It has long been no mystery to anyone that children’s play activities are the key to their successful mental and physical development. It is through the play activities of young children that kindergarten teachers manage to give their pupils, in a short period of time, answers to a fairly large number of questions related to the world around us, and develop many skills and abilities of children. It is very difficult to get a small child to solve the first problems by simply adding numbers. The result will be more productive if children’s play activities are included in the learning process.

Play activities of children in preschool educational institutions

IN Lately play in preschool institutions is increasingly beginning to acquire an applied character. There are several explanations for this:

• The play activity of young children is one of the means of learning;
• With the help of the game, the child learns to be more sociable, and also acquires the missing confidence when being in a children's group;
• As a result of the current lack of toys that would give free rein to the development of children's imagination, as well as due to the constant presence of themed rooms, the child learns to develop his creative abilities precisely through the play activities of children;
• Unfortunately, in modern kindergartens there are a very small number of teachers who know how to play with children;
• It often happens that teachers simply have no interest in playing with the child. Teachers do not strive to develop the child creatively, but simply try to keep him occupied with something until his parents come to pick him up from work.

As a result, a large amount of time is devoted to learning rather than to children’s independent play activities, which is the key to the future successful development of each child.

Organizing the play activities of children in preschool educational institutions, as well as special training of teachers to conduct this or that game, are the top priorities that constantly arise for teachers of all kindergartens. To more effectively implement such issues, teachers constantly attend various events where questions about the play activities of young children are raised. Here we are talking, first of all, about seminars, workshops, consultations, master classes, as well as conducting classes where the main problems and goals of children’s play activities can be fully discussed and experienced. The thematic focus of such classes is very multifaceted. This could be: “Development of preschool children in play activities”, “Games and toys in the lives of children” and much more.

Thanks to the annual holding of open days in preschool institutions, it is possible much better and more effectively, with the support and help of parents, to solve problems related specifically to the play activities of children in preschool educational institutions.

To improve children's independent play activities, special recommendations and reminders have been developed that become excellent assistants for parents.

Guiding children's play activities

In the daily routine of the kindergarten, a significant period of time is allocated to children’s play activities. The teacher’s task in this case is to constantly select and organize new interesting games, update fiction and new gaming material. However, in order to develop independent play activity in children, children must first be taught to play. That is why, when performing any action, educators do their best to help develop independence in children.

In order for the game to really work out and its idea to come true, guidance of children’s play activities is very necessary. Teachers help to distribute roles, suggest the rules of the game, and also support in difficult times. Here it is best not to be a strict leader, but to become an equal participant in the play activities of children in a preschool educational institution.

Throughout the child’s entire stay in kindergarten, teachers constantly draw his attention to the fact that he should always play with all children. Children's play activities help develop the right character, as well as have a positive impact on the upbringing of children. During the game, educators correct the behavior of their students, rather than resorting to punishments or strict prohibitions. It is in this case that games with clear rules become very relevant, which no one should break, so as not to disrupt the game.

It is possible to develop independent play activity in children thanks to competitive games, in which rather impulsive children learn to become more restrained and obedient.

Dramatization games cannot do without guidance over children's play activities. With their help, children become more open and courageous and lose their sense of cowardice and shyness. Thanks to the diagnosis of children’s play activities, it is possible to trace possible gaps in development and fill them in the best possible way. Thus, group games improve the ability to cooperate with members of one’s own team, as well as to interact correctly with them.

Director's games help to reveal the true essence of the child, and as a result - to organize independent play activities of children. It is much easier for a preschooler to show his own self when he is behind the mask of a certain character.

Any game is very interesting only when not only the child is interested in it, but he also feels the genuine interest of the parents themselves in it. It is in the diagnosis of children’s play activity that it is possible to form and correctly rebuild the relationship between children and parents in the game.

At the same time, the teacher must show parents that the play activities of young children are very important for them. Mom and dad, like the teacher, should take every possible care of the development of their child, involving him in household chores, which can also be made useful and developmental.

Sometimes (in the evening) teachers supervise the play activities of children and their parents, teach them to interact with each other and get used to spending time together. In the process of play, the child develops completely and is also formed as a person. Often, play helps children not only relax and take their mind off difficult tasks, but also makes some mundane events interesting.

	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 preschoolers.

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. Maybe precisely because whole line Researchers have tried to find something in common between the most diverse and different-quality actions designated by the word “game,” and to this day we 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 being 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 return 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:

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 great importance In the psychological mechanism of the game, motivation is given to the activity. 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 are based 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 a 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 activity 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 about the real relationships of 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 educational and training problems; 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 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 in place 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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Play activities occupy a very important place in a child’s life. The game helps him adapt to the environment, communicate, and think. A child should be taught to play games from the first months of life: starting with primitive ones and ending with those that involve the baby’s own thinking. Together with parents, close relatives, friends, as well as kindergarten teachers and school teachers take part in the upbringing and development of the child.

Activities

Throughout a person’s life path, there are three main types of activities that replace each other. This is play, learning and work. They differ in the characteristics of motivation, organization and final results.

Labor is the main human activity, the end result of which is the creation of a product that is significant to the public. As a result of gaming activity, the production of a product does not occur, but it acts as the initial stage in the formation of personality as a subject of activity. Education is the direct preparation of a person for work, developing mental, physical and aesthetic skills and forming cultural and material values.

Children's play activities contribute to their mental development and prepare them for the adult world. Here the child himself acts as a subject and adapts to the simulated reality. The peculiarity of gaming activity is its freedom and unregulated nature. No one can force a child to play differently than he wants. The game proposed by an adult should be interesting and entertaining for the child. Study and work must have an organizational form. The work begins and ends at a set time, within which a person must submit its results. Classes for pupils and students also have a clear schedule and plan, which everyone strictly adheres to.

Types of gaming activities

According to the most general classification, all games can be classified into one of two large groups. The difference between them is the forms of children's activity and the participation of an adult.

The first group, whose name is “Independent games,” includes such play activities of the child, in the preparation and implementation of which an adult does not directly participate. In the foreground is the activity of children. They must set a goal for the game, develop it, and solve it on their own. Children in such games show initiative, which indicates a certain level of their intellectual development. This group includes educational and story games, the function of which is to develop the child’s thinking.

The second group is educational games that require the presence of an adult. He creates rules and coordinates the work of children until they achieve results. These games are used for the purpose of training, development, and education. This group includes entertainment games, dramatization games, musical, didactic, and outdoor games. From an educational type game, you can smoothly redirect the child’s activities to the learning stage. These types of gaming activities generalize it; many more subtypes with different scenarios and different goals can be distinguished.

Play and its role in child development

Play is a mandatory activity for a child. She gives him freedom, he plays without coercion, with pleasure. From the very first days of his life, the baby is already trying to play with some rattles and trinkets hanging above his cradle. The play activity of preschool children accustoms them to order and teaches them to follow the rules. In the game, the child tries to show all his best qualities (especially if it is a game with peers). He shows passion, activates his abilities, creates an environment around himself, establishes contacts, finds friends.

In the game, the child learns to solve problems and find a way out. The rules teach him to be honest, because failure to comply with them is punished by indignation on the part of other children. In play, a child can show those qualities that are hidden in everyday life. At the same time, games develop competition between children and adapt them to survival by defending their position. The game has a positive effect on the development of thinking, imagination, and wit. Play activities gradually prepare the child for entry into adulthood.

Play activities in infancy and early childhood

Games will differ, depending on the age of the child, in their organization, form, and functionality. The main element of play at a young age is a toy. Its versatility allows it to influence mental development and the formation of a system of social relations. The toy is for entertainment and fun.

Babies manipulate a toy, their perception develops, preferences are formed, new orientations appear, and colors and shapes are imprinted in memory. In infancy, parents play an important role in creating a child's worldview. They must play with their children, try to speak their language, and show them unfamiliar objects.

In early childhood, games for a child are almost all of his free time. He ate, slept, played, and so on all day. Here it is already recommended to use games not only with an entertaining, but also with an educational component. The role of toys is increasing, they become small models of the real world (cars, dolls, houses, animals). Thanks to them, the baby learns to perceive the world, distinguish colors, shapes and sizes. It is important to give your child only those toys that cannot harm him, because the baby will definitely pull them to his mouth to try them on his teeth. At this age, children cannot be left unattended for a long time; toys are not as important to them as the attention of a loved one.

Games for preschool children

Preschool age children can be divided into younger and older children. In the younger years, the play activity of preschoolers is aimed at learning about things, connections, and properties. In older preschoolers, new needs arise, and they give preference to role-playing games and games among peers. Children show interest in group games in the third year of life. In preschool age, manipulative, active, and educational games occupy a prominent place. The child likes to design both from construction sets and from any available materials (sand, furniture in the house, clothes, other items).

Didactic games

The development of children in play activities is one of the most important purposes of the game. To do this, educators conduct didactic games with children. They are created for the purpose of education and training, with certain rules and expected results. A didactic game is both a gaming activity and a form of learning. It consists of a didactic task, game actions, rules and results.

The didactic task is determined by the purpose of learning and the educational impact. An example would be a game that reinforces counting skills and the ability to compose a word from letters. In a didactic game, the didactic task is realized through the game. The basis of the game are play actions carried out by the children themselves. The more interesting they are, the more exciting and productive the game will be. The rules of the game are set by the teacher who controls the children’s behavior. At the end of it, it is necessary to sum up the results. This stage involves determining the winners, those who completed the task, but it is also necessary to note the participation of all the children. For an adult, a didactic game is a way of learning that will help make a gradual transition from gaming to educational activities.

Game activities in preschool educational institutions

Games accompany the child throughout his entire childhood. The organization of play activities in preschool institutions plays an important role in the development of children. The game occupies a prominent place in the system of aesthetic, labor, moral, physical and intellectual education of preschool children. It satisfies his social needs and personal interests, increases the child’s vitality, and activates his work.

In kindergartens, play activities should comprise a complex of games that are aimed at the physical and intellectual development of children. These games include creative ones, which allow children to independently determine the goal, rules and content. They reflect a person's activities in adulthood. The category of creative games includes role-playing games, theatrical games, dramatization games, and construction games. In addition to creative ones, didactic, active, sports, and folk games influence the formation of a child’s play activity.

An important place in the game is occupied by toys, which should be simple, bright, attractive, interesting, and safe. They are divided into three types: ready-made (dolls, airplanes, cars), semi-finished (construction sets, pictures, cubes) and materials for creating toys. The latter allow the child to fully unleash his imagination and demonstrate his skills by creating toys on his own.

Functions of gaming activities

Any type of activity has a specific functional purpose. Play activities also perform a number of functions in the development of a child.

The main function of the game is entertainment. It is aimed at arousing the child’s interest, inspiring, providing pleasure, and entertaining. The communicative function is that during the game the baby learns to find a common language with other children, developing his speech mechanisms. The function of self-realization is to choose a role. If a child chooses those that require additional actions, then this indicates his activity and leadership.

The play therapy function involves children overcoming difficulties of various types that arise in other types of activities. The diagnostic function of the game will help the child to know his capabilities, and the teacher will help to identify the presence or absence of deviations from normal behavior. With the help of the game, you can carefully make positive changes in the structure of personal indicators. Another feature of play activity is that the child becomes accustomed to socio-cultural norms and learns values, rules of human society and is included in the system of social relations.

Child's play and speech development

Play greatly influences the development of speech. In order for a child to successfully engage in a play situation, he needs a certain level of development of communication skills. The development of coherent speech is stimulated by the need to communicate with peers. In play, as a leading activity, the symbolic function of speech is intensively developed by replacing one object with another. Substitute objects act as signs of missing objects. Any element of reality that replaces another can be a sign. A substitute object transforms verbal content in a new way, mediating the connection between the word and the absent object.

The game promotes the child’s perception of two types of signs: iconic and individual. The sensual properties of the former are virtually close to the object being replaced, while the latter, by their sensual nature, have little in common with the object they designate.

The game also takes part in the formation of reflective thinking. So, for example, a child suffers and cries like a patient when he plays hospital, but at the same time he is pleased with himself because he played the role well.

The influence of play activities on the mental development of a child

The development of play activity in preschoolers is directly related to the development of their mental state. The game helps to shape the personality characteristics and mental qualities of the child. It is from the game that other types of activities that take place in a person’s later life emerge over time. A game, like nothing else, promotes the development of attention and memory, because it requires the child to concentrate on objects in order to successfully enter a gaming situation. Role-playing games influence the development of imagination. The child learns to take on different roles, replace some objects with others, and create new situations.

Play activities also influence the development of a child’s personality. He learns to establish contact with peers, acquires communication skills, and becomes familiar with the relationships and behavior of adults. Activities such as designing and drawing are closely integrated with play. They are already preparing the baby for work. He does something himself, with his own hands, while trying and worrying about the result. In such cases, the child must be praised, and this will become an incentive for him to improve.

Play in a child’s life is just as important as studying for a schoolchild or work for an adult. This needs to be understood by both parents and educators. It is necessary to develop the interests of children in every possible way, to encourage their desire to win, for a better result. As your baby grows, you need to provide him with toys that affect mental development. Don’t forget to play with your child yourself, because at these moments he feels the importance of what he is doing.

Walking activities with kids. A manual for teachers of preschool institutions. For working with children 2-4 years old Teplyuk Svetlana Nikolaevna

Independent activities of children

The structural components of the walk (observations, didactic games-tasks, first work activities, outdoor games) take place against the background of independent play activities, which occupy the bulk of the children’s time in the fresh air and require constant supervision by an adult.

In the warm season, preparing everything necessary for the deployment of various games, the teacher remains the organizer and participant of these games. He guides children’s role-playing games, gets involved in their implementation, shows game patterns, and complicates the game with questions and various suggestions.

Playing with sand is one of the favorite games of children. Only on a walk in the warm season do children have the opportunity to fully satisfy their desire to act with this natural material. Children enthusiastically play with sand for a long time and explore its properties.

Of course, even without the guidance of an adult, children gain some experience: they can distinguish between wet sand and dry sand by color and touch. The dry ones are ignored, the wet ones are made into mound houses, and attempts are made to form Easter cakes. But without the direction of an adult, children will not be able to carry out the intended play actions. When using a scoop, they mostly spill sand past the mold, do not fill it with sand to the top, forget to pat the top with the scoop, compacting it, and when they turn the mold over, they do not know that they need to knock on the bottom and only then carefully remove it. Not getting the desired result, children get distracted and start playing pranks: they scatter sand in all directions, throw it, bury small toys, and destroy other children’s buildings.

In order to prevent playing with sand from acquiring a persistent skill of monotonous and destructive activity, an adult must, from the very beginning, teach children how to use it correctly in games, enrich their understanding of the properties and qualities of sand, and offer additional material to complicate, continue, and develop games.

At the beginning of the year (autumn), adults are faced with the task of familiarizing children with the properties of sand; learning the ability to correctly use a scoop and mold, the first game techniques when building mound houses. In the summer, you should remind children of what they have already been taught, and then watch what and how they build; guide, complicate the game and suggest how natural materials can be used. Younger children can be invited to make a poultry yard (show a small play set of poultry), older children can make a playground for dolls (flower bed, bench, paths around, etc.).

Targeted selection of small toys and objects (various cars, airplanes, helicopters, small strollers and dolls, parts of building materials), as well as wide inclusion of natural materials in the game (pebbles, shells, cones, twigs, sticks, leaves, blades of grass, meadow flowers) create conditions for the development of creative play. Children are interested when an adult offers to bring sand to the sandbox.

When organizing, directing and complicating the game, the individual capabilities of each child should be taken into account. One needs to be shown, explained, take him by the hand and pour sand into a mold with a scoop, the other just needs to be prompted: “Will there be a fence around your house?”, and with the third, count how many Easter cakes he has already made.

The adult’s task is to instill in children the skills of playing together.

Everyone builds a house for their doll. They lined it up and it became a street. The teacher asks: “How many houses are there on it?”, suggests how they can be decorated with shells, laid out the sidewalk and road with building materials. The children unfold the game: the cars went left, right, straight, the dolls went to visit each other, etc. Now the teacher can occasionally approach the sandbox, in a word complicate it, direct the game: “Where is the garage for the cars?” Everyone is building a common garage, and there is already an idea to build an airport and a park for dolls to walk around. A whole city with streets and bridges grows up. The combination of sand with building and natural materials is new for children (this can only be done on a walk), captivates them, and allows them to build interesting and complex buildings.

Natural materials are widely used by children in role-playing games as substitutes: sand and water - porridge; leaves - plates, salad, material for an umbrella; pebbles, acorns - treats, sweets; sticks, twigs - spoons, forks, knives, fence. From clay (plasticine, dough), children make little animals, playing utensils, treats, and all kinds of decorations.

Children love to play alone. At the table, the child pours pebbles, shells, pine cones, and acorns out of boxes and baskets, and then again sorts them out himself, examines individual shells, twirls a pebble of an unusual configuration in his hands for a long time, and tries on the caps of the acorns. Other children carry baskets with natural materials to their play area. Everyone first draws all kinds of designs (Christmas tree, flower, flag) with a stick on the sand or chalk on the asphalt, then lays out natural material along the contour. The teacher just has to promptly prompt the child to take all possible actions.

Familiarization with the properties of water takes place during specially organized games and activities under the strict supervision of an adult.

Such games-activities can be organized only in the warm season and carried out at the end of the walk. Water excites the child, so first it is necessary to teach him how to handle it correctly and carefully: do not splash over the edge, do not make sudden movements, etc. At first, children simply put their palms in the water and move their fingers. The teacher states: the water is clear, gentle; you can show how it is painted in different colors. Then he demonstrates the properties of water, using a variety of playing materials, giving everyone the opportunity to feel its temperature, simultaneously playing games: bathing dolls, washing their clothes, washing toys, activities with colored balls. When lowering toys to the bottom, children notice that some remain at the bottom, while others immediately float to the surface. Why? An explanation can only be given by an adult, organizing the game-activity “Sinking and floating.”

During the hot season, the teacher invites children to take part in interesting activities during a walk: fill the pool (bathtub) with water, moisten the sand, teach them to use a watering can when watering the garden and flower garden. Children willingly participate in such activities. They are happy to wash their hands themselves after playing with sand, and do not refuse to wash their feet after a walk.

In winter, interesting games with snow begin. Children, together with an adult, decorate their area with buildings (a city, a clearing with flowers and mushrooms made from ice floes, a snow flower bed), build them to later use when playing: throwing snowballs into a snowman’s basket, walking on a “crocodile”, practicing balance, etc. . d. They build houses (for the Snow Maiden and other fairy-tale characters), sculpt all kinds of buildings, remembering the fairy tales “The Three Bears” and “Teremok”. In winter, you should stop children playing catch-up and check if the kids are overheated; Shouldn't those who have finished decorating their next building with colored pieces of ice need to replace their mittens?

Unforgettable impressions from targeted walks to the park, to the edge of the forest, to a pond remain with children for a long time. They can walk for 20 minutes over a distance of up to 300 m without resting. A change of scenery, new impressions that you cannot get on the territory of a kindergarten, freedom of movement - all this stimulates the baby’s activity, allowing him to more deeply comprehend the phenomena and events of the world around him. Targeted walks end with children playing freely in their area.

Usually children are in a joyful mood during a walk. The adult supports the activity of the children, who jump on their own initiative when they notice a grasshopper: “You jump better than the grasshopper itself. Well done! And the grasshopper likes it. He sits, admires, does not want to leave us” or: “Guess, children, who does our Andryusha imitate?” The boy diligently shifts from one foot to the other and growls. The child is pleased that the adult noticed his actions.

Children love to perform movements without objects: run from place to place, run up a hill and run down it, climb ladders, swing on a swing. Such activities should be encouraged as they promote the development of basic movement patterns. By moving freely around the area, children practice performing them more confidently and accurately.

But then the teacher notices how stubbornly one child climbs the ice turtle, while the other tries to maintain balance on the back of the “crocodile.” The teacher should be nearby: to stop someone who is overexcited; to insure someone who is just mastering a new movement; make sure that children do not push or interfere with each other. The adult does not ignore the child, who persistently achieves his goal: “Well done, so brave!”

The teacher should note how long the child has been busy, whether he is tired, and switch to another type of activity in time; after games with a high degree of activity, engage in calm games - offer to draw, sculpt, play with dolls in the doll corner.

To paint with paints, children can take brushes, paints, large sheets of whatman paper and sit right on the floor of the veranda. Or you can draw on asphalt or sand.

When inviting individual children to sculpt classes, the teacher discusses with them what they are going to sculpt and from what material. They are offered a choice of plasticine, clay, dough (for 1 cup of flour, 1/3 cup of water, 2 tablespoons of salt, 1 teaspoon of vegetable oil; a felt-tip pen or gouache is used to tint the dough).

Some guys are making carrots. The teacher suggests to them: “Make your nose sharp, like a chicken’s beak. Let it stick its nose straight out of the ground into the sky.” At first, children look at the adult in bewilderment, and by his appearance they guess: he’s joking! They begin to laugh, and the teacher continues, turning to those who are sculpting the cucumber: “If the whole carrot is hidden in the ground, and even with its nose down, then the cucumber has nothing to do with a sharp nose, let it lie and lie in the damp earth!” The children laugh. The adult is surprised: “Did you say that again? Then the bright burgundy beets, tanned by the sun, will need to be hung on a bush, and the zucchini next to it..."

Children themselves sculpt bunnies from pink and blue clay, count them at the same time, then take them and place them next to the model on the site: “Look, mother bunny, your baby bunnies have come running to you!”; make treats for the bear: mushrooms, berries.

In the shade of trees at a table, two kids are looking at a book of fairy tales by V. Suteev. The teacher offers the child (with well-developed speech): “Read together, you will be a duckling, and Sasha will be a chicken. Get started! And the “chicken” happily waits until he can say his own: “Me too!”

Often, while walking, children suddenly show aggressiveness towards a living object, visible at first glance, which, in fact, is one of the types of exploratory actions: they try to squash an ant with their foot, or crush a bug with a toy. This should be stopped immediately: stop the kids in time and explain what this can lead to. And it’s even better to have time to prevent their actions: “What a hard worker this ant is! He drags, tries, exhausts himself, but does not let go of such a long straw. What a fine fellow!" An appropriately spoken quatrain, saying or verse of a song sharpens the child’s perception and contributes to the creation of vivid images.

The task of an adult is to support the initiative of each child and develop his curiosity. Seeing that the child is curiously watching the little bug running along the path, the teacher says: “I wonder where the little bug is rushing to? How will such a baby get over the log? Will it turn towards you or towards me?” These words promote longer observation and support children's targeted perception of a living object.

The child watches the work of the ants, and two more kids join him. The teacher says: “Patience and work will grind everything down!” The children understand the meaning of the saying, since at this time the ants dragged their prey further, having successfully overcome the tiny ditch.

Sometimes during organized observations, the teacher notices that one of the children is wary, tries to be closer to the adult, and refuses to pet the puppy. The teacher does not insist. In his free time, he and this baby can approach the puppy again, watch it together, and then pet it. Close emotional contact with an adult will help the child overcome his own shyness.

Children may have conflicts over a place at a table with sand, or over a sled for dolls. The teacher will certainly understand this situation. One of the teacher’s tasks is to create an atmosphere of goodwill and sympathy for peers during the walk: do not miss the moment, draw the attention of children nearby to a friend helping a child pull a sled with a doll up a hill, to a child who is helping friends finish building a large tower. Such a microclimate is sensitively perceived by children and is firmly supported by them. The children try to help the teacher and their friends: they take out the toys themselves, lead the kids out by the hand, hold the door when they leave or enter the room.

The work to develop a caring attitude towards animals and plants continues. Seeing rare raspberries in late autumn, children, following the adults, say: “And raspberries are only for the birds!”, since they already know that the birds have less and less food. The teacher will definitely notice and will not fail to praise those who, on their own initiative, brought fresh grass to the rabbit. Fostering a kind and caring attitude towards the world around us is an important task for a teacher.

Children should learn to greet everyone first. The younger ones say: “Hello!”, the older ones say: “Good morning! Good afternoon!" They went for a walk and said in unison: “Hello, the sky is blue! Hello, golden sun! The crow flew in, cawed, and the children shouted back: “Hello, hello, Auntie Crow! How are you doing?" When saying goodbye to observed objects, children practice pronouncing various goodbye phrases and remember them.

A bug is running and suddenly stops. The children encourage her: “Be brave, run! Don’t be afraid of us, we won’t hurt you!” The dog barked, the children were indignant: “Why are you barking at us? We are good people! A kid has fallen, an older comrade helps him up, shakes off the snow from his fur coat and cheerfully says: “It’s no problem!” There are many good deeds: you need to bathe your “daughters,” wash their clothes, treat your friends, build buildings out of snow, decorate them with ice, water the plants, feed the birds. And so every day. Kindness becomes the norm of everyone's behavior. An adult is always there to help with words, advice, and deeds.

It is in early preschool age, when the child is already fluent in speech, that it is necessary to awaken his thoughts, support and strengthen his curiosity. To this end, it is necessary to constantly pose various questions to him: what do crows build nests from; why does a cat lick its kitten; where is the sun when it rains heavily? The adult asks questions, and the child begins to ask his own. There are a lot of unresolved questions along the way. There will always be time to chat with everyone or a small group of guys. This is how children develop a strong desire to know everything, to understand everything. A close and trusting relationship with the teacher helps the child to interact with peers and adults at ease, feeling calm and confident.

The teacher will always have time for timid, shy children, who should not be ignored. The child will be happy if an adult starts a game with him like “Buy onions, green onions”, “I’ll tie the goat”, “Excellent-wheat” or notes that he, on his own initiative, put things in order in the doll corner on the veranda: “Small, yes remote!” or “The master’s work is afraid!” On a gloomy winter day, a child’s mood noticeably lifts when an adult, about to straighten his clothes, reads N. Sakonskaya’s poem “Where is my finger,” and then, straightening the mitten, repeats again:

There is no finger, it’s gone,

I didn’t get to my little house.

You search and search and you will find.

Hello, little finger!

How are you?

Helping a shy kid get a handkerchief, an adult says with a smile: “Take care of your nose in the deep frost!” The baby smiles, and the children around him smile. This is how warm relationships are born.

Particular attention should be paid to passive and sedentary children. We need to help them join the common game: take them by the hand, encourage them, invite them to perform game actions together. Such attention, the sensitive attitude of an adult, and timely support instill confidence in the child, help to quickly become an active participant in common affairs, discover the beauty of free movements, and the joy of communicating with peers.

The teacher not only monitors, guides, complicates the game, but also teaches. When organizing individual games with children, you should train each one in precisely those movements that are difficult for him. For example, show your baby how to catch the ball with the palms of his hands, without pressing them to his chest. When teaching jumping, you need to make sure that when performing them, the child gently falls on his legs, bent at the knees. When playing catch-up, suggest first running in one direction. When the baby gets comfortable and learns to run quickly, you can change directions. After such individual exercises, children easily join in general games.

Communication between the teacher and the child in the first days of his stay among his peers is especially valuable. The teacher should pay as much attention and affection as possible to such a child, encourage him with words, help him quickly get used to the environment, and get to know other children. To help new kids get used to the team faster and remember the names of their peers, you can unite two or three children in a game of ball and suggest: “Throw the ball to Olya!”, “Irochka, roll the ball to Tanyusha!” So, unnoticed, the baby enters the children's team.

To increase the emotional mood of such a baby, you just need to hug him, smile, play fun games with him like “Magpie-White-sided”, “Ladushka”, “Finger-Boy”, walk along the path to the beat of a nursery rhyme:

Big feet

We walked along the road...

You can turn to the girl with a nursery rhyme: “Katya, Katya (Sonya, Anya, etc.) is little...”.

For fun:

Legs, legs,

Where are you running?

You can insert the name of any child. The main thing is that the child understands that the nursery rhyme is addressed specifically to him and is happy.

At the beginning of the school year, it is not uncommon for older children to be wary at first and refuse contact with peers. During a walk, this barrier disappears faster. Standing apart from the players, new children involuntarily get carried away by the game and express their attitude to what is happening with their whole appearance and immediate positive emotions. The teacher does not insist that they necessarily take part in general games. A little time will pass, the child will get used to it, and the adult will help him get involved in a joint exciting game in time.

Kids love it when a joint game is organized between older and younger children during a walk. Here the kids have role models, help from an older friend, and strengthen friendships with him. For older people, this is a situation where you can show off your skills and knowledge and get an enthusiastic reaction from the kids in return. This is also a demonstration of goodwill, attention, and a desire to help. Everyone enjoys sledding (the older ones take the ride, the younger ones ride).

Children also like active games and exercises, for example, the game “We!” Seniors and juniors stand randomly, forming a large circle so as not to disturb each other and at the same time see everyone.

The teacher slowly reads (or hums) the text. Older children act according to the words of the text, younger children imitate the movements of their elders:

We stomp our feet

We clap our hands

We nod our heads. Yes Yes Yes!

We raise our hands

We give up

We shake hands.

Children join hands. The teacher does not rush anyone, waits for everyone to join hands, and stands in a circle:

And we run around

And we run around!

The teacher must ensure that older children do not run quickly and coordinate their own movements with the movements of the children.

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INDEPENDENT ACTIVITIES OF CHILDREN IN ACCORDANCE WITH FSES DO.

The Federal State Educational Standard for Preschool Education defines support for children's initiative in various types of children's activities as one of the principles of preschool education. If we analyze the requirements of the standard for the psychological and pedagogical conditions for the implementation of the basic educational program, we will see that supporting the child’s independence is one of the most important conditions.

In the scientific pedagogical literature there are different points of view on the definition of the concept of “independence”:

1. This is the ability not to be influenced by various factors, to act on the basis of one’s views and beliefs.

2. This is a general characteristic of a person’s regulation (management) of their activities, relationships and behavior.

3. This is a gradually developing quality, a high degree of which is characterized by the desire to solve problems of activity without help from other people.

Currently, independent activity is one of the components of the educational process in kindergarten.

Independent activity of children is considered as activity that is performed without the direct participation of the teacher, while the child consciously strives to achieve the goal. The teacher’s task is to make the child want to engage in one activity or another.

Moreover, the child should have the opportunity to satisfy his interests and needs in independent activity, and on the other hand, the teacher also organizes independent activity to solve the educational tasks of the program. And here, it is important to come up with a developing subject-spatial environment that will activate and arouse the child’s interest in activities. To find didactic materials that, on the one hand, would motivate children to engage in activities, and, on the other hand, would allow them to solve the problems of the educational process.

Independent activities of children– one of the main models for organizing the educational process of preschool children:

1) free activity of pupils in the conditions of a subject-specific developmental educational environment created by teachers, ensuring that each child chooses an activity based on his interests and allows him to interact with peers or act individually;

2) activities of pupils organized by the teacher, aimed at solving problems related to the interests of other people (the emotional well-being of other people, helping others in everyday life, etc.).

The scheme for the development of any type of activity in accordance with the concept of L. S. Vygodsky is as follows: first it is carried out in joint activities with adults, then in joint activities with peers and, finally, it becomes an independent activity of the child. In this case, a special role is assigned to the teacher.

To develop children's independence, the teacher must build the educational environment in such a way that children can:

• learn from your own experience, experiment with various objects, including plants;
• be present during the day, both in same-age and different-age groups;
• change or design the playing space in accordance with emerging gaming situations;
• be autonomous in their actions and decisions available to them.

The main types of children's activities in the preschool period are playful and productive.

There are two types of independent activities of children in kindergarten:
1.Game activity: director's game, role-playing game, games with rules.
2. Productive activities: design, fine arts, manual labor.

The main criterion for assessing the independent play activity of pupils should be play behavior, ways of spreading the game, the child’s ability, depending on his own plan, to include conditional actions with objects, role-playing dialogues, and combine various events into the game.

Play is one of the most valuable new developments of preschool age. While playing, the child freely and with pleasure masters the world in its entirety - from the perspective of meanings and norms, learning to understand the rules and creatively transform them.

It is the game that should be primarily used by teachers. L.S. Vygotsky defined play as the leading activity in preschool age. L.I. Bozovic considers it necessary that leading activities constitute the main content of the lives of children themselves. Thus, the game is a kind of center around which the main interests and experiences of children are concentrated. Theatrical activity is a type of game.

Theatrical activities in kindergarten can organizationally permeate all routine moments: be included in all classes, in the joint activities of children and adults in their free time, and carried out in children’s independent activities. Theatrical activities can be organically included in the work of various studios and clubs; products of theatrical activities (stage plays, dramatizations, performances, concerts, etc.) can be included in the content of holidays, entertainment and leisure.

Theatrical play in children's independent activities: independent children's games reflect characters and plots that excite children. Thus, children often play Snow Maiden and Father Frost, creating a new world of the New Year holiday in the playroom. Vivid stories, games, round dances, learned in joint free activities of children and adults, in games and activities, also contribute to the emergence of independent theatrical play for children.

Theatrical activities help make the life of children in the group more exciting and varied.

The development of free play activity requires support from an adult. At the same time, the role of the teacher in the game can be different depending on the age of the children, the level of development of gaming activity, the nature of the situation, etc. The teacher can act in the game both as an active participant and as an attentive observer.

In order to develop gaming activities, it is necessary:

Create conditions during the day for children to play freely;

Identify play situations in which children need indirect help;

Observe children playing and understand exactly what events of the day are reflected in the game;

Distinguish children with developed play activity from those whose play is poorly developed;

Indirectly lead the game if the game is of a stereotypical nature (for example, offer new ideas or ways to implement children's ideas);

Know the children's subculture: the most typical roles and games of children, understand their significance;

Establish relationships between play and other activities.

Productive activity in preschool education is the activity of children under the guidance of an adult, as a result of which a certain product appears.

It is this activity that contributes to the development of graphic skills in children of senior preschool age, fosters perseverance, creates pedagogical conditions for the process of socialization of senior preschoolers and, along with play, is of greatest importance for the development of the psyche during this period.

Engaging in productive activities develops the child’s creative imagination, promotes the development of hand muscles, coordination of movements, and develops thinking skills (analysis, synthesis, ability to compare).

When conducting classes, favorable conditions are created for the formation of such qualities as inquisitiveness, initiative, curiosity and independence.

Productive activity has an impact on the comprehensive education of a preschooler. It is closely related to sensory education. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.

Independent productive activity arises on the initiative of the child to satisfy his individual needs (make a gift for his mother, make a toy, etc.) The adult’s task is to develop independence without violating the child’s plan, using hints, drawing attention to the object, asking questions.

Signs of manifestation of independence are the child’s attention and interest in a certain activity and the ability to transfer what he has learned into his own new activity.

Independent activity has great potential for the development of a child’s personality:

• development of initiative, activity,
• consolidation of existing skills, methods of activity,
• bright impressions find a way out, tension decreases, the child’s inner world becomes comfortable,
• self-esteem, self-confidence and self-confidence rises.

Productive activities are largely related to story-based play and contain elements of practical experimentation with materials. Just as often, actions arise based on the principle of what will happen if.... At the same time, in the arsenal of children of senior preschool age there are various types of productive activities: work on ready-made samples and graphic diagrams and work with unfinished products and verbal descriptions.

A developing subject-spatial environment in the group should promote creative movement in working with the selected material. Therefore, the teacher provides preschoolers with materials, samples of possible work, and ensures that the children have a supply of appropriate materials for everyone who wants to continue working.

You should always have waste and natural materials on hand, combining which at your own choice, the child can make various things - these are pieces of cardboard, foam plastic, cardboard boxes of different sizes, wire, pieces of fabric and rope, old felt-tip pen cases, pine cones, acorns, small dry twigs, etc., placed in different containers. Of all the variety of materials available in kindergarten for free design, the plastic LEGO construction set is the most popular among preschoolers.

It is necessary to have a set of large building materials in the group, although its parts are more often used not for construction as such, but in a story game to designate a conditional playing space. We also include a variety of mosaics - geometric and traditional - among materials that stimulate children's independent productive activity.

Mosaic is an excellent object for educational and research activities (experimentation). Working with it promotes the development of a child’s manual motor skills, analysis of the relationships between parts and the whole, and the formation of spatial concepts. They are necessarily provided to children for free activity.

Pictures - puzzles - jigsaw puzzles consisting of many parts have become an integral attribute of a child’s life. Assembling such puzzles can also be considered a productive activity. Construction kits and a variety of puzzles, mosaics, etc. must be at the free disposal of children.

Preparing a child for school means teaching him to act actively, creatively, and consciously. This is largely facilitated by properly organized work in kindergarten to develop independent artistic activities: theatrical and playful, visual, artistic, speech and musical.

In independent musical activities, children, on their own initiative, sing, dance in circles, select light melodies on a metallophone, and perform simple dances. They can themselves organize games in “concerts”, “theater”, “performance” (with toys, with flat figures, dolls).

Among the games, the main place is occupied by “musical classes” and “concerts”, based on the experiences acquired by children, mainly in classes. Children compose chants and songs using familiar movements, come up with dances and formations.

Children often include musical and didactic games in their independent activities, which develop children’s ability to perceive and distinguish the basic properties of musical sound: “Musical Lotto”, “Guess who’s singing”, “Two Drums”, “Be quieter - louder on the tambourine” , “Name the song from the picture”, etc.

In independent activities, children often use children's musical instruments. Children show a desire for independent musical activity and, on their own initiative, apply their musical experience in a wide variety of types of musical practice.

Independent musical activity of preschoolers is proactive, creative, based on acquired experience, is distinguished by a variety of forms and is the initial manifestation of self-learning.

The main indicators of independent activity are interest in it on the part of the child and the manifestation of initiative and independence in setting tasks and choosing a way to implement plans.

The teacher should devote a large amount of time during the day to organizing the independent activities of children in preschool educational institutions. And if in joint activities with children the teacher is an equal partner, then in independent activities the teacher is only an observer.

Thanks to the transition to a new form of calendar planning, the organization of independent activities is clearly reflected and intersects (integrates) with other forms of work during the day (walking, routine moments, group - subgroup, joint activities).

Thus, the independent work of children in a preschool educational institution is work that is carried out without the direct participation of the teacher, on his instructions, in the time specially provided for this, while the child consciously strives to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical actions.

Bibliography

1. Gubanova N.F. Play activities in kindergarten. – M.: Mozaika-Sintez, 2006

2. Dybina O.V. Educational environment and organization of independent activities of senior preschool age: methodological recommendations. - M.: Center for Pedagogical Education, 2008

3. Zvorygina E.V. I'm playing!: conditions for the development of children's first amateur story games: a manual for educators and parents. – M.: Education, 2007

4. Kononova I., Ezhkova N. Preparing children for independent activities. // Preschool education, 1991, No. 6.

5. Komarova T.S. Children's artistic creations. - M.: Mosaic-Sintez, 2005