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Methodical development of didactic games for preschoolers. Methodical development "didactic game as a means of preschooler thinking development". When planning, it is necessary

Methodical developments

The role of didactic games in the development of elementary mathematical representations of preschoolers

(from the work experience of Sikorskaya Svetlana Vyacheslavovna - teacher of kindergarten № 13 "Topolek")

“Without play, there is and cannot be full-fledged mental development. Play is a huge bright window through which a life-giving stream of ideas and concepts flows into the child's spiritual world. The game is a spark that ignites the spark of inquisitiveness and curiosity. "

V.A. Sukhomlinsky.

In preschool age, play is essential in the life of a young child. The need for play in children persists and occupies a significant place for the first time in their years of schooling. In games there is no real conditionality by circumstances, space, time. Children are creators of the present and the future. This is the charm of the game.

In every epoch of social development, children live by what the people live.

But the world around is perceived by a child differently than by an adult. The child is a “Newbie”, everything is full of novelty for him.

In play, a child makes discoveries that have long been known to an adult.

Children do not set goals in play other than play.

“Play is a need for a growing child's body. In play, the child's physical strength is developed, the hand is firmer, the body, or rather the eye is more flexible, intelligence, resourcefulness, and initiative develop, ”wrote the outstanding Soviet teacher N.K. Krupskaya.

She also pointed to the possibility of expanding impressions, representations in the game, the entry of children into life, the connection of games with reality, with life.

For preschool children, play is of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education. A game for preschoolers is a way of learning about the world around them.

The need for play and the desire to play in schoolchildren must be used and directed in order to solve certain educational problems. Play will be a means of education if it is included in a holistic pedagogical process. Leading the game, organizing the life of children in the game, the educator affects all aspects of the development of the child's personality: on feelings, on consciousness, on will and on behavior in general.

In the game, the child acquires new knowledge, skills, and abilities. Games that contribute to the development of perception, attention, memory, thinking, development creativity are aimed at the mental development of the preschooler as a whole.

Mathematics plays a huge role in mental education and in the development of intelligence. Nowadays, in the era of the computer revolution, the common point of view, expressed in the words: "Not everyone will be a mathematician," is hopelessly outdated.

Today, and even more so tomorrow, mathematics will be needed by a huge number of people of various professions. In mathematics, there are tremendous opportunities for the development of the thinking of children, in the process of their learning from an early age.

Working in kindergarten, I always set myself the following pedagogical tasks: to develop in children memory, attention, thinking, imagination, since without these qualities the development of the child as a whole is unthinkable.

Children middle group Those who came to me mostly did not attend kindergarten before, so while conducting classes I noticed that they rarely answer questions, doubt their answers, attention and memory are poorly developed.

As a teacher, this made me very alarmed, and I decided to conduct a cross-section of knowledge, with the help of which I was able to identify children in particular need of my help. Children made mistakes in counting, could not orient themselves in time, many did not know geometric shapes. Studying new literature, I came to the conclusion that using various didactic games, entertaining exercises in my work, I can correct the knowledge gaps in children. Since last year I have been working in depth on the topic: "The influence of didactic games on the development of mathematical abilities in preschool children."

I divided all didactic games for myself into several groups:

1. Games with numbers and numbers

2. Time travel games

3. Orientation games in space

4. Games with geometric shapes

5. Games for logical thinking

At present, I continue teaching children to count in forward and backward order, I get children to use both quantitative and ordinal numbers correctly. Using a fairy tale plot and didactic games, she introduced children to the formation of all numbers within 10, by comparing equal and unequal groups of objects. Comparing two groups of objects, I placed them on the bottom, then on the upper strip of the counting ruler. I did this so that the children would not have the mistaken idea that the larger number is always on the upper lane, and the smaller number is always on the lower one.

Using games, I teach children to transform equality into inequality and vice versa - inequality into equality. By playing didactic games such asWHAT NUMBERS ARE NOT ?, HOW MUCH ?, CONFUSION ?, CORRECT THE MISTAKE, WE REMOVE THE NUMBERS, NAME THE NEIGHBORS, the children learned to freely operate with numbers within 10 and accompany their actions with words.

Didactic games such as THINK NUMBER, NUMBER WHAT'S YOUR NAME ?,MAKE A PLATE, MAKE A NUMBER (Appendix N), WHO IS THE FIRST NAME, WHICH DOESN'T BECOME A TOY? And many others. I use it in the classroom in my free time, with the aim of developing children's attention, memory, thinking.

Such a variety of didactic games, exercises used in the classroom and in their free time, helps children learn the program material. To reinforce the ordinal count, tables help, with fairy-tale heroes heading to Winnie-the-Pooh to visit. Who will be the first? Who goes second, etc.

In the older group, I introduced the children to the days of the week. She explained that every day of the week has its own name. In order for children to better remember the names of the days of the week, we marked them with a circle of different colors.

We carry out the observation for several weeks, marking every day with circles. I did this specifically so that the children could independently conclude that the sequence of days of the week is unchanged. I told the children that the names of the days of the week guess what day of the week according to the count: Monday is the first day after the end of the week, Tuesday is the second day, Wednesday is the middle of the week, Thursday is the fourth day, Friday is the fifth. After such a conversation, I proposed games in order to consolidate the names of the days of the week and their sequence. Children are happy to play the LIVE WEEK game. To play, I call 7 children to the blackboard, count them in order, give them circles of different colors, indicating the days of the week. Children are lined up in such a sequence as the days of the week are in order. For example, the first child with a yellow circle in his hands, indicating the first day of the week - Monday, etc.

Then, she made the game more difficult by the fact that children were built starting from any other day of the week. Used a variety of didactic games NAME SOON,DAYS OF THE WEEK, STATE THE MISSING WORD, YEAR ROUND,TWELVE MONTHS, which help children quickly remember the name of the days of the week and the name of the months, their sequence.

Spatial representations of children are constantly expanding and consolidated in the process of all types of activity. Children master spatial representations: left, right, above, below, in front, behind, far, close.

I set myself the task of teaching children to navigate in specially created spatial situations and to determine their place according to a given condition. Children freely perform tasks such as: Stand so that there is a closet to your right, and a chair in the back. Sit so that Tanya is in front of you, and Dima is in the back. With the help of didactic games and exercises, children master the ability to define in words the position of an object in relation to another: There is a hare to the right of the doll, a pyramid to the left of the doll, etc. At the beginning of each lesson, she spent a game minute: she hid any toy somewhere in the room, and the children found it, or chose the child and hid the toy in relation to him (behind his back, on the right, on the left, etc.). This piqued the interest of the children and organized them for the lesson. While completing orientation tasks on a sheet of paper, some children made mistakes, then I gave these children the opportunity to find them on their own and correct their mistakes. In order to interest children, so that the result is better, object games with the appearance of a fairy-tale hero. For example, the game

FIND A TOY, - “At night, when there was no one in the group,” I tell the children, “Carlson flew to us and brought toys as a gift. Carlson loves to joke, so he hid the toys and wrote in a letter how to find them. "

I open the envelope and read: “You have to stand in front of the teacher's table and go through 3 steps, etc. ”. Children complete the task, find a toy. Then, when the children began to orientate themselves well, the tasks for them became more difficult - i.e. the letter did not contain a description of the location of the toy, but only a diagram. According to the diagram, children must determine where the object is hidden. There are many games, exercises that contribute to the development of spatial orientations in children: FIND A SIMILAR, TELL ABOUT YOUR PATTERN. WORKSHOPCARPET ARTIST, ROOM TRAVEL and many more games. While playing with the children, I noticed that they began to cope well with all tasks, began to use words to indicate the position of objects on a sheet of paper on the table.

To consolidate knowledge about the shape of geometric figures in order to repeat the material of the middle group, she invited the children to recognize the shape of a circle, triangle, square in the surrounding objects. For example, I ask: What geometric shape does the bottom of a plate resemble? (table top surface, sheet of paper, etc.)

In order to consolidate knowledge about geometric shapes. Conducted a game like LOTO. The children were offered pictures (3-4 pieces for each), in which they were looking for a figure similar to the one I demonstrated. Then, she invited the children to name and tell what they found. Studying with children, I realized that children who have come back to kindergarten do not know geometric shapes well, so I dealt with them mostly individually, giving children first simple exercises, and then more complex ones. Based on the knowledge gained earlier, she introduced the children to the new concept of the TETRAGON. At the same time, she used the ideas about the square that preschoolers have. Later, to consolidate knowledge, in their free time, the children were given tasks to draw different quadrangles on paper, draw quadrangles in which all sides are equal, and say what they are called, add a quadrangle of two equal triangles and much more.

In my work I use a lot of didactic games and exercises, of varying degrees of complexity, depending on the individual abilities of children. For example, games such as FIND THE SAME PATTERN, FOLD A SQUARE, EACH FIGURE IN ITS PLACE, CHOOSE BY SHAPE, WONDERFUL BAG WHICH WILL NAME MORE.

I use the didactic game GEOMETRIC MOSAIC in class and in my free time, in order to consolidate knowledge about geometric shapes, in order to develop attention and imagination in children.

Children perform the same tasks in their free time, only geometric shapes were laid out on the table or on the floor. The use of didactic games in the classroom and in free time contributes to the consolidation of memory, attention, thinking in children. Therefore, in the future I will continue to use various didactic games and exercises in my work.

At preschool age, children begin to form elements of logical thinking, i.e. the ability to reason is formed, to make their own conclusions. There are many didactic games and exercises that influence the development of creativity in children, as they affect the imagination and promote development. thinking outside the box in children. Games such as FIND A NON-STANDARD FIGURE, WHAT IS DIFFERENT ?, MILL, and others. They are aimed at training thinking when performing actions.

Before starting the game, I divide the children into two teams in accordance with the level of their skills and abilities. I give teams tasks of varying difficulty. For example: a) Drawing up an image of an object from geometric shapes (work according to a ready-made dismembered sample) b) Work on condition (to assemble a human figure, a girl in a dress) c) Work according to one's own design (just a person)

Each team receives the same set of geometric shapes. Children independently agree on the methods of completing the assignment, on the order of work. Each player in the team takes turns participating in the transformation of a geometric figure, adding his own element, making up a separate element of an object from several figures. In conclusion, children analyze their figures, find similarities and differences in solving a constructive plan.

For each lesson I try to make a new interesting table. And she used some tables several times, but gave more complex tasks, different in color, shape and size. A task of this nature:

What is the largest triangle?

What color is the smallest shape?

Name all squares, starting with the smallest, and so on.

At preschool age, children begin to form elements of logical thinking, i.e. the ability to reason is formed, to make their own conclusions. There are many didactic games and exercises that influence the development of creativity in children, as they affect the imagination and contribute to the development of lateral thinking in children. Games like FIND A NON-STANDARD FIGURE THANDIFFERENT? MILL, and others. They are aimed at training thinking when performing actions.

For the purpose of developing thinking in children, I use various games and exercise.

These are tasks to find a missing figure, to continue rows of figures, signs, to find numbers. Acquaintance with such tasks began with elementary tasks for logical thinking - a chain of laws. In such exercises, there is an alternation of objects or geometric shapes. The children were asked to continue the row or find the missing element.

In addition, she gave tasks of this nature: to continue the chain, alternating in a certain sequence squares, large and small circles of yellow and red color. After the children have learned how to perform such exercises, I complicate the tasks for them. I propose to complete tasks in which it is necessary to alternate objects, take into account both color and size.

Later she switched to abstract subjects. Children are very interested in games like: WHO DOES NOT ENOUGH?. I invite children to imagine what form cosmic beings can be. Then I show a poster that depicts space "men". Children find what "little man" is missing, analyze and prove. Such games help children develop the ability to think logically, compare, contrast and express their conclusions.

A special place among mathematical games is occupied by games for drawing plane images of objects, animals, birds from figures. Children enjoy patterning, rejoice at their results, and strive to do better tasks.

To consolidate the knowledge gained in the classroom, I give children homework in the form of didactic games and exercises. For example: COLLECT BEADS, FINDERROR, WHAT NUMBERS LOST ?, etc.

Children try to complete their task correctly, avoiding mistakes, in order to get a cheerful sun for this, and not a gloomy cloud with rain.

Parents also take homework with their children very seriously. In the corner for parents, I post a folder with didactic games, explaining the purpose and course of the game.

Using various didactic games in working with children, I made sure that while playing, children learn the program material better, and perform complex tasks correctly. This is confirmed by a slice of knowledge.

The use of didactic games increases the effectiveness of the pedagogical process, in addition, they contribute to the development of memory, thinking in children, having a huge impact on the mental development of the child. When teaching young children in the process of playing, I strive to ensure that the joy of playing turns into the joy of learning.

The teaching should be joyful!

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Theme: Didactic games in kindergarten

Introduction

Theoretical part

The pedagogical significance of didactic games in the development of preschool children

2. The concept of a didactic game, its structure, specific features and place in the pedagogical process of a preschool institution

Classification of didactic games

Guidance of didactic games in different age groups

Practical part

Observation of the didactic game "Collect the picture" in the group "Why Much" (4-5 years old)

Conclusions and conclusions

Literature

Application

Introduction

Preschool childhood is a period of play. At this age, the child seeks to learn everything through play. Play is a reflection of the adult, real world by children. It is fraught with great opportunities for teaching children in a preschool institution. In a didactic game, cognitive tasks are combined with play ones. Through play, in particular didactic games, the child learns while playing.

The problem of play in teaching preschool children has been and is being dealt with by many scientists, pedagogues and psychologists. F. Frebel and M. Montessori stood at the origins of the study of didactic play as the basis for teaching children. Much attention was paid to didactic play by K.D. Ushinsky, P.F. Lesgaft, L.N. Tolstoy, E.I. Tikheeva, L.A., Venger, A.P., Usova, V.N. Avanesov and others.

Also, many scientists emphasized the important role of educational games, which allow the teacher to expand the practical experience of children, to consolidate their knowledge, skills and abilities in various fields of activity. (A. S. Makarenko, U. P. Usova, R. I. Zhukovskaya, D. V. Mendzheritskaya, E. I. Tikheeva)

In the course of the game, the knowledge and ideas of children are clarified and deepened. To perform a particular role in play, the child must translate his idea into play actions. Play not only reinforces the knowledge and ideas that children already have, but is also a kind of active cognitive activity, in the process of which, under the guidance of a teacher, they acquire new knowledge, and serves as a good means of preparing children for school.

Didactic games are diverse in content, in the form of organization, in the type of learning tasks. In pedagogy, there are different views on the classification of didactic games. And, of course, an important point is the teacher's guidance of didactic games used in work with preschool children.

All the main points concerning the use of didactic games in preschool age, I will try to reflect in this work.

preschool pedagogical didactic game

Theoretical part

1. The pedagogical significance of didactic games in the development of preschool children

Play is one of those types of activity that is used by adults to educate preschoolers, teach them various actions with objects, methods and means of communication. In the game, the child develops as a person, in him those aspects of the psyche are formed, on which the success of educational, labor, and communicative activities will depend. This is due to the fact that play in preschool age is the leading activity (L.S.Vygotsky, A.V. Zaparozhets, A.N. Leontyev, E.O.Smirnova, D.B. ... Among all the variety of games for preschoolers, a special place belongs to didactic play, as one of the most acceptable forms of education and training. Many scientists note the important role of educational games, which allow the teacher to expand the practical experience of children, to consolidate their knowledge of the world around them (A.S. Makarenko, U.P. Usova, R.I. Zhukovskaya, D.V. Mendzheritskaya, E.I. Tikheeva

The use of didactic games for the upbringing and teaching of children was reflected in the works of scientists and in the practical activities of many teachers. In fact, in every pedagogical system of preschool education, didactic games have occupied and still occupy a special place. F. Frebel developed a system of didactic games, which was the basis of upbringing and educational work in kindergarten. He emphasized that the task of primary education is not learning in the ordinary sense of the word, but organizing the game. (3, p. 334), for the first time in the history of pedagogy, he singled out play as a special means necessary for the development of preschool children.

M. Montessori also attached great importance to the game. She argued that the game must be educational, otherwise it is " empty game"that does not affect the development of the child. The author of one of the first domestic pedagogical systems of preschool education, EI Tikheeva, announced a new approach to didactic games. In her opinion, they are only one of the components of educational work with children. The teacher made games in the upbringing and teaching of children dependent on how they were in tune with the interests of the child, give him joy, allow him to show their activity, independence.

Much attention was paid to the use of didactic games in kindergarten by the following teachers: L.A. Wenger, A.P. Usova, V.N. Avanesov, A.K. Bondarenko, A.A. Smolentsova, E.I. Udaltsova and others.

Let us dwell in more detail on the importance of didactic games in the development of preschool children.

Didactic play is an important means of mentally educating a child. Educational games contribute to the development of mental cognitive processes in children, mental operations. The importance of didactic play is that it develops the independence and activity of the thinking and speech of children.
For example, many didactic games for the formation of mathematical representations in children are aimed at developing logical thinking in children, with their help children learn to compare and group objects, both by external signs and by their purpose, learn to analyze, synthesize, and solve problems. Didactic games help adults to give preschoolers the elementary scientific knowledge that is necessary for learning at school, consolidate it and teach children to apply in practice everything that they have been taught. The game teaches you to purposefully and consistently reproduce knowledge, to implement it in game actions, in the rules. This means that using didactic games preparation is in progress preschoolers to school.

Didactic games play an important role in the development of children's speech. During the game, the child comments on his actions, talks about how he completed the task or how he found a way out of a problem situation, answers questions of an adult, communicates with peers. A variety of word games contribute to the development of speech. In the methodology of speech development, didactic games are widely used, aimed at solving the main problems of the development of children's speech: enriching the vocabulary, forming the grammatical structure of speech, fostering sound culture, developing monologue and dialogical speech skills, teaching children Belarusian language... From this we can conclude that didactic play is one of the means of developing speech in preschool children.

One cannot fail to note the great importance of didactic games in the aesthetic education of children. This is facilitated not only by didactic games, the educational task of which is aimed at acquainting children with works of art and theater. Colorfully, in accordance with hygienic requirements, the decorated game instills in the child a sense of beauty, forms an aesthetic taste.

Didactic game contributes to the solution of problems of moral education, the development of sociability in children. The educator puts children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

In play, all aspects of the child's personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of the game.

The didactic game, as one of the diverse games of the preschooler, is an effective means of shaping the personality of the preschooler, his moral and volitional qualities, it realizes the need to influence the world. Thanks to didactic games, the child develops independence, the ability to bring the work started to the end, self-control, children learn to interact in a team, they develop a sense of mutual help (competition games, board games in which several children can take part, for example, “Collect picture ”,“ Puzzles ”,“ Lotto ”,“ Domino ”, etc.), learn to accept defeat and victory in games with dignity.

The positive results achieved by the child in the course of educational games form his self-confidence, self-esteem, and the desire to achieve success.

Of course, the educational value of didactic play 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 precise organization and conduct of all kinds of games.

Correctly used didactic games help to form perseverance in children, the ability to inhibit their feelings and desires, to obey the rules. For example, the Game “Connect the Parts, You Will Get the Whole” develops perseverance, concentration, requires ingenuity and observation. (6)

A lot of games introduce preschoolers to the work of adults, children will learn the features of a particular profession. Children together with the teacher can participate in the production of didactic games, attributes to them together. Consequently, through didactic play, respect for all work useful to society is cultivated, and the desire to take part in it is affirmed.

Interesting games create a cheerful, joyful mood, make the life of children complete, which has a positive effect on the health of the child.

From all of the above, we can conclude that didactic games have a positive effect on all aspects of a child's development, and above all they are one of the main methods of teaching preschool children.

2. The concept of didactic play, its structure, specific features and place in the pedagogical process of a preschool institution

Didactic games are a type of games with rules. Games with rules have a ready-made content and a predetermined sequence of actions; the main thing in them is the solution of the task, the observance of the rules. (4)

Didactic game is one of the means of teaching preschool children. It makes it possible to carry out the tasks of education and training through an accessible and attractive form of activity for children.

It has two functions in the learning process (A.P. Usova, V.N. Avanesova). The first function is - improvement and consolidation of knowledge. At the same time, the child does not just reproduce knowledge in the form in which they were mastered, but transforms, transforms it, learns to operate with it depending on the game situation. The essence second function didactic game is that children learn new knowledge and skills of different content. (3, p. 207)

The main features of didactic games:

1.Didactic games are educational games. They are created by adults for the purpose of raising and educating children.

.For children taking part in the game, the educational and educational significance of the didactic game does not appear openly, it is realized through a game task, game actions, and rules.

.The cognitive content of a didactic game is determined by the program content and is always combined with the game form.

4.Didactic games have a peculiar structure. (3.6)

Didactic play is a complex phenomenon, but it clearly reveals structure, that is, the main elements that characterize play as a form of learning and play activity at the same time. (5)

Most researchers of educators and psychologists distinguish the following structural components in the didactic game:

· didactic task (goal), consisting of play and teaching;

· game rules;

· game actions;

· the end of the game, summing up.

Didactic (teaching) task- this is the main element of the didactic game, to which all the others are subordinate. For children, the learning task is formulated as a game task. It is determined by the goals of education and upbringing of children. The selection of cognitive tasks for games is carried out in accordance with the sections of the Praleska program, taking into account the age characteristics of children. The presence of a didactic task emphasizes the educational nature of the game, the orientation of its content towards the development of the cognitive activity of children. In contrast to the direct formulation of the task in the classroom in the didactic game, it also arises as a game task for the child himself, it arouses a desire and a need to solve it, activates play actions. The game task can be laid down in the name of the game itself, for example, "What shape", "Continue the sentence", "Who lives in which house", etc. “The didactic task is realized throughout the game through the implementation of the game task, game action, and the result of her decision is revealed in the finale. Only under this condition the didactic game can fulfill the function of teaching and at the same time it will develop as a game activity. ”(5)

Game actions- this is the basis of the game, a way of manifesting the child's activity for play purposes; the game itself is impossible without them. They are like a drawing of the plot of the game. The more varied the play actions, the more interesting the play itself is for the child and the more successfully cognitive and play tasks are solved. Playful actions should make children happy, a sense of satisfaction, they make learning emotional and entertaining. Play actions of children need to be taught. Only under this condition does the game acquire a teaching character and becomes meaningful. Learning to play actions is carried out through a trial move in the game, showing the action itself, disclosing an image, etc. Game actions are not always visible. These are also mental actions, expressed in the processes of purposeful perception, observation, comparison, sometimes recalling what was previously learned, thinking. In terms of their complexity, they are different and are determined by the level of cognitive content and game tasks, age characteristics of children. V different games play actions are different and are realized through different forms.

Play actions are not always practical external actions, when something needs to be carefully considered, compared, disassembled, etc. These are also complex mental actions expressed in the processes of purposeful perception, observation, comparison, recalling previously learned, - mental actions expressed in thinking processes.

In different games, game actions are different in their direction and in relation to the players. In games in which all children participate and perform the same roles, the play actions are the same for everyone. When children are divided into groups in play, play actions are different. (5)

Rules of the gameensure the implementation of game content, as well as make the game democratic. Their content and focus is due to the cognitive content, game tasks and game actions. In a didactic game, the rules are given. They help the teacher manage the game. The rules also influence the solution of a didactic task - they imperceptibly restrict the actions of children, directing their attention to the implementation of a specific task, i.e. they determine what and how the child needs to do in play and show the way to achieve the didactic task. The game rules perform the following functions:

.Educational, which consists in the fact that the rules help to reveal to children what and how to do; correlate with game actions, enhance their role, specify the method of performance. The rules organize the cognitive activity of children: consider something, think, compare, find a way to solve the problem posed by the game.

.Organizing, it determines the order, sequence and relationships of children in the game.

3.Discipline. The rules stipulate what exactly needs to be done, what and why not to do. Some games have rules prohibiting actions and penalties for non-performance (for example, skipping a move)

4.Compliance with the rules in the course of the game necessitates the manifestation of efforts, mastering the methods of communication in the game and outside the game and the formation of not only knowledge, but also a variety of feelings, the accumulation of good emotions and the assimilation of traditions.

Summarizingheld immediately after the end of the game. The form can be varied: scoring, praise, determining the best child, the winner, the overall result for the implementation of the task. If a didactic game is organized outside the classroom, the game can be ended simply by summing up the results, or you can use other types of activity: visual, speech development, etc., but the topic should correspond to the content of the game. (3.6)

Didactic games are used in the classroom and in the independent activities of children. Being an effective means of teaching, they can be an integral part of the lesson (to consolidate and systematize the material), and in the younger preschool age - the main form of organizing the educational process (for example, the game "Katya the doll goes for a walk"). (3, p. 335)

Didactic games can be used in all sections of the program. Educational games can be planned for a walk, in the morning and evening hours, during classes, before and after classes, it all depends on the didactic task of the games. Didactic games are held everywhere, up to 20-30 games can be scheduled per month. Didactic games occupy a special place at the end of the year and in the summer health-improving period, when the knowledge gained by children is repeated and consolidated during the school year. The main condition for the use of didactic games in the life of children and in the classroom is adherence to the principles of teaching.

The teacher must remember that didactic games have their own classification, this will allow the use of various types of games in the educational process and will make the teaching of children much more interesting and varied. Let us dwell on the classification of didactic games in more detail.

3. Classification of didactic games

Didactic games have their own classification. The classification of didactic games is different. In preschool pedagogy, the traditional division of didactic games into games with objects, board-printed games, and verbal games has developed. (3, p. 337) This division of games can be classified according to the use of material.

Didactic games also differ in the educational content, cognitive activity of children, game actions and rules, organization and relationships of children in the game, in the role of the educator. (5)

Mathematical

Sensory

Speech

Musical

· natural history

· to familiarize yourself with others

Math games are aimed at the formation of elementary mathematical concepts in preschoolers. They allow the teacher to make the process of teaching children to count (didactic games "Which one?", "One is a lot", "What is more?" How much will it be? ", Etc.), mastering quantities, the simplest dependencies and measuring activities (these are the games" Who is higher? " , "Travel", "When does it happen?", Etc.) more exciting and interesting.

Touch games are aimed at teaching children to examine objects, to form ideas about sensory standards. Many of them are associated with the examination of the subject, with distinguishing features, require verbal designation of these features ("Wonderful bag", "How are they similar and not similar", "Multicolored paths", "Where, whose bow?", Etc.). In some games, the child learns to group objects according to one quality or another ("Buttons for dolls", "Service", etc.). Children compare objects with similar and different characteristics, highlight the essential ones. Thus, children are led to mastering sensory standards with the help of didactic games.

Speech gamescontribute to the development of speech in children. The content of such games is also varied and depends on the goals for which the teacher uses them. “Traveling around the room”, “Who is doing what?”, “Name it in one word”, “Say it differently”, “Finish the sentence”, “Daily routine”, “Who's got a treat?”, “Zoo”, “Compare objects "," We are talking on the phone "," What happens .... What happens ... "," What first, what then "," Guess who it is? "," Living words ", etc.

Music games are aimed at solving the problems of musical education in accordance with the program requirements. In the work with preschoolers, games such as "Who is louder?", "What instrument sounds?" ? "," Merry Notes "and others.

Games natural historycontribute to the education of children to love nature. Through play, in particular didactic games, the child, while playing, learns to understand the laws that occur in nature, the interconnection of everything in the world, learns a lot about natural communities and phenomena, about the role of man in nature and more (games "When it happens", "What first, then what ”,“ Describe the seasons ”,“ Learn by description ”,“ Migratory birds - non-migratory ”,“ Who lives where? ”,“ Pair pictures ”,“ Compose a story ”,“ What is the weather? ”,“ Find the artist's mistake ”and many others).

To familiarize yourself with othersvarious didactic games are also used - "Who does what?", "What first, what then?", "Who needs what for work?" "Tea Party", "On a Walk", "At the Theater", "Shop", etc.

· Didactic games for fine artswere introduced into the educational process of preschool institutions relatively recently, but their importance is very great for the development of preschoolers, the formation of their knowledge, abilities and skills in visual activity, arts and crafts. “Paint according to the model”, “What is drawn”, “Finish”, “Collect the flower”, “Draw it differently”, “What the leaf looks like”, “What has changed?”, “What is missing?”, “What is picture? "," Whose ornament? " - this is a small part of didactic games that can be used in working with preschool children.

All of these types of didactic games are organized by the teacher in accordance with the program requirements.

On didactic materialeducational games are divided into:

Verbal

· desktop-printed

· with objects and toys

With pictures

· computer didactic games

Word gamesdiffer in that the process of solving a learning task is carried out in a mental plan, on the basis of ideas and without reliance on visualization. Therefore, word games are carried out mainly with middle-aged children, predominantly senior preschool age. Among these games, there are many folk games associated with nursery rhymes, jokes, riddles, shape-shifters, some of which are available to kids due to the imagery of speech design, built on dialogue, and the similarity in content to children's experience. In addition to speech development, the formation of auditory attention with the help word games an emotional mood is created, mental operations are improved, reaction speed, the ability to understand humor are developed. Word games are based on the accumulated experience of children, their observation. The task of these games is to systematize and generalize. They are applied at the stage of consolidation and repetition of children's knowledge ("Flies - does not fly", "Third extra", "Give it in one word", "Who needs what?", Etc.).

Didactic games with objects and toysvery diverse in terms of game materials, content, organization of the event. Toys, real objects, objects of nature, etc. can be used as didactic materials. They are more often used in younger preschool age, since visual-figurative thinking prevails in children of this age. Games with objects make it possible to solve various educational and educational tasks: expand and clarify the knowledge of children, develop mental operations (analysis, synthesis, comparison, distinction, generalization, classification), improve speech (the ability to name objects, actions with them, their qualities, purpose ; describe objects, compose and guess riddles about them; correctly pronounce the sounds of speech), educate the arbitrariness of behavior, memory, attention (3, p. 336). Among games with objects, plot-didactic games and staging games occupy a special place. In narrative-didactic games, children perform certain roles.

Picture gamesused in all age groups. Various pictures, series of pictures can be used for games, in accordance with the program requirements.

Board gamessame way varied in content, training tasks, design. They help to clarify and expand children's ideas about the world around them, systematize knowledge, develop thought processes, help broaden the horizons of children, develop intelligence, attention to the actions of a friend, orientation in changing playing conditions, the ability to foresee the results of their move. Participation in the game requires endurance, strict adherence to the rules and gives children a lot of joy. Board games include a variety of games:

· manuals, such as pictures, subject lotto, dominoes, thematic games (“Where does something grow?”, “When does it happen?”, “Who needs it”, etc.);

· games that require physical activity, dexterity (Flying Caps "," Goose "," Hit the Target ", etc.);

· jigsaw games;

· table motion games ("Billiards", "Hockey");

· intellectual - checkers, chess, puzzle games.

All of these games differ from games with toys in that they are usually held at tables, requiring 2-4 partners.

In loto, the child must see the picture on big map pick up identical images on small cards. Lotto subjects are varied: "Zoological Lotto", "Flowers are Blooming", "We Count", "Fairy Tales", etc.

In dominoes, the principle of pairing is realized through the selection of cards in the order of the move. Dominoes cover different areas of reality: "Toys", "Geometric figures", "Berries", "Cartoon characters", etc.

In labyrinth-type games designed for older preschool children, a playing field, chips, and a counting cube are used. Each game is dedicated to a theme, sometimes fabulous ("Aibolit", "Feats of Perseus", "Golden Key"). Children "travel" around the playing field, throwing a die in turn and moving their pieces. These games develop spatial orientation, the ability to anticipate the result of actions.

Widespread board-printed games, arranged on the principle of cut pictures, folding cubes, puzzles, in which the depicted object or plot is divided into several parts. These games contribute to the development of logical thinking, concentration, attention. (3)

Computer didactic gamesare a means of laying the foundations of computer literacy in children, acquaintance with programming languages. Computer games are used as a didactic tool in teaching in a wide variety of areas of the educational process. There are many such games, the teacher's task is to choose the necessary one, in accordance with the task at hand, the child's age and program requirements. There are even whole programs, consisting of didactic games, systematized according to certain program tasks, directions of the educational process.

Sorokina proposed a classification of didactic games by the nature of game actions:

· travel games

· guessing games

Errands games

Puzzle games

Conversation games

· mobile didactic games

Target travel games- to strengthen the impression, to give the cognitive content a slightly fabulous uniqueness, to draw the attention of children to what is nearby, but not noticed by them. The game-journey reflects real facts or events, but the ordinary reveals through the unusual, the simple through the mysterious, the difficult through the surmountable, the necessary through the interesting. All this happens in the game, in the action, it becomes close to the child, pleases him. In the travel game, many ways of disclosing cognitive content are used in combination with play activities: setting tasks, explaining how to solve it, sometimes developing travel routes, step-by-step solution of tasks, the joy of solving it, meaningful rest. Travel games can include songs, riddles, gifts, and more. These include games such as "Journey to the Fairy Forest", "Our Train Goes to a Faraway Country", "Visit the Baker", etc.

Errands gameshave the same structural elements as travel games, but they are simpler in content and shorter in duration. They are based on actions with objects, toys, verbal assignments. The game task and game actions in them are based on the proposal to do something: “Gather all the red items (or toys) in the basket”, “Arrange the rings in size”, “Take out the round objects from the bag”.

Guessing games"What would be ..?", "What would I do ...", "Who would you like to be and why?", "Who would you choose as a friend?" and etc. Didactic content play lies in the fact that a task is set for the children and a situation is created that requires understanding of the subsequent action. The game task is inherent in the name itself, and the game actions are determined by the task and require from the children the intended intended action in accordance with or in accordance with the set conditions and the created circumstances.

These games require the ability to correlate knowledge with circumstances, to establish causal relationships. They also contain a competitive element, for example, the game "Who will figure it out faster?" (Sorokin)

Puzzle games- these games are based on the principle of guessing and guessing riddles, games can be very diverse in content and organization. As you know, the content of riddles is the surrounding reality: social and natural phenomena, objects of work and life, flora and fauna, they reflect the achievements of science, technology, culture. The main feature of riddles is a logical task. The methods of constructing logical tasks are different, but they all activate the child's mental activity. Solving riddles develops the ability to analyze, generalize, forms the ability to reason, draw conclusions, inferences. ("Guess the riddle - show the answer", "Find where it is hidden", "Travel", "Chest with a secret" and others).

Conversation games(dialogues)? the basis of games is communication between the teacher and children, children with the teacher and children with each other. This communication has a special character of play learning and play activity of children. Its distinctive features are the immediacy of feelings, interest, benevolence, belief in the "truth of the game", the joy of playing. In a conversation game, the teacher often comes not from himself, but from a character close to the children and thereby not only preserves the game communication, but also enhances his joy, the desire to repeat the game. Educational and educational value lies in the content of the plot - the theme of the game, the cognitive content of the game does not lie "on the surface": it must be found, obtained - to make a discovery and as a result to learn something. The value of the conversation game is that it makes demands on the activation of emotional and mental processes: the unity of words, actions, thoughts and imaginations of children, fosters the ability to listen and hear the teacher's questions, questions and answers of children, the ability to focus on the content of the conversation, to supplement what has been said , express judgment, develops the ability to participate in a conversation. These include games such as "Let's sit side by side and talk okay", "Dunno is our guest", "Tell about yourself", "What happened to us ..", "How did you spend the weekend", "Where have you been, what have seen "and others.

Mobile didactic gamescontain three types of tasks: educational, game, physical education task. In the course of such games, the tasks of developing the children’s physical qualities and skills are solved, as well as the material obtained in other classes is consolidated - "Run to the named tree", "Secret", "Travel", "Guess the riddle - show the answer" and other.

Didactic games can also be classified by the number of participants in them:

Collective

Group

Individual

Collective games are organized with the whole group, group games with a subgroup of children, and individual games with 1-3 children.

We examined the main types of didactic games, now we will focus on the teacher's guidance of didactic games in different age groups, since only competent guidance from an adult will help to accomplish the tasks set by the game.

4. Guidance of didactic games in different age groups

While fun for preschoolers, play is also an essential tool for their upbringing and development. But this happens when she is included in the organized and controlled pedagogical process. Didactic games are very difficult to guide.

By including play in the pedagogical process, the teacher teaches children to play, create, according to A.S. Makarenko, " good game". Such a game is characterized by the following qualities: educational and cognitive value of the content, completeness and correctness of the reflected ideas; expediency, activity, organization and creative nature of game actions; obedience to the rules and the ability to be guided by them in the game, taking into account the interests of individual children and all those who play; purposeful use of toys<#"justify">1.It is necessary to arouse interest in the game in children: creating a surprise moment, a game situation, through the use of any fairy-tale characters. During the didactic games, the teacher must maintain a playful mood in children: interesting material, jokes, laughter, the tone of the teacher. Children should not feel the educational nature of the game. Every game must contain an element of novelty.

2.It is necessary to create conditions for games: to select the appropriate didactic material and didactic toys, games. Think over how to place didactic material and toys so that children can freely use them; provide a place for games. Teach children to carefully handle didactic toys, games, carefully fold them at the end of the activity. Board-printed games require special attention of the teacher, from which chips, cubes, cards and other attributes are easily lost.

.The guidance of a didactic game consists in the correct definition of didactic tasks - cognitive content; in the definition of game tasks and the implementation of didactic tasks through them; in thinking over game actions and rules, in anticipation of training results. The teacher must ensure the activity of all children, especially in collective games: every child must understand and accept the didactic task

.The teacher must monitor the implementation of the game rules, correct children's mistakes, remind of the existence of the rules if the children deviate from them. Care should be taken to continuously enrich the children's play experience. For this, it is advisable to conduct training in play actions with didactic toys, performing these actions together with the child, to organize situations of mutual learning of children

.Didactic play as one of the forms of teaching is carried out during the time that is allocated to the class. It is important to establish the correct relationship between these two forms of education, to determine their relationship and place in a single pedagogical process. Didactic games sometimes precede classes; in such cases, their purpose is to attract the interest of children to what will be the content of the lesson. The game can alternate with classes when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in game activity, summarize, summarize the material studied in the classroom.

.Finishing the game, the teacher should arouse children's interest in its continuation, create a joyful perspective. Usually he says: "Next time we will play even better" or: "The new game will be even more interesting." The teacher develops versions of games familiar to children and creates new ones that are useful and exciting.

The teacher must prepare for the educational games. The preparation of a teacher consists in choosing the goal of the game, selecting the game itself, determining the method of organization and venue, and preparing the necessary material. The teacher thinks over its structure, carefully and comprehensively develops an action plan to achieve the task set in the game. In this plan, their actions, the actions of the group, should be determined, the children to whom you need to pay attention should be identified, the play material should be selected and the timing should be calculated. Selecting games, the teacher proceeds from what program tasks he will solve with their help, how the game will contribute to the development of mental activity in children, the upbringing of the moral aspects of the individual, and train sensory experience. Does the didactic task of the game correspond to the program content that is studied in the classroom?

Ensures that in the chosen game children reinforce, clarify, expand knowledge and skills and at the same time do not turn the game into an activity or exercise. The educator thinks out in detail how, while completing the program task, to maintain the play action, the high pace of play (senior preschool age) and ensure the opportunity for each child to actively act in the play situation. In the same way, leading a didactic game, the educator must remember about the voluntary participation of children in it, you cannot force a child to play, you can only arouse his desire to play, create an appropriate play mood and maintain it during the game. When conducting didactic games, it is necessary to pay special attention to those children who have not gone to kindergarten for a long time. (6)

The management of didactic games, depending on the age of the children, is carried out in different ways, since each age has its own psychophysiological characteristics.

Group "Kids"

At this age, didactic games help children get to know the surrounding objects better, distinguish and name their color, shape and possible actions with them. They contribute to the coordination of movements, the development of the eye, the mastery of spatial orientation. Teach children to hear a word and relate it to a specific toy, object, action

Features of the management of didactic games for children of the "Kids" group:

· In children of younger preschool age, excitement prevails over inhibition, clarity acts more strongly than a word, therefore it is more expedient to combine the explanation of the rules with the demonstration of a game action. The teacher fully and in detail explains the rules of the game and shows them during the game itself, taking the leading role in the game. The teacher plays with the children.

· The surprise moment should come first in the organization of games; it is necessary, first of all, to arouse children's interest in didactic material, teach them to play with it. Games must be conducted in such a way that they create a cheerful, joyful mood in children, teach children to play without interfering with each other, gradually lead them to the ability to play in small groups and realize that it is more interesting to play together.

· In conducting didactic games with children of younger preschool age, the teacher's activity is needed in teaching children the techniques of game actions. Teach children in the game to correctly lay out objects (take in the right hand and put from left to right).

· During the game, the teacher uses questions, gives advice and suggestions, encourages children, and controls the actions of children.

Group "Pochemuchki"

At this age, it is necessary to pay attention to didactic games aimed at consolidating, generalizing the existing knowledge in children, the ability to use the acquired knowledge in practice.

Features of the management of didactic games for children of the Pochemuchki group:

· Middle preschool children have some experience joint games, but even here the teacher takes part in didactic games. She is a teacher and participant in the game, teaches children and plays with them, seeks to involve all children, gradually brings them to the ability to follow the actions and words of their comrades, that is, she is interested in the process of the entire game. Gradually, as the children gain experience, the teacher begins to play a secondary role in the game, i.e. play the role of a leader, but if there are any problems in the game, he turns back into it.

· The rules of the game are explained by the teacher before the game and are shown using a "trial move". By his example, the educator prevents the wrong actions of children. During the game, the teacher closely monitors the implementation of the rules.

· In the course of the game, the teacher also asks the children, leading or problematic, makes remarks, gives advice, encourages. At this age stage, the teacher gradually, focusing on the individual characteristics of children, can assess play actions, games.

Group "Fantasy"

Children of older preschool age have significant play experience and such developed thinking that they easily perceive purely verbal explanations of the play. Only in some cases is a visual demonstration required. With children of this age, didactic games are conducted with the whole group, with small groups. They, as a rule, develop collective relationships based on joint games. Therefore, the elements of the competition can already be used in the game with the groups "Fantazers".

The didactic games of older preschool children reflect life phenomena that are more complex in their content (everyday life and work of people, technology in the city and the countryside). Children classify objects by material, purpose (for example, the game "Where is what is hidden").

Word games are widely used at this age, requiring great mental stress. In children of this age, in didactic games, voluntary attention, independence in solving the assigned task, in fulfilling the rules are more manifested. Leadership should be such that play contributes to mental and moral education and at the same time remains play. It is also necessary at this age to preserve the emotional mood of children, the experience of joy from the course of the game and satisfaction from the result, that is, the solution of the problem. Supervising such printed games, the teacher develops the children’s ability to distinguish, recognize, and recall. Relying on the excitement and inhibition of the nervous system, it exercises the attention of children, since the pictures unexpectedly quickly replace each other and new visual images cause auditory and verbal images in children. Children practice speed, accuracy and strength of memorization, in the safety of reproduction of these images.

Features of the management of didactic games for children of the Fantazery group:

· At this age, the explanation of the rules is carried out before the game, as a rule, without showing their implementation. Most often this is a verbal explanation, but if the game is difficult or new, then you can offer the children a "trial move".

· The teacher does not take part in the games, but monitors the implementation of the rules of the game, for the course of the game,

· In didactic games, educators put the child in such conditions (play) when he is forced to remember what he was told in practice, during excursions, and this is very important when preparing a child for school.

· Knowing the individual characteristics of children, the educator advises them to distribute the roles in the game among themselves in such a way as to put the child, who has not formed moral norms of behavior, in such play conditions when, in fulfilling the role, he will have to show attention, benevolence, and care for a comrade. then transferring these qualities to everyday life. The teacher makes extensive use of the example of a peer, guides the game using advice, reminders. In the game, children must show perseverance when following the rules, remember certain events from the surrounding life.

· Finishing the game, the teacher must remind the children of the name of the game, individual game rules, support the interest of children in the further continuation of the game. Assesses the actions of children, but it should be remembered that not every game requires an assessment, since the assessment can be concluded as a result of the game or disturb the good mood of the children.

· When the game is played again, the children learn the complete order, game rules and methods of action. The need for repetition of the game is also determined by the fact that not all of its participants equally successfully master all the elements of didactic games to such an extent that they pass into their independent activity. As a rule, in order to increase the activity of children in the game and maintain a long-term interest in it, didactic and play tasks become more complicated when it is repeated. For this, the teacher uses the introduction of new play material, the introduction of additional roles, the replacement of visual didactic material with verbal, etc.

Thus, we can say that the leadership of didactic games requires a great knowledge from the teacher, a high level of pedagogical skill and tact.

Practical part

... Observation of the didactic game "Collect the picture" in the group "Why Much" (4-5 years old)

In the "Why Much" group, the teacher organized a didactic game to familiarize preschoolers with seasonal changes in nature "Collect a picture" (see Appendix 1).

This didactic game can be attributed to the following types of games: a game of natural history, a game with pictures, a board-printed game.

The teacher prepared for the game with the children: the game was planned, the necessary material was prepared, the placement of the children was thought out (the children were sitting at the tables, the necessary material was laid out in front of them). The game was conducted with a subgroup of children (4 children) in the afternoon.

The game offered to children contained the main structural components: a didactic task, consisting of play and teaching; game rules; game actions; the end of the game, summing up.

The tasks of the game: to consolidate the knowledge of children about the main characteristic features of the seasons; exercise in folding a whole from parts; develop perception, imagination, attention, memory; generate interest in the game. The teacher used techniques such as a reminder, clarification, problematic questions, an example of a peer to achieve this goal. The teacher clearly formulated the rules of the game before starting it: listen carefully to other children, not interrupt each other, you can help another if he needs help. The children tried to follow the rules, although they did not always succeed, in these cases the teacher reminded the children how to behave during the game.

Game actions consisted of examining pictures, children's answers to teacher's questions and folding parts of pictures into a whole picture. The children were active, answered questions, folded pictures with interest, and helped each other.

At the end of the game, the teacher summed up the game (clarified the actions that the children performed during the game), praised the children.

The task of the game was fully realized: all the children described the seasons in the pictures they offered. The children were satisfied with the game, asked to continue the game, began to change pictures in order to assemble another. I believe that the teacher competently guided the children’s play.

Conclusions and conclusions

1.Didactic play is a valuable means of educating the mental activity of children, it activates mental processes, arouses a keen interest in the process of cognition in preschoolers. In it, children willingly overcome significant difficulties, train their strengths, develop abilities and skills, and prepare for school.

.Didactic game is one of the means of teaching preschool children, it has its own characteristics and functions, it stands out from a large number of games by its structure.

.Educational games are classified in a variety of ways. Classification of didactic games helps the teacher to make teaching children with their help more interesting and exciting, to prevent duplication in working with children.

.Didactic games are very difficult to guide. Each age group of a preschool institution has its own characteristics of leadership.

Literature

1. Anikeeva N.P. Education by play: A book for the teacher. - M .: Education, 1987

2. Raising children in the game: A guide for a kindergarten teacher / comp. A.K. Bondarenko, - M .: Education, 1983.

3. Kozlova S.N., Kulikova S.N. Preschool pedagogy - Moscow, 2000

4. Mendzhiritskaya D.V. A teacher about a child's play?

5. Sorokina A.I. Didactic games in kindergarten - Moscow, 1987

6. E.I. Udaltsova Didactic games in the education and training of preschoolers<#"center">Application

A didactic game plan to familiarize preschoolers with seasonal changes in nature "Collect the picture"

group "Why Much" (4-5 y.)

Task:to consolidate the knowledge of children about the main characteristic features of the seasons; exercise in folding a whole from parts; develop perception, imagination, attention, memory; generate interest in the game.

Game plan:

. Invite the guys to play, tell the rules of the game.

2. Consider with the children the pictures depicting the seasons, clarify how the children determined that it was that time of the year using the questions: “What is shown in the picture?”, “What time of the year?”, “How did you know that it was winter ( Spring Summer Autumn)?".

3. Distribute cut pictures to the children and invite them to fold them using a play technique: the evil sorceress tore the pictures and they need to be folded.

4. Summarize the game.

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Didactic game as a means of teaching preschoolers

Introduction

1.1 Background

1.2 Psychological foundations and features of the game

1.3 Game technology

2.1 General characteristics of didactic games

Conclusion

Literature

Application

Introduction

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

An interesting game increases the child's mental activity, and he can solve a more difficult problem than in class. Play is just one of the methods, and it only gives good results when combined with others: observation, conversation, reading, etc.

While playing, children learn to apply their knowledge and skills in practice, to use them in different conditions. Play is an independent activity in which children interact with their peers. They are united by a common goal, joint efforts to achieve, common experiences. Play experiences leave a deep imprint on the mind of the child and contribute to the formation of good feelings, noble aspirations, skills of collective life. The game takes great place in the system of physical, moral, labor and aesthetic education. The child needs vigorous activity that helps to improve his vitality, satisfying his interests, social needs.

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

They learn to solve game problems on their own, to find the best way to implement their plans. Use your knowledge, express it in words.

Quite often the game serves as a pretext for communicating new knowledge, for broadening one's horizons. With the development of interest in the work of adults, in public life, in the heroic deeds of people, children have their first dreams of a future profession, the desire to imitate their favorite heroes. Everything makes games an important means of consciousness of the orientation of a child who begins to take shape in preschool childhood.

Thus, play activity is an urgent problem of the learning process.

The urgency of the problem determined the choice of the topic of the course work.

Research problem: What is the role of didactic play in teaching older preschoolers.

Object of research: Game activity of preschool children.

Research subject: Didactic play as a means of teaching preschoolers.

Purpose: To determine the role of didactic games in teaching older preschool children.

1. To study the psychological characteristics of the game of older preschoolers;

2. Reveal the essence of the concept of didactic game;

3. Analyze the experience of educators in the use of didactic games in the educational process at a preschool educational institution.

4. To systematize didactic games for older preschool children.

Chapter I. Theoretical foundations of using the game in the learning process

1.1 Background

The word "game", "play" in Russian is extremely polysemantic. The word "game" is used in the sense of entertainment, in a figurative sense. E.A. Popravsky says that the concept of a "game" in general has some difference in different nations... So among the ancient Greeks, the word "play" meant the actions inherent in children, expressing mainly what we call "childishness." Among the Jews, the word "game" corresponded to the concept of joke and laughter. Subsequently, in all European languages, the word "game" began to denote a wide range of human actions, on the one hand, not pretending to be hard work, on the other hand, giving people fun and pleasure. Thus, everything began to be included in this circle of concepts, from children's playing with soldiers to the tragic reproduction of heroes on the stage of the theater.

The word "play" is not a concept in the strict sense of the word. Perhaps it is precisely because a number of researchers have tried to find something in common between the most diverse and varied-quality actions designated by the word "play" that we have not yet had a satisfactory explanation of the various forms of play.

The studies of travelers and ethnographers containing material about the position of the child in a society at a relatively low level of developmental history provide sufficient grounds for a hypothesis about the origin and development of children's play. At various stages of the development of society, when the main method of obtaining food was gathering with the use of the simplest tools, the game did not exist. Children were early included in the life of adults. The increasing complexity of the tools of labor, the transition to hunting, cattle breeding led to a significant change in the position of the child in society. There was a need for special training of the future hunter. In this regard, adults make tools for children. Games-exercises have arisen. Children's implements increased with the growth of the child. Society as a whole is interested in preparing children for participation in the future in the most responsible and important areas of work, and adults in every possible way contribute to the games-exercises of children, over which the games of competition are set up, which are a kind of exam and public review of the achievement of children. In the future, a role-playing game appears. A game in which the child uses himself and performs a role, according to any actions of adults.

Children, left to their own devices, unite and organize their special play life, reproducing in the main features social relations and the labor activity of adults. The historical development of the game is not repeated. In ontogenesis, role-playing is the first chronologically, serving as the main source of the formation of a child's social consciousness in preschool age.

Thus, childhood is inseparable from play. The more childhood there is in culture, the more important play is for society.

1.2 Psychological foundations of the game

Long before play became the subject of scientific research, it was widely used as one of the most important means of raising children. The time when upbringing was singled out as a special social function goes back into the depths of centuries, and the use of play as a means of upbringing is also passing away. In various pedagogical systems, play was assigned a different role, but there is not a single system in which, to one degree or another, a place was not assigned to play.

A wide variety of functions are attributed to play, both purely educational and educational, therefore, it becomes necessary to more accurately determine the influence of play on the development of a child and find its place in the general system of educational work of institutions for children.

It is necessary to more accurately define those parties mental development and the formation of the child's personality, which mainly develop in play or experience only limited impact in other activities.

The study of the significance of play for mental development and personality formation is very difficult. A pure experiment is impossible here, simply because it is impossible to remove play activity from the lives of children and see how the development process will proceed.

The most important thing is the importance of play for the motivational-need-sphere of the child. According to the works of D.B. Elkonin, the problem of motives and needs is highlighted.

The basis of information in the game during the transition from preschool to preschool childhood is the expansion of the range of human objects, the mastery of which now confronts the child as a task and a world. He becomes aware of this world in the course of his further mental development, the very expansion of the range of objects with which the child wants to act independently is secondary. It is based on the child's "discovery" of a new world, the world of adults with their activities, their functions, their relationships. A child on the borderline of the transition from objective to role play still does not know either the social relations of adults, or the social functions, or the social meaning of their activity. He acts in the direction of his desire, objectively puts himself in the position of an adult, while there is an emotionally effective orientation in relation to adults and the meanings of their activities.

Here the intellect follows the emotionally effective experience. Play begins as an activity that is closely related to the child's needs sphere. In it, a primary emotional-effective orientation takes place in the meanings of human activity, there is an awareness of its limited place in the system of adult relationships and the need to be an adult. The significance of play is not limited to the fact that the child has new motives of activity and tasks associated with it. It is essential that a new psychological form of motives arises in play. Hypothetically, one can imagine that it is in play that a transition occurs from immediate desires to motives in the form of generalized intentions on the verge of consciousness.

Before talking about the development of mental actions during the game, it is necessary to list the main stages through which the formation of any mental action and the concepts associated with it must pass.

The stage of formation of an action on material objects or material models of substitutes.

The stage of formation of the same action in terms of loud speech.

The stage of formation of the actual mental action.

Considering the child's actions in play, it is easy to notice that the child already acts with knowledge of objects, but still relies on their material substitutes - toys. Analysis of the development of actions in the game shows that reliance on objects - substitutes and actions with them are increasingly reduced.

If at the initial stages of development an object is required - a substitute and a relatively detailed action with it, then at a later stage of the development of the game, the object appears through words - names already as a sign of a thing, and the action - as abbreviated and generalized gestures accompanied by speech. Thus, game actions are of an intermediate nature of mental actions with the meanings of objects performed in response to external actions.

The path of development to actions in the mind by meanings divorced from objects is at the same time the emergence of prerequisites for the formation of imagination. Play begins as an activity in which the preconditions are formed for the transition of mental actions to a new, higher stage - mental actions based on speech. The functional development of play actions is poured into ontogenetic development, creating a zone of proximal development of mental actions.

In play, a significant restructuring of the child's behavior takes place, it becomes arbitrary. By voluntary behavior, it is necessary to understand behavior that is carried out in accordance with an image and is controlled by comparing it with this image as a stage.

Scientists have drawn attention to the fact that the nature of the movements performed by the child under conditions of play and under conditions of a direct task is significantly different. And they found that in the course of development, the structure and organization of movements changes. They clearly distinguish between the preparation base and the execution phase.

The effectiveness of the movement and its organization essentially depend on what structural place the movement occupies in the implementation of the role that the child performs.

Play is the first form of activity available to a preschooler, which involves the conscious upbringing and improvement of new actions.

Z.V. Manuleiko reveals the question of the psychological mechanism of the game. Based on her work, we can say that great importance in the psychological mechanism of play is given to the motivation of activity. The performance of the role, being emotionally attractive, has a stimulating effect on the performance of actions, in which the role is embodied.

An indication of the motives is, however, insufficient.

It is necessary to find the mental mechanism through which motives can exert this effect. When performing a role, the pattern of behavior contained in the role becomes at the same time a stage with which the child compares his behavior, controls it. A child in a game performs, as it were, two functions: on the one hand, he performs his role, and on the other, he controls his behavior.

Voluntary behavior is characterized not only by the presence of a sample, but also by the presence of control over the implementation of this sample. When performing the role, there is a kind of bifurcation, that is, "reflection". But this is not yet conscious control, since the control function is still weak and often requires support from the situation, from the participants in the game. This is the weakness of the emerging function, but the significance of the game is that this function is born here. That is why play can be considered a school of voluntary behavior.

Play is important for the formation of a friendly children's team, and for the formation of independence, and for the formation of a positive attitude to work and much more. All these educational effects are based as on their basis, on the influence that play has on the mental development of the child, on the formation of his personality.

The main motive for playing in preschool age is interest in the activities of adults, the desire to join it, to reproduce its features.

A feature of the game is that to engage in it encourages children to be interested not in the result, but in the process of activity. This is the only difference between the game and other types of activity (labor, learning), which are mainly aimed at achieving a particular result.

The game is a reflection of the surrounding reality and, above all, the actions and relationships of the people around. "Play is the way for children to learn about the world in which they live and which they are called to change." (M. Gorky).

While playing, the child reproduces in an active, visual-effective form scenes from the life of the surrounding adults, their work, their relationship to each other and to their duties, and thus gets the opportunity to more fully realize the surrounding reality, experience the depicted events more deeply, and evaluate them more correctly.

That is why play has such a profound effect on the mental development of a preschooler, on the formation of his personality.

As the child develops, the content of play in the child's life changes. The first games appear at an early age. However, their content and character are at first still primitive.

In most cases, the game is reduced to the reproduction of the simplest actions with household items that the child has mastered independently or by imitation of adults. At the same time, the baby is interested in action not in its internal content, but in its external, procedural side.

The child carries the cart back and forth, dresses and undresses the doll because the process itself gives him pleasure. The general change in the child's activity, the expansion of his experience leads to a change in the nature of his games.

With the transition to preschool age, children begin to display in the game not only the outer side of human actions, but also their inner content - why they are done, the meaning that they have for other people. So, playing the railway, preschoolers depict not only the outer side of the puffing and whistling of a steam locomotive, the movement of pistons, etc., but also the relationship of the driver, conductor, passengers, etc.

The fulfillment of a certain role is of great importance in creative play. Unlike a young child, who remains himself in his games, a preschooler, playing, transforms into a chauffeur, a soldier, etc.

Fulfillment of a role is associated with a more complex organization of play activities. If young children play alone or do the same thing together, then in the play of preschoolers, complex relationships are established with the distribution of responsibilities among themselves. The development of play is thus associated with the growth of the children's collective, with the development of the habit of joint activities.

The next feature preschool game is the obedience of the players to certain rules.

Even in cases where these rules are not formed (as, for example, in role-playing games), they are still not a necessary component of the play activity of preschoolers.

Even more important is the implementation of the rules in outdoor and didactic games. There, these rules are already clearly expressed, clearly formulated.

In most creative games, any real actions that are performed by adults in some conditions are reproduced by the child in other play circumstances.

The preschooler's play is continuously accompanied by the work of the creative imagination. The game is a reproduction of real actions in imaginary circumstances.

However, gradually under the influence of the educator, play activities younger preschoolers becomes more complicated and individual actions begin to unite into a single whole, according to the depicted plot. Children begin to take on certain roles.

In children 4-5 years of age, creative plot play reaches a higher degree of development. The content of children's games is becoming richer and more varied. Children reflect the most diverse types and aspects of human activity. They reproduce in the game various types of labor, life events.

Along with creative games, mobile and didactic games continue to develop. Children will gradually learn to act according to the rules, subordinate their activity to known tasks, persistently strive for certain results and achievements.

1.3 Technology of game forms

The technology of play forms of education is aimed at teaching a preschooler to become aware of the motives of his learning, his behavior in play and in life and his own program, as a rule, deeply hidden in an ordinary setting, independent activity and to anticipate its immediate results.

Based on the work of P.I. Pussy, we can argue that all games are divided into natural and artificial. Natural play there is a spontaneous orienting activity, which, thanks to the natural processes of self-study, a person independently learns new forms and methods of action in a familiar environment. The main difference between an artificial game and a natural one is that a person knows that he is playing, and on the basis of this obvious knowledge, he widely uses the game for his own purposes.

There are six well-known organizational forms of play activity: individual, single, pair, group, collective and mass forms of play:

· Individual forms of games include the game of one person with himself in a dream and in reality, as well as with various objects and sounds;

· A single game is the activity of one player in the system of simulation models with direct and feedback from the results of achieving the set goal;

· The pair form of the game is a game of one person with another person, as a rule, in an atmosphere of competition and rivalry;

The group form of the game is group play three or more competitors pursuing the same goal in a competitive environment;

· The collective form of the game is a group game in which the competition between individual players is replaced by the opposing teams;

· The mass form of the game is a replicated single-player game with direct or feedback from a common goal, which is simultaneously pursued by millions of people.

In the upbringing and teaching of children, games with rules are of great importance: didactic, desktop-printed, mobile. They create interest in solving mental problems, contribute to the development of voluntary attention - a very important factor in successful learning. In addition, they help to develop such moral qualities as will, endurance, self-control. However, an analysis of the organization of children's life in preschool institutions shows that educators do not pay enough attention to teaching children the rules of games and in independent activity, children play primitively, using a limited number of games.

In the meantime, it is very important that independent plot-based role-playing games are combined with games with rules, so that they use different options for role-playing behavior. Only under these conditions will play become a form of organizing children's life and take the right place in the pedagogical process.

An analysis of the practice of upbringing children of early age and younger preschool age shows that educators have a number of difficulties in managing the game.

In almost every group there are children who do not play and do not like to play. They do not show interest in plot-like toys or manipulate them in a monotonous manner; the tone of their emotional and cognitive activity is lowered. Such children find it difficult to assimilate program material that requires a certain development of thinking and speech, which are largely formed in the game.

Children's play is a heterogeneous phenomenon. Even the eye of a layperson will notice how diverse the games are in terms of their content, the degree of independence of children, forms of organization, and play material.

Due to the variety of children's games, it turns out to be difficult to determine the initial grounds for their classification.

In the works of N.K. Krupskaya, children's games are divided into two groups according to the same principle as those of P.F. Lesgaft, but they are called a little differently: games invented by the children themselves and games invented by adults. The first Krupskaya called creative, emphasizing them main feature- independent character. Another group of games of this classification is made up of games with rules. Like any classification, this classification is conditional.

Creative games include games in which the child shows his imagination, initiative, independence. The creative manifestations of children in games are varied: from inventing the plot and content of the game, finding ways to implement the plan to reincarnating in the roles given by literary works. Depending on the nature of children's creativity, on the play material used in the games, creative games are divided into directorial, role-playing, games with building materials.

Games with rules is a special group of games specially created by folk or scientific pedagogy to solve certain problems of teaching and educating children. These are games with ready-made content, with fixed rules, which are an indispensable component of the game. Learning tasks are implemented through the child's play actions when performing a task (find, say the opposite, catch the ball, etc.).

Depending on the nature of the learning task, games with rules are divided into two large groups - didactic and outdoor games, which, in turn, are classified based on different grounds. So didactic games are subdivided according to content (mathematical, natural history, speech, etc.), according to didactic material (games with objects, toys, desktop printed, verbal).

Outdoor games are classified according to the degrees of mobility (games of low, medium, high mobility), according to the prevailing movements (games with jumps, dashes, etc.), according to the objects that are used in the game (games with a ball, with ribbons, with hoops, etc. .).

Thus, games are the most important means of educating and teaching preschool children.

Chapter II. The place and role of didactic play in the educational process

2.1 General characteristics of the didactic game

The main feature of didactic games is determined by their name: these are educational games. They are created by adults for the upbringing and education of children. But for playing children, the educational and educational significance of didactic play does not appear openly, but is realized through a play task, play actions, and rules.

As noted by A.N. Leontyev, didactic games belong to "boundary games", representing a transitional one to the non-play activity that they prepare. These games contribute to the development of cognitive activity, intellectual operations, which are the basis of learning. Didactic games are characterized by the presence of an educational task - a learning task. Adults are guided by it, creating one or another didactic game, but clothe it in a form that is entertaining for children.

The child is attracted to the game not by the educational task, which is inherent in it, but by the opportunity to be active, perform game actions, achieve a result, and win. However, if the participant of the game does not master the knowledge, mental operations, which are determined by the learning task, he will not be able to successfully perform the game actions and achieve a result.

Thus, active participation, especially the gain in didactic play, depends on how much the child has mastered the knowledge and skills that are dictated by her learning task. This encourages the child to be attentive, remember, compare, classify, refine his knowledge. This means that the didactic game will help him learn something in an easy, relaxed way. This unintentional learning is called autodidactism.

Didactic games have existed for many centuries. Their first creator was a people who noticed an amazing feature of young children - their receptivity to learning in play, with the help of games and toys. Throughout the history of mankind, each nation has developed its own didactic games, unique didactic toys have been created, which have become part of its culture. The content of didactic games and toys reflected the peculiarities of the national character, nature, history, there, the way of life of this or that people.

Folk didactic games provide the relationship between educational and training impact, taking into account the age-related psychophysiological characteristics of the child. For folk didactic games, a clearly expressed educational emotional and cognitive content is characteristic, embodied in a game form, imagery, dynamism of game action. The content of the game is event-driven, i.e. reflects any case, incident that causes a certain emotional response in the child and enriches his social experience.

In Russian folk pedagogy, there are didactic games and toys intended for children of different ages: from early childhood to school age. They enter a child's life very early - in the first year of life.

For older children, Russian folk pedagogy prescribes didactic games, which provide the opportunity for the development of activity, skill, initiative, and ingenuity. Here the need for movement, in communication with peers, inherent in preschoolers, is expressed, there is abundant food for the work of the mind, imagination.

Over time, folk games are subject to changes that are made by the children themselves (update the content, complicate the rules, use other play material). Variants of games are created by practicing teachers. Based on the ideas inherent in folk games, scientists create new didactic games, offer whole systems of such games.

The tradition of widespread use of didactic games for the upbringing and teaching of children, which developed in folk pedagogy, was developed in the works of scientists and in the practical activities of many teachers. In fact, in every pedagogical system of preschool education, didactic games have occupied and still occupy a special place.

The author of one of the first pedagogical systems of preschool education, Friedrich Froebel, was convinced that the task of primary education was not learning in the ordinary sense of the word, but organizing the game. Remaining a game, it must be permeated with a lesson. F. Frebel developed a system of didactic games, which is the basis of upbringing and educational work with children in kindergarten.

This system included didactic games with different toys and materials, arranged strictly sequentially according to the principle of increasing complexity of learning tasks and game actions. An indispensable element of most didactic games were poems, songs, rhymed sayings written by F. Frebel and his students with the aim of enhancing the educational impact of games.

Another world-famous system of didactic games, the author of which is Maria Montessori, received an ambiguous assessment. According to the definition of the place of play in the educational process of the kindergarten, M. Montessori is close to the position of F. Frebel: games should be educational, otherwise it is an "empty game" that does not affect the child's development. For educational games, she has created interesting didactic materials for sensory education.

A didactic game has its own structure, which includes several components. Consider these components:

1. An educational (didactic) task is the main element of a didactic game, to which all others are subordinate. For children, the learning task is formulated as a game task. For example, in the game "Recognize an object by sound" the teaching task is as follows: to develop auditory perception, to teach children to correlate sound with an object. And children are offered the following play task: to listen to the sounds that are emitted by different objects, and to guess these objects by sound. Thus, in the game task, a "program" of game actions is disclosed. A game task is often embedded in the name of the game.

2. Play actions are ways of manifesting a child's activity for play purposes: put your hand in a "wonderful bag", feel for a toy, describe it, etc.

For children of early and junior preschool age, didactic play is carried away by the process of play, but the result is not yet of interest to them. Therefore, the game actions are simple and of the same type.

For children of middle and senior preschool age, more complex game actions are provided, as a rule, consisting of several game elements. Children 5-6 years old, participating in a narrative didactic game, perform a complex of game actions associated with the implementation of a certain role.

In the games of older preschoolers, play actions of a mental nature predominate: to show observation, compare, recall previously learned, classify objects according to certain criteria, etc.

So, depending on the age and level of development of children, play actions in didactic play also change.

3. The rules ensure the implementation of the game content. They make the game democratic: all participants in the game obey them.

There is a close connection between the training task, game actions and rules. The learning task defines the game actions, and the rules help to carry out the game actions and solve the problem.

In preschool pedagogy, all didactic games can be divided into three main types: games with objects, so-printed and word games.

Object games

These games use toys and real objects. By playing with them, children learn to compare, establish the similarities and differences between objects. The value of games is that with their help children get acquainted with the properties of objects and their signs: color, size, shape, quality.

In games, problems of comparison, classification, and the establishment of a sequence in solving problems are solved.

Various toys are widely used in didactic games. They have a pronounced color, shape, purpose, size, material from which they are made. This allows the teacher to train children in solving certain didactic problems, for example, selecting all toys made of wood.

Using didactic games with a similar content, the educator manages to arouse children's interest in independent play, to suggest to them the concept of the game with the help of selected toys.

Board games

Board games are an interesting activity for children. They are of various types: paired pictures, loto, dominoes.

Word games

Word games are based on the words and actions of the players. In such games, children learn, relying on existing ideas about objects, to deepen their knowledge of them, since in these games it is required to use previously acquired knowledge in new connections, in new circumstances.

Children independently solve a variety of mental tasks; describe objects, highlighting their characteristic features; guess by the description.

With the help of verbal games, children are brought up a desire to engage in mental work.

2.2 The use of didactic games in teaching older preschoolers

In the pedagogical process of a preschool institution, didactic play acts primarily as an independent activity of children, which determines the nature of its leadership.

In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, the sequence of actions, and overcome difficulties. They contribute to the development of sensations and perceptions in preschoolers, the formation of ideas, and the assimilation of knowledge. These games make it possible to teach children a variety of economical and rational ways of solving certain mental and practical problems. This is their developmental role.

Successful management of didactic games primarily involves the selection and thinking through of their program content, a clear definition of tasks, the definition of a place and role in a holistic educational process, interaction with other games and forms of education. It should be aimed at the development and encouragement of cognitive activity, independence and initiative of children, their use of different methods of solving game problems, should ensure friendly relations between the participants, readiness to help comrades.

The development of interest in didactic games, the formation of play activities in older children is achieved by the fact that the teacher sets them more complicated tasks, does not rush to suggest play actions. The play activity of preschoolers is becoming more conscious, it is more aimed at achieving a result, and not at the process itself. But even in older groups, the management of the game should be such that the children retain the appropriate emotional mood, ease, so that they experience the joy of participating in it and a feeling of satisfaction from solving the assigned tasks.

In each group, the teacher outlines a sequence of games that become more complex in content, didactic tasks, game actions and rules. Separate, isolated games can be very interesting, but using them outside the system, you cannot achieve a learning and developmental result. Therefore, the interaction of learning in the classroom and in the didactic game should be clearly defined.

In the senior and preparatory groups for school, direct learning in the classroom is also associated with learning in didactic games. But their ratio, especially in preparatory group, changes, the main thing is learning in the classroom, where children master systematized knowledge, elementary forms of educational activity.

It should be borne in mind that in didactic play, the correct combination of visualization, the words of the educator and the actions of the children themselves with toys, play aids, objects, pictures, etc. is necessary.

With the help of verbal explanations, instructions, the educator directs the attention of children, organizes, clarifies their ideas, expands the experience. His speech contributes to the enrichment of the vocabulary of preschoolers, the mastery of various forms of education, and contributes to the improvement of game actions. Detailed and verbose explanations, frequent remarks and instructions and mistakes are unacceptable, even if they are caused by the desire to correct the game. Such explanations and remarks tear the living fabric of play activity, and children lose interest in it.

In leading the games, the teacher uses a variety of means of influencing preschoolers. For example, acting as a direct participant in the game, he imperceptibly guides the game, supports their initiative, empathizes with the joy of the game. Sometimes the teacher talks about an event, creates an appropriate game mood and maintains it during the game. He may not be included in the game, but as a skillful and sensitive director, preserving and protecting its independent character, he directs the development of game actions, the implementation of the rules and, imperceptibly for the children, leads them to a certain result. Supporting and encouraging children's activities, the teacher does this most often not directly, but indirectly: he expresses surprise, jokes, uses all kinds of game surprises, etc.

It is necessary to remember, on the one hand, about the danger, excessively strengthening the teaching moments, weaken the playing principle, give the didactic game the character of an occupation, and, on the other hand, carried away by the amusement, get away from the task of teaching.

The development of the game is largely determined by the rate of mental activity of children, the greater or lesser success of their performance of game actions, the level of mastering the rules, their emotional experiences, the degree of enthusiasm. During the assimilation of new content. game actions, rules and the beginning of the game, its pace, of course, slower. Later, when the game unfolds and the children get carried away, its pace accelerates. Towards the end of the game, the emotional uplift seems to subside and the pace of the game slows down again. You should not allow excessive slowness and unnecessary sharpening of the pace of the game. The accelerated pace sometimes causes confusion in children, uncertainty, untimely performance of game actions, violation of the rules. Preschoolers do not have time to get involved in the game, they are overexcited. The slow pace of the game occurs when too detailed explanations are given, many small remarks are made. This leads to the fact that game actions seem to move away, the rules are introduced out of time, and children cannot be guided by them, they commit violations, make mistakes. They get tired faster, monotony reduces emotional uplift.

In leading a didactic game, the teacher uses various forms of organizing children. If close contact is needed, then preschoolers are seated on chairs placed in a circle or semicircle, and the teacher sits in the center. In didactic play, there is always the possibility of unexpected expansion and enrichment of its concept in connection with the initiative, questions, and suggestions shown by the children. Keeping the game within a set time is a great skill. The teacher condenses time primarily by reducing his explanations. Clarity, brevity of descriptions, stories, remarks is a condition for the successful development of the game and the fulfillment of the tasks to be solved.

Finishing the game, the teacher should arouse children's interest in its continuation, create a joyful perspective.

Didactic play as one of the forms of teaching is carried out during the time that is allocated to the class. The game can alternate with classes when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in game activity, summarize, summarize the material studied in the classroom.

Didactic games are held in a group room, in a hall, on a site, in a forest, in a field, etc. This ensures a wider physical activity of children, a variety of impressions, immediacy of experiences and communication.

Older preschool children are already capable of independent conclusions, conclusions, generalizations. Didactic games provide invaluable help for the development of these abilities.

The tasks of many games designed for children senior group, suppose cooperation of children, joint selection of pictures, toys, routes, their comparison, discussion of the peculiarities of the subject, methods of their classification. This contributes to the activation of the knowledge that children have, the ways of their application in real and conventional situations. In the process of joint execution of the task, there is a mutual exchange of knowledge and experience.

Many games involve mutual control and assessment of actions, decisions of peers. The role of the educator is mainly to help the child make the right choice, to support and activate the positive influence of children on each other, to prevent or neutralize the negative one.

Conclusion

Play develops in the child the ability to distinguish the essential and characteristic in the environment, helps him to realize more deeply and more fully the phenomena of reality. The game promotes the development of creative imagination, which is necessary for the subsequent educational and work activities of the child.

Play forms volitional qualities in children: the ability to subordinate their actions to certain rules, to coordinate their behavior with the tasks of the whole team. Finally, in play, the child masters moral norms and rules of behavior that play a decisive role in the formation of his personality.

Play is an important mental education tool. Reproducing various life events, episodes from fairy tales, the child reflects on what he saw, what he was read and told about. Thus, through play, children's interest in various professions is consolidated and deepened, and respect for work is brought up.

The correct management of games is of decisive importance in the development of the child's psyche, in the formation of his personality.

Literature

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Appendix I

Mail game

Purpose: To deepen the understanding of children about the methods of sending and receiving correspondence, to foster respect for the work of postal workers, the desire to imitate them. Develop coherent speech of children.

Rules of the game: Correctly prepare a letter, a parcel post for sending. Service the addressees skillfully and attentively.

Material: Drawings, applications, handicrafts, magazines, newspapers, made by the children themselves in the drawing class and packed in parcels. Stamps, envelopes. Mailbox, scales, medallion numbers for each child.

The game. Children wear medallion numbers indicating their address. The game begins with S. Marshak's poems and riddles.

Then everyone decides to whom he wants to send a letter or a parcel, and puts down the corresponding number-address. The envelopes are lowered into the mailbox, and the parcels are carried to the post office, where they are weighed. During the game, you need to notice the numbers of the children to whom no one has sent anything, and you need to send them yourself.

The postman distributes letters and parcels. Children discuss what they have received, make riddles. The rest of the participants in the game must guess what the postman brought.

Appendix II

The game "Who will build a house faster"

Purpose: To teach to distinguish between the methods of construction of multi-storey and one-storey buildings; creatively depict the typical labor actions of bricklayers, assemblers, crane operators, truck and panel truck drivers, roofers, carpenters; cultivate the habit of working together.

Game task: Build a house.

Game rules: It is interesting to talk about construction.

Material: Building material: bricks, panels, blocks; a crane, trucks, various tools used by workers at a construction site; pictures depicting a construction site, various types of work performed on it.

The game. Create a situation, the purpose of which is to discuss which house can be built faster - panel or brick. If the children are unanimous in their decision, bring Dunno into the game, who will try to prove to them that the brick house grows faster. There is only one thing left - to actually check who is right. First, some children build a brick house; then others - panel. The teacher keeps track of the time, together with the children, notes which house can be built faster. Then the children compete with each other: who, discuss what they have received, and make riddles. The rest of the participants in the game must guess what the postman brought.

Appendix III

Game "Road signs"

Purpose: To teach children to navigate by road signs, to follow the rules road traffic... To cultivate the ability to be polite, attentive to each other.

Game task: Find your bearings in the traffic situation.

Game rules: Observe traffic rules. Monitor the implementation of the rules by others.

Material: Medallions - road signs: "traffic light", "pedestrian crossing", "children", "no entry", "parking place", "Medical aid point", "Go straight ahead", "telephone", etc .; medallion - cars and trucks for various purposes. Control coupons with tear-off petals. Animals.

The game. Children are divided into pedestrians, road signs, cars and put on the appropriate medallions-attributes. Road signs take their places. First, pedestrians start the journey. Those who violated the traffic rules are delayed by signs. Cars assess the correct behavior of pedestrians and the requirements of road signs. Then they set off on their own. Indisciplined or inattentive signs are detained and their behavior judged by pedestrians. The game is repeated until everyone learns to follow the rules of the road.

Theoretical and psychological foundations for broadening the horizons of older preschool children. Features, place and role of the use of didactic games in the educational process of forming and increasing the mental activity of a child.

outlook didactic game preschool

Municipal autonomous preschool educational institution preschool educational "Kindergarten No. 10" Dubravushka "

Methodical development

"Didactic games as a means of comprehensive education of preschool children."

Educator: Melnikova T.N.

Nyagan 2015

1 Contents Introduction ………………………………………………… .. ……………………… 3 Chapter 1 Didactic games as a means of developing cognitive abilities of preschool children ………. ........................................ 7 1.1 Didactic game as a form of teaching children ... ... ………… ………… 7 1.2 Didactic game as an independent game activity ………. 9 1.3 Didactic play as a means of comprehensive education of the child's personality ……………………………………………………………… .. 12 Conclusion. ……………………………………………………………………. 17 Literature ……………………………………………………………………. 19

“Play is the free activity of a child ...

All sides of the human soul are formed in it,

His mind, his heart, his will. "

K. D. Ushinsky

Introduction.

Play 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, the child develops as a person, he forms those aspects of the psyche, on which the success of his educational and work activities, his relationship with people will subsequently depend. For example, in play, such a quality of the child's personality is formed as self-regulation of actions, taking into account the tasks of collective activity. The most important achievement is the acquisition of a sense of collectivism. It not only characterizes the moral character of the child, but also substantially rebuilds his intellectual sphere, since in collective game there is an interaction of various ideas, the development of event content and the achievement of a common game goal. It has been proven that in play, children get their first experience of collective thinking. This circumstance is of fundamental importance, since the child's future is associated with socially useful work, which requires participants to jointly solve problems aimed at obtaining a socially useful product. Play, on the one hand, creates a zone of proximal development of the child and therefore is the leading activity in preschool age. This is due to the fact that new, more progressive types of activity (for example, educational) are arising in it and the ability to act collectively, creatively, and arbitrarily control their behavior is formed. On the other hand, its content is nourished by the productive activities and ever-expanding life experiences of children. Currently, not all the games that have developed in the practice of education, folk games, as well as those developed by scientists in our country and abroad, have been identified, classified and evaluated from an educational point of view. They harbor unused reserves for the comprehensive upbringing of children. The development of a child in play occurs primarily due to the diverse orientation of its content. There are games that are directly aimed at physical education (mobile), aesthetic (musical), mental (didactic and plot). Many of them, at the same time, contribute to the moral education of preschoolers (plot-role-playing, dramatization games, mobile games, etc.). All types of games can be combined into two large groups, which differ in the degree of direct adult participation, as well as in different forms of children's activity. The first group is games, where an adult takes an indirect part in their preparation and conduct. The activity of children (subject to the formation of a certain level of play actions and skills) has an initiative, creative character - children are able to independently set a play goal, develop the concept of play and find the necessary ways to solve play problems. In independent games, conditions are created for the manifestation of initiative by children, which always testifies to a certain level of intelligence development. The games of this group, which include plot and cognitive ones, are especially valuable for their developmental function, which is of great importance for the general mental development of each child. Narrative games are the basis for the formation of play activities in early and preschool childhood. At the initial stage, in these games, the child, with the help of an adult, learns the features of toy objects (introductory games), methods of action with them (imaging games), and then role-playing relationships of people (plot-role games) and, finally, their labor and social relations ( role-playing games). In plot games, plot-shaped toys (dolls, animals, etc.) and technical (transport, Construction Materials and etc.). Cognitive games in the first year of children's life are aimed at independent examination of toys, recognizing their physical properties, at realizing the opportunity to act with them in various ways. As children grow older cognitive games should take an increasing place in game practice. However, the possibilities of these games, which also include various constructive games, games aimed at developing ingenuity, at cognizing the properties of natural material, etc., have not yet been sufficiently studied. The second group is various educational games in which an adult, telling the child the rules of the game or explaining the construction of a toy, gives a fixed program of actions to achieve a certain result. These games usually solve specific problems of education and training; they are aimed at assimilating certain program material and rules that players must follow. Educational games are also important for the moral and ethical education of preschoolers. The group of games with a fixed program of action includes mobile, didactic, musical, dramatization games, and entertainment games. Outdoor games, as already noted, contribute to the improvement of basic movements, the development of moral and volitional qualities, and indirectly affect the mental and aesthetic education of preschoolers. They can be plot-based and non-plot. Musical games, which can be choral, narrative and non-plot, often combine elements of didactic and outdoor games. They significantly affect not only the aesthetic education of children, but also their physical and mental development. Theatrical games are also important for the aesthetic education of children. Entertainment games, recommended mainly for children of early and junior preschool age, increase the emotionally positive tone, promote the development of physical activity, nourish the child's mind with unexpected and vivid impressions. It is essential that fun games create a fertile ground for establishing emotional contact between an adult and a child. Didactic games (games with didactic toys with similar material, verbal, plot-didactic, desktop-printed) are mainly used by teachers for the mental education of children. At the same time, in these games, children learn to coordinate actions, obey the rules of the game, regulate their desires depending on a common goal, etc. Didactic games play an important role in the work of preschool institutions. They are used in the classroom and in the independent activities of children.

Chapter 1.

Didactic games as a means of developing the cognitive abilities of preschool children.

1.1 Didactic play as a form of teaching children.

Performing the function of a teaching tool, didactic play can serve as an integral part of the lesson. It helps the assimilation, consolidation of knowledge, mastering the methods of cognitive activity. Children master the signs of objects, learn to classify, generalize, compare. The use of didactic games as a teaching method increases children's interest in classes, develops concentration, and ensures better assimilation of program material. These games are especially effective in the classroom for acquaintance with the environment, for teaching the native language, for the formation of elementary mathematical concepts. In a didactic game, educational, cognitive tasks are interconnected with the game ones, therefore, when organizing the game, special attention should be paid to the presence of elements of entertainment in the class: search, surprise, guessing, etc. When teaching children, mainly older preschool age, along with didactic games, exercises with didactic materials are used. When teaching children of early and junior preschool age, a significant place is given to classes with didactic toys: nesting dolls, turrets, balls, fungi, etc. The actions of kids with didactic toys acquire a playful character: the children make up a whole nesting doll from several parts, select details by color, size, play with the resulting image. the presence of play content in lessons with didactic toys gives the right to combine them with didactic games and call this type of activity of young children didactic games-lessons. Justifying the need for games-lessons, the Soviet scientist N.M. Aksarina pointed out: in conditions of public education, it is impossible to provide diversified development all children, using only individual communication in the process of their independent 6 activities. It is necessary to conduct special classes with a small group of children. In the games-lessons, the teacher purposefully affects the kids, thinks over the content of the games, methodological techniques for their implementation, and seeks that didactic tasks are accepted by all children. Systematically complicating the material, taking into account the requirements of the program, the teacher communicates available knowledge through games-classes, forms the necessary skills, improves mental processes (perception, thinking, speech, etc.). The peculiarity of didactic games-lessons is that the assimilation of knowledge and skills by children occurs in practical activity in the presence of involuntary attention and memorization, which ensures a better assimilation of the material. Everything games-activities carried out under the direct supervision of an adult. By the nature of the material used, didactic games are conventionally divided into games with objects and toys, tabletop-printed and verbal games.

1.2 Didactic game as an independent game activity.Independent play activity is carried out only if children show interest in the game, its rules and actions, if these rules are mastered by them. How long can a child be interested in a game if its rules and content are well known to him? Children love games, they are familiar, they play with pleasure. This can be confirmed by folk games, the rules of which are known to children: “Paints”, “Where we were, we will not tell, but we will show what we did,” “On the contrary,” etc. In each such game there is an interest in action. For example, in the game "Paints" you need to choose a color. Children usually choose their favorite and fabulous colors: gold, silver. Having chosen a color, the child approaches the driver and whispers the name of the paint in his ear. “Ride along the track on one leg,” the driver says to the one who named the paint, which is not among the players. There are so many interesting game actions for children! That is why children always play these games. The task of the educator is for the children to play independently, so that they always have such games in stock, so that they themselves can organize them, be not only participants and fans, but also fair judges. The teacher takes care of complicating the games, expanding their variability. If the children are losing interest in the game (and this applies more to board games ), it is necessary to come up with more complex rules together with them. For example, in the game "Lotto for Kids", according to the rules of the game, the winner is the one who picks up the cards correctly and closes the cells on the big card with them. Children play this game with interest until all the cards are well known to them and they learn to relate the image to the plot of the picture. To maintain interest in this game, the teacher organizes the actions of the children, tells them: “Now let's play like this: I have badges (circles) - red, green and blue (according to the number of children playing). We will play and find out who will quickly and correctly complete the task - will be the first to close the cells on the big map - he will be the winner, will receive this icon - a red circle, the second - green, and who is the last will receive a blue circle. Vasya will give a signal when to start the game: he will hit the dice on the table twice. " All children start the game at the same time. You can play several times by exchanging cards. Everyone wants to get a winner's badge, so the children ask their partners: "Let's play again!" Independent play activity does not exclude control by an adult. The participation of an adult is indirect: for example, the teacher, like all participants in the Lotto game, receives a card and tries to complete the task on time, participates in the search for the necessary items, rejoices if he wins, that is, is an equal participant in the game. When determining the winner, the educator gives the children the opportunity to evaluate the actions of the players themselves, to name the best. But in the presence of a teacher, this stage in the game also takes place in a more organized, clear manner, although he himself does not affect the assessment, but can only, like each participant in the game, express his “for” or “against”. So, in games, in addition to the formation of independence, activity of children, an atmosphere of trust is established between children and the teacher, between the children themselves, mutual understanding, an atmosphere based on respect for the personality of the child, on attention to his inner world, to the experiences he experiences during the game ... This is the essence of collaboration pedagogy. Children can independently play didactic games both in the classroom and outside of them. In the classroom, those didactic games are used that can be carried out frontally with all children. They consolidate and systematize knowledge. But a wider scope for fostering independence in didactic play is presented to children during the allotted hours of play. Here, children are independent not only in following the rules and actions, but also in choosing a game, a partner, in creating new play options, in choosing a driver. Didactic games, especially in younger age groups, are considered in preschool pedagogy as a method of teaching children role-playing games: the ability to take on a certain role, follow the rules of the game, and develop its plot. For example, in the didactic game "Put the Doll to Sleep", the teacher teaches the children of the younger group the sequence of actions in the process of undressing the doll - to neatly fold clothes on a nearby chair, take good care of the doll, putting it to bed, and sing a lullaby. According to the rules of the game, children should select from the objects on the table only those that are needed for sleep. At the request of the educator, the kids take turns taking the items they need to sleep and putting them in the bedroom prepared for the doll in the play corner. This is how the bed, high chair, bedding, nightgown or pajamas appear. Then, under the guidance of the teacher, the children consistently perform the actions of undressing the sleep doll: they put on her pajamas and put her to sleep in a crib prepared for this purpose. Everybody sings a lullaby softly: “I buy-buy-buy, rock my doll. The doll is tired and has been playing all day. There are several such games in younger groups: “Katya's doll's birthday”, “Let's dress Katya for a walk”, “Katya is having lunch”, “Katya's bathing”. Doll games are an effective method of teaching children to be creative on their own. role-playing games... Didactic games are of great importance for enriching the creative play of older children. Games such as "Smart machines", "Who will put on the artist his national costume faster?", "Dairy farm", "Who needs what for work", "Who built this house?" can leave children indifferent, they have a desire to play builders, grain growers, milkmaids.

1.3 Didactic game as a means of comprehensive education of the child's personality.

Mental education. The content of didactic games forms in children the correct attitude to the phenomena of social life, nature, objects of the surrounding world, systematizes and deepens knowledge about the Motherland, the army, people of different professions and nationalities, the idea of work. The close connection of upbringing with the life of the people is the source of the ideological orientation of upbringing. Knowledge about the life around is given to children according to a certain system. So, the acquaintance of children with labor takes place in the following sequence: children are first introduced to the content of a certain type of labor (builders, grain growers, vegetable growers, etc.), then - with machines that help people in their work, facilitate labor, with the stages of production when creating the necessary objects, products (building a house, growing bread), after which they reveal to the children the meaning of any type of labor. Many didactic games are aimed at assimilating, clarifying, consolidating this knowledge. Games such as "Who built this house?", "Where did the table come from?", "Who sewed the shirt?" and others, contain didactic tasks, in solving which children must show specific knowledge about the work of builders, grain growers, carpenters, weavers, etc., about the machines that help them in their work, about the stages of production. With the help of didactic games, the teacher teaches children to think independently, to use the knowledge gained in various conditions in accordance with the task. Many didactic games challenge children to rationally use existing knowledge in mental operations: to find characteristic features in objects and phenomena of the surrounding world; compare, group, classify objects according to certain criteria, draw correct conclusions, generalizations. The activity of children's thinking is the main prerequisite for a conscious attitude to the acquisition of solid, deep knowledge, the establishment of reasonable relationships in the team. Didactic games develop children's sensory abilities. The processes of sensation and perception underlie the child's cognition of the environment. Familiarization of preschoolers with the color, shape, size of the object made it possible to create a system of didactic games and sensory education exercises aimed at improving the child's perception of the characteristic features of objects. Didactic games develop the speech of children: the vocabulary is replenished and activated, correct sound pronunciation is formed, coherent speech develops, the ability to correctly express one's thoughts. The didactic tasks of many games are designed in such a way as to teach children to compose independent stories about objects, phenomena in nature and in public life. Some games require children to actively use generic, specific concepts, for example, "Name in one word" or "Name three objects." Finding antonyms, synonyms, words similar in sound is the main task of many word games. If a child gets the role of a guide in the game "Travel around the city", then he willingly tells tourists about the sights of the city. This is how the child's monologue speech develops. In the process of many games, the development of thinking and speech is carried out in an inextricable connection. For example, in the game "Guess what we're up to!" it is necessary to be able to pose questions to which children answer with only two words: "yes" or "no". Speech is activated when children communicate in the game, solving controversial issues. The game develops the ability to argue their statements, arguments. Moral education. Preschoolers develop moral ideas about respect for the objects around them, toys as products of adult labor, about norms of behavior about relationships with peers and adults, about positive and negative personality traits. In the upbringing of the moral qualities of the child's personality, a special role belongs to the content and rules of the game. Working with children younger age the main content of didactic games is the assimilation of cultural and hygienic skills, culture of behavior by children. These are well-known games: “Put the doll to sleep”, “Breakfast of the doll”, “Masha's (doll's) birthday”, “Dress the doll for a walk”, etc. - hygiene skills, norms of behavior, so that they develop positive play relationships. The use of didactic games in working with older children solves somewhat different problems. The teacher's focus is on fostering moral feelings and attitudes in children: respect for working people, defenders of our Motherland, love for the Motherland, and their native land. Observing the behavior of children in games, the teacher notes their actions. For example, playing a board game, one of the players (let's call him Dima) wins all the time. Then he becomes uninterested in playing and wants to quit the game. “Let's play again,” his friend asks. - Please, Dima, play a little more. And Dima again joins the game, helps his friend with advice on how to play in order to win. Finally, he also became the winner of the game. Both are happy. The teacher tells the children how well the two boys played together. “Dima was a good friend: he helped Vova, taught him to play,” the teacher finishes the story. The children then volunteer to help the kids during the game, to give them a gift in the form of a new didactic game, to teach the newcomer to play a game familiar to children, etc. Labor education. Many didactic games form in children respect for the working person, arouse interest in the work of adults, and a desire to work themselves. For example, in the game "Who built the house?" children learn that before building a house, architects - designers work on a drawing, then builders get down to business: bricklayers, plasterers, plumbers, painters and other workers. Children learn what kind of machines help people build a house. This is how the interest in people of these professions awakens in children, there is a desire to play in the construction of houses, bridges, railroad and others. Children acquire some labor skills when making material for didactic games. Older preschoolers select illustrative, natural material, make cards, chips, boxes, board games for children of younger groups. If the guys themselves prepare the attributes for the game, then they treat them more carefully. So, along with ready-made (factory-made) games, you can perform materials useful for work with children. In addition, it is a good means of fostering initial diligence, careful attitude to the products of labor. Aesthetic education. Didactic material should meet hygienic and aesthetic requirements: toys should be painted with bright colors, artistically decorated, placed in boxes and folders convenient for storage. Bright, beautiful didactic toys attract the attention of children, make them want to play with them. All material for didactic games is stored in a group in a specific place accessible to children for its use. Physical education. Play creates a positive emotional uplift, makes you feel good, and at the same time requires a certain amount of tension in the nervous system. The physical activity of children during the game develops the child's brain. Particularly important are games with didactic toys, during which the small muscles of the hands develop and strengthen, which also has a beneficial effect on the mental development of children, on the preparation of the child's hand for writing, for visual activity, i.e. future schooling.

Conclusion.

In play, children express social feelings vividly, strive to do everything together. The game strengthens collective emotions, collective experiences. But in order to successfully carry out all educational work with children, you need to know well the individual characteristics of each pupil. In didactic games, the character traits of each participant are clearly manifested, both positive - perseverance, purposefulness, honesty, etc., and negative - selfishness, stubbornness, boastfulness. During the game, the teacher notes that some children know a lot, respond boldly, act confidently, others know less and stay somewhat aloof, withdrawn. It also happens that a child knows a lot, but does not show ingenuity, resourcefulness, and the other, with less knowledge, is quick-witted, is quick and flexible in thinking. It is more difficult to identify individual characteristics in closed, inactive children. Such children often like to remain in the role of watching the game, fans. They are afraid that they will not cope with the game task. Indecision, self-doubt is overcome in the game. The teacher, playing with the children, discreetly gives them easier questions and tasks. Successful decisions, following one after another in different games, instill in children confidence in their abilities and gradually help them overcome shyness. In games, such character traits of the child are also manifested, which can serve as an example for others: camaraderie, responsiveness, modesty, honesty, etc. The teacher draws the attention of the players to these qualities, doing it very carefully. So, with the help of games, the individual characteristics of children are revealed; through the same games, the teacher eliminates unwanted manifestations in the character of his pupils. Of great importance are not only the didactic rules of the game, but also the rules of communication; do not always demand a leading role, remember that others also want to be leading; do not bother your comrades if they are busy playing; if you want to play together, ask permission; when playing with friends, think about how you can help them; try to fulfill your role and rules in the game well, clearly; if you start a game with your friends, do not leave it without their consent; remember that the materials for games must be treated with care, since the loss of chips, cards leads to the fact that then it will no longer be possible to play, therefore, after finishing the game, put everything in the box, check if you forgot to put something, put the box away into place. These rules are not specially memorized with children, but adults show constant concern for creating conditions for their assimilation.

Literature:

1. Bondarenko A. K. Didactic games in kindergarten. - M., 1990.

2. Zhukovskaya R. I. Education of a child in the game. - M., 1963.

3. "The preschooler's game" / Edited by L.A. Abramyan - M. "Education", 1989.

4. "The preschooler's game" / Edited by SA Novoselova. - M. "Education", 1989.

5. "Management of the games of children in preschool institutions" / Edited by M. A. Vasilyeva - M. "Education", 1986.

6. Sklyarenko T. "Play is the main type of child's activity, in the process of which the child's personality is formed" / Magazine Preschool education"No. 7, 1983.

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