Let us now move on to clarify their meaning from a physiological point of view. Let us note that every game is a kind of work, although not given any specific, practical goal, and children's play, in addition, is preparatory work, sometimes requiring a lot of preliminary exercises, so that later, through various techniques developed in the game, jokingly and while having fun, usefully and effectively apply these techniques in practical life.
It is known that there is a strict relationship between physical and mental development. Games, like any other kind of physical exercise, contribute not only to the strengthening and development of bodily strength, but no less to the education of the mind.
The first and largest group of games is related to the development of abstract thinking and serves as a visual aid for the child in teaching this thinking. From a very early age, children show some kind of instinctive interest in the logical analysis of objects, in the study of their properties. The tendency to abstract thinking develops in children amazingly early, already in the first year, long before the development of speech.
The second group of games serves “to develop and strengthen a sense of self-awareness.” At a certain time in life, a child does not distinguish himself from the outside world; but some time passes, and the young person begins to distinguish between the impressions of the outside world and the impressions received from his own body.
The third category of games serves the child “for exercise in the process of reproducing impressions or reproducing impressions.” An adult can clearly reproduce in his mind any impression that he has previously experienced. As for the child, this process of reproduction is completely inaccessible to him. The face of the mother, which the child recognizes at the 4th or 5th month and smiles at the sight of her, this same face disappears from his memory as soon as the child ceases to see it in front of him. Over time, the child’s memory begins to retain traces of the impression, but only under the condition of their constant repetition; without this, the child will certainly and forever forget what he saw and heard. Experience shows that a child who has become deaf will also forget speech and become dumb, because words are not refreshed in his memory with loss of hearing. But an adult, having lost his hearing, does not lose his speech. This shows that the reproduction of impressions is closely related to the frequency of their new perception.
Much of the child's play is designed to refresh and excite the process of reproduction in the mind, so as to inextinguishably maintain the spark of thought.
In addition to learning to think, a child, through games, acquires many specific knowledge: studying the movement of objects, the magnitude of distances, strength and coordination of their own movements (running, jumping, moving various items etc.), the study of the physical properties of objects - impenetrability, divisibility, lightness, heaviness, stickiness, slipperiness, etc.
The degree of intelligence of a child is manifested in his games. Intelligent children who are not irritable, cry little, are not capricious, these children show greater variety in games and the necessary passion for fun; their studies are distinguished by thoroughness of operations, constant progress and novelty. In children who are irritable and have poor nutrition, you can often notice routine and repetition in games. It is obvious that the pedagogical results of the game are not successful enough for them, and their minds are less creative.
Games provide a great service to education, especially when children interact with others in so-called social games. Such communication is a great necessity and need for a child, who still needs to learn a lot from those around him, and especially from his comrades. Among comrades, neither competition nor competition is scary, and the techniques at which peers try their hand are very instructive.
There are relatively few games that are designed for solo play, but most games require the participation of more or less other children. In this distribution of games lies the goal that, with their help, on the one hand, it is better to accustom children to communicate with each other, mutual services, and mutual preservation of their interests; on the other hand, to accustom one to the excitement of competition, mutual criticism, recognition of merits or shortcomings, encouragement of those who showed more dexterity and dignity in the game and, conversely, censure of those who somehow blundered in the game.
Children of all nations, classes, different characters, different degrees of development, etc. can take part in the game, in the end, all this leads children to closer mutual communication, unity and friendly work. Association is often followed by the beginning of friendship or, at least, friendly relations, among which individual characteristics, inclinations of personal views, etc. are revealed more sharply, communicated to others, approved or denied by them.
In fact, a child willingly begins to play almost from the day he is born, and he loves and seeks games not to waste time, but because of his natural needs, and the more he grows up, the more diversified his games are.
Playing often and for a long time in the air, children themselves little by little learn to adapt to the climate in which they are destined to live and act.
Realizing the importance of children's games in. In relation to education and health, we believe that there is no doubt that recognition of the importance of games, their study and timely application in education deserve the attention of family and society.
Before our very eyes, the nervous age with all its terrible attributes, without mercy, exhausting the weak, is increasingly coming into its own. nervous system person. It’s time to put a counterweight to it in the physical development of a person, starting with children’s games, or at least without interfering with children’s independent development in a timely and genuine manner with their help.
Game as learning . For adults, play is a means of filling the time remaining from main activities; it is useful for relaxation and respite from problems. While almost everything a child does is a game. It can be cheerful or serious, collective or solitary. It is often full of repetition and almost always filled with fantasy.
Children love to play. And there are different aspects to the game. Much that a child does, he repeats after adults out of curiosity. He wants to learn how to learn to do this or that, to understand how and why various objects behave this way and not otherwise - be it a TV, books or scraps of paper. Perhaps this is the essence of what we call play - in this case, play becomes a way for the child to develop certain skills.
The game can be difficult to define and describe, but it is easy to recognize. Play is a children's activity that is both fun and a natural way of learning.
Why learn through play? The answer is not at all obvious, especially considering that the game is often fraught with danger. For example, children play in water, on frozen ponds, on railway embankments, on roads and on cliffs, almost anywhere where they can easily harm themselves. Why do they put themselves at risk?
We learn throughout our lives, and learning comes in two ways: direct and indirect. By indirect learning we mean the acquisition of knowledge. This applies to everything we learn through reading, watching television, attending cultural events, or attending school. There is no need to invent rules for making a pie if you can read about it in a cookbook.
At the same time, any skill is best learned through practice. Most of what a child learns, he learns by coming into contact with certain things himself, although experience often comes to him through the mistakes he makes.
Motor skills, which involve muscle movements and help us comprehend basic truths, from writing to ice skating, are typical examples of such skills that can only be learned through practice. The list of motor skills that a child must master is almost limitless. Vision, perception, speech and social behavior - everything is learned especially firmly, by trial and error.
Play is the only way to learn. It is through play that a child learns to divide objects into good and bad.
Parents need to understand this.
Now let's talk about such an important aspect as games in confined spaces . To the child for him play activity requires a diverse and nurturing environment. One of your main tasks is to give him such an environment. It’s good if you have a large yard and garden and the child can play in the fresh air. But not all children grow up in such ideal conditions, and how can you create the necessary conditions if you live in a city apartment?
Children need space to play, and the older the child, the more acute this problem becomes.
A set of games that might be helpful is something for physical activity like a bike or swing, something for quiet play like picture puzzles or construction sets, and something for imagination, like a blanket draped over a chair like this. , so that you can hide under it, like in a house. It is always useful to keep a box of toys and all sorts of old things on hand: a dustpan, a broom, a teddy bear - this will help you invent some new game for your child.
Even in a small apartment there is room for exercise equipment. It will be more interesting for a child to ride a bicycle if he overcomes obstacles and moves along an inclined plane. By calling on your imagination to help, you can even arrange a whole sports obstacle course in a small area. If you hang a swing, rope ladder or rope on a hook in the ceiling for a while and then remove it, the child will pay more attention to these objects than if it were a permanent structure.
Memory games very unpretentious. They will help you pass the time, wherever you are.
Here is one of the most valuable and useful games of this kind: place 5 - 6 objects in front of the child and ask him to take a good look and examine them. Let him watch as much as he wants. After he closes his eyes, remove one of the objects. Then ask him to look and guess what is missing. Don't be afraid to give him hints at first. Once he feels he has mastered the new game, make it more difficult by adding more items, decreasing the time it takes to memorize them, and finally removing more than one item at a time.
There is no need to force a child if he doesn’t want to play! And remember, a game is a game, not a test of knowledge. Do not show it if your baby upsets or disappoints you. Relax and have fun! After all, this is a game!
During the development of a child, rhymes, songs and fairy tales occupy a special place. When you read to a child, he follows the plot, thereby expanding his horizons. After reading, he tries to organize the information in his head, which helps train his memory. He will be able to relive the story told once again, but in the world of his fantasy, again recreating it according to his own image. He does the same with adult speech, which he constantly hears.
All games are accompanied by speech. Speech and play are inseparable: in a make-believe game you cannot do without a certain plan. And rarely does any child not use speech addressed to himself or others in such a game. Moreover, encourage your child to play this kind of games, because by imagining, the child trains speech, classifies the rules that govern relationships, organizes his thoughts and makes generalizations, conducting an independent search for the reasons for this or that action.
Make-believe games . The world of a child is full of fantasies. It is difficult to guess who he imagines himself to be at one moment or another. It is completely incomprehensible why children who have beautiful cribs make their own likenesses from sofa pillows and rugs, waking up at the crack of dawn. However, it remains incomprehensible that, immediately climbing there, they pretend to be asleep. Yes, yes, that's exactly what they do! Of course, the game doesn't end there. They leave their beds to go “shopping”, prepare “breakfast” and sit down with an important look, drinking “tea” and eating “bread”, conducting “small” conversation.
For some children, make-believe is a social game that requires contact with another, perhaps imaginary, character, and never occurs when the child is alone. Other children live in the world of their fantasies from morning to night. The majority of children are like this. Sometimes this world does not tolerate the presence of others. But still, most children, if possible, share their play with other children. There is no need to worry if your baby prefers to play alone.
Why do they play like that? Hardly anyone knows, but there are some assumptions. Children begin to play pretend when they learn to speak. The game becomes more complex with the development of the child’s speech and mental activity, reaching its limit by the end of preschool age. Then there is a decline in interest in this type of games; Thus, for eight- to nine-year-old children, make-believe play occurs much less frequently. The connection between child development and pretend play remains unproven. It is more likely that pretend play refers to mental processes that develop in parallel with speech. By fantasizing, the child performs actions, comprehending own experience ideas, thoughts and emotions, acting out their relationships with other children.
Some children use make-believe to work through emotional problems, while others use it to define their relationships with parents and friends. Don't look for hidden meaning in these games. Usually they reflect no more than the child's immediate interests; what happens at home or at school provides insight into a child's view of the world.
Outfits. Children love to imagine themselves as cars or trains, dogs or cats. But most of all they love to imitate adults. A cowboy costume or police cap helps them in this game.
All kinds of capes occupy a leading place among the outfits of little dreamers. They instantly turn the “bride” into “Superman” or “princess”. What could be better than a hat?! Even the little ones can put them on and take them off. All you have to do is put on a hat, and you are already in a completely different world - the world of fantasy!
Clothing is, of course, the main attribute of the game in adults. An old razor without a blade or shaving brush will help you step into the role of dad, a bag and shoes on high heels will reproduce the mother. And it doesn’t matter that the real mother walks around in slippers, children have very strong stereotypes. If you usually carry a briefcase or shopping bag, rest assured that your kids' outfit box will have these items and more to complete your look.
Attributes for transformations. Even very young children love playing with cardboard boxes: sitting in them or crawling through a tunnel that can be made with their help by opening the middle of the boxes.
Behind the boxes are chairs. They are probably the best attributes to play with. Several chairs placed in a row can create a boat, a train, or even an airplane. With their help you can be transported to another world. Rugs or blankets are also often used as a means of transportation, as well as for imaginary islands or bivouacs. Large, deep armchairs and sofas make beautiful castles and forts from which to wage war. Children often hunt for "crocodiles" or peer into "shark-infested" waters from their boats.
Game of "mother and daughter" . Home is something that is clear and close to every child. And the daily routine in different families is very similar to one another. This way, children, even without knowing each other, can take part in the game while sticking to this routine. Playing alone, the child takes turns playing the roles of mom, dad and capricious girl, changing their voices.
The only corner in the room can serve as a sufficient place for playing “mother and daughter”. Home is protection from the outside world, and the child’s play at “mother-daughter” provides him with this protection. A blanket, curtains and especially a screen are very convenient for this purpose.
Watching the imaginative play of children, you may notice that girls are more confident in their feminine role than boys are in their masculine role. This is because most moms have a more specific role in the home compared to dads.
Friends. They accompany the child everywhere: in the yard, in kindergarten, school, at the dacha. They become true friends (and sometimes for life), they quarrel and make up. Every child really needs them.
Dolls and bears. All children have dolls or teddy bears, they are imaginary friends. For other children, they are real and living beings. In moments of sadness, children hold them in their arms, gently pressing them to themselves, cling to them when they feel bad, and in the evening, cuddling with them, they fall asleep in their crib.
In real life, a child almost always plays the same role: they decide for him what he needs and what he shouldn’t do. But in the world of the game it has its own rules. A child still cannot understand much in the life of adults: adults quarrel, pay more attention to others than to him, talk on the phone when he is thirsty. As compensation, the child takes it out on his dolls: he loves them, gets angry with them, and forces them to go to bed in the midst of the fun. In the process of such a game, he carefully analyzes his feelings and actions and tries his strength. This is how the child learns the origins of relationships between people.
The child learns to justify his needs or to divert the attention of his opponent: “I need a car to go shopping” or “I’ll give you this fast bike, and you give me a car!”
With age, these quarrels become more abstract and more like games. “My dad is bigger than yours” or “My car is faster than yours” are familiar childhood taunts. The same can be said about the strange statements of children: “My uncle is very rich - he has 500 cars, and all are painted gold.” To which another kid can answer: “And my uncle has 500 cars made of pure gold.”
This boasting is child's play.
Crazes . A couple of years ago, every eight- to ten-year-old child had to have an extraordinary sports bike. In every free piece of space one could see children jumping over boxes on these bicycles, doing all sorts of unimaginable pirouettes, balancing on the rear wheels.
The parents fully shared this delight and understood why the children were so eager for this purchase. Bicycles are ideal for children in middle childhood. They develop the spirit of competition, skill, and introduce the child to social environment, bring children together in company.
For parents, this valuable acquisition promised relative peace. The child’s long-standing dream has come true - he can now ride outdoors, in the park, and not on dangerous city streets.
Games of all times . Fashions for children's games, unlike crazes, are not so fast and fleeting. They can last for several years, but they also come to an end. When I asked a friend if her daughters knew any sentences when jumping rope, she replied that they didn’t really know how to jump. Some games, such as a more complicated version of hide and seek, are now played only by older children, while other games that were once popular have been completely forgotten or are unfamiliar to modern children. At the same time, the popularity of games where two teams have fun or fight on the same terms is growing.
Over the years, the gender division of games has changed. Previously, only boys played glass marbles, but now girls also play. Conversely, jumping rope was considered a common pastime for girls and boys in the last century, but now the game is popular almost exclusively among girls. Spinning top, once an almost universal game, was forgotten but is now experiencing a revival.
Children living next door play the same games at the same time. To some extent this is due to the fact that the pleasure that one receives infects others, but mainly due to the fact that children from six to ten years old are great conformists. It is useless to ask your son what he would like to wear on the street. He will prefer the clothes that all the boys from his yard wear. This could be jeans or a tracksuit. Whatever it is, the son will ask for this particular thing. Ask him which rock band he likes best and he'll name his best friend's favorite band. At home he can be an individual with his own your own desires and personal joys, very different from the tastes of his comrades. But “in public” he should not stand out.
Didactic games with natural materials for older children in kindergarten
Of course, this is not all research.
However, even if we add others to those listed, we still have to admit that psychological and pedagogical research preschool game don't occupy yet general balance Research on the problems of preschool childhood deserves its place.
Perhaps this is determined by the fact that in the everyday practice of preschool education, play still does not occupy the place that should belong to it, if we accept the position that role-playing play is the leading type of activity of children during this period.
The social significance of plot-based role-playing games according to L.S. Vygodsky The question of the importance of play for the formation of children's society, and thereby for the formation of social and collectivist traits in children, remains and has not been sufficiently studied to date.
At the same time, this issue is central to the pedagogical use of the game.
This question is closely related to the nature of the game. Play is an activity in which children, taking on the roles of adults, model the relationships that adults enter into in real life and, above all, when carrying out their basic social and labor functions. Such practical modeling of the relationships that adults enter into among themselves in the process of carrying out their real social functions is the only means available to children of orientation in the tasks, motives and moral rules that adults implement in their activities. L. S. Vygodsky already pointed out this when he said that play is the arithmetic of social relations. To carry out such complex activities, which are collective in nature, a certain self-organization is necessary.
It is necessary to agree among themselves on a common plot of interest to everyone, distribute roles among themselves, and agree on the meaning of the objects involved in the game; distribute objects among themselves in accordance with the roles taken, in the course of implementing the game plan, obey the rules contained in the roles assumed and in the relationships determined by the plot of the game, control their behavior and the behavior of their comrades in the game. Thus, the self-organization required by a role-playing game is close in form public organization work activity of adults. It should be especially emphasized that when distributing roles, it is not a technical division of labor that is established, but a social-functional one. The organizational and business activity that children carry out before the start of the game and during its implementation is a collective activity that unites children with a single plot and its joint implementation.
It is this organizational and business side of gaming activity, carried out by the children themselves, that creates a unique children's community. L. S. Vygodsky has long pointed out that the main path of game development goes from games with an expanded game situation and a rule hidden in it to games with an open rule and a collapsed game situation. This position has been sufficiently confirmed experimentally and remains true.
However, in connection with the emphasis on the organizational and business side of the game, there is reason to put forward another assumption.
The development of the plots of children's games requires a more thoughtful organizational and business side of this activity, which begins to take up more and more space and more time, coming into conflict with the actual playing out of the plot, which, due to this, takes on an increasingly compressed character and acts as abbreviated and generalized semantic graphic actions. In a game with a relatively complex plot, the child continually has to move from organizational and business relationships with his playing partners to gaming ones. And this constant change of position occurs more than once. In this regard, the playing group of children acts as a collective, implementing a common plan for everyone. Perhaps the development of the organizational and business side of the game is one of the most important ways of forming collectivistic personality traits, and thereby another important way that prepares a preschool child for schooling. One of the main provisions of the theory of child mental development in child psychology is the recognition of the leading role of activity in this development.
The activity ensures the child’s connection with the surrounding objective and social world.
The significance of activity for mental development lies in the fact that in it and through it the child assimilates social experience, fixed in the achievements of human culture, and such assimilation includes both the acquisition of knowledge, skills and abilities, and the formation of mental properties and abilities.
Let's try to approach the game from this point of view, bearing in mind its expanded form - a joint plot-role-playing game for preschoolers. There are three main aspects that satisfy the conditions outlined above.
The first requirement addressed to the child from the role-playing game is action in the internal imaginary plane. This moment is noted by all researchers of the game, although it receives different names. Thus, J. Piaget speaks about the development of a symbolic function in play, A. N. Leontiev about the presence of an imaginary situation, D. B. Elkonin - About the formation of a plan of representations. At the same time, as is known, a characteristic feature of the game is the use of external substitution actions in it (the use of substitute game objects, taking on roles, replacing the actions of the depicted characters with game actions), which act as the initial material form in the formation of internal actions.
Role-playing play further requires the child to have a certain orientation in the system of human relationships, since it is aimed at reproducing them (D. B. Elkonin). She creates external model such relationships, appearing in the form of relationships played out by the children themselves.
Observations of children's games and some experimental data obtained in the laboratory suggest that the main content of relationships, which is modeled in the game, consists of various combinations of subordination of social roles, and it is this content that is primarily the subject of mastery.
Finally, the third requirement relates to the real relationships between playing children, highlighted in the works of D. B. Elkonin’s colleagues and then especially emphasized in the studies of A. P. Usova.
Playing together is impossible without coordination of actions. This is the main specific developmental value of role-playing games.
It should only be noted that it is not realized automatically, but under the influence of the guidance of the game by an adult. Everything said above allows us to conclude that it is necessary to clearly separate the significance that the role-playing game itself has for the mental development of a child, its specific components, the significance of the possibilities for the formation of mental qualities, imparting knowledge and skills to children through the game, by introducing into it that or other content and, the importance of using game teaching techniques. This division seems extremely important for both research and practical purposes.
The specific developmental influence of role-playing games has not been studied enough at present. There is no doubt that the above qualities (symbolic function, orientation in the relationship between social roles and the quality of society) do not exhaust it, but further research in this area is hampered by the confusion of children’s development in play, through play and with the help of gaming techniques.
There is a false impression that the game educates everything in the world. At the same time, it is the specific impact of the game that has the greatest value and should be maximally used for pedagogical purposes. For the full implementation of the developmental significance of role-playing games in the practice of preschool education, it is necessary to further in-depth study of both the conditions for using the game itself to form mental properties and abilities, and the conditions for generalizing these properties and abilities and their transfer to other types of activities of the child. Play is a bridge between adults and children. To understand children and find an approach to them, we must look at the child from a developmental point of view. They should not be treated as little adults. Their world really exists, and they talk about it in the game. Unlike adults, for whom the natural medium of communication is language, the natural medium of communication for a child is play and a variety of activities. Play is the only central activity of a child that takes place at all times and among all peoples. Children don't need to be taught to play. Children play constantly, willingly, with pleasure, without pursuing any specific goals. Despite the fact that Sigmund Freud worked very little with children, he perfectly understood the meaning of children's play. He wrote: We should look for the first traces of imagination in the child. A child’s most favorite and all-consuming activity is play.
Perhaps we can say that in play, every child is like a writer: he creates his own world, or, in other words, he arranges this world the way he likes best. It would not be true to say that he does not take his world seriously; having messed up, he takes the game very seriously and generously invests his emotions in it (1953, pp. 173-174). Frank (1982) suggested that play is a way for children to learn things that no one can teach them. This is a way of exploration and orientation in the real world, space and time, things, animals, structures, people.
By engaging in the process of play, children learn to live in our symbolic world in a world of meaning and values, while at the same time exploring, experimenting and learning. Play as a means of communication for children Children's play can be more fully appreciated if we recognize that it is a means of communication for them. Children express themselves more fully and directly in spontaneous, self-initiated play than in words, because they feel more comfortable in play. For children, acting out their experiences and feelings is the most natural, dynamic and healing activity they can engage in. Play is a means of exchanging information, and requiring a child to speak means automatically erecting a barrier in the relationship, imposing restrictions that actually tell the child: You must rise to my level of communication and use words for this. The adult is responsible for getting down to the child's level and communicating with him using the means that the child is comfortable with. Play provides a means to resolve conflicts and communicate feelings.
Toys equip the child with appropriate tools, since they are, without a doubt, the environment in which the child can express himself. In free play he can express what he wants to do. When he plays freely, and not at the direction of someone else, he performs a whole series of independent actions. It releases feelings and attitudes that have persistently sought to break free (Axline, 1969, p. 23). Feelings and attitudes that a child may be afraid to express openly can be safely projected onto a toy chosen at their own discretion.
Instead of expressing feelings and thoughts in words, a child may bury or shoot a dragon in the sand, or spank a doll that replaces a little brother. Play is a child’s concrete self-expression, a way of adapting to his own world.
Symbolic play According to Piaget (1962), play is the bridge between concrete experience and abstract thinking, and it is the symbolic function of play that is especially important. In the game, the child demonstrates at the sensorimotor level using specific items, which are a symbol of something else that he has ever directly or indirectly experienced.
Sometimes such a connection is completely obvious, and sometimes it can be distant. In any case, play represents children's attempt to organize their experiences, and perhaps play is associated with those rare moments in children's lives when they feel more secure and in control of their own lives.
A child-centered philosophy views play as an essential component of a child's healthy development. Play gives concrete form and expression to the child’s inner world.
Emotionally important experiences receive meaningful expression in the game.
The main function of the game is to turn something unimaginable in real life into controllable situations. For a child, play is a symbolic language for self-expression.
By manipulating toys, a child can show more adequately than express in words how he feels about himself, about significant adults, about events in his life (Ginott, 1961 p. 51). Types of Games As children grow, their games change.
Little preschoolers play with other children, discuss what is happening around them, and exchange toys. But during these interactions they do not set any goals for themselves and do not establish rules for their games. Older children can play together and help each other with activities that serve a purpose.
Preschoolers like to build and create something from various materials, as well as role-play using some prop objects. All types of games have their own characteristics and purpose, but there are no clearly defined boundaries between them - in each game situation they can overlap each other. Below we describe some of the most typical children's games.
Sensory games. The goal of this type of play is to gain sensory experience for its own sake. Children can endlessly splash water, chew blades of grass, rattle dishes and tear petals from flowers - just to enjoy new sounds, smells, tastes and tactile sensations.
Through sensory play, children learn about their physical and sensory capabilities, as well as the properties of the things that surround them.
Motor games Running, jumping, spinning are some of the countless types of games with movement that children derive pleasure from through the play itself. A game that involves a constant change in the sensations of movement is one of the first that babies indulge in when playing with saliva. The fuss game.
Parents and educators often try to wean their children away from games that turn into fights and which kids love so much.
Parents usually try to reduce children's aggression and prevent fights between children. But the romp game is a make-believe fight, not a real fight.
Recent studies indicate that such a game brings considerable benefits to the child. It not only gives children the opportunity to exercise and burn off energy, but also teaches them to restrain their feelings, control impulsive desires, and helps them get rid of negative habits that are not accepted by the group. Moreover, children learn to see the difference between what is real and what is represented (Pellegrini, 1987). Over-the-top behavior is common in children all over the world (Boulton, & Smith, 1989). Boys indulge in these games more often than girls; One study found that in the United States, boys spend about three times as much time playing as girls do (DiPetro, 1981). Language games. Children love to play with words. They experiment with the rhythmic structure and melody of speech; combine words with each other, giving them something new. meaning. Children play with words to make fun of the world and test how well they understand it. They use this game as a kind of shock absorber for manifestations of irritation and indignation.
The main function of speech - the transmission of meaningful messages - fades into the background in this game. Children are interested in speech itself; they play with its sounds, shapes and shades of meaning.
Role-playing games and simulations. One of the main types of games involves playing out various roles and situations: children play mother-daughter, imitate a parent going to work, pretend to be a nanny, an astronaut, or a driver. Such a game, called role-playing, includes not only imitation of behavior, but also a significant element and new ways of interaction. Through imitation play, children become familiar with social relationships, norms, traditions and other aspects of culture. The role of play in the mental development of a child In play activity, mental qualities and personal characteristics child. The game develops other types of activities, which then acquire independent meaning.
The influence of play on the overall development of a child.
Gaming activity influences the formation of arbitrariness of mental processes. Thus, in play, children begin to develop voluntary attention and voluntary memory. During play, children concentrate better and remember more than in laboratory experiments.
The conscious goal (to focus attention, remember and recall) is highlighted for the child earlier and is easiest in the game. The very conditions of the game require the child to concentrate on the objects included in the game situation, on the content of the actions being played out and the plot. If a child does not want to be attentive to what the upcoming game situation requires of him, if he does not remember the conditions of the game, then he is simply driven out by his peers.
The need for communication and emotional encouragement forces the child to focus and remember.
The gaming situation and actions in it have a constant impact on the development of the mental activity of a preschool child. In the game, the child learns to act with a substitute object - he gives the substitute a new game name and acts with it in accordance with the name.
The substitute object becomes a support for thinking. Based on actions with substitute objects, the child learns to think about a real object.
Gradually, playful actions with objects are reduced, the child learns to think about objects and act with them mentally. Thus, play greatly contributes to the child’s gradual transition to thinking in terms of ideas. At the same time, the child’s experience of gaming and especially real relationships in role-playing games forms the basis of a special property of thinking that allows one to take the point of view of other people, anticipate their future behavior and build one’s own behavior on this basis.
Role-playing play is crucial for the development of imagination. In play activities, the child learns to replace objects with other objects and take on different roles. This ability forms the basis for the development of imagination. In the games of children of senior preschool age, substitute objects are no longer required, just as many play actions are no longer required. Children learn to identify objects and actions with them, and create new situations in their imagination. The game can then take place internally.
Six-year-old Katyusha is looking at a photograph of a girl who has rested her finger on her cheek and is looking thoughtfully at a doll. The doll is planted near a toy sewing machine.
Katyusha says: The girl thinks as if her doll is sewing. With her explanation, little Katya discovered her own way of playing.
The influence of the game on the development of a child’s personality lies in the fact that through it he gets acquainted with the behavior and relationships of adults, who become a model for his own behavior, and in it he acquires basic communication skills and qualities necessary for establishing contact with peers.
By capturing the child and forcing him to obey the rules contained in the role he has taken on, the game contributes to the development of feelings and volitional regulation of behavior.
Productive activities of the child - drawing, design - at different stages of preschool childhood are closely merged with play. Thus, while drawing, a child often acts out one or another plot.
The animals he painted fight among themselves, catch up with each other, people go to visit and return home, the wind blows away hanging apples, etc.
The construction of cubes is woven into the course of the game.
The child is a driver, he carries blocks for construction, then he is a loader unloading these blocks, and finally, he is a construction worker building a house. In joint play, these functions are distributed among several children.
Interest in drawing and design initially arises precisely as a playful interest aimed at the process of creating a drawing or design in accordance with the game plan. And only in middle and high school school age interest is transferred to the result of the activity (for example, drawing), and she is freed from the influence of the game.
Within the gaming activity, educational activity also begins to take shape, which later becomes the leading activity.
The teaching is introduced by the adult, it does not arise directly from the game. But a preschooler begins to learn by playing; he treats learning as a kind of role-playing game with certain rules.
However, by following these rules, the child unnoticed masters basic learning activities.
The fundamentally different attitude of adults towards learning than towards play gradually, gradually changes the child’s attitude towards it. He develops the desire and initial ability to learn. Play and learning Play satisfies many of the child's needs - the need to throw out pent-up energy, have fun, satiate his curiosity, explore the world around him and experiment in a safe situation. Play is called children's work because of the importance it has in the development of a small child. It promotes the development of sensory abilities and physical skills, creating every opportunity for the child to hone and expand the intellectual skills he has just acquired. Play is different from any other activity. By its very nature, it is not aimed at achieving any objective goal.
Anyone who has ever observed what happens on a busy playground can confirm: children splash out their energy in order to enjoy the process of play itself.
Catherine Garvey (Garvey, 1990) gave the following characterization of the game: it is played for the sake of pure pleasure; the game does not pursue any other goal than the one inherent in it; it begins on the initiative of the players themselves; requires that players be actively involved in it; connected with other aspects of life, promoting social growth and the development of creative abilities.
Conclusion To summarize this work, we can say that children’s gaming skills are developed quite quickly. To play together with your child, you don’t even always need to take time off from household chores.
By spending not so much time on developing a child’s play, we ensure his meaningful independent activity, advancement in development and a happy childhood.
Introduction
Chapter 1. Including games in the basis of the learning process - solutions to a personality-oriented approach in teaching preschool children
2 Types of games and their role in children’s learning
3 Practice of using games in modern preschool institutions
3.2 Computer games - a deep individual approach to the child and a method for correcting the personality of children with developmental delays
2 Description of experimental work on the use of games in working with preschoolers (5-6 years old)
Conclusion
Bibliography
Applications
INTRODUCTION
The theory and practice of the game includes a complex various problems and questions. The origin and essence of the game, its structure and content, types of games and their meaning, management methods and much more are the subject of in-depth study by psychologists and teachers.
In kindergarten, training and education can be successfully ensured by organizing children's play activities. The game affects all aspects of the child’s personality: it requires active thought and work skills, and is rich in emotions and sincere feelings.
When teaching preschool children, a personal, individual approach is required, which is easiest for the teacher to implement during the game. This work is devoted to this problem.
Purpose and objectives of the study.
The purpose of the study is to theoretically study the use of games in a personal approach to learning.
Research objectives:
Reveal the essence of the concepts: game, game activity, game concept, plot, game content, types of games, role-playing games, dramatization games, construction games, didactic games, game aids, computer games, game management, individual (personal) approach to the child, subject-development environment, educational games.
Theoretically and practically substantiate the role of play as a factor in the implementation of an individual approach to a child in learning.
In the course of the study, identify the advantages of using games when teaching children and organizing individual training with them.
Review and analyze experimental material on the use of games in classes with preschoolers, taking into account an individual approach to children.
Object and subject of research.
Object of study: the game as the implementation of a personal approach to learning.
Subject of research: the use of games in the classroom as an effective means of implementing an individual approach to children.
Research hypothesis. We put forward the following research hypothesis: If you use a game when implementing a personal approach in teaching children 6-7 years old, then the learning and development of children is carried out more rationally.
Research methods. The following research methods were used in the work:
Study of theoretical sources.
Observation and conversation.
Psychological research methods.
Statistical processing of material.
Experimental base.
The experimental base is the senior group of nursery - kindergarten No. 6 in Orsha.
The topic of this work is very relevant and in demand. The use of play in working with preschool children, for whom it is the leading activity, is an indispensable factor in the implementation and implementation of a personal approach to learning. The works of Sh.A. are devoted to the use of games in the practice of teaching children. Amonashvili, E.I. Tikheyeva, A.P. Usova, A.V. Zaporozhets, M.P. Aganova, D.B. Elponina, A.S. Makarenko, M.Yu. Ronginsky, B. Nikitin, V. Krasnoukhov, E. Sinitsyna, D.N. Kavtaradze, G.M. Lyamina, N.M. Shchelovanova, E. Zankind, M. Konin, D. Mendzheritskaya, E. Fleurin, and many others.
Each child is individual and in implementing a personal approach, play is an indispensable tool in teaching and raising children.
CHAPTER 1. Including games in the basis of the learning process - solutions to a personality-oriented approach in teaching preschool children
1 The role of games in organizing an individual approach to learning
In the development of a child and a group of children, a huge role belongs to the main type of children's activity in the preschool period - play. Psychologists and teachers study the origins of games, their place in a child’s life, and the possibilities of effectively using games to solve educational problems.
The social nature of the content of games and play activities is due to the fact that the child lives in society. From the first months of life, he strives to communicate with others, gradually mastering language - a powerful means of communication and assimilation of social experience. The child wants to be an active participant in the lives of adults, but this need does not yet correspond to his capabilities. In the game, imitating the actions of his elders, empathizing with their joys and sorrows that are accessible to him, in such a unique way he becomes familiar with surrounding life.
Highly appreciating the educational role of children's games, A. S. Makarenko wrote: “Game is important in the life of a child, it has the same meaning as activity, work, service for an adult. What a child is like at play, so in many ways he will be at work when he grows up. Therefore, the education of a future leader occurs primarily in play.”
Long-term observations of games, studying their content in children different nations and at various historical stages social development allow us to conclude that the main source is the social life of people, the conditions in which the child and his family live. In pre-revolutionary Russia, children of the propertied classes played masters and subordinates, and the sons and daughters of the poor reflected in games hard labour adults, fear of the owner, gentleman, policeman. In the games of workers' children we find strikes, walkouts, and demonstrations. The games of peasant children reflected rural labor, the need and deprivation of the horseless and landless poor.
The main feature of the game is that it represents children’s reflection of the life around them - the actions, activities of people, their relationships in an environment created by the child’s imagination. In the game, a room can be the sea, a forest, a metro station, or a railway carriage. Children give the environment the meaning that is determined by the design and content of the game.
The main structural elements of the game are: game concept, plot or content, game actions, roles, rules that are dictated by the game itself and created by children or proposed by adults. These elements are closely interrelated and define play as a unique activity for children.
The game plan is general definition what and how children will play: in the “store”, in the “clinic”, in the “pilots”, in the “daughters and mothers” (in the “family”), in the “kindergarten”, etc. It is formulated in speech, is reflected in the game actions themselves, is formalized in the game content and is the core of the game. According to the game concept, games can be divided into more or less typical groups: a) reflecting everyday phenomena (games of “family”, “kindergarten”, “clinic”, etc.); b) reflecting creative work (construction of the metro, the work of collective farmers, construction of houses, factories, stadiums, etc.); c) reflecting social events, traditions (holidays, demonstrations, meeting guests, travel, etc.). This division of them, of course, is conditional, since the game can include a reflection of various life phenomena.
The structural feature and center of the game is the role played by the child. Based on the significance of the role in the game process, many of the games are called role-playing or role-playing. The role is always correlated with a person or animal, his imaginary actions, actions, relationships. The child, entering their image, becomes that; whom he imitates, i.e. plays a certain role. But the preschooler does not just play this role, he lives in the image and believes in its truthfulness. Depicting, for example, a captain on a ship, he does not reflect all of his activities, but only those features that are necessary during the course of the game: the captain gives commands, looks through binoculars, takes care of passengers and sailors.
During the game, the children themselves (and in some games, adults) establish rules that define and regulate the behavior and relationships of the players. They give games organization and stability, consolidate their content and determine further development, the complication of relationships and relationships. At the same time, the rules of the game help timid, shy children to be active participants in the game.
All these structural elements games are more or less typical, but they have different meanings and are related differently in different types of games.
Being an exciting activity for preschoolers, play is at the same time the most important means of their education and development, as well as an individual approach to each child as an individual. But this happens when it is included in an organized and controlled pedagogical process. The development and formation of the game to a large extent occurs precisely when it is used as a means of personal learning for children.
“During the game, children’s knowledge and ideas are clarified and deepened. In order to fulfill one or another role in the game, the child must translate his idea into play actions. Sometimes knowledge and ideas about people’s work, specific actions, and relationships turn out to be insufficient, and there is a need to replenish them. The need for new knowledge is expressed in children's questions. The teacher answers them, listens to conversations during the game, helps the players establish mutual understanding and agreement.”
Consequently, the game not only consolidates the knowledge and ideas that children already have, but is also a unique form of active cognitive activity, during which they, under the guidance of the teacher, acquire new knowledge.
A game is a kind of school in which a child actively and creatively learns the rules and norms of behavior. people, their attitude to work, public property, their relationships. It is the form of activity in which the social behavior the children themselves, their attitude to life, to each other, personal values.
Often in games they decorate their buildings and use elements of dressing up, which helps develop artistic taste and demonstrate the individual creative abilities of children.
Thus, play is a means of comprehensive education and development of children, as well as a powerful factor in the implementation of an individual approach to the child.
Game for a child - authentic life. And if the teacher organizes it wisely, he gets the opportunity to influence the children. A.P. Usova noted: “Properly organizing the life and activities of children means raising them correctly. An effective education process can be carried out in the forms of play and playful relationships precisely because the child here does not learn to live, but lives his own life.”
In games, children reflect certain actions, personal characteristics and relationships of people. But behind all this there are still no real personality traits and qualities of the child himself. For example, while playing a role in a game that requires him to show kindness and caring, in life this child can sometimes be selfish and rude. That is why pedagogical guidance of games is so important, ensuring their maximum effect, taking into account an individual approach to learning.
The choice of games is essential. Directing it on a daily basis, the teacher studies each child, identifies children’s associations, and emerging play groups. He has the opportunity to determine the usefulness or harmfulness of certain groups, to draw a conclusion about the need for certain influences on children.
Using play as a form of organizing children’s lives, first of all, one should guide and develop their common interests, achieving unity among the children’s team. A.S. Makarenko, highly appreciating the role of play in organizing children’s lives, wrote about the role of the educator: “And I, as a teacher, have to play with them a little. If I only teach, demand, insist, I will be an outside force, maybe useful, but not close. I must definitely play a little, and I demanded this from all my colleagues.”
The teacher must be close to the children and a welcome participant in their games. Using the content and rules of the game, his playing role, he tactfully directs its course, the relationships of the players, without suppressing their initiative.
Pedagogy does not oppose play to learning in the classroom, but makes extensive use of their relationship in the process of educational influence on children. In kindergarten, during the learning process, the topics expanded significantly and the content of games deepened. In classes, children receive a wide range of knowledge and ideas about objects and phenomena, about the surrounding life, which are used in the game. “The learning process itself organizes children’s cognitive activity, which undoubtedly improves the culture of play. The content of the lessons is not directly transferred into the game, but is refracted in a unique way through experience, the design of the game, and the children’s attitude to the phenomena displayed in the game.”
At the same time, the game also influences cognitive development children, necessitates expanding knowledge. The game teaches you to purposefully and consistently reproduce knowledge, to implement it in game actions and rules.
The relationship between play and learning does not remain unchanged throughout preschool childhood. In younger groups, play is the main form of learning. In senior education, especially in preparatory education, the role of the learning process itself in the classroom increases significantly. The prospect of going to school becomes desirable for children. They want to become schoolchildren.
However, the game does not lose its attractiveness for them; only its content and character change. “Children are interested in games that are more complex and require intellectual activity. They are also attracted to sports games that contain an element of competition.”
From the above material it follows that the game plays a leading role in organizing an individual approach to teaching preschoolers.
1.2 Types of games and their role in children’s learning
In the practice of teaching and upbringing, 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, purposefulness of training, including taking into account an individual approach to training. 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. Role-playing games are the most typical games for preschoolers and occupy significant place in their lives.
Distinctive feature role-playing game is that it is created by the children themselves, and their play activities are of a clearly expressed amateur and creative nature, in which the individuality of each child is manifested. These games can be short-term or long-term.
Psychologist D.B. Elkonin gives the following definition of creative role-playing game: “Role-playing, or so-called creative, play of preschool children in its developed form represents an activity in which children take on the roles (functions) of adults and, in a generalized form, reproduce the activity in specially created game conditions adults and relationships between them. These conditions are characterized by the use of a variety of play objects that replace the actual objects of adult activity.”
Psychologist A.V. Zaporozhets notes: “A game, like a fairy tale, teaches a child to penetrate the thoughts and feelings of the people depicted, going beyond the circle of everyday impressions into the wider world of human aspirations and heroic deeds.”
In a creative role-playing game, a child actively recreates, models real-life phenomena, experiences them, and this fills his life with rich content and leaves a mark for many years.
Managing this type of game requires great skill and pedagogical tact. The teacher must guide the game without destroying it, preserve the amateur and creative nature of children’s play activities, the spontaneity of experiences, faith in the truth of the game, and take into account the individuality of each child.
The management of the game should in no case be intrusive, causing preschoolers to protest and quit the game. Leading questions, advice, and recommendations are appropriate. Only then can play become a decisive factor in an individual, personal approach to the development and learning of children.
The most effective way of leadership is the participation of the teacher himself in the game. Through the role he performs and play actions, he influences the development of the content of the game, helps to include all children in it, especially timid, shy ones, awakens in them confidence in their abilities, and evokes a feeling of sympathy for them on the part of other children. At the same time, the participation of an adult in the game makes it possible to limit the leaders, who sometimes suppress the initiative of their peers and impose their game plan and their desires on the team.
At the end of the game, the teacher notes the friendly actions of the children, involves the elders in the discussion of the game, and emphasizes the positive relationships between its participants. All this contributes to the development of children's interest in subsequent games.
The teacher must analyze the game, evaluate its educational impact on children and consider ways to further guide the role-playing games of children in his group, and implement an individual approach to each child. In dramatization games, the content, roles, and game actions are determined by the plot and content of a particular literary work, fairy tale, etc. They are similar to plot-role-playing games: both are based on the conditional reproduction of a phenomenon, event, actions and relationships between people etc., and there are also elements of creativity. The uniqueness of dramatization games lies in the fact that, according to the plot of a fairy tale or story, children play certain roles and reproduce events in the exact sequence.
Most often, fairy tales are the basis for dramatization games. In a fairy tale, the images of the heroes are outlined most clearly; they attract children with the dynamism and clear motivation of their actions, actions clearly follow one another, and preschoolers willingly reproduce them. Children's favorite folk tales “Turnip”, “Kolobok”, “Teremok”, “Three Bears”, etc. are easily dramatized. In dramatization games, poems with dialogues are also used, thanks to which it is possible to reproduce the content by role.
The teacher’s guidance lies in the fact that he first of all selects works that have educational significance, the plot of which is easy for children to learn and turn into a dramatization game; they select a role for each child, taking into account his individual abilities.
When assigning roles, older preschoolers take into account the interests and desires of the children, and sometimes use a counting rhyme. But even here it is necessary to use a personal (individual) approach in the work of the teacher: it is necessary to induce a friendly attitude among peers towards timid children, to suggest what roles they can be assigned. So that others do not get tired of waiting, you can organize several groups playing simultaneously, alternating the roles of spectators and performers.
Construction game is an activity for children, the main content of which is the reflection of the surrounding life in various buildings and related activities.
The similarity between role-playing games and construction games lies in the fact that they unite children on the basis of common interests, joint activities and are collective.
The difference between these games is that in a role-playing game, first of all, various phenomena are reflected and relationships between people are mastered, while in a construction game, the main thing is to become familiar with the relevant activities of people, with the technology used and its use.
It is important for the teacher to take into account the relationship, the interaction of role-playing and construction games. Construction often arises in the process of role-playing game and is caused by it. It kind of sets the goal for the construction game. For example, the children decided to play sailors - they had a need to build a steamship; playing in a store inevitably requires its construction, etc. However, a construction game can also arise as an independent game, and on its basis one or another role-playing game develops. For example, children build a theater and then play artists.
Special sets of materials have been created for building games, including a variety of geometric bodies (cubes, bars, prisms, cylinders, cones, hemispheres), additional (plates, boards, arches, rings, pipes, etc.) and auxiliary materials for decorating buildings.
In construction games, ordinary, most often plot-shaped toys are also used. Natural materials are also widely used: clay, sand, snow, pebbles, cones, reeds, etc. The educational and developmental impact of construction games is achieved only when the purposeful, educational and guiding guidance of the teacher is correctly combined with the initiative and activity of children.
The interests of children in the preparatory group and their capabilities make great demands on the management of construction games. The teacher must have the necessary knowledge and show interest in technology and invention. From a wide variety of buildings, structures, types of construction, he selects a little that is accessible to children and has an educational and educational impact (for example, cultural and everyday construction), and takes a personal approach to children during the game.
For construction games in kindergarten, construction games widely use not only construction materials, but also natural materials: snow, water, sand, pebbles, branches, cones, reeds, etc.
Sand is poured into a special box with sides on which children place toys.
Older children build slides, tunnels, river beds from sand, build dams, waterfalls, and fortresses. Children are more willing to play such games in natural conditions: on the beach, on the banks of a river, lake. There is an opportunity to use a large space here.
Preschoolers build houses, fortresses, steamships, boats, bridges out of snow, and decorate the site with sculptures made of ice and snow. The teacher teaches them to make buildings out of snow in different ways (from rolled snowballs, from snow bricks), encourages them to show initiative and invention. By encouraging play with snow, he makes sure that children move enough and do not freeze, and at the same time prevents excessive physical activity so that they do not overheat.
The teacher teaches children to lay out patterns of pebbles on the path or playground. For patterns, a sample can be given, a plot suggested, conditions for the placement of pebbles. Such games are useful for developing and clarifying spatial orientations and developing children’s individual abilities. Older children, under the guidance of a teacher, make little men and animals out of pine cones, and build buildings for them from branches and reeds.
Thus, construction games, when properly managed, are an important means of education and training. They develop in children the ability to creatively display the phenomena of the surrounding life, interest in technology, constructive thinking, artistic taste, and form friendly relationships.
Didactic play is also a form of learning that is most typical for young children. Its origins are in folk pedagogy, which created many educational games based on a combination of games with songs and movements. In nursery rhymes, game songs, in the games “Ladushki”, “White-sided Magpie”, in games with fingers, the mother attracts the child’s attention to surrounding objects and names them.
A didactic game contains all the structural elements (parts) characteristic of children’s play activities: intent (task), content, play actions, rules, result. But they manifest themselves in a slightly different form and are due to the special role of didactic games in the upbringing and teaching of preschool children.
The presence of a didactic task emphasizes the educational nature of the game and the focus of its content on the development of children’s cognitive activity. In contrast to the direct setting of a problem in the classroom, in a didactic game it also arises as a game task for the child himself. The importance of didactic play is that it develops the independence and activity of children’s thinking and speech and allows the teacher to implement a personal approach in teaching children.
When children are divided into groups or when there are roles, play actions are different. Here it is easy for the teacher to implement a personal, individual approach to each child when teaching. For example, in the “shop” game, the game actions of buyers are different from those of sellers; in games with riddles and guessing riddles, the game actions of those who make the riddles and those of those who guess are different, etc.
The volume of game actions also varies. In older groups there are five or six. In games of a sports nature, the play actions of older preschoolers are divided in time from the very beginning and carried out sequentially. Later, having mastered them, children act purposefully, clearly, quickly, consistently and solve the game problem at an already practiced pace.
One of the elements of a didactic game is the rules. They are determined by the task of learning and the content of the game and, in turn, determine the nature and method of game actions, organize and direct the behavior of children, the relationship between them and with the teacher. With the help of rules, he develops in children the ability to navigate in changing circumstances, the ability to restrain immediate desires, and demonstrate emotional and volitional effort. As a result of this, the ability to manage one’s actions, correlate them with the actions of other players, and the teacher develops an individual approach to children when teaching.
The rules of the game are educational, organizing and disciplinary in nature. Teaching rules help teach children what to do and how to do it; they correlate with game actions, strengthen their role, and clarify the method of execution; organizers determine the order, sequence and relationships of children in the game; disciplinarians warn about what and why not to do.
The teacher must use the rules carefully, not overload the game with them, use only the necessary ones. The introduction of many rules and their forced implementation by children leads to negative results. Excessive discipline reduces their interest in the game and even destroys it, and sometimes causes cunning tricks to avoid following the rules.
The rules of the game established by the teacher are gradually learned by the children. Focusing on them, they evaluate the correctness of their own and their comrades’ actions, and the relationships in the game. When protesting against rules being broken, children say; "He doesn't play by the rules."
The result of a didactic game is an indicator of the level of children’s achievements in the acquisition of knowledge, in the development of mental activity, relationships, and not just a gain obtained in any way.
Game tasks, actions, rules, and the result of the game are interconnected, and the absence of at least one of these components violates its integrity and reduces the educational and training impact.
In didactic games, children are given certain tasks, the solution of which requires concentration, voluntary attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions in preschoolers, the formation of ideas, and the acquisition of knowledge. These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems, while taking into account the child’s individuality and the personality characteristics of each child. This is their developing role.
A.V. Zaporozhets, assessing the role of the didactic game, writes: “We need to ensure that the didactic game is not only a form of mastering individual knowledge and skills, but also contributes to general development child, served to develop his abilities.”
The teacher is faced with the task: to use different types of games for the comprehensive development of children, in an interesting and meaningful way, taking into account individual abilities and opportunities to organize the education of their pupils through the game.
1.3 Practice of using games in modern preschool institutions
3.1 Creation of a subject-developing gaming environment and organization of educational games
In modern preschool pedagogy, the tasks of humanizing the process of education and training, protecting and strengthening the physical and mental health of children, their full development, and implementing a personal approach to children during education are brought to the fore. Solving these problems is impossible without creating a modern subject-development environment. It is even more important in children's institutions. Let's look at the example of nursery school No. 38 in the city of Saratov, where special attention is paid to the subject environment, primarily its developmental nature. One of the main tasks of the institution is to enrich the environment with elements that would stimulate cognitive, motor and other activity of children.
In each group, a rational and expedient arrangement of furniture has been thought out, highlighting different zones and corners using movable screen partitions. This allows each child to find a place convenient for activities and games and comfortable from the point of view of his emotional state: remote from children and adults or, conversely, allowing him to feel close contact with them, which takes into account their individuality.
Made by teachers teaching aids By familiarization with the surroundings: a layout plan of a microdistrict in which children can easily find out the location of the kindergarten; layouts for fairy tales (Appendix 1. photo 1.); wooden model city plan for teaching rules traffic with a functioning traffic light. In empty aquariums, fake climatic and natural zones were created (flora and fauna of the middle zone, undersea world, life in the desert, etc.) (Appendix 1. photo 2.). In all groups, mini-rock gardens were created. Hemp, driftwood, crafts made from sponge and other natural and waste materials are used to paint the interiors of our preschool. Traditional corners of manual labor have turned into real creative workshops. In the corners of creative activity many items of applied art appeared; to make modeling classes more meaningful, we purchased rotating machines and many different stacks and spatulas; For older preschoolers, we made tabletop mini-boards for drawing with crayons, etc.
In all age groups, household corners are decorated in an unconventional way (floor lamps, ottomans, benches, etc.); Additional attributes have been made for games with building materials (road signs, steering wheels, anchors, etc.).
The interiors are decorated with dolls and toys for role-playing games, sewn or knitted by adults! (Appendix 1. Photo 3.) Teacher M.A. Smirnova made toys using plastic bags.
All this encourages children to “interact” with various elements of the environment, thereby increasing their functional activity.
The environment should encourage children to be physically active, give them the opportunity to perform a variety of movements, experiencing joy from it. For this purpose, we made soft physical education equipment for the gym, and for the younger group - large inflatable toys, as well as symbol toys made of multi-colored leatherette.
For the development of children’s cognitive activity, it is important that the “information” embedded in the environment does not immediately reveal itself completely, but encourages the child to search for it. For this purpose, in older groups there are stands with periodically changing visuals (labyrinths, crosswords, etc.). Children usually stand around them for a long time, thinking and reasoning. Unusually executed nature calendars encourage them to concentrate their attention and strain their memory.
Various types of theaters (puppet, mitten, finger, glove, cone, bibabo, etc.) are created by educators and parents from a variety of materials (poly ethylene bottles, skittles, wooden spoons, polystyrene foam, tone paper, yarn, fabric). They have a set of shadow theater with a screen for several performances. Recently, speech therapist M.N. Belousova made an ancient theater - tantomoresque.
In older groups, podiums are made, which are used in many functional ways: when organizing non-traditional classes, for leisure evenings, in organizing role-playing games, for showing puppet theater, etc.
We also tidied up all the holiday costumes and gave them to the children. They are stored in beautiful chests in musical and theatrical corners. In addition to the costumes, a variety of jewelry was made: pendants, beads, belts, bracelets, cuffs, crowns, boutonnieres, butterflies, frills, scarves with lace, scarves, ribbons on rings, scarves, etc.
Available in this in a preschool institution, we use musical instruments at Ogonyki events, leisure evenings, fairs, proms. To create a festive atmosphere, we made colorful panels on various themes (Appendix 1. Photo 4.). The design of the music room is complemented by light music, flower arrangements, and mirror lighting. To hold the fairs, we made a painted wooden tray tent and sewed special costumes for both children and adults. Housekeeper Ya.S. made a great contribution to this. Silakova.
For several years, an annual festival of non-traditional folklore-type activities (for all ages) has been held. This prompted us to create a “Russian hut”; collecting authentic antiques and our parents and friends helped us with their copies. Children love the “Russian hut”, they enjoy working in it, preparing food for dolls, growing seedlings for the garden, relaxing at gatherings, etc. And in the hut there is a real forged chest with peasant clothes, an antique dressing table, a hanging cradle ( Appendix 1. photo 5.); shelves with kitchen utensils, carved and painted benches (Appendix 1. photo 6.). How much joy it brings to children to have a heartfelt conversation or read a fairy tale by the stove in which the “light” flickers! With what trepidation they watch as Vanyushka dangles his legs from the stove, and Malanyushka is sad as he approaches! A cage with “song” birds completes the picture. And, like a funny guardian who does not frighten children, Baba Yaga sits in a mortar and with a broom. Looking behind the stove, the children see a play corner, which is cozy (there are painted and sounding toys: carousels, balalaikas, whistles. And behind the stove lives the brownie Kuzya... Everyone will find something to their liking in the handicraft corner: after all, there is a real bottom with a tow and a spindle, birch bark boxes with balls of thread, a genuine spinning wheel (Appendix 1. photo 7.). Along one of the walls there is a long table with a tablecloth made of sewing and painted benches. And what is a hut without a copper samovar? They complement the interior of the “Russian hut” chintz curtains, patchwork blanket, satin stitch and cross stitch towels, napkins, throws, homespun rugs and rugs. large dolls dressed in Russian clothes accompany the guests folk costumes. Near the house there is a yard with a well, a tree with bird nests and a birdhouse, a woodpile with firewood, a dog kennel, a real sleigh with a basket... (Appendix 1. photo 8.). It is not surprising that the “Russian hut” has become a room for psychological relief not only for children, but also for adults. But the most important thing is that it provides educational activities for children. In their content, objects of Russian national life are actively used, which allows us not only to educate children, but also to preserve the continuity of the ethical and aesthetic values of the Russian people.
So, this team has put a lot of effort into creating a subject-specific development environment. No one remained indifferent, but I would especially like to mention the teachers E.I. Medvedev, M.A. Smirnov, N.M. Labyntsev, I.N. Ispuganov, M.V. Efremov, O.V. Morozov, speech therapists M.N. Belousov, I.Yu. Mikhin, housekeeper L.S. Silakov.
It is known that providing children with a variety of materials and creating an interior is not enough. It is important how emotionally comfortable the child will feel in this objective world, what and how he will be taught here. This leads to the next task. The subject environment should not be an end in itself, and should not be a “dead combination” of various equipment and materials. The objective world must ensure the fulfillment of the child’s need for active and diverse activities. By creating a fairytale-playful atmosphere, it is easier to develop and educate children taking into account their individuality.
You can also make the most of the existing subject environment by organizing, for example, visits by children to other groups, and in the new academic year- if possible, change group rooms. “However, no matter how much we discuss the importance of creating a developmental subject environment for working with children, we should remember: in all interactions of the child with the subject world, the teacher must be a mediator. It depends on his preparedness, competence, friendly and interested attitude towards children whether the subject environment will be spiritual, willing and will the child be able to master it?
I would like to suggest methodological material designed to work with children aged 6-7 years, which in a playful way contributes to the development and learning of children, taking into account the personality-oriented approach to teaching children. This is an original game In search of the lost jewel (Based on the work of E. Schwartz a tale of lost time ), developed by V. Kovalev (see Appendix No. 2).
1.3.2 Computer games - a deep individual approach to the child and a method of personality correction for children with developmental delays
Scientists' research shows that a computer becomes accessible to a child’s understanding from about 5 years old “analysis of the process of computerization of a secondary school allows us to notice: the age limit for studying or using computer technology, previously located in high school, then moved to middle and primary school, and has now reached preschool age. In many countries (in particular, the USA, Great Britain, France, Belgium) government projects for introducing computers into primary school and preschool institutions."
Most often, various modifications of the LOGO system are used in classes with preschoolers and primary schoolchildren. Developed by the American teacher S. Papert (one of the pioneers of computerization in education), it has many modifications of various kinds, so it would be more correct to talk about the so-called. LOGO learning environment. Its main principle is the control of a graphic object (most often a turtle) that draws images of various objects: a house, a tree, a flower, an airplane. The simplest set of commands that a preschooler can understand is used: forward; back; left; right; to the center; clear the image.
Unlike traditional methods and means of pedagogy, in LOGO the child immediately sees the result of his actions and, most importantly from a didactic point of view, has the right to make mistakes, and in the process of correcting mistakes he gradually improves his program, gaining new knowledge and without experiencing discomfort from fear of doing something wrong. With the help of LOGO, children learn concepts such as shape, color, size; develop visual-figurative thinking, imagination, creativity; train attention and memory. “The ideas of S. Papert are developed and modernized by many domestic (Yu. Gorvits, A. Goryachev, A. Duvanov, D. Zaretsky, Yu. Pervin) and foreign researchers. An example is the work of B. Hunter, which summarizes the results of a large-scale experiment conducted in the USA (Montgomery County, Maryland). About 400 computers were involved in the experiment. It covered schoolchildren and preschool children. The main goal, according to the plan of the author and his collaborators, is to prepare preschoolers for future work with computer technology and teaching computer literacy to schoolchildren.
Undoubtedly, the wider use of computers for the purpose of teaching and educating preschool children became possible only with the advent of modern multimedia computers that work with the following types information: numbers; text (letters, words, sentences); sound (sounds, speech, music); graphics and video (drawings, drawings, pictures, videos). Most modern computer games are multimedia. You could even say this: multimedia is the main feature of modern game programs.
Since home computers are most often used not only for work and learning, but also for games, the question of making the right choice inevitably arises - which computer games develop the child, and which ones are of dubious value. The truly gigantic number of games, the range of which is updated almost monthly (if not weekly), can confuse any parent. If a family has a computer and decides to use it for the purpose of raising and developing a child, then adults should understand how, why and what their children play, be aware of new gaming products and be able to jointly discuss the content of a new game. In order not to look like a layman in the eyes of a child and to keep abreast of the events of the vast gaming world, it would not hurt for an adult to take an interest in the laws of the computer gaming world. Knowing the genre classification of games helps a lot in this matter.
There are several main genres of computer games, but each genre has its own variations, so there are many more different types of computer games than might seem at first glance. Nevertheless, games of the same genre have quite a lot in common. In addition, today computer game manufacturers very often practice such a technique as combining several genres in one game.
Educational computer games can be used for the development and correctional education of children. Sample lesson notes are given in Appendix No. 3.
When using games in practice, the developmental environment of the child has an impact on the development of the child’s personality. The tasks of an individual approach in the development of children, in the practice of the present and future, are solved by computer games of no small importance.
game educational preschooler
Chapter 2. Game activities with children as a factor in the development of the child’s personality
1 Analysis of the use of games in practice
When working with children of the preparatory group of nursery-kindergarten No. 6 (9 children), it was found that when conducting collective games and using them for educational purposes, an individual approach to each child takes on special importance. This is explained primarily by the fact that in preschool age children experience instability and spontaneity of complex social feelings, which can easily arise and just as quickly disappear. And therefore, only knowledge of the individual characteristics of children, their strengths and weaknesses allows the teacher to decide complex tasks education of moral feelings of children in the process of their play activities.
Then you need to keep in mind that the child in the game is just beginning to enter into collective relationships, he does not yet have the usual skills of behavior in a group. Their formation depends on many factors, such as the environment, the material living conditions of the family, the relationships of loved ones and, which is very important for the teacher, on the individuality of the child. The uniqueness of the child's physical structure, psyche, creative talent, and orientation of interests determine the methods used by the teacher to involve the child in collective play and develop in him the skills and abilities to play together with peers.
In addition, in preschool age the child develops as an individual, which requires the teacher to have a thoughtful and subtle understanding of the manifestations of his character, his interests and abilities. Seeing the good in every child, supporting, developing and even designing the best that he can have - this is the main way of upbringing and learning through play.
“In a group, the level of development of children can be different due to many reasons: shortcomings in family upbringing, characteristics of physical development, the child’s arrival straight into a preparatory group for school, errors in the educational process in the previous period. In individual work with children, one should find out these reasons, take into account the characteristics of each child and, on this basis, develop his cognitive interests, mental activity, and cultivate the necessary moral and work qualities. The following examples will show how, in the process of collective games, work can take place with individual children who differ in their level of development, ability to play and establish friendly relationships with peers.”
Serezha D . - a very excitable, nervous boy, cannot restrain his desires; unable to slow down their emotional manifestations. He is quick-tempered and often quarrels with his comrades. The children do not accept him into the game, because he does not fulfill the role to the end, does not take into account the opinions of the players, does not obey the rules of the game, and does not share toys with his friends. Seryozha often brings his toys to the group, teasing the children with them, but does not let them play. “If you break it, they will scold me at home,” he says, although at home they don’t scold him for breaking toys; Seryozha knows almost nothing to do. He draws, sculpts, designs poorly, does not like to work and is not upset if he did something bad. “I’m bad, that’s why she’s bad for me,” he declares with a smile. Often violates discipline: he can push a child, even for no reason, to laugh loudly during class, wanting to attract attention. He constantly interferes with others: during a drawing class he deliberately stains the neighbors’ drawings, destroys children’s buildings, often interferes in the girls’ play, together with Vitya takes away their dolls and does not allow them to play. From all sides you can only hear: “Seryozha pushed, Seryozha broke, Seryozha tore, got dirty.” This behavior is largely explained by the fact that Seryozha’s upbringing in the family was not given due attention, his slightest desires were satisfied; Mother complained that Seryozha was often capricious and did not listen to any comments. Observing Seryozha during classes, at first glance one could determine that he had no interest in any activities. However, from a conversation with the boy’s mother, it turned out that Serezha has a lot of books at home and he loves them very much. The mother even has to resort to such threats: “If you don’t listen, I won’t let you look at any more books, and I won’t read to you.” According to her, this has a positive effect on the boy’s behavior.
In kindergarten, there were no cases of Seryozha showing responsiveness or sensitivity towards children. On the contrary, one could see how he laughed when Marina fell and badly hurt her leg, or, noticing that Natasha drew poorly, he tore out her piece of paper, began to laugh and show it to the children, causing laughter in them too, although he himself, as already mentioned , I couldn’t draw.
This was one of Seryozha’s first characteristics.
In individual work with Seryozha, the following tasks should have been set: to develop in him self-control, the ability to control himself when communicating with other children, the ability to subordinate his desires to the wishes of the team, to cultivate a sense of responsibility to the team, the ability to carry out his role in a collective game to the end, the ability to take into account opinions comrades, obey the rules of the game; teach you to share your toys with friends; to cultivate sympathy for comrades, the desire to do something good and useful to the whole team.
These tasks could be accomplished using the following techniques. First of all, one had to be very demanding of Seryozha, combining, however, exactingness with an affectionate, attentive, fair attitude towards him; sometimes it was necessary not to notice some manifestations of indiscipline that did not interfere with the team; it was necessary to reveal his good, positive qualities to the boy and to all the children; let him carry out responsible assignments and roles in a collective game, give him individual assignments that would help develop Seryozha’s sensitivity, responsiveness, and attentiveness to his comrades; use a group of children and influence Seryozha’s behavior through them; use the connection between play and work to develop endurance and perseverance; work with parents and together with them correct Serezha’s behavior.
First of all, the teacher asked the parents not to bring toys with them to kindergarten, no matter how capricious Seryozha might be. “The teachers didn’t allow it” - this should be the answer to the boy. This was achieved. Now only occasionally could one see him with a toy brought from home.
At first the children did not want to play with Seryozha. When he was finally accepted into the game and made a driver, he immediately broke the rules of the game: he brought most of the construction materials to Vova’s brigade in order to appease him so that he would take him into his brigade. I had to reprimand the driver and foreman in front of the children's group, and involve all the children in discussing Serezha's action. The guys told him: “Aren’t you a real driver, that’s not what a driver does,” “The girls’ house won’t be built, you will be responsible,” “Take the material and take it to the girls.” This discussion had a much stronger effect on Seryozha than the teacher’s numerous instructions. Seryozha realized that if he did not deliver the necessary material to the girls, then he could be excluded from the game, but he really wanted to play with everyone.
At the same time, the teacher tried to convince Seryozha that the role of the driver is very responsible: you need to deliver the cargo on time - if you don’t deliver it, the whole construction will stop; the driver must be fair and honest, since the success of the entire construction depends on him. By revealing the content of the role to the child, the teacher thereby creates a role model. Realizing his importance at the construction site, Seryozha began to strive to correct his behavior.
As a driver, he developed a desire to share toys with his friends. Once he brought construction material to a brigade of girls, and in his hands he held tin soldier, which he brought from home. The girls were delighted: “Look, Seryozha brought us a soldier, a military guard; We’ll put him on a big cube, and he’ll guard our building.” Seryozha wanted to say his usual “This is mine, you will break it,” but seeing that Galya had already prepared a cube for the soldier, he gave it away without saying a word. The teacher praised Seryozha: “Well done, driver, he brought a good watchman for the girls.” The next day he brought two more soldiers from home and placed them in other brigades. The teacher did not interfere with this, only warning Serezha’s mother that. After the game the toys will be returned.
In the library game, in the dramatization of “Teremka,” Seryozha was given the task of photographing the best readers, the best artists and making cards for those whom he photographed; take the books to the kids that the children had repaired, and the teacher noted that Seryozha and Sasha were the most able to fix the books.
Seryozha’s work activity during the game had a great influence on him. Seryozha was poor at using scissors, drawing and designing poorly. I had to influence him again through the team. During the lesson on constructing trucks and cutting out paper trees for the game, Seryozha had the worst crafts. The children did not take them to play. “Isn’t it a truck, it’s going to fall apart. And also a driver!”, “Seryozha is an incompetent”, this is how the guys assessed him and his work. Seryozha was upset that no one needed his toys. And for the first time, he had a desire to make a truck no worse than others. After the game he said: “I also want to make a truck, but I don’t know how, show me.” The next morning he came early, brought matchboxes and patiently began to build the truck, all the time asking: “Right? I do like this? Won't it fall apart? And Seryozha received great satisfaction from his work when he saw that his truck was strong and the wheels were rotating. “Look, the wheels, the wheels are spinning!” - he exclaimed joyfully. Feeling Serezha’s great interest in manual labor, the teacher began to often involve him in this. When they were decorating the city built by the children, Seryozha and Vitya, after showing an adult, made benches from paper and placed them in the courtyards of houses; learning how to make cameras. Seryozha made several and, on the advice of the teacher, gave them to his group mates and kids. Seryozha also painted the library sign and book covers.
Gradually, the children began to turn to Seryozha for help: “Seryozha, make me a camera,” “Show me how to make a bench.” Seryozha began to forget his previous sins: greed, quarrelsomeness, looseness. Proud that he knew how to do something, he happily made toys for children to order, showed them how to do it better, and gave them what he had made. In the library game, Seryozha helped the withdrawn, silent Natasha join the group game: “Natasha, get in line with me, now we’ll take some interesting books.” Then he helped Natasha glue the books and showed her how to use scissors. And in the dramatization game “Teremok”, Seryozha was chosen as a hedgehog: “Seryozha will protect all animals, he is a watchman with prickly needles.” He made his own hat and helped Natasha make a mouse hat.
By helping Seryozha master constructive and other skills, the teacher contributed to the boy’s development of a positive attitude towards work and activities. Fulfilling the librarian's order to take photographs of the best readers, he could sit for a long time and carefully draw figures of people on small pieces of paper. Less and less often one could hear “Seryozha took it away”, “Seryozha broke it”, on the contrary, they began to say: “Look what a toy Seryozha made for our dolls.” Together with his teacher, Serezha made toys from wood: a bed, carousels for dolls. This work with wood fascinated the boy very much and became one of his favorite activities. His parents supported his interest in such work, bought him a saw, a hammer, and pliers, and at home he also shared toys with them.
The application of interesting work during the game had a stronger influence on Seryozha’s behavior than all verbal instructions and reminders. Fulfilling the role and making toys associated with it contributed to the fact that Seryozha became more hardworking and more diligently completed all the tasks in class. The need to exchange toys and aids during play, and to make them for others, developed Seryozha’s desire to do something nice for his friend. He stopped hurting children.
In addition to working with Seryozha himself, it was necessary to work with his parents. The teachers talked with them, asked them to pay attention to support the positive changes that began to appear in the boy’s behavior, pointed out the harm of indulging his whims, and advised what it would be better to buy Seryozha some toys. Parents listened to this advice. Thanks to common efforts, Seryozha's behavior has improved significantly. Everyone was happy that Seryozha independently made a carousel for his roommate’s birthday, similar to the ones he made in the group.
Using Seryozha’s example, one can once again be convinced that one must try to see the good in a child, one must reveal to him and to all children the slightest manifestations of sensitivity, responsiveness, and goodwill, convincingly showing how unpleasant it is to be bad and how fun and easy it is to be good.
Luda M .- calm, balanced girl, active, disciplined, sociable. Always friendly, easily enters into conversation with adults, trying to please. She herself does not volunteer to answer in class, but when asked, she answers well, her speech is clear, precise, and expressive. In kindergarten from the age of four, he knows all the rules and easily follows them. Watching her, initially one could only note good things, the way she plays friendly with the girls and, all the time turning her face towards the teacher, smiles welcomingly.
However, upon further observation, bad sides were revealed in her behavior. Luda cannot stand it if she is not noticed, if she is not given a leading role in the Game, or if her work is not praised. And if she fails to get the toy she wants, she harbors a grudge for a long time. She can push, pinch, but, without adults noticing, she can shift the blame onto someone else, more often on Vitya or Seryozha. Striving to be first in everything, striving to command other children, she rarely plays for a long time with the same ones. He does not tolerate those girls (Galya and Ira) whom the whole group loves and with whom the children play with pleasure. Lyuda often quarrels with them, gathers her group of girls and starts playing with them, not allowing any of them to take any initiative: “You don’t know how to cook dinner, I do it myself,” “You don’t do your classes well, I do it myself.” At home they won’t praise her enough: “Our Lyudochka is smart, she knows everything, and she can tell so many fairy tales! With expression." And although she does not seem to interfere with the children in the group, she is disciplined, but she has many traits that require re-education.
Based on this characteristic, it can be understood that the following tasks had to be set in relation to Lyuda: to develop in her the ability to take into account the opinions of her comrades, the ability to responsibly fulfill any role that the team of players entrusts to her, the ability to be fair towards her comrades, sensitive, attentive and caring; to develop the ability not only to give orders, but also to fulfill the requests and demands of other children.
What techniques could be used in working with this girl?
First of all, strict control over Luda’s behavior was necessary, she must always be in the field of view of the teacher, it was necessary to try to praise her as little as possible, but at the same time not to underestimate her capabilities and abilities: - to reveal to her good qualities and the skills of her comrades, who cope with their role in a collective game no worse than she; influence Luda’s behavior through a group of children; temporarily deprive of the opportunity to play in a team; reveal to Luda the essence of the roles that she must perform on behalf of the team; influence Luda's behavior through the content of the game.
It was much easier for the teacher to influence Luda and her behavior than Seryozha, since she is very sociable. She took an active part in all the games, and it was not difficult for her to explain that the role of a construction worker was no less important than the role of a foreman. In the first long game (“City Construction”), children were taught to choose the most capable and skillful ones for the role of foremen. Lyuda herself felt that she still didn’t know how to build well. But since she could not play alone, outside the group, and she was always drawn to the game where there were more players - and in such a large group, which develops in long games, one must be able not only to give orders, but also to carry out the orders of other children - Lyuda, following the rules of the game (a team of builders builds a house together, distributing the material equally), learned to obey her comrades and share the use of material. She was largely influenced by the team.
One day, while playing library, Lyuda purposely pushed Marina and destroyed the library. The children were outraged by this act and excluded her from the game, remembering all the insults that she caused to many children. In this case, the teacher did not interfere with the children’s actions and did not force them to take Lyuda into the game, as this would have been a violation of the rules of the game. And he talked to Lyuda separately, trying to show her by this example how unfairly she treats children and how children can play well and amicably without her, as did Tanya, and Marina, and other girls on whom she imposed her actions in games ( “You can’t cook dinner, I do it myself,” etc.), cope with their role perfectly.
The teachers constantly monitored Lyuda, made higher demands on her compared to other children, forcing her to fulfill her role more carefully and at the same time encouraging her for good construction and for following the instructions of the foreman. Gradually, feeling the constant control of the teacher and at the same time seeing a good, sensitive, attentive attitude towards her, Luda began to change for the better. It became less and less common to hear from her: “And I’m the best.” Comparing her skills and the skills of her comrades, under the influence of the teacher, Lyuda realized that many children in the group are no worse than her, that if she wants to be a member of her group, she needs to respect the interests and desires of other children, take into account their opinions, fulfill their demands .
A lot of work was also done with Lyuda’s parents. The teachers advised her mother not to spoil the girl, not to praise her every minute at home, otherwise Lyuda would have a very bad time in the future. They advised parents to read T. A. Markova’s book “Raising Children in a Family”; they also advised to assign Lyuda some kind of permanent work responsibility (watering the plants, setting the table), so that the girl would feel responsible and learn to conscientiously carry out the assigned task. Lyuda's mother and father heeded this advice.
The joint work of the teacher with parents gave good results: By the end of her stay in kindergarten, Lyuda had changed her behavior in many ways.
Galya V., Ira Ya are calm, disciplined, sociable girls, they easily get close to other children, they are sensitive, responsive, and inquisitive. They are often the initiators of games, which, however, do not accept everyone, but whoever they like best. In the game they always play leading roles and do not want to play secondary ones. Consequently, they had to develop an interest in performing not only leading roles, but also secondary ones.
In the game “City Construction,” when the children chose Galya as a foreman, Ira did not want to join her team as a worker. Even after a conversation with the construction manager (teacher) about how interesting it is to build, what a beautiful house their team could build if Ira participated in this game, Ira refused to play. She joined the game later, seeing the children’s great interest. In this game, the teacher nevertheless attracted her to the role of a builder, encouraging her success, giving her the opportunity to help other children master construction skills.
It was necessary to have more than one conversation with these girls about the roles that they considered interesting in order to awaken interest in them and make them believe in their importance. Thus, the teacher explained to the girls that, being readers of the library, they could help the manager and the librarian in maintaining silence while handing out books; the teacher gave them the task of teaching Sasha and Lyuda how to carefully handle a book; he told Ira and Gala about what important role played by a cook on a long voyage. In other words, the teacher revealed to the girls in all their diversity the roles they were supposed to fulfill. Such conversations not only helped the girls begin to play any role in the game, they also contributed to the fact that Ira and Galya began to play creatively: they themselves came up with elements of the costume (the cook Galya made herself a white cap), they themselves contributed something every day new additions to your game (on the ship, for example, the cook is organizing a gala dinner on the occasion of Sasha’s birthday).
In long-term creative play, using various techniques, you can successfully instill in children such qualities as the ability to empathize with the experiences of their comrades, restrain themselves and their comrades if their actions interfere with the team, cultivate a sense of responsibility to the team for fulfilling any role taken on, even if this role is not leading, but secondary.
The work showed that in creative play, it is easier for active, proactive, sociable children to develop the skills of collective life; Moreover, they can even act as teacher assistants in this difficult matter. This is achieved when close contact between the teacher and the children is established.
Sasha A . - came to the group when the children were already playing collective games together and had certain skills in collective relationships. Well developed physically and mentally. Before that, he went to another kindergarten, where both his mother and grandmother worked, where he was pampered and he got used to being in a special position. He had been in that kindergarten since he was 2.5 years old, and therefore everyone considered him small (the children in the group were already 3 years old), he was constantly watched, helped and looked after. Sasha got used to this and began to believe that it would always be like this. But when he moved to a new kindergarten in the preparatory school group, everything changed: now he was required to be independent. True, Sasha knew how to dress, but he did everything carelessly, fastened his buttons incorrectly, and did not know how to fasten his sandals.
And then one day the teacher said that several children who wanted to would go help dress the kids for a walk. Sasha also raised his hand, but the teacher stopped him: “How are you going to dress the kids if you don’t know how to dress properly?” Sasha, coming home in the evening, began to tell his grandmother not to dress him anymore, he could do it himself.
The children, of course, noticed Sasha’s shortcomings and at first did not accept him into the game. To the teacher’s question, “Why doesn’t Sasha play with you?” they answered: “But he doesn’t know how to do anything.” From conversations with his parents, the teacher knew that Sasha knew how to build well, and that his buildings made from building materials were beautiful and durable, that he knew a lot of fairy tales and stories and knew how to tell them expressively. It was necessary to reveal these positive qualities of the boy to the children, and the most favorable opportunity for this could be a game that the children had been enthusiastically playing for a whole week. The teacher turned to them: “Comrade builders, we need to build stations to which we will lead railway. Our new worker, Sasha, wants to build them. Shall we give him this job? I know he can handle it." The children agreed with the adult’s proposal, and Sasha was very happy, ran for building materials, began to measure the distance and choose the best place to build. He built two railway stations, completing the laid railway with them, he built them very beautifully, the stations were not similar to each other, each was special. The guys were surprised by such skill of their friend and they themselves suggested to him: “You did great!” Tomorrow we will continue the game, you will build stations with us.” And the next day Sasha not only built them, but also came up with names for them (he called one “Cockerel”, another “Morozko”, the third “Cosmonauts”).
During a lesson on constructing from building materials for a collective construction related to the game “What People Drive,” Sasha, together with other children, built an airfield with airplanes. The children noticed that Sasha's plane was of a different design, more complex. Vanya said: “Wow, what a plane!” Sasha taught Marina and other children how to build airplanes not only of the same design that he himself made, but also came up with a new one.
During classes on speech development, the teacher drew the children's attention to how Sasha amazingly tells fairy tales and reads poems. By noticing and revealing to the children the best aspects of the child’s personality, the teacher, on the one hand, helped bring Sasha closer to other children, and on the other, cultivated a positive attitude towards each member of the group of children.
Sasha fit into the team well, the children helped him master self-service skills, did not laugh if something still didn’t work out, but consoled him: “Nothing, it will work out!” Feeling warm attitude comrades, Sasha tried to justify their trust, learned to quickly dress and eat at home. He began to feel the need to share his joy with his friends: he brought new toys and books to kindergarten, showed them, told the children about them, let them play and look at them.
Thus, methods of play influence, combined with an individual approach, make it possible to level out children’s behavior and develop their creative powers. The rules of behavior in the game, under the control of the entire team, become the child’s personal rules of behavior, which he begins to follow in life. The sympathy for each other that arises in the game contributes to the emergence of attachment to the team, the desire to do something pleasant for everyone, to bring joy. The child’s interest in life and activities together becomes more stable, a sense of collectivism, kindness, sensitivity, and responsiveness are cultivated. Working with individual children contributes to the formation of a friendly group of children, which contributes to more successful learning.
2.2 Description of experimental work on the use of games in working with preschoolers (5-6 years old)
Experimental work was carried out on the basis of the preparatory group of nursery-kindergarten No. 6 in Orsha. This group was attended by 9 children (3 boys and 6 girls). A study was conducted with the children to determine the level of development of children on 03/14/06, correctional work on the development of children (this work was carried out using various types of games for one month) and then the children were examined again on 04/18/06. A description of the methodology for determining the level of development of children 5-6 years old will help determine the high average and low level of development of the child. A high level if the total score for 3 tasks of the Kern-Irasek test is from 3 to 5 points and successfully copes with two other tasks. The average level is from 5 to 9 points and copes with two other tasks. Low level - from 9 points and more and cannot cope with the other two tasks.
The Kern-Irasek test consists of three tasks:
Drawing a group of points;
Copying a short phrase of three words (“He ate soup”);
Drawing of a person.[ 5, p. 6-9]
Each child is given a blank sheet of unlined paper. In the upper right corner of the sheet, write down your first name, last name, and age. child and date of examination. The front side of the sheet is allocated for them to complete tasks I and II. After the child completes tasks I and II, the worksheet is turned over for task 3.
The tasks are offered in the form of a game. “Now we’ll play with you. I’ll draw dots on the board, and you try to draw them in the same way on your pieces of paper.”
TASK No. 1; To determine spatial perception in children
(Appendix No. 4 Fig. 1). You can approach the children and encourage them.
TASK No. 2. To check the readiness of the eye apparatus (copying the written text). “I’ll write a sentence on the board, and you don’t know how to write yet, so redraw them too.” (Appendix No. 4 Fig. 2)
TASK No. 3. To develop imagination (drawing of a person), “Draw a person (uncle) as best you can” (Appendix No. 4 Fig. 3)
Hand skills can be tested using the circle-cutting motometric test. Within one minute, the child must evenly cut out the selected circle (Appendix No. 4, Fig. 4)
The purity of speech (the presence or absence of defects in sound pronunciation) is checked by pronouncing aloud the pictures offered in the form of an album or in contact with a speech therapist, the correct pronunciation of sounds is established.
Evaluation of results
Each task of the Kern-Irasek test is scored from I to 5. Approximate criteria for assessing each task using a five-point system are shown in Fig. 1a, 2a, 3 (I point is the best), 5 points is the worst score).
To determine the purity of speech, the child must be asked to use pictures to list out loud the objects whose names appear. sounds related to groups:
Sonorous - P - hard, soft, I - hard and soft;
Whistling - C - hard and soft, 3 - hard and soft, C;
Hissing - Zh.Sh.Ch.Shch.
For example: cancer - bucket - ax; river - mushroom - lantern, shovel - squirrel - chair; watering can - deer - salt, plane - beads - ear of corn; sieve - geese - elk; hare - goat - cart; winter - newspaper - knight, heron - egg - cucumber; beetle - skis - knife; cone - cat - mouse, - cup - butterfly - key; brush - lizard - cloak. For ease of study, pictures or drawings can be pasted into a notebook or sketchbook to record all defects in the pronunciation of sounds that a given child has. The presence of a defect in the pronunciation of at least one sound indicates failure to complete the task and is indicated by the sign (-), and the absence - by the sign (+).
To determine hand skills, it is necessary to prepare cards in advance from thin cardboard or thick Whatman paper on which the figure is depicted. presented in Figure 4 (in Appendix No. 4). The child should be given sharp scissors and explained that he needs to cut a circle along the thick middle line. Here it's starting fixing time. Within one minute, the child must cut out the circle exactly; Up to two deviations are allowed.
Comprehensive assessment of results
Based on the results of a psychophysiological examination, if a child receives a total of 3-9 points for the Kern-Irasek test and has a positive result for performing two other tests, then he has a high or average level of development.
Task 2. Corrective work with children with low levels of development.
After identifying lagging functions in children, it is necessary to take measures to eliminate them. (See Appendix No. 6)
Analysis of the results of the first examination of children dated March 14, 6. showed the following: the children’s sound pronunciation is correct, and 2 children have a speech impediment; 5 children coped with cutting out the circle. A total of 22% of children have speech defects, 44% have a low level of hand development.
The results of the examination using the Kern-Irasek test showed: for the 1st task (drawing dots) the following points were received: 1 point - 33% (3 children), 2 points - 11% (1 child), 3 points - 44% (4 children), 4 points - 11% (1 child). For the 2nd task (phrase) we received points: 1 point - 33% (3 children),
points - 33% (3 children), 3 points - 22% (2 children), 4 points - 11% (1 child). Only one child completed the third task (draw a man). Mistakes made:
5 children (55.%) did not draw ears;
The neck was not drawn - 2 children (22%);
8 children (88%) did not draw the correct number of fingers;
2 children (22%) did not draw a headdress or hair;
Total points received for this task: 1 point - 11% (1 child), 2 points - 11% (1 child), 3 points - 66% (6 children), 4 points - 11% (1 child), 5 points not no one got it.
Overall results on the Kern-Irasek test: 3 points - 11% (1 child), 4 points - 11% (1 child), 5 points - 11% (1 child), 7 points - 11% (1 child), 8 points - 22 % (2 children), 9 points - 22% (2 children), 12 points - 11% (1 child).
Corrective work with children was carried out in a playful way. Games were used to develop cognitive psychological processes: thinking, memory, imagination, attention training; these classes were carried out systematically over a month (see Appendix No. 7). These game exercises help overcome developmental delays in children. We also used in our work with children games with fairy tales from the popular manual for parents, tutors, and educators by E. Sinitsina “ Smart fairy tales».
Analysis of the results of the second examination of children dated April 18, 2006. showed that the children’s sound pronunciation is correct, and 2 children have a speech impediment and are working with a speech therapist; 7 children coped with cutting out the circle. In total, 22% of children have speech defects, 22% have a low level of hand development.
The results of the examination using the Kern-Irasek test showed: for the 1st task (drawing dots) we received points: 1 point - 44% (4 children), 2 points - 33% (3 children), 3 points - 22% (2 children), 4 points - no one. For the 2nd task (phrase) we received points: 1 point - 66% (6 children),
points - 22% (2 children), 3 points - 11% (1 child), 4 points - no one. Only one child completed the third task (draw a man). Mistakes made:
2 children (22.%) did not draw ears;
The neck was not drawn - 1 child (11%);
5 children (55%) did not draw the correct number of fingers;
Nobody drew a headdress or hair;
7 children (77%) did not draw all the elements of the face.
Total points received for this task: 1 point - 22% (2 children), 2 points - 44% (4 children), 3 points - 33% (3 children), 4.5 points - no one received.
Overall results on the Kern-Irasek test: 3 points - 11% (1 child), 4 points - 22% (2 children), 5 points - 33% (3 children), 6 points - 22% (2 children), 9 points -11 % (1 child).
For examinations of children using the Kern-Irasek test, motometric test, and determination of speech defects, see Appendix No. 8.
For an individual assessment of the psychophysiological development of children in the preparatory group (5-6 years old) of nursery school No. 6, see Appendix No. 5.
According to the analysis of the first survey (dated March 14, 2006), it is clear that the psychomotor skills of children in the preparatory group of kindergarten No. 6 are normal, a high level - 33% (3 children), an average level - 55% (5 children), a low level - 11% (1 child). According to the repeated survey data (dated April 18, 2006), we can say that the general level of development has increased, and there are no children with a low level of development (high level - 44% (4 children), average level - 55% (5 children), low level - No). This result indicates that the use of games in teaching preschoolers is very effective.
CONCLUSION
The themes of preschoolers' games vary. From generation to generation, children traditionally play in the family, in the hospital, in school, in the ship, etc. However, without the participation of the teacher and his sincere interest in this extremely important type of children's activity, without his ability to play enthusiastically, without imitating children. with them, the content and nature of the games of older preschoolers can largely remain at the same level as that of children, if an adult lives by playing, if he is a faithful, knowledgeable partner, senior comrade, good friend, with which it is interesting to play, the culture of children's play is constantly growing and the game itself becomes, in the hands of a skilled teacher, an important means of influencing the behavior of children, their learning and development, as well as the skillful implementation of a personal approach to each child.
The need to improve the culture of play as a form of organizing interesting children's activities poses complex tasks for the educator, which can only be solved if he is able to observe children's games, record them when taking into account educational work, and skillfully apply them in teaching. The teacher must understand for himself next questions:
What games do children like to play and how long do these games last?
What is the level of relationships between children in the game? (How do they distribute and fulfill roles, how do they help each other during the game, do they know how to give in, restrain themselves, share with friends, do they show empathy, responsiveness, and care?)
Is there a creative element in children’s joint games, is there a “struggle of opinions” in them, how are disputes and quarrels usually resolved, do children know how to take into account the opinions of their comrades and their interests?
How does the plot of the game develop, is there children’s initiative in its development and how is it manifested?
How do children reflect the knowledge gained in the classroom in games?
Do children have a game plan? (Do they agree on the theme of the game, determine the plot and its development, do they plan necessary manufacturing toys, do they develop the rules of the game?)
What use is there for children’s constructive activity in games? (Is the game combined with making toys, do children know how to build from building materials, do they subordinate their buildings to the game’s design, or does the game develop around the building, how do children help each other in construction?)
.Which children are active in games and which are inactive?
By giving an analysis of the play activities of the children in his group, the teacher can outline tasks for the development of play and, at the same time, for the formation of the child’s personality.
As a result of the work carried out, I would like to cancel that many types of games have been developed for the training, education and development of preschoolers (5-7) years old; special attention should be paid to didactic games, with the help of which, with the skillful guidance of a teacher, children can be effectively taught, taking into account the individual characteristics of each child. The teacher is helped in this by the game, the fabulous, fantastic atmosphere created by her, in which the child feels calm, confident, tension and fear go away. The master teacher uses games, the most effective means of teaching preschoolers, successfully solving assigned tasks. We fulfilled the purpose of the study, theoretically studied the use of games in a personal approach to learning.
We have also solved the research problems. We revealed the essence of the concepts, theoretically substantiated the role of the game as a factor in the implementation of an individual approach to the child in learning, identified the advantage of using games in teaching children, reviewed and analyzed material on the use of games in classes with preschoolers, taking into account the individual approach to children.
The research hypothesis we put forward was completely confirmed. When using games in a personal approach in teaching children 5-6 years old, it is actually carried out more rationally, as evidenced by the results of the study. During the initial examination, 33% of children had a high level of development, 55% had an average level, and 11% had a low level of development. After conducting correctional and developmental games with children regularly for a month, during a secondary examination, the level of development of children increased: with a high level it became 44%, with an average level - 55%, there was no low level. The indicator of the high level of development of children increased by 11%, the average remained the same, and the low level did not.
The work done in the study of games as factors in the implementation of a personal approach in teaching 5-6 year old children is very relevant and in demand, especially the use of computer games in practice when working with preschoolers. This material will be of interest to teachers, psychologists, and parents. The use of games in teaching is developing direction in working with children, constantly being developed and improved.
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Busurmanova S.T. Independent work on the course “developmental and educational psychology.” - Alma-Ata, 1990.
Voronova V.Ya. Creative games for older preschoolers: A manual for kindergarten teachers. - M., 1981.
Raising children in the middle group of kindergarten: A manual for kindergarten teachers. garden / Comp. G.M. Lyamina. - M., 1982.
Raising children in the senior group of kindergarten: A manual for kindergarten teachers. garden / Comp. G.M. Lyamina. - M., 1984.
Raising and teaching children of the sixth year of life /Under. Ed. L.A. Paramonova, O.S. Ushakova. - M., 1987.
Preschool pedagogy: textbook. Benefit. /Under. Ed. IN AND. Yadeshko, F.A. Sokhina - M., 1987.
Kaftaradze D.N. Learning and play. Introduction to active learning methods: textbook. Manual - M., 1988.
Kovalev V. Game “In Search of the Lost Jewel. //Preschool education. - 1999. - No. 2. - P. 16-22.
Lapina N.B. Individual approach to children in the game. //Raising children through play./ Under. Ed. D.V. Mendzheritskaya and E.D. Tatitseva. - M., 1968.
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Educational games in the system of continuous education. - Mn., 1991.
Petrova E. Educational computer games. //Preschool education. - 2000. - No. 8. - p.60-68.
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APPENDIX No. 1
Subject-developing environment of nursery-kindergarten No. 38 in Saratov.
APPENDIX No. 2
Game "In Search of the Lost Jewel"
(Based on the work of E. Schwartz “The Tale of Lost Time”)
Hello guys! Today I would like to introduce you to a very interesting, simply fabulous story.
Once it happened to children who were only a year or two older than you. You will not only listen to me, but you will also be able to try your hand at exciting challenges. Who knows, maybe a similar story will happen to someone. Now be careful. I'm starting a story.
“Once upon a time there was a boy named Petya Zubov. He studied in the first grade and always lagged behind his classmates in academic performance. “I’ll make it!” - he said. “I’ll catch up with you all.” So he was late and behind, behind and behind and didn’t worry one bit.
And then one day Petya Zubov came to school late again. I ran into the locker room to take off my coat, but looked in the mirror and almost fell. Petya saw that he had turned into a tall, thin, pale old man. He grew a big, thick beard and a mustache. And wrinkles covered my entire face. "Mother!" - he shouted in a bass voice and ran out of the school. fled he thought: “Well, if my mother If he doesn’t find out, then everything is lost.” When mom opened the door, Petya, sticking out his gray beard and almost crying, whispered: “You don’t recognize me?” “Sorry, no,” she replied. . Then poor Petya turned and Desperately he went wherever his eyes looked. He walked and did not notice how he ended up outside the city and ended up in the forest.”
Please look at the pic. I .
Only one side of the path is shown here, where Petya came out. It meanders bizarrely between the trees, but is always clearly visible and the same in width. Its beginning (left) and end (right) are already indicated. Take simple pencils . And now, without lifting the pencil from the paper, draw in one line the missing side of this tracks . Done? Well done!
“Thus, the path led Petya to an unusual forest house. The owners were not in the house. And in general, in the darkness, Petya only saw a pile of hay in the corner. He was very tired, and therefore, without hesitation, he lay down in the hay, buried himself deeper, warmed up, cried quietly, wiped away his tears with his beard and fell soundly asleep.
This time, Petya Zubov had an “ordinary student’s dream”: as if he was sitting in a mathematics lesson, and the teacher, Marina Ilyinichna, was giving a test.”
Guys, please, get ready to complete the tasks.
« I I will quickly show the cards2,” said Marina Ilyinichna, “and you must carefully remember what, where and how is drawn on them. It is important!"
So, I show you the first card (Appendix 1). Watch and remember!.. Now in Fig. 2 (a) with a simple pencil, draw everything that you saw on the card, but in certain cells .
I show the second card (Appendix 2). Watch and remember!.. Now in Fig. 2 (b) using a simple pencil, accurately draw everything you want seen on the card . Done? Put down your pencils.
Showing the third card (Appendix 3) . Be careful! Find the pic. 2 (c) - triangle. Using a green pencil, write in this triangle the number that will be obtained if add the numbers of the first and second columns of this card . Next task. Find the pic. 2 (d) is a circle. Using a blue pencil, write in the number that will be obtained if you subtract the number on the top line from the number on the bottom line on the card .
Look at the last, fourth card (Appendix 4). Focus! Find the pic. 2 (d) is a square. Using a red pencil, draw in a square what was drawn in the circles of this card. Did you manage? Well done! Put down your pencils and listen further.
“When Petya Zubov woke up, it was light in the house. A kerosene lamp illuminated a table at which two boys and two girls were sitting. They were counting something: “Two years, and five more, and seven more, and three more... This is for you, Sergei Vladimirovich, and these are yours, Olga Kapitonovna, and this is for you, Marfa Vasilievna, and these are yours, Panteley Zakharovich " “Who are these guys? - Petya thought. - Why do they groan, groan and sigh like real old people? Why do they call each other by their first and patronymic names? Why did they gather at night in a forest hut? Petya froze and hung on their every word. It turned out that evil wizards and sorceresses were sitting at the table. It turned out that they know one important secret: a person who wastes time in vain does not notice how he is aging. And so the wizards found the children: Petya Zubov, and another boy, and two more girls who were wasting their time. They took the time lost by the children for themselves. So the wizards became small children, and the children became old men. "What to do now? Is it really impossible to return everything back? - Petya was tormented in thought. Suddenly he heard: “Gentlemen! - said, obviously, the eldest of the wizards. - Know: the guys whom we turned into old men today can still grow younger. If tomorrow they find each other, come here exactly at midnight and turn the hands of the wall clock back seventy-seven times, then the children will become children again, and we will die.” “How can they find out!” - said Olga Kapitonovna. “May they not arrive on time. Even if it’s just a minute, they’ll be late,” grumbled Panteley Zakharovich. “And these lazy people won’t be able to count to seventy-seven, they’ll get lost,” Marfa Vasilievna grinned. “And yet we must be prepared. “Keep your ears open,” Sergei Vladimirovich answered them. “There’s no point wasting time - let’s go to work!” And Petya Zubov waited until the wizards’ footsteps died down in the forest, and rushed into the city to look for old schoolchildren.
The city has already completely woken up. Life was in full swing all around. Only Petya fell behind, was late, didn’t have time, is good for nothing, no one needs him. Exactly at noon, Petya wandered into a small square and saw an old woman sitting on a bench: in her left hand she was holding a children's entertaining magazine, and in her right hand a bun with raisins. Petya became wary. The old woman picked raisins from a bun and read aloud. Petya Zubov gasped with joy: “Grandma! Honestly, you are a schoolgirl!” “Right, right! - she answered. “I’m Marusya Pospelova, a first-grade student.” And who are you?" And Petya told Marusa in detail who he was and what happened to him. They held hands and ran to look for the rest of their comrades. So they entered the courtyard of a large house.
And they saw strange behavior an old woman who was either drawing something with chalk or jumping on one leg. The children came closer."
It turned out that on asphalt, as in Fig. 3, a complex geometric figure is drawn, where a circle, a triangle and a square seem to overlap each other. Jumping into different parts of the figure, the old woman wrote some letters there. What are these letters? - you ask. Let's figure it out now. Please note that a sentence is written next to the figure. I’ll read it out loud: “Pull your sleigh yourself.” This sentence consists of only four words, and the words themselves were obtained from the merger of two and three syllables. For example, the first syllable in the third word is written like this - TYA. Is everyone clear? Now, I think, each of you has guessed what the old woman was doing. That's right, she found certain syllables in this sentence and accurately fit them into the rest of the complex figure. Isn't that interesting?! Guys, take the red pencils. I will repeat the location of syllables in a sentence and in a figure twice. Listen and complete the tasks.
1.Find the first syllable in the second word. Inscribe it in that part of the complex figure that is common to the triangle and the circle.
2.Find the second syllable in the fourth word. Place it inside the square, but above the triangle.
.Find the third syllable in the third word. Inscribe it in the circle, but below the triangle.
.Find the second syllable in the first word. Place it inside the triangle, below the square and to the right of the circle...Done? Well done!
“And at this time Petya and Marusya rushed to the old woman: “Grandma! Are you a schoolgirl? "Schoolgirl! - she answered. - I am Nadenka Sokolova, a second grade student. And who are you?" Petya and Marusya told her who they were. All three held hands and ran to look for the last comrade. But he seemed to have disappeared into the ground. Suddenly Marusya shouted: “Look! Look! Petya and Nadya looked around and saw an old man who was riding on a swing, whistling merrily. The guys came up to him and asked: “Are you, grandpa, a schoolboy?” “But of course! - he answered. “I’m Vasya Zaitsev, a second-grade student.” And who are you?" And everyone told him about themselves. Petya, Marusya and Nadya were ready to rush as fast as they could, but Vasya stopped them: “No, I can’t do that. Yesterday in class we drew a truck from geometric shapes. I drew something, but was too lazy to count the figures. Now I want to correct my mistake."
Guys, get ready to complete this task.
So, Vasya looked at the figure. 4 and found in it four squares, two circles, three triangles, and in total he got nine figures. Please take blue pencils. Count all the figures in the picture and write down your answers according to the model. Did you all have time? Put down your pencils and I'll continue the story.
“In order not to waste time, the guys got on a tram together and went out of town to the forest. The road ahead was long. Petya Zubov was silent for a while, and then said: “Tomorrow at school Marina Ilyinichna will definitely ask me about mathematics. And I still haven’t done my homework.”
Well, guys, get ready to help Petya too. First look at fig. 5. Here, unusual figures of three types are drawn in separate cells. In the rows and columns of the table, different details of these figures replace each other in a special way. Unfortunately, the artist was in a hurry and did not finish his drawings. Please take red pencils and carefully add the missing details to these figures. Is everyone finished? Fine. Put down your pencils.
“Nadya Sokolova spoke up after Petya: “What is mathematics?” And we were given an exercise in Russian that was much more difficult. Try it yourself."
Guys, let's try to complete Nadya's task. Look at fig. 6, where four lines of words are written. Each line contains one “extra” word, that is, a word that is least suitable in meaning to the rest of the words. These extra words must be found and be sure to be circled. Take the green pencils and complete the task. Are you done? Put down your pencils and listen to what happened next.
“Meanwhile, the tram in which the guys were sitting approached the forest. The old men jumped off and ran into the thicket. It's already arrived dark night and they got lost. “Ah, time, time! It runs, it runs,” Marusya muttered incessantly. The old men were completely exhausted. But luckily for them, the wind blew, the sky cleared of clouds, and the full moon shone. "Here he is!" - Petya exclaimed joyfully. Among the thick fir trees, the walls of the house were white and the windows of the house were shining. The guys crawled up to him and carefully looked out the window. The wizards lay on the hay and slept. And the clock on the wall showed that there were only five minutes left until twelve. The guys quietly opened the door and entered the house. Exactly at midnight, Petya extended his hand to the clock hands and began to turn them back, from right to left: one, two, three... At that moment the wizards jumped up screaming, but never
Fishing rod machine float river
Today one day tomorrow yesterday
Morning evening lunch night
Nanny mom dad daughter
were able to move. They stood and grew and grew. With each turn of the clock hands, they turned more and more into adults. At the fortieth turn, the wizards became decrepit, hunched old men. They were bent closer and closer to the ground. And then, on the seventy-seventh, last, turn of the clock hands, the evil wizards screamed again and disappeared. The guys looked at each other and laughed with joy. They became children again."
So we got to the end of today's fairy tale. Our heroes, schoolchildren, jointly applying their knowledge and skills, were able to escape from heavy punishment. This is wonderful. But let's never forget that wasted time is wasted preciousness!
APPENDIX No. 3
Classes at KIORD (Complex of Game Education and Child Development) using computer games.
Lesson 1
1. Development of tactile-motor perception.
- Find the toy in the bag, guess what you found (find out the toy by touch).
2. Development of sensory processes.
Help Dunno collect a bouquet (according to the verbal designation of the color, collect a bouquet from the named flowers): “Take a red flower, a yellow flower, etc.” “Take a blue flower, a blue flower, a red flower, a pink flower, etc.”
3. Development of visual perception.
- Find a pair (choose the same geometric figure).
4. Development of knowledge about the world around us: “Come, fairy tale.”
Find out and name the heroes of the fairy tale. What is it called?
.Development of fine motor skills.
Fold the pattern (mosaic).
6. Development of attention.
“Intertwined lines” (trace all the lines with your eyes without using your hands and find the end of each line).
Computer game"Kalya." Tasks.Develop artistic abilities and creative imagination. Learn to create images, figures of people and animals, landscapes, still lifes, using the capabilities of the program; teach how to select the desired color and shape of symbols. Develop experimental activities. Develop spatial orientation.
Summing up the lesson.
Relaxation.
Lesson 2
1. Development of visual perception.
Put together a picture (putting together a whole from parts): panels “Hedgehog”, “Kolbok”.
2. Development of thinking.
What is missing? (Find the missing details in the image.)
3. Development of auditory perception.
Count: how many times did I clap my hands?
4. Memory development.
- Look at the pictures.( Pictures are removed)Remember and name what pictures you saw.
6. Development of attention (selectivity of attention).
Match the picture in the first row with another picture, but of the same color, in the second row. Connect all the drawings with pencils of the same color.
.Computer game “What do I eat.” Tasks.Deepen knowledge about the world around us, develop thinking. Guess and choose which of the animals eats what.
Summing up the lesson.
Relaxation.
APPENDIX 4
APPENDIX No. 5
Individual assessment of the psychophysical development of children of the preparatory group (5-6 years old) of nursery school No. 6 dated 03.14.06.
No. P/P.I. child Full years of age Kern-Irasek test Motometric test Speech defect complex assessment of the level of development points phrases drawing General. point 1. Antonenko Marina 6 l. 2 months 1135+-High level 2. Baby shark Sasha 5 l. 6 months 3238--Intermediate level 3. Vershkova Galya 6 l. 7 months 1113+-High level 4. Demidov Serezha 6 l. 8 months 1124+-High level 5. Kovaleva Natasha 5 years old. 9 months 3238+-Intermediate level 6. Kononovich Tanya 6 years old. 1 month 44412-+ “r, l” Low level 7. Mitrofanova Lyuda 6 l. 5 months 3339--Intermediate level 8. Sokolov Vitya 5l. 10 months 2237++ “r” Intermediate level 9. Ira Yakusheva 6 years old. 2 months 3339-+ “r” Average level
Individual assessment of the psychophysical development of children of the preparatory group (5-6 years old) of nursery school No. 6 dated 04/18/06.
No. P/P.I. child Full years of age Kern-Irasek test Motometric test Speech defect complex assessment of the level of development points phrases drawing General. point 1. Antonenko Marina 6 l. 2 months 1135+-High level 2. Baby shark Sasha 5 l. 6 months 3126+-Intermediate level 3. Vershkova Galya 6 l. 7 months 1113+-High level 4. Demidov Serezha 6 l. 8 months 1124+-High level 5. Kovaleva Natasha 5 years old. 9 months 2114+-High level 6. Kononovich Tanya 6 years old. 1 month 3339-+ “r, l” Average level 7. Mitrofanova Lyuda 6 l. 5 months 2226+-Intermediate level 8. Sokolov Vitya 5l. 10 months 2125++ "r" Intermediate level 9. Ira Yakusheva 6 years old. 2 months 1135-+ “r” Average level
I. Incorrect copying of a phrase indicates that children’s visual apparatus is not ready, i.e. the eye muscles are poorly developed. Therefore, through exercises you can help the development of the visual organ. For this it is advisable:
conduct drawing classes (drawing a sample);
consider a series of plot paintings with changing situations:
Conduct special exercises to strengthen the eye muscles:
with closed eyelids do:
a) 10 eye movements up and down;
b) 10 eye movements from left to right;
V) rotational movements 10 times in one direction and 10 times in the other direction;
G) fix your gaze for several seconds on two points near and far, motionless, slowly moving your gaze from one to another
II. Incorrect drawing of points indicates that spatial perception is not developed. The following corrective work is proposed:
) "Visual dictation" - children are shown a sample card on which geometric figures are arranged in different orders. Children lay out geometric figures on their own sheet of paper from memory;
) work on a flannelgraph or a sheet of paper according to a verbal task - “verbal dictation”;
) didactic game “Which figure is the odd one out?”;
) didactic game "Tangram" and others.
III. An insufficient level of imagination development was observed in children who drew a man incorrectly, i.e. they do not know the parts of the human body, these children are advised to:
1)look at pictures of people;
2)play more often role-playing games"Family" and others;
)retell and draw the content of a read fairy tale or story;
)conduct design classes.
IV. For underdevelopment hand motor skillsat kishow children's inability to cut out a circle. Therefore, to develop the hand, it is necessary to carry out special exercises:
) clench and unclench your fingers;
) make rotational movements with the hand around the wrist;
) flapping movements of the hand;
) squeezing rubber circles;
) exercise your hands by writing. Moreover, the goal is not to teach children the rules of spelling, but to teach those techniques of finger and hand movement with which various copybooks are performed. Therefore, the first stage of each lesson should be showing the necessary movements on the board, the second - the children processing these movements in the air, the third - reproducing the practiced movements in notebooks using a dotted copy of the copybook sample, fourth - independent copying of the sample;
) modeling;
) appliqué activity;
) design activity;
) sewing, knitting;
) working with natural materials.
U. The presence of speech defects is eliminated by classes with a speech therapist.
APPENDIX No. 7
Didactic games for children 5-6 years old.
To develop attention: For memory development:
."Chain". 1. “What has changed?”
"Create a drawing?" 2. “What’s missing?”
"Who is more attentive?" 3. "The best fisherman."
"Add and subtract." 4. “Who lives where?”
Problems in verse. 5. “What has changed?” (2)
"What's missing?" 6. “Where is my letter?”
"Count?" (2.)
. "Find yourself a mate?" (1)
. "Where is my seat?"
"Did you put the numbers in the houses?"
II."Find yourself a partner?" (2) .
"Who will pick the most berries?"
To develop thinking:
."Chain." 14. “Count and compare!”
. "Count?" (I) 15. “Funny men.”
. "Create a drawing?" 16. “Pick a flower!”
. "Add and subtract." 17. “Ladder.”
Problems in verse.
. "Who is more attentive?"
. "What's missing?"
"Count?" (2)
. "Efficient postman."
"Did you put the numbers in the houses?"
"Find yourself a partner?" (2)
. "The best fisherman."
. " Who lives where?"
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Not many parents pay much attention to raising their children through play. However, it is easier for kids to perceive information through a game form. Raising children through play allows you to see the child’s inclinations and interests. In the process, you can try out professions that your baby is curious about. While having fun, you develop not only physical activity, but also intellectual skills.
The role of play in the education of preschool children.
In preschool age, children spend a lot of time playing with toys. It is very important for adults to choose quality toys according to age, to participate in plot-role-playing games, give the opportunity to choose activities. Modern parents raise preschool children in a playful way. In preschools, educators are increasingly turning to learning through engaging activities.
Parents need to organize corners of the hairdresser, kitchen, builders, firefighters and more. Children really like to try “adult professions”:
- performing role of the doctor in the hospital, the baby develops feelings such as compassion, the desire to help a friend, and the ability to listen;
- firefighters give boys self-confidence and learn to work in a team;
- beloved by all girls “daughters - mothers” carries enormous potential for the development of femininity. Such games are already multi-themed: the doll needs to be fed, taken for a walk, taken to the garden, and the mother needs to go to the store and do other important household chores.
Thanks to games, children are freed from tension, fear, and aggression. Having entered the role, the little researcher can “pretend” to do things prohibited in reality (give an injection, put out a fire). The role of toys in children's games is certainly great. Psychologists have concluded that children are interested in playing not with a finished toy, but with so-called “substitutes.” Boys in the yard often “shoot” with sticks, smaller branches are used as a syringe for injections, and you don’t need to talk about the horse or stick at all. In this way, imagination develops, the ability to occupy oneself and attract comrades. Of course, girls have a set of dishes and hospitals at home, and boys “work” with tools.
Children need to organize a place and time for games. Organize a children's table with a chair at which the baby can draw and sculpt. Garden children are allowed to spend time having fun in the evenings after kindergarten. A child’s play instills responsibility in him, because only the most sensitive doctor or mechanic can understand what is hurting a doll or why a tractor stalled.
You should not take your son or daughter out of the game abruptly or rudely. Try to play along and invite your child to take the cars to the garage or put the doll in the crib to rest. While playing, children repeat what they see in reality. The content does not always carry a positive atmosphere; often the child experiences negative moments from life.
In preschool age, children need to play together. Adults guide, suggest, ask leading questions. It is important not to indicate how to behave in a given situation, but to tactfully guide. This is how a preschooler shows independence, care, and creative vision. Play with your child in the store, invite him to arrange the goods, ask about the availability of this or that product.
Game as a means of education and development of schoolchildren.
Crossing the threshold of school, a first-grader's time is mainly occupied by studying. Nevertheless, the role of the game remains great. Teaching the development of preschoolers in play activities smoothly transitions into school education. It is easier for elementary school students to learn the material and solve the problem in a game presentation. This allows you to solve psychological, mental issues according to age.
With younger students, it is better to use role-playing activities in teaching. The secret is that during the task the child develops mental activity, logical thinking. Plot-based didactic games with mathematical content will make it easy to remember solutions to problems. By following a certain order, schoolchildren (mostly first-graders) get used to:
- discipline;
- teamwork;
- mutual assistance;
- patience;
- the ability to listen to the interlocutor.
Classes should be exciting so that the topic can be reinforced faster and better.
I would like to note that for children game uniform Teaching is an exciting time, but for teachers it is a lot of work. The teacher must take into account the physical and mental characteristics of each student. In the process of game learning, the teacher reaches a friendly level. Parents should not be afraid that the child will lose respect for the teacher; on the contrary, when an adult takes part in games, his authority grows in the eyes of the student.
Games by age.
Games for children aged 3 to 4 .
Game “Geese - geese” children love of different ages, but it is at the age of 3-4 years that the baby learns collective play. Physical development and memory development occur. At the beginning, the leader and the “wolf” are selected, the rest of the “geese” stand facing the “wolf”. The “wolf” needs to catch one or more “geese”.
“Pick a Rhyme”- here the adult offers a short poem without the last word, the children need to guess it. For example:
WITH long neck giant,
He is as tall as a crane.
He has a cheerful disposition
Because he is (Giraffe).
" Yes or no". The rules are as follows: the host asks a question and throws the ball to the player. The participant, in turn, must immediately answer “Yes” or “No”. A very fun time among peers. By playing this game, children develop attentiveness and speed of reaction.
Games for children aged 4 to 5.
" To be well-mannered"— here attention to spoken words develops, the importance of polite words is reinforced. During the process, an adult will ask each participant to bring something, and his request must be granted with the word “please”.
“The mice dance in circles”. Between the guys they choose a “cat” and put him on a chair (bench, tree stump) to sleep. “The mice” slowly approach the “cat,” saying: “The mice are dancing in a circle, and the cat is dozing on the stove.” Don't be as quiet as a mouse, don't wake up Vaska the cat. When Vaska the cat wakes up, he’ll break up your round dance.” At this moment, the “cat” begins to catch the children. This game develops physical activity, the ability to control your movements (quieter, faster), and memory.
Dominoes, lotto- a great way to spend time with your family, which will help develop attentiveness and patience.
Games for children aged 5 to 6.
" Words". Suitable for children of this age. There is no need for preparation or additional attributes. You can play it on the way to the store or home. The rules are very simple: everyone names a word that begins with the last letter of the previous word. For example: the mother says “elephant”, the child must say a word that begins with the letter “n”.
Role-playing game " Shop" at this age it can become more complicated. You can stick price tags on the product, ask to count the change, weigh a specific amount of the product, etc.
After playing school, the preschooler will prepare for a new life. First, the parent acts as a teacher, gives tasks and checks them, praises them and lets them go for breaks. Then invite your child to be the teacher. Be sure to play along with the baby.
You can understand that any game brings joy to children. Let your child develop through games, or even better, take part in games and guide the growing personality in the right direction.
Completed by: Ganieva R.R. Municipal autonomous preschool educational institution kindergarten No. 26 « gold fish» combined view of the urban district of the city of Kumertau of the Republic of Bashkortostan
- The meaning of the game.
- Play as a means of education.
“Play for children is a way to understand the world” .
A. Gorky.
Play is the main activity of children before schooling. Games develop spiritual and physical strength child: his attention, memory, imagination, aesthetic taste; they teach discipline, foster a sense of camaraderie and friendship, and help to understand the world around us. Games develop physical qualities such as strength, speed, endurance and agility, and improve children's health.
In the game, children depict various life events, acting out roles, imitating adults, creating an imaginary environment. Often games reflect the profession of parents. Children love the doctor "set up a hospital" , "heal the sick" . At the same time, children imitate not only the actions of adults, but also their concern for people, the quality of work, and satisfaction from a job well done.
In children's games, the joy of life and optimism are usually clearly expressed. Children, of course, also encounter sad events and reflect them in play. But most of the troubles end happily.
In the life of society, work precedes play; in the life of an individual, the relationship is the opposite: a child plays before he works.
N.K. Krupskaya argues that in a real, good game there is always an exciting goal that loves the physical and mental strength of the child; independent achievement of this goal, overcoming the difficulties encountered along the way is the main charm of the game. According to N.K. Krupskaya, the main thing in the game is the goal.
A.S. Makarenko also considers play as a means of preparing for work. IN childhood play is the main activity of the child. At school age, the child also plays a lot, but gradually play is replaced by work. A timely transition from play to work depends on the teacher and parents: the game must be organized and managed in such a way that it develops the qualities of a future worker and citizen.
A good game accustoms you to the physical and mental effort that is necessary for work. The only difference between play and work is that it does not create social values, but a good game is similar to Good work- in it, as in work, there is always labor effort and effort of thought, a sense of responsibility, the joy of creativity. The need to express their impressions and experiences in play is the most characteristic feature of preschool children. A child develops under the influence of the surrounding world, under the influence of upbringing. He early develops an interest in the life and activities of adults and a desire to imitate them. While playing, the child gets to know his surroundings and becomes a participant in the lives of adults. Children's games are distinguished by their richness and variety of themes. This phenomenon is natural: children are brought up in direct connection with life, full of bright events. Every year brings something new to children's games. Children react in their own way to the events taking place in our country. In play, children experience feelings; a mother's concern for her child, a captain's responsibility for his ship. Therefore, play is important for the development of complex social feelings - respect for people for their work, feelings of friendship, camaraderie, respect, kindness. A team is formed in the game. The teacher, through the team, achieves great results in instilling restraint and attention in a particular child.
The game plays a big role in the life and development of a child. Parents require a lot of attention and care for this most important activity for their children. They are the first participants in their children’s games when they learn to make movements, distinguish objects, and pronounce words. The more active this playful communication between father and mother and a small child is, the faster he develops. In the future, parents should help organize the game. The game reveals the interests of a son or daughter, their character traits, and the ability to live in a team. Parents can make many important observations and use games to overcome noticed shortcomings: selfishness, lethargy, to develop a sense of community, activity and curiosity. Parents can also get involved in children's games and fun. This kind of parental involvement brings children a lot of joy and pleasure.
Remember this, fellow parents! A child spends most of his time playing, so pay more attention to your children's play. The future person is formed in the game! Future citizen of our Motherland.
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