Educational games as a means of children's development. Play as a means of developing a child’s individual abilities
Preschool childhood is a short period in a person’s life, but during this time a child acquires much more than in his entire subsequent life. The preschool childhood program is truly enormous: mastering speech, thinking, forming relationships with people, acquiring moral qualities, and primary skills in planning one’s activities in the future life.
Preschool age is the age of play. Preschoolers play a lot and enjoy it and accept an adult’s task more easily if it has a playful form. Preschoolers' role-playing is a unique form of their participation in the lives of adults. It is very important which aspects of life children reproduce in their games. Imitating labor activity and the relationships of adults, the child is imbued with their feelings, the content of their work, and assimilates the laws of the society in which he lives. The plots of the games are extremely varied. They depend on the era in which the children live, the way of life of the family, the geographical and industrial conditions surrounding them.
The game influences the upbringing of a child in a variety of ways, depending on what exactly, what features of people’s behavior are displayed in it. V.A. Sukhomlinsky said: “Game is a huge, bright, gentle thing through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and curiosity.” It is important that the child displays in the game what will later appear in his own behavior - a friendly attitude towards people, mutual assistance, truthfulness, honesty, respect for elders, love of work; all this can be cultivated in a child in a properly organized game.
In early preschool age, the child reproduces the actions of adults with objects, then relationships between people. Finally, the eldest child school age in the game he “captures” the social essence of the activities of adults. This expresses an increasingly deeper acquaintance with the lives of the people around him. The game, through its content, takes the child beyond the narrow family circle.
By imitating adults, the child practically reproduces the relationships that he observes. (An example from observations of children playing.) At the same time, he himself is imbued with an appropriate attitude towards other people. If a child treats his doll cruelly during play, speaks rudely to the “passengers” whom he is “transporting,” does not coordinate his actions with other players, does not give up a toy to other children, or treats his toys carelessly, then the child first develops bad habits , and then negative character traits appear: selfishness, sloppiness, stubbornness.
Emergence role playing game in the life of children is associated with a number of circumstances. Firstly, by preschool, a child’s symbolic function reaches a high level of development: he knows how to use objects not only for their intended purpose, but also in accordance with the intent of the game. Secondly, the child has a need to copy the actions of adults. Thirdly, he already knows how to interact with others - children and adults - in the game.
In role-playing play, the preschooler copies ways of handling objects and ways of communicating with each other in various social situations, thereby the child better learns objective actions, forms and norms of communication, as well as role-playing behavior.
Role-playing from a functional point of view can be considered as preparing a child to participate in public life in various social roles.
By involving the child in the process of organizing and conducting role-playing games, the teacher helps to enrich the content of the preschoolers’ picture of the world, which makes it possible for the majority of children in the older group of kindergarten to learn high level its formation.
Thus, the following conclusions can be drawn:
1. Play is crucial for the development of preschool children; it is the leading activity in preschool age.“Children are always willing to do something. This is very useful, and therefore not only should it not be interfered with, but measures must be taken to ensure that they always have something to do.”, so said Y.A. Komensky. Children throughout the preschool period can play the same stories, but the content of the games and what the child emphasizes in his actions gradually changes. Thus, a preschooler moves from mastering socially directed objective actions to mastering social relationships between people, the meanings of their activities, real relationships between them (care, care, help, sympathy, etc.).
2. Role-playing games are a very powerful means of educating and developing the personality of a preschooler. But how rich and varied it will be, and how many complex life conflicts preschoolers will overcome while playing, largely depends on adults: parents and preschool teachers.
3. It is important through play to form in children not only ideas about proper behavior or communication skills, but above all moral feelings. Only in this case can a child be taught a sense of community, the ability to understand another, compare himself with others, listen to himself and others. On this foundation a moral attitude towards people around us is built: sympathy, empathy, tolerance, assistance.
4. The development of moral judgments and evaluations on the part of adults is necessary, but not sufficient for moral education. It is important to create game conditions when the moral norm begins to regulate the child’s real behavior, that is, to establish a connection between moral consciousness and moral behavior. And compliance with the norm acts as emotional reinforcement for the preschooler.
5. The relationship between moral consciousness and behavior is established when the child is trained in moral actions, placed in a situation of moral choice, when he decides for himself what to do and find a way out. By choosing to adhere to the norm, overcoming immediate desires and sacrificing his own interests in favor of another in order to please him, the child receives pleasure from the fact that he did the right thing. Gradually, this behavior becomes a habit and the need to comply with the norm appears.
6. In the sphere of moral education for a child, the example of an adult plays a vital role.
Natalya Yakovleva
Project “Game as a means of developing a child’s personality”
Game, How development tool
child's personality.
teacher:
Yakovleva Natalya Vladimirovna
Polevskoy, 2017
Type project: pedagogical
Participants project: teachers, parents, children of the group
Object: psychological health of children
Duration project: 6 months (October – March).
Item: children's play activities
Implementation period: 2017-2018
Relevance
Modern society requires proactive young people who are able to find "myself" and their place in life, socially adapted, capable of self-development and continuous self-improvement.
In this regard, the problem of social personal development of the child becomes especially relevant at this modern stage.
As we know, game is a leading type of children's activity, but the content of games offered to children by educational programs is not always up-to-date for the rapidly changing interests of preschoolers.
Game- an activity in itself that is valuable for a preschooler, providing him with a sense of freedom, subordination of things, actions, relationships, allowing him to most fully realize "here and now", achieve a state of complete emotional comfort, become involved in a children's society built on free communication of equals.
One of the important tasks development baby preschool age is the formation in him of mechanisms of adaptation to the conditions of the surrounding world, adequate ideas about social reality, what we, preschool teachers unite into a single concept "social development» .
Target project: develop children's personal qualities, form the basis for the safety of your own life and those around you.
Tasks:
educational:
Expand children’s ideas about themselves and their family;
Teach children to make contact with others, express their feelings and impressions.
developing:
- develop initiative, observation, respect for the surrounding nature;
Help children master ways of interacting with peers in play, everyday communication and everyday activities, gradually developing everyone's communication experience child;
educational:
Promote the establishment of good relations between children: helped fnm children get to know each other better, establish contacts based on common interests and emerging mutual sympathy;
Planned result: Personal experience the child is enriched so much that he naturally, in the types of activities available to him, independently masters means and methods of knowledge, communication and activity. The group has created an emotionally comfortable climate and meaningful personally-oriented interaction between the teacher and children, children’s initiative is supported. Cooperation with the family helps to achieve high educational results. U child love for those closest to us is brought up - for our own family, home and kindergarten. This is the basis of moral education, the first and important stage.
Implementation stages project
Preparatory stage.
Planning work on the topic taking into account the integration of educational fields "Socialization", "Cognition" And "Communication" identified the tasks of the preparatory stage:
Goal – To create conditions for a favorable process of socialization of children of primary preschool age.
1. Organize in detail development environment for children of primary preschool age, taking into account age and gender characteristics.
2. Develop a long-term action plan to develop children’s positive attitudes towards themselves, peers and adults.
3. Teach children to treat peers kindly, showing emotional responsiveness and interest in joint play activity.
4. Bring children together for joint play activities based on common interests or preferences.
5. Create a sense of belonging to a group, developing social behavior skills.
Formations child A positive attitude towards peers is impossible without the formation of a favorable psychological environment in the group. Therefore, in all types of activities we try to adhere to the following principles:
Maintain a warm and cordial atmosphere in the group,
Everyone child call by a diminutive - affectionate name,
Keep everyone important child by reciting their positive personal qualities,
Maintaining interest in joint activities in the group (learning songs and poems, etc.)
In the process of educational and joint activities, fill the lives of children with interesting events, entertaining games, useful and educational game situations.
These principles strengthen children’s trust in their teachers and help unite them into a friendly team.
Starting to work on the topic, I set the following tasks:
Will study methodological literature,
Conduct a survey of parents on topics: "Your Baby's Toys", "Your attitude towards games» ;
Conduct diagnostics of children’s gaming, communicative and social competencies,
Prepare visual material for parents: « Playing at home» , "Toys teach you to talk", "Games and exercises for children's speech development» , "Games and toys for boys and girls", "What and how play modern preschoolers", « Play is an important means of raising children» etc.,
Design educational albums "Friendship of Animals", "The children are friends and play together» ,
Replenish subject matter – development environment:
Buy bright dishes for the gaming center
Make attributes for role-playing games "Doctor", "Salon", "Shop",
Purchase special machines for playing "Construction", "Road", "Rescuers",
Update animal masks for dramatization games,
Make and purchase card indexes “Plot-role-playing games”, "Safe Games", "Games for Badass Kids", "Games on development communication skills and self-confidence", « Friendly games» , etc.
The structure of the work on the topic is divided into the following blocks:
1. Block "I myself", which includes topics:
"My name",
"Who is "I"?»,
"My toys", "My Favorite Fairy Tales",
“I want, I can, I can”,
"My mood"
This block includes games for awareness child of myself, your individuality, on development of self-esteem, preferences and capabilities, your individuality. With the help of games and exercises, help children recognize their distinctive features, enrich children’s knowledge about the gender characteristics of boys and girls, their personal qualities.
2. Block - "Me and other children", topics whom:
"It's bad to be alone",
"We are different",
"We're having fun, laughing, let's play» ,
“We speak with our hands and body”, "Let's help each other", "Boys and Girls".
This block contains games and exercises for development feelings of sympathy towards peers, on development ability to understand the individuality of other children. By offering games and exercises, teach children to sympathize with each other and interact with each other in play activities.
3 block - “Me and the culture of communication”. This includes topics:
“We will quarrel and make up”,
"What is good, what is bad",
"Let's talk",
"Visiting a fairy tale",
"Communication Lessons" etc.
Here are selected games to develop children's norms of social behavior, the ability to negotiate, and take into account each other's interests. In this block, I taught children how to interact in games based on kindness, empathy, and mutual help.
Implementation project:
Types of activities
Joint activities with children. Integrated final lesson on the topic "Toys".
Development game communicative qualities “Circle of kindness”, “Find a toy”, “Hello guys”, “Say a name”
personal achievements of children, recommendations for classes. Consultation for parents: "Playing at home", "Useful toys". Visual information: "Games for children in autumn" Photo report "In kindergarten we live together happily and have fun."
I week II week III week IV week
Joint activity “I am a boy, I am a girl”, “It’s good to be a boy, it’s good to be a girl.” NOD "I am a man."
Development game communicative qualities: "Find a girl, find a boy". Game"Where are our children". Didactic game"What's missing?".
Working with family. Individual conversations about personal achievements of children parents: "Playing for speech development". Visual information: "Breathing gymnastics" Photo exhibition "Having a fun walk with mom."
I week II week III week IV week
Joint activity with children "Speaking with our hands", "Friendship and friends" Joint activity "Let's be friends" Development game communication skills. Game"Make Friends", "Fists".
Working with family. Individual conversations about personal achievements of children, recommendations for practicing at home. Consultation for parents: "Joint games in winter." Visual information: "Winter fun", "We don't get sick in winter"
I week II week III week IV week
Development game communication skills "Let's be friends".
Working with family. Individual conversations about personal achievements of children, recommendations for practicing at home. Consultation for parents: "Aggressive child." Visual information: "Winter fun"
I week II week III week IV week
Joint activity with children "Visiting the fairy tale Turnip." NOD "Rules of behavior for well-mannered children", "Carlson visiting children." Development game communicative qualities “Goodbye - hello”
Work with. Individual conversations about personal achievements of children, recommendations for practicing at home. Consultation for parents: “Teach your child to be friends.” Visual information: "Games for communication development"
I week II week III week IV week
Joint activity with children “What is good”, “Journey to the world of toys. ECD “Quarrel”
Working with families Individual conversations about personal achievements of children, recommendations for practicing at home. Consultation for parents: "Crisis of 3 years" Visual information: "If the child is naughty"
I week II week III week IV week
Joint activities with children. Final event "Guys, let's live together"
Monitoring social personal development of children
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FEDERAL STATE BUDGET
EDUCATIONAL INSTITUTION OF HIGHER PROFESSIONAL
EDUCATIONS "MPGU"
Faculty of Defectology
Department of Preschool Defectology
Coursework
Game as a means of development of a preschool child
Completed by: 1st year student
Group 111 Chubukova Maria Sergeevna
Scientific supervisor: Lyudmila Ivanovna Kirillova
Moscow 2012
ABOUTheadship
Introduction
Chapter 1. Game
1.1 Origin and significance of the game
1.2 Classification of children's games
1.3 Toy
Chapter 2. The importance of play for overcoming emotional difficulties in preschoolers
2.1 General influence of play on children
2.2 Ability to play
2.3 Influence various types games for child development
Chapter 3. Didactic game
3.1 The meaning of the didactic game
Conclusion
List of used literature
INconducting
The game has long attracted the attention of psychologists and teachers.
How and when did play emerge as a special type of human activity?
G.V. Plekhanov, theorist and propagandist of Marxism, proves that in the life of society, work precedes play and determines its content. The games of primitive tribes depict war, hunting, and agricultural work. There is no doubt that first there was a war, and then a game depicting war scenes. First there was the impression made on the savage by the death of a wounded comrade, and then there was a desire to reproduce this impression in dance. Thus, the game is also connected with art; it arose in primitive society along with various types of art. The savages played like children; the game included dances, songs, elements of dramatic and visual arts. Sometimes games were credited with magical effects.
In the life of an individual, the opposite relationship is observed: the child first imitates the work of adults in play and only later begins to take part in real work. Plekhanov proves the regularity of this phenomenon: play serves as a means of preparation for work, a means of education.
Studying the origin of play as a special type of human activity makes it possible to determine its essence: play is a figurative, effective reflection of life; it arose from labor and prepares the younger generation for work.
In pedagogical literature, the understanding of play as a reflection of real life was first expressed by the great teacher
K. D. Ushinsky. The environment, he says, has a strong influence on the game, “it provides material for it that is much more varied and effective than that offered by the toy shop.”
K. D. Ushinsky interestingly describes the games of his time, and shows that children of different social groups had different games. “One girl’s doll cooks, sews, washes, irons; in another, he is lounging on the sofa, receiving guests, rushing to the theater or to a reception; the third - beats people, starts a piggy bank, counts money. We happened to see boys whose gingerbread men had already received ranks and taken bribes.”
K. D. Ushinsky proves that the content of the game influences the formation of the child’s personality. “Do not think that all this will pass without a trace with the period of play, will disappear along with broken dolls and broken drums: it is very likely that associations of ideas and a string of these associations will arise from this, which over time, if some strong, passionate direction of feeling and thoughts will not be torn apart and remade in a new way, they will be connected into one vast network that determines the character and direction of a person.”
N.K. Krupskaya considers play to be a need of a growing organism and explains this by two factors: the child’s desire to learn about the life around him and his characteristic imitativeness and activity. The same idea is expressed by A. M. Gorky: “Game is the way for children to understand the world in which they live and which they are called upon to change.” These statements are confirmed by physiological data. I.M. Sechenov speaks about the innate property of the neuropsychic organization of a person - an unconscious desire to understand the environment. In a child, this is expressed in questions with which he usually turns to adults, as well as in games. The child is also encouraged to play by his tendency to imitate.
N.K. Krupskaya put forward a fundamentally new position about children’s play as a purposeful, conscious, creative activity: “It is very important not to stereotype games, but to give scope to children’s initiative. It is important that children come up with games themselves, set goals for themselves: build a house, go to Moscow, cook dinner, etc. The process of the game is to achieve the set goal; the guys develop a plan, choose the means to implement it... As the guys develop, their consciousness grows, the goals become more complex, the planning becomes clearer, little by little the game turns into social work.”
Play is a way of understanding the environment and at the same time it strengthens the child’s physical strength, develops organizational skills, creativity, and unites the children’s team.
Children do not have a line between play and work, like adults; Their work is often of a playful nature, but gradually play leads children to work.
In the articles of A. S. Makarenko. He proves that in a good game there is work effort and mental effort. Only that game is appropriate in which the child actively acts, thinks independently, builds, combines, and overcomes difficulties. This connects play with labor and makes it a means of preparing for labor.
A. S. Makarenko gave a deep analysis of the psychology of the game, showed that the game is a meaningful activity, and the joy of the game is “creative joy”, “the joy of victory”.
Children feel responsible for achieving the set goal and for fulfilling the role that the team assigns to them.
The understanding of play as an activity determined by social conditions underlies many studies by foreign scientists: I. Launer, R. Pfütze, N. Christensen (GDR), E. Petrova (Bulgaria), A. Vallon (France), etc.
Idealistic theories created at different times and by different authors are united by the understanding of play as an activity independent of social conditions. Such theories include the biologization theory of the German psychologist K. Groos and his follower V. Stern, the theory of the Austrian psychologist Z. Freud, the similar compensation theory of A. Adler, etc. All these theories lead to the conclusion that the choice of an object of imitation in the game is explained first of all, by the power of awakening instinct, subconscious drives.
Domestic pedagogy solves the question of the origin and essence of the game from other positions: the game is a social activity that arose in the course of historical development from labor processes; the game always reflects real life, so its content changes with changing social conditions; play is a conscious, purposeful activity that has much in common with work and serves as preparation for work.
Relevance, purpose, objectives.
Chapter1 . Game
1. 1 Origin and significance of the game
didactic game preschooler
Psychologists (L. S. Vygodsky, A. V. Zaporozhets, A. N. Leontiev, A. A. Lyublinskaya, S. L. Rubinshtein, D. B. Elkonin) consider play to be the leading activity in preschool age, thanks to which the psyche In the child, significant changes occur, qualities are formed that prepare the transition to a new, higher stage of development.
In the words of S. L. Rubinstein, “in a game, as in a focus, all aspects of the mental life of an individual are collected, manifested in it, and through it formed.” By watching a child play, you can find out his interests, ideas about the life around him, identify character traits, and attitude towards friends and adults.
An interesting game increases the child’s mental activity, and he can solve a more difficult problem than in class. But this does not mean that classes should be conducted only in the form of games. Training requires the use of a variety of methods. Play is one of them, and it gives good results only in combination with other methods: observations, conversations, reading.
While playing, children learn to apply their knowledge and skills in practice and use them in different conditions. IN creative games Ah, there is a wide scope for invention and experimentation. Games with rules require the mobilization of knowledge and independent choice of solution to the problem.
A game is an independent activity in which children interact with peers. They are united by a common goal, joint efforts to achieve it, and common experiences. Playful experiences leave a deep imprint on the child’s mind and contribute to the formation of good feelings, noble aspirations, and collective life skills. The teacher’s task is to make each child an active member of the play group, to create relationships between children based on friendship, justice, and responsibility to their comrades.
Children play because it gives them pleasure. At the same time, in no other activity are there such strict rules, such conditioning of behavior, as in the game. That is why the game disciplines children, teaches them to subordinate their actions, feelings and thoughts to the goal.
The game cultivates interest and respect for the work of adults: children portray people of different professions and at the same time imitate not only their actions, but also their attitude towards work and people. Often the game serves as an incentive to work: making the necessary attributes, designing.
Play is an important means of aesthetic education for preschool children, since in this activity creative imagination, the ability to conceive, and the rhythm and beauty of movements are manifested and developed. A thoughtful selection of toys helps develop artistic taste.
In preschool childhood, play is the most important independent activity of the child and is of great importance for his physical and mental development, the formation of individuality and the formation of a children's team.
Generalization, transition to next. Section, chapter.
1. 2 Classification of children's games
Children's games are extremely diverse in content, character, and organization, so their exact classification is difficult.
The basis for the classification of games, which is accepted in pedagogy, was laid by P. F. Lesgaft. He approached the solution to this issue, guided by his basic idea about the unity of the physical and mental development of the child. According to P. F. Lesgaft, “... a child’s first games are always imitative: he repeats what he himself notices in the environment around him, and diversifies these activities according to the degree of his impressionability, the degree of development of his physical powers and the ability to use them . At the same time, it is very important that the game is not assigned to the child by an adult, but that he and his friends repeat what he himself saw and what he came across. Thus, he acquires a certain ability to manage his own powers, to reason over his actions and, with the help of the experience thus gained, to cope with the obstacles that he encounters in life.”
G. F. Lesgaft revealed the educational significance of the rules of the game, created a system of outdoor games, developed their methodology, and showed the psychological difference between games with rules and imitation ones.
In domestic pedagogy, the question of the classification of children's games was clarified in the works of N. K. Krupskaya. In her articles, she distinguishes games that are created by the children themselves (free, independent, creative), and organized, with ready-made rules.
In modern pedagogical literature and in practice, games that are created by children themselves are called “creative” or “role-playing”. The first name seems to us to be the most accurate, since the plot and roles are found in many games with rules.
Creative games vary in content (reflection of everyday life, the work of adults, events in social life); by organization, number of participants (individual, group, collective); by type (games, the plot of which is invented by the children themselves, dramatization games - acting out fairy tales and stories; construction games).
With all the variety of creative games, they have common features: children themselves choose the theme of the game, develop its plot, distribute roles among themselves, and select the necessary toys. All this happens under the conditions of tactful guidance from adults, which is aimed at arousing initiative and activity in children, developing their creative imagination, while maintaining initiative.
Games with rules have ready-made content and a predetermined sequence of actions; The main thing in them is solving the task at hand, following the rules. According to the nature of the game task, they are divided into two large groups - mobile and didactic. However, this division is largely arbitrary, since many outdoor games have educational value (they develop spatial orientation, require knowledge of poetry, songs, and the ability to count), and some didactic games are associated with various movements.
For the first time, games with rules were created by folk pedagogy. About their value, K. D. Ushinsky wrote: “Coming up with a children’s game is, perhaps, one of the most difficult tasks for an adult... Pay attention to folk games, to develop this rich source, to organize them and to create from them an excellent and powerful educational tool is the task of pedagogy.”
Folk games (“Magic Wand”, “Geese-Swans”, “Bear in the Forest”, “Fanta”, “Paints”, etc.) are among the most beloved by children. They are not only exciting, but also require attention, intelligence, mental and physical effort.
There is much in common between games with rules and creative ones: the presence of a conditional game goal, the need for active independent activity, and the work of imagination. Many games with rules have a plot and roles are played out in them. There are also rules in creative games - without these the game cannot be played successfully, but children set these rules themselves, depending on the plot.
The difference between games with rules and creative ones is as follows: in creative games, children’s activity is aimed at fulfilling the plan and developing the plot. In games with rules, the main thing is solving the problem, following the rules.???
1. 3 Toy
A toy is an indispensable companion to children's games. It meets the child’s need for active activity, various movements, helps to realize his plan, enter into a role, and makes his actions real. Often, a toy suggests an idea for a game, reminds of something seen or read, and influences the child’s imagination and feelings.
The toy helps to develop children's interest in work, promotes the formation of inquisitiveness and curiosity. By giving children an idea of people of different professions and different nationalities, it can at the same time help develop a sense of sympathy and respect for them.
Many toys unite children and require joint efforts and coordinated actions, for example building material, constructor.
A toy is the most accessible work of art for children.
Dolls dressed as a soldier, sailor, or worker help develop respect for people of a particular profession. Toy cars develop an interest in technology and work. The purpose of all toys is to encourage children to play collectively, to stimulate their initiative and imagination.
The toy should be such that it can be actively used, for example, dressing and undressing dolls, moving trains and trucks, transporting people and cargo on them. The more a toy allows for various actions and combinations, the more interesting it is for the child and the higher its educational value.
A toy is a work of art whose task is to give an expressive image of a person, animal, or any object. A good toy is realistic; it conveys the basic, typical features of reality. “A duck must really be a duck,” wrote A. M. Gorky. - There is no need for it to confuse the child’s perception by resembling a pig or a hare... And we need to strive to be entertaining. It is necessary that the toy evokes more or less lasting surprise in the child, because surprise is the beginning of understanding and the path to knowledge.”
The realism of the toy is combined with some convention (for example, a horse on wheels, a truck that needs to be pulled by a rope), which is necessary for the child to be able to actively act. This convention helps to reveal the real image.
The toy should be attractive, beautiful, but simple. Pretentiousness and intricacy are unacceptable in it. The attractiveness of the toy is achieved by the grace of its form and brightness of color. Its aesthetic design is determined by its content, purpose, and material. For example, to Christmas tree toy completely different requirements are imposed than for the figurative one: the meaning of the first is in its external effect, brilliance, fabulousness; the second meaning is in reality, truthfulness.
The toy must be safe for the child (do not have sharp corners or parts that can cause harm), meet hygiene requirements: it must be made of such material that it can be washed and disinfected.
A. S. Makarenko divided toys into three types: ready-made, semi-finished and toy-material.
A finished toy - a car, a steamship, a doll, etc. - is good because it introduces the child to complex ideas and things and stimulates the imagination.
A. S. Makarenko classified the second type of toys as cut pictures and cubes, constructors, collapsible models. These toys pose a task for the child, the solution of which requires discipline of thinking and logic. The disadvantage of these toys is that the same tasks bore children with their repetition.
Particularly valuable is the material toy (clay, sand, pieces of wood, cardboard, paper), which gives scope for the child’s creative imagination.
Practice confirms A. S. Makarenko’s position on the need to combine all three types of toys in the game.
Based on the research of E. A. Flerin, a more detailed classification has been developed. Its advantage is that it corresponds to the types of children's games and helps in the selection of toys for children of different ages.
Imaginative toys depict people, animals, various objects and themes expand and clarify children’s ideas, develop their imagination, give an idea for a game, and help develop the intended theme. A toy plane makes a child want to become a pilot; dolls dressed as schoolchildren make him want to play “school.”
Among figurative toys, a special place is occupied by the doll - the oldest and most popular toy.
Typically, a doll is the image of a child (less often an adult) in a toy made of mastic, papier-mâché, rubber, celluloid, fabric or other material. The type and size of the doll can be very diverse; it is dressed in a cloth suit or has no dress at all (“naked”). Her arms and legs are usually movably fixed, sometimes her head moves and her eyes close. All this leads to wide gaming opportunities.
Since the doll represents a person, it plays different roles in the game and is, as it were, a child’s partner. He acts with her the way he wants, forcing her to fulfill her thoughts and desires.
Boys and girls 2-4 years old reflect and reinforce the simplest life skills in the game: make a doll walk, sit it down, put it to bed, carefully hang a dress, feed it. The doll helps the child to orient himself in shape, size, material, color, movement, etc. It is mobile, bright, and this is quite enough to absorb the baby’s attention and become one of his favorite toys.
Kids should be given dolls - boys, girls, "babies", it is also advisable to introduce a doll - mom, dad, teacher. At an older age, the type of dolls can be diversified depending on the specific experience of the children.
Girls love to play “mother and daughter” and imitate the housework of adults. These games are useful because they reflect the meaningful life of a family and care for children (it is important to encourage children to portray these very aspects). For such games, dolls in the image of children - boys and girls, as well as dolls depicting schoolchildren, soldiers, and workers of various professions are intended. Boys also play with these dolls.
IN different games use dolls of various sizes. For example, playing with tabletop building materials requires small dolls that stand stable and can be moved from place to place.
Thus, among the various types of toys, the doll occupies and will occupy a special place as a dynamic living image of a person.
A significant place in children's games is given to toy animals. These toys, made of wood, celluloid, plastic, should also be different in size and design, for example, a large horse, which the child himself sits on, and a small one, which he harnesses to a cart to ride. The main thing is that these toys can be moved, depicted as a herd, a barnyard, a menagerie, and act out fairy tales. You can also give children soft toy animals. Such toys, if they are well made, clarify and complement the child’s ideas about appearance animals.
Children develop an early interest in cars, so they need toys that depict different types of transport: trucks, cars, trams. Their size should correspond to the size of the dolls.
A toy for a child is a reason for active action. It’s more interesting for him to pull a wooden truck himself by the rope than to watch a wind-up car run. Older children seek greater resemblance to reality. They are not satisfied with a wooden truck without a motor and a steering wheel. They look with interest at the mechanism of the winding car. For older children, you need to select toys that contribute to the development of the plot of the game.
Among the figurative toys, technical ones stand out (cranes, conveyors, excavators, etc.), which in an entertaining, accessible form give an idea of technology, help to cultivate interest in it and realize this interest in the game.
E. A. Flerina includes technical toys as building materials, construction sets, as well as semi-finished products (boards, slats), from which children can make their own. These toys should not only introduce children to technology, but also develop their creativity and imagination.
Fun toys bring a lot of joy into children's lives, the purpose of which is to evoke healthy, cheerful laughter and develop a sense of humor. They delight with an unexpected movement or sound, for example: a dancing pig, a quacking duck, a firecracker, squeakers.
Fun toys are not meant for play, but rather for entertainment; their image is complete, unchanging: the birds only peck, the pig always dances.
Of great value are didactic toys that introduce the child to color, shape, size, etc. A didactic toy gives a solid, concrete image; it usually emphasizes one property on which the game is based: shape, color, size.
To the main types didactic games ears include the following:
1) Collapsible toys - nesting dolls, turrets, balls, mushrooms, etc. In most cases, these are Russian folk toys;
2) Construction toys - mosaics consisting of geometric shapes or colored balls, various puzzles;
3) Sounding and musical toys - rattles, drums, xylophones, metallophones.
4) Special view gaming material make up board printed games; lotto, paired pictures, quartets, cut pictures, cubes.
Toys that promote the development of movements are very important: balls, jumping ropes, hoops, reins, gurneys.
It is especially important to emphasize the importance of the ball, when playing with it the child makes various movements: rolls it, throws it, catches it.
For children of senior preschool age, toys are required that develop dexterity and precision of movements: skittles, serso, bilboke, spillikins, flying caps, etc.
In the work of kindergartens, a large place is given to constructive materials for play. It has an unlimited ability to depict many objects and create games of a wide variety of content.
There are several types of structural material: large building material, consisting of various shapes: cube, parallelepiped, cylinder, etc. It is used for buildings on the floor;
tabletop building material of approximately the same shape, but smaller in size, intended for games on the table;
constructors, which are complex building materials, the individual parts of which are fastened together. Some of them have a specific content (collapsible house, car, etc.). Construction sets are only available to older children;
semi-finished products - sets of boards, wheels, plywood for self-made toys.
Large and tabletop building material is used in all age groups, with a variety of shapes and sizes being introduced gradually. First, cubes and bricks are given, then cylinders are added. After this, the same shapes of several sizes are offered and cones and arcs are added. In addition to the building material, plywood for ceilings, sticks, cords, etc. are provided.
Thus, children need a wide variety of toys, since the game can combine building materials, imaginative toys, and homemade products.
Theatrical toys, paraphernalia and costumes should be included in a special group. For creative games, children often require costumes, and the convention of the game requires only a hint, an element that characterizes the person being depicted: a sailor's cap and collar, a cock's comb and beak, and hare's ears. It would be advisable to have sets of such elementary costumes for staging fairy tales. For the same purpose, sets of puppet theaters are required: parsleys, various characters, they are especially needed by older preschoolers, for whom theater play is one of their favorites.
There is no generalization or transition.
HeadsA 2 . The importance of play for overcoming emotional difficulties in preschoolers
2. 1 ABOUTgeneral impact of play on children
In their games, children usually display events, phenomena and situations that caught their attention and aroused their interest. Take a closer look and listen to how girls treat their dolls, boys treat their soldiers and horses, and you will see in the child’s fantasies a reflection of the real life around him - a reflection, often fragmentary, strange... but nevertheless striking in the fidelity of its details.
Reflecting life, the child relies on known patterns: on the actions, deeds and relationships of the people around him. However, the child’s play is not an exact copy of what he observes. “The motives for choosing a game,” writes A.P. Usova, “include the child’s attitude to a particular event.” Thus, the game reveals the child’s subjective attitude to what he saw, heard, and experienced.
It is known that a child’s attitude to the world around him is influenced by the assessments of adults and their emotionally expressive attitude towards events, phenomena, and people. The attitude of an adult and his example largely determine the development of the child’s needs, his value orientations, his aspirations and desires, as well as the ability to respond to the situation of people around him and empathize with them. And this determines the content of his inner world and the content of gaming activity. It is therefore appropriate to recall the words of K. D. Ushinsky that “in his games, a child reveals his entire mental life without pretense.”
In play, like in no other activity, a child’s desire to join the life of adults at a certain age is realized. It fulfills his desire to be like a dad, like a doctor, like a driver.
A.V. Zaporozhets writes about this: “No matter how much a child strives to be a teacher, builder or driver, he is not able to really do this, because he does not have the physical strength, knowledge and skills for this. But he can do all this in play, actively reproducing the actions and relationships of adults that are attractive to him and thereby joining social life, becoming, in a certain sense, a participant in it.” This is what makes play attractive to children, this is what encourages children to master play activities. With the help of a playful depiction of reality, the child, as it were, gains access to the life of adults that is attractive to him. “The child is completely dominated by the desire to act like an adult. The need to be an adult is so strong that a small hint is enough and the child turns, of course, purely emotionally, into an adult. The motive of the game is actions with objects in the form in which they are carried out by adults.”
The influence of play on children's feelings is great. It has the attractive ability to fascinate a person, cause excitement, excitement and delight. The game is truly realized only when its content is given in an acute emotional form.
The game reveals the features of the child’s social and emotional experience, characterizes his intelligence and emotional and moral manifestations, and provides an opportunity to judge his communication skills. Role-playing games can be used to form a child’s mental ideas and develop the ability to create systems of generalized, typical images of surrounding objects and phenomena and then make various mental transformations of them.
Didactic games are used with great success to master knowledge and skills, mobile games are used to develop physical perfection, and games with rules and role-playing games are used to develop social emotions and social qualities of the individual. That is why the inability of children to play can mean a delay in the development of the child’s social qualities, his social consciousness.
The behavior of excitable children in a group and in the yard is characterized by impulsiveness and conflict, inability to reach an agreement, divide functions, and adhere to known rules
interactions, etc.
Children are distinguished by a positive emotional attitude towards play activities as such and towards communication with adults. They have an active orientation in the subject environment and in choosing a game, which is constantly accompanied by turning to an adult with attempts to share impressions, thoughts, knowledge, and life events. Familiarity with the subject environment, with toys, often becomes the basis for cognitive and emotional-personal contact, which sometimes has the character of intimate communication.
Isolated children behave somewhat differently in play. Therefore, attention should be paid to the specifics of communication with a shy, timid child, given that these individual emotional characteristics may interfere with understanding the nature of the child’s social and play experience.
So, by creating certain play situations, an adult can understand how the child’s social emotions are developing, what his emotional “baggage” is, and what impact the detected emotional states can have on the development of the moral qualities of the child’s personality.
The most difficult thing for a child is to reproduce human relationships, but play at the height of its development is a game of human relationships.
Isolated children tend to play alone, where no one contradicts their play actions. IN collective game, not knowing how to build relationships, these children often fail and therefore avoid participating in such games. They explain this by saying that they don’t want to play.
To understand the characteristics of children's interactions and the characteristics of their emotional relationship with peers, observing their play gives a lot. Do they agree to play together or are they negativistic? How are they included in game-based learning? Do they accept someone else's initiative or resist it? What relationships predominate in the game - real or conditional? What emotional attitude towards a peer is observed in this or that case?
In such cases, you should select partners with whom it is easier for the child to carry out joint activities and receive satisfaction and joy from it. At the same time, it is appropriate to offer the child an important and necessary role, decorated with attractive attributes. This will change the child's mood for the better and make him more active, forcing him to come to terms with the presence of other children. However, this is not enough to form a positive attitude towards children, not even enough for the successful development of play communication.
The adult takes into account the unformed ways of communication, which in role-playing play act as “business” relationships. Having taken upon himself to play a role, an adult organizes these relationships with the help of direct and indirect prompts, questions, proposals in a conditional and real sense, and helps to ensure that the game “side by side” turns into a genuine joint activity. However, this can only be done with knowledge of the child’s life and play interests, taking into account which develops a positive emotional attitude towards the game and its participants.
So, isolated children certainly have an interest in play activities and communication with adults. At different stages of the game, they accept an adult as an interested observer, communication with whom allows them to resolve various real and game problems. Later they accept the adult as a partner with whom they can play as equals.
Their attitude towards the characters and their playing partners opens up a huge range for the teacher. positive emotions necessary for the formation of moral qualities of an individual. However, in a number of cases, children are dominated by rigid attitudes and assessments of parents in relation to the surrounding reality, to the actions of people, to communication with them, to their qualities, appearance. Such features of family upbringing hinder the correct development of children's emotions.
Rigid attitudes or superficial assessments not only limit the child’s mental development, but also interfere with the development of play activities, since the latter is a reflection of life. In particular, they hinder the development of a conventional game plan: the child does not accept conventions, since attitudes, assessments, certain character traits and negative experiences prevent the development of appropriate play actions aimed at developing an imaginary situation.
The development of play activities is also hampered by established ways of relationships between children and certain games that have become stereotyped.
Among the various ways to correct emotional difficulties, play occupies a significant place. And this is quite understandable. Play is especially loved by young children; it occurs without coercion from adults; it is a leading activity. This means that the most important changes in the child’s psyche, in the development of his social feelings, in behavior, etc., occur during play. Play is no less important for restructuring mental processes.
Emotionally dysfunctional children experience various difficulties in play. They show, for example, a cruel attitude towards dolls, which they offend, torture or punish. The games of such children may have the character of monotonously repeating processes. In other cases, there is an inexplicable attachment to a certain category of toys and to certain actions, despite the normal mental development of preschoolers. Features listed improper development of the emotional sphere requires a special educational approach, special pedagogical correction. Otherwise, these disorders can lead to deficiencies in mental development, a delay in the formation of social qualities and the child’s personality as a whole.
This close connection between the emotional development of children and the development of play indicates that psychological and pedagogical techniques implemented during the game should normalize the emotional sphere, remove emotional barriers and lead to the emergence of more highly developed, progressive forms of emotional behavior.
2. 2 Ability to play
Taking into account the specifics of emotional behavior, various types of games should be used: role-playing games, dramatization games, games with rules. This requires an adult to know the patterns of development of play activity at different age periods and the ability to manage play in such a way that the child’s undesirable personality traits or negative emotions are successfully overcome. No one doubts that children should be taught reading, counting, and writing. But it is equally important to teach children play activities in which the child’s personality is revealed and formed.
Often, however, we have to become convinced that some preschool children do not know how to play. One of the reasons for this is that no one in the family plays with these children, since parents prefer other types of activities (most often these are different types of intellectual development, which the child learns to the detriment of play). Another reason is that these children at an early age were, for various reasons, deprived of communication with their peers and did not learn to establish relationships with them. The play of such children is individual. Being isolated in a group, they prefer to play alone. The content of their games is rarely human relationships, but if they are, they are striking in their narrowness, indicating limited knowledge about the people who surround them. The game is often characterized by low level and monotonous plots with formulaic content.
At a low level of play, children only manipulate objects. These objective actions are mainly the object of children’s positive emotional attitude. The monotony of plots is often associated with the child’s poor social experience, narrow or incorrect knowledge of the affairs and relationships of adults, on which their initial ideas depend. In this regard, some children choose the same familiar games (kindergarten, mother-daughter games, etc.) and play them according to a pattern.
Each doll is a character in the game, with which the child is associated with various emotions. If he has an indifferent attitude towards dolls, then when teaching children new role-playing games, care must be taken that they not only perform some duties, but also deeply experience the role.
The teacher needs to develop the child’s emotional attitude towards the content of the game as a whole. It is necessary that children not only know the content of a particular game, but that they relate to this content in a certain way, so that they have the need to master the corresponding role.
In all these cases, the roles taken by children do not determine the completeness of play actions. They are often performed formally, because they do not reflect the substantive side of the relationships between the characters, responsibilities towards the characters, and especially the emotional attitude towards them. Getting stuck on a monotonous activity game items does not contribute to the development of a conditional situation and interferes with the manifestation of the child’s social emotions.
When teaching children, it is important for the teacher to convey to the child the meaning of the game situation and, complicating the plot if necessary, to develop their gaming skills. Needless to say, how important it is for a teacher to be able to interact “on an equal footing” with a child in a game, helping him solve game problems. After all, a child learns from an adult, first of all by imitating him, his play actions and, most importantly, his emotional attitude towards the character.
What should a teacher do if middle-aged and older preschoolers do not know how to play?
It is very important for the teacher not to miss the moment, to understand the child’s feelings and set him game tasks, the solution of which is determined by one or another emotional attitude towards the game character. In joint play between a child and an adult, due to the emergence of the child’s emotional experience, the real attitude towards the doll as an object should turn into a conditional, playful one.
Thus, in order to develop emotional relationships with peers, it is necessary to teach the child to play, that is, to reflect various practical situations in a conditional way and in them to create conditional emotional relationships with the characters.
Thus, a child who is shy gets the role of commander in the game “Journey to Other Planets.” spaceship; he must perform active role actions in relation to his crew: come to the aid of people in various situations, show ingenuity, etc.
But to solve the tasks, the game should be prepared:
1) discuss it before starting; find out the child’s knowledge in this area;
2) plan game situation, prepare the necessary items;
3) discuss partner candidates.
By creating various dangerous situations in the course of the plot, the adult forces the child to solve game problems and get out of difficult situations (save prisoners, protect the crew).
By setting game tasks, the adult supports the preschooler’s cooperation with other children. The role behavior of an adult is the core on which the child’s business interaction with peers rests. Thus, a surgeon can be called to a consultation, where he and his colleagues express their thoughts about the serious injury of a soldier. The ship's commander discusses the current situation with the crew: the ship is losing control, what to do?
The child receives great pleasure from successful play. He asserts himself in his role, feels genuine pride when the crew, having finally reached the ground, appreciates the courage of the commander, and he himself highly appreciates his crew.
The realization of creative possibilities in the game, improvisation, and the implementation of plans evoke emotional inspiration in children, their intense joy, and the demand for repetition of the game, acquiring more and more new details.
Emotional uplift in play helps a preschooler overcome negativism towards other children and accept them as partners. But it is much more difficult to create new, even if only playful, relationships and associate emotions with them: mutual interest, respect, sympathy for the role qualities of a play partner, etc. To do this, it is useful to create conditions in the game that will help the child enter the role and convey the image character performed by him, to reincarnate and not only portray his hero, but also, thanks to active internal work, to express his certain attitude towards him.
Thus, on the basis of a stable emotional attitude towards the doll characters, the most diverse relationships with peers arise and develop, and a positive attitude towards them is strengthened. It is especially important that the child’s attitude towards his peer partners is enriched with new content. In his role, he puts himself in their position, notes their merits, thinks about them, and plans joint “work” events with them. They thus begin to occupy an essential place in the imaginary situation.
The image of the surgeon character created by the child is enriched by repetition of the game, endowed with new features - a special gait, characteristic movements, etc. By endowing the surgeon with various positive qualities, the child at least temporarily appropriates his qualities. And then the process of reincarnation begins to contribute to the child’s acquisition of new qualities.
The appropriation of other people's traits occurs along with the fact that our own qualities, which cause trouble and suffering, recede in the game, are obscured, and we observe, as it were, another personality.
In play, according to L. S. Vygodsky, a child is a whole head taller than himself, and this makes him unusually attractive to play partners and gives rise to a new emotional attitude towards him.
2. 3 The influence of different types of games on child development
Role-playing games have different effects on the emotional manifestations of children in cases where the roles are distributed, but the qualities of the partner characters are not named. In these cases, the child interprets the norms and rules of human relationships depending on his life experience. The improvisation that children bring into their role-playing activities is precisely indicative of the degree of their awareness of different sides surrounding life and attitude towards them.
Children with a narrow, one-sided social experience or children who are more younger age often find themselves helpless in conditions role-playing game, because they have little idea of what to do under certain circumstances, what qualities this or that character should have. The teacher can endow the child with certain qualities through the role, and then the child has support for a more specific emotional attitude towards the partner. Yes, we say small child, pointing to a peer playing the role of a rabbit: “Here is a rabbit, look how soft it is, what long ears it has, how white its skin is.” And the child, who had previously not paid attention to his peer, begins to look at him with tenderness, stroking his “ears” and “fur”. Another child - the “older sister” - begins to carefully follow with her eyes the little “naughty brother” who can run away and get lost. Often, in this case, the child develops a persistent emotional manifestation of sympathy, which persists not only in role relationships, but also outside of them. According to this, role-playing games can be used in different ways. After all, very often a child does not play with other children only because he “does not see” them, does not understand. He lacks basic communication skills. The goal of the teacher is to help the child pay attention to his peers, to attract him to their different qualities and positive aspects. And this must be done through role relationships.
The role can also be used to change the qualities of the child himself. So, an aggressive boy was told: “You are a big, strong goose, you can fly fast, you are not afraid of the wolf, you can protect little goslings from danger!” - and before our eyes, the child, who was trying to overtake everyone and was proud of it, began to block the gosling and almost carried him away from the wolf in his arms. He no longer offends this kid as before, and becomes his protector even outside the game. From this example it is clear that the role helped the child radically change his behavior and his attitude towards the baby.
The role helps the child free himself from his shortcomings, such as stubbornness, whims, or from painful experiences and fears.
It is useful to turn to dramatization games based on fairy tale themes. In them, as is known, good and evil are differentiated, clear assessments are given to the actions of the heroes, and positive and negative characters are identified. Therefore, in a game on the theme of a fairy tale, it is easier for a child to enter into a role, create an image, and accept convention. After all, creating an imaginary situation necessarily requires connection with life and the preschooler’s initial ideas about it.
For these games you can, for example, use folk tales: first the fairy tale “The Hare Hut”, and then, if it is necessary to continue correctional work, the fairy tale “The Cat, the Rooster and the Fox”. If in the first fairy tale the features of the main characters are given clearly and unambiguously (the fox is a negative character, and the rooster - the hare's savior - is positive), then in the second fairy tale the characteristics of the already familiar positive and negative characters who interact in an imaginary situation are somewhat different. The characters of the fox and the rooster have been supplemented with new features. The rooster is now not a savior, but a victim of the fox, but at the same time, his image combines both positive and negative traits; this is a more complex image.
One form of play common in preschool is playing with rules. Its specificity lies in the fact that relationships in it are no longer determined by roles, but by rules and norms. This circumstance can also be used in different ways when working with children and introduce desirable rules of relationships to which the child is not accustomed. Playing with rules necessarily requires a partner, and the teacher, by creating special conditions, can turn the child’s attention to his peers playing with him, developing their relationships. Often, a child, without noticing it, begins to act in a game with rules, especially in an outdoor game, in a way that he cannot do either in real conditions or in a role-playing game. It should be emphasized that the contacts that arose under its influence do not disappear with the end of the actions. This fact can be easily verified by organizing an outdoor game in a group, where the child is faced with the need to choose a participant in this game, to choose a partner. When conducting active plot games with rules, it is possible to create conditions under which the child’s qualities such as determination or indecisiveness, resourcefulness, ingenuity, etc. clearly appear; under these conditions, children learn to act amicably, together.
Games with rules also imply specific forms of communication that differ from the forms of communication in role-playing games. Thus, if in plot-role-playing games each role has an opposite form in meaning and action (mother - children, doctor - patient, driver - passenger, etc.), then in games with rules, along with this type of relationship (opposite commands), there also arises Another, very important type of relationship is the relationship of equals within the same team. Imbued with role relationships, children perform appropriate play actions and demonstrate correct emotional behavior. Thus, playing with rules involves going beyond role relationships to personal relationships, develops a collectivist orientation in children, and serves as the foundation for the development of truly human emotions. This is especially important in connection with the fact that the relationships that arise within games with rules begin to be transferred later into real life.
Chapter 3. Didactic game
3. 1 The meaning of a didactic game
Didactic games, as a unique learning tool that meets the child’s characteristics, are included in all preschool education systems.
The first didactic games were created by folk pedagogy. Until now, children’s favorite games include the folk games “Fanta”, “Colors”, “What flies?” etc. They contain a lot of funny jokes and humor, and at the same time they require intense mental work from children, competition in intelligence, and attention.
In the creation of a modern system of didactic games, it is necessary to note the role of E. I. Tikheyeva, who developed a number of games for getting to know the environment and developing speech. Tikheyeva's games are connected with observations of life and are always accompanied by words.
The essence of the didactic game is that children solve mental problems proposed to them in an entertaining game form, find solutions themselves, while overcoming certain difficulties. The child perceives a mental task as a practical, playful one, this increases his mental activity.
In didactic play, the child’s cognitive activity is formed and the features of this activity are revealed. In older preschool age, intellectual interests are created on the basis of play interests.
In games with toys, various objects, and pictures, the child accumulates sensory experience. By disassembling and folding a nesting doll, selecting paired pictures, he learns to distinguish and name the size, shape, color and other characteristics of objects.
The sensory development of a child in didactic play occurs in inextricable connection with his development logical thinking and the ability to express one’s thoughts in words. To decide game task, it is required to compare the characteristics of objects, establish similarities and differences, generalize, and draw conclusions. Thus, the ability to make judgments, inferences, and the ability to apply one’s knowledge in different conditions develops. This can only happen if children have specific knowledge about the objects and phenomena that make up the content of the game.
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Everyone knows that children love to play. However, not all parents think about the role of play in the development of a preschooler and often underestimate its importance in a child’s life.
The importance of play as a means of development for a preschooler
Play is an indispensable condition for the development of both toddlers and preschoolers. It helps improve their cognitive (ability to perceive and process information), physical, social and emotional states. Play is also an ideal opportunity for parents to be fully involved in their children's learning and education.
Parents can modify play as a means of developing preschoolers by offering a reasonable alternative to passive and non-skill-building activities. If boys love to play with cars, a good solution would be to come up with a big one. road map with signs and traffic rules, adding pedestrians to the game. With this game you can learn geometric shapes, colors and counting. It would also be useful to know that road traffic itself is subject to certain rules, the observance of which is required of all road users.
Also, educational toy stores now offer a wide selection of various aids in play form. Without the participation of adults, children themselves rarely show interest in them, so parents must create the appropriate environment so that play can be used as a means of developing preschoolers. When choosing benefits, you should pay attention to the age for which they are designed. In this case, it will be easy and interesting for the child to learn.
Despite the benefits of play for children and parents, today is the time to cooperative game has noticeably decreased, which is due to a hasty lifestyle and the desire to shift responsibility for preparing children for school to centers early development and children's preschool institutions.
The influence of play on the development of preschool children
Play is especially important for the development of memory and intelligence and allows children to use their creativity, developing imagination, physical, cognitive and emotional strength. It is through play that children with early age learn to communicate and interact with the world around them.
It is best when play as a means of development for preschoolers takes place under the guidance of adults, who help choose a topic and correct its direction in a timely manner. At the same time, they should not limit children to narrow boundaries, allowing their creative and leadership abilities to fully develop.
Interaction between adults and children through play makes it possible to communicate more effectively. It is also an excellent opportunity to see the learning process through children's eyes and better understand their point of view and difficulties.
The cognitive role of play in the development of a preschooler
Play is an integral part of the academic environment. Teachers note the important role of play in the development of a preschooler. For a child, play is the equivalent of work. Through play, children learn basic concepts such as counting, colors, and geometric shapes. Also, almost all games require thinking and logic.
Many outstanding teachers of the past and present are of the opinion that in a playful form, social and emotional adaptation to school is most painless.
For the comprehensive development of a child and his preparation for learning, it is best to use comprehensive methods developed and tested in practice. They should include both cognitive and emotional components of the educational process. It is also necessary to maintain a reasonable balance between active and passive activities, taking into account the psychological characteristics of each child.
Social skills
Adaptation to school is especially difficult for children who grow up alone in the family. Surrounded by the care of parents and grandparents, they do not know how to share. And this applies not only to toys, but also to emotions. Also, for such children, the concepts of friendship, support, and mutual assistance are practically unfamiliar.
The influence of play on the development of preschool children is noted by the majority of teachers who work with children in kindergartens and schools. They recommend that parents in families with one child not limit the child’s communication only to the playground, but give preference to groups. This will help protect them in the future from problems that usually arise when adapting to school.
Another important skill that children acquire through play is the ability to cooperate, negotiate and resolve conflicts, which will help in the future to avoid or correctly resolve communication problems that arise. Also, playing in a group helps you quickly get used to new emotions and feelings - anger, happiness, sadness, fear, excitement, disappointment and stress.
Physical activity
Unlike passive entertainment, games are an excellent way to increase the level of physical activity in children, which is an excellent prevention of obesity, especially against the background modern trends development of society.
Active games provide an outlet for energy that is difficult to waste playing computer games. The sooner children learn that physical games is fun and natural, the better their prospects for maintaining healthy image life in the future.
Also, the game is the easiest way to develop hand motor skills, which plays an important role in the development of memory and intelligence.
Computer games
Today, in the teaching community, a debate continues between supporters and opponents of computer games for children. They agree that the computer and the Internet are an integral part of modern world, and, therefore, they must be used wisely both for the upbringing and education of the child.
For safe Internet use today, there are special children's browsers that protect the child from adult content, but at the same time give him access to children's programs and interactive games.
Interactive games can and should be used as a means of developing preschoolers. However, it is advisable to do this under the supervision of adults who can evaluate them. Of course, the main issue when using a computer when teaching a preschooler is the time the child spends near it.
There are different opinions about how much time a child of a certain age can spend near a computer without harm to health. And since children usually find these activities more attractive, psychologists recommend clearly discussing this issue with the child in advance. They also do not recommend punishing children by denying them exactly computer games, remembering the importance of play in the development of a preschooler.
Today, many teachers admit that play as a means of development for preschoolers is one of the best ways child upbringing and education. The more varied these games are, the more developed the child will be. However, many aspects of it may remain hidden to adults. Therefore, when you see children playing, you should not consider it a waste of time.
Natalya Zueva
Game as a means of development of a preschooler child
Game as a means of development of a preschooler child
Without play there is not and cannot be a full-fledged mental development.
Spiritual life baby full-fledged only when she lives in the world of games, fairy tales, music, fantasy, creativity. Without this, she is a dried flower.
V. Sukhomlinsky
Child discovers the world of adults and strives to live in it. But, due to his real capabilities, he cannot really act with adult objects (for example, driving a car, baking pies, etc.). It's a contradiction between aspiration and opportunity. take the child directly participation in the life and activities of adults gets lost in activity, the form of which is game.
Game- a social phenomenon in its origin and content, it is a historical formation, conditioned development of society, his culture. This is a special form of life child in society, in which children play the role of adults in play conditions, reproducing their life, work and relationships.
IN development and education of a preschooler child An important role belongs to the game, which reflects children’s impressions of the surrounding reality, attention, intelligence, clarification, systematization, and generalization of knowledge about the world. All components of the game structure (game task, action content, rules) aimed at development, opportunities that are expanding due to the variety and complexity of games. It is important to teach children to understand the game, explain its content, rules, methods of action, develop their thinking, speech, teach self-control.
Game is the leading activity preschooler, a means of its comprehensive development, an important method of education. If in early childhood the central point of the game was the object and ways of acting with it, now the person is brought to the fore. The motives of the game are embedded in its very content. child I am interested not so much in the result as in the process itself. There is also a desire for a specific goal, conversations, relationships with other people. All this predetermines the effectiveness of the game, which is expressed not in material, but in cognitive, emotional achievements that accumulate child during gaming activities. The game is a means displaying the surrounding reality, the way of education, the activities and relationships of adults in an accessible way baby uniform. The content of game actions is determined by those practical tasks that adults solve to achieve a certain goal.
Game is always built according to certain rules. Play promotes development voluntary attention and memory baby. Children do better in play conditions focus and remember more.
Play is childlike spontaneity, naivety, sometimes slyness or surprised seriousness.
Game- this is a fantasy world, freed from the despotism of adults, a world of discovery of desires, a world of realization of unrealized.
For the entire period preschool During childhood, it changes significantly, especially with regard to the plot and content of the game. Game content the preschooler develops in this direction: from the objective activities of people through the reflection of human relations - to the conquest of certain rules of social relations between people, the rules of communication.
Didactic play is an activity, aimed at orientation in objective and social activities, in which child reflects the impressions of their knowledge.
So, preschool period - the initial stage of mastering social experience. The child is developing under the influence of impressions from the world around him, he early develops an interest in the life and work of adults. It is important that children come up with games themselves and set goals for themselves. The process of the game is to achieve the goal, children make a plan, choose means of its implementation.