Play activities with preschoolers

Report

Preschool age is an important stage in a child’s life.

During this period, the development of figurative forms of knowledge of reality, perception, imaginative thinking, and imagination takes place; there is a readiness to master a variety of knowledge about the world around us.

During this period, the foundations of morality are laid. The child learns basic moral norms and norms of behavior. The child’s activity in various types of activities (play, work, study) increases. Independence of gaming activity arises. The main way of pedagogical influence on a child is the correct organization of all types of children's activities and the use of the most effective forms of guiding them.

Conventionally, all children's games can be divided into two large groups:

1. role-playing creative games.

2. games with rules.

Role-playing creative games include:

a) games on everyday topics;

b) with a production theme;

c) with socio-political themes;

d) theatrical games;

e) games, fun and entertainment.

Games with rules include:

1. Didactic games: with objects and toys, verbal.

Didactic games, printed, musical and didactic.

2. Outdoor games: plot-based, plotless, with elements of sports games.

GAME ACTIVITY MECHANISM:

1. Every game is a free activity.

2. Play is the life activity of children.

3. Isolation of the game (any game has a place and time).

4. Creation of gaming associations - a circle of players, not isolated from each other, who have roles to play (including the main one).

5. Every game has rules that children must follow. Even creative play has rules of interaction.

To implement the development of social gaming experience, it is necessary: ​​1. Game teacher, i.e. carrier of gaming experience.

2.Use of reserve capabilities and experience of folk pedagogy.

3. Overcoming the tendency to use one type of games in work.

4. Taking into account the interests and desires of children.

5. Competent management of gaming activities: design; subject-developmental environment; diagnostics.

The teacher must be able to play along, create a game situation, support initiative, rely on feelings, use humor and anticipatory assessment.

ORGANIZATION OF SUBJECT-DEVELOPING SPACE

When organizing a subject-developmental space, it is necessary to take into account the developmental nature of the game; characteristics of the team and each child.

At each age, we observe features in the development of play:

· younger age - director's play (game of manipulation with objects).

· middle age - role-playing, game-dialogue.

· older age - games with rules, director's play, fantasy play, plotting.

The group should include all types of games and toys - (story-based, didactic, motor, theatrical, etc.); toys for boys and girls; toys for joint and independent play; children's personal toys (from home).

YOUNGER AGE:

Simulation of game situations, games revealed.

Used: screens, substitute items; toys that represent appearance or familiar roles; the tools and actions of adults are repeated; functional attributes are used (disassemble, twist, plant, open).

AVERAGE AGE:

Children are restless and require physical activity, so there must be open space.

The game situation is modeled according to the scheme: adult + child.

The number of figurative attributes is reduced - there are more substitutes,

one toy appears in different games; attributes of games aimed at interaction (telephones, speakers, microphones); dressing up as adults (photographer, captain, etc.); “magic boxes” (waste material - fabrics, bottles, clothespins), insert cubes.

OLDER AGE:

The game situation is modeled by children, signal support toys are used, everything else is modeled.

Attributes are used to develop the sign function (symbols).

It is proposed to create game rooms, use a music and physical education room to develop role-playing games.

PLOT - CREATIVE ROLE GAMES

The necessary elements for ensuring interesting play activities, the development of cognitive interests and moral qualities of a child are knowledge - action - communication. This is the first condition of the game as an exciting activity - the child has knowledge about the objects around him (their properties, qualities, purpose), about events and phenomena of the real world.

A child’s acquaintance with the world begins with observations, which are accompanied and guided by explanations from adults, supplemented by stories, reading, and looking at pictures.

All this is not perceived by the child immediately. It is required to master the received impressions in practical activities - in the game.

In play, the child also acquires new knowledge; While playing, the child learns in practice to distinguish objects by shape, size, color, to use them correctly depending on their qualities, the game serves as an impetus to expand knowledge - the child thinks about what he saw, he has questions.

Adults should definitely take advantage of this to expand and deepen children’s knowledge.

Management of gaming activity should be based on knowledge of the patterns of its development. The main way the game develops under the influence of education is as follows: life is reflected in the game more fully and more realistically, the content of the games expands and deepens, thoughts and feelings become more conscious and deep, fantasy becomes richer; the game becomes more purposeful, and the participants’ actions become more coordinated.

The main question of the methodology for guiding creative play is its influence on the content, on which its educational and educational significance depends.

The process of leading creative play should be structured in such a way that the development of gaming skills is organically combined with training and education.

Based on this, three groups of methods can be distinguished:

GROUP 1: methods related to enriching children with knowledge, impressions, ideas about life around them:

Observations, excursions, meetings with people of different professions, emotionally expressive reading of fiction, conversation, conversation-story using illustrations about the work of adults and their relationships in the labor process, a story about events taking place in the country with the display of photographs, paintings, films; dramatizations of literary works, ethical conversations.

GROUP 2: methods promoting the formation and development of gaming activities:

Direct participation of the teacher in creative play; game with one child; providing assistance in implementing knowledge through suggestions, reminders, advice, selection of game material, conversation about the concept of the game, development of its content, summing up.

To develop the skills and abilities of independent organization of play, instructions, tasks (pick up toys, make them yourself), conversations, and encouragement are used.

The child’s ability to define a role and complete it is developed through advice, individual assignments, and assignments.

An important task is to develop the ability to independently distribute roles.

The teacher must: study well the characters, inclinations and habits of children and constantly help children - get to know each other better.

For example: hold a competition for the best ideas for costume elements, for interesting proposals regarding role-playing actions, for the expressiveness of speech, facial expressions, and gestures.

GROUP 3: associated with teaching children to design from building materials and play with buildings, and make toys.

This is the joint implementation of buildings by children and the teacher; examination of samples, demonstration of design techniques, use of photographs, diagrams, tables, thematic tasks ("build a street", "subway"), selection of materials for playing with buildings.

Teaching children the ability to make toys from paper, from thin cardboard using a pattern, from natural and waste materials.

The use of management methods and techniques depends on the age characteristics of children, on the level of development of their gaming skills.

PEDAGOGICAL PRINCIPLES OF ORGANIZING THE GAME:

1. For children to play, the teacher must play with the children throughout preschool childhood, but at each age stage, develop the game in a special way so that the children learn a new, newer way of constructing.

2. When developing gaming skills, it is necessary to orient the child both to the implementation of the gaming action and to explaining its meaning to the partner.

H.Games move from single-theme plots and single-character ones to multi-character ones, and then to multi-themed ones.

4, Games should be both joint and independent.

GAME MANAGEMENT TECHNIQUES:

1. DIRECT:

introducing attributes that do not require special training, taking on the role of a hint during the game, introducing a new attribute, directing the game in the right direction, switching attention to another game situation. Direct techniques are used in all age groups.

2. INDIRECT:

younger age:

Preparing for the game (reading and memorizing poetry), didactic games, targeted walks, looking at illustrations, paintings, reading short stories.

average age:

Targeted walks and excursions, reading literary works, designing from natural materials and paper, working with parents (consultations, information folders).

older age:

Reading excerpts from newspapers and magazines, looking at paintings and posters, making attributes in labor classes, conversations, getting to know the work of adults.

YOUNGER AGE:

1. Be able to develop role-playing dialogue.

2. Change role behavior depending on the role of the partner.

3. Change the role depending on the plot.

4. During the game, transfer attention from the toy to interaction with a partner, to develop role-playing dialogue, use games with the telephone (K.I. Chukovsky “Telephone”).

METHOD:

play every day with 1-2 children for 5-7 minutes, with a subgroup for 10-15 minutes. Introduce telephone conversations from the second half of the year.

AVERAGE AGE:

1. Develop the ability to change role behavior in accordance with the different roles of partners, change the playing role and re-designate it for the partner.

2. The use of multi-personal plots to determine the role structure (where one role is directly related to the others).

3. There should be more participants in roles, i.e. one child will have to play several roles.

4. During the game, children must perform diverse role connections and different types of role relationships: specific - doctor - patient: control-subordination (captain-sailor); mutual assistance.

METHOD: Individual playbacks by children in the morning or evening for 7-15 minutes. The teacher starts the game and offers the child the main role (you are the driver, I am the passenger) and develops role-playing dialogue, giving options (you drove through a red light - I am a policeman).

Including children in the game for a certain period of time

(I am a seller - two buyers; one child is put in the place of the seller).

OLDER AGE:

1. Games - fantasizing and mastering a new way of plotting a plot.

2. “Loosening” the plot, and then jointly inventing a new plot based on fairy tales (replacing characters).

METHOD:

1. Remember and retell a familiar fairy tale (and now we will come up with a new one that is similar, but not the same).

2. Partial transformation of the fairy tale (replacement of heroes, its task, magic remedy).

3. We give the beginning of a fairy tale, combining fairy-tale and realistic elements.

4. Introduction of different contextual roles (Baba Yaga and seller).

5. writing stories based on realistic events

10-15 minutes with a small subgroup, and then during a role-playing game.

GAME TECHNIQUES IN THE ORGANIZATION OF PLOT-ROLE-PLAYING GAME:

Problem situation, advice-reminders, playing a game like joint discussion of a game plan, teach a friend, paired assignments, joint plotting (word game + plot - role-playing), game combinatorics (invent a new game based on an old game), improvisation games (let's play in a different way) inventing games based on a series of pictures (mnemonics); using a game model (attributes are drawn in the center of the picture of the game).

CREATIVE GAMES:

Name of the game	Junior group	Middle group	Older age
	Mom, dad, children	Merger with hairdresser, doctor	Everyday scenes, transport
		Nurse, patient card	Pharmacy, reception, ambulance, specialist doctors
	Vegetables, fruits, dishes, toys	Departments: bread, dairy, confectionery	Departments: deli, fish, meat, shoes, clothing, furniture, household appliances.
Kindergarten	Teacher, child		Other
Salon	hairdresser	Two halls: men's; female	Children's room
		Sailor - helmsman	Passenger, cargo, excursion, fishing vessel. Boatswain, radio operator.
	Animals of the forest	North, south	Tour guide, veterinarian
		postman	Telegraph, parcels
			2nd half of the year: dolls, desks, schoolgirls, diaries, briefcases, notebooks
			Receptionist, cutter, seamstress, fabric samples, ready-made clothes, patterns
Transport		Road signs	Police, modes of transport
Other games			Cafe, Astronauts, Library

DIRECTOR'S PLAY:

This is an individual legal system in which children feel free. This type of game is typical for children who have limited contact with peers.

Younger age:
- the child’s experience is based on the events he observed. Knowledge gained from books and cartoons is rarely reflected.

The plot of the toy is simple, short chains of actions, each toy has a permanent role assigned to it. If a child has no experience with a toy, the game falls apart.

An object or a toy seen suggests a change in the plot,

The illogicality of the game does not need correction from adults.

Development of fantasy.

Speech is the main active component (voices actions, gives assessment). Middle age is based on personal and indirect experience.

Complex and varied actions.

Main and secondary characters.

The child’s personal experiences are woven into the plot.

The teacher is faced with the task of teaching how to avoid patterns in the game.

A game based on associations, a game based on stories, appears.

Descriptive-narrative, role-playing and evaluative statements appear.

GAMES WITH RULES:

Games with rules are the link between learning and play, and they clearly reflect the connections and relationships of different types of children's play groups.

DIDACTIC GAMES- These are educational games.

Their main purpose is to promote the assimilation and consolidation of children's knowledge, skills, and development of mental abilities.

Each didactic game has a specific didactic task, game actions and rules.

Didactic games, firstly, are a teaching method, and secondly, an independent gaming activity.

They are widely used in classes, while the content of the game and its rules are subordinated to the educational objectives of the lesson.

In this case, the initiative to select and conduct the game belongs to the teacher (adult). As an independent play activity, they are carried out during extracurricular time.

In both cases, the teacher leads the game, but his role is different.

In classes, he teaches children how to play, introduces them to the rules and game actions, and in children’s independent games, he participates as a partner or referee, monitors relationships, and evaluates behavior.

There are three stages in managing games:

Preparation - carrying out - analysis of results.

The preparation includes: selection of the game, location, determination of the number of participants, selection of the necessary material.

The teacher (adult) must first study and comprehend the entire course of the game, its rules, management methods and his role.

Carrying out: The explanation of the game must begin by familiarizing itself with its content, with the didactic material (objects, pictures), after which the rules of the game are stated and the game actions are described.

The extent of adult participation in the game is determined by the age of the children, their level of training, the complexity of didactic tasks and game rules.

Sub summary: responsible moment, the adult notes those who followed the rules well, helped their comrades, were active, and honest.

MANUAL FEATURES:

younger age:

entertainment (something is in a beautiful box), the use of a variety of gaming techniques, toys; a combination in the game of a mental task with the active actions and movements of the child himself.

Repetition in different versions with gradual complication,

selection of didactic material so that children can examine it, actively act, and play;

Explanation of the rules during the game;

Be sure to introduce the items that will be used and their properties;

When summing up, only positive aspects are noted.

average age:

selection of games in which knowledge about the properties and qualities of objects and their purpose is consolidated and clarified;

The teacher continues to actively participate in the game, but more often the role of the leader is entrusted to the children;

The rules of the game are explained before it starts; when summing up, attention is focused on successes, even minor ones; verbal games and attention games are more often organized.

older age:

When selecting games, the main attention is paid to the degree of difficulty of the game rules and actions; they must be such that children show mental and volitional effort when performing them.

The motives of competition occupy a large place:

The teacher clearly and emotionally introduces the children to the content of the game, rules, actions, checks how they are understood, plays with the children to consolidate knowledge, during independent activities acts as an arbiter in conflict situations, in some games the teacher limits himself to explaining the rules of the game before it starts. .

Game rules are becoming more complex and numerous, so an adult, before offering children a game, must himself thoroughly understand these rules and the sequence of actions.

The game must be finished emotionally, in an organized manner so that the children want to return to it (playing forfeits, rewarding the winners, informing them about a new version of the game)

At the end of the game, you need to evaluate not only the correct solution of game problems, but also their moral actions, behavior,

think through the process of preparation and implementation: enriching children with relevant knowledge, selecting didactic material or preparing it together with children, organizing the environment for the game, clearly defining your role.

in the preparatory group: The role of leader, in most cases, is entrusted to the child.

Outside of class, children are independent in choosing a game, the teacher acts as an advisor and judge.

In all groups, it is necessary to think through the connection between didactic games and other types of children’s activities: creative, labor, and independent artistic activities (theme + planning).

EDUCATIONAL GAMES:

Before introducing your child to educational games, be sure to play them yourself.

This gives an insight into each game. You will know: what game to start with, how to supplement it, when and what game to introduce.

When playing with a child, do not get ahead of him; it is better to follow him with a slight lag.

Get children interested in the game by using gaming techniques - the first show can be accompanied by a “mystery” or a fairy tale.

Greet each success joyfully, with praise, but do not over-praise, especially in older age.

If a child doesn’t want to play, don’t force it, but create conditions so that he has a desire.

During the game, do not make offensive comments towards the child - they cause irritation, lack of confidence in one’s abilities, reluctance to think and discourage interest.

The basic rule of educational games: an adult should not carry out tasks for a child or give him hints.

Educational games cannot be turned into ordinary, always accessible toys. At the end of the game, they need to be put away in an inaccessible (but designated) place where the child can see the game.

You need to start the game with feasible tasks or simpler parts.

Educational games can be used in classes: educational, REMP, fine arts; in the morning and evening to work with a subgroup of children and individual work.

OUTDOOR GAMES:

It is necessary to take into account the working conditions in each age group: the general level of physical and mental development, the level of development of motor skills: the health status of each child; time of year, features of the daily routine, place of play and interests of children.

Outdoor games become more complex and vary taking into account the growing awareness of children in their accumulation of motor experience.

JUNIOR GROUP: plot-based and plotless outdoor games that are elementary in rules and content are organized, in which all children perform similar roles or motor tasks with the direct participation of an adult; In games like "hide and seek" the main role is played by the adult (looking for children or hiding from them).

MIDDLE GROUP: It is already possible to play with the simplest competitions, both individual (“Who is faster”) and collective. This gives an emotional coloring and teaches one to take responsibility for one’s actions in a team.

SENIOR GROUP: games are becoming more complex in content, rules, number of roles, and the introduction of new tasks for collective competition.

PREPARATION GROUP: play more complex outdoor games, as well as games with collective competition, relay games, games with elements of sports games.

Depending on the content of the game and the order in which game tasks are completed, it can be carried out either with all children at the same time or with a small group. It is almost always possible to vary the ways of organizing the game.

INTRODUCING THE NEW GAME

Introducing a new game and explaining its contents requires preparation. The content of some games must be disclosed in a preliminary conversation (not necessarily on the day of the game), for example, “Monkeys and Hunters”, “Wolf in the Moat”.

Game explanation:

Non-plot game - should be short, precise and intonation-expressive. The teacher explains the sequence of game actions, indicates the location of the children and game attributes, using spatial terminology (a guide to the subject in the younger and middle groups) and highlights the rules, then you can ask several questions to check how the children understand the rules.

When playing games with elements of competition, an adult clarifies the rules, game techniques, and conditions of the competition.

Sometimes you can give the game a sports form - choose captains, a judge.

In younger groups, you can explain the actions of children and the rules directly during the game.

A story-based game is the task of an adult to create a clear picture of the game situation for children and to highlight the game images more clearly. To do this, you can use a toy or a story (especially in the younger group).

When repeating familiar games:

younger group - remind the main roles and location of children.

middle group - limit yourself to reminding the rules.

older age - invite you to remember the rules, the content of the game, this promotes the development of consciousness and independence, the actions performed and leads to the ability to play without the direct guidance of an adult.

Distribution of roles:

Sometimes an adult appoints a leader, guided by a certain pedagogical task (encouraging a new student, including a timid person in the game), or joins the game himself in the role of a leader or participant.

Uses counting rhymes or invites children to choose a leader. In younger groups, the role of leader is first performed by the adult himself and he does it emotionally, vividly, and imaginatively. Gradually, an individual role can be assigned to the child, subject to limited space and direction of movement.

An adult reports a violation of the rules before starting the game again.

The outdoor game ends with general walking, gradually reducing the load, or sedentary play.

When evaluating a game, an adult notes its positive aspects, names children who successfully fulfilled their roles, and condemns violation of the rules.

In older groups, an adult gradually leads children to independently organize outdoor games, monitoring its progress and especially the implementation of the rules.

When children know a lot of games and play them independently, an adult can offer them creative tasks - come up with variations of games, changing the plot, rules; create your own new game.

CONDITIONS FOR GAME:

In order for children to be raised in games successfully, it is necessary to create conditions: allocate sufficient time to games, organize a comfortable, calm environment, and select toys.

Games in the morning help create a cheerful, cheerful mood for the whole day. Everyone can take their favorite toy and team up with friends. Sometimes children come with certain play intentions and continue the game they started the day before. Children can return to the game they started after breakfast, between classes. We must be given the opportunity to continue the game. When choosing games, you should take into account the nature of the upcoming activities. Before physical education, quiet games are desirable, and if the activity requires a monotonous position, active games.

Time is allocated for games in the group in the afternoon, and on the site - before lunch and in the evening. At this time, story games, construction games, dramatization games, outdoor and didactic games are organized.

In the group you need to create an environment for playing various games. Designate a place for playing with large building materials so that children can preserve the completed building.

In younger groups, set aside a place for outdoor games with toys: children transport toys, roll them, run after each other.

Each toy must have a specific place. If children want to continue playing after lunch or another day, they should be allowed to leave the building with all the toys, provided that they are placed neatly (for example: “ship”, “street”). In games on the site, children are also given all types of toys, but at the same time they take into account the peculiarities of the season. Before going for a walk, an adult invites children to think about how they want to play and what they should take with them.

THEATER GAME - CLASSIFICATION:

1) directorial - the child is not an actor, takes the role of an active character (for example: to record a fairy tale).

2) musical dramatization (can be a combination of theater types).

3) theatrical play is high-quality work on the image, has a clear script, fixed images, roles.

4) improvisation - acting out a theme without prior preparation.

Signs of a theatrical game: content (they must clearly know what they will play), plot, script, role of action and relationships.

TASKS:

Junior group: Develop interest; skills in working with planar and volumetric theatre; Enrich the concept through literary works and musical and theatrical activities.

Show creativity in simulation games, learn to act out small songs and fairy tales. With the help of toys made by adults (educators, parents) and older children in the presence of children.

Develop skills in independent use of materials for mummers, masks and musical instruments in games.

Middle group: introduce different types of theaters. Learn puppeteering techniques.

Teach techniques for showing various types of theater.

Senior group: Develop independence in organizing theatrical games. To form artistic and speech performing skills. Learn to be a presenter, stage director, decorator. To develop joint creativity skills in the process of preparing for a performance.

Preparatory group: To form the need for creative activity, to develop artistry and the ability to transform. Learn to act out stories by introducing new changes. Learn to invent fairy tales and act them out.

COMPLICATING THE TASKS OF TEACHING CHILDREN IN THEATER ACTIVITIES

Junior group	Middle group	Senior group	Preparatory group
To interest and gradually involve children in theatrical and play activities.	Develop a sustainable interest in theatrical art.	To develop independence, individual characteristics and abilities of each child in theatrical activities.	To develop the need for creative activity, artistry and the ability to transform.
Introduce certain types of theaters	Deepen familiarity with different types of theaters.	Practice puppeteering techniques.	To develop creative skills in the process of preparing and conducting a performance: Plot selection; Analysis of roles; Discussion of characters; Exercise in dialogues; clarification of possible performers, attributes, scenery.
Learn how to drive three-dimensional toys and flat characters.	Teach driving to different characters.
Promote the development of speech and motor abilities when conveying an image.	Introduce the simplest techniques of plotting. Promote development independent creativity when conveying an image.	Teach children to be in the role of presenter, director, decorator.

TYPES OF THEATERS:

Horse dolls (from behind the screen)

gloves (medium)

bi-ba-bo (medium)

spoons (senior)

cane doll (senior, preparatory)

stock (senior)

puppet (senior)

Floor theater:

puppets (senior, preparatory).

human dolls (senior, preparatory).

tablet dolls (senior, preparatory).

dolls with a “living hand” (senior, preparatory).

Tabletop theaters:

from the younger group: magnetic, purchased, edging, toys, cone, cylinder.

Stand:

stand-book (junior group).

flannelograph (junior group).

shadow (senior preschool age).

Other types:

waste material, on cubes - at any age.

Scenery: all scenes use a universal set (hut, forest, yard, sky) (“Hoop No. 4 for 2003”).

Puppeteering techniques (from middle group).

is based on sketches - the doll walks slowly, crouches, is silent or speaks, the doll conveys the gait, two people meet, greet, say goodbye, talk.

Rules for working behind a screen:

1. The doll should move along one plane of the imaginary floor without falling down.

2. The index finger that is inserted into the head should be slightly bent so that the head does not fall back.

4. Pause is the doll's most expressive means.

5. You cannot shield another doll with a doll or strain your hand, otherwise the doll will shake.

6. You need to wear soft shoes behind the screen.

7. You cannot lean against the screen.

8. The screen should be made of thick fabric and go all the way to the floor.

9. The doll’s gait will be correct if the child walks with it.

The management of a child's game will be correct only when it allows one to preserve all the charm of its creative character. There can be no country of childhood without an exciting game. The more varied and interesting the children’s games, the richer and wider the world around them, the brighter and more joyful their lives.

COMPREHENSIVE MANAGEMENT OF THEATER PLAY

Enriching life experience	Enriching the gaming experience	Intensifying communication between teachers and children	Subject - playing space	Formation of children's communication skills with each other
Develop cognitive and speech abilities: Examination of pictures, generalization of concepts, speech exercises, didactic games, conversations, musical development: imitation of movements, rhythmoplasty. Visual activity, physical development. Articulation gymnastics, tongue twisters, tongue twisters. Development of the emotional sphere.	Assistance in transferring knowledge into a conventional game plan, playing scenes in various theaters using movements accompanied by text; movement; “masking by role” - playing minor roles.	Direct participation of the teacher in theatrical activities, the use of problem situations, conducting trainings, the use of etudes, exercises for the development of expressiveness of speech and movements, participation in improvisations, preparation for the performance.	Types of theaters; - illustrations; - didactic games; -elements of costumes; Scenery; Children's fiction; Audio recordings; Use of musical works; Video films, computer technologies.	Communication games, games to correct negative manifestations. Forming a sense of self-confidence. Instructions for the purpose of helping each other.

DEVELOPMENT OF SPEECH EXPRESSIVENESS IN PREPARATION FOR THEATER ACTIVITY

Younger age	Average age	Older age
Onomatopoeia for heroes; Reading by roles; Verbal improvisation; Dialogues with toys.	Tongue Twisters; Bringing toys to life: “magic wand” (dialogue) The story of pure talk at a given pace and tone; Reading by roles.	Exercise: In intonational expressiveness (changes in intonation); In holding your breath during monologue and dialogue; Conducting dialogues of fairy-tale characters. Ability to place logical stress. Use the games: “Unusual Words”, “Spell for a Fairy Tale”, “Merry Rhythm”; exercises for voice sounds: like a snail, like a machine gun, like a foreigner, like a robot, etc.

Formation of expressiveness of movements

Younger age	Average age	Older age	Preparatory group
Imitation - imitative movements; Plastic surgery (imagine and show); - formation of gestures: repulsion, attraction, opening, closing; Game: “Stream” with different tempos of movement; Game: "In truth and in pretend."	The state of the hero through his posture, gesture, gait. Transformation into animals with increased movement tasks: on ice, on a mountain, etc. Broadcast physiological characteristics (big - clumsy, small - nimble) Showing imaginary actions of an object; A combination of movements of the legs, arms, and torso. Sketches for the development of facial expressions, gestures, conveying an emotional state. Finger play training, elements of pantomime (penguins are walking, horses are galloping, etc.)	Conveying mood; Image of objects' gait; - relaxation exercises; finger training; Movement training.	Pantomime; - game: “Where were we…” Dialogues are pantomimes: a conversation between two foreigners, a quarrel, reconciliation, etc. Mystery pantomime; - talking with your hands (explain the way, show your profession, etc.), Pointing fingers (stay still, come here) Showing body parts.

The child learns about the world in all its diversity through those types of activities that the baby finds understandable and close. In this context, the leading position is occupied by the game. That is why the implementation of the goals and objectives of teaching, development and upbringing of children in preschool educational institutions is carried out through game elements. This approach is fixed by the program requirements of the Federal State Educational Standard. Let's consider the features of play activities of preschoolers under the conditions of the Federal State Educational Standard.

What is gaming activity according to the Federal State Educational Standard?

One of the tasks of gaming activity is connection with reality; children must learn to live in the modern world

This is interesting. Famous Russian pediatrician, psychologist and philanthropist of the 19th century E.A. Pokrovsky said: “...Let the children play while the game pleases them, attracts them and at the same time brings them enormous benefit!”

The main feature of preschool education is the lack of TARGETED learning, since this does not correspond to the child’s developmental level. Instead, the game comes to the fore, through which the activity approach is implemented. However, in the modern world the emphasis has shifted: from yard games there has been a transition to individual games, and from group games to computer games. Therefore, the task of methodological work in kindergartens is to return play to children without interruption from the present day. It is in this context that the issue of play activities of preschool children should be considered.

Meaning

The game contributes to the child’s self-realization among peers

Properly organized and skillfully directed play allows the child

• develop physically and intellectually;
• develop positive character traits;
• learn to communicate with peers and surrounding adults;
• quickly and easily absorb new knowledge.

The Federal State Educational Standard is based on the diagram of the child’s developmental line: feel - recognize - create. That is, in kindergarten there should be entertainment, learning and creativity at the same time. The game combines all this.

Goals and objectives

The game promotes the development of a child’s speech

An important area of ​​involving children in gaming activities is the development of knowledge, skills and abilities necessary to solve problems related to different areas of life (learning, socialization, that is, relationships with people around them, self-determination, etc.). In addition, gaming activities according to the Federal State Educational Standard:

• develops logical, imaginative, critical thinking;
• develops the skill of building cause-and-effect relationships;
• expands the range of mental operations, creativity, imagination;
• fosters a creative approach to solving assigned problems;
• forces you to take initiative;
• develops various mental functions, including speech;
• promotes physical development.

The systematic solution of such tasks as:

• familiarity with moral and ethical concepts (for example, in the context of events dedicated to patriotic education);
• general physical training;
• developing a strategy of “co-creation” in different types of gaming activities;
• selection of game material;
• proper organization and conduct of games.

Principles and forms of the game

Children must clearly understand the rules of the game

For the technique to “work”, it must be applied correctly. For this purpose, the Federal State Educational Standard provides the following principles for introducing gaming activities into the work of a preschool institution:

• free involvement in the game (children cannot be forced to play, this can provoke a “reverse loop effect”, and the child will refuse other types of interaction);
• exclusion of activities that violate the norms of public morality (for example, gambling for money or things), or degrading the dignity of those playing;
• lack of demonstrative edification and didacticism (that is, you should not overload the lesson with information);
• children have a clear understanding of the rules of the game;
• exceptionally positive impact on the emotional and intellectual spheres of the participants;
• sufficient time and material and technical base for the game;
• the presence of a play environment for boys and girls;
• timely changes in the form and content of games depending on the age of the children;
• creating conditions for demonstrating independent activity of children (theatrical, intellectual, constructive, motor).
• accessibility of the subject-game environment for all participants.

The form of the game can be:

• individual, where everyone fights for himself;
• group, in which the child feels responsible for his actions.

It is also worth mentioning such a form as a project, which can be individual or group, and also have different time frames for implementation.

Policy documents

• Letter of the Ministry of Education of the Russian Federation dated May 17, 1995 No. 61/19–12 “On psychological and pedagogical requirements for games and toys in modern conditions”
• Letter of the Ministry of Education of the Russian Federation dated March 15, 2014 No. 03–51–46 in/14–03 Approximate requirements for the maintenance of the developmental environment for preschool children raised in a family.
• Federal Law of the Russian Federation of December 29, 2010 No. 436-FZ “On the protection of children from information harmful to their health and development”
• Order of the Ministry of Education and Science of October 17, 2013 No. 1155 “On approval of the federal state educational standard for preschool education”
• Resolution of the Chief State Sanitary Doctor of the Russian Federation dated May 15, 2013 No. 26" On the approval of SanPin 2.4.1.3049–13 "Sanitary and epidemiological requirements for the design, maintenance and organization of the operating mode of preschool educational institutions."

A detailed analysis of these documents allows us to conclude that significant adjustments have been made to the modern legal framework to determine the essence of the education system in a preschool institution in comparison with the program documents of previous years.

Conditions for the development of gaming activities in the light of the Federal State Educational Standard

The teacher’s creative approach to creating games concerns all aspects: from developing a script to modeling costumes

The implementation of play technology in a preschool institution has a number of features. Among the fundamental features we can highlight

• creative approach of the teacher to work;
• choosing a game that will allow you to solve the problems of learning, development and education at a specific stage of a child’s development;
• taking into account the personal qualities of the players;
• timing.

The games used can be divided into two groups:

• with fixed rules (for example, lotto);
• free games, that is, the rules of the game are hidden (this is convenient, for example, when learning to read - children must help an adult who cannot read learn this skill, etc.).

List of techniques according to the Federal State Educational Standard

The physical development of children is also realized through play.

According to the Federal State Educational Standard, games are divided into:

• leisure (serve as excellent entertainment during pauses between main activities or for uniting children during walks - “Rucheyok”, finger games, etc.);
• mobile (promote physical development - physical education minutes, warm-ups, etc.);
• theatrical (solve the problems of developing expressiveness of speech, intellectual, aesthetic, communicative education, develop creative abilities - staging fairy tales, staging excerpts from books read, etc.);
• computer (with a mandatory training component);
• games with rules (they teach kids to follow the rules, and also show that everyone is equal before the “law” - lotto, dominoes, etc.);
• role-playing games (develop the gaming experience of preschool children, open up new horizons for displaying the world - “Mothers and Daughters”, “Cossacks-Robbers”, “Snow Maiden”, etc.)

Video: Role-playing activities in junior, middle and senior groups

Video: “Journey” for the older group

These types of games are used when working with children of any age, taking into account the level of development of children. So, for example, lotto in the younger group consists of individual pictures of animals that need to be correctly placed on a poster with images of several animals.

Modern types of gaming activities

Game-cultural practice allows, through the modeling of the game space, to realize the set educational goals, for example, to check with the help of the “ship captain” the ability of the “crew” to carry out simple arithmetic operations within 10

As for preschool education today, the set of gaming technologies within the framework of the list of game types designated by the Federal State Educational Standard has been supplemented, which is associated with the practical orientation of education at all levels of interaction with children. Thus, Nadezhda Aleksandrovna Korotkova, a candidate of psychological sciences who deals with issues of preschool education, identified 2 types of play activities:

• game-cultural practice (story play, free play);
• game-pedagogical form (plot-role-playing didactic game, didactic game with rules).

Game educational situation

Famous Russian teacher V.A. Sukhomlinsky said: “A game is a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the child’s spiritual world.”

Gaming activities can be implemented in two directions: first, children themselves set the rules and come up with the content of the game based on existing attributes (toys or other available equipment), second, the process of learning, development and education is carried out based on gaming technology. In the latter case, the entire organizational aspect remains with the adult. It is about this technique, which is called a game-based learning situation (GTS) and helps to bridge the gap between the leading game activity in this moment from educational in the future, and will be discussed further. The IOS is characterized by the following features:

• a simple plot that takes a lot of time;
• specially organized play space;
• the presence of a didactic goal and educational task;
• the guiding role of the educator.

Types of IOS

Based on the above, we can distinguish several types of gaming educational situations depending on what accompanies the game:

• the use of analogue toys (for example, comparing a non-living analogue with a living one - a dummy plant with an indoor flower);
• connection with a literary character (for example, the inclusion in the work of such well-known heroes as Dunno, Parsley, Pinocchio);
• iOS travel (games simulating a trip to the forest, zoo, museum, etc.).

Examples

Video: Physical education lesson “Toy Town”

Video: Plot educational situation on traffic rules in the middle group

Video: Lesson “Journey through mathematics with Masha and the bear”

The essence of social gaming technology

The use of social gaming technology involves working in small groups (most often 6–8 people)

One of the modern forms of implementing gaming activities is socio-game technology. This is an organization of the child’s own actions, in which he does, listens and speaks, that is, the child participates in drawing up the rules, composing the plot of the game. This complex task is what distinguishes this technology from play in the usual sense, where the child most often acts as a “performer.” Moreover, socio-game interaction presupposes the mandatory presence of an “agreement”, rules and communication. In other words, children can even argue, but with the goal of agreeing and finalizing the rules. The authors of the technology E.E. Shuleshko, A.P. Ershova, V.M. Bukatov identified a number of principles for such activities.

• The teacher is an equal partner. He knows how to play interestingly, organizes games, invents them.
• Removing the judicial role from the teacher and transferring it to children predetermines the removal of the fear of mistakes in children.
• Freedom and independence in children’s choice of knowledge, skills and abilities. Freedom does not mean permissiveness. This is the subordination of one's actions to general rules.
• Changing the mise-en-scene, that is, the environment when children can communicate in different parts of the group, trying on different roles (for example, first treasure hunters, and then robbers who guard these values; the role of treasures can be correct answers to arithmetic examples).
• Focus on individual discovery. Children become accomplices of the game, that is, as mentioned above, they can modify or change the rules of the game.
• Overcoming difficulties. Children are not interested in what is simple, and what is difficult is more interesting (so, it is much more fun to train with Luntik on an intricate tongue twister than to repeat the same simple one together with Vupsen and Pupsen).
• Movement and activity.
• Children work in small groups, mostly in groups of sixes, sometimes in groups of fours and threes.

The advantage of this kind of activity is that it defines the baby not as an object of education, but as a subject, that is, a full participant in the process.

Forms

The forms of social gaming activity can be as follows:

• Games with rules that can change depending on the situation (for example, all participants are Dunno, they ask an adult questions on the topic, and next time all the children are Know-Nothings, and in the role of Dunno - a toy with which the kids explain what was just yesterday didn’t know themselves).
• Competition games.
• Dramatization games (that is, staging the plots of fairy tales, events).
• Director's games (when the child himself comes up with a plot for the game, but the toy is not identified with the child).
• Role-playing games (the baby takes on the role of a character, identifies himself with a doll, for example).
• Fairytale therapy (in simple stories, children see themselves and their actions, for example, “Tales about a baby who looks like you,” “Tales from whims,” etc.).
• Techniques aimed at creating a situation of success and comfort (for example, when learning the alphabet, the task could be: help Dunno find the missing letters in the alphabet, hidden in riddles).
• Self-presentation (a story about oneself in the form of alternate answers to questions from an adult presenter, for example, accompanied by the transfer of some kind of “relay object” from one participant to another).

Examples of social gaming activities

All techniques of this technology can be used in different age groups: the form remains unchanged, but the content component can vary depending on the level of preparation of the children.

"Magic wand"(in the form of self-presentation)

The essence of the game: children stand in a circle and receive a “magic wand” (for example, a pointer). The players’ task: passing an object to each other, answer the question posed by an adult. For example, “What is your favorite toy?” Further, the task becomes more complicated: “Why do you like her, name 3 reasons.” Then you can expand the range of questions - from personal to well-known: “Name the most popular toys today.”

"We speak in chorus"(socio-oriented reception)

The essence of the game: children are divided into groups, the teacher asks a question. The children’s task is to answer it in unison. Thanks to the collective answer, even those guys who are not sure of the answer or do not know it will not feel uncomfortable.

"Mysterious Hat"(a game with rules with elements of a social orientation)

The essence of the game: we put questions written on pieces of paper in a hat (if the child cannot read, then the teacher helps him), the kids take turns drawing out questions and answering them. This way you can repeat basic arithmetic operations, traffic rules, etc. in a playful way. Due to the fact that the hat falls into the hands of everyone, each child feels like a leader, that is, a leader.

Video: Socio-game approach in developing communication skills of preschoolers

Computer games

Proper use of a computer in kindergarten can bring undeniable benefits to the child’s intellectual development

Information technologies (in particular, games) in preschool education, along with the generally accepted opinion about the harm to the mental and physical health of children, have a number of undeniable advantages over other gaming technologies. Computer games:

• help to quickly move from visually effective to visually figurative thinking, which is an important stage in the development of logic;
• contribute to the formation of the ability to analyze;
• speed up the process of managing their own external activities (for example, the baby needs to simultaneously perform actions with the mouse and watch the image on the screen), etc.

Thus, computer games allow children to make the transition from the simplest forms of thinking to complex ones much faster.

Examples

The use of this gaming technology depends on the material and technical base of the preschool institution. But if such classes are not conducted in kindergarten, parents should know which computer games recommended by methodologists can be used at home. Anyone can download these games; just enter the name in the search bar.

• "Finding Nemo. Underwater school" (middle group). Goal: get acquainted with the animal world of the planet. Children will be able to learn about the life of animals in wildlife, about their habits and habits, and will also be able to learn how a beaver builds its house, fly with a bat in search of food and see the arrangement of an anthill.
• “Fun ABC” (senior group). Goal: consolidation and improvement of the skill of dividing words into syllables, performing sound analysis of words. Kids will be able to break words into parts, create new words, and combine them into simple sentences.
• “Planet of numbers for kids” (younger group). Goal: learn to count to 10, give ideas about simple geometric shapes, teach comparison. The children get acquainted with the circle, square, triangle, and match the shapes by color and size. Learn to count to 10.

How to carry out the correct analysis?

The feasibility of certain gaming technologies is assessed, among other things, by the child’s activity

Monitoring the success of using game techniques in kindergarten is carried out 3 times a year (at the beginning, at the end of the school year, and also in the middle). The entire group of children is assessed, the diagnosis is carried out by the teacher or person involved in a particular activity. This analysis is carried out in 3 aspects:

• organizational component;
• activities of an adult (educator, physical education teacher, music worker);
• child's activities.

Table “Analysis of play activity of preschool children”

Analysis aspect	Analysis criteria	Grade
		Yes	No	Partially	Other
Organization and conduct of the game	Alignment of goals with group objectives
	Suitable for children's developmental level
	Program Compliance
	Compliance with sanitary standards
	Compliance of the material and technical base with the game conditions
Activities of the teacher	A variety of techniques for solving game problems
	Appropriate techniques for children's ages
	Correct application of techniques
Children's activities	Mastering the content of the game
	Activity, attention, interest in the activity (at least 2 criteria are assessed)
	Compliance of behavior with the conditions of the lesson
	Compliance of knowledge, skills and abilities with the norm

Based on the results of filling out the table, you can see those methodological gaps that are indicated in the “no” column. You need to pay special attention to these criteria by changing the form of gaming activity or making improvements to its content.

Play for preschoolers is the leading activity. It is through him that children learn about the world, learn to interact with other people, and get to know themselves. The adult’s task is to diversify this practice with interesting forms of playing games. In this case, it is necessary to focus on the requirements that are put forward for this type of activity by the Federal State Educational Standard and other documents regulating the process of education of preschool children. Properly organized work will ensure high achievements in the training, development and education of future schoolchildren.

Interesting, meaningful, pedagogically valuable games should occupy a large place in kindergarten, where children actively act, communicate with each other, agree on joint actions, fulfill assumed or assigned responsibilities, roles, give orders or obey, are happy, upset, help each other. to a friend.

The “Kindergarten Education Program” recommends using the game to develop in children modesty, courage, resourcefulness, cheerfulness, perseverance, attention to each other, goodwill, the ability to take into account the opinions of others, obey the majority, etc.

Positive habits and behavioral skills are developed through repeated repetitions and specific actions. It is most advisable to organize exercises in positive actions and in the manifestation of noble feelings in games. But this is possible only on the condition that the game becomes a form of organizing the life and activities of children, that is, it takes its rightful place in the pedagogical process of the kindergarten: the lives of children should be filled with a variety of games, and their activities during play hours are organized and directed in order to realize the above tasks. Therefore, first of all, it is necessary to strictly guard the time allocated in the daily routine for playing.

The program and guidelines indicate that games begin in the morning when the child arrives at kindergarten and continue until breakfast. Then the children play again before the start of classes, after which they go for a walk, where most of the time is devoted to games: outdoor games, role-playing, construction (with sand, snow), etc. Outdoor games are interrupted by lunch, followed by a daytime nap. After sleep, children return to play again.

During each of these periods, various games are played:

• role-playing;
• movable;
• construction;
• didactic;
• musical;
• dramatization;
• fun games.

Different games make it possible to satisfy the varied interests of children, organize and direct their behavior and relationships.

In addition to the tasks of developing personal qualities and behavioral skills, each type of game has its own specific tasks. For example, outdoor games help children exercise movement, running, climbing, throwing, and improve ease, coordination, and beauty of movements. Didactic games promote the development of analyzers, thinking, and speech. Construction games are useful for building construction skills, etc.

The task of the educator, his organizing, leadership role is to guide the behavior and interaction of children.

Management of children's play activities should be purposeful, subordinated to pedagogical tasks defined by the program for each age group.

In addition to knowing the program objectives, the teacher needs to know each child in his group well: level of development, interests, aptitudes, positive qualities and disadvantages, relationships with peers, etc.

Based on the program requirements and knowledge of the individual characteristics of each child, the teacher thinks through and determines his activities during play hours: which of the children should be offered what toy or game, with whom to play, what game started by the children to support, etc. Very It is important to promptly help children organize the game, agree on who will do what, and suggest what is necessary for the game.

An indispensable condition for successful education of children through play is the correct selection of toys and teaching materials. These can be: play sets, children's musical instruments, creativity kits, construction sets, various children's educational and developmental toys.

Playing material should be placed in the group room and on the site in such a way that it is convenient for children to take it and return it to its place, so that it does not take up the area necessary for active, construction games, for quiet games with story-based toys, with didactic material, etc.

On the site, in addition, it is necessary to determine a place for skiing, skating, cycling, playing with balls and other motor toys. It is necessary to equip a place for playing with sand and give it to children in sufficient quantities. It is important to teach children to take care of sand, not to scatter it, and to rake it into a pile after the game is over.

For games on the site it is necessary to have benches and tables. They can be either dug into the ground or external. Small benches (with holes for a flag, steering wheel, etc.) are needed by children for a variety of games: children freely carry them and install them where it is convenient for them to play.

Good materials for constructing all kinds of buildings (for playing transport, collective farm, farm) are boards, logs of firewood, logs, boxes, flaps, as well as cones, pebbles, etc.

In rural areas, there are great opportunities for organizing children’s games outside the site: near natural reservoirs, shallow streams; Right there on the shore, children can play with water, sand, pebbles, and clay.

It’s good to choose cozy clearings in the nearest forest where there are bushes, pellets or fallen trees. Such an environment is conducive to the development of games in fairy tales, travel, and promotes children's creativity. Undoubtedly, rural children enthusiastically play as astronauts, sailors, etc., but still the theme of their games should have its own specifics. With proper organization of educational work, children reflect in games the life around them: work on a dairy farm, on a poultry farm, in greenhouses, on a threshing floor, the work of tractor drivers, drivers, combine operators, etc.

Educators should interestingly tell children about the farm, introduce their parents to the work and, together with the children, take part in it as much as possible. Children should know the names of the best people in their village and strive to imitate them.

If the kindergarten is small and there are children of different ages in the same group, the teacher should focus on two age subgroups - younger children and older ones.

Tasks. To develop communicative competencies in children: to promote the acquisition of effective ways of interacting with people around them, joint activities in a group, and different types of speech activity in communication situations. Learn to ask questions, conduct a correct dialogue, seek and find compromises.

Duty in a corner of nature.

Tasks. Update and teach children to use in practice knowledge about caring for indoor plants. Learn to notice changes occurring in plants. Foster a caring attitude towards plants, create a desire to care for them, and observe their development.

A conversation about the sorceress - water.

Tasks. Invite children to talk about the importance of water in our lives, summarize, specify and supplement the children’s answers. Tell where and in what form water exists.

Formation of cultural and hygienic skills: exercise “Napkins”.

Tasks. Teach children to consciously follow table manners, observe etiquette standards, and learn to use a table knife and napkin. Foster table manners.

No. 6. Preliminary work for the role-playing game “Library”; learn an excerpt from B. Zakhoder’s poem “About Books.” During leisure hours, read your favorite books to children, organize various types of independent activities with books: looking at illustrations, exchanging opinions on the text you read, retelling your favorite works, etc.

Tasks. Contribute to enriching a familiar game with new solutions (participation of an adult, changing attributes, introducing substitute items or introducing a new role). Create conditions for the creative self-expression of players, for the emergence of new games and their development.

No. 7. Song creativity: learning to find song intonations for a given text: exercise “A Tale about a Cat.”

Tasks. Teach children to improvise, create songs based on the text of a fairy tale, using dynamic shades.

Didactic game “Loud-quiet binge drinking”.

Tasks. Remind children of songs they know; create a need for music; learn to accompany the performance of simple work with singing; use your favorite songs in play activities, organize mini-concerts.

Walk

Activities

Observation: the appearance of primroses.

Tasks. Invite the children to look at the coltsfoot plant, pay attention to the fact that the plant first has flowers and only then leaves. Help children draw a conclusion about in which areas the first flowers appear earliest.

Ball games “Chase the ball”.

Tasks. Teach children to follow the rules of the game and perform game actions accurately and quickly. Develop dexterity and coordination of movements.

Labor in nature: preparing the garden for planting.

Tasks. Clarify children’s ideas about how to prepare a garden for planting, offer to choose and do feasible work (remove last year’s leaves, garbage, dig up the soil in the beds). Encourage the desire to work and be useful.

Health jog around the territory of the kindergarten “Find your house.”

Tasks. Improve the technique of performing basic movements when running, practice orienteering on the territory of the kindergarten, and develop the cardiovascular system of the child’s body. Form the habit of leading a healthy lifestyle.

Independent activity of children.

	Introduction
	Theoretical analysis of play activity of preschool children
	The concept and essence of the game. Theory of play activity in domestic pedagogy and psychology
	The importance of play in the formation of a preschooler’s personality
	Psychological and pedagogical features of the game
	Stages of formation of children's play activity
	Scientific analysis of gaming activity
	Game experience as a practical determination of the level of education and personal development of children
	Conclusion
	Literature
	Application

Introduction

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

Preschool childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct behavior, and develops a character. And in preschool age, play, as the most important activity, plays a huge role. The game is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the game realizes the need to influence the world. It causes a significant change in his psyche. The most famous teacher in our country A.S. Makarenko characterized the role of children's games this way; “Play is important in a child’s life; it has the same importance as an adult’s work or service. What a child is like in play, so in many ways he will be in work. Therefore, the education of a future leader occurs, first of all, in play.”

Considering the critical importance of play in the life of a preschooler, it is advisable to study the characteristics of a child’s play activity. Therefore, the topic of this course work – “Features of play activities of preschool children” – is relevant and practically oriented.

Purpose of the study: identify and substantiate the specific features of the play activity of preschool children.

Object of study: play activities of preschoolers

Subject of study: Features of play activities of preschool children

Hypothesis: The play activity of preschoolers has its own characteristics.

Research objectives:

· Perform an analysis of psychological and pedagogical literature on a given topic.

· Study the features of playing games in a preschool institution.

· Determine the essential characteristics of the play activity of preschool children.

1. Theoretical analysis of play activities of preschool children

1.1.The concept and essence of the game. Theory of play activity in domestic pedagogy and psychology

Game is a multifaceted phenomenon; it can be considered as a special form of existence of all aspects of the life of a group without exception. The word "game" is not a scientific concept in the strict sense of the word. It may be precisely because a number of researchers have tried to find something in common between the most diverse and different-quality actions designated by the word “game,” and we still do not have a satisfactory distinction between these activities and an objective explanation of the different forms of play.

The historical development of the game does not repeat itself. In ontogenesis, chronologically the first is role-playing play, which serves as the main source of the formation of the child’s social consciousness in preschool age. Psychologists have long been studying the games of children and adults, looking for their functions, specific content, and comparing them with other types of activities. The game can be caused by the need for leadership and competition. Play can also be considered as a compensatory activity, which in symbolic form makes it possible to satisfy unfulfilled desires. Play is an activity that differs from everyday everyday activities. Mankind again and again creates its own invented world, a new existence that exists next to the natural world, the natural world. The ties that connect play and beauty are very close and diverse. Every 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 that surrounds him. It is in the world that the need to influence the environment, the need to change the environment, is first formed. When a person has a desire that cannot be immediately realized, the preconditions for gaming activity are created.

A child’s independence in the middle of a game plot is limitless, she can go back to the past, look into the future, repeat the same action many times, which brings satisfaction and makes it possible to feel significant, omnipotent, desired . In the game, the child does not learn to live, but lives his true, independent life. The game is the most emotional and colorful for preschoolers. The famous researcher of children's play, D. B. Elkonin, very correctly emphasized that in play the intellect is directed towards an emotionally effective experience, the functions of an adult are perceived, first of all, emotionally, and a primarily emotional and effective orientation in the content of human activity occurs.

The importance of the game for the formation of personality cannot be overestimated. It is no coincidence that L. S. Vygotsky calls play “the ninth wave of child development.”

In play, as the leading activity of a preschooler, those actions are carried out that he will be capable of in real behavior only after some time.

When performing an action, even if this action loses, the child does not know a new experience that is associated with the fulfillment of an emotional impulse that was immediately realized in the action of this action.

The preface of the game is the ability to transfer some functions of an object to others. It begins when thoughts are separated from things, when the child is freed from the cruel field of perception.

Playing in an imaginary situation frees you from situational connections. In play, the child learns to act in a situation that requires cognition, and not just directly experienced. 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. A new quality of a person’s relationship to the world arises: the child already sees the surrounding reality, which not only has a variety of colors, a variety of forms, but also knowledge and meaning.

A random object that a child splits into a specific thing and its imaginary meaning, imaginary function becomes a symbol. A child can recreate any object into anything; it becomes the first material for imagination. It is very difficult for a preschooler to tear his thought away from a thing, so he must have support in another thing; in order to imagine a horse, he needs to find a stick as a support point. In this symbolizing action, mutual penetration, experience and fantasy occur.

The child's consciousness separates the image of a real stick, which requires real actions with it. However, the motivation of a game action is completely independent of the objective result.

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.

The stick has a certain meaning, which in a new action acquires a new, special play content for the child. Children's fantasy is born in play, which stimulates this creative path, the creation of their own special reality, their own life world.

In the early stages of development, play is very close to practical activity. In the practical basis of actions with surrounding objects, when the child comprehends that she is feeding the doll with an empty spoon, the imagination already takes part, although a detailed playful transformation of objects is not yet observed.

For preschoolers, the main line of development lies in the formation of non-objective actions, and play arises as a suspended process.

Over the years, when these types of activities change places, the game becomes the leading, dominant form of building one’s own world.

Not to win, but to play - this is the general formula, the motivation for children's play. (O. M. Leontyev)

A child can master a wide, directly inaccessible circle of reality only in play, in a playful form. In this process of mastering the past world through game actions in this world, both game consciousness and the game unknown are included.

Play is a creative activity, and like any real creativity, it cannot be carried out without intuition.

In the game, all aspects of the child’s personality are formed, a significant change occurs in his psyche, preparing him for the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of preschoolers.

A special place is occupied by games that are created by children themselves - they are called creative, or plot-role-playing. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully shapes a child’s personality, and therefore is an important means of education.

The game is a reflection of life. Everything here is “as if”, “make-believe”, but in this conditional environment, which is created by the child’s imagination, there is a lot of reality: the actions of the players are always real, their feelings and experiences are genuine and sincere. The child knows that the doll and the bear are just toys, but he loves them as if they were alive, he understands that he is not a “true” pilot or sailor, but he feels like a brave pilot, a brave sailor who is not afraid of danger, and is truly proud of his victory .

Imitating adults in play is associated with the work of the imagination. The child does not copy reality; he combines different impressions of life with personal experience.

Children's creativity is manifested in the concept of the game and the search for means to implement it. How much imagination is required to decide what trip to go on, what kind of ship or plane to build, what equipment to prepare! In the game, children simultaneously act as playwrights, prop makers, decorators, and actors. However, they do not hatch their idea and do not prepare for a long time to perform the role as actors. They play for themselves, expressing their own dreams and aspirations, thoughts and feelings that possess them at the moment.

Therefore, the game is always improvisation.

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

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

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

The first point that defines the essence of the game is that the motives of the game lie in diverse experiences , aspects of reality that are significant for the player. Play, like any non-game human activity, is motivated by an attitude toward goals that are meaningful to the individual.

In the game, only actions are performed whose goals are significant for the individual in terms of their own internal content. This is the main feature of gaming activity and this is its main charm.

The second - characteristic - feature of the game is that the game action implements the diverse motives of human activity, without being bound in the implementation of the goals arising from them by the means or methods of action by which these actions are carried out in a non-game practical plan.

Play is an activity in which the contradiction between the rapid growth of the child’s needs and demands, which determines the motivation of his activity, and the limitations of his operational capabilities are resolved. Play is a way to realize the needs and requests of a child within the limits of his capabilities.

The next outwardly most striking distinctive feature of the game, in fact derived from the above-mentioned internal features of play activity, is the ability, which is also a necessity for the child, to replace, within the limits determined by the meaning of the game, objects that function in the corresponding non-play practical action with others capable serve to perform a game action (stick - horse, chair - car, etc.). The ability to creatively transform reality is first formed in the game. This ability is the main meaning of the game.

Does this mean that the game, moving into an imaginary situation, is a departure from reality? Yes and no. In the game there is a departure from reality, but there is also penetration into it. Therefore, there is no escape, no escape from reality into a seemingly special, imaginary, fictitious, unreal world. Everything that the game lives by and that it embodies in action, it draws from reality. The game goes beyond the boundaries of one situation, distracts from some aspects of reality in order to reveal others even more deeply.

In domestic pedagogy and psychology, game theory was seriously developed by K.D. Ushinsky, P.P. Blonsky, G.V. Plekhanov, S.L. Rubinstein, L.S. Vygotsky, N.K. Krupskaya, A.N. Leontiev , D.B. Elkonin, A.S. Makarenko, M.M. Bakhtin, F.I. Fradkina, L.S. Slavina, E.A. Flerina, V.A. Sukhomlinsky, Yu.P. Azarov, V. S. Mukhina, O. S. Gazman and others.

The main scientific approaches to explaining the causality of the appearance of the game are as follows:

The theory of excess nervous forces (G. Spencer, G. Schurz);

Theory of instinctivity, functions of exercise (K. Gross, V. Stern);

Theory of functional pleasure, realization of innate drives (K. Bühler, Z. Freud, A. Adder);

Theory of religious origin (Huizinga, Vsevolodsky-Gerngross, Bakhtin, Sokolov, etc.);

Theory of rest in play (Steinthal, Schaler, Patrick, Lazarus, Waldon);

The theory of the spiritual development of a child in play (Ushinsky, Piaget, Makarenko, Levin, Vygotsky, Sukhomlinsky, Elkonin);

Theory of influencing the world through play (Rubinstein, Leontyev);

The connection between play and art and aesthetic culture (Plato, Schiller);

Labor as a source of play (Wundt, Plekhanov, Lafargue, etc.);

The theory of absolutization of the cultural meaning of the game (Huizinga, Ortega y Gasset, Lem).

1.2. The importance of play in the formation of a preschooler’s personality

Long before play became a subject of scientific research, it was widely used as one of the most important means of raising children. The time when education became a special social function goes back centuries, and the use of games as a means of education goes back to the same depths of centuries. 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 game is attributed to a wide variety of functions, both purely educational and educational, so there is a need to more accurately determine the characteristics of the play activity of preschoolers, its impact on the development of the child and find the place of this activity in the general system of educational work of institutions for children.

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

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

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

The basis of the transformation of play during the transition from the period of preschool to preschool childhood is the expansion of the circle of human objects, the mastery of which now faces the child as a task and the world of which he becomes aware of in the course of his further mental development, the very expansion of the circle of objects with which the child wants to act independently is secondary. It is based on the child’s “discovery” of a new world, the world of adults with their activities, their functions, their relationships. A child on the borderline of the transition from object-based to role-playing play does not yet know the social relations of adults, nor social functions, nor the social meaning of their activities. He acts in the direction of his desire, objectively puts himself in the position of an adult, and in this case an emotional and effective orientation occurs in relation to adults and the meaning of their activities. Here the intellect follows the emotionally effective experience. The game acts as an activity that is closely related to the needs of the child. In it, a primary emotional-effective orientation in the meaning of human activity occurs, an awareness of one’s limited place in the system of relationships among adults and the need to be an adult arises. The significance of the game is not limited to the fact that the child develops new motives for activity and tasks associated with them. It is essential that a new psychological form of motives arises in the game. Hypothetically, one can imagine that it is in the game that a transition occurs from immediate desires to motives that have the form of generalized intentions, standing on the verge of consciousness.

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

the stage of formation of action on material objects or their material substitute models;

the stage of formation of the same action in terms of loud speech;

stage of formation of mental action itself.

Considering the child’s actions in the game, it is easy to notice that the child is already acting with the meanings of objects, but at the same time relies on their material substitutes - toys. If at the initial stages of development an object is required - a substitute and a relatively detailed action with it, then at a later stage of the development of the game, the object appears through words - the name is already a sign of a thing, and the action - as abbreviated and generalized gestures accompanied by speech. Thus, play actions are of an intermediate nature, gradually acquiring the character of mental actions with the meanings of objects performed on external actions.

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

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

A.V. Zaporozhets was the first to draw attention to the fact that the nature of the movements performed by a child in a game and in a direct task is significantly different. He also established that the structure and organization of movements changes during development. They clearly distinguish between the preparation phase and the execution phase.

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

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

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

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

The game is important for the formation of a friendly children's team, and for the formation of independence, and for the formation of a positive attitude towards work, and for much more. All these educational effects rely as their basis on the influence that play has on the mental development of the child, on the formation of his personality.

1.3. Psychological and pedagogical features of the game

The previously discussed definitions of play and its meanings in the personal development of preschool children allow us to identify the following psychological features of play:

1. The game is a form of active reflection by the child of the people around him.

2. A distinctive feature of the game is the very method that the child uses in this activity. Play is carried out through complex actions, rather than individual movements (as, for example, in labor, writing, drawing).

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

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

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

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

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

a) from beginning to end;

b) from the first game to subsequent games of the same group of children;

c) the most significant changes in games occur as children develop from younger to older ages.

8. Play, as a type of activity, is aimed at the child’s knowledge of the world around him through active participation in the work and everyday life of people

The means of the game are:

a) Knowledge about people, their actions, relationships, expressed in figures of speech, in the child’s experiences and actions;

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

c) Moral assessments and feelings that appear in judgments about good and bad actions, about useful and harmful actions of people.

1.4. Stages of formation of children's play activity

The first stage in the development of gaming activity is an introductory game. Based on the motive given to the child by an adult with the help of a toy object, it represents an object-based play activity. Its content consists of manipulation actions carried out in the process of examining an object. This activity of the baby very soon changes its content: the examination is aimed at identifying the characteristics of the object-toy and therefore develops into oriented actions-operations.

The next stage of gaming activity is called a display game in which individual object-specific operations become actions aimed at identifying the specific properties of an object and achieving a certain effect with the help of this object. This is the culmination of the development of the psychological content of play in early childhood. It is he who creates the necessary soil for the formation of appropriate objective activity in the child.

At the turn of the first and second years of a child’s life, the development of play and objective activity converges and at the same time diverges. Now the differences begin to appear and in the methods of action the next stage in the development of the game begins: it becomes plot-representative. Its psychological content also changes: the child’s actions, while remaining objectively mediated, imitate in a conditional form the use of an object for its intended purpose. This is how the prerequisites for the role-playing game gradually become infected.

At this stage of development of the game, word and deed come together, and role-playing behavior becomes a model of relationships between people that are meaningful to children. The stage of the actual role-playing game begins, in which the players simulate the labor and social relations of people familiar to them.

A scientific understanding of the stage-by-stage development of play activity makes it possible to develop clearer, systematized recommendations for guiding the play activities of children in different age groups.

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

In addition, it is a good gaming-effective means of correcting disorders in the emotional sphere of children brought up in unfavorable families.

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

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

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

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

And so, the formation of play activity creates the necessary psychological conditions and favorable soil for the comprehensive development of the child. Comprehensive education of people, taking into account their age characteristics, requires systematization of the games used in practice, the establishment of connections between different forms of independent play and non-play activities, taking place in a playful form. As you know, any activity is determined by its motive, that is, by what this activity is aimed at. Play is an activity whose motive lies within itself. This means that the child plays because he wants to play, and not for the sake of obtaining some specific result, which is typical for everyday life, work and any other productive activity.

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

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

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

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

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

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

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

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

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

The timely and correct use of various games in educational practice ensures that the tasks set by the education and training program in kindergarten are solved in the most acceptable form for children. It should be noted that games have a significant advantage over specially organized classes in the sense that they create more favorable conditions for the active reflection of socially established experience in children's independent activities. Finding answers to gaming problems increases children’s cognitive activity in real life. The processes of a child’s mental development achieved in the game significantly influence the possibilities of his systematic learning in the classroom and contribute to the improvement of his real moral and aesthetic position among peers and adults.

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

2. Play as a means of educating preschoolers

2.1.Scientific analysis of gaming activity

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.”

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. In collective story games, which become longer by the age of six or seven, children follow the intent of the game and the behavior of their comrades. 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. Using appropriate strategy and tactics in a story game with children of one age or another will allow them to develop appropriate gaming skills in a timely manner and will make the teacher a desirable partner in the game. In this capacity, he will be able to influence the theme of the game, the dysfunctional relationships between children, which are difficult to correct with direct pressure.

2.2. Game experience as a practical determination of the level of education and personal development of children

In the game, as in other types of activities, the process of education takes place.

The change in the role of play in preschool age compared to early childhood is due in particular to the fact that during these years it begins to serve as a means of forming and developing many useful personal qualities in the child, primarily those that, due to the limited age capabilities of children, cannot actively be formed in other more “adult” types of activities. In this case, play acts as a preparatory stage for the child, as a beginning or test in the development of important personal qualities, and as a transitional moment to the inclusion of the child in activities that are stronger and more effective from an educational point of view: learning, communication and work.

Another educational function of preschoolers’ games is that they serve as a means of satisfying the child’s various needs and developing his motivational sphere. In the game, new interests and new motives for the child’s activities appear and are consolidated.

Transitions between play and work activities in preschool and primary school age are very conditional, because One type of activity in a child can imperceptibly transform into another and vice versa. If a teacher notices that a child lacks certain personality qualities in learning, communication, or work, then first of all, you need to take care of organizing games where the corresponding qualities could manifest themselves and develop. If, for example, a child exhibits certain personality qualities well in learning, communication and work, then on the basis of these qualities it is possible to build and create new, more complex play situations that move his development forward.

Sometimes it is useful to introduce elements of the game into learning, communication and work itself, and to use the game for education, organizing these types of activities according to its rules. It is no coincidence that teachers and psychologists recommend conducting classes with children aged 5-6-7 years in older groups of kindergarten and in primary school in a semi-game form in the form of educational didactic games.

Children's games at home and at school can be used to practically determine the level of education or level of personal development achieved by the child.

As an example of such use of the game, we will give an experiment conducted by V.I. Askin. Children used were between three and twelve years of age.

The research methodology was as follows. In the center of a large table, on its surface lay a piece of candy or some other very attractive thing.

It was almost impossible to reach out and grab it with your hand while standing at the edge of the table. A child, if he managed to get candy or a given item without climbing onto the table, was allowed to take it for himself. Not far from the thing placed on the table there was a stick, about which the child was not told anything, i.e. it was not permitted or prohibited to use it during the experiment. Several series of experiments were carried out with different subjects and in different situations.

First episode. The subject is a fourth grade student. Age – ten years. For almost twenty minutes, the child unsuccessfully tries to get the candy with his hands, but nothing works. During the experiment, he accidentally touches a stick lying on the table, moves it, but without using it, carefully puts it back in place. To the question asked by the experimenter: “Is it possible to get candy in another way, but not with your hands?” – the child smiles embarrassedly, but does not answer. A preschooler, a child aged four years, participates in the same series of experiments.

He immediately, without hesitation, takes a stick from the table and, with its help, moves the candy towards him at arm's length. Then he calmly takes it without experiencing a shadow of embarrassment. Most children aged three to six years old successfully complete the first series of tasks using a stick, while older children do not use a stick and do not solve the problem.

Second series. This time, the experimenter leaves the room and leaves the older children in it in the presence of the younger ones with the task for the older children to solve the problem at all costs in his absence. Now the older children cope with the task for a longer time, as if at the prompting of the younger ones, who, in the absence of the experimenter, encourage them to use a stick. For the first time, when the younger child asks him to take a stick, the older one refuses, declaring: “Everyone can do that.” From this statement it is obvious that the method of getting an object with a stick is well known to the elder, but he deliberately does not use it, because... perceives this method, apparently, as too simple and prohibited.

Third series. The test subject, a junior school student, is left alone in the room, secretly watching what he will do. Here it is even more clear that the child is well aware of solving the problem using a stick. Finding himself alone, he takes a stick, uses it to move the desired candy a few centimeters towards him, then puts the stick down and again tries to reach the candy with his hand. Nothing works out for him, because... the candy is still very far away. The child is again forced to use the stick, but by making a careless movement with it, he accidentally moves the candy too close to himself. Then he again pushes the candy to the middle of the table, but not so far, leaving it within reach of his hand. After that, he puts the stick back and with difficulty, but still takes out the candy with his hand. The solution to the problem thus obtained apparently suits him morally, and he does not feel remorse.

The described experiment indicates that at an age corresponding to approximately the time of study in the primary grades of school, junior schoolchildren, relying on learned social norms, can voluntarily regulate their behavior in the absence of an adult. This is not yet available for preschool children. V.I. Askin notes that older children, who made an effort to get the desired candy with their hands, then happily accepted it as a gift from an adult. Those of them who, from the point of view of existing moral norms, did it illegally, i.e. got candy in a “forbidden” way using a stick, or they refused the reward altogether or accepted it with obvious embarrassment. This indicates that children of primary school age have sufficiently developed self-esteem and are able to independently follow certain requirements, assessing their actions as good or bad, depending on whether they correspond or do not correspond to their self-esteem.

Psychodiagnostic games like the one described can be organized and carried out at school, kindergarten and at home. They serve as a good help in raising children, because... make it possible to establish quite accurately which personality traits and to what extent have already been formed or not formed in the child.

Conclusion

Thus, the play activity of preschool children has the following features and semantic meanings.

The game provides the child with the opportunity to imagine himself in the role of an adult, copy actions he has ever seen, and thereby acquire certain skills that may be useful to him in the future. Children analyze certain situations in games, draw conclusions, predetermining their actions in similar situations in the future.

Moreover, a game for a child is a huge world, and a truly personal, sovereign world, where a child can do whatever he wants. Play is a special, sovereign sphere of a child’s life, which compensates for all restrictions and prohibitions, becoming the pedagogical basis of preparation for adult life and a universal means of development, ensuring moral health and versatility in raising a child.

The game is at the same time a developmental activity, a principle, method and form of life activity, a zone of socialization, security, self-rehabilitation, cooperation, community, co-creation with adults, a mediator between the world of a child and the world of an adult.

The game is spontaneous. It is constantly being updated, changed, modernized. Every time gives birth to its own games on modern and relevant subjects that are interesting to children in different ways.

Games teach children the philosophy of understanding the complexities, contradictions, and tragedies of life; they teach, without yielding to them, to see the bright and joyful, to rise above troubles, to live usefully and festively, “playfully.”

Play is a real and eternal value of leisure culture, the social practice of people in general. She stands on equal terms next to labor, knowledge, communication, creativity, being their correspondent. In play activities, certain forms of communication between children develop. The game requires from the child such qualities as initiative, sociability, and the ability to coordinate his actions with the actions of a group of peers in order to establish and maintain communication. Gaming activity influences the formation of arbitrariness of mental processes. Within the gaming activity, educational activity begins to take shape, which later becomes the leading activity.

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