Types of games in kindergarten and their developmental value. Types of children's games Types of games in literature for children
"Types of gamesand their role IN LIFE,Upbringingand training
childrenYOUNG preschool age "
The game takes a firm place in the system of physical, moral, labor and aesthetic education of preschoolers. It activates the child, helps to increase her vitality, satisfies personal interests and social needs. Considering the invaluable role of play in the life of preschoolers, I would like to dwell on this issue in more detail.
The problem of the game is widely covered in scientific and methodological literature (in the works of D.V. Men-dzheritskaya, D.B. Elkonin, L.S.Vygotsky, L.P. Usova, A.I. Sorokina, R.I. Zhukovskaya, L.V. Artyomova and other authors - classics)
The child's personal qualities are formed in vigorous activity, and above all in the one that becomes the leading one at each age stage, determines his interests, attitude to reality, and the peculiarities of relationships with people around him. In preschool age, such a leading activity is play. Already at an early and junior age, it is in the game that children have greatest opportunity to be independent, to communicate with peers at will, to implement and deepen their knowledge and skills. The older the children become, the higher the level of their general development and upbringing, the more significant is the pedagogical orientation of the game to the formation of behavior, the relationship of children, to foster an active position. Purposefulness of actions gradually develops in the game. If in the second and third year of life, children begin to play without hesitation, and the choice of the game is determined by the toy that has caught the eye, by imitation of comrades, then later children are taught to set goals in building games and later in playing with toys. In the fourth year of life, a child is able to move from thought to action, i.e. able to determine what he wants to play, who he will be. But even at this age, children often have a predominant interest in action, which is why the goal is sometimes forgotten. However, already at this age, children can be taught not only to deliberately choose a game, set a goal, but also distribute roles. At first, the prospect of the game is short - to arrange a Christmas tree for the dolls, to take them to the country. It is important that every child's imagination is directed towards this goal. Under the guidance of the educator, children gradually learn to determine a certain sequence of actions, to outline the general course of the game.
The development of game creativity is also reflected in the way various impressions of life are combined into the content of the game. In the fourth year of children's lives, one can observe that they combine different events in the game, and sometimes include episodes from fairy tales, mostly those that were shown to them in the puppet theater. For children of this age, new, vivid visual impressions are important, which are included in old games. Reflection of life in play, repetition of life experiences in different combinations helps the formation of general ideas, makes it easier for the child to understand the connection between different phenomena of life.
Several classes of games are conventionally distinguished:
creative(games initiated by children);
didactic
(games initiated by adults with ready-made rules);
folk(created by the people)
Creative games make up the most saturated typical group of games for preschoolers. They are called creative because children independently determine the purpose, content and rules of the game, most often depicting the surrounding life, human activities and relationships between people.
Creative games are essential for the full development of the child. Through playful actions, children strive to satisfy an active interest in the life around them, transform into adult heroes of works of art. Thus, creating a playful life, children believe in its truth, sincerely rejoice, upset, experience
For a game to be conceived, vivid, exciting experiences are needed. However, the emergence of an idea does not mean that the child is able to independently embody it in the game, since he does not yet have the skills and abilities to independently plan his actions. But already from a young preschool age, the teacher must develop play creativity in children. Creative play teaches children to think about how to implement a particular plan. In creative play, qualities that are valuable for the future student are developed: activity, independence, self-organization.
Creative games:
Plot - role (with elements of labor, with elements of artistic and creative activity).
Theatrical activities (directing, games - dramatization)
design
Plot - role-playing creative game- the first test of social forces and their first test. A significant part of creative games are role-playing games in "somebody" or "in something". Interest in creative role-playing games develops in children from 3 to 4 years old. The child's reflection of the surrounding reality occurs in the process of his active life, by assuming a certain role, however, it does not completely imitate, because it does not have real capabilities for actually performing the operations of the assumed role. This is due to the level of knowledge and skills, life experience at this age stage, as well as the ability to navigate in familiar and new situations. Therefore, in a creative plot-role-playing game, he performs symbolic actions ("as if"), replaces real objects with toys or conventionally with those objects that he possesses, assigning them the necessary functions (stick - "horse", sandbox - "steamer", etc.). Children depict people, animals, the work of a doctor, hairdresser, driver, etc. Realizing that play is not real life, kids at the same time really experience their roles, openly show their attitude to life, their thoughts, feelings , perceiving the game as an important and responsible business.
Structure role play, according to D.B. Elkonin, includes the following components:
- Roles that children take on during the game.
- Play actions through which children realize their roles and relationships between them.
- Playful use of objects, conditional replacement of real objects at the disposal of the child.
- The real relationship between the playing children, expressed in a variety of remarks, through which the entire course of the game is regulated.
Saturated with vivid emotional experiences, the plot role-playing game leaves a deep imprint in the child's mind, which will be indicated on his attitude towards people, their work, and life in general. Under the influence of the enrichment of the content of games, the nature of the relationship between children changes. Their games become cooperative, based on a common interest in them; the level of children's relationships rises. For children who play, coordination of actions, a preliminary choice of a topic, a calmer distribution of roles and play material, and mutual assistance during the game become characteristic.
In addition, increasing the level of role relationships contributes to the improvement of real relationships, provided that the role is performed on good level.
However, there is also a feedback - role relationships become higher under the influence of successful, good relationships in the group. The child fulfills his role in the game much better if he feels. That children trust him, treat him well. This implies a conclusion about the importance of choosing partners, a positive assessment by the educator of the merits of each child, programming the future role relationships of children.
Theatrical activity is one of the types of creative play activities, which is associated with the perception of works of theatrical art and the image in game form received ideas, feelings, emotions. Lyubov Artyomova divides theatrical games, depending on their type and specific plot and role content, into 2 main groups: director's games and games - dramatization.
V director's play the child as a director and at the same time a voice-over organizes a theatrical - playing field, in which the actors and performers are dolls. In another case, the actors, screenwriters and directors are the children themselves, who, during the game, agree on who plays what role, what does.
Games-dramatizations are created according to a ready-made plot from a literary work or theatrical performance. The game plan and the sequence of actions are determined in advance. Such a game is more difficult for children than inheriting what they see in life, because you need to understand and feel well the images of the characters, their behavior, remember the text of the work (sequence, deployment of actions, replicas of characters), this is the special meaning of games - dramatization - they help children better understand the idea of a work, feel its artistic value, have a positive effect on the development of expressiveness of speech and movements.
Children's creativity is especially clearly manifested in games - dramatizations.
In order for children to convey the appropriate image, they need to develop their imagination, teach them to put themselves in the place of the heroes of the work, imbued with their feelings, experiences.
Children of four years old portray fairy tales in games, not only shown, but also told. Games - dramatizations help children to better understand the idea of a work, feel its artistic value, contribute to the development of expressiveness of speech and movements. Children of the younger group in games with enthusiasm play out individual episodes of the fairy tale ("Ryaba Hen", etc.), transform into familiar animals (games: "Mother hen and chickens", "Bear and cubs", etc.), but independently they cannot develop and beat the plots. Children only imitate them, copying them outwardly, without revealing the peculiarities of behavior. Therefore, it is important to teach children to follow the pattern: chicks flap their wings, bear cubs walk hard and awkwardly.
In class and in everyday life, you can act out scenes from children's life - for example, with a doll or a teddy bear. You can organize games on the themes of literary works: "Toys" A. Barto, nursery rhymes, lullabies, etc. The teacher is an active participant in such games. It shows how diverse intonation, facial expressions, gestures, gait, movements can be. Children are also interested in games with imaginary objects, for example: "Imagine a ball, take it", etc. The children develop an interest in puppet shows, plane performances, literary works, especially fairy tales and nursery rhymes.
In the process of work, children develop imagination, speech, intonation, facial expressions, motor skills (gestures, gait, posture, movements) are formed. Children learn to combine movement and word in roles, develop a sense of partnership and Creative skills.
Another view - construction games... These creative games direct the child's attention to different types of construction, contribute to the acquisition of design skills of the organization, to attract them to work. In construction games, children's interest in the properties of an object is clearly manifested, and the desire to learn how to work with it. The material for these games can be constructors of different types and sizes, natural material (sand, clay, cones, etc.), from which children create various things, according to their own design or on the instructions of a teacher. It is very important that the teacher helps the pupils to make the transition from aimless piling up of material to the creation of thoughtful buildings.
In progress construction games the child is actively and constantly creating something new. And he sees the results of his labor. Babies should have enough building material, of various designs and sizes.
Material for construction games:
Natural material (leaves, cones, snow, clay, sand)
Artificial material (mosaic, paper, modular blocks, constructors of various types and sizes)
V junior groups the educator takes on the role of an organizer, an active participant in the game, gradually introducing a variety of shapes and sizes. Games with building materials develop the child's imagination, his constructive abilities, thinking, and teach him to focus and persistent activity. They contribute to the culture of movement, orientation in space. Building material introduces geometric shapes, size, develops a sense of balance. The work must start with simple buildings, gradually complicating them. Children who are not active in work should be united with those who love to build and who make good buildings. It is necessary to establish links between construction and plot - role-playing games, to maintain play setup, the development of creative thought. To make the games more fun, you can arrange competitions for the speed of the task. Adults can also participate in them. V different time for years, children are taught to work with natural material, showing techniques for working with it and developing their concept and imagination
With all the variety of creative games, they have common features: children independently or with the help of an adult (especially in games - dramatizations) choose the theme of the game, develop its plot, distribute roles among themselves, choose the necessary toys. All this should take place under the conditions of the tactful guidance of an adult, aimed at enhancing the initiative of children, the development of their creative imagination.
Games with rules. These games make it possible to systematically train children in developing certain habits in children, they are very important for physical and mental development, education of character and will. Without such games, it would be difficult to carry out educational work in kindergarten. Children learn games with rules from adults, from each other. Many of them are passed down from generation to generation, but educators, when choosing a game, must take into account the requirements of the present.
Didactic games They mainly contribute to the development of the mental abilities of children, since they contain a mental task, in the solution of which there is the meaning of the game. They also contribute to the development of the senses, attention, logical thinking. A prerequisite for a didactic game is the rules, without which the activity takes on a spontaneous character.
In a well-thought-out game, it is the rules, not the educators, that guide the behavior of the children. The rules help all participants in the game to be and act in the same conditions (children receive a certain amount of material, determine the sequence of actions of the players, outline the circle of activities of each participant).
Didactic game is a multifaceted, complex pedagogical phenomenon: it is both a play method of teaching preschool children, and a form of education, and independent play activity, and a means of comprehensive education of a child.
Didactic game as a game teaching method is considered in two forms:
Games - activities;
Didactic (autodidactic) games.
In the game - the lesson, the leading role belongs to the educator, who, in order to increase children's interest in the lesson:
Uses a variety of game techniques that create a game situation;
Creates a game situation;
Uses a variety of components of gaming activities;
It transfers certain knowledge to the pupils;
Forms children's ideas about building game plot, about a variety of game actions with objects, teaches them to play;
Creates the conditions for the transfer of the acquired knowledge and ideas to
Independent creative games.
Didactic game is used in teaching children, in various activities and outside of them (physical education, mental education, moral education, aesthetic education, labor education, development of communication)
Types of didactic games:
Ø PLAYING WITH OBJECTS;
Ø DESKTOP PRINT GAMES;
Ø VERBAL GAMES.
V games with objects toys and real objects are used. By playing with them, children learn to compare, establish the 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 signs: color, size, shape, quality. They solve problems of comparison, classification, and the establishment of a sequence in solving problems. As children acquire new knowledge about the objective environment, tasks in games become more difficult in determining an object according to this attribute (color, shape, quality, purpose, etc.), which is very important for the development of abstract, logical thinking. Children of the younger group are given objects that differ sharply from each other in properties, since babies still cannot find subtle differences between objects
Various toys are widely used in didactic games. All toys are conventionally divided into five types.
Types of toys: ready-made toys (cars, dolls, etc.), folk toys, theatrical toys, semi-finished toys (cubes, pictures, construction sets, construction material), material for creating toys (sand, clay, ropes, twine, cardboard, plywood, wood, etc.)
Toys should be safe, fun, attractive, colorful, but simple; they should not only attract the child's attention, but also activate his thinking. All toys, regardless of their purpose, must be grouped so that they correspond to the child's height. So, while sitting at the table, it is more convenient for the baby to play with small toys, and for playing on the floor, larger toys are needed, commensurate with the growth of the child in a sitting and standing position.
In younger groups, when children have a weak imagination, teachers introduce kids to toys, show options for their use. Toys are the primary organizing principle in creative games, therefore, in the younger groups there should be more toys, their assortment is more varied (in several copies), since children of this age tend to imitate.
Board - printed games- an interesting activity for children. They are varied in types: paired pictures, lotto, etc. The developmental tasks that are solved when using them are also different.
Word games built on the words and actions of the players. In such games, children learn, relying on existing ideas about objects, to deepen their knowledge of them, since these games require the use of previously acquired knowledge in new connections, in new circumstances. Children independently solve a variety of mental tasks; describe objects, highlighting their characteristic features; guess by the description; find signs of similarities and differences; group items according to various properties, characteristics; find illogisms in judgments, etc.
In the younger groups, word games are mainly aimed at the development of speech, the education of correct sound pronunciation, the consolidation and activation of the vocabulary, the development of correct orientation in space.
Via word games children are fostered with a desire to engage in mental work. In the game, the process of thinking itself proceeds more actively, the child overcomes the difficulties of mental work easily, not noticing that he is being taught.
When organizing didactic games for children, it should be borne in mind that already from 3 - 4 years old the child becomes more active, his actions are more complex and diverse, his desire to assert himself increases; but at the same time, the baby's attention is still unstable, he is quickly distracted. The solution of the problem in didactic games requires from him more than in other games, stability of attention, increased mental activity. Hence, certain difficulties arise for a small child. You can overcome them through fun in learning, i.e. the use of didactic games that increase the child's interest in activities, and, above all, a didactic toy that attracts attention with its brightness and interesting content. It is important to combine a mental task in play with the active actions and movements of the child himself.
The game not only reveals the individual abilities, personal qualities of the child, but also forms certain personality traits. The play method gives the greatest effect with a skillful combination of play and teaching.
Outdoor games are important for the physical education of preschoolers, because they contribute to their harmonious development, satisfy the kids' need for movement, and contribute to the enrichment of their motor experience. Outdoor games are : running, jumping, changing formation, fishing, throwing, climbing.
According to the methodology of E. Vilchkovsky, two types of outdoor games are carried out with preschool children - story games and play exercises(non-plot games)
The basis narrative outdoor games the experience of the child is laid, his representation with movements characteristic of a particular image. The movements that children perform during the game are closely related to the plot. Most of the story games are collective, in which the child learns to coordinate his actions with the actions of others about the world around him (the actions of people, animals, birds), which he displays the players, not to be capricious, to act in an organized manner, as required by the rules.
Game exercises are characterized by the specificity of motor tasks, in accordance with the age characteristics and physical fitness of children. If in narrative outdoor games the main attention of the players is directed to the creation of images, the achievement of a specific goal, the exact implementation of the rules, which often leads to ignoring the clarity in the execution of movements, then during the performance of the game exercises, preschoolers must perform the basic movements impeccably.
Folk games - these are games that came to us from very ancient times and were built taking into account ethnic characteristics. They are an integral part of a child's life in modern society, making it possible to assimilate universal human values. The developmental potential of these games is ensured not only by the presence of appropriate toys, but also by the special creative aura that an adult must create.
Folk games as a way of raising children were highly appreciated by KD Ushinsky, EM Vodovozova, EI Tikheeva, PF Lesgaft. Ushinsky emphasized the pronounced pedagogical orientation of folk games. In his opinion, each folk game contains accessible forms of education, it encourages children to play actions, to communicate with adults. A characteristic feature of folk games is educational content, which is presented in a playful way.
It is difficult to overestimate the huge role played by national games in the physical and moral education of children. Since ancient times, games have been not only a form of leisure and entertainment. Thanks to them, such qualities as restraint, attentiveness, perseverance, organization were formed; developed strength, agility, speed, endurance and flexibility. The goal is achieved through a variety of movements: walking, jumping, running, throwing, etc.
The folk game reflects the life of people, their way of life, national traditions, they contribute to the upbringing of honor, courage, masculinity ... Distinguish between individual, collective, plot, everyday, seasonal - ritual, theatrical games, games - traps, games of fun, games - attractions.
The specificity of folk games is their dynamism. They necessarily contain a game action that encourages the child to be active: either to a simple inheritance of actions according to the text, or to perform a set of actions in a round dance.
By their structure, most folk games are simple, one-sided, complete; in them the word is united into a single whole. Movement, song.
When acquainting Russian-speaking children of our region with Ukrainian folk games, it is necessary to take into account the age, physical and psychophysiological characteristics of the development of children, clearly indicating the purpose of the game. For children of primary preschool age, whose experience is very small, Ukrainian outdoor games of a plot nature with elementary rules and a simple structure are recommended. In the second youngest group, children have access to mobile round dance games: "Chubarochka - Chubarochka", "Kizonka", "Are our little hands?" And others.
Folk games should take an appropriate place in the system of education and training of children of the Donetsk Russian-speaking region in the Ukrainian language, introducing them to the origins of national culture and spirituality.
Play, according to P. Lesgaft, is a means by which children show their independence during the distribution of roles and actions during the game. The child lives in the game. And the task of teachers is to become a guiding and connecting link in the child-play chain, tactfully supporting the leadership to enrich the play experience of kids.
Play is of particular importance for the development of various forms of voluntary behavior - from the elementary to the most complex. Voluntary behavior is understood as behavior carried out in accordance with a pattern and controlled by comparison with this pattern as a standard. In the game, according to L.S. Vygotsky “the child cries like a patient and rejoices like a player” and every minute the child abandons fleeting desires in favor of fulfilling the role he has assumed. This fact indicates that a significant restructuring of the child's behavior occurs in play - it becomes arbitrary.
It is in this activity that is as free as possible from any compulsion, seemingly completely at the mercy of emotions, that the child first of all learns to control his behavior and regulate it in accordance with generally accepted rules. Play 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 the present: 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 “correct” sailor or pilot, but feels like a brave pilot, a brave captain who is not afraid of danger, and, of course, be truly proud of your victory.
Imitation of adults in play is associated with the work of the imagination. The child does not copy reality, he combines different impressions of life with personal experience.
Children's creativity is manifested in the concept of the game and the search for means for its implementation. How much fiction is required to decide which journey to go, which ship or plane to build, which equipment to prepare. In the game, children are playwrights, props, decorators, and actors at the same time. However, they do not prepare for the role as actors for a long time. They play for themselves, expressing their own dreams and aspirations, thoughts and feelings that dominate them at the moment. Therefore, the game is always an improvisation.
Play is an independent activity in which children first interact with their peers. They are united by a common goal, joint efforts to achieve it, common interests and experiences.
Children choose the game themselves, organize it themselves. But at the same time, in no other activity there are such strict rules, such conditionality of behavior as here. It is the game that teaches children to subordinate their actions and thoughts to a specific goal, helps to educate purposefulness.
In play, the child begins to fairly evaluate his own actions and deeds, as well as the actions of his comrades.
Play is important for the formation of a friendly children's team, and for the formation of independence, and for the formation of a positive attitude to work, and for correcting some deviations in the behavior of individual children, and much more. In play, a significant change occurs in the child's psyche, preparing for the transition to a new, higher stage of development.
As a result of the implementation of these principles, conditions are created that contribute to the formation of the initial forms of self-esteem and self-control of the child, which is of great importance both for his educational activities (future and present), and for a full life in a team of peers.
It is known that in the early preschool age, the assimilation of new knowledge in the game is much more successful than in the classroom. An educational game is characterized by the fact that it contains a ready-made game concept, game material and rules (communication and objective actions). All this is determined by the goal of the game, i.e. what this game was created for, what it is aimed at.
The goal of the game always has 2 aspects:
1. Cognitive, that is, what we have to teach the child, what methods of action and with objects we want to convey to him.
2. Educational, that is, ways of cooperation, forms of communication and relationships with other people that should be instilled in children.
The playful concept is the play situation into which the child is introduced and which he perceives as his own. The construction of the concept of the game is based on the specific needs and inclinations of children, as well as the characteristics of their experience.
The idea of the game is realized in the game actions that are offered to the child in order for the game to take place. Play activities include a learning task, that is, what is the most important condition for each child's personal success in play and his emotional connection with other participants.
The play material also encourages the child to play. It is essential for the learning and development of the baby and of course. For the implementation of the game plan. Game rules are an important feature of the game. The rules of the game bring to the consciousness of children its concept, game actions and a learning task. Game rules are of two types: rules of action and rules of communication.
The description of the game is set out as follows:
1. Features of the game and its educational value.
2. Game material.
3. Description of the game and techniques for its implementation.
4. The rules of the game.
5. Advice to the educator.
As the child grows, his games also change: from a simple exchange of toys to role-playing and intricate "construction".
All types of games have their own characteristics and purpose, but there are no clearly defined boundaries between them - in each game situation they can overlap each other.
Sensory games. The purpose of this type of game is to acquire sensory experience for the sake of experience itself. Through this game, children learn about their physical and sensory capabilities, about the properties of things that surround them.
Motor games. This type of play involves a constant change of sensations of movement. For babies, motor games are one of the first opportunities for communication with others.
The game is fuss. This type of play is of great benefit to children. It gives children the opportunity to exercise and throw out their energy, but also teaches them to restrain their feelings, control impulsive desires and helps get rid of negative habits, they learn to see the difference between the present and the depicted.
Language games... Children are interested in speech itself, they play with sounds, forms and shades of meaning. Word play allows the child to practice grammar. Children also use language in order to control their steps, to structure their play.
Role-playing games. One of the main types of games is to play different roles and situations - this is a role-playing game. In role-playing games, children test their social knowledge, develop the ability to symbolically replace specific objects and events with symbols. And also role play contributes to a better understanding of both other people and oneself. It is in this type of game that the child is given the opportunity to put himself in the shoes of another person.
There are also other types of games:
1. The game is didactic. This is a specially created game with a specific didactic task hidden from the child in a play situation behind play actions. Here, the game itself guides the child towards mastering knowledge and skills. This type of games is one of the methodological types of training. The main feature of didactic games is determined by their name: these are educational games. They are created by adults for the upbringing and education of children. But for playing children, the educational and educational meaning of didactic play appears openly, and is realized through a play task, play actions, and rules.
As noted by A.N. Leontiev, didactic games belong to the "milestone games". Representing a transitional form to the non-play activities that they prepare. These games promote development cognitive activities, intelligent operations, which are the basis of learning. Didactic games are characterized by the presence of an educational task - a learning task. Adults are guided by it, creating this or that didactic game, but clothe it in an entertaining form for children. Examples of educational tasks: to teach children to distinguish and correctly name colors (Salute, "Colored rugs") or geometric figures("Ice drift"), to clarify ideas about tableware ("Katya the doll is having lunch"), to form the ability to compare objects by their external features, location in space, to develop an eye and coordination of small movements. The educational task is embodied by the creators of the game in the appropriate content, realized with the help of game actions that children perform.
2. Game-dramatization. It is built based on the plot scheme of any literary work chosen by the children. Here the roles correspond to the characters of the piece being played.
Theatrical games represent literary works (fairy tales, stories, specially written dramatizations) in persons. Heroes become actors, and their adventures, life events, altered by childhood fantasy, are the plot of the game. It is not difficult to see the peculiarity of theatrical games: they have a ready-made plot, which means that the child's activity is largely predetermined by the text of the work. The question arises: what is the child's creativity in these games? Is it legal to classify them as creative games?
A real theatrical game is a rich field for children's creativity. First of all, we note that the text of a work for children is only a canvas into which they weave new storylines, introduce additional roles, change the ending. For example, in the game based on the fairy tale "Teremok", a squirrel appears on the doorstep of the house after a runaway bunny - a fluffy tail, then the children felt sorry for the bear, fox, wolf, who asked to go to the teremok and promised not to offend anyone. The game ended with a friendly round dance of the fairy tale characters. So kids
"Remade" the well-known fairy tale in accordance with their ideas about the need to live in friendship and peace, not to see the enemy in those. Someone is not like you in some way.
3. Fun game. Here the plot is completely absent and the goal is to amuse and entertain the participants in this game.
4. The game is procedural. This kind of game is typical for children. younger age... In the course of this game, the meanings of the objects of the surrounding world are mastered by means of conditional actions with a toy-character. With the help of realistic toys, the child reproduces the usual actions of adults. In procedural play, children develop visual-figurative thinking, imagination, speech, and arbitrariness.
6. Director's game. Type of individual game. Here the child comes up with a plot by himself, plays for himself and for a toy, which is endowed with a certain role. This type of play promotes the development of speech, thinking and imagination.
The very name of the director's game indicates its similarity with the activities of the director of the film. Usually the director decides which film, he will direct, which script he will take. The child himself creates the plot of the game, its script.
The script is based on the child's direct experience: it reflects an event in which he himself was a spectator or participant. Often, the plot of the game is knowledge gleaned from watching cartoons, a book read.
The plots of the director's game are chains of actions. The child shows creativity and imagination, coming up with the content of the game. Determining its participants (the roles that toys, objects "play").
Objects and toys are used not only in their immediate meaning, but also when they perform a function that is not assigned to them by universal human experience (a pencil is a magic wand, a conductor's wand or a microphone, a belt becomes a snake, a brick-soap). Children willingly resort to toys - substitutes in games, which speaks in the development of imagination.
7. Playing with the rules. As a rule, such a game is group or doubles. A feature of this type of game is the presence of rules that are mandatory for all players. Historically established rules are passed down from older children to younger children, but children can themselves form new rules for a given particular game.
A special group of games specially created by folk or scientific pedagogy to solve certain problems of teaching and educating children. These are games with ready-made content, with fixed rules, which are an indispensable component of the game. Learning tasks are implemented through the child's play actions when completing a task (find, say the opposite, catch the ball)
Depending on the nature of the learning task, games with rules are divided into two large groups - didactic and outdoor games, which, in turn, are classified based on different grounds.
Didactic games are subdivided according to content (mathematical, natural history, speech.
On didactic material (games with objects, toys, desktop-printed, verbal), mobile are classified according to the degree of mobility (games of low mobility, medium, high mobility), according to the prevailing movements (games with jumps, with dashes).
For items that are used in the game (ball games, with ribbons, with hoops). Among didactic and outdoor games, there are story games in which the players play roles (“Cats and Mice”, “Souvenir Shop”) and plotless ones (“The magic wand”, “What has changed?”).
In games with the rules, the child is attracted by the game process, the desire to perform game actions, achieve results, and win. But this gameplay is mediated by some kind of task (not just to shift the pictures, but to place them in pairs, to pick them up according to a certain criterion; not just to run, but to run away from the fox). And this makes the child's behavior arbitrary, subject to game conditions in the form of rules. As A.N. Leontiev justly noted, mastering the rule of the game means mastering one's own behavior. It is the fact that in games with rules the child learns to control his behavior determines their educational tasks.
Thus, games with rules are the most important means of upbringing and teaching preschool children.
7. Business game. It is aimed at mastering, comprehending the so-called instrumental tasks associated with the construction of real activities, the achievement of specific goals. Children develop skills in goal-setting and action planning, self-regulation in the process of achieving goals, the ability to correlate their activities with the activities of other people
8. The game is role-playing. This type of game is typical for preschool children. Role-playing game is an activity in which the child takes on the roles of adults and, in a generalized form, in specially created play conditions, reproduces their activity and the relationship between them. These conditions are characterized by the use of various play objects that replace the actual objects of adult activity. It is in the role-playing game that the child realizes his desire to live a common life with adults, a life that captures him entirely
Outdoor games for preschoolers are divided into plotless, story-driven and fun games. But, in any case, games should have easy rules. It is important to choose games for children that correspond to their level of development - they will not turn out to be primitive, or, on the contrary, very difficult.
In the younger groups of kindergartens, story games and simple games, plotless type of fun and trap games. Plot-free play with elements of competition, relay race, play with objects (ring toss, bowling pins, etc.) are not yet available for such kids. At this age, no sports games are held at all.
A narrative action game helps children to consolidate ideas and knowledge about the phenomena and objects of the world around them. For example, about various means of transportation (trains, airplanes, cars) and the ability to use them, about the peculiarities of their movement, about the habits of various birds and animals, etc.
Thus, thanks to the types of games, the child can choose the game that he will play.
Literary play as an effective tool
training and education of schoolchildren.
Annotation. The topic of this material is - literary game and its role in instilling interest in reading fiction. The author not only describes the features of the game technology used in literature lessons, but also tells how it is applied in practice, what results it gives, and what makes it attractive for the student and teacher.
Among all the variety of pedagogical technologies used today, I prefer the game. Writing literary games for students is my favorite pastime. In my teaching practice, more than a hundred of them have already been compiled.
Why a literary game? It is no secret that schoolchildren read little, rarely go to the library, frankly miss literature lessons, feel constrained and constricted when telling a story at the blackboard, their outlook leaves much to be desired, their behavior is defiant and aggressive ... How to wake up this "sleepy" kingdom, how to diversify school life, how to bring "life" to the lesson, how to awaken interest and love for reading, how to reach out to the heart of every child? Questions, questions, questions ... There is only one answer.
The use of games in learning provides a high level of mental, emotional and behavioral activity of students, contributes to the connection to the process of cognition of such properties of the psyche as imagination, memory, emotions, speech. In addition, games allow practicing practical skills, which is very important when teaching the analysis of a literary text in a literature lesson. In the course of the game, there is an active “trying on” a different social role, entering someone else’s fate, while the guys “live” in their imaginations what they may not experience in life. All this is the basis of the moral education of the individual.
Lessons using games or game situations are an effective means of teaching and upbringing, since the departure from the traditional structure of the lesson and the introduction of a game plot attracts the attention of students throughout the class.
Play is also an important means of personal development, especially in our dynamic age, when significant behavioral flexibility is required from a person. The point is also that most of the methods used by the teacher are intellectualized and deal with storytelling, explanation, memorization. Feelings are usually suppressed. The game, on the other hand, stimulates emotions, encourages children to include their feelings, to “work” with them and with them.
Thus, play is a powerful stimulant pedagogical tool that can be used with children of all ages. It is especially effective when study topic affects feelings, when it is necessary to instill interest in the subject being studied, when it is necessary to check the knowledge of all students without pressure and edification ... Experience shows that the introduction of even elements of play into the usual educational activities of students increases their interest and forms positive motives for learning. The guys take on work with pleasure and always do it perfectly.
The main purpose of using games and game elements in the work of a teacher is to increase the interest of students in studying literature, to include the emotional sphere of children in the process of cognition, to combine the rational and emotional in mastering knowledge. And also the children's enthusiasm for reading, surprise with their literature, demonstration of its endless possibilities ... Everyone gets pleasure: both the children and the teacher. Firstly, it is interesting to prepare the game, secondly, ideas and fantasies know no boundaries, thirdly, enthusiasm is at its best, and fourthly, a variety of talents and abilities of students are discovered.
The methodology for conducting a literary game is quite simple. Most often, it is carried out as the final stage in the study of a work, where the main goal is to summarize. This is exactly how KVN took place based on fairy tales, or a game based on works of oral folk art, when the children had already become acquainted with many folklore genres, or an evening-concert on the theme "Russian folk song". Here the guys applied the knowledge gained in the literature lesson, and their life experience, and revealed their talents. Some tasks were given at home, so we prepared a lot after lessons, rehearsed the numbers. But KVN based on V. Kataev's story "Son of the Regiment", "What? Where? When?" after M. Sholokhov's story “The Fate of a Man”, “Brain-ring” based on the story “Olesya” are conducted before studying the works in class, when the students read the book at home on their own. The main goal here is to interest the work, pay attention to the details of the text, show the importance and significance of each episode for revealing the character of the hero.
Although most of the games are played in the middle school, high school students do not stand aside either. When it feels like reading this or that text will go "tight", that the guys have no interest in this author, a game is announced. The mood for reading immediately changes, the desire appears, the eyes light up. This was the case with V. Astafiev's story "Ode to the Russian Garden", or with the collection "Mirgorod", or with the drama "Boris Godunov", or with A. Ostrovsky's novel "How the Steel Was Tempered". Foreign authors are especially difficult in senior management. And here game moments are included in the lesson.
One of the difficulties in the work of a literature teacher is conducting extracurricular reading lessons, so we play games mainly in these lessons. Long before the appointed day of the game, an assignment is given to read the specified book and a game is announced, the principle of which is either explained to the children in advance, or the names of competitions are posted on the notice board, for some of them the whole team begins to prepare after lessons. The results of the games played often exceed all expectations. The students figured out the text, and they were able to draw conclusions from what they read, and showed themselves, and looked at others. But the most important thing is that no one gets bored, everyone is actively working, everyone is worried. After such events, the teacher looks somehow differently at each student, as if through the prism of the game ...
Here is the performance of one girl in the role of Dunya Vyrina, the heroine of the story "The Stationmaster", by the way, written independently and read at her father's impromptu grave. Her trembling voice and sad appearance still stand in my ears. So get used to the image that there were tears in the eyes of the audience ?! And the student seems to be so, mediocre, nothing ever stood out among her classmates. Please, the game "made" look at it with different eyes.
And here is the "Festival of Arts" based on the collection of stories "Notes of a Hunter". The whole class dressed up in the costumes of Turgenev characters, not even members of the team! .. But what a great desire the guys had just to take part in the game, to support their comrades in one form ...
And once the former graduates expressed a desire to compete in the "Game Mosaic" based on the story "White Bim Black Ear" by G. Troeppolsky with the current students. Again they wanted to test themselves, to feel the intensity of the struggle, to experience positive emotions... For the teacher, this desire became a great joy, and the conversations after the game did not subside for a long time.
The games that have been played come to mind ... How great it is! Excitement! Aggression! Laugh! Tears! The bitterness of defeat! The joy of victory! Wonders! Discoveries! Delight! And ... the desire to read, read and read again.
Yes, they begin to read, and not "pass" program literary texts. Read everything and everything. Sometimes they admit that it is not very interesting, it is not entirely clear, but the future game, the expectation of it, the preparation for it kind of spur on the guys. They felt the limitlessness of their capabilities, began to behave relaxed and at ease in an unfamiliar environment, believed in themselves, learned to quickly navigate the text, read carefully, LISTEN and HEAR a person standing next to them, a desire to create.
And what crafts, drawings, posters, baby books, costumes are prepared by schoolchildren! The teacher again has joy, a sense of pride is born: rural children are so talented, so capable, so active, so smart and attentive, so kind and sensitive ...
Parents are also slowly starting to get involved in the literary game, some of whom used to complain that children do not read, that you cannot force a child to sit down to a book. They are always invited to all literary games. First they came as spectators, and then they themselves became participants in the games “What? Where? When?" based on A. Tvardovsky's poem "Vasily Tyorkin", "The Finest Hour" based on A. Gaidar's story "The Drummer's Fate" ... Later, mothers and fathers, grandmothers and grandfathers admitted that some of them last years for the first time I took the book in my hands, that I even had to take a synopsis of the work during the reading, so as not to miss the details and not fall into the dirt with my face in front of my own child. And what happiness shone in the eyes of adults when they saw how resourceful, benevolent, savvy their children were in the game. Parents still enjoyed winning over their own children. After all, how then did their authority grow in the eyes of the guys!
Thus, the use of literary play in pedagogical education gives very good results. They are obvious: firstly, there is an interest in reading and in literature, moreover, students read the book not superficially, but very carefully and with concentration, fearing to miss details that will then turn out to be important in the analysis of the text; secondly, the material on the topic is generalized not boringly and dryly, but naturally and with great desire and eagerness; thirdly, different types of speech activity develop, including expressive reading of any text; fourthly, the abilities of children are revealed, everyone can see how talented and quick-witted their classmate can be; fifthly, a sense of collectivism, responsibility for the assigned work, a sense of duty, philanthropy is formed. Therefore, it is literary play as an integral part of play technology that is an effective means of teaching and educating schoolchildren.
Children's games are very diverse. They are different in content and organization, rules, the nature of the manifestation of children, the effect on the child, the types of objects used, origin, etc. All of this makes it difficult to classify games, but grouping is necessary to properly manage games. Each type of play fulfills its function in the development of the child. The blurring of lines between amateur and educational games observed today in theory and practice is unacceptable. In preschool age, there are three classes of games:
Games initiated by a child - amateur games;
Games that arise at the initiative of an adult who implements them for educational and educational purposes;
Games that come from the historically established traditions of the ethnic group - folk games, which can arise both at the initiative of an adult and older children.
Each of the listed classes of games, in turn, is represented by species and subspecies. So, the first class includes:
1.Creative role-playing games... The concept of "creative play" covers role-playing games, dramatization games, construction-constructive games. The content of creative games is created by the children themselves. Freedom, independence, self-organization and creativity of children in this group are manifested with particular completeness. Various life experiences are not copied, they are processed by children, some of them are replaced by others, etc.
Role-playing game is the main type of the preschool child's game. The main features of the game are inherent in it: emotional saturation and enthusiasm of children, independence, activity, creativity. The first story games are played as roleless games or games with a hidden role. The actions of children acquire a plot character and are combined into a chain that has a vital meaning. Actions with objects, toys are carried out by each of the playing children independently. Cooperative games possible with the participation of an adult.
Dramatization games. They are characterized by the main features of creative games: the presence of a plan, a combination of role-playing and real actions and relationships, and other elements of an imaginary situation. Games are built on the basis of a literary work: the plot of the game, roles, actions of the characters and their speech are determined by the text of the work. Play dramatization has a great impact on a child's speech. The child learns the wealth of the native language, its expressive means, uses various intonations that correspond to the character of the characters and actions, tries to speak clearly so that everyone understands him. The beginning of work on a dramatization game consists in the selection of a work of art. It is important that children are interested in it, arouse strong feelings and experiences. The teacher takes part in the collusion and preparation of the game. Based on the content of the work with children, the plot of the game is drawn up, roles are assigned, and speech material is selected. The teacher uses questions, advice, repeated reading of the work, conversations with children about the game and thus helps to achieve the greatest expressiveness in the portrayal of the characters.
Building construction games are a kind of creative play. In them, children reflect their knowledge and impressions of the world around them. In construction and construction games, some objects are replaced by others: buildings are erected from specially created building materials and constructors, or from natural material (sand, snow). All this gives reason to consider such an activity as one of the types of creative play. Many building-constructive games take place in the form of role-playing games. Children take on the role of construction workers who erect a building, drivers bring building material to them, during breaks the workers have lunch in the canteen, after work they go to the theater, etc. In the process of play, the child's orientation in space, the ability to distinguish and establish the size and proportions of an object, spatial relations are formed and developed. Thus, in the building-constructive game, the multifaceted development of the mental activity of children takes place.
Two games with ready-made content and rules are designed to form and develop certain qualities of the child's personality. In preschool pedagogy, it is customary to divide games with ready-made content and rules into didactic, mobile and musical ones.
2. Didactic games Is a kind of games with rules specially created by a pedagogical school for the purpose of teaching and educating children. 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.
Didactic play has a certain structure, which characterizes play as a form of learning and play activity. The following structural components of the didactic game are distinguished:
1) a didactic task;
2) game actions;
3) the rules of the game;
4) the result.
The didactic task is determined by the goal of teaching and educational impact. It is formed by the teacher and reflects his teaching activities. So, for example, in a number of didactic games, in accordance with the program objectives of the corresponding academic subjects, the ability to make words out of letters is consolidated, and the skills of counting are practiced. The game task is carried out by children. A didactic task in a didactic game is realized through a game task. It determines play actions, becomes the task of the child himself. Game actions are the basis of the game. The more varied the game actions, the more interesting the game itself is for children and the more successfully cognitive and game tasks are solved.
In different games, play actions are different in their orientation and in relation to the playing children. These are, for example, role-playing actions, guessing riddles, spatial transformations, etc. They are related to the game intent and proceed from it. Playful actions are the means of realizing a game concept, but they also include actions aimed at completing a didactic task.
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 affect the solution of the didactic task - they imperceptibly limit the actions of children, direct their attention to the implementation of a specific task of the academic subject.
Summing up - the result is summed up immediately after the end of the game. This could be scoring; identifying children who completed 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 children.
The relationship between children and the teacher is determined not by the learning situation, but by play. Children and the teacher are participants in the same game. This condition is violated, and the teacher takes the path of direct teaching.
Thus, didactic play 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 educational tasks, to make it gradual. All didactic games can be divided into three main types:
1) toys and real objects are used in games with objects (toys, natural materials). By playing with them, children learn to compare, establish the 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 signs: color, size, shape, quality. In games, problems are solved for comparison, classification, establishing a sequence in solving problems. As the children acquire new knowledge about the subject environment, tasks in games become more complicated: younger students practice defining an object according to any one quality, combine objects according to this attribute (color, shape, quality, purpose ...), which is very important for the development of the abstract, logical thinking.
2) the teacher uses games with natural material when conducting didactic games such as “Whose footprints? “,“ From what tree is the leaf? ”,“ Expand the leaves in decreasing size ”, etc. In such games knowledge about the natural environment is consolidated, thought processes are formed (analysis, synthesis, classification).
3) board-printed games are varied in types: paired pictures, different kinds bingo, dominoes. When using them, various developmental tasks are solved. So, for example, a game based on matching pictures in pairs. Pupils combine pictures not only by their appearance, but also by meaning.
Selection of pictures on a common basis - classification. Here, students are required to generalize, to establish a connection between subjects. For example, in the game "What grows in the forest?"
The compilation of cut pictures is aimed at developing in children the ability to compose a whole object from separate parts, logical thinking.
Description, picture-based story showing actions, movements is aimed at the development of speech, imagination, creativity in younger students. In order for the players to guess what is drawn in the picture, the student resorts to imitation of movements (for example, an animal, a bird, etc.)
In these games, such valuable qualities of the child's personality are formed as the ability to reincarnate, to creatively search for the necessary image.
3. Word games built on the words and actions of the players. In such games, children learn, relying on existing ideas about objects, to deepen their knowledge of them, since in these games it is required to use the previously acquired knowledge about new connections, in new circumstances. Children independently solve a variety of mental tasks: describe objects, highlighting their characteristic features; guess by the description; find signs of similarities and differences; group items according to various properties, characteristics; find illogisms in judgments, etc.
With the help of verbal games, children are brought up a desire to engage in mental work. In play, the process of thinking itself proceeds more actively, the child overcomes the difficulties of mental work easily, not noticing that he is being taught.
For the convenience of using word games in the pedagogical process, they can be conditionally combined into four main groups. The first group includes games with the help of which they form the ability to highlight the essential features of objects, phenomena: "Guess", "Shop", etc.
The second group is made up of games used to develop the ability to compare, contrast, and give correct conclusions: “Similar - not similar”, “Who will notice more fables” and others.
Games, with the help of which the ability to generalize and classify objects according to various criteria is developed, are united in the third group: "Who needs what?" “Name three objects”, “Name in one word” In a special fourth group, there are games for the development of attention, intelligence, quick thinking: “Colors”, “Flies, does not fly” and others.
4. Outdoor games. They are based on a variety of movements - walking, running, jumping, climbing, etc. Outdoor games satisfy the growing child's need for movement, contribute to the accumulation of a variety of motor experience. The child's activity, joyful experiences - all this has a beneficial effect on well-being, mood, creating a positive background for general physical development. Outdoor games include various kinds of movement complexes. These games build the ability to act together, foster honesty and discipline. Children learn to come to an agreement, unite to play their favorite games, take into account the opinions of their partners, and fairly resolve conflicts that arise.
5. Traditional or folk games. Historically, they have been at the heart of many student and recreational games. The subject environment of folk games is also traditional, they are themselves, and are more often presented in museums, and not in children's groups. Studies carried out in recent years have shown that folk games contribute to the formation of universal generic and mental abilities of a person in children (sensorimotor coordination, arbitrariness of behavior, symbolic function of thinking, etc.), as well as the most important features of the psychology of the ethnic group that created the game.
Play activity is a natural need for a child, which is based on the intuitive imitation of adults. Play is essential to prepare the younger generation for work; it can become one of the active methods of teaching and upbringing.
Play is a special kind of human activity. It arises in response to the social need to prepare the younger generation for life.
For games to become a true organizer of people's lives, their vigorous activity, their interests and needs, it is necessary that in the practice of upbringing there is a wealth and variety of games. Children's life can be interesting and meaningful if children have the opportunity to play different games, constantly replenish your gaming luggage.
Each particular type of game has numerous variations. Children are very creative. They complicate and simplify well-known games, come up with new rules and details. They are not passive towards games. This is always a creative inventive activity for them.
Children's games for the entire period of the Soviet formation were not collected, were not generalized, which means they were not classified. The well-known psychologist A. N. Leont'ev was right when he stated: “... in order to approach the analysis of a child's specific play activity, one must take the path not of a formal list of those games that he plays, but penetrate into their actual psychology, into the meaning of play for the child. Only then will the development of the game appear for us in its true inner content. "
The most common game theories in the 19th and 20th centuries are:
K. Gross believed that play is the unconscious preparation of a young organism for life.
K. Schiller, G. Spencer explained the game as a simple waste of excess energy accumulated by the child. It is not spent on labor and therefore is expressed in playful actions.
K. Bueller emphasized the usual enthusiasm with which children play, argued that the whole point of play lies in the pleasure it gives the child.
Z. Freud believed that the child is encouraged to play by the feeling of his own inferiority.
Although the given explanations of play seem to be different, all these authors argue that the basis of play is the instinctive, biological needs of the child: his drives and desires.
Russian and Soviet scientists approach the explanation of the game in a fundamentally different way:
AI Sikorsky, PF Kapterev, PF Lesgat, KD Ushinsky speak for the originality of the game as a truly human activity.
NK Krupskaya, AS Makarenko, and then many teachers and psychologists deepened the analysis of the game and strictly scientifically explained this peculiar children's activity.
Children's games are characterized by the following features:
1. play is a form of active reflection by a child of the life of people around him.
2.A distinctive feature of the game is the very way that the child uses in this activity
3. the game, like any other human activity, has a social character, therefore it changes with the change in the historical conditions of people's life
4. play is a form of creative reflection of reality by a child.
5. Play is the manipulation of knowledge, a means of clarification and enrichment, a path of exercise, and hence the development of the child's cognitive and moral abilities and powers.
6.In expanded form, play is a collective activity
7. By diversifying children, the game itself also changes and develops.
There are different types of games: active, didactic, games - dramatization, constructive.
In early childhood, elements of role play emerge and begin to form. In role-playing games, children satisfy their desire for living together with adults and, in a special, playful way, reproduce the relationships and work activities of adults.
A. N. Leontiev, D. B. Elkonin, A. V. Zaporozhets called role play the leading activity of a preschool child. Role play arises and exists in connection with other types of children's practice: primarily with observations of the surrounding life, listening to stories and conversations with adults.
D.B. Elkonin, on the basis of an analysis of ethnographic research, came to the conclusion that role play arose 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, that is, it is social in origin. The emergence of play is not associated with the action of some innate, instinctive forces, but with certain conditions of the child's life in society. Childhood lengthened, and along with the emergence of role play, a new stage in mental development child - preschool age. D. B. Elkonin emphasized that the lengthening of childhood occurs not by building a new period over the existing one, but by a kind of wedging in.
The game is social not only in origin, but also in its content. All researchers describing role play indicated that it is greatly influenced by the reality surrounding the child, that the plots of children's games are determined by the social, everyday, family conditions of the child's life.
Subject-based role-playing game consists in the reproduction of the actions of adults and the relationship between them by children. That is, in play, the child models adults and their relationships.
Role-playing game arises at the border of early and preschool ages and reaches its peak in the middle of preschool childhood.
D. B. Elkonin singled out in the structure of the role-playing game such components as the plot - the sphere of reality that is reflected in the game;
Those moments in the activity and relationships of adults that the child reproduces constitute the content of the game;
The development of game action, role and rules of the game occurs throughout preschool childhood along the following lines: from games with an expanded system of actions and hidden roles and rules - to games with a minimized system of actions, with clearly expressed roles, but hidden rules - and, finally , to games with open rules and the roles hidden behind them. D. B. Elkonin showed that the central component of a plot-role-playing game is a role - the way people behave in various situations corresponding to the norms and rules accepted in society.
In addition to this type of game, the preschooler learns games with rules that contribute to intellectual development child, improvement of basic movements and motor qualities.
Thus, play changes and reaches a high level of development by the end of preschool age. There are two main phases or stages in the development of a game. The first stage (3 - 5 years) is characterized by the reproduction of the logic of real actions of people; the content of the game is objective actions. At the second stage (5-7 years), real relations between people are modeled, and the content of the game becomes social relations, the social meaning of an adult's activity.