Characteristics of games with rules as a joint activity of children.

Section 1. THEORETICAL ASPECTS OF ORGANIZING GAMES WITH RULES IN PRESCHOOL AGE

CONTENT

INTRODUCTION

Preschool childhood is a period of play. At this age, the child strives to learn everything through play. The game is a reflection by children of the adult, real world. In a didactic game, cognitive tasks are combined with gaming ones. Through play, a child develops his first ideas about the world around him. In the Concept of Preschool Education, the game is called an “academy of children's life.” The attractiveness of play, as a free, creative activity that arises on the initiative of children, is determined by its potential, place and role as the basis for leading activity.

Game is an important means of developing moral feelings and ideas, moral actions and a culture of behavior. The problem of educating moral feelings and relationships has been studied in domestic preschool pedagogy in some detail and from different positions.

The problem of play in teaching preschool children has been studied by philosophers, scientists, teachers and psychologists. F. Froebel and M. Montessori were at the origins of the study of didactic play as the basis for teaching children. Domestic teachers K.D. paid special attention to the didactic game. Ushinsky, P.F. Lesgaft, L.N. Tolstoy, E.I. Tikheyeva, L.A., Wenger, A.P., Usova, V.N. Avanesova and others.

Games with rules are a type of games that have the greatest effect in older preschool age, since they imply a volitional component - compliance with the rules of the game. One of the elements of a didactic game is the rules. They are determined by the task of learning and the content of the game and, in turn, determine the nature and method of game actions, organize and direct the behavior of children, the relationship between them and the teacher. With the help of rules, he develops in children the ability to navigate in changed circumstances, the ability to restrain immediate desires, and demonstrate emotional and volitional effort. As a result of this, the ability to control the actions of other players develops.

The rules of the game are educational, organizing and disciplinary in nature. In the game, the most important changes in the psyche of children occur, preparation for a new, more complex activity - learning is carried out, and arbitrary forms of communication between children and people around them are formed.

The content of knowledge available to children about humane treatment of people and nature has been clarified. The methodology for forming such relationships in children at different stages of preschool age has been determined. The methodology is based on the mechanism of moral education, but the sequence of the components of the mechanism varies depending on the age of the children.

The problem of educating moral feelings and relationships has been studied in domestic preschool pedagogy in some detail and from different positions. The child's attitude towards adults, towards peers, towards older and younger children was examined; the means of instilling moral actions (fiction, games, activities, work) in family and preschool settings were studied.

The course work reveals the influence of games with rules on the moral qualities of a child’s personality. The relevance of this problem lies in the fact that at the present stage in preschool education there is a passion for early learning methods and the technologization of the pedagogical process. However, everyone recognizes the leading role of play in preschool childhood. Children in games copy the behavior of adults, reflecting both the positive aspects of the progress of our society and the negative ones. Relationships between children become tougher. Therefore, it is so important to clarify the content of knowledge available to children about a humane attitude towards people and nature through play activities.

The urgent task of our time is to educate preschoolers with moral qualities : humane relations (responsiveness, goodwill, caring attitude, cultural behavior, a sense of collectivism. The formation of a moral culture is an important condition for the comprehensive education of the child’s personality . How the child is raised morally depends on and the formation of his life position.

The purpose of the course work is to study the influence of playing with rules on the formation of moral qualities in preschool children. The object of the study is the process of organizing games with rules with preschool children.

The subject of the study is playing with rules as a means of developing the moral qualities of preschoolers.

tasks were set

· study scientific and methodological literature on this topic;

· reveal the concept and essence of a game with rules;

· get acquainted with the views of outstanding teachers on the role of games with rules in raising a child;

· reveal the methodology for playing games with rules in preschool age;

· develop a card index of games with rules for children of different age groups. Research methods:

· theoretical (search and analysis of scientific and methodological literature);

· practical (compiling a card index of games with rules, playing games with rules during practice).

Methodological basis for research : methods of forming relationships in children at different stages of preschool age (L. A. Penevskaya, A. M. Vinogradova, I. S. Demina, L. P. Knyazeva, L. P. Strelkova, A. D. Kosheleva , I.V. Knyazhina, T.V. Chernik, etc.); the role of educational games (A.S. Makarenko, U.P. Usova, R.I. Zhukovskaya, D.V. Mendzheritskaya, E.I. Tikheyeva, V.G. Veraksa, N.V. Gubanova, etc.).

Didactic games

Successful management of didactic games, first of all, involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interaction with other games and forms of education. It should be aimed at developing and encouraging children’s cognitive activity, independence and initiative, their use of different ways to solve game problems, and should ensure friendly relations between participants and a willingness to help their comrades.

1st junior group. When playing with toys, objects, materials, small children should be able to knock, rearrange, move them, disassemble them into their component parts (collapsible toys), put them back together, etc. Since they can repeat the same actions over and over again, the teacher needs to gradually transfer the children’s play to a higher level.

Demonstration of a method of action contains both the development of a game action and a new game rule.

2nd junior group . Didactic games help children get to know the objects around them better, distinguish and name their color, shape, and possible actions with them. They promote coordination of movements, development of the eye, mastery of spatial relationships, teach children to hear a word and relate it to a specific toy or action.

Features of leadership : in children of primary preschool age , excitation processes prevail over inhibition processes, visualization is more powerful for them than words, therefore,

1) expedient combination of rules with demonstration of game action (the teacher shows and explains);

2) the surprise moment should come first in organizing games .

Games must be carried out in such a way that they create a joyful mood in children, teach children to play without interfering with each other, and gradually lead to the fact that playing together is more interesting . When conducting games, the activity of the teacher is needed; during the game, the teacher uses questions, gives advice and suggestions, encourages children, and controls their actions.

Middle group . At this age , it is necessary to pay attention to activities aimed at consolidating and generalizing children’s existing knowledge, and the ability to use priority knowledge in practice.

The teacher takes part in the games, remains both a teacher and a participant in the game, strives to involve all children playing in the game , gradually leads them to the ability to follow the actions and words of a friend, that is, he is interested in the process of the entire game. As children gain experience, the teacher begins to play a secondary role , but when problems arise, he is included in it again.

1. The rules of the game are explained by the teacher before the start, and shown using a trial move, the teacher warns the children about incorrect actions and carefully monitors the implementation of the rules.

2. During the game, the teacher asks a question of a leading and problematic nature, makes remarks, gives advice, and encourages.

3. At this age stage, the teacher, gradually focusing on the individual characteristics of the children, can evaluate the gaming actions of the game.

Senior group : The development of interest in didactic games and the formation of play activities in older children is achieved by the fact that the teacher sets increasingly more complex tasks for them and is in no hurry to suggest play actions. But even for older preschoolers, the management of the game should be such that the children maintain an appropriate emotional mood, ease, so that they experience the joy of participating in it and a sense of satisfaction from solving the assigned tasks.

The teacher outlines a sequence of games that become more complex in content, didactic tasks, game actions and rules.

It should be taken into account that in a didactic game, the correct combination of clarity, the words of the teacher and the actions of the children themselves with toys, play aids, objects, pictures, etc. is necessary. Visibility includes:

1) objects that children play with and which form the material center of the game;

2) pictures depicting objects and actions with them, clearly highlighting the purpose, main characteristics of objects, properties of materials;

3) a visual display of explanations in words of game actions and the implementation of game rules.

With the help of verbal explanations and instructions, the teacher directs the children's attention, organizes, clarifies their ideas, and expands their experience. His speech helps to enrich the vocabulary of preschool children, master various forms of learning, and contribute to the improvement of play actions.

When finishing the game, the teacher should arouse children’s interest in continuing it and create a joyful prospect. Usually he says: “Next time we will play even better” or: “The new game will be even more interesting.” The teacher develops versions of games familiar to children and creates new ones that are useful and exciting.

Outdoor games

The educational and educational functions of outdoor play can be successfully implemented only with skillful management, which involves managing the motor and moral behavior of children.

· Selection of games. To solve gradually more complex tasks of improving movements, games should be selected that are based on the execution of movements already mastered by children, brought to a motor skill. Therefore, as a rule, games with running, jumping on two legs in place and moving forward, jumping, and crawling are available for young children. As you know, it is easier to obey the rules hidden within the role, therefore in younger groups it is preferable to use plot-based outdoor games in which there are one or two rules (start and complete an action on a signal, perform a movement according to the rules: do not touch, do not bump into, etc. ), one or two roles (“Sun and Rain” - one role, “Cat and Mice” - two roles, etc.).

· Introducing a new game. Junior group

:
it is more expedient to introduce the content and rules of an outdoor game during the game itself, game operations, get acquainted with the signals by which movements should begin and end, and the requirements for their implementation.
Middle-senior group : able to understand and remember the content and rules of the game through their explanation before the start of action, if it is clear, concise, and expressive. To clarify the signals that players will act on, immediately after talking about the content of the game, several questions should be asked. When playing games already familiar to children, the children themselves can recall the rules of the game by answering the questions posed.

· Creating conditions for the game. In younger groups , it is more appropriate to place the aids used in the game before the explanation. Then it is easier for children to understand where and how they should be located; in addition, the explanation will be carried out during the game. When playing with middle-aged and older children, the children themselves can create the conditions The teacher suggests setting up a bench, laying out the hoops, drawing the boundaries of the dash, etc. In the future, these skills can be useful in independent activities.

· Distribution of roles. Most often, three roles can be distinguished in the game: the leader, who gives signals and controls the game; the driver, who catches, catches up with the players; the mass role that everyone else performs; As a rule, their task is not to get caught by the driver. The driver must master the basic movements, know the game rules well and strictly follow them. In games organized by the teacher, he himself plays the role of the leader.

In the younger group, the teacher initially plays all three roles himself. Gradually, as the content and rules of the game are mastered, the teacher transfers the role of driver to the child, using the assignment technique. A child with an average level of movement skills is initially chosen to play the role of driver, so that most children can escape. By assigning children with different levels of activity in performing motor actions to the role of driver, the teacher can regulate the load. By the end of the year, all children should be able to play the role of driver in familiar games.

In the middle group, not only in the well-known game, but also in the new game, the role of driver is entrusted to the child. If the teacher is confident that anyone can cope with the role of a leader, you can resort to choosing a counting rhyme. As a rule, children like the role of driver, so assignment to this role can be used as a reward for successful actions or other qualities of the players.

In older preschool age, when choosing a driver, you can ask children: “Who do we choose? The fastest? The most dexterous? Or someone who knows how to catch correctly, who has never been caught? Etc.

To show children various successful actions of the driver, the teacher takes this role for himself. It should be noted that playing the role of a driver as an adult significantly enlivens the game and enhances its emotional impact.

· Guidance during the game. During the game, the teacher must monitor the correct execution of movements, compliance with the rules of the game, the load and relationships of the children. The load is regulated by determining the number of repetitions of the game, increasing or decreasing the activity of the players by assigning children with different levels of movement development as drivers.

Resolving conflicts in relationships between children in younger groups is easier through play images. In the middle and senior groups, this can be done using clarification, removal from the game, or an apology.

· Summarizing. The teacher or the players themselves evaluate the successes of the driver and other children, find out the reasons for successful actions, and note various options that allow achieving positive results in solving a motor task.

Thus, despite the apparent simplicity of children's play, it is extremely important to take a serious approach to the organization and content of the play activity of a preschool child.

Section 3. PRACTICAL RECOMMENDATIONS FOR ORGANIZING GAMES WITH RULES IN DIFFERENT AGE GROUPS

Play occupies a very important, if not central, place in the life of a preschooler, being the predominant type of his independent 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.

Outdoor play is a natural companion in a child’s life, a source of joyful emotions that has great educational power, an indispensable means of replenishing a child’s knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities.

Creating conditions for games To conduct outdoor games and exercises, each preschool institution must have a variety of physical education equipment, which can be installed both on the site (in group playgrounds) and in group rooms. It is widely used in organized physical education classes and outdoor games, and also stimulates children’s independent motor activity. To carry out games and play exercises, it is advisable to have a sufficient number of different aids and toys: flags, rattles, balls, colored ribbons, jump ropes, long and short cords, mugs, buckets, plastic bottle caps. All this allows you to diversify games and game exercises, change the conditions for performing motor tasks in them. Preparation of a room or site, selection of appropriate equipment and aids are necessary conditions for the proper organization of outdoor games. Outdoor games are one of the most favorite and useful activities for children. This is not surprising, because games foster collectivism and demonstrate valuable qualities such as strength, endurance, dexterity and intelligence.

Fairly popular wisdom states that “A man is known in trouble, but a child is known in play.” As we noted above, during play activities the individual characteristics of children clearly manifest themselves. Because the restraining centers are liberated, mental and physical skills manifest themselves more naturally. Methods of conducting outdoor games. 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 the 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. 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. Play is considered one of the most important means of physical education for preschool children. It promotes the physical, intellectual, moral and aesthetic development of the child. In all centuries, people have highly valued the moral education of man. The problem of moral education of preschool children is relevant in the current situation in modern society. Modern society needs the moral education of every person. Of great importance in the moral development of an individual is her own attitude to the actions and deeds performed, to compliance with the moral requirements established in society.

After analyzing and summarizing the theoretical and methodological material, we developed a “Card index of games with rules for preschool children” (Table 1).

Table 1

CONCLUSION

The formation of a moral culture is an important condition for the comprehensive education of a child’s personality . on how a child is raised morally . An urgent task of our time is to educate preschoolers with moral qualities : humane relationships (responsiveness, goodwill, caring attitude, culture of behavior, sense of collectivism. Playing for a child is not only fun. By playing, a child acquires knowledge, skills, abilities, cultivates pleasure and joy This is the whole world in which he lives, forms abilities , without even realizing it. B. Nikitin in the book “Intellectual Games” wrote: “It is in the game that different sides of the child’s personality , many intellectual and emotional needs are satisfied, and character is formed. Do you think that you are just buying a toy? No, you are designing a human personality ! Whatever you do, whatever you strive for, plunge into the world of childhood as you imagine, "

bathes
"
in it your child. And we need to do it faster, otherwise you could be a whole life late.” The purpose of my research was to study the influence of playing with rules on the formation of moral qualities in preschool children. To achieve it, it was necessary to solve a number of problems.

The first objective of the study was to study scientific and methodological literature on this topic. In the process of solving it, we analyzed the works of A.S. Makarenko, U.P. Usova, R.I. Zhukovskaya and others came to the conclusion that the moral qualities of preschool children are: kindness, politeness, delicacy, sensitivity, tact, modesty, courtesy, sociability, discipline, humanity, patriotism and citizenship, collectivism, and dialogicality. Humanity represents sympathy, empathy, responsiveness.

Collectivism is a moral quality of a preschooler based on the formation of positive, friendly, collective relationships. The second objective of the study was to reveal the concept and essence of a game with rules. After analyzing various sources, I came to the conclusion that games with rules are a special group of games specially created by folk or scientific pedagogy to solve certain problems in teaching and raising children. These are games with ready-made content, with fixed rules that are an indispensable component of the game. Educational tasks are realized through the child’s playful actions when performing a task. Playing with rules is a complex and multifaceted phenomenon. In play, a child develops as a personality, those aspects of his psyche are formed on which the success of educational, labor, and communicative activities will depend. This is due to the fact that play in preschool age is the leading and main means of raising and teaching children.

The third objective of the study was to familiarize ourselves with the views of outstanding teachers on the role of play with rules in raising a child. The works of A.V. Zaporozhets, L.S. Vygotsky, D.B. Elkonin, E.O. Smirnova, U.P. Usova, E.I. Tikheeva and others were analyzed. This led to the conclusion: scientists emphasized the important role games with rules that allowed the teacher to expand the practical experience of children, consolidate their knowledge, skills and abilities in various fields of activity. The game not only consolidates the knowledge and ideas children already have, but is also a unique form of active cognitive activity, during which they, under the guidance of the teacher, acquire new knowledge and serves as a good means of preparing children for school

The fourth task is to reveal the methodology for playing games with rules in preschool age. We have described in detail methodological recommendations for conducting didactic and outdoor games for different age groups.

This made it possible to develop a card index of games with rules aimed at developing the moral qualities of the personality of preschool children. Thus, the problems have been solved, the goal of the course research has been achieved.

LITERARY SOURCES

1. Vinogradova A.M. Education of moral feelings in older preschoolers. M.: Education, 1989. - 264 p.

2. Lysyuk L.G., Karpova S.N. “Game and moral development” Moscow, 1991.

3. Barsukova L. S. Theoretical and methodological foundations of organizing play activities for children of early and preschool age: Textbook for the specialty “Preschool education”. Moscow, 2014. – 94 p.

4. Peterina S.V., Studnik T.D. Fostering a culture of behavior in preschool children. M.: Academy, 1986. - 215 p.

5. Eismont-Shvydkaya G.N. Moral education of preschoolers M.: Education, 1993. - 243 p.

6. Santuryan N. M. Consultation for educators: Formation of spiritual and moral qualities in preschool children through play. Electronic resource, 2021. Access mode: https://solnyshko.68edu.ru.

7. Veraksa N. E., Veraksa A. N. Child development in preschool childhood. A manual for teachers of preschool institutions. – M.: Mosaika-Sintez, 2006.

8. Krichigina E.V. Material on the topic: Formation of moral qualities through play. Card index of games. - Electronic resource, 2021. Access mode: https://nsportal.ru/detskiy-sad.

9. Bozhovich L. I. Personality and its formation in childhood. – M., 1986.

10. Raising children through play: A manual for kindergarten teachers / Comp. Bondarenko A.K., Matusik A.I. – 2nd ed., revised. and additional – M.: Education, 1983.

11. Zaporozhets A.V., Markova T.A. Game and its role in the development of a preschool child. – M., 1978.

12. Pidkasisty P.I. Game technology in education. – M.: Education, 1992.

13. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. Methods of conducting outdoor games: A manual for teachers of preschool institutions. - M.: Mozaika-Sintez, 2009.

14. Gubanova N.F. Play activities in kindergarten. Program and methodological recommendations. For children 3-7 years old. -M.: Mosaika-Sintez, 2006. – 196 p.

15. Didactic games and activities with young children / Ed. S.L. Novoselova. M, 2008. – 126 p.

16. Kozlova S.A., Kulikova T.A. Preschool pedagogy: Proc. aid for students Wednesday, ped. textbook establishments. — 2nd ed., revised. and additional - M.: Publishing House, 2009. - 416 p.

17. Mendzheritskaya D.V. To the teacher about children's play: A manual for kindergarten teachers / ed. Markova T. A. M.: Education, 1982. - 275 p.

18. Boguslavskaya Z.M., Smirnova E.O. "The role of play in the moral development of a child." M.: “Enlightenment”, 1991. Zaporozhets A.V. The World of Childhood. Preschooler. M.: Pedagogika, 1987. 416 p.

Appendix A

Appendix B

Appendix B

Appendix D

Game index

“Guide” Goal: to develop a sense of responsibility for another person. Cultivate a trusting attitude. Progress of the game: Objects - “obstacles” (chairs, cubes, hoops, etc.) are laid out in the room. Children are divided into pairs: leader and follower. The follower puts on a blindfold, the leader guides him, telling him how to move, for example: “Here is a chair. Let's go around it." Then the children change roles.

“Convey a good mood” Goal: to form a friendly attitude towards loved ones. How to play: The players, forming a circle, close their eyes. The presenter “wakes up” his neighbor and shows him some mood (sad, cheerful, sad). The children, having conveyed the mood of the presenter in a circle, discuss what he wished for. Then anyone can become the host.

“Magic glasses” Goal: to help the child see positive character traits in every person. Progress of the game: the teacher says that he has magic glasses, looking through which you can see the good that is in every person. He suggests “trying on” glasses: looking carefully at your comrades, trying to see as much good as possible in everyone and talking about it.

“How to care” Goal: developing ideas about kindness, love and care. Progress of the game: children stand in a circle. The teacher goes around the circle and places different toy animals in the hands of the children, and then names one toy animal, for example, a cat. The one who has the cat in his hands goes to the middle of the circle and asks the children to take turns telling how to take care of the cat. The child in the center of the circle gives his toy to the one whose story he liked the most.

“Ring of Beauty” Purpose: to help shape the child’s personality, his social and moral relationships with the outside world through the development of the best qualities. Progress of the game: tell the children that you have a beauty ring. As soon as you point the ring at any person, all the most beautiful things in him immediately become visible. Children stand in a circle and extend their folded palms forward. The teacher discreetly places a ring in someone’s hands. Then the children shout in unison: “Ring, ring, go out onto the porch.” The person who receives the ring runs out to the middle of the circle. He should touch his friends with the ring and tell him what beautiful things he sees in them. The one who sees the most beauty in his friends receives a beauty ring as a gift.

“Circle of Honesty” Goal: formation of social and moral relationships with the outside world through the development of the best qualities - the child’s honesty. Progress of the game: children are divided into two teams. Members of one team stand in a circle and, holding hands, raise them up. This is the circle of honesty. The second team forms a chain, one after another, running in and out of the circle of honesty like a stream to the sound of cheerful music. When the music stops, the children forming a circle of honesty lower their hands and do not let anyone out of the circle. Those who remain in the circle take turns talking about some honest deeds. Then the teams change places.

“Chicks” Goal: education of moral and volitional personality traits in children of senior preschool age. Progress of the game: teacher: - Do you know how chicks are born? The embryo first develops in the shell. After the allotted time, he breaks it with his small beak and crawls out. A big, bright, unknown world opens up to him, full of mysteries and surprises. Everything is new to him: flowers, grass, and shell fragments. After all, he had never seen all this. Shall we play chicks? Then we’ll squat down and start breaking the shell. Like this! (Show.) That's it! They smashed it! Now we’ll explore the world around us - let’s get to know each other, walk around the room, sniff the objects. But keep in mind that chicks cannot talk, they only squeak.

"Ants."

Goal: education of moral and volitional personality traits in children of senior preschool age. Progress of the game: teacher (seating the children around him). “Have any of you ever seen an anthill in the forest, inside of which life is seething day and night? None of the ants sit idle, everyone is busy: some carry needles to strengthen their homes, some prepare dinner, some raise children. And so all spring and all summer. And in late autumn, when the cold sets in, the ants gather together to sleep in their warm house. They sleep so soundly that they are not afraid of snow, blizzards, or frosts. The anthill wakes up with the onset of spring, when the first warm rays of the sun begin to break through the thicket of needles. But before starting their usual working life, the ants throw a noble feast. I have this proposal: the role of ants on a joyful holiday day. Let's show how the ants greet each other, rejoicing at the arrival of spring, and how they talk about what they dreamed about all winter. Just don’t forget that ants can’t talk. Therefore, we will communicate using gestures.” The teacher and children act out the story told through pantomime and actions, ending with a round dance and dancing.

“Snowball” Purpose: allows children to quickly remember names, each other, and establish contact. Progress of the game: The first participant (for example, to the left of the leader) says his name. The next one repeats it, and then names his own. And so on in a circle. The exercise ends when the first participant names the entire group

“Affectionate name” Purpose: the exercise also allows children to remember each other’s names and helps create a comfortable environment for each participant. Progress of the game: “Remember how affectionately they call you at home. We will throw the ball to each other. And the one to whom the ball lands calls one or more of his affectionate names. In addition, it is important to remember who threw the ball to each of you. When all the children say their affectionate names, the ball will go in the opposite direction. Now you need to try not to mix up and throw the ball to the one who threw it to you the first time, and, in addition, say his affectionate name.”

“Let’s not let the ball out of the circle” Goal: Developing the ability to act together, relieving emotional stress.

How to play: The players stand in a circle and join hands. A balloon is launched into the center of the circle. The task is to use any means, but without separating your hands, to keep the ball in the air for as long as possible.

“Help the blind grandfather” Goal: developing a sense of respect for adults and peers, attentive attitude towards the people around them, trust in each other, developing character traits that contribute to better interaction and mutual understanding in the communication process, mastering the skills of interaction and cooperation, introducing ethical standards behavior, integrity and honesty in following the rules of the game. How to play: The number of players is at least 2 people. At the beginning of the game, the leader is selected by drawing lots. The presenter should invite all participants to split into pairs and find out which of them will play the role of grandfather and who will help him. The presenter explains that “grandfather” sees poorly because he is old, so they blindfold him. Then the presenter and the other players come up with a route (the route should not go along a straight road, it is advisable to go around bushes, trees, furniture...). Players will guide the “blind grandfather” along this route. After this, the couples stand at the start and, at the leader’s whistle, set off. The winner is the pair that quickly and without mistakes covers the entire route. Complicating the game - you cannot touch the “grandfather” and you can only control his movement with words

“Only good” Goal: to help children form an idea of ​​​​good; development of oral speech: creative thinking, imagination. Progress of the game: The teacher with a ball in his hands stands in front of the children, asks them to line up, and then throws the ball to each of them. Children catching

Playing with rules as a means of developing the volitional qualities of a preschooler

In many psychological works, an obligatory moment is highlighted in the mechanism of the volitional act - the formation of an intention to perform an action that is unattractive to a person. In fact, volitional behavior is an expression at the behavioral level of the personality’s orientation [2].

During the preschool period, the basic volitional qualities of the individual begin to form: perseverance and perseverance, determination, quick decision-making and bold implementation of them; self-control, that is, lack of vehemence when a conflict arises, independence, responsibility and discipline. Preschool age is a unique period in a child’s life, in which the foundations of personality are laid, the arbitrariness of mental processes is developed, creativity, activity and initiative develop. All these important qualities are formed in the process of carrying out the preschooler’s leading activity - in play. The most important role in the development of older preschoolers is played by those qualities and mental processes that are associated with the child’s ability to carry out complex, detailed play activities, primarily role-playing games with a plot, with the distribution of roles and rules. One of these qualities is will. Features of the development of will in preschool childhood are: the formation of goal setting, the emergence of struggle and subordination of motives, the emergence of internal control in behavior, the development of the ability to exert volition, speech planning of activities, encouraging adults and peers to carry out their own plans, arbitrariness in the sphere of movements, actions, and also cognitive processes and communication with adults.

The main method of educating the volitional behavior of children of early and preschool age is to set competent demands on them in various forms (demand-trust, demand-request, demand-advice), motivating them, which ensures the development of awareness. Psychologists advise using the child’s guidance in volitional actions, arranging games with rules, especially with prohibition rules, when the player should make a strong-willed effort not to break them.

Games play a special role in the development of will in children, and each type of play activity makes its own specific contribution to the improvement of the volitional process.

Constructive object-based games, which appear first in a child’s age-related development, contribute to the accelerated formation of voluntary regulation of actions. During the period of preschool childhood, the development of willpower occurs not only in play, but also in the acts of drawing, appliqué, and performing tasks at the request of an adult. Psychologists have found that volitional manifestations in character are stimulated by game images. A regular long jump and a grasshopper jump differ significantly in their performance. Outdoor games lead to the strengthening of the child’s necessary volitional personality traits. In addition to this task, collective outdoor games with rules solve another problem: strengthening self-regulation of actions.

Games with rules are didactic and active games. In didactic games, the ability to obey the rules is developed, 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. Games with rules are a space where a child can practice, master and adopt the necessary forms of behavior.

Observations of children led us to the conviction that the rules of the game mobilize the child, he is focused, includes his intellect: perception, memory and thinking, controls the process of the game and his actions. This is how he gains experience in concentration and basic control of his behavior and actions.

Working with older preschoolers reveals their psychological

the need to pass all kinds of tests to confirm one’s skill and demonstrate strong-willed qualities (perseverance, determination, endurance, etc.)

To correctly assess volitional action, it is necessary to know the motives (impulses) that determined the setting of this goal and prompted the child to act. Each of his actions is performed for something (goal) and for some reason (motive). The students were asked: “Why do you count so well and already read?” The answers varied. One child answered: “Just as dad and mom work well, I should study well, do well and learn a lot before school.” Another said: “I want my teacher to praise me.” A third said: “I want to be the best. For my efforts, my mother buys me my favorite candies.” And the activity is the same, and the results are the same, but the motives for the activity are different. From the above example it is clear that motives come at different levels - lower (selfish motives) and higher (motives of social order, sense of duty). Of course, a child’s actions can be determined by such motives as well-being, a sense of personal affection, and so on, but personal motives should not contradict public interests.

The most important criterion of preschool maturity in the volitional sphere is the necessary level of development of the child’s independence. From our observations, the criteria and signs of a preschool child’s independence in joint activities are his ability to organize and complete his own activities; desire to interact with peers; the ability to act and interact when organizing activities and performing them.

Independence - the ability to act independently, make judgments, have initiative, and determination. Such definitions are given to us by the Explanatory Dictionary of the Russian Language. An independent child organizes interaction with friends, correlates his skills and desires to act with the conditions of the environment. In older preschool age, independence becomes a qualitative acquisition of the child’s developing personality. Independence in joint activities with peers is manifested in the search for a common cause, in inviting a friend, in communicating a plan to him, in making suggestions, advice, value judgments, in the process of implementing a plan.

Strong-willed personality traits are not given to a person from birth. They appear under the influence of the education process. And the baby performs his first action during birth, which triggers the volitional mechanism, the desire for life, for overcoming obstacles and difficulties. However, it should be noted that situations may arise when the child’s will and volitional qualities may not be formed. This situation develops in the presence of certain conditions, such as unfavorable living conditions and upbringing in childhood: 1) the child is spoiled, all his desires were unquestioningly fulfilled (an easy world - no will required), or 2) the child is suppressed by the rigid will and instructions of adults, is not capable make your own decisions. The development of volitional regulation of behavior in humans occurs in several directions. On the one hand, this is the transformation of involuntary mental processes into voluntary ones, on the other hand, a person gains control over his behavior, and on the third, the development of volitional personality traits.

Improving the volitional regulation of behavior in children is associated with their general intellectual development, with the emergence of motivational and personal reflection. Therefore, it is almost impossible to cultivate a child’s will in isolation from his general psychological development. Otherwise, instead of will and perseverance, which are undoubtedly positive and valuable personal qualities, their antipodes may arise and take hold: stubbornness and rigidity. An example is the bewilderment of some families of preschool children when adults say that we instill willpower in a child, but he becomes more and more harmful and stubborn.

The most important parts of a volitional act—decision making and execution—often cause a special emotional state, which is described as a volitional effort. Volitional effort is a form of emotional state that mobilizes a person’s internal resources (thinking, memory, imagination) and creates additional motives for action.

Volitional readiness is a high level of voluntarily controlled behavior, voluntary regulation of mental processes, actions, mastery of such a structure of activity and behavior in which the goal and motives are understood, efforts are mobilized, mental activity is directed and regulated. The works of B. G. Ananyev, Z. I. Kalmykova, N. A. Menchinskaya, S. L. Rubinshtein, U. V. Ulyenkova put forward provisions on the possibility of preschool children to voluntarily regulate their activities.

N. E. Veraksa’s program, according to which our preschool institution operates, recommends developing such strong-willed qualities of preschoolers as the ability to limit their desires, obey the demands of adults and comply with established standards of behavior, and follow a positive example in their actions.

The practice of education in kindergarten shows that the reserves of volitional development in preschool age are far from being exhausted.

Difficulties in the theory of the issue of volitional education and development of preschool children have led to such problems in educational practice as:

— lack of specificity of learning objectives,

- setting a common goal for all children,

- lack of close communication between the teacher and the psychologist and parents in matters of volitional education,

— lack of a system of work to instill strong-willed readiness for school.

Taking into account the listed problems, we have developed approximate directions of pedagogical activity in the preschool group of preschool educational institutions. Practice shows that it is difficult to determine which factors of psychological readiness for school are more significant and which are secondary. The degree of formation of each of them varies among children. But the absence or low level of at least one of the necessary psychological qualities can lead to difficulties in learning.

The system of work to develop strong-willed readiness for school should involve a triad of interaction between the activities of a teacher, a psychologist and a parent.

1. To ensure a specific approach to each family, a survey of parents is carried out, and then systematic general and individual counseling on the issues of instilling strong-willed efforts in each child.

2. Inclusion of the issue in the topics of parent meetings, round tables, trainings and conferences.

3. Presentations of family education experience.

4. Development of interesting and useful visual information stands.

5. Written and oral recommendations to teachers and parents from a preschool educational institution psychologist.

The kindergarten psychologist determines the level of formation of volitional readiness of each senior preschooler and further determines the readiness group. Together with the teacher, an individual “route” is developed for each child to promote his further volitional development.

Based on the study of the theory of the issue of volitional readiness and knowledge of the characteristics of each child, the group teacher:

- Selects a system of games (didactic, role-playing, moving - optional) for the entire period of the school year.

— Conducts systematic work with the concept of “rule”. For example: repeat the rule, think about how to implement it, reward for efforts and helping other children.

- Gives creative tasks to children: change the rule of the game, come up with a new rule.

- Involves children into self-evaluation of the game.

— Develops a long-term plan for the year on training objectives.

— Together with the preschool education teacher, he specifies the learning objectives in each game.

— Progressively monitors the results of each child’s achievements.

— Keeps a performance diary.

— Provides a creative approach to the comprehensive preschool educational program.

- Gives children more freedom to express themselves.

In games with rules, volitional behavior is cultivated, but this process must be carried out more purposefully. For this purpose, approximate additional tasks were introduced in outdoor games. For example, the game “Quickly take it, quickly put it down.” (we set the task - not to be distracted during execution.) The game “Whoever is named catches the ball.” (Task: to be restrained in behavior). Game "Catching Monkeys". (Task: resolve difficulties independently).

We offer some games that will help children develop the ability to control themselves, their motor and emotional reactions, observation, perseverance, endurance, follow a given rule for a long time, and also train memory, attention, thinking and imagination.

Game "Secret Word"

The psychologist or teacher agrees with the players that they will repeat all the words after them, except, for example, the names of plants or pets. Instead, upon hearing the name of a plant or pet, you need to stamp your foot or clap your hands twice (whistle, jump, etc.) You can assign penalty points for mistakes (of course, when the children already understand the essence of the game well). It is very good if you keep a record of the number of points scored in each game: this way the children will see how their results change for the better each time.

Game "Turnip"

(from 4 to 7 years old) The essence of the game is similar to the previous one. Children tell the fairy tale “Turnip” one sentence after another in a circle. In this case, the titles and names of the main characters are replaced as follows:

Turnip - two claps; Grandfather - the words “cough-cough”; Grandma - “oh-oh”; Granddaughter - “la-la”; Zhuchka - “woof-woof”; Cat - “mur-mur”; mouse - “pee-pee”. The main thing here is not to make a mistake and not to miss the moment to say the right word. At the initial stage and for young children, replace not all characters, but some, for example, Turnip and Mouse. Instead of the fairy tale “Turnip”, you can take any other Russian folk tale (“Kolobok”, “Teremok”).

Game "Scouts" (

from 5 years old
)
The leader hides (puts or places in a visible place) in the room some small object (toy) that the players will look for. They can walk everywhere and look into all corners, but not open cabinets, since the toy is in a visible place. The one who finds the toy must keep his find a secret, and not give away his find either with a laugh, or a look, or a word. He simply sits on a chair and silently watches as the other children continue their search. The one who finds the hidden toy first and does not give away his find hides it next time.

Game "Pirate's Treasures"

(from 4 years old). A psychologist or teacher is a pirate. He sits in a certain place in the game room, and next to him, at arm's length, is some small object (treasure). The “Pirate” is sleeping, the other players slowly, on tiptoe, creep up on him, trying to pick up the “treasures”. If the “pirate” hears any sounds, he opens his eyes, and the players must immediately freeze so as not to be “noticed.” The one who did not have time to freeze moves back a few steps. The rest continue moving as soon as the “pirate” “falls asleep” again. The one who takes the “treasure” becomes a “pirate”.

Game "Attentive Detective"

(from 4 years old). Find a small sheet with fairly large letters in the text (2-3 lines). Give the children markers or felt-tip pens and tell them a story, for example, this one: “The letters were gathering for a holiday. The letter "A" wore a red dress, and the letter "C" wore a blue suit. Find all the letters “A” on the page and dress them in a red dress, and all the letters “C” in a blue suit. Make the task more difficult as children learn the alphabet.

Game "Turtle Race"

(from 5 years old) The game can be played both in the playroom and on a walk.
Children line up in one line and, at a signal, begin very slowly
(to an agreed upon landmark, for example, a table or a line). The winner is the one who comes to the finish line last. How difficult it is for very active children to do this!

Game “Thumbs Up, Whisper Together”

(from 6 years old).
An adult asks a question (makes a riddle). The player who knows the answer silently
raises his hand, puts his fingers into a fist, and raises his thumb up. When all the players guess and raise their fingers up, the leader begins to count: “One, two, three...” On the count of “three,” all players whisper the answer together.

In addition to the above games, any games in which you need to follow the rules are suitable for developing the volitional qualities of children. These are board games: “Dominoes”, “Checkers”, “Chess”, various “walkers” with cubes and chips. Outdoor games such as the old and almost forgotten “Classics”, “Rubbers” and “Dodgeball”.

When playing with a child, you don’t have to try to give in to him all the time. After all, one day he will play with other children who may turn out to be more dexterous and more attentive. The ability to lose with dignity (and win, of course!) is also one of the indicators of a high level of self-control.

Literature:

1. Ananyev, B. G. Selected psychological works in 2 volumes / Ed. A. V. Bodaleva. - M.: Pedagogika, 1980. T. 1. - 230 p.; T.2. — 287с/ Ed. A. V. Bodaleva.

2. Gutkina N.I. Psychological readiness for school. 4th edition. - St. Petersburg: Peter, 2009.-208 p.

3. Mukhina V.S. Child psychology: Textbook. for pedagogical students Institute / Ed. L. A. Venger.-2nd ed., revised. and additional - M.: Education, 1985.

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

5. From birth to school. Basic general education program./Ed. N. E. Veraksy, T. S. Komarova, M. A Vasilyeva. M.: MOSAIC-SYNTHESIS, 2010.