The value of the game for the comprehensive development of the personality of the child. The value of the game for the development of the child The importance of the game in the holistic development and education

Demina Valentina Mikheevna
The value of the game for older preschool children

Educational games for preschool children.

For children the game is both a means of knowing the world around us, and the most accessible form of activity. The game as the leading type of activity of the child was considered by [many domestic scientists: L. S. Vygotsky, Ya. L. Kolominsky, D. B. Elkonin, A. N. Leontiev. It is the need to actively act that encourages the child to play. In-game training preschooler flows easier and faster. The game enriches the child with knowledge, awakens his imagination and imagination, develops skills and abilities, stimulates the development of thinking, and contributes to mental development in general. It is the game that leads the child from entertainment to development.

The game has great meaning for the socialization of the child, the assimilation of moral norms, rules of behavior in society. In the game, the formation of the child's personality takes place, his character traits develop, sociability, activity, and initiative are formed.

In the game, the child enjoys, develops emotionally. The game allows you to relieve tension, fight fears, feelings, awakens a whole range of feelings.

In the game, the child for the first time feels the need to achieve success and understands that success largely depends on efforts. It should be remembered that the process itself is more important for the child. games than its result. Only older preschoolers ready for games-competitions, for competitiveness.

Thus, the game is important for moral, mental, aesthetic and physical education. children.

The game for the child is life itself, so it should permeate all activities in kindergarten. Didactic games are included in the classes and joint activities of the teacher with children, mobile games are held in physical education classes and in their free time, role-playing and theatrical games are organized usually in the afternoon. A special place is occupied games with children for a walk.

You can often hear from teachers and parents that there are a lot of classes in kindergarten, and children do not have time to play. But, firstly, absolutely all activities with children preschool age should be carried out in a playful way, because the game is a form of life for children. The teacher must take on the role of the organizer and leader of the games, in no case violating its amateur character. Organizing increasingly complex games, always promotes thereby the development children ahead affects all aspects of personality child: consciousness, will, behavior, feelings.

Senior preschoolers like creative games in which children reflect their understanding of the world around them. Five-, six-year-old children the teacher explains the rules games, sets certain tasks for them, and then only watches how the children play, providing them with assistance if necessary. In this age group play becomes a free, independent activity children, in which creative thinking and imagination work, activity and initiative develop. Games and exercises will help to make classes with preschoolers interesting and varied.

Related publications:

Russian folk games and their significance in introducing preschool children to patriotic education Purpose: to teach to play folk games. Tasks: to create conditions for the implementation of games, to expand the horizons of parents when learning folk.

Didactic games for older preschool children GAMES ON ECOLOGY 1. "WHAT GROWS WHERE?" Target. To teach children to understand the processes occurring in nature; show the dependence of all living things on.

Consultation for parents of children of senior preschool age "The importance of the development of fine motor skills of hands for the speech of children" We often hear the expression "fine motor skills". What is it? Physiologists under this expression mean the movement of the small muscles of the hands.

Lexical games and exercises for older preschool children Remember and call. Didactic task: to teach to determine the meanings of words, to develop memory, phonemic hearing of children. Equipment: poetry,.

Sedentary games for older preschool children SEDENTARY GAMES FOR CHILDREN OF THE OLDER, PREPARATORY GROUP. Clap - stomp Purpose: To develop mindfulness in children. Description: children.

Olympic Games for children of senior preschool age Olympics - 2014 for children of senior preschool age Description of the work The quiz is dedicated to the XXII Winter Olympic Games in Sochi - 2014.

Outdoor games for older preschool children Mobile game "RACING FOR THE TAIL" Purpose: A fun outdoor game for a large company of children Description of the game: This is a game for a large company.

In domestic psychology and pedagogy, the game is considered as an activity of exceptional importance for the development of a preschool child. Psychologists talk about the developmental significance of the game, teachers note its general educational value. character. In psychological and pedagogical research, the facts of the influence of the game on the formation of individual mental functions, properties and qualities of a person, the assimilation of various knowledge, norms and rules of behavior, the formation of relationships between children, etc.

Many approaches to determining the meaning of the game can be grouped into three large groups, emphasizing its role in the process of formation:

individual mental functions (thinking, speech, memory, attention, imagination);

some types of activity (cognitive, constructive, visual, communication);

development of the child's personality as a whole (physical, moral, cognitive, aesthetic, labor).

L.S. Vygotsky, V.V. Davydov, A.V. Zaporozhets, S.L. Rubinstein emphasized the crucial importance of play in the development imagination and figurative thinking. Indeed, the child's actions are carried out in an imaginary situation, real objects are replaced by others, the child takes on the roles of absent characters. Thus, gradually with the accumulation of experience, the ability to creative imagination develops.

The use of substitute objects contributes to a gradual transition, first to shortened game actions, and then to actions on the internal, mental plane. The performance of various roles creates conditions for accepting the position of another person, comparing one's own point of view with other possible options. This, according to D.B. Elkonin, promotes the transition of thinking to a higher level

Game activity influences the formation arbitrariness of all mental processes and behavior. In psychological and pedagogical research, it was found that in the conditions of the game, children concentrate better, remember more than in situations of direct instructions from an adult. In the course of solving game problems, conditions are created for the child to become aware of his own actions (memorization, recall, isolation and construction of social control functions), which leads to a deeper understanding of their meaning.

D.B. Elkonin shows the value of the game for development motivational-need sphere child. In the process of play, children are oriented in the social functions of adults, the meaning of their activities and relationships. On this basis, the child develops a hierarchy of motives, he learns to subordinate his immediate desires to the motives for the successful fulfillment of the role he has taken on. D.B. Elkonin notes that "... in the game there is a transition from motives that have the form of pre-conscious, affectively colored immediate desires to motives that have the form of generalized intentions, standing on the verge of consciousness."

In joint games, children are united by a common goal, joint efforts to achieve it, common experiences. While playing together, children must take into account each other's interests, coordinate individual plans, defend their point of view, build and implement joint plans. Thus, such important activities for children as communication.

Productive activities, which at preschool age receive the status of independent ones, also originate in the game. Often a child's play begins with the construction of: a house for a doll, a steamer for a trip, a castle for a princess. While drawing, children play out this or that plot: the bun rolled further, and a bunny to meet it. Sometimes children interrupt the game in order to make the missing material: bags for playing "shop", envelopes for the postman, a staff for the policeman. So in the game there are other activities - designing, drawing, manual labor.

Elements are born in the game learning activities. In games with rules, children perform an educational task hidden in the form of a game, learn to control their behavior and the behavior of their peers, objectively, benevolently evaluate the results of activities.

The game satisfies the child's need for motor activity, accumulates knowledge, develops abilities, and forms the most important qualities of the mind. A number of studies have formulated the significance of play as a form of children's self-organization. Joint play creates the conditions for the emergence of a children's society and real relationships between children. It is in this that A.P. Usova saw the main educational value of the game. It develops and operates "a special quality that allows children to establish connections with each other, to feel each other, to address each other, to be able to act with each other." This quality has been called public. Only in the presence of this quality does the child become a member of the children's society, enter it and act in it, depending in some way on the children's community, in some way obeying it. On the basis of the public, as a quality of the child's personality, actions are formed and moral norms of behavior and relationships are assimilated.

Taking on various roles, recreating the actions of people, the child is imbued with their feelings, goals, empathizes with them, begins to navigate the relationships between people. In a joint game with peers, the child gains the experience of mutual understanding, learns to explain his actions and intentions, to coordinate them with other people.

Through the game, you can learn the characteristics of the child's character, his interests, ideas about the environment, relationships with peers. The brightness, colorfulness of the content, the richness of the idea shows the richness of the personality of the players (A.P. Usova).

With the help of the game, it is possible to correct the behavior of children, their relationships with peers, to form the level of claims and the nature of self-esteem of preschoolers.

The exceptional importance of the game for the development of all mental processes, certain types of activity and the personality of the child as a whole has given scientists reason to consider it the leading type of activity for preschool children.

Today, pedagogy and psychology set a goal for the system of preschool education - to prepare a harmoniously developed, diversified child for entering school.

The personal qualities of the child are formed in vigorous activity, which is the leading one at each age stage. In preschool age, such activity is play. Already at the early and older age levels, it is in the game that children have the greatest opportunity to be independent, to generalize with their peers at will, to realize and deepen their knowledge and skills.

N. K. Krupskaya wrote: “For children of preschool age, games are of exceptional importance, the game is study for them, the game is work for them, the game is a serious form of education for them. The game for them is a way of knowing the environment. While playing, they learn colors, shapes, spatial relationships…”.

A. I. Gorky expressed a similar idea: “The game is the path of children to the knowledge of the world in which they live ...”.

Through the game, the child enters the world of adults, masters spiritual values, assimilates the previous social world.

Preschool childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, to work, skills and habits of correct behavior are developed, and character is formed.

The main activity of preschool age, as we already know, is a game, during which attention, memory, imagination, discipline, dexterity and other qualities develop.

In the game, the child is formed as a person; he develops those aspects of the psyche, on which his success in educational and labor activities, his relations with people will subsequently depend.

A special place for children is occupied by role-playing games. In them, preschoolers reproduce everything that they see around them in life and in the activities of adults.

Creative play most fully forms the personality of the child, therefore it is an important means of education.

The game is a reflection of life. Imitation of adults in the game is associated with the work of the imagination. The child does not copy reality, he combines different impressions from life with personal experience. Children's creativity is manifested in the idea of ​​the game and in the search for means for its implementation. In the game, children simultaneously act as playwrights, decorators, actors. However, they do not hatch their plan, they do not prepare for a long time to fulfill the role, like actors; they play for themselves, expressing their dreams and aspirations, the thoughts and feelings that currently dominate them. Therefore, the game is always improvisation.

The game is an independent activity in which children first come into contact with their peers. They are united by a single goal, joint efforts to achieve it, common interests and experiences. In the game, the child begins to feel like a member of the team, to fairly evaluate the actions and deeds of his comrades and his own. Creative collective game is a school for educating the feelings of a preschooler.

The game is an important means of mental education of the child. The knowledge gained in kindergarten and at home finds practical application and development in the game. Reproducing various life events, episodes from fairy tales and stories, the child discusses what he saw, what he was read and told about, the meaning of many phenomena, their meaning becomes more understandable for him.

The embodiment of life impressions in the game is a complex process. Creative play cannot be subordinated to narrow didactic goals; with its help, the most important educational tasks are solved. Children choose a playing role in accordance with their tools, their dreams of a future profession. They are still childishly naive, they change more than once, but it is important that the child dreams of participating in work useful to society. Gradually, in the game, the child develops general ideas about the meaning of labor, about the role of various professions.

In the game, the mental activity of children is always connected with the work of the imagination: you need to find a role for yourself, imagine how the person you want to imitate acts, what he says. Imagination manifests itself and develops in the same way in the search for means to fulfill the plan; before going into flight, it is necessary to build an airplane; for the store you need to pick up the necessary goods, and if it is not enough - make it yourself.

So the game develops the creative abilities of the future preschooler. Interesting games create a cheerful, joyful mood, make the life of children complete, satisfy their need for vigorous activity. Even in good conditions, with a full nutrition of the child, he will be lethargic, develop poorly if he is decided by an exciting game. In the game, all aspects of the child's personality are formed in unity and interaction.

To organize a friendly team, to instill comradely feelings in children, organizational skills is possible only if it is possible to captivate them with games that reflect the work of adults, their noble deeds, and relationships.

In my opinion, the following rules of the game can be distinguished:

1. The game should bring joy to both the child and the adult. Each success of the baby is a mutual achievement, both yours and his. Rejoice in him - this inspires the baby, this is the key to his future success.

Observe how happy children are if they manage to make us laugh or make us happy.

2. Interest the child in the game, but do not force him to play, do not bring the game to satiety. And yet, refrain from offensive remarks: “Oh, you fool! "," What you are not quick-witted! ”, etc. Do not offend the child in the game.

3. Educational - creative games. All tasks must be done independently by the children. Be patient and do not prompt by word, gesture, or look. Give the opportunity to think and do everything yourself and look for mistakes. Gradually coping with more and more difficult tasks, the child develops his creative abilities.

4. To get a feel for the relative difficulty of tasks, before assigning tasks to children, be sure to try them yourself.

5. Be sure to start with the tasks that you can do or the easier parts of them. Early success is a must.

6. If the child does not cope with the task, then you overestimate the level of his development. Take a break, and after a few days start with easier tasks. Even better, if the baby himself begins to choose tasks, taking into account his abilities. Don't rush him.

7. Each child needs a separate set of games.

8. In what order should the games be given? The author would start with the game “Fold patterns”, “Colorful cubes” or Montessori inserts, here the child needs to distinguish colors and shapes. And the general rule is to observe the development of the child, record his progress and determine when and which of the games to “turn on”.

9. Children's hobbies come in "waves", so when a child's interest in the game cools down, forget about the game for a month or even more, and then "accidentally" return to the game, it often happens that it is like meeting with an old friend who has long been have not seen.

10. Take care of the games, do not put them within reach along with other toys. After all, the forbidden fruit is sweet, and it is better if the child asks them or offers to play himself. Let them stand in a prominent, but not very accessible place.

11. For the little ones, enliven the game with a fairy tale or story, give “names” to patterns, modules, drawings, figures. Invent, fantasize until the child begins to be carried away by the very process of overcoming difficulties in solving problems, achieving the desired goal.

12. The strong one wants to fight, the fast one wants to run or play outdoor games, but the weak one does not like it. A child may “not be interested in the game” for two main reasons. He has poorly developed those qualities that are needed in the game, or adults discouraged him from hunting, forcing him to play.

13. Create a relaxed atmosphere in the game. Do not hold back the motor activity of the child, so that you can jump with delight and do somersaults on the mat, and fly like on an airplane.

14. When folding patterns or models according to ready-made tasks has already been mastered, proceed to inventing new ones.

15. It is better to use a stopwatch to arrange competitions for the speed of solving problems. Rapidly developing kids can beat adults as early as 6-7 years old. In this case, you need to muster up the courage and chivalrously honestly admit your defeat.

Based on the foregoing, it can be noted that the leading place in the system of preschool education belongs to the game.

The problem of the formation and development of gaming activity is widely reflected in the psychological and pedagogical literature.

Game activity is essential for the comprehensive development of the child's personality, acts as a link in relation to the cognizable.

Thus, the game, with its correct formation, solves the problems of the mental, physical, moral, aesthetic development of each child.

The game is of great educational importance, it is closely connected with learning in the classroom, with observations in everyday life.

The game affects not only the development of the personality as a whole, it also forms individual cognitive processes, speech and arbitrariness of behavior. Of course, a preschooler develops in different activities, but play is of particular importance. It is the leading activity in the preschool period, since no other activity has such a strong influence on the development of cognitive activity of a preschooler.

In support of these words, I want to give the following example: “How important is the role of didactic play in the formation of knowledge in children of 6 years of age about wild animals.”

During the game, such methods and techniques were used as a teacher’s conversation with children, showing visual material (illustrations, riddles, reading poems, which contributed to the assimilation of children’s knowledge about the features of appearance, habits ...

Six people took part in the game.

At the first stage, it was proposed to look at the pictures and answer the following questions:

1. What is the name of the animal shown in the picture?

2. What is the appearance?

3. Where do these animals live?

4. What are the characteristic features of this animal?

5. What does it eat

The first two questions were the easiest. And the rest - the children were able to answer only after many leading questions of the educator. Thus, it was possible to identify the initial knowledge of children about wild animals and I attributed the level of knowledge to the average, that is, all questions were answered, but with leading questions.

At the second stage, didactic games were held with the children: “Guess what kind of animal you are? ”, “Call me”, “Predator - prey”, they were held in order to consolidate the knowledge gained at the first stage of the game. After the games, the level of knowledge of children about wild animals can be considered above average, since the children coped with the task almost independently.

Based on all this, we can conclude how important games (didactic) are in the development of the cognitive activity of a preschooler.

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The role and importance of outdoor play in the development of preschoolers

Game is a kind of activity of the child, which represents consciousness

telnoe, proactive activities aimed at achieving the

a fishing target voluntarily set by the player. The game satisfies

the physical and spiritual needs of the child are ventilated, it forms-

Xia his mind, strong-willed qualities. The only form of activity of the child

ka is a game that in all cases corresponds to its organization.

In the game, the child seeks and often finds a "working platform" for

the development of his moral and physical qualities, his body requires

output in activities corresponding to its internal state.

Through the game, you can influence the children's team, excluding direct

my pressure, punishment, excessive nervousness at work. But at the same

time, the game cannot serve as a means of teaching preschoolers more

complex movements in coordination, requiring a certain clear

technique, increased concentration of attention, additional volitional

For younger preschoolers, outdoor games are vital

need. With their help, a wide variety of tasks are solved.

chi: educational, educational, health-improving. During games

favorable conditions are created for the development and improvement

motor skills of children, the formation of moral qualities, as well as habits

check and team life skills.

The main tasks of physical education are to strengthen

promotion of health, promotion of proper development, education of students

vital motor skills, development of physical,

volitional and moral qualities.

Physical development is a process of change, as well as a set of

morphological and functional properties of the organism.

The game creates a positive emotional background against which everyone

mental processes are most active. The use of

new techniques and methods, their sequence and interrelation will be

contribute to the physical education of children.

The object of the study is the process of physical development of children of the middle

game activity.

The subject of the study is the impact of outdoor games on the physical

children development.

The purpose of the study is to develop and prove the effectiveness of sub-

visual games for the physical development of children.

Research objectives:

1) to study scientific, scientific-methodical and special literature

2) to characterize the current state of the application of gaming

activities in the development of children;

3) to develop a set of outdoor games that contribute to the development

the process of active development of children;

4) to reveal the importance of outdoor games in the development of children.

Research hypothesis: the use of a special complex of sub-

Visual games have a positive effect on the development of children.

Outdoor games are a means of physical education of children. They are

provide an opportunity to develop and improve their movements. Miscellaneous

different movements require the active activity of large and small

muscles, promote better metabolism, blood circulation, respiration

niyu, that is, an increase in the vital activity of the body. Big influence

outdoor games also have an effect on the neuropsychic development of

bank, the formation of important personality traits. They evoke positive

positive emotions, develop inhibitory processes: in the course of the game, children

you have to react with movement to some signals and refrain from moving

living with others. These games develop will, ingenuity,

speed, speed of reactions, etc.

Joint actions in games bring children together, give them pleasure

the joy of overcoming adversity and achieving success. source

outdoor games with rules are folk games for which ha-

racterns are the brightness of the idea, richness, simplicity and entertaining

composition. In the kindergarten education program for each age

groups of children are provided with outdoor games in which they develop

movements of different types: running, jumping, climbing, etc.

Games are selected taking into account the age characteristics of children, their

opportunities to perform certain movements, observe game

regulations. The rules in the mobile game play an organizing role:

they determine its course, the sequence of actions, the relationship

niya playing, the behavior of each child. The rules oblige

understand the purpose and meaning of the game; children should be able to use them in different

conditions.

In younger groups, the teacher explains the content and rules

during the game, in seniors - before the start. Organize outdoor games

are indoors and on a walk with a small number of children or from all over

group. They are also part of physical education. After that

once children have mastered the game, they can play it on their own. Guide-

The essence of outdoor games with rules is as follows. Under-

when choosing an outdoor game, the educator takes into account the compliance with the required

its nature of motor activity, the availability of game rules and

all the children wailed, performing all the required game movements, but not to

initiating excess motor activity, which can cause them

overexcitement and fatigue.

Older preschoolers need to be taught to play mobile

games on your own. To do this, it is necessary to develop their interest in these

games, provide an opportunity to organize them for a walk, in part

leisure activities, holidays, etc.

So, an outdoor game is one of the important means of a comprehensive

education of preschool children. Its characteristic feature is

the complexity of the impact on the body and on all aspects of the personality

Benka: in the game, physical, mental,

moral, aesthetic and labor education.

The need to develop this topic is due to the fact that

Exciting team games have been replaced by computer games.

The priority is the intellectual, aesthetic development of

bank. Without denying their significance, it must be admitted that the child is becoming less

less time is left for outdoor games, walks, communication with peers

nicknames. Imbalance between play and other types of nursery

activities, between different types of games (mobile and calm,

individual and joint) negatively affects both the co-

state of health, and at the level of development of motor abilities

preschoolers.

Analysis of studies related to the development of motor

abilities and qualities of children (E. N. Vavilova, N. A. Notkina, Yu. K. Cher-

nyshenko, shows that about 40% of older preschoolers

have a level of development of motor abilities below the average.

Insufficient physical activity of children, especially during active

long growth, when the accelerated development of the skeleton and muscle mass is not

reinforced by appropriate training of the circulatory systems and

breathing, is one of the reasons for the deterioration of children's health,

vitality.

Thus, the search for ways of physical and spiritual

improvement of preschool children, effective means of development of the motor-

noah sphere of the child, the development of interest in movement on the basis of life

the need to be agile, strong, courageous. Solution to this problem

we see in the creation of a set of socio-pedagogical conditions,

providing a holistic educational process, harmonious fi-

physical and personal development of the child.

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"The value of didactic play in the development of cognitive activity in preschoolers"

Play is one of the main human activities. The game is especially important in the life of preschool children. Due to the high susceptibility, responsiveness and gullibility, preschoolers are easy to involve in any activity, and especially in the game.

Among the games of preschoolers, a didactic game occupies a special place. Didactic game is a means of understanding the world: through the game, the child learns color, shape, properties of materials, plants, animals. In the game, preschool children develop the ability to observe, the circle of interests expands, tastes and requests are revealed.

Cognitive (didactic) games are specially created situations that simulate reality, from which preschoolers are invited to find a way out.

Didactic game technology is a specific technology of problem-based learning. At the same time, the play activity of preschool children has an important property: in it, cognitive activity is self-movement, since information does not come from outside, but is an internal product, the result of the activity itself. The information obtained in this way generates a new one, which, in turn, entails the next link until the final result of learning is achieved.

The didactic game as a teaching method contains great potential:

Activates cognitive processes; educates the interest and attentiveness of preschool children;

Develops abilities; introduces children to life situations;

Teaches them to act according to the rules, develops curiosity;

Strengthens knowledge and skills.

A properly constructed game enriches the process of thinking, develops self-regulation, strengthens the will of the child. The game leads him to independent discoveries, problem solving.

Modern preschool education sets the task of forming a system of knowledge at a high level of theoretical generalization. The development of cognitive activity and independence of preschool children is associated with the mastery of generalized theoretical knowledge.

The development of cognitive activity and independence of children for modern preschool education is not only a necessary result of learning, but also a condition for the transformation of knowledge into beliefs. This is explained by the fact that the mastery of theoretical generalization provides the preschooler with an active position in the study of subsequent issues of the subject.

And the wider the generalization formed, the wider the scope of its application, the creative possibilities of preschoolers increase, and therefore the cognitive interest in the work being done also grows. And it is no coincidence that the increase in the theoretical level of the content of educational material and the development of cognitive independence of preschoolers are considered as interdependent and mutually dependent pedagogical problems.

Didactic game is one of the unique forms of teaching preschool children. One of the positive aspects of the didactic game is that it promotes the use of knowledge in a new situation, thus, the material acquired by preschoolers goes through a kind of practice, brings variety and interest to the pedagogical process.

S. A. Shmakov believes that “depriving a child of playing practice is depriving him of the main source of development: impulses of creativity, spiritualization of the mastered life experience, signs and signs of social practice, individual self-immersion, activation of the process of knowing the world.”

Summarizing the above, the following conclusions can be drawn:

The game is a powerful stimulus and versatile, strong motivation in teaching preschool children;

The game activates all mental processes, it allows you to harmoniously combine the emotional and rational learning of preschoolers;

The game contributes to the involvement of everyone in active work;

Skillfully organized didactic games make it possible to use for educational purposes “the energy that preschoolers spend on “underground” gaming activities” (as defined by V. M. Grigoriev);

In the game, internal emancipation occurs: when shyness disappears and the feeling “I can do it too” arises;

The game is a way of learning by action: a cognitive task is organically incorporated in it.

Children are happy to participate in any activity proposed by the teacher. The very novelty of the preschool child's position provides an emotionally positive attitude towards it.

But you can not give the game a more dominant role in the mind of a preschooler than the knowledge that he receives in the process of this game. The game should not be too easy for children, “didactic play without effort is always a bad game.” This is one of the main tasks of the teacher. It is necessary that the teacher constantly reinforce this attitude with an approving assessment of each child and his activity.

Thus, we can conclude that the developmental potential of games and their impact on the cognitive activity of preschool children depends on: the content of cognitive information contained in the subject of games; it is provided by the very process of the game as an activity that requires the achievement of a goal, independent finding of means, coordination of actions with partners.

On the topic: methodological developments, presentations and notes

Home » Articles » Preschool education » Speech development, preparation for literacy The value of games in child development

The game is a great invention of man; it has for its biological, social and spiritual development no less, and perhaps even more important than fire and the wheel ... It, like in a mirror, reflected the history of mankind with all its tragedies and comedies, strengths and weaknesses. Even in primitive society, there were games depicting war, hunting, and agricultural work. The game arises in the course of the historical development of society as a result of a change in the place of the child in the system of social relations.

The value of the game in the development and education of the individual is unique, since the game allows each child to feel like a subject, to manifest and develop his personality. There is reason to talk about the impact of the game on the life self-determination of schoolchildren, on the formation of a communicative uniqueness of the individual, emotional stability, and the ability to be included in the increased role dynamism of modern society.

V. L. Sukhomlinsky wrote: “Let's take a closer look at what place the game occupies in the life of a child ... For him, the game is the most serious thing. The game reveals the world to children, reveals the creative abilities of the individual.

Without them, there is not and cannot be a full-fledged mental development. The game is a huge bright window through which a life-giving stream of ideas and concepts about the world around flows into the spiritual world of the child. The game is a spark that ignites the flame of inquisitiveness and curiosity.

The brightest example of the game position of the teacher is the activity of A. M. Makarenko. He wrote: “I consider play to be one of the most important ways of education. In the life of the children's team, a serious, responsible and businesslike game should occupy a large place.

And you, teachers, must be able to play.

The essence of the game lies in the fact that it is not the result that is important, but the process itself, the process of experiences associated with game actions. Although the situations played by the child are imaginary, the feelings experienced by him are real.

This specific feature of the game has great educational opportunities, since by controlling the content of the game, the teacher can program certain positive feelings of the playing children. In the game, only actions are improved, the goals of which are significant for the individual in terms of their own internal content.

Through creativity and toys, a child can successfully master many elements and types of human activity. A child who plays little loses in his development, since in the game “a child is always above his average age, above his usual everyday behavior; he is in the game, as it were, head and shoulders above himself.

We can say that the game is a method of knowing reality. It is guided by internal forces and allows the child to quickly master the initial, but very extensive foundations of human culture.

Perhaps the game seduces the child with its incomprehensible variety of situations that require him to actively display individuality, ingenuity, resourcefulness, and creativity. The Soviet writer Vasily Belov, in his book Lad, expressed the idea: "Every child wants to play, that is, to live creatively."

A. N. Leontiev noted that new progressive formations develop in the game and a powerful cognitive motive arises, which is the basis for the emergence of an incentive to study.

L. S. Vygotsky, considering the role of play in the mental development of the child, noted that in connection with the transition to school, the game not only does not disappear, but, on the contrary, it permeates all the activity of the student. “At school age,” he noted, “the game does not die, but penetrates into the relations of reality. It has its internal continuation in schooling, work…”.

Characteristics of the main types of games and their classification

Play as a specific children's activity is heterogeneous. Each type of game has its own function in the development of the child. In preschool and primary school age, three classes of games are distinguished:

Games that arise at the initiative of the child are amateur games;

Games that arise on the initiative of an adult who introduces them for educational and educational purposes;

Games coming from historically established traditions are ethno-folk games that can arise at the initiative of an adult.

Each of the listed classes of games, in turn, is represented by species and subspecies. So, the first class includes: experimenting game and plot amateur games, plot-educational games.

Role-playing, directing and theatrical. This class of games seems to be the most productive for the development of the child's intellectual initiative, creativity, which manifests itself in setting new game tasks for himself and others who play; for the emergence of new motives and activities.

It is the games that arise on the initiative of the children themselves that most clearly represent the game as a form of practical reflection on the material of knowledge about the surrounding reality, significant experiences and impressions associated with the life experience of the child. It is amateur play that is the leading activity in preschool childhood. The content of amateur games “feeds” on the experience of other activities of the child and meaningful communication with adults.

The second class of games includes educational games (didactic, plot-didactic and others) and leisure games, which include fun games, entertainment games, and intellectual games. All games can also be amateur games, since independence in them is based on learning the rules, and not the initial initiative of the child in setting the game task.

The educational and developmental value of such games is enormous. They shape the culture of the game; contribute to the assimilation of social norms and rules; and, what is especially important, they are, along with other activities, the basis of amateur games in which children can creatively use the acquired knowledge.

Didactic games are a kind of games with rules specially created by a pedagogical school for the purpose of teaching children upbringing. Didactic games are aimed at solving specific problems in teaching children, but at the same time, the educational and developmental influence of game activity appears in them.

The didactic game has a certain structure that characterizes the game as a form of learning and game activity. The following structural components of the didactic game are distinguished:

1) didactic task;

3) rules of the game;

4) result.

The didactic task is determined by the purpose of training and educational influence. It is formed by the teacher and reflects his teaching activity. The game task is carried out by children.

The didactic task in the didactic game is realized through the game task. It determines the play actions, becomes the task of the child himself.

Game actions are the basis of the game. The more diverse the game actions, the more interesting the game itself is for children and the more successfully cognitive and game tasks are solved.

Rules of the game. Their content and orientation are determined by the general tasks of shaping the child's personality, cognitive content, game tasks and game actions.

In a didactic game, the rules are given. With the help of the rules, the teacher controls the game, the processes of cognitive activity, the behavior of children. The rules also influence the solution of the didactic task - imperceptibly limit the actions of children, direct their attention to the fulfillment of a specific task of the subject.

Summing up is carried out immediately after the end of the game. It could be scoring; identifying children who performed the game task better; determination of the winning team, etc. At the same time, it is necessary to note the achievements of each child, to emphasize the successes of lagging behind children.

The relationship between children and the teacher is determined not by the learning situation, but by the game. Children and the teacher are participants in the same game. This condition is violated, and the teacher takes the path of direct teaching.

Thus, a didactic game is a game only for a child, and for an adult it is a way of learning. The purpose of didactic games is to facilitate the transition to learning tasks, to make it gradual. From the above, we can formulate the main functions of didactic games:

The function of forming a sustainable interest in learning and relieving stress associated with the process of adapting the child to the school regime;

The function of the formation of mental neoplasms;

The function of forming the actual educational activity;

The function of forming general educational skills, skills of independent study;

The function of forming skills of self-control and self-esteem;

The function of forming adequate relationships and mastering social roles.

Thus, the didactic game is a complex, multifaceted phenomenon.

To organize and conduct a didactic game, the following conditions are necessary:

The teacher has certain knowledge and skills regarding didactic games;

The expressiveness of the game;

The need to include the teacher in the game;

The optimal combination of entertainment and learning;

The means and methods that increase the emotional attitude of children to the game should be considered not as an end in itself, but as a path leading to the fulfillment of didactic tasks;

The visualization used in the didactic game should be simple, accessible and capacious.

All didactic games can be divided into three main types:

1 - games with objects (toys, natural material);

2 - desktop printed;

Object games use toys and real objects.

Playing with them, children learn to compare, establish similarities and differences between objects.

The value of these games is that with their help children get acquainted with the properties of objects and their characteristics: color, size, shape, quality. In games, tasks are solved for comparison, classification, and establishing a sequence in solving problems. As children acquire new knowledge about the subject environment, tasks in games become more complicated: preschoolers practice defining an object by any one quality, combine objects according to this feature (color, shape, quality, purpose ...), which is very important for the development of an abstract, logical thinking.

At preschool age, the foundations of the knowledge necessary for the child in school are laid. Mathematics is a complex science that can cause certain difficulties during schooling. In addition, not all children have a penchant for mathematics and have a mathematical mindset, so when preparing for school, it is important to introduce the child to the basics of counting.

In modern schools, the programs are quite saturated, there are experimental classes. In addition, new technologies are entering our homes more and more rapidly: in many families, computers are purchased to educate and entertain children.

The requirement of knowledge of the basics of computer science presents us with life itself. All this makes it necessary to introduce the child to the basics of computer science already in the preschool period.

When teaching children the basics of mathematics and computer science, it is important that by the beginning of schooling they have the following knowledge:

Counting up to ten in ascending and descending order, the ability to recognize numbers in a row and randomly, quantitative (one, two, three ...) and ordinal (first, second, third ...) numbers from one to ten;

Previous and subsequent numbers within one ten, the ability to make up the numbers of the first ten;

Recognize and depict basic geometric shapes (triangle, quadrilateral, circle);

Shares, the ability to divide an object into 2-4 equal parts;

Basics of measurement: the child should be able to measure length, width, height with a string or sticks;

Comparing objects: more - less, wider - narrower, higher - lower;

Fundamentals of computer science, which are still optional and include an understanding of the following concepts: algorithms, information encoding, computer, computer control program, the formation of basic logical operations - "not", "and", "or", etc.

The basis of the foundations of mathematics is the concept of number. However, the number, as, indeed, almost any mathematical concept, is an abstract category. Therefore, it is often difficult to explain to a child what a number is.

In mathematics, it is not the quality of objects that is important, but their quantity. Operations with numbers themselves are still difficult and not entirely clear to the baby. Nevertheless, you can teach your child to count on specific subjects.

The child understands that toys, fruits, objects can be counted. At the same time, objects can be counted "between times". For example, you can ask him to bring a certain amount of any items needed for the case.

In the same way, you can teach a child to distinguish and compare objects: ask him to bring a large ball or a tray that is wider.

When a child sees, feels, feels an object, it is much easier to teach him. Therefore, one of the main principles of teaching children the basics of mathematics is visibility. It is necessary to make mathematical aids, because it is better to count some specific objects, for example, colored circles, cubes, strips of paper, etc.

You can make geometric shapes for classes, the games "Lotto" and "Domino", which also contribute to the formation of elementary counting skills.

The school course of mathematics is not at all easy. Often, children experience various kinds of difficulties in mastering the school curriculum in mathematics. Perhaps one of the main reasons for such difficulties is the loss of interest in mathematics as a subject.

Therefore, one of the most important tasks in preparing a preschooler for schooling will be to develop his interest in mathematics. Introducing preschoolers to this subject in a playful and entertaining way will help them in the future to quickly and easily learn the complex issues of the school course. The use of educational games increases the efficiency of the pedagogical process.

Material logoped-st.ucoz.ru

The value of creative games for preschool children - The value of play activities in the development of children's speech - Materials - PClever.ru

Materials » The value of game activity in the development of children's speech » The value of creative games for preschool children Page 1

The game is one of those types of children's activities that are used by adults in order to educate preschoolers, teaching them various actions with objects, methods and means of communication.

Theoretical ideas about the essence of children's play, developed in domestic psychology, basically boil down to the following:

• the game takes its place among other reproducing activities, being the leading one in preschool age. It is in the process of play as the leading activity that the main mental neoplasms of a given age arise;
• the game is a special activity, social in origin, content and structure;
• the development of the game does not occur spontaneously, but depends on the conditions of the upbringing of the child, i.e. social phenomena.

The problem of learning to play, shaping it as an activity, stood out and was most clearly formulated in the psychological and pedagogical studies of young children and abnormal children.

As a result of psychological research, practical pedagogy turned out to be focused on the formation of proper play activity in young children. However, in relation to children of preschool age, the pedagogical guidance of the game was reduced mainly to the enrichment of the specific content of the game, to the organization of positive relations in the game.

Meanwhile, the conditional play action, which is formed in early childhood and is, of course, the basis of the more complex play of the preschooler, does not yet ensure the transition to it. As a result, the game is extremely monotonous.

Often, even by the older preschool age, the play activity of children does not reach its developed forms. This forces us to pose the problem of the formation of play activity more broadly - as the problem of gradually transferring to children more and more complicated ways of play activity throughout preschool childhood.

In connection with this problem, a number of more specific problems arise:

1) what ways of playing should be formed in the child and in what sequence;

2) what should be the nature of the formative influences of an adult and under what conditions they will be most effective;

3) what forms of play will most contribute to the mental development of the child at each stage of preschool age.

It is possible to approach the solution of these problems only after first considering the question of the significance of play for the development of the child. More clearly developing functions of the game are defined in domestic psychology and pedagogy.

Important for understanding the developmental significance of play are the considerations expressed by L. A. Wenger, who emphasized the need for a clear definition of the specific influence of play on the development of the child. Wenger proceeds from the fact that each specific activity requires certain abilities specific to it and creates conditions for their development.

Education and development of creativity takes place in unity and interaction. This was convincingly proved by E. A. Flerina: “... a decline can occur due to lack of training or due to poor training; with proper guidance and training, the creativity of children reaches a relatively high level.

In the works of psychologists, the importance of the game for the moral development of the child is analyzed, first of all, the role of the content of the game itself, through which the child masters the norms and rules of relationships between people.

Children are united in the game by a common goal, common interests and experiences, joint efforts to achieve the goal, creative searches, and the development of friendship between children is significantly influenced by a long-term creative game.

Joint play creates the conditions for the emergence of a "children's society" and real relationships in it between children. Psychologists see the main educational value of the game precisely in the presence of the qualities of "public" in children, i.e. qualities that enable them to successfully interact with others.

Source www.pclever.ru

Parent-teacher meeting. The role of play in the development of preschool children

Parent meetings in kindergarten

Parent meeting in the middle group "The role of play in the development of preschool children"

Compiled by: teacher Surnina E. A., Kurgan

• to give parents knowledge about the importance of the game in the development of the child;
• be interested in the problem;
• introduce the child to the game in a family environment;
• listen to the opinions of parents on the problem, help to get out of controversial situations, substantiating them.

Conduct form. Discussion.

Assembly progress.

Educator. Have you ever wondered why children love to play? What does play give a child?

Do you remember what you played in your childhood? (Proposes to list the games.)

Educator. Some statistics. Of the 300 parents interviewed, no one said that the child does not like to play.

Many of them noted the role of play in the development of their children, but do not distinguish it from other activities. So, they include fun, pranks, leisure, modeling, listening to books, watching TV shows, etc. to the game of children.

Favorite games of children, in their opinion, are "school", "kindergarten", "hospital", "dolls", "war" and other mobile, desktop-printed, computer games. However, some adults underestimate the role of play in the development of their child.

Question of parents. My daughter plays all the time. She constantly talks to herself, made a cash register, cut paper "money", shifts them from place to place ...

Does it help her development?

Educator. Yes, the role of the game, unfortunately, is underestimated by some parents. For a child, this is a way of self-realization, in the game he can become what he dreams of being in real life: a doctor, driver, pilot, etc. The role-playing game is very popular and loved by children, it prepares them for the future life.

It is called so because its main elements are the game plan, the development of the scenario (plot), the actual game actions, the choice and distribution of roles. This is a kind of creative game that is created by the children themselves, they themselves come up with the rules in it.

Much has been said about the importance of play in child development. The game is the need of the child's body, a means of versatile education of the child.

Questions for parents.

1. What do you think is the role of play in child development?
2. Do you think the child learns while playing?

(The teacher invites those who wish to speak, and then summarizes the answers.)

Educator.

• Emotionally get used to, "grow" into the complex social world of adults.
• Experience the life situations of other people as your own, understand the meaning of their actions and actions.
• Realize your real place among other people.
• Respect yourself and believe in yourself. When solving game problems, children show maximum competence, they act confidently, without asking questions to an adult and without asking his permission. The game is the arena of children's successes and achievements. The task of adults is to strengthen the child's self-confidence by showing a positive attitude towards his play activities.
• Rely on your own strength when faced with a problem: the game provides children with the opportunity to set and solve their own problems. Children who have a lot of playing practice cope with real life problems more easily than those who play little.
• Freely express your feelings. A child living under the constant vigilant control of adults begins to behave unnaturally. He is not bold enough and decisive enough to reveal his true feelings, which is why his behavior becomes constrained. There are barriers to communication. Therefore, adults should have a positive attitude towards his genuine emotions and show the naturalness and purity of the relationship themselves.
• Experience your anger, envy, anxiety and worry. In the free games of children, fear, aggression and tension find a way out and weaken, which greatly facilitates real relationships between children.

situation for analysis.

Children's hubbub in the area. A new, five-year-old boy, who first entered a kindergarten, examines the children playing with curiosity: some bring sand, others load it into a car, others build a sand city.

• Do you also want to play with them? the teacher addresses the child.
• He looks at the teacher in surprise and indifferently answers:
• No-ee... I'll shoot them now!
• He deftly throws up a toy machine brought from home and aims at the players.
• Why do you want to shoot them? the teacher again addresses the boy.
• Attack, no way... I'm a robber! Now commit to them for years! Unfriendly notes in the voice.
• He would only shoot and play war, the mother complains to the teacher in the evening.
• For such games, he seems to have no shortage of toys, the teacher notes, meaning a saber, a pistol with caps, a home-made shield lying in his mother's shopping bag.
• Yes, of course, the mother agrees, he demands, you have to buy. Combat is growing, even too much.
• And you did not try to switch it to other games, more calm? Yes, and toys would be different for him, which are conducive to more relaxed games, for example ...
• What for? wondering woman. Let him play what he wants. Though the Nightingale the Robber! What does it matter!

Questions for parents.

1. In your opinion, what is the significance of the roles that a child takes on in the moral development of a person?
2. What do you think is the educational value of games?

Educator.

In the game, the child acquires new and clarifies the knowledge he already has, activates the dictionary, develops curiosity, inquisitiveness, as well as moral qualities: will, courage, endurance, the ability to yield. He formed the beginning of collectivism.

The child in the game depicts what he saw, experienced, he masters the experience of human activity. The game brings up an attitude towards people, towards life, a positive attitude of games helps to maintain a cheerful mood.

Parents' opinion.

The games take a lot of time. It is better to let the child sit at the TV screen, computer, listen to recorded fairy tales. Especially in the game, he can break something, tear, stain, then clean up after him.

And he will receive knowledge in kindergarten anyway.

Questions for parents.

Are there other points of view on the meaning of children's play? (Those who wish are invited to speak.)

Educator.

The value of the game is sometimes underestimated. For the first time in the Soviet era, it was believed that the child did not need to play this empty occupation. If a child has learned how to make Easter cakes out of sand, then let him go to the factory and bake them there.

Modern research has shown that operating with substitute objects will help the child to further assimilate various symbols, prepare him for learning to work on a computer. The game develops the imagination.

Remember what the child plays, what objects does he use for this? For example, from a chamomile flower, you can “cook” an “fried egg” for a doll, make an injection with a stick, use a tray instead of a steering wheel. You probably noticed yourself that the child in the game seems to forget about reality, believes that the doll is alive, it hurts the bear if he was taken by the ear, and he himself is a real captain or pilot.

Remember that it can be difficult for a child to leave the game, interrupt it, switch to other activities. This feature can be used in education, thus preventing disobedience.

For example, address a child playing hospital: "Doctor, your patients need rest, it's time for them to sleep," or remind the "driver" that the cars are going to the garage. In fact, children always distinguish play from reality by using the expressions "pretend," "as if," "in truth."

Actions that are inaccessible to them in real life, they perform it in the game, "pretend". While playing, the child, as it were, enters into life, gets acquainted with it, reflects on what he has seen. But there are children who do not play or play little due to being busy with classes, due to non-compliance with the regime, excessive enthusiasm for watching television programs.

Children need time and play space. If he; attends a kindergarten, then at best he will play in the evening, if there are no other temptations of a TV, computer, etc. The play space is a corner, a table with favorite toys, a chair, properly selected game material.

Play in a child usually arises on the basis of and under the influence of the impressions received. Games do not always have a positive content, often children reflect negative ideas about life in the game.

situation for analysis.

Once Slava suggested to the guys playing in the family:

Questions for parents.

1. How does this situation make you feel?
2. Why do you think it took shape?

Question of parents.

Why doesn't my daughter want to play alone? If adults are with her, she gets carried away. It is necessary to leave one, immediately the game stops.

She was smaller, they thought, when she starts walking, it will become easier, she can get away with it, and she won’t have to amuse. But the baby has all the conditions: a special corner, a lot of interesting toys. Maybe it depends on the characteristics of the child?

Questions for parents.

1. Why doesn't the child want to play alone?
2. How to teach a child to play?

Educator.

A child of 4-5 years of age needs to play together with adults. Children of this age can play travel, beat the plots of fairy tales and cartoons they like. Multi-theme games are already appearing here, that is, combining several plots into one.

For example, in the game "daughters-mothers" dolls visit kindergarten, get sick, go to the store, to the post office, go on vacation, etc. in the truth of the game.

With children 4-5 years old, use indirect methods, such as leading questions, advice, tips, introducing additional characters, roles. A major role is influenced by the child through the role. For example, playing in a store, you can ask why certain products are not available, how best to pack, arrange goods, which departments to open, organize delivery of products to people, etc.

The problem of educating the preconditions of femininity in girls and masculinity in boys is an urgent one. To cultivate these qualities, it is advisable to form girls' ideas about women's social roles and a positive emotional attitude towards them, to associate their ideas with games, and the ability to reflect them in games.

For example, you can read works with girls where the main character is a female representative, talk about her, emphasize her positive qualities. After the game, talk with your daughter about how the mother was in the game: for example, affectionate, caring or, conversely, indifferent, angry.

Boys can be interested in the roles of firefighters, border guards, rescuers, policemen, draw their attention to the positive qualities of representatives of these professions. Rely also on works of art, where the image of a positive hero is given, showing courage, courage.

Children should not be allowed to choose games with negative content, since the experiences associated with the game do not go unnoticed. You can switch the game, giving it positive content, for example, suggest to the child: "Let dad be kind, affectionate in our game." If it was not possible to switch the game, then it is necessary to stop it, explaining to the child why it should not be continued.

So, the game gives the child a lot of positive emotions, he loves it when adults play with him. Do not deprive him of this joy, remember that you yourself were children.

Even 15-20 years ago, in order to enter the first grade, neither reading skills, nor the ability to count, nor, moreover, knowledge of foreign languages ​​were required. The children went to school after an absolutely carefree childhood - and they learned everything from their first teacher. Now the situation has become fundamentally different - now, in order to enter the first grade, you need to go through a whole quest for "professional suitability", if, of course, we are talking about a more or less good school. Therefore, parents, forgetting about the leading activity of preschool children - playing - take them to various preparatory courses, work with them at home, teach them foreign languages. And such classes, of course, cost a lot of money - on which teachers in various disciplines for preschoolers profit.

But in the end, neither parents nor the children themselves become happier from these activities. Why is this happening? What are the disadvantages of such intensive preschool education for children?

Disadvantages of replacing play activities with educational activities at preschool age

First of all, it must be taken into account that preschool children are not capable of purposeful learning activities, so the hope that they will consciously learn something at 3-4 years old is the height of optimism! Yes, they can learn the names of the seasons, months, and even a few words in a foreign language, but they are not able to put their knowledge into practice. If you ask a preschooler what month it is now, he is unlikely to be able to answer, despite the fact that he taught his name. Thus, the knowledge acquired by a preschooler in the framework of "learning activities" becomes divorced from life - which only leads to nervous and mental exhaustion of the child and the weakening of teachers and parents.

Many now can complain about the laziness of the baby, but this is not so. A child cannot learn and apply all this, not because he is not trying or lazy, but simply because he is a child - and he is not yet able to “jump over his head”.

Thus, neither the child nor the parents acquire anything positive from such intensive early development, but there are more than enough minuses! First of all, psychologists unanimously note that modern preschoolers absolutely cannot play on their own, they have a poorly developed imagination and the ability to find non-standard solutions to various problems. That is why now in kindergartens most of the time for children is occupied with various developmental exercises and learning activities, and when they are given time to play, they begin to mess around, push, fight - that is, do anything, but not play in the usual sense of the word.

In addition, paradoxically, but a child who is intensively preparing for school already loses all desire to go to this very school - because fatigue and disappointment accumulate - and, of course, the child has no desire to continue this "hard labor".

The value of games for preschoolers

First of all, the game as the leading activity of a preschooler is the basis for the formation of knowledge about an important layer of human culture - the relationship between people. Surely, you have noticed that in their games, whether it is cars, daughters-mothers or playing doctor, children copy the behavior of adults, scenes of their films they have watched or moments of their own lives.

In addition, the game helps not only to copy scenes from life, but also teaches children to communicate and establish communication with each other. After all, games are usually passed on from the older generation of children to the younger ones - and communication in such a company of different ages has a positive effect on the development and socialization of the baby.

Any game is subject to some rules - therefore, playing activities also help children learn to adhere to some rules. Of course, you can now object that in the process of learning, and especially at school, you also need to adhere to certain rules. This is true, but the difference is that the school rules are set by someone - and the child obeys them simply because it is necessary, while the rules in the game are set by him, of his own free will - and here he acts as a creator and voluntary (and not according to coercion) by the performer. No wonder psychologists and educators say that the game develops imagination, logical thinking, the ability to think outside the box. The game also helps the child learn to organize their activities without waiting for outside prompts (what modern children sin), develops curiosity and independence.

Educational games and their conditions

But you should not think that a preschool child should be allowed to play enough until the age of 6-7, without caring about his development. It is necessary to develop a child, but this must be done not with the help of tedious classes in groups at preparatory courses, but at home and in the process of communication between the baby and peers - in the form of a game. Fortunately, developing and educational games for preschool children have long been invented and, most likely, even you encountered them in childhood. What are these games?

Before listing them and highlighting their positive qualities, you need to say a few words about the most important things in order for such a game to really benefit your baby. First of all, educational games should be held with the participation of adults - it is the adult who should guide the baby and help him show his strengths in joint activities with him.

In addition, educational games must be selected taking into account the age of the child and in a reasonable sequence of stages - that is, from the least difficult to more and more difficult tasks, additional complicating elements can also be gradually introduced.

So, what educational games do teachers recommend?

1. Role-playing games

These include the very games “in the doctor”, “daughters-mothers” and the like. Such games reflect reality and allow children to copy the relationships between people in the adult world. The child, on the other hand, takes on some role of an adult, begins to act, partly copying the behavior he has seen, partly adding something of his own. Such games develop independence, are the first experience of the "adult life" of the baby, they help to learn about the world around and, starting from what they see in reality, under the influence of their own imagination, create new behaviors.

Role-playing games have their own characteristic features:

This is a form of active reflection by the child of the everyday life of adults;

This game involves complex actions, not separate ones - the same and periodically repeated (like writing or reading);

The plot of such games changes over time - what children played 20 years ago and what they play now are two big differences;

The plot-role-playing game involves a creative reflection of reality by the child;

Such a game contributes to the knowledge of the world around the baby and the development of cognitive abilities and curiosity;

Such a game involves not empty memorization of something, but the application of one's knowledge in practice;

As a rule, such games can only be played collectively, so this activity contributes to the development of the child's communication skills;

The initial scenario of the role-playing game may change in the process of its implementation, which contributes to the development of the child's creative abilities and his ability to navigate and choose non-standard solutions.

2. Solving crosswords, riddles and puzzles

Such games help develop the child's logical thinking, cognitive abilities and, again, teach them to apply the acquired knowledge in practice. A children's puzzle is probably the most popular form of riddles for young children, developing not only logical thinking, but also creative imagination.

Ordinary children's riddles and crossword puzzles in a playful way will help the child improve his vocabulary, develop memory and imaginative thinking. In addition, solving riddles allows you to develop ingenuity, observation, imagination and non-standard thinking of the child.

3. Games-competitions

Psychologists believe that it is in competition games that children develop the desire for success and the opportunity to become the first.

4. Construction game

This type of game is more suitable for children of older preschool age, when their motor skills are already well developed, and they can already design something. With the help of various constructors and prefabricated models, children develop elementary labor skills and abilities, they learn the physical properties of objects, and they develop practical thinking. As a result of construction, the baby develops imagination and imaginative thinking, he learns to plan his actions in a certain sequence.

5. Dramatization game

In fact, this game involves the child memorizing the words of the role, the exact transmission of the feelings and emotions of the hero. It develops the moral traits of the baby, teaches him to distinguish emotions and be able to convey them. The basis for the plot of such a game can be any literary work, of course, not very difficult for a small child.

What does play mean for a preschooler? She means a lot to him. It is in the game that the personality traits of the child are formed, it is with the help of the game that he learns sociability, learns to show his abilities, begins to strive for success, learns to independently acquire knowledge and find solutions. In addition, a child who played various games in childhood is more confident in himself, he has a well-developed imagination and curiosity and the ability to adhere to certain rules. All these qualities will undoubtedly help him in later life much more than thoughtlessly learned a few words in English or the ability to count to 100 and back at the age of three!

The value of play in the development of a preschool child.

preschool childhood- a short but important period of personality formation. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, to work, skills and habits of correct behavior are developed, and character develops.
The main activity of preschool children is a game, during which the child’s spiritual and physical strengths develop: his attention, memory, imagination, discipline, dexterity, etc. In addition, the game is a peculiar way of assimilation of social experience, characteristic of preschool age.
N. K. Krupskaya in many articles spoke about the importance of the game for the knowledge of the world, for the moral education of children. "... Amateur imitative play, which helps to master the impressions received, is of great importance, much more than anything else." The same idea is expressed by A.M. Gorky: "The game is the way for children to learn about the world in which they live and which they are called to change."
All aspects of the child's personality are formed in the game, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of the preschooler.
Games occupy a special place which are created by the children themselves - they are called creative or role-playing. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully forms the personality of the child, therefore it is an important means of education.
What gives the right to call the game a creative activity? The game is a reflection of life. Here everything is “as if”, “pretend”, but in this conditional environment, which is created by the child’s imagination, there is a lot of real: the actions of the players are always real, their feelings, experiences are genuine, sincere. The child knows that the doll and the bear are only toys, but loves them as if they were alive, understands that he is not a “real” pilot or sailor, but feels like a brave pilot, a brave sailor who is not afraid of danger, is truly proud of his victory.

Imitation of adults in the game is associated with the work of the imagination. The child does not copy reality, he combines different impressions of life with personal experience.
Children's creativity is manifested in the idea of ​​the game and in the search for a means for its implementation. How much imagination is required to decide what journey to take, what ship or plane to build, what equipment to prepare! In the game, children simultaneously act as playwrights, props, decorators, actors. However, they do not hatch their plan, they do not prepare for a long time to fulfill the role, like actors. They play for themselves, expressing their dreams and aspirations, thoughts and feelings that they own at the moment. Therefore, the game is always improvisation.
The game is an independent activity in which children first come into contact with their peers. They are united by a single goal, joint efforts to achieve it, common interests and experiences.

Children themselves choose the game, organize it themselves. But at the same time, in no other activity are there such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal, helps to educate purposefulness.
In the game, the child begins to feel like a member of the team, to fairly evaluate the actions and deeds of his comrades and his own. The task of the educator is to focus the attention of the players on such goals that would evoke a commonality of feelings and actions, to promote the establishment of relations between children based on friendship, justice, and mutual responsibility.
Creative collective game is a school for educating the feelings of preschoolers. The moral qualities formed in the game affect the behavior of the child in life, at the same time, the skills that have developed in the process of everyday communication of children with each other and with adults are further developed in the game. It takes a great skill of the educator to help children organize a game that would encourage good deeds, would evoke the best feelings.
The game is an important means of mental education of the child. The knowledge gained in kindergarten and at home finds practical application and development in the game. Reproducing various life events, episodes from fairy tales and stories, the child reflects on what he saw, what he was read and told about; the meaning of many phenomena, their significance become more understandable for him.

Types of games.

There are several groups of games that develop the intelligence, cognitive activity of the child:
I group- object games, like manipulations with toys and objects. Through toys - objects - children learn the shape, color, volume, material, the world of animals, the world of people, etc.

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

Intellectual games like "Lucky chance", "What? Where? When?" etc. Data is an important component of educational, but, above all, extracurricular work of a cognitive nature.

At the end of the early period of childhood, a game with a plot emerges from object-manipulative activity. Initially, the child was absorbed in the object and actions with it. As he mastered the actions woven into joint activity with an adult, he began to realize that he was acting on his own and acting like an adult. In fact, he had acted like an adult before, imitating him, but did not notice this. As D.B. Elkonin, he looked at the object through an adult, "as through glass." At preschool age, the affect is transferred from the object to the person, due to which the adult and his actions become a model for the child not only objectively, but also subjectively.

In addition to the necessary level of development of objective actions, for the appearance of a role-playing game, a radical change in the relationship of the child with adults is necessary. Play cannot develop without frequent full-fledged communication with adults and without those diverse impressions of the world around which the child also acquires thanks to adults. The child also needs various toys, including unformed objects that do not have a clear function, which he could easily use as substitutes for others. D.B. Elkonin emphasized: you can’t throw away bars, pieces of iron, and other unnecessary, from the mother’s point of view, garbage brought by children into the house. Then the child will have the opportunity to play more interestingly, developing his imagination.
L.S. Vygotsky wrote: “... if at preschool age we would not have had the maturation of needs that could not be realized immediately, then we would not have had play either.” Play, he wrote, "should be understood as an imaginary, illusory realization of unfulfilled desires." At the same time, it is emphasized that the basis of the game is not individual affective reactions, but enriched, although not conscious by the child himself, affective aspirations.

Creative role play becomes, by definition L.S. Vygotsky “the leading activity of a preschooler”, in which many of his psychological characteristics are formed, among which the most important is the ability to be guided by ethical authorities. A role-playing game is an activity in which children take on the roles of adults and, in a generalized form, reproduce the activities of adults and the relationship between them.

Directing and imaginative role-playing play become sources of role-playing game, which reaches its developed form by the middle of preschool age. Later, games with rules stand out from it. As I.Yu. Kulagin, the emergence of new types of play does not completely cancel the old ones, already mastered - they all remain and continue to improve. In the role-playing game, children reproduce actual human roles and relationships.

Undergoing various changes, any role-playing game turns into a game by the rules. This game gives the child two necessary abilities. Firstly, the implementation of the rules in the game is always associated with their comprehension and reproduction of an imaginary situation. Imagination is also connected with meaning and, moreover, for its development it involves special tasks for comprehension. Second, playing with rules teaches you how to communicate. After all, most games with rules are collective games. They have two kinds of relationships. These are relations of a competitive type - between teams, between partners who have a directly opposite goal (if one wins, then the other will lose), and relations of genuine cooperation - between members of the same team. Such cooperation, participation in collective activities helps the child "get out" of the situation and analyze it as if from the outside. It is very important.

Conclusion

Preschool childhood is a period in which there is an active development of the whole personality as a whole. Speech develops rapidly, creative imagination appears, a special logic of thinking, subject to the dynamics of figurative representations. This is the time of the initial formation of personality. The emergence of emotional anticipation of the consequences of one's behavior, self-esteem, the complication and awareness of experiences, enrichment with new feelings and motives of the emotional-need sphere, and finally, the emergence of the first essential connections with the world and the foundations of the future structure of the life world - these are the main features of the personal development of a preschooler.
The game for preschool children is a source of global experiences of the dynamism of one's own Self, a test of the power of self-influence.