Game as a type of activity for a preschooler, Teaching aid

INTRODUCTION

The relevance of research .
In preschool age, play becomes the leading activity, but not because the modern child, as a rule, spends most of his time in games that entertain him; play causes qualitative changes in the child’s psyche.

It is often said that a child plays when, for example, he manipulates an object or performs one or another action shown to him by an adult (especially if this action is performed not with a real object, but with a toy).

But there will be real play action only when the child means another by one action, and another by one object.

It is in play that the emerging sign function of the child’s consciousness is most clearly revealed.

Game substitutes for objects may have significantly less similarity with them than, for example, the similarity of a drawing with the depicted reality.

However, game substitutes should allow you to act with them in the same way as with the replaced item.

Therefore, by giving his name to the chosen substitute object and attributing certain properties to it, the child also takes into account some of the features of the substitute object itself.

When choosing substitute objects, the preschooler proceeds from the real relationships of the objects.

He readily agrees, for example, that half a match will be a bear, a whole match will be a mother bear, and a box will be a bed for a bear.

But he will never accept this option, where the teddy bear is a box, and the bed is a match. “It doesn’t happen like that,” is the child’s usual reaction.

In play activities, the preschooler not only replaces objects, but also takes on one or another role and begins to act in accordance with this role. Although a child can take on the role of a horse or a terrible beast, most often he portrays adults: mother, teacher, driver, pilot. In play, the child first discovers the relationships that exist between people in the process of their work, their rights and responsibilities.

The theory and practice of the game includes a complex of various problems and issues. The origin and essence of the game, its structure and content, types of games and their meaning, management methods and much more are the subject of in-depth study by psychologists and teachers.

In kindergarten, training and education can be successfully ensured by organizing children's play activities. The game affects all aspects of the child’s personality: it requires active thought and work skills, and is rich in emotions and sincere feelings.

When teaching preschool children, a personal, individual approach is required, which is easiest for a teacher to implement during play.

All this determines the relevance of the problem we are studying.

Purpose: to study the role of play in the upbringing and education of a preschool child

Tasks:

— study the literature of foreign and domestic authors on this topic;

- reveal the concept of play as a type of activity for a preschooler;

— analyze the classification of games of preschool children;

- show the role of play in instilling in children a positive attitude towards school.

Object: the process of play in raising and teaching a child.

Subject: play as an effective means of implementing an individual approach to the upbringing and teaching of preschool children.

The concept of “game” and “game technologies” in psychological and pedagogical science

In modern psychological and pedagogical science, the terms “game”, “game activity”, “game technologies” have become fairly common scientifically based concepts. The “stigma” of trifle, fun, and entertainment is gradually being removed from the game. The game is becoming a serious tool for professional activity. The game, as one of the amazing phenomena, has attracted the attention of philosophers and researchers of all eras. Already Plato saw the only correct path in the game, which seemed to him one of the most useful activities. Aristotle saw play as a source of mental balance, harmony of soul and body.

At the end of the 19th century, the first scientific theories of the game appeared. The game has become the subject of systematic scientific study from various perspectives.

An analysis of the literature shows that there is no clear definition of the game. Game as a multidimensional and complex phenomenon is considered in studies by psychologists, educators, biologists, ethnographers, anthropologists and even economists. In the course of analyzing numerous studies, it is not difficult to identify a certain contradiction, which is due to the very nature of the game. Thus, according to D.B. Elkonin, “game” is not a scientific concept in the strict sense of the word (this is the conclusion of an outstanding scientist who has been studying the psychology of children’s play for many years). [14, p.33]Many scientists tried to give a scientific concept of play, but they all came to the same conclusion - there is no exact definition of human play.

Game is a form of mental behavior, i.e. intrinsic, immanent to the individual. (D.N.Uznadze)[10, p.55]

Game is a space for a child’s “internal socialization”, a means of assimilating social attitudes. (L.S. Vygotsky)[10, p.55]

Game is the freedom of the individual in the imagination, “the illusory realization of unrealizable interests.” (A.N. Leontyev) [10, p.55]

A game is a series of hidden additional transactions following each other with a clearly defined and predictable outcome. (E. Bern) [1, p.3]

A game is a type of activity in a situation aimed at recreating and assimilating social experience in which self-control of behavior is developed and improved. (G.K. Selevko) [10, p.55]

To consider the game as a pedagogical technology, one should turn to the corresponding scientific approaches:

· procedural - “game as a process”: “the goal of the game lies in itself.” (A. Vallon, P.F. Kapterev, etc.);

· activity-based - “game as an activity”: “game is a type of unproductive human activity.” (K.D. Ushinsky, A.N. Leontyev, etc.);

· technological - “game as a pedagogical technology”: “game activity is associated with the activation and intensification of students’ activities” (P.I. Pidkasisty, Zh.S. Khaidarov, etc.).

The concept of a game as a process, activity or technology is very conditional and is caused by the need for scientific clarification of the parameters of the phenomenon under consideration. To formulate the concept of gaming technology, it is necessary to introduce the concept of pedagogical technology. In the pedagogical literature there are many meanings of the concept of technology.

Pedagogical technology is a description of the process of achieving planned learning outcomes. (I.P. Volkov)

Technology is an art, skill, skill, a set of processing methods, changes in state. (V.M. Shepel)

Technology is the prescribed steps of an activity that lead to the desired result, which is possible when relying on objective, stable connections between the parties to the pedagogical process. (V.A. Slastenin) [15, p.34]

One of the leading authors working in this area, N.E. Shchurkova, gives a description of the courses of pedagogical interaction between teacher and student in the educational process. Its “technologies” are perceived as experience, subtle moves of another innovator, but they are difficult, if not impossible, to repeat or transfer, since they are not formalized in some kind of scheme or algorithm.[15, p.34]

The above allows us to formulate the characteristics of the technology more strictly: clarity and certainty in fixing the result; availability of criteria for its achievement; step-by-step and formalized structure of the activities of subjects of education. [15, p.35]

G.K. Selevko classifies gaming technologies as pedagogical technologies based on the activation and intensification of students’ activities. These technologies have means that activate and intensify human activity. These means constitute the main idea and the basis for the effectiveness of the results. By “activity” we mean an activity that is characterized by a high level of motivation, effectiveness and compliance with social norms. In the process of upbringing, the principle of child activity is fundamental.

The concept of “game technologies” includes a fairly broad group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Unlike games in general, a “pedagogical game” has an essential feature - a clearly defined goal and a corresponding pedagogical result, which can be justified, highlighted explicitly or indirectly. (G.K.Selevko) [10, p.53]

To characterize the game as a developmental pedagogical technology, it is necessary to establish the main distinctive features of the game as a method and technique in the pedagogical process.

In the broadest sense of the word, “method” in pedagogical science is understood as a set of the most general ways of achieving a pedagogical goal. By “technique” are individual pedagogical actions related to the achievement of a pedagogical task. Thus, the game as a pedagogical method helps stimulate children’s activity in various types of activities and involves setting goals related to the achievement of both material and spiritual results.

In modern schools, the gaming method is used as an element of a broader technology, as a technology for extracurricular activities.

The implementation of gaming techniques occurs in the following areas:

· the pedagogical goal is set for students in the form of a game task;

· educational activities of schoolchildren are subject to the rules of the game;

· an element of competition is introduced as motivation, which transforms the pedagogical task into a game one;

· successful achievement of the pedagogical goal is associated with the game result.

Thus, gaming technology should be understood as a sequential set of gaming actions leading to the achievement of planned results. This is a clear description of the game process aimed at achieving the goal. This concept is closely related to methodology. But in contrast to it, it involves the development of content and ways of organizing students’ gaming activities.

Thus, the concepts of game and gaming technology are interrelated. A game is a unique type of activity. Gaming technology is a chain of stages in organizing this activity.

The use of gaming technologies in the education of students is determined by many factors. First of all, this is the huge educational potential of the game. The study of children's development shows that all psychological processes develop more effectively in play than in other types of activities. The game synthesizes the child’s cognitive, labor and creative activity.

Game as a type of activity for a preschooler

Raising a free, self-confident person with an active life position, striving to take a creative approach to solving various life situations, having his own opinion and being able to defend it - this is the priority of the “From Birth to School” Program [1].

Game is one of those types of children's activities that are used by adults to educate preschoolers, teach them different actions with objects, methods and means of learning. In play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and work activities, and his relationships with people will subsequently depend. Play is a special form of social life for preschool children, in which they unite at will, act independently, realize their plans, and explore the world. Independent play activities contribute to the physical and mental development of the child, the development of moral and volitional qualities, and creative abilities. The tasks of comprehensive education in play are successfully implemented only if the psychological basis of play activity is formed in each age period of early and preschool childhood. This is due to the fact that the development of play is associated with significant progressive transformations in the child’s psyche, and above all in his intellectual sphere, which is the foundation for the development of all other aspects of the child’s personality [5]. It is the teacher who must properly organize games that are not only interesting, but also bring maximum benefit to the comprehensive development and education of preschoolers.

There are three types of activity that genetically replace each other and coexist throughout the entire life course: play, learning and work. They differ in the final results of their activities, in their organization, and in the characteristics of their motivation.

The game does not create a socially significant product. The formation of a person as a subject of activity begins in the game, and this is its enormous, enduring significance. Training is the direct preparation of an individual for work, develops it mentally, physically, aesthetically, and only at the final stage of mastering a profession is it associated with the creation of material and cultural values. Labor is the process of human creation of material and spiritual values of society.

The game is organized freely and unregulated. No one can oblige a child to play board games from 10 to 2 o'clock, and after 2 o'clock - mother and daughter games. A child’s play can be organized, but he must accept what is proposed. This does not mean that the child should not have a strict daily routine. Sleep, food, walks, play and activity times must be strictly defined. But the content of the game, the child’s involvement in it, and the termination of the game are difficult to regulate. The child himself moves from one game to another [5]. Learning and work take place in organizational forms obligatory for a person. Classes begin according to the schedule, and throughout the lesson the student is engaged in this particular subject. So, different forms of organizing activities are also associated with their different motivations. The motive of the game is the pleasure that the child experiences from the very process of the game.

Characteristics of the game as an activity

Play is an activity that differs from everyday everyday activities. Mankind again and again creates its own invented world, a new being that exists next to the natural world, the natural world. Any game is, first of all, a free, voluntary activity. The game takes place for its own sake, for the sake of satisfaction, which arises in the very process of performing the game action. A game is an activity that depicts the individual’s relationship to the world.

At preschool age, different types of activities are formed - cognitive, subject-matter, play, elementary work and study, as well as communication. By mastering this or that activity, the child simultaneously masters the knowledge, skills and abilities associated with this activity. On this basis, he develops various abilities and personality traits.

Domestic pedagogy recognizes play as the leading activity of preschool children. Characterizing it, teachers and psychologists of various scientific schools highlight a number of general provisions:

1. The game has a social basis, it is of a reflective nature (reflects the life, the world of adults), and in games they reflect only certain aspects of “adult” life: the sphere of human activity, work, relationships between people. The figurative reflection of real life in children’s games depends on their impressions and the emerging value system. Play is also social in the ways it is implemented: play activity is not invented by the child, but is set and directed by an adult.

2. A game for a child is a life practice where the child, in his own way, creatively combines life ideas.

3. The game is of an active-speech nature.

4. The game contributes to the formation of the child’s new formations, his mental processes, including imagination. It has its own characteristics: firstly, the child sincerely believes in the images of the imagination, therefore, while playing, he experiences strong, genuine feelings. Another important feature of children's imagination is the ability to transfer the functions of one object to another that does not have these abilities.

5. The presence of creativity in the game. Creativity and initiative can be manifested in the development of the plot, the content of the game, playing a role in the choice of methods of action, game relationships, in the selection of toys, game items, costume elements, etc.

6. Independence of the game. Children independently combine their knowledge in the game, older preschoolers independently unite in the game, and freely enter and exit the game.

7. The presence of game rules that guide children’s activities in the game.

8. Play is about having fun. This is the result in a role-playing game. Children experience different feelings in play, different emotions arise (cooperation, friendship, resentment, dissatisfaction, aesthetic feelings).

9. Repeatable gameplay. Repetition is important and necessary for children's development.

10. In the depths of the game, such types of activities as work and learning arise and differentiate.

11. The game expresses the basic needs of a preschool child:

- desire for independence, active participation in the lives of adults;

- the need to understand the surrounding world;

- need for active movements;

- need for communication.

Children's play activities have features characteristic of any activity: the presence of goals, motives, means of implementation, planned actions, and results.

Any kind of play proceeds as a meaningful and purposeful activity. Each game has a goal that is significant for the child: feed his daughter, fly into space, stain the players, dodge a “trap,” etc. Goals are not permanent. As the child develops, the nature of the goals he sets for himself in play changes: children gradually move from imitative ones to deliberate, motivated goals.

To realize his gaming goals, the child selects companions, selects the necessary toys, performs certain actions and deeds during the game, and enters into various relationships with the players. By older preschool age, children acquire the ability to agree on the theme and content of the game, distribute roles, and, to a certain extent, plan their play activities.

The game also has specific features. Among them, the main one is the originality of motives. Play is a free and independent activity that occurs on the child’s personal initiative, characterized by an active creative nature and high emotional intensity. In play, the child does not depend on practical necessity: he proceeds from his immediate needs and interests. The child undertakes play for the feeling of pleasure it brings.

Children's play is the freest form of their activity, in which they realize and study the world around them, opening up wide scope for personal creativity, the activity of self-knowledge, and self-expression. Game is the freedom of self-discovery, self-development based on the subconscious, mind and creativity. The child’s freedom and independence are manifested: a) in the choice of a game or its content; b) in the voluntariness of association with other children; c) in the freedom to enter and exit the game, etc. In games of different types, the freedom and independence of children are manifested in different ways. However, for the player it is “subjectively absolute” and incompatible with any external necessity.

The game is characterized by self-regulation of actions, actions and behavior of the players. The manifestations of children at play are regulated by certain requirements and rules. Different types of games have different rules. In creative role-playing games, the rules lie in the content of the game itself - the role, the plot. In outdoor and didactic games, the rules determine the nature and sequence of actions, the relationships between the players, etc.

Despite the variety of rules, in all cases the players accept them and achieve compliance voluntarily, in the interests of the very existence of the game, since violation of the rules leads to its disintegration and destruction. Children show significantly greater restraint, stability of attention, and patience when following the rules of the game than when fulfilling the requirements in ordinary everyday life. Rules act as a kind of mechanism for self-regulation of children's behavior. The presence of rules helps children organize themselves in the game (distribute roles, prepare the playing environment, etc.).

Thus, play is the main sphere of communication for children: in it, problems of interpersonal relationships are solved, and experience in relationships between people is gained. Children choose the game themselves and organize it themselves. But at the same time, in no other activity there are such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal and helps to cultivate purposefulness.

Action in an imaginary situation leads to the fact that the child learns to manage not only the perception of an object or real circumstances, but also the meaning of the situation, its meaning. The main motive of the classical game lies not in the result of the action, but in the process itself, in the action that brings pleasure to the child.

By its nature, a child’s play is a display activity. The main type of game—creative, role-playing—reflects children’s impressions of the life around them, their knowledge, understanding of current phenomena and events.

Game is a complex and multifaceted phenomenon. Its functions are as follows:

Educational function -

development of general educational skills such as memory, attention, perception and others.

Entertainment function -

creating a favorable atmosphere in the classroom, transforming a lesson and other forms of communication between an adult and a child from a boring event into an exciting adventure.

Communication function

- uniting children and adults, establishing emotional contacts, developing communication skills.

Relaxation function -

relieving emotional (physical) stress caused by the load on the child’s nervous system during intensive study and work.

Psychotechnical function -

formation of skills to prepare one’s psychophysical state for more effective activities, restructuring of the psyche for intensive assimilation.

Function of self-expression -

the child’s desire to realize his creative abilities in play and to more fully discover his potential.

Compensatory function -

creating conditions for satisfying personal aspirations that are not feasible (difficult to achieve) in real life.

Classification of games for preschool children

In modern pedagogical theory, play is considered as the leading activity of a child - a preschooler. The leading position of the game is determined not by the amount of time that the child devotes to it, but by the fact that: it satisfies his basic needs; in the depths of the game other types of activities arise and develop; Play contributes most to a child’s mental development.

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

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

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

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

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

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

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

— plot-role-playing:

- theatrical;

- movable;

— didactic [6].

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

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

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

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

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

Story game duration:

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

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

- in older preschool age (from several hours to days) [6].

Content is what is displayed by the child as a characteristic moment of activity and relationships between adults.

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

- roles played by children during the game;

- play actions with the help of which children implement roles;

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

- relationships between children are expressed in remarks, remarks, the course of the game is regulated.

In the first years of life, with the teaching influence of adults, the child goes through stages of development of play activity, which represent the prerequisites for role-playing games. Role-playing play of preschool children in its developed form represents an activity in which children take on the roles (functions) of adults and, in a social form, in specially created play conditions, reproduce the activities of adults and the relationships between them. These conditions are characterized by the use of a variety of game objects that replace the actual objects of adult activity. A game, like a fairy tale, teaches a child to penetrate the thoughts and feelings of the people depicted, going beyond the circle of everyday impressions into the wider world of human aspirations and heroic deeds. In the development and enrichment of children’s amateur performances, creative reproduction and reflection of facts and phenomena of the surrounding life, a huge role belongs to the imagination. It is through the power of imagination that game situations are created, the images reproduced in it, the ability to combine the real, the ordinary with the fictional, which gives children's play an attractiveness that is unique to it [6].

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

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

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

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

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

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

In dramatization games, the content, roles, and game actions are determined by the plot and content of a particular literary work, fairy tale, etc. They are similar to plot-role-playing games: they are based on the conditional reproduction of phenomena, actions and relationships between people, etc. etc., and there are also elements of creativity. The uniqueness of dramatization games lies in the fact that, according to the plot of a fairy tale or story, children play certain roles and reproduce events in the exact sequence [6]. The teacher's guidance lies in the fact that he, first of all, selects works that have educational significance, the plot of which is easy for children to learn and turn into a game - dramatization.

In a game of dramatization, there is no need to show the child certain expressive techniques: the game for him should be just that: a game. When assigning roles, older preschoolers take into account each other's interests and desires, and sometimes use a counting rhyme. But here, too, some influence from the teacher is needed: it is necessary to induce a friendly attitude among peers towards timid children, to suggest what roles they can be assigned. Helping children learn the content of the game and get into character, the teacher uses illustrations for literary works, clarifies some of the characteristic features of the characters, and finds out the children’s attitude to the game.

Construction-constructive games are a type of creative games in which children display the surrounding objective world, independently erect structures and protect them [7]. Types of building materials. Construction game is an activity for children, the main content of which is the reflection of the surrounding life in various buildings and related actions.

The similarity between role-playing games and construction games is that they unite children based on common interests, joint activities, and are collective. The difference between these games is that the plot-role-playing game primarily reflects various phenomena and masters the relationships between people, while in the construction game the main thing is to become familiar with the relevant activities of people, with the technology used and its use. It is important for the teacher to take into account the relationship, the interaction of role-playing and construction games. Construction often arises in the process of role-playing play and is caused by it. In older groups, children spend a long time constructing quite complex buildings, practically comprehending the simplest laws of physics. The educational and developmental influence of construction games lies in the ideological content, the phenomena reflected in them, in children’s mastery of construction methods, in the development of their constructive thinking, enrichment of speech, and simplification of positive relationships. Their influence on mental development is determined by the fact that the design and content of construction games contain one or another mental task, the solution of which requires preliminary thinking: what to do, what material is needed, in what sequence the construction should take place. Thinking about and solving a particular construction problem contributes to the development of constructive thinking. During construction games, the teacher teaches children to observe, distinguish, compare, correlate one part of a building with another, remember and reproduce construction techniques, and focus on the sequence of actions. Under his guidance, schoolchildren master a precise vocabulary that expresses the names of geometric bodies and spatial relationships: high low, right to left, up and down, long short, wide narrow, higher lower, longer shorter, etc.

Creative games are games in which images appear that contain the conditional transformation of the environment.

Indicators of developed gaming interest.

1. The child’s long-term interest in the game, the development of the plot and the performance of the role.

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

3. Having a favorite role.

4. Reluctance to finish the game.

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

6. The desire to share your impressions with peers and adults after finishing the game [8].

Didactic games are games specially created or adapted for educational purposes. In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions, the formation of ideas, and the acquisition of knowledge in preschoolers. These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.

Outdoor games are a conscious, active, emotionally charged activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players. 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. In younger groups, the teacher explains the content and rules as the game progresses, in older groups - before the start. Outdoor games are organized indoors and outdoors with a small number of children or with the whole group. The teacher ensures that all children participate in the game, performing all the required game movements, but not allowing excessive physical activity, which can cause them to become overexcited and tired. Older preschoolers need to be taught to play outdoor games independently. To do this, it is necessary to develop their interest in these games, provide them with the opportunity to organize them during walks, during leisure hours, on holidays, etc.

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

Classifications of children's games and the structure of play activities of preschoolers.

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

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

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

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

Classification of games (according to S. L. Novoselova)

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

— plot-role-playing:

- theatrical;

- movable;

- didactic.

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

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

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

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

Story game duration:

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

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

- in older preschool age (from several hours to days).

Content is what is displayed by the child as a characteristic moment of activity and relationships between adults.

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

• roles played by children during the game;

• play actions with the help of which children implement roles;

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

• relationships between children are expressed in remarks, remarks, the course of the game is regulated.

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

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

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

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

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

Role-playing play of preschool children in its developed form represents an activity in which children take on the roles (functions) of adults and, in a social form, in specially created play conditions, reproduce the activities of adults and the relationships between them. These conditions are characterized by the use of a variety of game objects that replace the actual objects of adult activity.

The amateur nature of children’s play activities lies in the fact that they reproduce certain phenomena, actions, and relationships actively and in a unique way. The originality is determined by the peculiarities of children’s perception, understanding and comprehension of certain facts, phenomena, connections, the presence or absence of experience and the immediacy of feelings.

The creative nature of play activity is manifested in the fact that the child is, as it were, reincarnated into the person he is portraying, and in the fact that, believing in the truth of the game, he creates a special play life and is sincerely happy and sad as the game progresses. The child satisfies his active interest in the phenomena of life, in people, animals, and the need for socially significant activities through play activities.

A game, like a fairy tale, teaches a child to penetrate the thoughts and feelings of the people depicted, going beyond the circle of everyday impressions into the wider world of human aspirations and heroic deeds.

In the development and enrichment of children’s amateur performances, creative reproduction and reflection of facts and phenomena of the surrounding life, a huge role belongs to the imagination. It is through the power of imagination that game situations are created, the images reproduced in it, the ability to combine the real, the ordinary with the fictional, which gives children's play an attractiveness that is unique to it.

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

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

• Theatrical games - acting out a certain literary work in person and displaying specific images using expressive methods (intonation, facial expressions, gestures).

games – games on themes

dramatization of literary works

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

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

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

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

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

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

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

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

In a game of dramatization, 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, the children need the help of the teacher less and less and begin to act independently. Only a few people can participate in the dramatization game at a time, and the teacher must ensure that all children take turns participating in it.

When assigning roles, older preschoolers take into account each other's interests and desires, and sometimes use a counting rhyme. But here, too, some influence from the teacher is needed: it is necessary to induce a friendly attitude among peers towards timid children, to suggest what roles they can be assigned. Helping children learn the content of the game and get into character, the teacher uses illustrations for literary works, clarifies some of the characteristic features of the characters, and finds out the children’s attitude to the game.

• Worthwhile – constructive games

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

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

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

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

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

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

During construction games, the teacher teaches children to observe, distinguish, compare, correlate some parts of buildings with others, remember and reproduce construction techniques, and focus on the sequence of actions. Under his guidance, schoolchildren master a precise vocabulary that expresses the names of geometric bodies and spatial relationships: high low, right to left, up and down, long short, wide narrow, higher lower, longer shorter, etc.

In construction games, ordinary, most often plot-shaped toys are also used, and natural materials are also widely used: clay, sand, snow, pebbles, cones, reeds, etc.

• Creative games

Creative games are games in which images appear that contain the conditional transformation of the environment.

Indicators of developed gaming interest.

1. The child’s long-term interest in the game, the development of the plot and the performance of the role.

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

3. Having a favorite role.

4. Reluctance to finish the game.

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

6. The desire to share your impressions with peers and adults after finishing the game.

• Didactic games – games specially created or adapted for educational purposes.

• In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions, the formation of ideas, and the acquisition of knowledge in preschoolers. These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.

The didactic game helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

• Outdoor games are a conscious, active, emotionally charged activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players.

Outdoor games are primarily a means of physical education for children. They provide an opportunity to develop and improve their movements, practicing running, jumping, climbing, throwing, catching, etc. Outdoor games also have a great influence on the child’s neuropsychic development and the formation of important personality 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. Joint actions in games bring children closer together, giving them the joy of overcoming difficulties and achieving success.

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

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

In younger groups, the teacher explains the content and rules as the game progresses; in older groups, before the start. Outdoor games are organized indoors and outdoors with a small number of children or with the whole group. The teacher ensures that all children participate in the game, performing all the required game movements, but not allowing excessive physical activity, which can cause them to become overexcited and tired.

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

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

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

Features of the game as an activity: display and active-speech nature, specific motives (the main motive is the child’s experience in the game of aspects of reality that are significant for him, interest in actions with objects, events, relationships between people. The motive can be the desire for communication, joint activities, cognitive interest.

The uniqueness of the game lies in:

1 . Freedom and independence of the child in the game (they choose the game themselves, assign roles, determine the rules, content, select a partner, freely join and leave the game)

2 . Creative nature of the game.

3 . The emotional intensity of the game.

There are various approaches to the classification of children's games, which differ from each other in the characteristics that serve as their basis.

The first classification was proposed by F. Frebel according to ped. All games are divided : sensory, motor, mental.

Karl Gross proposed his classification, which was based on instincts, and divided games into experimental and special ones.

The following classification was proposed by J. Piaget; the classification was based on age periodization and identified the following types of games:

Games and exercises (up to 1st year);

Symbolic games (from 2 to 4 years old);

Games with rules (from 4 to 7 years old).

The following classification was proposed by Lesgaft, based on the idea of the unity of the physical and mental development of a child and highlighted:

imitation (imitative) and games with rules.

N.K. Krupskaya suggested:

1 – free, independent, creative games for children;

2-organized games with rules.

In preschool pedagogy, all games are divided into 2 groups:

1. Creative games are invented by the children themselves: plot-role-playing games, director’s games, theatrical games, construction games.

2. Games with rules are developed by adults: didactic games, outdoor games, folk games.

Currently, the classification of games proposed by Novoselova , based on which she took the attribute on whose initiative the game arose:

1. Games that arose on the initiative of the child include : - game-experimentation;

- independent plot games (plot-display, plot-role-playing, director's, theatrical).

2. Games initiated by an adult:

— Educational games (didactic, plot-didactic, active);

— Leisure games (fun games, entertainment games, festive carnival games, theatrical productions.)

3. Games that arose on the initiative of children and adults - folk games.

In modern pedagogy, play is considered as the leading activity of a child – a preschooler. Games differ in content, characteristic features, and the place they occupy in children’s lives, in their upbringing and education. Take away the game and you get a person unprepared for life. In play, the child sets goals, strives to achieve them, while fantasizing, creating, and developing initiative, ingenuity, and organizational skills. This is an active way for a child to appropriate social experience.

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

— plot-role-playing;

- movable;

- didactic.

One of the types of musical activity that greatly contributes to the development of children's creativity is musical-rhythmic movements. It is music and movement that give the child freedom in creative thinking, give the opportunity to improvise, giving the child emotional reactions in return - joy, pleasure.

Music and movement help raise children and provide an opportunity to explore the world. Through music and movement, the child develops not only artistic taste and creative imagination, but also a love for life, man, nature, and the child’s inner spiritual world is formed.

In a musical game, a child performs various tasks: all his movements and actions are associated with the process of recognizing and distinguishing the nature of music and individual means of expression. This develops in the child the ability to coordinate movements with the beginning and end of music, to sense phrasing, beats, meter rhythm, and intonation. Understanding a musical-game task causes a child to quickly respond to sound stimulation, develop musical and motor skills, and activate feelings, imagination, and thinking.

In accordance with this, the musical game has the following tasks:

Corrective:

development of auditory, visual perception, facial muscles, respiratory system, articulatory apparatus, coordination of movements and normalization of their tempo and rhythm; formation of expressive means: intonation, facial expressions, gestures, movements;

Wellness: strengthening the cardiovascular, motor systems, musculoskeletal system; development of motor skills: general, fine, articulatory; development of speed of motor reaction;

training in speech, singing, and motor skills; development of musical, creative, communication abilities; Educational: education of general, musical, speech, motor culture, aesthetic attitude towards the environment;

Educational:

cognitive activity, sustained interest in action, self-control, attention, memory, thinking, spatial orientation.

Musical games can be divided into two groups:

- games with singing;

- games with musical accompaniment.

Any musical game is preceded by preparation: familiarization with a song or piece of music, learning a song or analyzing a piece of music, learning musical rhythmic movements, becoming familiar with the rules of the game, and only then the game itself.

Examples of musical games with singing.

Junior group:

“The cat was walking” from Sat. “Games, songs and dances for children's parties”, E. Gorbina

Children listen to the song, talk about who the song is about and what the cat found, then sing along and show with their movements what the cat found.

Junior and middle group:

"By the Bear in the Forest"

The game has two ending options - the bear growls and “the bear is cold, frozen on the stump.” In the first version of the game, explain to children that they should growl not with a throaty sound, but with the sound “r”. In the second version of the game, children learn to stop and freeze when the song ends.

This task is difficult for kids; they cannot immediately stop and fix the movement. This task teaches children to coordinate their actions.

A musical game can be played in any part of the lesson, depending on the semantic load of this game. If this is a greeting game, then we will play it at the beginning of the lesson.

Senior preschool age:

“Hello, buddy!” (to the melody of the Russian folk song “Oh, you birch!”) Children stand in pairs in a circle, boys with their backs to the center, girls with their faces. Hello, my friend, they shake their right hands, my dear friend!

Hello, my friend, They shake their left hands, My dear friend!

Top-top-top-top-top-top-top, Spinning in pairs with a “stomping step”,

And the hands fell into place and held like a “pretzel”

Goodbye, goodbye... They wave to each other, walk in opposite directions in a circle,

Hello, dear little friend, they spread their arms to the sides, greeting another child

The game develops spatial orientation, the ability to perform simple changes, hear musical phrases and perform movements in accordance with them.

All singing games have a storyline. Games with musical accompaniment can be either with or without a plot.

Let's look at some examples of games with musical accompaniment and a plot.

Younger age.

Let's start with a fairy tale. There lived hares in a large forest. They were very curious, all the time they stood up on their hind legs and looked around to see if a wolf was coming, if a fox was sneaking.

Children of the younger or middle group pretend to be hares, stand on their tiptoes, learn to lift their heels off the floor, and hold their hands in front of their chests in the form of hares' paws. When the image of the hares is created, you can proceed to creating the image of the bear.

Teach children to walk on the outside of their feet and not to waddle too much. After creating the images, you can divide the children into two groups - bears and hares. Each group moves to its own music, children learn their leitmotif and complete the task independently.

Senior preschool age:

"The Commander and the Four Squads"

A group of children is divided into four squads, and a commander is selected. The commander clearly gives commands to each unit in turn in accordance with musical phrases. The commander must hear musical phrases in order to properly lead his troops. Troops are marching.

In the second part, all the children march in all directions, “mixing up.” With the end of the music, the commander gives the signal to form up (for example, he has a bugle in his hands). The commander selects the best squad, and then the best commander. The game is repeated with a new commander.

Non-plot musical games with accompaniment.

These are games that have game rules and tasks.

Younger age.

“Be clever”, music. N. Ladukhina

Two-part music. Ask the question, how are these parts different?

Part I. High and low register. Invite the children to show the registers with their movements - high, low (play with their hands)

Part II. Easy running in a circle. When the music ends, the guys stop or sit down.

You can play the game with a leader.

“Find yourself a partner”, Latvian folk melody arranged by T. Popatenko

First, learn complex elements: jumping, changing formations. Two-part form.

Part I – changes to music.

Part II – easy running in all directions, find a pair and stand in a circle.

You can play with the leader.

Older age.

“Trap”, Russian folk melodies arranged by A. Sidelnikov

Different parts of the music are accompanied by different tasks: movements in a round dance, singing chants, jumping and clapping, “collars”, with the end of the music the guys try to close in a circle of children with handkerchiefs. Learn to convey the character of music expressively, quickly respond to changes in register by changing movements, practice jumping and light running, and strengthen friendly relationships.

Systematicity, gradualism and consistency are the main pedagogical principles. Children will not be able to perform movements to music freely and beautifully if the dance and game are learned immediately, without prior preparation. Musical games, game exercises, built on the principle of “from simple to complex”, taking into account all the necessary musical-rhythmic skills and expressive movement skills, subject to repeated repetition of tasks, will help to successfully fulfill the requirements of the program.

Such specially organized activities in kindergarten provide an opportunity to increase the scientific and theoretical level, psychological and pedagogical competence of educators and parents of the institution’s pupils.

This allows you to solve the following problems:

· acquaintance with the educational system of work, with the integrated and partial programs used in a preschool institution.

· informing about the latest achievements of pedagogical and psychological science, with new methods and technologies of preschool education;

· providing assistance in self-education for “educating adults”;

· providing professional assistance in solving problems;

· propaganda and dissemination of the best teaching experience.

Many years of work experience have shown that it is very important to orient every teacher and parent to master advanced methods and techniques of work to constantly expand their knowledge; instill a taste for understanding the secrets of education. This, in turn, helps solve the problem of the comprehensive development of the child’s personality.

We offer material from methodological bulletin No. 3 “Features of play activity of a modern preschooler.”

It is a mistake to think that play is only a way to keep children occupied so that they do not disturb adults. The game itself is useful and productive. By playing, children learn, first of all, to have fun, and this is one of the most useful activities in the world.

In addition, the game allows you to learn a lot, learn a lot about yourself, about life and those around you. And also, the game even gives you the opportunity to learn how to study.

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. In a word, all the most important psychological new formations that a child needs throughout his entire life: in learning, communication, creativity, originate in children's play.

It is no coincidence that teachers have long noted that what a child is like in play, to a large extent he will be like that in life.

The meaning of the game.

“A game is a huge bright window through which an amazing stream of ideas and concepts about the world around us flows into the child’s spiritual world. The game is the spark that ignites the flame of inquisitiveness and curiosity.

V. A. Sukhomlinsky.

Play is, first of all, a generalization, a presentation of something new in a form acceptable to the child, a way to establish new connections with the world.

In play, the child satisfies the need for active exploration of the world around him and the most important social needs - participation in the lives of adults and communication with peers.

In games of various types, there is a process of active development of knowledge about the environment, its improvement; the ability to quickly mobilize knowledge in the process of solving various problems that arise in the game - gaming, cognitive, practical - increases.

During the game, some new knowledge is also formed - thanks to actions with objects, materials, toys, as well as mutual learning between the participants in the game.

The importance of play in the development of children's creative abilities should be especially emphasized. The conditions of the game allow you to repeat actions many times, select them most rationally, create their combinations, etc., on the basis of which creative abilities are formed.

According to the degree of independence and activity of children, games are divided into two groups:

1. creative games;

2. 2) games with ready-made rules.

The content and rules of creative games are determined by the direct participants. These games include:

1. Object games for young children;

2. Role-playing games;

Classification of games.

The role of play in developing a positive attitude towards school in preschool children

The role of play in developing a positive attitude towards school. It has been noted that the main problem at the beginning of the education of preschoolers is their lack of motivational readiness for learning, which, in turn, is expressed in the lack of sustainable interest in learning. If by some means it is possible to ensure the child’s immediate interest in learning, then learning and development proceed normally. It is possible to overcome the difficulties of the motivational plan only by making learning an interesting activity for the child, i.e. conducting it in the form of special educational and didactic games designed for the child’s hobbies and for his learning, by awakening interest in the acquired knowledge, skills and abilities.

The first requirement for educational and didactic games conducted with preschool children is that they develop cognitive interests. From this point of view, the most useful games for a child are those that meet the following requirements: the ability to awaken immediate interest in children; providing children with the opportunity to demonstrate their abilities; involving the child in competition with other people; providing independence in the search for knowledge, in the formation of skills and abilities; accessibility for the child in the game of sources of new knowledge, skills and abilities; receiving well-deserved rewards for success, and not so much for winning the game itself, but for demonstrating new knowledge, skills and abilities in it. When using ordinary, traditional, competitive, educational and didactic games with children, it is important to draw their attention to the last three of the points listed above: “4”, “5”, “6” [8]. By the end of the preschool period, adults and books should become accessible and relatively simple sources for children to acquire new knowledge, skills and abilities.

An important role in ensuring the child’s intellectual and cognitive readiness for learning at school is played by the nature of the toys with which he deals. It is necessary to provide preschoolers with as many different toys as possible that they can freely dispose of. It is important for children to be given the opportunity and encouragement to explore their surroundings independently. The most useful for a preschool child are educational and didactic games and toys that he can make with his own hands, assemble or disassemble. There is no need to burden children, especially three or four year olds, with technically complex and expensive toys.

Such toys usually arouse only temporary interest in children and are of little use in their intellectual development associated with preparing for school. Most of all, children need games in which they discover new knowledge that help develop the child’s imagination, memory, thinking and speech, his various abilities, including design, musical, mathematical, linguistic, organizational and many, many others [ 2]. 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, which appear first in the child’s age-related development, contribute to the accelerated formation of voluntary regulation of actions: plot-based 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 the self-regulation of actions. Learning, which appears in the last years of preschool childhood and turns into a leading activity in school, makes the greatest contribution to the development of voluntary self-regulation of cognitive processes [3]. Scientific analysis of play activity shows that play is a child’s reflection of the world of adults, a way of understanding the world around him. A convincing fact that demolishes the inconsistency of the biologization theory of games is given by K. K. Platonov. A learned ethnographer discovered a tribe on one of the Pacific islands that led an isolated lifestyle. The children of this tribe did not know how to play with dolls. When the scientist introduced them to this game, at first both boys and girls became interested in it. Then the girls lost interest in the game, and the boys continued to invent new games with dolls. Everything was explained simply. The women of this tribe took care of obtaining and preparing food. Men took care of the children.

In the child's first games, the leading role of adults is clearly evident. Adults “play with” the toy. By imitating them, the child begins to play independently. Then the initiative to organize the game passes to the child. But even at this stage, the leadership role of adults remains. As the child develops, the game changes. In the first two years of life, the child masters movements and actions with surrounding objects, which leads to the emergence of functional games. In functional play, unknown properties of objects and ways of operating with them are revealed to the child. So, having opened and closed the door with a key for the first time, the child begins to repeat this action many times, trying to turn the key at every opportunity. This real action is transferred to the game situation. While playing, children make movements in the air that resemble turning a key and accompany it with a characteristic sound: “backgammon”[4]. Constructive games are more challenging. In them, the child creates something: builds a house, bakes pies. In constructive games, children understand the purpose of objects and their interaction. Functional and constructive games belong to the category of manipulative games, in which the child masters the surrounding objective world and recreates it in forms accessible to him. Relationships between people are conceptualized in story games. The child plays “mother-daughter”, “shop”, taking on a certain role. Plot-role-playing games appear at three to four years of age. Until this age, children play nearby, but not together. Story-based role-playing games involve collective relationships. Of course, the inclusion of a child in group games depends on the conditions of upbringing. Children raised at home engage in group games with greater difficulty than children attending kindergarten.

So, role-playing games teach children to live in a group. Gradually, rules are introduced into the games that impose restrictions on the behavior of the partner. 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: he is either the captain of a spaceship, or his passenger, or an enthusiastic spectator watching the flight. These games foster a sense of teamwork and responsibility, respect for fellow players, teach them to follow the rules and develop the ability to obey them.

Games (classifications)

Man is a “playing man,” homo ludens.

In any unclear situation - play! This motto always applies in any camp and with children of any age. With the help of games, you can solve many different problems and fulfill the main tasks of a counselor on shift: introducing children, rallying the squad, defusing the atmosphere and having fun. Mixer games with simple but interesting rules will help you with the last task.

GAME - One of the types of human activity. Play can be thought of as unintentional self-learning. For a child, play provides the opportunity to choose and accept responsibility, which is the most significant thing for him in this type of activity.

What is the purpose of the game or, in other words, why is the counselor playing it? Goals can be different: creating and developing a team; identification and development of talents and abilities (intellectual and cognitive games, sports games, exercises for removing clamps); take a break.
What age are you targeting when playing the game? Many games that are interesting for older children will seem very difficult to children, and on the contrary, games that children enjoy playing will not be interesting for older children.
The conditions you have to organize the game: indoors or outdoors; territory of movement; the ability to sit in a circle; Assembly Hall; playground.
At what stage is the formation of the team? Agree, it is unreasonable to play dating games in the middle of a shift, and at the first meeting conduct elements of a ropes course.
Number of participants in the game.
What props do you have: paper, pen, paper clips, markers, balls, hoops, jump ropes, sand?
How much free time do you have to play the game?
What outcome of the game do you need: winners, nominations, approval, in-depth analysis.

The main functions of the game in human life

Exercise
. The game involves indicative and research activities that allow one to determine and consolidate optimal forms of behavior in various life situations. The game serves as an exercise in all types of human activity - physical, artistic, intellectual, social, educational, etc.
Changing relationships with reality
. The game simulates conditions that differ from the conditions of activity in reality. In reality, a person carries out real activities with real responsibility for its results. For a child, the game provides the opportunity to choose and accept responsibility, which is the most significant thing for him in the game. The phenomenon of this quality of play is that for children the game creates the opportunity to simulate the conditions of reality, and for adults, on the contrary, it gives the opportunity to “escape” these conditions.
A way to manage your emotional state
. Emotions reflect the degree to which a person's needs are satisfied. At the same time, emotional states can be created without direct involvement in activity. Play is one of the most effective ways to manage your emotional state. Due to its significant functions in a person’s life, play is a powerful means of influencing him.

The meaning of the game for a child

Introspection
. In play, the child constantly compares himself with other children, compares, analyzes and, based on this analysis, adjusts his behavior. This applies not only to his physical qualities, but also to such qualities as intelligence, courage, and sociability.
Achieving emotional intimacy
. Play provides more opportunities to achieve emotional intimacy, which is important for the child, by involving him in joint meaningful activities.
Development of predictive functions
. During play, a child develops important predictive functions of behavior. It is very difficult for a child to predict the results of his actions and activities in general, since basically their results are assigned to an indefinite future, while the result of the game is known in the “near future.”
Acquiring social experience
. In play, the child gains experience in resolving conflicts, equitable distribution of the results of joint activities, and experience in the distribution of social roles.
Development of imagination
. The game develops the child's imagination. This game feature is especially important for preschool children. Imagination allows the child to gain experience by establishing relationships between objects and phenomena of reality.
Overcoming complexes and fears
. In play, it is easier for children to overcome their own fears, since the simulated reality is controlled by those who model it.
A feeling of completeness of one's own being
. One of the most important problems for a teenager is his alienation from the adult world. This world is incomprehensible, mysterious, forbidden and at the same time attractive. The game helps children create their own special world, different from the world of adults. This world has its own rules, traditions, its own language, secrets, mysteries, special relationships. In an emotional and psychological sense, the presence of such a special world equalizes adults and children.

The meaning of the game for an adult

Among the meanings of the game for an adult, in addition to those listed, one should indicate the possibility of manipulative influence on other people

.
The game often becomes a tool in the hands of scammers and adventurers. The gaming component in the real activities
of an adult also stands out The game component refers to actions that only imitate genuine, real, responsible relationships with the outside world.

Classification of games

According to the location and conditions of the event
. Outdoor movable, indoor, computer, etc.
According to the purposes of the event
. Educational, testing, training, developmental, entertaining, gambling, etc.
Complex games
.
Role-playing games
. These games are based on a certain scenario, a plot, according to which roles are distributed between the participants. Such a game can be based on book plots.
Themed role-playing games
. Games in which the plot develops independently, and only the theme of the game is given (for example, a game of “war”).

Small games

Game features:

Free developmental activity
With a creative purpose.
Emotional elation.
The presence of direct and indirect rules.

Game classification:

According to the content of the tasks:
for unity
practical jokes
educational
entertaining
Form: - dancing
relay races
trainings
By location:
in water
in room
By number of participants:
team
By composition of participants:
by gender
By speed and time:
minute games
short-term
long-term
By degree of activity:
movable
"sedentary"
According to the availability of props
no props
By level of organization:
managed
spontaneous

Game objectives:

The joy of communication
Development of imagination
Nurturing Determination

Play occupies a special place in the life and activities of children, facilitates the process of transferring socially valuable relationships, allows them to engage in communication, and provides an opportunity to learn how to play out difficult life situations that they will encounter in the future. Through the game, a team is created; through the game, rules of behavior and relationships in the team are built. Games develop creativity, the game is an excellent tool for you in working with children's temporary team, and the main thing is to learn how to use this tool. To choose the right game you need to answer a number of questions:

1. What is the purpose of the game or, in other words, why are you playing it:

creation and development of a team;
identification and development of talents and abilities (intellectual and educational games, sports games, exercises for removing clamps);
take a break.

2. Age for which you are going to play the game:

Jr,
middle junior,
middle senior,
teenage.

Many games that are interesting for older children will seem very difficult to kids and, conversely, many games that kids enjoy playing will not be interesting for older ones.

3. The conditions you have to play the game:

room or street,
territory of movement,
opportunity to sit in a circle,
Assembly Hall,
playground.

4. At what stage is the formation of the team?

acquaintance,
building a structure,
change or confirmation of structure,
decay.

Agree, it is unreasonable to play dating games in the middle of a shift, and at the first meeting conduct elements of a ropes course.

5. Number of game participants:

up to 10 people,
up to 20 people,
up to 30 people,
up to 40 people and more...

6. What stationery and sporting goods do you have:

paper, pen, paper clips, markers
balls, hoops, jump ropes
sand, seaweed, pebbles

7. How much free time do you have to play the game:

5 minutes,
10 minutes,
30 minutes,
2 hours

8. What outcome of the game do you need:

winners,
nominations,
OK,
deep Scan.

You can select a game for any of the given parameters. There are games that require preparation and therefore, when planning your work with a partner, select games for the next day in advance and do not forget to allow time for preparation, if necessary. The ability to correctly plan a shift, a day, a game will become an important assistant for you not only in your work as a leader, but also in life.

CONCLUSIONS

To achieve the goal of the study, namely, to study the role of play in the upbringing and education of a preschool child, we:

1. We studied and analyzed the psychological, pedagogical, methodological literature on this topic, and revealed the concept of play as a type of activity for a preschooler.

2. We analyzed the classification of games of preschool children.

3. Showed the role of play in developing a positive attitude towards school in preschool children.

During the study we found out that:

- a direction specifically devoted to the theory of play and its role is represented by a large number of theoretical works that address questions of the general nature of play, its types, functions and mechanisms, its role in general mental development. Play, as the leading activity of a preschooler, is of utmost importance in the formation of personality. Each type of game (didactic, construction, role-playing, movement) has an impact on the moral development of a preschooler.

BIBLIOGRAPHY

1. Arutyunyan L.N., Sipacheva E.V., Gubanova N.V., Bridko G.F., Kotova L.N., Nevolnik N.I., Golyaeva T.V., Gorbacheva L.V., Lipanova E.I. From birth to school. Model educational program for preschool education / DIPPO – Donetsk: Istoki, 2015. – 223 p.

2. Amonashvili Sh.A. Hello, children!: A manual for teachers. – M., 2008.

3. Amonashvili Sh.A. Reflections on humane pedagogy. – M., 2005.

4. Afonkina Yu. Special course “Psychological and pedagogical problems of didactic games” Preschool education. – 2008..

5. Busurmanova S. T. Independent work on the course “age and educational psychology.” – Alma-Ata, 2010.

6. Lyamina G.M. Raising children in the middle group of kindergarten: A manual for kindergarten teachers. garden - M., 1982.

7. Lyamina G.M. Raising children in the senior group of kindergarten: A manual for kindergarten teachers. garden / Comp. G.M. Lyamina. – M., 2014.

8. Paramonova L.A., Ushakova O.S. Raising and teaching children of the sixth year of life - M., 2010.

9. Yadeshko V.I., Sokhina F.A. Preschool pedagogy - M., 2007.

10. Lapina N.B. Individual approach to children in the game. Raising children through play. Under. Ed. D.V. Mendzheritskaya and E.D. Tatitseva. – M., 1999.

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