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The influence of play on the mental and personal development of a child. The origin and essence of the game The influence of the game on the mental and personal development of the child

The role of play in the life of a preschooler and its importance for the formation of his personality is well known to everyone who works in kindergartens. I would like to touch upon such problems associated with role-playing games as their preparation, an individual approach to the formation of a children's play group, the use of games to instill collectivism in children, respect for work, a sense of justice, etc.

Organizing long-term role-playing games requires significant efforts from the teacher to carefully and thoughtfully prepare them, but they all pay off both in the interest of the children and in the effectiveness of their implementation.

A necessary point in preparing for role-playing games are conversations on ethical topics, during which children learn to give a moral assessment of their actions and the behavior of their peers, begin to understand that the most responsible roles in the upcoming games should fairly be played by those who deserve it .

In order for interest in the game, which lasts a long time, sometimes for weeks, not to fade away, it is necessary to introduce more and more new additions to it, to come up with various options their implementation. The moment of forming a children's play group and the distribution of roles in the game is very important. The most important thing is an individual approach, which involves knowing the characteristics of each child, understanding his inclinations and interests. This helps children, even the most shy and disorganized ones, to open up, take initiative, and maintain interest in the game for a long time. With this approach, the most unexpected things come to light.

When conducting games, I have to deal with unforeseen situations, learn to get out of them with honor, sometimes change the plot, coordinate it with the creative initiative of the children, answer tricky questions, and recognize previously unnoticed character traits of the students.

The beginning of the game, the moment of its occurrence, is of great importance. In order to interest children in future games, you need to use the following techniques:

· Discuss with the children what and where they want to play;

· A surprise moment, the presentation of an interesting attribute of the proposed game;

· Participation in the game by the teacher (unobtrusive, tactful, in the role not of a mentor, but of a participant: “Good afternoon! I’m a doctor, I came to find out how your daughter is feeling”);

· Indirect encouragement to play;

It is also important to finish the game correctly, which means not only completing its plot, but also summing up the results. This is necessary to maintain children’s interest in play in general, to develop their ability and habit of analyzing the actions of their own and other children. Discussing the progress of the game allows the teacher to also identify his own shortcomings in its preparation.

1. Use of plot points (receipt of a letter, parcel, telegram, arrival of a guest, etc.) in order to maintain children’s interest in the game.

2. Sending a letter, parcel with a message with a request.

3. Reading books on the topic of the game, discussing the plot, the actions of the characters.

4. Conducting an excursion on the topic of the game.

5. Observation of the work of adults in the child’s immediate environment (doctor, nurse, cook, seamstress, etc.).

6. Conducting conversations about various professions, accompanied by viewing relevant illustrations.

7. Introduction of a new role into a game already familiar to children, clarification of responsibilities.

8. Assisting children in organizing a play environment.

9. Playing together with children.

10. Introducing new attributes, clarifying their meaning and application options.

11. Setting problem game tasks.

12. Visiting another group, watching a similar game, discussing it.

13. The teacher’s story about the games of children of another group.

14. Instructing children to talk with their parents about the topic of the game (why this or that profession is interesting), after which the children share with each other what they have learned.

15. Instructing parents to visit the theater, zoo, shops, etc. with their children; exchange impressions.

16. Children compose stories on the topics: “How we played”, “How we can play even more interestingly”, “How we helped each other”, etc.

17. Compilation of stories based on plot-shaped toys.

18. Compiling an album with children on the theme of games.

19. Discuss the plan with the children role-playing game.

20. Discussion of the progress and results of the game (goal: to help children understand their actions and actions in the plot- role-playing game).

21. The use of facial studies, elements of psycho-gymnastics.

Involving children in the production and design of attributes.

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Game is a reflection of life

In order for interest in the game, which lasts a long time, sometimes for weeks, not to fade, it is necessary to introduce more and more new additions to it, to come up with various options for carrying them out. The moment of forming a children's play group and the distribution of roles in the game is very important. The most important thing is an individual approach, which involves knowing the characteristics of each child, understanding his inclinations and interests. This helps children, even the most shy and disorganized ones, to open up, take initiative, and maintain interest in the game for a long time. With this approach, the most unexpected things come to light.

The beginning of the game, the moment of its occurrence, is of great importance. In order to interest children in future games, you need to use the following techniques:

Discuss with the children what and where they want to play;
A surprise moment, the presentation of an interesting attribute of the proposed game;
Participation in the game by the teacher (unobtrusive, tactful, in the role not of a mentor, but of a participant: “Good afternoon! I’m a doctor, I came to find out how your daughter is feeling”);
Indirect encouragement to play;

When and how did the game appear? special kind human activity? Most modern scientists explain the game as a special type of activity that emerged at a certain stage in the development of society. At the beginning of the twentieth century, researchers did not have unanimity in deciding what was primary in the history of mankind: work or play. It has been suggested that play arose before labor. For the first time, the opposite statement that “game is the child of labor” was made by the German psychologist and philosopher W. Wund, and this point of view was later developed by the Russian philosopher G. V. Plekhanov.

G.V. Plekhanov proves that in the life of society, work precedes play and determines its content. The games of primitive tribes depict war, hunting, and agricultural work. There is no doubt that first there was a war, and then a game depicting war scenes. First there was the impression made on the savage by the death of a wounded comrade, and then there was a desire to reproduce this impression in dance. Thus, the game is also connected with art; it arose back in primitive society together with different types art. The savages played like children; the game included dances, songs, elements of dramatic and visual arts. Sometimes games were credited with magical effects.

In the life of an individual, the opposite relationship is observed: the child first imitates the work of adults in play and only later begins to take part in real work. Plekhanov proves the regularity of this phenomenon: play serves as a means of preparation for work, a means of education. Studying the origins of the game makes it possible to determine its essence: the game is a figurative, effective reflection of life; it arose from labor and prepares the younger generation for work. In pedagogical literature, the understanding of play as a reflection of real life was first expressed by the great teacher K. D. Ushinsky. The environment, he says, has a strong influence on play, “it provides material for it that is much more varied and effective than that offered by a toy shop.” K. D. Ushinsky interestingly describes the games of his time, and shows that children of different social groups had different games. “One girl’s doll cooks, sews, washes, irons; in another, he is lounging on the sofa, receiving guests, rushing to the theater or to a reception; for the third, he beats people, starts a piggy bank, and counts money.” Preschool age is the initial stage of assimilation of social experience. The child develops under the influence of upbringing (relatively socially controlled socialization), under the influence of impressions from the world around him. He develops an early interest in the life and work of adults. Play is the most accessible type of activity for a child, a unique way of processing received impressions. It corresponds to the visual-figurative nature of his thinking, emotionality and activity. By imitating the work of adults and their behavior in play, children never remain indifferent. The impressions of life awaken in them various feelings, the dream of driving ships and planes themselves, and treating the sick. The game reveals the child’s experiences and attitude towards life.

Thus, children are motivated to play by the desire to get acquainted with the world around them, to actively interact with peers, to participate in the lives of adults, and to fulfill their dreams. N.K. Krupskaya put forward a fundamentally new position about children’s play as a purposeful, conscious, creative activity: “It is very important not to stereotype games, but to give scope to children’s initiative. It is important that children come up with games themselves, set goals for themselves: build a house, go to Moscow, cook dinner, etc. The process of the game is to achieve the goal: the children develop a plan, choose the means to implement it. As the children develop and their consciousness grows, their goals become more complex, their planning becomes clearer, and little by little the game turns into social work.”

N.K. Krupskaya considered the game as a means comprehensive development child: play is a way of understanding the environment and at the same time it strengthens the child’s physical strength, develops organizational skills, creativity, and unites the children’s team. Play brings children to work.

A. S. Makarenko gave a deep analysis of the psychology of the game, showed that the game is a meaningful activity, and the joy of the game is “creative joy”, “the joy of victory”.

The similarity of the game is also difficult to express in the fact that children feel responsible for achieving the set goal and for fulfilling the role that the team assigns to them. A. S. Makarenko also points out the main difference between play and work. Labor creates material and cultural values. The game does not create such values. However, the game has an important educational value: it accustoms children to the physical and mental efforts that are needed for work.

The understanding of play as an activity determined by social conditions underlies many studies by foreign scientists: I. Launer, E. Petrova, A. Vallon, etc.

Idealistic theories have in common the understanding of play as an activity independent of social conditions. Such theories include the biologizing theory of K. Groos and V. Stern, the theory of Z. Freud, the similar theory of compensation of A. Adler, etc. All these theories lead to the conclusion that the choice of an object of imitation in the game is explained primarily by the power of the awakening instinct, subconscious drives. In the light of these theories, the child turns out to be an inferior being, painfully experiencing this deficiency. Since the choice of play depends on unconscious impulses, one should only create conditions for the child to freely express his inner self, to give vent to drives and feelings, including bad and cruel ones. Revenge on others in the game serves as a means for the child to compensate for his shortcomings.

Domestic pedagogy believes that the characteristics of a child’s behavior are natural at each stage of his development and do not serve as a sign of inferiority. The child reflects in the game what interests him, excites him, and pleases him. Thus, play is a social activity that arises during the historical development of labor processes; the game always reflects real life, so its content changes with changing social conditions; play is a conscious, purposeful activity that has much in common with work and serves as preparation for work.

The game has a social basis. And children's games of previous years, and modern games convince us that they are connected with the world of adults. One of the first to prove this position, equipping it with scientific and psychological data, was K. D. Ushinsky. In his work “Man as a Subject of Education” (1867), K. D. Ushinsky defined play as a feasible way for a child to enter into all the complexity of the adult world around him.

The reality surrounding a child is diverse, and only certain aspects of it are reflected in the game, namely: the sphere of human activity, labor, relationships between people. As studies by A. N. Leontiev, D. B. Elkonin, R. I. Zhukovskaya show, the development of play throughout preschool age occurs in the direction from object-based play, recreating the actions of adults, to role-playing play, recreating relationships between people.

In the first years of life, a child’s interest in objects and things that others use prevails. Therefore, in the games of children of this age, the actions of an adult with something, with some object are recreated (a child prepares food on a toy stove, bathes a doll in a basin). A. A. Lyublinskaya very aptly called children’s games “half-game, half-work.”

In the extended form of role-playing play, which is observed in children starting from 4-5 years old, relationships between people come to the fore, which are carried out through actions with objects, and sometimes without them. Thus, the game becomes a way of highlighting and modeling (recreating in specially created conditions) relationships between people, and therefore begins to serve the assimilation of social experience.

The game is social in the ways it is played. Play activity, as proven by A. V. Zaporozhets, V. V. Davydov, N. Ya. Mikhailenko, is not invented by the child, but is given to him by an adult who teaches the child to play, introduces him to socially established methods of play actions (how to use a toy, objects -substitutes, other means of embodying the image; perform conditional actions, build a plot, obey the rules, etc.). Mastering techniques in communication with adults various games, the child then generalizes the play methods and transfers them to other situations. This is how the game acquires self-propulsion, becomes a form of the child’s own creativity, and this determines its developmental effect.

In addition, according to J. Piaget, play is a bridge between concrete experience and abstract thinking, and it is the symbolic function of play that is especially important. In the game, the child demonstrates at the sensorimotor level, with the help of specific objects that are a symbol of something else, something that he has ever directly or indirectly experienced. Sometimes such a connection is completely obvious, and sometimes it can be distant. In any case, play represents children's attempt to organize their experiences, and perhaps play is associated with those moments in children's lives when they feel more secure and in control of their own lives.

V. Stern sees the explanation for this transition into the imaginary world and the associated illusion of reality in the fact that “ Small child who, in his helplessness, encounters obstacles everywhere, who is so dependent on adults in his real activities, can, of course, experience a dull feeling of this pressure and frees himself from it by escaping into the world of fantasy, where he himself is the master and ruler, even the creator and creator . But the stronger the illusion with which he plunges into this ghostly existence created by himself, the stronger the feeling of liberation and the greater the joy.

The game, as an object of study, has always attracted the attention of Russian scientists. E.A. Pokrovsky, P.V. Ivanova, V.F. Kudryavtseva, V.N. Kharuzina, A.N. Soboleva, O.I. Kapitsa, G.S. Vinogradova made a great contribution to game theory.
All these studies date back to the 19th – first third of the 20th centuries; they are valuable for the pristine nature of their materials, extracted from the deep foundations of folk life, and included descriptions of those games that came to the attention of observers.

In pedagogical literature, the understanding of play as a reflection of real life was first expressed by the great teacher K. D. Ushinsky. The environment, he says, has a strong influence on play, “it provides material for it that is much more varied and effective than that offered by a toy shop.” K. D. Ushinsky proves that the content of the game influences the formation of the child’s personality. “Do not think that all this will pass without a trace with the period of play, will disappear along with broken dolls and broken drums: it is very likely that associations of ideas and a string of these associations will arise from this, which over time, if some strong, passionate direction of feeling and thoughts will not be torn apart and remade in a new way, they will be connected into one vast network that determines the character and direction of a person.” This idea of K. D. Ushinsky is confirmed by data from physiology and psychology.

N.K. Krupskaya put forward the position of children's play as a purposeful, conscious, creative activity: “It is very important not to stereotype games, but to give scope to children’s initiative. It is important that children come up with games themselves, set goals for themselves: build a house, go to Moscow, cook dinner, etc. The process of the game is to achieve the set goal; the guys develop a plan, choose the means to implement it... As the guys develop, their consciousness grows, goals become more complex, planning becomes clearer, little by little the game turns into social work.”
N. K. Krupskaya considered play as a means of all-round development of the child: play is a way of understanding the environment and at the same time it strengthens the child’s physical strength, develops organizational skills, creativity, and unites the children’s team. In many articles N. K. Krupskaya points out the organic connection between play and difficulty. In her opinion, children do not have the same line between play and work as adults; Their work is often of a playful nature, but gradually play leads children to work.
Many scientists, including Piaget, Levin, Vygotsky, Elkonin, Ushinsky, Makarenko, Sukhomlinsky, believed that play arises in the light of spirituality and serves as a source of spiritual development of the child.

The game, from the point of view of J. Piaget, belongs to the world of autistic dreams, the world of desires unsatisfied in the real world, the world of inexhaustible possibilities. This world is the most important, it is real reality for a child; in any case, this world is no less real for a child than the other - the world of coercion, the world of permanent properties of objects, the world of causality - the world of adults. Considering the development of ideas about reality, Piaget points out that up to two or three years, “the real is simply what is desirable.” The second stage marks the emergence of two heterogeneous realities, equally real: the world of play and the world of observation. “We should therefore recognize,” Piaget summarizes his thought, “the significance of an autonomous reality behind children’s play, meaning by this that the real reality to which it is opposed is much less real for the child than for us.”

A. S. Makarenko gave a deep analysis of the psychology of the game, showed that the game is a meaningful activity, and the joy of the game is “creative joy”, “the joy of victory”. The similarity of the game is difficult to express in the fact that children feel responsible for achieving the goal and for fulfilling the role assigned to them by the team.A. S. Makarenko also points out the main difference between play and work. Labor creates material and cultural values. The game does not create such values. However, the game has an important educational value: it accustoms children to the physical and mental efforts that are needed for work. The game should be managed in such a way that in the course of it the qualities of a future worker and citizen are formed.
The understanding of play as an activity determined by social conditions underlies many studies by modern progressive foreign scientists: I. Launer, R. Pfütze, N. Christensen (GDR), E. Petrova (Bulgaria), A. Vallon (France), etc. .
Idealistic theories created in different time and different authors, the understanding of play as an activity independent of social conditions is similar. Such theories include the biologization theory of the German psychologist K. Groos and his follower V. Stern, the theory of the Austrian psychologist Z. Freud, the similar compensation theory of A. Adler, etc. All these theories lead to the conclusion that the choice of an object of imitation in the game is explained by first of all, by the power of awakening instinct, subconscious drives. In the light of these theories, the child turns out to be an inferior being who painfully experiences this deficiency. Since the choice of play depends on unconscious impulses, one should only create conditions for the child to freely express his inner self, to give vent to drives and feelings, including bad and cruel ones. Revenge on others in the game serves as a means for the child to compensate for his shortcomings.
There are other versions of the origin of the game. For example, J. Chateau believes that children's games arose from their eternal desire to imitate adults. R. Hartley, L. Frank, R. Goldenson suggest that play is generated by the “collective instinct” of children. The same Huizinga or Hesse, Lem, Mazaev consider culture to be the source of play, as well as play as the source of culture. Many of the above-mentioned researchers call the source of the game public reason. The theory of the game in the aspect of its historical manifestation, clarification of its social nature, internal structure and its significance for the development of the individual in our country was developed by L.S. Vygotsky, A.N. Leontyev, D.B. Elkonin and others.

The same circle of researchers cite different sources and reasons for the emergence of the game phenomenon, considering various functions or related cultural phenomena.

Bibliography
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V.I. Lubovsky. – M.: Pedagogy, 1982.
2. Borodai Yu.M. Imagination and theory of knowledge. – M., 1966.
3. Vygotsky L. S. Game and its role in the psychological development of a child:

Questions of psychology. – M., 1966. – 541 p.
4. Gessen S.I. Fundamentals of pedagogy, introduction to applied philosophy. – M.,

“School-Press”, 1995., ch. III.

5. Preschool pedagogy. / Edited by V.I. Loginova, P.P. Samorukova. – M.: Education, 1988.- 345 p.

6. Preschooler’s game / edited by S. L. Novoselova. – M.: Education, 1989. – 446 p.

7. Preschooler’s game / Edited by S.L. Novoselova. – M.: Education, 1989.- 128 p.

8. Toys and aids for kindergarten / Edited by V.M. Izgarsheva. - M.: Education, 1987. - 45 p.

9. Study of the personality of a preschooler. / Comp. Lavrovskaya I.V. Kirov, Information Center, Department of Psychology, KSPI named after. V.I. Lenin, 1991. -129 p.

10. Ilyenkov E.V. Philosophy and culture. – M., 1991.
11. Krupskaya N.K. The role of the game in kindergarten. Ped. Op. M., 1959, vol. 6.

12. Makarenko A. S. Game. - Op. M., 1957, vol. IV.

13. Mendzheritskaya D.V., “To the teacher about children’s play,” M., Prosveshchenie, 1982.

14. Problems preschool game: psychological and pedagogical aspect / Ed. N. N. Poddyakova, N. Ya. Mikhailenko. - M.: Pedagogy, 1987. - 339 p.

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Silvestrova Svetlana Vladimirovna
Job title: a kindergarten teacher
Educational institution: BOU "Cheboksary primary secondary school for students with disabilities No. 3" Ministry of Education of Chuvashia
Locality: Cheboksary
Name of material: article
Subject: Play is the most important means of socialization for preschool children.
Publication date: 21.01.2017
Chapter: preschool education

Play is the most important means of socialization for preschool children.

Play in the life of preschoolers.
Currently, specialists in preschool pedagogy unanimously recognize that play, as the most important specific activity of a child, should perform general educational social functions. Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, which develops the need for communication. Play is the first school of social education for a child, “the arithmetic of social relations,” as L.S. characterized it. Vygotsky. Play is a practice of child development, leading activity in preschool childhood. Game is one of those types of children's activities that are used by adults to educate preschoolers, teach them various actions with objects, methods and means of communication. In play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and work activities, and his relationships with people will subsequently depend. Already at early and junior age levels, it is in play that children have the greatest opportunity to be independent, communicate with peers at will, and realize and deepen their knowledge and skills. The older the children become, the higher the level of their general development, the more valuable the game (especially pedagogically guided) is for the development of amateur forms of behavior: children have the opportunity to outline the plot themselves or organize games with rules (didactic, active), find partners, set goals and choose means to realize your plans. Amateur play, especially in preschool education, requires the child to be able to establish relationships with friends. In these informal children's associations, different character traits of the child, his habits, interests, ideas about the environment, various skills are manifested, for example, the ability to independently find a way out of problematic situations that arise in the game, guided by known norms and rules of behavior, or the ability to independently organize a real (and not imaginary) work activity to solve game problems. N.K. Krupskaya wrote: “For preschool children, games are of exceptional importance: for them, play is study, play for them is work, play for them is a serious form of education. Play for preschoolers is a way of learning about their surroundings.” Through play, a child enters the world of adults, mastering spiritual values, and assimilates previous social experience. In the game, the child’s need to interact with the world is formed and manifested, intellectual, moral and volitional qualities are developed, and the personality as a whole is formed. For example, in the game such a quality of a child’s personality is formed as self-regulation of actions taking into account the tasks of collective activity. Major achievement is a sense of collectivism. It not only characterizes the moral character of the child, but also significantly rebuilds his intellectual sphere, since in a collective game there is an interaction of various plans, the development of event content and the achievement of a common game goal. It has been proven that children gain their first experience of collective thinking through play. Play is a child’s genuine social practice, his real life in the society of his peers. For example, a game in which children reproduce in a visual, figurative, effective form the work and relationships of people not only allows them to better understand and
experience this reality more deeply, but is also a powerful factor in the development of thinking and creative imagination , education of high human qualities. Often the game serves as an occasion for imparting new knowledge to preschoolers and broadening their horizons. Children especially need play for physical development and to improve their health. Games are used as one of the means of moral education. We can say that play is a special type of school in which children actively and creatively, based on imitation, learn the norms of behavior developed by society. But it's not just about imitation. Games directed by adults teach children to correctly evaluate social phenomena, develop a certain attitude towards these phenomena and positive character traits. The game allows the child to actively participate in the affairs of adults. When and how did play appear as a special type of human activity? Most modern scientists explain the game as a special type of activity that emerged at a certain stage in the development of society. At the beginning of the twentieth century, researchers did not have unanimity in deciding what was primary in the history of mankind: work or play. It has been suggested that play arose before labor. For the first time, the opposite statement that “the child of labor” was made by the German psychologist and philosopher W. Wund, and later this point of view was developed by the Russian philosopher G.V. Plekhanov. G.V. Plekhanov proves that in the life of society, work precedes play and determines its content. The games of primitive tribes depict war, hunting, and agricultural work. There is no doubt that first there was a war, and then a game depicting war scenes. First there was the impression made on the savage by the death of a wounded comrade, and then there was a desire to reproduce this impression in dance. Thus, the game is also connected with art; it arose in primitive society along with various types of art. The savages played roles like children, the game included dancing, songs, elements of dramatic and visual arts. Sometimes games were credited with magical effects. In the life of an individual, the opposite relationship is observed: the child first imitates the work of adults in play and only later begins to take part in real work. Plekhanov proves the regularity of this phenomenon: play serves as a means of preparation for work, a means of education. Studying the origins of the game makes it possible to determine its essence: the game is a figurative, effective reflection of life; it arose from labor, and prepares the younger generation for work. In pedagogical literature, the understanding of play as a reflection of real life was first expressed by K. D. Ushinsky. The environment, he says, has a strong influence on the game, “it provides material for it that is much more varied and effective than that offered by the toy shop.” K.D. Ushinsky interestingly describes the games of his time, and shows that children of different social groups had different games: “One girl’s doll cooks, sews, washes, irons, another girl’s doll plays on the sofa, receives guests, hurries to the theater or to a reception, the third - beats people, starts a piggy bank, counts money.” K.D. Ushinsky proves that the content of the game influences the formation of the child’s personality. “Do not think that all this will pass without a trace with the period of play, will disappear along with the broken dolls and broken drums; it is very likely that from this will arise associations of ideas and a string of these associations, which over time, if any stronger, passionate tension of feeling and thoughts will not be torn apart and remade in a new way, they will be connected into one vast network that determines the character and direction of a person.”
N.K. Krupskaya considers play to be a need of a growing organism and explains this by two factors: the child’s desire to learn surrounding life and his characteristic imitation and activity. “Game for preschoolers is a way of learning about the environment.” The same idea is expressed by A.M. Bitter: " Game is the way children to understand the world in which they live and which they are called upon to change.” These statements are confirmed by physiological data. THEM. Sechenov spoke about the innate property of the neuropsychic organization of a person - an unconscious desire to understand the environment. For a child, this is expressed in questions with which he usually turns to adults, as well as in games. The child is also encouraged to play by his tendency to imitate. Preschool age is the initial stage of assimilation of social experience. The child develops under the influence of upbringing (relatively socially controlled socialization), under the influence of impressions from the world around him. He develops an early interest in the life and work of adults. Play is the most accessible type of activity for a child, a unique way of processing received impressions. It corresponds to the visual and figurative nature of his thinking, emotionality and activity. By imitating the work of adults and their behavior in play, children never remain indifferent. The impressions of life awaken in them various feelings, the dream of driving ships and planes themselves, and treating the sick. The game reveals the child’s experiences and attitude towards life. Thus, children are motivated to play by the desire to get acquainted with the world around them, to actively interact with peers, to participate in the lives of adults, and to fulfill their dreams. N.K. Krupskaya put forward a fundamentally new position about children's play as a purposeful, conscious, creative activity. “It is very important not to standardize games, but to give scope to children’s initiative. It is important that children come up with games themselves, set goals for themselves: build a house, go to Moscow, cook dinner, etc. The process of the game is to achieve the set goal: the guys develop a plan and choose the means to implement it. As the children develop and their consciousness grows, their goals become more complex, their planning becomes clearer, and little by little the game turns into social work.” N.K. Krupskaya considered the game as a means of all-round development of the child: the game is a way of understanding the environment and at the same time it strengthens the child’s physical strength, develops organizational skills, creativity, and unites the children’s team. Play brings children to work. A.S. Makarenko gave a deep analysis of the psychology of the game, showed that the game is a meaningful activity, and the joy of the game is “the joy of creativity”, “the joy of victory”. The similarity of the game is also difficult to express in the fact that children feel responsible for achieving the set goal and for fulfilling the role that the team assigns to them. A.S. Makarenko also points out the main difference between play and work. Labor creates material and cultural values. The game does not create such values. However, the game has an important educational value: it accustoms children to the physical and mental efforts that are needed for work. The understanding of play as an activity determined by social conditions underlies many studies by foreign scientists: I. Launer, E. Petrova, A. Valonna. Idealistic theories are related by the understanding of play as an activity independent of social conditions. Such theories include the biologizing theory of G. Gross and V. Stern, the theory of Z. Freud, the theory of compensation close to it of A. Adler and others. All these theories lead to the conclusion that the object of imitation and the game is explained, first of all, by the power of the awakening instinct, subconscious drives. In the light of these theories, the child turns out to be an inferior being, painfully experiencing this
flaw. Since the choice of play depends on unconscious impulses, one should only create conditions for the child to freely express his inner self, to give vent to drives and feelings, including bad and cruel ones. Revenge on others in the game serves as a means for the child to compensate for his shortcomings. Domestic pedagogy believes that the characteristics of a child’s behavior are natural at each stage of development and do not serve as a sign of inferiority. The child reflects in the game what interests him, excites him, and pleases him. Thus, a game is a social activity that arises during the historical development of labor processes; the game always reflects real life, therefore its content changes with changes in social conditions; play is a conscious, purposeful activity that has much in common with work and serves as preparation for work. In preschool pedagogy, there are many methods and techniques for influencing children, the choice of which depends on the specific situation. Sometimes educators, when becoming acquainted with advanced pedagogical experience (in print, while watching open classes, games), discover new guidelines and designs for play areas and mechanically transfer them to their work, without obtaining the desired result. Methodological techniques bring results in cases where the teacher applies them systematically, takes into account the community trends in the psychological development of children, the patterns of the activity being formed, if the teacher knows and feels each child well. During the
didactic
games, it is important to maintain the child’s passion for the gaming task. Didactic games are short-term (10-20 minutes), and it is important that during this time the mental activity of the players does not decrease and interest in the task does not fall. The management of didactic games in different age groups has some features. In younger groups, the teacher himself plays with the children, explaining to them the rules of the game; he himself is the first to recognize the object by touch, describe the picture, etc. In older groups, children must first understand its task and rules. When performing a game task, they are required to be completely independent. Many didactic games for older preschoolers have elements of competition: someone wins, someone loses. Sometimes this causes excessive excitement and excitement in children. This should not be allowed. It is necessary to cultivate in children a friendly attitude towards each other during the game, to instill a desire to complete the task well and under no circumstances allow ridicule of the losers or bragging of the winners. A losing child needs to be instilled with faith in his own abilities and given the opportunity to correct his mistake. We need to teach children to rejoice in the success of a friend. The game requires an individual approach to children. The teacher must take into account the individual characteristics of each child when posing a question and choosing a task: one needs to be given an easier riddle, another can be more difficult; one needs to be helped with leading questions, and the other needs to be asked to make a completely independent decision. Special attention timid, shy children demand: sometimes such a child knows how to answer, but out of timidity does not dare to answer, and is embarrassedly silent. The teacher helps him overcome his shyness, encourages him, praises him for the slightest success, tries to call him more often to teach him to speak in front of the group. Content
mobile
games should be combined with the previous and subsequent activities of children. After quiet activities (drawing, speech development, etc.), as a rule, games of high mobility are held, after physical education and music classes - medium mobility. Outdoor games become more complex with the age of the child as the movements performed by children become more complex. IN younger group Mostly simple games are used
stories. All children perform the same role. In the games of older children, the leading role is already highlighted - the role of a hen, a cat, etc. and the rest of us play the roles of mice and chickens. The same game should be played at least 2-3 times so that children can learn its rules. Management
role-playing
games are one of the most difficult sections of preschool education methods. The teacher cannot foresee in advance what the children will come up with and how they will behave in the game. But this does not mean that the role of the teacher in creative play is less active than in classes or in games with rules. However, the unique nature of children's activities also requires unique management techniques. The most important condition for successfully leading creative games is the ability to gain the trust of children and establish contact with them. This can only be achieved if the teacher takes the game seriously, with sincere interest, and understands the children’s plans and their experiences. Children willingly tell such a teacher about their plans and seek advice and help. The question often arises: can and should the teacher intervene in the game? Of course, he has such a right if this is required in order to give the game the desired direction. But the intervention of an adult will only be successful when he enjoys sufficient respect and trust from children, when he knows how, without violating their plans, to make the game more exciting. The game reveals the characteristics of each child, his interests, good and bad character traits. Observations of children during this type of activity provide teachers with rich material for studying their students and help them find the right approach to each child. The main way of education in the game is to influence its content, i.e. on the choice of theme, plot development, distribution of roles and the implementation of game images. When planning a creative game, the teacher faces serious difficulties. It is impossible to determine in advance what children will play on a given day of the week. But the teacher can outline the basic techniques for managing games and determine those educational tasks that are solved with the help of games. It is advisable to draw up a plan for guiding creative games not for every day, but for a week or two. The management of role-playing games in the younger group differs from the management of them in the middle and older groups. In the younger group, the teacher should focus on teaching children ways of role behavior. Using the situation cooperative game, the teacher gradually develops in them the ability to correlate the name of the role with a certain set of actions and attributes, and also identifies different “sets” of roles, different types of relationships between different role positions. Consequently, the teacher selects the plot of the game for such tasks, complicating it as the children master the relevant skills. When conducting games with children of the senior and middle groups, the teacher must develop in them the ability to construct the plot of the game themselves. To do this, you can organize this type of joint game, the main content of which is the process of inventing various plot collisions, including interconnected events, roles, and situations. At the same time, he relies on the children’s existing knowledge and teaches them to combine them in various ways, i.e. fantasize, imagine. Numerous observations show that the choice of game is determined by the strength of the child’s experience. He feels the need to reflect in the game both everyday impressions associated with the feelings he has for loved ones, and unusual events that attract him with their novelty. The teacher’s task is to help the child choose from the mass of life experiences the most vivid ones, those that can serve as the plot of a good game. The experience of the best teachers convinces us that the only correct way to manage a game is to create interest in a particular life event and influence the imagination and feelings of children. For example, by reading an interesting book.
The influence of art and fiction on the formation of a child’s personality is extremely great. The book opens up a new world for children, for the first time it makes them think about “what is good and what is bad.” Book heroes often become game heroes. However, it is necessary to help children understand their characters, understand the motives of their actions, so that the children have a desire to embody the images of heroes of literary works in the game. Spectacles have a strong influence on the game, especially television, which has become firmly established in the everyday life of every family. TV shows provide interesting material for games. Many games arise under the influence of special children's programs. Based on the interests of children and their ideas, the teacher guides the choice of games. Using various techniques, he recalls to the children’s memory what they saw and what they were read about. For kids, for example, a visual reminder is important - toys: a toy piano makes them want to do a music lesson, toy animals remind them of a familiar fairy tale. Sometimes, to teach children games, you can show them a puppet theater performance or a toy theater. Repeating the dramatization, the kids basically remake it, combining what was shown with their personal experience: for example, Doctor Aibolit treats not animals, but dolls who are sick with the flu. Young children usually start playing without thinking about the purpose of the game and its content. However, experience shows that already in the fourth year of life, preschoolers are able to choose the topic of the game and set a specific goal. Before the game starts, the teacher asks: “What are you going to play? What will you build? Where will you go by train? Who will you be? What toys do you need? These questions force children to think and outline the main plot, which may change in the future. Gradually the game becomes more and more purposeful, becomes more meaningful and interesting. In older preschool age, greater play experience and a more developed imagination help children to come up with various interesting stories themselves. The teacher only needs a verbal reminder about an excursion, a book, or a movie for the idea of a new good game to be born. An important motivator for the game is also a conversation in which the meaning of what was seen and read, the characters of the characters, and their experiences are revealed. If you manage to captivate children with the plot, the game arises naturally even without the teacher’s suggestion. But the teacher can also advise the children on the topic of the game if he knows that it will interest them. The organization of a play group and the formation of the personality of each child in this group is one of the most important and very complex issues in childhood pedagogy. This complexity is caused by the dual nature of the experiences and relationships of the players. Performing his role with enthusiasm, the child does not lose his sense of reality, remembers that in fact he is not a sailor, and the captain is only his comrade. While showing outward respect to the commander, he may experience completely different feelings - he condemns him, envies him. If the game greatly captivates the child, if he consciously and deeply enters into the role, the gaming experience overcomes selfish impulses. The teacher’s task is to educate children using the best examples from the lives and activities of people that contribute to the formation of positive feelings and motives. The teacher must also take into account the fact that children of different ages communicate with peers in different ways. For a two- to three-year-old child, it is much more important to communicate with adults and play with toys, but already in four-year-old children, the need to communicate with peers comes first. At the age of 3-4 years, a clear change occurs in the consciousness of children. Now they begin to clearly prefer the company of other children to an adult or solitary play. The second fracture is less clearly expressed in appearance, but it is no less important. It is associated with the emergence of selective attachments, friendships and the emergence of more stable and deeper relationships between children.
These turning points can be viewed as the time boundaries of three stages in the development of children's communication. These stages, by analogy with the sphere of communication with adults, were called forms of communication between preschoolers and peers. By the age of 2, the first form of communication with peers develops - emotional and practical. The new need for communication with peers ranks fourth after the need for active functioning, communication with adults and new experiences. Its content is that the child expects his peer to participate in his pranks and amusements and strives for self-expression. Communication comes down to running around, cheerful screams, funny movements and is characterized by relaxedness and spontaneity. Children are attracted by the very process of joint actions: constructing buildings, running away, etc. It is in the process that the goal of the activity lies for the child, and its result is not important. The motives for such communication lie in children’s focus on self-identification. Although the baby strives to imitate his peer and the children’s interest in each other increases, the image of a peer for the child is very unclear, because their joint actions are superficial. Communication with comrades is reduced to individual episodes. Children play alone for a long time. And to establish contacts, they widely use all the actions that they have mastered in communicating with adults - gestures, postures, facial expressions. The guys' emotions are very deep and intense. Subject-based operations also contribute to establishing contacts. In the 4th year of life, speech takes an increasingly important place in communication. At the age of 4 to 6 years, preschoolers experience a situational and business-like form of communication with peers. At the age of 4, the need to communicate with peers comes to one of the first places. This change is due to the fact that role-playing games and other types of activities are rapidly developing, acquiring a collective character. Preschoolers are trying to establish business cooperation, coordinate their actions to achieve a goal, which is the main content of the need for communication. The desire to act together is so strong that children compromise, giving each other a toy, the most attractive role in a game, etc. Preschoolers develop an interest in actions, methods of action that appear in questions, ridicule, and remarks. Children clearly show a tendency towards competition, competitiveness, and intransigence in assessing their comrades. At the 5th year of life, children constantly ask about the successes of their comrades, demand recognition of their own achievements, notice the failures of other children and try to hide their own mistakes. The preschooler strives to attract attention to himself. The child does not highlight the interests and desires of his friend, and does not understand the motives of his behavior. And at the same time, he shows keen interest in everything his peer does. The teacher must take into account these features and, differentiating the forms of communication between children and peers, ensure that children successfully establish contact with peers, so that there are no so-called “outcasts” in the group - children with whom no one wants to communicate. It is necessary to determine the cause of this situation and try to eliminate it. When organizing a game, the teacher is faced with other difficult questions: every child wants to be in charge, but not everyone knows how to take into account the opinions of their comrades or resolve disputes fairly. Choosing an organizer requires a lot of attention. Not everyone can cope with this role. But all children need to be taught activity and organizational skills.

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Features of the development of children's play activities

Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication.

In this work we address the issues of play as a means of educating and developing young children. Games for children are a complex, multifunctional and educational process, and not just entertainment or a fun pastime. Thanks to games, a child develops new forms of response and behavior, he adapts to the world around him, and also develops, learns and matures. Therefore, this topic is relevant, since the importance of games for young children is very great, since it is during this period that the main processes of child development occur.

From the first years of his life, a child should be able to play. Many parents who use modern methods of early child development forget about this today. Parents try to teach their child, who has not even learned to sit, to read early, thinking that he will grow up smart and intelligent. However, it has been proven that speech, memory, ability to concentrate, attention, observation and thinking are developed precisely in games, and not in the learning process.

Just two or three decades ago, when there were not so many educational toys, and school played the main role in teaching children, it was here that they were taught to read, write, count, and games were the main factor in the development of a child. Since then, everything has changed dramatically and now, in order for a child to be accepted into a good and prestigious school, he sometimes has to pass difficult exams. This gave birth to a fashion for educational toys and educational programs for preschool children. In addition, in preschool institutions the main emphasis is on preparing the child for the school curriculum, and games, which are the basis child development, are given a secondary role.

Modern psychologists are concerned that learning penetrates more and more into a child's life, sometimes taking up the bulk of his time. They call for preserving children's childhood and the opportunity to play games. One of the reasons for this trend is that there is no one with whom the child can constantly play, and games are not as interesting when played alone. Parents spend most of their time at work, if there are brothers or sisters, then they can also be, for example, at school, the child is left to his own devices, and even if he has thousands of toys, he will soon lose interest in them. After all, play is a process, not a number of toys. Children's games occur not only with the use of toys; children's imagination will help turn an airplane or bird into a flying horse, and a folded sheet of paper into a house.

The rules are not unimportant in games for children; in the game they explain to the child that there are special rules that determine how one can and cannot play, how one should and how one should not behave. Accustomed from childhood to playing according to the rules, the child will continue to try to comply with social norms in the future, but a child who has not developed such a habit will find it difficult to adapt to them, and he may not understand why adhere to such strict restrictions.

In play, the child reveals those potentials that have not yet been realized in real life. It's like a look into the future. In play, a child is stronger, kinder, more resilient, and smarter than in many other situations. And this is natural. The child must necessarily correlate his desires with the desires of other children, otherwise he simply will not be accepted into the game. He can be stubborn with his parents and teachers, but not with his play partners. The game develops the child’s communication skills and the ability to establish certain relationships with peers.

But the game affects not only the development of the individual as a whole, it also shapes individual cognitive processes, speech, and arbitrariness of behavior. In fact, we all know how difficult it is for a child to control himself, especially his movements, when it is necessary, for example, to sit still for at least a few minutes or stand, maintaining the same position. It turned out that in the game, playing the role of a sentry, children can maintain the same position for up to 9–10 minutes. It is often enough to tell a clumsy child who stubbornly refuses to move easily that he is now a bunny and must jump without the fox hearing how all his movements become light, soft, quiet.

Play, especially collective play, requires the child to mobilize all his strengths and capabilities: both physical and mental. The game makes high demands on the development of a child’s speech: after all, he must explain what and how he would like to play, agree with other children on who can play what role, be able to pronounce his text so that others understand it, etc.

In the game, the child’s imagination rapidly develops: he should be able to see a spoon instead of a stick, an airplane instead of 3 chairs, and a house wall instead of cubes. The child thinks and creates, planning the overall line of the game and improvising as it progresses.

Thus, we see that play is not inherent in the child. She herself is a product of the development of society. The game does not arise spontaneously, but develops in the process of education, thereby being a powerful means of raising and developing a child.

Origin and essence of the game

What is a game? How is it similar, for example, to the work activity of an adult?

Here Interesting Facts. Archaeologists during excavations of Troy, the Roman city of Pompeii, which perished during the eruption of Vesuvius, found dolls and other toys in Bronze Age graves, in Scythian burial mounds. The Soviet psychologist concluded on this matter: games and toys are something common that characterizes childhood among all peoples and at all times. Apparently, the game has existed as long as humanity has existed. And, we must assume that play in a child’s life has the same significance as work had for a person at the dawn of his formation millions of years ago.

The game is a child of labor. This is what the famous Soviet psychologist thought. He believed that the game in its content goes back to the work of adults. Children play salesmen, doctors, drivers - and won’t such games help children in 10-12 years determine their future profession and master it? You should not think that the child will become exactly what he likes to play with most. There cannot be a hard connection here. But some general skills, the ability to navigate the relationships of adults, knowledge about the motives and meaning of the activities of adults, of course, will be useful to him in the future.

The understanding of play as a reflection of real life in pedagogical literature was first expressed by the great Russian teacher. He said that the environment has the strongest influence on the game, it is it that provides the material for the game. proved that the content of the game influences
formation of the child's personality.

Plays an important role in the study of the game during the Soviet period. She considered the reasons for the child’s need for play, its essence, the connection between play and work, and the importance of play for the comprehensive development of children. considered play to be a need of a growing organism and explained this by two factors: the child’s desire to learn about the life around him and his inherent imitation and activity. “Game for preschoolers is a way of learning about the environment.”

The words also confirm the statements “Game is the way for children to understand the world in which they live and which they are called upon to change.” Gorky, in turn, is confirmed by physiological data. spoke about the innate property of the neuropsychic organization of a person - an unconscious desire to understand the environment. In a child, this is expressed in the questions with which he addresses adults, as well as in games. A child's tendency to imitate also encourages him to play.

Early age– the initial stage of assimilation of social experience. A child develops under the influence of upbringing, under the influence of impressions from the world around him. He develops an early interest in the life and work of adults. Play is the most accessible type of activity for a child, a unique way of processing received impressions. It corresponds to the visual-figurative nature of the child’s thinking, emotionality and activity. By imitating the work of adults and their behavior in play, children never remain indifferent. The impressions of life awaken in them various feelings, dreams of becoming such adults themselves, treating the sick, teaching children, driving a bus. The game reveals the child’s experiences and attitude towards life.

Thus, it is natural that play appears in a child’s life at the earliest stages of his development. Children are encouraged to play by the desire to get acquainted with the world around them, to act actively in communication with peers, to participate in the lives of adults, and to fulfill their dreams. Modern scientists believe that the content of play goes back to the work of adults. The game reflects reality, and it becomes one of the most significant ways for a child to understand the world around him.

Development of play in early childhood

Gaming activity goes through a long development process. Elements of the game first appear in infancy; over time, its highest forms develop, in particular the plot-based role-playing game. Let us trace the stages of development of play activity in early childhood.

The game originates as an object-based gaming activity. Play with elements of an imaginary situation is preceded by stages of baby play: familiarization and display. Actions with toys or other objects are manipulative in nature. The motive is given through an object - a toy. The next stage occurs when the child himself or with the help of an adult discovers some of its properties in the toy (the ball rolls, it is elastic and smooth). Gradually, children learn ways of operating with different toys related to their physical properties. The motive of such objective-game activity lies in the possible nature of the result of the game action (the ball can be thrown or pushed away from oneself). Displayive object-play actions are typical for a child from 6 months of age. up to 1 year 6 months

In the second half of the second year of life, the child’s sphere of interaction with the outside world expands. The child’s need for joint activities with adults is growing. Observing the world of adults, the child highlights their actions. The experience gained in actions with toys and in everyday life gives the child the opportunity to reflect the actions of adults with objects in accordance with the purpose accepted in society (for example, the process of bathing, feeding). Now actions are directed not at obtaining a result, but at fulfilling a clear conditional goal. Thus, the action becomes conditional, and its result imaginary. The child moves on to the plot-display stage of game development.

In the third year of life, the child begins to strive to realize the game goal. The actions described above take on a certain meaning: feeding the doll to give it lunch. Actions are gradually generalized and become conditional: the child rocks the doll for a while and, believing that she is already asleep, moves on to another play action - putting her to bed. The child constantly compares his actions with the actions of an adult. It is important that the emergence of play goals is possible only if the child has formed an image of an adult and his actions.

In a plot-based game, children convey not only individual actions, but also elements of adult behavior in real life. In children's games, a “role in action” appears. The child performs the function of a character, “plays a role,” but at the same time does not name himself in accordance with this function. And to the adult’s question: “Who are you?” answers: “I am Lena (Katya, Dima).” In such games, actions with plot-shaped toys are very similar to real practical actions with objects and gradually become generalized, turning into conditional ones. Then the child begins to act with imaginary objects: he feeds the doll non-existent candy.

The development of play actions is facilitated by an adult when he shows play actions or encourages the child to perform them: “Feed the bunny.” Some time later, the children themselves transform objective actions into playful ones.

As the game's actions become more complex, the game's plot also becomes more complex. First, plots describe the actions of one character with certain objects in one or more sequentially changing situations. For example, a girl prepares lunch and feeds her daughter. The plots then involve multiple characters with a set of specific connections. And by the end of the third year of life, in children’s games, plots are observed in which, along with a set of actions, there are also some relationships between the characters. Children's relationships develop through play. Their playful interaction is developing.

Thus, already in the third year of life, the prerequisites for a role-playing game are formed, which will develop intensively throughout preschool childhood.

The plot-role-playing game has a social nature and is built on an increasingly expanding and complex child’s understanding of the life of adults. The new sphere of reality that the child masters in this game becomes the motives, meanings of life and activities of adults. The child’s behavior in the game correlates with the image of another person. The child takes the point of view of different people and enters into relationships with other players that reflect the real interaction of adults.

Considering the structure of a role-playing game, he showed that its central component is the role - the way people behave in various situations, corresponding to the norms and rules accepted in society.

Fulfilling a role puts the child in front of the need to act not as he wants, but as prescribed by the role, obeying social norms and rules of behavior. Compliance with the rules and the child’s conscious attitude towards them shows how deeply he has mastered the sphere of social reality reflected in the game. It is the role that gives the rule meaning and clearly shows the child the need to follow it. Failure to follow the rules leads to the collapse of the game. Moreover, the rules are more successfully observed in collective games, since peers monitor how partners perform them.

The fulfillment of the role occurs through certain game actions. Mastering a variety of game actions allows the child to most fully and accurately realize the role. Games gradually appear in the imaginary plane, when the child moves from playing with real game objects to playing with imaginary ones.

In play, the child uses a variety of game objects, in particular substitute objects. Substitution arises in a problematic situation: what to do when the doll wants to eat, but there is no spoon? With the help of an adult, the child finds a suitable object - a pencil instead of a spoon. True substitution occurs only when the child names an object - a substitute in accordance with its new function, that is, consciously endows it with a new meaning. But the main condition is that with the substitute object one can perform the same function as with the replaced object. The use of substitute objects enriches children's play, expands the possibilities of modeling reality and contributes to the development of the sign-symbolic function of consciousness.

A plot-based role-playing game always involves the creation of an imaginary situation that makes up its plot. The plot is the sphere of reality that is modeled by children in the game. And, therefore, the choice of plot is always based on certain knowledge. That is why, throughout preschool age, “family” games are favorites for children, since they themselves are involved in such relationships every day, and therefore have the most complete understanding of them.

Thus, it is shown that the game originates as an object-based gaming activity, going through introductory and display stages, when actions with objects are manipulative in nature. With the child’s interest aimed at obtaining results from actions with an object comes the stage of object-based play activity. The action becomes conditional, and its result is imaginary, which means the child moves on to the plot-display stage of game development. As the child’s understanding of the life of adults increasingly expands, the plot of the game becomes more complex; an imaginary situation is increasingly created in games - this is evidence of the emergence of a role-playing game.

Characteristics of types of games

Children's play activities are not limited to role-playing games, although they are most typical for preschool children. A variety of plot-role-playing games are construction games and dramatization games. This group of games is sometimes called creative. In them, children do not simply copy certain aspects of the lives of adults. Children creatively comprehend them, reproducing them using roles and play actions. Another group of games are games with rules, specially created by adults for educational purposes. These include didactic and outdoor games. The basis of these games is clearly defined program content and educational tasks. An adult teaches children such games, and only then do they play them on their own.

Construction games.

Construction games help a child understand the world of structures and mechanisms created by human hands. Therefore, the prerequisites for their occurrence are the same as for the plot-role-playing game. These two types of games are closely interrelated. The need for buildings may arise during the course of a role-playing game. But the plot-role-playing game itself often stimulates construction play. For example, first the children built a house, and then began to play family. It should be noted that if in a role-playing game the relationships between people are simulated, then in a construction game the creation of architectural structures is simulated.

Any construction game contains the task “How to build?”, which the child solves with the help of various materials and actions. Experiencing difficulties in achieving the desired result, the preschooler realizes that he does not possess the necessary skills. Then there is a desire to learn how to build, to acquire new skills.

In a construction game, children get a real result in the form of a building. This unites construction games with productive activities such as designing and drawing, and at the same time distinguishes them from role-playing games.

The expansion of children’s ideas about the surrounding man-made world, the acquisition of communication skills and technical, “construction” skills leads to the emergence of collective construction games. In such games, children distribute functions in advance.

Construction games, like role-playing games, reflect the professional activities of adults. In the process of mastering them, children develop a position of creation and transformation of reality, just as in their work activities.

Outdoor games.

The structure of outdoor games includes game actions, rules and material, and often also a role and plot. The rules in such games are highlighted before the game starts and are open to the child. Although outdoor games are directly aimed at developing basic movements and forming motor qualities, they have an impact on many aspects mental development child. First of all, this concerns the moral-volitional sphere of the individual. In collective outdoor games, the child’s organizational and communication skills are developed.

Didactic games.

A special type of gaming activity is a didactic game. It is created by adults specifically for educational purposes, when learning proceeds on the basis of a gaming and didactic task. In didactic play, the child not only gains new knowledge, but also generalizes and consolidates it. Preschoolers develop cognitive processes and abilities, they assimilate socially developed means and methods of mental activity.

The structure of the didactic game is formed by basic and additional components. The first ones include the didactic and game task, game actions, rules, result and didactic material. The second is the plot and role.

The main goal of any didactic game is educational. Therefore, the main component in it is the didactic task; it is hidden from the child by the game task. The child is simply playing, but in its internal psychological meaning it is a process of unintentional learning. The originality of a didactic game is precisely determined by the rational combination of two tasks: didactic and gaming. If the educational task predominates, then the game turns into an exercise, and if it is a game, then the activity loses its educational value.

Learning in the form of a didactic game is based on the child’s desire to enter an imaginary situation and act according to its laws, that is, the didactic game corresponds to the age characteristics of children.

Compliance with the rules is an indispensable condition for solving gaming and didactic tasks. The rules in the didactic game perform various functions. They direct the game along a given path, combining didactic and game tasks, determine the sequence of game actions, increase the entertainment of the game, allow the teacher to manage it, regulate the relationships of the participants and form interpersonal relationships. Thus, without rules, the didactic game would develop spontaneously, and the didactic task would not be solved.

Game and didactic tasks are realized in game actions. The means of solving a didactic task is didactic material. The result of a didactic game is the solution of gaming and didactic problems. Solving both problems is an indicator of the effectiveness of the game.

A didactic game acts simultaneously as a type of play activity and a form of organizing interaction between an adult and a child. This is where its originality lies.

The difference between plot-role-playing and didactic games is in the content of the sphere of reality that they reflect. A didactic game, like a role-playing game, is social in origin. But if in role-playing play the child masters the meaning of human activity, then in didactic play - socially developed methods of mental activity. The components of such games differ. In a role-playing game, this is a role that fixes the function of an adult; in a didactic game, it is a didactic task that involves the formation of means and methods of cognition.

Dramatization games.

Dramatization games can be included in the pedagogical process. Dramatization games are used as one of the methods for enriching independent games and forming positive relationships.

Dramatization games can be performed using a puppet theater. Various scenes and sketches based on scripts help children form a definite opinion about the behavior of the characters and their attitude towards their actions.

Thus, play is the leading activity of children, and this activity is quite diverse. At their request, children are free to choose any game, be it a role-playing game, or a game with, or a dramatization game, a fun game, an outdoor game, an adult will suggest didactic game– what a variety of types of games! But this variety is not just pampering for a child - it is pleasant and entertaining work, learning, and upbringing.

Literature

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