Features of play activities of modern preschoolers

Children's play as a phenomenon

Game is one of the phenomena that accompanies a person throughout his life. As a multidimensional and complex phenomenon, play has always attracted the attention of researchers and remains an important topic to this day.

In the middle of the last century, the famous cultural historian J. Huizinga conducted a semantic analysis of the word “game” and showed that it does not have the same meaning in different languages and different cultures, but is associated with an intuitive awareness in a particular culture of the meaning and place of play in people’s lives . Such an analysis allows us to assess the complexity, ambiguity and diversity of the phenomenon being studied.

At the beginning of the 21st century, the psychological community was faced with the practical task of determining which types of children's activities can be called play and which cannot. This task is urgent because the Convention on the Rights of the Child enshrines in article 31 the child's right to play. But what is a game? In order to protect and support a child's right to play, it is necessary to have a clear understanding of what it is. Therefore, psychologists are faced with the task of finding (creating) a tool for describing and interpreting the game.

Analyzing the phenomenon of the game, modern science relies on historically established game-theoretic approaches of earlier eras, each of which is formed by its own ideas about the nature of the game. The works of M. Born, N. Vorobyov, G. Zhuravlev and others are devoted to the analysis of the game.

In this work, we relied on two theories that made the greatest contribution to the scientific understanding and interpretation of the game phenomenon - L.S. Vygotsky and D.B. Elkonin, as well as the theory of A.N. Leontyev.

L.S. Vygotsky speaks most extensively on the topic of play in his lectures. “In play, the child discovers: every thing has its own meaning, every word has its own meaning, which can replace the thing.” L.S. Vygotsky said that play arises not from a thing, but from a thought. The main criterion of the game is the presence of an imaginary situation. Vygotsky argued that the main feature of gaming activity is the player’s ability to occupy two positions at the same time. For L.S. For Vygotsky, play refers primarily to the sphere of consciousness, to the sphere of constructing meanings and contexts of meaning.

In Soviet and then in Russian psychology, the view of D.B. dominated. Elkonin for the game. The theory of children's play he developed became fundamental and formed the basis of many studies. In collaboration with the “Kharkov group” (A.N. Leontyev, L.I. Bozhovich, P.Ya. Galperin, A.V. Zaporozhets, etc.), he presented the results of his research. The main problem is understanding the nature of the game. From his point of view, a child can do in a game what he cannot do in reality.

The main questions that interested D.B. Elkonin: a critical analysis of existing theories of play, the historical origin and understanding of play as a leading type of activity and the disclosure of its social content, the problem of symbolism and the relationship of object, word and action in the game. The research was carried out in a team, with constant contact with A. Leontyev, P. Galperin, A. Zaporozhets.

In the scientific literature devoted to the upbringing and development of a preschool child, role-playing play is considered as a leading activity. A.N. Leontyev shows that it is in the process of this activity that the child develops new relationships with the social environment, a new type of knowledge and ways of obtaining it, which changes the cognitive sphere and psychological culture of the individual, i.e. promotes the development of neoplasms characteristic of a given age.

The works of D. Elkonin and A. Leontiev provide a detailed analysis of the genesis of role-playing play, its structure, highlight the main patterns of development of play in the preschool period, and show the importance of play for the formation of basic mental transformations of preschool age.

Game as a type of human activity

Olesya Borovikova

Game as a type of human activity

1. The concept of gaming activity

Let's consider what activity is in general and gaming activity in particular . In L. M. Fridman and I. Yu. Kulagina we find: “ activity is understood as the activity of a subject aimed at changing the world, at producing or generating a certain objectified product of material or spiritual culture” [27, p. 30], [19, p. 131].

A.V. Petrovsky says that activity is internal (mental)

and external
(physical)

human activity , regulated by a conscious goal. The purpose of an activity is its focus on a specific result, certain knowledge, skills and abilities acquired in the process of activity . All authors identify three main types of activities : gaming, educational and labor. “Game activity is the simplest form of activity – a unique reflection of life, a means of understanding the world around us.”
In an active play form, the child learns more deeply the phenomena of life and people’s relationships [20, p. 93]. The concept of " game "

includes a huge range of ideas, and different authors have their own approaches to the interpretation of this definition.

So, for example, according to D. G. Mead, play is a process in which a child, imitating adults, perceives their values and attitudes and learns to play certain roles [18, p. 40].

N. D. Ushinsky about

, and L. S. Vygotsky described the game as the first school of raising a child, as the arithmetic of social relations.
There are original formulations of the term “
game ” [26, p. 39].

H. Hoagland believes that "understanding the atom is child's play compared to understanding child's play." One cannot but agree with the opinion of J. Collarits that: “an exact definition of a game is impossible, any search for such definitions should be qualified as “scientific games”

the authors themselves [31, p. 62].

Research into game theory began in the second half of the 19th century, and the most significant, in our opinion, are the works of K. Gross, G. Spencer, F. Boytendak, E. L. Pokrovsky, F. Schiller, F. Froebel, K. Bühler and many others [12, p. 17].

K. Gross in his works creates a theory of the emergence of games as an exercise, training skills necessary for a person to support life.

G. Spencer's theory is based on the fact that the appearance of the game is associated with “excess strength”

that
a person does not waste in the process of his life . This contradiction is refuted by the opinion of the German psychologist M. Lazors, who came to the conclusion that in order to restore his strength expended in the process of work , a person plays [28 , p.
43]. Many Soviet scientists in the 20-30s also worked on the development of game theory as the most important means of comprehensive development and education of a person . But scientific research was mainly focused on studying the game as a method of self-education.

If we turn to the deciphering of the concept of “ game ”

, then the Russian encyclopedic dictionary of 1877 classifies
round dances , sports competitions, gladiator fights, horse races and even animal demonstrations in the circus as games.
In the Great Encyclopedia, edited by S. Yuzhakov, the concept of game is defined as an activity that has no practical purpose and serves for entertainment or amusement, as well as the practical application of certain arts [4, p. 90].

The most detailed definition of the concept “ game ”

gives by V.I. Dal in his Explanatory Dictionary of the Living Great Russian Language.
" A game . what they play with and what they play with : fun, established according to directions, and things that serve for this purpose” [9].
Modern approaches to the concept of " game "

are considered in the works of E. Bern, I. Huizinga, A. Leontiev, D. Elkonin, I. Kohn, S. Shmakov, P. Ershov [14, p. 50].

The creators of the theory of psychoanalysis identify three main motives that lead a person to play . The first is the attraction to repetition, thereby indirectly aligning with the theory of exercises by K. Gross. The second is the desire for liberation, the removal of obstacles that fetter freedom, pointing to the psychological and individual nature of the need for play. And the third is determined by the desire to merge with the community and the surrounding world [6, p. 12].

In the published edition of “ Human ”

P. M. Ershov, published in 1990, the author proposes to consider the game as one of the transformations of the needs inherent in all higher animals and
humans - the need for equipment (auxiliary needs for accumulating and improving the means of satisfying one’s needs [10, p. 37].
A. N. Leontiev believes that play is personal freedom in the imagination, “the illusory realization of unrealizable interests”

.
But no matter how various authors interpret the term “
game ” it has always been one of the leading forms of development of
human and a way of real knowledge of the world. A game is a type of activity that arises at a certain stage of ontogenesis and is aimed at recreating and assimilating social experience, in which self-government of behavior develops and improves [15, p.
49]. An attempt to derive its definition in a wide variety of concepts of “ game ”

, made by scientists of the 19th-20th centuries, is considered inappropriate by us, since it can simply replenish the terminological series.
However, we will dwell on a number of provisions that outline the boundaries of this phenomenon (according to T. S. Bibartseva)
:

- play is a certain action: physical, emotional, intellectual, social or any other;

- the game is initiated by an internal need for something: rest, learning, and so on, but without the energetic charge of the motivational sphere, the game cannot take place ;

- the game is not only a “school”

communication, but also a school of interaction between specific players;

— a game is an optional and kind of irresponsible activity, since it is always carried out not in a real, but in a conditional, deliberately fictitious situation [3, p. 15].

With the term " game "

“play
activity ” is closely related .
In human practice, gaming activity occupies a leading place, especially in childhood, and it has such functions as: entertaining, sociocultural, diagnostic, correctional, communicative, socializing, educational, cognitive, self-realization, and play therapy. The last of the above is of no small importance, as it helps to overcome various difficulties that arise in other types of human activity .
Considering that gaming activity is always voluntary and includes elements of competition and opportunities for self-realization, the structure of the game as an activity includes goal setting and implementation, planning, and analysis of results. Game activity is an important means of mastering various life situations. During the game, not only are human , but the consciousness is also activated and the subconscious is liberated. It is gaming activity that contributes to the rapid assimilation and consolidation of information used in the game. It is no coincidence that role-playing and business games used in the educational process have recently become popular.

Thus, the main characteristics of gaming activity include : accessibility, activity, progressiveness, competitiveness, emotional elation, adaptability, improvisation, voluntariness, creativity, pleasure.

2. Types of gaming activities

Since play activity is a natural need of a child, which is based on intuitive imitation of adults. Play is necessary to prepare the younger generation for work; it can become one of the active methods of teaching and education.

Games can be divided according to the age characteristics of children [10, p. 34]:

1) games for preschool children.

The leading activity of a preschool child is play . Emerging at the border of early childhood and preschool age, role-playing game develops intensively and reaches its highest level in the second half. In the game, the role plays a role as a mediating link between the child and the rule. Accepting the role makes it much easier for the child to follow the rules.

The games of children of the third and fourth year of life are varied in content. A large place is occupied by mobile games (catch-up, hide-and-seek, manipulative with objects (moving objects, ride-on toys)

.
Children love to play with sand and water; by the fourth year of life, children not only make thoughtless movements with building materials, but also try to construct something. In the third year of life, children show their desire for group games .
In middle preschool age, creatively plot-based play , both the plots or themes of these games and their content (action that reveals the plot)

are becoming more and more diverse, reproducing phenomena of everyday, industrial, social life, as well as material from fairy tales and stories.

By the age of 6-7, thanks to the accumulation of life experience, the development of new and relatively more stable interests, imagination and thinking, children’s games become more meaningful and more complex in form.

Often the plots of children are events of school life, that is, the game “school”

, being a close perspective of older preschoolers.

2) games for primary school children

At the age of 6-7 years, the child begins a period of change in the leading type of activity - the transition from play to directed learning (in D. B. Elkonin - “crisis of 7 years”

).
Therefore, when organizing the daily routine and educational activities of younger schoolchildren, it is necessary to create conditions that facilitate a flexible transition from one leading type of activity to another . Solving this problem, you can resort to the widespread use of games in the educational process (cognitive and didactic games)
and during recreation [31, p. 60].

At primary school age, role-playing games continue to occupy a large place. They are characterized by the fact that, while playing , a schoolchild takes on a certain role and performs actions in an imaginary situation, recreating the actions of a specific person . Thus, role play acts as a means of self-education for the child.

The educational significance of story games for younger schoolchildren is fixed in the fact that they serve as a means of understanding reality, creating a team, fostering curiosity and forming strong-willed feelings of the individual.

At this age, outdoor games are common. Children enjoy playing with a ball , running, climbing, that is, those games that require quick reactions, strength, and dexterity. Such games usually contain elements of competition, which is very attractive to children.

Children of this age show an interest in board games , as well as didactic and educational ones. They contain the following elements of activity : game task, game motives, educational solutions to problems.

Didactic games can be used to improve the performance of first grade students [25, p. 16].

During primary school age, significant changes occur in children's games : gaming interests become more stable, toys lose their attractiveness for children, and sports and constructive games begin to come to the fore. Less time is gradually devoted to the game, as reading, going to the cinema, and television begin to occupy a large place in the leisure time of younger schoolchildren.

pedagogically well-organized game mobilizes children’s mental capabilities, develops organizational skills, instills self-discipline skills, and brings joy from joint actions.

3) games for teenage children

This age is often called “difficult”

, transitional. The uniqueness of the social situation of a teenager’s development is that he is included in a new system of relationships and communication with adults and peers, occupying a new place among them, performing new functions. At this age, the dominant need becomes the need to communicate with peers and the need for self-affirmation.

For the purpose of a gradual transition from childhood to adulthood, a special transitional form of adolescent life .

The gaming activity of adolescents differs from the gaming activity of children of primary school age. Apparently, because in it he does not act exactly as he can and knows how, but in new conditions he reveals his capabilities, previously unclaimed. The game offers new conditions for a teenager, rather than playing at adults.

Sports games occupy a large place in adolescence. They are attractive to students of this age for their sharpness and combat focus, the opportunity to demonstrate their physical qualities, as well as willpower.

In the gaming activities of adolescents, ingenuity, orientation, and courage come to the fore. The teenager shows increased demands for strict adherence to the rules of the game and for the quality of gaming activities ; he wants not just to play , but to master “skills”

games, that is, to develop the skills necessary for it in the game, to develop certain personal qualities.

Some teenagers prefer construction games, such as design.

However, these meaningful games do not exhaust all the educational possibilities of gaming activities that can be used in working with teenagers.

4) training games for older teenagers

Game training is conventionally called a system of game exercises for teaching communication. Its purpose is psychotherapeutic. These games are played using a special method. The main thing here is what kind of instructions the leader gives in each game exercise.

Due to the fact that older teenagers are very interested in their personality, “psychological games”

. The goal of the training should be formulated directly for schoolchildren, for example, to learn to understand other people, evaluate, understand, overcome and reveal oneself.

Types of games

There are different types of games: outdoor, didactic, dramatization, constructive games [13, p. 71].

In early childhood, elements of role-playing play arise and begin to form. In role-playing games, children satisfy their desire to live together with adults and, in a special, playful form, reproduce the relationships and work activities of adults .

Leontyev A.N., D.B. Elkonin, A.V. Zaporozhets called role-playing the leading activity of a preschool child. Role play arises and exists in connection with other types of children's practice: primarily with observations of the surrounding life, listening to stories and conversations with adults [21, p. 18].

Role-playing play involves children reproducing the actions of adults and the relationships between them. That is, in the game the child models adults and their relationships.

In addition to this type of game, the preschooler masters games with rules that contribute to the child’s intellectual development, improvement of basic movements and motor qualities.

In preschool age, three classes of games are distinguished [5, p. 19]:

– games that arise on the child’s initiative – amateur games ;

– games that arise on the initiative of an adult who introduces them for educational and educational purposes;

- games that come from the historically established traditions of the ethnic group - folk games that can arise both on the initiative of an adult and older children.

Each of the listed classes of games, in turn, is represented by types and subtypes. So, the first class includes:

Creative role-playing games. The concept of "creative play "

covers role-playing games, dramatization games, construction games.

Role-playing game is the main type of game for a preschool child. It has the main features of the game: emotional richness and enthusiasm of children, independence, activity, creativity.

Dramatization games. They have the main features of creative games: the presence of a plan, a combination of role-playing and real actions and relationships and other elements of an imaginary situation. Games are built on the basis of a literary work: the plot of the game, roles, actions of the characters and their speech are determined by the text of the work. play has a great influence on a child’s speech.

Construction games are a type of creative game. In them, children reflect their knowledge and impressions about the world around them. In construction games, some objects are replaced by others: buildings are erected from specially created building materials and construction materials, or from natural materials (sand, snow)

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

Didactic games are a type of games with rules, specially created by a pedagogical school for the purpose of teaching and raising children. Didactic games are aimed at solving specific problems in teaching children, but at the same time, the educational and developmental influence of gaming activities .

Outdoor games. They are based on a variety of movements - walking, running, jumping, climbing, etc. Outdoor games satisfy the growing child’s need for movement and contribute to the accumulation of varied motor experience.

Traditional or folk games. Historically, they form the basis of many educational and leisure games. The subject matter of folk games is also traditional, they themselves, and are more often presented in museums rather than in children's groups. Research conducted in recent years has shown that folk games contribute to the formation in children of universal generic and mental abilities of a person (sensorimotor coordination, arbitrariness of behavior, symbolic function of thinking, etc., as well as the most important features of the psychology of the ethnic group that created the game [1, p. 20 ].

Having studied the classifications and characteristics of the main types of games, we can conclude that gaming activity is an integral part in the development of personality.

3. Functions and significance of gaming activities in human life

A game is a special type of human activity . It arises in response to the social need to prepare the younger generation for life.

For games to become a true organizer of people’s lives, their active activities , their interests and needs, it is necessary that the practice of education should include a richness and variety of games. Children's life can be interesting and meaningful if children have the opportunity to play different games and constantly replenish their gaming baggage.

Each individual type of game has numerous variations. Children are very creative. They complicate and simplify well-known games, come up with new rules and details. They are not passive towards games . For them this is always creative inventive activity .

Children's games for the entire period of the Soviet formation were not collected, not generalized, which means they were not classified. The famous psychologist A. N. Leontyev was right when he asserted: “... in order to approach the analysis of a child’s specific play activity , one must take the path not of a formal list of the games that he plays , but to penetrate into their actual psychology, into the meaning of the game for the child. Only then will the development of the game appear for us in its true inner content.”

Children's games are characterized by the following features [11, p. 25]:

1. the game is a form of active reflection by the child of the people around him;

2. a distinctive feature of the game is the very method that the child uses in this activity ;

3. the game , like any other human activity , has a social character, so it changes with changes in the historical conditions of people's lives;

4. play is a form of creative reflection of reality by the child;

5. play is the manipulation of knowledge, a means of clarification and enrichment, a way of exercise, and therefore the development of the child’s cognitive and moral abilities and strengths;

6. in its expanded form, the game is a collective activity ;

7. By developing children in many ways, the game also changes and develops.

Play as a function of culture, along with work and learning, is one of the main types of human activity . G. K. Selevko defines a game as “a type of activity in situations aimed at recreating and assimilating social experience, in which self-government of behavior is formed and improved” [22, p. 58].

Most researchers agree that in people's lives the game performs such important functions as:

1. entertaining (the main function of the game is to entertain, give pleasure, inspire, arouse interest);

2.communicative: mastering the dialectics of communication;

3. on self-realization in the game as a “testing ground for human practice ”

;

4.therapeutic: overcoming various difficulties that arise in other types of life ;

5. diagnostic: identifying deviations from normative behavior, self-knowledge during the game;

6.correctional: making positive changes to the structure of personal indicators;

7.international communication: the assimilation of socio-cultural values common to all people;

8.socialization: inclusion in the system of social relations, assimilation of the norms of human society .

Thus, play accompanies the development of man , starting almost from his first steps, when he differs from higher animals only in his unrealized inclinations, to the heights of his purely human activity . But, accompanying a person throughout his entire journey , the game does not always occupy the same place in his needs. The role of play increases from early childhood to youth and adulthood. Here the need for armament is usually dominant. Further, the game gradually gives way to other transformations of the same need for armament, sometimes competing with them more or less successfully for some time. But when these other transformations successfully fulfill their role, the game again gains strength - a person has leisure ! It is now that the kinship between play and artistic creativity emerges. The artist, fully armed with skill, creates while playing ; High acting art is not only conventionally called acting, but in its improvisational essence it is really similar to acting. Stanislavsky even likened it to a children's game.

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Role-playing in the mental development of preschool children

Preschool age is a special period of child development. At this age, the inner life of the soul and internal regulation of behavior develop. This inner life is manifested in the ability to act within the framework of general ideas, in the child’s imagination, in volitional behavior, in meaningful communication with adults and peers.

All these necessary qualities and skills are formed and developed not in conversations with adults or in classes with specialists, but in role-playing games. This is a game in which children take on the roles of adults and, in imaginary conditions specially created by them, reproduce (model) the activities of adults and the relationships between them.

Preschool age is considered the classic age of play. During this period, the most developed form of a special type of children's play arises and develops, which in psychology and pedagogy is called role-playing play. In such a game, all the mental qualities and personality traits of the child are most intensively formed.

Play is the main activity of a preschool child. As the child develops, the nature of the game changes and it also goes through phases. And from the age of three to seven years, children's games go through a fairly significant development path: games with objects, individual object games of a constructive type, collective role-playing games, individual and group creativity, competitive games, communication games. In pedagogy and psychology, the problem of the influence of play activities on the development of children was studied by D.B. Elkonin, D.V. Mendzheritskaya, R.I. Zhukovskaya, S.L. Rubinstein, L.S. Vygotsky, A.P. Usova, as well as modern authors - N.Ya. Galperin, V.V. Mikhailenko, N.A. Korotkova, V.A. Nedospasova, S.A. Kozlova and others.

In older preschool age, you can find almost all types of games that children have before entering school.

The gaming arsenal of a preschooler includes various types of games, both creative ones, where the child himself chooses the theme of the game, its means and content, and games with rules that have a certain structure and are subject to rules, writes Ugaste. Of course, children love to play all these games. However, role-playing game is the most interesting type of children's game. It relies on a child's idea of adulthood, which develops with age.

A game is a form of activity in conditional situations, aimed at relaxation and assimilation of social experience, in socially conditioned ways of carrying out objective actions, in objects of science and culture, emphasizes B.S. Volkov.

Uruntaeva G. A. notes that play is the most free activity of a preschool child. The random nature of the game is expressed not only in the fact that the child freely chooses the action of the game, but also in the fact that he acts with objects in the game. They differ from the usual use of objects in that they are essentially independent of the specific meaning of these objects and are determined by the meanings that the child himself associates with them in the game.

The essence of play as a leading activity is that in play children comprehend various aspects of life, features of the activities and relationships of adults, acquire and clarify their knowledge about the surrounding reality. Role play acts as an activity in which the child is oriented in the most general, in the most basic meanings of human activity. On this basis, the child’s desire for socially significant and socially valued activities is formed, which is the main indicator of school maturity. This is his guiding function, notes Elkonin. In play, a child acquires new knowledge and skills, reflects feelings and desires, learns to communicate, masters experience and rules of behavior.

Features of play activities of preschool children

When accepting children into a group, you must immediately think about the organization of the subject-development environment so that the period of adaptation to kindergarten passes as painlessly as possible. After all, newly admitted children do not yet have experience communicating with their peers, do not know how to play “together” or share toys.

Children need to be taught to play. And, as you know, the game

- this is a specific, objectively developing abilities, activity that is used by adults to educate preschoolers, teach them various actions, methods and means of communication.

Problems will inevitably arise during the work process:

- children play on their own;

- do not want and do not know how to share toys;

- they don’t know how to play with the toy they like;

— children do not have mutual understanding with each other in the game.

The reason for this is that in the home environment the child is isolated from his peers. He is used to the fact that all the toys belong to him alone, he is allowed everything, no one at home takes anything away from him. And, having come to kindergarten, where there are many children who also want to play with the same toy as his, conflicts with peers begin, whims, and reluctance to go to kindergarten.

For a painless transition from home to kindergarten, to organize a calm, friendly atmosphere in a children's group, it is necessary to help children unite, using play as a form of organizing children's life, and also to develop children's independence in choosing a game and in implementing their plans.

Much has been said and written about the fact that play is necessary for the full development of a child. Children must play. The game captivates children, makes their life more diverse and richer.

All aspects of a child’s personality are formed in the game. Especially in those games that are created by the children themselves - creative or role-playing. Children reproduce in roles everything that they see around them in the lives and activities of adults.

Participation in games makes it easier for children to bond with each other, helps them find a common language, facilitates learning in kindergarten classes, and prepares them for the mental work required for school.

It has long been known that in preschool age, the acquisition of new knowledge in games is much more successful than in classrooms. A child, attracted by the game plan, does not seem to notice that he is learning.

We must remember that the game always has two aspects - educational and cognitive. In both cases, the goal of the game is formed not as the transfer of specific knowledge, skills and abilities, but as the development of certain mental processes or abilities of the child.

In order for the game to really captivate the children and personally touch each of them, the teacher must become a direct participant in it. Through his actions and emotional communication with children, the teacher involves the children in joint activities, makes it important and meaningful for them, and becomes the center of attraction in the game, which is especially important in the first stages of getting to know a new game.

All games are designed to help children:

- they bring joy from communication;

- they teach to express their attitude towards toys and people with gestures and words;

- encourage you to act independently;

- notice and support the proactive actions of other children.

In play, a child’s psyche is formed, on which it depends how much he will subsequently succeed in school, work, and how his relationships with other people will develop.

The game is a fairly effective means of developing such qualities as organization, self-control, and attention. Its rules, mandatory for everyone, regulate the behavior of children and limit their impulsiveness.

The role of play, unfortunately, is underestimated by some parents. They think that playing games takes a lot of time. It is better to let the child sit in front of the TV or computer screen, listening to recorded fairy tales. Moreover, in the game he can break something, tear it, get it dirty, then clean up after him. Playing is a waste of time.

And for a child, play is a way of self-realization. In the game he can become what he dreams of being in real life: a doctor, driver, pilot, etc. In the game, he acquires new knowledge and refines his existing knowledge, activates his vocabulary, develops curiosity, inquisitiveness, as well as moral qualities: will, courage, endurance, and the ability to yield. The game develops an attitude towards people and life. The positive attitude of games helps to maintain a cheerful mood.

A child’s play usually arises on the basis and under the influence of received impressions. Games do not always have positive content; children often reflect negative ideas about life in the game. This is a plot-based game where the child reflects familiar plots and conveys semantic connections between objects. At such moments, the teacher needs to intervene in the game unobtrusively, encourage him to act according to a certain plot, play with the child with his toy, reproducing a series of actions.

The game gives the child a lot of positive emotions; he loves it when adults play with him.

Didactic game as a means of teaching preschool children

A large place in working with preschool children is given to didactic games

. They are used in classes and in children’s independent activities. A didactic game can serve as an integral part of the lesson. It helps to assimilate, consolidate knowledge, and master the methods of cognitive activity.

The use of didactic games increases children's interest in classes, develops concentration, and ensures better assimilation of program material. Here, cognitive tasks are related to gaming ones, which means this type of activity can be called a game-activity

In game-activities, the teacher thinks through the content of the game, methodological techniques for carrying it out, imparts knowledge accessible to children’s age, and develops the necessary skills. Assimilation of the material occurs unnoticed by children, without requiring much effort.

The educational effect of the game lies within itself. There is no need for special training in the game. The methods of play activity are conventional and symbolic, its result is imaginary and does not need to be evaluated.

Didactic materials can be divided into two groups. The first includes materials that provide children with opportunities to demonstrate independence when using them. These are a variety of construction sets and construction materials; plot-shaped and plot-didactic toys; natural material; semi-finished products (scraps of fabric, leather, fur, plastic). These materials allow children to experiment freely and use them extensively in games. At the same time, the child is free to choose methods of transformation and receives satisfaction from any result.

The second group included didactic materials specially created for the development of certain abilities and skills. They contain in advance the result that the child should receive when mastering a certain method of action. These are multi-colored rings of different sizes, insert toys, cubes, mosaics. Freedom of activity with these didactic materials is limited by the specific methods of action inherent in them, which the child must master with the help of an adult.

In the process of playing with didactic material, the tasks of familiarizing children with shape, color, and size are solved. The intellectual development of children is carried out - the ability to find common and different things in a subject, group and systematize them according to selected properties. Children learn to reconstruct the whole based on its part, as well as the missing part, disturbed order, etc.

The general principle of activity inherent in didactic games opens up wide opportunities for solving didactic problems of different levels of complexity: from the simplest (assemble a pyramid with three single-color rings, put together a picture of two parts) to the most complex (assemble a Kremlin tower, a flowering tree from mosaic elements ).

In an educational game, the child acts in a certain way; there is always an element of hidden coercion. Therefore, it is important that the conditions created for play provide the child with the opportunity to choose. Then didactic games will contribute to the cognitive development of each child.

Games-activities with didactic material are conducted with children individually or in subgroups. Training is based on dialogue: “What color is the ball? What kind of ball is this? Blue, right? It is advisable to attract the attention of children by introducing some new interesting toy into the group. Children will immediately gather around the teacher, asking questions: “What is this? What for? What are we going to do?” They will ask you to show them how to play with this toy, and they will want to figure it out on their own.

The role of the teacher in organizing role-playing games for preschool children.

The teacher’s skill is most clearly demonstrated in organizing children’s independent activities. How to direct each child to useful and interesting play without suppressing his activity and initiative? How to alternate games and distribute children in a group room or area so that they can play comfortably without disturbing each other? How to eliminate misunderstandings and conflicts that arise between them? The comprehensive upbringing of children and the creative development of each child depend on the ability to quickly resolve these issues.

The main activity of preschool children is role-playing game, which has an extensive character, where several tasks are connected with a single meaning. In role-playing games, the teacher, in joint activities with the children, teaches children play actions: how to feed a doll or a bear, rock them, put them to bed, etc. If a child finds it difficult to reproduce a play action, the teacher uses the technique of playing together.

For games, simple plots with 1-2 characters and basic actions are selected: the driver loads the car with cubes and drives it; Mom rolls her daughter in a stroller, feeds her, puts her to bed. Gradually, the first game plans appear: “Let’s go to the store, buy something tasty, and then there will be a holiday.” The teacher solves game problems together with all participants in the game (building a house, playing family).

Through play, children’s interest in various professions is consolidated and deepened, and respect for work is fostered.

Young children begin to play without thinking about the purpose of the game and its content. Drama games are very helpful here.

. They help expand children's ideas and enrich the content of the child's independent play.

Children willingly accept substitute objects for play. Game items imitate real ones. This helps to understand the meaning of the game situation and inclusion in it.

The teacher emphasizes the imaginary nature of the game situation by introducing imaginary elements into the game in his speech: feeding him porridge that does not exist; washes with water that does not flow from the toy faucet; attributes emotional states to the doll (wants to eat, laughs, cries, etc.). When introducing substitute objects into the game, the teacher not only carries out game actions, but also verbally comments on the conditional object (“This is soap” - a cube; “It’s like a spoon” - a stick, etc.).

In further joint games with children, the teacher expands the range of actions with substitute objects. For example, in one game situation the stick is a spoon, in another the same stick is a thermometer, in a third it is a comb, etc.

The substitute item is always combined with a plot toy (if the bread is a brick, then the plate on which it lies is “like a real one”; if the soap is a cube, then a toy basin is always present, etc.).

Gradually, children begin to take on a play role and designate it for a partner, they begin to develop role interaction - role dialogue (doctor - patient, driver - passenger, seller - buyer, etc.).

In the group, it is necessary to preserve the object-play environment, specially organize it, and select the same toys that were used in joint play. If you played “bathing a doll,” then you need to put 1-2 basins in the play corner; if you “fed the doll,” then we put the dishes so that the children can see them and can use them in the game themselves.

Gradually, along with substitute objects, imaginary objects are also introduced into the game (comb your hair with a comb that is not there; treat you to candy that is not there; cut a watermelon that is not there, etc.).

If the child introduces all this into a game situation on his own, then he has already mastered the basic game skills of a story game.

Playing with dolls is the main game of a preschool child. The doll acts as a substitute for an ideal friend who understands everything and remembers no evil. A doll is both an object for communication and a play partner. She doesn't get offended and doesn't stop playing.

Games with dolls allow children to understand the rules of behavior, develop speech, thinking, imagination, and creativity. In these games, children show independence, initiative and creativity. While playing with a doll, a child develops, learns to get along with other people, and live in a group.

Playing with dolls as daughters and mothers has existed at all times. This is natural: the family gives the child his first impressions of the life around him. Parents are the closest, beloved people whom, first of all, you want to imitate. Dolls attract mainly girls, because mothers and grandmothers take more care of children. These games help instill in children respect for parents, elders, and a desire to take care of children.

Play, the most important type of children’s activity, plays a huge role in the development and upbringing of a child. 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. Soviet teacher V.A. Sukhomlinsky emphasized that “game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and curiosity.”

Literature:

1. Raising children through play: A manual for child educators. garden / Comp. A.K. Bondarenko, A.I. Matusik. – 2nd ed., revised. and additional – M.: Education, 1983.

2. Together with the family: a guide to interaction between preschools. education institutions and parents / T.N. Doronova, G.V. Glushkova, T.I. Grizik and others - 2nd ed. – M.: Education, 2006.

3. “Preschool education.” – 2005

4. “Preschool education.” – 2009

5. L.N.Galiguzova, T.N.Doronova, L.G.Golubeva, T.I.Grizik and others - M.: Education, 2007.

6. L.S. Vygotsky Game and its role in the psychological development of a child // Questions of psychology: - 1966. - No. 6

7. O.A. Stepanova Development of a child’s play activity: Review of preschool education programs. – M.: TC Sfera, 2009.

8. Growing by playing: avg. and Art. doshk. age: A manual for educators and parents / V.A. Nekrasova. – 3rd ed. – M.: Education, 2004.

Trends in the development of play activities of preschoolers in the modern world

Today, the requirements for a child in society have changed, there is a tendency to increase his independence and at the same time to recognize the special rights of the child, says Friedman. In addition, under the influence of rapidly developing life, significant changes have occurred in relationships between people and in the living conditions of children, which could not but affect the play of preschoolers.

Unfortunately, in our time, role-playing games are becoming more and more monotonous and are reduced mainly to family issues. If children's play does not reach the required level, it gradually disappears from their lives, according to N. Mikhailenko and N. Korotkov. In addition, playing games on topics related to the work activities of adults is significantly reduced in six-year-old children.

Recently, teachers and psychologists have noticed a decrease in role-playing games among preschool children. Children play less than 20-30 years ago, and their role-playing games are more primitive and monotonous. This is apparently due to the fact that children are increasingly moving away from adults, do not see or understand the activities of adults, and are poorly acquainted with their work and personal relationships. As a result, despite the abundance of toys, they have nothing to play with. At the same time, it is noted that modern preschoolers prefer to reproduce in their games actions borrowed from television series and take on the roles of television characters. This suggests that our preschoolers, who spend too much time in front of television, are more familiar with the lives and behavior of strange movie characters than with the real adults who surround them. But this does not change the essence of the game: with all the variety of plots, they hide basically the same content - the activities of people, their actions and relationships.

In recent decades, the sociocultural conditions of a child’s life have changed significantly. Recently, there has been a gap between the generations of children and parents (A.L. Venger, V.I. Slobodchikov, B.D. Elkonin). Increased employment of parents reduces their participation in raising children, which leads to alienation of children and adults. There is a clear deficit of emotionally significant relationships with parents and positive contacts with peers (G.G. Kravtsov, E.E. Kravtsova).

On the other hand, new professions are appearing, the essence of which is closed to the child (programmer, manager, designer, stylist, etc.). The nature of adult behavior in such cases cannot be modeled in a game. The world of adults has become even more closed to the understanding of children, and the scope of possible participation of children in the work of adults has narrowed even further. (G.G. and E.E. Kravtsov). In this context, the idea of an ideal image of adulthood is lost; living together with an adult does not provide content for the child’s play activities (B.D. Elkonin).

In modern conditions, the real possibility of including a preschooler in joint activities and communication with older children is also decreasing. Children of different ages are separated, courtyard and neighborly communication becomes rare (N.Ya. Mikhailenko, N.A. Korotkova). All this complicates the natural transfer of play activity from one generation of children to another. On the other hand, new information technologies are being actively introduced into modern childhood. According to UNESCO, 93% of children spend more than three hours a day watching television. A modern child aged 3 to 5 watches TV on average 28 hours a week. Television, videos and computer games have become a common form of leisure and the main source of impressions for children.

What can serve as a source of content for a preschooler’s role-playing game? There are different points of view on this issue.

Comparison of traditional and modern games for preschool children

Recently, the repertoire of games for preschool children has undergone significant changes. Traditional games have practically disappeared from everyday life, and children’s attitude towards toys has also changed. The changes affected the play set of a modern preschooler and the general principles of organizing the play environment around him.

Finished works on a similar topic

Course work Features of the play activities of modern preschoolers 460 ₽ Abstract Features of the play activities of modern preschoolers 230 ₽ Examination Features of the play activities of modern preschoolers 210 ₽

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The changes are due to the fact that the physical space for organizing games in the city, and sometimes in rural areas, has been significantly reduced. This leads not only to territorial separation of children, but also to a gap between generations.

The children's subculture is also subject to deformation, which is marked by an impoverishment of the repertoire of children's folklore, the loss of oral texts and a significant change in the play repertoire.

Traditional games are aimed at uniting the children’s team; they provide for variability in the child’s behavior “from individual to collective.” This allows children to learn the rules of behavior in society. In addition, in traditional games, children initially choose a leader (leader), that is, they learn status behavior. This combination of simultaneous equality (team) and subordination (leader) develops in children a sense of respect for other people’s opinions, freedom, responsibility, independence and understanding of their own actions.

However, it should be noted that traditional games are being replaced by modern games, often these are a variety of computer games. Unlike traditional ones, they carry a significant load on the child’s eyes, his musculoskeletal system (prolonged immobile posture), emotional overload, lack of fresh air and “live” communication.

Note 2

Thus, adults’ lack of understanding of the significance of the pedagogical influence of traditional games on a child’s development and their neglect leads to the fact that children are more and more immersed in the world of modern computer games. The result of their impact does not guarantee the desired positive educational result.

MAGAZINE Preschooler.RF

Game as a form of organizing the life and activities of preschool children

1. What does the statement mean that “game is a form of organizing children’s lives .

The main type of independent activity of a preschooler is play. Play is an activity in its own right for a preschooler, providing him with a sense of freedom, control over things, actions, relationships, allowing him to realize himself most fully “here and now” , achieve a state of emotional comfort, and become involved in a children's society built on the free communication of equals. Play is also of great importance for the development of a child. It develops the ability to imagine, voluntarily regulate actions and feelings, and acquire experience of interaction and mutual understanding. It is the combination of the subjective value of play for a child and its objective developmental value that makes play the most suitable form of organizing children’s lives. (No. 4 p. 19)

The understanding of play as a form of organizing the life and activities of children is based on the following provisions.

The game is designed to solve general educational problems, among which the tasks of forming the moral and social qualities of the child are of primary importance.
Play, especially in older preschool age, should be amateur in nature and increasingly develop in this direction, subject to proper pedagogical guidance.
An important feature of play as a form of organizing children’s lives is its penetration into various types of activities: work and play, educational activities and play, everyday household activities associated with the implementation of the regime, and play. (No. 6 p. 7)

Occupying a certain place in the lives of adults, play has a special meaning for children. It is customary to call her “childhood companion . For preschool children, it constitutes the main content of life, acts as a leading activity, closely intertwined with work and learning. Many serious matters for a child take the form of play. All aspects of the personality are involved in it: the child speaks, moves, perceives, thinks; During the game, his imagination and memory actively work, emotional and volitional manifestations intensify. The game acts as an important means of education. (No. 2 p.93)

One of the provisions of the pedagogical theory of play is the recognition of play as a form of organizing the life and activities of preschool children. The first attempt to organize the lives of children in the form of games belonged to F. Froebel. He developed a system of games, mainly didactic and active, on the basis of which educational work was carried out in kindergarten. The entire time the child was in kindergarten was scheduled with different types of games. Having completed one game, the teacher involved the children in a new one.

In Russian pedagogy, the idea that the life of a kindergarten should be filled with a variety of games was persistently developed by N.K. Krupskaya. Noting the exceptional importance of games for preschool children N.K. Krupskaya wrote: “... play for them is study, play for them is work, play for them is a serious form of education. Play is a way for preschoolers to learn about their surroundings . Therefore, according to the deep conviction of N.K. Krupskaya, the teacher’s task is to help children organize games, to unite them in play.

The scientific basis for play as a form of organizing the life and activities of children in kindergarten is contained in the works of A.P. Usova. According to A.P. Usova, the teacher must be at the center of the child’s life, understand what is happening, delve into the interests of the children at play, and skillfully guide them.

However, when directing the game towards solving educational problems, one should always remember that it is a kind of independent activity of a preschooler. In play, the child has the opportunity to demonstrate independence to a greater extent than in any other activity: he chooses the plots of the game, toys and objects, partners, etc. It is in play that the social life of children is most fully activated. The game allows children to independently use certain forms of communication already in the first years of life.

During the game, two types of relationships develop between children:

relationships that are determined by the content of the game (students obey the teacher, children obey their parents, the engineer directs the workers), the rules of the game (at a signal, the heron goes out to catch frogs, and they hide, freeze, then the heron stands motionless in the swamp, and the frogs jump and frolic; c You can't argue with a heron that caught a frog)
real relationships that manifest themselves regarding the game (conspiracy to play, distribution of roles, way out of the conflict that has arisen between the players, establishment of rules).

Under favorable conditions, children master social behavior skills. A.P. Usova rightly noted that the ability to establish relationships with peers in a game is the first school of social behavior. Social feelings and habits are formed on the basis of relationships; the ability to act collaboratively and purposefully develops; comes an understanding of common interests; the foundations of self-esteem and mutual assessment are formed. The high importance of play activity lies in the fact that it has the greatest potential for the formation of a children's society. (No. 3 pp. 272-275)

Subject to the purposeful development of gaming skills and control over children’s independent play, play becomes a form of organizing children’s life.

2. Characteristics of methods for constructing a story game and features of the manual.

ON THE. Korotkova, N.Ya. Mikhailenko propose to consider the management of a role-playing game as a process of gradually transferring to preschoolers increasingly complex ways of constructing a game. The transfer of methods is carried out in a joint game between an adult and children.

There are the following ways to build a game:

a sequence of object-game actions with the help of which children imitate a real object action using appropriate objects and toys (early and junior preschool age)
role-playing behavior, with the help of which the child imitates the actions characteristic of the character, using speech and objects (middle preschool age)
plotting, through which the child builds individual elements of the plot into a holistic event (senior preschool age).

Each stage is valuable in itself and is a significant means of its development. Children master the first method of constructing a game (object-based play actions) in joint activities with adults. The other two methods (role behavior, plotting) require the participation of an adult. (No. 3 p. 308)

Mikhailenko N.Ya. and Korotkova N.A. found that in the age range of 1.5-3 years, a child can carry out conditioned actions with toys and substitute objects, building them into a simple semantic chain, entering into short-term interaction with a peer; at 3-5 years old – can accept and consistently change play roles, implement them through actions with objects and role-playing speech, enter into role-playing interaction with a peer partner; at 5-7 years old - unfold various sequences of events in the game, combining them according to one’s own plan and the plans of two or three peer partners, implement plot events through role-playing interactions and objective actions. (No. 7 pp. 11-12)

The management of role-playing games is carried out in two directions:

formation of the game as an activity
the use of games as a means of educating a child and forming a children's team.

The formation of a game as an activity assumes that the teacher influences the expansion of the themes of role-playing games, deepens their content, and promotes children’s mastery of role-playing behavior.

Techniques for managing a game in order to form it as an activity can be divided into traditional ones (developed by R.I. Zhukovskaya, D.V. Mendzheritskaya) and new ones, studied in recent years (N.A. Korotkova, N.Ya. Mikhailenko). (No. 3 p. 303)

In the game management techniques developed by R.I. Zhukovskaya. and Mendzheritskaya D.V. There are two groups of techniques:

methods of indirect influence, i.e. management of the game is carried out by enriching children's knowledge about the surrounding life, updating game materials, etc., i.e. without direct intervention in the game. This preserves children's independence during play. One of the methods of indirectly influencing children’s games is to introduce toys and create a play environment before the game begins. This technique is used to arouse interest in a new theme of the game or enrich the content of an existing one.
direct leadership techniques, i.e. role-playing participation in the game, participation in the collusion of children, explanation, help, advice during the game, suggesting a new topic for the game, etc. Direct guidance techniques make it possible to purposefully influence the content of the game, the relationships of children in the game, and the behavior of the players. The main condition for their use is the preservation and development of children’s independence in play. (No. 2 p. 120-122)

The rule should be taken into account: as children grow in activity and independence, it is advisable to use mainly indirect methods of influence (reminders of children’s past games, what they saw; leading questions, timely changes in the play environment, organization of visual, labor, constructive activities that can encourage to the game). (No. 3 p. 305)

3. Classification of games, criteria and authors.

Children's games are a heterogeneous phenomenon. Games are varied - in their content, the degree of independence of children, forms of organization, and game material. In pedagogy, repeated attempts have been made to study and describe each type of game, taking into account its functions in the development of children, and to give a classification of games.

Due to the diversity of children's games, it turns out to be difficult to determine the initial basis for their classification. Each game theory proposes criteria that meet a given concept. Thus, F. Frebel, being the first among teachers to put forward the position of play as a special means of education, based his classification on the principle of the differentiated influence of games on

development of the mind (mental games)
external senses (sensory games)
movements (motor games).

Classification of games by the German psychologist K. Gross:

“Games of ordinary functions” - games that are active, mental, sensory, and develop the will;
“Games of special functions” - games that are exercises for the purpose of improving instincts (family games, hunting games, courtship, etc.)

In domestic preschool pedagogy, a classification of children's games has developed, based on the degree of independence and creativity of children in the game. Initially, P.F. approached the classification of children's games according to this principle. Lesgaft, later his idea was developed in the works of N.K. Krupskaya.

P.F. Lesgaft divided children's games into two groups:

imitative (imitative)
active (games with rules).

P.F. Lesgaft believed that preschool age is a period of imitation of new impressions and their awareness through mental work. In the first 6-7 years of life, a child’s desire to reflect and comprehend impressions about the life around him is satisfied in games that are imitative in content and independent in organization, without unnecessary regulation on the part of adults. During school years, on the contrary, children are more willing to play specially created games in which activities are regulated both in content and form.

In the works of N.K. Krupskaya’s children’s games are divided into two groups according to the same principle as P.F. Lesgaft, but are called a little differently:

creative games (independent) - invented by the children themselves
games with rules invented by adults.

Like any classification, this classification of children's games is conditional.

Classification of games Mendzheritskaya D.V., Zhukovskaya R.I.

creative games: role-playing games, dramatization games, games with building materials
games with rules: didactic games, outdoor games.

Based on the classification of children's games developed by S.L. Novoselova, lies the idea of whose initiative games arise (a child or an adult).

There are three classes of games:

1. games arising at the initiative of the child (children):

experimentation game
independent games: independent plot games (plot-display, plot-role-playing, director's, theatrical)

2. games that arise on the initiative of an adult who introduces them for educational and educational purposes:

educational games (didactic, plot-didactic, active)
leisure games (fun games, entertainment games, intellectual games, festive carnival games, theatrical performance games)

3. games coming from the historically established traditions of the ethnic group (folk), which can arise on the initiative of both an adult and older children:

traditional or folk (historically they form the basis of many educational and leisure games). (No. 3 p.278-279)

4. Types of construction games and researchers.

Construction games are a type of creative game. In them, children reflect their knowledge and impressions about the surrounding objective world, do various things independently, erect buildings and structures, but in a very generalized and schematized form.

In construction games, some objects are replaced by others: buildings are erected from specially created building materials and construction materials, or from natural materials (sand, snow). All this gives reason to consider such activity as one of the types of creative play. (No. 2 p. 127)

In a preschool institution, children are taught to design using play building materials, paper, soft cardboard, and natural materials. The type of material determines the type of design.

There are three types of design:

construction from building materials.
design from paper and additional materials.
construction from natural materials. (No. 5 p. 8-9)

Researchers of construction-constructive games, their features and significance are Lishtvan Z.V., Nechaeva V.G.

4. Types of construction and constructive games and researchers.

Construction and constructive games are a type of creative game. Children reflect knowledge and impressions about the objective world, do various things independently, but in a generalized, schematized form.

Types of design.

1) By designing according to a model, children develop various skills, master general methods of action, master the sequence of operations, and learn the constructive capabilities of building materials.

2) Design on a given topic is a creative embodiment of the task, but the limits of its solution are limited by the topic.

For kids, the theme is building furniture and equipment for the site
In the middle group, the topic is vehicle design
In the older group - topics such as military or construction equipment; people's homes, museums, theaters of our city, etc.
In the preparatory group, it is advisable to carry out thematic construction using constructors of various types.

3) Design according to one’s own plan is a complex type of design; the child himself decides, sets a goal, plans, selects materials, and implements the plan.

4) Design according to conditions contains great developmental opportunities. Children should already be able to build this or that object, a building. Certain parameters are set, and the child will decide for himself. Research on this species was carried out by N.N. Poddyakov, L.A. Paramonova – mental activity influences the formation of generalized ideas.

5) “Construction based on models” - developed by A.R. Luria. The child is offered a model of the building with hidden outlines of the constituent elements of the structure. The child first analyzes the model and then selects the shapes needed to recreate it. The child begins to mentally combine.

The content of games with building materials is creation, reproduction of the surrounding reality using various materials.

Types of building material:

specially created (floor, tabletop building material, sets such as “Young Architect” , “Ancient Castle” , construction sets).
natural (sand, snow, clay, stones).
utility room (boards, boxes, boxes, etc.).

“...Children do not like toys that are stationary, finished, well-finished, which they cannot change according to their imagination... the best toy for a child is one that he can make change in the most varied ways...” . K. D. Ushinsky.

In the history of pedagogy, games with building materials have been described quite a long time ago and are represented in many systems (F. Froebel’s system, “Waldorf pedagogy” , K.K. Schleger’s system, etc.).

Studied in domestic preschool pedagogy (V.G. Nechaeva, Z.V. Lishtvan, A.N. Davidchuk, L.A. Paramonova).

In the studies of N.N. Poddyakova, L.A. Paramonova has proven that games contribute to the development of thinking and spatial imagination.

Literature:

Preschool pedagogy / Ed. V. I. Loginova, P. G. Samorurova. - M.: Education, 1983. - 288 p.
Kozlova S. A., Kulikova T. A. Preschool pedagogy - M.: "Academy" , 1998. - 432 p.
Z.V. Lishtvan “Games and activities with building materials in kindergarten” , M., 1971.
The place of didactic games in the pedagogical process.

In preschool pedagogy, many specialists have been studying and conducting didactic games (Usova A.P., Sorokina A.I., Udaltsova E.I., Avanesova V.N., etc.). Moreover, some consider the game only a means of consolidating the knowledge acquired in the classroom, while others rightly object to such a narrow understanding of the meaning of the game, consider it one of the forms of learning, an important means of educational work. This view of the didactic game is determined by the educational objectives that schools and kindergartens face: not only to give children a certain amount of knowledge, but also to teach them to master this knowledge, equip them with mental work skills, and develop activity and independent thinking. (No. 6 p. 115-116)

A didactic game as a gaming approach is considered in two types: game-activities and didactic, or autodidactic, games. With the help of games-activities, the teacher not only conveys certain knowledge, forms ideas, but also teaches children to play. The didactic game is used in teaching children mathematics, their native language, familiarization with nature and the surrounding world, and in the development of sensory culture. A didactic game as a form of teaching children contains two principles: educational (cognitive) and gaming (entertaining). The teacher is both a teacher and a participant in the game. He teaches and plays, and children, while playing, learn. The didactic game as an independent gaming activity is based on the awareness of this process. Independent play activity is carried out only if children show interest in the game, its rules and actions, if these rules have been learned by them. Children can play educational games on their own both in and outside of class. Didactic games develop children’s sensory abilities, develop children’s speech and thinking, cultivate children’s moral feelings and attitudes, develop children’s respect for working people, arouse interest in the work of adults, and a desire to work themselves. The game creates a positive emotional uplift and makes you feel good. Many didactic games develop cultural and hygienic skills. In play, children clearly express their social feelings and strive to do everything together.

So, a didactic game is a multifaceted, complex pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of education, an independent gaming activity, and a means of comprehensive education of a child’s personality. (No. 1 p. 4-10)

List of used literature:

Bondarenko A.K. Didactic games in kindergarten: Book. for a kindergarten teacher garden — 2nd ed., revised. – M.: Education, 1991
Preschool pedagogy. Textbook manual for pedagogical students. Inst. In 2 hours. Part 2/ Ed. IN AND. Loginova, P.G. Samorukova. – 2nd ed., rev. and additional – M.: Education, 1988.
Kozlova S.A., Kulikova T.A. Preschool pedagogy: textbook. aid for students avg. ped. textbook establishments. – M.: Publishing House, 1998.
Preschool education concept. // DV No. 5 1989, p. 10.
Lishtvan Z.V. Construction: A manual for kindergarten teachers. – M.: Education, 1981.
Mendzheritskaya D.V. To the teacher about children's play: A manual for teachers of children. garden / Ed. T.A. Markova. – M.: Education, 1982.
Mikhailenko N.Ya., Korotkova N.A. Organizing a story-based game in kindergarten: a guide for teachers. – 3rd ed., rev. – M.: LINKA-PRESS, 2009.

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Stages of the role-playing game:

The main content of the game for younger preschoolers ( 3–4 years old ) is to perform certain actions with toys. They repeat the same actions over and over again: “slicing bread,” “giving an injection,” “writing an email on the keyboard,” etc. At the same time, the result of the action is not used by children - no one eats sliced bread, no one reads the letter. Typically, children do not call themselves by the names of the persons whose roles they perform. The role is determined by the object itself: if a child has a saucepan in his hands (or an object that replaces it in the child’s imagination) - he is the “mother” preparing dinner; if there is a spoon, he is “mother’s child” who eats lunch. Moreover, the logic of the actions performed may fade into the background (one car can be driven by two “drivers”).
In the middle of preschool childhood ( 4–5 years old ), the main content is relationships between people and social hierarchy, the roles of which children take on. Roles are clearly defined and highlighted. Children often divide roles among themselves before the game begins. This is the role relationship between seller and buyer, driver and passenger, doctor and patient - who should do what, and in what form he should do it. For example, a doctor must listen to the patient and give an injection. The actions performed by the child are not repeated and are replaced one after another. Actions are no longer performed for the sake of the actions themselves (the game of “slicing bread”), but to implement certain relationships with another player, in accordance with the role assumed.
The content of the game for older preschoolers ( 6–7 years old ) is the fulfillment of the rules arising from the role taken on. Children begin to be extremely picky about following rules. When performing a particular role, they carefully monitor how consistent their actions, and the actions of their partners, are with generally accepted rules of behavior. It happens or it doesn’t happen - “The doctor must first listen and only then give an injection!”

The game reflects the character and living conditions of the child in the family and society. The same game (for example, family) can have completely different content: one “mother” will scold her “children”, another will put on makeup in front of the mirror and rush to visit, a third will read books to children, teach them, etc. All these options reflect what surrounds the child in life. The child has a desire to do the same things that adults do, but... he does not have the physical ability to do this, then the plot-role-playing game becomes a solution to this problem. A child can repeat the actions of an adult, in a form accessible to him, and partially join the adult world.