The importance of play for the comprehensive education of a child.
Game is one of those types of children's activities that is used by adults to educate preschoolers, teaching them various actions with objects, methods and means of communication. In play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and educational activities will subsequently depend. labor activity, his relationships with people.
For example, in the game such a quality of a child’s personality is formed as self-regulation of actions taking into account the tasks of quantitative activity. The most important achievement is the acquisition of a sense of collectivism. It not only characterizes the child’s moral image, but also significantly rebuilds his intellectual sphere, since in a collective game there is an interaction of different meanings, the development of event content and the achievement of a common game goal.
It has been proven that children gain their first experience of collective thinking through play. Scientists believe that children's games spontaneously but naturally arose as a reflection of labor and social activities adults. However, it is known that the ability to play does not arise by automatically transferring into the game what has been learned in Everyday life.
We need to get children involved in the game. And the success of society’s transmission of its culture to the younger generation depends on what content adults will invest in the games offered to children.
It should be emphasized that the fruitful development of social experience occurs only under the condition of the child’s own activity in the process of his activities. It turns out that if the teacher does not take into account the active nature of acquiring experience, the most perfect, at first glance, methodological techniques for teaching the game and managing the game do not achieve their practical goal.
The tasks of comprehensive education in play are successfully implemented only if the psychological basis of play activity is formed in each age period. This is due to the fact that the development of play is associated with significant progressive transformations in the child’s psyche, and, above all, in his intellectual sphere, which is the foundation for the development of all other aspects of the child’s personality.
Mental education of children through play.
In the game, the formation of perception, thinking, memory, speech occurs - those fundamental mental processes, without sufficient development of which it is impossible to talk about the education of a harmonious personality.
The level of development of a child’s thinking determines the nature of his activity and the intellectual level of its implementation.
The teacher must remember that any activity of children is aimed at solving a specific problem. The main task has many intermediate ones, the solution of which will transform the conditions and thereby facilitate the achievement of the goal. Practical problems that a child must solve differ from educational ones. The content of game tasks is dictated by life itself, the child’s environment, his experience, and knowledge.
The child gains experience in his own activities and learns a lot from teachers and parents. Various knowledge and impressions enrich his spiritual world, and all this is reflected in the game.
Solving game problems with the help of objective actions takes the form of using increasingly generalized game methods of understanding reality. The child drinks the doll from a cup, then replaces it with a cube and then simply puts his hand to the doll’s mouth. This means that the child solves game problems at a higher intellectual level.
It also happens in practice that the teacher, not understanding the meaning of the generalized playful actions of children’s thinking, demands from them collective actions that are as similar as possible to practical ones.
Firstly, if everything that happens to a child in everyday life is transferred into a game, then it will simply disappear, because its main feature, the imaginary situation, will disappear.
Secondly, the game, reflecting a well-known but poorly generalized life situation, involuntarily comes to a dead end. At the same time, it is known that in everyday life children receive not only clear, concrete knowledge, but also unclear, hypothetical ones. For example, a child knows who a sailor is, but he does not understand what he does. To clarify his ideas, during the game he asks questions and, having received an answer, acquires quite clear knowledge
The first stage in the development of gaming activity is Introductory game. Based on the motive given to the child by an adult with the help of a toy object, it represents an object-based play activity. Its content consists of manipulation actions carried out in the process of examining an object. This activity of the infant very quickly changes its content: the examination is aimed at identifying the characteristics of the object-toy and therefore develops into oriented actions-operations.
The next stage of gaming activity is called Display game in which individual subject-specific operations become actions aimed at identifying specific properties an object and to achieve a certain effect with the help of this object. This is the culmination of the development of the psychological content of play in early childhood. It is he who creates the necessary soil for the formation of appropriate objective activity in the child.
At the turn of the first and second years of a child’s life, the development of play and objective activity converges and at the same time diverges. Now differences are beginning to appear in the methods of action. ¾ The next stage in the development of the game begins: it becomes plot-representative. Its psychological content also changes: the child’s actions, while remaining objectively mediated, imitate in a conditional form the use of an object for its intended purpose. This is how the preconditions gradually become infected role-playing game.
On at this stage As the game develops, words and deeds become intertwined, and role-playing behavior becomes a model of relationships between people that are meaningful to children. The stage is coming actual role-playing games, in which the players simulate familiar work and public relations of people.
A scientific understanding of the stage-by-stage development of play activity makes it possible to develop clearer, systematized recommendations for guiding the play activities of children in different age groups.
In order to achieve a genuine, emotionally rich game, including an intellectual solution to a game problem, the teacher needs to comprehensively guide the formation, namely: purposefully enrich the child’s tactical experience, gradually transferring it into a conventional game plan, and during independent games, encourage the preschooler to creatively reflect reality.
In addition, a good game is an effective means of correcting violations in emotional sphere children raised in disadvantaged families.
Emotions cement the game, make it exciting, create a favorable climate for relationships, increase the tone that every child needs. mental comfort, and this, in turn, becomes a condition for the preschooler’s receptivity to educational actions and joint activities with peers.
The game is dynamic where the management is aimed at its gradual formation, taking into account those factors that ensure the timely development of gaming activity at all age levels. Here it is very important to rely on the child’s personal experience. Game actions formed on its basis acquire a special emotional coloring. Otherwise, learning to play becomes mechanical.
All components of a comprehensive guide to the formation of play are interconnected and equally important when working with young children.
As children grow older, their organization also changes. practical experience, which is aimed at active knowledge of real relationships between people in the process of joint activities. In this regard, the content of educational games and the conditions of the subject-game environment are updated. The emphasis of activating communication between adults and children shifts: it becomes businesslike, aimed at achieving joint goals. Adults act as one of the participants in the game, encouraging children to engage in joint discussions, statements, disputes, conversations, and contribute to the collective solution of game problems that reflect the joint social and labor activities of people.
And so, the formation of gaming activity creates the necessary psychological conditions and favorable soil for comprehensive development child. Comprehensive education of people, taking into account their age characteristics requires systematization of games used in practice, establishing connections between in different forms independent play and non-play activities, taking place in a playful form. As you know, any activity is determined by its motive, that is, by what this activity is aimed at. Play is an activity whose motive lies within itself. This means that the child plays because he wants to play, and not for the sake of obtaining some specific result, which is typical for everyday life, work and any other productive activity.
Play, on the one hand, creates the child’s zone of proximal development, and therefore is the leading activity in preschool education. school age. This is due to the fact that new, more progressive types of activity are emerging in it and the formation of the ability to act collectively, creatively, and arbitrarily control one’s behavior. On the other hand, its content is nourished by productive activities and the ever-expanding life experiences of children.
The development of a child in play occurs, first of all, due to the varied orientation of its content. There are games directly aimed at physical education (moving), aesthetic (musical), mental (didactic and story-based). Many of them at the same time contribute moral education(role-playing games, dramatization games, action games, etc.).
All types of games can be combined into two large groups, which differ in the degree of direct participation of an adult, as well as different forms of children's activity.
First group - these are games where an adult takes an indirect part in their preparation and conduct. The activity of children (subject to the formation of a certain level of game actions and skills) is of an initiative, creative nature - children are able to independently set a game goal, develop a game plan and find the necessary ways to solve game problems. In independent games, conditions are created for children to show initiative, which always indicates a certain level of intelligence development.
Games of this group, which include plot and educational ones, are especially valuable for their developmental function, which has great importance for the general mental development of each child.
Second group - these are various educational games in which an adult, telling a child the rules of the game or explaining the design of a toy, gives a fixed program of actions to achieve a certain result. These games usually solve specific problems of education and training; they are aimed at mastering certain program material and rules that players must follow. Educational games are also important for the moral and aesthetic education of preschool children.
The activity of children in learning games is mainly reproductive in nature: children, solving game problems with a given program of actions, only reproduce the methods of their implementation. Based on the formation and skills of children, they can start independent games, which will have more elements of creativity.
The group of games with a fixed program of action includes active, didactic, musical, dramatization games, and entertainment games.
In addition to the games themselves, it should be said about the so-called non-game activities that do not take place in a playful form. These may be specially organized initial forms child labor, some types of visual arts, getting to know your surroundings while walking, etc.
Timely and correct application various games in educational practice ensure the solution of the problems posed by the “program of education and training in kindergartens” in the most acceptable form for children. It should be noted that games have a significant advantage over specially organized classes in the sense that they involve more favorable conditions to demonstrate active reflection of socially established experience in children's independent activities.
Finding answers to gaming problems that arise increases children’s cognitive activity and real life. The processes of a child’s mental development achieved in the game significantly influence the possibilities of his systematic learning in the classroom and contribute to the improvement of his real moral and aesthetic position among peers and adults.
The progressive, developmental significance of the game lies not only in the realization of the possibilities for the comprehensive development of the child, but also in the fact that it contributes to expanding the scope of their interests, the emergence of a need for activities and the formation of a motive for a new activities - educational, which is one of the most important factors in a child’s psychological readiness for school.
1.2. Stages of development of children's play activity.
1.3. Features of play activity of mentally retarded children.
Play should be a leading activity that ensures the zone of proximal development and has a developmental impact on the formation of the psychological appearance of a mentally retarded child.
Among the many reasons that inhibit the independent, consistent development of play in a mentally retarded child, it is necessary, first of all, to highlight the main one - underdevelopment of the integrative activity of the cerebral cortex, leading to a delay in the timing of mastering static functions, speech, emotionally - business communication with about the adult input of indicative and objective activities. The so-called deprivation, which occurs especially often in cases where mental retarded child is in pre-school age in a closed institution. Being deprived of the necessary influx of fresh emotional impressions, the mental retard preschooler receives information only about a narrow circle of persons and objects; his life takes place in limited, monotonous circumstances. In this way, on top of the organic defect he has, an impoverished and sometimes distorted image of the surrounding world is superimposed.
Small mentally retarded children entering special preschool institutions, as a rule, do not know how to play at all; they manipulate toys in the same way, regardless of their functional purpose. So a child can bang a cube, a duck, or a typewriter for a long time in exactly the same way.
Particularly noteworthy in this case is the attitude towards the doll, which is usually perceived in the same way as other toys. The doll does not evoke adequate joyful emotions and is not perceived as a substitute for a person. In relation to animal toys, a mentally retarded preschooler also does not evoke an interested emotional attitude. His actions with them resemble manipulations with cubes and cars. It is important to note that among untrained, mentally retarded preschoolers there are also children who like to “taste” a toy. They try to bite off a piece of a colored cube and lick a matryoshka doll. Such actions with toys are mainly typical for children suffering from profound intellectual disabilities, but in some cases they are simply caused by the inability to operate with toys, lack of experience and use in accordance with their functional purpose.
In a significant proportion of mentally retarded children, along with manipulations, there are also so-called procedural actions, when the child continuously repeats the same game process: taking off and putting clothes on a doll, building and destroying a building from cubes, taking out and putting dishes in place.
A distinctive feature of the games of untrained mentally retarded preschoolers is the presence of so-called inappropriate actions. Such actions are not allowed either by logic or by the functional purpose of the toy; they should in no case be confused with the use of substitute objects, which are often observed in the play of a normal child. An ordinary preschooler willingly uses a stick instead of a spoon, a cube instead of soap, etc. Such actions are determined by the needs of the game and indicate high level its development. But just such actions using substitute objects are never encountered among mentally retarded preschoolers when they enter special preschool institutions.
It has been noticed that during the game, mental retardants act with toys silently, only occasionally uttering individual emotional exclamations and uttering words denoting the names of some toys and actions. An untrained mentally retarded child quickly becomes saturated with toys. The duration of his actions usually does not exceed fifteen minutes. This indicates a lack of genuine interest in toys, which, as a rule, is excited by the novelty of the toy and quickly fades away during the process of manipulation.
Without special training, play cannot take a leading role among mentally retarded people and, therefore, have an impact on mental development. In this form, the game is not able to serve as a means of correction and compensation for developmental defects of an abnormal child. It is not by chance that the “Game” section is given a central place in the education and training program for the mentally retarded. This emphasizes the paramount importance of this activity for enrichment child development, correction and compensation of various defects in the psyche of an abnormal child, preparation for school.
It is known that a child’s play activity is very multifaceted, just as games are varied. With all this, the dominant role among them is given to plot-role-playing games. It is this type of games that embodies the most significant and essential features of the game as an activity. Given its special significance for child development, the program places special emphasis on gradual formation a mentally retarded child has a folded mechanism plot-role-playing games.
The teacher-defectologist is tasked with gradually introducing mentally retarded people into the world of play, teaching them a variety of gaming techniques, and using various means of communication with peers. In order for a mentally retarded child to have a desire to play in a place with children, he must be prepared.
In addition to role-playing games, mentally retarded people are taught didactic and outdoor games.
Considering children’s need for movement, fragments of outdoor games can also be widely used. Thus, the “Game” section includes three areas: teaching role-playing games, active and didactic. Classes in the first direction are conducted by a defectologist and a teacher, and in the other two - mainly (in special classes) by teachers.
“The role of play in the upbringing and development of a child preschool age»
Project type: educational, playful
Project duration:long (October, November, December)
Project participants:children, teachers, parents
Children's age: 3-4 years
The problem and its relevance:
It is difficult for children to organize a game, distribute roles, develop a plot, and negotiate with each other. We all come from childhood, we all played different games. Sometimes, until a very old age, people remember how and with whom they played in childhood. What is the role of the game? V.A. Sukhomlinsky said that “a game is a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and curiosity.” Through play, a child enters the world of adults, masters spiritual values, assimilates previous social experience, and for the first time receives a lesson in collective thinking. Role-playing play plays a significant role in the upbringing and development of a child. The game is a reflection of life for them. Actions are always real, experiences, feelings are genuine, sincere. Interesting games create a cheerful, joyful mood, make children's lives complete, and satisfy their need for active activity.
“Game,” said A.M. Gorky, is the path of children to understanding the world in which they live and which they are called upon to change.” When a child plays this or that role, he is not simply transferred to someone else’s personality, taking on the role and entering into it, he expands, enriches, deepens his own personality, learns about the world around him, his thinking, feelings, will develop, and relationships with others are formed. peers, self-esteem and self-awareness develop. In a couple, the child begins to recognize himself as a member of a team, a feeling of unity appears for the first time, and the concept of “we” is formed. Children begin to evaluate each other, appears public opinion. Thanks to the game, the children's group develops as a team. The game develops the ability to be attentive to the point of view of another, to look at the world from his point of view. In this way, children's egocentrism is overcome, the child moves on to more high degree intellectual development.
Objective of the project:
1. Development of gaming activities;
2. Introduction to elementary, generally accepted norms and rules of relationships with peers and adults.
Project objectives:
Educational:
1. Deepen children’s knowledge about the work of a doctor, nurse, hairdresser, driver.
2. Learn to convey in the game the professional actions of a doctor, hairdresser, driver, using the attributes correctly.
3. Develop and enrich the plot of the game, leading to independent creation of game ideas.
4. Continue to develop active speech communication, expand and enrich lexicon, conduct role-playing dialogues.
Educational:
1. Cultivate respect for members of your team, the ability to communicate calmly, without shouting.
2. Cultivate the ability to listen, feel sorry, and help your friend.
3. Develop a kind, sensitive, polite attitude towards your friends and adults.
Wellness:
1. Develop health-saving competencies: the ability to take care of own health, knowledge of first aid methods.
Expected results:
1. Children will develop the ability to play according to their own plans.
2. Children will learn role interaction and communication skills will be developed.
3. Your vocabulary will be enriched.
4. Gain knowledge about various professions.
5. The knowledge gained will form concepts about a healthy lifestyle.
6. There will be a desire to play in small groups and in a team.
7. In didactic games, perseverance, attention, and thinking will be developed.
8. Parents will receive the necessary theoretical knowledge.
Main directions of the project:
Cognition,
Communication,
Socialization,
Work,
Safety,
Physical Culture,
Health,
Reading fiction.
Implementation stages:
Preparatory:
1. Studying educational and methodological literature:
Magazine "Preschool Education",
- “Child in kindergarten”,
- “Me and the World” by L.L. Mosalova,
Comprehensive guidance of role-playing games in kindergarten N.F. Komarova,
- “To the teacher about children's play” by D.V. Menzheritskaya,
Creating a developmental environment: acquiring attributes and substitute toys,
Reading books and watching cartoons, illustrations:
“Oh, it hurts” K. Chukovsky,
“What is good and what is bad” V. Mayakovsky,
“Song of Friends” S. Mikhalkov,
“Greedy” E. Mashkovskaya,
“About Friends” G. Tsiferov,
“When there are not enough toys” G. Tsiferov,
“Masha is confused” by L. Voronkov,
“When You Can Cry” by S. Prokofiev,
“Hard Day” I. Chapik,
“Greedy” Y. Akim,
“I’m not afraid of an injection” S. Mikhalkov,
Cartoon series "Masha and the Bear".
Main stage:
Role-playing games:
1. Discussion of the content of the game's plot,
2. Finding a solution to the problem with the help of a teacher,
3. Taking on a role,
4. Compliance with the rules for fulfilling the roles assumed,
5. Use of substitute items,
6. Character dialogues,
7. Relationship between partners.
Tasks:
1. Develop the child’s ability to choose a role,
2. Develop the ability to interact with several actors,
3. Learn to combine individual actions into one storyline,
4. Encourage children’s attempts to select substitute toy attributes,
5. Activate children's vocabulary,
6. Develop the ability to negotiate and get along with partners,
7. Cultivate kindness, respect, attention to each other and adults.
Construction games:
1. Discussion of the construction,
2. Examination of illustrations,
3. Explanation and demonstration by the teacher,
4. Pronouncing and remembering the names of parts of building materials,
5. Playing off the building.
Tasks:
1. Learn to name and correctly use parts of building materials,
2. To develop the ability to correctly position bricks and plates,
3. Develop the ability to change a building, adding on or replacing some parts with others,
4. Enrich your vocabulary,
5. Cultivate hard work, perseverance, thinking,
6. Develop the ability to think creatively.
Didactic games:
1. Familiarity with the name and rules,
2. Play according to the rules with the teacher.
3. Looking at pictures and illustrations,
4. Reading poems and nursery rhymes.
Tasks:
1. Strengthen the ability to select objects by color and size, shape and quality,
2. Develop the ability to assemble a picture from 4 or 6 parts,
3. Activate children's vocabulary,
4.Develop the ability to classify objects,
5. Promote the development of fine motor skills of the hands,
6. Cultivate perseverance, attention,
7. Promote the development of mental activity.
- “Pack the doctor’s suitcase”
- “Whose mother?”
- "The fourth wheel"
- "Who's doing what",
- “Find out by description”,
- “Find out by touch”,
- “One is many”,
- "Loto"
- “Mosaic”, “Puzzles”.
Outdoor games:
1. Introduction to the game,
2. Explanation of the rules,
3. Choosing a leader - traps,
4. Learning the words of the game,
5. Reading rhymes,
6. Conducting the game,
7. Summing up.
Tasks:
1. Develop children’s motor activity,
2. Develop the ability to strictly follow the rules of the game,
3. Develop the ability to play in a team,
4. Cultivate respect and a desire to help a friend,
5. Develop an emotional response to games in a team,
6. Introduce basic rules of safe behavior.
The final stage.
Result:
Children's independent play
Participation in the discussion of the game.
Result:
Children began to play independently more often,
Show more creative initiative
The children's vocabulary has been enriched,
Interaction in the game has become longer and more focused.
Children's relationships in the game are friendly, friendly,
Parents received necessary information about the meaning of the game.
“Children’s games pay off in gold of the highest standard, because they educate and develop in a child holistically mercy and memory, honesty and attention, hard work and imagination, intelligence and fantasy, justice and observation, language and reactivity - in a word, everything that makes up the wealth of the human personality.” I. Huizinga.
Bibliography:
Preschool education No. 6, 2015.
Child in kindergarten No. 3, 2013.
Program preschool education"From birth to school."
- “The role of play in raising a child” by D.V. Menzheritskaya,
- “The Game and the Preschooler” T.I. Babaeva, Z.A. Mikhailova.
Parent meeting
The role of play in the development and education of a preschool child
Form: round table
Goal: Increasing the motivation and involvement of parents in the educational process, psychoprophylactic work with parents.
Goal: to increase the level of pedagogical culture of parents;
Tasks:
Provide parents with knowledge about the importance of play in development and
raising a child;
Get interested in the problem of introducing a child to play
in family and kindergarten settings;
Listen to parents' opinions on the problem,
help get out of controversial situations by justifying them.
Game – greeting “Colored palms”
Goal: To establish contact between parents, to form an emotionally positive attitude in them.
Parents move chaotically. The teacher holds three “palms” cut out of colored cardboard blue, red and yellow color. Variants of signals: red “palm” to shake hands, blue “palm” to pat on the shoulder, yellow “palm” to say hello “back to back”.
Game - task
I propose an unusual task: remember your family evenings and give them self-esteem. If you do as said, then you place a red chip, not always yellow, never green,
Every evening I spend time playing with my child;
I talk about my games as a child;
If a toy breaks, I repair it together with the child;
Having bought a toy for a child, I explain how to play with it, showing different options for the game;
I listen to a child’s stories about games and toys in kindergarten;
I do not punish a child with games or toys, that is, I do not deprive him of games or toys for the time being;
I often give my child a game or toy.
If there are more red chips on your table, then the game is always present in your house. You play as equals with your child. Your baby is active, inquisitive, loves to play with you, because play is the most interesting thing in a child’s life.
Analysis of survey results
“Creating conditions for gaming activities in the family” (Appendix No. 2)
Based on the results of the survey, we can say that many children have a separate room (a corner where they can play and store their toys). Children prefer watching cartoons and TV shows, and playing outdoor games. Parents buy toys for their child special occasions(For a present). And they mostly prefer to buy educational games (printed board games, construction sets, etc., dolls or cars. Children treat toys with care. Broken toys are most often repaired. Most children at home can draw, sculpt, at any time, if desired, they have access to paper, plasticine, paints. physical development mainly ball, rope, hoop, darts. Some children have a children's music library and musical instruments. We teach children to work from childhood. Basically, all children are cared for at home indoor plants and animals. Mostly the mother plays with the child, rarely the father.
“Guess which toy your child chose.” For the correct answer, the team receives a chip (showing the presentation).
Reflection
“Choose the distance” technique
We propose to declare a children's printed board game as a symbol of the topic under discussion. We will place it in the center of the room and invite each of you to stand at such a distance from the subject that could best demonstrate your closeness or distance in relation to the topic of the meeting. You must explain the distance you have chosen in one sentence.
For example: “I stood very close to the game because I think it’s very important creation conditions in the family for the development of children's play"; “I stood away from the game because I think it’s a waste of time. Children must play on their own. Family has nothing to do with it."
Game is a multifaceted concept. There are various games. Some develop children’s thinking and outlook, others develop dexterity, strength, others develop design skills, etc. All games are individual and require an individual approach. But there are also general rules. We bring to your attention a Memo (Appendix 3) with tips for playing games. (We distribute reminders to parents). We advise you to study these rules and adhere to them when playing with children.
III Final part
So, the game gives the child a lot of positive emotions; he loves it when adults play with him. In closing, I would like to wish you good luck. Play with your children, they really need it and you, by the way, too, because with the help of the game you become closer friend to each other, you begin to learn more about each other, you can influence your child’s state of mind and behavior.
The game is our helper, no doubt.
The game is suitable for all ages.
Interaction in the game
Helps you understand each other
We need to become more attentive, kinder,
And resolve the issue of leisure.
Play with us! Come up with it yourself!
Play with friends! Good luck is yours!
Draft resolution of the meeting:
1. Take an active part in children’s games
2. Take an active part in making games, toys, and repairing them.
3. Organize family excursions based on children’s interests.
4. Take an active part in the life of the kindergarten.
5. Take into account the experience of family education.
Progress of the event
The song “Where does childhood go” is playing.
introduction teacher, he opens Parent meeting, announces the agenda, introduces the procedure for its implementation.
1. Introductory part
– Good evening, dear parents! We are glad to meet you for our round table. Today we will talk to you about children's games, toys, their significance in understanding the world around us, and their impact on the development of our children. Many of us still remember our favorite toys and games. They preserved memories of our childhood games and fun; we “return” many years ago, to our childhood. In many families, toys are passed down from generation to generation; these toys have a certain value - pleasant, good childhood memories.
In order for our conversation to be sincere and frank, I suggest you fill out a business card. On business card write your name, patronymic and draw a picture that matches your mood (sun, cloud, etc.)
Psychological warm-up “Smile”
I want to know: are you in a good mood? How to give it to other people without words when they meet? How to communicate yours without words good mood? Of course, with a smile. Smiled at the neighbor on the right, smiled at the neighbor on the left. A smile can warm you with its warmth, show your friendliness and improve your mood.
This topic, “The Role of Play in the Development of Preschool Children,” was not chosen by chance, because each of you dreams that your child will grow up smart, independent, and that in the future he will be able to take a worthy place in the life of society. Children are brought up in games as well as in other activities. By performing one or another play role, they seem to be preparing themselves for the future, for the serious life of adults. We can say that the game is a time machine for a child: it gives him the opportunity to live the life that he will have in many years. The importance of play and its influence on the development of a child’s personality cannot be overestimated. As if Magic wand, the game can change children's attitude towards everything. The game can unite the children's team, include active work children who are withdrawn and shy, instill conscious discipline in play.
2 . Analysis of survey results (Appendix 1)
In preparation for our meeting, we conducted a survey of parents. (Teacher’s statements on the analysis of questionnaires.)
3 .“And here, in kindergarten, we play” (View presentation)
1. Didactic games– specially developed for children, for example, lotto to enrich knowledge and develop observation, memory, attention, and logical thinking.
2. Outdoor games - varied in concept, rules, and nature of the movements performed. They help improve children's health and develop movement. Children love active games, listen to music with pleasure and know how to move rhythmically to it.
3. Construction games– with sand, cubes, special building materials, develop constructive abilities in children, serve as a kind of preparation for mastering later labor skills;
4. Role-playing games - games in which children imitate the everyday, work and social activities of adults, for example, games kindergarten, hospital, daughters and mothers, shop, railway. Story games, in addition to cognitive purposes, they develop children's initiative, creativity, and observation.
5. Musical toys - rattles, bells, bells, pipes, metallophones, toys representing a piano, balalaikas and other musical instruments.
What can musical toys develop in a child? Musical toys promote the development of speech breathing and hearing.
6. Theatrical toys - bi-ba-bo dolls, finger theater, table theater.
Do children need these toys? (parents' answers)
These toys develop speech, imagination, and teach the child to take on a role.
In the game, the child acquires new and refines his existing knowledge, activates his vocabulary, develops curiosity, inquisitiveness, and moral qualities: will, courage, endurance, ability to yield. The beginnings of collectivism are formed in him. The child in the game depicts what he saw, experienced, he masters the experience human activity. The game develops an attitude towards people and life; a positive attitude in games helps to maintain a cheerful mood.
Adults, playing with children, enjoy themselves and bring great joy to the children.
4. “Let's play together” - practical part.
Exercise “I’ll start, and you will continue” - “The game is...”
A game is (fun, interesting, exciting...).
To make the game interesting, educational, etc.
What should any toy be? (parents' answers)
1. aesthetic;
2. safe (in terms of paint, quality of material);
3. develop;
4. entertain the child.
5. Games in the kitchen
Now we'll play a little more. I ask everyone to take part. We have prepared questions for you. (There are pieces of paper with questions in the vase.)
The whole family spends a lot of time in the kitchen, especially women. Do you think it’s possible for a child to find something to do there? What can a child do using the following materials? (parents pull notes from the vase)
(Music sounds, the vase moves in a circle. The music stops, the one in whose hands the vase is answers. Those who wish can complete the answer.)
1. “Egg shells”
Crush the shell into pieces that a child can easily pick up with their fingers. Apply a thin layer of plasticine to the cardboard - this is the background, and then invite the child to lay out a pattern or design from the shell.
2. "Dough"
Sculpt whatever you want.
3. “Pasta”
Lay out fancy patterns on a table or sheet of paper, studying shapes and colors along the way.
4. “Semolina and beans”
Mix a certain amount, offer to choose beans from semolina.
5. "Peas"
Transfer the peas from one cup to another. Sort: peas, beans
6. "Hercules"
Pour the cereal into a bowl and bury small toys in it. Let him find it.
7. “Various small grains”
Invite the child to draw pictures with grains. For very small children, use a spoon to pour the cereal from a bowl into a bowl.
9. “Disposable cups”
You can insert one into the other, make pyramids of different heights.
10. “Breakfast cereal rings”
Offer to lay out drawings from them or string them on strings - beads and bracelets.
Creative work of parents(Appendix 6).
We are now convinced that you can play with your child in the kitchen too. I suggest you make your own artistic applique from plasticine and various cereals, so that you can do this at home with your kids. Go to the table and take all the materials you need for work (parents perform appliqué while listening to music).
Be sure to show your work to the kids at home and make it even better with them!
6. Final part.
The meeting is coming to an end. I would like to express my gratitude to you for your participation and for taking the time to come to our round table meeting. I think that now each of you will be able to answer the question from our meeting: “The role of play in a child’s life.”
Reflection:
1. Impressions from the parents' meeting.
2. What conclusions did you draw (statements from parents).
Play is the leading activity in preschool age, an activity that determines the development of the child’s intellectual, physical and moral strength. The game is not empty fun. It is necessary for the happiness of children, for their health and proper development. The game pleases children, makes them cheerful and cheerful. While playing, children move a lot: run, jump, make buildings. Thanks to this, children grow strong, strong, agile and healthy. The game develops children's intelligence and imagination. By playing together, children learn to live together, give in to each other, and take care of their comrades.
And in conclusion, I want to tell you: Let's play with our children as often as possible. Remember, play is an excellent source of strengthening a child’s physical, spiritual and emotional well-being. Discover the world with your child! See you again!
Invitation to a meeting.
Dear moms and dads!
We invite you to the Round Table.
We invite, we invite,
Let's play together with you,
We will learn a lot of interesting things.
About games and toys,
Our glorious
Boys and girls!
Looking forward to the meeting!
Educators.
Appendix 3.
Memo for parents.
Types of toys.
1. Toys that reflect real life - dolls, animal figurines, furniture, household items, strollers, etc.
2. Technical toys - different kinds transport, various types of constructor.
3. Toys are fun. Funny figures of animals, animals, people. For example, a bunny playing a drum, or a galloping cockerel.
4. Sports and motor toys: balls, skittles, ring throws, various gurneys, hoops, jump ropes, bicycles.
5. Didactic toys - multi-colored inserts, cubes with slots, pyramids, nesting dolls, mosaics, puzzles, lotto, etc.
6. Musical toys - rattles, bells, bells, pipes representing a piano, balalaikas and other musical instruments.
7. Theatrical toys - bi-ba-bo dolls, finger theater, table theater.
8. Toys for the development of creative imagination and self-expression: pencils, paints, plasticine, various sets for manual labor, threads, colored paper, glue, etc.
Appendix 4.
Game memo
What does a child learn through play?
How does play influence the development of a child’s personality? Play is the most interesting thing in the life of every child, therefore it is in a playful form that the most necessary for later life quality. In the game, the child learns to communicate and interact with peers, acquires new qualities that are necessary for successful communication.
Download:
Preview:
“The role of play in the development and upbringing of a child”
Just as his work is important for every adult, a child needs play. Through play, the child gets acquainted with the world around him, with relationships between people. Play has one of the dominant roles in the development of preschoolers, since it is in it that we see the projection of the child’s thinking, imagination, his inclinations and interests.
How does play influence the development of a child’s personality?
In the game, the child learns to communicate and interact with peers, acquires new qualities that are necessary for successful communication.
The child’s imagination influences the ability to come up with various games himself. The better the imagination is developed, the more interesting games the child will come up with. Other children are drawn to those who know how to create interesting games, and this develops sociability in the child.and sociability, makes him a leader among certain group kids.
Play is the most interesting thing in the life of every child, therefore, it is in the form of play that the qualities most necessary for later life are developed: obedience to the rules, compliance with the role taken, memory development, focus;
In the game, we often note the reflection of our adult relationships, since, even when playing “shop,” one child will behave measuredly and politely, while the other will quarrel and sort things out. A preschooler cannot come up with such behavioral tactics on his own - this is probably a projection of your relationships with other people. You may not notice many nuances in your behavior, but by the way the child behaves in the game, you can note some deviations in negative side. Change your behavior and your playing style will also change;
Play is extremely important as a means of developing responsibility, comparing thoughts with actions, calculating possible consequences, attentiveness, and developing voluntary perception. Through play, a child learns to manage his emotions and behavior, and compare them with the behavior of other children.
The child will quickly understand this truth: in order to play with other children, you need to obey the rules of the game. Due to his zeal to communicate with peers, the child learns to be disciplined, which requires a lot of effort from him.
The role of the game is especially important in the development of the leader personality and the follower personality, because these qualities are one of the most important in life. If your child is a leader, he will immediately take the initiative, offer a lot of options for variety in the game, and take “command” into his own hands. If your baby is a follower, then he will impeccably obey the rules that others have come up with. If you don't like your child's leadership, teach him to be a leader, and you can see the results of your efforts during the game.
If a child plays with toys, then this is the best opportunity to teach the child to share them, eradicate greed, and also teach him to clean up after himself.
In play, a child develops his thinking best, the ability to calculate his next step, and predict the behavior of another person.
Until the child goes to kindergarten, that is, until approximately 3 years old, he has no per se knowledge of what a game is. More precisely game he has it, but it is at the elementary level. When a child has a sufficient vocabulary, some life experience, and peers around him - then we can talk about play as a means of development, since it is collective play, invented and meaningful, that has the greatest value.
Role-playing games
We all remember our childhood games of “hospital”, “store”, “family” - we assigned roles for friends, and maybe even for all our relatives, came up with each of our clearly assigned roles, imagined a plot, and played with pleasure. This is called a role-playing game, because the name itself already contains the essence of this gaming activity.
This is where the child’s character is most clearly manifested, his concept of relationships between people, his predilections for this or that social status, professions. And even if some role alarms you or the child’s behavior does not satisfy you, remember that while this is a game, the child does not need to be distracted. Note to yourself those oddities that alarmed you the most, and then talk about this with your child, find out his motives - perhaps it was your behavior that caused such a performance of roles.
Role-playing play, as a means of child development, has an undeniably important role, especially in the formation personal qualities and the ability to communicate and live in society. The child’s imagination develops, because in each game he gets used to a new role and must fully correspond to it.
And if everything is clear with the roles, then you will have to think about the plot. If a child himself comes up with a plot and direction for the game, this speaks of his unusually developed imagination, ability to think broadly and creatively, and to be fluent in playful activities. If your baby cannot think so broadly yet, come up with a plot yourself.
But the most important thing is the inventory, the helper items that will turn the game into some semblance of real life. Agree, playing with real pills, a doll syringe and bottles is much more interesting than with an imaginary thermometer. Perhaps you have old USSR money lying around at home - give it to your child, let it be an interesting help for playing “shop”.
Didactic games
The role of play in the development of personality is not only in the formation of certain feelings and qualities of the child, but also in the child’s knowledge of the world, teaching him elementary, but much-needed knowledge about shape, color, size, and space.
Didactic games are aimed more at learning than entertainment. But thanks to bright cubes, figurines, educational toys, the child
takes up the game with pleasure, learning to group objects, having previously compared them according to given criteria: by purpose, by external features (yellow objects to yellow ones, or cubes in one basket, and balls in another).
Thanks to didactic games The child develops attention, concentration, perseverance, cognitive abilities develop, and through play he will quickly learn to distinguish objects.
Outdoor games
Movement is life! And in childhood we didn’t need to talk about this, because any child cannot sit still - he loves to run, jump, and hide. Excessive activity of children needs to be directed in the right direction, that is, into play.
We all know very well the game with chairs, the number of which is 1 less than the number of players. While the music is playing, the children dance around the chairs, but as soon as the music stops, everyone must sit on a chair. The one who does not get the chair is eliminated from the game. An interesting, funny, active game that develops a desire for a goal in a child.
The role of outdoor play in a child’s development is to help him develop speed in movement and thinking, discipline and the ability to play by the rules. In addition, it is in outdoor games that a child often sees treachery and a desire to “go ahead” in other participants. If you notice that your child is doing the same, explain to him that bad manners and rudeness can be overcome with cunning.
Outdoor games are great way distract an active baby from dirty tricks, or liberate a quiet one.
Toys are the main value
Of course, you can play without toys, but this is the same as eating straight from the frying pan, without a plate, fork and spoon - the process is the same, but with additional elements much simpler, and in the case of toys, much more interesting and exciting.
There is an imaginary division of toys into “girls” and “boys,” but you should not limit the child by not buying a construction set for a girl, or forbidding a boy to play with dolls. Each child has his own imaginary world, and he has the right to choose the toys that he likes. It’s worth giving your child toys for different purposes every time so that he inner world enriched himself, and childhood became more and more interesting every time.
Dollhouse
We are used to the fact that only our daughters play with dolls, but our sons should also have at least 2 dolls so that they can play role-playing games with them. In order for a child to transfer your everyday life into play with a doll, he needs all the things that you use at home, but in a doll version - a house, furniture, dishes, clothes, household and cosmetic supplies.
Constructors, puzzles
If construction toys and transformers are more for boys, then everyone likes puzzles
Let's try to determine the role of play in a child's development using construction sets as an example: we can notice the amazing ability of a child to construct something new from the same parts every time, something that even an adult would not have thought of. Some boys are able to sit on Legos for hours and build castles, fortresses, cars, and then play with them as if they were a whole imaginary world. Construction sets and transformers develop imagination and fine motor skills. And if you buy not just a set of parts, but also with various methods and methods of connecting them, then you will see real happiness in the eyes of the child, because now he has more room for flight of imagination, the opportunity to learn how to hold a key in his hands, work with nuts.
But even adults love putting together puzzles, since it is a very exciting activity that can keep a person busy for more than an hour. The main thing is to choose an interesting picture, because the baby prefers to paint cartoon characters rather than nature. You, as parents, probably know your baby’s favorite characters - so buy your baby a puzzle with large details to start with. Games with puzzles develop in a child extraordinary attentiveness, perseverance, desire, and desire to complete the task. As a result, parents have free hour, and the baby develops thanks to a beautiful puzzle. You should not buy puzzles with a solid pattern, for example, sea, forest, field, since most of the small pictures will be similar, and it will be difficult for even an adult to assemble them, not to mention a child, and this may discourage the child from playing with puzzles.
Educational toys
Developmental toys are very important for the smallest babies, since play as a means of developing the baby’s skills cannot yet be considered, because the baby is unlikely to be able to participate in it. Therefore, children need to be developed with the help of toys: musical, bright, large, beautiful, each of which is aimed at developing a particular skill. Your little one should undoubtedly have at least 2-3 such toys.
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, preceding 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 good game 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 one’s impressions and experiences in the game is the most characteristic feature 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! Most The child spends 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.
Loading...
