Methodological developments

The role of didactic games in the development of elementary mathematical concepts of preschool children

(from the work experience of Svetlana Vyacheslavovna Sikorskaya – teacher of kindergarten No. 13 “Topolek”)

“Without play there is not and cannot be full-fledged mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts flows into the child’s spiritual world. The game is a spark that ignites the flame of inquisitiveness and curiosity.”

V.A. Sukhomlinsky.

In preschool age, play is of utmost importance in the life of a small child. The need for play in children continues and occupies a significant place even during the first years of their schooling. In games there is no real conditioning by circumstances, space, time. Children are the creators of the present and the future. This is the charm of the game.

In every era of social development, children live what the people live.

But the world around us is perceived differently by a child than by an adult. The child is a “newbie”, everything is full of novelty for him.

In play, a child makes discoveries about things that have long been known to adults.

Children do not set any other goals in the game than to play.

“Play is a need of a growing child’s body. In play, the child’s physical strength develops, a stronger hand, a more flexible body, or rather an eye, intelligence, resourcefulness, and initiative develop,” wrote the outstanding Soviet teacher N.K. Krupskaya.

She also pointed out the possibility of expanding impressions, ideas in play, children’s entry into life, and the connection between games and reality, with life.

For preschool children, play is of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education. Game for preschoolers is a way of learning about the world around them.

The need for play and the desire to play among schoolchildren must be used and directed in order to solve certain educational problems. The game will be a means of education if it is included in the holistic pedagogical process. By directing the game, organizing the life of children in the game, the teacher influences all aspects of the development of the child’s personality: feelings, consciousness, will and behavior in general.

In the game, the child acquires new knowledge, skills and abilities. Games that promote the development of perception, attention, memory, thinking, and the development of creative abilities are aimed at the mental development of the preschooler as a whole.

Mathematics plays a huge role in mental education and in the development of intelligence. Currently, in the era of the computer revolution, the common point of view expressed in the words: “Not everyone will be a mathematician” is hopelessly outdated.

Today, and even more so tomorrow, mathematics will be needed by a huge number of people in various professions. Mathematics contains enormous opportunities for developing children's thinking in the process of their learning from a very early age.

Working in kindergarten, I always set myself the following pedagogical goals: to develop children’s memory, attention, thinking, and imagination, since without these qualities the development of the child as a whole is unthinkable.

The middle group children who came to me mostly had not attended kindergarten before, so while conducting classes I noticed that they rarely answered questions, doubted their answers, and their attention and memory were poorly developed.

As a teacher, this alarmed me very much, and I decided to conduct a cross-section of knowledge, with the help of which I was able to identify children who especially needed my help. The children made mistakes in counting, could not navigate time, and many did not know geometric figures. Studying new literature, I came to the conclusion that by using various didactic games and entertaining exercises in my work, I could correct the knowledge gaps in children. Since last year, I have been working in depth on the topic: “The influence of didactic games on the development of mathematical abilities in preschool children.”

I divided all the didactic games into several groups:

1. Games with numbers and numbers

2. Time travel games

3. Games for orientation in space

4. Games with geometric shapes

5. Logical thinking games

Currently, I am continuing to teach children how to count forward and backward, and I am trying to get them to correctly use both cardinal and ordinal numbers. Using a fairy tale plot and didactic games, she introduced children to the formation of all numbers within 10 by comparing equal and unequal groups of objects. Comparing two groups of objects, she placed them either on the bottom or on the top strip of the counting ruler. I did this so that children would not have the misconception that the larger number is always on the top band, and the smaller number on the bottom.

Using games, I teach children to transform equality into inequality and vice versa - inequality into equality. Playing educational games such asWHAT NUMBER IS MISSING?, HOW MUCH?, CONFUSION?, CORRECT THE ERROR, REMOVE THE NUMBERS, NAME THE NEIGHBORS, children learned to freely operate with numbers within 10 and accompany their actions with words.

Didactic games such as THINK OF THE NUMBER, NUMBER WHAT IS YOUR NAME?,MAKE A PLATE, COMPLETE A NUMBER (Appendix N), WHO WILL BE THE FIRST TO NAME WHICH TOY IS MISSING? And many others. I use it in my free time in order to develop children’s attention, memory, and thinking.

Such a variety of didactic games and exercises used in classes and in free time helps children learn program material. To reinforce the ordinal counting, tables with fairy-tale characters heading to visit Winnie the Pooh help. Who will be first? Who comes second, etc.

In the older group, I introduced the children to the days of the week. She explained that each day of the week has its own name. In order for children to better remember the names of the days of the week, we designated them with a circle of different colors.

We carry out observations for several weeks, marking each day with circles. I did this specifically so that the children could independently conclude that the sequence of the days of the week is unchanged. She told the children that the names of the days of the week indicate which day of the week it is: Monday is the first day after the end of the week, Tuesday is the second day, Wednesday is the middle of the week, Thursday is the fourth day, Friday is the fifth. After such a conversation, I suggested games to reinforce the names of the days of the week and their sequence. Children enjoy playing the game LIVE WEEK. To play, I call 7 children to the board, count them in order, and give them circles of different colors, indicating the days of the week. Children line up in the same order as the days of the week. For example, the first child with a yellow circle in his hands, indicating the first day of the week - Monday, etc.

Then, she complicated the game by having children line up starting from any other day of the week. Used a variety of didactic games NAME IT FAST,DAYS OF THE WEEK, SAY THE MISSING WORD, ALL YEAR ROUND,TWELVE MONTHS, which help children quickly remember the names of the days of the week and the names of the months, their sequence.

Children's spatial representations are constantly expanding and strengthened in the process of all types of activities. Children master spatial concepts: left, right, above, below, in front, behind, far, close.

I set myself the task of teaching children to navigate in specially created spatial situations and determine their place according to a given condition. Children freely perform tasks like: Stand so that there is a closet to your right and a chair behind you. Sit so that Tanya sits in front of you, and Dima sits behind you. With the help of didactic games and exercises, children master the ability to determine in words the position of one or another object in relation to another: There is a hare to the right of the doll, a pyramid to the left of the doll, etc. At the beginning of each lesson, I spent a playful minute: I hid any toy somewhere in the room, and the children found it, or I chose a child and hid the toy in relation to him (behind his back, to the right, to the left, etc.). This aroused the children's interest and got them organized for the activity. While performing orientation tasks on a piece of paper, some children made mistakes, then I gave these children the opportunity to find them on their own and correct their mistakes. In order to interest children, so that the result is better, object games with the appearance of some fairy-tale hero. For example, the game

FIND A TOY - “At night, when there was no one in the group,” I tell the children, “Carlson flew to us and brought toys as a gift. Carlson likes to joke, so he hid the toys and wrote in the letter how to find them.”

I open the envelope and read: “You need to stand in front of the teacher’s desk and walk 3 steps, etc. " Children complete the task and find a toy. Then, when the children began to navigate well, I made the tasks more difficult for them - i.e. The letter did not contain a description of the location of the toy, but only a diagram. According to the diagram, children must determine where the hidden object is located. There are many games and exercises that promote the development of spatial orientation in children: FIND A SIMILAR ONE, TELL US ABOUT YOUR PATTERN. WORKSHOPCARPET ARTIST, TRAVEL AROUND THE ROOM and many other games. While playing with the children, I noticed that they began to cope well with all tasks and began to use words to indicate the position of objects on a sheet of paper on the table.

To consolidate knowledge about the shape of geometric figures in order to repeat the material of the middle group, she invited children to recognize the shape of a circle, triangle, and square in surrounding objects. For example, I ask: What geometric figure does the bottom of the plate resemble? (table top surface, sheet of paper, etc.)

In order to consolidate knowledge about geometric shapes. I played a game like LOTTO. I offered the children pictures (3-4 each), in which they looked for a figure similar to the one I demonstrated. Then, she invited the children to name and tell what they found. While working with children, I realized that children who had just come back to kindergarten did not know geometric shapes well, so I worked with them mainly individually, giving the children simple exercises first, and then more complex ones. Based on previously acquired knowledge, she introduced the children to the new concept of QUADAR. At the same time, I used preschoolers’ ideas about a square. Later, to consolidate knowledge, in their free time from classes, the children were given tasks to draw different quadrilaterals on paper, draw quadrilaterals in which all sides are equal and say what they are called, fold a quadrilateral from two equal triangles, and much more.

In my work I use a lot of didactic games and exercises of varying degrees of difficulty, depending on the individual abilities of the children. For example, games such as FIND THE SAME PATTERN, FOLD A SQUARE, EACH FIGURE IN ITS PLACE, SELECT BY SHAPE, WONDERFUL BAG, WHO CAN NAME THE BEST.

I use the didactic game GEOMETRIC MOSAIC in classes and in my free time, in order to consolidate knowledge about geometric shapes, in order to develop attention and imagination in children.

At preschool age, children begin to develop elements of logical thinking, i.e. The ability to reason and make your own conclusions is formed. There are many didactic games and exercises that influence the development of creative abilities in children, as they have an effect on the imagination and contribute to the development of non-standard thinking in children. Games such as FIND A NON-STANDARD FIGURE, WHAT IS THE DIFFERENCE?, MILL, and others. They are aimed at training thinking when performing actions.

Before the game starts, I divide the children into two teams according to the level of their skills. I give teams tasks of varying complexity. For example: a) Compiling an image of an object from geometric shapes (working from a ready-made dissected sample) b) Working according to a condition (assembling a human figure, a girl in a dress) c) Working according to your own plan (just a person)

Each team receives the same sets of geometric shapes. Children independently agree on ways to complete the task and the order of work. Each player in the team takes turns participating in the transformation of the geometric figure, adding his own element, making up a separate element of the object from several figures. In conclusion, children analyze their figures, find similarities and differences in solving a constructive plan.

For each lesson I try to make a new interesting table. And I used some tables several times, but gave more complex tasks, different in color, shape and size. A task of this nature:

What is the largest triangle?

What color is the smallest figure?

Name all the squares, starting with the smallest, etc.

Children perform the same tasks in their free time from classes, only the geometric shapes were laid out on the table or on the floor. The use of didactic games in classes and in free time helps to consolidate children's memory, attention, and thinking. Therefore, in the future I will continue to use various didactic games and exercises in my work.

At preschool age, children begin to develop elements of logical thinking, i.e. The ability to reason and make your own conclusions is formed. There are many didactic games and exercises that influence the development of creative abilities in children, as they have an effect on the imagination and contribute to the development of non-standard thinking in children. Games such as FIND AN UNSTANDARD FIGURE THANDIFFERENT? MILL, and others. They are aimed at training thinking when performing actions.

In order to develop children's thinking, I use various games and exercises.

These are tasks for finding a missing figure, continuing a series of figures, signs, and finding numbers. Getting acquainted with such tasks began with elementary tasks on logical thinking - chains of patterns. In such exercises there is an alternation of objects or geometric shapes. The children were asked to continue the series or find the missing element.

In addition, she gave tasks of the following nature: to continue the chain, alternating squares, large and small circles of yellow and red in a certain sequence. After the children have learned to perform such exercises, I make the tasks more difficult for them. I suggest completing tasks in which you need to alternate objects, taking into account color and size at the same time.

Later I switched to abstract subjects. Children are very interested in games like: WHO IS MISSING? I invite children to imagine what shape cosmic creatures could be. Then I show a poster depicting space “men”. Children find which “person” is missing, analyze and prove it. Such games help develop children's ability to think logically, compare and contrast, and express their conclusions.

A special place among mathematical games is occupied by games for compiling planar images of objects, animals, birds from figures. Children enjoy composing an image based on a model, they are happy with their results and strive to perform tasks even better.

To consolidate the knowledge gained in class, I give children homework in the form of didactic games and exercises. For example: COLLECT BEADS, FINDERROR, WHAT NUMBERS ARE LOST?, etc.

Children try to complete their task correctly, without making mistakes, in order to receive cheerful sunshine for this, and not a gloomy cloud with rain.

Parents also take homework with their children very seriously. In the corner for parents I display a folder with educational games, explaining the purpose and course of the game.

Using various didactic games in working with children, I was convinced that when playing, children better absorb program material and correctly complete complex tasks. This is confirmed by a cross-section of knowledge.

The use of didactic games increases the effectiveness of the pedagogical process; in addition, they contribute to the development of memory and thinking in children, having a huge impact on the mental development of the child. When teaching young children through play, I strive to ensure that the joy of play turns into the joy of learning.

Learning should be joyful!

The organization of didactic games by the teacher is carried out in three main directions:

preparation for conducting a didactic game; its implementation and analysis.

Preparation for conducting a didactic game includes:

• selection of games in accordance with the objectives of education and training: deepening and generalization of knowledge, development of sensory abilities, activation of mental processes (memory, attention, thinking, speech) and etc.;
• establishing compliance of the selected game with the program requirements for the education and training of children of a certain age group;
• Determining the most convenient time for conducting a project. games (in the process of organized learning in the classroom or in free time from classes and other routine processes);
• choosing a place to play where children can play quietly without disturbing others;
• determining the number of players (whole group, small subgroups, individually);
• preparing the necessary teaching material for the selected game (toys, various objects, pictures...);
• preparing the teacher himself for the game: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;
• preparing children for play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life necessary to solve a game problem.

Conducting didactic games includes:

• familiarizing children with the content of the game, with the material that will be used in the game (showing objects, pictures, a short conversation, during which children’s knowledge and ideas about them are clarified);
• explanation of the course and rules of the game. At the same time, the teacher pays attention to the children’s behavior in accordance with the rules of the game, to the strict implementation of the rules;
• demonstration of game actions, during which the teacher teaches children to perform the action correctly, proving that otherwise the game will not lead to the desired result (for example, if one of the guys is peeking when you should close your eyes);
• determining the role of the teacher in the game, his participation as a player, fan or referee. The degree of direct participation of the teacher in the game is determined by the age of the children, their level of training, the complexity of the task, and the game rules. While participating in the game, the teacher directs the actions of the players (advice, question, reminder);
• summing up the results of the game is a crucial moment in its management, because Based on the results that children achieve in the game, one can judge its effectiveness and whether it will be used with interest in children’s independent play activities. When summing up the results, the teacher emphasizes that the path to victory is possible only through overcoming difficulties, attention and discipline.

At the end of the game, the teacher asks the children if they liked the game and promises that next time they can play a new game, it will be also interesting. Children usually wait for this day. The analysis of the game is aimed at identifying the methods of preparing and conducting it: what methods were effective in achieving the goal, what did not work and why. This will help improve both the preparation and the process of playing the game, and avoid subsequent mistakes. In addition, the analysis will allow us to identify individual characteristics in the behavior and character of children and, therefore, correctly organize individual work with them. Self-critical analysis of the use of the game in accordance with the goal helps to vary the game and enrich it with new material in subsequent work.

Guide to didactic games

Successful management of educational games primarily involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interaction with other games and forms of education. It should be aimed at developing and encouraging children’s cognitive activity, independence and initiative, their use of different ways to solve game problems, and should ensure friendly relations between participants and a willingness to help their comrades.

When playing with toys, objects, and materials, small children should be able to knock, rearrange, rearrange them, and disassemble them into their component parts. (collapsible toys), compose again, etc. But since they can repeat the same actions over and over again, the teacher needs to gradually transfer the children’s play to a higher level.

For example, the didactic task “teach children to distinguish rings by size” is implemented through the game task “assemble the turret correctly.” Children have a desire to know how to do it right. The demonstration of the method of action contains both the development of the game action and a new game rule. By choosing ring after ring and putting it on the rod, the teacher gives a clear example of the game action. He runs his hand over the put-on rings and draws the children’s attention to the fact that the turret becomes beautiful, even, and that it is assembled correctly. Thus, the teacher clearly demonstrates a new game action - check the correctness of assembling the turret -

invites the children to do it themselves.

Development of interest in didactic games, formation of play activities in older children (4-6 years) This is achieved by the fact that the teacher sets increasingly more complex tasks for them and is in no hurry to suggest game actions. The play activity of preschoolers becomes more conscious; it is more aimed at achieving a result, and not at the process itself. But even for older preschoolers, the management of the game should be such that the children maintain an appropriate emotional mood, ease, so that they experience the joy of participating in it and a sense of satisfaction from solving the assigned tasks.

The teacher outlines a sequence of games that become more complex in content, tasks, game actions and rules. Individual isolated games can be very interesting, but using them outside the system cannot achieve an overall educational and developmental result. Therefore, the interaction of learning in the classroom and in the didactic game should be clearly defined.

For young children did. play is the most suitable form of learning. However, already in the second, and especially in the third year of life, children are attracted to many objects and phenomena of the surrounding reality, and intensive assimilation of their native language occurs. Satisfying the cognitive interests of children of the third year of life and the development of their speech require a combination of educational games with targeted training in GCD, carried out in accordance with a specific program of knowledge, skills, and abilities. On GCD, methods of learning are also formed more successfully than in the game: voluntary attention, the ability to observe, look and see, listen and hear the instructions of the teacher and carry them out.

It should be taken into account that in did. the game requires the right combination of clarity, the words of the teacher and the actions of the children themselves with toys, play aids, objects, etc. Visibility includes:

1) objects that children play with and which form the material center of the game;

2) pictures depicting objects and actions with them, clearly highlighting the purpose, main characteristics of objects, properties of materials;

3) visual demonstration, explanation of game actions in words and implementation of game rules.

Special did types have been created. games: with paired pictures, such as picture lotto, dominoes with thematic series of pictures, etc. Initial demonstration of game actions by the teacher, trial run, incentive-control badges, chips - all this is also included in the fund of visual aids that are used to organize and guide games .

With the help of verbal explanations and instructions, the teacher directs the children's attention, organizes, clarifies their ideas, and expands their experience. His speech helps to enrich the vocabulary of preschool children, master various forms of learning, and contribute to the improvement of play actions.

When leading games, the teacher uses a variety of means of influence on preschoolers. For example, acting as a participant in the game, he directs the game unnoticed by them, supports their initiative, and empathizes with them the joy of the game. Sometimes the teacher talks about an event, creates the appropriate gaming mood and maintains it during the game. He may not be involved in the game, but as a skillful and sensitive director, preserving and preserving its amateur character, he guides the development of game actions, the implementation of the rules and, unnoticed by the children, leads them to a certain result. When supporting and awakening children's activity, the teacher most often does this not directly, but indirectly: he expresses surprise, jokes, uses various kinds of playful surprises, etc.

We must remember, on the one hand, the danger of over-strengthening the teaching moments, weakening the beginning of the game, and imparting a did. game is the nature of the activity, and, on the other hand, being carried away by the fun, escape from the task of learning.

The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of performing game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content, new game actions, rules and the beginning of the game, its pace is naturally slower. Later, when the game unfolds and the children get carried away, its pace quickens. By the end of the game, the emotional upsurge seems to subside and the pace slows down again. Excessive slowness and unnecessary acceleration of the pace of the game should not be allowed: an accelerated pace sometimes causes confusion in children, uncertainty, untimely execution of game actions, and violation of the rules. Preschoolers do not have time to get involved in the game and become overexcited. The slow pace of the game occurs when overly detailed explanations are given and many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional uplift.

In did. The game always has the opportunity to unexpectedly expand and enrich its concept in connection with the initiative, questions, and suggestions shown by the children. The ability to keep a game within a set time is a great art. The teacher compresses time primarily by shortening his explanations. Clarity and brevity of descriptions, stories, and remarks are a condition for the successful development of the game and the completion of the tasks being solved.

When finishing the game, the teacher should arouse children’s interest in continuing it and create a joyful prospect. Usually he says: “The new game will be even more interesting.” The teacher develops versions of games familiar to children and creates new ones that are useful and exciting.

Pedagogical value of didactic games

• 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 in preschoolers, the formation of ideas, and the assimilation of knowledge. These games make it possible to teach children a variety of economical and rational ways of solving 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.

When planning you need to:

• Create the required conditions for organizing games indoors and on the site; equip the pedagogical process with games and gaming material in accordance with the age, development and interests of children.
• Observe the time allotted for games during the day; contribute to ensuring that their organization provides children with an interesting, meaningful life.
• In the process of joint play activities, cultivate persistence, endurance, and form positive relationships between children: friendliness, mutual assistance, and the ability to follow the rules.
• Systematically develop gaming skills in children, promote the transformation of play into their independent activity, and encourage the expression of initiative.

Planning didactic games should occupy a significant place in the planning of all educational work with children. Being an effective teaching tool, they can be an integral part of educational activities, and in an early age group they can be the main form of organizing the educational process. In addition, during the hours allocated for games, games are planned and organized both in joint and independent activities of children, where they can play at will as a whole team, in small groups or individually. The plan should provide for the selection of games and material for them in accordance with the general plan of pedagogical work.

Observations of children’s independent games make it possible to identify their knowledge, their level of mental development, and behavioral characteristics. This can tell the teacher what games are useful for children, what they are strong in, and what they are lagging behind.

• Didactic games are short-term (10-20min);
• It is very important to maintain the child’s enthusiasm for the gaming task throughout the game, to try to ensure that the mental activity of the players does not decrease during this time, and interest in the task at hand does not fall.

It is necessary to provide children with the opportunity to play at different times of the day: in the morning before breakfast, between breakfast and ECD, during breaks between ECD, during a walk, in the afternoon. Games in the morning help create a cheerful, joyful mood in children for the whole day. Everyone can play their favorite games and team up with friends if they wish. It is not uncommon for children to come to kindergarten with certain play intentions and continue the game they started the day before. If breakfast interrupts the game, it is necessary to give the children the opportunity to return to it again after breakfast, during the break between games. In this case, the nature of the upcoming GCD should be taken into account. Before physical education, quiet games are preferable, and if the activity requires a monotonous position, more active outdoor games or verbal games with a motor component are desirable. It is necessary that the time allocated for games be completely devoted to the game. Sometimes, due to children being overloaded with organized educational activities or due to irrational use of time, play time is reduced. This must not be allowed!

When planning didactic games, teachers need to take care of complicating the games and expanding their variability (it is possible to come up with more complex rules).

The classes use those games that can be played frontally, with all children. They are used as a method of consolidating and systematizing children's knowledge.

When planning d/games in the educational process, it is necessary that new games taken on GCD are then held in a block of joint activities with children and used by children in their independent activities, being the highest indicator of the ability to engage in activities that require the application of mental effort .

D/games in most cases are held when children have already acquired certain knowledge and skills in classes, otherwise it will be quite difficult to implement the game.

For example, a child, only on the basis of knowledge, can by touch identify an object in a “magic bag” and name it or find similar or different qualities of objects depicted in pictures. These games rely on children's ability to consciously remember and reproduce what they have perceived. It is necessary that all children achieve certain results in children's games, and not just those who are most active.

D/games can also be used to test children’s knowledge and skills. An important indicator of learning outcomes is the assimilation of what has been covered in classes by all children.

Most often, this is checked by playing a game, during which the teacher determines to what extent not only capable, but average and weak children have correctly understood and mastered the content of the GCD. Having identified the level of knowledge and skills of children, it is necessary to outline further work to eliminate deficiencies.

D/game is a practical activity with which you can check whether children have acquired knowledge in detail or superficially and whether they know how to apply it when needed. Children acquire knowledge the more fully the more widely it can be applied in practice in various conditions. It often happens that a child acquires certain knowledge in a lesson, but does not know how to use it in changed conditions.

Due to the fact that e-games are an indispensable means of overcoming various difficulties in the mental development of children, it is necessary to plan the use of e-games in individual work with children. How often and how much? As needed, very individually, depending on the needs and level of development of the children. Individual work with children using d/games can be planned for all types and types of games. Individual games organized by the teacher create favorable conditions for direct contact with the child, help to better understand the reasons for the child’s lag, and contribute to more active practice in the educational material.

In the d/game, knowledge acquired in educational activities is applied, information obtained through personal experience is generalized, cognitive processes are activated and the level of mental development of lagging children is increased.

D/games contribute to the development of all aspects of the human personality. If they are conducted lively and by a skilled teacher, children react to them with great interest and bursts of joy, which certainly increases their significance.

A.M. Gorky, defending the child’s right to play, wrote: “A child of an early age demands games, fun, and his demand is biologically justified and legal. He wants to play, he plays with everyone and learns about the world around him first of all, and most easily through play.”

Education should be such that it causes an effort of thought, but does not require tension, does not cause fatigue, fear and reluctance to learn before the child comes to school.

Didactic game as a means of teaching preschoolers

Introduction

1.1 Background

1.2 Psychological foundations and features of the game

1.3 Game technology

2.1 General characteristics of didactic games

Conclusion

Literature

Application

Introduction

Play is the most accessible type of activity for children, a way of processing received impressions from the surrounding world. The game clearly reveals the child’s thinking and imagination, his emotionality, activity, which develops the need for communication.

An interesting game increases the child’s mental activity, and he can solve a more difficult problem than in class. Play is only one of the methods, and it gives good results only in combination with others: observation, conversations, reading, etc.

While playing, children learn to apply their knowledge and skills in practice and use them in different conditions. Play is an independent activity in which children interact with peers. They are united by a common goal, joint efforts to achieve, and common experiences. Play experiences leave a deep imprint on the child’s mind and contribute to the formation of good feelings, noble aspirations, and collective life skills. The game occupies a large place in the system of physical, moral, labor and aesthetic education. A child needs active activities that help improve his vitality, satisfy his interests and social needs.

The game is of great educational importance; it is closely connected with learning in the classroom and with observations of everyday life.

They learn to solve game problems on their own and find the best way to accomplish their plans. Use your knowledge and express it in words.

Often a game serves as an occasion for imparting new knowledge and broadening one’s horizons. With the development of interest in the work of adults, in public life, in the heroic deeds of people, children begin to have their first dreams of a future profession and a desire to imitate their favorite heroes. Everything makes games an important means of consciousness of the child’s orientation, which begins to take shape in preschool childhood.

Thus, gaming activity is an urgent problem in the learning process.

The relevance of the problem determined the choice of the topic of the course work.

Research problem: What is the role of didactic games in teaching older preschoolers.

Object of study: Play activities of preschool children.

Subject of research: Didactic games as a means of teaching preschoolers.

Purpose: To determine the role of didactic games in teaching children of senior preschool age.

1. To study the psychological features of the game of older preschoolers;

2. Identify the essence of the concept of didactic game;

3. Analyze the experience of educators in using didactic games in the educational process in preschool educational institutions.

4. Systematize didactic games for children of senior preschool age.

Chapter I. Theoretical foundations of using games in the learning process

1.1 Background

The word “game”, “play” in Russian is extremely polysemantic. The word "game" is used in the sense of entertainment, in a figurative sense. E.A. Popravsky says that the concept of “game” in general has some differences among different peoples. Thus, among the ancient Greeks, the word “game” meant actions characteristic of children, expressing mainly what we call “giving in to childishness.” Among the Jews, the word “game” corresponded to the concept of joke and laughter. Subsequently, in all European languages, the word “game” began to denote a wide range of human actions, on the one hand, not pretending to be hard work, on the other hand, giving people fun and pleasure. Thus, this circle of concepts began to include everything, from the children's game of toy soldiers to the tragic reproduction of heroes on the theater stage.

The word "game" is not a concept in the strict sense of the word. Perhaps precisely because a number of researchers have tried to find something in common between the most diverse and different-quality actions designated by the word “game,” we still do not have a satisfactory explanation of the different forms of play.

Research by travelers and ethnographers, containing material about the position of a child in a society at a relatively low level in the history of development, provides sufficient grounds for a hypothesis about the emergence and development of children's play. At various stages of the development of society, when the main way of obtaining food was gathering with the use of simple tools, the game did not exist. Children were included in the lives of adults early. The increasing complexity of tools and the transition to hunting and cattle breeding led to a significant change in the child’s position in society. There was a need for special training of the future hunter. In this regard, adults make tools for children. Exercise games arose. Children's tools increased along with the child's growth. Society as a whole is interested in preparing children to participate in the future in the most responsible and important areas of work, and adults in every possible way promote children’s exercise games, over which competition games are set up, which are a kind of exam and public review of children’s achievements. Subsequently, a role-playing game appears. A game in which the child takes on and performs a role in accordance with some actions of adults.

Children, left to their own devices, unite and organize their own special play life, which basically reproduces the social relations and work activities of adults. The historical development of the game does not repeat itself. In ontogenesis, chronologically the first is role-playing play, which serves as the main source of the formation of the child’s social consciousness in preschool age.

Thus, childhood is inseparable from play. The more childhood there is in a culture, the more important play is to society.

1.2 Psychological foundations of the game

Long before play became a subject of scientific research, it was widely used as one of the most important means of raising children. The time when education became a special social function goes back centuries, and so does the use of games as a means of education. In different pedagogical systems, the game was given a different role, but there is not a single system in which the game is not given a place to one degree or another.

The game is attributed to a wide variety of functions, both purely educational and educational, so there is a need to more accurately determine the influence of the game on the development of the child and find its place in the general system of educational work of institutions for children.

It is necessary to more accurately determine those aspects of mental development and the formation of a child’s personality that primarily develop in play or experience only limited influence in other types of activities.

Studying the significance of play for mental development and personality formation is very difficult. A pure experiment is impossible here simply because it is impossible to remove play activities from the lives of children and see how the development process will proceed.

The most important thing is the importance of the game for the motivational-need sphere of the child. According to the works of D.B. Elkonin, the problem of motives and needs comes to the fore.

The basis of the information of the game during the transition from pre-preschool to preschool childhood is the expansion of the range of human objects, the mastery of which now faces the child as a task and a world. This world is realized by him in the course of his further mental development; the very expansion of the circle of objects with which the child wants to act independently is secondary. It is based on the child’s “discovery” of a new world, the world of adults with their activities, their functions, their relationships. A child on the borderline of the transition from object-based to role-playing play does not yet know the social relations of adults, nor social functions, nor the social meaning of their activities. He acts in the direction of his desire, objectively puts himself in the position of an adult, and in this case an emotional and effective orientation occurs in relation to adults and the meaning of their activities.

Here the intellect follows the emotionally effective experience. Play enters as an activity that is closely related to the child’s need sphere. In it, a primary emotional-effective orientation in the meaning of human activity occurs, an awareness of one’s limited place in the system of relationships among adults and the need to be an adult arises. The significance of the game is not limited to the fact that the child develops new motives for activity and related tasks. It is essential that a new psychological form of motives arises in the game. Hypothetically, one can imagine that it is in the game that a transition occurs from immediate desires to motives that have the form of generalized intentions that stand on the verge of consciousness.

Before talking about the development of mental actions during the game, it is necessary to list the main stages through which the formation of any mental action and the concept associated with it must pass.

The stage of forming action on material objects or material substitute models.

The stage of forming the same action in terms of loud speech.

The stage of formation of the actual mental action.

Considering the child’s actions in the game, it is easy to notice that the child already acts with knowledge of objects, but still relies on their material substitutes - toys. An analysis of the development of actions in the game shows that the reliance on substitute objects and actions with them is increasingly reduced.

If at the initial stages of development an object is required - a substitute and a relatively detailed action with it, then at a later stage of the development of the game, the object appears through words - names as a sign of a thing, and the action - as abbreviated and generalized gestures accompanied by speech. Thus, play actions are intermediate in nature to mental actions with the meanings of objects performed on external actions.

The path of development to actions in the mind with meanings separated from objects is at the same time the emergence of prerequisites for the formation of imagination. The game enters as an activity in which the formation of prerequisites for the transition of mental actions to a new, higher stage occurs - mental actions based on speech. The functional development of play actions merges with ontogenetic development, creating a zone of proximal development of mental actions.

In play activities, a significant restructuring of the child’s behavior occurs; it becomes arbitrary. Voluntary behavior must be understood as behavior carried out in accordance with an image and controlled by comparison with this image as a stage.

Scientists drew attention to the fact that the nature of the movements performed by a child in a game and in a direct task is significantly different. And they found that during development the structure and organization of movements changes. They clearly distinguish the preparation base and the execution phase.

The effectiveness of the movement and its organization significantly depend on the structural place the movement occupies in the implementation of the role played by the child.

Play is the first form of activity available to a preschooler, which involves conscious education and improvement of new actions.

Z.V. Manuleiko reveals the question of the psychological mechanism of the game. Based on her work, we can say that the motivation of activity is of great importance in the psychological mechanism of the game. The fulfillment of a role, being emotionally attractive, has a stimulating effect on the performance of actions in which the role is embodied.

Indication of motives is, however, insufficient.

It is necessary to find the mental mechanism through which motives can have this effect. When performing a role, the pattern of behavior contained in the role simultaneously becomes a stage with which the child compares his behavior and controls it. A child in a game performs two functions: on the one hand, he fulfills his role, and on the other, he controls his behavior.

Voluntary behavior is characterized not only by the presence of a pattern, but also by the presence of control over the implementation of this pattern. When performing a role, there is a kind of bifurcation, that is, “reflection”. But this is not yet conscious control, since the control function is still weak and often requires support from the situation, from the participants in the game. This is the weakness of the emerging function, but the meaning of the game is that this function is emerging here. That is why the game can be considered a school of voluntary behavior.

The game is important for the formation of a friendly children's team, and for the formation of independence, and for the formation of a positive attitude towards work, and for much more. All these educational effects are based as their basis on the influence that play has on the mental development of the child, on the formation of his personality.

The main motive for play in preschool age is interest in the activities of adults, the desire to join in it, to reproduce its features.

The peculiarity of the game is that children are encouraged to engage in it not in the result, but in the process of activity. This is the only difference between play and other types of activities (work, study), which are mainly aimed at achieving one or another result.

The game is a reflection of the surrounding reality and, above all, the actions and relationships of the people around us. “Play is the way for children to understand the world in which they live and which they are called upon to change.” (M. Gorky).

While playing, the child reproduces in an active, visual and effective form scenes from the lives of surrounding adults, their work, their attitude towards each other and towards their responsibilities, and thus gains the opportunity to be more fully aware of the surrounding reality, to experience the events depicted more deeply, and to evaluate them more correctly.

That is why the game has such a profound impact on the mental development of a preschool child and on the formation of his personality.

In the process of child development, the content of games in a child's life changes. The first games appear at an early age. However, their content and character are still primitive at first.

In most cases, play comes down to reproducing simple actions with household items that the child has mastered on his own or by imitating adults. At the same time, the baby is interested in the action not in its internal content, but in its external, procedural side.

The child pushes the cart back and forth, dresses and undresses the doll because the process itself gives him pleasure. A general change in the child’s activity and expansion of his experience leads to a change in the nature of his games.

When moving to preschool age, children begin to display in play not only the external side of human actions, but also their internal content - why they are done, the meaning they have for other people. Thus, when playing railroad, preschoolers depict not only the external side of the matter - the puffing and whistling of a steam locomotive, the movement of pistons, etc., but also the relationship between the driver, conductor, passengers, etc.

Fulfilling a specific role becomes important in creative play. Unlike a young child, who remains himself in his games, a preschooler, while playing, transforms into a driver, soldier, etc.

Fulfilling a role is associated with a more complex organization of gaming activities. If young children play alone or do the same thing together, then in the play of preschoolers complex relationships are established with the distribution of responsibilities among themselves. The development of play is thus connected with the growth of the children's team, with the development of the habit of joint activity.

The next feature of preschool games is the players’ subordination to certain rules.

Even in cases where these rules are not formed (as, for example, in role-playing games), they are still not a necessary component of the play activity of preschoolers.

Compliance with the rules in outdoor and didactic games becomes even more important. There these rules are already clearly expressed and clearly formulated.

In most creative games, any real actions that are performed by adults in one setting are reproduced by the child in other play circumstances.

The play of a preschooler is continuously accompanied by the work of creative imagination. The game is a reproduction of real actions in imaginary circumstances.

However, gradually, under the influence of the teacher, the play activity of younger preschoolers becomes more complicated and individual actions begin to be combined into a single whole, in accordance with the depicted plot. Children begin to take on certain roles.

In children 4-5 years old, creative story play reaches a higher degree of development. The content of children's games is becoming richer and more varied. Children reflect the most diverse types and aspects of human activity. They reproduce various types of work and life events in the game.

Along with creative games, active and didactic games continue to develop. Children will gradually learn to act according to the rules, subordinate their activity to known tasks, and persistently strive for certain results and achievements.

1.3 Technology of game forms

The technology of game forms of education is aimed at teaching a preschooler to understand the motives of his learning, his behavior in the game and in life, and the program of his own, as a rule, deeply hidden in a normal environment, independent activity and to anticipate its immediate results.

Based on the work of P.I. Pidkasisty, we can say that all games are divided into natural and artificial. Natural play is a spontaneous orienting activity through which, thanks to the natural processes of self-learning, a person independently masters new forms and methods of action in a familiar environment. The main difference between an artificial game and a natural one is that a person knows what he is playing, and based on this knowledge, he obviously widely uses the game for his own purposes.

We can distinguish six well-known organizational forms of gaming activity: individual, single, pair, group, collective and mass forms of play:

· Individual forms of games include the play of one person with himself in a dream and in reality, as well as with various objects and sounds;

· A single game is the activity of one player in a system of simulation models with direct and feedback from the results of achieving a set goal;

· The paired form of the game is a game of one person with another person, usually in an atmosphere of competition and rivalry;

· A group form of the game is a group game of three or more opponents pursuing the same goal in a competitive setting;

· A collective form of the game is a group game in which the competition between individual players is replaced by opposing teams;

· A mass form of game is a replicated single game with direct or feedback from a common goal that is simultaneously pursued by millions of people.

In the upbringing and teaching of children, games with rules are of great importance: didactic, board-printed, mobile. They create interest in solving mental problems and contribute to the development of voluntary attention - a very important factor in successful learning. In addition, they help develop such moral qualities as will, endurance, and self-control. However, an analysis of the organization of children's life in preschool institutions shows that educators do not pay enough attention to teaching children the rules of games and in independent activities children play primitively, using a limited number of games.

Meanwhile, it is very important that independent role-playing games are combined with games with rules, so that they use various options for role-playing behavior. Only under these conditions will play become a form of organizing children's life and take its rightful place in the pedagogical process.

An analysis of the practice of raising children of early age and early preschool age shows that educators encounter a number of difficulties when managing the game.

In almost every group there are children who do not play and do not like to play. They show no interest in story-based toys or manipulate them in the same way; their emotional and cognitive activity tone is low. Such children have difficulty mastering program material, which requires a certain development of thinking and speech, which are largely formed in the game.

Children's play is a heterogeneous phenomenon. Even a layman’s eye will notice how diverse games are in their content, the degree of independence of children, forms of organization, and game material.

Due to the diversity of children's games, it turns out to be difficult to determine the initial basis for their classification.

In the works of N.K. Krupskaya, children's games are divided into two groups according to the same principle as in P.F. Lesgaft, but they are called a little differently: games invented by the children themselves and games invented by adults. Krupskaya called the first ones creative, emphasizing their main feature - their independent character. Another group of games in this classification are games with rules. Like any classification, this classification is conditional.

Creative games include games in which the child shows his creativity, initiative, and independence. The creative manifestations of children in games are varied: from inventing the plot and content of the game, searching for ways to implement the plan, to impersonating roles given by literary works. Depending on the nature of children’s creativity and the playing material used in games, creative games are divided into director’s games, role-playing games, and games with building materials.

Games with rules are a special group of games specially created by folk or scientific pedagogy 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 implemented through the child’s playful actions when performing a task (find, say the opposite, catch a ball, etc.).

Depending on the nature of the educational task, games with rules are divided into two large groups - didactic and outdoor games, which, in turn, are classified taking into account different bases. Thus, didactic games are divided according to content (mathematical, natural history, speech, etc.), according to didactic material (games with objects, toys, board-printed, verbal).

Outdoor games are classified according to degrees of mobility (games of low, medium, high mobility), according to the predominant movements (games with jumping, running, etc.), according to the objects used in the game (games with a ball, with ribbons, with hoops, etc. .).

Thus, games are the most important means of educating and teaching preschool children.

Chapter II. The place and role of didactic games in the educational process

2.1 General characteristics of the didactic game

The main feature of didactic games is determined by their name: they are educational games. They are created by adults for the purpose of raising and educating children. But for children at play, the educational value of a didactic game does not appear openly, but is realized through a game task, game actions, and rules.

As noted by A.N. Leontiev, didactic games belong to the “boundary games”, representing a transition to the non-game activity that they prepare. These games contribute to the development of cognitive activity, intellectual operations, which are the basis of learning. Didactic games are characterized by the presence of an educational task - a learning task. Adults are guided by it when creating this or that didactic game, but they put it in a form that is entertaining for children.

What attracts a child to a game is not the educational task inherent in it, but the opportunity to be active, perform game actions, achieve results, and win. However, if a participant in the game does not master the knowledge and mental operations that are determined by the learning task, he will not be able to successfully perform game actions or achieve results.

Thus, active participation, especially winning in a didactic game, depends on how much the child has mastered the knowledge and skills that are dictated by her learning task. This encourages the child to be attentive, remember, compare, classify, and clarify his knowledge. This means that the didactic game will help him learn something in an easy, relaxed way. This unintentional learning is called autodidacticism.

Didactic games have existed for many centuries. Their first creator was a people who noticed an amazing feature of young children - their receptivity to learning through play, with the help of games and toys. Over the entire history of mankind, each nation has developed its own didactic games, unique didactic toys have been created that have become part of its culture. The content of didactic games and toys reflected the features of the national character, nature, history, life of a particular people.

Folk didactic games provide a relationship between educational and training influences, taking into account the age-related psychophysiological characteristics of the child. Folk didactic games are characterized by clearly expressed educational emotional and cognitive content, embodied in playful form, imagery, and dynamic game actions. The content of the game is event-based, i.e. reflects any case or incident that evokes a certain emotional response in the child and enriches his social experience.

In Russian folk pedagogy there are didactic games and toys intended for children of different ages: from early childhood to school. They enter a child’s life very early - in the first year of life.

For older children, Russian folk pedagogy intends didactic games, which provide the opportunity to develop activity, dexterity, initiative, and ingenuity. Here the inherent need for preschoolers to move and communicate with peers is expressed; there is abundant food for the work of the mind and imagination.

Over time, folk games are subject to changes made by the children themselves (updating the content, complicating the rules, using different gaming material). Variants of games are created by practicing teachers. Based on the ideas inherent in folk games, scientists create new didactic games and offer entire systems of such games.

The tradition of widespread use of didactic games for the purpose of raising and teaching children, established in folk pedagogy, was developed in the works of scientists and in the practical activities of many teachers. Essentially, in every pedagogical system of preschool education, didactic games occupied and still occupy a special place.

The author of one of the first pedagogical systems of preschool education, Friedrich Froebel, was convinced that the task of primary education was not learning in the ordinary sense of the word, but organizing play. While remaining a game, it must be imbued with a lesson. F. Frebel developed a system of didactic games, which represents the basis of educational work with children in kindergarten.

This system included didactically games with different toys and materials, arranged strictly sequentially according to the principle of increasing complexity of learning tasks and game actions. An obligatory element of most didactic games were poems, songs, rhyming sayings, written by F. Froebel and his students in order to enhance the educational impact of the games.

Another world-famous system of educational games, authored by Maria Montessori, also received mixed reviews. In determining the place of play in the educational process of a kindergarten, M. Montessori is close to the position of F. Froebel: games should be educational, otherwise they are “empty games” that have no impact on the child’s development. For educational games and activities, she created interesting didactic materials for sensory education.

The didactic game has its own structure, which includes several components. Let's look at these components:

1. The educational (didactic) task is the main element of the didactic game, to which all the others are subordinated. For children, the learning task is formulated as a game task. For example, in the game “Recognize an object by sound” the educational task is as follows: to develop auditory perceptions, to teach children to correlate sound with an object. And the children are offered the following game task: listen to the sounds that different objects make, and guess these objects by sound. Thus, the game task reveals the “program” of game actions. The game task is often included in the name of the game.

2. Play actions are ways of showing the child’s activity for play purposes: putting your hand in the “wonderful bag”, feeling for a toy, describing it, etc.

For children of early and primary preschool age, a didactic game is fascinated by the process of the game, but they are not yet interested in the result. Therefore, the game actions are simple and of the same type.

For children of middle and senior preschool age, more complex play activities are provided, usually consisting of several play elements. Children 5-6 years old, participating in a plot-based didactic game, perform a set of game actions related to the implementation of a certain role.

In the games of older preschoolers, gaming actions of a mental nature predominate: show observation, compare, recall what was previously learned, classify objects according to certain characteristics, etc.

So, depending on the age and level of development of children, game actions in the didactic game also change.

3. The rules ensure the implementation of game content. They make the game democratic: all participants in the game obey them.

There is a close connection between the learning task, game actions and rules. The learning task determines the game actions, and the rules help to carry out the game actions and solve the problem.

In preschool pedagogy, all didactic games can be divided into three main types: games with objects, printed and word games.

Games with objects

These games use toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality.

The games solve problems involving comparison, classification, and establishing sequence in solving problems.

A variety of toys are widely used in educational games. They clearly express color, shape, purpose, size, and the material from which they are made. This allows the teacher to train children in solving certain didactic tasks, for example, selecting all the toys made of wood.

Using didactic games with similar content, the teacher manages to arouse children’s interest in independent play and suggest to them the idea of ​​the game with the help of selected toys.

Board-printed games

Printed board games are a fun activity for children. They are varied in type: paired pictures, lotto, dominoes.

Word games

Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge in new connections, in new circumstances.

Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description.

With the help of verbal games, children develop a desire to engage in mental work.

2.2 The use of didactic games in teaching older preschoolers

In the pedagogical process of a preschool institution, didactic play acts primarily as an independent activity of children, which determines the nature of its management.

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 in preschoolers, the formation of ideas, and the acquisition of knowledge. These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.

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.

Successful management of didactic games primarily involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interaction with other games and forms of education. It should be aimed at developing and encouraging children’s cognitive activity, independence and initiative, their use of different ways to solve game problems, and should ensure friendly relations between participants and a willingness to help their comrades.

The development of interest in didactic games and the formation of play activities in older children is achieved by the fact that the teacher sets increasingly more complex tasks for them and is in no hurry to suggest play actions. The play activity of preschoolers becomes more conscious; it is more aimed at achieving a result, rather than at the process itself. But even in older groups, the management of the game should be such that children maintain an appropriate emotional mood, ease, so that they experience the joy of participating in it and a sense of satisfaction from solving the assigned tasks.

In each group, the teacher outlines a sequence of games that become more complex in content, didactic tasks, game actions and rules. Individual, isolated games can be very interesting, but using them outside the system cannot achieve educational and developmental results. Therefore, the interaction of learning in the classroom and in the didactic game should be clearly defined.

In senior and preparatory school groups, direct learning in the classroom is also associated with learning through didactic games. But their ratio, especially in the preparatory group, changes; the main thing becomes learning in the classroom, where children master systematized knowledge and elementary forms of educational activity.

It should be taken into account that in a didactic game, the correct combination of clarity, the words of the teacher and the actions of the children themselves with toys, play aids, objects, pictures, etc. is necessary.

With the help of verbal explanations and instructions, the teacher directs the children's attention, organizes, clarifies their ideas, and expands their experience. His speech helps to enrich the vocabulary of preschool children, master various forms of learning, and contribute to the improvement of play actions. Detailed and verbose explanations, frequent comments and instructions, and mistakes are unacceptable, even if they are caused by the desire to straighten the game. This kind of explanation and remarks tear the living fabric of play activity, and children lose interest in it.

When leading games, the teacher uses a variety of means of influence on preschoolers. For example, acting as a direct participant in the game, he directs the game unnoticed by them, supports their initiative, and empathizes with them the joy of the game. Sometimes the teacher talks about an event, creates an appropriate gaming mood and maintains it during the game. He may not be involved in the game, but as a skillful and sensitive director, preserving and protecting its independent character, he guides the development of game actions, the implementation of the rules and, unnoticed by the children, leads them to a certain result. When supporting and encouraging children's activities, the teacher most often does this not directly, but indirectly: expressing surprise, joking, using various kinds of playful surprises, etc.

We must remember, on the one hand, about the danger of over-intensifying the teaching moments, weakening the beginning of the game, giving the didactic game the character of an activity, and, on the other hand, being carried away by the entertainment, escaping from the task of teaching.

The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of their performance of game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of mastering new content. game actions, rules and the beginning of the game, its pace is naturally slower. Later, when the game unfolds and the children get carried away, its pace quickens. By the end of the game, the emotional upsurge seems to subside and the pace of the game slows down again. Avoid excessive slowness and unnecessary acceleration of the tempo of the game. The fast pace sometimes causes confusion in children, uncertainty, untimely completion of game actions, and violation of rules. Preschoolers do not have time to get involved in the game and become overexcited. The slow pace of the game occurs when overly detailed explanations are given and many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional uplift.

When leading a didactic game, the teacher uses various forms of organizing children. If close contact is necessary, then preschoolers are seated on chairs placed in a circle or semicircle, and the teacher sits in the center. In a didactic game, there is always the possibility of unexpected expansion and enrichment of its concept in connection with the initiative, questions, and suggestions shown by the children. The ability to keep the game within a set time is a great art. The teacher compresses time primarily by shortening his explanations. Clarity and brevity of descriptions, stories, and remarks are a condition for the successful development of the game and the completion of the tasks being solved.

When finishing the game, the teacher should arouse children’s interest in continuing it and create a joyful prospect.

A didactic game as one of the forms of learning is carried out during the time allocated for classes. The game can alternate with classes when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in play activities, summarize, and generalize the material studied in class.

Didactic games are held in a group room, in a hall, on a site, in a forest, in a field, etc. This ensures children’s broader motor activity, varied impressions, and spontaneity of experiences and communication.

Children of older preschool age are already capable of making independent conclusions, conclusions, and generalizations. Didactic games provide invaluable assistance for the development of these abilities.

The tasks of many games designed for children in the older group involve cooperation between children, joint selection of pictures, toys, routes, comparison of them, discussion of the characteristics of the subject, methods of their classification. This helps to activate children’s existing knowledge and ways of applying it in real and simulated situations. In the process of jointly completing a task, there is a mutual exchange of knowledge and experience.

Many games involve mutual control and evaluation of the actions and decisions of peers. The role of the educator is mainly to help the child make the right choice, support and activate the positive influence of children on each other, and prevent or neutralize the negative one.

Conclusion

Play develops in a child the ability to identify what is essential and characteristic in the environment, and helps him to understand the phenomena of reality more deeply and fully. The game promotes the development of creative imagination, which is necessary for the child’s subsequent educational and work activities.

The game develops strong-willed qualities in children: the ability to subordinate their actions to certain rules, to coordinate their behavior with the tasks of the whole team. Finally, in play, the child masters moral norms and rules of behavior, which play a decisive role in the formation of his personality.

Play is an important means of mental education. Reproducing various life events and episodes from fairy tales, the child reflects on what he saw, what was read and told to him. Thus, through play, children’s interest in different professions is consolidated and deepened, and respect for work is fostered.

Proper management of games is crucial in the development of a child’s psyche and in the formation of his personality.

Literature

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Appendix I

Game "Mail"

Goal: To deepen children’s understanding of how to send and receive correspondence, to cultivate respect for the work of postal workers, and a desire to imitate them. Develop children's coherent speech.

Rules of the game: Properly prepare a letter or parcel for sending. Serve recipients skillfully and carefully.

Material: Drawings, applications, crafts, magazines, newspapers, made by the children themselves during a drawing class and packaged in parcels. Stamps, envelopes. Mailbox, scales, medallion numbers for each child.

A game. Children wear medallion numbers indicating their address. The game begins with poems by S. Marshak and riddles.

Then everyone decides to whom he wants to send a letter or parcel and puts down the corresponding address number. The envelopes are placed in the mailbox, and the parcels are taken to the post office, where they are weighed. During the game, you need to notice the numbers of children to whom no one has sent anything, and you need to send them yourself.

The postman distributes letters and parcels. Children discuss what they have received and ask riddles. The rest of the game participants must guess what the postman brought.

Appendix II

Game "Who can build a house faster"

Purpose: To learn to distinguish between methods of construction of multi-story and one-story buildings; creatively depict the characteristic labor actions of masons, assemblers, crane operators, drivers of trucks and panel carriers, roofers, carpenters; cultivate the habit of working together.

Game task: Build a house.

Rules of the game: It’s interesting to talk about construction.

Material: Building material: bricks, panels, blocks; crane, trucks, various tools used by construction workers; pictures depicting a construction site and various types of work performed on it.

A game. Create a situation, the purpose of which is to discuss which house can be built faster - panel or brick. If the children are unanimous in their decision, introduce Dunno into the game, who will try to prove to them that a brick house grows faster. One thing remains - to actually check who is right. First, some children build a brick house; then others - panel. The teacher records the time and, together with the children, notes which house can be built the fastest. Then the children compete with each other: who, discuss what they have received, and ask riddles. The rest of the game participants must guess what the postman brought.

Appendix III

Game "Road Signs"

Goal: To teach children to navigate by road signs and follow traffic rules. Develop the ability to be polite and attentive to each other.

Game task: To navigate the traffic situation.

Rules of the game: Follow traffic rules. Monitor compliance with rules by others.

Material: Medallions – road signs: “traffic light”, “pedestrian crossing”, “children”, “entry prohibited”, “parking place”, “Medical aid station”, “Move straight”, “telephone”, etc.; medallion – cars and trucks for various purposes. Control coupons with tear-off tabs. Animals.

A game. Children are divided into pedestrians, road signs, cars and put on the corresponding medallions-attributes. Road signs take their places. Pedestrians set off first. Those who violate traffic rules are detained by signs. Cars evaluate the correct behavior of pedestrians and the requirements of road signs. Then they set off on their own. Those who are unruly or inattentive are stopped by signs and their behavior is assessed by pedestrians. The game is repeated until everyone learns to follow the rules of the road.

Theoretical and psychological foundations for expanding the horizons of children of senior preschool age. Features, place and role of using didactic games in the educational process of forming and increasing the child’s mental activity.

horizons didactic game preschool

Didactic game as a means of developing the thinking of a preschooler

Belkina Margarita Nikolaevna

CONTENT

Introduction………………………………………………………………………………… 3

Development of thinking in ontogenesis…………………………… 5

2. Modern ideas about the game………………………... 10

3. The essence of the didactic game, its place in the education of preschoolers……………………………………………………….. 16

Conclusion………………………………………………………... 23

References…………………………………………………………………….. 25

Introduction

Objects and phenomena of reality have such properties and relationships that can be known directly, with the help of sensations and perceptions (colors, sounds, shapes, placement and movement of bodies in visible space), and such properties and relationships that can be known only indirectly and through generalization , i.e. through thinking.

Thanks to this process, a person can identify the most essential features of an object and cognize this object. By carrying out mental operations: analysis, synthesis, comparison, generalization, abstraction, concretization), we acquire new knowledge. Thanks to thinking, a person can rethink his sensory experience, establish cause-and-effect patterns between the phenomena of reality, as well as draw conclusions, anticipate the course of events, change and improve practice.

Numerous researchers have established that the physiological basis of human thinking is complex activity performed by both signaling systems. The second signaling system is of greatest importance, since thinking is inextricably linked with human speech activity (Wekner L. M., Vygotsky L. S., Leontyev A. N., Pavlov I. P.).

Numerous studies have made it possible to identify general patterns of development of mental processes in children. Human thinking is formed and develops according to general laws. First, visual-effective thinking is formed, and on its basis, visual-figurative and abstract-logical thinking develops. In the same way, the transition from analysis to synthesis is carried out.

Purposeful activities on the formation of thinking teach the child to navigate the world around him. He learns to identify significant connections and relationships between objects, which leads to an increase in his intellectual capabilities. Therefore, the study of this problem is of theoretical importance.

Purpose Our research is to study the features of the formation of mental activity of preschoolers in the process of using didactic games.

To achieve this goal, it was necessary to solve the following tasks:

Study the degree of development of the problem of thinking in literary sources;

Based on existing research on the problem, select and develop didactic games for preschoolers

Object Our research is the thinking of preschool children.

Subject Our research was about ways to develop children's visual-figurative thinking.

1. Development of thinking in ontogenesis.

The development of thinking begins in infancy and during the first year of life (and L. S. Vygotsky said that within two years of life), the formation of thinking occurs regardless of the function of speech according to its own laws.

The main condition for the development of children's thinking is their purposeful upbringing and training. In the process of upbringing, the child masters objective actions and speech, learns to independently solve first simple, then complex problems, as well as understand the requirements made by adults and act in accordance with them.

The development of thinking is expressed in the gradual expansion of the content of thought, in the consistent emergence of forms and methods of mental activity and their change as the overall formation of the personality occurs. At the same time, the child’s motivation for mental activity—cognitive interests—increases.

Thinking develops throughout a person’s life in the process of his activity. At each age stage, thinking has its own characteristics.

Numerous studies by domestic and foreign psychologists, teachers, physiologists (Wekner L.M., Vygotsky L.S., Leontiev A.N., Pavlov I.P.) made it possible to identify the features and sequence of development of the infant’s cognitive sphere, which prepares the formation of the child’s intelligence. A child is born without thinking. In order to think, it is necessary to have some sensory and practical experience, fixed in memory.

Newborn babies are not included in practical activities; they only communicate with adults, and during the waking period, being alone, they study their immediate surroundings with the help of their senses. With the help of their hands, and partly their legs, they manipulate objects within their reach, that is, they develop skills that are subsequently included in the process of solving practical sensorimotor problems.

According to J. Bruner, a child of infancy learns about the world around him mainly through habitual actions with the help of which he practically influences this world. Over time, as a rule, already beyond infancy, the world turns out to be presented to the child also in images, relatively free from actions, and then in concepts.

Until the end of the first year of life, a child’s recognition of objects depends not so much on the nature of these objects themselves, but on what actions they caused. At this age, the child is not yet able to clearly differentiate the image of an object and the reaction to it.

Thus, the thinking of a young child appears in the form of actions aimed at solving specific problems: get some object in the field of view, put rings on the rod of a toy pyramid, close or open a box, find a hidden thing, climb onto a chair, bring toy, etc. By doing these

actions, the child thinks. He thinks while acting, his thinking is visual and effective.

In the second half of a child's life, a close connection arises between perception and action.

Initially, the child’s action is performed only with the help of reflexive movements of the sensory organs, for example, it takes the form of a “directed gaze”, revealed in eye movements or head orientation.

Later, grasping with the hand, grasping with the mouth, holding in the hand, and the like appear.

The resulting connection between perception and action prepares the development of intellectual operations, the first elementary manifestations of which are the child’s sensorimotor actions aimed at searching for objects and overcoming various obstacles that arise along the way of his progress.

By the end of the first year of life, manifestations of elementary thinking can be observed in the child.

The primary development of visual-effective thinking is preceded by the formation of manipulative hand movements, improvement of the functioning of the senses and the formation of all operational structures, their coordination, which J. Piaget wrote about.

A significant contribution to the further development of this form of thinking is made by improving the orienting and exploratory activity of infants.

The success of mastering speech and understanding it increases significantly if, along with actual verbal communication, the child has the opportunity to actively manipulate objects called adults, independently study and explore them.

Active actions of children with objects occur between 7 and 10 months of life. About a year later, a new aspect appears in the child’s activity: he begins to explore objects not only with the help of his hands, but also with other objects that he uses as tools. For example, by picking up a stick, a child can touch other objects with it and influence them (push, move, turn over, etc.).

Mastering the speech of those around you causes a shift in development

visual and effective thinking of the child. Thanks to language, children begin to think in general terms.

It should be noted that the perception of words (sensory speech) appears in a child after 6 months, but the word is not yet an independent signal. It is perceived as one of the components of stimuli. If in the question “Where is mom?” change your intonation or voice, the previous reaction will disappear. When a child begins to utter his first words, they usually refer not to a specific object, but to the entire situation as a whole.

Further development of thinking is expressed in a change in the relationship between action, image and word. The word plays an increasingly important role in solving problems.

There is a certain sequence in the development of types of thinking in preschool age. Ahead comes the development of visual-effective thinking, followed by the formation of visual-figurative and, finally, verbal-logical thinking.

Primitive sensory abstraction, in which the child highlights some aspects and is distracted from others, leads to the first elementary generalization. As a result, the first, unstable groupings of objects into classes and bizarre classifications are created.

These “generalizations” are for the most part carried out not on the basis of essential properties, but on the basis of emotionally vivid particulars that attract the child’s attention. In addition, association is often mixed into the child’s generalizations.

An important basis for a child’s mental activity is observation. In this case, mental activity is expressed, first of all, in juxtaposition and comparison. At the same time, the differences between such concepts as a thing and the properties of a thing are learned. Observing the environment, the child notices the regularity in the occurrence of certain phenomena, for example, that the setting of the table is followed by food. These observations are still far from being understood as patterns, but serve as a basis for developing an understanding of cause-and-effect relationships.

At the age of 3-6 years, the child already begins to notice the relativity of some properties and positions. To characterize inferences, V. Stern introduced the term “transduction” - an inference that moves from one particular case to another, bypassing the general one.

Thus, the child’s thinking develops gradually, through the manipulation of objects, speech, observation, etc. The large number of questions that children ask indicates active thought processes. The appearance of conscious thinking and reflection in a child indicates the manifestation of all aspects of mental activity. The use of accumulated experience is becoming increasingly important. By 3-5 years, the concept is still based on one sign; by 6-7 years, general, group characteristics are already distinguished. The formation of higher nervous activity is mainly completed at the age of 15-17 years.

2. Modern ideas about the game.

Game is one of those types of children's activities that is used by adults to educate preschoolers, teaching them various actions with objects, methods and means of communication. In play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and work activities, and his relationships with people will subsequently depend.

In the preschool period, arising at the border of early and preschool age, story play takes on its most developed form. This activity of the child interests scientists from various fields - philosophers, sociologists, biologists, art historians, ethnographers, and especially teachers and psychologists.

According to A. Adler, in play the child tries to drown out and eliminate his feelings of inferiority and lack of independence. The game, as an illusory world, divorced from the surrounding reality, in which the child withdraws into his experiences, is also considered by some other psychologists (K. Kaffka, K. Levin, J. Piaget).

The content of children's games is related to both the macro and microenvironment in which the child lives. Children's games are proof of their close connection with the world of adults. In games, children enter into relationships that are otherwise inaccessible to them. These are relationships of mutual control, subordination, and mutual assistance. “In real life,” notes D. B. Elkonin, “such relationships are inaccessible to children even of older preschool age. Thus, in their games, children enter into more complex relationships in their real collective life. Under the influence of games, children develop norms of behavior, which are then transferred by children outside the game and become general norms of their behavior.”

Play is considered as a form of organizing children's life. The teacher must be the organizer of children's life and activities; Its functions also include guiding the formation of real relationships in children's society.

Managing gaming activities is a delicate and complex process. It is very important, warned N.K. Krupskaya, not to standardize games, but to give scope to children’s initiative. It is important that children come up with games themselves and set goals for themselves. The teacher should not hamper the children’s initiative, discourage them, or force them to play certain games...”

Game management requires deep knowledge of the theory of gaming activity. A.N.Leontyev emphasizes that without knowledge of the internal laws of the game as an activity, attempts to control the game can turn into its breakdown.

The game develops such a quality of the child’s personality as self-regulation of actions taking into account the tasks of quantitative activity. The most important achievement is the acquisition of a sense of collectivism. It not only characterizes the moral character of the child, but also significantly rebuilds his intellectual sphere, since in a collective game there is an interaction of different meanings, the development of event content and the achievement of a common game goal.

It has been proven that children gain their first experience of collective thinking through play. Scientists believe that children's games spontaneously but naturally arose as a reflection of the labor and social activities of adults. However, it is known that the ability to play does not arise through automatic transfer into play, learned in everyday life.

Thus, play is an important means of educational work. Thus, it plays a significant role in the mental education of children. In the game, perception, thinking, memory, speech are formed - those fundamental mental processes, without sufficient development of which it is impossible to talk about raising a harmonious personality.

The level of development of a child’s thinking determines the nature of his activity and the intellectual level of its implementation.

Any activity of children is aimed at solving a specific problem. The main task has many intermediate ones, the solution of which will transform the conditions and thereby facilitate the achievement of the goal. Practical problems that a child must solve are different from educational ones. The content of game tasks is dictated by life itself, the child’s environment, his experience, and knowledge.

The child gains experience in his own activities and learns a lot from teachers and parents. Various knowledge and impressions enrich his spiritual world, and all this is reflected in the game.

Solving game problems with the help of objective actions takes the form of using increasingly generalized game methods of understanding reality. The child drinks the doll from a cup, then replaces it with a cube and then simply puts his hand to the doll’s mouth. This means that the child solves game problems at a higher intellectual level.

Thus, the game is a special form of cognition of the surrounding reality. The specificity of game tasks is that in them the goal is presented in an imaginary, imaginary form, which differs from the practical goal in that the expected result is not certain and its achievement is not necessary.

An important point is to establish continuity of content beyond the gaming experience and the game. This is not about copying real objective actions in the game, but about understanding them and transferring them into the game. A more generalized game action transfers the game itself to a qualitatively new intellectual basis.

Particularly indicative is the replacement of a game action with a word. The motive of the game is not the action with objects, but the communication of children with each other, which reflects the interactions and relationships of people.

When the necessary level of thinking is formed, the child is able to replace the image of another person - take on a role and act in accordance with its content.

Thus, play is the leading activity of preschoolers. It is important for the development of mental processes in children. It is in it that the main new formations are formed, preparing the transition of a preschooler to the next age stage - a junior schoolchild.

The leading role of play in the formation of a child’s psyche was noted by prominent teachers and psychologists (L. S. Vygotsky, A. M. Gorky, N. K. Krupskaya, A. N. Leontiev, A. V. Lunacharsky, A. S. Makarenko, K. D. Ushinsky, D. B. Elkonin, etc.).

The importance of play activities in the development of the child’s motivational sphere and in the formation of his social readiness for school is great. The game actively shapes the moral foundations of the future student.

The game is also the child’s first school of will. It is in the game that the ability to voluntarily, on one’s own initiative, submit to various demands is initially manifested (R. I. Zhukovskaya, A. V. Zaporozhets, Z. V. Manuylenko, etc.).

The value of play activity lies in the fact that it has the greatest potential for the formation of a children's society. It is in play that the social life of children is most fully activated; like no other activity, it allows children to create, on their own, certain forms of communication already at the earliest stages of development.

In play, as a leading type of activity, mental processes are actively formed or restructured, ranging from the simplest to the most complex. In the game, the child identifies the conscious goal of memorizing and recall earlier and more easily, and remembers a larger number of words than in laboratory conditions (Z. M. Istomina et al.).

In gaming activities, particularly favorable conditions are created for the development of intelligence, for the transition from visual-effective thinking to elements of verbal-logical thinking. It is in play that the child develops the ability to create systems of generalized typical images and phenomena and mentally transform them. Specially conducted research at the Research Institute of Preschool Education shows that the development of elementary forms of verbal abstract thinking occurs due to children’s assimilation of more complex methods of play actions and their meaning.

In the process of play activity, new types of activities of the preschooler are generated and differentiated. It is in play that artistic activity is born, and in it the elements of the labor of learning first appear. The use of gaming techniques and didactic games makes learning at this age consistent with the child’s nature.

Play creates a “zone of proximal development of the child” (L.S. Vygotsky) “In play, a child is always above his average age, above his usual everyday behavior; In the game he seems to be head and shoulders above himself. The game in condensed form contains, as if in the focus of a magnifying glass, all development trends; the child in the game seems to be trying to make a leap above the level of his usual behavior.”

Thus, the preschooler develops in different types of activities. Play is of particular importance in preparing for his transition to the next age level. It is the leading activity in the preschool period, since, like no other activity, it corresponds to the characteristics of the preschooler’s psyche and is most characteristic and characteristic of him.

Children's games are very diverse. They differ in content and organization, rules, the nature of children’s manifestations, the impact on the child, the types of objects used, origin, etc. All this makes it extremely difficult to classify children's games, however, for proper management of games, their grouping is necessary. The most widespread division in pedagogy is the division of games into 2 large groups: creative games and games with rules.

Children come up with the content of creative games themselves, reflecting in them their impressions, their understanding of the environment and their attitude towards it.

Games with rules are created and introduced into children's lives by adults. Depending on the complexity of the content and rules, they are intended for children of different ages.

In turn, both groups of games have their own varieties. The group of creative games consists of role-playing games (this is the main type of creative games), construction and construction games, and dramatization games.

Games with ready-made content and rules, according to their educational impact, are conventionally divided into didactic games, in which, first of all, the mental activity of children develops, their knowledge deepens and expands; outdoor games in which various movements are improved; musical games that develop musical abilities. There are also entertainment games and fun games.

Thus, play is the leading activity of preschoolers. It is important for the mental development of children. It is in it that the main new formations are formed, preparing the transition of a preschooler to the next age stage - a junior schoolchild. It is the leading activity in the preschool period, since, like no other activity, it corresponds to the characteristics of the preschooler’s psyche and is most characteristic and characteristic of him. Children's games are divided into two large groups: creative games and games with rules.

3. The essence of didactic games and its place in teaching preschoolers.

The importance of play in raising a child is considered in many pedagogical systems of the past and present. Most teachers regard play as a serious and necessary activity for a child.

In the history of foreign and Russian pedagogical science, there have been 2 directions in the use of games in raising children: for comprehensive harmonious development and for narrow didactic purposes.

A prominent representative of the first direction was the great Czech teacher J. A. Komensky. He considered play a necessary form of child activity that corresponds to his nature and inclinations: play is a serious mental activity in which all types of the child’s abilities develop; in the game the range of ideas about the surrounding world expands and enriches, speech develops; In joint games, the child gets closer to his peers. (9, 100).

The didactic direction of using the game was developed inXVIIIV. Philanthropist teachers (I.S. Bazedov, H.G. Zaltsman, etc.) sought to make children’s education entertaining and appropriate to their age characteristics; philanthropists used a variety of games.

The didactic direction is most fully represented in the pedagogy of F. Froebel. “The process of play, argued F. Froebel, is the identification and manifestation of what was originally inherent in a person by the deity. Through play, a child, according to F. Frebel, learns the divine principle, the laws of the universe and himself. F. Froebel attaches great educational importance to the game: the game develops the child physically, enriches his speech, thinking, and imagination; play is an active activity for preschool children. Therefore, Froebel considered play to be the main way of raising children in kindergarten.”

The didactic direction of using games is also characteristic of modern English pedagogy. In children's institutions working according to the system of M. Montessori or F. Froebel, the main place is still given to didactic games and exercises with various material, independent creative games of children are not given importance.

The works of K. D. Ushinsky, P. F. Kapterev, P. F. Lesgaft and others contain important thoughts about the role of play in the formation of a child.

K. D. Ushinsky pointed out the dependence of the content of children's games on the social environment. He argued that games do not go unnoticed for a child: they can determine the character and behavior of a person in society. Thus, a child who is accustomed to command or obey in play does not easily wean himself from this direction in real life. K. D. Ushinsky attached great importance to joint games, since the first social relationships are established in them. He valued children's independence in play and saw this as the basis for the deep influence of play on a child, but he considered it necessary to guide children's games, ensuring the moral content of children's impressions.

Of great interest are the views on the game of E. I. Tikheyeva. E. I. Tikheyeva considers play as one of the forms of organizing the pedagogical process in kindergarten and, at the same time, as one of the most important means of educational influence on the child.

In the kindergarten, led by E.I. Tikheyeva, two types of games existed and were used: free games, stimulated by the environment, and games organized by the teacher, games with rules. Special merit belongs to E. I. Tikheyeva in revealing the role of didactic games. She rightly believed that didactic games provide an opportunity to develop a child’s most diverse abilities, his perception, speech, and attention. She defined the special role of the teacher in the didactic game: he introduces children to the game, introduces it to its content and rules. E. I. Tikheyeva developed many didactic games that are still used in kindergartens.

Each method has games that have been created over the centuries by adults for children, and some by children themselves. Russian folk games were first collected and processed by E.A. Pokrovsky. Richness of content, variety of forms, simplicity, entertainment, humor are their characteristic features.

Thus, the game is used in raising children in two directions: for comprehensive harmonious development and for narrow didactic purposes. Play is a necessary form of child activity. Play is a serious mental activity in which all types of a child’s abilities are developed, the range of ideas about the world around him is expanded and enriched, and speech develops. A didactic game makes it possible to develop a wide variety of child’s abilities, his perception, speech, attention.

Many games with ready-made content and rules are currently being created by teachers.

Games with rules are designed to form and develop certain qualities of a child’s personality. In preschool pedagogy, it is customary to divide games with ready-made content and rules into didactic, active and musical.

All games with ready-made content and rules are characterized by the following features: the presence of a game plan or game task that is implemented (solved) through game actions. The game concept (or task) and game actions constitute the content of the game; the actions and relationships of the players are regulated by the rules; the presence of rules and ready-made content allow children to independently organize and conduct the game.

The educational content of the game is contained in the game concept, game actions and rules and does not act as an independent task for children.

Among didactic games, a distinction is made between games in the proper sense of the word and games-activities, games-exercises. A didactic game is characterized by the presence of a game plan or a game task. An essential element of a didactic game are the rules. Compliance with the rules ensures the implementation of game content. The presence of rules helps to carry out game actions and solve the game problem. Thus, the child learns unintentionally through play.

In the didactic game, the ability to obey the rules is formed, because The success of the game depends on the accuracy of following the rules. As a result, games influence the formation of voluntary behavior and organization.

Based on the nature of the material used, didactic games are conventionally divided into games with objects, board-printed games and word games.

Subject games are games with folk didactic toys, mosaics and natural materials. The main play actions with them are: stringing, laying out, rolling, assembling a whole from parts, etc. These games develop colors, sizes, shapes.

Board and printed games are aimed at clarifying ideas about the environment, stimulating knowledge, developing thought processes and operations (analysis, synthesis, generalization, classification, etc.)

Printed board games are divided into several types: paired pictures, lotto, dominoes, cut pictures and folding cubes, “Maze” type games for older preschoolers

Word games. This group includes a large number of folk games such as “Colors”, “Silence”, “Black and White”, etc. Games develop attention, intelligence, speed of reaction, and coherent speech.

The structure of a didactic game, its tasks, game rules, and game actions objectively contain the possibility of developing many qualities of social activity.

Thus, in a didactic game, the child has the opportunity to design his behavior and actions.

The didactic game is conventionally divided into several stages. Each is characterized by certain manifestations of children's activity. Knowledge of these stages is necessary for the teacher to correctly assess the effectiveness of the game. The first stage is characterized by the child’s desire to play and be active. Various techniques are possible to arouse interest in the game: conversation, riddles, counting rhymes, reminders of the game you liked. At the second stage, the child learns to perform the game task, rules and actions of the game. During this period, the foundations are laid for such important qualities as honesty, determination, perseverance, the ability to overcome the bitterness of failure, and the ability to rejoice not only in your own success, but also in the success of your comrades. At the third stage, the child, already familiar with the rules of the game, shows creativity and is busy searching for independent actions. He must perform the actions contained in the game: guess, find, hide, depict, pick up. To successfully cope with them, you need to show ingenuity, resourcefulness, and the ability to navigate the situation. A child who has mastered the game must become both its organizer and its active participant. Each stage of the game corresponds to certain pedagogical tasks. At the first stage, the teacher gets children interested in playing, creates joyful anticipation of a new interesting game, and creates a desire to play. At the second stage, the teacher acts not only as an observer, but also as an equal partner who knows how to come to the rescue in a timely manner and fairly evaluate the children’s behavior in the game. At the third stage, the role of the speech pathologist is to evaluate children's creativity when solving game problems.

One of the main tasks of mental education of preschool children is the development of thinking and speech. These 2 inextricably linked mental processes are formed and develop as the child learns about the world around him.

To accustom a child to mental work, it is necessary to make it interesting and entertaining. Entertaining mental work is achieved by various methods, among which a special place is occupied by the didactic game, which contains great opportunities for the development of children’s mental activity, for the development of independence and activity of their thinking. In a playful form, the thinking process itself proceeds faster and more actively, since play is a type of activity inherent in this age. In play, the child overcomes the difficulties of mental work easily, without noticing that he is being taught. Depending on the educational task, the defectologist can vary the conditions of the game himself.

In didactic play, children learn to think about things that they do not directly perceive at the moment. This game teaches you to rely on the idea of ​​previously perceived objects in solving a problem. The game requires the use of previously acquired knowledge in new connections, in new circumstances. In these games, the child must independently solve various mental problems: describe objects, guess by description, based on signs of similarity and difference, group objects according to various properties and characteristics, find illogicalities in judgments, invent stories with the inclusion of fables, etc.

The best teachers from around the world attached great importance to the use of word games for the purpose of developing children's thinking. The German teacher B. Basedov wrote that children get great pleasure from games in which they combine specific concepts with generic ones and select specific ones for generic concepts.

In Soviet preschool pedagogy, N.K. Krupskaya was a passionate defender of play as a form of education for preschool children; she repeatedly spoke about the importance of play as the most important means of comprehensive education of preschoolers: “... play for them is study, play for them is work, play for them – a serious form of education.” Naming folk games, N.K. Krupskaya noted their great importance in nurturing a number of qualities in children: resourcefulness, discipline, observation, and a sense of humor.

Games for children of primary and secondary preschool age are mainly aimed at developing speech, clarifying and consolidating vocabulary, developing correct sound pronunciation, the ability to count, and navigate in space. Only a small part of games are aimed at developing children's thinking ability.

In older preschool age, when children begin to develop verbal and logical thinking, it is necessary to use games more specifically for the purpose of developing independent thinking and the formation of mental activity.

Particularly serious attention should be paid to nurturing the independence and active thinking of children in the older groups of kindergarten. Defectologists working in these groups are faced with the following tasks: teaching children to see an object from all sides (its shape, color, location in space, etc.); highlight in it the most characteristic signs of similarity and difference with other objects, i.e. compare them; develop the ability to classify objects; to teach reasoning, to draw correct conclusions, conclusions, to express independent judgments; teach to apply knowledge in accordance with circumstances; develop resourcefulness, intelligence, and the ability to find different ways to solve the same problem. To accomplish these tasks, a variety of techniques and methods are used, one of which is a didactic game.

Thus, a didactic game is an accessible, useful, and effective method of nurturing independent thinking in children. It does not require special material or certain conditions, but only requires the teacher’s knowledge of the game itself. It is necessary to take into account that the proposed games will contribute to the development of independent thinking only if they are carried out in a specific system using the necessary methodology.

Conclusion

As a result of studying psychological and pedagogical literature, we established that thinking is a function of the brain, the result of its analytical and synthetic words, people communicate with each other, passing on cultural and historical experience. Thanks to thinking, a person learns about objects and phenomena, as well as connections and relationships between them.

Numerous researchers have established (L. S. Vygotsky, A. V. Zaporozhets, A. N. Leontyev, D. B. Elkonin, Yu. T. Matasov, etc.) that thinking is inextricably linked with sensory cognition, since the sensory basis is the main source of thought. That is, with the help of such mental processes as sensation and perception, a person receives information about the surrounding reality. At the same time, human thinking is aimed at knowing the unknown, and for this the sensory basis of thinking is too narrow.

Human thinking is characterized by problematic nature and search. That is, the thought process is a process that is preceded by awareness of the initial situation (task conditions). It is conscious and purposeful, operates with concepts and images, and ends with some result (rethinking the situation, finding a solution, forming a judgment, etc.).

The formation of thinking is important in the mental development of a child. It is in the preschool period that not only the main forms of visual thinking arise - visual-effective and visual-figurative, but also the foundations of logical thinking are laid - the ability to transfer one property of an object to others (the first types of generalization), causal thinking, the ability to analyze, synthesize and etc.

Based on these features, it is recommended that the formation of the thinking of preschoolers with intellectual disabilities should begin with the development of visual and effective thinking. It is on the basis of this form that two other types of thinking arise: visual-figurative and verbal-logical.

Conducting didactic games contributes to the formation of thinking.

In games that promote the formation of thinking, two directions are distinguished: from perception to thinking and from visual-effective to visual-figurative and logical thinking.

An important condition for the effective use of didactic games in teaching is consistency in the selection of games. First of all, the following didactic principles should be taken into account: accessibility, repetition, gradual completion of tasks.

Bibliography.

Anikeeva N.P. Education through play, a manual for kindergarten teachers, [Text]/ N.P. Anikeeva - M.: Education, 2002 - 168 p.

Didactic games and activities with young children: a manual for kindergarten teachers, [Text] /E.V. Zvorygina, N.S. Karpinskaya, I.M. Kononova et al. M.: Education, 2005- 144 p.

Preschool pedagogy – S.A. Kozlova, T.A. Kulikov, didactic games. [Text] M.: Education 2007 p.322.

Zhukovskaya R.I. Raising a child in the game [Text] / R.I. Zhukovskaya - M.: APN RSFSR, 2001- 319 p.

Preschooler's game. /Edited by S.L. Novoselova. [Text] M.: Education, 2003 – 312 p.

Leontyev A.N. Psychological foundations of preschool play. [Text] M.: Education, 2000 – p. 303-323

Sorokina A.I. Didactic games in kindergarten. [Text] M.: Education, 2002- 144 p.

Elkoni D.B. Psychology of the game. [Text] /M.: Pedagogy, 2003. - 379 p.

Municipal budget preschool educational

combined kindergarten institution "Dolphin"

Developed

teacher: Kulagina M.G.. Content

Introduction

Purpose of this problem

Tasks

Main part

1. General characteristics of didactic games

Conclusion

Literature

Application

Introduction

Relevance and significance of this problem

Play is the most accessible type of activity for children, a way of processing received impressions from the surrounding world. The game clearly reveals the child’s thinking and imagination, his emotionality, activity, which develops the need for communication.

An interesting game increases the child’s mental activity, and he can solve a more difficult problem than in class. Play is only one of the methods, and it gives good results only in combination with others: observation, conversations, reading, etc. By playing, children learn to apply their knowledge and skills in practice, and use them in different conditions. A game is an independent activity in which children interact with peers. They are united by a common goal, joint efforts to achieve, and common experiences. Play experiences leave a deep imprint on the child’s mind and contribute to the formation of good feelings, noble aspirations, and collective life skills. The game occupies a large place in the system of physical, moral, labor and aesthetic education. A child needs active activities that help improve his vitality, satisfy his interests and social needs.

The game is of great educational importance; it is closely connected with learning in the classroom and with observations of everyday life.

They learn to solve game problems on their own and find the best way to accomplish their plans. Use your knowledge and express it in words.

Often a game serves as an occasion for imparting new knowledge and broadening one’s horizons. With the development of interest in the work of adults, in public life, in the heroic deeds of people, children begin to have their first dreams of a future profession and a desire to imitate their favorite heroes. Everything makes games an important means of consciousness of the child’s direction, which begins to take shape in preschool childhood.

Thus, gaming activity is an urgent problem in the learning process.

2.The purpose of this problem:

Determine the role of didactic games in teaching preschool children.

3.Tasks:

Study the psychological foundations and features of the game;

Reveal the essence of the concept of didactic game;

Analyze your experience in using didactic games in the educational process in a preschool educational institution.

Systematize didactic games for children of different preschool ages.

Main part

.The place and role of didactic games in the educational process

1. General characteristics of the didactic game

The main feature of didactic games is determined by their name: they are educational games. They are created by adults for the purpose of raising and educating children. But for children at play, the educational value of a didactic game does not appear openly, but is realized through a game task, game actions, and rules.

As noted by A.N. Leontiev, didactic games belong to the “boundary games”, representing a transition to the non-game activity that they prepare. These games contribute to the development of cognitive activity, intellectual operations, which are the basis of learning. Didactic games are characterized by the presence of an educational task - a teaching task. Adults are guided by it when creating this or that didactic game, but they put it in a form that is entertaining for children.

What attracts a child to a game is not the educational task inherent in it, but the opportunity to be active, perform game actions, achieve results, and win. However, if a participant in the game does not master the knowledge and mental operations that are determined by the learning task, he will not be able to successfully perform game actions or achieve results.

Thus, active participation, especially winning in a didactic game, depends on how much the child has mastered the knowledge and skills that are dictated by her learning task. This encourages the child to be attentive, remember, compare, classify, and clarify his knowledge. This means that the didactic game will help him learn something in an easy, relaxed way. This unintentional learning is called autodidactism.

Didactic games have existed for many centuries. Their first creator was a people who noticed an amazing feature of young children - their receptivity to learning through play, with the help of games and toys. Over the entire history of mankind, each nation has developed its own didactic games, unique didactic toys have been created that have become part of its culture. The content of didactic games and toys reflected the features of the national character, nature, history, life of a particular people.

Folk didactic games provide a relationship between educational and training influences, taking into account the age-related psychophysiological characteristics of the child. Folk didactic games are characterized by clearly expressed educational emotional and cognitive content, embodied in playful form, imagery, and dynamic game actions. The content of the game is event-based, i.e. reflects any case or incident that evokes a certain emotional response in the child and enriches his social experience.

In Russian folk pedagogy there are didactic games and toys intended for children of different ages: from early childhood to school age. They enter a child's life very early - in the first year of life.

For older children, Russian folk pedagogy intends didactic games, which provide the opportunity to develop activity, dexterity, initiative, and ingenuity. Here the inherent need for preschoolers to move and communicate with peers is expressed; there is abundant food for the work of the mind and imagination.

Over time, folk games are subject to changes made by the children themselves (updating the content, complicating the rules, using different gaming material). Variants of games are created by practicing teachers. Based on the ideas inherent in folk games, scientists create new didactic games and offer entire systems of such games.

The tradition of widespread use of didactic games for the purpose of raising and teaching children, established in folk pedagogy, was developed in the works of scientists and in the practical activities of many teachers. Essentially, in every pedagogical system of preschool education, didactic games occupied and still occupy a special place.

The author of one of the first pedagogical systems of preschool education, Friedrich Froebel, was convinced that the task of primary education was not learning in the ordinary sense of the word, but organizing play. While remaining a game, it must be imbued with a lesson. F. Frebel developed a system of didactic games, which represents the basis of educational work with children in kindergarten.

This system includes didactic games with different toys and materials, arranged strictly sequentially according to the principle of increasing complexity of learning tasks and game actions. An obligatory element of most didactic games were poems, songs, rhyming sayings, written by F. Froebel and his students in order to enhance the educational impact of the games.

Another world-famous system of educational games, authored by Maria Montessori, also received mixed reviews. In determining the place of play in the educational process of a kindergarten, M. Montessori is close to the position of F. Froebel: games should be educational, otherwise they are “empty games” that have no impact on the child’s development. For educational games and activities, she created interesting didactic materials for sensory education.

The didactic game has its own structure, which includes several components. Let's look at these components:

The educational (didactic) task is the main element of the didactic game, to which all the others are subordinated. For children, the learning task is formulated as a game task. For example, in the game “Recognize an object by sound” the educational task is as follows: to develop auditory perceptions, to teach children to correlate sound with an object. And the children are offered the following game task: listen to the sounds that different objects make, and guess these objects by sound. Thus, the game task reveals the “program” of game actions. The game task is often included in the name of the game.

Play actions are ways of showing the child’s activity for play purposes: putting his hand in the “wonderful bag”, feeling for a toy, describing it, etc.

For children of early and primary preschool age, a didactic game is fascinated by the process of the game, but they are not yet interested in the result. Therefore, the game actions are simple and of the same type.

For children of middle and senior preschool age, more complex play activities are provided, usually consisting of several play elements. Children 5-6 years old, participating in a plot-based didactic game, perform a set of game actions related to the implementation of a certain role.

In the games of older preschoolers, gaming actions of a mental nature predominate: show observation, compare, recall what was previously learned, classify objects according to certain characteristics, etc.

So, depending on the age and level of development of children, game actions in the didactic game also change.

The rules ensure the implementation of game content. They make the game democratic: all participants in the game obey them.

There is a close connection between the learning task, game actions and rules. The learning task determines the game actions, and the rules help to carry out the game actions and solve the problem.

In preschool pedagogy, all didactic games can be divided into three main types: games with objects, board-printed and word games.

Games with objects

These games use toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality.

The games solve problems involving comparison, classification, and establishing sequence in solving problems.

A variety of toys are widely used in educational games. They clearly express color, shape, purpose, size, and the material from which they are made. This allows the teacher to train children in solving certain didactic tasks, for example, selecting all the toys made of wood.

Using didactic games with similar content, the teacher manages to arouse children’s interest in independent play and suggest to them the idea of ​​the game with the help of selected toys.

Board-printed games

Printed board games are a fun activity for children. They are varied in type: paired pictures, lotto, dominoes.

Word games

Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge in new connections, in new circumstances.

Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description.

With the help of verbal games, children develop a desire to engage in mental work.

2. Using didactic games in teaching preschoolers

In the pedagogical process of a preschool institution, didactic play acts primarily as an independent activity of children, which determines the nature of its management.

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 in preschoolers, the formation of ideas, and the acquisition of knowledge. These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.

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.

Successful management of didactic games, first of all, involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interaction with other games and forms of education. It should be aimed at developing and encouraging children’s cognitive activity, independence and initiative, their use of different ways to solve game problems, and should ensure friendly relations between participants and a willingness to help their comrades.

The development of interest in didactic games and the formation of play activities in children is achieved by the fact that the teacher sets increasingly more complex tasks for them and is in no hurry to suggest play actions. The play activity of preschoolers becomes more conscious; it is more aimed at achieving a result, rather than at the process itself. But the management of the game should be such that children retain the appropriate emotional mood, ease, so that they experience the joy of participating in it and a sense of satisfaction from solving the tasks.

In each group, the teacher outlines a sequence of games that become more complex in content, didactic tasks, game actions and rules. Individual, isolated games can be very interesting, but using them outside the system cannot achieve educational and developmental results. Therefore, it is necessary to clearly define the interaction between teaching direct educational activities and didactic games.

It should be taken into account that in a didactic game, the correct combination of clarity, the words of the teacher and the actions of the children themselves with toys, play aids, objects, pictures, etc. is necessary.

With the help of verbal explanations and instructions, the teacher directs the children's attention, organizes, clarifies their ideas, and expands their experience. His speech helps to enrich the vocabulary of preschool children, master various forms of learning, and contribute to the improvement of play actions. Detailed and verbose explanations, frequent comments and instructions, and mistakes are unacceptable, even if they are caused by the desire to straighten the game. This kind of explanation and remarks tear the living fabric of play activity, and children lose interest in it.

When leading games, the teacher uses a variety of means of influence on preschoolers. For example, acting as a direct participant in the game, he directs the game unnoticed by them, supports their initiative, and empathizes with them the joy of the game. Sometimes the teacher talks about an event, creates an appropriate gaming mood and maintains it during the game. He may not be involved in the game, but as a skillful and sensitive director, preserving and protecting its independent character, he guides the development of game actions, the implementation of the rules and, unnoticed by the children, leads them to a certain result. When supporting and encouraging children's activities, the teacher most often does this not directly, but indirectly: expressing surprise, joking, using various kinds of playful surprises, etc.

We must remember, on the one hand, about the danger of over-intensifying the teaching moments, weakening the beginning of the game, giving the didactic game the character of a direct educational activity, and, on the other hand, being carried away by the entertainment, escaping from the task of learning.

The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of their performance of game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content of game actions, rules and the beginning of the game, its pace is naturally slower. Later, when the game unfolds and the children get carried away, its pace quickens. By the end of the game, the emotional upsurge seems to subside and the pace of the game slows down again. Avoid excessive slowness and unnecessary acceleration of the tempo of the game. The fast pace sometimes causes confusion in children, uncertainty, untimely completion of game actions, and violation of rules. Preschoolers do not have time to get involved in the game and become overexcited. The slow pace of the game occurs when overly detailed explanations are given and many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional uplift.

When leading a didactic game, the teacher uses various forms of organizing children. If close contact is necessary, then preschoolers are seated on chairs placed in a circle or semicircle, and the teacher sits in the center. In a didactic game, there is always the possibility of unexpected expansion and enrichment of its concept in connection with the initiative, questions, and suggestions shown by the children. The ability to keep the game within a set time is a great art. The teacher compresses time primarily by shortening his explanations. Clarity and brevity of descriptions, stories, and remarks are a condition for the successful development of the game and the completion of the tasks being solved.

When finishing the game, the teacher should arouse children’s interest in continuing it and create a joyful prospect.

A didactic game as one of the forms of learning is carried out during the time allocated in the mode of direct educational activities. The game can alternate with direct educational activities, when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in play activities, summarize, and generalize the material studied.

Didactic games are held in a group room, in a hall, on a site, in a forest, in a field, etc. This ensures children’s broader motor activity, varied impressions, and spontaneity of experiences and communication.

Children of older preschool age are already capable of making independent conclusions, conclusions, and generalizations. Didactic games provide invaluable assistance for the development of these abilities.

The tasks of many games designed for children in the older group involve cooperation between children, joint selection of pictures, toys, routes, comparison of them, discussion of the characteristics of the subject, methods of their classification. This helps to activate children’s existing knowledge and ways of applying it in real and simulated situations. In the process of jointly completing a task, there is a mutual exchange of knowledge and experience.

Many games involve mutual control and evaluation of the actions and decisions of peers. The role of the educator is mainly to help the child make the right choice, support and activate the positive influence of children on each other, and prevent or neutralize the negative one.

Conclusion

Play develops in a child the ability to identify what is essential and characteristic in the environment, and helps him to understand the phenomena of reality more deeply and fully. The game promotes the development of creative imagination, which is necessary for the child’s subsequent educational and work activities.

The game develops strong-willed qualities in children: the ability to subordinate their actions to certain rules, to coordinate their behavior with the tasks of the whole team. Finally, in play, the child masters moral norms and rules of behavior, which play a decisive role in the formation of his personality.

Play is an important means of mental education. Reproducing various life events and episodes from fairy tales, the child reflects on what he saw, what was read and told to him. Thus, through play, children’s interest in different professions is consolidated and deepened, and respect for work is fostered.

Proper management of games is crucial in the development of a child’s psyche and in the formation of his personality.

Literature

1. Artemova L.V. The world around us in didactic games for preschoolers. - M., 2007.

2. Bondarenko A.K. Didactic games in kindergarten. - M., 1990. - 280 p.

3. Vasilyeva M.A. Guiding children's games in preschool institutions. - M., 2009.

4. Gerbova V.V. Parenting. - M., 2009.

5. Grishina G.N. Favorite children's games. - M., 1997.

6. Menzheritskaya D.V. To the teacher about a children's game. - M., 2003.

7. Pidkosisty P.I. Game technology in training and development. - M., 2005.

8. Usova A.P. The role of play in raising children. - M., 2007.

9. Sorokina A.I. Didactic games in kindergarten. - M., 2010.

10. Huizing I. A man playing. - M., 1999.

11. Shmakov S.A. Her Majesty the game. - M., 1992. - 230 p.

Application

I use didactic games in all types of direct educational activities.

Direct educational activities

to get acquainted with the outside world

with elements of a didactic game

in the second junior group

Topic: “Visiting grandma”

Program content: Continue to introduce children to domestic animals and their babies. Learn how to properly handle pets. Develop a caring attitude towards pets.

Integration of educational areas: cognition, communication, socialization.

Planned results: knows domestic animals and their young, shows a caring attitude towards animals.

The teacher conducts a lesson dressed as a grandmother.

Grandmother: Many people live in the city, but I live in the countryside. I love my home very much. There are many animals in my yard that I take care of. These are pets because they live next to the house, and I take care of them: I feed them, sing them, clean up after them. All pets are beneficial.

Grandmother shows a toy cow.

He chews hay day and night,

Gives a lot of milk.

What benefits do you think a cow brings?

Children: Gives milk.

Grandmother: the cow gives milk. Milk is very beneficial for both adults and children. Do you guys like milk?

I will make sour cream and cottage cheese from milk.

Grandmother shows a toy goat.

Grandmother: The goat gives us milk and fluff. I spin threads from fluff and knit warm socks for my grandchildren. I also have chickens and ducks in my yard. What do you think are the benefits of them?

Children: Chickens and ducks lay eggs.

Grandmother: Yes, they lay eggs...

I also have a dog. Why do you think there is a dog in the yard?

Children: Guards the house.

Grandmother: I love my dog, I pet him. She wags her tail and jumps for joy. Do you know the name of the house where the dog lives?

Children: Booth, kennel.

Grandmother: Let's take a rest.

Physical education minute:

We're kicking, stomping,

We clap our hands!

We are the eyes of a moment, moment,

We shrug our shoulders.

One - here, two - there

Turn around yourself.

One - sit down, two - stand up

Everyone raised their hands up,

Sat down - stood up, sat down - stood up

It’s as if they became Vanka-vstanka.

Grandmother: What animals live in your home?

Children's answers

Grandmother: And I have a cat, Murka. What are baby cats called?

Children: Kittens.

Grandmother: A cat plays with kittens in the yard. How does a cat sing a song? Mur-mur-mur. Why do you think there is a cat in the house?

Children's answers.

Grandmother: In the city, a cat pleases its owners, but in a village house, a cat still catches mice. Mice are not needed in the house because they chew food.

Grandmother: Today I told you about my favorites. Let's remember and name what animals live in my yard?

(Cow, goat, dog, cat, rooster, chickens...)

These are pets.

Let's play.

Didactic game “Who is whose mother?”

Children find mother and their cubs.

Cow-calf

Baby goat

Puppy dog

cat kitten

Chick hen

Grandmother: Listen to the poem “Pets”

These animals live at home

That's why they call them pets,

We shelter them in warmth from the frost,

We feed and eat them, if necessary, we cut them,

We stroke them tenderly, always take care of them,

They are attached to us, very obedient

The dogs diligently guard our house,

All cats, of course, live near the house.

And our food is protected from mice.

Didactic game “Who eats what?”

Grandmother: Oh, I mixed up all the food! Every animal loves its food. I have (pictures of food) green grass, milk, bone and millet. Guys, please help me feed the animals.

The grandmother (teacher) “feeds” the animals together with the children:

cow and goat - green grass

dog - bone

cat - milk

chicken - millet.

Summarizing.

Directly - educational activities on FEMP with elements of a didactic game in the second junior group.

Topic: "Visiting the fox"

Program content: mastering the ability to highlight the parameters of width (wider–narrower) and height (higher–lower) when comparing two objects; find similarities and differences; fix one-many; develop logical thinking; introduce the living conditions of a fox.

Material: two strips of blue fabric of different widths (rivulet and river); toys: fox, 4 fish, 4 butterflies, 4 flowers, 4 calves and one cow; a set of building materials (bricks); trees of different heights and thicknesses; Whatman paper with a cut round hole (mink for a fox); audio recording of dogs barking.

The teacher approaches the children with a fox (child).

- Guys, I met a fox. She invites us to visit her. Do you know where the fox lives?
- Yes, in the forest.
- That's right, in the forest. Do you know what kind of house the fox has?
- No.
- Well, then let's go visit her and take a look.

Everyone hits the road. There is a stream on the way. They stop and decide how to get across it.

- Fox, how did you get across the stream?
- I jumped over him.
- Guys, can we jump over the stream?
- Yes, because it is narrow.

- But the river is on our way. Guys, can we jump over it?
- No. It's wide.
- Fox, how did you cross the river when you came to us?
“There was a bridge here, but someone broke it.”
- Guys, what are we going to do? Here is the building material.
- Let's build a bridge.

The children begin to build a bridge and cross. On the shore, the teacher draws the children’s attention to the fish in the river.

Didactic game "One-many"

– How many fish swim in the river?
- A lot of.

- Right. Guys, look, there is a meadow on the bank of the river, and there are such beautiful flowers in the meadow. How many are there?
- A lot of.
- Right. How many butterflies fly over flowers?
- A lot of.
- And there are cows and calves grazing there. How many cows?
- One.
- How many calves?
- A lot of.

Physical exercise.

Didactic game “High-Low”

- Guys, let's continue our journey. Here is the forest. Various tall and short trees grow here. What kind of tree is this?
- High.
- What kind of tree is this?
- Low.
- Well done boys. Fox, well, here we are in the forest. Show your house (at this time a dog is heard barking). The fox quickly hides in its hole.
- Guys, this is the fox’s house. It's called mink. Fox mink, what figure does it remind you of?
- Circle.
- Right.

Guys, the fox broke her plates. Let's help her collect them.

Children collect circles cut into pieces on tables.

Well done boys.

Music is playing - a dog barking.

The little fox was frightened of the dog, and now she will sit in her hole for a long time. It's time for us to go home.

They come back and summarize the lesson.