The main structural elements of the game are: Development of gaming activity and its structural components. Didactic games taking into account educational tasks
Game is the leading activity of preschoolers
1. Meaning play activity in a child's life. The originality of the game as an activity
Play as a means of educating and developing children
Types of games.
In the development of a child and a group of children, a huge role belongs to the main type of children's activity in the preschool period - play.
Philosophers, historians, ethnographers, psychologists, and teachers study the origins of games, their place in a child’s life, and the possibilities of effectively using games to solve educational problems.
Marxist-Leninist pedagogy, developing the theory of play, proceeds from the position of its socio-historical foundations: play is determined primarily by the circumstances of the child’s social life and by his assimilation of the experience of older generations.
N.K. Krupskaya made a significant contribution to game theory. Emphasizing the social nature of children's games, the reflection in them of the phenomena of life, she first of all saw in the game a means of expanding impressions and ideas about the surrounding reality, connections with it. "For the guys before school age, - wrote she - games are of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education. Play for preschoolers is a way of learning about their surroundings.”
The social nature of the content of games and play activities is due to the fact that the child lives in society. Already from the first months of life, he strives to communicate with others, gradually mastering language - a powerful means of communication and assimilation of social experience. The child wants to be an active participant in the lives of adults, but this need does not yet correspond to his capabilities. In the game, imitating the actions of his elders, empathizing with their joys and sorrows that are accessible to him, in such a unique way he becomes familiar with surrounding life.
Highly appreciating the educational role of children's games, A. S. Makarenko wrote: “Game is important in the life of a child, it has the same meaning as activity, work, service for an adult. What a child is like at play, so in many ways he will be at work when he grows up. Therefore, the education of a future leader occurs primarily in play.”
Long-term observations of games, studying their content in children different nations and at various historical stages of social development allow us to conclude that the main source is the social life of people, the conditions in which the child and his family live. In pre-revolutionary Russia, children of the propertied classes played masters and subordinates, and the sons and daughters of the poor reflected in their games the hard work of adults, the fear of the owner, master, and policeman. In the games of workers' children we find strikes, walkouts, and demonstrations. The games of peasant children reflected rural labor, the need and deprivation of the horseless and landless poor.
The Great October Socialist Revolution changed the social system of Russia, the attitudes and ideology of people. The content of children's games began to reflect the events of the revolution and civil war, new life. The heroes of the games were the Budennovites and the legendary Chapaev. In their games, children saved Chelyuskin residents, fought enemies, and flew into space. Children's games reflect the attitude of Soviet people to work - labor valor, the desire to work for the common good, their new relationships - friendship, camaraderie, mutual assistance, respect for each other, care for children. The content of the games reflects both the fraternal friendship of the peoples of the USSR and friendly relations with the peoples of the world.
The originality of the game as an activity for children
The main feature of the game is that it represents children’s reflection of the life around them - the actions, activities of people, their relationships in an environment created by the child’s imagination. In the game, a room can be the sea, a forest, a metro station, or a carriage railway. Children give the environment the meaning that is determined by the design and content of the game.
This nature of the game distinguishes it from all other types of children's activities and, to some extent, makes it similar to art, with a figurative reflection of reality. Reproduction of real actions in the game is not an exact copy, but a mirror image of them. Children are not bound by all the specific conditions of the real situation, time, or a strict sequence of actions.
Another feature of gaming activity is its amateur nature. Children are the creators of the game, its creators. They, as already mentioned, reflect in it their knowledge about life phenomena and events known to them, and express their attitude towards them.
A feature of children's play is also the combination and interrelation of image, play action and word. These are not its external signs, but its very essence. In the game, the child lives through the actions and feelings of the hero portrayed. Sometimes the child is so captivated by the image that he does not even respond to the usual address to him: “I am not Seryozha, I am the captain.” At the same time, he willingly acts in accordance with the image reflected in the game.
Children don't play silently. Even when the child is alone, he talks to a toy, conducts a dialogue with an imaginary participant in the game, speaks for himself and for his mother, for the patient and the doctor, etc. The word is, as it were, an accompaniment to the game action and more fully reveals the image, attitude towards him the child himself.
Verbal communication plays a huge role during the game. By communicating, children exchange thoughts and experiences, clarify the idea and content of the game. Verbal collusion in the game performs an organizing function, contributes to the emergence and strengthening of mutual understanding and friendship between children, the same attitude towards certain facts and phenomena of the surrounding life.
The relationship between the image, the game action and the word is the core of the game activity and serves as a means of reflecting reality.
The main structural elements of the game are: the game concept, plot or content; game actions; roles; rules that are dictated by the game itself and are created by children or proposed by adults. These elements are closely interrelated and define the game as a unique children's activities.
Game design is a general definition of what will be played and how it will be played children: to the “store”, to the “clinic”, to the “pilots”, to the “daughters and mothers” (to the “family”), to the “ kindergarten", etc. It is formulated in speech, reflected in the game actions themselves, formalized in the game content and is the core of the game. According to the game concept, games can be divided into more or less typical groups: a) reflecting everyday phenomena (games of “family”, “kindergarten”, “clinic”, etc.); b) reflecting creative work (construction of the metro, the work of collective farmers, construction of houses, factories, stadiums, etc.); c) reflecting social events, traditions (holidays, demonstrations, meeting guests, travel, etc.). This division of them, of course, is conditional, since the game can include a reflection of various life phenomena.
The plot, the content of the game is what makes up its living fabric, determines the development, diversity and interconnection of game actions, the relationships of children. The content of the game makes it attractive, arouses interest and desire to play.
The structural feature and center of the game is the role played by the child. Based on the significance of the role in the game process, many of the games are called role-playing or role-playing. The role is always correlated with a person or animal, his imaginary actions, actions, relationships. The child, entering into their image, becomes the one whom he imitates, that is, he plays a certain role. But the preschooler does not just play this role, he lives in the image and believes in its truthfulness. Depicting, for example, a captain on a ship, he does not reflect all of his activities, but only those features that are necessary during the course of the game: the captain gives commands, looks through binoculars, takes care of passengers and sailors.
During the game by the children themselves (and in some games by adults) rules are established that define and regulate behavior and relationships between players. They give games organization and stability, consolidate their content and determine further development, the complication of relationships and relationships. At the same time, the rules of the game help timid, shy children to be active participants in the game.
All of these structural elements of the game are more or less typical, but they have different meaning and are related differently in different types games.
80 km. from Tashkent there is a most charming corner of nature - a favorite vacation spot for guests and residents of the capital - Chimgan.
Chimgan is a popular recreation area, ski resort in the Chimgan Mountains - spurs of the Tien Shan, a vast mountain range stretching throughout Central Asia.
The Chimgan Valley is located at an altitude of 1200-1600 m above sea level and is surrounded on all sides by mountains. Above the entire valley rises the mountain - Big Chimgan (3309 m), which is a spur of the Chatkal ridge. The Chimgan Mountains also include such picturesque places as Gulkam, Beldersay and many others. For its unique beauty and healing properties, Chimgan rightfully bears the name “Uzbek Switzerland”. The mountain slopes here are covered with relict juniper forests. Mountains and hills are cut by rapid mountain streams. They are simply called “sai” here. By the way, in the Chimgan rivers there is always an abundance of various fish, which attracts fishing lovers here.
And how picturesque are the islands of alpine meadows, overgrown with poppies and medicinal herbs! Fresh, clean air with the finest aroma of countless herbs and flowers (the very word “chimgan” - “chim yon” - can be translated as “green, soft grass”). Small lakes hide between the rocks, fast rivers and waterfalls roar. Mysterious caves hide in the mountain cliffs. On the steep walls you can even find petroglyphs - ancient rock carvings of animals and hunters.
Mild climate and big choice Cross-country skiing and downhill slopes create excellent conditions for alpine skiing. The ski season in Chimgan lasts from December to March, because the ski slopes are located on the northern slopes of the majestic mountains.
In addition, here you can go not only skiing, but also snowboarding, snowmobiles, skating and sledding, and freeride.
The hotels have a rental point for tourist equipment and equipment, and there is a rope tow and a cable car leading to the ski slope.
And in spring and summer, Chimgan becomes a center of mountain tourism. In search of adventure, you can make easy climbs along the picturesque hills or conquer the Big Chimgan, the snowfield of which remains there even in summer, paragliding, and horseback riding. The routes run through flowering gardens among apple trees, cherry plums and hawthorns. In the gorges there are rivers with numerous waterfalls and rapids. Travelers see underground halls decorated with stalactites and stalagmites of the most fantastic shapes.
People come here both for a short period of time to recover from the everyday work week, and for a long period to have a pleasant time in friendly company. Everyone will find something to their liking here. Chimgan awaits its guests at any time of the year.
A role-playing game has the following structural components: plot, content, role. Main component role-playing game is the plot, without it there is no plot-role-playing game itself. The plot of the game is the sphere of reality that is reproduced by children. The plot is a child’s reflection of certain actions, events, relationships from the life and activities of those around him. At the same time, his game actions (turning the steering wheel of a car, preparing dinner, teaching students to draw, etc.) are one of the main means of realizing the plot. The plots of the games are varied. Conventionally, they are divided into household (games for the family, kindergarten), industrial, reflecting the professional work of people (games for the hospital, store, etc.), public (games for celebrating the city’s birthday, library, school, etc. .). Throughout the history of mankind, the plots of children's games change because they depend on the era, economic characteristics, cultural, geographical, and natural conditions. Thus, the games of children of the peoples of the North reflect the hunting of seals, walruses, and the work of reindeer herders. Children living in coastal regions play shipbuilders, work in the port, and greet tourists. But, in addition, in every era there were extreme events that significantly affected people's lives and evoked an emotional response in children and adults. Such events always gave rise to new stories for children's games. For many years, the children of our country played the Great Patriotic War(in battles, bombings, partisans, etc.), after Yu. Gagarin’s flight into space, children from many countries around the world began to play in the exploration of interplanetary space (building rockets, going to Mars, the Moon, working on space station World). In the history of mankind, there are also “eternal” plots of children’s games that seem to connect generations of people: games of family, school, hospital, etc. Naturally, these plots in the games of children of different times and peoples differ in their content, just as they differ in life itself . The content of the game, notes D.B. Elkonin, is what is reproduced by the child as a central and characteristic moment of activity and relationships between adults in their everyday, work, and social activities. Depending on the depth of the child’s ideas about the activities of adults, the content of the games also changes. For example, children in the younger group, pretending to be a doctor in the game, repeated the same actions over and over again: measuring the temperature, looking at the patient’s sore throat. After the kids were vaccinated, new actions were added to the game image of the doctor. Children from the older group, when agreeing to play hospital, specified which specialists would treat the patients: a surgeon, an ophthalmologist, a pediatrician. Depending on the doctor’s specialization, each player performed specific actions, while the doctors spoke kindly to the patients, persuaded them not to be afraid of injections, operations, dressings, and to take medications more boldly. Thus, the content of the game expresses different levels of the child’s penetration into the activities of adults. Initially “grabs” in real life and only the external side of the activity is reflected in the game (with what a person acts: “person is an object”). Then, as the child understands the relationship of a person to his activity, the elementary comprehension of the social meaning of work, the games begin to reflect the relationships between people (“person - person”), and the objects themselves are easily replaced (a cube is a bar of soap, bread, an iron, a machine) or They only imagine themselves (“as if I had scuba gear and was sinking to the bottom of the ocean”). In terms of content, the games of children of primary preschool age differ from the games of older children. These differences are associated with the relative limitations of experience, features of the development of imagination, thinking, and speech. A child cannot imagine a game before it starts without grasping the logical sequence between real events. Therefore, the content of the games, as noted by A.P. Usov, fragmentary, illogical. Children often repeat in play actions with toys shown by adults and related to everyday life: fed the bear - put it to bed; I fed him again and put him to bed again. A.P. Usova characterized such games as action games. Moreover, interest in actions often dominates, so the goal of the game escapes the child’s field of vision. For example, Olya sat her daughters down at the table, went to cook dinner, got carried away with working with pots and pans, and her daughters remained unfed. However, at the border between the third and fourth years of life, games become more meaningful, which is associated with the expansion of children’s ideas about the world around them. Preschoolers begin to combine different events, including in games episodes from their own experience and from literary works that were read to them or, which is especially valuable, shown through plot-didactic games, illustrations in books, table theater, and filmstrips. In the fourth and fifth years of life, the integrity of the plot and the interconnectedness of the reflected events are observed in children’s games. Preschoolers develop an interest in certain scenes that they have played with before (family, hospital, construction workers, etc.). Children respond vividly to new experiences, weaving them like storylines into familiar games. The enrichment of the content is helped by the interaction of children in the game, when everyone wears something of their own, individual. At this age, generalization and truncation of depicted situations begin, which are well mastered by the child in real life and do not arouse much interest in him. So, if children, playing in kindergarten, eat for a long time and drink from cups, then children of the fifth year of life finish lunch, barely raising a spoon to their mouth. And sometimes they are limited to symbolic actions. Children of senior preschool age thoughtfully approach the choice of plot, discuss it in advance, and plan the development of the content at an elementary level. New stories appear that are inspired by impressions gleaned outside preschool : based on animated series, books read at home, stories from adults, etc. Generalization of game situations continues; in addition to conditional and symbolic actions, children actively use verbal comments (“Everyone seems to have slept - and we’re going straight to the hall for the holiday!”; “Let’s do this: we’ve already arrived in Africa!”). These speech comments are a verbal replacement of any events. Children resort to them so as not to violate the logic of the unfolding of the game’s content. The content of the role-playing game is embodied by the child through the role he takes on. A role is a means of realizing the plot and the main component of a role-playing game. For a child, a role is his playing position: he identifies himself with a character in the plot and acts in accordance with his ideas about this character. Every role contains its own rules of behavior, taken by the child from the surrounding life, borrowed from relationships in the adult world. So, the mother takes care of the children, prepares food for them, puts them to bed; The teacher speaks loudly and clearly, is strict and demands attention in her lessons. Submission of the child to the rules of role-playing behavior is the most important element of role-playing play. Deviation from the rules by anyone or those playing causes protests from the playing partners. That is, for preschoolers, a role is an example of how to act. Based on this sample, the child evaluates the behavior of the participants in the game, and then his own. The role appears in the game at the border between early and preschool age. In the third year of life, the child’s emancipation from the adult is observed. At the same time, the preschooler’s desire to act independently, but like an adult, grows. Then, while playing, the baby begins to perform individual actions characteristic of an adult (puts the doll to sleep, like a mother), although he does not call himself by the adult’s name. These are the first beginnings of the role. One more sign should be included among them: the child “voices” the toy, speaking on its behalf. Throughout preschool childhood, the development of role in role-playing games occurs from the performance of role-playing actions to role-images. For younger preschoolers, everyday activities predominate: cooking, bathing, washing, driving, etc. Then role designations associated with certain actions appear: I am a mother, I am a driver, I am a doctor. The role taken gives a certain direction and meaning to actions with objects: the mother chooses toys or objects for play that are necessary for preparing dinner, bathing the child; the doctor selects a pencil thermometer for treatment, tears up pieces of paper for mustard plasters, pours out an imaginary medicine, etc. Thus, when playing a role, children of primary school age use toys, real objects (spoon, basin, etc.), as well as substitute objects (a pencil or stick becomes a knife, spoon, thermometer, syringe, etc. in the game .). Average preschool age fulfilling a role becomes a significant motive for play activity: the child develops a desire not just to play, but to fulfill one or another role. The point of the game for a 4-5 year old preschooler is the relationships between the characters. Therefore, the child willingly takes on those roles in which the relationships are clear to him (the teacher takes care of the children, the captain leads the ship, etc.). The child depicts these relationships in play using speech, facial expressions, and gestures. At this age, role-playing speech becomes a means of interaction. Since children develop a selective attitude towards certain roles, their distribution before the start of the game is a rather emotional process. The teacher's help is necessary. In older preschool age, the meaning of the game lies in the typical relationships of the person whose role is played by the child with other persons whose roles are taken on by other children. Appears in games role-playing dialogues, with the help of which the relationships between characters are expressed and game interaction is established. For the quality of role performance, the child’s attitude towards it is important. Therefore, it should be borne in mind that older preschoolers are reluctant to perform roles that, in their opinion, do not correspond to their gender. Thus, boys refuse to play the role of a teacher, the head of a preschool institution, and in the game of school they agree to be only a physical education teacher. When performing a role, the child takes into account not so much the external logic, the sequence of actions, but the meaning of social relations. Thus, the main structural components of a creative role-playing game are the plot, which is the child’s reflection of the reality around him; content is what is reproduced by the child as a central and characteristic moment of activity and relationships between adults in their activities, and the development and complexity of which is carried out in the following directions: · strengthening the focus, and therefore the consistency and coherence of what is depicted; · gradual transition from an expanded game situation to a collapsed one, generalization of what is depicted in the game (use of conditional and symbolic actions, verbal substitutions); role is a means of realizing the plot.45.Basic structural elements of the game. The originality of the game as an activity.
The structural elements of the game are:
1.Motive- something that encourages a child to play.
2.Plot- this is that side of reality, those actions that the child reproduces in the game.
4.Game actions- the main means of realizing the plot.
5.Role- the child’s play position, which he implements in accordance with the role he has taken on.
6 .Game rules - give the answer to what to play and how to play.
To the features of children's games relate:
1 .Freedom and independence child in the game (they choose the game themselves, distribute roles, determine the rules, content, select a partner, freely join and leave the game)
2 .Creative character games.
3 .Emotional intensity games.
47.Characteristics of creative games and games with rules. Similarities and differences between creative games and games with rules.
Creative games include games in which the child shows his creativity, initiative, and independence. The creative manifestations of children in games are varied: from inventing the plot and content of the game, searching for ways to implement the plan, to impersonating the roles given by the literary work. Depending on the nature of children’s creativity, on the playing material used in games, creative games are divided into director's, role-playing, theatrical, games with building materials.
The main difference between director's games is that these are predominantly individual games, in which the child controls the imaginary situation as a whole, acting simultaneously for all participants.
Games with rules are a special group of games specially created by folk or scientific pedagogy to solve certain problems in teaching and raising children. These are games with ready-made content, with fixed rules that are an indispensable component of the game. Educational tasks are realized through the child’s playful actions when performing a task.
Depending on the nature of the learning task, games with rules are divided into two large groups:
1.D idactic are subdivided by content (mathematical, natural history, speech and etc.), on didactic material (games with objects and toys, board-printed, verbal)
2. Outdoor games classified by degree of mobility (games low, medium, high mobility),by prevailing movements (games with jumping, running and etc.), by subjects, which are used in the game (ball games,With ribbons,With hoops and etc.).
In games with rules, a child is attracted by the gameplay, the desire to perform game actions, achieve results, and win. But this one game process mediated by some task. And this makes the child’s behavior arbitrary, subject to game conditions in the form of rules. In games with rules, the child learns to control his behavior, and this determines their educational value.
Games with rules enable each participant to compare their actions and their results with the actions and results of others. It is also valuable that the child tries on your ownestimate their actions and the actions of other players. Thus, games with rules are beneficial for the development of preschoolers capabilitiesTomutual assessmentAndself-esteem. The fact that a child in a specific situation of a game, which is interesting to him, is brightly, emotionally colored, sees his mistakes, non-compliance with the requirements and realizes this in comparison, makes him want to become better, i.e. gives birth to pursuitToself-improvement.
48. Role-playing game as a type of creative games. Modern approaches to organizing and managing role-playing games.
basis role-playing game is imaginary or imaginary situation, which consists in the fact that the child takes on the role of an adult and performs it in a play environment created by him.
Children's independence in a role-playing game is one of its characteristic features. Children themselves choose the theme of the game, determine the lines of its development, decide how they will reveal the roles, where the game will unfold, etc.
But most importantly- a child in the game embodies his view, his ideas, his attitude towards the event that he is acting out.
Creative character A role-playing game is determined by the presence of a plan in it, the implementation of which is associated with the active work of the imagination, with the development in the child of the ability to reflect his impressions of the world around him. When playing a role, the child’s creativity takes on the character of transformation.
The role-playing game has the following structural components:
1. Game plot- this is the sphere of reality that is reproduced by children. The plots of the games are varied. Conventionally, they are divided into household(family games, kindergarten), production, reflecting the professional work of people, public(games to celebrate the city's birthday, to the library, to school).
3.Role - a means of implementing the plot and the main component of a role-playing game. For a child role- this is his playing position: he identifies himself with any character in the plot and acts in accordance with the ideas about this character in the game.
Guide to role-playing games carried out in two directions:
Formation of a game as an activity: assumes that the teacher influences the expansion of the themes of role-playing games, deepening their content, and promotes children’s mastery of role-playing behavior. Leadership Techniques can be roughly divided into traditional and new, studied in recent years
Using games as a means of educating a child and forming a children's team.
49. The essence of director's games.
Directing games are a type of creative games. In them, as in all creative games, there is an imaginary situation. The child shows creativity and imagination, inventing the content of the game and determining its participants.
Feature of the director's game is that the desk ners (toys, their substitutes) - inanimate objects and do not have their own desires, interests, claims. Naturally, such playful communication is easier for a small child than communication with peers, in which it is necessary to take into account the position, mood of partners, and search with them. mutual language. The baby gradually prepares for this communication, mastering the ability to “see” in the director’s game. picture of the game, plan it based on the plan that arises in his head before he begins to perform game actions. Child studies dispose of their forces.
For the development of role-playing games, it is of no small importance the ability to look at a game situation from different positions. Just like that with my eyes different characters the child sees the event displayed in the director’s play because he plays not one role, but several. Having mastered the director's game, he will be able to interact with a real partner in a role-playing game.
Director's games arise as individualactivity and remain so in early and early preschool age. Directing games alone are also observed among older preschoolers, especially when the child has little contact with peers.
In middle and especially older preschool age, jointdirector'sgames. Children usually unite in groups of 2-3 people. Children come up with a plot together, select the necessary toys and objects, and play roles. In the joint director's game, the plot and role-playing character is clearly expressed. Thus, director's games create the preconditions for the emergence of a plot-role-playing game.
Considering the predominantly individual nature of director's games, teacherresortsToindirectmanagementactivitieschild. Skillful selection of play material and the introduction of a new toy that meets the baby’s interests stimulates the emergence of play. In order for children to “see” the game before it starts, expedientinvolvetheirVco-creationWithteacher SelectiongamingmaterialsFordirector'sgames- necessaryconditionFortheirdevelopment.
It is advisable to abstain from direct instructions and comments addressed to a child at play. Better to resort to staging problematic task, leading question However, it should be remembered that such intervention in the director’s play must be tactful, taking into account the child’s characteristics, so as not to lead his play to destruction.
50.Characteristics of theatrical games.
Theatrical games represent the acting out of literary works (fairy tales, short stories, specially written dramatizations). The heroes of literary works become characters, and their adventures, life events, changed by children's imagination, become the plot of the game. Peculiarity theatrical games: they have a ready-made plot, which means that the child’s activity is largely predetermined by the text of the work.
Full participation of children in the game requires special preparedness, which manifests itself in the ability to aesthetically perceive the art of artistic expression, the ability to listen attentively to the text, to capture intonations, and peculiarities of speech patterns.
Children are required to understand course of events, images of heroes, their behavior, presentation of characters as they are presented in the work with all their characteristic features.
Conveying images requires children to use different means of expressiveness (gestures, facial expressions), initiative, independence, and creativity; the ability to penetrate their feelings, thoughts, experiences.
In theatrical games, various types of children's creativity are developed: artistic and speech, musical and playful, dancing, stage, singing.
Preparing for a theatrical game carried out in 3 stages
1. mastering the literary text that will be dramatized;
2.stage implemented in common system education and training of children in the group (children acquire and expand their understanding of the characters and events of the work, find expressive means for conveying speech and movements of the characters, create scenery, costumes, props; practice imitation of movements, voices, etc.).
3. the theatrical game itself, in which previously acquired impressions, knowledge, and skills are realized.
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Development of gaming activity and its structural components
The game is very important and special kind human activity. It arises in response to the social need to prepare the younger generation for life.
For teachers, knowledge about the natural development of play activities of preschoolers is very important; with their help, they diagnose and systematize recommendations for organizing children’s play activities.
At all developmental stages, play activities are constantly changing throughout childhood.
When studying the gaming activity of S.L. Novoselova emphasizes that a child’s play in its development goes through two stages.
The first stage - play actions arise in young children in the process of acquiring subject-specific action skills - this is subject-play activity. In its development, it goes through two stages: introductory and display. At the introductory stage, the game is implemented through manipulations with toys. Gradually, by six months, the child, with the help of adults, becomes familiar with the properties of toys, he remembers the features of different objects (assembles a pyramid, puts cubes together), all this is typical for the display stage of object-play activity between the ages of six months and one and a half years of the child.
The second stage is a preschooler’s role-playing game, its main task is communication.
Around the second half of the second year, children experience an urgent need for joint activities with adults. The child observes adults, highlighting their actions.
During this period of life, he enters a new stage of gaming activity. The child, with the participation of adults, adding previous experience gained in object play, identifies the everyday actions of people with objects in accordance with their purpose. The child performs certain actions in accordance with a conditional goal, his actions become conditional, and the result is imaginary. This stage of game development is called plot-display stage.
Children in the third year of life experience a significant enrichment of plot-based play. The child creates an image of an adult and his actions. He constantly compares the actions of an adult with his own actions, during which a game goal arises. The emergence of game actions and goals is possible only with the participation of an adult. By imitating adults, the child moves towards achieving the game goal. At this stage of game development, children, while playing, reproduce the actions of adults, their behavior in real life.
In the development of children's games, the plot initially describes the activities of one character with specific objects in one or successive situations. Further, the game's plots include several characters with a set of individual connections. The characters are then connected by their inclusion in the general situation of the role, through a sequential exchange of actions. Around the end of the third year of life, plots appear in which certain relationships between the characters are given.
In the third year of life, the child’s ability to play with toys develops an interest in the play of his peers. The child strives to imitate their actions, and a relationship is born. Next, the children join the game of a peer playing nearby, rejoice at their joint achievements, and express complaints about the quality of the actions performed.
From the above, we can conclude that the development of gaming activity at the initial stages forms the first gaming skills, develops the ability to set and solve gaming problems, and the need arises for communication with peers and in joint games. This creates the prerequisites for the transition of the game to a plot-role game, which arises at the border of early and preschool age and develops intensively in preschool childhood.
The prerequisites for the emergence of a role-playing game include:
1. Children begin to use objects that replace objects in their real world;
2. In children, the composition of actions becomes more complex. Thus, a series of game actions arise that reflect the logic of the surrounding world;
3. Children act in a generalized manner and at a distance from the subject;
4. A comparison of children’s actions with the activities of surrounding adults begins;
5. Children are separated from adults, in which case the adult becomes a model. Children act without outside help, but imitating an adult.
The child’s desire for independence, the desire to copy the actions of adults, he tries to imitate his elders in everything, wants to accept Active participation in adult activities. All this is the beginning of the formation of another stage of gaming activity - plot-role-playing.
At the border between early and preschool age, role-playing play predominates in children, and by the middle of preschool age it reaches its maximum development. The role-playing game is a model of relationships in the adult world for children. This gaming activity is formed on a more expanded idea of the activities of adults, their relationships, it is social in nature. If you listen and look closely at the children playing, you can see that the game is a reflection of the surrounding reality.
The child strives to actively participate in the lives of adults, and transfers all his ideas and fantasies into play. In play, the child’s behavior determines the image of the adult as he sees him. The participants of the game interact with each other at the same time, copying the real relationships between adults.
D.B. Elkonin in his works Special attention devoted to role-playing game, based on his research, he determined its structure and divided it into components; in modern pedagogy this concept is central:
1. The first component is the role that the child takes on, which is the central component of the role-playing game;
2. The second component is the situation created for the child to embody his role;
3. The third component is game actions;
4. The fourth component is the content of the game;
5. The fifth component is the game rules;
6. The sixth component is role and real relationships;
7. The seventh component is game items and substitute items.
Performing role, the child does not act as he wants, but as this is assumed by the role, social norms and rules of behavior. The preschooler takes the positions of different people; within the framework of one plot, he evaluates the situation from the position of several people. It follows from this that the preschooler not only discovers the rules of behavior, but also their importance for creating positive relationships with people. Conscious obedience to the rules is formed. In the process of role-playing play, its social benefits are revealed; it allows the preschooler to understand the motives of work and its social meaning.
The role is performed using certain game actions. With age, play actions are generalized and conditional in nature, often replaced by phrases. A variety of play actions are mastered, which allow the preschooler to most accurately realize the role. Imaginary games appear when the child starts playing with imaginary objects.
The game always implies imaginary situation, the composition of which is its plot and content. The plot is the sphere of reality that children simulate in the game. Thus, the choice of plot is always based on the child’s specific knowledge. That is why “family” games are typical for preschool age; they are favorite for children, since they have the most complete understanding of them.
Over time, children begin to introduce stories from your favorite fairy tales and films. This feature can be observed from the age of four. The palette of plots depends on the richness of children's imagination
For younger preschoolers, the plot of the game is suggested by a toy or attribute that comes into view and attracts their attention. Their play is characterized by short duration, instability of plots, and monotony. Throughout the game, one, or rarely two, storylines are traced.
Middle preschoolers begin planning the plot before the game even starts, based on their interests. The game consists of several storylines, children combine games with different plots. Gradually moving away from the reliance on real objects and practical actions, play activity becomes imaginary. Objects are selected in accordance with the plot, rather than the subject being the basis of the plot. Now, preschoolers increasingly find hidden social motives behind external actions and attributes.
The child uses in his play: toys, attributes and substitute items that arise in a problematic situation. For example, a doll needs to measure its temperature, but there is no thermometer, an adult helps to find a suitable object - a pencil will be used instead of a thermometer. Real substitutions occur when the child names a substitute object in accordance with its invented function. Such substitutions enrich the preschooler’s play, expand the possibilities of modeling reality and contribute to the development of the sign-symbolic system.
Consequently, in the role-playing game, the child carries out two types of symbolization: he models human actions by transferring the action from one object to another when renaming it; the child takes on a role, reproducing the lives of adults.
How older child, the more independent he is in the selection and use of substitute objects, less importance is attached to external similarity, and more to functional similarity. The range of items that are used in substitution is wider.
Attribute objects are also important for the development of gaming activity. They assist the child in taking on a role, planning a plot, and creating a play situation. They facilitate the child’s role behavior by providing external conditions for the implementation of the role. In older preschool age, external attributes are replaced by ideas about the function of adults.
An important feature of a role-playing game is that it involves role and real relationships between children. Role relationships are determined by the choice and distribution of roles; if the children cannot agree, then the game ends or one of the children leaves it. Thus, in joint play, the preschooler learns to yield to his peers.
With age, a preschooler has an increasingly expressed desire to play together with peers; in order to join a play group, he is ready to agree to play a role he does not like. By obeying the rules of other children, he restrains his personal desires.
When choosing comrades for cooperative game the preschooler proceeds from his sympathies, highlights moral qualities partner, his ability to play, the presence of attractive toys.
The second type of relationship that makes up the real relationships that arise in the game. Occurs when the child steps out of role and discusses with peers the further course of the game and compliance with the rules. Often real relationships contradict role ones, and conflicts arise; the older the child, the more often such disagreements are resolved in favor real relationships. The need to play with peers poses certain tasks for the child, which leads to the development of communication skills.
Studying the play activity of children, D.B. Elkonin put forward four levels of development of children's play:
A) At the first level, the game is implemented in actions with specific objects that are aimed at the partner in the game. In children's play at this level, there is a role, but it is determined by the action, rather than the role determining the action. The content of the game is manifested in a certain repetition of one game action. There is a slight violation of actions without objections from the child;
B) At the second level, the game is also implemented in actions with specific objects, but the actions in the game correspond to real actions. Roles are named and performed by children. Actions are determined by the logic of the sequence of real life, the violation of which is not accepted;
C) At the third level, the game is realized in the fulfillment of the role and actions that arise from the conditions of the role. Roles are identified and assigned before the game. Actions are performed in accordance with the role that the child has taken on. If the logic of actions is violated, children protest;
D) At the fourth level, the game is realized in the performance of actions that are related to relationships with another person. Roles are identified and determine the child’s behavior throughout the game. Children at this level exhibit role-playing speech. Game actions are clearly consistent in nature and recreate the logic of reality. If logic and rules are violated, this is rejected by children.