Classification of games for preschoolers
Elena Lykova
Classification of games for preschoolers
Classification of games for preschoolers
In modern pedagogical theory, play is considered as the leading activity of a child - a preschooler . The leading position of the game is determined not by the amount of time that the child devotes to it, but by the fact that: it satisfies his basic needs; in the depths of the game other types of activities arise and develop; Play contributes most to a child’s mental development.
Games differ in content, characteristic features, and the place they occupy in children’s lives, in their upbringing and education.
Role-playing games are created by the children themselves, with some guidance from the teacher. They are based on children's amateur activities. Sometimes such games are called creative role-playing games, emphasizing that children do not simply copy certain actions, but creatively comprehend them and reproduce them in created images and play actions.
There are several groups of games that develop a child’s intelligence and cognitive activity.
Group I – object games, such as manipulations with toys and objects. Through toys - objects - children learn shape, color, volume, material, the animal world, the human world, etc.
Group II – creative games, role-playing games, in which the plot is a form of intellectual activity.
Let's consider one of these ( classification by S. L. Novoselova)
.
Classification of games
(according to S. L. Novoselova)
The Education and Training Program in Kindergarten provides the following classification of games for preschoolers :
— plot-role-playing:
- theatrical;
- movable;
- didactic.
The main component of a role-playing game is the plot; without it, there is no role-playing game itself. The plot of the game is the sphere of reality that is reproduced by children. Depending on this, role-playing games are divided into:
•Games based on everyday stories: in the “house”
,
“family”
,
“holiday”
,
“birthdays” (a lot of space is given to the doll)
.
• Games on industrial and social topics, which reflect the work of people (school, store, library, post office, transport: train, plane, ship).
• Games on heroic-patriotic themes, reflecting the heroic deeds of our people (war heroes, space flights, etc.)
• Games on themes of literary works, films, television and radio programs: “sailors”
and
“pilots”
, in the Hare and the Wolf, Cheburashka and the crocodile Gena
(according to the content of cartoons, films)
, etc.
Story game duration:
• in early preschool age (10-15 min.)
;
• in middle preschool age (40-50 min.)
;
• in older preschool age (from several hours to days)
.
Content is what is displayed by the child as a characteristic moment of activity and relationships between adults.
subject relations
activity behavior between people
of people
The structure of a role-playing game includes the following components:
• roles played by children during the game;
• play actions with the help of which children implement roles;
• game use of objects, real ones are replaced by game ones.
• relationships between children are expressed in remarks, remarks, the course of the game is regulated.
In the first years of life, with the teaching influence of adults, the child goes through stages of development of play activity, which represent the prerequisites for role-playing games.
The first such stage is an introductory game. Refers to the child's age - 1 year. The adult organizes the child’s object-based play activities using a variety of toys and objects.
At the second stage (between 1 and 2 years of the child’s life)
A display game appears in which the child’s actions are aimed at identifying the specific properties of an object and achieving a certain effect with its help. The adult not only names the object, but also draws the child’s attention to its intended purpose.
The third stage of game development refers to the end of the second - beginning of the third year of life. A plot-display game is formed, in which children begin to actively reflect impressions received in everyday life (cradling a doll)
.
Fourth stage (from 3 to 7 years)
– own role-playing game.
Role-playing play for preschool in its developed form represents an activity in which children take on roles (functions)
adults and in a social form, in specially created play conditions, reproduce the activities of adults and the relationships between them. These conditions are characterized by the use of a variety of game objects that replace the actual objects of adult activity.
The amateur nature of children’s play activities lies in the fact that they reproduce certain phenomena, actions, and relationships actively and in a unique way. The originality is determined by the peculiarities of children’s perception, understanding and comprehension of certain facts, phenomena, connections, the presence or absence of experience and the immediacy of feelings.
The creative nature of play activity is manifested in the fact that the child is, as it were, reincarnated into the person he is portraying, and in the fact that, believing in the truth of the game, he creates a special play life and is sincerely happy and sad as the game progresses. The child satisfies his active interest in the phenomena of life, in people, animals, and the need for socially significant activities through play activities.
A game, like a fairy tale, teaches a child to penetrate the thoughts and feelings of the people depicted, going beyond the circle of everyday impressions into the wider world of human aspirations and heroic deeds.
In the development and enrichment of children’s amateur performances, creative reproduction and reflection of facts and phenomena of the surrounding life, a huge role belongs to the imagination. It is through the power of imagination that game situations are created, the images reproduced in it, the ability to combine the real, the ordinary with the fictional, which gives children's play an attractiveness that is unique to it.
In role-playing games, an optimistic, life-affirming character is clearly evident; the most difficult cases in them always end successfully and safely: captains guide ships through storms and storms, border guards detain violators, doctors heal the sick.
In a creative role-playing game, a child actively recreates, models real-life phenomena, experiences them, and this fills his life with rich content, leaving a mark for many years.
• Director's games in which the child makes dolls speak and perform various actions, acting both for themselves and for the doll.
• Theatrical games - acting out a certain literary work in person and displaying it using expressive methods (intonation, facial expressions, gestures)
specific images.
games – games on themes
dramatization of literary works
The dramatization game is a special type of activity for preschool .
Dramatize - depict, act out a literary work in person.
the sequence of events, roles, actions of the characters, their speech is determined by the text of the literary work.
Children need to memorize the text verbatim, comprehend the course of events, the image of the heroes of a fairy tale, or retelling.
helps to better understand the meaning of a work, feel the artistic value, and sincerely express one’s feelings
In dramatization games, the content, roles, and game actions are determined by the plot and content of a particular literary work, fairy tale, etc. They are similar to plot-role-playing games: they are based on the conditional reproduction of phenomena, actions and relationships between people, etc. etc., and there are also elements of creativity. The uniqueness of dramatization games lies in the fact that according to the plot of a fairy tale or story, children play certain roles and reproduce events in the exact sequence.
With the help of games - dramatizations, children better assimilate the ideological content of the work, the logic and sequence of events, their development and causality.
The teacher's guidance lies in the fact that he, first of all, selects works that have educational significance, the plot of which is easy for children to learn and turn into a game - dramatization.
In a game of dramatization, there is no need to show the child certain expressive techniques: the game for him should be just that: a game.
Of great importance in the development of dramatization play, in the assimilation of the characteristic features of the image and their reflection in the role is the interest of the teacher himself in it, his ability to use the means of artistic expression when reading or telling. The correct rhythm, various intonations, pauses, and some gestures enliven the images, make them close to children, and arouse their desire to play. Repeating the game over and over again, the children need the help of the teacher less and less and begin to act independently. Only a few people can participate in the dramatization game at a time, and the teacher must ensure that all children take turns participating in it.
older preschoolers take into account each other's interests and desires, and sometimes use a counting rhyme. But even here, some influence from the teacher is necessary: it is necessary to induce a friendly attitude among peers towards timid children, to suggest what roles they can be assigned.
Helping children learn the content of the game and get into character, the teacher uses illustrations for literary works, clarifies some of the characteristic features of the characters, and finds out the children’s attitude to the game.
• Worthwhile – constructive games
Construction-constructive games are a type of creative games in which children display the surrounding objective world, independently erect structures and protect them.
Types of building materials. Construction game is an activity for children, the main content of which is the reflection of the surrounding life in various buildings and related actions.
The similarity between role-playing games and construction games is that they unite children based on common interests, joint activities, and are collective.
The difference between these games is that the plot-role-playing game primarily reflects various phenomena and masters the relationships between people, while in the construction game the main thing is to become familiar with the relevant activities of people, with the technology used and its use.
It is important for the teacher to take into account the relationship, the interaction of role-playing and construction games. Construction often arises in the process of role-playing play and is caused by it. In older groups, children spend a long time constructing quite complex buildings, practically comprehending the simplest laws of physics.
The educational and developmental influence of construction games lies in the ideological content, the phenomena reflected in them, in children’s mastery of construction methods, in the development of their constructive thinking, enrichment of speech, and simplification of positive relationships. Their influence on mental development is determined by the fact that the design and content of construction games contain one or another mental task, the solution of which requires preliminary thinking: what to do, what material is needed, in what sequence the construction should take place. Thinking about and solving a particular construction problem contributes to the development of constructive thinking.
During construction games, the teacher teaches children to observe, distinguish, compare, correlate one part of a building with another, remember and reproduce construction techniques, and focus on the sequence of actions. Under his guidance, schoolchildren master a precise vocabulary that expresses the names of geometric bodies and spatial relationships: high low, right to left, up and down, long short, wide narrow, higher lower, longer shorter, etc.
In construction games, ordinary, most often plot-shaped toys are also used, and natural materials are also widely used: clay, sand, snow, pebbles, cones, reeds, etc.
• Creative games
Creative games are games in which images appear that contain the conditional transformation of the environment.
Indicators of developed gaming interest.
1. The child’s long-term interest in the game, the development of the plot and the performance of the role.
2. The child’s desire to take on a certain role.
3. Having a favorite role.
4. Reluctance to finish the game.
5. Active performance by the child of all types of work (modeling, drawing)
.
6. The desire to share your impressions with peers and adults after finishing the game.
• Didactic games – games specially created or adapted for educational purposes.
• In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions, the formation of ideas, and the acquisition of knowledge preschoolers These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.
The didactic game helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.
• Outdoor games are a conscious, active, emotionally charged activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players.
Outdoor games are primarily a means of physical education for children. They provide an opportunity to develop and improve their movements, practicing running, jumping, climbing, throwing, catching, etc. Outdoor games also have a great influence on the child’s neuropsychic development and the formation of important personality qualities. They evoke positive emotions and develop inhibitory processes: during the game, children have to react with movement to some signals and refrain from moving when others. These games develop will, intelligence, courage, speed of reactions, etc. Joint actions in games bring children closer together, giving them the joy of overcoming difficulties and achieving success.
The source of outdoor games with rules are folk games, which are characterized by brightness of concept, meaningfulness, simplicity and entertainment.
The content of the game is determined by the movements that are part of it. In the kindergarten education program, for each age group of children, outdoor games are provided in which various types of movements are developed: running, jumping, climbing, etc.
The rules in an outdoor game play an organizing role: they determine its course, the sequence of actions, the relationships between the players, and the behavior of each child. The rules oblige you to obey the purpose and meaning of the game; children must be able to use them in different conditions.
In younger groups, the teacher explains the content and rules as the game progresses; in older groups, before the start. Outdoor games are organized indoors and outdoors with a small number of children or with the whole group. The teacher ensures that all children participate in the game, performing all the required game movements, but not allowing excessive physical activity, which can cause them to become overexcited and tired.
Older preschoolers need to be taught to play outdoor games independently. To do this, it is necessary to develop their interest in these games, provide them with the opportunity to organize them during walks, during leisure hours, on holidays, etc.
In conclusion, I would like to note that play, like any creative activity, is emotionally rich and brings joy and pleasure to every child by its very process.
General characteristics of the game of preschool children
Definition 1
Game is a social phenomenon determined by the development of society and its culture, manifested in a special form of a child’s life and his activities.
Play is the main source of knowledge of the surrounding reality; it allows children, through play actions, to perform certain social roles, to bring them to life, thereby satisfying their social, cognitive, aesthetic and moral needs. During preschool childhood, play is the leading activity, contributing to qualitative changes in the child’s psyche. During school years, play gradually fades into the background, but is still of great importance in the upbringing, training and development of children. Some educational technologies used in school are based on play and playful activities.
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Main psychological and pedagogical characteristics of the game:
- The game in its essence is a form of active reflection by children of the surrounding life of society and individuals.
- Game as a type of social activity has a certain character, which changes in accordance with the historical conditions of life of people, society and the state.
- Play is a form of creative reflection by children of the reality around them.
- Play is a specific and orderly operation of the child’s existing knowledge, as well as a means of enriching, clarifying and exercising it. In addition, it acts as one of the main means of developing the moral and cognitive strengths and abilities of the child.
- In its expanded form, play is a certain collective activity of children.
- The game can transform and develop, depending on the child’s knowledge and skills; the more extensive they are, the more interesting and educational his play actions are.
The development of the game can be characterized depending on the age of the children:
- Throughout preschool childhood, play is the child’s leading activity.
- The content of the game varies depending on the age of the children playing. Thus, children under 3 years old love to play with sand and water; they mostly play with adults; in children 3-4 years old, active group games predominate; at the age of 4-5 years, children are attracted to story-based games; children 6-7 years old play games that are more meaningful in meaning and form, since they have already accumulated significant life experience and their interests are significantly stable.
- The essence of the game, depending on age, is that it reflects those aspects of life and features of activity that are most interesting to a child at a certain age period.
- During the game, children learn to interact with each other, regulate their desires and behavior, in accordance with established norms and rules.
Finished works on a similar topic
Course work Psychology and pedagogy of play 490 ₽ Essay Psychology and pedagogy of play 270 ₽ Examination Psychology and pedagogy of play 200 ₽
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Structural components of the game
Any game, regardless of type, must have the following components:
- The area of reality that children reproduce (for example, family, hospital, store, fairy tale plot, etc.).
- A certain sequence of actions and events that the child (children) plays out as part of the plot of the game. Quite often, games on the same theme can be presented with different plots. For example, when playing “family,” children can act out the plot of a family walk, receiving guests, doing laundry, etc.
- The role is the third important element of the game; it represents a certain set of rules and actions that the child must perform in order to simulate a game situation. For example, playing the role of a doctor, a child must perform actions typical of a doctor - “give injections,” “listen to the patient,” etc.
- The content of the game acts as the main point of the players’ activities. Depending on the age of the players, the content of the game is different. For children of primary preschool age, the content of games is presented with a simple plot and uncomplicated actions; for children of older preschool age, the content of games is more intense, both in action and emotionally.
- Play space and play material - represents a variety of toys and play items that children use to play out roles and plots. Particular attention should be paid to gaming material, as it contributes to the development of children's imagination and imagination. This is due to the fact that play items are used by children as substitutes for other items that are inaccessible to the child. For example, a stick can be a spoon or a spatula, pebbles and leaves can be money, etc.
- Real and role-playing relationships between children reflect the relationships between children in real life and within the framework of the game. In a game, relationships are determined by the correctness and quality of the role played by those playing.
