Classifications of preschooler games
Play activity is a form of child activity aimed not at the result, but at the process of action.
and
methods of implementation
and characterized by the child’s acceptance
of a conditional
position (as opposed to his real life one).
There are various approaches to the classification of children's games, which differ from each other in the characteristics that serve as their basis.
The first classification was proposed by F. Frebel: according to ped. All games are divided : sensory, motor, mental.
Karl Gross proposed his classification, which was based on instincts, and divided games into experimental and special ones.
The following classification was proposed by J. Piaget, based on age periodization .
In modern pedagogical theory, play is considered as the leading activity of a preschooler. The leading position of the game is determined not by the amount of time devoted to the game, but by the fact that: it satisfies his basic needs; other types of activities arise and develop in the game; the game contributes to the mental development of the child.
In preschool pedagogy, all games are divided into 2 groups:
1. Creative games are invented by the children themselves: role-playing games, director’s games, theatrical games, construction games.
2. Games with rules are developed by adults: didactic games, outdoor games, folk games.
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.
In the practice of education, games with rules created for children by adults are also used. Games with rules include didactic, active, and fun games. They are based on clearly defined program content, didactic tasks, and focused learning. In this case, children’s independent activities are not excluded, but they are more closely combined with the guidance of the teacher. As children master the experience of play and develop the ability to self-organize, they also play these games independently.
Games differ in content, characteristic features, and the place they occupy in children’s lives, in their upbringing and education.
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.
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 : the main task of the teacher is to teach children, tell them the plot of the game. For example, when inviting children to play in professions, the teacher asks the children what their parents do, and then gives them the opportunity to choose the plot of the game themselves. The guys, in an argument and proposals, come to the conclusion that there is an opportunity to play builders. These are games of “Ambulance”, “Hospital”, “Shop”, “School”, etc. The main thing in a role-playing game is its collective nature. It is during this kind of play that children learn to communicate, act in accordance with a certain role, voice this role, and express their opinions. The plot of the game is the sphere of reality that is reproduced by children. Depending on this, role-playing games are divided into
:
n Games based on everyday stories;
n Games on industrial and social topics;
n Games on heroic and patriotic themes;
n Games on themes of literary works, films, television and radio programs.
The structure of a role-playing game includes the following components:
n roles played by children during the game;
n play actions with the help of which children implement roles;
n game use of objects (real ones are replaced by game ones).
Article on the topic: “The importance of play in the life of preschool children”
Play is a special activity that flourishes in childhood and accompanies a person throughout life. It is now generally accepted that play is the leading activity of a preschool child.
Play occupies a special place in the life of a preschooler. Researchers (L.S. Vygotsky, D.B. Elkonin, etc.) note that it is independent forms of play that are most important in pedagogy for a child’s development. In games, the child’s personality is most clearly revealed.
In theory, the game is viewed from various perspectives. The game is a way of exploring the world, because... a playing child creates his own world; the game has an impact on the overall mental development of the child; the game helps to assimilate social experience.
K.D. Ushinsky defined play as a feasible way for a child to enter into all the complexity of the adult world around him. Through imitation, the child reproduces and assimilates the basic aspects of human relationships. According to D.V. Mendzheritsky's game is designed to solve problems for the development of moral and social qualities, and the game should be developmental in nature and occurs under the control of an adult.
Despite the importance of play as a child’s all-round development, play is being replaced by educational activities. Parents devote most of their time to preparing their children for education.
Therefore, the best and proven means of forming a child’s personality of preschool age is the active activity of the child himself. The game has a number of advantages in this regard. It is an important means of control in the lives of children and provides a great opportunity for the manifestation of childish spontaneity, positive feelings and actions. The nature of role-playing and construction games contributes to the development of kind and conscious relationships in children. Mastering various rules helps regulate children's relationships.
A child needs active activities that help improve his vitality, satisfy his interests and social needs. The game is of great educational importance; it is closely connected with learning in the classroom and with observations of everyday life. In creative games, an important and complex process of mastering knowledge takes place, which mobilizes the child’s mental abilities, his imagination, attention, and memory.
With the development of interest in the work of adults, in public life, in the heroic deeds of Soviet people, children begin to have their first dreams of a future profession and a desire to imitate their favorite heroes. All this makes play an important means of creating the direction of a child’s personality, which begins to take shape in preschool childhood.
Conventionally, games can be divided into two main groups: role-playing games and games with rules.
Role-playing games are games on everyday topics, dramatized games, games - fun, entertainment.
Games with rules include didactic games and outdoor games.
The plot-role-playing game of a child is of a creative nature, where children take on roles and reproduce the activities and relationships of adults with you and the entertaining nature of the plot. In such games, children are capable of interesting inventions; they themselves add variety to this or that game. Children's initiative has a huge impact on the education of not only one child, but also the entire group.
Games with rules have a different purpose: they provide the opportunity for systematic exercises necessary for the development of thinking, feelings and speech, voluntary attention and memory, and various movements. Each game with rules has a specific didactic task, but ultimately, it is also aimed at solving basic educational problems. Didactic games are especially interesting for children because of their entertainment and content: guess, find, name. Children achieve results in the game, guided by certain rules. Interest in the quality of the game task is manifested: carefully fold the pattern, correctly, select a picture, and so on.
An interesting game increases the child’s mental activity, and he can solve a more difficult problem than in class.
But this does not mean that classes should be conducted only in the form of games. Training requires the use of a variety of methods.
The game gives good results only in combination with other methods: observations, conversations, reading, etc., because While playing, children learn to apply their knowledge and skills in practice.
Games with rules require generalization of knowledge and independent choice in solving a given problem.
Sometimes parents, wanting to raise their child to be very responsible and literate, strive to introduce him to educational activities as early as possible (for example, by hiring a tutor and “settling” him to study foreign languages), leaving no time for games, thereby reducing sociality in the child’s development . The child’s development becomes disharmonious (for example, the child can count and write very well, but turns out to be completely unable to establish contact with peers; in the worst case, the child may experience nervous strain, behavioral problems, obsessive fears, etc. may arise) .
It is in preschool age that the ability to behave in accordance with the roles assumed arises, which is very important for the further social development of the child.
The main activity of preschool children is play, during which the child’s spiritual and physical strengths are developed: his attention, memory, imagination, discipline, dexterity, etc. In addition, play is a unique way of learning social experience, characteristic of preschool age.
In play activities, many of the child’s positive qualities, interest and readiness for upcoming learning are formed, and his cognitive abilities develop. Play is important both for preparing a child for the future and for making his present life full and happy. To accomplish this task, it is necessary to create in kindergartens all the conditions for a variety of games, treat them carefully, respectfully, thoughtfully, and skillfully manage them.
By playing, children learn to live!
Literature:
1. Eremeeva V.D. Boys and girls. Teach in different ways, love in different ways. Neuropedagogy – for teachers, educators, parents, school psychologists. – Samara: Educational literature, 2005. – 160 p.
2. Gubanova N.F. Play activities in kindergarten. For working with children 2 – 7 years old. – M.: Mosaic – Synthesis. 2015. – 128 p.
3. Skorolupova O.A., Loginova L.V. LET'S PLAY?... LET'S PLAY!!! Pedagogical guidance of games for preschool children. – M.: “Publishing house Scriptorium 2003.” 2006. – 111 p.
Game activity of preschoolers in the aspect of the Federal State Educational Standard
Galina Ermakova
Game activity of preschoolers in the aspect of the Federal State Educational Standard
Report on the topic:
«Game activity of preschoolers in the aspect of the Federal State Educational Standard»
The stage of preschool childhood plays a significant role in the manifestation of the child’s creative potential, the awakening of independence, the formation and development of a person’s personality as a whole. The decisive condition for the formation of a child’s individuality is his entry into a special dimension of children’s activity . The leading model of behavior and exploration of the world for a child is, of course, play. While playing, the child meets and communicates with other children, learns to make friends and build relationships, imitates adults, masters the unknown, learns what is good and what is bad. What conditions does the Federal State Educational Standard prescribe for the formation of modern play activities for preschoolers ?
“Children’s games are not games at all, and it is more correct to look at them as the most significant and thoughtful activity of this age” Michel de Montaigne
The meaning, goals and objectives of the game
Play is the main form of activity of a preschooler , enriching his imagination and emotional world, awakening creative powers, and developing communication skills with people around him.
In paragraph 2.7 of the Preschool Education Standard, play is defined as a tool for organizing a child’s activities , his multifaceted development in the social-communicative, speech, cognitive, artistic-aesthetic and physical educational areas. The child’s personal psycho-emotional characteristics, his age, abilities and inclinations will determine the meaningful context of the game process .
The Federal State Educational Standard for Education indicates specific features of the game process of a preschooler , depending on the age category:
• infant stage (two months - one year)
– object play, getting to know the object world, acquiring basic skills in manipulating objects, close emotional contact with family;
• early childhood (one to three years)
– playing with combined and dynamic toys, communication and games with other children under the supervision of adults;
• preschool period (three - eight years)
– a more complex plot-role-playing format
of gaming activity , a communicative game in compliance with certain rules.
Goals and objectives of the game
Clause 4.6 of the Federal State Educational Standard for Educational Education stipulates the importance of developing gaming activities in the formation of social and normative foundations of a child’s behavior, as well as in increasing the efficiency of the educational process:
• Awakening interest - the learning process in a playful way entertains , brings pleasure and joy, neutralizes stress, turns knowledge of the world around us and the development of new practical skills into an exciting journey.
• Self-knowledge and self-realization - the baby gets to know his inner world, learns to show initiative, express his opinion in communication, rely on independence in design, make an informed choice of occupation and play partners;
• Formation of a culture of cooperation - a joint game helps develop psychological skills of solidarity, teaches collective activity , the ability to hear not only oneself, but also one’s play partners, is an excellent practical training in the art of conflict resolution and the ability to find a compromise, fosters respect for other people, forms a sense of justice and self-worth;
• Socialization - the child learns to distinguish between real reality and conventional reality ( "make-believe"
, develops strong-willed qualities of self-discipline and understands the need to follow norms and rules;
• Development of communication skills - the baby masters such a tool as speech to solve the problem of mutual understanding and transfer of information.
• Play therapy - helps in overcoming difficulties that arise in any area of the child’s activity .
Principles of organization
• a free form of child activity , excluding coercion, performed for the sake of obtaining positive emotions from the process itself, and not just from the final result of such activity ;
• creative character, built on the principle of initiative, original improvisation and originality;
• emotional passion, manifested in the spirit of rivalry and competition;
• following the rules that directly or indirectly reflect the logical sequence and meaningful design of the game.
Typology of play activity of preschoolers
Kinds
Games initiated by the children themselves (independent games)
:
- plot-display;
— role-playing game;
- director's production;
- theatrical improvisation.
Games born on the initiative of adults. Games with a pronounced educational character:
— didactic games with plot drawings;
— an experimental game, a travel game with search elements;
- moving ones of different intensity levels;
— didactic games with musical accompaniment.
Games that are a form of relaxation or change of activity :
— entertaining games;
— intellectual puzzles and competitions;
— calendar and thematic holidays, carnival performances;
- theatrical costumes;
- folk games and folklore traditions that came to the modern world from the historical past.
Standalone game
At the age of three to five years, a child begins to discover the wonderful world of role-playing games, mastering the basics of role-playing, imitating the behavior of a character from the outside world. The basic basis of such a game is the plot; at this age, everyday scenes from family life become favorites. By first mastering the simplest manipulations with objects, later with their symbolic substitutes, then imitating the social roles of adults, the child improves the mechanisms of abstract thinking and undergoes playful practice in studying various models of behavior in society.
Plot-display game
Plot-based play appears from the age of three and precedes more complex plot-role play. The peculiarity of this game is that the child plays alone, the play actions are focused on the toy, but spiritually reflects the world of human relationships, emotions of joy or disappointment, remarks of argument or approval, behavior of obedience or rebellion. Thus, the baby does not take on the role in full, but in play actions in relation to the toy he reproduces a model of behavior characteristic of a particular person.
At the age of four or five years, the main characters in the game are still toys, but a more vivid emotional embodiment appears in gestures and facial expressions, dynamic poses of the child himself or the object. The so-called game attributes , for example, a car for the driver, a pointer for the teacher, a doctor’s medical gown, a military cap, etc.
Director's play
Director's play is the least studied phenomenon; it has an exclusively individual character, when the child, acting as a director and screenwriter at the same time, comes up with words for the characters and himself plays their roles, being the author and actor in one person. You can often observe how a child, completely absorbed in building a house or playing with his favorite doll, acts out scenes between fictional characters and, pronouncing their words, does not seem to notice those around him.
Types of director's theatrical acting:
- tabletop theater of pictures or stable toys;
- shadow theater, when images of characters are conveyed by applying light to the screen and dark figures;
- games with finger pictures that the child puts on his fingertips;
— improvisations with bibabo dolls, consisting of a head and a dress
— stand-book with reversible illustrations of the plot
Theatrical game
Based on a literary plot, children act out some scene using costumes or puppet theater characters (floor or bibabo dolls, musical accompaniment or pantomime, choreography can be included, but then the help of adults is necessary. Such games teach children to read mood or emotional the state of another person based on his facial expressions and gestures, develop a sense of empathy, learn to understand and feel the people around him, and therefore build appropriate behavior.In addition, heroes are usually the fairy-tale embodiment of good and evil, light and dark forces, and as we know, good evil always wins in the ending of a fairy tale.Such an unconditional victory of good attracts children and becomes the basis of life optimism, stimulates the desire to imitate positive characters who are the embodiment of honor and nobility.
Role-playing game
For older preschoolers (6–7 years old)
What will be important is not turning to the toy, but communicating with children who play the role of heroes
in the game plot . At this age, a child goes beyond everyday stories; he is inspired by larger-scale, “global”
projects, for example, space flight or a trip around the world, construction of a railway line, etc.
Classification of role-playing games:
- games based on everyday scenes from real life ( “mothers and daughters”
,
“going to the house”
,
“household chores”
, in which the main character is a doll;
- games to reproduce the professional activities of people - educator , seller, driver, pilot, store, school, etc.;
— games, the plot of which is the military theme of the historical past;
— games on the theme of popular plots of literary works, cinematography or animated films.
At the beginning of the game, you need to be creative, coming up with an idea around which the plot outline of the game with specific scenes and episodes will be built. As the child’s life experience enriches, the concept of the game becomes more complex and independent, but at first, children of primary preschool age often turn to adults for help.
Development under the conditions of the Federal State Educational Standard
The complication of gaming skill goes through three phases: first, adults are the initiators of the game and the authors of the plot plan, then only their prompt is required, and finally, the child improves his gaming skills to the level of complete independence.
The child’s rich imagination and creative improvisation will make the game original and varied in its design, therefore, more interesting and exciting. In order for the games to be truly interesting and varied, serious work on the part of adults is required to involve the child in cognitive activity (clause 2.6 of the Federal State Educational Standard for Education ).
. An erudite child with a developed understanding of the world around him for his age is bursting with new ideas, involving new participants in the game and filling it with deep content.
Means of pedagogical support for independent games in accordance with the age of children:
• The first younger group - object-based play, built around a simple plot, gradually introducing the child into meaningful play in the context of a specific situation.
• Second junior group - understanding the conditional nature of the game, developing individual skills, learning game interaction in small groups.
• Middle group - expanding the range of games, supporting understanding of the need to follow the rules, encouraging independent actions, enriching the gaming experience by complicating the plot.
• Senior group - further complication of multidirectional games in joint activities .
• Preparatory group - building a children's team on the principles of gaming cooperation and solidarity, supporting initiative and self-organization, including elements of role-playing dialogue, creative imagination in an amateur gaming environment .
Basic requirements for effective organization and conduct of the game Two models of adult behavior:
• an adult is the inspirer, organizer and coordinator of the game based on a pre-prepared plot and available tools;
• the adult is included in the spontaneous initiative of the children, occupying an equal position with the other players , and can influence the course of the game in ways common to all. He can suggest a new character, come up with a plot twist, etc.
Tasks of managing children's play activities :
1. Stimulate playful reproduction of events in everyday life, thus achieving familiarity with the purpose of objects and mastering the skills of their practical use.
2. Help to master the ability to see, understand and formulate the task of the game.
3. Teach how to search for various options for using toys in the process of play.
4. Encourage the use of symbolic objects that replace objects from real life.
5. Come up with game situations with fictional objects. 6. To develop the experience of replacing some game actions with images of a verbal form of expression.
7. Arouse in children the desire to find different options for solving a game problem , using new combinations with objects.
8. Develop independence in making decisions and searching for various tasks and goals of the game.
9. Instill a gaming culture , i.e. teach to recognize the right of each participant to their own gaming space and respect the interests of all players .
10. Stimulate the expression of keen interest in the games of peers. 11. Learn to set a game task yourself and accept the task set by others.
12. Encourage the invention of interesting and unusual game ideas . 13. Teach the ability to negotiate.
However, it is not advisable to purposefully train children in stereotyped play actions, since this can have a detrimental effect on the manifestation of free creativity.
The child’s role-playing behavior should be filled with a high level of artistic expressiveness, the emotional means of which will be gestures and facial expressions.
Organization of the playing space based on the requirements of the Federal State Educational Standard for Educational Education
Clause 3.3 provides:
• For pupils of the younger group, the subject-spatial environment must be arranged taking into account the preservation of large free space to meet the needs of children of this age for free, active movement, such as climbing, playing on the floor.
• Children who have moved to the middle group need to set up a center for role-playing situations with bright, interesting equipment, a soft corner with cozy furniture and toys. For example, it would be great to organize a theater arts center, “Shop,”
,
“Hospital”
,
“Kitchen”
,
“Beauty Salon”
.
• The subject space of the middle and senior groups should be filled with constructors, building materials, board game areas (lotto, checkers, dominoes, various developmental layouts, since five- and six-year-olds create entire game worlds , involving their peers in them, gaining joint experience collective cooperation.We should not forget that the organization of the space in which the child is located should not deprive him of the right to privacy and calm, concentrated activity .
Clause 3.3.5 allows an educational organization to independently determine gaming equipment . According to the requirements of the Federal State Educational Standard for Preschool Education, the set of toys should be replenished gradually and periodically changed in accordance with the age and life experience of the children.
The role of the teacher in the development of children's play activities .
Pedagogical techniques that the teacher uses to improve children’s role-playing skills:
— through conversations, reading fiction, and showing illustrations, strives to expand children’s knowledge, which will help make the game more interesting;
— shows interest in children’s play activities ;
- offers a new plot twist or new characters;
— provides the necessary equipment for the game or conducted a lesson in making it by hand;
— coordinates the actions of pupils with direct instructions or additional questions: “Brush the doll”
,
“Build a house”
,
“Who will be the train driver?”
etc. ;
- the teacher can play a main or secondary role
Techniques for developing relationships between children during play:
- the ability to interest and captivate timid , timid students with play;
- bringing children together to play;
- encouraging children to independently distribute roles or toys;
- smoothing out or neutralizing conflicts between students due to violation of rules or unfair distribution of roles.
The skill of a teacher is most eloquently manifested in his ability to organize the independent activities of his students . The teacher needs to skillfully direct each child to an entertaining, but at the same time useful game, while it is important to rely on initiative and develop the child’s curiosity. An attentive and caring teacher will correctly distribute children according to game tasks so that they do not interfere with each other, and will show sensitivity and fairness in resolving a conflict situation that arises during the game. Thus, the harmonious creative development of children depends on the level of professional training of the teacher.
