Prepared by teacher: Sorokina S.V.

MBDOU OV DS "Yolochka" Tarko-Sale

"Organization of play activities for preschoolers at home."

A child needs a game. Children's play is inseparable from toys. The independent play of a 1.5-3 year old child largely depends on how adults organize the selection of toys and their arrangement, i.e. the object-play environment.

The child does not show as much interest in any activity as in play. He is interested, which means learning and development occurs easily and with pleasure. This is the secret of the educational potential of the game. And they are huge:

• Games develop the cognitive abilities of the individual - attention, memory, perception, thinking, imagination, train observation, intelligence, develop children's creative abilities, form the emotional and sensory sphere of children's personality;
• Promote the child's self-discovery. By voluntarily obeying the rules of the game, children learn self-discipline, perseverance, endurance - all those strong-willed qualities without which it is difficult to live and achieve set goals and objectives.

“Playing with children develops the mind, mind, and soul!”

The child’s play reflects various events he experienced in kindergarten, family, and when communicating with different people. The game allows the child to become familiar with many properties and qualities of the objects around him; imitate adult family members in actions, speeches, facial expressions, gestures, and work activities. When playing, the baby seems to put himself in the position of the adult he is imitating. In the role of an adult, he tries to carry out his activities and behavior. By repeatedly repeating the same plot (for example, feeding a doll, dressing and undressing...), the child consolidates forms of behavior and relationships between loved ones. In the play role, he imitates not only the actions, but also the relationships, feelings, and experiences of adults (mothers, fathers, grandparents, brothers and sisters).

All this happens if the games of preschoolers are under the supervision of an adult, if it is built on meaningful communication between adults (parents) and the child.

An important pedagogical condition that promotes the development of a child’s play is the selection of toys. The toy prompts the child to the theme of the game and creates playful connections. Sometimes a shoe box is more important to a child than an expensive car. You can use it in different ways: carry building material, turn it into a bed for a doll or into a stroller for a walk, or a stove for the kitchen. A child's play area should have a variety of toys.

Figurative, motor, and didactic (educational) toys are important. The more diverse the types of toys a child has, the more varied his games. But a variety of toys does not mean a large number of them. It is enough to have 2-3 toys of the same type.

When buying a toy, pay attention not only to their novelty, attractiveness, cost, but the main thing when buying a toy is their pedagogical expediency. Before you make a purchase, ask your child what games the new toy will need.

When the conversation turns to where to store toys, adults usually complain about the lack of space. But even if there is a separate room, children are not given a play corner. Toys are usually put in boxes, and if the toy is not in the child’s field of vision, then it does not provoke him to play, the baby cannot start the game, create a play situation. Toys must be kept open.

Having a permanent place to store toys does not mean that your baby can only play in a certain place. The child strives to play where the adult family members are. He needs constant help, support from adults, and their encouragement. He can choose the kitchen, grandma's room and other rooms as a place to play.

Changing the play environment evokes new play associations in children, influences the choice of topic, generalizes play and moral experience, helps children master toys, and develops their ability to play.

The participation of adults in children's games can vary. If you just bought a toy and the baby knows how to play with it, it is better to give him the opportunity to act independently. But soon the experience wears out and the toy becomes uninteresting. Tell your child new play actions with it, play with him, advise what role he can take on when playing with the toy. Don’t rush to throw away broken toys, fix them together with your child and play with this repair. Make your own toys.

Use Russian folklore, counting rhymes, tongue twisters, riddles, and proverbs in games. These are treasures of folk wisdom.

In Russia, games are called fun; they always help people make life easier, stop grieving, and calm down. Folk games, round dances, and songs are the foundation for the harmonious development of intelligence and the basis for a child’s health. Such simple movements as stretching, clapping, patting the whole body, stamping - massage the biologically active points of the young body. Stomping also helps prevent and treat flat feet and massages internal organs. In addition, folk games have a physiologically based rhythm; the heart beats with the same rhythm.

Remember the old games and fun: such as “Peeping Games”, “Freeze”, “Mirror”, etc. Play these games with your children, and you will see how happy the children will be and how your bad mood will disappear. By playing these games, you and your children receive a huge physiological and psychological boost of energy.

It's no secret that mothers spend a significant part of their time in the kitchen. Try to use this time to communicate with your child.For example, when preparing lunch, you can play the following games with your child in the kitchen:

"Games in the kitchen"

"Edible-inedible."

Goal: development of attention, memory, expansion of vocabulary.

Rules of the game: An adult names different objects (eg potatoes, knife, fork, cake, pan, etc.), the child, in turn, must answer “edible” or “inedible.” Then you can switch roles.

Guessing “Tasty” riddles.

"Color, shape, size"

Goal: development of memory, thinking, attentiveness, logic.

Rules of the game: The parent invites the child to name products (items in the kitchen) of a certain color, shape, size.

"Guess"

Goal: developing the ability to think and analyze, enrichmentspeech, development of creative thinking, imagination, memory.

Rules of the game: Invite your child to guess the object you are describing on a given topic. Then let the child try to describe the object, and you guess!

"Who is bigger"

Target: development of attention, memory, expansion of vocabulary.

Rules of the game: Together with your child, choose a theme for the game (eg: “Dishes”) and take turns naming the dishes. Whoever named the most wins!

"Call me kindly"

Goal: developing word formation skills.

Rules of the game: The parent names any word, and the child must call it affectionately, for example, carrot-carrot, plate-plate, etc.

"Name-calling"

Goal: development of speech, memory, attention, sense of humor.

Rules of the game: Together with your child, choose the theme of the game, for example, fruit. And take turns “calling” each other fruit! (You are an apple!, And you are a pineapple! And you are a banana! Etc.)

Tasks for the development of fine motor skills:

1. sort white and red beans;

2. make some figure, number, letter, word from the beans...;

3. Put cereals (rice/buckwheat/peas) and small Kinder Surprise toys into the bag. Guess by touch the object found in the bag;

Starting from early childhood, it is necessary to develop fine motor skills in a child.

The development of fine motor skills is associated with the baby’s speech and thinking. Some mothers feel that they need to come up with complex exercises and pronounce complex texts while playing finger games. Everything is much simpler. I bring to your attention simple games for the development of fine motor skills that can be played with your child every day: “Pyramid”, “Lace”.

• Games with clothespins: taking them off the rope, etc.
• Pinch off pieces of plasticine (“cockerel grains”), roll balls, crush the plasticine with your fingers;
• Roll pine cones and massage balls with your palms (game “hedgehog”);
• Game “Rain”: with the index finger of one hand we tap on the palm of the other hand;
• String beads, buttons, pyramid rings onto the lace;
• Fasten buttons, zippers, snaps;

Allow your child to play with water in the bath at home; these games relax and calm aggressive children and develop their minds.

The child is very happy about the minutes given to him by his parents in the game. Communication in play is never fruitless for a child. The more precious moments he has in the company of people close to him, the greater the relationship, common interests, and love between them in the future. Common interests bring the family together and create a friendly atmosphere in it. We hope that our recommendations will help your child overcome the difficulties that have arisen.

Memo for parents on organizing children's play activities at home.

1. Teach children to store play items carefully in a specially designated place.

1. Encourage children for success in the game - with words, praise, ratings, points, prizes, etc.

1. Introduce substitute objects into the game (threads, spools, matchboxes, etc.).

1. Teach children to play with new toys and get involved in the game themselves.

1. Do not create an abundance of toys in the play corner; it is better to have toys of various types (lotto, checkers, mosaics, etc.).

1. Periodically remove toys and display them. Use everyday situations as a plot for the game (washing, cleaning, cooking dinner, etc.)

Municipal state preschool educational institution kindergarten No. 10 of a combined type

Consultations for teachers

Educator Shekhovtsova E.N.

Consultations for teachers

“Development of play activity of a preschooler”

general characteristics play activity .

Play is of great importance in a child's life. What a child is like at play, so in many ways he will be at work when he grows up. At the youngest age, the child mainly plays. Its operational functions are very minor and do not go beyond basic self-service.

The most important event in the processdevelopment child is the emergence of independentplay activity . Child 2.6 months. -3 years old begins to play on his own, no longer involving an adult in the game. And the first onegame is a subject-director's play.

Director's play of young children is very similar to object-manipulation playactivity , however, this is not just manipulation with an object, but a real game. The child gives objectsgame sense .

Almost simultaneously with the subject-director'sgame or a little later, another type of game arises - figurative role-playing. In it, the child takes on a role - he becomes a character-image. The game consists of the child imagining himself to be anyone and anything and behaving as the imaginary object is supposed to act.

In the following type of game, which occurs in children at the beginningpreschool age , - plot-role-playing game - the main ones are the human roles and relationships that are played out during these games.

The widespread play of children with dolls is of great importance for the development of role-playing games. After all, it’s easier to play with a doll. Unlike with her peers, she doesn’t get offended and doesn’t stop playing if she’s not interested, and doesn’t say that you can’t do that. In this sense, the doll is an ideal partner for joint play.

In role play with a doll, the child must learn"see" partner. What does a girl do when she carries her doll in her arms? She masters the behavior and feelings of the expectant mother. The core of her experiences and actions is caring for the child - the doll. Parents watchingdaughter playing with a doll , in necessary cases they can tell her what to do with the doll -child : change swaddling clothes, know how to dress.

Learning to see a living child in a dollpreschooler , masters the main condition of a joint role-playing game, where several children act out difficult situations that they observe in life around them (buying and selling goods, visiting a doctor and helping the sick, etc.)

The next and most difficult type of game is playing according to the rules. These include tabletop-printed, outdoor, sports-competitive and other games. Mastering these games involves mastering the rules.Activity children at this time are approaching a newactivity - educational .

Play is important in a person’s life; it is a preparation for work. Therefore, parents, guiding the children'sgame . Using various methods at different stages, helping the child in difficult cases, we must provide the child with as much independence as possible.

Play activity is not limited to role-playing games only. A type of role-playing game is construction games and dramatization games. This group of games is sometimes called creative. In them, children do not simply copy certain aspects of the lives of adults, but creatively comprehend them, reproduce them with the help of roles andgame actions .

Construction games help the child understand the world, structures and mechanisms created by human hands. Any construction game contains an intellectual challenge“How to build?” which the child solves with the help of various materials and actions.

The structure of outdoor games includesgame actions , rules and material. The rules in such games are highlighted before the game starts and are open to the child. In collective outdoor games, the child’s organizational and communication skills are developed.

A special kindplay activity is a didactic game. It is created by an adult specifically for educational purposes, when learning proceeds on the basisgame and didactic task.

Thus, play plays a big role in the life and development of children. In play activities, many of the child’s positive qualities, interest and readiness for upcoming learning are formed, and his intellectual abilities develop. The game reflects and develops the knowledge and skills acquired in the classroom, and reinforces the rules of behavior that children are taught to follow in life.

Play is the most favorite and natural activity of preschoolers. Our task is to make play the content of children's lives, to reveal to children the diversity of the world of play.

One of the principles of the Federal State Educational Standard for preschool education is to build the educational process on age-appropriate forms of working with children.

In the context of the implementation of Federal state requirements for the structure of the basic general education program of preschool education, a significant difference is the exclusion from the educational process of educational activities as not corresponding to the patterns of child development at the stage of preschool childhood. It becomes urgent for a preschool teacher to search for other forms and methods of working with children.
The main form of work with preschool children and the leading activity for them is play. It is the game that allows us to build an education system that is appropriate to the characteristics of preschoolers and ensures variability in preschool education. The Federal State Educational Standard for Education recommends the use of game forms of educational activities in all areas of the educational program.

In play, a child develops as a personality, those aspects of his psyche are formed on which the success of his social practice will subsequently depend. The game is a testing ground for children’s social tests, that is, those tests that children choose for self-test and during which they master ways to solve problems of interpersonal relationships that arise during the game. The game creates the basis for a new leading activity - educational. Therefore, the most important task of pedagogical practice is to optimize and organize a special space in a preschool educational institution to activate, expand and enrich the play activity of a preschooler.

In the light of modern requirements, two possible ways of organizing play in kindergarten are identified.First way lies in the traditional for domestic pedagogythe influence of an adult on the content child's story game; in accordance withthe second way play is seen as a cultural activity andfavorable conditions are created to develop different ways of playing in children.

In a modern kindergarten, children’s games take place in various activity centers, which ensure the diversified development of children in the main areas: physical, social-personal, cognitive-speech and artistic-aesthetic. All activity centers are designed to integrate the educational areas they contain.

For the physical development of children a zone of physical activity has been created: children engage in outdoor play activities in the morning, during a walk, after a nap. In outdoor games, situations are constantly simulated when, with limited time and constantly changing conditions, there is a need to change the situation and choose the necessary action. As a result of this, we develop in children the ability to control their emotions, negotiate with each other, give in, hear a friend, continue his actions or help out, subordinate their desires to existing rules, understand and respect others, correctly perceive criticism, which also influences later on successful socialization.

For the social and personal development of children, centers for role-playing games have been created , mini-museums of dolls, dressing centers that allow you to change your appearance and get to know yourself. While playing, children try themselves in various roles and situations, according to the plot of the game, and this will help them more easily cope with real problems in later life. We help children with this: we teach them how to perform game actions correctly; We guide the game with hints, questions and suggestions. It should be noted thatA plot-role-playing game is mainly a collective game in which communication is carried out in two directions: communication between characters and communication between performers. Role-playing games provide the skill of teamwork and play an important role in the formation of independence and a friendly children's team.

Role-playing game is the basis for the development of theatrical play . Over time, children are not satisfied in their games only with the depiction of adult activities; they begin to be captivated by games inspired by familiar literary works. Due to the fact that every literary work or fairy tale has a moral orientation, theatrical games contribute to the enrichment of social experience. We help the child see the world through the eyes of the character, understand the motives of his actions and empathize with him.

Didactic game - it is also a means of training and education that affects the emotional and intellectual sphere of children, stimulating their activity, during which independence in decision-making is formed, acquired knowledge is absorbed and consolidated, skills and abilities of cooperation are developed, and socially significant personality traits are formed.

In direct educational activities, we use the game as: part of the lesson, methodological technique, method of solution. Didactic games, exercises to develop the emotional sphere, plastic studies, training to eliminate negative emotions help to establish communication with each other and develop communication skills.

For the artistic and aesthetic development of children there are creativity centers, a center for musical and theatrical activities .

Despite all the uniqueness of different types of games, they have a lot in common. They reflect the surrounding reality and are based on the independent activities of children. All games are emotionally rich and bring joy to children.

For the cognitive and speech development of children, speech development centers, educational game centers, and environmental centers have been created. All these centers are integrated with such educational areas as cognition, reading fiction, and communication.

All children’s games develop under our guidance, we introduce them to the life around them, enrich them with impressions, and provide assistance in organizing and conducting games.

In addition, the Federal State Educational Standard places high demands on the developing subject-spatial environment, materials and equipment for games.

The developmental environment should be content-rich, transformable, multifunctional, variable, accessible and safe. What does this mean?

1) Saturation of the environment . The educational space must be sufficiently equipped with teaching and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, inventory (in accordance with the specifics of the Program).

2) Transformability of space assumes the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;

3) Polyfunctionality of materials presupposes the presence of objects that do not have a rigidly fixed method of use, including natural materials, suitable for use in various types of children's games.

4) Environmental Variability involves the presence of various spaces, as well as a variety of materials, games, toys and equipment, ensuring children's free choice; periodic change of game material.

5) Availability of the environment implies children’s free access to games, toys, materials, and aids that provide all basic types of children’s activities;

6) Safety of the subject-spatial environment assumes that all its elements comply with the requirements to ensure the reliability and safety of their use.

Thus, the game contributes to the formation of a full-fledged personality capable of living and working in modern society. Game is the main form of educational activity in the context of the implementation of the Federal State Educational Standard for Education.

Olga Gorbunova
Consultations for teachers “Development of play activities of preschoolers”

general characteristics play activity.

Play is important in a child's life. What a child is like at play, so in many ways he will be at work when he grows up. At the youngest age, the child mainly plays. Its operational functions are very minor and do not go beyond basic self-service.

The most important event in the process development child is the emergence of independent play activity. Child 2.6 months. -3 years old begins to play on his own, no longer involving an adult in the game. And the first one game is a subject-director's play.

Director's play of young children is very similar to object-manipulation play activity, however, this is not just manipulation with an object, but a real game. The child gives objects game sense.

Almost simultaneously with the subject-director's game or a little later, another type of game arises - figurative role-playing. In it, the child takes on a role - he becomes a character-image. The game consists of the child imagining himself to be anyone and anything and behaving as the imaginary object is supposed to act.

In the following type of game, which occurs in children at the beginning preschool age, - plot-role-playing game - the main ones are the human roles and relationships that are played out during these games.

The widespread play of children with dolls is of great importance for the development of role-playing games. After all, it’s easier to play with a doll. Unlike with her peers, she doesn’t get offended and doesn’t stop playing if she’s not interested, and doesn’t say that you can’t do that. In this sense, the doll is an ideal partner for joint play.

In role play with a doll, the child must learn "see" partner. What does a girl do when she carries her doll in her arms? She masters the behavior and feelings of the expectant mother. The core of her experiences and actions is caring for the child - the doll. Parents watching daughter playing with a doll, in necessary cases they can tell her what to do with the doll - child: change diapers, know how to dress, etc.

Learning to see a living child in a doll preschooler, masters the main condition of a joint role-playing game, where several children act out difficult situations that they observe in life around them (buying and selling goods, visiting a doctor and helping the sick, etc.)

The next and most difficult type of game is playing according to the rules. These include tabletop-printed, outdoor, sports-competitive and other games. Mastering these games involves mastering the rules. Activity children at this time are approaching a new activity - educational.

Play is important in a person’s life; it is a preparation for work. Therefore, parents, guiding the children's game. Using various methods at different stages, helping the child in difficult cases, we must provide the child with as much independence as possible.

Play activity is not limited to role-playing games only. A type of role-playing game is construction games and dramatization games. This group of games is sometimes called creative. In them, children do not simply copy certain aspects of the lives of adults, but creatively comprehend them, reproduce them with the help of roles and game actions.

Construction games help the child understand the world, structures and mechanisms created by human hands. Any construction game contains an intellectual challenge “How to build?” which the child solves with the help of various materials and actions.

The structure of outdoor games includes game actions, rules and material. The rules in such games are highlighted before the game starts and are open to the child. In collective outdoor games, the child’s organizational and communication skills are developed.

A special kind play activity is a didactic game. It is created by an adult specifically for educational purposes, when learning proceeds on the basis game and didactic task.

Consultation for parents

"Development of gaming activities"

There are no identical people in the world. We are all very different. But every person wants to be understood, accepted for who he is, not to break his personality, but to help him become even better, even more beautiful. We especially appreciate, and sometimes demand, such an attitude from people close to us,
It is the early forms of communication that largely determine their further development and influence a person’s personality, his attitude towards people around him, towards himself, towards the world. If a child’s ability to communicate in childhood is not sufficiently developed, then in the future he may have interpersonal and intrapersonal conflicts, which are very difficult and sometimes impossible for an adult to resolve (correct).
By preschool age, a child already has experience communicating with adults and peers, but the involuntary nature of behavior predominates. This allows us to empirically and experimentally trace the connection between a child’s communication disorders in the family and his communication disorders with peers and with problems in the development of his personality.
With the help of the game, problems of mutual understanding between children and adults are solved, communication skills with peers are developed, typical emotional and personal disorders in disharmonious family relationships (fear, anxiety, aggression, inadequate self-esteem) are corrected. Games help children adapt to preschool.
In early childhood, elements of role-playing play arise and begin to develop. In role-playing games, children satisfy their desire to live together with adults and, in a special, playful form, reproduce the relationships and work activities of adults.
In preschool age, play becomes the leading activity, but not because the modern child, as a rule, spends most of his time in games that entertain him - play causes qualitative changes in the child’s psyche.
^ The genesis of a child’s communication with adults and peers
From birth, a child gradually masters social experience through emotional communication with adults, through toys and objects around him, through speech, etc. To independently comprehend the essence of the world around him is a task beyond the capabilities of a child. The first steps in his socialization are taken with the help of an adult. In this regard, the problem of the child’s communication with other people arises. Research by M.I. Lisina and others show that the nature of a child’s communication with adults and peers changes and becomes more complex throughout childhood, taking the form of direct emotional contact, contact in the process of joint activity, or verbal communication. The development of communication, the complication and enrichment of its forms, opens up new opportunities for the child to learn various kinds of knowledge and skills from those around him, which is of paramount importance for the entire course of mental development and for the formation of the personality as a whole.
Reciprocity in communication with adults begins to manifest itself in infants at 2 months. The baby develops special activity, trying to attract the attention of an adult in order to become the object of the same activity on his part. This first form of communication with adults in a child’s life M.I. Lisina called it situational-personal or direct-emotional. Its appearance is preceded by considerable work by both the adult and the child. A newborn comes into the world without the need for communication and without the ability to communicate. From the first days of his birth, an adult organizes an atmosphere of communication, establishes a signaling connection with the baby, constantly remodels his behavior, highlighting and strengthening some actions in him, muffling others.
The first acts of protest, opposition, opposing oneself to others - these are the main moments that are usually described as the content of the first year of life.
From one to three years, a new stage begins in the child’s development - early childhood. The child’s activities from the perspective of relationships with adults can be characterized as joint activities. The child wants the elders to join him in activities with objects, he demands their participation in their affairs, and the child’s object actions become a joint action between him and the adult, in which the element of the adult’s assistance is leading.
The content of the need for cooperation with an adult within the framework of situational business communication undergoes changes in children. In the first year and a half, at the pre-speech level of development, they need help in objective actions. Later, at the speech level, the desire for cooperation takes on a new shade. The child is not limited to waiting for help from the elder. Now he wants to act like an adult, and follow the example and model, copy it.
The situational and business form of communication plays a very important role in the formation of a child’s personality. A delay in the direct emotional stage of communication with an adult is fraught with delays in the baby’s development and difficulties in adapting to new living conditions.
In early childhood, not only the elder influences the development of the child’s personality. There comes a time when the child strives to communicate with other children. The experience of communicating with adults largely predetermines communication with peers and is realized in relationships between children.
In his research A.G. Ruzskaya notes that a child’s communication with an adult and a peer are varieties of the same communicative activity.
Emotional and practical communication with peers contributes to the development of such personal qualities as initiative, freedom (independence), allows the child to see his capabilities, helps the further formation of self-awareness, and the development of emotions.
In the first half of preschool childhood (3-5 years), the child experiences a new form of communication with adults, which is characterized by their cooperation in cognitive activity. M.I. Lisina called this “theoretical collaboration.” The development of curiosity forces the baby to pose increasingly complex questions. “Why” turn to an adult for an answer or for an assessment of their own thoughts. At the level of non-situational cognitive communication, children experience an urgent need to respect their elders and show increased sensitivity to their attitude. The child is not sure, he is afraid that they will laugh at him. Therefore, an adult needs to take the child’s questions seriously and support his curiosity.
Communication with peers becomes more and more attractive for the child; a situational and business form of communication with peers (4-5 years old) takes shape. Role-playing game is the leading activity in this period. The relationships between adults begin to be played out by children, and for them it is very important to cooperate with each other, to establish and play roles, norms, and rules of behavior, but the adult still becomes the regulator of the game. The transition from complicity to cooperation represents a noticeable progress in the field of communicative activities with peers.
^ General characteristics of gaming activities
It is often said that a child plays when he, for example, manipulates an object or performs one or another action shown to him by an adult (especially if this action is performed not with a real object, but with a toy). But real play action will occur only when the child means another by one action, and another by one object. The game action is iconic (symbolic) in nature. It is in play that the formulated sign function of the child’s consciousness is most clearly revealed. Its manifestation in the game has its own characteristics. Game substitutes for objects may have significantly less similarity with them than, for example, the similarity of a drawing with the depicted reality. However, game substitutes should allow you to act with them in the same way as with the replaced item. Therefore, by giving his name to the chosen substitute object and attributing certain properties to it, the child also takes into account some of the features of the substitute object itself. When choosing substitute objects, the preschooler proceeds from the real relationships of the objects.
In play activities, the preschooler not only replaces objects, but also takes on one or another role and begins to act in accordance with this role. Although a child can take on the role of a horse or a terrible animal, most often he portrays adults - a mother, a teacher, a driver, a pilot. In the game, the child discovers for the first time the relationships that exist between people in the process of their work, their rights and responsibilities.
Responsibilities towards others are what the child feels necessary to fulfill, based on the role he has taken on. Other children expect and demand that he correctly fulfill his role.
The role in a story game is precisely to fulfill the duties that are imposed by the role and to exercise rights in relation to other participants in the game.
^ Relationships between children in a play situation
There are two types of relationships in the game - gaming and real. Game relationships reflect relationships in plot and role. So, if a child has taken on the role of Karabas Barabas, then, in accordance with the plot, he will be exaggeratedly angry towards children who have taken on the roles of other characters in A. Tolstoy’s fairy tale “The Adventures of Pinocchio, or the Golden Key”.
The real relationship is the relationship between children as partners, comrades performing a common task. They can agree on the plot, the distribution of roles, and discuss questions and misunderstandings that arose during the game. In play activities, certain forms of communication between children arise. The game requires from the child such qualities as initiative, sociability, and the ability to coordinate his actions with the actions of a group of peers in order to establish and maintain communication.
Elements of communication appear very early, when children do not yet know how to build a detailed plot game, but play individually - each on his own. Typically, during this period of play development, the child is focused on his own actions and pays little attention to the actions of another child. However, from time to time, fed up with his own play, the baby begins to look at how another child is playing. Interest in a peer’s game leads to attempts to establish certain relationships. The first forms of relationships are manifested in the child’s desire to get closer to another child, to play next to him, in the desire to give up part of the space occupied for his own play, in a timid smile given to another at the moment when the children meet their gaze. Such light contacts do not change the very essence of the game - each child plays on his own, observing “distance discipline” as much as possible.
During the period when play consists only of performing the most basic actions with toys. The interaction between a child and a peer is short-term. The content of the game does not yet provide grounds for sustainable communication. At this stage, children can exchange toys and help each other.
With the development of gaming skills and the complication of game plans, children begin to engage in longer-term communication. The game itself demands this and promotes this. Penetrating deeper into the life of adults, the child discovers that this life constantly takes place in communication, in interaction with other people. The desire to reproduce adult relationships in play leads to the fact that the child begins to need partners who would play with him. Hence the need arises to come to an agreement with other children and organize a game together that includes several roles.
In playing together, children learn the language of communication. Mutual understanding and mutual assistance, they learn to coordinate their actions with the actions of others.
Bringing children together to play together helps to further enrich and complicate the content of games. Each child's experience is limited. He is familiar with a relatively narrow range of actions performed by adults. In the game there is an exchange of experience. Children learn from each other and turn to adults for help. As a result, games become more diverse. The complication of the content of games leads, in turn, not only to an increase in the number of participants in the game, but also to the complication of real relationships, to the need for clearer coordination of actions.
Game relationships can be complicated by real ones if the initiator of the game takes on the role of a subordinate, but actually continues to lead the game.
With the development of the ability to create a detailed plot plan and plan joint activities, the child comes to the need to find a place among the players, establish connections with them, understand the desires of the players and balance their own desires and capabilities with them.
If the children fail to agree among themselves, the game will fall apart. Interest in the game and the desire to participate in it lead to the fact that children make mutual concessions.
^ Game and communication
In preschool age, role-playing play is the leading activity, and communication becomes a part and condition of it. At this age, that relatively stable inner world is acquired, which gives grounds for the first time to call the child a personality, although not fully formed, but capable of further development and improvement.
This is facilitated by play and various types of productive activities (construction, modeling, drawing, etc.), as well as initial forms of labor and educational activities.
The development of story-based play in a preschooler makes it possible to recreate in an active, visually effective form an immeasurably wider sphere of reality, far beyond the boundaries of the child’s personal practice. In the game, the preschooler and his partners, with the help of their movements and actions with toys, actively reproduce the work and life of the adults around them, the events of their lives, the relationships between them, etc.
A preschool child, entering a group of peers, already has a certain supply of rules, patterns of behavior, some moral values ​​that have developed in him thanks to the influence of adults and parents. A preschooler imitates close adults, adopting their manners, borrowing from them their assessment of people, events, and things. And all this is transferred to play activities, to communication with peers, and formulates the child’s personal qualities.
The contents, plots of the game preferred by the child, the peculiarities of his speech allow us to presumably establish the type of communication of the preschooler in the family, intra-family interests and relationships.
An encouraging attitude towards gaming activities on the part of parents has a great positive impact on the development of the child’s personality. Condemnation of the game, the desire of parents to immediately switch the child to educational activities, gives rise to an intrapersonal conflict in the preschooler. The child develops a feeling of guilt, which can outwardly manifest itself in reactions of fear, low level of aspirations, lethargy, passivity, and contributes to the emergence of a feeling of inferiority.
In conditions of playful and real communication with peers, the child is constantly faced with the need to put into practice the learned norms of behavior and to adapt these norms and rules to a variety of specific situations. In the play activities of children, situations constantly arise that require coordination of actions, the manifestation of a friendly attitude towards play partners, and the ability to abandon personal desires in order to achieve a common goal. In these situations, children do not always find the necessary ways of behavior. Conflicts often arise between them, when each defends their rights, regardless of the rights of their peers. The depth and duration of conflicts in preschoolers largely depends on the patterns of family communication they have learned.
In a peer group, public opinion and mutual assessment of children gradually develop, which significantly influence the development of the child’s personality.
Assessment from a peer group is especially important in older preschool years. The child often tries to refrain from actions. Disapproving peers, strives to earn their positive attitude.
Each child occupies a certain position in the group, which is expressed in how his peers treat him. The degree of popularity a child enjoys depends on many reasons: his knowledge, mental development, behavioral characteristics, ability to establish contacts with other people, appearance, etc.
Peers unite in play, taking into account their own personal relationships and sympathies to a greater extent, but sometimes an unpopular child ends up in a play group for roles that no one wants to fill.
Relationships with peers regarding the game and plot-role relationships have a significant impact on the development of the child’s personality, contribute to the development of such personal qualities as mutual assistance, responsiveness, etc. Relationships through about the game, since it is here that the learned norms and rules of behavior are formed and actually manifested, which form the basis of the moral development of a preschooler and form the ability to communicate in a group of peers.
Conclusion
In play activities, the mental qualities and personal characteristics of the child are most intensively formed. The game develops other types of activities, which then acquire independent meaning.
Gaming activity influences the formation of arbitrariness of mental processes. Thus, in play, children begin to develop voluntary attention and voluntary memory. During play, children concentrate better and remember more than in laboratory experiments. The conscious goal (to focus attention, remember and recall) is highlighted for the child earlier and is easiest in the game. The very conditions of the game require the child to concentrate on the objects included in the game situation, on the content of the actions being played out and the plot. If a child does not want to be attentive to what the upcoming game situation requires of him, if he does not remember the conditions of the game, then he is simply driven out by his peers. The need for communication and emotional encouragement forces the child to focus and remember.
The gaming situation and actions in it have a constant impact on the development of the mental activity of a preschool child. In the game, the child learns to act with a substitute object - he gives the substitute a new game name and acts with it in accordance with the name. The substitute object becomes a support for thinking. Based on actions with substitute objects, the child learns to think about a real object.
At the same time, the child’s experience of gaming and especially real relationships in role-playing games forms the basis of a special property of thinking that allows one to take the point of view of other people, anticipate their future behavior and, depending on this, build one’s own behavior.
List of used literature
1. Raising children in the senior group of kindergarten/V.V. Gerbova, R.A. Ivankova, R.G. Kazakova and others - M.: 1984
2. V.S. Mukhina “Child Psychology” - M.: 2000
3. M.A. Panfilova “Game therapy of communication” - M.: 2002.