Play is a special activity that blossoms in childhood and accompanies a person throughout life.
With its help, children gain experience interacting with the world around them and acquire moral standards.
The game reflects the sphere of human activity, labor, and relationships between people.
Research by A.N. Leontyeva, D.B. Elkonina, R.I. Zhukovskaya show that the development of play during preschool age occurs in the direction from objective play, recreating the actions of adults, to role-playing play, recreating relationships between people.
Game activity, as proven by A.V. Zaporozhets, V.V. Davydov is not invented by a child, but given to him by an adult who teaches the child to play and introduces him to socially established methods of play actions.
Having mastered the techniques of various games in communication with an adult, the child then generalizes the gaming methods and transfers them to other situations.
In modern pedagogical theory, play is considered as the leading activity of a preschool child, since it satisfies all his (basic) needs: communication, fantasy, knowledge of the world around him, activity, movement, interaction with peers, independence….
In the game, the child takes on a role, trying to imitate those adults whose images have been preserved in his experience.
While playing, the child acts independently, freely expressing his desires, ideas, and feelings. Unlike everyday life, where he is constantly taught and protected, in the game a child can do anything: sail on a ship, fly in space, teach students at school……. Thus, as K.D. pointed out. Ushinsky,
“…. tries his hand,” living the life that awaits him in the future.
As the game develops, the child masters the components inherent in any activity: - learns to set a goal for himself
- to plan
- achieve results
Then he transfers these skills to other types of activities, primarily to work.
The game develops arbitrariness of behavior. Out of necessity, by following the rules of the game, children become more organized, learn to evaluate themselves and their capabilities, acquire dexterity, dexterity and much more, which facilitates the formation of strong work skills.
The main difference between a game and other types of productive activity is that the game is focused on the process itself, and not on the result.
Classification of children's games
(according to S.L. Novoselova)
The classification is based on the idea of ​​whose initiative games arise (child or adult).
There are three classes of games:
1. games arising on the initiative of the child (children) - independent games:
game - experimentation;
independent plot games (plot-display, plot-role-playing, director's, theatrical);
games with building materials.
2. games that arise on the initiative of an adult who introduces them for educational and educational purposes:
educational games (didactic, plot-didactic, active);
leisure (fun games, entertainment games, intellectual games, ...);
3. games that come from the historically established traditions of the ethnic group (folk games), which can arise both on the initiative of an adult and older children.
Games with rules
Games with rules are a special group of games specially created to solve certain problems in teaching and raising children. These are games with ready-made content, with fixed rules that are an indispensable component of the game. Educational tasks are realized through the child’s playful actions when performing a task.
Games with rules
didactic mobile
Games with rules
Plot-less
(“Cat and Mouse”, “Shop”, ! “Gardener”…) (“Magic Wand”, “What has changed?”…..)
The meaning of games with rules:
mastering a rule means mastering your behavior;
dexterity, attentiveness;
helping a friend;
self-esteem and mutual esteem;
desire for improvement.
Thus, games with rules are the most important means of raising and teaching preschool children!!!
Didactic games
by content by didactic material
(mathematics, speech, ecology...) (games with objects, toys, board-printed, verbal)
Structure of didactic games
Educational (didactic task) game actions rules

Outdoor games are complex motor and emotional activities of children, aimed at solving motor problems, based on movement and the presence of rules.

Outdoor games

PI with sports game rules

(elements of volleyball, basketball,

badminton, football,

hockey, towns)

plot non-plot

reflect life or motor play

a fabulous episode of a task (relay race, dash,

(“Sparrows and cars”, competition games..)

"Swan geese"…)

fun games (“Horned Goat”,

“Okay”...)

Outdoor games

By degree of mobility by predominant movement by object

(small, medium, large) (with jumping, running, climbing) (balls, ribbons, hoops...)

The meaning of outdoor games:

1. Health promotion (YES + positive emotions + accelerated pace + load);

2. beneficial effect on the physical development of children;

3. formation and improvement of motor skills and physical qualities;

4. formation of moral qualities (fairness, honesty, ability to obey general rules....);

5. orientation in space;

6. speech development;

7. education of national identity (folk games); - NRK (GOS);

8. aesthetic education (emotions, folklore, music, expressiveness of movements....);

9. development of communication skills;

10. knowledge of the surrounding world (the content of the games contains a lot of educational material - expansion and clarification of ideas about the habits of animals, people’s lives...);

11. mental development (development of attention, memory, spatial orientation, creative imagination, intelligence, ....);

12. creative development (variability).

Thus, the use of the entire complex of emotional, health, cognitive and educational components contained in outdoor games contributes to the implementation of the objectives of the comprehensive development of children!!!

Traditional classification of children's games

Creative games - in which the child shows his creativity, initiative, and independence.

Creative games

Director's plot-role-playing theatrical games with construction

Material

plot-display games

Director's games are games in which the child shows creativity and imagination, inventing the content of the game, determining its participants, the roles played by toys (substitute objects; inanimate objects) that do not have their own desires, interests, claims.

The child (director) creates the plot of the game, its script. Having taken a topic, the child develops it depending on how he understands the display of events.

The plot is a chain of actions.

Speech is the main component (for all the characters and the author).

Plot-based games are games in which a young child learns ways of operating with objects and masters the sequence of actions; then the child enriches the game with a simple plot and plays a role (prerequisites for a role-playing game).

Plot-role-playing games are games based on an imaginary or imaginary situation (plot), which consists of the child taking on a role and performing it in a created or play environment.

Structural components of a role-playing game

Role-playing games

household industrial public

(home, family, laundry...) (shop, studio, hairdresser...) (holiday, birthday, city day...)

Theatrical games - the deployment of literary works (fairy tales, short stories, dramatizations) in the faces.

The heroes of literary works become characters, and their adventures and life events, changed by children's imagination, become the plot of the game.

Games with building materials are games that are based on constructive skills and abilities.

Construction on a given topic according to the design of the game with natural materials

according to the sample (cones, pebbles…….)

playing with sand, water, snow

Consultation for teachers “Game activities of preschoolers”

Completed by: teacher of the first qualification category Malysheva S.N.

Consultation for teachers Topic: “Game activities of preschoolers”
Play is a special activity that blossoms in childhood and accompanies a person throughout life.
With its help, children gain experience interacting with the world around them and acquire moral standards.
The game reflects the sphere of human activity, labor, and relationships between people.
Research by A. N. Leontyev, D. B. Elkonin, R. I. Zhukovskaya shows that the development of play during preschool age occurs in the direction from object-based play, recreating the actions of adults, to role-playing play, recreating relationships between people.
Play activities, as proven by A.V. Zaporozhets and V.V. Davydov, are not invented by the child, but are given to him by an adult who teaches the child to play and introduces him to socially established methods of play actions.
Having mastered the techniques of various games in communication with an adult, the child then generalizes the gaming methods and transfers them to other situations.
In modern pedagogical theory, play is considered as the leading activity of a preschool child, since it satisfies all his (basic) needs: communication, fantasy, knowledge of the world around him, activity, movement, interaction with peers, independence….
In the game, the child takes on a role, trying to imitate those adults whose images have been preserved in his experience.
While playing, the child acts independently, freely expressing his desires, ideas, and feelings. Unlike everyday life, where he is constantly taught and protected, in the game a child can do anything: sail on a ship, fly in space, teach students at school……. Thus, as K. D. Ushinsky pointed out,
“…. tries his hand,” living the life that awaits him in the future.
As the game develops, the child masters the components inherent in any activity: - learns to set a goal for himself
- to plan
- achieve results
Then he transfers these skills to other types of activities, primarily to work.
The game develops arbitrariness of behavior. Out of necessity, by following the rules of the game, children become more organized, learn to evaluate themselves and their capabilities, acquire dexterity, dexterity and much more, which facilitates the formation of strong work skills.
The main difference between a game and other types of productive activity is that the game is focused on the process itself, and not on the result.
Classification of children's games
(according to S. L. Novoselova)
The classification is based on the idea of ​​whose initiative games arise (child or adult).
There are three classes of games:
1. games arising on the initiative of the child (children) - independent games:
game - experimentation;
independent plot games (plot-display, plot-role-playing, director's, theatrical);
games with building materials.
2. games that arise on the initiative of an adult who introduces them for educational and educational purposes:
educational games (didactic, plot-didactic, active);
leisure (fun games, entertainment games, intellectual games, ...);
3. games that come from the historically established traditions of the ethnic group (folk games), which can arise both on the initiative of an adult and older children.
Games with rules
Games with rules are a special group of games specially created to solve certain problems in teaching and raising children. These are games with ready-made content, with fixed rules that are an indispensable component of the game. Educational tasks are realized through the child’s playful actions when performing a task.
Games with rules
Didactic mobile
Games with rules
Plot-less
(“Cat and Mouse”, “Shop”, ! “Gardener”…) (“Magic Wand”, “What has changed?”…..)
The meaning of games with rules:
mastering a rule means mastering your behavior;
dexterity, attentiveness;
helping a friend;
self-esteem and mutual esteem;
desire for improvement.
Thus, games with rules are the most important means of raising and teaching preschool children!!!
Didactic games
By content according to didactic material
(mathematics, speech, ecology...) (games with objects, toys, board-printed, verbal)
Structure of didactic games
Educational (didactic task) game actions rules

Outdoor games are complex motor and emotional activities of children, aimed at solving motor problems, based on movement and the presence of rules.

Outdoor games

PI with sports game rules

(elements of volleyball, basketball,

Badminton, football,

Hockey, towns)

Plot non-plot

Reflect life or motor play

A fabulous episode of a task (relay race, dash,

(“Sparrows and cars”, competition games..)

"Swan geese"…)

Fun games (“Horned Goat”,

“Okay”...)

Outdoor games

By degree of mobility by predominant movement by object

(small, medium, large) (with jumping, running, climbing) (balls, ribbons, hoops...)

The meaning of outdoor games:

1. Health promotion (YES + positive emotions + accelerated pace + load);

2. beneficial effect on the physical development of children;

3. formation and improvement of motor skills and physical qualities;

4. formation of moral qualities (fairness, honesty, ability to obey general rules....);

5. orientation in space;

6. speech development;

7. education of national identity (folk games); — NRK (GOS);

8. aesthetic education (emotions, folklore, music, expressiveness of movements....);

9. development of communication skills;

10. knowledge of the surrounding world (the content of the games contains a lot of educational material - expansion and clarification of ideas about the habits of animals, people’s lives...);

11. mental development (development of attention, memory, spatial orientation, creative imagination, intelligence, ....);

12. creative development (variability).

Thus, the use of the entire complex of emotional, health, cognitive and educational components contained in outdoor games contributes to the implementation of the objectives of the comprehensive development of children!!!

Traditional classification of children's games

Creative games - in which the child shows his creativity, initiative, and independence.

Creative games

Director's plot-role-playing theatrical games with construction

Material

Story-based games

Director's games are games in which the child shows creativity and imagination, inventing the content of the game, determining its participants, the roles played by toys (substitute objects; inanimate objects) that do not have their own desires, interests, claims.

The child (director) creates the plot of the game, its script. Having taken a topic, the child develops it depending on how he understands the display of events.

The plot is a chain of actions.

Speech is the main component (for all the characters and the author).

Plot-based games are games in which a young child learns ways of operating with objects and masters the sequence of actions; then the child enriches the game with a simple plot and plays a role (prerequisites for a role-playing game).

Plot-role-playing games are games based on an imaginary or imaginary situation (plot), which consists of the child taking on a role and performing it in a created or play environment.

Structural components of a role-playing game

Role-playing games

Household industrial public

(home, family, laundry...) (shop, studio, hairdresser...) (holiday, birthday, city day...)

Theatrical games - the deployment of literary works (fairy tales, short stories, dramatizations) in the faces.

The heroes of literary works become characters, and their adventures and life events, changed by children's imagination, become the plot of the game.

Games with building materials are games that are based on constructive skills and abilities.

Construction on a given topic according to the design of the game with natural materials

According to the sample (cones, pebbles…….)

Games with sand, water, snow

Consultation for teachers “Game activities of preschoolers”

Completed by: teacher of the first qualification category Malysheva S.N.

Municipal educational institution MDOU No. 15 “Rucheyok”

Rtishchevo, Saratov region

Completed by: Kuryshova N.N.

Speech development of preschoolers in play activities

Preschool age is a unique and decisive period in the development of a child, when the foundations of personality emerge, will and voluntary behavior are formed, imagination, creativity, and general initiative actively develop. However, all these most important qualities are formed not in educational classes, but in the leading and main activity of a preschooler - in play.

The most significant change, which is noted not only by psychologists, but also by the majority of experienced preschool teachers, is that children in kindergartens began to play less and worse, especially role-playing games decreased (both in number and duration).

Preschoolers practically do not know traditional children's games and do not know how to play. Lack of time to play is usually cited as the main reason. Indeed, in most kindergartens the daily routine is overloaded with various activities and there is less than an hour left for free play.

However, even during this hour, according to the observations of teachers, children cannot play meaningfully and calmly - they fidget, fight, push - therefore, educators strive to fill the children’s free time with quiet activities or resort to disciplinary measures. At the same time, they state that preschoolers do not know how and do not want to play.

This is true. The game does not arise by itself, but is passed on from one generation of children to another - from older to younger. Currently, this connection between children's generations has been interrupted (children's communities of different ages - in the family, in the yard, in the apartment - are found only as an exception). Children grow up among adults, but adults have no time to play, and they don’t know how to do it and don’t consider it important. If they deal with children, then they teach them. As a result, the game disappears from the lives of preschoolers, and with it childhood itself disappears.

The curtailment of play in preschool age has a very sad effect on the general mental and personal development of children. As you know, it is in play that a child’s thinking, emotions, communication, imagination, and consciousness develop most intensively.

The advantage of play over any other children's activity is that in it the child himself, voluntarily obeys certain rules, and it is the implementation of the rules that gives maximum pleasure. This makes the child’s behavior meaningful and conscious, transforms it from spontaneous to strong-willed. Therefore, play is practically the only area where a preschooler can show his initiative and creative activity.

And at the same time, it is in play that children learn to control and evaluate themselves, understand what they are doing, and want to act correctly. The attitude of modern preschoolers to play (and therefore the play activity itself) has changed significantly. Despite the preservation and popularity of some game plots (hide and seek, tag, daughters and mothers), children in most cases do not know the rules of the game and do not consider it obligatory to follow them. They cease to correlate their behavior and their desires with the image of an ideal adult or the image of correct behavior.

But it is precisely this independent regulation of his actions that turns the child into a conscious subject of his life, makes his behavior conscious and voluntary. Of course, this does not mean that modern children do not master the rules of behavior - everyday, educational, communication, traffic, etc. However, these rules come from the outside, from adults, and the child is forced to accept them and adapt to them.

The main advantage of the game rules is that they are voluntarily and responsibly accepted (or generated) by the children themselves, so in them the idea of ​​​​what and how to do is fused with desires and emotions. In a developed form of play, children themselves want to act correctly. The departure of such rules from the game may indicate that for modern children the game ceases to be a “school of voluntary behavior”, but no other activity for a 3-6 year old child can fulfill this function.

But voluntariness is not only about acting according to the rules, it is about awareness, independence, responsibility, self-control, and inner freedom. Deprived of play, children do not gain all this. As a result, their behavior remains situational, involuntary, and dependent on the adults around them.

Observations show that modern preschoolers do not know how to organize their activities themselves, to fill them with meaning: they wander around, push, sort out toys, etc. Most of them do not have a developed imagination, lack creative initiative and independent thinking. And since preschool age is the optimal period for the formation of these most important qualities, it is difficult to harbor the illusion that all these abilities will arise by themselves later, at a more mature age. Meanwhile, parents, as a rule, are little concerned about these problems.

The main indicator of the effectiveness of the kindergarten and the well-being of the child is the degree of readiness for school, which is expressed in the ability to count, read, write and follow adult instructions. Such “readiness” not only does not contribute, but also hinders normal schooling: having become fed up with forced educational activities in kindergarten, children often do not want to go to school, or lose interest in studying already in the lower grades.

The benefits of early learning are felt only in the first 2-3 months of school life - such “ready” children no longer need to be taught to read and count. But as soon as they need to show independence, curiosity, the ability to decide and think, these children give in and wait for instructions from an adult. Needless to say, such passivity, lack of interests and independence, internal emptiness will have very sad results not only in school

Game is one of those types of children's activities that are used by adults to educate preschoolers, teach them various actions with objects, methods and means of communication.

Theoretical ideas about the essence of children's play, developed in Russian psychology, basically boil down to the following:

The game takes its place among other reproductive activities, being the leading one in preschool age. It is in the process of play as a leading activity that the main mental new formations of a given age arise;

The game is a special activity, social in origin, content and structure;

The development of play does not occur spontaneously, but depends on the conditions of the child’s upbringing, i.e. social phenomena.

The community in a child’s life is the group of children in which he lives and develops. His main activity is playing.

A child gains significant experience through play. From his play experience, the child draws ideas that he associates with the word. Play and work are the strongest incentives for the manifestation of children's initiative in the field of language; they should be primarily used in the interests of children's speech development.

The child comes into frequent repeated contact with the objects presented in the game, as a result of which they are easily perceived and imprinted in memory. Each object has its own name, each action has its own verb.

The word is part of reality for the child. From this it follows how important it is, in the interests of stimulating the activity of children and the development of their language, to thoughtfully organize their play environment, provide them with an appropriate selection of objects and toys that will nourish this activity and, on the basis of the enriched stock of specific ideas that it enriches, develop their language.

The teacher’s participation in children’s free play cannot be limited to organizing the environment and selecting play material. He should show interest in the game process itself, give children new words and expressions associated with new situations; talking to them about the essence of their games, influence the enrichment of their language. By guiding the observations of children when familiarizing them with the environment, the teacher must help ensure that the life observed by children stimulates them to reproduce in play, and therefore in language, their positive, best sides.

Thus, pedagogical measures in organizing free play for children come down to the following:

Organize a play area that is appropriate for the age and number of children playing on it.

Consider the selection of toys, materials, manuals and constantly monitor their updating in accordance with the needs of the developing game process and the general development of children.

Guiding the observations of children, promote the display in the game of the positive aspects of social and work life.

Encourage grouping of children in the game (by age, development, speech skills) to promote the growth and development of the language of the weaker and lagging behind. It is recommended to include older children in the game.

Show interest in children’s games through conversations based on their content, guide the game and, in the process of such guidance, exercise the children’s language.

A child playing talks continuously; he speaks even if he plays alone, manipulates objects that do not stimulate conversation.

But there are toys whose value as stimuli for children’s speech is exceptional. These are toys depicting animate objects: animals, people. The horse that a child plays with is a living creature for him. He speaks to her as the owner who serves or works with his living horse speaks to his living horse.

The educational role of the doll is especially significant. Anyone who has observed properly organized doll games understands this.

There is not a single game that provides as many reasons for the manifestation of children's speech as playing with dolls. A doll is a person, a member of a team of little people living their own lives and reflecting this life - a play on words. But this life requires pedagogical guidance.

Games with dolls, provided they are properly organized and pedagogically guided, offer ample opportunities for orienting children in various forms and settings of social and work life. By playing with dolls and serving them, children acquire a number of skills related to everyday everyday life, work life, which are closest and most understandable to them, skills to which we lead them in the first place, which they consolidate in play and each of which requires the cooperation of language . Adults pay insufficient attention to children's free, but under pedagogical control, games that take shape. In the children's day, a certain time should be allocated for such games, corresponding to their significance. Teachers must master the methodology for organizing such games, primarily in the interests of children’s language development.

The so-called outdoor games require special attention. These games are governed by certain rules, which are difficult for small 3-4 year old children to follow.

Intelligent, thorough, repeated explanation of the rules of the game to children, joint discussion with them of the conditions for its implementation is already the path to the development of their language. It is good to encourage older children to clearly explain the rules of this or that game to their comrades who are still unfamiliar with it. Occasionally, you should invite the entire group of children to talk together about how we conduct this or that game. We attach great importance to such statements. Of particular importance for the development of language are games that include a literary text, a poem that prescribes one or another game action (“Owl”, “Horses”, “Shaggy Dog”, etc.). First, when offering a new game, the teacher himself clearly and expressively reads the poem related to it. During the game, poems are read several times, and children’s favorite games are generally repeated many times. It is not surprising that children quickly remember the text of the verse; then they can read it themselves during the game. Poems of this kind, as well as the counting rhymes featured in the game, are subject to the same requirements as poetry in general. We have already talked about the huge role an adult plays in using words to familiarize a child with the world of things. He is an intermediary between the object and the child, he contributes to the consistent selection of individual objects by the child’s consciousness from the surrounding complex environment; he introduces the names of objects. This happens in the process of life itself, in communication with the things presented in it.

Consultation for educators

“Modern approaches to organizing play activities for preschool children”

Types of activity" href="/text/category/vidi_deyatelmznosti/" rel="bookmark">type of activity of a child - a preschooler. 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 depths of the game, other types of activities arise and develop; play contributes to the greatest extent to the mental development of the child.
In a variety of educational systems, play has a special place. And this is determined by the fact that the game is very in tune with the nature of the child. From birth to adulthood, a child pays great attention to games. A game for a child is not just an interesting pastime, but a way of modeling the external, adult world, a way of modeling his relationships, during which the child develops a pattern of relationships with peers. Children are happy to come up with games themselves, with the help of which the most banal, everyday things are transferred into a special interesting world of adventure. “Play is a need of a growing child’s body. Play develops the child’s physical strength, a stronger hand, a more flexible body, or rather the eye, intelligence, resourcefulness, and initiative develop. In play, children develop organizational skills, develop self-control, the ability to weigh circumstances, etc.” , - wrote.

In play, a child makes discoveries about things that have long been known to adults. Currently, a whole direction in pedagogical science has emerged - game pedagogy, which considers the game to be the leading method of raising and teaching children of preschool and primary school age and therefore the emphasis on the game (game activities, game forms, techniques) is the most important way to include children in educational work , a way to ensure an emotional response to educational influences and normal living conditions.

DIV_ADBLOCK107">

· Games based on everyday stories: to “home”, “family”, “holiday”, “birthdays” (a lot of space is given to the doll).

· Games on industrial and social topics, which reflect the work of people (school, store, library, post office, transport: train, plane, ship).

· Games with heroic and patriotic themes, reflecting the heroic deeds of our people (war heroes, space flights, etc.)

· Games on themes of literary works, cinema, 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, films), etc.

Components of a role-playing game

The plot of the game is a sphere of reality that is reproduced by children, a reflection of certain actions, events from the life and activities of others.

A role is a play position; a child identifies himself with a character in the plot and acts in accordance with ideas about this character.

Stages of formationand role-playing games

In the first years of life, with the teaching influence of adults, the child goes through stages of development of play activity, which represent the prerequisites for role-playing games.
The first such stage is an introductory game. Refers to the child's age - 1 year. The adult organizes the child’s object-based play activities using a variety of toys and objects.
At the second stage(between 1 and 2 years of a child’s life) appears display game, in which the child’s actions are aimed at identifying the specific properties of an object and achieving a certain effect with its help. The adult not only names the object, but also draws the child’s attention to its intended purpose.
Third stage The development of the game refers to the end of the second - beginning of the third year of life. Formed plot-display game, in which children begin to actively reflect impressions received in everyday life (cradling a doll).

Fourth stage(from 3 to 7 years ) is its own role-playing game.

DIV_ADBLOCK108">

· in early preschool age (10-15 min.);

· in middle preschool age (40-50 min.);

· in older preschool age (from several hours to days).

Director's games, in which the child forces dolls to speak and perform various actions, acting both for themselves and for the doll.

https://pandia.ru/text/80/148/images/image005_35.jpg" alt="Site blocked" width="409" height="274 src=">!}

Most often, the basis of dramatization games are fairy tales. In fairy tales, the images of heroes are outlined most clearly; they attract children with the dynamism and clear motivation of their actions, actions clearly replace one another, and preschoolers willingly reproduce them. Children's favorite folk tales “Turnip”, “Kolobok”, “Teremok”, “Three Bears”, etc. are easily dramatized. In dramatization games, poems with dialogues are also used, thanks to which it is possible to reproduce the content by role.
With the help of dramatization games, children better assimilate the ideological content of the work, the logic and sequence of events, their development and causality.
To develop dramatization games, it is necessary to: excite and develop children’s interest in them, children’s knowledge of the content and text of the work, the availability of costumes and toys. The costume in games complements the image, but should not embarrass the child. If it is impossible to make a costume, you need to use its individual elements that characterize the individual characteristics of a particular character: a cockerel's comb, a fox's tail, a bunny's ears, etc. It is good to involve the children themselves in making costumes.
The teacher's guidance lies in the fact that he, first of all, selects works that have educational significance, the plot of which is easy for children to learn and turn into a game - dramatization.
You should not specifically learn a fairy tale with preschoolers. Beautiful language, a fascinating plot, repetitions in the text, the dynamics of the action - all this contributes to its rapid assimilation. When a fairy tale is told repeatedly, children remember it quite well and begin to join the game, playing the roles of individual characters. While playing, the child directly expresses his feelings in words, gestures, facial expressions, and intonation.
In a game of dramatization, there is no need to show the child certain expressive techniques: the game for him should be just that: a game.

Construction games

Construction materials (Pandia.ru portal)" href="/text/tema/stroy/materials/">building materials. Construction game is an activity for children, the main content of which is the reflection of the surrounding life in various buildings and related actions.
The construction game is to some extent similar to the role-playing game and is considered as its variety. They have one source - the surrounding life. Children in the game build bridges, stadiums, railways, theaters, circuses and much more. In construction games, they not only depict surrounding objects and buildings, copying them, but also bring their own creative ideas and individual solutions to constructive problems. The similarity between role-playing games and construction games is that they unite children based on common interests, joint activities, and are collective.
The difference between these games is that the plot-role-playing game primarily reflects various phenomena and masters the relationships between people, while in the construction game the main thing is to become familiar with the relevant activities of people, with the technology used and its use.
It is important for the teacher to take into account the relationship, the interaction of role-playing and construction games. Construction often arises in the process of role-playing play and is caused by it. It kind of sets the goal of the construction game. For example, the children decided to play sailors - they had a need to build a steamship; playing in a store inevitably requires its construction, etc. However, a construction game can also arise as an independent game, and on its basis one or another role-playing game develops. For example, children build a theater and then play artists.
During construction games, the teacher teaches children to observe, distinguish, compare, correlate one part of a building with another, remember and reproduce construction techniques, and focus on the sequence of actions. Under his guidance, preschoolers master a precise vocabulary that expresses the names of geometric bodies and spatial relationships: high low, right to left, up and down, long short, wide narrow, higher lower, longer shorter, etc.

Didactic games– 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, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions, the formation of ideas, and the acquisition of knowledge in preschoolers. These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.
It is necessary to ensure that didactic play is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child and serves to shape his abilities.
The didactic game helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

https://pandia.ru/text/80/148/images/image008_29.jpg" alt=" website" width="552" height="437 src=">!}

The emphasis on joint activities of the teacher and children, on playful forms of education for preschool children, on the lack of strict regulation of children's activities, taking into account the gender-role characteristics of children when organizing the pedagogical process in preschool educational institutions makes the necessary changes to the content of programs .

The essential features of joint activities of adults and children are:

· presence of a partner (equal position) of an adult

· the presence of a partnership form of organization (cooperation between adults and children, the possibility of free placement, movement and communication of children) This is indicated in the works of a number of modern researchers (N. A. Korotkova, etc.) This is especially relevant for the organization of gaming activities.

Taking into account the above-mentioned essential features, the organization of joint activities of adults and children should extend both to the conduct of regime moments (this was understood and done previously), and to the entire directly educational activities. The latter is carried out in the process of organizing children's activities, primarily in play as a leading activity.

According to the opinion, “if an adult controls a child all the time, then he simply has neither the opportunity nor the need to make a volitional effort and master the means of regulating his own behavior (after all, someone is already doing this for him). At the same time, it is not so much the will of the child that develops, but the will of the adult, who seeks to force the child to act within the framework of his expectations.

Children's arbitrariness develops only in the process of vigorous activity that evokes emotions that the child learns to regulate.

When planning a game, according to O. Skorolupova, it is necessary to be guided by the following planning principles:

· comprehensive - thematic principle of constructing the educational process

· principle of integration of educational areas.

Play as a leading activity cannot be carried out in isolation; it is closely connected with other types of children's activities. Children cannot play if they lack knowledge about the life around them, because play is social in nature.

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 a playful 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 baby 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 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, 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 Game”, “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 in the kitchen with your child:

"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.

We guess “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.)