Reading fiction 2 junior. Planning the reading of fiction in the younger group of the kindergarten card file on fiction (junior group) on the topic
The game as a self-valuable activity of a preschooler, the leading type of children's activity. Psychological and pedagogical foundations of the game. The unproductive nature of the game, the predominance of an imaginary plan over a real one. Creative orientation of game activity.
Creative games (role-playing, directing, theatrical) and games with rules as a kind of children's games. Playing interests of preschoolers. The genesis of the role-playing game in preschool children.
Preschool child as a subject of play activity. Characteristics of the child's subjective position in creative games; individual creative manifestations of children in play activities.
Conditions for the development of independence and creativity of children in creative games: a flexible combination of direct and indirect ways of directing children's games; a gradual change in the tactics of pedagogical support of the child in play activities, depending on the degree of mastering the position of the subject of play activity by the child, based on the results of pedagogical diagnostics; selection of the content of games based on the interests and preferences of modern preschoolers; orientation to the individual creative manifestations of children in play activities, their further stimulation and development; designing a modern subject-play environment using polyfunctional material, the results of children's productive activities.
Creative games (role-playing, directing, theatrical) and games with rules as a kind of children's games.
A game is an activity that simultaneously takes place on two planes. On the one hand, the game implies the conditionality of the situation and contains a number of conditional elements. On the other hand, the game has a plan for real actions and relationships, since children need to agree on what happens in the game.
Playing interests of preschoolers.
Creative games based on ready-made stories: imitative games, theatrical games, plot and display games. game - dramatization.
Imitative games - based on the repetition of the action of an adult or the plot of a book, cartoon.
Plot - display game (Vygotsky - “play - memory”), in which the child displays the actions of an adult, repeating them from memory. (children of early and younger preschool age play).
Game - dramatization - in which the basis of the game action is a literary plot. (Children play throughout their preschool childhood).
Theatrical play - is focused on the viewer, in them the children take the position of actors who show the audience a performance.
Games with stories invented by children- plot - role-playing games, director's game, game - fantasizing, games - projects.
Story - role-playing game - These are games in which the child independently invents and develops the plot, taking on a particular role. (the heyday of the role-playing game 3-5 years).
Director games - in them, the inventing and development of the plot occurs through the roles that the child conveys with toys.
Game - fantasizing - built on imagination, closely associated with the finished drawing or drawing, performed as the plot develops. Such a game is accompanied by dialogues and monologues of the characters, comments and proceeds mainly in the speech plan (senior preschool age).
Games - projects - include in the gameplay other activities (drawing, design, manual labor) for the implementation of gaming tasks (senior preschool age).
Games with rules created and introduced into the lives of children by adults.
These include: mobile. sports, intellectual, musical (rhythmic, round dance, dance), correctional, comic (fun, entertainment), ritualistic rituals.
Among games with rules, a large group is made up of folk games that are passed down from generation to generation.
Games can be classified by location in Ped. process kindergarten(Wenger, Mikhailova, Korotkova, Novosyolova).
In this case, allocate:
Amateur (independent) games that arise on the initiative of the children themselves;
Games organized by adults for educational purposes. education or correction of the development of children.
The genesis of the role-playing game in preschool children.
The plot - role-playing game is gradually becoming more complicated. the genesis of the role-playing game was revealed by D. B. Elkonin.
Stage 1. The main content of the game are actions with objects. They are carried out in a certain sequence, although this sequence is often violated. The chain of actions has a plot character. The main plots are everyday. Actions are monotonous and often repeated .. Roles are not indicated. Children love to play with adults. independent play is short-lived. As a rule, the stimulus for the emergence of the game is a toy or an object - a substitute, previously used in the game.
Stage 2. Same action with the subject. The sequence of actions becomes the rule. There is the first interaction between the participants based on the use of a common toy. Children's associations are short-lived. The basics of the plot are still household. Toys are not selected in advance, but children most often turn to their favorite toys.
Stage 3. The main content of the game is still with items. The roles are clearly defined and defined before the game starts. Toys and objects are selected (more often during the game) in accordance with the role. The game often proceeds as a joint game. the duration of the game increases. The plots become more diverse: children reflect the work and life of adults.
Stage 4. The main content of the game is a reflection of the relationships and interactions of adults with each other. The theme of the games is varied; it is determined not only by the direct but also by the mediated experience of the children. Games are collective. The number of children involved in the game increases to 5-6 children.
Thus, Elkonin considers the complication of a role-playing game through a change in its structure and content, duration, and diversity of the storyline.
In the works of Mikhailenko and Korotkova (1980s), the complication role-playing game is considered through the complication of conditional game actions (substitution). The game is built as a child's constant transition from the plan of conditional actions to the plan of their verbal designation and vice versa. Deployment of the game plot in the unity of these two plans is called the way the game is built. A specific way of constructing a game is characterized by which of the elements of the plot structure is decisive for the child and in what form of play action it is realized.
There are three ways to build a game, which become more complicated as the child develops:
- about the sequence of subject - game actions as a way of building a game. At 1.5 - 3 years old, a child can carry out the simplest play actions with toys and objects - substitutes, entering into short-term play interaction with peers.
At 3-5 years old, a child can accept and consistently change playing roles during the game, realize them through actions with objects and role-playing speech, and engage in role-playing interaction with a peer partner. This way called role play.
At 5 - 7 years old, the game is built based on plot , and for the child, not individual elements of the plot, but a holistic event - a narrative that includes characters and actions - are leading.
The use of each subsequent method in complexity allows the child to develop more and more complex plots of the game from the point of view of their thematic content and structure.
In the late 1990s, in a study by O. V. Solntseva, it was proved that the development of plot formation contributes to the transition of children from role-playing games to directorial games.
6. Subject-developing environment as a condition for organizing children's activities in kindergarten. no question!!!
Developing environment as a socio-cultural space for the development of the child's personality. Components of the subject-developing environment: subject content, its spatial organization, their changes over time.
The focus of the subject environment of childhood on the physical, cognitive-speech, social-personal, artistic and aesthetic development of the child. The principles of designing the developing environment of a preschool educational institution (the principle of respect for the needs, needs of the child, the principle of flexible zoning of the environment, the principle of respect for the opinion of the child, the principle of the leading nature of the content of education, the principle of dynamism - static environment, the principle of distance, positions in interaction, the principle of children's activity, independence , creativity, the principle of emotionality of the environment, individual comfort and emotional well-being of each child and adult, the principle of combining familiar and extraordinary elements in the aesthetic organization of the environment, the principle of openness-closedness of the environment, the principle of taking into account gender and age differences in children).
Characteristics of the subject-developing environment. Comfort and safety environment. Ensuring a richness of sensory experiences. Ensuring independent individual children's activities and structuring this activity through the saturation of space with specially selected materials. Providing opportunities for research and learning. Functionality of the subject environment.
Features of building a developing spatial environment in different age groups.
Health-saving potential of the pedagogical process in kindergarten
Physical development and health promotion of preschool children.
The problem of preserving the health of the child in the pedagogical process. Health-saving potential of the pedagogical process in kindergarten.
Requirements for the organization of the daily routine in kindergarten. Formation healthy lifestyle life by means of physical culture. Requirements for the organization of physical education in kindergarten. Education of hygienic culture and valeological education of preschool children. Optimization of the mode of motor activity, taking into account the individual characteristics of children.
Health-saving potential of the pedagogical process in kindergarten.
Preschool age is the most important period in the formation of a person's personality. It is at this age that character, moral qualities are formed, the foundation of health and the development of physical qualities is laid and strengthened, which are necessary for the effective participation of the child in various forms of physical activity, which, in turn, creates conditions for the active and directed formation and development of mental functions and intellectual abilities. preschooler's abilities.
An analysis of the health of preschool children shows that the number of healthy children is decreasing, while the number of children with chronic diseases is increasing, many children have postural disorders, flat feet, most children suffer from motor insufficiency and reduced immunity.
The muscle load on children decreases for objective reasons: parents do not pay due attention to the physical development of children, preferring to engage in intellectual development, and in preschool conditions, children do not always have the opportunity to play outdoor games.
All this explains the need to organize the pedagogical process in preschool educational institutions in such a way as to ensure the possibility of full physical development, preservation and enrichment of children's health. In addition, a serious task is the upbringing of a valeological culture to form a conscious attitude of the child to the health and life of both his own and other people.
Competent organization of the daily routine contributes to health saving in preschool educational institutions. The correct mode of the day is a rational duration and a reasonable alternation of all types of activities and rest of children during the day. The daily regimen should correspond to the age and individual characteristics of children and contribute to their harmonious development.
The formation of a healthy lifestyle in preschool educational institutions by means of physical culture is carried out through:
organized educational activities (physical education);
educational activities during regime moments (morning exercises, complexes of hardening procedures, etc.);
independent activities of children (outdoor games, independent outdoor games, etc.).
The physical development of children in the first year of life is organized in the form of individual lessons, including massage and gymnastics complexes as prescribed by a doctor. The duration of classes with each child is 6-10 minutes. Starting from 9 months, in addition to gymnastics and massage complexes, various outdoor games are played with children on an individual basis. It is allowed to unite children in small groups (2-3 children)
With children of the second and third years of life, physical development classes within the framework of the main educational program are carried out in subgroups 2-3 times a week. With children of the 2nd year of life, physical development classes are carried out in a group room, with children of the 3rd year of life - in a group or in a gym.
Physical development classes for children aged 3 to 7 years are organized at least 3 times a week. The duration of physical development classes depends on the age of the children and is:
IN junior group- 15 minutes.
In the middle group - 20 minutes.
In the senior group - 25 min.
In the preparatory - 30 min.
Once a week for children 5-7 years old, regardless of the season, physical development classes in the open air should be organized. They are carried out only if the children have no medical contraindications and the children have sportswear that matches the weather conditions. In the warm season, educational activities for physical development are recommended to be organized outdoors.
The hardening of children includes a set of measures: wide aeration of the premises, a properly organized walk, physical exercises carried out in light sportswear indoors and outdoors, washing with cool water and other water, air and solar procedures.
Children can use the pool and sauna only with the permission of a pediatrician. The presence of medical personnel is obligatory during the swimming of children and their stay in the sauna. After staying in the sauna, the child should be provided with rest in a special room and organize a drinking regimen. The air temperature should be 60-70 degrees. The duration of the first visit to the sauna by a child should not exceed 3 minutes.
To achieve a sufficient amount of physical activity of children, it is necessary to use all organized forms of classes: physical exercise, outdoor games, sports exercises. Work on physical development is carried out taking into account the health of children with constant monitoring by medical workers.
Education of hygienic culture and valeological education of preschool children. The upbringing of a hygienic culture and valeological education of preschool children takes place constantly, within the framework of the entire pedagogical process. The teacher deepens ideas about health and a healthy lifestyle, the importance of hygiene procedures (for which you need to wash your hands, brush your teeth, etc.). In a fascinating visual-practical form, the educator enriches the children's ideas about the body (body parts, sense organs, movements, digestion, respiration), its needs, how to care for them, and about preventing injuries. The topics of safe behavior are discussed - the rules of behavior in a group and on the street, injury prevention, the need to call an adult in case of situations dangerous to health.
Optimization of the mode of motor activity, taking into account the individual characteristics of children.
The optimal motor mode for a child is the mode that corresponds to his need for physical activity, and also corresponds to the functional capabilities of the body and helps to improve the physical condition of the child and strengthen his health. In a preschool educational institution, it is possible to provide an individual approach to pupils by diagnosing the main indicators of children's motor activity (volume, intensity and duration) in a group and dividing them into subgroups, depending on the level of motor activity development (high, medium, low). Such a measure will allow the educator to carry out differentiated work with subgroups and use an individual approach, offering different subgroups different types activities with different workloads.
1. Games that arise on the initiative of the child (children) - independent games: game - experimentation;
independent story games:
plot-depictive,
role-playing,
directorial,
Theatrical;
2. Games that arise on the initiative of an adult who introduces them for educational and educational purposes: educational games:
didactic,
plot-didactic,
Movable;
leisure games:
fun games,
entertainment games,
intellectual,
Festive carnival,
Theatrical productions;
H. Games coming from the historically established traditions of the ethnic group (folk), which can arise on the initiative of both adults and older children:
traditional or folk (historically, they underlie many educational and leisure games).
Creative games
Creative games include games in which the child shows his invention, initiative, independence. The creative manifestations of children in games are diverse: from inventing the plot and content of the game, finding ways to implement the idea to reincarnation in the roles given by a literary work. Depending on the nature of children's creativity, on the game material used in games, creative games are divided into directing, plot-role-playing, theatrical, games with building material.
I.3.3. Games with rules
Games with rules are a special group of games specially created by folk or scientific pedagogy to solve certain problems of teaching and educating children. Depending on the nature of the learning task, games with rules are divided into two large groups - didactic and outdoor games, which, in turn, are classified based on different grounds. So, didactic games subdivided by content (mathematical, natural history, speech), by didactic material (games with objects and toys, so-printed, verbal).
Outdoor games are classified according to the degree of mobility (games of low, medium, high mobility), according to the predominant movements (games with jumps), according to the objects that are used in the game (game with a ball, with ribbons, with a hoop).
The structure of the game.
Regardless of the type of games, it has a certain structure that distinguishes it from other types of games and exercises.
The game used for learning should contain, first of all, a teaching, didactic task. While playing, children solve this problem in an entertaining way, which is achieved by certain game actions. "Game actions form the basis of a didactic game - without it, the game itself is impossible. They are, as it were, drawings of the plots of the game."
An obligatory component of the game is its rules, thanks to which the teacher during the game controls the behavior of children, the educational process.
Thus, the obligatory structural elements of games are: a teaching, educational task, game actions and rules.
Chapter II. EXPERIMENTAL STUDY
PROCESS OF EDUCATION OF ENVIRONMENTAL
CULTURES IN PRESCHOOL CHILDREN
II.1. Identification of the level of formation of environmental knowledge in
older preschoolers.
In the previous chapter, theories of the education of ecological culture in preschool children in general and through play activities were considered.
Ecological culture has distinct external manifestations, namely: a value attitude to nature, to oneself and to other people as part of nature, to things and materials of natural origin. The value attitude to nature is based on elementary knowledge, which denotes the motives of actions and the behavior of preschoolers.
Ecological knowledge is, first of all, knowledge about the relationship between plants and animals and their habitat; between people, animals and plants, as well as the ways in which natural resources are used. An obligatory component of the process of forming an ecological culture is knowledge and skills, and the end result is an appropriate attitude towards the surrounding world.
To test the effectiveness of the developed methodology, a pedagogical experiment was conducted.
At the stage of the ascertaining experiment, a number of tasks were set:
1. To reveal the level of knowledge of children about the world of animals and flora, about inanimate nature, about the seasons.
2. Determine the moral and value attitude to nature in children of older preschool age.
3. To reveal in children the practical skills of caring for the objects of nature.
The ascertaining experiment was carried out on the basis of DYA-S No. 1 r.p. Suzun, Novosibirsk region from 04/05/06 to 04/07/07.
The experimental and control groups consisted of children of the older "A" and "B" children's groups, approximately equal in terms of development and the level of pedagogical skills of educators, in the amount of 20 people.
Conditions of conduct: in a normal environment during the daytime.
The purpose of the ascertaining experiment was to identify indicators of the education of ecological culture in children of senior preschool age.
Tasks of this stage.
The following types of tasks were selected for the experiment:
1. Tasks to determine the level of formation of environmental knowledge of preschoolers.
2. Problem situations for determining the moral and value attitude to nature.
3. Special situations to identify in children the practical skills of caring for nature.
Exercise 1
Target. Determine the level of knowledge of the characteristic features of representatives of the animal world.
Equipment. Three large maps: the first is divided into three parts (a farmyard, a forest, a landscape of hot countries); the second card shows the blue sky, tree branches and the earth; the third card shows the sky and the meadow. Animal figurines: horses, cows, pigs, goats, sheep, dogs; wolf, fox, bear, hare, deer, tiger, elephant, giraffe, zebra. Bird figurines: dove, titmouse, sparrow, woodpecker, magpie, crow, bullfinch, owl. Insect figurines: butterflies, bees, ladybug, dragonfly, ant, grasshopper, fly, mosquito, spider.
Methodology
The child is invited to take the first card, choose animals from all the figures and place them on the card, taking into account the place of residence.
Then it is proposed to take a second card, choose birds from the remaining figures and place them on the card at your discretion.
Then the third card is taken and from the remaining figures the child selects insects and places them on the card.
If there are any figures left on the table, I suggest that the child is once again invited to think and place them in accordance with the instructions. It turns out by what signs he placed the animals on the map.
After the child has completed the task, he is asked to choose two images of animals, three images of birds and three images of insects and answer the following questions:
What is the name of the animal (bird, insect)?
What can you tell about him?
your attitude towards them.
Task 2.
Target. Determine the level of knowledge about the characteristic features of representatives of the plant world.
Equipment. Indoor plants: geranium (pelargonium), tradescantia, begonia, aspidistra (friendly family) and Sultan's balsam (light); watering can for watering indoor plants; water sprayer; stick for loosening; a rag and a pallet, pictures with trees, berries and mushrooms, flowers of the forest and garden flowers, shrubs,
Methodology
They call the child five indoor plants, offer to show them.
What conditions are necessary for the life, growth and development of indoor plants?
How to properly care for indoor plants?
Show how to do it correctly (using one plant as an example).
Why do people need indoor plants?
Do you like indoor plants and why?
Then it is proposed to choose from those presented (given in brackets):
A) first trees, then shrubs (poplar, lilac, birch);
B) deciduous and coniferous trees (spruce, oak, pine, aspen);
C) berries and mushrooms (strawberries, boletus, strawberries, chanterelles);
D) garden flowers and forest flowers (aster, snowdrop, lily of the valley, tulip).
Task 3
Target. Determine the level of knowledge of the characteristic features of inanimate nature.
Equipment. Three jars (with sand, with stones, with water).
Methodology
The child is asked to determine the contents of the jar. After he names the objects of inanimate nature, I propose to answer the following questions.
What properties of sand do you know?
Where and for what does a person use sand?
What properties of stones do you know?
Where and for what does a person use stones?
What properties of water do you know?
Where and for what does a person use water?
Task 4
Target. Determine the level of knowledge about the seasons.
Equipment. Album sheet of paper, colored pencils and felt-tip pens.
Methodology
Ask the child:
What season does he like best and why?
Favorite games in winter;
Favorite summer activities.
They offer to draw a picture where your favorite season will be depicted.
Name the season that comes after your favorite season, what will follow it?
Game: When does this happen?
The bright sun is shining, the children are swimming in the river.
The trees are covered with snow, the children are sledding down the hill.
Leaves fall from the trees, birds fly away to warmer climes.
Leaves are blooming on the trees, snowdrops are blooming.
Task 5
Target. Determine the level of relationship to the natural world.
Methodology
Children are asked to answer the following questions.
How do you help adults care for pets (if any)? (If the child does not have pets, I ask: “If you had a cat or a dog at home, how would you take care of them?”)
How do you help adults take care of the inhabitants of the Nature Corner in kindergarten?
What can you do together with adults so that plants always grow on the kindergarten site?
How can you help the wintering birds?
Task 6. Problem situation
“Imagine that your mother gave you money for ice cream and warned: the store is about to close, so hurry up ... You went (la) and saw (la) a beautiful big beetle that fell into a hole with water and cannot get out of there. If you stop to help him, you will not have time to buy ice cream, but if you go, the bug will die. What will you do: go for ice cream or help the bug?
Task 7. Specially created situations for detection in children
practical skills of caring for natural objects
Animals corner of nature on a short time left without food, polluted their water with harmless additives, put a flower pot with dry earth in a living corner. Each child was individually offered to look after the inhabitants of a corner of nature.
The children set to work, but only a few children bothered about food. dry plant and dirty water so the children were neglected. These data testify to the insufficient work of adults on the formation of a caring attitude towards nature in children.
Diagnostic results.
According to the results of the completed task, all children were divided into 3 groups according to the levels of formation of environmental knowledge: high, medium, low.
Table 1.
Levels of ecological knowledge of children
| Low level (1) | Intermediate (2) | High level (3) | |
| Knowledge | Unstable ideas about some features of the living - essential and non-essential. They are classified as living animals according to essential and non-essential features. Plants do not belong to living things. Classify non-living things according to similar characteristics to living things | They know the most essential Signs of living things (movement, nutrition, growth). According to them, most animals and plants are classified as living. Name different characteristics in animals and plants | Know most of the essential features of the living. Animals and plants are correctly classified as living things. Knowledge about living things is of a generalized nature: they characterize the whole group of living things as a whole |
| relationship | Weak emotional manifestations or none at all. No interest or situational. Observes at the suggestion of an adult. Moves quickly from one object to another. | Instability in the manifestation of interest, its selectivity, situationality: only familiar animals are interested. The attitude is shown emotionally, they strive to actively express the attitude at the suggestion of an adult. Satisfy their needs in communication with the living in activity, in obtaining emotional pleasure. | Strong emotional manifestations, the joy of communicating with animals and plants. Interest in the knowledge of the living. Show empathy to those in trouble, seek to help independently, showing awareness, correctly determine the state of the object, establish the necessary connections. They strive to satisfy the needs of a living organism. Show humane feelings for the living. |
| Skills | In the labor process, only labor actions can be performed. The quality of work is low. They don't get results. | labor process care for a living organism is performed with a little help from an adult. Achieve results. | Independently and efficiently perform familiar labor processes. |
Children who knew representatives of the animal world and divided them by species were assigned to a high level of development. They justified their choice. They correlated representatives of the animal world with the habitat, called their characteristic features. They showed interest and emotionally expressed their attitude towards them. They knew how to take care of pets and the inhabitants of a corner of nature. They understood the relationship between human activity and the life of animals, birds, and plants. They easily expressed their attitude towards representatives of the animal world.
Children classified plants by species, knew their characteristic features. They called the conditions necessary for the life, growth and development of indoor plants. They knew how to properly care for them. Children have developed practical skills and skills of caring for them. Children show interest and emotionally express their attitude towards them. They knew the objects of inanimate nature, correctly named their distinctive characteristics. They correctly named the seasons, knew the characteristic features of each season. They found the right solution to a problematic situation - they decided without hesitation to save the bug's life. They have formed a careful attitude to nature, because. children correctly found a way out of the created situations.
Yulia K. and Lida S. made the least number of mistakes - 2 people.
Lida S., Yulia K. completed the tasks correctly. Lida S. easily distributed representatives of the animal world by species, coherently and consistently answered the questions posed. The child independently named different types of plants. Without the help of an adult, he named the conditions necessary for the life, growth and development of indoor plants. Lida S. knows how to take care of pets and the inhabitants of the Corner of Nature.
Julia K. easily determined the contents of the jars, correctly named the distinctive characteristics of inanimate objects. She independently talked about why people use objects of inanimate nature. When answering the questions, she showed creativity and imagination. The child correctly named the seasons. From memory, he reproduced the seasonal features of a particular season. He expressed an aesthetic attitude towards nature. The children reacted responsibly to solving the problem situation and correctly found a way out of specially created situations.
Children - Sasha B., Sasha V., Anya K, Yulia N, Alina Sh. - 5 people of the control group and Ulya G., Anton M., Denis T., Lyuba Ch. - 4 people of the experimental group were classified as the average level .
Ulyana G. sometimes made minor mistakes in the distribution of representatives of the animal world by species; did not always justify their choice. The child basically correctly determined the contents of the jars when the level of knowledge of the characteristic features of inanimate nature was determined. After additional questions from an adult, he gave examples of how people use objects of inanimate nature. Anton M. sometimes made minor mistakes in the names of plant species: trees, shrubs and flowers. Practical skills in caring for indoor plants are not sufficiently formed.
Children were assigned to a low level of development - in the control group - Masha Z., Roma M., Vova R., Dima P. - 4 people and in the experimental group - Alyosha D., Masha E., Anya Zh, Yura K., Lena F. - 5 people.
Lena F. often made mistakes in the distribution of representatives of the animal world by species. She found it difficult to answer the questions posed, and if she did, it was mostly incorrect. Anya Zh. did not always correctly name the seasons, she found it difficult to name them in the right sequence. The figure cannot reflect the characteristic features of a particular season. Has no idea how to take care of pets and inhabitants of a corner of nature.
The results of the ascertaining experiment in the control and experimental groups are shown in tables 1 and 2.
Table 1. Results of the ascertaining experiment in the control group
| № | F.I. | |||||||
| Knowledge | Attitude | Skill | ||||||
| times. of the year | ||||||||
| 1. | Bychkov A. | WITH | WITH | WITH | WITH | WITH | + | + |
| 2. | Varenik S. | WITH | WITH | WITH | WITH | WITH | + | + |
| 3. | Hare M. | H | H | H | H | H | - | - |
| 4. | Kireeva A. | WITH | WITH | WITH | WITH | WITH | + | + |
| 5. | Kostina Yu. | IN | IN | IN | IN | IN | + | + |
| 6. | Maltsev R. | H | H | H | H | H | - | - |
| 7. | Naumova Yu | WITH | WITH | WITH | WITH | WITH | + | + |
| 8. | Razin V. | H | H | H | H | H | - | - |
| 9. | Parchuk D. | H | H | H | H | H | - | - |
| 10 | Shevchenko A. | WITH | WITH | WITH | WITH | WITH | + | + |
High level - 1 person, medium level - 5 people, low level - 4 people
Table 2. Results of the ascertaining experiment in the experimental group
| № | F.I. | Levels (low - L, medium - C, high - B) | ||||||
| Knowledge | Attitude | Skill | ||||||
| times. of the year | situation |
|||||||
| 1. | Grinchenko W. | WITH | WITH | WITH | WITH | WITH | + | + |
| 2. | Dyakun A. | H | H | H | H | H | - | - |
| 3. | Egorova M. | H | H | H | H | H | - | - |
| 4. | Zheltonog A. | H | H | H | H | H | - | - |
| 5. | Krivorot Yu. | WITH | WITH | WITH | WITH | WITH | + | + |
| 6. | Mamon A. | H | H | H | H | H | - | - |
| 7. | Semenyuk L. | IN | IN | IN | IN | IN | + | + |
| 8. | Teslenko R. | WITH | WITH | WITH | WITH | WITH | + | + |
| 9. | Filonenko L. | H | H | H | H | H | - | - |
| 10 | Chmyr L. | WITH | WITH | WITH | WITH | WITH | + | + |
High level - 1 person, medium level - 4 people, low level - 5 people
Levels of formation of ecological knowledge
(stating cut)
The results of the ascertaining experiment in the control and experimental groups are shown in the diagram.
In the control (10%) and experimental (10%) groups, there are few children with a high level of environmental culture. 50% of children in the control group and 40% of children in the experimental group have an average level. Low level of formation of environmental knowledge 40% and 50% of children, respectively.
Both groups are approximately at the same level of development, since the differences in percentage are very small. The level of development revealed during the study is insufficient, because very few children in both the control and experimental groups have a high level of ecological knowledge, and hence a low ecological culture.
Based on the results obtained, it can be concluded that the work on the education of environmental culture in children was not carried out systematically, the pedagogical process was not sufficiently equipped, little space was given to observations, practical activities, games and other types of environmental activities.
Thus, the task arose to outline a methodology for improving the work of educating ecological culture in children of senior preschool age, which led to the conduct of a formative experiment in the experimental group.
II.2 Methods for improving the work on educating ecological culture among older preschoolers
At the stage of the formative experiment, a methodology was developed for educating ecological culture in children of senior preschool age.
The methodology is based on the principles of developmental education and is aimed at developing the child's personality, the ability to compare and generalize their own observations, to see and understand the beauty of the world around them, to improve the speech of preschoolers, their thinking, creativity, culture of feelings. Priority in teaching is given not to mere memorization and not to the mechanical reproduction of knowledge, but to understanding and evaluating what is happening, elements of system analysis, joint practical activities of the educator and children.
One of the effective ways of environmental education of preschoolers is classes to familiarize themselves with the outside world and play activities.
Every day of children's stay in kindergarten should be interesting and eventful, therefore, the implementation of the methodology assumed an integrated approach to learning with the inclusion of various types of games.
Didactic games are an effective means of environmental education. The process of play activity, in which older preschoolers feel an increased need, allows: to provide the possibility of mastering ecological ideas; arouse interest in nature and develop a valuable attitude towards it; to form motives and practical skills for environmentally expedient activities; to provide opportunities for the manifestation of independence, initiative, cooperation, responsibility and the ability to make the right decisions; control and evaluation of the results of their own environmentally oriented activities.
When conducting various classes on environmental education, the following types of games were used: IEE, didactic games, the game "Journey to the World of Nature" (see Appendix), "Unusual Journey", "First Aid", "Mushroom Meadow", "Build Your Own House" etc., contributing to the enrichment of knowledge, the formation of relationships, the development of skills.
Children receive environmental knowledge not only during specially organized classes, but also during walks, excursions, labor, play and research activities.
During the walks, outdoor games were held: "The bear is visiting", "One, two, three, run to the tree." Children already know the features of “their” tree (there are high, low, thin, thick ones; one has a spreading crown, others have lowered or raised branches).
Game options:
1. It is proposed to portray your new friends. Earlier it was pointed out that the child has body parts that can be compared with parts of a plant: legs are like roots, a torso is like a trunk, hands are like branches, fingers are like leaves. So, depicting an old oak tree with large thick roots, the child spreads his legs wide, showing weeping willow, give up, etc. Let preschoolers remember how the foliage rustles in windy weather, reproduce these sounds, imagine that birds are sitting on the branches, it is raining or the sun is shining. Situations can come up with a wide variety of previous observations. The task of the children is to reflect the features of the tree in the situations proposed by the teacher.
2. Let's imagine that the trees have learned to walk (it is appropriate to play this game after reading and discussing B. Zakhoder's poem "Why don't trees walk?"). Task: to show how a tree could walk - with a heavy or light step. Let the children explain their movements (as a rule, in their comments they refer to the features of the appearance of the plant).
From time to time, their favorite characters can come to visit the children - Little Red Riding Hood, Doctor Aibolit, Chippolino. They participate in observations, in practical affairs in a corner of nature, in conversations. Each character continues his line of behavior: Dr. Aibolit takes care of children's health and gives advice; Chippolino asks if there is a garden in the kindergarten, what grows there, etc., Little Red Riding Hood tells how she went to her grandmother, what she saw in the forest, etc.
Didactic games are used in a certain sequence. Their complication is determined by the development of children's skills - from the ability to determine the mode of action of specific objects, to the ability to name the method of their use and purpose, to the ability to independently make a riddle about the subject with a description of its function and purpose, and, further, to the ability to establish cause-and-effect relationships between the subject and benefit from it, between man and nature, orientation in diversity man-made world, to its transformation.
Games were included in the cognitive activity of children, "turned" into an element of the developing environment.
In the older group, the didactic game should become one of the most important steps in preparing children for school. Children of this age are able to come up with didactic games on their own (lotto, dominoes, split pictures). In the game "Rainbow" children select subject pictures according to the colors of the rainbow. In the game "Fish swim in the pond" children pick up fish that match the color of the stream, to the pond. Such games are especially loved by children, according to T.S. Komarova, participating in the creation of such a game, children, in an active form, learn and reflect the objects of nature and their properties.
A didactic game can present a situation in a comical, fantastical or even ridiculous way (fables).
If we shift the mood of such games to music, then children will be able to determine which music is more suitable for fables. It can be humorous, playful music that will help emphasize intonation, create the right mood.
You can pick up music from some of the works of S. Prokofiev, V. Gavrilin, D. Shostakovich. The teacher, listening to the lines of fiction, can pick up music in which, for example, one can hear the loud howl of bears flying across the sky and the joyful squeal of pigs, and the whistle of the wind, and the laughter of spectators pointing at what is happening with their fingers:
The cubs are flying, the fat-footed ones are shouting: "Oooh, we're flying to Moscow!"
The piglets fly, shouting even more: "Oink-oink-oink, let's fly to the moon!"
Interest in such games does not fade for a long time if the teacher has a good imagination and not only analyzes with the children all the situations that come from the semantic content of the fiction, but also tries to portray each scene dramatically so that the children would be interested in playing.
Clamshell games are aimed at developing the ability to determine. Which world - natural or man-made - does the item belong to: “Wonderful bag”, “Help Dunno”, “Find a place for the item”, etc. For example, in the game "Help Dunno", children, at the request of the hero, lay out the objects of the man-made world in envelopes with the corresponding symbols ("man", "butterfly"), i.e. perform the action - unfolding. Children are also offered other games with the same actions, but with different storylines. Then the task becomes more complicated: it is required not only to decompose, but also to justify your choice.
Games - definition - define the way the items are used. In the games “What is superfluous”, “Tell me how to use the object”, children are encouraged to name the function of the thing. In other games, such as "Find a Pair", the actions are more complicated: you need not only to know how to use the named item, but to match it with an item with a similar function. This task requires the inclusion of thought processes and reliance on previous experience.
Of particular importance are riddle games, riddles: “Find the given object”, “Guess which object is guessed”, “What is from which object”. The main sign of the riddle is an intricate description that needs to be deciphered. The content of the riddles is the surrounding reality: natural phenomena, objects of work and life, flora and fauna. Solving riddles develops the ability to analyze, generalize, forms the ability to reason, draw conclusions, conclusions.
For example, the puzzle game "Forest" (see Appendix).
The game "Guess the riddle and explain the riddle" requires a great understanding of the meaning of the riddle, the ability to make comparisons, and provide evidence. It is necessary to create an interesting "prelude to the game" - the beginning of the game.
The senior group has a wonderful mailbox - "Wonderful Box". Children make it smart and every season in a different way: with the beginning of winter, they stick pictures of winter content, in autumn - with yellow-red leaves, in spring - with an image of the first flowers. The key to the box is stored in a special box. Children, in turn, are given the opportunity to open it and find out what is there. Envelopes with riddles in the box. The teacher reads and the children guess. The teacher encourages the children. At the end, the cards are folded into envelopes, and the children write a letter to the "Magician" with a request to send new riddles.
An important aspect of the educator's activity is the gradual expansion of the gaming experience through the development of varieties dramatization games. Realization is achieved by successive complication of game tasks in which the child is included.
Game - imitation of individual actions of a person, animals and birds (children woke up - stretched, sparrows flap their wings), imitation of the main emotions of a person (the sun came out - the children were delighted, smiled, clapped their hands, jumped on the spot).
Game-imitation of well-known characters fairy tale characters(clumsy bear goes to the house, a brave cockerel walks along the path).
Improvisation game to the music (“Merry rain”, “Leaves fly in the wind and fall on the path”, “Round dance around the Christmas tree”).
Improvisation game based on the texts of fairy tales, stories, poems (Z. Alexandrova "Yolochka", K. Ushinsky "Cockerel with the family", N. Pavlova "Strawberry", E. Charushin "Duck with ducklings").
· Role-playing dialogue of the heroes of fairy tales (“Mitten”, “Zayushkina hut”, “Three bears”).
· Staging fragments of fairy tales about animals ("Teremo", "Cat, Rooster and Fox").
In the upbringing of the ecological culture of older preschoolers, labor activity of ecological content is of great importance. It should be organized systematically, with constant complication. Each child must show their strengths and abilities, gain experience and translate it into practical deeds. Such activity teaches to think and really take care of the "smaller brothers" who are in the same living space with the children. It is advisable to combine the work of preschoolers with environmental games, observations, and conversations.
A series of didactic games for introducing older preschoolers to feasible environmentally-oriented activities is characterized by dynamism (some games contain elements of outdoor games) and less stress of mental activity. The main goal of these games is to form motivation for environmental activities among preschoolers: to arouse their interest and desire to take care of natural objects, emotionally set children up for one or another type of work, and activate them in the process of completing assignments.
These are games such as: "Search for good deeds", "Let's help the Dunno to water the flowers", "Ambulance" (see Applications).
Games will help consolidate the knowledge of preschoolers, teach them to use them at the right time. The work uses puzzle games. They develop imagination, thinking of children. Rebuses (see Applications).
In order to form the ecological culture of children of senior preschool age, a system of musical games has been developed that reflects the connection between living and non-living things.
Pick up music and come up with a plastic sketch: a seed (live) fell to the ground, it was poured by rain, the sun warmed it (inanimate nature), it began to germinate and turned into a real tree.
Invite the children with the help of movements (under musical accompaniment) show the signs of wildlife, which were discussed earlier: how a houseplant grows (it was small, time has passed - it has become large) - we gradually rise and stretch our arms up; how the sunflower turns after the sun (a child in a crown with the image of the sun moves around the room, and sunflower children turn their heads after him); how the plant, which was observed, extended its leaves towards the sun, changing its position (leaves can be depicted with the help of palms); how the mother-plant had children (one child depicts “mother”, others - children who first stand near her, and then move away in turn).
By the end of preschool childhood, children accumulate enough great experience games. Playing on their own, they can teach each other unfamiliar games, introduce new rules, conditions in famous game. To teach a new game, the teacher does not always have to involve the entire group of children. At the same time, the teacher makes sure that the children who own the game can clearly explain the game to the rest of the children. Mutual learning plays an important role in shaping the activity of children, the development of their intellectual sphere.
In the formative experiment, a methodology for improving the implementation of the research goal is shown, the means used to educate ecological culture in children of older preschool age and its content are indicated.
II.3 Analysis and results of the study
To verify the effectiveness of the used formative experiment, a control experiment was conducted using the same diagnostic technique.
The results of the control experiment are framed and displayed in tables 3.4.
Table 3. Results of the control experiment in the control group
| № | F.I. | Levels (low - L, medium - C, high - B) | ||||||
| Knowledge | Attitude | Skill | ||||||
| times. of the year | ||||||||
| 1. | Bychkov A. | WITH | WITH | WITH | WITH | WITH | + | + |
| 2. | Varenik S. | WITH | WITH | WITH | WITH | WITH | + | + |
| 3. | Hare M. | H | H | H | H | H | - | - |
| 4. | Kireeva A. | WITH | WITH | WITH | WITH | WITH | + | + |
| 5. | Kostina Yu. | IN | IN | IN | IN | IN | + | + |
| 6. | Maltsev R. | H | H | H | H | H | - | - |
| 7. | Naumova Yu | WITH | WITH | WITH | WITH | WITH | + | + |
| 8. | Razin V. | H | H | H | H | H | - | - |
| 9. | Parchuk D. | WITH | WITH | WITH | WITH | WITH | + | + |
| 10 | Shevchenko A. | WITH | WITH | WITH | WITH | WITH | + | + |
High level - 1 person, medium level - 6 people, low level - 3 people
Table 4. Results of the control experiment in the experimental group
| № | F.I. | Levels (low - L, medium - C, high - B) | ||||||
| Knowledge | Attitude | Skill | ||||||
| times. of the year | situation |
|||||||
| 1. | Grinchenko W. | IN | IN | IN | IN | IN | + | + |
| 2. | Dyakun A. | WITH | WITH | WITH | WITH | WITH | + | + |
| 3. | Egorova M. | WITH | WITH | WITH | WITH | WITH | + | + |
| 4. | Zheltonog A. | WITH | WITH | WITH | WITH | WITH | + | |
| 5. | Krivorot Yu. | IN | IN | IN | IN | IN | + | + |
| 6. | Mamon A. | WITH | WITH | WITH | WITH | WITH | + | + |
| 7. | Semenyuk L. | IN | IN | IN | IN | IN | + | + |
| 8. | Teslenko R. | IN | IN | IN | IN | IN | + | + |
| 9. | Filonenko L. | WITH | WITH | WITH | WITH | WITH | + | + |
| 10 | Chmyr L. | WITH | WITH | WITH | WITH | WITH | + | + |
High level - 4 people, average level 6 people, low level -0
Levels of formation of ecological knowledge
(control cut)
The results of the control experiment in the control and experimental groups are shown in the pie chart.
High level, - medium level, - low level
The dynamics of the formation of ecological culture in the children of the experimental group is reflected in the bar chart:
A comparative analysis of the indicators of both groups showed that the children of the experimental group during the experiment significantly increased the level of formation of environmental knowledge. The number of children with a high level of development has increased 4 times. (In the experimental group, at the end of the study, 4 children already had a high level of development, and at the beginning there was 1 child). The average level increased by 1.5 times. There were 6 children, and there were 4. There were no children with a low level at all.
In the control group, some progress can also be observed, but it is not so noticeable. With a high level of development, as there was, and there was one child. With an average level of development, the number of children increased by 1.2 times (there were 5 people, it became 6). With a low level of development, it decreased only 1.3 times, there were 4 people, it became 3.
In the process of working in the experimental group, the following changes were noticed:
Children have significantly expanded their ecological ideas, their ability to establish cause-and-effect relationships in nature;
They have increased interest in objects and phenomena of the natural-objective world, as well as an emotional reaction to "disorders" in their use, value judgments about them;
There was a desire to comply with the norms and rules of behavior in the environment, aimed at preserving the values of the natural world.
Children became kinder, learned to empathize, rejoice, worry, mastered the skills of caring for animals and plants.
Conclusion.
Man and nature... Philosophers, poets, artists of all times and peoples have paid tribute to this eternal and always relevant topic. But, perhaps, it has never been as acute as in our days, when the threat of an ecological crisis hangs over humanity and the problem of ecological culture, human spiritual activity has become a vital necessity.
Education of ecological culture includes the following:
proper attitude towards nature, correct understanding and vision;
Humane attitude to nature (moral education).
A humane attitude to nature arises in the process of realizing that the world around us is unique and unrepeatable. He needs our care. This attitude is fixed in the process of practical activities for the care of indoor plants, the inhabitants of a living corner.
The child must understand that man and nature are interconnected, therefore, taking care of nature is taking care of man, his future. And what harms nature harms man.
It is very important to show children that in relation to nature they take a position more forte and therefore they must patronize it, they must protect it and take care of it, be able to notice the actions of other people, peers and adults.
A person who has mastered an ecological culture subordinates all types of his activity to the requirements of rational environmental management, takes care of improving environment, does not allow its destruction and pollution. In other words, ecological culture considers a set of views on nature and a conscious attitude towards it, in proper behavior and in all practical activities.
In the formation of ecological consciousness and ecological culture in preschool children, play plays an important role.
While playing, the baby learns the many-sided world of nature, learns to communicate with animals and plants. Interact with objects of inanimate nature, assimilates a complex system of relations with the environment. As a result of this, the child's intellectual and volitional skills, his moral and aesthetic feelings are improved, and physical development takes place.
The game is a way of understanding the world around us and one's place in it, mastering the behavior of people corresponding to various situations. In the game, the child is given the opportunity to solve many problems without fatigue, overstrain, emotional breakdowns. Everything happens easily, naturally, with pleasure, and most importantly, in a situation of increased interest and joyful excitement.
In play activities, children learn the rules of behavior in nature, moral standards develops responsibility, selfless help and compassion.
Teamwork plays an important role. This gives the educator the opportunity to diagnose the relationship of children to nature. to other children, to adults, as well as conditions for understanding the degree of formation of the ethical qualities of a person.
In the game, trying on the roles of animals and plants, recreating their actions and states, the child imbues them with a sense of empathy, which contributes to the development of environmental ethics in the child.
Among the educational tasks that teachers solve with the help of the game, the creation of favorable psychological conditions for immersion in the natural world is of no small importance.
Thus:
In the process of communicating with nature in a playful way, children are brought up emotional responsiveness, the skills and desire to actively protect and protect nature are formed;
Games help the child to see the uniqueness of not only a certain living organism, but also the ecosystem, to realize the impossibility of violating its integrity, to understand that unreasonable interference with nature can lead to significant changes both within the system itself and beyond.
In the process of communicating with nature in a playful way, children are brought up emotional responsiveness, the ability and desire to actively protect and protect nature, to see living objects in all their diversity of properties and qualities, features and manifestations, to participate in creating the necessary conditions for the normal life of living beings are formed within the reach of children, to understand the importance of nature conservation, to consciously comply with the norms of behavior in nature.
Bibliography
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Applications
Application
Theme of ecological games
1. "Where is living and inanimate nature?".
2. "Neighbors on the planet" (wildlife).
3. "Who is friends with whom", "Who is afraid of whom."
4. “Who likes where”, “Who lives where”.
5. "What grows where."
6. "Who needs what."
7. “What is it?”, “Who is it?”.
8. "Why does this happen?" (connection of animate and inanimate nature).
9. "Why are we so different?".
10. "As possible and as impossible" (rules of behavior in nature).
11. "We all need each other."
12. "Natural - man-made."
Application
Guess what animal you are
didactic task. Clarify and consolidate children's knowledge about the features of appearance, habits, adaptability of animals to the environment; learn to classify animals.
Equipment. Pictures depicting animals.
Game action. Guess which animal is in the picture.
Game rule. To answer questions that help the child find out “what kind of animal he is”, you can only answer “yes”, “no”, “maybe”.
Game progress. The teacher attaches a picture of an animal to the back of the child. Then he invites all the children to see what kind of "beast" he has become. The “beast”, asking questions regarding the appearance of the animal, the characteristics of its movement, habits, habitat, tries to find out who it is.
The game is repeated several times with the replacement of the picture depicting the animal and the replacement of the guessing child.
The game can be varied by offering children pictures of birds, fish and other fauna, gradually leading them to highlight characteristic features various groups of animals.
Complicating the game, you can eliminate the visibility (picture) and suggest guessing “based on ideas”.
"Mushroom meadow"
Target. To consolidate knowledge about the gifts of nature (about edible and inedible mushrooms), find out exactly where mushrooms grow in the forest; carry out work on word formation (under the birch - boletus, under the aspen - boletus); to form the ability to find edible mushrooms in a didactic picture, to see the beauty of the autumn forest; educate the aesthetic perception of the world around.
Material. A large didactic picture depicting an autumn forest, large-format painted mushrooms inserted into the picture, baskets made of colored paper, a forest mushroom costume.
This game can be played after a construction session where the children made a basket out of paper.
Rules. Go to the forest only with a basket. Collect at least three mushrooms (please note that there should be several mushrooms of the same species in the didactic picture if one mushroom picker found, for example, White mushroom, then others are given the opportunity to find the same). The mushroom forester rewards children with red cardboard circles for each correctly named mushroom or for an interesting colorful story about mushrooms: the winner is the one who collects more circles during the game.
Educator. Today we will go to the fabulous autumn forest for mushrooms. Let's go to? (Yes.) What do you need to go to the forest for mushrooms? (With a basket?) Take your "baskets", dress up. Is everyone ready? (To the music we go “to the forest.” A large picture of an autumn forest hangs on the wall.) Here we are in the forest. How good it is here! Look how beautiful the forest greets us! Think about how you can describe its beauty in words.
While the children are thinking, the teacher or his assistant can change into the costume of the Mushroom-forester (so that the children do not see this). Children can express their impressions to the teacher. Suddenly, a forest mushroom appears.
Mushroom-forest "Hello, children! Have you come to visit me?" (Answers) “Do you like my forest? What do you like about him?" (Children speak out, try to use as many figurative expressions as possible?) Why did you come to the forest with baskets? (Because we came to pick mushrooms) Do you know that not every mushroom can be eaten? (Answers) What are the names of mushrooms that you can eat? (Edible) And which can not be eaten? (Inedible) Can you find edible mushrooms in our "forest"? (Answers) Find and name them. (Children find "mushrooms" in the picture, call them, and the Mushroom Forester specifies where this or that mushroom likes to grow, why the boletus, boletus bear such names).
The picture shows not only edible mushrooms, but also inedible ones, children “pick mushrooms” in their “baskets”. At the end of the game, the mushroom forester, together with the children, examines what they have collected, praises and rewards those who have completed the task.
Game-mystery "Forest".
(senior group)
Target. Teach children to guess riddles, consolidate proof skills, develop descriptive speech skills.
material for the game. Volumetric and planar toys depicting plants and animals of the forest.
Game progress. The teacher invites the children to play an unusual game: he will guess riddles, and the children will guess. If they guess and prove the answer accurately and correctly, then this item will appear on the table.
Riddles: What kind of tree: both winter and summer are green? (Children guess and prove the answer. A spruce appears.)
And one more thing: Winter and summer in one color. (After the explanation, spruce, pine appear on the table.)
The teacher continues:
Girlfriends are standing on the edge of the forest.
Dresses are bleached, Hats are green.
(After guessing and explaining, several birches appear on the table.)
What did we get? - the teacher asks. - (Forest.) What else grows in the forest, besides trees? - Reads riddles:
There are many white legs along the forest paths. In multi-colored hats, conspicuous from a distance. Collect, do not hesitate! This is ... (Russula.)
I’m growing in a red cap among aspen roots, you recognize me a mile away, I’m called ... (Aspen.)
Alenka grows in the grass
In a red shirt.
Whoever passes,
Everyone bows down. (Strawberry.)
(After each guess, mushrooms or berries appear on the table.)
Various animals and birds live in the forest. Find out which:
An angry touchy lives in the wilderness of the forest. There are a lot of needles, but not a single thread. (Hedgehog.)
Cunning cheat, red head. Fluffy tail - beauty! And her name is ... (Lis a.)
The fidget is motley, the bird is long-tailed, the bird is talkative, the most talkative. (Magpie.)
Riddles can be about other animals and birds, or several riddles about one animal or one bird.
It turned out to be a real forest! How many trees, mushrooms, berries are in it; different animals and birds!
Now the children themselves make riddles about the forest and its inhabitants.
They remember famous riddles, come up with their own. (The teacher should have toys in stock that will appear on the table after guessing children's riddles.).
In conclusion, the teacher offers a riddle about the forest:
The hero stands rich,
Treats all the guys:
Vanya - strawberries,
Tanya - bone,
Mashenka - a nut,
Petya - russula,
Katenka - raspberries,
Vasya is a twig. (Forest.)
Appropriate work on instilling love for the nature of the native land in children by means of didactic games. 4. Determine the effectiveness of the work (system of work) on the use of didactic games as a means of fostering love for the nature of the native land in the context of the formation of a common ecological culture. Object of study: the process of cultivating love for the nature of the native land as part of the formation of a common...
It should be noted that the didactic games presented in the qualifying work and in the Appendix are only a small part of the system for using didactic games as one of the means of environmental education for preschool children. Formation of ecological ideas about the world of animals Games with objects Who eats what? Target. To consolidate children's ideas about animal food. Game progress. Children from...
The case when interesting and understandable tasks are set before the children, and the opportunity is provided to act with objects of nature and observe them. 2.4 Guidelines for the educator, for the formation of environmental knowledge in children of older preschool age with mental retardation. Observation and conversation with children Starting to develop a set of activities in the classroom at the preschool educational institution and ...
Studies, teachers see the main reason for the difficulties in educating the ecological culture of schoolchildren in the undeveloped technology of environmental education. Speaking about the technology of educating ecological culture, we mean such a combination of psychological and pedagogical techniques and methods that allows the student to advance in personal development and reach a new level of quality of life. ...
03. Freud Z. in his psychoanalytic theory formulated his views on the game as
Choose one answer:
a. one of the activities of children, which consists in reproducing the actions of adults and the relationship between them ..., one of the means of physical, mental and moral education
b. a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved
c. activity due to biological causes (instincts, drives) and, therefore, having a permanent, non-historical character
06. As "a feasible way for a child to enter into all the complexity of the world around him" he defined the game
Choose one answer:
05. Hypothesis about historical origin and the development of the role-playing game put forward
Choose one answer:
a. German psychologist and philosopher Wundt
b. Russian philosopher Plekhanov G.V.
c. Soviet psychologist Elkonin D.B.
d. Russian teacher Ushinsky K.D
04. For the first time with the opposite statement that “play is a child of labor” was made by
Choose one answer:
a. German psychologist and philosopher Wundt
b. Russian philosopher Plekhanov G.V.
c. Soviet psychologist Elkonin D.B.
d. Russian teacher Ushinsky K.D
01 . The dictionary of the Russian language defines the word "game" as
Choose one answer:
08. Choose the correct statement :
Choose one answer:
a. " Game activity is not invented by the child, but is given to him by an adult who teaches the child to play, introduces him to the socially established ways of playing actions.
b. “Playing activity is invented by the child, and is not given to him by an adult who teaches the baby to play, introduces socially established ways of playing actions”
c. “Playing activity is not invented by an adult, but is set by the child himself, who learns to play, gets acquainted with the socially established ways of playing actions”
02. From a psychological and pedagogical point of view, in the Russian Pedagogical Encyclopedia, the concept of "game" is
Choose one answer:
a. activity, occupation of children, due to a set of certain rules, techniques and serving to fill leisure, for entertainment
b. one of the activities of children, which consists in reproducing the actions of adults and the relationship between them ..., one of the means of physical, mental and moral education
c. a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved
10. Games develop the child's creativity, because ...
Choose one answer:
01. The game as an activity for preschoolers has its own characteristics, select the main ones:
a. Freedom and independence of children in the game
b. The creative nature of gaming activity
c. Emotional richness of the game
d. The game has no materially expressed result
e. Presence of direct or indirect rules
09. The game is important in mastering the rules of relationships, norms of behavior in society, since ...
Choose one answer:
a. in order to perform a particular role in the game, the child must transfer his idea to the game actions
b. the child combines real and fictional phenomena in the plot of the game, endows familiar objects with new properties and functions
c. it is the form of activity in which the social behavior of children, their attitude to life, to each other is largely formed
d. in the game speech, gestures, facial expressions of the child are more expressive than in Everyday life
02. There are two types of children's relationships in the game:
Choose one or more answers:
a. game relations that are determined by the content, rules of the game
b. real relationships that are shown about the game
c. play relationships that are manifested about the game
d. real relationships that are determined by the content, rules of the game
04. Speaking about the leading type of activity, Leontiev A.N. notes: “Leading activity is such an activity,
Choose one or more answers:
a. the development of which causes major changes in the mental process and psychological features personality at this stage of its development"
b. which goes through a certain path of becoming, and does not appear immediately in a developed form.
c. the formation of which takes place under the guidance of adults in the process of training and education "
07. In the course of the game, the knowledge and ideas of children about the environment are refined and deepened, since
Choose one answer:
a. in order to perform a particular role in the game, the child must transfer his idea to the game actions
b. the child combines real and fictional phenomena in the plot of the game, endows familiar objects with new properties and functions
c. it is the form of activity in which the social behavior of children, their attitude to life, to each other is largely formed
06. Answer whether the statement is true: “Guided by the requirements of the educational program, the teacher plans the program content, determines tasks, actions, i.e. designs the entire course of the game without destroying its originality and amateur character.
Choose one answer:
a. right
b. wrong
03. In the game of preschoolers, actions are performed,
Choose one answer:
a. the goals of which are significant for the individual in terms of their internal content
b. the goals of which are significant for the individual in terms of their social content
c. the goals of which are unconscious for the individual according to their internal content
07 . Game actions
Choose one answer:
02. Senior preschool age Children are interested in:
Choose one or more answers:
a. story games imitating uncomplicated life situations
b. games with objects - ball, hoop
c. outdoor games
d. games with rules
e. creative games
06. Game tools
Choose one answer:
a. is provided by its voluntariness, opportunities for choice and elements of competition
b. specific, understood by the child
c. represents a preliminary or ongoing consideration of its procedural side in the course of the game
d. toys, objects, materials, play environment
e. actions with the help of which the plot of the game is embodied, roles are performed
08. Game result
Choose one answer:
a. is provided by its voluntariness, opportunities for choice and elements of competition
b. specific, understood by the child
c. represents a preliminary or ongoing consideration of its procedural side in the course of the game
d. toys, objects, materials, play environment
e. actions with the help of which the plot of the game is embodied, roles are performed
f. expressed in positive emotions, satisfaction of the basic needs of the child
04. Purpose of the game
Choose one answer:
a. is provided by its voluntariness, opportunities for choice and elements of competition
b. specific, understood by the child
c. represents a preliminary or ongoing consideration of its procedural side in the course of the game
d. toys, objects, materials, play environment
e. actions with the help of which the plot of the game is embodied, roles are performed
f. expressed in positive emotions, satisfaction of the basic needs of the child
Question21
03. Motivation of gaming activity
Choose one answer:
a. is provided by its voluntariness, opportunities for choice and elements of competition
b. specific, understood by the child
c. represents a preliminary or ongoing consideration of its procedural side in the course of the game
d. toys, objects, materials, play environment
e. actions with the help of which the plot of the game is embodied, roles are performed
f. expressed in positive emotions, satisfaction of the basic needs of the child
04. All toys can be divided into three types:
Choose one or more answers:
a. finished toys
b. semi-finished toys
c. materials for creating toys
d. folk toys
e. didactic toys
f. sports toys
02. Games initiated by an adult with ready-made rules include
Choose one or more answers:
a. role-playing games
b. theatrical games
c. construction games
d. didactic games
e. outdoor games
f. fun games
g. ritual games
03. Games created by the people (folk games) include
Choose one or more answers:
a. role-playing games
b. theatrical games
c. construction games
d. didactic games
e. outdoor games
f. fun games
g. ritual games
01. Child-initiated (creative) games include
Choose one or more answers:
a. role-playing games
b. theatrical games
c. construction games
d. didactic games
e. outdoor games
f. fun games
g. ritual games
14. In creative games, action
Choose one answer:
a. spontaneous, not associated with mandatory rules
b. always tied to pre-established rules
c. determined and directed by the teacher
Question27
15. Choose the correct statement:
Choose one answer:
a. Creative games contribute to the overall development of the child, and didactic games help to achieve a specific goal with the help of various interesting tasks.
b. Didactic games contribute to the overall development of the child, and creative games - to achieve a specific goal with the help of various interesting tasks.
Question28
Partially correct
08. In the middle group, they carry out:
Choose one or more answers:
a. didactic games related to movement
b. role-playing games
c. games with rules
d. manipulation games
e. word-logic games
02. In the middle group, preference is given to games in which
Choose one answer:
a. children could most fully satisfy their needs for play without complex personal relationships
b. children quickly understand each other, embodying their plan
c. children are provided with ample opportunities to play role-playing, building, didactic and outdoor games, both individually and collectively
07. To increase activity and enrich movements younger preschoolers, you should create the appropriate conditions:
Choose one or more answers:
a. use various items and toys
b. be sure to teach children to play, creating a game situation
c. communicate directly with pupils using direct methods of influence
d. give greater independence in the choice of game and the development of its plot
e. allow children to assign roles on their own
Question31
16. Didactic games and
Choose one answer:
a. mobile
b. creative
c. role-playing
d. design
05. Games between classes
Choose one answer:
12. Finishing a day full of interesting and varied games, the teacher reminds that
Choose one answer:
a. you need to put things in order among the toys, put everything in its place
b. tomorrow the children will be able to continue the game and you can leave the toys where they are
c. you need to think at home what the children will play tomorrow
04. Children's games after breakfast
Choose one answer:
a. should be consistent with the nature and content of further studies
b. provide for a slight mental stress - with small toys, a ball, a simple designer
c. it is desirable to diversify in every possible way, since there is a large space for active movements
02. At the stage of unfolding game actions with a doll (bear, hare) in independent activity, it is necessary:
Choose one or more answers:
a. “pulling” babies into a conditional situation
b. emotional coloring of adult actions
c. providing babies with the opportunity to deploy play activities with a toy
d. using simple and understandable situations for children
e. offer children play items that mimic real
04. If children of the third year of life have formed simple playing skills, then they
Choose one or more answers:
a. in an independent game, they deploy chains of two or three actions with plot toys
b. include individual substitute items in the game, naming actions with them
c. can cause with the help of a toy or a short speech appeal a peer's response game action
d. can independently organize and conduct a story game
e. include 5-6 children in the game, independently distributing roles
f. in an independent game, they deploy chains of five to six actions with plot toys
03. When introducing substitute items into the game, an adult must
Choose one or more answers:
a. carry out game actions with them (bring a spoon-stick to the doll's mouth, lather the bear with a soap-cube)
b. verbally indicate the conditional meaning of the object (“This is our soap”, “It’s like a spoon”, etc.)
c. verbally indicate the meaning of the action performed with him (“I’ll soap the bear’s paws, the soap lathers well”, etc.)
d. to stimulate the children themselves to designate game actions with the word
05. Select the characteristics of the structure of the plots of the game of young children:
Choose one or more answers:
a. the game uses one theme
b. the game uses one-character plots
c. game actions are mainly focused on the character toy
d. the plot of the game includes 1-3 consecutive, known to children from the real experience of the event
e. the game uses several themes
f. the game uses multi-character plots
g. game actions are mainly aimed at imitating the actions of adults
h. the plot of the game includes 4-5 consecutive, known to children from the real experience of the event
03. Role imitation can occur in a child in relation to any social role, to any fairy tale or literary character. The task of the educator
Choose one answer:
a. guess what the child is doing, connect to his game by finding an additional role that is appropriate in meaning and expand role-playing interaction
b. ask what the child is doing and switch him to a more productive game, finding an additional role that is appropriate in meaning and deploy role-playing interaction
c. guess what the child is doing, connect other children to his game
05. Among the indicators of the success of the formation of role behavior in children of the fourth year of life, the following can be distinguished:
Choose one or more answers:
a. deployment in independent activities of specific role-playing actions and role-playing speech aimed at puppet characters
b. paired role-playing interaction with a peer, including naming one's role
c. role-playing, short dialogue
Question41
06. Answer, is the statement true: “Episodes of role-playing interaction with a peer in children of primary preschool age are still very short-lived”
Choose one answer:
a. right
b. wrong
04. Involving children in free play in " phone conversation» necessary for development
Choose one answer:
a. role-playing dialogues
b. phone handling skills
c. phone call skills
d. ideas about using the phone
07. In order for children of senior preschool age to realize their creative potential and act in concert, it is necessary to master a new, more complex way of building a game -
Choose one answer:
a. joint plot construction
b. individual plot
c. joint decision making
d. schematic representation
04. Answer whether the statement is true: “If the child has his own suggestions during the game, they must be politely rejected, since, if possible, the teacher must withstand general scheme plot"
Choose one answer:
a. wrong
b. right
10. Choose the correct statement:
Choose one answer:
a. work on the formation of a joint plot can be started with children middle group and continue in the senior group of kindergarten
b. work on the formation of a joint plot can be started with the children of the older group and continued in the preparatory group of the kindergarten
c. work on the formation of joint role-playing games can be started with the children of the older group and continued in the preparatory group of the kindergarten
Question46
05. Choose the correct statement:
Choose one answer:
a. When playing with a child, the teacher uses the maximum number of toys so that manipulations with them draw attention to role-playing interaction.
b. When playing with a child, the teacher uses the minimum number of toys so that manipulations with them do not distract attention from role-playing interaction.
c. When playing with a child, the teacher uses the minimum number of toys so that manipulations with them draw attention to role-playing interaction.
Question47
09. The easiest way to start the transformation of a well-known fairy tale for the game of older preschool children is to
Choose one answer:
a. replacement of the main character, his task (the desired object), a magic tool
b. replacing the game task (the desired object), the magic image
c. replacement of the main magic tool
Question48
04. N.Ya. Mikhailenko, N.A. Korotkov formulated the principles of organizing the plot game of preschoolers, highlight the main ones:
Choose one or more answers:
a. The teacher should play with the children
b. At each age stage, the game should be deployed in such a way that children immediately “discover” and learn a new, more complex way of building it.
c. When developing playing skills, it is necessary to simultaneously orient the child both to the implementation of the game action and to explaining its meaning to partners - an adult or a peer.
d. The pedagogical process of organizing the game should be two-part in nature, including the moments of the formation of game skills in the joint game of the educator with the children and the creation of conditions for independent children's play
Question49
01. In order to carry out adequate pedagogical influences in relation to the plot game of children, it is necessary:
Choose one or more answers:
a. have a good understanding of the game
b. have an idea of the developmental value of the game
c. understand what game should be at each age stage
d. be able to play appropriately with children of different preschoolages
Question50
03. According to N.Ya. Mikhailenko and N.A. Short must be
Choose one answer:
a. collective study of knowledge
b. formation of gaming skills
c. education of moral values
d. development of creative abilities
Classification of preschool games
In modern pedagogical theory, the game is considered as the leading activity of a preschool child. The leading position of the game is determined not by the amount of time that the child devotes to it, but by the fact that: it satisfies his basic needs; in the bowels of the game, other types of activity are born and develop; The game is the most conducive to the mental development of the child.
Games differ in content, characteristics, the place they occupy in the lives of children, in their upbringing and education.
Role-playing games are created by the children themselves with some guidance from the teacher. Their basis is children's amateur performance. Sometimes such games are called creative plot-role-playing, emphasizing that children do not just copy certain actions, but creatively comprehend them and reproduce them in the created images, game actions.
There are several groups of games that develop the intelligence, cognitive activity of the child.
Group I - object games, like manipulations with toys and objects. Through toys - objects - children learn the shape, color, volume, material, the world of animals, the world of people, etc.
Group II - creative games, plot-role-playing, in which the plot is a form of intellectual activity.
Consider one of these (classification by S. L. Novoselova).
Game classification
(according to S. L. Novoselova)
In the Program for Education and Training in Kindergarten, the following classification of preschool games is given:
Role-playing:
Theatrical;
Movable;
Didactic.
The main component of the role-playing game is the plot, without it there is no role-playing game itself. The plot of the game is that sphere of reality that is reproduced by children. Depending on this, role-playing games are divided into:
Games for everyday subjects: "home", "family", "holiday", "birthdays" (a large place is given to the doll).
Games for industrial and public topics, which reflect the work of people (school, shop, library, post office, transport: train, plane, ship).
Games on heroic and patriotic themes that reflect the heroic deeds of our people (war heroes, space flights, etc.)
Games on the themes of literary works, film, television and radio programs: in "sailors" and "pilots", in the Hare and the Wolf, Cheburashka and the crocodile Gena (according to the content of cartoons, movies), etc.
Storyline duration:
At younger preschool age (10-15 min.);
In the middle preschool age (40-50 min.);
At senior preschool age (from several hours to days).
subject relations
activity behavior between people
In the structure of the role-playing game, the components are distinguished:
The roles that children play during the game;
Game actions with the help of which children realize roles;
Game use of objects, real ones are replaced by game ones.
Relations between children are expressed in remarks, remarks, the course of the game is regulated.
In the first years of life, with the educational influence of adults, the child goes through the stages of development of play activity, which are the prerequisites for a role-playing game.
The first such stage is an introductory game. Refers to the age of the child - 1 year. An adult organizes the child's object-playing activity using a variety of toys and objects.
At the second stage (the turn of the 1st and 2nd years of a child's life), a display game appears, in which the child's actions are aimed at revealing the specific properties of an object and achieving a certain effect with its help. An adult not only names the object, but also draws the attention of the baby to its intended purpose.
The third stage of development of the game refers to the end of the second - the beginning of the third year of life. A plot-display game is being formed in which children begin to actively display the impressions received in everyday life (cradle the doll).
The fourth stage (from 3 to 7 years old) is their own role-playing game.
The role-playing game of preschool children in a developed form is an activity in which children take on the roles (functions) of adults and in a social form, in specially created game conditions, reproduce the activities of adults and the relationship between them. These conditions are characterized by the use of a variety of game objects that replace the actual objects of adult activity.
The amateur nature of children's play activity lies in the fact that they reproduce certain phenomena, actions, relationships actively and in a peculiar way. The originality is due to the peculiarities of the perception of children, their understanding and comprehension of certain facts, phenomena, connections, the presence or absence of experience and the immediacy of feelings.
The creative nature of play activity is manifested in the fact that the child, as it were, reincarnates into the one whom he portrays, and that, believing in the truth of the game, he creates a special play life and sincerely rejoices and is upset during the game. Active interest in the phenomena of life, in people, animals, the need for socially significant activities, the child satisfies through play activities.
The game, like a fairy tale, teaches the child to be imbued with the thoughts and feelings of the people depicted, going beyond the circle of ordinary impressions into the wider world of human aspirations and heroic deeds.
In the development and enrichment of children's amateur performances, creative reproduction and reflection of the facts and phenomena of the surrounding life, a huge role belongs to the imagination. It is the power of imagination that creates the situations of the game, the images reproduced in it, the ability to combine the real, the ordinary with the fictional, which gives the children's game an attractiveness that is inherent only in it.
In role-playing games, an optimistic, life-affirming character is clearly pronounced, the most difficult cases in them always end successfully and safely: captains guide ships through storms and storms, border guards detain violators, a doctor heals the sick.
In a creative role-playing game, the child actively recreates, models the phenomena real life, experiences them and this fills his life with rich content, leaving a mark for many years.
Directing games in which the child makes the puppets speak, perform various actions, acting both for himself and for the puppet.
Theatrical games - playing a certain literary work in persons and displaying specific images using expressive methods (intonation, facial expressions, gestures).
games - games on themes
dramatization of literary works
The game of dramatization is a special kind of activity for preschool children.
Dramatize - to portray, play a literary work in persons.
the sequence of events, roles, actions of heroes, their speech is determined by the text of a literary work.
children need to literally memorize the text, comprehend the course of events, the image of the heroes of a fairy tale, or retelling.
helps to better understand the nature of the work, to feel the artistic value, to sincerely express one's feelings
In dramatization games, the content, roles, game actions are determined by the plot and content of a literary work, fairy tale, etc. They are similar to role-playing games: they are based on the conditional reproduction of the phenomenon, actions and relationships of people, etc. as well as elements of creativity. The peculiarity of dramatization games lies in the fact that, according to the plot of a fairy tale or story, children play certain roles, reproduce events in exact sequence.
With the help of games - dramatizations, children better assimilate the ideological content of the work, the logic and sequence of events, their development and causation.
The guidance of the educator lies in the fact that he, first of all, selects works that have educational value, the plot of which is easy for children to learn and turn into a game - dramatization.
In the game - dramatization, it is not necessary to show the child certain expressive techniques: the game for him should be just a game.
Of great importance in the development of the game-dramatization, in the assimilation of the characteristic features of the image and their reflection in the role, is the teacher's interest in it, his ability to use the means of artistic expression when reading or telling. The correct rhythm, various intonations, pauses, some gestures enliven the images, make them close to the children, arouse in them the desire to play. Repeating the game over and over again, the children need less and less help from the teacher and begin to act independently. Only a few people can participate in the dramatization game at the same time, and the teacher must make sure that all the children take turns participating in it.
When distributing roles, older preschoolers take into account the interests and desires of each other, and sometimes use a counting rhyme. But here, too, some influence of the educator is necessary: it is necessary to arouse a friendly attitude among peers towards timid children, to suggest what roles they can be entrusted with.
Helping children to learn the content of the game, to enter into the image, the teacher uses the examination of illustrations for literary works, clarifies some character traits characters, finds out the attitude of children to the game.
Cost-constructive games
Building-constructive games are a kind of creative games in which children display the surrounding objective world, build structures on their own and protect them.
Variety of building materials. A building game is such an activity for children, the main content of which is the reflection of the surrounding life in different buildings and the actions associated with them.
The similarity of plot-role-playing and building 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 the role-playing game primarily reflects various phenomena and masters the relationship between people, while in the construction game the main thing is to get acquainted with the corresponding activities of people, with the equipment used and its use.
It is important for the educator to take into account the relationship, interaction of role-playing and construction games. Construction often occurs in the course of a role-playing game and is caused by it. In older groups, children have been building rather complex structures for a long time, practically comprehending the simplest laws of physics.
The educational and developmental influence of construction games lies in the ideological content of the phenomena reflected in them, in mastering the methods of construction by children, in the development of their constructive thinking, enriching speech, and simplifying positive relationships. Their influence on mental development is determined by the fact that the concept, the content of building games contains one or another mental task, the solution of which requires preliminary consideration: what to do, what material is needed, in what sequence the construction should go. Thinking and solving a particular construction problem contributes to the development of constructive thinking.
In the process of building games, the teacher teaches children to observe, distinguish, compare, correlate some parts of buildings with others, memorize and reproduce construction techniques, and focus on the sequence of actions. Under his guidance, schoolchildren master the exact vocabulary expressing the name geometric bodies, spatial relations: high low, right to left, up and down, long short, wide narrow, higher lower, longer shorter, etc.
In construction games, ordinary, most often plot-shaped toys are also used, natural materials are also widely used: clay, sand, snow, pebbles, cones, reeds, etc.
Creative games
Creative games are games in which images appear that contain the conditional transformation of the environment.
Indicators of developed gaming interest.
1. Long-term interest of the child in the game, the development of the plot and the performance of the role.
2. The desire of the child to take on a certain role.
3. Having a favorite role.
4. Unwillingness to end the game.
5. Active performance by the child of all types of work (sculpting, drawing).
6. The desire to share with peers and adults their impressions after the end of the game.
Didactic games are games specially created or adapted for educational purposes.
In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, the sequence of actions, and overcome difficulties. They contribute to the development of sensations and perceptions in preschoolers, the formation of ideas, the assimilation of knowledge. These games provide an opportunity to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developmental role.
The didactic game contributes to the solution of the problems of moral education, the development of sociability in children. The teacher puts the children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.
Outdoor games are a conscious, active, emotionally colored activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players.
Outdoor games are primarily a means of physical education for children. They provide an opportunity to develop and improve their movements, exercise in running, jumping, climbing, throwing, catching, etc. Outdoor games also have a great influence on the neuropsychic development of the child, the formation of important personality traits. They evoke positive emotions, develop inhibitory processes: during the game, children have to react with movement to some signals and refrain from moving with others. In these games, will, ingenuity, courage, quickness of reactions, etc. develop. Joint actions in games bring children together, give them joy from overcoming difficulties and achieving success.
The source of outdoor games with rules is folk games, which are characterized by the brightness of the idea, richness, simplicity and entertainment.
The rules in an outdoor game play an organizing role: they determine its course, the sequence of actions, the relationship of the players, the behavior of each child. The rules oblige to obey the purpose and meaning of the game; children should be able to use them in different conditions.
In the younger groups, the teacher explains the content and rules during the game, in the older ones - before the start. Outdoor games are organized indoors and on a walk with a small number of children or with the whole group. The teacher ensures that all children participate in the game, performing all the required game movements, but not allowing excessive physical activity, which can cause them to be overexcited and tired.
Older preschoolers need to be taught to play outdoor games on their own. To do this, it is necessary to develop their interest in these games, to provide the opportunity to organize them for a walk, during leisure hours, at holidays, etc.
In conclusion, I would like to note that the game, like any creative activity, is emotionally saturated and gives each child joy and pleasure by its very process.
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Game is the leading activity of preschool children
Preschool childhood is the most important first period of children's mental development, in which the foundations of all the mental properties and qualities of the child's personality are laid. It is at this age that adults are in the closest relationship with the child, take the most active part in its development. And since the child is actively exploring the world around him, we adults must take into account the age characteristics of the child and the characteristics of the leading type of his activity.
The leading activity of preschool children, according to psychologists and teachers, is the game (B. G. Ananiev, L. S. Vygotsky, E. E. Kravtsova, A. N. Leontiev, A. S. Makarenko, S. L. Rubinstein , K. D. Ushinsky and others). They note its important role in the formation of the child's psyche and believe that the game is the basis of all subsequent development of the child, since it is in the game that the child gains initial experience and develops the physical and spiritual strengths and abilities that he will need for his subsequent life in society.
But recently, many parents and teachers in their work with children are trying to transfer the child from play activities, as leading for preschool age, to educational, which negatively affects the psychological development of the child's personality.
Highlights of development history general theory games are:
The first at the end of the XIX century. the German psychologist K. Gross attempted a systematic study of the game, which calls games the original school of behavior. For him, no matter what external or internal factors motivate games, their meaning is precisely to become a school of life for children. The game is objectively a primary spontaneous school, the apparent chaos of which provides the child with the opportunity to get acquainted with the traditions of the behavior of people around him. The books were the first to systematize and generalize a large amount of concrete material and pose the problem of the biological essence and meaning of play. Gross sees the essence of the game in that it serves as a preparation for further serious activity; in the game, the child, exercising, improves his abilities. This, according to the gross, is the main meaning of children's play; in adults, play is added to this as an addition to life's reality and as recreation.
The main advantage of this theory is that it links play with development and seeks its meaning in the role it plays in development.
In the theory of the game, formulated by G. Spencer, the source of the game is in excess of forces; excess forces not expended in life, in labor, find their way out in the game.
In an effort to reveal the motives of the game, K. Buhler put forward the theory of functional pleasure (that is, pleasure from the action itself, regardless of the result) as the main motive for the game. The theory of play as an activity generated by pleasure is a particular expression of the hedonic theory of activity, that is, the theory that considers that human activity is regulated by the principle of pleasure or enjoyment. Recognizing functional pleasure, or the pleasure of functioning, as the determining factor for play, this theory sees in play only the functional function of the organism.
Freudian theories of the game see in it the realization of desires repressed from life, since in the game one often plays out and experiences what cannot be realized in life. Adler's understanding of the game comes from the fact that the game manifests the inferiority of the subject, fleeing from life, with which he is unable to cope. According to the psychologist Adler, in the game the child tries to drown out and eliminate his feelings of inferiority and lack of independence ("inferiority complex"). That is why children love to play fairy, wizard, that is why “mother” treats the “daughter” doll so autocratically, taking out on her all her sorrows and troubles associated with real life.
In Russian psychology, D. N. Uznadze, L. S. Vygotsky, S. L. Rubinshtein, and D. B. Elkonin made attempts to give their theory of play. Step by step, Soviet psychology crystallized an approach to play as a special type of child activity.
Domestic psychologists and teachers understood the process of development as the assimilation of universal human experience, universal values.
The brilliant researcher of play, D. B. Elkonin, believes that play is social in nature and directly saturated, and is projected onto a reflection of the world of adults.
The game according to D. B. Elkonin, "... is the activity in which behavior control is formed and improved on the basis of orienting activity." The essence of the game is to try to build an image of the field of possible actions, therefore, this image is its product.
The problem of the game has long attracted the attention of not only foreign but also domestic scientists. Although the authors of these theories consider different aspects of play, they agree that play is the main activity of children. Scientific analysis of play activity shows that play is a reflection of the world of adults by the child, a way of knowing the world around.
In pedagogy, repeated attempts were made to study the types of games, taking into account their functions in the development of children, to give a classification of games.
Foreign classifications of games F. Fröbel based his classification on the principle of differentiated influence of games on the development of the mind (mental games, external senses (sensory games, movements (motor games).
The German psychologist K. Gross also characterizes the types of games in terms of their pedagogical significance: mobile, mental, sensory games that develop the will are classified by K. Gross as “games of ordinary functions”. The second group of games, according to his classification, are "games of special functions". These games are exercises to improve the instincts ( family games, hunting games, courtship, etc.).
Domestic classifications of games: P. F. Lesgaft, N. K. Krupskaya are based on the degree of independence and creativity of children in the game. Games are divided into two groups: games invented by children themselves and games invented by adults.
Krupskaya called the first ones creative, emphasizing them main feature- independent character. This name has been preserved in the classification of children's games, traditional for domestic preschool pedagogy. Another group of games in this classification are games with rules.
But the most popular is the classification by S. L. Novoselova, which is based on the idea of who initiated the games (child or adult). There are three classes of games:
1) games that arise at the initiative of the child (children, independent games:
Game-experimentation;
Independent plot games: plot-display, plot-role-playing, directing, theatrical;
2) games that arise at the initiative of an adult who introduces them for educational purposes:
Educational games: didactic, plot-didactic, mobile;
Leisure games: fun games, entertainment games, intellectual, festive carnival, theatrical performances;
3) games coming from the historically established traditions of the ethnic group (folk, which can arise on the initiative of both adults and older children.
B. Elkonin singled out three components of games: game conditions, plot and content of the game.
Each game has its own playing conditions - the children participating in it, toys, and other items.
With systematic guidance from the teacher, the game can change:
a) from start to finish
I would like to pay special attention to the main functions of the children's game, because the functions can help us determine the essence of the game. According to E. Erickson, "play is a function of the Ego, an attempt to synchronize bodily and social processes with one's Self." From the point of view of the impact on the development of the functions of the game, they are divided into 4 categories.
1. Biological function. From infancy, play promotes coordination of hand, body and eye movements, provides the child with kinesthetic stimulation and the opportunity to expend energy and relax.
2. Inside personal function. The game develops the ability to master situations, explore the environment, comprehend the structure and capabilities of the body, mind, world (i.e., it stimulates and shapes cognitive development).
3. Interpersonal function. The game serves as a testing ground for a vast array of social skills, from how to share toys to how to share ideas.
4. social function. In games that give children the opportunity to take on desirable adult roles, children learn the ideas, behaviors, and values associated in society with these roles.
Also, A. N. Leontiev, in addition to the symbolic and educational function of the game, also speaks of an affective (emotional) one. It has been suggested that there are emotional foundations at the core of the game's genesis.
The value of the game is very difficult to overestimate. A game is a type of activity that consists in the reproduction by children of the actions of adults and the relationship between them, in a special conditional form.
The game as a means of education. In the pedagogical theory of play, special attention is paid to the study of the game as a means of education. Education is the process of developing the qualities of a person's personality.
The fundamental position is that in preschool age the game is the type of activity in which the personality is formed, its internal content is enriched.
Game as a form of organization of children's life. One of the provisions of the pedagogical theory of play is the recognition of play as a form of organizing the life and activities of preschool children. The first attempt to organize the life of children in the form of a game belonged to Froebel. He developed a system of games, mainly didactic and mobile, on the basis of which educational work in kindergarten. All the time of nailing a child in kindergarten was painted in different types of games. After completing one game, the teacher involves the child in a new one.
The game is a reflection of life. The game is important for the formation of a friendly children's team, and for the formation of independence, and for the formation of a positive attitude towards work, and for correcting some deviations in the behavior of individual children, and for many other things.
The game for preschool children is a source of global experiences of the dynamism of one's own Self, a test of the power of self-influence. The child masters his own psychological space and the possibility of life in it, which gives impetus to the development of the whole personality as a whole.
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The game is a special activity that flourishes in childhood and accompanies a person throughout his life. It is not surprising that the problem of play has attracted and continues to attract the attention of researchers, not only educators and psychologists, but also philosophers, sociologists, and ethnographers. There are a number of theories that consider the game from two points of view:
Game as an activity in which the child develops holistically, harmoniously, comprehensively
The game as a means of acquiring and developing knowledge.
It is now generally accepted that the game is the leading activity of a preschool child.
There is also the main specific developmental value of the role-playing game. The developmental nature of the game lies in the fact that it puts forward a number of requirements for the child:
1) This is an imaginary action. The need to act in an imaginary plan leads to the development in children of the symbolic function of thinking, the formation of a plan of representations, and the construction of an imaginary situation.
2) The ability of the child to navigate in a certain way in the system of human relationships, since the game is aimed precisely at their reproduction.
3) Formation of real relationships between playing children. Joint play is impossible without coordination of actions.
It is also generally accepted that knowledge about phenomena is formed in the game. public life about actions and relationships.
Nevertheless, we are forced to state that the game "leaves the kindergarten." And there are several reasons:
1. Children have few impressions, emotions, holidays, without which the development of the game is impossible. Most of the impressions children receive from television programs.
2. The game is a reflection of the life of adults: when playing, the child imitates them, models a variety of socio-cultural situations and relationships. Unfortunately, kindergartens in large cities are faced with the fact that children do not know what their parents are doing.
Parents, in turn, cannot clearly explain to the child where they work and what they do. From children's direct observation, the profession of a seller, a postman, a cutter atelier and a tailor left.
3. Adults don't play. The game cannot be taught otherwise than by playing with the child.
Also, one of the reasons for the departure of the game from the preschool educational institution is our desire to “please” parents, as a result of which teachers only do what they “do” with children. There is a children's play guide. There are currently 3 main methods of guiding children's games.
1. The main way the teacher influences children's play and educating children in the game is to influence its content, i.e., the choice of topic, the development of the plot, the distribution of roles and the implementation of game images. The teacher enters the game to show the children new game techniques or to enrich the content of the game that has already begun.
2. The method of forming a game as an activity is based on the principles:
The teacher plays with the children so that the children master the game skills. The position of an adult is the position of a "playing partner" with whom the child would feel free and equal.
The teacher plays with children throughout preschool childhood, but at each age stage, unfold the game in a special way, so that the children immediately “open up” and learn a new, more complex way of building it.
The formed principles of the organization of the plot game are aimed at developing in children the playing abilities, skills that will allow them to develop an independent game.
3. The method of integrated management of the game.
Having considered three approaches to the management of the game of preschoolers, it is necessary to draw conclusions:
The game should be free from subjects and regulation of actions imposed by adults “from above”.
The child should be able to master the increasingly complex "language" of the game
The game is a joint activity of the teacher and children, where the teacher is a playing partner.
For the development of gaming activity, several conditions must be met: the creation of a subject-developing environment, the presence of a certain time in the daily routine and the activity of the teacher. Without the fulfillment of these conditions, the development of creative amateur play is impossible.
Psychologist A. N. Leontiev considered the leading activity to be one that has a special impact on the development of the child in a given age period.
The educator is assigned certain tasks at each age stage.
Early age group:
In a joint game with children, learn to act with objects and toys, learn to combine them with a simple plot
Develop the ability to perform actions in accordance with the role.
Develop the ability to perform 2-3 consecutive episodes in the game.
Second junior group:
Contribute to the emergence of games on the themes of observations from the surrounding life, literary works.
In joint games with children, develop the ability to come up with a simple plot, choose a role, perform several interrelated actions in the game, and play a role in a joint game with peers.
Teach children how to use building materials in games.
Encourage children to choose their own play items.
Middle group:
In joint games with children that contain several roles, improve the ability to unite in the game, distribute roles, and perform game actions in accordance with the game plan.
To teach children to prepare the environment for the game - to select objects and attributes, to choose a convenient place.
To develop in children the ability to create and use attributes for playing from building material, plastic and wooden constructors.
Develop the ability to independently choose a theme for the game.
Develop the plot based on the knowledge gained from the perception of the environment.
Learn to agree on a topic to start the game, distribute roles, create the necessary conditions.
To teach collectively to build the buildings necessary for the game, to jointly plan the upcoming work.
Develop the ability to use substitute items.
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Game - the main activity of preschool children - Page 4
The game is the main activity of preschool children.
THE ORIGIN OF THE GAME IN THE HISTORY OF SOCIETY, ITS RELATIONSHIP WITH LABOR AND ART.
Leading foreign and domestic teachers consider game as one of the most effective means of organizing children's lives and their joint activities. The game reflects the inner need of children for vigorous activity, it is a means of learning about the surrounding life; in the game, children enrich their sensory and life experience, enter into certain relationships with peers and adults.
Most modern scholars explain game like special kind activities, formed at a certain stage in the development of society.
D. B. Elkonin, based on the analysis of ethnographic material, put forward hypothesis about the historical origin and development of the role-playing game.
He believed that at the dawn of human societyno child's play. Due to the primitiveness of labor itself and the tools necessary for it, children very early began to take part in the work of adults (collecting fruits, roots, catching fish, etc.).
Complication of labor tools, transition to hunting, cattle breeding, agriculture led to change the position of the child in society: the baby could no longer take a direct part in the work of adults, since it required skills, knowledge, dexterity, dexterity, etc.
Adults began to make toys for children to exercise in labor activities(bow, spear, lasso). Exercise games arose, during which the child mastered the necessary skills and abilities in the use of tools, since toys were their models(from a small bow you can hit the target, with a small hoe you can loosen the ground).
Finally, with the emergence of various crafts, the development of technology, complex tools toys stop being models the latter. They were like tools appearance, but not function(toy gun, plow toy, etc.). In other words, toys become images of tools.
It is impossible to practice labor actions with such toys, but you can depict them. Arises role-playing game, in which the desire inherent in a small child to actively participate in the life of adults finds satisfaction. Since such participation in real life is impossible, the child in an imaginary situation reproduces the actions, behavior, relationships of adults.
Hence, role play emerges not under the influence of internal, innate instincts, but as a result well-defined social conditions of the child's life in society . adults, in its turn, contribute to the spread of children's play using specially designed toys, rules, play equipment that are passed down from generation to generation, turning itself play in the culture of society.
In the course of the socio-historical development of mankind, the game is becoming increasingly important for the formation of the child's personality. With her help, children gain experience in interacting with the environment, adopt moral standards, ways of practical and mental activity developed by the centuries-old history of mankind.
Thus, the modern domestic theory of the game is based on the provisions on its historical origin, social nature, content and purpose in human society.
SOCIAL CHARACTER OF CHILDREN'S GAME.
The game has social basis. Children's games and previous years, and today's life convinced that they are connected with the world of adults.
One of the first who proved this position, equipping it with scientific and psychological data, was K. D. Ushinsky. In the work "Man as a subject of education" (1867), K. D. Ushinsky defined the game as a way for the child to enter into the full complexity of the adult world around him.
Children's games reflect surrounding social environment. The figurative reflection of real life in children's games depends on their impressions, the emerging system of values. K. D. Ushinsky wrote: “For one girl, the doll cooks, sews, washes and irons; at the other, he magnifies himself on the sofa, receives guests, hurries to the theater or to a reception; in the morning he beats people, starts a piggy bank, counts money ... ".
But the reality surrounding the child is extremely diverse, and in Game are reflected only some of its aspects s, namely: sphere of human activity, labor, relations between people.
According to the studies of A. N. Leontiev, D. B. Elkonin, R. I. Zhukovskaya, game development throughout the preschool age occurs in the direction from the subject game that recreates the actions of adults, to role play that recreates relationships between people.
In the early years child's life interest in objects prevails that others use. Therefore, in the games of children of this age the actions of an adult are recreated with something, with some object(the child cooks food on a toy stove, bathes the doll in a basin). A. A. Lyublinskaya very aptly called the games of the kids " half-game-half-work».
Expanded form role play observed in children from from 4-5 years old, to the fore act relationship between people, which are carried out through actions with objects, and sometimes without them. Thus the game becomes method of selection and modeling(recreations in specially created conditions) relationships between people, and therefore starts contribute to the assimilation of social experience.
A game social and by her waysimplementation. Game activity, as proved by A. V. Zaporozhets, V. V. Davydov, N. Ya. Mikhailenko, not invented by a child, A given to him by an adult, which teaches the baby to play, introduces socially established ways of playing actions (how to use a toy, substitute objects, other means of embodying an image; perform conditional actions, build a plot, obey the rules, etc.).
Learning in communication with adults the technique of various games, the child then generalizes the game methods and transfers them to other situations. So the game acquires self-movement, becomes a form of the child's own creativity, and this determines its developmental effect.
THE GAME IS THE LEADING ACTIVITY OF A PRESCHOOL CHILD.
In modern pedagogical theory a game regarded as leading activity of the child - preschooler.
Leading game position defined:
Not by the amount of time that the child devotes to her, but by the fact that she satisfies his basic needs;
In the bowels of the game, other types of activity are born and develop;
The game is the most conducive to mental development.
In Game find expressionbasic needs of a preschooler.
First of all, the child tends to independence, active participation in adult life.
As the child develops, the world he perceives expands, an internal need arises to participate in such adult activities that are inaccessible to him in real life. In play, the child takes on a role, trying to imitate those adults whose images are preserved in his experience. While playing, the child acts independently, freely expressing his desires, ideas, feelings.
Child in the first years of life a need to know the world around called psychologists unsaturated. Children's games in all their diversity provide him with the opportunity to learn new things, to reflect on what has already entered his experience, to express his attitude to what is the content of the game.
A child is a growing and developing being. Movement is one of the conditions for its full growth and development. The need for active movement satisfied in all types of games, especially in mobile and didactic games with toys such as cars, wheelchairs, bilbock, table croquet, ball, etc. Various building and construction materials (large and small building materials, various constructors, snow, sand, etc.) have great opportunities for stimulating motor activity, improving the quality of movements .) .
The possibilities of play in the satisfaction inherent in the child are very great. communication needs. In the conditions of a preschool institution, play groups are usually formed that unite children according to common interests and mutual sympathy.
Due to the special attractiveness of the game, preschoolers are able to be more accommodating, compliant, and tolerant in it than in real life. While playing, children enter into such relations, to which they have not yet “grown up” in other conditions, namely: relations of mutual control and assistance, submission, exactingness.
In the bowels of the game, other types of activity (labor, teaching) are born and differentiated (distinguished).
As the game develops, the child masters components inherent in any activity: learns to set a goal, plan, achieve results. Then he transfers these skills to other types of activity, primarily to labor.
At one time, A.S. Makarenko expressed the idea that good game similar to good work: they are related by the responsibility for achieving the goal, the effort of thought, the joy of creativity, the culture of activity.
The game develops arbitrariness of behavior. Due to the need to follow the rules. children become more organized, learn to evaluate themselves and their capabilities, acquire dexterity, dexterity and much more, which makes it easier the formation of strong work skills.
As a leading activity the game most contributes to the formation of neoplasms of the child, his mental processes , including imagination.
One of the first who linked the development of play with the characteristics of children's imagination was K. D. Ushinsky. He drew attention to the educational value of images of the imagination: the child sincerely believes in them, therefore, while playing, he experiences strong genuine feelings.
Another important property of the imagination, which develops in the game, but without which educational activity cannot take place, was pointed out by V. V. Davydov. It's ability transfer the functions of one object to another that does not have these functions(the cube becomes soap, iron, bread, a machine that rides along the table-road and buzzes).
Thanks to this ability, children use in the game substitute objects, symbolic actions(“washed his hands” from an imaginary tap). The wide use of substitute objects in the game in the future will allow the child to master other types of substitution, for example, models, diagrams, symbols and signs, which will be required in teaching.
Thus, in the game of imagination emerges and develops when determining the idea, deploying the plot, playing a role, replacing objects. Imagination helps the child to accept the conventions of the game, to act in an imaginary situation. But the child sees the line between the imaginary in the game and reality, so he resorts to the words "pretend", "as if", "in truth, this does not happen."
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Play is the leading activity in preschool age | open class
The game is the leading activity in preschool age
In the game, all aspects of the child's personality are formed, there is a significant change in his psyche, preparing for the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of preschool children.
A special place is occupied by games that are created by the children themselves - they are called creative, or plot-role-playing. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully forms the personality of the child, therefore it is an important means of education.
The game is a reflection of life. Everything here seems to be “pretend”, but in this conditional environment, which is created by the child’s imagination, there is a lot of real: the actions of the players are always real, their feelings, experiences are genuine, sincere.
The child knows that the doll and the bear are only toys, but he loves them as if they were alive, he understands that he is not a “true” pilot or sailor. But he feels like a brave pilot, a brave sailor who is not afraid of danger, is truly proud of his victory.
Imitation of adults in the game is associated with the work of the imagination. The child does not copy reality, he combines different impressions of life with personal experience.
Children's creativity is manifested in the concept of the game and the search for means in its implementation. How much imagination is required to decide what journey to go on, what ship or plane to build, what equipment to prepare.
In the game, children simultaneously act as playwrights, props, decorators, actors. However, they do not hatch their idea, do not prepare for a long time to fulfill the role as actors.
They play for themselves, expressing their own dreams and aspirations, thoughts and feelings that they own at the moment. Therefore, the game is always improvisation.
The game is an independent activity in which children first come into contact with their peers. They are united by a single goal, joint efforts to achieve it, common interests and experiences.
Children themselves choose the game, organize it themselves. But at the same time, no other activity has such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal, helps to educate purposefulness.
In the game, the child begins to feel like a member of the team, to fairly evaluate the actions and deeds of his comrades and his own. The task of the educator is to focus the attention of the players on such goals that would evoke a commonality of feelings and actions, to promote the establishment of relations between children based on friendship, justice, and mutual responsibility.
Types of games, means, conditions
There are different types of games that are typical for children. These are outdoor games (games with rules), didactic games, dramatization games, constructive games.
Of particular importance for the development of children aged 2 to 7 years are creative or role-playing games. They are characterized by the following features:
1. The game is a form of active reflection by the child of the people around him.
2. A distinctive feature of the game is the very way that the child uses in this activity. The game is carried out by complex actions, and not by separate movements (as, for example, in work, writing, drawing).
3. The game, like any other human activity, has a social character, so it changes with the change in the historical conditions of people's lives.
4. The game is a form of creative reflection of reality by the child. While playing, children bring a lot of their own inventions, fantasies, and combinations into their games.
5. The game is the operation of knowledge, a means of clarifying and enriching it, the way of exercise, and the development of cognitive and moral abilities, the strength of the child.
6. In its expanded form, the game is a collective activity. All participants in the game are in a relationship of cooperation.
7. By diversifying children, the game itself also changes and develops. With systematic guidance from the teacher, the game can change:
a) from start to finish
b) from the first game to subsequent games of the same group of children;
c) the most significant changes in games occur as children develop from younger to older ages. The game, as a kind of activity, is aimed at the child's knowledge of the world around him through active participation in the work and everyday life of people.
The means of the game are:
a) knowledge about people, their actions, relationships, expressed in the images of speech, in the experiences and actions of the child;
b) methods of action with certain objects in certain circumstances;
c) those moral assessments and feelings that appear in judgments about good and bad deed about the beneficial and harmful actions of people.
By the beginning of preschool age, the child already has a certain life experience, which has not yet been sufficiently realized and represents potential abilities rather than the existing ability to implement skills in one's activity. The task of upbringing is precisely to, relying on these potentialities, to advance the consciousness of the baby, to lay the foundation for a full-fledged inner life.
First of all, educational games are a joint activity of children with adults. It is the adult who brings these games into the lives of children, introduces them to the content.
He arouses children's interest in the game, encourages them to take active actions, without which the game is not possible, is a model for performing game actions, the leader of the game organizes the playing space, introduces the game material, monitors the implementation of the rules.
Every game contains two types of rules - rules of action and rules of communication with partners.
Action Rules determine the methods of action with objects, the general nature of movements in space (tempo, sequence, etc.)
Communication rules influence the nature of the relationship between the participants in the game (the order in which the most attractive roles are performed, the sequence of actions of children, their consistency, etc.). So, in some games, all children act simultaneously and in the same way, which brings them together, unites them, and teaches them a benevolent partnership. In other games, children act in turns, in small groups.
This allows the child to observe peers, compare their skills with their own. And, finally, each section contains games in which a responsible and attractive role is played in turn. This contributes to the formation of courage, responsibility, teaches to empathize with a partner in the game, to rejoice at his success.
These two rules in a simple and accessible form for children, without edification and imposing a role on the part of an adult, teach kids to be organized, responsible, self-restraint, develop the ability to empathize, be attentive to others.
But all this becomes possible only if the game developed by an adult and offered to a child, in its finished form (that is, with certain content and rules), is actively accepted by the child and becomes his own game. Evidence that the game is accepted is: asking the children to repeat it, performing the same game actions on their own, actively participating in the same game when it is repeated. Only if the game becomes loved and exciting, it will be able to realize its developmental potential.
Developing games contain conditions that contribute to the full development of the personality: the unity of cognitive and emotional principles, external and internal actions, collective and individual activity of children.
When conducting games, it is necessary that all these conditions are implemented, that is, that each game brings the child new emotions and skills, expands the experience of communication, develops joint and individual activity.
1. Plot - role-playing games
The development of a role-playing game in preschool age
Introduction
The game is the leading activity of a preschooler. In it, as noted by A.N. Leontiev, new mental progressive formations develop and a powerful cognitive motive arises, which is the basis for the emergence of an incentive to study in a younger student.
Throughout the history of human civilization, many types of games have developed. Each of them has its own significance for the development of the psyche and social adaptation of the child, and in general they provide comprehensive development personality, create the prerequisites for its further formation in other, non-game forms of activity. The game develops what the child will need in his adult life. The acquisition of social experience, presented in the richest and most diverse content of games, gives the child the opportunity for a more complete orientation in the world. The game is not a way to acquire new knowledge, it serves to transfer knowledge from the level of superficial familiarization to the level of enriching the child's experience. Thus, knowledge and play complement each other.
There are various classifications of children's games. Let us consider the classification, where the category of “initiative” coming from the subjects of the game is put forward as a basis (developed by S.N. Novoselova).
Grade 1 - Games that arise on the initiative of the children themselves. These include amateur games of experimentation with natural objects and phenomena, animals, people, toys, and other objects, and amateur plot games.
Grade 2 - Games that arise on the initiative of an adult (educational and leisure games). They come to children from adults, but children, having mastered them, can play them on their own, which contributes to the enrichment of amateur games.
Grade 3 - Traditional or folk games that arose in the depths of the ethnic group.
The purpose of the work: to study the classification of games of preschool children.
To do this, we will solve the following tasks: to characterize the games that arise at the initiative of the child; reveal role-playing games in more detail; give summaries of five role-playing games.
Games initiated by the child
At preschool age, the leading games are those that arise on the initiative of the child, i.e. amateur. In them, children themselves set the goal of the game, choose the means and methods for its implementation, create game problem situations themselves and find solutions using the game methods available to them. These games seem to be the most productive for the development of intellectual initiative, the creativity of the child, which manifests itself in setting new game tasks for himself and others who play; for the emergence of new motives and activities. It is amateur games that are the leading activity and are of decisive importance for children's development.
1) Game-experimentation: with natural objects, with animals and people, with special toys.
2) Amateur plot games: plot-display, plot-role-playing, directing and theatrical.
