The development of children is one of the primary tasks of parents. At the same time, the most natural and most suitable form of learning for preschoolers is games. It is with the help of didactic entertaining activities that it is easiest for parents to “reach out” to the child, to find contact with him that allows him to stimulate development and knowledge of the world around him.
The concept of didactic games for preschoolers, their difference from other types of entertaining activities
Didactic games usually mean educational process, organized in an informal, fun way. From games to classical understanding Such classes differ in their focus on learning, and from lessons in the creation of a playful atmosphere, dressing educational procedures in an informal form.
During such classes, using pedagogical techniques, the systems, phenomena and processes being studied are modeled.
Achievable goals
Different didactic activities are used for children of different ages. At the same time, the goals they pursue do not depend too much on their age group. Such entertaining training is aimed at the following blocks of development:
- mental;
- moral;
- labor;
- aesthetic;
- physical.
Differences between games designed for children different ages, will consist, first of all, in complexity.
Considering that most people perceive visual information best, a way of getting to know the world around us based on pictures is quite effective
Thus, for mental development, games are used that teach children knowledge about the world, systematize and expand this knowledge. For preschoolers of younger groups, it is advisable to use educational and entertaining activities aimed at developing sensory education, since tactile experience of perceiving the world around them is a mandatory basis, on the basis of which older preschoolers can be offered a more complex game that systematizes and deepens the primary knowledge gained through tactile experience .
During games aimed at labor education, first of all, an understanding of the need to work, respect for other people’s work and an understanding of the principles of cause-and-effect relationships between the preparatory and final stages of the labor process should develop.
Such images are cut out, mixed, and the children themselves arrange them in the correct order.
As for games aimed at moral education, the goals for children of different ages will differ significantly:
- It is important to instill cultural and hygienic skills in younger preschoolers;
- Older kindergarteners need to be introduced to moral feelings and attitudes.
What place do didactic games occupy in the work of kindergartens?
Various preschool educational institutions have different attitudes towards conducting educational and entertaining activities. In one form or another, such entertaining training is presented in almost every such institution, but the quality of its preparation and delivery may vary significantly.
Saturated colors with a predominance of positive yellow make the educational game even more interesting
The most advanced institutions involved in preschool education, today they integrate such activities into the educational process as tightly as possible, reinforcing with them the basic theoretical skills of preschoolers.
Experts consider the optimal time for play to be the morning and the hours following the afternoon nap, since due to children's interest, these activities significantly increase the mental and physical activity of children after waking up.
Classification of didactic recreational activities
Educational and entertaining activities can be analyzed according to various criteria. For example, if we take the goal of such an activity as a criterion, the classification will be presented in the following form:
- games for mental education - “name one word”, “name three objects” (aimed at the ability to build relationships, look for synonyms and antonyms);
- entertaining activities for moral education;
- games for labor development - “who built this house” (children become familiar with the need to draw up drawings for the construction of a building);
- entertaining activities for aesthetic education;
- games for physical development.
A physical game with educational elements, in which children need to stay on an area of a certain color, develops not only the mind, but also the body of a preschooler
Another classification will be based directly on the process of the game, and not on its goal:
- playing with objects - the advantage of this type of informal activity is that natural material is used as attributes, for example, leaves, stones, pine cones, flowers. Based on the use of these attributes, the child builds the process itself (“describe the object”, “what is this?”, “what comes first?”);
- board game - a very diverse type of educational activities, including those aimed at developing speech skills, logic, attention, the ability to model and make decisions (“lotto”, “dominoes”, “paired pictures”);
- verbal entertaining activity - aimed at developing children's independence, thinking and speech, teaching them to describe objects, highlight dominant features, and guess words from their verbal description.
Types of educational games for preschoolers of junior, middle and senior groups
For the little ones, games related to tactile perception of the world around them are best suited. For example, “collect a basket.” Due to such an entertaining process, the ability to cognize life around and separate the objects and phenomena present in it occurs. This is the basis for further knowledge.
Video: didactic game “Assemble a basket”
More suitable for older children challenging games . For example, “Who Eats What”: in its process, preschoolers match pictures of animals with foods that they can eat, and connect them with clothespins.
Video: Didactic game “Who eats what”
For the oldest group, it is advisable to use verbal informal learning, using not concrete objects or animals, but more abstract concepts, for example, a square or a circle.
Video: math game in the senior group of kindergarten
Card files of educational and entertaining activities for different age groups
Different ones suit different age groups didactic games aimed at developing the various abilities of children. Among the games presented in the table below, “Like - Not Like,” “What’s Extra,” and “Grocery Store” are recommended for older children, but one way or another, all such informal learning can be adapted for preschoolers of different ages.
| Name of the game | Description |
| "Where was Petya" | The entertainment and educational process is based on the description of familiar premises familiar to children: rooms in a kindergarten. |
| “It’s similar - it’s not similar” | 2 objects, 2 types of animals are riddled, the kids describe their similarities and differences, which teaches them to compare. |
| "Wonderful bag" | It is based on a comparison of the shape and materials of various objects, which helps to determine these characteristics. |
| “Who hears what?” | Develops auditory perception, teaches to compare sounds with their description. |
| "Grocery store" | Simulation of a shopping trip. |
| "Paired pictures" | Learning the ability to group objects according to several criteria. |
| "What's extra" | Develops the ability to classify and systematize. |
How to make educational games for children with your own hands
When preparing educational and entertaining activities for preschoolers on their own, it is important to follow a number of principles. So, in accordance with them, such classes should be:
- systemic - for teaching children to build cause-and-effect relationships;
- becoming more complex - for the progressive intellectual development of the child;
- have the property of repetition - since not every preschooler will remember and learn the rules of the game the first time;
- voluntary - such entertainment should be selected taking into account the interests and desires of the children;
- have an element of mystery - the didactic task being achieved must be disguised by the game process;
- updated - each next game should be supplemented with new elements so that the child does not get bored.
Moreover, given the abundance of children's magazines and books with bright pictures, as well as additional resources such as colored cardboard or toys, making materials for such activities yourself is not particularly difficult.
Video: didactic sensory games, do it yourself
The most popular and suitable for children to prepare independently are games like “Loto” and “Lace”.
“Loto” is easy to adapt to specific needs. For example, it is very important to instill cultural and hygienic skills in preschoolers aged 3–5 years. According to its rules, children are given lined playing fields with a picture in the center and a set of pictures, some of which are related to the one placed in the center of the field, others are not. Children must fill in the spaces around this main picture with words that match its meaning. So, if you use it to make, for example, a drawing of “Moidodyr”, then the child will need to “surround” it with images of soap, toothbrushes, etc. When adding pictures to the margins, children need to explain why they decided that this particular image fits the meaning central picture.
Video: board game for children “Loto”
Another game, Lacing, is aimed at developing fine motor skills. Suitable attributes can be any details of a suitable size, not too large, but not too small, that need to be sewn onto clothes: buttons, overlays, etc. Such entertaining training can be supplemented and modified: for example, take lacing different colors and make it a rule that various details must be sewn on with threads suitable colors. This way the child will develop knowledge about colors.
Video: educational game “Tree-lacing”
Thus, in the form of a didactic game, hidden huge potential for the development of children of different ages. It is important to follow a systematic approach to the selection of these entertaining and educational activities, paying attention to all aspects child development. At the same time, it is important to respect the age limit in order to increase the effectiveness of this useful entertainment. “Work is what a person is obliged to do, but Play is what he is not obliged to do,” as Mark Twain said, and it is important to skillfully give one after another. It should be remembered that children's involvement and interest are key factors that determine the benefits of play and preschoolers' active perception of new knowledge and skills through this informal process.
Didactic games are a method of teaching children in the form of special educational games, which are a way active learning. The basis of didactic games is the development of the child’s cognitive sphere.
When choosing such a game, consider the age of your baby, his level of knowledge, as well as his mood and state of health. With the help of didactic games, the child acquires knowledge and receives the necessary new information.
For preschool children, play is the leading activity through which they fully develop.
Didactic games are complex in that they are simultaneously a game, a learning tool and comprehensive development child. In the process of such play, the baby develops all mental processes and personal characteristics are formed.
A didactic game is a fun way to comprehensively develop a personality:
Didactic games are an effective and unusual way of raising children in different areas:
1. Mental education. Systematizes knowledge, develops sensory abilities, enriches knowledge about the surrounding reality;
2. Moral education. Forms a caring attitude towards surrounding objects, norms of behavior with people, character traits;
3. Aesthetic education. Forms a sense of beauty;
4. Physical education. They develop fine motor skills of the hands, form cultural and hygienic skills, and develop the child’s emotionality.
Didactic game develops independence and cognitive activity child, as well as his intelligence.
The value of didactic games:
Develop the baby’s cognitive abilities;
Contribute to the assimilation of knowledge;
Have developmental value;
Develop moral qualities: honesty, justice, exactingness, compliance;
Develops the child's speech.
Structure of the didactic game:
1. Familiarization with the progress of the game;
2. Explanation of the contents and rules of the game;
3. Demonstration of game actions;
4. Distribution of roles;
5. Summing up the game.
Types of didactic games:
Playing with objects or toys;
Board games;
Word games.
Games with objects:
This type of game involves the child’s direct perception of various objects, which contributes to the development of the desire to manipulate them for the purpose of studying.
Didactic games with objects are aimed at studying the differences between objects and comparing them with each other. During such games, children learn the color, size and qualities of objects. Games about nature involve the use of natural materials: seeds, leaves, flowers, stones, cones, fruits.
Examples of didactic games with objects:
Game "Find the object"
An adult prepares two identical sets of objects. One is covered with a napkin, and the second is placed in front of the child. Mom or Dad then takes the covered set and places it in front of them. Takes out any object, shows it to the child and names it. After that he hides it again. The child needs to find this object and name it correctly. The child’s task is to identify all the prepared objects.
Game "Put it right"
An adult prepares animal and baby toys. For example, a chicken is a hen, a kitten is a cat, a puppy is a dog. The child must arrange the toys: baby animal - adult animal. Then name them and describe them.
Board games:
TO board games include didactic games aimed at introducing children to:
With the world that surrounds them;
With objects of nature;
With plants and animals.
Board games come in the form of:
Lotto;
Paired pictures;
Domino.
Board Game Features:
The board game is effective for the development of:
Speeches;
Thinking;
Attention;
Decision making skills;
Ability to independently control one’s actions and actions.
What kind of educational board games can be?:
Game "Wonderful carriages"
Mom or dad gives the child a train, which is pre-cut out of thick paper. It has four carriages. Separately, the child is given pictures depicting flowers, fruits, animals, and trees. These will be the so-called passengers. It is necessary to arrange them among the cars, correctly dividing them into groups. There should be similar representatives in one group. Tell them how they are similar, why they are in the same group, what one word can be used to call them.
Word games:
This type of didactic games is aimed at developing children's speech, as well as nurturing independence in children. These games use both words and all kinds of actions. Kids learn to describe various objects, recognize them by descriptions, determine common and distinctive characteristics.
Didactic word games pursue the following goals:
Consolidation of knowledge;
Clarification and expansion of information about the world;
Formation of cognitive interests;
Development of mental processes;
Effective development of thinking and observation in children.
Examples of verbal didactic games:
Game "Seasons"
An adult reads a text about the seasons of the year. The child guesses which one we are talking about.
“Guess by the description”
An adult places six different objects on the table. Then he describes one of them. Based on the description, the child determines which object the adult described. Repeat the game until the adult describes all the objects.
The role of parents in organizing educational games:
Big role The participation of parents in games plays a role in the development and upbringing of a child. Parents who do not take part in children's play deprive themselves of the opportunity to get closer to the baby and better study his personal characteristics. Parents should not be the play director. It is necessary to be a partner with your child, while achieving mutual understanding. This is what distinguishes a parent’s communication in a game from everyday communication, when an adult is a mentor for his child. Parents, organizing didactic games with their child, implement the following tasks:
Implementation of moral education of the child;
Development of correct child behavior and formation of positive relationships in the family;
Promoting the formation of a child's learning styles.
For a child, play is the most serious activity. Without play, a child’s full mental development is impossible. Play is a way to develop children's curiosity.
Dear parents! Support children's play activities. This way you can solve many pedagogical and psychological problems.
Natalya Komardina
The essence of a didactic game
The essence of didactic Games as a learning tool
To teach knowledge is to teach in advance what is unnecessary. Modernity strives for an individual approach to learning, and classes are based on the frontal method.
The secret of failure is simple. It is believed that the old must be replaced by the new. But the new is the well-forgotten old, and, therefore, to replace "lesson" Something even more ancient and more eternal must come to the type of occupation. Maybe this is a GAME?
One of the effective ways to activate cognitive activity preschoolers is didactic game.
And the game can be called the eighth wonder of the world, since it contains enormous educational, educational and developmental opportunities. In the process of playing, children acquire a wide variety of knowledge about objects and phenomena of the world around them. The game develops children's observation and ability to determine the properties of objects and identify their essential features.
Didactic games- this is a type of games with rules, specially created by pedagogy for the purpose of teaching and raising children. They are aimed at solving specific problems of teaching children, but at the same time they manifest an educational and developmental influence play activity. The need to use didactic games as a means of teaching children in the preschool period and at primary school age is determined by a number of factors: reasons:
Play activity as a leading activity in preschool childhood has not yet lost its importance (it’s no coincidence that this is why many children bring toys to school). Reliance on play activities, play forms and techniques is an important and most adequate way to include children in academic work.
Mastering educational activities and including children in them is slow (many children do not even know what "study".
There are age-related characteristics of children associated with insufficient stability and arbitrariness of attention, predominantly involuntary development of memory, predominance of visual different types thinking. Didactic games This is what contributes to the development of mental processes in children.
Insufficiently formed cognitive motivation
Didactic the game greatly contributes to overcoming these difficulties
However didactic games- this is also a game form of learning, which, as you know, is quite actively used in initial stages education, i.e. in senior preschool and junior school age.
Kinds didactic games.
Didactic games vary:
according to educational content,
cognitive activity of children,
game actions and rules,
organization and relationships of children,
in the role of a teacher.
The listed signs are inherent in all games, however, in some games some signs appear more clearly, in others - others.
There is no clear classification or grouping of games by type yet.
Often games relate to content training: games by sensory perception, verbal games, games on acquaintance with nature and others.
Sometimes games correlate with material:
Games with objects(toys, natural materials, etc.) are most accessible to children, since they are based on direct perception and correspond to the child’s desire to act with things and thus get to know them.
Desktop-printed games, as well as games with objects, are based on the principle of clarity, but in these games children are given not the object itself, but its image.
Verbal games are the most difficult. They are not associated with the direct perception of the object. In them, children must operate with ideas.
Can be grouped games and so on: A.I. Sorokina identifies the following types didactic games:
travel games - games-travels are designed to enhance the impression, to draw children’s attention to what is nearby.
They sharpen observation and demonstrate overcoming difficulties. games-errands - games-instructions are simpler in content and shorter in duration. They are based on actions with objects, toys, and verbal instructions.
guessing games - guessing games("what would be."). Children are given a task and a situation is created that requires comprehension of the subsequent action. At the same time, children’s mental activity is activated, they learn to listen to each other.
riddle games - riddle games. They are based on testing knowledge and resourcefulness. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason and draw conclusions.
conversation games - conversation games. They are based on communication. The main thing is spontaneity of experience, interest, and goodwill. Such a game makes demands on the activation of emotional and mental processes. It develops the ability to listen to questions and answers, focus on the content, supplement what is said, and express judgments.
It is important to clearly distinguish between didactic games and gaming techniques, used in teaching children. Unfortunately, some teachers perceive didactic the game is only an entertaining and organizing moment of the lesson, allowing you to relieve mental stress.
This idea is completely wrong. In this case, the game is not included organically in the lesson, it is located near the learning process. We can therefore agree that “not being able to build a real didactic game, which would awaken the thoughts of preschoolers, some educators put training exercises in a playful form of learning.”
Structure didactic game.
Didactic the game has a certain structure.
Structure is the basic elements that characterize the game as a form of learning and gaming activity at the same time. The following structural components are distinguished didactic game:
didactic task - Didactic the task is determined by the purpose of the teaching and educational influence. It is formed by the teacher and reflects his teaching activities. game task - The game task is carried out by children. Didactic task in didactic the game is implemented through a game task. It determines play actions and becomes the task of the child himself. The most The main thing: didactic the task in the game is deliberately disguised and appears before children in the form of a game plan (tasks).
game actions - Game actions - basis games. The more diverse the game actions, the more interesting the game itself is for children and the more successfully cognitive and gaming tasks are solved. In different games, game actions differ in their focus and in relation to the players. This, for example, could be role-playing activities, solving riddles, spatial transformations, etc.
They are related to the game concept and come from it.
rules games- The rules contain moral requirements for the relationships of children, for their compliance with norms of behavior.
IN didactic The rules of the game are given. With the help of rules, the teacher controls the game, the processes of cognitive activity, and the behavior of children.
result (summarizing)- Summarizing (result) carried out immediately upon completion games. This could be scoring; identifying children who performed the game task better; determining the winning team, etc. It is necessary to note the achievements of each child and emphasize the successes of lagging children.
Games in the classroom they allow some to master the material at the level of objective actions, others at the level of knowledge, and others at the level of logical conclusions. But in general, the understanding of the material is 100%.
Therefore, it is necessary to enliven and diversify the lives of students, to use non-traditional and active teaching methods.
In modern didactics all the variety of teaching methods is summarized in three main ones groups:
Methods of organizing educational and cognitive activities.
Methods of stimulation and motivation of educational and cognitive activity.
Methods of control and self-control.
What is it for? didactic game? To maintain or create interest in a subject, to stimulate activity (motivation), to develop cognitive processes (imagination, memory, observation, perception, intelligence, speed of thinking, etc. Any game has rules that help overcome difficulties and social affirmation through obedience to rules, development of volitional behavior.
Every game is a test of will.
In the game, every minute the child refuses fleeting desires in favor of fulfilling the role he has taken on. Voluntary behavior develops.
Intelligent games may be useful for children who have difficulty teaching: in understanding and comprehending new material, assimilation and generalization, establishing connections between concepts, expressing one’s own thoughts and speech.
These games can help:
to intensify educational work in the classroom, increase the activity and initiative of preschoolers;
give a feeling of freedom and relaxedness, especially to nervous, weak and insecure children;
improve relationships between teachers and students;
Strengthen friendships within the team.
The game simultaneously pursues three goals:
educational,
Huge positive influence The game has an impact on the educational activities of intellectually passive children and children with learning difficulties. Such children in the game are able to complete a volume of work that they would never do in a regular classroom.
Our children need play, a developed culture of games of various types and types.
After all, playing is the best way to develop abilities, prepare for life, for communicating with people.
Can you suggest some conditional classification games used on classes:
educational - the most simple and traditional games, helping to consolidate educational material and acquire a stable skill in applying knowledge;
combinatorial - games that require quickly and efficiently calculating options and selecting combinations;
analytical - developing analytical thinking, helping to acquire the skill of free, uninhibited, but at the same time correct logical analysis, to see patterns, commonality and difference, cause and effect;
associative - which are based on an appeal to associative thinking, searching for comparison, unraveling a hint;
contextual - drawing attention to complex semantic connections, developing the ability to interpret, understand what is not directly expressed and vice versa - transmit information in a variety of ways;
and some others.
Success games depends also on the atmosphere, on the mood in this moment in Group. If the guys' condition doesn't match their mood games, it is better to postpone it for another occasion. Thus, we can say that one of the responsibilities of teachers is to constantly support and develop the curiosity and activity of children and through games too.
The main requirements for the organization educational games are:
1. Game is a form of activity for students in which they become aware of the world around them and open up space for personal activity and creativity.
2. The game should be based on interest, participants should enjoy games.
3. An element of competition between participants is required games.
The requirements for selecting games are as follows.
1. Games must meet certain educational objectives, program requirements for knowledge, abilities, skills, and standard requirements.
2. Games must correspond to the material being studied and be built taking into account the preparedness of students and their psychological characteristics.
3. Games must be based on a certain didactic material and methods of its application.
Play is the oldest form of knowledge transfer. Playing "mothers and daughters", we learn family relationships; by laying out the cubes, we become builders; By placing soldiers, we cultivate commanders in ourselves.
It can be argued that the game is a universal form didactic interaction with the student. And that's why she surpasses lesson:
1. The game is not conditioned by special learning skills (attention, discipline, listening skills).
2. The game knows no age limits.
3. The game is multi-ethnic and can even overcome the language barrier.
4. Play is a more active form of working with preschoolers. It allows the players to feel like subjects of the process.
5. The game connects all channels of information perception (logic, emotions, and actions, and does not rely on memory and reproduction alone.
6. The game is a combination of theory and practice, which means it is a more objective reflection of reality.
7. Finally, the game is more reliable way assimilation of knowledge.
Agree, everything we mastered in childhood games, unlike acquired knowledge, we remember it all our lives.
Didactic games can be used both in the process of organized learning in the classroom and outside of them - on the site.
Let's take a closer look at the types didactic games used in preschool pedagogy.
Games with objects.
Playing with objects uses toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of such games is that with their help children become familiar with the properties of objects and their signs: color, size, shape, quality. The games solve problems involving comparison, classification, and establishing sequence in solving problems. As children acquire new knowledge about the subject environment, tasks in games become more complicated: the guys practice identifying an object by any one quality, combining objects according to this characteristic
(color, shape, quality, purpose, etc., which is very important for the development of abstract, logical thinking.
Children in the younger group are given objects that differ sharply from each other in properties, since kids cannot yet detect subtle differences between objects.
In the middle group, games use items in which the difference between them becomes less noticeable. In games with objects, children perform tasks that require
consciously remembering the number and location of objects, finding a missing object. While playing, children acquire the ability to put together a whole from parts, string objects (balls, beads,
lay out patterns from various shapes
In playing with dolls, children develop cultural and hygienic skills and moral qualities, for example, a caring attitude towards their play partner - a doll, which is then transferred to their peers, older children.
IN didactic As a result, a variety of toys are widely used. They clearly express color, shape, purpose, size, and the material from which they are made.
Games, which teach how to group objects by color, creating a given image.
Games, which help the teacher train children in solving certain didactic tasks, for example, select all toys made of wood (metal, plastic, ceramics, or toys needed for various creative games: For family games, to builders, to hospitals, etc.
Didactic games develop children's sensory abilities. The processes of sensation and perception underlie a child’s cognition environment. Familiarizing preschoolers with the color, shape, and size of an object made it possible to create a system didactic games and exercises for sensory education aimed at improving the child’s perception of the characteristic features of objects.
Games With natural material (plant seeds, leaves, various flowers, pebbles, shells) The teacher uses when carrying out such didactic games, How “Which tree is the leaf from?”, “Who is more likely to lay out a pattern of different leaves?”, “Collect a bouquet of autumn leaves”, “Arrange the leaves in descending order of size”.
Games with items can have many functionalities appointments: "Who is faster?"- develops arm muscles and perseverance.
A game "Octopus"- multifunctional: "What sound do you hear" "What color?", "Rain" and so on.
(Slide 41)
A game "Sun"- show all functions games - teacher(Slide 42).
Desktop-printed games.
Desktop printed games – interesting activity for children. They are varied in species: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different.
Selection of pictures in pairs.
The simplest task in such a game is to find two completely different pictures among different pictures. identical: two hats, identical in color, style, or two dolls, outwardly no different. Then the task becomes more complicated: the child combines pictures not only by external signs, but also in meaning.
Selection of pictures by common feature. (classification)
Some generalization is required here, establishing connections between objects. For example, in the game “What grows in the forest (in the garden, vegetable garden?”), children select pictures with corresponding images of plants, correlate them with the place where they grow, and combine pictures based on this feature. Or a game "Who's eating this?"
Or a game “What happened then?”: children select illustrations for a fairy tale, taking into account the sequence of development of plot actions.
Memorizing the composition, quantity and location of pictures.
Games are played the same way as with objects. For example, in the game “Guess which picture was hidden” Children must remember the contents of the pictures and then determine which of them is turned upside down. This game is aimed at developing memory, memorization and recall.
the ability to talk coherently about the changes that have occurred in the pictures and their content.
Making cut pictures and cubes.
The purpose of this type of game is to teach children logical thinking, to develop their ability to individual parts make up a whole subject. A complication in these games can be an increase in the number of parts, as well as a complication of the content and plot of the game. If in younger groups the pictures are cut into 2-4 parts
then in the middle and senior groups the whole is divided into 8-10 parts. Moreover, for games younger group the picture shows one item: a toy, a plant, items of clothing, etc. For older children, the picture already depicts a plot from fairy tales and works of art familiar to children. The main requirement is that the objects in the pictures be familiar to children. Having the whole picture makes solving the problem easier. Therefore, for younger groups, it is necessary to give children a whole picture to look at before they are given the task of putting the whole picture together from its parts.
Very interesting game "Clocks and Time"- a card with a picture of what time is on the electronic watch is superimposed on the card with the clock dial.
Slide 55-57)
Description, story about the picture showing actions, movements.
In such games, the teacher sets educational task: develop not only children’s speech, but also imagination and creativity. For example, in the game “Guess who it is?” the child who took the card from the driver looks at it carefully, then imitates the sound and movements (cats, dogs, frogs, etc.).in older groups children pretend actions: putting out a fire, building a house, treating a patient.
In these games, such valuable qualities of a child’s personality are formed as the ability to transform, to creatively search for the creation of the necessary image.
VERBAL GAMES
Verbal games built on the words and actions of others. In such games, one learns, based on existing ideas about objects, to deepen knowledge about them, since in these games it is required to use previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences.
In junior and middle groups games are aimed mainly at the development of speech, education of correct sound pronunciation, clarification, consolidation and activation of the dictionary, development of correct orientation in space.
In older preschool age, when children begin to actively develop logical thinking, verbal games More often used to develop mental activity and independence in problem solving. These didactic games carried out in all age groups, but they are especially important in the upbringing and education of older children preschool age, because they help prepare children for school: develop the ability to listen carefully to the teacher, quickly find the right answer to the question posed, accurately and clearly formulate your thoughts, apply knowledge in accordance with the task.
(Slide 59)
“What a child is like at play, so in many ways he will be at work when he grows up. Therefore, the education of a future leader occurs primarily in play.” A.S. Makarenko.
ON THE. Vinogradova noted that due to the age characteristics of preschool children, for the purpose of their education, didactic games, board-printed games, games with objects (plot-didactic and dramatization games), verbal and gaming techniques, didactic material should be widely used /10, 100/ .
The origins of the development of modern didactic games and materials are M. Montessori and F. Froebel. M. Montessori created didactic material built on the principle of autodidactism, which served as the basis for self-education and self-education of children in kindergarten classes using special didactic material(“Froebel’s gifts”), a system of didactic games for sensory education and development in productive activity(modeling, drawing, folding and cutting paper, weaving, embroidery).
According to A.K. Bondarenko, the requirement of didactics helps to separate from general progress educational process is what is associated with learning in educational work /11, 12/. According to the classification of A.K. Bondarenko, didactic means of educational work are divided into two groups: the first group is characterized by the fact that the training is conducted by an adult, in the second group the educational impact is transferred to didactic material, a didactic game, built taking into account educational tasks.
L.N. Tolstoy, K.D. Ushinsky, in connection with criticism of classes according to the Froebelian system, said that where a child is seen only as an object of influence, and not a being capable, to the best of his childish abilities, of thinking independently, having his own judgments, capable of accomplishing something on his own, influence adult loses its value; where these abilities of the child are taken into account and the adult relies on them, the effect is different.
The most popular means in a didactic game preschool education, the child learns counting, speech, etc., by following the rules of the game and game actions. Didactic games have the opportunity to form new knowledge, introduce children to methods of action, each of the games solves a specific didactic problem of improving children’s ideas.
Didactic games are included directly in the content of classes as one of the means of implementing program tasks. The place of the didactic game in the structure of the lesson is determined by the age of the children, the purpose, purpose, and content of the lesson. It can be used as educational task, an exercise aimed at performing a specific task of forming ideas.
In the younger group, especially at the beginning of the year, all classes should be conducted in the form of a game. Didactic games are also appropriate at the end of a lesson for the purpose of reproducing and consolidating what has been previously learned. Thus, in the middle group, during classes on the formation of elementary mathematical representations after a series of exercises to consolidate the names of basic properties (the presence of sides, angles). Geometric shapes can be used as a game. Often in the practice of teaching preschoolers, a didactic game takes the form game exercise. In this case, children’s play actions and their results are directed and controlled by the teacher.
Didactic games justify themselves in solving problems of individual work with children or with a subgroup in their free time.
According to Sorokina A.I. the value of the game as an educational tool lies in the fact that, influencing each of the children in the game, the teacher forms not only the habits and norms of behavior of children in different conditions and out of the game.
The game is also a means of initial learning, assimilation by children and science to science. By leading the game, the teacher fosters an active desire in children to learn something, search, show effort and find, enriches spiritual world children.
According to A.I. Sorokina, a didactic game is an educational game aimed at expanding, strengthening, and systematizing children’s ideas about the environment, nurturing cognitive interests, and developing cognitive abilities. According to A.P. Usova, didactic games, game tasks and techniques make it possible to increase the sensitivity of children, diversify the child’s educational activities, and add entertainment.
The theory and practice of didactic games were developed by A.P. Usova, E.I. Radina, F.N. Blecher, B.I. Khachapuridze, Z.M. Boguslavskaya, E.F. Ivanitskaya, A.I. Sorokina, E.I. Udaltseva, V.N. Avanesova, A.N. Bondarenko, L.A. Wenger, who established the relationship between learning and play, the structure gameplay, basic forms and methods of leadership.
A didactic game is valuable only if it contributes to a better understanding of the essence of the issue, clarification and formation of children’s knowledge. Thus, a didactic game is a purposeful creative activity, during which students comprehend the phenomena of the surrounding reality more deeply and clearly and learn about the world. Thanks to games, it is possible to concentrate the attention and attract the interest of even the most disorganized preschool children. At first, only the game actions captivate you, and then what this or that game teaches you. Gradually, children awaken interest in the subject of study itself.
Subject: Didactic games in kindergarten
Introduction
The pedagogical significance of didactic games in the development of preschool children
2. The concept of a didactic game, its structure, specific features and place in pedagogical process preschool
Classification of didactic games
Guidance of didactic games in different age groups
Practical part
Observation of the didactic game “Collect a picture” in the group “Pochemuchki” (4-5 years old)
Conclusions and conclusions
Literature
Application
Introduction
Preschool childhood is a period of play. At this age, the child strives to learn everything through play. The game is a reflection of the adult by the children, real world. It contains great opportunities for teaching children in preschool institutions. In a didactic game, cognitive tasks are combined with gaming ones. Through play, in particular didactic games, a child learns while playing.
Many scientists, teachers and psychologists have been and are studying the problem of play in teaching preschool children. F. Froebel and M. Montessori were at the origins of the study of didactic play as the basis for teaching children. K.D. paid a lot of attention to the didactic game. Ushinsky, P.F. Lesgaft, L.N. Tolstoy, E.I. Tikheyeva, L.A., Wenger, A.P., Usova, V.N. Avanesova and others.
Also, many scientists emphasized the important role of educational games, which allow the teacher to expand the practical experience of children, consolidate their knowledge, skills and abilities in various fields activities. (A.S. Makarenko, U.P. Usova, R.I. Zhukovskaya, D.V. Mendzheritskaya, E.I. Tikheyeva)
During the game, children's knowledge and ideas are clarified and deepened. In order to fulfill one or another role in the game, the child must translate his idea into play actions. The game not only consolidates the knowledge and ideas children already have, but is also a unique form of active cognitive activity, during which they, under the guidance of the teacher, acquire new knowledge and serve good remedy preparing children for school.
Didactic games are varied in content, form of organization, and type of learning tasks. In pedagogy, there are different views on the classification of didactic games. And, of course, an important point is the guidance of didactic games used in working with preschool children by the teacher.
I will try to reflect all the main points regarding the use of didactic games in preschool age in this work.
pedagogical didactic game preschool
Theoretical part
1. The pedagogical significance of didactic games in the development of preschool children
Game is one of those types of activities that is used by adults to educate preschoolers, teach them various actions with objects, methods and means of communication. In play, a child develops as a personality, those aspects of his psyche are formed on which the success of educational, labor, and communicative activities will depend. This is due to the fact that play in preschool age is a leading activity (L.S. Vygotsky, A.V. Zaparozhets, A.N. Leontiev, E.O. Smirnova, D.B. Elkonin) and the main means of raising and teaching children . Among the variety of games for preschoolers, a special place belongs to didactic games, as one of the most acceptable forms of education and training. Many scientists note the important role of educational games, which allow the teacher to expand the practical experience of children and consolidate their knowledge about the world around them (A.S. Makarenko, U.P. Usova, R.I. Zhukovskaya, D.V. Mendzheritskaya, E.I. . Tikheeva
The use of didactic games for the purpose of raising and teaching children was reflected in the works of scientists and in practical activities many teachers. Essentially, in every pedagogical system preschool education didactic games occupied and still occupy a special place. F. Frebel developed a system of didactic games, which was the basis of educational work in kindergarten. He emphasized that the task of primary education is not learning in the ordinary sense of the word, but organizing play. (3, p. 334) for the first time in the history of pedagogy, he singled out play as a special means necessary for the development of preschool children.
M. Montessori also attached great importance to play. She argued that play should be educational, otherwise it is an “empty game” that has no impact on the child’s development. Author of one of the first domestic pedagogical systems preschool education E.I. Tikheyeva announced a new approach to didactic games. In her opinion, they are only one of the components of educational work with children. But the effectiveness of didactic games in raising and teaching children depended on the extent to which they were in tune with the interests of the child, brought him joy, and allowed him to show his activity and independence.
Much attention The following teachers paid attention to the use of didactic games in kindergarten: L.A. Wenger, A.P. Usova, V.N. Avanesova, A.K. Bondarenko, A.A. Smolentsova, E.I. Udaltsova and others.
Let us dwell in more detail on the importance of didactic games in the development of preschool children.
Didactic game is an important means of mental education of a child. Educational games contribute to the development of children's mental cognitive processes and mental operations. The importance of didactic play is that it develops the independence and activity of children’s thinking and speech.
For example, many didactic games for the formation of mathematical concepts in children are aimed at developing logical thinking in children; with their help, children learn to compare and group objects, both by external features and by their purpose, learn to analyze, synthesize, and solve problems. Didactic games help adults give preschoolers basic scientific knowledge that are necessary for learning at school, consolidate them and teach the children to put into practice everything that they have been taught. The game teaches you to purposefully and consistently reproduce knowledge, to implement it in game actions and rules. This means that with the use of didactic games are on preparing preschoolers for school.
Didactic games play a major role in the development of children’s speech. During the game, the child comments on his actions, talks about how he completed the task or how he found a way out. problematic situation, answers adult questions, communicates with peers. A variety of word games promote speech development. In the methodology of speech development, didactic games are widely used, aimed at solving the main tasks of children's speech development: enriching the vocabulary, forming the grammatical structure of speech, nurturing sound culture, developing monologue and dialogic speech skills, teaching children the Belarusian language. From this we can conclude that didactic games are one of the means of developing the speech of preschool children.
It should be noted great importance didactic games in aesthetic education of children. This is facilitated not only by didactic games, the educational task of which is aimed at introducing children to works of art and theater. A colorfully designed game in accordance with hygienic requirements instills in the child a sense of beauty and develops aesthetic taste.
The didactic game helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.
In the game, all aspects of the child’s personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of the game.
A didactic game, as one of the diverse games of a preschooler, is effective means formation of the preschooler’s personality, his moral and volitional qualities, in which the need to influence the world is realized. Thanks to didactic games, the child develops independence, the ability to complete a task started, self-control, children learn to interact in a team, they develop a sense of mutual assistance (competition games, board-printed games in which several children can take part, for example, “Collect picture”, “Puzzles”, “Loto”, “Dominoes”, etc.), learn to accept defeat and victory in games with dignity.
Positive results The goals achieved by the child during educational games form his self-confidence, self-esteem, and desire to achieve success.
Of course, the educational value of a didactic game largely depends on the professional skills of the teacher, on his knowledge of the child’s psychology, taking into account his age and individual characteristics, on the correct methodological guidance of children’s relationships, on the precise organization and conduct of all kinds of games.
Properly used didactic games help to develop in children perseverance, the ability to inhibit their feelings and desires, and to obey the rules. For example, the game “Connect the parts, you get the whole” develops perseverance, concentration, and requires intelligence and observation. (6)
Many games introduce preschoolers to the work of adults; children learn the features of a particular profession. The children, together with the teacher, can participate in the production of didactic games and attributes for them together. Consequently, through didactic play, respect for any work that is useful for society is cultivated, and the desire to take part in it is affirmed.
Interesting games create a cheerful, joyful mood, make children’s lives full, which has a positive effect on the child’s health.
From all of the above, we can conclude that didactic games have a positive impact on all aspects of a child’s development, and above all, they are one of the main methods of teaching preschool children.
2. The concept of a didactic game, its structure, specific features and place in the pedagogical process of a preschool institution
Didactic games are a type of games with rules. Games with rules have ready-made content and a predetermined sequence of actions; the main thing in them is the solution of the task at hand, compliance with the rules. (4)
A didactic game is one of the means of teaching preschool children. It makes it possible to carry out the tasks of education and training through an accessible and attractive form of activity for children.
It has two functions in the learning process (A.P. Usova, V.N. Avanesova). The first function is improvement and consolidation of knowledge. At the same time, the child does not simply reproduce knowledge in the form in which it was learned, but transforms, transforms it, learns to operate with it depending on game situation. Essence second function didactic game is that children acquire new knowledge and skills of different content. (3, p. 207)
Main features of didactic games:
1.Didactic games are educational games. They are created by adults for the purpose of raising and educating children.
.For children taking part in the game, the educational value of the didactic game does not appear openly, but is realized through the game task, game actions, and rules.
.The cognitive content of a didactic game is determined by the program content and is always combined with a game form.
4.Didactic games have a unique structure. (3.6)
A didactic game is a complex phenomenon, but it clearly reveals a structure, that is, the main elements that characterize the game as a form of learning and gaming activity at the same time. (5)
Most educational researchers and psychologists identify the following structural components in a didactic game:
· didactic task (goal), consisting of gaming and educational;
· game rules;
· game actions;
· end of the game, summing up.
Didactic (educational) task- this is the main element of the didactic game, to which all the others are subordinated. For children, the learning task is formulated as a game task. It is determined by the goals of teaching and raising children. The selection of cognitive tasks for games is carried out in accordance with the sections of the Praleska program, taking into account the age characteristics of children. The presence of a didactic task emphasizes the educational nature of the game and the focus of its content on the development of children’s cognitive activity. In contrast to the direct formulation of a problem in the classroom, in a didactic game it also arises as a game task for the child himself, it excites the desire and need to solve it, activates play actions. The game task can be included in the name of the game, for example, “What shape”, “Continue the sentence”, “Who lives in which house”, etc. “The didactic task is realized throughout the game through the implementation of the game task, game actions, and the result of its solution is revealed in the finale. Only under this condition can a didactic game fulfill the function of teaching and at the same time develop as a play activity.”(5)
Game actions- this is the basis of the game, a way of demonstrating the child’s activity for gaming purposes; Without them, the game itself is impossible. They are like a picture of the plot of the game. The more varied the play activities, the more interesting the game itself is for the child and the more successfully cognitive and play tasks are solved. Playful activities should evoke joy and a sense of satisfaction in children; they are the ones who make learning emotional and entertaining. Children need to be taught play actions. Only under this condition does the game acquire an educational character and become meaningful. Teaching game actions is carried out through a trial move in the game, showing the action itself, revealing an image, etc. Game actions are not always of a visible nature. These are mental actions expressed in the processes of purposeful perception, observation, comparison, sometimes recalling what was previously learned, and thinking. They vary in complexity and are determined by the level of cognitive content and game task, and the age characteristics of the children. In different games, game actions are different and are implemented through different forms.
Game actions are not always practical external actions when you need to carefully consider something, compare, disassemble, etc. These are complex mental actions expressed in the processes of purposeful perception, observation, comparison, recall of previously learned things - mental actions expressed in thinking processes.
In different games, game actions differ in their focus and in relation to the players. In games in which all children participate and perform the same roles, the game actions are the same for everyone. When children are divided into groups in a game, the game actions are different.(5)
Rules of the gameensure the implementation of game content, and also make the game democratic. Their content and focus are determined by the cognitive content, game tasks and game actions. In a didactic game, the rules are given. They help the teacher manage the game. The rules also influence the solution of the didactic task - they imperceptibly limit the actions of children, directing their attention to completing a specific task, i.e. they determine what and how the child needs to do in the game and indicate the path to achieving the didactic task. The rules of the game follow following functions:
.Educational, which consists in the fact that the rules help to reveal to children what and how to do; correlate with game actions, strengthen their role, and clarify the method of execution. Rules organize children’s cognitive activity: consider something, think, compare, find a way to solve the problem posed by the game.
.Organizing, it determines the order, sequence and relationships of children in the game.
3.Disciplining. The rules stipulate exactly what needs to be done, what and why not to do. Some games have rules prohibiting any actions and provide penalties for non-execution (for example, skipping a move)
4.Compliance with the rules during the game necessitates the manifestation of effort, mastering the methods of communication in the game and outside the game and the formation of not only knowledge, but also a variety of feelings, the accumulation of good emotions and the assimilation of traditions.
Summarizingtakes place immediately after the end of the game. The form can be varied: scoring, praise, determining the best child, the winner, the overall result of the implementation of the task. If a didactic game is organized outside of class, the game can be completed simply by summing up the results, or other types of activities can be used: visual, speech development, etc., but the topic must correspond to the content of the game. (3.6)
Didactic games are used in classes and in children’s independent activities. Being an effective teaching tool, they can be integral part classes (to consolidate and systematize the material), and in early preschool age - the main form of organizing the educational process (for example, the game “Katya the doll goes for a walk”). (3, p. 335)
Didactic games can be used in all sections of the program. Educational games can be planned during a walk, in the morning and evening hours, during classes, before and after classes, it all depends on the didactic purpose of the games. Didactic games are held everywhere; up to 20-30 games can be scheduled per month. Didactic games occupy a special place at the end of the year and during the summer health period, when the knowledge acquired by children is repeated and consolidated during school year. The main condition for using didactic games in children’s lives and in the classroom is adherence to the principles of learning.
The teacher must remember that didactic games have their own classification, this will allow the use different kinds games in the educational process and will make children’s learning much more interesting and varied. Let us dwell on the classification of didactic games in more detail.
3. Classification of didactic games
Didactic games have their own classification. The classification of didactic games is different. In preschool pedagogy, a traditional division of didactic games has developed into games with objects, board and printed games, and verbal games. (3, p. 337) This division of games can be classified according to the use of material.
Didactic games also differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children in the game, and the role of the teacher. (5)
·mathematical
·sensory
· speech
musical
· natural history
· to get to know your surroundings
Math gamesare aimed at developing elementary mathematical concepts in preschoolers. They allow the teacher to make the process of teaching children to count (didactic games “What is the count?”, “One - many”, “What is more?”, “Name the number”, etc.), solving arithmetic problems (games “Entertaining problems”, “ How much will it be?”, etc.), mastering quantities, simple dependencies and measuring activities (these games “Who is taller?”, “Ladder”, “Ribbons”), children’s perception of spatial and temporal relationships and orientations (didactic games “What time is it” , “Travel”, “When does this happen?”, etc.) more exciting and interesting.
Sensory gamesare aimed at teaching children to examine objects and forming ideas about sensory standards. Many of them are associated with the examination of an object, with the distinction of signs, and require verbal designation of these signs (“ Wonderful pouch", "How are they alike and not alike", "Colorful paths", "Where, whose bow?" and etc.). In some games, the child learns to group objects according to one quality or another (“Buttons for dolls,” “Service,” etc.). Children compare objects with similar and different characteristics and identify the most significant ones. In this way, children are led to mastery sensory standards using didactic games.
Speech gamespromote speech development in children. The content of such games is also varied and depends on the purposes for which the teacher uses them. “Travelling around the room”, “Who is doing what?”, “Say it in one word”, “Say it differently”, “Complete the sentence”, “Daily routine”, “Who needs a treat?”, “Zoo”, “Compare objects” ", "Talking on the phone", "What happens... What happens…”, “What first, what then”, “Guess who it is?”, “Living words”, etc.
Music gamesare aimed at solving the problems of musical education in accordance with program requirements. When working with preschoolers, games such as “Who is louder?”, “Which instrument sounds?”, “Repeat after me”, “What song sounds”, “What do I play”, “Sunshine and rain”, “Who sings like” are used ?”, “Merry Notes” and others.
Games natural historycontribute to instilling in children a love of nature. Through games, in particular didactic games, a child, while playing, learns to understand the patterns that occur in nature, the interconnection of everything in the world, learns a lot about natural communities and phenomena, the role of man in nature, and more (games “When it happens”, “What first, what then”, “Describe the seasons”, “Find out by description”, “Migratory and non-migratory birds”, “Who lives where?”, “Paired pictures”, “Make up a story”, “What’s the weather?”, “ Find the artist’s mistake” and many others).
To get to know your surroundingsvarious didactic games are also used - “Who is doing what?”, “What first, what then?”, “Who needs what for work?”, “Daily routine”, “Riddles”, “What’s in the picture?”, “Tea Party”, “On a Walk”, “At the Theatre”, “Shop”, etc.
· Didactic games By visual arts were introduced into the educational process of preschool institutions relatively recently, but their importance is very great for the development of preschool children, the formation of their knowledge, skills and abilities in visual arts, arts and crafts. “Color according to the model”, “What is drawn”, “Complete the drawing”, “Collect the flower”, “Draw differently”, “What does the leaf look like”, “What has changed?”, “What is missing?”, “What the painting?”, “Whose ornament?” - this is a small part of didactic games that can be used in working with preschool children.
All of the listed types of didactic games are organized by the teacher in accordance with program requirements.
Based on didactic materialeducational games are divided into:
verbal
· desktop-printed
· with objects and toys
with pictures
· computer educational games
Word gamesdiffer in that the process of solving a learning task is carried out in a mental way, based on ideas and without relying on visualization. Therefore, word games are carried out mainly with children of middle and mainly older preschool age. Among these games there are many folk games associated with nursery rhymes, jokes, riddles, shapeshifters, some of which are also accessible to children due to the imagery of speech, built on dialogue, and similarity in content childhood experience. Besides speech development, the formation of auditory attention with the help of verbal games, an emotional mood is created, mental operations are improved, reaction speed is developed, and the ability to understand humor is developed. The basis of verbal games is the accumulated experience of children and their observations. The purpose of these games is to systematize and generalize. They are used at the stage of consolidating and repeating children’s knowledge (“It flies - it doesn’t fly”, “The third wheel”, “Say it in one word”, “Who needs what?”, etc.).
Didactic games with objects and toysvery diverse in game materials, content, and organization. Toys, real objects, natural objects, etc. can be used as teaching materials. They are more often used in early preschool age, since visual-figurative thinking predominates in children of this age. Games with objects make it possible to solve various educational tasks: expand and clarify children’s knowledge, develop mental operations (analysis, synthesis, comparison, discrimination, generalization, classification), improve speech (ability to name objects, actions with them, their qualities, purpose ; describe objects, compose and guess riddles about them; correctly pronounce speech sounds), cultivate arbitrariness of behavior, memory, attention (3, p. 336). Among games with objects, plot-didactic games and dramatization games occupy a special place. In plot-based didactic games, children perform certain roles.
Games with picturesused in all age groups. A variety of pictures and series of pictures can be used for games, in accordance with the program requirements.
Board-printed gamesAlso varied in content, learning objectives, and design. They help clarify and expand children’s ideas about the world around them, systematize knowledge, develop thought processes, help expand children’s horizons, develop intelligence, attention to the actions of a friend, orientation in changing conditions of the game, and the ability to foresee the results of their move. Participation in the game requires endurance, strict adherence to the rules and brings children a lot of joy. Board games include various games:
· manuals, such as pictures, subject lotto, dominoes, thematic games (“Where does what grow?”, “When does this happen?”, “Who needs it,” etc.);
· games that require physical activity and dexterity (Flying Caps, Gooseneck, Hit the Target, etc.);
· mosaic type games;
· board motor games (“Billiards”, “Hockey”);
· intellectual - checkers, chess, puzzle games.
All of these games differ from games with toys in that they are usually played at tables and require 2-4 partners.
In lotto, the child must go to the picture on big map select identical images on small cards. Lotto themes are varied: “Zoological Lotto”, “Flowers are Blooming”, “We Count”, “Fairy Tales”, etc.
In dominoes, the principle of pairing is implemented through the selection of cards during the turn order. The theme of dominoes covers different areas of reality: “Toys”, “ Geometric figures", "Berries", "Cartoon Characters", etc.
Labyrinth-type games intended for children of senior preschool age use a playing field, chips, and a counting cube. Each game is dedicated to a theme, sometimes a fairy tale (“Aibolit”, “The Labors of Perseus”, “The Golden Key”). Children “travel” around the playing field, taking turns throwing dice and moving their pieces. These games develop spatial orientation and the ability to foresee the outcome of actions.
Printed board games designed on the principle of cut-out pictures, folding cubes, and puzzles in which the depicted object or plot is divided into several parts are common. These games promote the development of logical thinking, concentration, and attention. (3)
Computer educational gamesare a means of laying the foundations of computer literacy in children and familiarizing them with programming languages. Computer games are used as didactic tool when teaching in a wide variety of areas of the educational process. There are many such games, the teacher’s task is to choose the necessary one, in accordance with the task, the child’s age and program requirements. There are even entire programs consisting of didactic games, systematized according to certain program objectives and areas of the educational process.
Sorokina proposed a classification of didactic games by the nature of game actions:
· travel games
· guessing games
· guessing games
· errand games
riddle games
Conversation games
· outdoor didactic games
Target travel games- to strengthen the impression, to give the cognitive content a slightly fabulous unusualness, to draw children’s attention to what is nearby, but is not noticed by them. The travel game reflects real facts or events, but reveals the ordinary through the unusual, the simple through the mysterious, the difficult through the surmountable, the necessary through the interesting. All this happens in play, in play actions, it becomes close to the child and makes him happy. In a travel game, many ways of revealing cognitive content are used in combination with gaming activities: setting problems, explaining how to solve them, sometimes developing travel routes, solving problems step by step, the joy of solving them, meaningful rest. The travel game may include songs, riddles, gifts and much more. This includes games such as “Journey to the Fairytale Forest”, “Our Train is Going to a Far Country”, “Visiting the Baker”, etc.
Errand gameshave the same structural elements as travel games, but they are simpler in content and shorter in duration. They are based on actions with objects, toys, and verbal instructions. The game task and game actions in them are based on a proposal to do something: “Gather all the red objects (or toys) in a basket,” “Arrange the rings by size,” “Take out round-shaped objects from the bag.”
Guessing Games“What would happen..?”, “What would I do...”, “Who would you like to be and why?”, “Who would you choose as a friend?” and etc. Didactic content The game is that children are given a task and a situation is created that requires comprehension of the subsequent action. The game task is inherent in the name itself, and game actions are determined by the task and require from children expedient intended actions in accordance with or with the set conditions and created circumstances.
These games require the ability to correlate knowledge with circumstances and establish causal relationships. They also contain a competitive element, for example, the game “Who can figure it out faster?” (Sorokina)
Riddle games- these games are based on the principle of making and guessing riddles; games can be very diverse in content and organization. As you know, the content of riddles is the surrounding reality: social and natural phenomena, objects of labor and everyday life, plant and animal world, they reflect the achievements of science, technology, and culture. The main feature of the riddles is the logical task. Construction methods logical problems are different, but they all activate the child’s mental activity. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason, draw conclusions, and draw conclusions. (“Guess the riddle - show the answer”, “Find where it’s hidden”, “Journey”, “Chest with a secret” and others).
Conversation games(dialogues) ? The basis of the games is communication between the teacher and the children, the children with the teacher and the children with each other. This communication has a special character of play-based learning and play activities for children. Its distinctive features are the spontaneity of experiences, interest, goodwill, belief in the “truth of the game,” and the joy of the game. In a game-conversation, the teacher often starts not from himself, but from a character close to the children, and thereby not only preserves playful communication, but also increases his joy and desire to repeat the game. The educational and educational value lies in the content of the plot - the theme of the game; the cognitive content of the game does not lie “on the surface”: it needs to be found, obtained - made a discovery and as a result learned something. The value of the conversation game is that it makes demands on the activation of emotional and mental processes: the unity of words, actions, thoughts and imagination of children, develops the ability to listen and hear the teacher’s questions, children’s questions and answers, the ability to focus attention on the content of the conversation, and complement what is said , express judgment, develops the ability to participate in conversation. This includes games such as “Let’s sit side by side and talk well”, “Dunno is our guest”, “Tell about yourself”, “What happened to us...”, “How did you spend the weekend”, “Where have you been, what seen”, etc.
Outdoor didactic gamescontain three types of tasks: educational, gaming, and physical education tasks. During such games, tasks are solved to develop children’s physical qualities and skills, and they also consolidate the material acquired in other classes - “Run to the named tree”, “Secret”, “Journey”, “Guess the riddle - show the answer” and other.
Didactic games can also be classified by number of participants in them:
·collective
· group
· individual
Collective games are organized with the whole group, group games with a subgroup of children, and individual games with 1-3 children.
We have examined the main types of didactic games, now we will focus on the teacher’s guidance of didactic games in different age groups, since only competent guidance from an adult will help to achieve the tasks set by the game.
4. Guidance of didactic games in different age groups
Being exciting activity For preschoolers, play is at the same time the most important means of their education and development. But this happens when it is included in an organized and controlled pedagogical process. Didactic games are very difficult for management.
By including play in the pedagogical process, the teacher teaches children to play and create, according to A.S. Makarenko, “good game.” Such a game is characterized by the following qualities: educational and cognitive value of the content, completeness and correctness of the reflected ideas; expediency, activity, organization and creative nature of game actions; obedience to the rules and the ability to be guided by them in the game, taking into account the interests of individual children and all players; purposeful use of toys<#"justify">1.It is necessary to arouse children's interest in the game: creating a surprise moment, a game situation, through the use of some fairy-tale characters. During didactic games, the teacher must maintain a playful mood in the children: interesting material, jokes, laughter, the tone of the teacher. Children should not experience the educational nature of the game. Every game should contain an element of novelty.
2.It is necessary to create conditions for games: select appropriate didactic material and didactic toys and games. Think about how to place teaching materials and toys so that children can use them freely; provide a place for games. Teach children to handle with care educational toys, games, fold them carefully at the end of the activity. Printed board games require special attention from the teacher, from which chips, cubes, cards and other attributes are easily lost.
.The management of a didactic game consists in the correct definition of didactic tasks - cognitive content; in defining game tasks and implementing didactic tasks through them; in thinking through game actions and rules, in anticipating learning results. The teacher needs to ensure that all children are active, especially in collective games: every child must understand and accept the didactic task
.The teacher must monitor compliance with the game rules, correct the children’s mistakes, and remind them of the existence of the rules if the children deviate from them. Care should be taken to constantly enrich children's gaming experience. To do this, it is advisable to teach play actions with didactic toys, performing these actions together with the child, and organize mutual learning situations for children
.A didactic game as one of the forms of learning is carried out during the time allocated for classes. It is important to establish the correct relationship between these two forms of learning, to determine their relationship and place in a single pedagogical process. Didactic games sometimes precede classes; in such cases, their goal is to attract children's interest in what will be the content of the lesson. The game can alternate with activities when it is necessary to strengthen independent activity children, organize the application of what they have learned in play activities, summarize, generalize the material studied in class.
.When finishing the game, the teacher should arouse children’s interest in continuing it and create a joyful prospect. Usually he says: “Next time we will play even better” or: “ A new game it will be even more interesting." The teacher develops versions of games familiar to children and creates new ones that are useful and exciting.
The teacher must prepare to conduct educational games. The teacher’s preparation consists of choosing the purpose of the game, selecting the game itself, determining the method of organization and location, and preparing the necessary material. The teacher thinks through its structure, carefully and comprehensively develops an action plan to achieve the task set in the game. In this plan, you must determine your actions, the actions of the group, identify the children you need to pay attention to, select game material and estimate the timing. When selecting games, the teacher proceeds from what program tasks he will solve with their help, how the game will contribute to the development of children’s mental activity, the education of the moral aspects of the individual, and the training of sensory experience. Does the didactic task of the game correspond to the program content that is studied in the classroom?
Makes sure that in the chosen game children consolidate, clarify, expand knowledge and skills and at the same time do not turn the game into an activity or exercise. The teacher thinks in detail about how, while carrying out the program task, to maintain the play action, a high pace of play (senior preschool age) and to ensure that each child has the opportunity to actively act in a play situation. Also when leading a didactic game, the teacher must remember that children’s participation in it is voluntary; a child cannot be forced to play, one can only arouse his desire to play, create an appropriate gaming mood and support him during the game. When conducting didactic games, it is necessary to pay special attention to those children who have not gone to kindergarten for a long time. (6)
The management of didactic games, depending on the age of the children, is carried out differently, since each age has its own psychophysiological characteristics.
Group "Kids"
At this age, didactic games help children better recognize the objects around them, distinguish and name their color, shape and possible actions with them. They promote coordination of movements, development of the eye, and mastery of spatial orientation. They teach children to hear a word and relate it to a specific toy, object, or action.
Features of guiding didactic games for children in the “Toddlers” group:
· In children of primary preschool age, excitement prevails over inhibition, visualization has a stronger effect than words, so it is more advisable to combine an explanation of the rules with a demonstration of a game action. The teacher explains the rules of the game in full and in detail and shows them during the game itself, taking the leading role in the game. The teacher plays with the children.
· The surprise moment should come first in organizing games; it is necessary, first of all, to arouse children’s interest in the didactic material and teach them to play with it. Games must be conducted in such a way that they create a cheerful, joyful mood in children, teach children to play without interfering with each other, and gradually lead them to the ability to play in small groups and realize that playing together is more interesting.
· When conducting didactic games with children of primary preschool age, the teacher’s activity is required in teaching children the techniques of play actions. Teach children to correctly arrange objects in the game (take them in their right hand and place them from left to right).
· During the game, the teacher uses questions, gives advice and suggestions, encourages children, and controls the children's actions.
Group "Pochemuchki"
At this age, it is necessary to pay attention to didactic games aimed at consolidating and generalizing children’s existing knowledge and the ability to use acquired knowledge in practice.
Features of guiding didactic games for children in the “Pochemuchki” group:
· Children of middle preschool age have some experience joint games, but here too the teacher takes part in didactic games. She is a teacher and participant in the game, teaches children and plays with them, strives to involve all children, gradually leads them to the ability to monitor the actions and words of their comrades, that is, she is interested in the process of the entire game. Gradually, as the children gain experience, the teacher begins to play a secondary role in the game, i.e. perform the role of a leader, but if any problems arise in the game, he is included in it again.
· The rules of the game are explained by the teacher before the game and shown using a “trial move”. By example, the teacher prevents children from acting incorrectly. During the game, the teacher carefully monitors compliance with the rules.
· During the game, the teacher also asks the children questions of a suggestive or problematic nature, makes remarks, gives advice, and encourages. On this age stage The teacher gradually, focusing on the individual characteristics of the children, can evaluate play actions and games.
Group "Fantasers"
Children of senior preschool age have significant gaming experience and are so developed thinking that they easily perceive purely verbal explanations of the game. Only in some cases is a visual demonstration required. With children of this age, didactic games are held with the whole group, with small groups. They, as a rule, develop collective relationships based on joint games. Therefore, with the “Dreamers” groups, elements of competition can already be used in the game.
Didactic games for children of senior preschool age reflect life phenomena that are more complex in content (the life and work of people, technology in the city and the countryside). Children classify objects according to material and purpose (for example, the game “Where is it hidden”).
Word games that require a lot of mental effort are widely used at this age. Children of this age show more voluntary attention and independence in solving a given task and following the rules in didactic games. The guidance should be such that the game promotes mental and moral education and at the same time remained a game. It is also necessary at this age to preserve the emotional mood of children, the experience of joy from the progress of the game and satisfaction from the result, i.e., solving the problem. By leading printed games, the teacher develops in children the ability to distinguish, recognize, and remember. Based on excitation and inhibition nervous system, exercises children's attention, as pictures unexpectedly quickly replace each other and new visual images evoke auditory and verbal images in children. Children practice speed, accuracy and strength of memorization, and the safety of reproducing these images.
Features of guiding didactic games for children in the “Dreamers” group:
· At this age, the rules are explained before the game, as a rule, without showing their implementation. Most often this is a verbal explanation, but if the game is complex or new, then you can offer the children a “test run.”
· The teacher does not take part in the games, but monitors the implementation of the rules of the game, the progress of the game,
· In didactic games, educators put the child in such conditions (games) when he is forced to remember what he was told in practice, during excursions, and this is very important when preparing a child for school.
· Knowing the individual characteristics of children, the teacher advises them to distribute roles in the game among themselves so as to place a child who has not developed moral standards behavior in such playing conditions, when, while fulfilling a role, he will have to show attention, goodwill, and care for a comrade, then transferring these qualities into everyday life. The teacher widely uses the example of a peer, guides the game, using advice and reminders. In the game, children must show persistence in following the rules and remember certain events from the life around them.
· When finishing the game, the teacher should remind the children the name of the game, individual game rules, and support the children’s interest in continuing the game. Gives an assessment of the actions of children, but it should be remembered that not every game requires assessment, since the assessment can be concluded as a result of the game or violate good mood children.
· When playing the game again, the children learn the full order, game rules and methods of action. The need for repetition of the game is also determined by the fact that not all its participants equally successfully master all the elements of didactic games to such an extent that they turn into their independent activities. As a rule, in order to increase children’s activity in the game and maintain long-term interest in it, when it is repeated, didactic and gaming tasks become more complicated. To do this, the teacher uses the introduction of new game material, the introduction of additional roles, the replacement of visual didactic material with verbal, etc.
Thus, we can say that managing didactic games requires a lot of knowledge from the teacher, high level pedagogical skill and tact.
Practical part
. Observation of the didactic game “Collect a picture” in the group “Pochemuchki” (4-5 years old)
In the “Pochemuchki” group, the teacher organized a didactic game to familiarize preschoolers with seasonal changes in nature “Collect a picture” (see Appendix 1).
This didactic game can be classified as the following types of games: a nature game, a game with pictures, a printed board game.
The teacher prepared for the game with the children: the game was planned, the necessary material was prepared, the placement of the children was thought out (the children were sitting at tables, the necessary material was laid out in front of them). The game was played with a subgroup of children (4 children) in the afternoon.
The game offered to the children contained the main structural components: a didactic task, consisting of a game and an educational one; game rules; game actions; end of the game, summing up.
Objectives of the game: to consolidate children’s knowledge about the main characteristic features of the seasons; practice putting together a whole from parts; develop perception, imagination, attention, memory; generate interest in the game. To achieve this goal, the teacher used techniques such as reminders, clarification, problematic questions, and the example of a peer. The teacher clearly formulated the rules of the game before it started: listen carefully to other children, do not interrupt each other, you can help another if he needs help. The children tried to follow the rules, although they did not always succeed; in these cases, the teacher reminded the children how to behave during the game.
Game actions consisted of looking at pictures, children’s answers to the teacher’s questions, and putting parts of pictures into a whole picture. The children behaved actively, answered questions, put together pictures with interest, and helped each other.
At the end of the game, the teacher summed up the game (clarified the actions that the children performed during the game) and praised the children.
The goal of the game was fully realized: all the children described the seasons in the pictures given to them. The children were satisfied with the game, asked to continue the game, and began to exchange pictures in order to collect another one. I believe that the teacher competently supervised the children’s play.
Conclusions and conclusions
1.Didactic play is a valuable means of cultivating children’s mental activity; it activates mental processes and arouses a keen interest in the process of cognition in preschoolers. In it, children willingly overcome significant difficulties, train their strengths, develop abilities and skills, and prepare for school.
.A didactic game is one of the means of teaching preschool children, it has its own characteristics and functions, and stands out from large quantity games with their structure.
.Educational games are classified into various areas. The classification of didactic games helps the teacher to make teaching children with their help more interesting and exciting, and to avoid duplication in working with children.
.Didactic games are very difficult for management. Each age group of a preschool institution has its own leadership characteristics.
Literature
1. Anikeeva N.P. Education through play: A book for teachers. - M.: Education, 1987.
2. Raising children through play: A manual for kindergarten teachers/comp. A.K. Bondarenko, - M.: Education, 1983.
3. Kozlova S.N., Kulikova S.N. Preschool pedagogy - Moscow, 2000.
4. Mendzhiritskaya D.V. To the teacher about a children's game?
5. Sorokina A.I. Didactic games in kindergarten - Moscow, 1987
6. Udaltsova E.I. Didactic games in the education and training of preschoolers<#"center">Application
Plan for a didactic game to familiarize preschoolers with seasonal changes in nature "Collect a picture"
group “Pochemuchki” (4-5 years old)
Task:consolidate children's knowledge about the main characteristic features of the seasons; practice putting together a whole from parts; develop perception, imagination, attention, memory; generate interest in the game.
Game plan:
. Invite the children to play, tell them the rules of the game.
2. Look at pictures with the children depicting the seasons, clarify how the children determined that this is exactly that time of the year, using the questions: “What is shown in the picture?”, “What time of the year?”, “How did you know that it is winter ( Spring Summer Autumn)?".
3. Give to children cut pictures and invite them to fold them using gaming technique: The evil sorceress tore the pictures and they need to be put together.
4. Summarize the game.
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