means of artistic expression when reading or telling. The correct rhythm, various intonations, pauses, and some gestures enliven the images, make them close to children, and arouse their desire to play. By repeating the game over and over again, they need the help of the teacher less and less and begin to act independently. Only a few people can participate in the dramatization game at a time, and the teacher must ensure that all the children take turns participating in it.
When assigning roles, older preschoolers take into account the interests and desires of the children, and sometimes use a counting rhyme. But here, too, some influence from the teacher is needed: it is necessary to arouse a friendly attitude of peers towards timid children, to suggest what roles they can be assigned. So that others do not get tired of waiting, you can organize several groups playing simultaneously, alternating the roles of spectators and performers.
Helping children learn the content of the game and get into character, the teacher uses illustrations to literary works, clarifies some of the characteristics of the characters.
Construction game is an activity for children, the main content of which is the reflection of the surrounding life in various buildings and related activities.
The construction game is to some extent similar to the role-playing game and is considered as its variety. They have one source - the surrounding life. Children in the game build bridges, stadiums, railways, theaters, circuses and much more. In construction games, they not only depict surrounding objects and buildings, copying them, but also bring their own creative ideas and individual solutions to constructive problems. The similarity between role-playing games and construction games lies in the fact that they unite children on the basis of common interests, joint activities and are collective.
The difference between these games is that in a role-playing game, first of all, various phenomena are reflected and relationships between people are mastered, while in a construction game, the main thing is to become familiar with the relevant activities of people, with the technology used and its use.
It is important for the teacher to take into account the relationship, the interaction of role-playing and construction games. Construction often arises in the process of role-playing play and is caused by it. It kind of sets the goal for the construction game. For example, the children decided to play sailors - they had a need to build a steamship; playing in a store inevitably requires its construction, etc. However, a construction game can also arise as an independent game, and on its basis one or another role-playing game develops. For example, children build a theater and then play artists.
In older groups, children spend a long time constructing quite complex buildings, practically comprehending the simplest laws of physics.
The educational and developmental influence of construction games lies in the ideological content of the phenomena reflected in them, in children’s mastery of construction methods, in the development of their constructive thinking, the enrichment of speech, and the strengthening of positive relationships. Their influence on mental development is determined by the fact that the design and content of construction games contain one or another mental task, the solution of which requires preliminary thinking: what to do, what material is needed, in what sequence the construction should take place. Thinking about and solving a particular construction problem contributes to the development of constructive thinking.
During construction games, the teacher teaches children to observe, distinguish, compare, correlate one part of a building with another, remember and reproduce construction techniques, and focus on the sequence of actions. Under his guidance, they master a precise vocabulary that expresses the names of geometric bodies, spatial relationships: high - low, right - left, up - down, long - short, wide - narrow, higher - lower, longer - shorter, etc.
At proper guidance construction games help solve problems of moral education. Children get acquainted with the noble work of builders, try to do everything neatly and beautifully in their buildings to please their peers and adults, and help each other.
Construction games contribute to the aesthetic education and development of children. The teacher on excursions, during targeted walks, introduces them to new buildings, architectural features of buildings that combine expediency, convenience, and beauty. Observing the work of builders gives children material for creatively depicting the surrounding life in the game. The teacher encourages beautiful buildings, the desire to add decorative details, and thereby cultivates the artistic taste of children.
Construction games are also important for the physical education of preschoolers. They demonstrate the child’s varied motor activity and develop coordination of movements. Of particular importance is the development of small muscles of the hand and the eye. By constructing buildings from large parts, children make available physical efforts and show endurance. Special sets of materials have been created for building games, including various geometric bodies (cubes, bars, prisms, cylinders, cones, hemispheres), additional ones (plates, boards, arches, rings, pipes, etc.) and auxiliary materials for decorating buildings.
In construction games, ordinary, most often plot-shaped toys are also used. Natural materials are also widely used: clay, sand, snow, pebbles, cones, reeds, etc.
The educational and developmental impact of construction games is achieved only when the purposeful, educational and guiding guidance of the teacher is correctly combined with the initiative and activity of children. In this case, the teacher performs the following tasks:
a) expanding children’s understanding and directing their attention to the work of builders and the equipment they use;
b) training in construction methods, education and development of independence and active thinking, constructive and creative abilities;
c) formation of hard work, development of correct relationships between children, uniting them into a friendly team.
The “Kindergarten Education Program” for younger groups includes construction games with toys, classes with building materials, where necessary actions are taught, and the formation of simple, but clear and lasting skills.
The teacher's guidance consists of creating a play environment - selecting building materials. Children are given cubes, bricks, prisms, and later connecting boards and plates. The size of the cubes and bricks should be such that children can grasp them with their hands. When coordination of hand movements develops, you can give larger cubes and bricks for buildings on the floor, on the site. Preference should be given to sustainable building material made of wood. Plastic building material is very light, slips in the hands, is not very stable in buildings, and therefore they collapse faster, which upsets children.
There should be enough material for everyone to play. The games of children aged 2-3 years have no intention or plot. Kids are attracted to the material itself. They disassemble cubes and bricks, carry them, rearrange them, pile them on top of each other, and destroy structures that have arisen spontaneously. Children seem to master the material. The teacher must be able to wait for a relatively short period of such initial development, but not delay it. It is necessary to prevent unorganized use of building materials that does not correspond to its intended purpose, when some children throw cubes, bricks, hit them, etc.
Playing with building materials needs to be meaningful. The world around children is still difficult for them. Therefore, the teacher offers children 2-3 years old a world of toys accessible to them. Building toys is the content of construction games in younger groups. Children are encouraged to build chairs and beds for dolls, courtyards and fences for cockerels and horses, and games are organized on this basis.
Young children do not yet have construction experience; they cannot build themselves. The teacher tells them the idea of the work. For example, he shows a familiar toy - a small doll, says that she is tired, and asks what needs to be built from cubes for the doll so that she can rest (a chair, a crib). He immediately makes a chair out of three cubes.
Each of the children (the lesson is conducted with a group of 4-6 kids) is given a box containing toys - a doll, a small bear cub and building material - cubes, enough bricks to build two or three chairs, a crib. Children look at toys and materials. After this, the teacher offers to build with him, showing the sequence of techniques and actions, teaches the children not to rush, place the cubes carefully, encourages the children’s efforts and expresses joy at their success.
The teacher draws children’s attention to surrounding objects and buildings: benches in the garden, fences, playhouses on the site, ladders, and encourages them to reflect on what they see in construction games.
In younger groups, children most often play nearby. The teacher teaches them not to interfere with each other, forms friendly relationships and on this basis gradually teaches the children to play in small groups of 2-3, 3-5 people, coordinate their actions, and enjoy joint results.
In the middle group, the “Kindergarten Education Program” provides for the further development of children’s interest in construction games, the use of created buildings in role-playing games, the development of the ability to build not only according to the proposed model, but also according to the topic they themselves have outlined, and training in more complex work techniques.
Children 4-5 years old are more connected with reality than younger ones. Under the guidance of a teacher, they are able to reflect some impressions about the environment in a construction game. They already have the necessary experience in its simplest forms, the ability to play in small teams, distribute building material among themselves, coordinate game actions, and achieve a common result. They are given a variety of building materials that allow them to produce more complex buildings: building material No. 2 by M. P. Agapova, building material No. 4 of the Toy Research Institute, large material produced by the Kalinin factory, pieces of plywood, cardboard, material for decorating buildings.
During excursions and targeted walks, the teacher draws children’s attention to buildings, bridges, means of transport, streets, fences, etc., teaches them to see the beauty of structures, to notice not only what is common, but also what is different, and to highlight individual parts. He draws the children's attention to the fact that some buildings are tall, multi-story, with many windows and entrances, others are two or three stories high; Some bridges are wide, fenced with railings, cars and pedestrians move along them, and steamships pass under them, others are narrow, and only pedestrians move along them. While observing transport with children, the teacher draws their attention to the general appearance and its individual parts, and explains their purpose.
Children 4-5 years old cannot yet independently reflect in a construction game what they saw. The teacher, using a sample building, explains that each building has a foundation - a foundation on which the walls are erected. Selected together with children required material, and under the guidance of the teacher they lay the foundation. Next, walls are erected, windows are made, etc. By constructing a building together with the teacher, preschoolers learn the general fundamentals of constructing not only buildings, but also bridges, cars, steamships, etc. As they master the basics of construction, he teaches them to choose a topic, determine sequence of construction of a building: where to start, how to continue, how to finish it.
Children are encouraged to evaluate what has been done, outline options for using it in a role-playing game, and suggest the necessary changes and additions.
Thus, the management of construction games for children of this age should ensure the enrichment of their impressions of the environment and provide for the possibility of using existing ideas in the game. It is advisable to teach children construction techniques by using a model and building together with the teacher, practicing repeated familiar construction games. The teacher should tactfully help children in independently choosing plots for construction games.
For the older group, the “Education Program in Kindergarten” provides for the expansion of collective construction games, teaching children to pre-plan them, setting the goal of the game, identifying participants by prior agreement, using constructive and construction skills not only according to a visual example, but also using drawings and photographs of various structures.
Guiding the games of older children is more aimed at a combination of intellectual and practical activities. The teacher teaches them to think about upcoming game actions, compare one thing with another, develops intelligence, encourages guessing, and encourages them to implement the decision they make.
For older preschoolers, a variety of building materials are recommended. They should be shown how to use one or another of them, how to connect its individual parts, blocks, how to make buildings movable, durable, and beautiful.
The development of the content of the game is determined by the richness, clarity, and distinctness of children’s impressions of the life around them. Showing them complex buildings (large residential buildings, train stations, theaters, marinas, etc.), the teacher draws their attention to the general appearance of the buildings, reveals the correspondence of architectural features to their purpose, teaches them to identify individual parts, and points out symmetry and contrasts. Preschoolers are also taught to “read” images (photos, drawings), that is, to identify the general, the main, the parts, etc. in them.
Visual analysis helps children deeply capture the features of the structure in question, form an idea about it, and then use it as the basis for a construction game.
In the older group great importance acquires the word. Thus, the source of the idea and content of a construction game is sometimes the teacher’s story. He informs children about the purpose of the game, the sequence of game actions, the distribution of responsibilities, encourages their discussion of the game concept, supports interesting suggestions, and critical comments. This develops children's independence of thought and search.
The correct management of the game and the active participation of all children in it determine their satisfaction from it, interest in it, and thereby its duration.
With children of the older group, it is possible to discuss the progress of the construction game, the quality of the actions of its participants, since they already strive to perform the necessary actions well, enjoy well-deserved praise and are able to take into account critical comments.
In guiding children's construction games preparatory groups Significant changes occur, which are due to the fact that during this period everything that was acquired by children in previous groups is summed up and generalized. This refers to the knowledge that children have acquired, the ways they are reflected in games, and construction experience.
Construction games in the preparatory group are distinguished by more diverse designs, as children become more familiar with the phenomena of life around them, with construction techniques on special excursions, while watching movies, through books. In games, they often imitate the construction activities of adults, and they reproduce not individual phenomena, but a complex of them. For example, children, depicting the construction process, distribute their responsibilities: some deliver and carry the material, others build walls, others supervise the entire work, etc. Sometimes some of them build auxiliary structures associated with the main ones: a dining room, a club, a medical center and etc.
Characteristic features of the games of children in the preparatory group are a more complete and accurate implementation of the plan and content, a clear organization of the distribution of responsibilities, and mutual responsibility. Construction activity itself appears here more clearly than in the older one. If there is a need to make any objects or toys for play, the children temporarily leave it, but it is not destroyed, since the children return to it as they make what they need. Developing work activity corresponds to their physical strength, the desire to make something, to do it with their own hands.
Many construction games are aimed at satisfying the cognitive interests of preschoolers. The desire for accuracy leads to a slight decrease in gaming conventions. Children want the building to look like the real thing. Similarity to the depicted real structure, relative scale, decorativeness, artistic expression are for them criteria for correct design.
The interests of children in the preparatory group and their capabilities make great demands on the management of construction games. The teacher must have the necessary knowledge and show interest in technology and invention. From a wide variety of buildings, structures, and types of construction, he selects a little that is accessible to children and has an educational and educational impact (for example, cultural and community construction).
In teaching design, the translation of a planar image (photograph, drawing) into a three-dimensional structure is of great importance, which places significant demands on the child and promotes the development of analytical activity. In the preparatory group for school, the teacher teaches children to analyze the results of the game, including the construction that is part of it. This disciplines the mind and teaches children to relate the goal and the construction process to the result.
Thus, an important condition for the educational and educational impact of construction games is to guide them while preserving children’s creative activity, developing their interest in technology, using visual aids (illustrations, photographs, simple technical drawings), and learning how to translate a planar image into a three-dimensional building.
The teacher pays great attention to the storage of building material, the use of it by children, and their participation in cleaning up the material after playing. Large building materials are stored in a specific, permanent location in the group room. The parts are folded neatly and steadily, otherwise, if they fall apart due to an accidental shock, they can hurt children. In younger groups, children take the material and put it away after the game only with the help of the teacher and under his control. Older preschoolers should be well aware of the procedure for storing large building materials and laying them themselves.
Medium-sized material is stored on open shelves in racks so that children can take it out for play themselves. Small building materials for children are best stored in shallow drawers so that all the parts can be seen and easily reached. In older groups, small material is stored in deeper wooden boxes, where it is neatly folded in several rows.
The teacher introduces children to the procedure for storing building material, teaches them to handle it carefully, and use it independently in games.
Preschoolers do not immediately grasp all the requirements. The teacher teaches them to follow the necessary order, encourages them to fulfill its requirements correctly, checks how they put the material together after the game, and helps them. Older children learn his instructions quickly, but do not always follow them. The teacher explains the inadmissibility of violating the rules for storing and using building materials and persistently demands that proper order be established.
For construction games in kindergarten, not only construction materials, but also natural materials are widely used: snow, water, sand, pebbles, branches, cones, reeds, etc.
Sand is poured into a special box with sides on which children place toys. For games, kids are usually given molds and small scoops, toys with a stand that can be stuck in the sand. The place on the site where the sand is stored is fenced off so that it does not crumble; sandboxes are covered with nets at night and when children are not playing, so that the sand does not become dirty and at the same time is ventilated.
Older children build slides, tunnels, river beds from sand, build dams, waterfalls, and fortresses. Children are more willing to play such games in natural conditions: on the beach, on the banks of a river, lake. There is an opportunity to use a large space here.
While playing with snow, younger children rake it with shovels, move colored pieces of ice (prepared in advance) along the path, and make slides. Older preschoolers build houses, fortresses, steamships, boats, bridges out of snow, and decorate the site with sculptures made of ice and snow. The teacher teaches them to make buildings out of snow in different ways (from rolled snowballs, from snow bricks), encourages them to show initiative and invention. By encouraging play with snow, he makes sure that children move enough and do not freeze, and at the same time prevents excessive physical activity so that they do not overheat.
The teacher teaches children to lay out patterns of pebbles on the path or playground. For patterns, a sample can be given, a plot suggested, conditions for the placement of pebbles. Such games are useful for developing and clarifying spatial orientations. Older children, under the guidance of a teacher, make little men and animals out of pine cones, and build buildings for them from branches and reeds. Thus, construction games, when properly managed, are an important means of education and training. They develop in children the ability to creatively display the phenomena of the surrounding life, interest in technology, constructive thinking, artistic taste, and form friendly relationships.
Didactic play is also a form of learning that is most typical for young children. Its origins are in folk pedagogy, which created many educational games based on a combination of games with songs and movements. In nursery rhymes, game songs, in the games “Ladushki”, “White-sided Magpie”, in games with fingers, the mother attracts the child’s attention to surrounding objects and names them.
A didactic game contains all the structural elements (parts) characteristic of children’s play activities: intent (task), content, play actions, rules, result. But they manifest themselves in a slightly different form and are determined by the special role of didactic games in the upbringing and teaching of preschool children.
The presence of a didactic task emphasizes the educational nature of the game and the focus of its content on the development of children’s cognitive activity. In contrast to the direct setting of a problem in the classroom, in a didactic game it also arises as a game task for the child himself. The importance of didactic play is that it develops the independence and activity of children’s thinking and speech.
For example, in the game “Let’s reveal the secret of the magic caps” ( senior group) the teacher sets the task of teaching children to talk about the subject, developing their coherent speech. The game's task is to find out what's under the cap. If the decision is correct, the child receives an incentive badge. The teacher, as a participant in the game, lifts the first cap and, talking about the toy that was under it (for example, a matryoshka doll), gives a sample of its description. If the playing child finds it difficult to give such a description or indicates few signs, the teacher says: “And the cap that Vova picked up said that Vova had not yet said much about what he was hiding.”
The game task is sometimes inherent in the very name of the game: “Let’s find out what’s in the wonderful bag”, “Who lives in which house”, etc. Interest in it, the desire to complete it is activated by game actions. The more diverse and meaningful they are, the more interesting the game itself is for children and the more successfully cognitive and gaming tasks are solved.
Children need to be taught play actions. Only under this condition does the game acquire an educational character and become meaningful. Teaching game actions is carried out through a trial move in the game, showing the action itself, revealing the image, etc.
Game actions are not always visible. These are mental actions expressed in the processes of purposeful perception, observation, comparison, sometimes recalling what was previously learned, and thinking. They vary in complexity and are determined by the level of cognitive content and game task, and the age characteristics of the children.
In the games of younger children, the game actions are the same for all participants. For example, in the game “Roll the ball through the hoop,” the didactic task is to teach children to coordinate movements and develop spatial orientation (far, close, etc.). The game task for children is to roll a ball into a goal from a certain distance so that the bell hanging in it rings.
When children are divided into groups or when there are roles, play actions are different. For example, in the “shop” game, the game actions of buyers are different from those of sellers; in games with riddles and guessing riddles, the game actions of those who make the riddles and those of those who guess are different, etc.
The volume of game actions also varies. In younger groups, these are most often repeated actions (one or two), in older groups - already five or six. In games of a sports nature, the play actions of older preschoolers are divided in time from the very beginning and carried out sequentially. Later, having mastered them, children act purposefully, clearly, quickly, consistently and solve the game problem at an already practiced pace. One of the elements of a didactic game is the rules. They are determined by the task of learning and the content of the game and, in turn, determine the nature and method of game actions, organize and direct the behavior of children, the relationship between them and with the teacher. With the help of rules, he develops in children the ability to navigate in changing circumstances, the ability to restrain immediate desires, and demonstrate emotional and volitional effort. As a result of this, the ability to control one’s actions and correlate them with the actions of other players develops. The rules of the game are educational, organizing and disciplinary in nature. Teaching rules help teach children what to do and how to do it; they correlate with game actions, strengthen their role, and clarify the method of execution; organizers determine the order, sequence and relationships of children in the game; disciplinarians warn about what and why not to do.
The teacher must use the rules carefully, not overload the game with them, and apply only the necessary ones. The introduction of many rules and forced implementation of them by children leads to negative results. Excessive discipline reduces their interest in the game and even destroys it, and sometimes causes cunning tricks to avoid following the rules.
It happens that there is no need to remind about a rule or introduce an additional one. It is enough to just slightly change the game actions and thereby correct the violation. Let's give an example.
In the “shop” game (senior group), the didactic task was set to develop explanatory speech and consolidate knowledge about the properties of paper. Children had to buy toys only from paper, but at the same time be sure to say what material it was made from and why it could be made from it. There was a white rubber bunny on the store shelves. Mila took it and thereby violated the condition of the game - to buy toys only made of paper. It was necessary either to indicate a violation of the rule, or to introduce an additional one. But at the same time there was a danger of disrupting the flow of the game and upsetting the girl. The teacher said kindly: “You bought a bunny, and now you will buy a basket for him if you tell him what material it is made of and why it could be made from this material.”
The rules of the game established by the teacher are gradually learned by the children. Focusing on them, they evaluate the correctness of their own and their comrades’ actions, and the relationships in the game. When protesting against breaking the rules, the children say: “He’s not playing by the rules.”
The result of a didactic game is an indicator of the level of children’s achievements in the acquisition of knowledge, in the development of mental activity, relationships, and not just a gain obtained in any way.
Game tasks, actions, rules, and the result of the game are interconnected, and the absence of at least one of these components violates its integrity and reduces the educational and training impact.
In didactic games, children are given certain tasks, the solution of which requires concentration, voluntary attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions in preschoolers, the formation of ideas, and the acquisition of knowledge. These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.
A.V. Zaporozhets, assessing the role of the didactic game, writes: We need to ensure that the didactic game is not only a form of mastering individual knowledge and skills, but also contributes to general development child, served to develop his abilities.”
The didactic game helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.
Successful management of didactic games primarily involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interaction with other games and forms of education. It should be aimed at developing and encouraging children’s cognitive activity, independence and initiative, and their use of different ways solving game problems should ensure friendly relations between participants and a willingness to come to the aid of comrades.
While playing with toys, objects, and materials, small children should be able to knock, rearrange, move them, disassemble them into their component parts (collapsible toys), put them back together, etc. But since they can repeat the same actions many times, the teacher It is necessary to gradually transfer children's play to a higher level.
For example, the didactic task “teach children to distinguish rings by size” is implemented through the game task: “Assemble the turret correctly.” Children have a desire to know how to do it right. The demonstration of the method of action contains both the development of the game action and a new game rule. By choosing ring after ring and putting it on the rod, the teacher gives a clear example of the game action. He runs his hand over the rings that have been put on and draws the children’s attention to the fact that the turret is becoming beautiful, even, and that it is assembled correctly. Thus, the teacher clearly demonstrates a new game action - checking the correctness of assembling the turret - and invites the children to do it themselves.
The development of interest in didactic games and the formation of play activities in older children (in the middle and subsequent groups) is achieved by the fact that the teacher sets increasingly more complex tasks for them and is in no hurry to suggest play actions. Their gaming activity becomes more conscious, it is more aimed at achieving a result, and not at the process itself. But even in older groups, the management of the game should be such that children maintain an appropriate emotional mood, ease, so that they experience the joy of participating in it and a sense of satisfaction from solving the assigned tasks.
In each group, the teacher outlines a sequence of games that become more complex in content, didactic tasks, game actions and rules. Individual, isolated games can be very interesting, but using them outside the system cannot achieve educational and developmental results. Therefore, the interaction of learning in the classroom and in the didactic game should be clearly defined.
For children early age didactic game is the most suitable form of teaching. However, already in the second, and especially in the third year of life, children are attracted to many objects and phenomena of the surrounding life, and intensive assimilation of their native language occurs. Satisfying the cognitive interests of children in the third year of life and the development of their speech require a combination of didactic games with targeted learning in the classroom, carried out in accordance with a specific program of knowledge, skills, and abilities. In classes, methods of learning are also formed more successfully than in games: voluntary attention, the ability to observe, look and see, listen and hear the teacher’s instructions and carry them out.
In the senior and preparatory groups for school, direct learning in the classroom is also associated with learning in didactic games, but their ratio, especially in the preparatory group, changes: the main thing is learning in the classroom, where children master systematized knowledge and elementary forms of educational activity.
It should be taken into account that in a didactic game it is necessary the right combination visibility, the words of the teacher and the actions of the children themselves with toys, play aids, objects, pictures, etc. Visibility includes: 1) objects that children play with and which form the material center of the game; 2) pictures depicting objects and actions with them, clearly highlighting the purpose, main characteristics of objects, properties of materials; 3) visual demonstration and explanation in words of game actions and implementation of game rules.
Created special types didactic games: with paired pictures, such as picture lotto, dominoes, with thematic series of pictures, etc. The initial demonstration of game actions by the teacher, a trial run, incentive-control badges, tokens, chips - all this is also included in the fund of visual aids that are used for organizing and managing games.
With the help of verbal explanations and instructions, the teacher directs the children's attention, organizes, clarifies their ideas, and expands their experience. His speech contributes to the enrichment of their vocabulary, mastery of various forms of learning, and helps to improve game actions. Detailed and verbose explanations, frequent comments and pointing out errors are unacceptable, even if they are caused by the desire to improve the game. This kind of explanation and remarks tear the living fabric of play activity, and children lose interest in it.
When leading games, the teacher uses a variety of means of influence on preschoolers. For example, acting as a direct participant in the game, he directs the game unnoticed by them, supports their initiative, and empathizes with them the joy of the game. Sometimes the teacher talks about an event, creates an appropriate gaming mood and maintains it during the game. He may not be involved in the game, but as a skillful and sensitive director, preserving and protecting its independent character, he guides the development of game actions, the implementation of the rules and, unnoticed by the children, leads them to a certain result.
When supporting and encouraging children's activities, the teacher most often does this not directly, but indirectly: expressing surprise, joking, using various kinds of playful surprises, etc.
We must remember, on the one hand, about the danger of over-intensifying the teaching moments, weakening the beginning of the game, giving the didactic game the character of an activity, and, on the other hand, being carried away by the entertainment, escaping from the task of teaching.
The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of their performance of game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content, game actions, rules and the beginning of the game, its pace is naturally slower. Later, when the game unfolds and the children get carried away, its pace quickens. By the end of the game, the emotional upsurge seems to subside and the pace of the game slows down again. Excessive slowness and unnecessary acceleration of the pace of the game should not be allowed. The fast pace sometimes causes confusion in children, uncertainty, untimely completion of game actions, and violation of rules. Preschoolers do not have time to get involved in the game and become overexcited. The slow pace of the game occurs when overly detailed explanations are given and many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional uplift.
Leading didactic game, the teacher uses various forms of organizing children. If close contact with them or them with each other is necessary, then preschoolers are seated on chairs placed in a circle or semicircle, and the teacher sits in the center. Sometimes children are divided into groups, occupying different places, or, if they are traveling, they leave the group room. This form of organization is also used when children sit at tables.
In a didactic game, there is always the possibility of unexpected expansion and enrichment of its concept in connection with the initiative, questions, and suggestions shown by the children. The ability to keep the game within the set time is a great art. The teacher compresses time primarily by shortening his explanations. Clarity and brevity of descriptions, stories, and remarks are a condition for the successful development of the game and the completion of the tasks being solved.
When finishing the game, the teacher should arouse children’s interest in continuing it and create a joyful prospect. Usually he says: “Next time we will play even better” or: “The new game will be even more interesting.” The teacher develops versions of games familiar to children and creates new ones that are useful and exciting.
A didactic game as one of the forms of learning is carried out during the time allocated for classes. It is important to establish the correct relationship between these two forms of learning, to determine their relationship and place in a single pedagogical process. Didactic games sometimes precede classes; in such cases, their goal is to attract children's interest in what will be the content of the lesson. The game can alternate with classes when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in play activities, summarize, and generalize the material studied in class.
Didactic games are held in a group room, in a hall, on a plot, in a forest, in a field, etc. This ensures broader motor activity for children, a variety of impressions, and spontaneity of experiences and communication.
The material center of didactic play is toys and play aids. For this purpose, the teacher needs to select toys, pictures, various objects and store them in a certain place. E.I. Tikheyeva also recommended that every kindergarten have a didactically equipped doll - with sets of all household items. The doll should be 40-50 cm in size so that all children in the group can see it during play. Her daily use includes the following items:
a) underwear: day shirts, panties, tights, socks;
b) dress: flannel, satin, silk; aprons; winter coat, demi-season coat, summer coat, ski suit;
c) headwear: cap, Panama hat, bonnet, scarf;
d) shoes: boots, shoes, sandals, soft slippers;
e) bed and table linen: mattress, pillow, blanket, sheet, duvet cover, pillowcase, towel, tablecloth, napkin.
All these items must be of different colors and corresponding shades (red, yellow, green, light green, etc.), made of material of different quality (thin, soft, rough, shiny, matte, etc.), and fasteners, buttons, hooks and ties are suitable for their intended purpose and are susceptible to the efforts of children’s hands. The variety of colors creates great opportunities for using games with a doll for the purpose of sensory education and speech development of children. The simplicity and practicality of jewelry shapes their aesthetic taste; the convenience of devices contributes to the improvement of various actions with objects and the development of independence.
In addition to the doll, the game includes many other toys depicting vehicles, animals, birds, dishes, etc. These toys are mandatory equipment for games with a “wonderful bag”, shopping games, riddle games, when you need to find out from the description what the which toy is told to choose toys based on one or another characteristic. It is also necessary to use a variety of technical toys and technical means: alloscope, cinema, TV, tape recorder, player, etc. All of them meet the needs of the modern child, raise the content of games to a higher level, diversify the rules and game actions and help the teacher more successfully solve didactic problems.
Many so-called word games are played without toys or materials. They are based on the use of words and the ideas that children have. These are riddle games, contrasting games, classification games, etc.
Thus, the management of a didactic game consists in the correct definition of didactic tasks - cognitive content; in defining game tasks and implementing didactic tasks through them; in thinking through game actions and rules, in anticipating learning results.
TO board games include a variety of educational games such as pictures, subject lotto, dominoes; thematic games (“Where does it grow”, “When does this happen”, “Who needs it”, etc.); games that require physical activity, dexterity, etc.
(“Flying caps”, “Job”, “Hit the target”, etc.); mosaic type games. All of these games differ from games with toys in that they are usually played at tables and require 2-4 partners. So- printed games help broaden children's horizons, develop intelligence, attention to the actions of a friend, orientation in changing conditions of the game, and the ability to foresee the results of their move. Participation in the game requires endurance, strict adherence to the rules and brings children a lot of joy.
Kids need games with accessible content. Lotto cards, paired pictures, and screen books depict toys, household items, simple forms of transport, vegetables, and fruits. Selecting pictures in pairs, corresponding pictures to the main card, naming the depicted object, one or another of its qualities contribute to the development of vocabulary, brief explanatory speech (a red apple, an orange carrot, growing in a garden bed). For kids, games like “Ku-ku-re-ku” (author V. M. Fedyaevskaya) and games “Pictures for Kids” (author N. R. Eiges) are interesting.
For children of older groups, printed games are interesting, in which natural phenomena are reflected, different types of transport are presented (“Who rides what, swims, flies”), and characters from fairy tales act (“Pushkin’s Fairy Tales”, “The Brave and the Dexterous”, etc. ). These and similar games require children to remember and apply knowledge learned in class during observations on excursions. Valuable and interesting for older children are games in the content, game actions and rules of which there is an element of competition in dexterity, accuracy, speed, and quick wits (“Table Ring Thrower,” “Table Skittles,” “Top Top,” spilliball games, etc.) . Every kindergarten should have a wide variety of games and create conditions for children to have free access to them during the time allotted for independent activities.
A special group consists of fun games. They clearly express the element of the unusual, unexpected, and funny; they contain jokes and harmless humor. Their main purpose is to amuse, amuse children, and make them happy. The content and rules of many games require either quick game action or delayed action. Some of them cause a quick, often unexpected reaction, while others teach children to exercise volition. Fun games include such well-known ones as “Catch the Bunny”, “Blind Man’s Bluff with a Bell” (determining the direction by sound), “Who can put together a picture faster” (for coordination of movements), etc.
Outdoor games are primarily a means of physical education for children. They provide an opportunity to develop and improve their movements, practice running, jumping, climbing, throwing, catching, etc. Various movements require active activity of large and small muscles, promote better metabolism, blood circulation, breathing, i.e. increased vital activity body.
Outdoor games also have a great influence on the child’s neuropsychic development and the formation of important personality traits. They evoke positive emotions and develop inhibitory processes: during the game, children have to react with movement to some signals and refrain from moving when others. These games develop will, intelligence, courage, speed of reactions, etc. Collaboration games bring children together, give them joy from overcoming difficulties and achieving success.
The source of outdoor games with rules are folk games, which are characterized by clarity of concept, meaningfulness, simplicity and entertainment.
The content of the game is determined by the movements that are part of it. In the “Kindergarten Education Program”, for each age group of children, outdoor games are provided in which various types of movements are developed: running, jumping, climbing, etc. The games are selected taking into account the age characteristics of the children, their abilities to perform certain movements, follow the game rules.
The rules in an outdoor game play an organizing role: they determine its course, the sequence of actions, the relationships between the players, and the behavior of each child. The rules oblige you to obey the purpose and meaning of the game; children must be able to use them in different conditions.
In younger groups, the teacher explains the content and rules of the game as it progresses; in older groups, before it starts.
Outdoor games are organized indoors and outdoors with a small number of children or with the whole group. They are also included in physical education classes. Once children have mastered the game, they can play it independently.
The management of outdoor games with rules is as follows. When selecting an outdoor game, the teacher takes into account the correspondence of the nature of motor activity required by it, the availability of game rules and content for children of a given age. He makes sure that all children participate in the game, performing the required game movements, but does not allow excessive physical activity, which can cause them to become overexcited and tired.
Older preschoolers need to be taught to play outdoor games independently. To do this, it is necessary to develop their interest in these games, provide them with the opportunity to organize them during walks, during leisure hours, on holidays, etc.
A toy and its place in children's lives
A toy is an item specially designed for children's games. Its use helps expand children's horizons, foster interest in the objects and phenomena of reality reflected in it, and develop independence. In joint games with toys, children form friendly relationships and the ability to coordinate their actions.
N.K. Krupskaya emphasized the important role of toys in children’s lives. In the article “About Toys for Preschool Children,” she wrote: “We cannot approach the issue of a child’s toy from the point of view of what kind of toy an adult likes. We have to approach the toy question from the point of view of what the child likes and needs.”
N.K. Krupskaya pointed out that the toy should truthfully reflect specific phenomena of life, images of people and animals. She called for studying age characteristics child and, in accordance with them, create and select toys. “An adult must carefully study the features childhood. The manufacturer of the toy should also do this, because without this the toy will not truly please the child, will not help his growth and development.”
A. M. Gorky, speaking about the need to give children knowledge about the world, about their country, wrote: “This is quite achievable with a funny, cleverly and simply written book, and this can be achieved even more easily with an interesting toy.”
A toy is a relatively fragile item and its life is short, so it is very difficult to determine the time of appearance of toys. It is quite obvious that the first toys were close to tools, adapted to the strengths of the child. The small bow and arrows looked authentic. They were made by adults to develop children's accuracy, clarity and coordination of movements. Children used them in games of hunting, catching animals and birds. Much later, toys depicting animals, birds, and human figures were discovered.
For a long time, toys were created in the family by adults during leisure hours “for the amusement” of children. The toys reflected the love for children, the desire to please them, amuse them, and teach them something. Creativity and understanding of children's interests and desires were evident in the making of the toy. The toy reflected the characteristic features of people’s work, love for nature, knowledge of it, and reproduced the characteristics and habits of animals and birds. The toys had bright colors, a clear shape, were expressive and intelligible.
The most talented craftsmen began to make toys not only for their children, but also for sale. Gradually, a toy industry emerged. In Russia, there was a large toy industry in the village of Bogorodskoye near Moscow (it was first mentioned in historical documents in 1663). The bear received special attention from Bogorodsk carvers. In the toy he was endowed characteristic features a clumsy, clubfooted forest dweller, as well as human qualities: hard work, curiosity, passion for fun, music.
In the village of Babenki, Podolsk district, Moscow region, in 1911, an artel of Russian craftsmen was organized, famous for the manufacture of turned and polished toys: cones, turrets made of rings different color, insert toys, barrels, spillikins, etc. Baben toys are distinguished by their clarity of shape, purity and richness of color, their simple design allows you to perform a variety of actions with the toys.
In the Nizhny Novgorod province (now Gorky region) in the village. Khokhloma craftsmen who made wooden toys (samovars, cups, etc.) painted them in golden-red tones. In the village Gorodets were engaged in carving skates, goats, bulls, in the village. Semenov made nesting dolls. Their value lies in their elegant decorativeness and entertainment.
One of the main requirements is the ideological orientation of the contents of the toy, compliance with the tasks of communist education. Life is reflected in toys Soviet people; the struggle for peace, creative work, humane attitude towards people, relationships between people based on friendship and camaraderie, the development of culture, science and technology. Thus, among the toys there are many dolls depicting representatives of different peoples of our country and other countries, many technical toys that give children the opportunity to get acquainted with modern means of transportation and communication (airplanes, electric locomotives, telephones, etc.).
In an accessible and entertaining form, the toy should encourage children to creatively display phenomena and life events, to play together, in which friendships are formed, the ability to coordinate their desires with the desires of their peers, organization, mutual assistance, justice, and honesty.
The toy should be dynamic, giving children the opportunity to perform a variety of actions. Toys with strictly fixed poses of animals, dolls, etc. do not meet this requirement.
Toys can also reflect healthy humor, a cheerful, funny attitude towards the original, but without ridicule or caricature: the toy should reflect the typical, be well designed.
Hygienic requirements for toys provide for the safety of their use. They are painted with durable and safe paints and must be easily subjected to hygienic treatment (washing, wiping with disinfectant solutions, ironing).
What stands out most clearly in a toy is its prototype (image), i.e., what it reflects and what attracts a child to itself: a doll toy, animal toys, pets, toy cars, dishes, furniture, etc. These toys and make up a large group of figurative toys. Sometimes they are called plot, plot-shaped, because they determine the plot of the game.
In the group of plot-shaped toys, the central place belongs to the doll. Various experiences of children are associated with it. During the game, they seem to animate the doll, talk to it, confide in their secrets and joys, and take care of it.
Children animate the doll because they believe in the truth of the game. Outside of play, they, of course, know that the doll is a toy and not a living creature.
Two girls (5.5 and 6 years old) took the doll for a walk, but got carried away by another game, and the doll fell off the sled. A boy from the middle group noticed this. “The doll fell into the snow, she will get sick, she will cough, and she will need to be given medicine,” he said worriedly. The older girl replied: “Kostya, you are still small and don’t know that the doll is not alive - it’s a toy.” There are different dolls, but most often they depict children. Kindergartens should also have dolls depicting adults of different professions and nationalities.
The appearance of a new toy in a group is always a joyful event. The method of introducing children to it is determined primarily by the tasks that the teacher wants to solve. If he sets the task of attracting children’s attention to a particular object depicted in a toy, he shows it and emphasizes its inherent properties and qualities.
By offering a toy representing an adult, a child, or an animal, the teacher shows his positive attitude towards it, thereby arousing the same attitude in children.
When introducing plot-motor toys, it is necessary to disclose their purpose and methods of operating with them.
The appearance of a fun, funny toy is preceded by an intriguing warning. Children's anticipation of something new excites their interest and sets them up for a joyful perception of the toy.
If the toy is fragile and its mechanism requires careful handling, you need to warn children about this and show them how to handle it in order to avoid grief if it breaks or gets damaged.
Any toy cannot be separated from the game and turned into a visual aid. Children master a toy through play, through play activities, and accept it into their world.
The process of playing with a toy and children learning how to handle it is not the same for different toys. Some quickly become part of children’s independent games, while others require slower introduction and repeated play.
For example, when familiarizing themselves with a doll, the image of which reflects an attractive but unfamiliar person, children are imbued with a feeling of sympathy for it, but they do not know how to play. Games boil down to the fact that they perform only typical play actions: feeding the doll, putting it to bed, dressing it, etc. To expand the children’s ideas, the teacher repeatedly shows a variety of toys - the doll’s “companions”: its clothes, household items, and labor items. When introducing preschoolers to a new toy, the teacher already uses elements of the game: on behalf of the doll, he tells where it came from, how and where it lived, what fairy tales, songs, games it knows, etc. Having aroused interest in the toy, telling everything necessary about it, that the children’s attention should be drawn, the teacher organizes a game with a goat toy.
Toy storage
Features of toy storage are determined by the need to ensure:
a) availability of toys for children and the ability to independently dispose of them;
b) general order in the arrangement of toys, maintaining the attractiveness of each toy;
c) the children themselves maintain order in the toy household and carefully handle toys.
The first requirement is best met by racks with open shelves. Shelves should be positioned so that children can get and put away toys easily, without special tools. They have permanent places for different toys. For large building materials, it is more advisable to use lower shelves, for story-shaped toys - higher shelves, for printed games - upper ones. It is necessary to ensure visibility of toys so that some toys do not obscure others.
The time spent preparing toys for play and cleaning them also plays a significant role. It is advisable to store large building materials close to the place where construction games usually take place. For didactic and plot-shaped toys, it is good to have trays, sometimes small baskets, so that these toys can be easily transferred to tables or places of play and collected after play. At the same time, this method instills in children a caring attitude towards toys, organized actions, and a sense of order.
It is better to place musical toys in glass cabinets to preserve their good sound quality. Didactic toys are stored in a special cabinet.
The arrangement of toys should not only be practical, but also attractive. Folk educational toys, placed together, make up a pleasing combination of colors, sizes, and shapes. Plot-shaped toys - dolls, animals, pets - seem to be calling to them and as if they are waiting for children.
The order in which toys are stored should be constant to a certain extent, i.e., allow for changes. Children, especially older preschoolers, are from time to time involved in discussing how to arrange toys so that they are convenient to use, so that their placement is aesthetically pleasing and does not violate the overall design of the group.
After children play, their toy kingdom should be in complete order. Teaching preschoolers to leave their toys in order means educating them with early years reasonable thrift, organization, accuracy and respect for the work of others.
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Types of toys
Playing with dolls becomes more meaningful when there is an apartment, furniture, dishes, decorations, household appliances, clothes, etc. for them.
To plot-shapedAlso include toys depicting animals and domestic animals. The kids' favorite toy is a teddy bear made of fur or plush - warm and affectionate. Children are attracted to her by the image of a clumsy, good-natured forest dweller, a character in many fairy tales. They call the toy affectionate names: “Mishenka”, “Mishutka”, “Druzhok”. Children feed bears, bunnies, cats, dogs, goats, put them to bed, treat them, and go for walks with them.
A special place among plot-shaped toys belongs to those depicting characters from fairy tales (“Turnip”, “Three Bears”, “Seven Little Goats”, etc.). When playing with such toys, the fairy tale comes to life. They are the source of the dramatization game.
Technical toys are increasingly becoming part of life. Many of them are driven by a spring (wind-up toys), electricity, or an inertial motor; There are toys with remote control.Tech toysvaried in content. They reflect means of transportation (cars, ships, airplanes), equipment used in work (tractors, combines, cranes, dump trucks), means of communication and information (telephones, radios, televisions, telegraph). These also include movie cameras, filmoscopes, and epidiascopes. Toys such as construction sets and toys created by children themselves from sets of parts are widespread. Technical toys promote the development of curiosity, constructive thinking, and creativity in children.
Fun toys- funny figures of animals, animals, people. They originate from folk toys, partly from folk theatrical performances. They are based on movement, surprise, unexpectedness. Their purpose is to amuse children, to evoke cheerful laughter, empathy for joy, concern, to cultivate a sense of humor, etc. Watching a walking bull, which is not very deftly descending on an inclined board, children are always worried: “He will fall!” And when he safely finishes the journey, they laugh merrily. To the rhythm of the dancing pig, the children clap their hands and dance themselves. Fun toys are interesting for little ones in themselves; the elders want to know why the bull walks, the frog jumps, and the musician plays.
Masquerade and Christmas treestoys are associated with New Year celebrations. Children from an early age understand that these toys are a gift to the Christmas tree, and they make it beautiful and elegant. Christmas tree decorations evoke joy and delight in them and at the same time contribute to the development of fine movements and careful handling of fragile things.
Masquerade toys only remind one of this or that character in some way (tail, ears, beak), but this is enough for children to play and live in character.
A special type aresports and motor toys, intended primarily for the implementation of the tasks of physical education. They help to increase children's motor activity, develop coordination of movements, spatial orientation, dexterity, and courage. These toys can be divided into several groups.
1st group - toys that develop the sensorimotor system, strengthen small muscles, promote the development of coordination of movements of the hand and fingers, the development of dexterity and eye, purposefulness of movements and intelligence (tops, fleas, clicks, beads).
2nd group - toys for strengthening the muscles of the forearm and shoulder, developing strength, dexterity, coordination of movements of the hand and body (bilboke, serso, hoops, balls, propellers, ring throws, skittles, etc.).
3rd group - toys that promote the development of running, jumping, strengthening the muscles of the legs and torso (rollers, hoops, jump ropes, stick horses, skates, roller skates, bicycles, pedal cars, etc.). Rope rides and stick rides are used primarily by younger children and promote walking and running exercise. They attract them with their colorful design (sometimes decorated with colored balls, bells, depicting a bird, a windmill, etc.) and the opportunity to move.
The 4th group consists of toys for group games, in which children compete in accuracy, speed, and dexterity of movements (table croquet, basketball, ping-pong). They promote the development of collective relationships, develop dexterity of movements, the ability to calculate the force of a blow, and correlate their movements with the movements of a comrade.
In kindergarten, sports and motor toys of all groups should be selected; Only under this condition can games be played in a known system.
Of great importance for the aesthetic education of children aremusical and voice-acting toys: rattles, bells, bells, pipes, organs, etc., toys depicting musical instruments(piano, grand piano, balalaikas, cymbals, etc.). They satisfy children's interest in sounds, melodies, and encourage them to reproduce the melodies of songs and marches. The teacher makes sure that the sounds made by the toy are clear, the melody is reproduced accurately, and does not allow sharp, too loud, or unpleasant sounds.
Theater toysin content they are figurative, but they have their own pedagogical purpose - to serve the purposes of aesthetic education, the development of speech and thinking, imagination, and the ability to reproduce. They are quite diverse. The most common puppet actor is Parsley - a cheerful companion in children's lives, a participant in many games and entertainment. He is a joker and a prankster, he is also a demanding mentor, telling children about what is good and what is bad. The bibabo doll is also widely used - a soft-hard movable glove toy, which is put on the hand so that one finger holds its head, the other two hold the hands. Manipulating a doll requires skill, which can be achieved through practice. At first, this doll is for children, not themselves, but gradually older preschoolers master the simplest skills of driving a doll over a screen.
The display of theatrical dolls is accompanied by the pronunciation of the text, so games with such toys contribute to the development of correct and intonationally expressive speech, listening skills, and timely delivery of a cue.
A special place belongseducational toys. They are designed for touch and mental development and child education. These are folk educational toys - colorful balls, pyramids, nesting dolls, mushrooms, barrels, small toys (inserts, spillikins, etc.), and various toys for construction - mosaics, sticks, etc. A special type are board and printed games: lotto, paired pictures, quartets, cubes.
Didactic toys are remarkable in that a child, while playing with them, solves a problem, the conditions of which lie in the design of the toy itself, and tests himself during the game (for example, assembling and disassembling a matryoshka doll, a pyramid). He cannot always notice all the properties of a didactic toy, and the teacher teaches him to see them in special games.
The finished toy introduces children to many objects, leads them to understand their purpose in human life, and teaches them how to handle them. In each game, special requirements are placed on the toy, born of the child’s design and imagination. A ready-made toy often prevents a child from showing initiative and independence in implementing the game plan. This is made up for by building materials, which are included in the range of toys and play aids. Their purpose is to develop children's attention, intelligence, and constructive abilities. Construction games gaming materials unite children by unity of plan and action, by the desire for a goal - the creation of a building.
The basis of almost all design and construction sets are geometric bodies: cube, prism, cone, cylinder; they are the most stable and, when combined, allow the construction of a wide variety of buildings. With a sufficient number of additional shapes (arches, boards, crossbars, circles, stars), etc., children build interesting buildings around which they organize games. For younger groups, colored building material is given, delighting children with its colorfulness, providing successful work with him. They build benches, gates, a fence, a house, etc. Older children build complex buildings: a subway, a train station, a club, etc.
Homemade toys are made by the children themselves or by parents or teachers. These are childhood companions of many generations, when there was no industrial toy production yet. They have not lost their significance even now. When making the simplest toy, a child thinks, overcomes difficulties, and rejoices at success. In his creative, constructive activities, he seeks communication with his comrades, invites them to play together.
Making a toy is feasible and joyful work for a child. The process of turning material into a toy is accompanied by a variety of experiences - a feeling of surprise, joyful anticipation, satisfaction from the effort of thought and practical action, from awareness of one’s capabilities, and independence. By creating a toy and even being a witness or participant in its making by adults, a preschooler experiences joy and a desire for creative activity. The resulting willingness to make a toy not only for oneself, but also for others is of great importance in moral education.
Natural materials are widely used for homemade toys. Children on walks in the forest or park look closely, look for forest finds and, adding individual details to the main image, create toys that delight them. Thus, a birch twig can resemble a fairy-tale bird, and the attached feathers enliven this image. Children make birds and little people from cones and acorns. Designing toys from natural materials is a fascinating and very useful activity for preschoolers.
A good material for creating homemade toys is clay. Children sculpt people, animals, and household items from it. Firing makes these toys durable and allows them to be used more widely and given to others. Of course, the firing is carried out by the teacher, and his participation in making the toy, his advice, and help make the children proud that he can do everything.
The so-called waste material(i.e., what adults no longer need) - boxes, thread spools, rollers, boards, etc. All these children's treasures should be clean, stored in drawers, large boxes. IN Lately To create toys, children are given small pieces of foam plastic and foam rubber. This is a flexible, easy to handle, hygienic material.
Homemade toys are made during labor classes and during leisure hours under the guidance of a teacher.
In younger groups there should be toys that ensure the development of movements and their improvement: large balls for rolling, rolling, throwing; various colored trucks, gurneys, carts that children transport from place to place and on which they carry blocks and roll dolls.
Plot-shaped toys (dolls, animals, household items) in content and design reflect the world, close to children. Game actions with them are accessible and simple.
The selection of didactic toys is determined by the tasks of sensory education and speech development. Toys should contribute to the development of the perception of objects, their color, shape, size, etc., understanding and use of words denoting various properties and qualities.
With fun toys, kids do not yet know how to act on their own; they just watch and enjoy the movement of funny wind-up toys (a dancing monkey, a bull, a jumping bird, etc.).
For children in the middle group, the roles in the game are more clearly distinguished, and, in addition to toys, they need additional items: sailor hats, flags, a drum, binoculars, a doctor’s pipe, etc. Children of 4 years old use building materials to create more complex buildings than toddlers , so it must be in different sets. Pupils of the middle group use the fun toys themselves.
Children 4-5 years old can play collectively and use complete toys. For example, a set of toys “Pets” makes you want to build a stable together, guard a herd in the field, etc.
Preschoolers of the senior and preparatory groups are more in touch with life; their ideas, experience of communication, and organization of play allow them to use toys that make it possible to develop complex plots: games of “travel,” “theater,” “school,” “zoological garden,” etc. Technical toys with clearly expressed signs and methods of movement should be widely represented. Sets of kits “Builder”, “Little Dressmaker”, “Little Artist”, etc. help develop skills and unite children.
Children 6-7 years old show great interest in sports games. Their movements are more coordinated, so they need not only large, but also small balls for games, to hit the target and other sports toys that develop small muscles, improve coordination, and precision of movements. Children are interested in games that require dexterity, effort, and training. For this you need toys such as children's croquet, bilbocks, skittles, and towns. In the summer, children are given a sports scooter, in the winter - skis and skates.
Theatrical toys are of great importance, making up the necessary props for the design of performance games, dramatization games: costumes and their individual parts, masks, toys representing binoculars, pipes, tools, etc.
Find material for any lesson,
Along with learning and work, play is one of the special types of human activity. A game is a set of meaningful actions united by a unity of motive. It is an expression of a certain attitude of the individual to the surrounding reality. The game of an individual is always closely connected with the activity on which the existence of a given species is based. In animals it is associated with the basic forms of instinctive life activity through which their existence is maintained; a person has a game - “ child of labor"(W. Wundt). A person’s game is a product of activity through which a person transforms reality and changes the world. The essence of human play is the ability to reflect and transform reality. In play, the child’s need to influence the world is first formed and manifested. This is the main, central and most general meaning games.
At the end of the 19th - beginning of the 20th centuries. The first systematized theories of gaming activity appeared. The most common ones are the following. K. Gross believed that the game is an unconscious preparation young body to life. The source of play is instincts, i.e. biological mechanisms. They act equally in both animals and humans. These biologizing ideas are reflected in other theories. Thus, K. Schiller and G. Spencer explained the game as a simple waste of excess energy accumulated by the child. It is not spent on labor and therefore is expressed in play actions. According to Schiller, play is more of a pleasure, an aesthetic activity. For Spencer, the difference between play and aesthetic activity is only that lower abilities are expressed in play, while higher abilities are expressed in aesthetic activity. K. Bühler, emphasizing the passion with which children play, argued that the meaning of the game lies in the pleasure it gives the child. But at the same time, the reason that causes this feeling of joy from playing in children was not revealed. 3. Freud believed that play is a way of expressing social prohibitions. The game reflects subconscious drives. Some scientists view play as recreation. Not all scientists recognize the importance of the game. Thus, M. Montessori spoke about the meaninglessness of play and that it must be eradicated. The above views primarily reflect the biologizing positions of their authors and, in addition, they do not systematically present game theories. W. Wundt came closest to understanding the origins of the game; he included the game not only in the biological aspect, but also in the socio-historical one.
Domestic teachers and psychologists approach the game in a fundamentally different way. They view play as a human activity. It is a means for a child to understand reality (K.D. Ushinsky, P.F. Lesgaft, D.B. Elkonin, A.A. Lyublinskaya). Elkonin gave an analysis of the expanded form of children's play activity. He emphasized the social nature of role play. He singled out the unit of the game - the role and the associated actions for its implementation - “in it, the affective-motivational and operational-technical aspects of the activity are presented in indissoluble unity.” The content of the expanded, developed form of role-playing game is not the object and its use or change by a person, but the relationships between people carried out through actions with objects. Not a person is an object, but a person is a person. Elkonin emphasizes that “since the recreation, and thereby the development of these relationships, occurs through the role of an adult, which the child takes on, then it is the role and the actions organically associated with it that are the unit of the game.”
Since in reality the specific activities of people and their relationships are very diverse, the plots of games are extremely diverse and changeable. In a game, it is necessary to distinguish between plot and content. The plot of the game is the area of reality that is reproduced by children in the game. The content of the game is what is reproduced by the child as a central, characteristic moment of activity and relationships between adults in their work and social life. The content of the game expresses a more or less deep penetration of the child into the activities of adults. It can reflect only the external side of human activity - only what a person acts with, or his relationship to his activity and other people, or, finally, the social meaning of human labor.
The special sensitivity of the game to the sphere of human activity and relationships between people indicates that the game not only draws its plots from the life surrounding children, but also that it is social in its internal content and origin and cannot be a biological phenomenon in nature.
The children played at all times. And a boy from Sparta, and a master’s pupil in the Middle Ages, and little inhabitants of Ancient Rus', and young ladies and gentlemen of the times of Queen Victoria, and a three-year-old kindergartener from Moscow in the 21st century - everyone is united by the game.
Nowadays, parents strive to give their child as many opportunities as possible, sometimes loading his schedule to capacity. But free play still remains the most important, irreplaceable part of a child’s leisure time. It is necessary for its development - both physical and mental.
Expert opinion
A child psychologist talks about why playing is necessary and important. Elena Mikhailovna Kravtsova.
What is a game from a psychological point of view? What is the importance of the game, what are its functions?
In psychology, there are many definitions of the concept “game”. For example, this: a game is a type of activity in which the process is more important than the result.
Experts identify the following signs of children's play:
- she is intrinsically motivated (children start and continue to play because they enjoy it);
- voluntary;
- brings pleasure;
- not literal (contains pretense, fantasy);
- the player is actively involved.
All experts emphasize that play is a very important activity. In preschool age, its benefits for the development of the child are especially great. Nothing can replace the game.
It prepares the child’s psyche, creating conditions for the development of intelligence, speech, perception, attention, memory, emotional sphere, and communication abilities. The skills acquired during play expand the abilities, capabilities and interests of children.
At what age does a child start playing?
Having learned to control his body, for example, to make meaningful movements with his hands and roll over, the baby begins to repeat the same actions just for pleasure. This is the first game, which is still very simple and has no symbolic plan. And this happens in the first half of life (2-5 months).
Do you need to buy your child a lot of toys?
There is no such need. In the first year of life, complex toys are pointless, as they do not attract the baby's attention. He has other interests. It is much more important for the baby to have a place and time to play. Research shows that modern children are sorely lacking in both.
For an older child, any thing can become a toy. A saucepan, a teapot box, and sushi chopsticks are much more interesting than an educational device with music and lighting. The secret is simple: you can play with simple things the way you want, use your imagination, come up with actions.
It is their own actions that are important for young children, and not the object they play with.
Is it possible to interrupt the game process if the child is very interested in it?
There is no universal answer to this question; situations vary. If we are talking about maintaining a daily routine, then there is no need to interrupt it on purpose. You can wait a little. Or weave sleep and lunch into the fabric of this game.
Often educational activities for children are conducted in a playful way. Can they replace a game for a child?
No, they can't. These are two different types of activities. Experts are sounding the alarm: lately adults have been very concerned about early intellectual development children. This fashion causes great harm to the psyche of children and parents. It leads to the fact that adults strive to turn any game into a developmental activity. They want to "skip" the period when games make no sense to an outside observer. It turns out that the development of young children is equivalent to learning!
In order for a child to grow up healthy and happy, you need to remember that the importance of free children's play is such that throughout preschool childhood the following formula must be observed: time for free play should be more than time for learning.
Is it necessary to play with a child if you don’t like it yourself and don’t know how?
This happens often. It's really difficult for adults to play with kids. And it is really important for children that their parents sometimes play with them and simply “fool around.” It is important not to concentrate on feelings of guilt in front of your child, but to look for Constructive decisions. Catch your own mood and join the game when you feel capable of it. Play with your baby according to a pre-planned plan, say 20 minutes after afternoon tea, but don’t be shy about telling him honestly that you are very happy, but now you are tired and want to do other things.
If there are adults or older children who want to play with your child, give them this opportunity with a light heart and enjoy the process from the outside. It is more difficult with peers: elements of joint play appear in children’s communication only at about 3 years old, and coordinated play begins at about 4 years old.
Until when does play remain a child’s main activity?
It is believed that with the onset of school age, cognitive activity comes to the fore. At this time, play ceases to be the main activity, but its importance remains important throughout childhood. At school age, learning will go better if adults begin to use elements of the game.
And even in adult life, a person sometimes needs to play!
Saikina Evgenia Viktorovna
Job title: teacher
Educational institution: BDOU "Kindergarten No. 368 combined type"
Locality: Omsk city
Name of material: Essay
Subject: Play as the main activity of a preschooler
Publication date: 03.02.2017
Chapter: preschool education
1
Play as the main activity of preschoolers
abstract
Executor:
Saikina Evgenia Viktorovna
teacher Omsk-2017 Introduction
2 Chapter I. The role of play in a child’s life 1. The concept and essence of children’s play 2. Play is a form of organizing children’s life activities Chapter II. The influence of play on the formation of the emotional-volitional sphere of children 1. The emotional-volitional sphere of a preschooler 2. Game as a means of developing the emotional-volitional sphere of children of senior preschool age Conclusion List of references
3
Introduction
Preschool childhood is a short but very important period of personality development, because it is during these years that the child acquires initial knowledge about the life around him, his character develops, skills and habits of correct behavior are developed, and a certain attitude towards people and work begins to form. The main activity of preschool children is play, during which spiritual and physical strength child: his attention and memory, imagination and will, discipline and dexterity. In addition, play is a unique way of learning social experience, characteristic of preschool age. 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 play, which psychologists consider the leading activity of a preschooler.
4
Chapter
Role
games
life
child
The concept and essence of children's play
Play is the life of a child. In a game, as in life, temporary difficulties, mistakes and failures are not only not inevitable, but often the main value lies in them. It is in overcoming difficulties that character is formed, personality is formed, the need is born to get help and, when necessary, to come to the aid of others. Play affects all aspects of mental development, which has been repeatedly emphasized by both teachers and psychologists. Thus, A. S. Makarenko wrote: “Play is important in a child’s life, it has the same meaning as activity, work, service for an adult. What a child is like at play, so in many ways he will be at work when he grows up. Therefore, the education of a future leader occurs, first of all, in play. And the whole history of an individual as an actor or worker can be represented in the development of play and in its gradual transition into work.” Have you ever wondered why children love to play? What does play give to a child? Do you remember what you played as a child? Some parents look at the game as fun, as a useless waste of time that does not give anything to the child. “Whatever the child enjoys, as long as he doesn’t cry,” such parents argue. They are completely indifferent to what and how their children play, as long as the child does not bother them, does not bother them with questions, and gives them the opportunity to relax or go about their business. This attitude towards children's games is deeply wrong. Play, we repeat, is extremely important for the development of a child. In the game everything is “as if” and “make-believe”, but in this conditional setting, which is created by the imagination of the players and a lot of the real thing: children’s actions are always real, their feelings and experiences are sincere and genuine. Although
5 the baby understands that the doll and the bear are just toys, but he loves them as if they were alive, although he knows that he is not a real sailor or astronaut, but he feels like a brave sailor or a brave pilot who is not afraid of danger and is truly proud of his victory . Play is the central activity of a child, filled with meaning and significance for him. Play is an essential component of a child's healthy development. Emotionally important experiences receive meaningful expression in the game. The main function of the game is to turn something unimaginable in real life into controllable situations. This is done through symbolic representation, which gives children the opportunity to learn how to cope with difficulties by immersing themselves in self-exploration. Play is a child's way of coping with his fears. For example, a girl who is afraid of the dark can calm her doll for a long time, assuring her that there is nothing wrong. The child seems to take control of the situation. Game is a specific language of self-expression. Psychoanalysts claim that a child who has played out a terrible, unpleasant situation to himself, who has vented his negative emotions through play, seems to purify himself. Children often find it difficult to talk about how they feel or how they are affected by what they have experienced, but they can express this through play, which can help an adult get closer to their thoughts and thereby allow them to help themselves. Gaming activity is a special sphere of human activity in which a person does not pursue any other goals other than obtaining pleasure from physical activity. c h and spiritual forces Game is a unique attitude to reality, which is characterized by the creation of imaginary situations or the transfer of the properties of some objects to others. Research shows that games with transfer of meaning, with imaginary situations, appear in rudimentary form towards the end
6 of an early age, and only in the third year do games appear that involve introducing elements of imagination into a situation. L. S. Vygotsky says that the criterion of a game is the presence of an imaginary situation, that is, a situation in which there is a divergence between the imaginary field and the semantic field. For example, a child may “invent” that a shoe brush is a car, and a stick is a saber. The discrepancy between the imaginary and the real is obvious: a brush is not a machine, but it is assumed that everything is exactly like that. The leading link of play is imagination; therefore, according to Vygotsky, play begins at the age of three, when the child begins to deliberately fantasize. There are two main types of games: games with fixed, open rules and games with hidden rules. An example of games of the first type is the majority of didactic, educational and outdoor games; this includes educational games. The second type includes role-playing games. The rules in them exist implicitly. They are in the norms of behavior of reproduced heroes: the teacher does not grade himself, the captain does not swim in the passenger’s cabin. Let's consider in general outline characteristics different types games based on the class of O. S. Gazman. The most important means of physical education for children in preschool age are outdoor games. They always require active motor actions from the players aimed at achieving the conditional goal specified in the rules. Didactic games differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the teacher. The listed signs are inherent in all games, but in some they appear more clearly, in others - in others. Currently, computer games have appeared and are being used more and more actively. They have certain advantages: they help
7 avoid cliches and standards in assessing the behavior of different characters in different situations. In them, children practically learn the means of communication, ways of communicating and expressing emotions. Role-playing games, of course, occupy a special place in the moral education of a child. They are predominantly collective in nature, as they reflect the nature of relations in society. Plot-role-playing games appear at three to four years of age. Until this age, children are not interested in a playing partner; they play nearby, but not together. Of course, the inclusion of a child in group games depends on the conditions of upbringing. Children attending kindergarten are included in collective games more easily than children at home. In plot-role-playing games, based on life or artistic impressions, fantastic situations are played out, social relationships and material objects that do not yet have an analogue in real life are reproduced freely and independently. The main components of a role-playing game are theme, content, imaginary situation, plot and role. The sphere of reality that is reflected in the game is called the plot. At first, when the child is limited to the family, his games are connected mainly with family and everyday problems. Then, as he masters new areas of life, more complex subjects appear - military, industrial. For children three to five years old, the content of the game is objective actions; they are characterized by reproducing the logic of real people’s actions. Younger preschoolers imitate object-based activities - wash the dishes, “sweep” the apartment, cut bread, rub an apple. They are so absorbed in the process of performing their actions that they often forget about the result - why and for whom they did it, the actions of different children are not consistent with each other, duplication and sudden changes in roles are possible
8 during the game. For middle preschoolers, play actions are no longer performed for the sake of the actions themselves, but for the sake of the relationships behind them. Children five to seven years old are modeled real relationship Social relationships and the social meaning of an adult’s activity become between people and the content of their play. For older preschoolers, it is important to obey the rules arising from the role, and the correct implementation of these rules is strictly controlled by them. The older the child gets, the more stable and long-lasting his play on the same plot is. So, if at 3-4 years old a child can devote only 10-15 minutes to one game, and then he needs to switch to something else, then at 4-5 years old the same game can already last 40-50 minutes. Older preschoolers are able to play the same thing for several hours in a row, and some of their games even last for several days. Collective role-playing game expands the child’s social circle. He gets used to obeying the rules and requirements that are placed on him in the game, because he is either a brave pilot, or a passenger on a spaceship, or a spectator enthusiastically watching the flight. These games develop children's will, teach them to follow the rules and develop the ability to obey them, foster a sense of collectivism and responsibility, respect for others. i s h a m p o i g r e. Play plays an important role in the development of a child’s psyche, since: Only in play does a preschooler learn to fully communicate with peers. Children learn to subordinate their impulsive desires to the rules of the game - they form their will. A subordination of motives appears - “I want” begins to subordinate to “I can’t” or “I must”. In the game, moral feelings and all mental processes are formed and intensively developed.
9 New motives and needs appear (for example, the need for independence, competitive and gaming motives). The game gives birth to new types of productive activities (drawing, sculpting, and applying). Preschool childhood should be a joyful memory for every child. Work - reading, counting, writing - all this will come to children in due time. And until the age of seven, before the start of school life, the child should be given the opportunity to play enough. The development of a child in the preschool period is very important, but even more important is not to overload the child, give him emotional baggage and a charge of strength to move on. That is why it is necessary not only to allow, but also to teach the child to play.
Game is a form of organizing children's life activities
10 Activity is the most important form of manifestation of a person’s life, his active relationship to the surrounding reality. The activity must have a specific goal, which gives the actions direction and awareness. There are three types of activities that replace each other and coexist throughout life: play, learning and work. They differ in final results (product of activity), in organization, and in characteristics of motivation. Although different activities do not exist in isolation, they have different meanings at different periods of a person's life. The main activities of a preschool child are: playing, drawing, dramatization, design, etc. A special place in a child’s life should be occupied by play, primarily amateur play. Throughout preschool childhood, the following main types of children's activities are consistently improved: play - manipulation with objects, individual object-based play of a constructive type, collective role-playing game, individual and group creativity, competition games, communication games, homework. Play is a special school that is necessary for the normal development of a child. This is the most serious activity for preschoolers, in which children learn a lot. Psychologists call play a leading activity, emphasizing that it is by playing that a child masters the ability to generalize and analyze, memorize and recall what is needed at the moment. Through play, children develop imagination and the ability to concentrate. It is in play that children acquire the ability to restrain immediate desires, to control their actions, to purposeful, voluntary behavior regulated by a conscious goal. Thus, the most important psychological processes that a child needs in “adult” life, in communication, creativity, learning,
11 have their origins in a children's game. The game promotes the development of creative imagination aimed at a specific goal, at creating something new, at obtaining a certain result. Z. V. Manuleiko reveals the question of the psychological mechanism of the game. Based on her work, we can say that the motivation of activity is of great importance in the psychological mechanism of the game. An indication of motives is, however, insufficient. It is necessary to find the mental mechanism through which motives can have this effect. When performing a role, the pattern of behavior contained in the role simultaneously becomes a stage with which the child compares his behavior and controls it. A child in a game performs two functions; on the one hand, he fulfills his role, and on the other, he controls his behavior. That is why the game can be considered a school of voluntary behavior. Play is serious for a child, it is his life, it is childish spontaneity, naivety, but sometimes amazing seriousness. For a child, play is not always sweet fun; often it is work, overcoming oneself. Play, especially collective play, requires the child to mobilize all his strength and capabilities: both mental and physical. After all, the game makes high demands on the child: he must explain what and how he would like to play, agree with other children who can play what role, “play his role” so that others understand him. Despite the egocentrism inherent in middle and older preschool age, in the game children negotiate with each other, previously distributing roles. “So be it, take a hare, and I’ll take a doll,” says a six-year-old girl to a friend. “Okay, today you be a pilot, and I’ll be a passenger,” agrees with Comrade five year old boy. Meaningful discussion of issues related to roles and supervision
12 compliance with the rules of the game becomes possible due to the inclusion of children in a common, emotionally rich activity for them. Play is the first experience of independent activity that children engage in together with their peers. The guys 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 the will. In play, the child begins to feel like a member of a team, to fairly evaluate the actions and actions of his comrades and his own e Activity is expressed in human actions. It is actions with objects, with tools and materials, actions that include motor acts of varying complexity and structure—movements—that constitute the external expression or visible side of human activity. Any human activity requires the use of certain movements and actions, i.e. skills. So, play is the main activity of a preschooler. And depending on the content of a person’s activity, on the organization and conditions of this activity and on the attitude that this activity evokes in a person, he develops certain inclinations and character traits, I know you. In play, the child enters into numerous and varied relationships with other children. The more diverse his games, the more diverse his relationship with other guys, and the more versatile his interests, motivations, feelings become, capabilities. The psychological age of a child is determined not only by calendar dates, but also by the level of his mental development. The main thing here is the sequence of stages of development (so, you cannot step over a stage).
13 Games should be offered in accordance with the necessary sequence of stages - from the simplest games that are accessible to every child, one should move on to more complex ones. In each game it is necessary to rely on what the child already knows how to do and what he himself likes to do. Here it is not acceptable to demand or force a child. Personality is formed in activity. In the active activity of a child - play - mental processes develop, his mental, emotional and volitional qualities, abilities and personality are formed. Through play, carried out by the child together with other children, the little person gets to know himself. During the development of a child, his consciousness is formed in joint activities with peers. He learns to understand others and himself, manage himself and evaluate his actions.
14
Chapter II. The influence of the game on the formation of the emotional and volitional sphere
children
1. Emotional and volitional sphere of a preschooler
IN modern society The social prestige of intelligence and scientific knowledge has sharply increased. Modern children know much more, they solve logical problems faster, but they are much less often surprised and admired, indignant and empathetic, more and more often they show indifference and callousness, their interests are limited, and their games are monotonous. Parents begin to train their child very early, essentially forcing him to perform intellectual efforts for which he is not ready either physically or mentally. Whereas for a child of preschool age, the most important thing is the development of inner life, nourishment of his emotional sphere, feelings V. According to Zakharov A.I., emotions play an important role in the lives of children: they help to perceive reality and respond to it. From the first days of life, a child is faced with the diversity of the surrounding world: people, objects, events. A newborn baby is capable of experiencing fear, which is revealed by a strong blow or a sudden loss of balance, displeasure, which manifests itself when movements are limited, and pleasure, which occurs in response to rocking and stroking. The innate ability to evoke emotions has the following needs: - yourself conservation (fears) - freedom of movement (anger) - receiving a special kind of irritation that causes a state of obvious pleasure. It is these needs that determine the foundation of a person’s emotional life. If a baby’s fear is caused only by loud sounds or loss of support, then already at 3-5 years of age shame is formed, which builds on the innate fear, being the social form of this emotion - the fear of condemnation. It is no longer determined by the physical characteristics of the situation, but
15 their social significance. Anger is caused in early childhood only by restriction of freedom of movement. At 2-3 years old, the child develops jealousy and envy - social forms of anger. Pleasure is stimulated primarily by contact interaction - lulling, stroking. Joy subsequently develops as an expectation of pleasure in connection with the growing likelihood of satisfying some need. Joy and happiness arise only through social contacts. With the growth of the child, the formation of the emotional sphere occurs, and in preschool age (3 - 7 years), based on the observations of L. F. Obukhova, G. Kh. Shingarov, D. B. Elkonin and A. L. Wenger, it can be characterized with l f eeding FEATURES: A calmer, more balanced emotional background of perception; Emotionality is determined by developing ideas: desire - idea - action - emotion; Emotional processes are more manageable; Emotional anticipation develops (future result, its assessment by adults). If the result of an action is negative, an adult will disapprove of it, which may lead to the development of anxiety. If the result of the action is positive, the child receives a positive assessment from the adult, which causes a positive emotional stimulus for further behavior; The first link in the reaction chain is the effect; There is a transition from desires (motives) aimed at objects to desires associated with the idea of objects, their properties and obtaining the final result a t a; Self-esteem is somewhat high, which helps to master new types of activities without doubt and fear, but by the time of school, the level of self-esteem decreases; Subordination of motives (motives acquire different strength and significance),
16 the emergence of new motives (motive for achieving success, competition), an individual motivational system is formed (dominant motives are identified, a hierarchy is formed, social motives are identified: achieving success, interest in achieving activities), APPEARS the ability to evaluate one’s own behavior. At preschool age, feelings dominate all aspects of a child’s life, giving them color and expressiveness, the emotional world the child becomes richer and more diverse. From basic emotions (fear, joy, etc.) he moves on to a more complex range of feelings: happy and angry, delighted and surprised, jealous and sad. The external manifestation of emotional reactions also changes. At this age, the language of feelings is acquired - the forms accepted in society for expressing the subtlest shades of experiences with the help of glances, smiles, gestures, postures, movements, voice intonations, etc. The formation of a sense of personal and cultural identity, which occurs between two and six years, is accompanied by a variety of strong emotions that the child must learn to integrate into the structure of his own personality. Throughout childhood, the characteristics of emotions (their strength, duration, stability) change due to changes general the child’s activities and his motives, as well as the complication of the child’s relationship with the outside world. Along with the experiences of pleasure or displeasure associated with the satisfaction or dissatisfaction of immediate desires, the child experiences more complex feelings caused by how well he has fulfilled his duties, what significance the actions he performs have for other people and to what extent they are respected by himself and those around him. certain norms and rules of behavior. Babies' feelings are involuntary. They flare up quickly, are brightly expressed and quickly fade away. Stormy fun often gives way to tears. The whole life of a child
17 of an early age is subordinate to his feelings. He still cannot control his experiences. Therefore, children are much more susceptible to mood swings than adults. They are easy to amuse, but even easier to upset or offend, since they have almost no self-knowledge and do not know how to control themselves. That is why they are able to experience a whole range of feelings and emotions in an unusually short period of time. A child who is rolling on the floor laughing may suddenly burst into tears or despair, and a minute later, with still wet eyes, laugh contagiously again. This kind of behavior in children is completely normal. Preschool childhood is characterized by a more adequate expression of emotions, the absence of strong affective outbursts and conflicts over minor issues. This new relatively emotional background is determined by children's growing ability to manage their emotions. Emotion regulation is one of the aspects of psychosocial development, especially in the first seven years of life. In early childhood, the course of the child’s emotional life was determined by the characteristics of the specific situation in which he was included, for example: he has an attractive object or cannot get it. By the end of preschool age, emotional processes become more balanced, which allows the child to escape from the immediate situation, and momentary difficulties associated with it may not be perceived so acutely, losing their former significance. A preschooler’s day is busy, filled with emotions so much that by the evening he can become tired and completely exhausted. . At the age of 3 – 7 years, the child’s desires are combined with his ideas, and thanks to this, the motives are restructured. Thus, emotions associated with the idea allow one to anticipate the results of the child’s actions and the satisfaction of his desires. The mechanism of emotional anticipation lies in the fact that even before the preschooler begins to act, he has an emotional image that reflects both the future result and the assessment from
18 adult sides. Emotionally anticipating the consequences of his behavior, the child already knows in advance whether he is going to act well or badly. Anticipation of the useful result of actions and the resulting high evaluation from close adults is associated with positive emotions, which additionally stimulate behavior. The mechanism of emotional anticipation of the consequences of an activity underlies the emotional regulation of a child’s actions. During this period, the structure of the emotional processes themselves also changes. Autonomic and motor reactions in a preschool child are preserved, but the outward expression of emotions becomes more restrained in most children. The structure of emotional processes, in addition to vegetative and motor components, now also includes complex forms of perception, imaginative thinking, and imagination. The child begins to be happy and sad not only about what he is doing at the moment, but also about what remains to be done. Experiences become more complex and deeper. The content of affects changes - the range of emotions inherent in the child expands. It is especially important for preschoolers to develop such emotions as sympathy for others and empathy - without them, joint activities and complex forms of communication between children are impossible. The development of the emotional sphere is associated with the formation of a plan of ideas, which is why figurative ideas acquire an emotional character. All activities of a preschooler become emotionally intense. Everything that a preschooler is involved in - playing, drawing, modeling, designing, preparing for school, etc. - must have a strong emotional connotation, otherwise the activity is not built or is quickly destroyed. A child, due to his age, is simply not able to do something that does not arouse his interest. Emotional saturation of the body is its important innate and lifetime developing need. This need can be satisfied not only by positive, but also by negative emotions.
19 A negative emotion is an alarm signal, a cry from the body that a given situation is disastrous for it. Positive emotion is a signal of returned well-being. It is clear that the last signal does not need to sound for a long time, so emotional adaptation to the good comes quickly. The alarm signal must be given at all times until the danger is eliminated. The life of a modern person is unthinkable without negative emotions, and it is impossible to protect a child from them, and there is no need. After all, our brain needs tension, training, and hardening to the same extent as our muscles. What is important for a person is not the preservation of uniformly positive emotional states, but constant dynamism within a certain intensity that is optimal for a given individual. Emotional starvation is just as real a phenomenon as muscular starvation. It is experienced in the form of boredom. A number of conditions for the development of emotions and feelings in preschool children have been noted. Emotions and feelings are formed in the process of a child’s communication with peers. When communicating with a peer, a child performs many actions and requests: he argues, imposes his will, calms, demands, orders, deceives, regrets, and so on. It is in such communication that such forms of behavior appear as pretense, the desire to express resentment, deliberately not respond to a partner, coquetry, fantasizing, etc. Actions addressed to a peer are characterized by a significantly greater affective charge. Starting from the age of 4, a peer becomes more preferable for communication. Emotions and feelings are formed in the process of communication between a child and adults. It has been established that if an adult is friendly to the child, rejoices with him in his success and empathizes with his failure, then the child maintains good emotional well-being, a readiness to act and overcome obstacles even in the event of failure.
20 With specially organized activities (for example, music classes), children learn to experience certain feelings associated with the perception of music. At the age corresponding to preschool, emotions and feelings develop very intensively in the game, intense experiences And. In the process of performing joint work activities (cleaning the area, group room), the emotional unity of a group of preschoolers develops. Thus, summarizing the above, we can distinguish two main directions in the development of the emotional sphere in preschool children: The emergence of the ability to manage emotions, that is, arbitrariness of behavior. Behavior gradually turns from that prompted by spontaneous feelings and impressions (“field behavior”) to “volitional behavior,” which means a transition from external to internal regulation, to the possibility of choosing one’s own behavior D E N I. Emotions become stable and acquire greater depth. Higher feelings appear - sympathy, empathy, compassion. By observing external emotional manifestations, the child learns to understand the behavior of other people and react correctly in accordance with it. In connection with the general revival of interest in humanitarian, specific human problems of psychology, in recent years there has been increased attention to the will. One of the essential features of an act of will is that it is always associated with making efforts, making decisions and their implementation. Will presupposes a struggle of motives. Based on this essential feature, a volitional action can always be separated from the rest. A volitional decision is usually made in the context of competing, multidirectional drives, none of which can finally win without making a volitional decision.
21 Will presupposes self-restraint, restraining some fairly strong drives, consciously subordinating them to other, more significant and important goals, and the ability to suppress desires and impulses that directly arise in a given situation. On higher levels of its manifestation, the will presupposes reliance on spiritual goals and moral values, on beliefs and ideals. The will is very closely connected with emotions, and for its manifestation, a feeling is certainly necessary that “feeds” it. Without a corresponding emotion, an act of will quickly becomes exhausted and ceases to have such a meaning for the individual that would justify the effort of will. Very often in human actions it is difficult to separate emotions from will, because they are generated by objects to which volitional effort is directed. Will is one of the most important characteristics of personal development. That is why both teachers and parents should pay significant attention to the formation of this particular personality quality. To cultivate a child’s will, the following rules must be observed: Do not do for the child what he must learn, but only provide conditions for his successful activity; To intensify the child’s independent activity, to arouse in him a feeling of joy from what has been achieved, to increase the child’s faith in his ability to overcome difficulties; It is useful even for a small child to explain the expediency of the demands, orders, decisions that adults present to him, and gradually teach the child to make reasonable decisions on his own. The development of the will is extremely negatively affected by the child’s inability to independently make important decisions. I. An important place in the formation of the will of preschoolers is given to the development of such qualities as volition, independence, and self-awareness. Voluntary regulation of behavior consists in subordinating the child’s behavior to the task, that is, in his ability to concentrate on what is proposed
22 adult, trying to actively solve a problem, trying to overcome everything that does not relate to the main activity. By the end of preschool age, the basic elements of volitional action are formed: the child is able to set a goal, make a decision, outline a plan of action, carry it out, show a certain effort when overcoming obstacles, and evaluate the result of his action. Arbitrariness, in turn, provides a sufficient level of gaming motivation. The most important criterion of preschool maturity is the necessary level of development of the child’s independence. As research shows, the criteria and signs of a preschool child’s independence in joint activities are his ability to organize and complete his own activities; desire to interact with peers; the ability to act and interact when organizing activities and performing them; the desire to use the same means on oneself that adults use on him. An independent child organizes interaction with friends, correlates his skills and desires to act with the conditions of the environment. In older preschool age, independence becomes a qualitative acquisition of the child’s developing personality. Independence in joint activities with peers is manifested in the search for a common cause, in inviting a friend, in communicating a plan to him, in making suggestions, advice, value judgments, in the process of implementing a plan. Most often, preschoolers are characterized by biased high self-esteem. However, some preschoolers have unstable and sometimes even low self-esteem. This does not indicate an intensive development of self-awareness, but that these children experience a deficit of emotional security, support, love mania of adults. Features of the development of will in the preschool period are the processes of formation of goal setting, the emergence of struggle and subordination of motives.
23 An important fact is the emergence of control in behavior, in addition to this, the ability to exert volition develops, the child carries out speech planning, encourages adults and peers to do as he intended, volition develops in the sphere of movements, actions, as well as cognitive processes and communication with adults. The development of volitional regulation of behavior in a child occurs in several directions. On the one hand, this is the transformation of involuntary mental processes into voluntary ones, on the other hand, a person gains control over his behavior, and on the third, the development of volitional personality traits. Within each of these directions of development of the will, as it strengthens, its own specific transformations occur, gradually raising the process and mechanisms of volitional regulation to higher levels. For example, in the field of formation of volitional qualities of a person, the development of will can be represented as a movement from primary to secondary and then to tertiary volitional qualities. Summarizing all of the above, it is necessary once again to emphasize the importance of preschool childhood as a period that determines the entire further process of a person’s personal development. The formation of such personal characteristics as emotions and will plays a special role in this period.
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2. Play as a means of developing the emotional and volitional sphere of children
senior preschool age
Long before the game became a thing scientific research, it was widely used as one of the most important means of raising children. In different pedagogical systems, the game was given different roles, but there is not a single system in which a place in the game is not assigned to one degree or another. The use of games in correctional practice is historically associated with the theoretical traditions of psychoanalysis. The beginning of play therapy was laid in the 20s of the last century in the works of M. Klein (1922), A. Freud (1921), G. Gug-Helmut (1926). Child-centered play therapy (K. Rogers, V. Exline) is based on the idea of the spontaneity of a child’s mental development, who has internal sources of self-development and the potential to independently resolve problems of personal growth A. The development of ideas about children's play is the subject of the works of the most prominent Russian psychologists L. S. Vygotsky, A. N. Leontyev, A. V. Zaporozhets, D. B. Elkonin, P. Ya. Gal P e r i n a, D. B. E l k o n i n a. Survey results show that during the game mental processes are strengthened and developed, frustration tolerance increases and adequate forms of mental health are created r e a g i r o v a n i i . The educational function of the game is to rebuild relationships, expand the range of communication and life horizons, readaptation and socialization. In the process of interaction, children help each other take responsibility for building interpersonal relationships, gain experience in building relationships with other people in a mutually satisfying manner. By observing other children, a child gains the courage necessary to try to do something that he wants to do. I. The main psychological mechanisms of the corrective effects of the game are as follows:
25 1. Modeling a system of social relations in a visually effective form in special gaming conditions, following them by the child and orientation in these relationships. 2. The child’s overcoming of cognitive and personal egocentrism and consistent decentration, due to which the awareness of one’s own “I” occurs in the game and the measure of social competence and ability to solve problems increases. s i t u a c i y. 3. Along with play, the child forms real relationships with peers as equal partners, cooperation and collaboration develops, providing the opportunity for positive personal development. 4. Identification by the child of the emotional states he experiences and ensuring their awareness through verbalization and, accordingly, awareness of their meaning, the formation of new meanings this is the situation. 5. Formation of the child’s ability to voluntarily regulate activities based on the subordination of behavior to a system of rules, as well as behavior in the playroom. The game is credited with a wide variety of functions, both purely educational and educational. We will try to determine the influence of the game on the development of the emotional and volitional sphere of children of senior preschool age. The development of volitional regulation of behavior in humans occurs in several directions. On the one hand, this is the transformation of involuntary mental processes into voluntary ones, on the other hand, a person gains control over his behavior, and on the third, the development of volitional personality traits. All these processes ontogenetically begin from the moment in life when the child masters speech and learns to use it as effective means PSYCHICAL AND BEHAVIORAL SELF-REGULATION. Games play a special role in the development of the will of children, and each type of gaming activity makes its own specific contribution to improving the volitional process. Constructive, objective games that appear first
26 in the age-related development of a child contribute to the accelerated formation of voluntary regulation of actions, role-playing games lead to the consolidation of the necessary volitional personality traits in the child. In addition to this task, collective games with rules solve another problem: strengthening self-regulation and actions. Play in preschool age is an emotionally rich activity. Play is the main activity of a preschool child, and therefore, in play, children are animated, proactive, and emotionally interested. A child’s emotions develop through activity and depend on the content and structure of this activity. The game reveals the ways and habits of emotional response already developed in children, and also develops new qualities of the child’s behavior, developing and enriching his emotional experience. Summarizing the above, we can conclude: play therapy is the interaction of an adult with a child on the latter’s own terms, when he is given the opportunity to freely express himself while simultaneously accepting his feelings by adults. Play therapy represents a unique experience for the comprehensive development of a child. Play, as the most important activity of a child, plays a huge role in development and education. It is an effective means of shaping a preschooler’s thinking and his emotional and volitional qualities; the game fulfills the need to influence the world. It causes a significant change in his psyche. The theory and practice of gaming technologies in psychology has its own history and its own directions; it is constantly developing and improving.
27
Conclusion
Summing up all of the above, I would like to once again emphasize the importance of preschool childhood as a period that determines the entire further process of a person’s personal development. The formation of such personal characteristics as an emotional-volitional sphere. Play, the most important type of children’s activity, plays a huge role in the development and upbringing of a child. It has a multifaceted impact on the mental development of the child. In the game, children acquire new skills and knowledge. Only in the game do you master the rules of human communication. Outside of play, the full moral and volitional development of a child cannot be achieved; outside of play, there is no personal development. That's why even the simplest questions: why do children play, when did play first arise; How play influences a child’s development has become the subject of serious scientific research in pedagogy and psychology. Play is the main activity of a preschooler. Children of this age spend most of their time in games, and during the years of preschool childhood, from three to six or seven years, children's games go through a fairly significant development path: from object-manipulative and symbolic to plot-role-playing games with rules. In older preschool age, you can find almost all types of games that are found in children before entering school. The relevance of this topic is due to the growing importance of preschool education in the modern education system due to the increased attention to this problem from not only psychological theorists, but also practicing psychologists. In the modern situation, we can state a positive trend in the increase in the number of special children's institutions, the activities of which are aimed at stimulating the personal as well as aesthetic development of preschool children. Development of emotional and volitional
28 spheres is not only a prerequisite for the successful acquisition of knowledge, but also contributes to the self-development of the individual and determines the success of learning as a whole. The development of the emotional sphere in preschoolers occurs in two main directions: the emergence of the ability to manage emotions, that is, arbitrariness of behavior and the development of more stable emotions that have greater depth. The development of emotions is closely related to the child’s volitional qualities and attention. The game develops voluntary attention in children, and in the process of its activation, volitional qualities are simultaneously formed. Thus, the dignity and role of play in the formation of the emotional and volitional sphere of children of senior preschool age is undeniable.
29
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