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Game activity is a game with rules. Topic - games with rules, their classification

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

Depending on the nature of the educational task, games with rules are divided into two large groups - didactic and outdoor games, which, in turn, are classified taking into account different bases. Thus, didactic games are divided by content (mathematical, natural history, speech etc.), on didactic material (games with objects and toys, board-printed, verbal).

Outdoor games are classified by degree of mobility (games low, medium, high mobility), according to the predominant movements (games with jumping, running etc.), by subjects, which are used in the game (games with ball, with ribbons, with hoops etc.).

Among didactic and outdoor games, there are plot games in which the players play roles (“Cat and Mouse”, “Souvenir Shop”), and plotless ones (“Magic Wand”, “What has changed?”, etc.).

In games with rules, the child is attracted gameplay, the desire to perform game actions, achieve results, win. But this game process is mediated by some kind of task (not just rearrange the pictures, but place them in pairs, match them according to a certain feature; not just run, but run away from the fox). And this makes the child’s behavior arbitrary, subject to game conditions in the form of rules. As A.N. Leontiev rightly noted, mastering the rules of the game means mastering one’s behavior. It is the fact that in games with rules the child learns to control his behavior that determines their educational significance.

In terms of moral development D. B. Elkonin especially highlighted in games with rules those in which there are double task. So, in the game of rounders, a child can, after catching the ball, return to the circle the player who was “greasy” earlier. This means that behavior in the game is guided by a double task: to run yourself, dodging the ball, and to catch the ball in order to help a friend who was hit by the ball. The child’s actions may be limited only to deft running, but he sets himself another goal - to help his friend, although this is associated with risk: if the attempt to catch the ball is unsuccessful, he will have to leave the circle of players. Thus, in games with a dual task, the child, on his own initiative, helps a friend and rejoices when he succeeds. IN real life Such situations do not arise often, and children’s behavior is more often guided by the teacher’s verbal instructions: “Help Artem tie a scarf”; “Help Lisa remove the cubes.” It is difficult to cultivate comradely solidarity with such instructions. Another thing is games with rules that require mutual assistance from participants, especially if teams act and compete (“Whose team is most likely to build a house?”, relay race games).

Games with rules give each participant the opportunity to compare their actions and their results with the actions and results of others (Seryozha is very dexterous - it is difficult for a trap to catch him; Sasha often breaks the rules, argues when he is told about it, plays dishonestly; I catch the ball poorly and, Although I know a lot of plants, I lose in the game “Name the plant”). It is also valuable that the child tries evaluate yourself their actions and the actions of other players (as opposed to other types of activities where adults do this). Thus, games with rules are beneficial for the development of preschoolers abilities for mutual assessment and self-esteem. The fact that a child in a specific situation of play, which is interesting to him, is brightly, emotionally colored, sees his mistakes, non-compliance with the requirements and realizes this in comparison, makes him want to become better, i.e. gives birth to desire for self-improvement. Also, success in the game (he was dexterous, quick-witted, put together a mosaic pattern) raises him in his own eyes and the eyes of other children, encourages him to new efforts and achievements. Thus, games with rules are the most important means of raising and teaching children. preschool age.

As a result of studying the chapter, the student should: know

specific characteristics of games with rules and their developmental significance;
stages of development of games with rules;
specific games suitable for children of different ages; be able to
choose games with rules for children of different ages;
assess development potential board-printed games; own
methods of organizing games with rules.

Features of games with rules and their developmental significance

Playing with a rule, as well as playing with a plot, is an integral part of a child’s life. This is a traditional type of game - many similar games are passed on from generation to generation. At the same time, despite huge variety games with a rule, they are distinguished by the unity of structure and the preservation of basic elements. Playing with a rule is the most important means of developing a child’s personality. But in order to contribute to the overall personal development of preschoolers, it must become independent activities of preschoolers. Let us recall that children’s independence and initiative are the distinctive features of any game, separating it from educational activities. In order for playing with a rule to become an independent activity for preschoolers, they must master its specific characteristics.

The specific characteristics of rule play are most evident when compared to story play. There are different positions regarding the connection between role-playing games and games with rules in ontogenesis. Thus, according to D. B. Elkonin, the development of play in preschool age follows the line of development of the play role as a unit of play. The stage of objective play is the approaches to the role, role play- its heyday, playing with the rule - collapsing the role into a pure rule. From this position, a game with a rule follows from a role-playing game, and these types of games have a single development logic.

However, other authors argue that a plot game and a game with rules are not necessarily in a relationship of continuity and that the appearance of a game with a rule is preceded by a plot-role game (N. Ya. Mikhailenko and N. A. Korotkova). Piaget shows that each type of game is a qualitatively special formation and is not generated by the previous type. A special analysis shows that the development of a role-playing game is not the main reason that gives rise to a game with rules. It follows from this that various types games have independent development lines that coexist rather than replace each other.

First of all, playing with the rule is always joint activities, which necessarily involves partners. Unlike other types of preschooler activities (director's play, productive activities, experimentation), it cannot be carried out individually. Its essence and content lie in the special nature of interaction.

As the name suggests, children's actions in such games are set and determined rules. Of course, in a story game there are also rules (how this or that character should behave), but in a game with a rule they are fundamentally different. In a story game, the rule is associated with the child’s personal understanding of the situation being played out, and each participant is guided by his own understanding of the meaning, plot and role. This understanding is very approximate and may change during the game. In a story game, the rules are enclosed (hidden) in the role and are associated with the child’s subjective, personal understanding of the meaning of the situation being played out. It is rather a generalized idea of how this or that character should behave in a conventional space.

In a game with a rule, the actions of the participants are completely real and unambiguous. The rules have a formalized, conscious nature, regardless of whether they are of a contractual nature or taken in ready-made form. In games with rules, the rules do not allow for subjective interpretation. They are mandatory for all participants in the game.

Another important difference between games with rules and story games is that they always have a predetermined result , i.e. win. A story game does not have an end result (this is its advantage and feature). The development of the plot is progressive in nature, can continue indefinitely, or can be interrupted at any moment. The moment the game ends depends on the wishes of the players. In a game with a rule, there is a very definite, given result. In this case, it is not the result itself that is important, but its correlation with the results of others, i.e. a win that determines the primacy of one of the players. The winning criteria determine when the game ends. And this means the competitive nature of the game and completely different relationships between the players: no longer cooperation, but competition, competition.

Winning means the end of a game cycle, after which the next cycle begins. Thus, playing with a rule is associated with repetition, cyclicality this activity. Continuation of the game is a repetition of the game cycle, which again ends with a win. Cyclicity and repetition of game actions by all participants is also an important feature of this activity.

Winning is the central, most specific moment of games with rules. It concentrates, on the one hand, collaboration and competition (you can only win against someone), on the other, cyclicality and repetition of actions. The rules equalize all players, and repetition provides the opportunity for success for everyone. It is winning that gives unpredictability and surprise, which determines the gaming nature of this activity. It is he who creates emotional tension, intrigue, and a kind of excitement.

The presence of winning distinguishes a game with rules not only from story game, but also from didactic, although there are also rules and the final result of actions.

A game with a rule is always collective and requires participants to accept and comply with the rules that are mandatory for all.

There are three types of rules.

Regulatory rules , defining ways of regulating joint activities that implement the principle of justice. Before the start of the game, all players must take equal positions, no one should have any advantages over others. For normative regulation, certain techniques have developed in the children's subculture: turn, lot, counting, order of passing, etc.

Then the game loop must be expanded, i.e. specific actions have been implemented. The specific actions of the participants are determined by the game rules. They can be called instrumental (what exactly needs to be done, where to run, what is possible, what is not, when to stop the action, etc.). They determine the variety of games with rules, game material, complexity or simplicity of the game.

The game cycle ends with the determination of the winner. The criteria for determining the winner are set rules for determining winnings , which allow you to record the victory of one of the players. These rules are few and well known: Who is the earliest... Who has the most... Who has the most... etc. Having a winner means that the rest of the participants are losers. However, the cyclical nature of the game gives each participant the opportunity to win in the next cycle (knight). Usually, when moving from one cycle to another, the winner, as a kind of reward, gets the right to the first move.

A game with a rule can be independent, or it can be combined with other types of games and is often combined, for example, with elements of a role-playing game (cat and mouse, fox and geese, shaggy dog etc.). However, most often a game with rules is combined with didactic games, when action according to a rule is associated with solving cognitive, motor or speech problems. In preschool pedagogy, games with rules are often used as didactic tool, allowing the development of sensory, motor or mental abilities. This use of a game with a rule turns it into didactic and deprives it of specific developmental opportunities that are associated with its structure.

The specific developmental significance of playing with a rule lies in the need to be guided by certain rules, i.e. in development normative regulation of behavior. Since playing with rules is a joint, cooperative activity that requires strict adherence to rules (norms) that are mandatory for all participants, there is a requirement not just for arbitrary behavior, but mutual regulatory regulation. Each child must ensure that the rules are strictly followed not only in their own behavior, but also in the actions of all participants in the game. Such normative regulation and self-regulation is a necessary component of the child’s moral and social development.

In this type of games, conditions are created for children to master and actualize mutual normative regulation and the moral principle of justice.

Before the rules adopted in the game, all children are in an equal position. Even if someone is tired or someone is weaker or, conversely, stronger than others, everyone must respect general rules. Such a willingness to comply with the same standards of behavior for everyone is an important prerequisite for law-abiding human behavior.

The general structure of games with rules contributes to the emergence of competitive relationships between children, the formation of a desire to achieve a certain result, comparison of their achievements with the achievements of others, and what is especially valuable is that this comparison is carried out by the child independently on the basis of assessment criteria available to him. Accordingly, games with rules contribute to the formation of adequate self-esteem.

Very important too a child's experience of temporary failure, losing in such an activity that is not yet very significant, like a game. Many modern preschoolers worry too much about any failure, even losing in a game: they blame the game material, get angry with their partners, and refuse to continue the game. One's own loss is experienced as a serious defeat. But a game with a rule is characterized by such a feature as cyclicity. The cycle (con) ends with the winning of one and the loss of others. Resumption of the game provides an opportunity for the losers to win and achieve success. Games with rules in which the winners and losers constantly change allow these children to prepare for the possibility of temporary failure and accept it as inevitable. Experiencing one’s own failure and recognizing a peer’s success in playing with the rules “toughens” the child and streamlines reactions to situations of frustration. However, if losing a game is too hard for a child to experience and is a kind of stress (causes crying, aggression, withdrawal), it is better to save him from such an unbearable test and replace the game with the rules with some other activity. For the specific developmental effect of games with rules, games of chance (such as adventure games or lotto) are more effective, since in them only chance decides the success of everyone and the probability of winning does not depend on the physical or mental abilities of the child. Accordingly, losing a game is not perceived as a result of one’s inferiority.

Playing with rules also contributes to the mastery of various typical forms of interaction with peers: simultaneous, sequential, alternating actions, exchange of functions, distribution of functions within a group, etc. - all this certainly contributes to social and communication development children. It is also very important that games with rules influence the development of the ability to negotiate and coordinate actions.

Non-specific meaning playing with rules is associated with the physical and mental efforts that the child makes in the process of playing actions and which are useful for his development. Typically, game actions are associated with certain skills or abilities. Trying to succeed in the game, children make efforts to obtain the desired result and thereby train and develop physical, mental and other abilities.

Piaget J. Moral judgment in the child. M.: Academic project, 2006.
Mikhailenko II. Ya., Korotkova II. A. Playing with rules in preschool age. M.: Academic project, 2002.

Yulia Butolina
A game with rules. Pedagogical support for games with rules

1. Games with ready-made content and rules, meaning, types.

Each method has games that have been created over the centuries by adults for children, and some by children themselves.

Russians folk games were first collected and processed by E. A. Pokrovsky. Richness of content, variety of forms, simplicity, entertainment, humor are their characteristic features.

Many games with ready-made content and rules currently being created teachers.

Games with rules are intended for the formation and development of certain qualities of the child’s personality. In some games carried out musical development (musical ear, sense of rhythm); others are specifically designed to develop movements, others are designed teachers for children's exercises correct sound pronunciation, account, etc. In some games Children’s knowledge about surrounding objects and phenomena is consolidated. There are games in which children develop sensory abilities, as well as intelligence, ingenuity, and attention. Thus, in terms of their content, games with ready-made rules cover a wide variety of different sides life and development of the child.

In preschool pedagogy it is customary to divide games with ready-made content and rules for didactic, moving and musical.

For all games with ready-made content and rules the following are typical peculiarities:

The presence of a game plan or game task that is being implemented (are being decided) through game actions. Game concept (or task) and game actions constitute the content of the game;

Actions and relationships players are governed by the rules;

Availability rules, and ready-made content allow children to independently organize and conduct the game;

The educational content of the game lies in the game concept, game actions and rules and does not act as an independent task for children.

2. Organization of outdoor games for children of early and preschool age.

“Pedagogical support play activities of preschoolers"

From the teachers kindergarten There is a stable term “to manage the game”. Let's think about how much he legitimate? Game- free activity, and its developmental effect becomes maximum when it is an independent children's activity. It turns out that the nature of children's play conflicts with the established approach of “leading the game.” A transition from strategy helps to resolve this contradiction pedagogical game guides to strategy pedagogical support.

The selection and planning of games depends on the working conditions of each age group. groups: the general level of physical and mental development of children, their motor skills, its individual typological characteristics, time of year, location, interests of children.

Preliminary work:

Reading works of fiction, conversations.

Organization of observation of nature and the activities of people of various professions (drivers, janitors, etc.);

Preparing game attributes (together with children or in their presence).

Organization of the game:

Depending on the plot, it is carried out simultaneously with all children or with a small subgroup. Getting to know new game – teacher clearly, succinctly, explains to children for 1.5 – 2 minutes rules of the game, forms children’s ideas about play images.

Explanation of a non-story game - in this case teacher tells the sequence of game actions, rules and signals, location indication playing and gaming attributes

Explanation of games with elements of competition – the teacher clarifies the rules, game techniques, competition conditions ( “Who can reach the chair faster?”, divides the children into teams, and evaluates the result at the end.

Distribution of roles - the driver can be appointed using a rhyme or you can choose someone who wants it (V younger group– driver – teacher);

Game evaluation – teacher should note the positive qualities of children, name those who successfully fulfilled their roles, showed courage, restraint, mutual assistance, creativity, and then analyze the reasons for the violation rules.

Peculiarity pedagogical support play activity of children is that, interacting with children, teacher flexibly changes his position depending on the degree of manifestation of independence and creativity, and actively cooperates with them.

Accompanying interaction helps the child actualize the play experience as a result cooperative game with the teacher, apply it in various situations that arise outside of a specially organized teacher gaming activity.

To the teacher It is necessary to develop the ability to be a player, that is, to have your own playing position.

Outdoor games.

Movable the game is conscious, active child activity, which is characterized by accurate and timely completion of tasks.

According to the definition of P.F. Lesgaft (founder of the Russian system of physical education) outdoor games are an exercise through which a child prepares for life. The exciting content and emotional richness of the game encourage the child to make certain mental and physical efforts.

Outdoor games are an invariable means of physical education; replenishment of the child’s knowledge and ideas about the world around him, development of thinking, ingenuity, dexterity, dexterity, valuable moral and volitional qualities, as a condition for the development of the child’s culture. In them he comprehends and learns about the world around him, in them his intellect, fantasy, imagination develop, and social qualities are formed.

According to P. F. Lestgaft, systematically conducting outdoor games develops the child’s ability control your movements, disciplines his body.

Outdoor games are classified by age,

by degree (small and large) child's mobility in play,

by type of movement (games with running, throwing, etc.,

Plot-based outdoor games reflect life or fairy-tale episodes in a conventional form. The child is captivated by playful images. He creatively embodies himself in them, depicting a cat, a bear, a sparrow, etc.

Non-plot active games contain motor game tasks leading to achieving a goal. Types games: dashes, traps; games with competition elements, relay race games, games with objects. For children early age fun games are used ( "Okay", "Horned goat" etc.)

Sports games With (small towns, football, hockey, etc.) are selected based on age. They use only some elements of sports game technology that are accessible and useful to preschool children. Sports games strengthen large muscle groups, develop psychophysical quality: strength, speed, agility, endurance.

3. Organization pedagogical support didactic games for children of early and preschool age.

Owning the playing position, teacher It’s easier to use the game and its rich opportunities for the development of your students and their relationships. In the game, the main new formations are formed, preparing the transition to the next age stage - primary school.

The play position requires the teacher to have a certain degree of infantilization - the ability to temporarily turn into a child, to act according to the laws by which they live and act. children playing.

The first step towards the position of infantilization can be the technique proposed by E. E. Kravtsova. It lies in the fact that the teacher must “disturb” the children play like this, as they are accustomed to, should destroy established standards. "Suddenly I scream: “Oh, oh, I forgot my money for travel!” The usual rhythm is disrupted. Everyone together decides to collect a pretty penny for me. Just took the ticket, just calmed down, again surprise: I start getting off at the wrong stop. ”

Didactic games were created for learning through play. Didactic game makes it possible to solve various pedagogical tasks in game form. Need for play and desire play in preschoolers it is necessary to use and guide in order to solve certain educational and educational problems. Children play, without suspecting that they are acquiring some knowledge, mastering the skills of operating with objects, and learning a culture of communication with each other. IN early childhood the child masters the greatest asset of humanity - speech. In the second year, he understands speech addressed to him and by the age of three he can freely communicate with others. The tasks of the comprehensive development of the child will be fully solved only if proper speech training.

Didactic game

Game and didactic tasks are realized in game actions. The means of solving a didactic task is didactic material. The result of a didactic game is the solution of gaming and didactic problems. Solving both problems is an indicator of the effectiveness of the game. Younger preschoolers understand the game result. The elders begin to remember the result associated with the solution to the didactic tasks: learned, guessed, decided.

Additional components of a didactic game - plot and role - are optional and may be absent.

Didactic game acts simultaneously as a type of play activity and a form of organizing interaction between an adult and a child. This is where its originality lies.

The difference between role-playing and didactic games must be sought in the content of the sphere of reality that they reflect and in the relationship between their components

Didactic games.

Didactic games - promotes development cognitive activity, intellectual operations that represent the basis of learning.

Types of didactic games:

Plot-didactic ( "shop")

Games with objects ( "wonderful bag")

Desktop-printed ( "lotto", "domino")

Verbal ( "who to be?", "seasons", "professions".)

The characteristic features of didactic games are that they are created by adults for the purpose of teaching and raising children. However, created for educational purposes, they remain games. Children in these games attracts first of all game situation, A playing, children quietly solve a didactic problem.

Didactic structure games:

1. Educational task – determines game actions, rules help carry out game actions and solve problems;

2. Game task

3. Game actions

Selecting games the teacher proceeds from this, what software problems he will solve with their help, how game will contribute to the development of children’s mental activity, education of the moral aspects of the individual To the teacher you need to carefully prepare for the game, think through a clear, clear, laconic explanation of the content, rules, game action. Outline the didactic objectives of the game, as well as which children need to pay attention to during the game. If a child feels difficult while playing, he needs to be helped to remember.

In conducting didactic games with children younger age requires activity and initiative teacher in teaching children techniques of play actions, demonstrations.

Middle-aged children have some experience of playing together, but even here teacher takes an active part in the game, he is both a teacher and a participant in the game, teaches children and plays with them. Selects games during which children must remember and consolidate the knowledge and skills acquired in class.

Children of senior preschool age have significant gaming experience and developed thinking that they easily perceive the verbal explanation of the game. They can easily organize the game on their own, teacher as consultant. IN games life phenomena that are more complex in their content are reflected (people's labor, equipment in the city and in the countryside).

In children preparatory group gaming activity is more conscious and directed to achieve results. Teacher creates a developing subject-game environment for organizing all types of games. Game at this age helps children develop the ability to independently organize and obey rules, coordinate your desires with the desires of others, express value judgments, a sense of self-control. Children of this age can do better manage their mental processes, speech, thinking. They become interested in games, in which there are elements of competition and winning.

The value of didactic games in raising children depends entirely on teacher, on how he can select games, complicate a didactic task, help guide the rules correctly games to achieve program goals.

Outdoor games

P/n "Aircraft"

Target: teach ease of movement, act after a signal.

Material:

Instructions: Before the game, all game movements must be demonstrated. Children stand on one side of the playground. The teacher says “Ready to fly. Start the engines!. Children make rotational movements with their arms in front of their chest. After the signal "Let's fly!" spread their arms to the sides and run around the hall. On signal “Landing!” the players are heading to your side of the site.

P/n "Cat on the Roof"

Target: develop coordination of movements; develop rhythmic, expressive speech.

Material: cat mask.

Instructions: Children stand in a circle. In the center - "cat". The rest of the children - "mice". They quietly approach "cat" and, shaking their fingers at each other, they speak in unison in a low voice:

Quiet a mouse, quiet a mouse...

The cat is sitting on our roof.

Mouse, mouse, watch out.

And don't get caught by the cat!

After these words "cat" chases the mice, they run away. It is necessary to mark with a line the mouse's house - the hole where "cat" doesn't have rights to run.

P/n “Who will collect it sooner?”

Target: learn to group vegetables and fruits; cultivate quick response to words, endurance and discipline.

Material: 2 baskets, set of models "Vegetables" And "Fruit"

Progress of the game: Children are divided into two brigades: "Gardeners" And "Gardeners". On the ground there are models of vegetables and fruits and two baskets. At the command of the teacher, the teams begin to collect vegetables and fruits, each in their own basket. Whoever collects first raises the basket up and is considered the winner.

P/n "Birds and Cat"

Target: learn to move according to a signal, develop dexterity.

Material: cat mask.

Instructions: Sits in a large circle "cat", around the circle - "birds". "Cat" falls asleep and "birds" They jump into a circle and fly there, sit down, and peck at the grains. "Cat" wakes up and starts catching "birds", and they run away around the circle. Caught "birds" The cat takes you to the middle of the circle. The teacher counts how many there are.

P/n "Fishing rod"

Target: learn jump correctly: push off and pick up your feet.

Material: a string with a bag at the end of the string.

Instructions: Children stand in a circle, in the center is a teacher with a rope in his hands, at the end of which a bag is tied. The teacher twists the rope, and the children must jump over.

P/n "Owl"

Target: learn to stand still for a while, listen carefully.

Material: owl mask

Instructions: Playing are freely located on the site. Away ( "in the hollow") sitting or standing "Owl". Educator speaks: “The day comes - everything comes to life”. All playing move freely around the site, performing various movements, imitating with their hands the flight of butterflies, dragonflies, etc. Unexpectedly pronounces: “The night comes, everything freezes, the owl flies out”. Everyone must immediately stop in the position in which these words found them and not move. "Owl" slowly passes by playing and inspects them vigilantly. Whoever moves or laughs will "owl" sends to his"hollow". After a while the game stops, and count how many people "owl" took it to her place. After that, choose a new one "owl" of those who did not get to her. She wins "owl", who took larger number playing.

P/n We are funny guys

Target: develop dexterity, evasiveness; improve the ability to comply rules of the game.

Material:

Instructions: children stand on one side of the playground outside the line. A line is also drawn on the opposite side - these are houses. There is a trap in the center of the site. The players say in chorus

We are funny guys, we love to run and jump

Well, try to catch up with us. 1,2,3 – catch it!

After the glory “Catch!” children run to the other side of the playground, and the trap tries to catch them. Anyone whom the trap manages to touch to the line is considered caught and moves to the side, missing one run. After two runs, another trap is selected.

P/i Traps with ribbons

Target: develop speed, dexterity, eye; improve orientation in space, running in all directions.

Material: Ribbon

Progress of the game: children stand in a circle, each has a colored ribbon, tucked into the back of the belt. There is a trap in the center of the circle. At a signal, the children run in different directions, and the trap tries to pull out the ribbons from them. At the stop signal, the children gather in a circle, and the driver counts the ribbons.

The game can be played with complication:

There are two traps in a circle.

There is no trap, boys collect ribbons from girls, and girls from boys.

P/n "Four elements"

Target: develop attention, memory, dexterity.

Material: ball

Instructions:

The players stand in a circle, in the middle is the presenter. He throws the ball to one of the players, while pronouncing any of the words of the elements (for example - air). The one who caught the ball must name the inhabitant of the air. If the name is land - animal, if water - fish. When the word fire is said, everyone should turn around several times, waving their hands.

P/n "Hide and Seek" (orientate yourself in space)

Target: Teach children play by the rules of the game:

1. Hide only in the area (in a group)

2. The driver is not allowed to peek

3. The driver goes looking only after certain words.

Material: objects you can hide behind.

Instructions: The teacher chooses the driver according to the counting rhyme. The driver closes his eyes and speaks out loud words: “1, 2, 3, 4, 5, I’m going to look for who is not hiding, it’s not my fault.”. While he says the words, everyone else hides in the area allotted to them. (group) .

Didactic games.

Di "Listen to the clapping".

Target: development of voluntary attention.

Material:

Instructions: "Now we let's play an interesting game“Listen to the clapping!”. All playing They will have to walk in a circle one after another and listen carefully to my commands. When I clap my hands once, everyone must stop and strike a pose "stork" (showing pose). If I clap my hands twice, everyone has to stop and strike a pose "frogs" (show). When I clap my hands three times, we need to resume walking one after another in a circle. Let's get started play».

Di "Edible - inedible". (with ball).

Target: formation of attention, development of the ability to highlight the main, essential features of objects.

Material: ball

Instructions: "Attention! Now we'll find out who (What) can fly, but who (What) can't. I will ask, and you answer immediately. If I name something or someone that can fly, such as a dragonfly, answer: "Flies"- and show how she does it - spread your arms to the sides like wings. If I you I'll ask: “Does the pig fly?”, be silent and do not raise your hands.”

Di "Broken Phone".

Target: development of auditory attention.

Material:

Instructions: "Now we let's play"Broken Phone". Sit in a circle on the carpet so that you are comfortable. The first player quietly speaks a word into the ear of the player sitting next to him. The player who learns a word from the leader passes on this word he heard. (quietly in ear) to the next player. The word, as if through a telephone wire, must reach the last player. The presenter asks last: “What word did you hear?” He calls him. If the word coincides with the one that the presenter came up with and named, then the phone OK. If it doesn't match, then the phone is damaged. In this case, in turn, starting from the end of the row, everyone must name the word they heard. This way they will know which player made a mistake - "ruined the phone". "Delinquent" the player takes the last place. Let's let's play».

Di "Name the extra word"

Target: activate attention; develop thinking and speech. Skill correct sound pronunciation.

Material:

Instructions: An adult names words and invites the child to name "extra" word and then explain why that word is "extra".

- "Extra" word among names nouns:

table, wardrobe, carpet, chair, sofa;

coat, hat, scarf, boots, hat;

plum, apple, tomato, apricot, pear;

wolf, dog, lynx, fox, hare;

horse, cow, deer, ram, pig;

rose, tulip, bean, cornflower, poppy;

winter, April, spring, autumn, summer.

- "Extra" word among names adjectives:

sad, sorrowful, dejected, deep;

brave, loud, courageous, daring;

yellow, red, strong, green;

weak, brittle, long, fragile;

deep, shallow, high, light, low.

- "Extra" word among verbs:

think, go, reflect, think;

rushed, listened, rushed, rushed;

arrived, arrived, ran away, galloped.

D/i – exercise “Describe your neighbor”

Target. Teach carefully, examine the person, give a verbal portrait.

Material: a picture or objects to remember.

Instructions: Teacher invites children to look at each other carefully and describe their neighbor. You can use the technique framework: one child is invited to pick up a frame or hoop, draw a portrait, and everyone else describe this living picture.

Di "Hello"

Target: develop the communicative qualities of the individual.

Material:

Instructions: Please start walking around the room. I suggest you shake hands with each person in the group and say this: "Hello! How are you doing?" Just say these simple words and nothing more. But there is one important thing in this game rule: when greeting one of the participants, you can release your hand only after you start greeting someone else with your other hand. In other words, you must be in continuous contact with someone in the group. Can you imagine how this happens? (When everyone has greeted each other and the group has become accustomed to this ritual, you can start the second circle - with a different greeting, For example: “It’s so good that you are here!”) Is it possible speak:! Hello! My name is Ivan. What’s your name?” And when you already know someone’s name, you can simply confirm This: “My name is Ivan, and yours is Irina! And answer: “Yes, my name is Irina, and yours is Ivan”!

Di "Butterfly, fly!"

Target. Achieve long, continuous oral exhalation.

Material: Prepare 5 brightly colored paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. Pull the cord between two posts so that the butterflies hang at the level of the standing child’s face.

Instructions: Children sit on chairs. Adult speaks: “Children, look how beautiful butterflies: blue, yellow, red! There are so many of them! They look like they're alive! Let's see if they can fly. (Blows on them.) Look, they've flown. Try to blow too. Who will fly further? The adult invites the children to stand one by one next to each butterfly. Children blow on butterflies.

Di "Loud - Quiet"

Material: car big and small

Instructions: An adult shows 2 cars and speaks: “When a big car drives, it beeps loud: "beep". How does a big car signal? Children are loud pronounce: "beep". The teacher continues: “And the little car honks quiet: "beep". How does a small car honk? Children are quiet pronounce: "beep". Teacher cleans both cars and speaks: “Be careful now. As soon as the car starts moving, you must give a signal, make no mistake, a large car honks loudly, and a small one - quietly.”

The rest of the toys are played in the same way.

Di "Stand in Place"

Target: practice children in finding locations: in front, behind, left, right, before, behind.

Material:

Instructions: teacher calls the children in turn, indicates where they need stand up: “Seryozha come to me, Kolya, stand so that Seryozha is behind you. Vera, stand in front of Ira,” etc. Having called 5-6 children, the teacher asks them to name who is in front and behind them. Next, children are asked to turn left or right and call again, who and where stands from them.

Literature

1. Milenko V. "Introduction to the concept of didactic game» .//Preschool education" //2006 No. 11.

2. Uruntaeva G. A “Development of play activities in preschool age”.

//Preschool psychology / M. 1999

3. http://nsportal.ru

4. http://knowledge.allbest.ru

5. http://slovo.mosmetod.ru

6. Nemov R. S. Psychology. Textbook for higher education students ped. textbook establishments. In 2 books. Book 1. General fundamentals of psychology. -M.: Education: Vlados, 1994.

A game with rules, just like a story game, is an element of children's subculture, a part of children's life from preschool to adolescence.

Considering a game with rules as a sociocultural phenomenon, one of the types traditional games(i.e., games passed on from generation to generation), researchers primarily note the inherent stability of form, the preservation of the basic structure with a variety of options (I. Ivich, 1987; N. Schwartzman, 1978; Play and Culture, 1987).

A fairly clear description of a game with rules is given in ethnographic studies, where it is especially important to distinguish it from other sociocultural phenomena (for the purpose of collecting and describing them in different cultures). Thus, H. Schwartzman (N. Schwartzman, 1987), summarizing various works on the ethnography of play, concludes that playing with rules belongs to the category of activities that bring pleasure, i.e. has a characteristic that unites it with other types of games and entertainment. At the same time, a game with rules has a complex of distinctive features. These include an organized, formalized structure, competition (the presence of two or more competing parties), criteria for determining the winner (winner), contract (agreement) regarding the rules. All these signs appear in H. Shvartsman’s definition as adjacent, without any hierarchization.

A more general criterion is also proposed for distinguishing a game with rules from other types of activity - the presence of formalized rules. For example, I. Ivich (1987), developing an international project to collect and preserve traditional games, emphasizes that a game with rules “is characterized by the presence of a clear system of rules that governs the behavior of the players. The rules are impersonal, contractual and binding for all participants. This does not exclude various variants of games and modifications of the rules, but once the participants have agreed on the rules and variant of the game, they are obliged to comply with them” (I. Ivich, 1987, p. 145).

Apparently, if we group all the signs indicated by researchers, a game with rules can most fully be defined through two specific components: formalized, conventional (impersonal, contractual, mandatory for everyone) rules and competitive relations with the establishment of primacy (winning) of one of the parties.

As part of ethnographic research, various classifications of games with rules have been developed. The most general clear classification (according to the degree and nature of the skills or abilities required by the game) is given by H. Shvartsman: 1) games based on dexterity (physical competence); 2) strategy games, requiring mental competence; 3) games based on chance, luck (where the result does not depend on the physical or mental competence of the player).

At the same time, H. Shvartsman points out that these pure types are rarely found in culture; more often, their elements are mixed in a particular game, although one may be predominant.

Characteristics associated with: 1) the objects around which the game is built are also used as the basis for classification; 2) the direction of development that is carried out in the game; 3) structure playgroup, the presence or absence of a central, dominant function in the game (Play and Culture, 1987, etc.).

Some studies (J.Roberts, B.Sutton-Smith, 1966, etc.) suggest a possible historical trend in the emergence of one or another type of game with rules: in less developed societies, games of physical skill predominate, in more developed societies, games based on chance, while strategic games are the most recent acquisition of society. In the lives of modern children aged 4-12 years, the most common games are those based on a combination of physical skill and elements of chance and luck.

Despite the fact that ethnographic and psychological studies define the two most common types of play activity of children - free symbolic, improvisational play (or plot, role-playing) and play with rules (D.B. Elkonin, 1978; J.Piaget, 1945; N Schwartz-man, 1978; I. Ivich, 1987, etc.), in preschool pedagogy, play with rules is not usually identified as a special broad type of children’s activity. Thus, in the “Standard Program of Education and Training in Kindergarten” (1984) the following types of games are indicated: story-based, didactic, mobile, musical-didactic. If we do not consider the plot game, but focus on the last three sections, it is obvious that they include diverse types of children's activities, some of which can only very conditionally be called a game itself. At the same time, they all have a common characteristic - these are actions according to the rule given to the child by an adult.

For example, the “Outdoor Games” section includes exercises with a ball, hoops, jump ropes, and joint games “Traps”, “Ball for the Driver”, etc. The “Didactic Games” section includes activities with pyramids, mosaics, cubes, and games like “Dress the doll for a walk,” and board-printed and word games with rules. In fact, any independent (or under the guidance of an adult) actions of children according to the rule with game material, as well as words and movements, are included in the “Game” section. Distinguishing them by type reflects only educational tasks (sensory, mental, physical development). The specific features of different types of gaming activities themselves are not sufficiently taken into account. This situation makes it difficult for the teacher to manage different types of games and does not allow them to fully use their developmental effect.

The question of distinguishing between games with rules and objective actions of children with game material, including autodidactic material, was raised back in 1963 at a symposium on the problems of children's play. A.I. Sorokin, speaking in the discussion and analyzing the reports of N.S. Pantina, B.I. Khachapuridze, K.G. Machabeli and others, emphasized the very broad interpretation by the authors of the concept of a didactic game (meaning a game aimed at the mental development of children): “A very broad interpretation of a didactic game and its limitations, identifying the game with exercises... show the extraordinary complexity of developing the problem of the game” ( Psychology and pedagogy of preschooler play. 1966. P. 298). Z.M. also pointed out these same points. Boguslavskaya, speaking about the didactic game: “The selection of games in kindergartens is often not done competently, their content is extremely poor and limited only to the tasks of sensory learning or vocabulary expansion, and in cases where it is possible to successfully offer children a didactic game, boring formalized exercises are offered . In the pedagogical literature there is generally no clear distinction between games with rules and educational exercises. Some authors methodological manuals consider any activity with a game educational toys"(Ibid. P. 255).

The issue of distinguishing between games with rules and educational exercises, which was recorded especially clearly in 1966, unfortunately, has not been completely resolved in preschool pedagogy.

A number of works have attempted a detailed analysis of the didactic game (A.K. Bondarenko, 1985; A.I. Sorokina, 1982, and others). So, A.K. Bondarenko divides didactic play into play with objects, board-printing, and verbal play. Considering the structure of didactic games, she identifies the following components: 1) an educational didactic task (which the teacher sets for the children); 2) the rule of the game; 3) game action.

In our opinion, such an analysis merges the structure of the game and its educational, training purpose (i.e., specific components of the game and additional, “educational” components).

A clear distinction between play as a didactic tool and play as a specific activity is given in the work of L.A. Wenger (1978). L.A.'s point of view Wenger is that the specific developmental functions of the game are associated with its structure and independent forms of children’s play activity, and the non-specific meaning (the assimilation of certain didactic contents through the game and through game techniques) is associated with the game regulated by an adult. Despite the fact that the reasoning of L.A. Wenger applied to the plot game, it can apparently be extended to all types of gaming activities. Then, according to the place that the game occupies in pedagogical process kindergarten, one can distinguish between independent play activity children and didactic play, regulated by certain contents and tasks introduced by the teacher. The use of the term “didactic game” in relation to exercises with didactic material(even if the teacher introduces gaming techniques into these exercises) is hardly advisable.

So, children's games can be distinguished on different grounds:

1) according to their specific characteristics - into story games and games with rules (and the latter, as already indicated, can be considered within the framework of more detailed classifications);

2) according to the form of their organization and the extent of regulation by adults in order to solve educational problems - for independent play activities of children and didactic games (with content specially introduced by the teacher).

The specific characteristics of a game with rules appear most clearly when compared with a story game.

In preschool pedagogy, as already noted, in all types of play activity compared with story play, action according to the rule is highlighted as the main feature (L.V. Artemova, 1966; A.K. Bondarenko, 1985; A.I. Sorokina, 1982, etc.). However, this characteristic is clearly insufficient, since action according to the rule can also belong to non-game activities. It seems useful to us, taking as a basis the complex of distinctive features noted by H. Schwartzman (N. Schwartzman, 1978), to carry out, in order to clarify, a comparative analysis of the game with rules and the plot game, as well as didactic exercises with subject material.

First of all, a game with rules, in essence, is always a joint activity, in contrast to a plot game, which can take place both in a joint and individual form.

The next difference is the presence of a rule (or set of rules) in a game with rules. The rules have a formalized (i.e. clear and conscious) and, most importantly, mandatory nature (regardless of whether they are contractual or taken from the outside in ready-made form). The binding nature of the rules for all participants in the game is a characteristic that is organically associated with collaboration. A number of psychological and pedagogical studies (L.S. Vygotsky, 1966, 1978; D.B. Elkonin, 1978; A.P. Usova, 1948, etc.) express and support the idea that in children’s plot play they already contains in a hidden, unconscious form a rule of behavior that follows from the very meaning of the plot, the role. However, we must clearly understand that here, if we can talk about a rule, then it is of a fundamentally different kind, rather generalized knowledge about patterns of human behavior. The rule in a story game is always associated with the child’s personal understanding of the meaning of the situation being played out, and even in a joint story game it does not become impersonal (unless it is turned into an activity according to the script): each of the participants is guided by his own understanding of the meaning of the plot and role; his actions are always meaningful for his partner. Moreover, this understanding can change during the game, whereas in a game with rules the rules are stable; Once accepted, they must be maintained throughout the game.

In a game with rules, the actions of the participants are real and unambiguous, while the plot game is carried out through conditional, substitute actions that are outwardly ambiguous.

One more important point What significantly distinguishes these two types of games is the nature of the activity process itself. The process of a story game does not have an objectively defined final, final result; The moment the game ends is arbitrary and depends on the wishes of the players. The development of the game's plot is progressive and potentially incomplete. In a game with rules, there is a very specific, predetermined end result, but this is not simply the result of the actions of each player. What is important is not the result of each in itself, but its correlation with the results of others, which determines the primacy of one of the players, i.e. win. The winning criteria determine the moment the game ends, and without them, a game with rules as a special form of activity does not exist.

Just as in a story game its fundamental incompleteness is associated with the progressive development of the plot, in a game with rules the completion of the game process by winning is associated with the cyclical nature of this activity. The continuation of the game process is a repetition of the game cycle, again closing with a win. The cyclical, repeatable nature of the game with rules as its essential feature was pointed out in their works by J. Piaget (J. Piaget, 1932), C. Garvey (C. Garvey, 1977).

And finally, these two types of games are distinguished by the type of relationship or the nature of the combination of interests of the players. In a plot game (if it proceeds as a joint game), these are relations of complementarity, participation in the meaning of the partner’s actions in each next step of the game, or simply independent actions of each. In a game with rules, this is a relationship of competition associated with establishing primacy in something for one of the players.

From the entire list of specific features of a game with rules, interconnected with each other, the result of the game - winning - can be identified as the central characteristic. Essentially, it brings into focus, on the one hand, collaboration and competition (you can only win against others), on the other hand, an impersonal, mandatory rule and the cyclical nature of activity (the rules equalize all players, the resumption of cycles opens up the prospect of success for everyone ). It is winning that gives this activity a playful character with its unpredictability and surprise. The presence of a win distinguishes a game with rules from a simple exercise, actions with didactic material (although there are also common features - obtaining a predetermined final result, the presence of rules for action with the material).

So, a comparison of a story game and a game with rules allows us to conclude that objectively these are fundamentally different entities. In this regard, the skills required to develop one or another type of game are different.

In the most general form, a game with rules requires the participants to accept the rules (knowledge of the ready-made rules of the game or an agreement on the rules) and their compliance in the process of activity. However, the rules differ significantly in their functions during the unfolding of the game.

Let's consider the general scheme of the process of developing a game with rules. Initially, the players must take equal starting positions. This means fairly (with equal opportunity for everyone) to distribute functional places in the game (functions with primary activity, if any, the order in which participants enter the game, etc.). Then the game cycle must unfold (specific actions suggested by the game are implemented), which ends with the determination of the winner. Next, to repeat the game cycle, the starting positions of the players must be determined again.

All these points require the use of three types of rules. The first is normative rules (or normative ways of regulating joint activities that implement the moral principle of justice), the second is the game rules themselves (specific instructions that determine the actions of participants in each game) and, finally, the criteria or rules for establishing winnings - determinations of the winner, which make it possible to record championship of one of the players (“whoever is the earliest... wins”, “whoever is the most... wins”, etc.). Participants in the game must master all these types of rules in order to develop the process of joint activity.

At the same time, it is obvious that the range of normative rules (various forms of drawing lots, order) and rules (criteria) for winning is very small; in the same form they can be applied to the most various games. Nevertheless, the variety of games with rules exists due to the game itself, specific (we can call them conditionally instrumental) rules of action. The composition and content of these rules can determine the simplicity or complexity of the game.

In studies conducted under our leadership (N.Ya. Mikhailenko, N.I. Kustova, 1987; L.S. Kartashova, 1983), based on the analysis of a large number of children's games, it was shown that the game rules set very typical patterns of interaction between the players inside game loop. Firstly, the functions of the participants may be the same, and they consistently implement game actions, competing with each other. Secondly, the game may include two main antagonistic functions and, accordingly, two competing parties (regardless of whether they are represented by individual players or teams). Thirdly, a separate function can be distinguished in the game, differing from the rest in its primary activity (the function of the leader, for example), on which the actions of the rest of the players depend.

As already noted, a game with rules is characterized by such a characteristic as cyclicity (multi-continuity). The cycle (con) of the game ends with the winning of one side and the loss of the other (others). Restarting the game provides an opportunity for the losers to, in turn, succeed. In connection with this characteristic feature game with rules, it is necessary to expand the analysis of its process, considering not only a single cycle, but also the transition from one cycle to another. Usually, when moving from one cycle to another, the functions (places) of the players are redistributed or redistributed in relation to the previous cycle. Quite typical for a game with rules is a kind of reward for the winner, which consists in the fact that when moving to a new cycle, he receives the right to the first move (the place of the one who begins the game actions) or the function with preferential activity (for example, the leader). The rule for the redistribution of functions during the transition from one cycle to another is a special norm of activity, which does not belong either to the universal normative rules or to the actual specific game rules, however, in order to develop the process of a joint game it is necessary to master it.

The specific characteristics considered and the general scheme of the unfolding of the activity process, apparently, in certain types of games with rules are presented in a more or less clear, “open” form. It can be assumed that children's board games of luck (including such types as "lotto" and "goosek") in the most open form represent all the specific characteristics of a game with rules. In this type of game, the game cycles are clearly outlined, the result of the actions of each player is presented in detail, which makes both the criteria for winning and the very moment of its establishment during the game clear and obvious. At the same time, these games present typical structures of the functional connections of the players: the “jib” is built on the sequential (alternate) actions of all participants who are assigned the same functions; “lotto” includes the function of a leader who has primary activity, on whom the actions of the rest of the players depend.

Data from L.S. Kartashova’s (1983, 1985) analysis of children’s outdoor games described in various collections suggests that in many of them the criteria for winning, the moment of its establishment, and the separation of one game cycle from another are not always clearly expressed.

However, the specific developmental significance of a game with rules is associated primarily with its specific characteristics. Playing with rules is especially important for the development of normative regulation of behavior in children (namely normative regulation, and not just voluntary action). In a game with rules as a cooperative activity that requires compliance with a rule (norm) that is mandatory for all participants, there is a need for mutual normative regulation (monitoring the implementation of the rules) - an important component of the moral development of the child (S.G. Yakobson, 1984; E .V. Subbotsky, 1983; J.Piaget, 1932, etc.). In this type of game, conditions and necessity are created for children to master and actualize, in independent activity, normative ways of implementing the moral principle of justice.

The general structure of the game with rules contributes to the emergence of competitive relationships between children, the development of the desire for success in achieving a certain result, the comparison of one’s achievements with the results of peers, and this comparison, distinguishing oneself from others is carried out by the child independently, in accordance with the criteria available to him. Also important is the experience the child acquires of experiencing temporary failure in such an as yet socially unimportant, “harmless” activity such as play. A number of researchers later point out the importance of the experience of experiencing one’s own failure and accepting the success of a peer in a game with rules for more stable, orderly reactions of the child to frustrating situations (see: Play and Culture, 1987).

In addition, playing with rules, like other types of joint children’s activities, has a significant impact on the child’s mastery of various typical forms of interaction (simultaneous and sequential-alternate actions with others, exchange of functionally distributed actions within the group and between teams, etc. ), as well as to develop the ability to negotiate and preliminary agree on upcoming actions.

MicrosoftInternetExplorer4

Municipal state preschool educational institution

“Kindergarten of a combined type No. 17 “Semitsvetik”

urban district city of Frolovo

Educator: Zhuzha Nadezhda

Dmitrievna

Frolovo

2016

Characteristics of games with rules as a joint activity of children. A huge role in the development and upbringing of a child belongs to the game is the most important type of activity. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the game realizes the need to influence the world. It causes a significant change in his psyche. The most famous teacher in our country A.S. Makarenko characterized the role of children’s games in the following way: “Play is important in a child’s life, it has the same significance as the activity of work and service for an adult. What a child is like at play, so in many ways he will be at work. Therefore, the education of a future leader occurs, first of all, in play.”

Soviet psychologists (L. S. Vygotsky, 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 Significant changes occur in the child’s psyche, qualities are formed that prepare the transition to a new, higher stage of development.

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

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.

Unity and interaction manifest themselves in different ways in different types games. IN creative play the focus that brings together all aspects of the personality is the concept, the content of the game and the gaming experiences associated with it. The strength of emotions and, to a large extent, the ability for mental and volitional efforts depend on the richness of the plan and the degree of passion for it.

In games with rules, the main thing is to solve the problem. Children are captivated only by such games, active and didactic, which require an effort of thought and will, overcoming difficulties occurs, first of all, in the game...

Creative play cannot be subordinated to narrow didactic purposes, with its help the main educational tasks are solved. Games with rules have a different purpose: they provide the opportunity for systematic exercises necessary for the development of thinking, feelings and speech, voluntary attention and memory, and various movements. Each game with rules has a specific didactic task, but ultimately, it is also aimed at solving basic educational problems.

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, etc.

While playing, children learn to apply their knowledge and skills in practice and use them in different conditions. Creative games open up wide scope for invention and experimentation. Games with rules require the mobilization of knowledge and independent choice of solution to the problem.

Games with rules have ready-made content and a pre-established sequence of actions. Games with rules were first created by folk pedagogy. About their value, K. D. Ushinsky wrote: “To come up with a children’s game is, perhaps, one of the most difficult tasks of an adult... Pay attention to folk games, develop this rich source, organize them and create from them an excellent and powerful educational tool - the task of future pedagogy."

In modern kindergartens, 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, 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.

In games with rules, the child’s actions and his relationships with other participants in the game are determined by the rules. Game rules These are a special kind of instructions that determine the functions and tasks of each participant, the sequence and content of game actions.

A game with rules is always a joint activity of children, unlike a story game, it cannot be individual, it always involves partners. Since the rules of the game have the force of law, they must be strictly followed by everyone. The rules are impersonal, formalized and mandatory for everyone - regardless of whether the players themselves come up with them (having agreed on how to play), or whether they are already taken in ready-made form. The obligatory rules for all participants are associated with the joint actions of children - only by observing them can children play.

Another important difference between a game with a rule is its result, i.e. winning. The main task of such games is to strictly follow the rules and surpass (get ahead) of your partners. In this case, it is not the result of each in itself that is important, but its comparison with the results of others, the primacy of one of the players, which is again determined by the rules (for example, the one who comes running first wins, or runs longer in a circle, or who hides better). However, by winning one, only one cycle of the game ends, but not the game itself. Every loser can do better next time and win. Continuation of the game is a repetition of the same cycle, which again ends in winning. Cyclicality, repetition of game actions is another distinctive feature games with rules.

Games with rules can be very different. In pedagogy, there are two large groups of games with rules:

Outdoor games. Typical examples of such games are the well-known hide and seek, tag, hopscotch, jump rope, etc.

Didactic. Didactic games, in turn, are divided into

board games (lotto, dominoes, “goose”, checkers, etc.), word games (“gardener”, “damaged phone”, “Edible-inedible”, etc.)

Despite the obvious external differences in the types of games, in each of them there is confrontation: alternate competition between all players (as, for example, in lotto) or between the driver and the participants opposing him (as in tag and blind man's buff).

Games with rules can be very simple, including just one

or two rules. For example, a game of tag: the driver must catch up

those running away and grating them; the one who is “salted” becomes the driver. But there are also complex games based on a whole system of rules, like a special set of laws of the game. Such difficult game are well-known classics. There is also a complex system of rules in games with a jump rope and a ball. All these games require high degree voluntary behavior and, in turn, shape its solution to the problem and the implementation of the rules.

Having undergone various changes, every role-playing game turns into a game according to the rules. This game gives the child two necessary abilities. Firstly, following the rules of the game is always associated with their

comprehension and reproduction of an imaginary situation. Imagination is also connected with meaning and, moreover, for its development it requires special tasks for comprehension. Secondly, playing with rules teaches you to communicate. After all, most games with rules are collective games. There are two kinds of relationships in them. These are relationships of a competitive type - between teams, between partners who have exactly the opposite goal (if one wins, then the other will lose), and relationships of true cooperation - between members of the same team. Such cooperation and participation in collective activities helps the child to “get out” of the situation and analyze it as if from the outside. This is very important. For example, a child plays “sorcerers”. He runs away from the “sorcerer” and, in addition, can “unsettle”, “revive” someone who has already been bewitched. It can be scary for a child to do this: he might be bewitched. But if you look at the situation from the outside, it turns out that if he disenchantes his comrade, then he will then be able to disenchant him himself. The ability to look at a situation from the outside is directly related to the most important component of imagination - a special internal position. After all, it is this position that gives the child the opportunity to bring meaning to the situation, to make the bad good, the terrible funny.

Thus, a game with rules, along with directing, figurative role-playing and role-playing games, is a necessary condition for the development of imagination in preschool age.

Outdoor games are especially important now, when all children “get sick” of video games, computer games. Much has been written about the dangers of a sedentary lifestyle, but it is also important that it is active games with rules that help children strengthen social connections, again develop imagination, the ability to strive, and cooperate.

These games are based on various movements: walking, running, jumping, racing, climbing, throwing, etc. Outdoor games satisfy the growing body's need for movement, have a beneficial effect on its emotional sphere, and contribute to the accumulation of motor experience. Children learn to work together, trust each other, be even, and disciplined. Attention develops, reaction speed, intelligence, and resourcefulness increase. Following the rules contributes to the formation of strong-willed character traits and organization. Most outdoor games are designed for the participation of a large number of children. Children learn to interact, negotiate, take into account the opinions of others, and resolve conflicts. Here the leadership qualities of individual children are demonstrated; the whole team strives to help those lagging behind in order to achieve victory. For an adult, this is an excellent opportunity to observe the level of interaction and highlight some warning signs.

Children of primary and middle preschool age are most interested in playing story-based outdoor games, while older children like games where they can show courage, resourcefulness, etc.

Recently, there has been a tendency to replace outdoor games with sports activities. To some extent this is normal, given the increase in level physical culture population. However, the game should remain a game - an exciting, varied activity. And sport involves monotonous honing of certain skills and movements. Sports have become more prestigious than games. Meanwhile, the outdoor game reflects the pedagogical talent of an entire people, and there is a lot of meaning in it. Let's say we have a boy who is talented at playing football as a striker. He is unlikely to become a goalkeeper or defender. Thus, one-sidedness and inflexibility of development appear. Lapta or dodgeball are some of the favorite games, but football in this case becomes the only one.

Didactic games are built on the basis of autodidactism and self-organization of children, and are also organized and conducted by adults and do not exist without their participation. A didactic game, like any other game with rules, is characterized by the presence of a game plan. Game tasks can be very different. Game actions are also varied: selecting objects or pictures, stringing, folding, moving, imitating movements. An essential element of a didactic game are the rules. Compliance with the rules ensures the implementation of game content.

The rules of the game are different: some of them determine the nature of the game

actions and their sequence, others regulate the relationship between the players. There are rules that restrict or prohibit certain manifestations and actions, or provide “punishment” for breaking other rules and completely different actions. There is a close relationship between game design, game actions and rules. The game plan determines the nature of the game actions. The presence of rules helps to carry out game actions and decide game task. Thus, the child learns unintentionally through play. This property of the game is to teach and develop the child through the game concept, actions and rules - autodidacticism.

Didactic games help children practice applying knowledge and assimilate it more deeply. Exists large number games aimed at systematizing knowledge.

In the process of didactic play, the child’s cognitive processes are improved. In games with folk didactic toys, the sensory culture of children is improved: the perception of color, size, and shape of an object develops. In some word games thinking operations are improved: comparison, generalization, classification. A number of games develop intelligence and mental activity. Each didactic game requires long-term concentration; there are special games that develop attention.

In a didactic game, the ability to obey the rules is formed, since the outcome of the game depends on the accuracy of their observance. As a result, the game influences volitional behavior and voluntary concentration of attention. Didactic game- This is a means of all-round development of the child. Moreover, given that play is always an exciting activity, it evokes involuntary attention, which greatly facilitates the perception of new skills and does not overload the child. It turns out that instead of forcing the child to engage in activities that are uninteresting to him, you can try to present this activity in the form of an exciting game.

It should be noted that the difficulty of the game should increase as children grow older. As soon as the child masters this version of the game, you need to show him a new version and complicate the task.

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.