Influence of plot role-playing game on child development. The influence of role-playing games on the integral development of a preschool child. Conditions for the development of abilities in preschool age

Work description

The relevance of the problem raised is caused by the need of psychologists, teachers, parents in improving methods of psychological and pedagogical influence of play methods on the forming personality of the child in order to develop intellectual, creative abilities, the formation of moral qualities, positive relationships of children with peers, with relatives and people around them, consolidating positive tendencies in the development of the senior preschooler and providing moral and volitional readiness to study at school.

Introduction
Chapter 1. Theoretical aspects of studying the problems of the influence of role-playing games on
Emotional and personal development of older children up to school age

Chapter 2. Empirical study of the influence of role-playing games on the emotional and personal development of older preschool children
2.1. Organization of research on the influence of role-playing games on the emotional and personal development of older preschool children
2.2 Conclusions and research results
2.3 Psychological guidelines
Conclusion
Bibliography
Applications

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The influence of role-playing games on the emotional and personal development of older preschool children

Introduction

Chapter 1. Theoretical aspects of studying the problems of the influence of role-playing games on the emotional and personal development of older preschool children

Features of the mental development older preschool children
Emotional and personal development of older preschool children
The role of play in the mental development of older preschool children

Chapter 2. Empirical study of the influence of role-playing games on the emotional and personal development of older preschool children

2.1. Organization of research on the influence of role-playing games on the emotional and personal development of older preschool children

2.2 Conclusions and research results

Conclusion

Bibliography

Applications

Introduction

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

The whole life of a preschooler is permeated with play, only in this way is he ready to open himself to the world and the world for himself. Play is one of the main forms of organizing the process of education, training and development in kindergarten.

Play is an intrinsically valuable activity for a preschooler, providing him with a sense of freedom, subservience to things, actions, relationships, allowing him to fully realize "here and now", to achieve a state of complete emotional comfort, to become involved in a children's society based on free communication of equals.

In the process of role-playing games, the child's spiritual and physical strengths develop; his attention, memory, imagination, discipline, dexterity. In addition, play is a peculiar way of assimilating social experience, characteristic of preschool age. In play, all aspects of the child's personality are formed, significant changes take place in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity. Play is a multifaceted phenomenon, it can be viewed as a special form of the existence of all aspects of the life of a collective without exception. Just as many shades appear with play in the pedagogical guidance of the educational process.

Play is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the need to influence the world is realized in play. Soviet teacher V.A. Sukhomlinsky emphasized that “play is a huge bright window through which a life-giving stream of ideas and concepts about the world around them pours into the child's spiritual world. The game is a spark that ignites the spark of inquisitiveness and curiosity. " The educational value of the game largely depends on the professional skill of the teacher, on his knowledge of the psychology of the child, taking into account his age and individual characteristics, on the correct methodological guidance of the relationship between children, on the clear organization and conduct of all kinds of games.

The object of the research is a role-playing game.

The subject of the research is the study of the influence of role-playing games on the formation of positive relationships among children of senior preschool age, the study of moral education and the culture of behavior of children of this age.

The purpose of the study is the influence of the scientific foundations of preschool education, contributing to positive socialization in preschool educational institutions.

According to the influence of the set goal, the following tasks follow:

1. to characterize the role-playing game and its educational value in the formation of the relationship of the older preschooler;

2. study of the theoretical and practical basis of work experience;

3. to test empirically the effectiveness of the influence of role-playing games on the formation of positive relationships among older preschool children.

Research hypothesis: the analysis of psychological and pedagogical literature allowed me to assume that plot-role play contributes to the formation of positive relationships between older preschool children and their peers with the indirect and direct participation of a teacher.

Research methods:

Research methods of the communicative and emotional sphere of older preschoolers;

Individual conversation;

Observation.

Chapter 1. Theoretical aspects of studying the problems of the influence of role-playing games on the emotional and personal development of older preschool children

Play, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence. According to G.K. Selevko - a game is a type of activity in conditions of situations aimed at recreating and assimilating social experience, in which self-management of behavior develops and improves. In psychology, the concept of "play" acts as the leading activity of a preschooler, determining his further mental development, primarily because an imaginary situation is inherent in play. The successful solution of educational problems requires close attention to the problems of children's play. Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. In the game, the peculiarities of the child's thinking and imagination, his emotionality, activity, and the developing need for communication are clearly manifested.

Play is the child's true social practice, his real life in the society of his peers. Therefore, the problem of using play for the purpose of comprehensive education, and, first of all, the formation of the moral side of the individual is so urgent for preschool pedagogy. Currently, preschool specialists are faced with the task of further studying play as a form of organizing the life and activities of children .. The following provisions are the basis for understanding play as a form of organizing the life and activities of children:

The game is designed to solve general educational tasks, among which the tasks of forming the moral social qualities of the child are of primary importance;

The game should be of an amateur character and develop more and more in this direction, subject to the correct pedagogical guidance;

An important feature of play as a form of children's life is its penetration into different kinds activities: work and play, learning and play, everyday household activities and play.

In human practice, play activity performs such functions as:

Entertaining (this is the main function of the game - to entertain, please, inspire, arouse interest);

Communicative: mastering the dialectics of communication;

Self-realization in the game as a testing ground for human practice;

Game therapy: overcoming various difficulties arising in other types of life;

Diagnostic: identifying deviations from normative behavior, self-knowledge during the game;

Correction function: making positive changes in the structure of personality indicators;

Interethnic communication: assimilation of social and cultural values common to all people;

Socialization: inclusion in the system of social relations, the assimilation of the norms of human community.

Thus, play is that form of organizing the life of a preschooler, in the conditions of which the teacher can, using various methods, shape the personality of the child, its social orientation.

1.2 Characteristics of the main types of games and their classification

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 own 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 ethnos are folk games that 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 players independently. Joint games are possible with the participation of an adult. (10, p. 14)

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 is to select a piece 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-constructive 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 build 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 playing, 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 play, 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 are a type 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, an educational and developmental influence appears in them. play activities.

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Introduction

Modern transformations in society, new strategic guidelines in the development of the economy, openness of society, its rapid informatization and dynamism have radically changed the requirements for education. The educational systems of most of the leading countries of the world have responded to these challenges by basing the goals, content and technologies of education on the results expected from it. The main goal of education is not a simple set of knowledge, skills and abilities, but professional competence based on them - the ability to independently extract, analyze and effectively use information, the ability to rationally live and work in a rapidly changing world.

The educational community is faced with the global task of creating, testing and introducing a new model of education, the basic principles of which are indicated in the "Concept for the development of education in the Republic of Kazakhstan until 2015".

The concept for the development of education has been developed in accordance with the Constitution of the Republic of Kazakhstan, the Law of the Republic of Kazakhstan "On Education", and the Convention on the Rights of the Child. The concept identifies education as a national priority. Preschool education and learning is the first level of continuous education, which creates a developing environment for the full-fledged formation of a child's personality, taking into account age and individual characteristics.

In the light of all of the above, the theme of the development of plot-role-playing games does not lose its relevance today, since play is the leading activity of preschool children.

Play is the most accessible type of activity for children, a way of processing the impressions and knowledge received from the outside world. In the game, the features of the child's thinking and imagination, his emotionality, activity, and the developing need for communication are clearly manifested.

Outstanding researcher in the field of psychology L.S. Vygotsky emphasized the unique nature of preschool play. It lies in the fact that the freedom and independence of the players is combined with strict, unconditional obedience to the rules of the game. Such voluntary obedience to the rules occurs when they are not imposed from the outside, but follow from the content of the game, its tasks, when their fulfillment is its main charm.

A characteristic feature of games, especially role-playing games, is the presence of two types of relationships between children: imaginary, corresponding to the plot, role, and real relationships of the participants in a joint game.

D. V. Menjritskaya, in her book "To the teacher about children's play", says that already in early childhood a child has the greatest opportunity, precisely in play, and not in any other activity, to be independent, to communicate at his own discretion with peers, choose toys and use different objects, overcome certain difficulties that are logically related to the plot of the game, its rules.

The older the children become, the higher the level of their general development, the more valuable the game (especially? Edagogically guided) is for the formation of independent forms of behavior: children have the opportunity to outline the plot themselves or organize games with rules (didactic, mobile), find partners , set a goal and choose the means to implement their plans. An amateur game, requires the child to be able to establish relationships with friends. In these informal children's associations, different traits of a child's character, his habits, interests, ideas about the environment, various skills are manifested, for example, the ability to independently find a way out of problem situations that arise in play, guided by well-known norms and rules of behavior, or the ability to independently organize a real (and not imaginary) work activity to solve game problems.

Play is the child's true social practice, real life in the society of peers.

cognitive plot role-playing didactic

1. Theoretical aspects of studying the influence of role-playing games on the development of the personality of a senior preschool child

1.1 Theoretical approaches to the definition of the concept of "cognitive development"

One of the important directions in working with preschool children is the development of their cognitive sphere.

In the period of preschool childhood, the birth of the primary image of the world occurs due to the cognitive activity of the child, which has its own specifics at each age stage. The image of the world is formed and exists in the process of the emergence, development and functioning of the cognitive sphere of a person, which we consider as a complex formation that provides a person with a normal and full-fledged intellectual and emotional existence and development of personality in our world.

In the cognitive sphere, three components can be distinguished:

1. Cognitive (mental) processes. These include: perception; Attention; memory; imagination; thinking (represented by three main types - visual-effective, visual-figurative and logical - and mental operations: analysis, synthesis, generalization; classification; comparison, etc.).

2. Information. It includes the experience and achievements accumulated by mankind on the way of knowing the world. This also includes sources of information where humanity reflects, records, collects and preserves the experience and achievements of its historical development.

3. Attitude. It is considered as a sensory - emotional experience of a person, which consists of individual emotional reactions to individual objects, objects, phenomena and events of our world.

All components of the cognitive sphere are closely related to each other, they complement and define each other.

Thus, the level of formation of cognitive (mental) processes (the first component) determines the child's capabilities in cognition, that is, the methods of obtaining information (or methods of cognition) that the child uses at a given age; ways of processing information; the degree of "immersion" of the child in various information (second component), the degree of its awareness and assimilation.

The indissolubility and interconnection of the second component (information) and the third (attitude to information) is obvious. If adults learn the world with their minds, small children - with emotions. For adults, information is primary, attitude is secondary. In children, the opposite is true: attitude is primary, information is secondary.

The cognitive development of preschool children with ODA impairments implies the work of teachers with all three components of the cognitive sphere.

Cognitive development is the most voluminous, informative and complex area, which includes the development of basic cognitive processes: perception, memory, thinking, imagination and attention. The operational side of cognitive processes is those actions, those transformations that a child can perform with the information he receives. So, he can use certain actions to group items (for example, to classify them); the simplest signs (schemes, models) to generalize ideas.

When determining the level of mastery of knowledge, it is important to note two main characteristics. The first is knowledge itself. This includes the child's ideas about nature, products of human culture, human relations. This knowledge gradually deepens and expands throughout the preschool age, and is generalized.

However, there is a second characteristic in the mastery of knowledge - this is the development of ways to obtain it. This includes developing the child's ability to listen to an adult, answer questions, ask questions, experiment on his own.

1.2 Cognitive development of older preschool children

The cognitive activity of children is very high: each answer of an adult gives rise to new questions. Therefore, it is extremely important at this age to contribute to the formation in children of a creative attitude to the world around them and to their activities.

The development of the intellectual abilities of a preschooler cannot occur without the formulation and solution of a wide variety of tasks.

The task is the beginning, the initial link of the cognitive, search and creative process, it is in it that the first awakening of thought is expressed.

The task of the teacher, using a variety of teaching methods, including play, is to systematically and purposefully develop children's mobility and flexibility of thinking. Persistently stimulate the processes of restructuring, switching, search activity; teach children to reason, be flexible about problems, think, draw conclusions themselves, find new, original approaches in order to feel the pleasure of learning.

For the formation of intellectual and cognitive abilities in children, I have identified the following tasks:

* Expand children's understanding of the "big world" through multimedia presentations.

* Systematize existing and new information through logical operations (analysis, comparison, generalization, classification).

* Develop the ability to visual modeling, independently build and use spatial models. (mnemonic tables)

* Promote the development of intellectual abilities, figurative forms of cognition (perception, memory, imagination, thinking).

The experience of my work convinces me that in kindergarten it is necessary to create favorable conditions for the development of figurative forms of cognition, namely:

* Perception, and, above all, such types of it as purposeful voluntary observation (over the behavior of animals and human activities, the development of plants, the variety of life forms in the surrounding world, perception and understanding of oneself and another person);

* Visual-figurative and visual-schematic thinking, as the ability to operate with images and visual models (mnemonic tables);

* Creative imagination, fantasizing, as the ability to creatively recreate and model new things.

For the development of the cognitive activity of children, it is important that their environment contains stimuli that contribute to the acquaintance of children with the means and methods of cognition, the development of their intellect and ideas about the environment. Therefore, at the first stage of my work, I transformed the subject-development environment in the group room. The environment is organized in such a way that it encourages children to interact with its various elements, thereby increasing the functional activity of the child, gives a varied and changing experience.

Work on the development of the cognitive and intellectual abilities of preschool children, includes the activities of all participants pedagogical process: teacher, children, parents.

It involves the establishment of new relationships between adults and children, relationships of close cooperation and partnership. And with this approach, not only educators, but also parents are involved in the educational process.

All of the above makes it possible to work in a systematic and complex manner. The main areas of work with children and parents were the basis for the implementation of the tasks set:

* Cognitive activities with the inclusion of problem situations of children's experimentation;

* Creative tasks, collecting; solving logical problems;

* Educational games and exercises; cognitive experiences;

* Questioning; consulting material (for teachers and parents)

Such purposeful work gives preschoolers the opportunity to experiment, synthesize the knowledge gained, and develop Creative skills and communication skills, which allows in the future to successfully adapt to school education. And parents, in turn, should be active participants in the educational process.

There is no need to prove that in older preschool age, the pace of mental development of children is very intense and dynamic. The child wants to know everything. His intellectual sphere acquires new qualitative characteristics. Children of this age learn not only the external qualities of objects and phenomena, but also their essential internal properties, connections and relationships between them. A six-year-old child can do a lot. But one should not, and overestimate his mental capabilities. Although the logical form of thinking is available, it is not yet typical, not characteristic of it. His type of thinking is specific. Therefore, in my work for the development of visual-figurative thinking of children, I widely use mnemonic tables.

Based on them, the child gets the opportunity to isolate the most essential properties, relationships and connections between objects of the surrounding reality. At the same time, preschoolers without much difficulty not only understand schematic images, but also successfully use them (for example, a room plan for finding a "secret" object hidden in it, a diagram of the type geographic map for choosing the right road, graphic models for constructive activities, etc.).

I would like to note that the child acquires cognitive and intellectual experience, first of all, in a variety of activities. Each of its types makes its own, special contribution to the development of preschool children. Does play play a huge role in the development and upbringing of a child? the most important type of children's activity. It is an effective means of shaping a child's personality, his moral and volitional qualities, the need to influence the world is realized in the game. The Soviet teacher V. A. Sukhomlinsky emphasized that “A game? this is a huge bright window through which a life-giving stream of ideas and concepts about the world around is poured into the child's spiritual world. The game? it is a spark that ignites the spark of inquisitiveness and curiosity. " Research shows that a child who "played out" as a child will find it more difficult to learn and connect with other people than children with a rich play experience, especially the experience of playing together with peers. The acquisition of such skills in planning their own activities is necessary for a child in the process of schooling.

The formation of the child's personality depends on the development of the emotional-volitional sphere. It is at the preschool age that moral norms are assimilated, the ability to subordinate one's actions and actions to moral and ethical rules is developed, and behavioral skills in a team are formed. It should be noted that the emotional-volitional sphere does not develop by itself, but requires long-term painstaking work. Without proper development, it has every chance to form incorrectly, as a result, the child's behavior can take undesirable forms, he can become selfish, spoiled, and intellectual abilities will remain unclaimed.

Due to the fact that the content of education is currently viewed not as the goal of the educational process, but as a means of personal development, pedagogical science and practice faced the need to search for new pedagogical technologies that will allow a child to build a way of knowing the world around them not only as accumulation, acquisition. , expanding knowledge about it, but, above all, will contribute to the development of interest in learning, intellectual reflection.

Modern information technologies are increasingly entering our lives. Educational institutions as carriers of culture and knowledge also cannot stand aside. The use of information technology and tools (TSO) significantly helps teachers to increase the effectiveness of training.

1.3 Cognitive development of preschool children

Considering the development of cognitive interest in older preschool children, it is significant that interest grows out of the need to navigate in reality and, becoming a persistent personal education, can lead to the emergence of a new need of a higher level - the need for cognition.

Modern domestic psychologists (L.S.Vygotsky, A.N. Leontiev, S.L. Rubinstein) believe that the development of cognitive interest occurs in activities where the genetic line of its development is traced: curiosity, curiosity, cognitive interest.

The analysis of the stages of interest allows us to trace the dynamics of its formation, and is also necessary to determine the main trends and develop a mechanism for the development of cognitive interest in older preschool children. In this regard, let us dwell in more detail on the disclosure of the features of the formation of interest during preschool age.

The child's active attitude to the world of things and phenomena manifests itself early. Already in the first year of life, the baby reaches out to the object, grabs it, performs a number of actions with it. This sensory cognition constitutes the initial, yet unconscious level of interest in the subject (L.I.Bozhovich, L.A. Venger, L.S.Vygotsky, N.F. Leontiev, A.V. Zaporozhets, N.N. Poddyakov ). This is due to the fact that the child is open to the perception of the environment, inseparable, merged with the external environment (A.A. Melik - Pashayeva). Orientation in the surrounding reality is the very initial stage of the child's cognitive activity, and this stage is conditioned not only by the primary need, which also occurs in the animal, acting on the basis of the instinct of self-preservation. This is already the initial form of a person's spiritual need. Then, under the influence of communication with an adult, complicating activities that expand the child's experience, from the multitude of objects and phenomena of the surrounding world, the child gradually selects only a few, to which his attention is drawn, emotions, i.e. curiosity.

Curiosity is an elementary stage of selective attitude, which is due to purely external, often unexpected circumstances that attract attention. According to B.G. Ananyev, with the elimination of these external signs, the selective focus of attention also disappears. At the stage of curiosity, the child shows an emotional reaction to novelty, accompanied by orientational reactions, which explains the child's constant curiosity about the world around him. At this level of development of cognitive interest, the child still does not notice the desire for cognition of the essence, he is content only with the amusement of this or that object, this or that situation, and nevertheless the factor of amusement can serve as the basis for the manifestation of cognitive interest. The role of an adult is important here, in order not to let the curiosity that has arisen fade away, you need to support it, deepen it, turn it into a need for knowledge. Curiosity (an elementary manifestation of cognitive activity) reveals cognitive needs in the baby, in which the sources of curiosity are hidden.

Curiosity is a valuable personality state characterized by a person's desire to penetrate beyond what he has seen. At this stage of development of interest, children are characterized by rather strong emotions of surprise, the joy of learning, and satisfaction with activities. This is a special form of cognitive activity, an undifferentiated focus of the child on cognition of surrounding objects, phenomena, on mastering reality (D.P. Godovikova, S.L. Rubinstein). The essence of curiosity lies in this general undifferentiated, emotionally colored orientation of children towards learning a wide range of phenomena. As noted by N.G. Morozova, curiosity is diffuse, not focused on a separate subject or activity. Therefore, an inquisitive child is interested in everyone around him, but not deeply. However, becoming a stable character trait, curiosity has a significant value in the development of personality. Curious people are not indifferent to the world, they are always in search (G.I.Schukina). NF Dobrynin called this stage "the significance of the action", referring to the awakening of curiosity by the activity of the child. In the future, differentiated cognitive interests are formed on this basis.

Cognitive interest is the desire for knowledge, which is combined with the joy of knowledge and encourages a person to learn as much as possible new, to find out the incomprehensible about the qualities, properties of objects, phenomena of reality, in the desire to penetrate into the essence, to find the connections and relationships between them. Cognitive interests on the way of their development are characterized by cognitive activity, selective focus, the desire to independently solve problematic issues, cognitive tasks, and establish cause-and-effect relationships. They include intellectual activity combined with emotional attitude and volitional effort.

The concepts of curiosity and cognitive interest have a common basis - a cognitive attitude to the world around us. The difference between these concepts is that, firstly, curiosity and cognitive interest are different in the depth of the need they cause in the subject to penetrate the essence of the phenomenon, cognitive interest is characterized by the subject's concentration on certain objects and is a more complex phenomenon than curiosity. Secondly, curiosity and cognitive interest are different in breadth, caused in the subject by the need to cover subject areas of knowledge about the world around him, curiosity is a more voluminous concept, in this regard, than interest. Third, cognitive interest is strictly selective, as opposed to curiosity. Fourth, cognitive interest is more successful in activating will, attention, and other psychological processes than curiosity.

Thus, interest as a psychological concept includes many significant processes - from single ones to their aggregate and is expressed in tendencies, needs, relationships. Valuable is the desire of modern psychology to consider interest not in isolation, but in the integral structure of the personality, in the light of the relationships and needs that determine the personality, and also as a dynamic category that has certain stages of formation in ontogenesis.

In the general pedagogical sense, interest is defined (from Latin interests - meaning, important) as the desire to cognize an object or phenomenon, to master a particular type of activity.

In pedagogical practice, cognitive interest is considered as an external stimulus for the processes of upbringing and learning, as a means of enhancing the cognitive activity of a child, as an effective tool of a teacher that allows him to make the learning process attractive, to highlight in teaching exactly those aspects that can attract the involuntary attention of children, activate thinking, provide ease and strength of assimilation.

In an effort to systematize the main provisions of pedagogical science on this issue, we turn to the works of VB Bondarevsky, A.K. Dusavitsky, N.G. Morozova, G.I.Schukina, T.A. Kulikova and others.

The essence of the pedagogical approach to solving the problem of cognitive interest is as follows:

In the selection in the pedagogical process of the objective possibilities of interesting sides, phenomena the surrounding life;

In the search for optimal ways to constantly maintain in children a state of active interest in surrounding phenomena, moral, aesthetic, scientific values;

In the purposeful formation of the entire system of training and education of cognitive interest as a valuable personality trait.

Thus, the results of pedagogical research confirm that the development of interest is not a self-contained autonomous process. It is conditioned by the social environment; the scope and nature of the activity not only of the child himself, but also of the people around him; processes of education and upbringing, which have special stimuli for arousing interest; the activity of the personality itself, its position. The dependence of interests not only on surrounding objects, but also on people directing, switching, correcting them, confirms the complexity of interest as a psychological and pedagogical phenomenon.

In addition, the study of cognitive interest as a valuable education of a personality allows us to identify its psychological and pedagogical basis, which is made up of interconnected intellectual, emotional, regulatory and creative processes.

Intellectual processes, in addition to logical actions and operations (analysis, synthesis, comparisons, comparisons), generate states of contemplation, reflection, reasoning. GI Shchukina called mental, intellectual processes "the core of cognitive interest." Cognition is impossible without active thought, therefore, thinking processes are the most significant for the development of interest. Developing an interest in the history of the objective world among preschoolers, we must ensure the mastery of the system of knowledge about the objective world (its past and present), as well as the mastery of the system of logical operations to establish cause-and-effect relationships "person - object", "child - object", without which is impossible to foresee the future object.

The basis of the preschooler's interest is an emotional attitude, expressed in a positive, preferable attitude towards the object of interest. Bright positive emotions, determining the needs of children in knowledge, contribute to the development of new motives for activity. Curiosity, as the primary form of manifestation of a cognitive attitude, is based on such an emotional state as surprise. Antiquities are capable of arousing interest in children precisely because of their uncertainty. They surprise with their "unusualness": the child's perception comes into conflict with the usual experience. This leads to the desire to understand the contradiction, therefore, to the emergence of cognitive interest. In addition to emotionally colored facts about the past of the objective world, an excited story of an adult causes an emotional upsurge in a preschooler. In this state, their perception is sharpened, and information is remembered more firmly and for a longer period.

As a special form of reflection of mental development, emotional processes bring to interest many emotional states and experiences: a sense of success, the joy of learning, pride in one's achievements, satisfaction with activities. GI Shchukina noted that in interest "emotional processes, experiences, do not leave room for cold rationality."

AV Zaporozhets emphasized that "education is not limited to teaching a child a set of known knowledge and skills, but necessarily involves the formation of an emotional attitude to the environment ...".

Thus, an emotional attitude to an object is an obligatory sign and basis of interest.

At the same time, in the development of interest, thought in the process of active search is closely related to volitional processes. Volitional aspirations, purposefulness, decision-making, attention - all these are regulatory processes that are of great importance for the development of cognitive interests. The most characteristic volitional manifestations of cognitive interest should be considered the initiative of search, the independence of acquiring knowledge, advancing and setting tasks on the path of cognition.

R.S. Bure points out that the energy for overcoming difficulties is given to children by the prospect of joy, expectation positive emotions... At the same time, success is inspiring only when it serves as an indicator of the strength and ability of the child. To do this, he must have the necessary ideas (about the history of the creation of objects), skills, master the ways of their development and use. Then the joy of overcoming obstacles will raise him up in his own eyes and those of his peers and adults around him, which will contribute to the development of sustainable interest.

The development of cognitive interests and activity, individual independence are interdependent processes. Cognitive interest generates activity; in turn, increased activity strengthens and deepens cognitive interest. The property of activity as a personality trait is formed in activities of a different plan (play, cognitive, work). Cognitive activity, acquiring the features of an intellectual and emotional response to solving various learning problems, creates in the child a desire to listen more sensitively and look closely at what is happening around, to look for entertaining questions in everyday life. For the development of activity, independence as personal qualities, an important role is played by the fact that the child acts as a subject of activity. If the child's activity is always only performing, imitative, the motivation for the child's activity will always come only from the adult, and his own activity will not rely on the internal environment, interest in its development will experience fluctuations in the situational order, and in the absence of external motives, it will completely fade away. ... Therefore, for the development of a cognitive interest in the history of the objective world, an activity of a search, creative nature is necessary, where the child acts as a subject of activity.

Thus, with all the variety of processes included in the cognitive interest, they are not isolated, and their presence is a condition for the intellectual and creative development of the individual. Considering the entire upbringing and educational process as a unity of internal and external, it is important to develop such processes as intellectual (the ability to analyze, synthesize, compare, generalize, establish causal relationships), emotional, volitional (development of purposefulness, the formation of planning actions) , creative (the development of variability and hypotheticalness) - everything that, in an organic connection, forms the basis for the development of the cognitive interest of preschoolers in the history of the objective world.

It is also important to highlight the characteristics of cognitive interest that are significant in the process of studying the level of manifestation of interest in older preschool children.

A.K. Markova identifies two groups of criteria for sustainable cognitive interest: meaningful, associated with the characteristics of activity and activity, and dynamic. In substantive criteria, she distinguishes the following characteristics:

Efficiency, as an expression of interest in real behavior and actions, domination as predominance in the structure of the personality;

Selectivity as focus on a specific subject;

Activity, as a concentration in the interest of the diverse efforts of the individual;

Awareness, as a reflection in the mind of the student of the subject of interest and the way to satisfy it;

Mediation, as the refraction of immediate impulses by social standards and value orientations;

Generalization, as the prevalence of interest in a number of academic subjects, classes;

Independence of arising, as the emergence of interest without the help of another person.

The dynamic characteristics of the interest of A.K. Markov relates:

Emotionality as a positive or negative modality of interest;

Switchability, like flexibility, ease of transition from one interest to another;

Latitude, as the number of objects and objects to which the interest extends;

Stability, as the duration of preservation, severity, strength and intensity of interest.

N.G. According to the degree of stability, Morozova identified two types of interest - episodic, temporary, and stable, personal. There is a certain "psychological relationship" between these two types of interest - they are characterized by the desire to gain knowledge, the joy associated with this, the tension of an emotional and cognitive nature.

The very name of the first type of interest shows that it exists temporarily, stimulates its cognitive material, the external side of activity, the method of presenting (and not assimilating) knowledge. Initially, it arises as an experience of the joy of knowing an object, phenomenon or method of action, as the joy of mastering an activity that, due to its organization, causes the child to be active.

Stable, or personal, interest develops as the child's cognitive aspiration. It is long-lasting, associated with a proactive search for knowledge. Sustained cognitive interest plays a significant role in the formation of the child's personality.

Yu.K. Babansky and F.K. Savin as the features of the material that stimulate interest are distinguished: its relevance and novelty; disclosure of facts known to preschoolers from a new angle; visibility; entertaining; emotionality; the presence of historical information in the material; showing the latest achievements of science; the effect of paradox, surprise; practical application of the knowledge gained in everyday life, their significance for children; the presence of intersubject connections in the studied material; the use of cognitive games.

N.N. Poddyakov, as the main feature of interest, calls the uncertainty of the object, which is due to such factors as novelty, complexity, cognitive conflict when the learned and the unknown collide.

For the formation and actualization of cognitive interest, it must be constantly initiated. During the school period of his life, the child tries to learn as much as possible. Therefore, if you find the right approaches, learning from a complex and tedious necessity can turn into an exciting journey into the world of knowledge. We believe that the strongest factor for enhancing cognitive activity is didactic play.

The didactic game is a multifaceted, complex pedagogical phenomenon. It is a playful method of teaching children, a form of learning, independent play activity, a means of comprehensive personality education, as well as one of the means of developing cognitive activity in older preschool children.

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

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

Didactic game as a means of developing the cognitive activity of older preschool children contains great potential opportunities:

Activates cognitive processes; fosters the interest and attentiveness of older preschool children;

Develops abilities; introduces children to life situations;

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

Consolidates knowledge, skills.

The general structure of a didactic game contains the following components:

Motivational: needs, motives, interests that determine the desires of children to take part in the game;

Indicative: the choice of means of gaming activities;

Executive: actions, operations that make it possible to realize the set game goal;

Control and evaluative: correction and stimulation of the activity of game activity. The structural element of play is a play task carried out by children in play. Two tasks - didactic and play - reflect the relationship between learning and play. In contrast to the direct formulation of a didactic task in the classroom in didactic play, it is carried out through a play task, determines play actions, becomes the child's own task, arouses the desire and need to solve it, activates play actions. The presence of a didactic task emphasizes the educational nature of the game, the orientation of the educational content on the processes of cognitive activity of older preschool children.

The amusement of the conditional world of the game makes the monotonous activity of memorizing, repeating, consolidating or assimilating information positively emotionally colored, and the emotionality of the game action activates all mental processes and functions of a senior preschool child. Another positive side of didactic play is that it promotes the use of knowledge in a new situation, thus, the material assimilated by preschoolers passes through a kind of practice, brings variety and interest to the pedagogical process. A correctly constructed game enriches the thinking process, develops self-regulation, and strengthens the will of the child. The game leads to his independent discoveries, solutions to problems.

1.4 Plot-role-playing game as a way comprehensive development baby

Role-playing games are games that children themselves come up with. The games reflect the knowledge, impressions, ideas of the child about the world around them, and social relations are recreated. Each such game is characterized by: theme, game design, plot, content and role.

In games, the creative imagination of a child is manifested, who learns to operate with objects and toys as symbols of the phenomenon of the surrounding life, comes up with various combinations of transformation, through the role he takes on, he leaves the circle of familiar everyday life and feels himself an active "participant in the life of adults" (D. B. Elkonin) ...

In games, the child not only reflects the surrounding life, but also rebuilds it, creates the desired future. As L. S. Vygotsky wrote in his works, "the child's play is not a simple memory of the experience, but the creative processing of the experienced impressions, their combination and the construction of them into a new reality that meets the needs and desires of the child himself."

In play, all aspects of a child's personality are formed in unity and interaction.

Play occupies an important place in the system of physical, moral, labor and aesthetic education of preschoolers.

The game is of great educational value, it is closely related to learning in the classroom, with observations of everyday life.

As noted by V.I. - in creative games, an important and complex process of mastering knowledge takes place, which mobilizes the child's mental abilities, his imagination, attention, memory. Playing roles, depicting certain events, children reflect on them, establish a connection between various phenomena. They learn to independently solve game problems, find the best way to implement their plans, use their knowledge, and express them in words.

Quite often the game serves as a pretext for communicating new knowledge to preschoolers, for expanding their horizons. With the development of interest in the work of adults, in social life, in the heroic deeds of people, children have their first dreams of a future profession, the desire to imitate their favorite heroes. All this makes play an important means of creating the direction of the child's personality, which begins to take shape in preschool childhood.

Creative play cannot be subordinated to narrow didactic goals, with its help, the main educational tasks are solved.

An interesting game increases the child's mental activity, and he can solve a more difficult problem than in class. But this does not mean that classes should be conducted only in the form of a game. Learning requires a variety of methods. Play is one of them, and it gives good results only in combination with other methods: observation, conversation, reading, etc.

While playing, children learn to apply their knowledge and skills in practice, to use them in different conditions. In creative games, a wide scope for invention and experimentation opens up. In games with rules, knowledge mobilization is required, an independent choice of a solution to a given problem.

Play is an independent activity in which children interact with their peers. They are united by a common goal, joint efforts to achieve it, common experiences. Play experiences leave a deep imprint on the child's mind and contribute to the formation of good feelings, noble aspirations, and skills of collective life. The task of the educator is to make each child an active member of the play team, to create relationships between children based on friendship, justice, and responsibility to comrades.

The game fosters interest and respect for the work of adults: children portray people of different professions and at the same time imitate not only their actions, but also their attitude to work and people. Often the game serves as a stimulus to work: making the necessary attributes, designing.

Play is an important means of aesthetic education of preschoolers, since in this activity creative imagination, the ability to conceive, develop and develop the rhythm and beauty of movements. A deliberate selection of toys helps to develop an artistic taste.

Thus, in preschool childhood, play is the most important independent activity of a child and is of great importance for his physical and mental development, the formation of individuality and the formation of a children's team.

2.Experimental study of the dynamics of role-playing game in senior preschool age

2.1 Organizational aspects of designing an experiment

The experimental study was carried out in January 2014 on the basis of MDOU No. 12 "Lebedushka" in Ermolino.

Purpose: to study the development of role-playing games in senior preschool age. The experiment involved 15 children aged 5.3 to 6 years. Sample characteristics in table 1.

Table No. 1.

Production characteristic

	Name code

The study was of an ascertaining nature. It was aimed at studying the development of role-playing games in senior preschool age. At the stage of empirical research, 2 methods were used: observation with the aim of studying the dynamics of the plot-role play of children in conditions of free activity; a conversation method that was used to study children's play preferences.

During the observation, the indicators of the development of the plot-role-playing game that we identified were recorded:

Relations,

The first procedure we used was talking with children about their play preferences. The results of the conversation are presented in table 2. _

the plots of children's games were also analyzed and typical plots for older preschool children were identified, the results are presented in diagram No. 1.

2.2 Analysis and discussion of the results of the study of the dynamics of role-playing games in senior preschool age

Analysis of the conversation.

After analyzing the results of the conversation, we concluded that at senior preschool age, 20% of children prefer playing at home and 80% in the kindergarten group, justifying this with a large number of children, that is, supposed play partners, which indicates that these children prefer playing in a team of peers.

Based on the results of the conversation about favorite and desired games, the answers of children showed that at the senior preschool age, 10% of children want to play object games with toys and 90% prefer a plot-role-playing game with their peers, based on this, we can say that plot- role play in children of this age is the leading activity and its features correspond to age characteristics.

Having studied the answers of children about the game actions performed in the game, we came to the conclusion that at the senior preschool age, 10% of children in the game perform object actions and 90% perform game actions aimed at a peer in a role-playing game.

Based on the results of answers to questions about their preferred playmate, at senior preschool age, 100% of children prefer to play role-playing games with their peers. Based on the results of this analysis, it can be seen that in senior preschool age, the main topic is social topics (“school”, “travel”, “cafe”, “shop”, “hospital”).

The second procedure that we used was the observation of the independent role-playing game of 5.5-6 years old children in natural conditions. our goal was to study the development of role-playing games in senior preschool age. We analyzed the observational data according to the levels of development of the plot-role-playing game identified by D. Elkonin (the criteria were the components of a plot-based role-playing game according to Elkonin: 1- role, 2- plot, 3- content, 4- game actions), the analysis of levels is presented in diagram 2.

observation analysis:

After analyzing the results obtained, we can conclude that in older preschool children, the fourth level of development of the narrative role-playing game according to Elkonin prevails.

the central content of the game is the performance of actions reflecting social and interpersonal relationships. preliminary planning is carried out: the concept of the game is formulated, roles and game objects are distributed, sometimes the rules of the game are determined. the roles are clear and distinct, their implementation is governed by the rule. speech is expressive, detailed and clearly role-playing. actions are logical and varied, unfolding in a clear sequence. the proportion of speech actions is increasing. the child isolates the rules from real life and demonstrates obedience to them in the game. substitutions are widely used.

Conclusion

As a result of the work done, the research carried out, we can say that the role-playing game is undoubtedly the leading activity of the older preschooler. It is through play that the child learns the world, prepares for adulthood. At the same time, play is the basis for the child's creative development, the development of the ability to correlate creative skills in real life. The game acts as a kind of bridge from the world of children to the world of adults, where everything is intertwined and interconnected: the world of adults affects the world of children (and vice versa). The plot - role-playing game is based on the perception of the presented rules, thereby orienting the child to comply certain rules adulthood. By virtue of its characteristics, play is the best way to develop a child's creativity without using coercive methods. From all of the above, it is clear what role play should play in the modern educational process and how important it is to strive to activate the play activity of preschoolers.

Currently, there is a reform of Russian pedagogy, including preschool. Today, the most relevant is the implementation of modern developing pedagogical technologies in the educational process. As mentioned above, the leading activity of preschool children is play. Therefore, in recent years, the most urgent is the problem of introducing modern gaming technologies into the educational practice of preschool institutions. It is known that the role-playing game in the classification of game activity is considered the most difficult, but also the most significant for the personal development of children when they enter the world of social relations with the people around them, with nature. The success of the performance of game actions, the ability of children to live in a single children's team, and the development of children's outlook depend on the correct management of the game, on the timely enrichment of role-playing games.

Bibliography

1. Asmolov AG Psychology of personality., Principles of general psychological analysis. M. publishing house Mosk. University, 1990.

2. Boguslavskaya ZM Educational games for children of younger preschool age / M. Enlightenment 1991.

3. Bondarenko A. K. Education of children in the game / M. Education, 1983.

4. Developmental and educational psychology: Texts. Elkonin D.B. / Comp. and comments. Shuare Marta O. - M.: 1992.

5. Vygotsky L.S. Educational Psychology / Ed. VV Davydova. - M .: Pedagogy, 1991.

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Continuation. (start: What is a role-playing game?)

The play of a preschooler child develops under the influence of education and training, depends on the acquisition of knowledge and skills, on the education of interests. In play, the individual characteristics of the child are manifested with particular force, while it can be observed that the same child discovers a different level of play creativity, depending on the content of the play, the role played, and relationships with comrades.

Many domestic and foreign psychologists believe that no one will develop a child's creative abilities better than he himself. Therefore, first of all, the child needs to create conditions for spontaneous creative play.

It is possible to single out the main tasks that the educator faces when guiding plot-role-playing games: 1) the development of play as an activity; 2) the use of the game in order to educate the children's collective and individual children.

The development of play as an activity means the expansion of the theme of children's games, the deepening of their content. In the game, fly should acquire a positive social experience, which is why it is necessary that it reflects the love of adults for work, friendship, mutual assistance, etc.

The more organized the game, the higher its educational impact. Signs of a good game are: the ability to play with concentration, purposefulness, take into account the interests and desires of their comrades, amicably resolve emerging conflicts, help each other in times of difficulty.

However, play can also be a source of formation and negative experience, when the same children act as organizers, take on the main roles, suppressing the independence and initiative of others; the game can reflect the negative aspects of adult life. Educators, guiding the game, must ensure the accumulation of positive experience in social relations.

The constant expansion of children's knowledge about life around them, enrichment of their impressions is one of the most important conditions for the development of full-fledged play in a particular group of children.

Important for the development of role-playing games is the pedagogically expedient selection of toys and play materials, which creates the "material basis" of the game, ensures the development of play as an activity.

The selection of toys should be carried out in accordance with the main theme of children's games in this age group, taking into account the immediate prospects for their development. For children of primary preschool age, a toy is needed that allows them to expand games into a family, kindergarten, etc. In groups of middle and older children, the selection of toys should ensure the development of games on work topics and games that reflect social events and phenomena. When choosing toys, the teacher should take into account the nature of the requirements that children of a given age place on a toy.

The teacher, organizing the storage of toys, must also take into account the development of play activities. IN younger groups It is most advisable to store toys so that they are in the child's field of vision - in the play corners: after all, the toy stimulates the kid's play intent, so it must be visible and accessible.

In the middle and senior groups, there is no such need, since the children in the selection of toys come from the idea of the game. But children must definitely know what toys are in the group, where they are stored and maintain an appropriate order.

In older groups, toys can be assembled by theme(for example, for playing hospital, post office, travel, astronauts, etc.). The presence of such ready-made kits, consisting of the most necessary toys, allows children to quickly deploy the game, pick up additional play materials. Such a set of toys should be compiled by the teacher together with the children as the game develops, and given to the children only in finished form. Children, together with the teacher, can make homemade toys themselves.

For the correct guidance of the games, the educator needs to study the interests of the children, their favorite games, the completeness and educational value of the games in the group; know how children unite in play: who loves to play with whom, what is the moral basis of these associations, their stability, the nature of relationships in play, etc. Observing the games, the teacher evaluates the degree of development of independence and self-organization of children in play, their ability to negotiate , create a playful environment, fairly resolve emerging conflicts, etc.

In domestic preschool pedagogy, D. V. Mendzheritskaya, R. I. Zhukovskaya, V. P. Zalogina, N. Ya. Mikhailenko and others were engaged in the issue of managing children's games. They believed that the methods used by educators to guide children's games can be conditionally divided into two groups: techniques of indirect influence and techniques of direct leadership.

Indirect guidance of the game is carried out by enriching the knowledge of the Children about the surrounding social life, updating the game materials, etc., that is, without directly interfering with the game. This preserves the independence of the children during the game.

One of the methods of such an indirect influence on children's play is to introduce toys and create a playful environment even before the start of the game. This technique is used in order to arouse children's interest in a new topic of the game or to enrich the content of an existing one. The introduction of new toys arouses both playful and cognitive interest of children.

Direct methods of leadership (role-playing in the game, participation in the collusion of children, explanation, help, advice during the game, proposing a new theme for the game, etc.) make it possible to purposefully influence the content of the game, the relationship of children in the game, the behavior of the players, etc. But we must not forget that the main condition for using these techniques is the preservation and development of children's independence in play.

Consider some aspects of N. Ya. Mikhalenko's concept of story game in preschool childhood. It says that the development of independent play of children occurs much faster if the teacher purposefully guides it, forming specific play skills throughout preschool childhood.

Stages of the formation of a story game

N. Ya. Mikhailenko singles out 3 stages of the formation of a story game.

At the first stage (1.5-3 years) the teacher, expanding the game, places special emphasis on the action of play with toys and substitute objects, creates situations that stimulate the child to carry out conditioned actions with the object.

At the second stage (3 years - 5 years) the educator forms in children the ability to accept a role, to develop role interaction, to move from one role to another in play. This can be done most successfully if we build a joint game with children in the form of a chain of role-based dialogues between participants, shifting the attention of children from conditional actions with a subject to role-playing speech (role dialogue).

At the third stage (5-7 years) children must master the ability to come up with a variety of new plots for games, coordinate game ideas with each other. To this end, the educator can develop, together with the children, a kind of game-inventing, proceeding in a purely speech plan, the main content of which is coming up with new plots that include various events.

The peculiarity of the process of formation of play skills, according to N. Ya. Mikhailenko, is that an adult is not a teacher here, but an equal partner: he, as it were, takes the position of a child and plays with him, thereby preserving the naturalness of the game. At the same time, when developing joint play with children, the educator should orient the child towards a peer from an early age, while teaching him to play interaction with a partner at a level accessible to him.

Conditions and methods for the development of role-playing games in preschoolers

N. V. Krasnoshchekova

Source 5psy.ru

Conditions for the development of abilities in preschool age

Each period of childhood creates special favorable conditions for the manifestation and development of abilities. The most peculiar in this respect is the preschool age, when all types of abilities are rapidly developing.

And yet, there is a certain age dynamics in their manifestation. Artistic talent is revealed most early - first to music, then to drawing, later to science, and talent for mathematics is manifested earlier than others.

Let us recall that abilities are manifested and formed only in activity. This means that only by properly organizing the child's activities, it is possible to identify and then develop his abilities.

KD Ushinsky wrote: "The basic law of children's nature can be expressed as follows: the child needs activity incessantly and is tired not by activity, but by its monotony or one-sidedness." It is important to include the preschooler in a variety of activities and, avoiding early specialization, to allow all his inclinations and inclinations to manifest.

Let the baby try himself in all areas of activity. For this purpose, a subject environment is created, the baby is provided with all kinds of objects: constructors, materials, pencils, paints, paper, scissors, glue, etc.

All preschoolers draw, sing, dance. But why do children gradually stop doing this by the end of primary school age? One of the reasons is as follows.

Any activity requires certain technical skills and abilities, only then can you achieve an original result if you have mastered them. Children, not having the appropriate skills and abilities, see the low quality of their products and lose interest in the activity.

The famous psychologist NS Leites pointed out two most important properties of a gifted child. This is activity and self-regulation.

The kid is distinguished by indefatigable work capacity, which an adult must not only support, but also direct in the appropriate direction, developing cognitive interests and inclinations. Any activity requires the ability to set its goals, regulate and control their behavior, as well as the ability to volitional effort.

The child must learn to bring the work started to the end, to achieve the result, despite the difficulties. The most important personal quality that should be formed in a baby is hard work.

In dealing with gifted, capable children, the correct position of an adult is important. On the one hand, adults often do not like the heightened curiosity of children, their desire to discuss "adult topics", a critical attitude towards parents and educators when they cannot answer the child's questions.

On the other hand, gifted children require increased attention from adults, because they look at them as a source of diverse knowledge, erudites who know the answers to all questions. And, finally, on the third hand, it is adults who form the child's assessment, attitude to their abilities, to the results achieved in activity.

Therefore, in communicating with a gifted child, an adult should show patience with the baby's ideas, strange in his opinion, show sympathy for failures, try to answer all his questions, provide maximum independence and the opportunity to do something of interest. And at the same time, it should be remembered that a gifted child is still characterized by the same age indicators as an ordinary one. Therefore, he needs to be given time for play, preschool activities, and help to avoid premature one-sided growing up.

Difficulties in such children are manifested not only in relationships with adults, but also in relationships with peers. Communication with peers is not always interesting for them, since their mental development is much ahead of the development of the latter.

Older children consider them small. An adult should find for a gifted child a peer of about the same level of psychological development.

Difficulties are observed in gifted children and in relation to themselves. Increased criticality leads to increased anxiety and vulnerability, to the fact that children are often not satisfied with the results of their activities, are acutely worried, if they cannot solve the problem, find an unambiguous answer to the question that has arisen.

And then the child must be helped to believe in himself, in his strength, to support him on the difficult path of knowledge. And at the same time, it is important to teach a preschooler to correctly and objectively evaluate himself, the result obtained.

Literature

Belova E., Ishchenko I. A gifted child. What parents can do for him // Preschool education. - 1992. -№7-8. -FROM. 26-31.

Genesis of sensory abilities / Ed. L.A. Wenger. - M., 1976.

Gilbukh Yu.Z., Garnets O.N., Korobko S.L. The phenomenon of mental giftedness // Questions of psychology.-1990.-№4.-P. 147-155.

Karpinskaya N.S. The development of artistic abilities of preschoolers in the process of dramatization game // Izvestiya APN RSFSR. - 1959. - Issue. 100 .-- S. 98-139.

Komarova T.S. On the development of abilities for visual activity // Preschool education. -1990. - No. 6. - P. 44-50.

Leites N. S. Ability and giftedness in childhood. -M., 1984.

The development of cognitive abilities in the process of preschool education // Ed. L.A. Wenger. - M., 1986.

Tarasova K. Ontogeny of musical abilities. - M., 1988.

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S.T. Shatsky commented on these games in the following way: “A casual child's play, which gives room to the imagination, reflects the life experience of children; its course depends not only on the speed, dexterity of movements and one or another degree of intelligence, but also on the richness of the inner life that develops in the child's soul. "

In these games, although they take a limited time, the role of the adult is great. Accordingly, his position determines the pedagogical meaning of this game. The selection of situations and the development of the very plot of the game is the main link, ensuring which the adult also provides an effective educational influence of the game.

In the structure of game activity, the plot as the main component of the game includes the character, life situation, actions and relationships of the characters.

Plot-based role-playing game in its developed form, as a rule, is of a collective nature. This does not mean that children do not play alone. But the presence of a children's society is the most favorable condition for the development of role-playing games. If the game reflects relations between people, then the presence of comrades provides a more complete implementation of the plot. So the content itself creates in children the need for joint, collective game... This need must be supported by the ability to play together. The needs of the skill must be brought up: they are not formed by themselves. The essence of the educational impact of a plot role-playing game in the acquisition and accumulation of social experience.

1.2 . The influence of role-playing games on the self-development of children of middle preschool age.

Pedagogy and psychology see such important features in the game as:

polyfunctionality - the ability to provide a person with the position of a subject of activity instead of a passive "consumer" of information, which are extremely important for the effectiveness of the educational process.

Play refers to an indirect method of influence: the child does not feel himself an object of the adult's influence, he is a full subject of activity.

Play is a means where education turns into self-education.

Play is closely connected with the development of the personality, namely, during the period of its especially intensive development in childhood, it acquires special significance.

Play is the first activity that has a particularly significant role in the development of the personality, in the formation of properties and the enrichment of its inner content.

In the early, preschool years of a child's life, play is the type of activity in which his personality is formed.

After entering the game, the corresponding actions are fixed over and over again; while playing, the child masters them better: play becomes for him a kind of school of life. The child does not play in order to acquire preparation for life, but acquires preparation for life by playing, because he naturally has a need to act out precisely those actions that are newly acquired habits for him. As a result, in the course of the game, he develops and receives preparation for further activities.

He plays because he develops and develops, because he plays. Development practice game. The game prepares children to continue the work of the older generation, forming, developing in it the abilities and qualities necessary for the activities that they will have to perform in the future.

In play, the child develops imagination, which includes both departure from reality and penetration into it. The ability to transform reality in an image and transform it into action, its change are laid and prepared in play action, and in play a path is paved from feeling to organized action and from action to feeling. In a word, in play, as in a focus, all aspects of the personality's mental life are gathered, manifest in it and through it are formed in roles that the child, playing, takes over, expands, enriches, and deepens the child's personality itself.

In the game, in one way or another, the properties necessary for learning at school are formed, which determine the readiness for learning.

At different stages of development, children are characterized by different games in logical accordance with the general nature of this stage. By participating in the development of the child, the game itself develops. Play is a complex socio-psychological phenomenon just because it is not an age-related phenomenon, but a personal one. The individual's need for play and the ability to be included in the game are characterized by a special vision of the world and are not related to the person's age.

The need for play depends on the creative potential of the individual. After all, creativity is necessarily associated with the experience of joy from the very process of activity. In the works of L.S. Vygotsky shows an age-related tendency towards a decrease in spontaneously arising games.

As a rule, by school age, children’s interest in creativity is curtailed, the child begins to be critical of it.

"We see the same curtailment of children's fantasy in the fact that the child loses interest in the naive games of earlier childhood."

An adult who has already made a choice of one of the possible life paths lives in the sphere of a narrow channel of the funnel, and the game allows him, in a conditional plan, to feel other possible life options that are not used in real life.

The ability of people to enter the game affects the emotional atmosphere of communication, creates a mood for those around them. Play is a complex socio-psychological phenomenon; with a sufficiently conscious attitude, it becomes a means of stress control, self-renewal, self-improvement, overcoming internal conflict, and also stimulating high spirits.

As noted above, play is, first of all, a creative process,

But many have a stereotype that creativity is the lot of the elite, but L.S. Vygotsky, in his work "Imagination and Creativity in Childhood", refutes this idea. If we understand creativity: "as a necessary condition for existence, and everything that goes beyond the routine, and what is, even an iota of new, all the same whether it will be created ... some thing of the external world or a well-known construction of mind or feeling ...". It is easy to see that creative processes are found in full force, both in early childhood and in adults.

Arising on the border of early childhood and preschool age, role play develops intensively and reaches its highest level in the second half of it. In play, the role is the next link between the child and the rule. Accepting a role makes it much easier for a child to follow the rules.

The principles of game communication that ensure self-development of the individual are as follows:

1. Self-worth and self-worth. The essence of the game is in its process, and not in the product result, which, if it can take place in the game, is as an artifact, which is not foreseen and optional in the game plan.

2. The main motive for entering into game communication is a person's need not as a biological or social being, but as a cultural being. Playing in this vein develops self-development mechanisms. A person in the game comprehends his life meanings, joins the highest life values of the team.

3. Voluntariness. Roles in the game are not assigned, but are chosen by the players themselves, developed during the game.

4. The game has its own special space-time organization. The game is artificial, ideal because it is conditional. She has her own rules, her roles, howling plot, voi game tasks. Outside the rules, the game is meaningless.

5. The game is always specific, situational, unique, inimitable.

6.Thri-planning. Each participant in the game combines a life position, social function and play role at the same time. The latter is set by the conditions of the game. The social function is given to the subject as a member of a certain society (each object in this case is a functionary). The position of life is not set by anyone or anything, but is developed personally by each subject.

Of course, none of the above principles of game communication "works" in isolation from others.

1.3. Pedagogical conditions for self-development of children of middle preschool age by means of plot role-playing games.

To educate preschoolers effectively, it is not enough to know the set of games. Play, like any other means, becomes an educational factor only if a number of conditions are met. The main one is the teacher's attitude towards children, which is expressed through playful techniques. It can be called the teacher's play position. It can be noted that if in relation to a child we are talking about upbringing by play, then in relation to a teacher this is a test by play. The teacher's play position is, first of all, a special style of relations between adults and children. The very process of mastering the game pedagogical method is interesting. No stories about the play method will give this idea of the educational value of play, which can develop almost instantly if the teacher himself includes himself in the system of play actions, starts playing. The playful position of the teacher turns play into an educational factor, which contributes to the humanization of the “educator-pupil” relationship. This is the main function of the teacher's play position, which contributes to the creation of a creative atmosphere. A lot of games that go unsuccessfully and do not interest children suffer from one drawback - the lack of a clearly thought out role for each participant. Therefore, when organizing games, the teacher must skillfully distribute the roles between the participants, taking into account the individual characteristics and interests of children. The conditions for the deployment of amateur games for preschoolers make it possible to understand why creative games organized by adults sometimes do not captivate children. Adults, organizing play, must create that common, unified attitude in children towards play, which always already exists in a group of children united by independent play. The adult must himself ensure the intimacy, seriousness and community of attitudes towards the game for all players. Otherwise, the game will not take place, and this is possible when he himself takes the game seriously and sensitively. Hence follows the first requirement that a specially organized game must satisfy. It consists in the fact that most of the children playing should be interested in its plot. The initiative in the game itself should belong to the children, even if it was suggested by an adult. In no case should an adult impose play on children if they are not interested, because this venture is not only doomed to failure, but also creates an unfriendly relationship between the teacher and the children. An adult can create the correct attitude to play, specially organized for educational purposes, only if he himself considers it a necessary and serious activity, is carried away by the idea of play, its concept and wants to captivate children with them. However, the idea of the game must always correspond to the interests of children, otherwise they will not be carried away by it, i.e. there are enormous demands on the teacher. Often, when conducting role-playing games with preschool children, teachers are faced not with the lack of interest of children in any side of the activities of adults, not with the fact that it is difficult to awaken the desire to play on this plot, but with the difficulty of deploying the game itself. Therefore, the function of an adult should not end with a game plan developed jointly with children, but only begin at that moment. The main thing for an adult is not to start a game, but to play it. Moreover, it should be carried out in such a way that in the course of the game those educational tasks that the teacher sets in his work with this team are solved. If the adult does not fulfill the responsibilities that have come to him with the game, the game breaks up. Many believe that she broke up because the guys did not have an interest in her. This is how teachers comfort themselves, who themselves are not interested and do not want to waste their time, effort and energy on what, in their hearts, apparently, they consider not so important. In fact, if an already started game disintegrates or does not produce the expected effect, the game organizer is usually to blame. Play becomes a real means of upbringing under the condition of purposeful pedagogical work. The content of the pedagogical guidance of the game includes 3 stages. In the pre-game (preparatory) period, the teacher helps children choose a game or come up with a new one, agree on ideas, and assign roles. In addition, it is important to help select the requisites, to understand the rules. During the game, the main thing is to contribute to the development of independence and creativity, to regulate the moral situation. The debriefing phase is important for all types of games. The main attention of the teacher should be paid to a fair assessment of each child, determination of the winner and the loser. In addition to imaginary relationships or relationships prescribed by the rules, real relationships arise in the process of play: friendship or enmity, having arisen in play, can pass into the daily life of children. So it is impossible to conduct games-competitions in a conflicting team. In the post-game period, the teacher's task is to consolidate the positive manifestations that arise in the games and slow down the negative ones. The active use of children's play helps to increase the effectiveness of the educational process.

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Influence of plot role-playing game on child development. The influence of role-playing games on the integral development of a preschool child. Conditions for the development of abilities in preschool age

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