Today, pedagogy and psychology set a goal for the preschool education system - to prepare a harmoniously developed, well-rounded child for entering school.
The personal qualities of a child are formed in vigorous activity, which is leading at each age stage. In to school age such an activity is play. Already at early and senior age levels, it is in play that children have the greatest opportunity to be independent, to generalize with their peers at will, to realize and deepen their knowledge and skills.
N.K. Krupskaya wrote: “For the guys preschool age games are of exceptional importance, play is study for them, play is work for them, play is a serious form of education for them. Play for them is a way of learning about their surroundings. While playing, they study colors, shapes, spatial relationships...”
A similar thought was expressed by A.I. Gorky: “Game is the way for children to understand the world in which they live...”
Through play, a child enters the world of adults, masters spiritual values, and assimilates the previous social world.
Preschool childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about the life around him and begins to develop a certain attitude to people, to work, skills and habits of correct behavior are developed, character is formed.
The main activity of preschool age, as we already know, is play, during which attention, memory, imagination, discipline, dexterity and other qualities develop.
In play, a child develops as a personality; he develops those aspects of his psyche on which his success in academic and academic life will subsequently depend. labor activity, his relationships with people.
A special place for children is occupied role-playing games. In them, preschoolers reproduce everything that they see around them in life and in the activities of adults.
Creative play most fully shapes a child’s personality, therefore it is an important means of education.
The game is a reflection of life. Imitating adults in play is associated with the work of the imagination. The child does not copy reality, he combines different impressions from life with personal experience. Children's creativity is manifested in the concept of the game and in the search for means for its implementation. In the game, children simultaneously act as playwrights, decorators, and actors. However, they do not hatch their plan, do not prepare long time to perform a role, like actors; they play for themselves, expressing their dreams and aspirations, thoughts and feelings that currently possess them. 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. In the game, the child begins to feel like a member of a team, and fairly evaluates the actions and actions of his comrades and his own. Creative collective play is a school for nurturing the feelings of a preschooler.
Play is an important means of mental education for a child. The knowledge gained in kindergarten and at home finds practical application and development in the game. Reproducing various life events, episodes from fairy tales and stories, the child reflects on what he saw, what was read and told to him, the meaning of many phenomena, their meaning becomes more clear to him.
Translating life experiences into games is a complex process. Creative play cannot be subordinated to narrow didactic purposes, with its help the most important educational tasks are solved. Children choose their playing role in accordance with their tools, their dreams of future profession. They are still childishly naive and change more than once, but it is important that the child dreams of participating in work useful to society. Gradually, through play, the child develops general ideas about the importance of labor, about the role of various professions.
In play, children’s mental activity is always associated with the work of their imagination: they need to find a role for themselves, imagine how the person they want to imitate acts, what they say. Imagination also manifests itself and develops in the search for means to accomplish what is planned; Before it takes off, it is necessary to build an airplane; You need to select the necessary product for the store, and if it is not enough, make it yourself.
This is how the game develops the creative abilities of the future preschooler. Interesting games create a cheerful, joyful mood, make children's lives complete, and satisfy their need for active activity. Even in good conditions, with adequate nutrition of the child, he will be lethargic and develop poorly if he is involved in an exciting game. In the game, all aspects of the child’s personality are formed in unity and interaction.
Organizing a friendly team, instilling comradely feelings and organizational skills in children is possible only if you manage to captivate them with games that reflect the work of adults, their noble deeds, and relationships.
In my opinion, the following rules of the game can be distinguished:
1. The game should bring joy to both the child and the adult. Every success of the baby is a mutual achievement, both yours and his. Rejoice at him - this inspires the baby, this is the key to his future success.
Observe how happy children are if they manage to make us laugh or make us happy.
2. Get your child interested in playing, but don’t force him to play, don’t let the game get to the point of satiety. And also, refrain from making offensive comments: “Oh, you fool! ", "How not smart you are! ", etc. Do not offend the child in the game.
3. Educational – creative games. Children must do all tasks independently. Be patient and do not suggest with a word, a gesture, or a look. Give the opportunity to think and do everything yourself and find mistakes. Gradually coping with more and more difficult tasks, the child develops his creative abilities.
4. To get a feel for the relative difficulty of the tasks, be sure to try them yourself before assigning tasks to children.
5. Be sure to start with feasible tasks or with simpler parts of them. Success at the beginning is a must.
6. If a child fails to complete a task, it means you are overestimating his level of development. Take a break, and after a few days, start with easier tasks. It’s even better if the child himself begins to choose tasks taking into account his capabilities. Don't rush him.
7. Each child needs a separate set of games.
8. In what order should the games be given? The author would start with the game “Fold the Patterns”, “Multi-Colored Cubes” or Montessori Inserts, here the child needs to distinguish between colors and shapes. A general rule– monitor the child’s development, record his progress and determine when and which games to “turn on.”
9. Children’s hobbies happen in “waves,” so when a child’s interest in a game wanes, forget about the game for a month or even more, and then “accidentally” return to the game, it often happens, it’s like meeting an old friend from a long time ago did not see.
10. Take care of games, do not put them in the same place as other toys. After all the Forbidden fruit sweet, and it’s better if the child asks for them or offers to play. Let them stand in a visible, but not very accessible place.
11. For the little ones, enliven the game with a fairy tale or story, give “names” to patterns, modules, drawings, figures. Invent and fantasize until the child begins to be captivated by the very process of overcoming difficulties in solving problems and achieving the desired goal.
12. The strong want to fight, the fast want to run or play outdoor games, but the weak don’t like this. A child may “not be interested in playing” for two main reasons. He has poorly developed qualities that are needed in the game, or adults have discouraged him by forcing him to play.
13. Create a relaxed atmosphere in the game. Don’t restrain your child’s physical activity so that you can jump with delight, do somersaults on the mat, and fly like on an airplane.
14. When folding patterns or models using ready-made tasks has already been mastered, move on to inventing new ones.
15. It’s better to use a stopwatch and organize competitions on the speed of solving problems. Rapidly developing children can already defeat adults at the age of 6–7 years. In this case, you need to gather courage and honestly admit your defeat in a chivalrous manner.
Based on the above, it can be noted that leading place in the preschool education system belongs to the game.
The problem of the formation and development of gaming activity is widely reflected in the psychological and pedagogical literature.
Play activity is of utmost importance for the comprehensive development of a child’s personality and acts as a connecting link in relation to the cognizable.
Thus, the game, when formed correctly, solves the problems of the mental, physical, moral, and aesthetic development of each child.
The game is of great educational importance; it is closely connected with learning in the classroom, with observations in Everyday life.
The game influences not only the development of the individual as a whole, it also shapes individual cognitive processes, and speech and arbitrariness of behavior. Of course, a preschooler develops in different types of activities, but play is of particular importance. It is the leading activity in the preschool period, since no other activity has such a strong impact on development cognitive activity preschooler.
To confirm these words, I would like to give the following example: “How important is the role of didactic games in the formation of knowledge in 6-year-old children about wild animals.”
During the game, methods and techniques were used such as a conversation between the teacher and the children, showing visual material (illustrations, asking riddles, reading poetry, which contributed to the acquisition of children’s knowledge about the features of appearance, habits...
Six people took part in the game.
At the first stage, it was proposed to look at the pictures and answer the following questions:
1. What is the name of the animal shown in the picture?
2. What is the appearance?
3. Where do these animals live?
4. What characteristic features has this animal?
5. What does it eat?
The first two questions turned out to be the easiest. And the children were able to answer the rest only after many leading questions from the teacher. Thus, it was possible to identify children’s initial knowledge about wild animals and I classified the level of knowledge as average, i.e. all questions were answered, but with leading questions.
At the second stage, didactic games were played with the children: “Guess what kind of animal you are? ", "Call Me", "Predator - Prey", they were carried out with the aim of consolidating the knowledge acquired at the first stage of the game. After the games, the level of children’s knowledge about wild animals can be considered above average, since the children coped with the task almost independently.
Based on all this, we can conclude how important (didactic) games are in the development of a preschooler’s cognitive activity.
www.maam.ru
The role and significance of outdoor play in the development of preschool children
Game is a type of activity of a child that represents conscious
proactive, proactive activities aimed at achieving successful
a catch goal voluntarily set by the player. The game is satisfying
the physical and spiritual needs of the child are determined,
his intelligence and strong-willed qualities. The only form of child activity is
ka is a game that in all cases corresponds to its organization.
In the game, the child looks for and often finds a “working area” for education.
tanning of one's moral and physical qualities, his body requires
exit in activities corresponding to his internal state.
Through the game you can influence the children's team, excluding direct
my pressure, punishment, excessive nervousness at work. But at the same time
time, play cannot serve as a means of teaching preschoolers any more
movements that are difficult to coordinate and require a certain clear
technique, increased concentration, additional strong-willed
For younger preschoolers, outdoor games are vital
no need. With their help, a wide variety of tasks are solved.
chi: educational, educational, health-improving. During games
favorable conditions are created for development and improvement
motor skills of children, the formation of moral qualities, as well as
check and team life skills.
Main tasks physical education are strengthened
health education, promotion of proper development, student education
vital motor skills, development of physical,
volitional and moral qualities.
Physical development is a process of change, as well as a set of
morphological and functional properties of the organism.
The game creates a positive emotional background against which everything
mental processes are most active. Using games
new techniques and methods, their sequence and interrelation will be
promote physical education of children.
Object of study – process physical development children middle-
ties of gaming activity.
The subject of the study is the influence of outdoor games on physical
children's development.
The purpose of the study is to develop and prove the effectiveness of
educational games for the physical development of children.
Research objectives:
1) study scientific, scientific-methodological and special literature
2) characterize the current state of the game application
activities in child development;
3) develop a set of outdoor games that promote
cess active development children;
4) identify the importance of outdoor games in the development of children.
Research hypothesis: the use of a special complex of sub-
Visual games have a positive effect on the development of children.
Outdoor games are a means of physical education for children. They
provide an opportunity to develop and improve their movements. Diversity
different movements require active activity of large and small
muscles, promote better metabolism, blood circulation, respiration -
nium, that is, increasing the vital activity of the body. Big influence
outdoor games also have an impact on the neuropsychic development of children
bank, the formation of important personality qualities. They cause positive
tive emotions, develop inhibitory processes: during the game, children are
you have to react with movement to some signals and refrain from moving
marriage in front of others. These games develop will, intelligence, courage.
speed, speed of reactions, etc.
Joint activities in games bring children together and give them pleasure.
the power of overcoming difficulties and achieving success. Source
outdoor games with rules are folk games, for which ha-
characterized by brightness of concept, meaningfulness, simplicity and entertaining
compound. In the kindergarten education program for each age
groups of children are provided with outdoor games in which they develop
movements of different types: running, jumping, climbing, etc.
Games are selected taking into account age characteristics children, their
opportunities to perform certain movements, comply with game
rules. The rules in an outdoor game play an organizing role:
they determine its course, sequence of actions, relationships
thoughts of those playing, the behavior of each child. The rules oblige
understand the purpose and meaning of the game; children should be able to use them in different
new conditions.
In younger groups, the teacher explains the content and rules
during the game, in older games - before the start. Outdoor games are organized
are used indoors and outdoors with a small number of children or with all
group. They are also included in physical education classes. After that
Once children learn the game, they can play it independently. Management
The benefits of outdoor games with rules are as follows. Under-
When choosing an outdoor game, the teacher takes into account the compliance of the required
its nature of motor activity, the availability of game rules and
all the children performed all the required play movements, but did not complete
allowing excessive physical activity, which can cause them
overexcitement and fatigue.
Older preschoolers need to be taught to play mobile games
games on your own. To do this, you need to develop their interest in these
games, provide the opportunity to organize them during a walk, in
during leisure time, on holidays, etc.
So, outdoor play is one of the important means of comprehensive
education of preschool children. Its characteristic feature is
the complexity of the impact on the body and on all aspects of the personality
child: the game simultaneously involves physical, mental,
moral, aesthetic and labor education.
The need to develop this topic is due to the fact that
change to exciting group games computers arrived.
The intellectual and aesthetic development of re-
benka. Without denying their significance, we must admit that the child is less and less
more time remains for outdoor games, walks, communication with peers
nicknames Imbalance between play and other child activities
activities, between different types of games (active and calm,
individual and joint) has a negative impact on both co-
health status, and at the level of development of motor abilities
preschoolers.
Analysis of studies related to the development of motor skills
abilities and qualities of children (E. N. Vavilova, N. A. Notkina, Yu. K. Cher-
Nyshenko, indicates that about 40% of older preschoolers
have a below average level of development of motor abilities.
Insufficient physical activity of children, especially during active periods
growth, when accelerated development of the skeleton and muscle mass Not
supported by appropriate training of the circulatory systems and
breathing, is one of the reasons for the deterioration of children’s health, reduced
loss of vitality.
Thus, the search for ways of physical and spiritual
improving the health of preschool children, effective means of developing motor-
sphere of the child, the development of interest in movement based on life
the need to be dexterous, strong, courageous. Solution to this problem
we see in the creation of a set of socio-pedagogical conditions,
ensuring a holistic educational process, harmonious fi-
physical and personal development of the child.
www.maam.ru
“The importance of didactic games in the development of cognitive activity in preschoolers”
Play is one of the main types of human activity. Play is especially important in the lives of preschool children. Thanks to their high receptivity, responsiveness and trustfulness, preschoolers are easy to involve in any activity, and especially in play.
Among the games of preschoolers, didactic games occupy a special place. A didactic game is a means of learning about the world: through play, a child learns color, shape, properties of materials, studies plants and animals. In play, preschool children develop the ability to observe, expand their range of interests, and identify tastes and needs.
Cognitive (didactic) games are specially created situations that simulate reality, from which preschoolers are asked to find a way out.
Didactic game technology is a specific technology of problem-based learning. At the same time, the play activity of preschool children has an important property: in it, cognitive activity is self-movement, since information does not come from the outside, but is an internal product, the result of the activity itself. Information obtained in this way gives rise to new information, which, in turn, entails the next link until the final learning result is achieved.
Didactic games as a teaching method contain great potential:
Activates cognitive processes; fosters interest and attentiveness in preschool children;
Develops abilities; introduces children to life situations;
Teaches them to act according to the rules, develops curiosity;
Strengthens knowledge and skills.
A properly constructed game enriches the thinking process, develops self-regulation, and strengthens the child’s will. The game leads him to independent discoveries and solutions to problems.
Modern preschool education sets the task of forming a knowledge system at a high level of theoretical generalization. The development of cognitive activity and independence of preschool children is associated with the mastery of generalized theoretical knowledge.
The development of cognitive activity and independence of children for modern preschool education is not only a necessary result of learning, but also a condition for transforming knowledge into beliefs. This is explained by the fact that mastery of theoretical generalization provides a preschooler with active position in the study of subsequent issues of the academic subject.
And the wider the generalization formed, the wider the scope of its application, the creative capabilities of preschoolers increase and therefore the cognitive interest to the work being performed. And it is no coincidence that an increase in the theoretical level of content educational material and the development of cognitive independence of preschoolers are considered as interdependent and mutually conditioning pedagogical problems.
A didactic game is one of the unique forms of teaching preschool children. One of positive aspects didactic game is that it promotes the use of knowledge in a new situation, thus, the material acquired by preschoolers passes through a kind of practice, introducing variety and interest into the pedagogical process.
S. A. Shmakov believes that “depriving a child of play practice is depriving him of his main source of development: impulses of creativity, spiritualization of the acquired life experience, signs and signs of social practice, individual self-immersion, activation of the process of learning the world.”
Summarizing the above, we can draw the following conclusions:
Game is a powerful stimulus and versatile, strong motivation in teaching preschool children;
The game activates all mental processes, it allows you to harmoniously combine the emotional and rational learning of preschoolers;
The game helps to involve everyone in active work;
Skillfully organized didactic games make it possible to use for educational purposes “the energy that preschoolers spend on “underground” play activities” (as defined by V. M. Grigoriev);
In the game, internal liberation occurs: when timidity disappears and the feeling “I can do it too” arises;
A game is a way of learning by doing: it organically contains a cognitive task.
Children are happy to participate in any activity proposed by the teacher. The very novelty of a preschool child’s position ensures an emotionally positive attitude towards it.
But it is impossible to give the game a more dominant role in the mind of a preschooler than the knowledge that he receives in the process of this game. The game should not be too easy for children, “a didactic game without effort is always a bad game.” This is one of the main tasks of the teacher. It is necessary that the teacher constantly reinforces this attitude with an approving assessment of each child and his activities.
Thus, we can conclude that the developmental potential of games and their influence on the cognitive activity of preschool children depends on: the content of cognitive information contained in the themes of the games; it is ensured by the very process of the game as an activity that requires achieving a goal, independently finding means, and coordinating actions with partners.
On the topic: methodological developments, presentations and notes
Home » Articles » Preschool education » Speech development, preparation for learning to read and writeThe importance of games in the development of a childPlay is a great invention of man; it has for his biological, social and spiritual development no less, and maybe even higher value than fire and the wheel... It, like a mirror, reflected the history of mankind with all its tragedies and comedies, strong and weaknesses. Also in primitive society there were games depicting war, hunting, and agricultural work. Play arises in the course of the historical development of society as a result of a change in the child’s place in the system of social relations.
The significance of the game in the development and education of the individual is unique, since the game allows each child to feel like a subject, to express and develop his personality. There is reason to talk about the influence of the game on the life self-determination of schoolchildren, on the formation of the communicative uniqueness of the individual, emotional stability, and the ability to be included in the increased role dynamism of modern society.
V.L. Sukhomlinsky wrote: “Let us take a closer look at what place play occupies in a child’s life... For him, play is the most serious matter. The game reveals the world to children and reveals the creative abilities of the individual.
Without them there is not and cannot be full-fledged mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. The game is the Spark that ignites the flame of inquisitiveness and curiosity.”
The brightest example of a teacher’s playful position is presented to us by the activities of A. M. Makarenko. He wrote: “I consider play to be one of the most important ways of education. In the life of a children's group, serious, responsible and business-like play should occupy a large place.
And you, teachers, must be able to play.”
The essence of the game is that it is not the result that is important, but the process itself, the process of experiences associated with game actions. Although the situations played out by the child are imaginary, the feelings he experiences are real.
This specific feature of the game carries great educational opportunities, since by controlling the content of the game, the teacher can program certain positive feelings of the children playing. In the game, only actions are improved whose goals are significant for the individual in terms of their own internal content.
Through creativity and toys, a child can successfully master many elements and types of human activity. A child who plays little loses in his development, since in play “the child is always above his average age, above his usual everyday behavior; In the game he seems to be head and shoulders above himself.”
We can say that a game is a method of understanding reality. It is guided by internal forces and allows the child to quickly master the initial, but very extensive foundations of human culture.
Perhaps the game seduces the child with its incomprehensible variety of situations that require him to actively demonstrate individuality, intelligence, resourcefulness, and creativity. Soviet writer Vasily Belov in his book “Lad” expressed the idea: “Every child wants to play, that is, to live creatively.”
A. N. Leontyev noted that new progressive formations develop in the game and a powerful cognitive motive arises, which is the basis for the emergence of an incentive to study.
L. S. Vygotsky, considering the role of play in the mental development of a child, noted that in connection with the transition to school, play not only does not disappear, but, on the contrary, it permeates all the student’s activities. “At school age,” he noted, “the game does not die, but penetrates into the relations of reality. It has its internal continuation in schooling and work...”
Characteristics of the main types of games and their classification
Play as a specific children's activity is heterogeneous. Each type of game performs its own function in the development of a child. In preschool and primary school age, there are three classes of games:
Games that arise on the child’s initiative are amateur games;
Games that arise on the initiative of an adult who introduces them for educational and educational purposes;
Games that come from historically established traditions are ethno-national games that can arise on the initiative of an adult.
Each of the listed classes of games, in turn, is represented by types and subtypes. Thus, the first class includes: experimental games and plot-based amateur games, plot-educational games.
Plot-role-playing, directing and theatrical. This class of games seems to be the most productive for the development of the child’s intellectual initiative and creativity, which are manifested in setting new gaming tasks for themselves and other players; for the emergence of new motives and activities.
It is the games that arise on the initiative of the children themselves that most clearly represent play as a form of practical reflection based on knowledge about the surrounding reality, significant experiences and impressions associated with the child’s life experience. It is amateur play that is the leading activity in preschool childhood. The content of amateur games is “nourished” by the experience of other types of activities of the child and meaningful communication with adults.
The second class of games includes educational games (didactic, plot-didactic and others) and leisure games, which include fun games, entertainment games, and intellectual games. All games can be amateur, since independence in them is based on learning the rules, and not on the child’s initial initiative in setting up the game problem.
The educational and developmental significance of such games is enormous. They shape the culture of the game; promote the assimilation of social norms and rules; and, what is especially important, they are, along with other activities, the basis of amateur games in which children can creatively use the acquired knowledge.
Didactic games- this is a type of games with rules, specially created by a pedagogical school for the purpose of teaching children. Didactic games are aimed at solving specific problems in teaching children, but at the same time, the educational and developmental influence of gaming activities appears in them.
A didactic game has a certain structure that characterizes the game as a form of learning and gaming activity. The following structural components of the didactic game are distinguished:
1) didactic task;
3) rules of the game;
4) result.
The didactic task is determined by the purpose of teaching and educational influence. It is formed by the teacher and reflects his teaching activities. The game task is carried out by children.
The didactic task in a didactic game is realized through a game task. It determines play actions and becomes the task of the child himself.
Game actions are the basis of the game. The more diverse the game actions, the more interesting the game itself is for children and the more successfully cognitive and gaming tasks are solved.
Rules of the game. Their content and focus are determined by the general tasks of forming the child’s personality, cognitive content, game tasks and game actions.
In a didactic game, the rules are given. With the help of rules, the teacher controls the game, the processes of cognitive activity, and the behavior of children. The rules also influence the solution of the didactic task - they imperceptibly limit the actions of children, direct their attention to the implementation of a specific task of the academic subject.
Summing up is carried out immediately after the end of the game. This could be scoring; identifying children who performed the game task better; determination of the winning team, etc. At the same time, it is necessary to note the achievements of each child and emphasize the successes of lagging children.
The relationship between children and the teacher is determined not by the learning situation, but by the game. Children and teacher are participants in the same game. This condition is violated, and the teacher takes the path of direct teaching.
Thus, a didactic game is a game only for a child, but for an adult it is a way of learning. The purpose of didactic games is to facilitate the transition to learning tasks and make it gradual. From the above, we can formulate the main functions of didactic games:
The function of forming a sustainable interest in learning and relieving tension associated with the process of adaptation of the child to the school regime;
Function of formation of mental neoplasms;
Formation function itself educational activities;
Function of developing general educational skills, skills of independent study work;
Function of developing self-control and self-esteem skills;
The function of forming adequate relationships and mastering social roles.
Thus, the didactic game is a complex, multifaceted phenomenon.
To organize and conduct a didactic game, the following conditions are required:
The teacher has certain knowledge and skills regarding didactic games;
Expressiveness of the game;
The need to include the teacher in the game;
The optimal combination of fun and learning;
The means and methods that increase children’s emotional attitude to the game should be considered not as an end in itself, but as a path leading to the fulfillment of didactic tasks;
The visuals used in the didactic game should be simple, accessible and succinct.
All didactic games can be divided into three main types:
1 – games with objects (toys, natural materials);
2 – desktop printed;
Playing with objects uses toys and real objects.
By playing with them, children learn to compare, establish similarities and differences between objects.
The value of these games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality. The games solve problems involving comparison, classification, and establishing sequence in solving problems. As children master new knowledge about the subject environment, tasks in games become more complicated: preschoolers practice identifying an object by any one quality, combine objects according to this characteristic (color, shape, quality, purpose...), which is very important for the development of abstract, logical thinking.
At preschool age, the foundations of knowledge are laid, necessary for the child At school. Mathematics is a complex subject that can present some challenges during schooling. In addition, not all children have an aptitude for mathematics and have a mathematical mindset, so when preparing for school it is important to introduce the child to the basics of counting.
IN modern schools The programs are quite rich, there are experimental classes. In addition, new technologies are increasingly entering our homes: many families are purchasing computers to educate and entertain their children.
Life itself demands knowledge of the basics of computer science. All this makes it necessary for a child to become acquainted with the basics of computer science already in the preschool period.
When teaching children the basics of mathematics and computer science, it is important that when they start school they have the following knowledge:
Counting to ten in ascending and descending order, the ability to recognize numbers in a row and separately, quantitative (one, two, three...) and ordinal (first, second, third...) numbers from one to ten;
Previous and subsequent numbers within one ten, the ability to compose numbers of the first ten;
Recognize and depict basic geometric shapes (triangle, quadrangle, circle);
Shares, the ability to divide an object into 2-4 equal parts;
Basics of measurement: a child must be able to measure length, width, height using a string or sticks;
Comparing objects: more - less, wider - narrower, higher - lower;
Fundamentals of computer science, which are still optional and include an understanding of the following concepts: algorithms, information coding, a computer, a program that controls a computer, the formation of basic logical operations - “not”, “and”, “or”, etc.
The basis of the fundamentals of mathematics is the concept of number. However, the number, like almost any mathematical concept, is an abstract category. Therefore, difficulties often arise in explaining to a child what a number is.
In mathematics, what is important is not the quality of objects, but their quantity. Operations with numbers themselves are still difficult and not entirely clear to children. However, you can teach your child to count using specific objects.
The child understands that toys, fruits, and objects can be counted. At the same time, you can count objects “in between times.” For example, you can ask him to bring a certain amount of any items necessary for the business.
In the same way, you can teach your child to distinguish and compare objects: ask him to bring a large ball or a tray that is wider.
When a child sees, feels, touches an object, it is much easier to teach him. Therefore, one of the basic principles of teaching children the basics of mathematics is clarity. It is necessary to produce mathematical aids, because it is better to count certain objects, for example, colored circles, cubes, strips of paper, etc.
You can make geometric shapes for classes, games “Loto” and “Dominoes”, which also contribute to the formation of basic counting skills.
The school mathematics course is not at all easy. Children often experience various kinds of difficulties when mastering the school mathematics curriculum. Perhaps one of the main reasons for such difficulties is the loss of interest in mathematics as a subject.
Therefore, one of the most important tasks preparing a preschooler for schooling his interest in mathematics will develop. Introducing preschoolers to this subject in a playful and entertaining way will help them in the future to quickly and easily master complex issues of the school course. The use of educational games increases the effectiveness of the pedagogical process.
Material logoped-st.ucoz.ru
The importance of creative games for preschool children - The importance of play activities in the development of children's speech - Materials - PClever.ru
Materials » The importance of play activities in the development of children's speech » The importance of creative games for preschool children Page 1
Game is one of those types of children's activities that are used by adults to educate preschoolers, teach them various actions with objects, methods and means of communication.
Theoretical ideas about the essence of children's play, developed in domestic psychology, basically boil down to the following:
- the game takes its place among other reproductive activities, being the leading one in preschool age. It is in the process of play as a leading activity that the main mental new formations of a given age arise;
- the game is a special activity, social in origin, content and structure;
- The development of play does not occur spontaneously, but depends on the conditions of the child’s upbringing, i.e. social phenomena.
The problem of teaching the game, its formation as an activity, stood out and was most clearly formulated in psychological and pedagogical research children early age and abnormal children.
As a result of psychological research, practical pedagogy turned out to be focused on the formation of actual play activity in young children. However, in relation to preschool children, pedagogical guidance of the game was reduced mainly to enriching the specific content of the game, to organizing positive relationships in the game.
Meanwhile, the conditional game action, formed in early childhood and which, of course, is the basis of a more complex game for a preschooler, does not yet provide a transition to it. As a result, the game is extremely monotonous.
Often, even by older preschool age, children’s play activity does not reach its developed forms. This forces us to pose the problem of the formation of play activity more broadly - as the problem of the gradual transfer to children of increasingly complex methods of play activity throughout preschool childhood.
In connection with this problem, a number of more specific problems arise:
1) what methods of play should be developed in a child and in what sequence;
2) what should be the nature of the formative influences of an adult and under what conditions will they be most effective;
3) what forms of play will most contribute to the mental development of the child at each stage of preschool age.
It is possible to approach the solution of these problems only by first considering the question of the importance of play for the development of a child. The developmental functions of the game are more clearly defined in Russian psychology and pedagogy.
Considerations expressed by L.A. Wenger, who emphasized the need to clearly define the specific influence of play on a child’s development, are essential for understanding the developmental significance of play. Wenger proceeds from the fact that each specific activity requires certain abilities specific to it and creates conditions for their development.
Learning and development of creativity occurs in unity and interaction. This was convincingly proven by E. A. Flerina: “... a decline can occur due to lack of training or due to poor training; With proper guidance and training, children’s creativity reaches a relatively high level.”
The works of educational psychologists analyze the significance of the game for the moral development of the child, primarily the role of the content of the game itself, through which the child masters the norms and rules of relationships between people.
Children are united in play by a common goal, common interests and experiences, joint efforts to achieve a goal, creative searches, and the development of friendship between children is significantly influenced by long-term creative play.
Playing together creates the conditions for the emergence of “ children's society" And real relationships in it between the children. Psychologists see the main educational significance of the game precisely in the presence of “social” qualities in children, i.e. qualities that enable you to interact successfully with others.
Source www.pclever.ru
Parent meeting. The role of play in the development of preschool children
Parent meetings in kindergarten
Parent meeting in the middle group “The role of play in the development of preschool children”
Compiled by: teacher Surnina E. A., Kurgan
- give parents knowledge about the importance of play in a child’s development;
- get interested in the problem;
- introduce the child to play in a family setting;
- listen to parents’ opinions on the problem, help get out of controversial situations, justifying them.
Form of conduct. Discussion.
Progress of the meeting.
Educator. Have you ever wondered why children love to play? What does play give to a child?
Do you remember what you played in your childhood? (Offers to list games.)
Educator. Some statistics. Of the 300 parents surveyed, no one said that their child did not like to play.
Many of them noted the role of play in the development of their children, but did not distinguish it from other types of activities. Thus, children’s play includes fun, pranks, leisure, modeling, listening to books, watching TV shows, etc.
Children's favorite games, in their opinion, are “school”, “kindergarten”, “hospital”, “dolls”, “war” and other mobile, desktop-printed, computer games. At the same time, some adults underestimate the role of play in the development of their child.
Question from parents. My daughter plays all the time. She constantly talks to herself, made a cash register, cut up paper “money”, moves it from place to place...
Does this help her development?
Educator. Yes, the role of play, unfortunately, is underestimated by some parents. For a child, this is a way of self-realization, in the game he can become what he dreams of being in real life: doctor, driver, pilot, etc. Plot- role-playing game very popular and loved by children, prepares them for future life.
It is called so because its main elements are the game concept, the development of the scenario (plot), the actual game actions, the choice and distribution of roles. This is a type of creative game that is created by the children themselves; they themselves come up with the rules for it.
A lot has been said about the importance of play in a child’s development. Play is a need of the child’s body, a means of multifaceted education of the child.
Questions for parents.
- What do you think is the role of play in a child's development?
- Do you think a child learns while playing?
(The teacher invites those who wish to speak, after which he summarizes the answers.)
Educator.
- Emotionally get used to, “grow into” the complex social world of adults.
- Experience the life situations of other people as your own, understand the meaning of their actions and actions.
- Realize your real place among other people.
- Respect yourself and believe in yourself. When solving game problems, children show maximum competence; they act confidently, without asking questions of an adult or asking his permission. The game is the arena of children's successes and achievements. The task of adults is to strengthen the child’s self-confidence by showing a positive attitude towards his play activities.
- hope for own strength when faced with a problem: the game provides children with the opportunity to pose and solve own tasks. Children who have extensive play practice cope more easily with real life problems than those who play little.
- Freely express your feelings. A child living under the constant vigilant control of adults begins to behave unnaturally. He is not brave and decisive enough to reveal his true feelings, which is why his behavior becomes constrained. Barriers to communication arise. Therefore, adults should have a positive attitude towards his genuine emotions and themselves demonstrate the naturalness and purity of the relationship.
- Experience your anger, envy, anxiety and worry. In children's free games, fear, aggression and tension find a way out and weaken, which greatly facilitates real relationships between children.
Situation for analysis.
There is a children's hubbub at the site. A new boy, a five-year-old boy who entered kindergarten for the first time, looks with curiosity at the children at play: some are bringing sand, others are loading it into a car, others are building a sand city.
- You probably also want to play with them? The teacher addresses the child.
- He looks at the teacher in surprise and answers indifferently:
- Nope... I'll shoot them now!
- He deftly throws up toy machine, brought from home, and aims towards the players.
- Why do you want to shoot them? The teacher turns to the boy again.
- Attack, no way... I'm a robber! Now I’ll commit to them for years! There are unfriendly notes in the voice.
- He should only shoot and play at war, the mother complains to the teacher in the evening.
- For such games, he seems to have no shortage of toys, the teacher notes, meaning a saber, a pistol with percussion caps, and a homemade shield lying in his mother’s shopping bag.
- Yes, of course, the mother agrees, he demands it, we have to buy it. The combat is growing, even too much.
- Have you tried switching him to other games, calmer ones? Yes, and he would like different toys, ones that are conducive to calmer games, for example...
- What for? the woman is perplexed. Let him play whatever he wants. Even in The Nightingale the Robber! What does it matter!
Questions for parents.
- In your opinion, what significance do the roles that a child takes on have in the moral development of a person?
- What do you think is the educational value of games?
Educator.
In play, a child acquires new knowledge and refines existing knowledge, activates his vocabulary, develops curiosity, inquisitiveness, as well as moral qualities: will, courage, endurance, and the ability to yield. The beginnings of collectivism are formed in him.
In play, a child depicts what he has seen and experienced; he masters the experience of human activity. The game develops an attitude towards people and life; a positive attitude in games helps to maintain a cheerful mood.
Parents' opinion.
Games take a lot of time. It is better to let the child sit in front of the TV or computer screen, listening to recorded fairy tales. Moreover, in the game he can break something, tear it, get it dirty, then clean up after him.
And he will receive knowledge in kindergarten anyway.
Questions for parents.
Are there other points of view about the meaning of children's play? (Those who wish are invited to speak.)
Educator.
The importance of the game is sometimes underestimated. For the first time this year Soviet power It was believed that the child did not need play; it was an empty activity. If a child has learned how to make Easter cakes from sand, then let him go to production and bake them there.
Modern research has shown that using substitute objects will help the child in the future learn various symbols and prepare him for learning to work on a computer. The game develops imagination.
Remember what the child plays and what objects he uses for this? For example, you can “cook” a scrambled egg for a doll from a chamomile flower, give an injection with a stick, and use a tray instead of a steering wheel. You have probably noticed yourself that a child in a game seems to forget about reality, he believes that the doll is alive, the bear hurts if he is picked up by the ear, but he himself is a real captain or pilot.
Remember that it can be difficult for a child to leave the game, interrupt it, or switch to other activities. This feature can be used in education, thus preventing disobedience.
For example, address a child playing hospital: “Doctor, your patients need rest, it’s time for them to sleep,” or remind the “driver” that the cars are heading to the garage. In fact, children always distinguish play from reality, using the expressions “pretend”, “as if”, “in truth”.
They perform actions that are inaccessible to them in real life in the game, “for fun.” While playing, the child, as it were, enters life, gets acquainted with it, and reflects on what he sees. But there are children who do not play or play little due to workload, non-compliance with the schedule, or excessive enthusiasm for watching television.
Children need time and play space. If he; attends kindergarten, then at best he will play in the evening, if there are no other temptations from the TV, computer, etc. The play space is a corner, a table with his favorite toys, a chair, and correctly selected playing material.
A child’s play usually arises on the basis and under the influence of received impressions. Games do not always have positive content; children often reflect negative ideas about life in the game.
Situation for analysis.
One day Slava suggested to the kids playing family:
Questions for parents.
- How does this situation make you feel?
- Why do you think it happened?
Question from parents.
Why doesn't my daughter want to play alone? If there are adults with her, she gets carried away. As soon as you leave one, the game immediately stops.
She was smaller, they thought, once she starts walking, it will become easier, she’ll get away with it, and she won’t have to amuse her. But the baby has all the conditions: a special corner, many interesting toys. Maybe it depends on the characteristics of the child?
Questions for parents.
- Why doesn't the child want to play alone?
- How to teach a child how to play?
Educator.
A 4-5 year old child needs to play together with adults. Children of this age can play travel games, play out the plots of their favorite fairy tales and cartoons. Multi-theme games are already appearing here, that is, combining several plots into one.
For example, in the “daughters-mothers” game, the dolls visit kindergarten, get sick, go to the store, to the post office, go on vacation, etc. It is important to guide children’s play without destroying it, to preserve the amateur and creative nature of the game, the spontaneity of experiences, and faith to the truth of the game.
With children 4 to 5 years old, use indirect methods, such as leading questions, advice, tips, introductions additional characters, roles. A greater influence on the child is exerted through the role. For example, when playing store, you can ask why certain products are not available, how best to package and arrange the goods, which departments to open, organize the delivery of products to people, etc.
The problem of instilling the prerequisites for femininity in girls and masculinity in boys is a pressing issue. To cultivate these qualities, it is advisable to form girls’ ideas about women’s social roles and a positive emotional attitude towards them, to connect their ideas with games, and the ability to reflect them in games.
For example, you can read works with girls where the main character is a female representative, talk about her, emphasize her positive qualities. After the game, talk to your daughter about what the mother was like in the game: for example, affectionate, caring or, conversely, indifferent and angry.
Boys can be interested in the roles of firefighters, border guards, rescuers, and police officers, and draw their attention to the positive qualities of representatives of these professions. Rely also on works of art, where the image of a positive hero is given, showing courage and bravery.
Children should not be allowed to choose games with negative content, since the experiences associated with the game do not pass without a trace. You can switch the game, giving it a positive content, for example, suggest to the child: “Let dad be kind and affectionate in our game.” If it was not possible to switch the game, then you need to stop it, explaining to the child why it should not be continued.
So, the game gives the child a lot of positive emotions; he loves it when adults play with him. Do not deprive him of this joy, remember that you yourself were children.
In Russian psychology and pedagogy, play is considered an activity of exceptional importance for the development of a preschool child. Psychologists talk about the developmental significance of the game, teachers note its general educational value. character. Psychological and pedagogical research has established facts about the influence of games on the development of individual mental functions, personality traits and qualities, the assimilation of various knowledge, norms and rules of behavior, the formation of children’s relationships, etc.
Many approaches to determining the meaning of a game can be combined into three large groups, emphasizing its role in the process of formation:
individual mental functions (thinking, speech, memory, attention, imagination);
some types of activities (cognitive, constructive, visual, communication);
development of the child’s personality as a whole (physical, moral, cognitive, aesthetic, labor).
L.S. Vygotsky, V.V. Davydov, A.V. Zaporozhets, S.L. Rubinstein emphasized the crucial importance of play in development imagination and imaginative thinking. Indeed, the child’s actions are carried out in an imaginary, imaginary situation, real objects are replaced by others, the child takes on the roles of absent characters. Thus, the ability for creative imagination gradually develops with the accumulation of experience.
The use of substitute objects contributes to a gradual transition, first to reduced play actions, and then to actions in the internal, mental plane. Performing various roles creates conditions for accepting the position of another person, comparing one’s own point of view with other possible options. This, according to D.B. Elkonin, promotes the transition of thinking to a higher level
Game activity influences the formation arbitrariness of all mental processes and behavior. Psychological and pedagogical research has found that children concentrate better and remember more in play conditions than in situations of direct instruction from an adult. In the course of solving game problems, conditions are created for the child to understand his own actions (memorizing, recalling, highlighting and constructing social functions control), which leads to a deeper understanding of their meaning.
D.B. Elkonin shows the importance of the game for development motivational-need sphere child. During the game, children become oriented towards public functions adults, the meaning of their activities and relationships. On this basis, a hierarchy of motives arises in the child; he learns to subordinate his immediate desires to the motives for successfully fulfilling the role he has taken on. D.B. Elkonin notes that “... in the game there is a transition from motives that have the form of pre-conscious, affectively colored immediate desires to motives that have the form of generalized intentions that stand on the verge of consciousness.”
In joint games, children are united by a common goal, joint efforts to achieve it, and common experiences. When playing together, children must take into account each other’s interests, coordinate individual plans, defend their point of view, build and implement joint plans. Thus, such important activities for children as communication.
Productive activities, which acquire independent status in preschool age, also originate in play. Often a child’s play begins with construction: a house for a doll, a steamboat for a trip, a castle for a princess. While drawing, children act out one or another plot: the bun rolls further, and a bunny meets it. Sometimes children interrupt the game in order to make the missing material: bags for playing “shop”, envelopes for the postman, a baton for the policeman. This is how the game includes other types of activities: construction, drawing, manual labor.
Elements are born in the game educational activities. In games with rules, children perform learning task, hidden game form, learn to control their behavior and the behavior of their peers, objectively, and kindly evaluate the results of their activities.
In the game, the child’s need for physical activity is satisfied, knowledge is accumulated, abilities are developed, and the most important qualities of the mind are formed. A number of studies have formulated the importance of play as a form of self-organization for children. Playing together creates the conditions for the emergence of a children's community and real relationships between children. It is in this A.P. Usova saw the main educational significance of the game. It develops and operates “a special quality that allows children to establish connections with each other, feel each other, turn to each other, be able to act with each other.” This quality was called public. Only if this quality is present does a child become a member of the children's community, enter into it and act in it, depending in some ways on the children's community, in some ways subordinating to it. On the basis of the public, as a quality of a child’s personality, actions are formed and moral norms of behavior and relationships are learned.
Taking on various roles, recreating people’s actions, the child becomes imbued with their feelings, goals, empathizes with them, and begins to navigate relationships between people. In playing together with peers, the child gains experience of mutual understanding, learns to explain his actions and intentions, and coordinate them with other people.
Through the game, you can learn the child’s character traits, his interests, ideas about the environment, and relationships with peers. The brightness, colorfulness of the content, the richness of the plan shows the richness of the personality of the players (A.P. Usova).
With the help of the game, you can correct the behavior of children, their relationships with peers, and form the level of aspirations and the nature of self-esteem of preschoolers.
The exceptional importance of play for the development of all mental processes, individual species activity and personality of the child as a whole gave scientists grounds to consider it the leading activity of preschool children.
About twenty years ago, most children went to school without knowing how to read, write, or count. Children learned all this at school, and their intellectual development did not suffer at all from this. Now the situation has changed.
In order for a child to be accepted into good school(and therefore, in order for him to receive a decent education, and then successfully get a job in our difficult life) already at the age of 6 he needs to pass a solid “readiness” exam.
Therefore, parents are in a hurry to start his education as early as possible. The so-called early development“It’s very popular and fashionable these days. Children are taught almost from birth to read, count to 100 and back, learn a foreign language, logic, rhetoric, grammar, mathematics, etc. And parents are willing to pay a lot of money for such preschool education - after all I don’t mind anything for the future child!
And educators, in accordance with the laws market economy, willingly meet the consumer (i.e. parent) and teach.
As a result, the preschool education system is increasingly turning into the lowest level of school education. Despite the progressive and humanistic concepts of scientists and calls to preserve childhood, fear of the future takes its toll and “readiness for school” becomes the main goal of parents, educators and even psychologists working in kindergartens.
This trend is not only unjustified - neither from a pedagogical nor from a psychological point of view, but also very dangerous, bringing with it unpredictable social consequences. The fact is that, due to their psychological characteristics, children of preschool age (up to 7 years) are not capable of conscious and purposeful educational activity.
Even having memorized some terms and formulations, children do not understand them and cannot use them. So, for example, having memorized the names of individual months or days of the week, they do not know what time of year it is, or, having memorized the names of prepositions in class (above, below, on top, etc.), they do not use them in their actions.
Such memorized knowledge, divorced from the real life of children, remains meaningless speech cliches. Despite the enormous efforts of teachers and the mental exhaustion of preschoolers, their readiness for school remains very doubtful.
Children cannot learn just because adults want them to. And not because they are lazy and naughty, but because they are children. And the trouble is not that they gain nothing from such premature education, but that they lose the incredibly important opportunities that preschool childhood opens up for them.
Preschool age is a unique and decisive period in the development of a child, when the foundations of personality emerge, will and voluntary behavior are formed, imagination, creativity, and general initiative actively develop. However, all these most important qualities are formed not in educational activities, but in the leading and main activity of a preschooler - in play.
The most significant change, which is noted not only by psychologists, but also by most experienced preschool teachers, is that children in kindergartens began to play less and worse, especially role-playing games decreased (both in number and duration).
Preschoolers practically do not know traditional children's games and do not know how to play. Lack of time to play is usually cited as the main reason. Indeed, in most kindergartens the daily routine is overloaded with various activities and there is less than an hour left for free play.
However, even during this hour, according to the observations of teachers, children cannot play meaningfully and calmly - they fumble, fight, push - so teachers strive to fill free time children in quiet activities or resort to disciplinary measures. At the same time, they state that preschoolers do not know how and do not want to play.
This is true. The game does not arise by itself, but is passed on from one generation of children to another - from older to younger. Currently, this connection between children's generations has been interrupted (children's communities of different ages - in the family, in the yard, in the apartment - are found only as an exception). Children grow up among adults, but adults have no time to play, and they don’t know how to do it and don’t consider it important. If they deal with children, then they teach them. As a result, the game disappears from the lives of preschoolers, and with it childhood itself disappears.
The curtailment of play in preschool age has a very sad effect on the general mental and personal development children. As you know, it is in play that a child’s thinking, emotions, communication, imagination, and consciousness develop most intensively.
The advantage of play over any other children's activity is that in it the child himself, voluntarily obeys certain rules, and it is the implementation of the rules that gives maximum pleasure. This makes the child’s behavior meaningful and conscious, transforms it from spontaneous to strong-willed. Therefore, play is practically the only area where a preschooler can show his initiative and creative activity.
And at the same time, it is in play that children learn to control and evaluate themselves, understand what they are doing, and (probably this is the main thing) want to act correctly. The attitude of modern preschoolers to play (and therefore the play activity itself) has changed significantly. Despite the preservation and popularity of some game plots (hide and seek, tag, daughters and mothers), children in most cases do not know the rules of the game and do not consider it obligatory to follow them. They cease to correlate their behavior and their desires with the image of an ideal adult or the image of correct behavior.
But it is precisely this independent regulation of his actions that turns the child into a conscious subject of his life, makes his behavior conscious and voluntary. Of course, this does not mean that modern children do not master the rules of behavior - everyday, educational, communication, traffic, etc. However, these rules come from the outside, from adults, and the child is forced to accept them and adapt to them.
The main advantage of the game rules is that they are voluntarily and responsibly accepted (or generated) by the children themselves, so in them the idea of what and how to do is fused with desires and emotions. In a developed form of play, children themselves want to act correctly. The departure of such rules from the game may indicate that for modern children the game ceases to be a “school of voluntary behavior”, but no other activity for a 3-6 year old child can fulfill this function.
But voluntariness is not only about acting according to the rules, it is about awareness, independence, responsibility, self-control, and inner freedom. Deprived of play, children do not gain all this. As a result, their behavior remains situational, involuntary, and dependent on the adults around them.
Observations show that modern preschoolers do not know how to organize their activities themselves, to fill them with meaning: they wander around, push, sort out toys, etc. Most of them do not have a developed imagination, lack creative initiative and independent thinking. And since preschool age is the optimal period for the formation of these the most important qualities, it is difficult to have the illusion that all these abilities will arise by themselves later, at a more mature age. Meanwhile, parents, as a rule, are little concerned about these problems.
The main indicator of the effectiveness of the kindergarten and the well-being of the child is the degree of readiness for school, which is expressed in the ability to count, read, write and follow adult instructions. Such “readiness” not only does not contribute, but also hinders normal school education: having become fed up with forced training sessions in kindergarten, children often do not want to go to school, or lose interest in studying already in the lower grades.
The benefits of early learning are felt only in the first 2-3 months of school life - such “ready” children no longer need to be taught to read and count. But as soon as they need to show independence, curiosity, the ability to decide and think, these children give in and wait for instructions from an adult. Needless to say, such passivity, lack of interests and independence, internal emptiness will have very sad results not only at school.
Introduction ______________________________________________________________3
The importance of play in the development of a child’s personality _________________________________4
Classification of games ______________________________________________9
Role-playing games _________________________________________________9
Theatrical games _________________________________________________10
Didactic games_______________________________________________10
Musical and didactic games__________________________________________10
Conclusion______________________________________________________________11
References________________________________________________12
INTRODUCTION
Play is the leading activity of a preschooler. It is through play that a child learns about the world and prepares for adult life. At the same time, play is the basis for a child’s creative development, the development of the ability to correlate creative skills with real life. The game acts as a kind of bridge from the world of children to the world of adults, where everything is intertwined and interconnected: the world of adults influences the world of children (and vice versa); games often involve children “performing” certain social roles of adults; adults often use games in order to understand the world even better (business games), increase the level of the “inner self” (sports games), develop the level of intelligence (role-playing games), etc.
The game is based on the perception of the presented rules, thereby guiding the child to comply certain rules adult life. The game due to its characteristics - The best way achieve the development of the child’s creative abilities without using coercive methods. From all of the above, it is clear what role play should play in the modern educational process and how important it is to strive to intensify the play activity of preschoolers. Hence the constant importance and relevance of considering the theory of the use of games in the upbringing and development of a child, the development of his creative abilities.
THE IMPORTANCE OF GAME IN THE DEVELOPMENT OF A CHILD’S PERSONALITY
Development as a biological process is the implementation of closely interrelated quantitative (growth) and qualitative (differentiation) transformations of individuals from the moment of conception to the end of life (individual development, or ontogenesis) and throughout the entire existence of life on Earth of their species and other systematic groups ( historical development, or phylogeny). IN in this case We are interested in the first definition, which involves qualitative and quantitative changes. As a child develops, not only does his body weight grow and his physical capabilities become more active. At the same time, the child develops mentally, learns about the world, reality, and enters into communication with it. And here, the basis of a child’s communication with the world becomes play.
In the first 2-3 months of a child’s life, play and toys (game objects) are important for the development of the child’s senses, the accumulation of visual and auditory impressions, and the maintenance of a positive emotional state. For these purposes, bright, large, contrasting colors are needed. The child learns to grab them, examine them, and remove them from different positions. Then he crawls to the toys, plays with them while sitting, standing and walks with them. This is how a child’s first physical and cognitive skills are developed through the basics of play. Toys that a child sees, hears and touches with all his senses at the same time and that attract his attention with a variety of shapes, colors, and melodic sounds are important.
At this age, it is important to constantly communicate with the child, play with him, which will contribute to the development of his initial prerequisites for motor skills, communication skills, etc.
At the age of 3 to 7 years, a child begins to imitate the activities of adults in play. What is important here are games that allow you to learn the purpose of objects, their functions, and teach children to use objects as tools. Activities with pyramids, dolls, and construction sets expand children’s understanding of the size, shape, color, and position of objects in space, and activities with toys on wheels, shovels, and scoops that can be used to dig snow and sand, increase motor activity, and improve coordination. In play, a child begins to imitate the activities of adults, and toys serve as symbols for him, help develop the plots of games, and contribute to the formation of the beginnings of abstract thinking. At this age, games are necessary for the child with peers on topics that are close to their experience and reflect events. public life. Games at this time serve as a means of forming the child’s social consciousness, uniting children into a team, learning about the world and its transformation, while creating conditions for all types of independent children’s activities.
The game is a reflection of life. Everything here is “as if”, “make-believe”, but in this conditional environment, which is created by the child’s imagination, there is a lot of reality; the actions of the players are always real, their feelings and experiences are genuine and sincere. The child knows that the doll and the bear are just toys, but he loves them as if they were alive, understands that he is not a “real” pilot or sailor, but feels like a brave pilot, a brave sailor who is not afraid of danger, and is truly proud of his victory.
Game as a phenomenon has been the subject of study by many philosophers. According to I. Kant, the duality of reality inherent in play as a type of activity makes play similar to art, which also requires simultaneously believing and not believing in the reality of the conflict being played out. F. Schiller considered play a specifically human form of life activity: “A person plays only when he is in full meaning words are a man, and he is fully human only when he plays. The origin of games is associated by various researchers with magical-cult rituals or with the innate biological needs of the human body and psyche Owen M. Game theory. M. 1996. P. 4..
Cultural historians, ethnographers and psychologists study games. There are several concepts in the approach to the phenomenon of play: a) German philosopher and psychologist K. Groos; according to it, play is preliminary preparation for the conditions of future life; b) the Austrian psychologist K. Bühler, who defines play as an activity performed for the sake of obtaining pleasure from the process of activity itself; c) the Dutch scientist F. Beitendijk, who considers play as a form of realization of common primordial drives: to freedom, to merge with the environment, to repetition. Z. Freud believed that play replaces repressed desires. G. Spencer treated the game as a manifestation of excess vitality Lesnoy D.S. A game. // Great encyclopedia. M. 2000. P. 254. .
A different interpretation of games is given by the theory of “active leisure”, developed by German psychologists Schaller, Lazarus, and Steinthal. According to this theory, in addition to the passive rest that we have in our sleep, we need active rest, other activities free from everything gloomy and painful that is associated with work. Fatigue from work requires not only psychophysical relaxation, but also mental and emotional rest, which can only be realized in activity, but this activity must develop in mental space. This is why a person needs to play even when he has no unspent reserves of energy; he must play even when tired, because physical fatigue does not interfere with deep mental rest, a source of energy. This interpretation of the game, its goals and functions, like Spencer’s interpretation, is, of course, more characteristic of the world of adults, although it is absolutely clear that the concept of play should cover both the play of children and the play of adults. Moreover, the functions of play in children and adults can be completely different Lesnoy D.S. A game. // Great encyclopedia. M. 2000. P. 256. .
It seemed to some that they had found the source and basis of the game in the need to give vent to excess vitality. According to others, a living creature, when playing, obeys the innate instinct of imitation. It is believed that the game satisfies the need for rest and relaxation. Some see the game as a kind of preliminary training for the serious business that life may require, or consider the game as an exercise in self-control. Others, again, look for the beginning in the innate need to be able to do something or do something, or in the desire for dominance or competition. Finally, there are those who treat the game as an innocent compensation for harmful impulses, as a necessary replenishment of monotonous one-sided activity, or as the satisfaction in some fiction of desires that are impossible to fulfill in a real situation and thereby maintaining the sense of personality of Lesnoy D.S. A game. // Great encyclopedia. M. 2000. P. 256..
The Dutch thinker and cultural historian J. Huizinga, who undertook a fundamental study of the game (Homo ludens, “Man Playing”), sees its essence in the ability to delight and bring joy; he defines it as “a voluntary action or occupation performed within established boundaries of place and time according to voluntarily accepted but absolutely binding rules with a purpose contained in itself, accompanied by a feeling of tension and joy, as well as the consciousness of a “different existence” than the “everyday” " life". A game that exists not only in the human, but also in the animal world, does not lend itself, according to Huizinga, to logical interpretation; in the fullest sense of the word, it is a kind of excess. However, given point vision did not prevent the philosopher from seeing in play, as the highest manifestation of human essence, the basis of culture, and therefore the basis for the development of Huizinga J. Homo ludens. M., 1992. S. 17-18..
Among domestic researchers of the game phenomenon are Elkonin, Leontyev, Sukhomlinsky and others.
V.A. Sukhomlinsky emphasized that “game is a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the child’s spiritual world. A game is a spark that ignites the flame of inquisitiveness and curiosity.” Quote. by: Nikitin B.P. Educational games. M. 1998. P. 12..
It is difficult to find a specialist in the field of child psychology who would not touch upon the problems of play and would not put forward his own point of view on its nature and significance. Gaming activities are widely used in practical purposes. A special “play therapy” is widespread, using extensive forms of play activity to correct possible deviations in the behavior of children (inadaptability, aggressiveness, isolation, etc.), for the treatment of mental illnesses See: Elkonin D.B. Selected psychological works. M.:: 1989. P. 65. .
IN empirical psychology In the study of games, as well as in the analysis of other types of activity and consciousness in general, the functional-analytical approach dominated for a long time. The game was considered as a manifestation of an already mature mental ability. Researcher K.D. Ushinsky saw in play a manifestation of imagination or fantasy, set in motion by a variety of effective tendencies. A.I. Sikorsky connected play with the development of thinking. N.K. Krupskaya spoke in many articles about the importance of games for understanding the world and for the moral education of children. “...Amateur imitative play, which helps to master the impressions received, is of enormous importance, much more than anything else.” The same idea is expressed by A.M. Bitter; “Play is the way for children to understand the world in which they live and which they are called upon to change.” Quote. by: Nikitin B.P. Educational games. M. 1998. P. 12..
The educational significance of the game largely depends on the professional skills of the teacher, on his knowledge of the child’s psychology, taking into account his age and individual characteristics, on the correct methodological guidance of children’s relationships, on the precise organization and conduct of all kinds of games.
Imitating adults in play is associated with the work of the imagination. The child does not copy reality; he combines different impressions of life with personal experience.
Children's creativity is manifested in the concept of the game and in the search for means for its implementation. In the game, children simultaneously act as playwrights, prop makers, decorators, and actors. However, they do not hatch their idea, do not prepare for a long time to perform the role, like actors. They play for themselves, expressing their dreams and aspirations, thoughts and feelings that possess them at the moment. Therefore, a game is always improvisation, and therefore a developmental activity.
Reproducing various life events through play - episodes from fairy tales and stories, the child reflects on what he saw, read and heard about; the meaning of many phenomena, their meaning becomes more clear to him.
In play, children's mental activity is always associated with the work of their imagination; you need to find a role for yourself, imagine how the person you want to imitate acts, what he says or does. Imagination also manifests itself and develops in the search for means to accomplish what is planned; Before you go on a flight, you need to build an airplane; You need to select suitable products for the store, and if there are not enough of them, make them yourself. This is how the game develops the creative abilities of a younger schoolchild, the abilities of a child.
Interesting games create a cheerful, joyful mood, make children's lives complete, and satisfy their need for active activity. Even in good conditions, with adequate nutrition, the child will develop poorly and become lethargic if he is deprived of exciting play.
Most games reflect the work of adults; children imitate the household chores of their mother and grandmother, the work of a teacher, doctor, teacher, driver, pilot, astronaut. Consequently, games instill respect for all work that is useful for society, and affirm the desire to take part in it ourselves.
A game is a form of activity in conditional situations. Real actions performed during the game, often requiring complex mental work, specific skills and abilities, occur in a situation of conditional reality, recognized as such by the player himself.
CLASSIFICATION OF GAMES
Play is a special activity that flourishes in childhood and accompanies a person throughout life. It is now generally accepted that play is the leading activity of a preschool child.
Play occupies a special place in the life of a preschooler. Researchers (L.S. Vygotsky, D.B. Elkonin, etc.) note that it is independent forms of play that are most important in pedagogy for a child’s development. In games, the child’s personality is most clearly revealed.
In theory, the game is viewed from various perspectives. The game is a way of exploring the world, because... a playing child creates his own world; the game has an impact on the overall mental development of the child; the game helps to assimilate social experience.
K.D. Ushinsky defined play as a feasible way for a child to enter into all the complexity of the adult world around him. Through imitation, the child reproduces and assimilates the basic aspects of human relationships. According to D.V. Mendzheritsky's game is designed to solve problems for the development of moral and social qualities, and the game should be developmental in nature and occurs under the control of an adult.
Despite the importance of play as a child’s all-round development, play is being replaced by educational activities. Parents devote most of their time to preparing their children for education.
Therefore, the best and proven means of forming a child’s personality of preschool age is the active activity of the child himself. The game has a number of advantages in this regard. It is an important means of control in the lives of children and provides a great opportunity for the manifestation of childish spontaneity, positive feelings and actions. The nature of role-playing and construction games contributes to the development of kind and conscious relationships in children. Assimilation different rules helps regulate children's relationships.
A child needs active activities that help improve his vitality, satisfy his interests and social needs. The game is of great educational importance; it is closely connected with learning in the classroom and with observations of everyday life. In creative games, an important and complex process of knowledge acquisition takes place, which mobilizes mental capacity child, his imagination, attention, memory.
With the development of interest in the work of adults, in social life, in heroic deeds Soviet people Children have their first dreams about their future profession and the desire to imitate their favorite heroes. All this makes play an important means of creating the direction of a child’s personality, which begins to take shape in preschool childhood.
Conventionally, games can be divided into two main groups: role-playing games and games with rules.
Role-playing games are games on everyday topics, dramatized games, games - fun, entertainment.
Games with rules include didactic games and outdoor games.
The plot-role-playing game of a child is of a creative nature, where children take on roles and reproduce the activities and relationships of adults with you and the entertaining nature of the plot. In such games, children are capable of interesting inventions; they themselves add variety to this or that game. Children's initiative has a huge impact on the education of not only one child, but also the entire group.
Games with rules have a different purpose: they provide the opportunity for systematic exercises necessary for the development of thinking, feelings and speech, voluntary attention and memory, and various movements. Each game with rules has a specific didactic task, but ultimately, it is also aimed at solving the main educational tasks. Didactic games are especially interesting for children because of their entertainment and content: guess, find, name. Children achieve results in the game, guided by certain rules. Interest in the quality of the game task is manifested: carefully fold the pattern, correctly, select a picture, and so on.
An interesting game increases the child’s mental activity, and he can solve a more difficult problem than in class.
But this does not mean that classes should be conducted only in the form of games. Training requires the use of a variety of methods.
The game gives good results only in combination with other methods: observations, conversations, reading, etc., because While playing, children learn to apply their knowledge and skills in practice.
Games with rules require generalization of knowledge and independent choice in solving a given problem.
Sometimes parents, wanting to raise their child to be very responsible and literate, strive to introduce him to educational activities as early as possible (for example, by hiring a tutor and “settling” him to study foreign languages), leaving no time for games, thereby reducing sociality in the child’s development . The child’s development becomes disharmonious (for example, the child can count and write very well, but turns out to be completely unable to establish contact with peers; in the worst case, the child may experience nervous strain, behavioral problems, obsessive fears, etc. may arise) .
It is in preschool age that the ability to behave in accordance with the roles assumed arises, which is very important for future social development child.
The main type of activity of preschool children is play, during which the child’s spiritual and physical strengths are developed: his attention, memory, imagination, discipline, dexterity, etc. In addition, play is a unique way of learning social experience, characteristic of preschool age.
In play activities, many of the child’s positive qualities, interest and readiness for upcoming learning are formed, and his cognitive abilities develop. Play is important both for preparing a child for the future and for making his present life full and happy. To accomplish this task, it is necessary to create in kindergartens all conditions for variety of games, treat them carefully, with respect, thoughtfully, and skillfully guide them.
By playing, children learn to live!
Literature:
1. Eremeeva V.D. Boys and girls. Teach in different ways, love in different ways. Neuropedagogy – for teachers, educators, parents, school psychologists. – Samara: Educational literature, 2005. – 160 p.
2. Gubanova N.F. Play activities in kindergarten. For working with children 2 – 7 years old. – M.: Mosaic – Synthesis. 2015. – 128 p.
3. Skorolupova O.A., Loginova L.V. LET'S PLAY?... LET'S PLAY!!! Pedagogical guidance of games for preschool children. – M.: “Publishing house Scriptorium 2003.” 2006. – 111 p.
Surveyor. Who is a surveyor? Description of the profession. Profession surveyor Surveyor training
Magellanic clouds: who are they?
Pepper Steak Sauce Creamy Pepper Sauce
How to create a competent portfolio for a designer
If you dreamed that a house burned down - interpretation of the dream according to the dream book