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Outdoor games for various age groups. Conducting outdoor games in different age groups

Junior group. (3-4 years).

Play activity begins already in preschool age . In order for it to be complete, it is necessary to create a pedagogically appropriate environment and select the right toys. To satisfy children's need for movement, you need to have a slide, benches, boxes and other aids. Children should be given enough space to run, climb steps, slide down the slope, play hide and seek, and catch up.

In the games of children over 1.5 years old, one can notice signs of imitation of adults. Taking this into account, the teacher involves children in games with the help of toys and tries to arouse their interest with an emotional, figurative explanation. In younger groups, story games and the simplest non-story games such as “trap”, as well as fun games, are most often used.

Kids are attracted to the process of action in the game: running, catching up, throwing, etc. it is important to teach the child to act exactly on a signal, to obey simple rules games. The success of outdoor play depends on the teacher’s ability to interest children and give examples of movements. The teacher performs the leading roles himself or assigns them to the most active child; you can prepare a child from the older group. It is important to remember that the driver pretends to catch the children so as not to scare them.

When conducting story games, it is necessary to use a technique that appeals to the child’s imagination. For this purpose, the figurative possibilities of the plot story are used (“sparrows and a car”). The explanation takes less than a minute. The teacher plays with the children, playing the role of both the sparrow and the car.

The teacher monitors the children’s figurative performance of actions, reminds them to use the entire playground, fly beautifully, emotionally imitate movements, and act whenever possible on a signal. The teacher constantly reminds the children about the play image. To liven up the game we use attributes: hats with images of birds, a car steering wheel, etc. By the end of the year, you can entrust the role of the car to a more active child.

For the younger group, games with text are recommended. When conducting such games, the teacher expressively reads the text, illustrating it with appropriate movements. Such games develop a sense of rhythm in children. Children, listening to the teacher, try to imitate his movements. (“Hare”, “Train”).

Middle group (4-5 years old).

By this age, children accumulate motor experience and movements become more coordinated. Considering this The game conditions become more complicated: the distance for running, throwing, and jumping height increases; games are selected that exercise children in dexterity, courage, and endurance. In this group, the teacher already distributes roles among the children. Initially, the role of driver is offered to more active children who can cope with it. The teacher celebrates the children’s successes in the game, fosters goodwill, develops honesty and justice. IN middle group Story games such as “Cat and Mice”, “Kittens and Puppies”, “Mousetrap”, etc. are widely used, non-plot games - “Find a mate”, “Whose link will get together sooner?” etc. as in the ml.gr., conducting story game The teacher uses a figurative story. Fairy-tale images encourage the child to combine real features of the perceived plot into new combinations. The imagination of a 5-year-old child is of a recreative nature, so the teacher must guide its development all the time. In this regard, the role of a figurative plot story (“The Little Goats and the Wolf”) is great. Children's passion for play makes it possible to solve educational problems in a complex manner.

Senior group (6-7 years old).

More complex movements are used. Children are tasked with instantly responding to changes game situation, show courage, intelligence, endurance, ingenuity, dexterity.

Considering that the movements of children are more coordinated and accurate in the older group, it is possible to introduce games with competition elements of the type that are advisable to introduce between several children. “Who can reach the flag the fastest?” As children master skills and spatial orientation, competitions on links are introduced. The best team is considered to be the one whose members complete the task quickly and correctly. (“Colored figures”).

By searching for solutions to certain motor problems, children themselves acquire knowledge. And knowledge acquired through one’s own efforts is assimilated consciously and imprinted more firmly in memory. Solving various problems increases children's self-confidence and brings joy from independent small discoveries.

With the skillful guidance of the teacher in outdoor play, the creative activity of children is successfully formed: they come up with game options, new plots, and more complex game tasks.

Each player must know his task and, in accordance with it, perform the depicted role in the proposed situation. Entering into a role develops in children the ability to imagine themselves in the place of another, to mentally transform into them, allowing them to experience feelings that may be inaccessible in ordinary life situations. So in the game “firefighters in training,” children imagine themselves as brave, dexterous, courageous people, ready to sacrifice themselves to save others.

Thus, outdoor play is a natural form of social self-expression of the individual and creative exploration of the world.

In a number of games, children are required to be able to come up with movement options and various combinations of them: “Make a figure”, “Day and Night”, “Monkey and Hunters”. Initially, the teacher plays the leading role in drawing up options. Gradually he involves the children themselves in this. Entering into a role and figuratively conveying the nature of movements is facilitated by children coming up with exercises on a given topic. For example, come up with an exercise that imitates the movements of animals, birds, beasts (heron, fox, frog) or come up with and name an exercise, and then perform it (“Fish”, “Snowplow”).

An important role in the development of children's creative activity is played by involving them in creating variants of games and complicating the rules. At first, the teacher plays the leading role in varying games, but gradually children are given more and more independence. (“Two frosts” just to run; to warm up your comrades; to run following the movements of skiers, athletes...).

Using the method of creative tasks, the teacher gradually leads children to inventing outdoor games and organizing them independently.

An indicator of children's creativity in the game is not only the speed of reaction, the ability to enter into a role, conveying their understanding of the image, independence in solving motor problems in connection with changing situations, but also the ability to create combinations of movements, game options, and complicate the rules. The highest manifestation of creativity in children is their inventing of outdoor games and the ability to organize them independently.

Children of all ages have a great need for play, and it is very important to use outdoor play not only to improve motor skills, but also to develop all aspects of the child’s personality. A well-thought-out methodology for conducting outdoor games helps to reveal individual abilities helps to raise a child healthy, cheerful, cheerful, active, able to independently and creatively solve a wide variety of problems.

Inna Atajanova
Features of outdoor play at different age stages

Relevance.

The formation of children's health and the full development of their body is one of the main problems in modern society. At preschool age, children undergo intensive physical development and the formation of functional systems of the child’s body.

Properly organized physical activity of a child helps to improve his health. It is one of the important conditions for proper metabolism, stimulates the development of the nervous and cardiovascular systems, the musculoskeletal system, the respiratory and digestive organs. Physical activity also plays an important role in ensuring full-fledged mental development child, as it stimulates positive emotions, increases the overall vitality of the baby, provides food for a variety of impressions and active cognitive activity.

Significant place in the system physical education preschoolers are occupied with outdoor games, which are widely used in all age groups.

2nd junior group.

When selecting and conducting games, it is important to take into account the previous type of activity; children learn new games better if before the game they looked at a picture, repeated a poem, or designed, since the children are not tired and will be able to perceive a new motor task. After complex activities that require increased attention, concentration, and development of mathematical concepts from the child, it is better not to offer the kids new games, but to repeat familiar ones.

At this age, games include tasks related to memorizing objects, shapes, distinguishing primary colors and sounds (“Find your color”, “Run to the flag”, most games have developed plots and defined roles (“Cat and Mice”, “ Train"), the name of the game usually determines play behavior. At this age, the child can already take over. main role. The educational and educational side of p/games is enhanced if, when repeated, they are slightly modified (not to pass, but to run) or become more complicated. At this age, an explanation of the game is accompanied by a demonstration of game actions; later, an explanation of the plot and rules precede the game.

At this age, it is already necessary to achieve strict compliance with the rules and conditions of the game.

Middle group.

The motor activity of children in the middle group is largely due to a large stock of skills and abilities, good spatial orientation, the desire to perform movements together, showing restraint and intelligence. The child is already interested in more complex movements that require dexterity, speed, and accuracy. They enjoy competing to see who can jump farthest or who can collect the most. Interactions in the game are becoming more complex, where the result depends on the coordination of actions in the game (“Find a pair”, “Colored cars”, on the ability to quickly and organizedly form into units, taking into account the interests of comrades.

Most games have detailed plots that determine the content of movements; in many games there is a role of a driver, usually there is only one, but when the game becomes more complex, you can introduce a second driver (for example: “There are two bears in a bear’s forest”).

The explanation of the game should be brief, touching only on the most important; the poetic text of the game is memorized by children right during the game.

In the middle group, the teacher rarely plays the role of a leader; during the course of the year it is necessary to involve all children in leading roles. At this age, I choose the children themselves to play the role of driver.

It is impossible to give instructions during the game, to achieve accuracy of execution - this reduces the emotional mood of the game; their activity; comments on violation of the rules are made at the end of the game (for example: the bear would not have caught you if you had not pushed the guys).

The rules in games for middle children become more complicated; catch only by touching; if caught, move aside. The teacher's attention should not be directed to increasing the number of games, but to repeating and complicating those already familiar, so that by the end of the year the children can organize the game themselves with a small group of peers.

The game is repeated for 2-3 lessons, walks, then after a while we return to it again. With repetition, you can complicate the content and rules of the game, and modify the organization of children.

Senior group.

In this age group, the content of play games becomes even more complex due to the expansion of children’s horizons; new images and plots are included, familiar from books, teacher stories, and film screenings, in which games reflect different professions (“Firemen in training,” “Hunter” and hares”, it becomes possible to choose games with standing long jumps, throwing and climbing. Plotless games like “Traps” occupy a large place in older groups, as well as with elements of competition, individual at the beginning of the year, then in groups.

The children themselves perform responsible roles in the game; the teacher reminds them of the rules and monitors their implementation, watches how the children perform game movements, and gives signals. However, sometimes the participation of the teacher is necessary; he can take on the role and show how to move quickly in order to catch many children; this technique greatly enlivens the game and promotes an emotional mood.

When distributing roles, as a rule, counting cards are used; the teacher participates only when it is necessary to create units or teams of equal strength.

The explanation of the game in the senior group occurs not only during the game, but immediately before the game. The teacher explains the content of the game from beginning to end, especially paying attention to the rules.

In the older group, children are already interested not only in the process of the game, but in its results, so summing up has great educational significance. It is important to fairly note the winners and explain that even a good result if the rules are broken will not lead to a win.

Preparatory group.

In the preparatory group, children are more independent in organizing games. The child knows large number games, their content and rules, he imagines their possible motor and emotional intensity. This allows you to choose games according to your interests and desires.

In this group, games and exercises are especially important for consolidating and improving children’s skills in basic types of movements, development physical qualities: speed, strength, agility. Children begin to act most in effective ways with maximum mobilization of efforts to achieve results, showing positive moral and volitional qualities.

The manifestation of physical and moral-volitional qualities is most facilitated by the child’s participation in such games, where the overall result is important, which depends on the interaction of the participants in the game. This is especially evident in relay races.

In outdoor games for aunts of the 7th year, the entertaining nature of the plot is no longer of great importance; children’s behavior is now regulated game rules, which the child is consciously guided by.

The requirements for strict compliance with the rules contribute to the development of self-control, discipline, and a sense of responsibility. The emotionality of games and the interest of children lead to the fact that older preschoolers are increasingly organizing them themselves, on their own initiative.

Explaining new game, the teacher ensures that children imagine its entire course, the character and methods of action of the characters, and understand the rules. The initial explanation of the difficult moments of the game may be accompanied by a demonstration. The distribution of roles should be equal in strength; children themselves are beginning to understand the reasonable distribution of forces.

Summarizing is very important. The teacher helps children realize how important it is to achieve a positive result according to the rules, and not a result by any means. This prevents possible negative manifestations, reduces excessive excitability and excitement.

In the preparatory group, all children must learn to independently organize and conduct games; it is very important to encourage children’s play creativity.

Publications on the topic:

Consultation “Guide to conducting outdoor games” Outdoor games are an excellent means of developing and improving children’s movements, strengthening and hardening their bodies. Value.

Algorithm of action for adults and children at the stages of mastering design. Specifics of design in different age groups As you know, a project is a goal accepted and mastered by children, relevant to them, it is a children’s initiative, a specific creative endeavor.

Games and exercises for the development of coherent speech in preschool children at different age stages. Games and exercises for the development of coherent speech in children at different age stages. Preschool age is a period of active learning by a child.

Card index of games and relay races for children of different age groups Children's stay in the fresh air is of great importance for the physical development of a preschooler. Walking and playing are the first and most.

MDOU "Nursery-garden No. 381, Donetsk"

“Methodology for conducting outdoor games in different age groups”

Methods of conducting outdoor games in different age groups

Prepared by:

teacher-methodologist

Degtyareva Yu.V.

Methods of conducting outdoor games at an early age

Selection of games.

Fun games are played with children of the first year of life (“Hide and Seek”, “Horned Goat”, “White-sided Magpie”, “Let’s go, let’s go”, “I’ll catch up”, etc.), which evoke sounds, movements, laughter in children, joy, pleasure.

In the second year of life, plotless games are used (“Bring a ball, a toy”, “Raise your legs higher”, “Pass the ball”, “Roll down the hill”, “Catch up with the dog”, “Hurry up to me”, “Crawl to the rattle”, “Who’s next”, “Let’s hide the toy”, “Birds flap their wings”, “Catching butterflies”, “Trees are swinging”, “Steam locomotive”, “Bear”, etc.). In these games, children perform one movement (walking, throwing) at an individual pace, but gradually they move from individual actions to joint ones.
Later, more complex movements are included in the games and the number of movements increases.

The plots of the games are also becoming more complex. Outdoor games for kids are characterized by a simple plot (for example, birds fly and return home, cars drive and stop).

Number of roles in children's games younger age insignificant (1-2). The main role is played by the teacher, and the kids portray the same characters, for example, the teacher is a cat, all the children are mice (“Cat and Mice”). In games for older children, the number of roles increases (up to 3-4).

Here, for example, there is already a shepherd, a wolf, geese (“Geese-Swans”), in addition, the roles are distributed among all the children.

The number of rules gradually increases, and relationships between children become more complicated. In younger groups, the rules are very simple and suggestive in nature, their number is small (1-2), they are related to the plot, and follow from the content of the game. Following the rules comes down to acting on a signal: at one signal the children run out of the house, at another they return to their places. Over time, restrictions on actions are introduced: run away in a certain direction; if caught, move aside.
In games with elements of competition, first everyone acts for himself (whoever manages to bring the object first), then collective responsibility is introduced: the competitors are divided into groups, the result of the entire team is taken into account (whose group hits the target the most times); competitions are held for the quality of execution (whose column is better built; who never drops the ball), as well as for speed (who can reach the flag faster).

Outdoor games for young children are often accompanied by words - poems, songs, recitatives that reveal the content of the game and its rules; explain what movement and how to perform it; serve as signals for beginning and ending; suggest rhythm and tempo (“On a Level Path”, “Horses”, etc.). Games accompanied by text are also given in older groups, and the words are often pronounced in chorus (“We are cheerful guys”, etc.)

The text sets the rhythm of the movement. The end of the text serves as a signal to stop the action or to start new movements. At the same time, pronouncing words is a rest after intense movements.

Methodology for conducting outdoor games

in junior, middle groups of preschool educational institutions

Selection of games. Games are selected in accordance with the objectives of education, age characteristics of children, their state of health, and preparedness. The location of the game during the day, time of year, meteorological, climatic and other conditions are also taken into account. It is also necessary to take into account the degree of organization of children, their discipline: if they are not organized enough, then first you need to choose a game of small mobility and play it in a circle.

Gathering children for a game. You can gather children for a game in different ways. IN younger group The teacher begins to play with 3-5 children, and gradually the rest join them. Sometimes he rings a bell or picks up a beautiful toy (bunny, teddy bear), attracting the attention of the kids and immediately involving them in the game.

Creating interest in the game. First of all, you need to create an interest in the game in children. Then they will better understand its rules, perform movements more clearly, and experience emotional uplift. You can, for example, read poetry, sing a song on a relevant topic, show children objects and toys that they will encounter in the game. It is often possible to lead to the game by asking questions or asking riddles. In particular, you can ask: “What did you draw today?” Children, for example, will answer: “Spring, the arrival of birds.” “Very good,” says the teacher. - Today we will play the game “Migration of Birds”. For children in the younger group, you can show a flag, a bunny, a bear and immediately ask: “Do you want to play with them?”

A short story read or told by the teacher immediately before the game also gives good results.

Organization of players, explanation of the game. When explaining the game, it is important to place the children correctly. The teacher most often positions children in the younger group as needed for the game (in a circle). In the younger group, all explanations are made, as a rule, during the game itself. Without interrupting her, the teacher places and moves the children and tells them how to act. In older groups, the teacher announces the name, reveals the content and explains the rules, even before the start of the game. If the game is very complex, then it is not recommended to immediately give a detailed explanation, but it is better to do this: first explain the main thing, and then, during the game, supplement the main story with details. When the game is played again, the rules are clarified. If the game is familiar to children, you can involve them in the explanation. The explanation of the content and rules of the game should be concise, precise and emotional. Intonation is of great importance. When explaining, it is especially necessary to highlight the rules of the game. Movements can be shown before or during the game. This is usually done by the teacher himself, and sometimes by one of the children of his choice. The explanation is often accompanied by a demonstration: how a car drives out, how a bunny jumps.

The successful implementation of the game largely depends on the successful distribution of roles, so it is important to take into account the characteristics of children: shy, sedentary ones cannot always cope with a responsible role, but they must be gradually brought to this; on the other hand, you cannot always assign responsible roles to the same children; it is advisable that everyone knows how to fulfill these roles.

In games with young children, the teacher first takes on the leading role (for example, the cat in the game “Sparrows and the Cat”). And only then, when the kids get used to the game, does he assign this role to the children themselves. Even during the explanation, he appoints a driver and puts the rest of the players in their places, but counting rhymes can also be used for this purpose. Sometimes those who play the role of driver choose their own deputy. In the older group, the game is first explained, then roles are assigned and children are placed. If the game is played for the first time, then it is done by the teacher, and then by the players themselves. When dividing into columns, units, teams, it is necessary to group strong children with weaker ones, especially in games where there is an element of competition (“Ball for the driver”, “Circle relay”).

You can mark the playing area in advance or during the explanation and placement of the players. Equipment, toys and attributes are usually distributed before the start of the game, sometimes they are placed in designated places, and the children take them during the game.

Gaming activities The children are led by a teacher. Its role depends on the nature of the game itself, on the size and age of the group, on the behavior of the participants: the younger the children are, the more active the teacher is. Playing with younger children, he acts on an equal basis with them, often playing the main role, and at the same time directs the game.

Methodology for conducting outdoor games in senior preparatory groups of preschool educational institutions

Gathering children for a game. With children of older groups, you should agree in advance, even before going to the site, where they will gather, what game they will play and by what signal they will start it (a word, hitting a tambourine, bell, waving a flag, etc.). In the older group, the teacher can instruct his assistants - the most active children - to gather everyone for the game. There is another technique: having distributed the children into units, offer, at a signal, to gather in designated places as quickly as possible (note which unit gathered the fastest).

You need to gather the children quickly (1-2 minutes), because any delay reduces interest in the game.

Creating interest in the game . First of all, you need to create an interest in the game in children. Then they will better understand its rules, perform movements more clearly, and experience emotional uplift. You can, for example, read poetry, sing a song on a relevant topic, show children objects and toys that they will encounter in the game. It is often possible to lead to the game by asking questions or asking riddles. In particular, you can ask: “What did you draw today?” Children, for example, will answer: “Spring, the arrival of birds.” “Very good,” says the teacher. - Today we will play the game “Migration of Birds”.

Organization of players, explanation of the game . He can build the older group in a line, in a semicircle, or gather them near him (in a flock). The teacher must stand so that everyone can see him (facing the children when forming in a line, in a semicircle; next to them, if the children are gathered in a circle).

Conducting and directing the game.

In the middle and senior groups, the teacher also first plays the main role himself, and then passes it on to the children. He also participates in the game when there is not enough pair (“Find yourself a pair”). The teacher's direct participation in the game raises interest in it and makes it more emotional.
The teacher gives commands or sound and visual signals to start the game: hitting a tambourine, drum, rattle, musical chord, clapping, waving a colored flag, or hand. Sound signals should not be too loud: strong blows and sharp whistles excite small children.

The teacher gives instructions both during the game and before its repetition, evaluates the actions and behavior of the children. However, you should not overuse instructions about incorrect execution of movements: comments can reduce the positive emotions that arise during the game. It is better to give instructions in a positive form, maintaining a joyful mood, encouraging determination, dexterity, resourcefulness, initiative - all this makes children want to strictly follow the rules of the game.

The teacher suggests how it is more expedient to perform the movement, catch and dodge (change direction, slip or run past the “trap” unnoticed, stop quickly), reminds that poetry must be read expressively and not too loudly.

The teacher monitors the children’s actions and does not allow long-term static poses (squatting, standing on one leg, raising arms forward, upward), which cause narrowing of the chest and poor circulation, and monitors the general condition and well-being of each child.

The teacher regulates physical activity, which should increase gradually. If, for example, when the game is played for the first time, children are allowed to run for 10 seconds, then when it is repeated, the load is slightly increased; on the fourth repetition it reaches the maximum norm, and on the fifth or sixth repetition it decreases. The load can be increased by changing the tempo of the movements.

Games of great mobility are repeated 3-4 times, calmer ones - 4-6 times. Pauses between repetitions are 0.3-0.5 minutes. During the pause, children perform easier exercises or pronounce words from the text. The total duration of outdoor play gradually increases from 5 minutes in younger groups to 15 minutes in older groups.

End of the game and summing up. In younger groups, the teacher ends the game with a proposal to move on to some other activities of a calmer nature. In older groups, the results of the game are summed up: those who performed the movements correctly, showed agility, speed, ingenuity, ingenuity, followed the rules, and helped out their comrades are noted. The teacher also names those who broke the rules and interfered with their comrades. He analyzes how he managed to achieve success in the game, why the “trap” quickly caught some, while others were never caught by him. Summing up the results of the game should be carried out in an interesting and entertaining way to create a desire to achieve even better results next time. All children must be involved in the discussion of the game. This accustoms them to analyzing their actions and causes a more conscious attitude towards following the rules of the game and movements.

Used literature:

Litvinova M.F., Outdoor games and exercises for children of the third year of life: Methodological guidance for preschool workers educational institutions- M.: Linka - Press, 2005.

Prishchepa S.S., Physical development and health of children 3-7 years old: Review of preschool education programs. - M.: Sphere shopping center, 2009

Stepanenkova E.Ya. Theory and methods of physical education and development of preschool children./ M.: 2001

Features of outdoor games and management of motor-play activities in different age groups

Velmeseva M.Yu.,

physical education instructor

MBDOU kindergarten No. 402 “Goldfish”

Nizhny Novgorod

Physical education and sports are good for health - everyone knows about it. And the fact that movement is necessary for the physical and mental development of a child is written in almost all books about raising children.

In kindergarten practice, they are widely used different types games, but among the variety it is worth highlighting those in which all the players are involved in active motor actions, determined by the plot and rules and aimed at achieving a certain conditional goal set for children by adults or the participants themselves.

Outdoor games as a type of activity are characterized by changing conditions of certain actions, therefore most of them are associated with the manifestation of motor abilities; speed-strength, coordination, endurance, strength, flexibility.

Outdoor games are varied in their content and organization. Some have a plot, roles and rules, others have no plot and roles, only motor tasks are offered, others have a plot, the actions are determined by the text, which determines the nature of the movements and their sequence.

All games for preschoolers based on movement can be divided into two large groups: outdoor games with rules and sports.

Outdoor games with rules - These are games that differ in content, organization, complexity of rules and motor tasks:

Plot (“At the bear in the forest”, “ Sly fox"). Games of this type are based on the experience of children, their ideas and knowledge about the world around them, natural phenomena, professions, means of transport, lifestyle and habits of animals and birds;

Plotless (“Traps”, “Tags”). Such games are very close to plot games, but they do not have images that children imitate; all other components are the same: the presence of rules, the main role, interconnected game actions of all participants;

Game exercises (“On the bridge”, “Across the stream”). There are no playful actions of a group of children in them; each child acts according to the individual instructions of the teacher, and the fulfillment of motor tasks depends only on himself and his capabilities.

Fun games (run in a bag, hit a ball with eyes closed). Motor tasks in these games are performed under unusual conditions and often include an element of competition.

To sports games- include games according to simplified rules or elements of games in towns, basketball, badminton, table tennis, football, hockey.

Organization of outdoor games

Outdoor games and exercises are carried out daily:

in the morning (before breakfast)

before and between classes

on a morning or evening walk

	Physical days Loads	Days without physical activity loads
1st junior gr. Evening walk

2nd junior gr. Evening walk

Average gr. Evening walk

Senior gr. Evening walk

Will prepare. gr. Evening walk

When selecting and conducting games and exercises, the teacher should take into account the nature of the activities preceding the walk. Games are most effective after looking at pictures, repeating poems, and constructing. At this time, you can introduce a new game that requires children's attention to learn the rules or a motor task. After a more complex type of activity: mathematics, retelling a literary work, when increased attention is required from the child, it is more advisable to play familiar games. On days of physical education and music lessons p/games are held more in the afternoon and they should be of low and medium mobility, round dancing.

It is important that all year round (under favorable weather conditions) children can play and exercise in the fresh air, satisfying their need for movement, improving their motor skills in physical activity, outdoor and sports games.

Directly educational activities By physical development on a walk, based on outdoor games.

It is advisable to use a lesson based on games to relieve tension after classes with increased intellectual load, to consolidate movements in new conditions, and to obtain positive emotions.

The introductory part of such a lesson may not be long, since the preparation of the body for physical activity will continue with a game of medium or low mobility.

The main part may include high mobility games that improve types of movements.

The final part consists of games that reduce the load, low mobility, and round dances.

Features of outdoor games and game management

1st junior group

The horizons of children of this age are small and their attention is not stable, so games with simple and accessible rules and plot are recommended for them. The characters are well known to children, they are encountered in everyday life (cat, birds) or with whom it is easy to introduce them using a picture, a toy, a fairy tale. The rules are very simple and closely related to the plot.

A big place at this age is occupied by game exercises, they include the simplest motor tasks (bring a flag, catch a ball).

During the game, all kids perform the same roles and movements; several images are not introduced into the game. Only the adult plays the leading role.

Small children are quite poor at learning all the intricacies of the game, so it is advisable to play the same game 2-3 times in a row, then offer a familiar one, and then return to the first game.

The teacher often has to combine the role in the game and the management of the game, but this does not bother the kids at all. It is very important that the teacher, when participating in the game, gives a sample of movements and suggests the course of the game.

2nd junior group

When selecting and conducting games, it is important to take into account the previous type of activity; children learn new games better if before the game they looked at a picture, repeated a poem, or designed, since the children are not tired and will be able to perceive a new motor task. After difficult activities that require increased attention, concentration, etc. from the child. development of mathematical concepts, it is better not to offer children new games, but to repeat familiar ones.

At this age, games include tasks related to memorizing objects, shapes, distinguishing primary colors, sounds (“Find your color”, “Run to the flag”), most games have detailed plots and defined roles (“Cat and Mice”, “Train”) the name of the game usually determines the gaming behavior. At this age, the child can already take on the main role. The educational and educational side of p/games is enhanced if, when repeated, they are slightly modified (not to pass, but to run) or become more complicated. At this age, an explanation of the game is accompanied by a demonstration of game actions; later, an explanation of the plot and rules precede the game.

At this age, it is already necessary to achieve strict compliance with the rules and conditions of the game.

Middle group

The motor activity of children in the middle group is largely due to a large stock of skills and abilities, good spatial orientation, and the desire to perform movements together, showing restraint and intelligence. The child is already interested in more complex movements that require dexterity, speed, and accuracy. They enjoy competing to see who can jump farthest or who can collect the most. Interactions in the game become more complex, where the result depends on the coordination of actions in the game (“Find a pair”, “Colored cars”), on the ability to quickly and organizedly form into units, taking into account the interests of comrades.

Most games have detailed plots that determine the content of movements; in many games there is a role for a driver, usually there is only one, but as the game becomes more complex, you can introduce a second driver. “The Bear in the Forest” has two bears.

The explanation of the game should be brief, touching only on the most important; the poetic text of the game is memorized by children right during the game.

In the middle group, the teacher rarely plays the role of a leader; throughout the year it is necessary to involve all children in leading roles. At this age, I choose the children themselves to play the role of driver.

It is impossible to give instructions during the game, to achieve accuracy of execution - this reduces the emotional mood of the game; their activity; comments on violation of the rules are made at the end of the game. The bear wouldn't have caught you if you hadn't pushed the guys.

The game is repeated for 2-3 lessons, walks, then after a while we return to it again. With repetition, you can complicate the content and rules of the game, and modify the organization of children.

Senior group

In this age group, the content of play games becomes even more complex due to the expansion of children’s horizons; new images and plots are included, familiar from books, teacher stories, and film screenings, in which games reflect different professions (“Firemen in training,” “Hunter” and hares"). A large place in older groups is occupied by plotless games such as “Traps”, as well as with elements of competition, at the beginning of the year individually, then in groups.

When distributing roles, as a rule, counting cards are used; the teacher participates only when it is necessary to create units or teams of equal strength.

Preparatory group

In the preparatory group, children are more independent in organizing games. The child knows a large number of games, their content and rules, and he imagines their possible motor and emotional intensity. This allows you to choose games according to your interests and desires.

In this group, games and exercises are especially important for consolidating and improving children’s skills in basic types of movements and the development of physical qualities: speed, strength, dexterity. Children begin to act in the most effective ways with maximum mobilization of efforts to achieve results, showing positive moral and volitional qualities.

In outdoor games for aunts of the 7th year, the entertaining nature of the plot is no longer of great importance; children's behavior is now regulated by game rules, which the child consciously follows.

When explaining a new game, the teacher ensures that children imagine its entire course, the nature and methods of the characters’ actions, and understand the rules. The initial explanation of the difficult moments of the game may be accompanied by a demonstration. The distribution of roles should be equal in strength; children themselves are beginning to understand the reasonable distribution of forces.

In the preparatory group, all children must learn to independently organize and conduct games; it is very important to encourage children’s play creativity.

A child’s play activity begins to develop at an early age. In order for children to play fully, it is necessary to create a pedagogically appropriate external environment for them and select the right toys. Children of the second year of life are very active. To satisfy their need for movement, it is necessary to have a slide, benches, boxes and other aids on the site. Children should be provided with enough space to run, climb steps, slide down a slide, etc., play hide and seek and catch up.

In games of children over one and a half years old You can notice signs of imitation by adults. Taking this into account, the teacher involves them in games with the help of toys and tries to awaken interest with emotional, figurative explanations. In younger groups, story games and the simplest non-story games such as “Traps”, as well as fun games, are most often used. Children are attracted to the game mainly by the action process: they are interested in running, catching up, throwing, etc. It is important to teach them to act exactly on a signal and obey the simple rules of the game. The success of the game depends on the teacher. It should interest children and give examples of movements. The teacher plays the leading role in the game himself or assigns it to the most active child, sometimes preparing one of the children from the older groups for this. It is important to remember that the driver only pretends to catch the children: this pedagogical technique is used so that the kids do not get scared and do not lose interest in the game.

The children sit on the chairs, and the teacher begins to tell: “Once upon a time there were little gray sparrows. On a clear sunny day they flew around the garden and looked for insects or grains. They flew up to a puddle, drank some water and flew away again. One day a big red car appeared and started beeping, beep, beep. The sparrows got scared and flew away to their nests. Let's play this game. You will be little sparrows. The chairs will be your nests, and I will represent the car. Sparrows, fly out! And as soon as the car sounds “beep-beep-beep,” all the sparrows should fly to their nests.”

This explanation takes less than a minute. The teacher plays with the children, playing both the role of a sparrow and the role of a car. Kids do not notice such a transformation. They enter into the character with pleasure, sometimes complementing it with individual actions: pecking grains and saying “peck-peck,” drinking water and squeaking “pee-pee.”

The teacher monitors the children’s figurative performance of actions, reminds them to use the entire playground in the game, fly beautifully, emotionally imitate movements, and act (if possible) on a signal. When playing, it is necessary to constantly remind children of the game image. Various attributes significantly enliven the game: hats with images of birds, car steering wheels, etc. During the subsequent game, children are offered new options: the sparrows return to their nests, climb onto the bench (sit on the wires). By the end of the year, the role of the car can be entrusted to the most active child.

For the younger group Games with text are recommended. When playing games such as “Hare”, “Train”, etc., the teacher expressively reads the text, accompanying it with appropriate movements. Such games develop a sense of rhythm in children. The children, listening to the teacher, try to imitate his movements.

By the age of four, children accumulate motor experience and movements become more coordinated. Taking this factor into account, the teacher complicates the conditions of the game: increases the distance for running, throwing, and jumping height; selects games that exercise dexterity, courage, and endurance. In the middle group, the teacher already distributes roles among the children. The role of the leader is initially assigned to children who can handle it. If a child is unable to accurately complete a task, he may lose faith in his abilities and it will be difficult to attract him to active actions. The teacher notes the children’s successes in the game, fosters goodwill, honesty, and fairness.

In the middle group Story games such as “Cat and Mice”, “Kittens and Puppies”, “Mousetrap”, etc. are widely used, non-plot games: “Find yourself a mate”, “Whose link will get together sooner?” etc.

As in the younger group, the teacher, when conducting a story game, uses a figurative story. Fairy-tale play images encourage the child to combine real features of the perceived plot into new combinations. The imagination of a child of the fifth year of life is of a recreative nature, so the teacher must guide its development all the time. The role of a figurative plot story is also great here. For example, you can offer children the game “Kids and the Wolf.”

This explanation of the plot takes no more than a minute and a half. It reduces the motor activity of children and the motor density of play. At the same time, the children’s passion for the game makes it possible to solve educational problems in a complex manner.

In outdoor games for older children preschool age more complex movements are used. The children are tasked with instantly reacting to changes in the game situation, showing courage, intelligence, endurance, ingenuity, and dexterity.

The movements of children aged 5-6 years are characterized by greater coordination and accuracy, therefore, along with plot and non-story games, games with elements of competition are widely used, which at first it is advisable to introduce as a competition between several children who are equal in physical strength and level of development of motor skills and skills. So, in the game “Who will reach the flag faster?” 2-3 children complete the task. As children master spatial orientation skills, competitions on links are introduced.

The winning team is the one whose participants complete the task quickly and correctly.

In the pre-school group, most children have a good command of the basic movements. The teacher pays attention to the quality of movements, making sure that they are light, beautiful, and confident. Children must quickly navigate space, show restraint, courage, resourcefulness, and creatively solve motor problems. It is necessary to set them tasks in games for them to solve independently.

So, in the game “Colored Figures”, children are divided into links, and in each link a leader is chosen. At the teacher’s signal, children with flags in their hands scatter around the hall. On command: “Circle!” - they find their leader and form a circle. Then the task becomes more complicated: the children also scatter around the hall at the command: “In a circle!” - they line up around the leader and, while the teacher counts to five, they lay out some figure from the flags. This complication of the task requires children to be able to quickly switch from one activity to another - in this case, from active running to performing a collective creative task.

By searching for solutions to certain motor problems in outdoor games, children gain knowledge on their own. Knowledge acquired through one’s own efforts is assimilated consciously and imprinted more firmly in memory. Solving various problems gives rise to self-confidence and brings joy from independent small discoveries.

With the skillful guidance of the teacher in outdoor play, the creative activity of children is successfully formed: they come up with game options, new plots, and more complex game tasks.

Each player must know his task and, in accordance with it, perform an imaginary role in the proposed situation. Entering into a role forms in children the ability to imagine themselves in the place of another, to mentally transform into him; allows you to experience feelings that may not be available in ordinary life situations. Since the game includes active movements, and movement involves practical development real world, the game provides continuous exploration, a constant flow of new information. Thus, outdoor play is a natural form of social self-expression of the individual and creative exploration of the world.

In a number of games, children are required to be able to come up with variations of movements, various combinations of them (games like “Make a Figure”, “Day and Night”, “Monkey and Hunters”, etc.). Initially, the teacher plays the leading role in coming up with movement options. Gradually he involves children in this. Entering into a role and figuratively conveying the nature of movements is facilitated by children coming up with exercises on a given topic, for example, exercises that imitate the movements of animals, birds, beasts (heron, fox, frog), or a task, but come up with and name the exercise, and then perform it (“ Fish", "Snowplow", etc.).

An important role in the development of children’s creative activity is played by involving them in creating variants of games and complicating the rules. At first, the leading role in this belongs to the teacher, but gradually children are given more and more independence. So, when playing the game “Two Frosts,” the teacher first offers this option: the one whom the “Frosts” hit remains in place, and the children, running to the opposite side, should not touch the “frozen ones.” Then the teacher complicates the task: while running away from the “Frosts,” the children must touch their “frozen” comrades and “warm” them up. After this, the teacher invites the children to come up with a version of the game themselves. The most interesting ones are selected from the proposed options; for example, the children decided that it would be more difficult for “Frosts” to “freeze” the athletes, so during dashes the children imitate the movements of skiers and skaters.

Using the method of creative tasks, the teacher gradually leads children to inventing outdoor games and organizing them independently. For example, Dima E., 6 years old, visited a mountaineering camp with his parents in the summer and, when he came to kindergarten, proposed a new game, which he called “Climbers.” It is interesting that he began his explanation of the game with a plot story: “On the vast territory of our homeland there are deep rivers and lakes, waterless deserts, wide plains and high mountains. The mountains reach their peaks into the sky. In summer, grass spreads at the foot of the mountains; at this time, snow caps turn white on the peaks, which do not melt even in extreme heat, because it is very cold at the top. To climb to the top, you need to walk along narrow mountain paths (benches), climb into a cave (arches placed in a row), jump over cracks in the rock (jump over a rope) and, finally, climb to the top (climb a gymnastic ladder). The group that reaches the top first will win.”

Thus, an indicator of children's creativity in the game is not only the speed of reaction, the ability to enter into a role, conveying their understanding of the image, independence in solving motor problems in connection with a change in the game situation, but also the ability to create combinations of movements, game options, and complicate the rules. The highest manifestation of creativity is when children come up with outdoor games and the ability to organize them independently.

In the school preparatory group, along with story-based and non-storyline games, relay race games are held, sports games, games with elements of competition.

Children preparatory group must know all the ways to select presenters and widely use counting rhymes.

It is important to use games not only to improve motor skills, but also to develop all aspects of a child’s personality. A well-thought-out methodology for conducting outdoor games helps to reveal the child’s individual abilities, helps to raise him healthy, cheerful, cheerful, active, able to independently and creatively solve a wide variety of problems.