Article “Game is the leading activity of a preschool child”

Play as the main type of activity for a preschooler

It is at this stage that it is possible to develop play creativity under the influence of education and training, since its development depends on the acquisition of knowledge and skills, on the cultivation of interests. The teacher can replace the child’s individual characteristics that manifest themselves in the game. At the same time, it is observed that the same child exhibits different levels of play creativity depending on the content of the game, the role performed, and relationships with friends

1.3 CHARACTERISTICS OF THE MAIN TYPES OF GAMES AND THEIR CLASSIFICATION

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 difficult to classify games, but for proper management of games, grouping them is necessary. Each type of game performs its own function in the development of a child. In preschool age, there are three classes of games:

- games that arise on the child’s initiative - amateur games;

- games that arise on the initiative of an adult who introduces them for educational and educational purposes;

- games that come from the historically established traditions of the ethnic group - folk games that can arise both on the initiative of an adult and older children.

Each of the listed classes of games, in turn, is represented by types and subtypes. So, the first class includes:

1.Creative role-playing games.

The concept of “creative play” covers role-playing games, dramatization games, and construction games. The content of creative games is invented by the children themselves. Freedom, independence, self-organization and creativity of children in this group are especially fully manifested. Various life experiences are not copied, they are processed by children, some of them are replaced by others, etc.

- role-playing game

- This is the main type of game for a preschool child. It has the main features of the game: emotional richness and enthusiasm of children, independence, activity, creativity. The first story games proceed as role-less games or games with a hidden role. Children's actions acquire a plot character and are combined into a chain that has vital meaning. Actions with objects and toys are carried out by each of the playing children independently. Joint games are possible with the participation of an adult. [14, p.14]

- dramatization games

. They have the main features of creative games: the presence of a plan, a combination of role-playing and real actions and relationships, and other elements of an imaginary situation. Games are built on the basis of a literary work: the plot of the game, roles, actions of the characters and their speech are determined by the text of the work. Dramatization play has a great influence on a child’s speech. The child assimilates the riches of his native language, its means of expression, uses various intonations that correspond to the character of the characters and actions, and tries to speak clearly so that everyone understands him. The beginning of work on a dramatization game consists of selecting a work of art. It is important that it interests children and evokes strong feelings and experiences. The teacher takes part in the conspiracy and preparation of the game. Based on the content of the work, the plot of the game is drawn up with the children, roles are assigned, and speech material is selected. The teacher uses questions, advice, re-reading the work, conversations with children about the game and thus helps to achieve the greatest expressiveness in the depiction of the characters.

Game is the leading activity of a child

Marina Borgoyakova

Game is the leading activity of a child

Preschool childhood is a short but very important period of personality development, because it is during these years that the child acquires initial knowledge about the life around him, his character develops, skills and habits of correct behavior are developed, and a certain attitude towards people and work begins to form. The main activity of preschool children is play , during which the child’s : his attention and memory, imagination and will, discipline and dexterity. In addition, play is a unique way of learning social experience, characteristic of preschool age. In the game, all aspects of the child’s , significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of a preschooler .

A child in the first years of life is characterized by a need to understand the world around him, which psychologists call unsatisfiable. Children's games in all their diversity provide him with the opportunity to learn new things, reflect on what has already been included in his experience, and express his attitude to what is the content of the game.

Game is one of those types of activities of preschoolers that are used by adults for the purpose of educating preschoolers, teaching them various actions with objects, methods and means of teaching. 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. Play is a special form in the social life of preschoolers, in which they unite at will, act independently, realize their plans, and explore the world. Independent play activities contribute to the physical and mental development of the child , the education of moral and volitional qualities, and creative abilities.

Game as a means of education:

In the pedagogical theory of games, special attention is paid to the study of games as a means of education. The fundamental position is that in preschool age play is the type of activity in which the personality is formed and its internal content is enriched. The main meaning of the game associated with the activity of imagination is that the child develops the need to transform the surrounding reality, the ability to create something new. It combines real and fictional phenomena in the plot of the game, endows familiar objects with new properties and functions (a chair is a space rocket, a teddy bear is a brave traveler)

.

The tasks of comprehensive education in play are successfully implemented only if the psychological basis of play activity in each age period of early and preschool childhood. This is due to the fact that the development of the game is associated with significant progressive transformations in the child’s psyche, and above all in his intellectual sphere, which is the foundation for the development of all other aspects of the child’s personality. Conventionally, all games can be divided into: plot-role-playing (creative)

games and games with rules.
Role-playing games are games on everyday themes, with industrial themes, construction games, games with natural materials, theatrical games, fun games, and entertainment. Games include didactic games (games with objects and toys, verbal didactic, board-printed, musical and didactic games) and outdoor games (plot-based, plotless, with sports elements).
The Education and Training Program in kindergarten provides the following classification of games for preschoolers :

— plot-role-playing:

- theatrical;

- movable;

- didactic.

plot-role-playing game goes through several stages in its development: an introductory game , a display game , a plot-display game , a plot-role-playing game , a dramatization game . Along with the game, the child himself develops: at first, his actions with an object - a toy - are manipulative in nature, then he learns various ways of acting with objects, which reflect his ideas about their essential properties. The appearance of generalized actions in the game, the use of substitute objects, the combination of actions into a single plot, the child calling himself by the name of the hero - all this indicates a transition to a plot-based role-playing game. These games begin to reflect human relationships, norms of behavior, and social contacts. Researchers consider role-playing play a creative activity . In it, children reproduce everything that they see around them. The development of gaming creativity is associated with the gradual enrichment of the content of the game. children’s amateur play is important here , since it involves creative processing, transformation and assimilation of everything that the child takes from life.

THEATER GAME

play is important in the development of a special kind of play in children - theatrical play . The peculiarity of theatrical play is that over time, children are no longer satisfied in their games with only depicting the activities of adults ; they begin to be captivated by games inspired by literary works (on heroic, labor, historical themes)

.Such games are transitional, they contain elements of dramatization, but the text here is used more freely than in a theatrical game.
Both games (role-playing and theatrical)
develop in parallel.
Researchers note the closeness of role-playing games and theatrical games based on the commonality of their structural components (the presence of an imaginary situation, imaginary action, plot, role, content). These games can exist as an independent activity for children and belong to the category of creative games. Currently, in science there is no single view on the essence of the concepts “theatrical play ” and “ game-dramatization” . work on the formation of theatrical activities of preschoolers with their accumulation of emotional and sensory experience; develop interest and an emotionally positive attitude towards theatrical activities . Introducing children to theatrical art begins with watching performances performed by adults: first, puppet productions that are close to the child’s emotional mood, then dramatic performances. Theatrical play can be used in any type of children's activity . The greatest value of the game is manifested in the reflection by children in independent activity of impressions from the performances they watched and the literary works they read. To design children's performances, special work should be organized, as a result of which children are united in creative groups (costume designers, directors, artists, etc.)
.

OUTDOOR GAMES

Outdoor games originated in the distant past in the depths of folk life. Competitions in strength, agility, speed, and accuracy are widespread among children and adolescents. Such games create favorable conditions for the development of active motor activity .

Outdoor games are varied. These are, first of all, actual outdoor games and sports games. Among the first, or, as they are also called, games with rules, there are plot and plotless games - fun and attractions. The content and nature of children's actions in story games reflect their ideas and knowledge about the life around them - about the work activities of people of different professions, natural phenomena, the lifestyle and habits of animals. The peculiarity of such games is the possibility of influencing children through the images into which they are reincarnated, as well as through the rules. The actions of all players are closely interconnected and interdependent. ( "Swan geese"

,
"By the Bear in the Forest"
).

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, the formation of ideas, and the acquisition of knowledge in preschoolers. These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role. The didactic game helps solve the problems of moral education and develop sociability in children. The teacher puts children in conditions that require them to be able to play together , regulate their behavior, be fair and honest, compliant and demanding.

In conclusion, I would like to note that play , like any creative activity , is emotionally rich and brings joy and pleasure to every child by its very process. A game , like a fairy tale, teaches a child to penetrate the thoughts and feelings of the people depicted, going beyond the circle of everyday impressions into the wider world of human aspirations and heroic deeds. 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.

MAGAZINE Preschooler.RF

1. What does the statement mean that “game is a form of organizing children’s lives .

The main type of independent activity of a preschooler is play. Play is an activity in its own right for a preschooler, providing him with a sense of freedom, control over things, actions, relationships, allowing him to realize himself most fully “here and now” , achieve a state of emotional comfort, and become involved in a children's society built on the free communication of equals. Play is also of great importance for the development of a child. It develops the ability to imagine, voluntarily regulate actions and feelings, and acquire experience of interaction and mutual understanding. It is the combination of the subjective value of play for a child and its objective developmental value that makes play the most suitable form of organizing children’s lives. (No. 4 p. 19)

The understanding of play as a form of organizing the life and activities of children is based on the following provisions.

• The game is designed to solve general educational problems, among which the tasks of forming the moral and social qualities of the child are of primary importance.
• Play, especially in older preschool age, should be amateur in nature and increasingly develop in this direction, subject to proper pedagogical guidance.
• An important feature of play as a form of organizing children’s lives is its penetration into various types of activities: work and play, educational activities and play, everyday household activities associated with the implementation of the regime, and play. (No. 6 p. 7)

Occupying a certain place in the lives of adults, play has a special meaning for children. It is customary to call her “childhood companion . For preschool children, it constitutes the main content of life, acts as a leading activity, closely intertwined with work and learning. Many serious matters for a child take the form of play. All aspects of the personality are involved in it: the child speaks, moves, perceives, thinks; During the game, his imagination and memory actively work, emotional and volitional manifestations intensify. The game acts as an important means of education. (No. 2 p.93)

One of the provisions of the pedagogical theory of play is the recognition of play as a form of organizing the life and activities of preschool children. The first attempt to organize the lives of children in the form of games belonged to F. Froebel. He developed a system of games, mainly didactic and active, on the basis of which educational work was carried out in kindergarten. The entire time the child was in kindergarten was scheduled with different types of games. Having completed one game, the teacher involved the children in a new one.

In Russian pedagogy, the idea that the life of a kindergarten should be filled with a variety of games was persistently developed by N.K. Krupskaya. Noting the exceptional importance of games for preschool children N.K. Krupskaya wrote: “... play for them is study, play for them is work, play for them is a serious form of education. Play is a way for preschoolers to learn about their surroundings . Therefore, according to the deep conviction of N.K. Krupskaya, the teacher’s task is to help children organize games, to unite them in play.

The scientific basis for play as a form of organizing the life and activities of children in kindergarten is contained in the works of A.P. Usova. According to A.P. Usova, the teacher must be at the center of the child’s life, understand what is happening, delve into the interests of the children at play, and skillfully guide them.

However, when directing the game towards solving educational problems, one should always remember that it is a kind of independent activity of a preschooler. In play, the child has the opportunity to demonstrate independence to a greater extent than in any other activity: he chooses the plots of the game, toys and objects, partners, etc. It is in play that the social life of children is most fully activated. The game allows children to independently use certain forms of communication already in the first years of life.

During the game, two types of relationships develop between children:

• relationships that are determined by the content of the game (students obey the teacher, children obey their parents, the engineer directs the workers), the rules of the game (at a signal, the heron goes out to catch frogs, and they hide, freeze, then the heron stands motionless in the swamp, and the frogs jump and frolic; c You can't argue with a heron that caught a frog)
• real relationships that manifest themselves regarding the game (conspiracy to play, distribution of roles, way out of the conflict that has arisen between the players, establishment of rules).

Under favorable conditions, children master social behavior skills. A.P. Usova rightly noted that the ability to establish relationships with peers in a game is the first school of social behavior. Social feelings and habits are formed on the basis of relationships; the ability to act collaboratively and purposefully develops; comes an understanding of common interests; the foundations of self-esteem and mutual assessment are formed. The high importance of play activity lies in the fact that it has the greatest potential for the formation of a children's society. (No. 3 pp. 272-275)

Subject to the purposeful development of gaming skills and control over children’s independent play, play becomes a form of organizing children’s life.

2. Characteristics of methods for constructing a story game and features of the manual.

ON THE. Korotkova, N.Ya. Mikhailenko propose to consider the management of a role-playing game as a process of gradually transferring to preschoolers increasingly complex ways of constructing a game. The transfer of methods is carried out in a joint game between an adult and children.

There are the following ways to build a game:

• a sequence of object-game actions with the help of which children imitate a real object action using appropriate objects and toys (early and junior preschool age)
• role-playing behavior, with the help of which the child imitates the actions characteristic of the character, using speech and objects (middle preschool age)
• plotting, through which the child builds individual elements of the plot into a holistic event (senior preschool age).

Each stage is valuable in itself and is a significant means of its development. Children master the first method of constructing a game (object-based play actions) in joint activities with adults. The other two methods (role behavior, plotting) require the participation of an adult. (No. 3 p. 308)

Mikhailenko N.Ya. and Korotkova N.A. found that in the age range of 1.5-3 years, a child can carry out conditioned actions with toys and substitute objects, building them into a simple semantic chain, entering into short-term interaction with a peer; at 3-5 years old – can accept and consistently change play roles, implement them through actions with objects and role-playing speech, enter into role-playing interaction with a peer partner; at 5-7 years old - unfold various sequences of events in the game, combining them according to one’s own plan and the plans of two or three peer partners, implement plot events through role-playing interactions and objective actions. (No. 7 pp. 11-12)

The management of role-playing games is carried out in two directions:

• formation of the game as an activity
• the use of games as a means of educating a child and forming a children's team.

The formation of a game as an activity assumes that the teacher influences the expansion of the themes of role-playing games, deepens their content, and promotes children’s mastery of role-playing behavior.

Techniques for managing a game in order to form it as an activity can be divided into traditional ones (developed by R.I. Zhukovskaya, D.V. Mendzheritskaya) and new ones, studied in recent years (N.A. Korotkova, N.Ya. Mikhailenko). (No. 3 p. 303)

In the game management techniques developed by R.I. Zhukovskaya. and Mendzheritskaya D.V. There are two groups of techniques:

• methods of indirect influence, i.e. management of the game is carried out by enriching children's knowledge about the surrounding life, updating game materials, etc., i.e. without direct intervention in the game. This preserves children's independence during play. One of the methods of indirectly influencing children’s games is to introduce toys and create a play environment before the game begins. This technique is used to arouse interest in a new theme of the game or enrich the content of an existing one.
• direct leadership techniques, i.e. role-playing participation in the game, participation in the collusion of children, explanation, help, advice during the game, suggesting a new topic for the game, etc. Direct guidance techniques make it possible to purposefully influence the content of the game, the relationships of children in the game, and the behavior of the players. The main condition for their use is the preservation and development of children’s independence in play. (No. 2 p. 120-122)

The rule should be taken into account: as children grow in activity and independence, it is advisable to use mainly indirect methods of influence (reminders of children’s past games, what they saw; leading questions, timely changes in the play environment, organization of visual, labor, constructive activities that can encourage to the game). (No. 3 p. 305)

3. Classification of games, criteria and authors.

Children's games are a heterogeneous phenomenon. Games are varied - in their content, the degree of independence of children, forms of organization, and game material. In pedagogy, repeated attempts have been made to study and describe each type of game, taking into account its functions in the development of children, and to give a classification of games.

Due to the diversity of children's games, it turns out to be difficult to determine the initial basis for their classification. Each game theory proposes criteria that meet a given concept. Thus, F. Frebel, being the first among teachers to put forward the position of play as a special means of education, based his classification on the principle of the differentiated influence of games on

• development of the mind (mental games)
• external senses (sensory games)
• movements (motor games).

Classification of games by the German psychologist K. Gross:

1. “Games of ordinary functions” - games that are active, mental, sensory, and develop the will;
2. “Games of special functions” - games that are exercises for the purpose of improving instincts (family games, hunting games, courtship, etc.)

In domestic preschool pedagogy, a classification of children's games has developed, based on the degree of independence and creativity of children in the game. Initially, P.F. approached the classification of children's games according to this principle. Lesgaft, later his idea was developed in the works of N.K. Krupskaya.

P.F. Lesgaft divided children's games into two groups:

• imitative (imitative)
• active (games with rules).

P.F. Lesgaft believed that preschool age is a period of imitation of new impressions and their awareness through mental work. In the first 6-7 years of life, a child’s desire to reflect and comprehend impressions about the life around him is satisfied in games that are imitative in content and independent in organization, without unnecessary regulation on the part of adults. During school years, on the contrary, children are more willing to play specially created games in which activities are regulated both in content and form.

In the works of N.K. Krupskaya’s children’s games are divided into two groups according to the same principle as P.F. Lesgaft, but are called a little differently:

• creative games (independent) - invented by the children themselves
• games with rules invented by adults.

Like any classification, this classification of children's games is conditional.

Classification of games Mendzheritskaya D.V., Zhukovskaya R.I.

• creative games: role-playing games, dramatization games, games with building materials
• games with rules: didactic games, outdoor games.

Based on the classification of children's games developed by S.L. Novoselova, lies the idea of ​​whose initiative games arise (a child or an adult).

There are three classes of games:

1. games arising at the initiative of the child (children):

• experimentation game
• independent games: independent plot games (plot-display, plot-role-playing, director's, theatrical)

2. games that arise on the initiative of an adult who introduces them for educational and educational purposes:

• educational games (didactic, plot-didactic, active)
• leisure games (fun games, entertainment games, intellectual games, festive carnival games, theatrical performance games)

3. games coming from the historically established traditions of the ethnic group (folk), which can arise on the initiative of both an adult and older children:

• traditional or folk (historically they form the basis of many educational and leisure games). (No. 3 p.278-279)

4. Types of construction games and researchers.

Construction games are a type of creative game. In them, children reflect their knowledge and impressions about the surrounding objective world, do various things independently, erect buildings and structures, but in a very generalized and schematized form.

In construction games, some objects are replaced by others: buildings are erected from specially created building materials and construction materials, or from natural materials (sand, snow). All this gives reason to consider such activity as one of the types of creative play. (No. 2 p. 127)

In a preschool institution, children are taught to design using play building materials, paper, soft cardboard, and natural materials. The type of material determines the type of design.

There are three types of design:

• construction from building materials.
• design from paper and additional materials.
• construction from natural materials. (No. 5 p. 8-9)

Researchers of construction-constructive games, their features and significance are Lishtvan Z.V., Nechaeva V.G.

4. Types of construction and constructive games and researchers.

Construction and constructive games are a type of creative game. Children reflect knowledge and impressions about the objective world, do various things independently, but in a generalized, schematized form.

Types of design.

1) By designing according to a model, children develop various skills, master general methods of action, master the sequence of operations, and learn the constructive capabilities of building materials.

2) Design on a given topic is a creative embodiment of the task, but the limits of its solution are limited by the topic.

• For kids, the theme is building furniture and equipment for the site
• In the middle group, the topic is vehicle design
• In the older group - topics such as military or construction equipment; people's homes, museums, theaters of our city, etc.
• In the preparatory group, it is advisable to carry out thematic construction using constructors of various types.

3) Design according to one’s own plan is a complex type of design; the child himself decides, sets a goal, plans, selects materials, and implements the plan.

4) Design according to conditions contains great developmental opportunities. Children should already be able to build this or that object, a building. Certain parameters are set, and the child will decide for himself. Research on this species was carried out by N.N. Poddyakov, L.A. Paramonova – mental activity influences the formation of generalized ideas.

5) “Construction based on models” - developed by A.R. Luria. The child is offered a model of the building with hidden outlines of the constituent elements of the structure. The child first analyzes the model and then selects the shapes needed to recreate it. The child begins to mentally combine.

The content of games with building materials is creation, reproduction of the surrounding reality using various materials.

Types of building material:

• specially created (floor, tabletop building material, sets such as “Young Architect” , “Ancient Castle” , construction sets).
• natural (sand, snow, clay, stones).
• utility room (boards, boxes, boxes, etc.).

“...Children do not like toys that are stationary, finished, well-finished, which they cannot change according to their imagination... the best toy for a child is one that he can make change in the most varied ways...” . K. D. Ushinsky.

In the history of pedagogy, games with building materials have been described quite a long time ago and are represented in many systems (F. Froebel’s system, “Waldorf pedagogy” , K.K. Schleger’s system, etc.).

Studied in domestic preschool pedagogy (V.G. Nechaeva, Z.V. Lishtvan, A.N. Davidchuk, L.A. Paramonova).

In the studies of N.N. Poddyakova, L.A. Paramonova has proven that games contribute to the development of thinking and spatial imagination.

Literature:

1. Preschool pedagogy / Ed. V. I. Loginova, P. G. Samorurova. - M.: Education, 1983. - 288 p.
2. Kozlova S. A., Kulikova T. A. Preschool pedagogy - M.: "Academy" , 1998. - 432 p.
3. Z.V. Lishtvan “Games and activities with building materials in kindergarten” , M., 1971.
4. The place of didactic games in the pedagogical process.

In preschool pedagogy, many specialists have been studying and conducting didactic games (Usova A.P., Sorokina A.I., Udaltsova E.I., Avanesova V.N., etc.). Moreover, some consider the game only a means of consolidating the knowledge acquired in the classroom, while others rightly object to such a narrow understanding of the meaning of the game, consider it one of the forms of learning, an important means of educational work. This view of the didactic game is determined by the educational objectives that schools and kindergartens face: not only to give children a certain amount of knowledge, but also to teach them to master this knowledge, equip them with mental work skills, and develop activity and independent thinking. (No. 6 p. 115-116)

A didactic game as a gaming approach is considered in two types: game-activities and didactic, or autodidactic, games. With the help of games-activities, the teacher not only conveys certain knowledge, forms ideas, but also teaches children to play. The didactic game is used in teaching children mathematics, their native language, familiarization with nature and the surrounding world, and in the development of sensory culture. A didactic game as a form of teaching children contains two principles: educational (cognitive) and gaming (entertaining). The teacher is both a teacher and a participant in the game. He teaches and plays, and children, while playing, learn. The didactic game as an independent gaming activity is based on the awareness of this process. Independent play activity is carried out only if children show interest in the game, its rules and actions, if these rules have been learned by them. Children can play educational games on their own both in and outside of class. Didactic games develop children’s sensory abilities, develop children’s speech and thinking, cultivate children’s moral feelings and attitudes, develop children’s respect for working people, arouse interest in the work of adults, and a desire to work themselves. The game creates a positive emotional uplift and makes you feel good. Many didactic games develop cultural and hygienic skills. In play, children clearly express their social feelings and strive to do everything together.

So, a didactic game is a multifaceted, complex pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of education, an independent gaming activity, and a means of comprehensive education of a child’s personality. (No. 1 p. 4-10)

List of used literature:

1. Bondarenko A.K. Didactic games in kindergarten: Book. for a kindergarten teacher garden — 2nd ed., revised. – M.: Education, 1991
2. Preschool pedagogy. Textbook manual for pedagogical students. Inst. In 2 hours. Part 2/ Ed. IN AND. Loginova, P.G. Samorukova. – 2nd ed., rev. and additional – M.: Education, 1988.
3. Kozlova S.A., Kulikova T.A. Preschool pedagogy: textbook. aid for students avg. ped. textbook establishments. – M.: Publishing House, 1998.
4. Preschool education concept. // DV No. 5 1989, p. 10.
5. Lishtvan Z.V. Construction: A manual for kindergarten teachers. – M.: Education, 1981.
6. Mendzheritskaya D.V. To the teacher about children's play: A manual for teachers of children. garden / Ed. T.A. Markova. – M.: Education, 1982.
7. Mikhailenko N.Ya., Korotkova N.A. Organizing a story-based game in kindergarten: a guide for teachers. – 3rd ed., rev. – M.: LINKA-PRESS, 2009.

The importance of play activities for the normal formation and development of a child’s personality

Play activity underlies the development of all mental processes of the body.
In preschool age, play activity prevails over other forms of activity, acting as the main way of understanding the world around us. A child learns information more productively in a playful form, since it is the simplest and most accessible for assimilation and, importantly, captivates the child and develops his imagination. By taking part in play activities, children learn to build communicative connections with peers and adults. The foundations of relationships with different age categories and genders are formed in the game. Children learn the leading rules for establishing social contacts in role-playing and story games.

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Through play, the child learns to obey the rules that must be followed in society. This is ensured by the fact that the game is built on the basis of specific rules that the child must follow. Therefore, the baby has to subordinate his desires to the first prohibitions and “must” attitudes.

Note 1

All mental processes of the body develop in the game. In addition, it allows you to form the spiritual and moral properties of the individual, the first ideas about good and evil, good and bad, responsible and irresponsible behavior.

Playing activities contribute to the physical development of the child’s body and help create useful leisure time. It is in play that new motives for activity are formed and the child’s first needs are formed.

In the game, new directions of development are formed and ideas about existing types of activities are formed. for example, in the game, work skills are developed, family values ​​are instilled, and the foundations of relationships between children and teachers are formed.

Finished works on a similar topic

Coursework Game as a leading activity for a preschooler 490 ₽ Abstract Game as a leading activity for a preschooler 220 ₽ Test paper Game as a leading activity for a preschooler 210 ₽

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Note 2

Play is a symbolic activity. It contains a minimum of operations, and the items are conditional in nature.

Play refers to a child’s independent activity. It develops in the process of raising and educating a preschool child. During the game, the foundations of human activity are laid, and historical and cultural experience of the development of society is transmitted.

Playful activities are the most effective way to acquire knowledge and develop a child. The game activates the cognitive processes of the preschooler by setting his own game task, which requires the inclusion of the child’s mental and logical processes.

Teaching a child in the usual form, based on the transfer of knowledge, is an ineffective way at an early age, since this knowledge does not arouse the child’s interest and desire to assimilate it. Therefore, they are quite problematic to digest and do not develop the child. In a playful way, the child shows a desire to learn what is interesting, necessary and important to him. Therefore, in play activities the child actively develops, his mental processes, personal qualities, and abilities are formed.

Play activities in preschool age are aimed at:

1. Knowledge of the surrounding world - mastering basic behavioral skills, ways of acting with objects in the surrounding world and methods of building relationships with people;
2. Raising a child is instilling in a child the basic forms of organizing social connections, relationships with other people, and norms of social behavior.

Types of games and their impact on a child’s mental development

While playing, the child not only has fun, but also develops. During this time, cognitive, personality and behavioral processes develop.

Children play most of the time. In preschool childhood, play goes through a significant development process.

Younger preschoolers play alone. The game is a manipulative and constructive object in nature. The game improves perception, memory, imagination, thinking and motor skills. Role-playing plays out the actions of adults as the child observes them. Parents and close friends serve as role models.

During the middle stage of preschool childhood, a child needs a peer to play with. Now the main focus of the game is simulating relationships between people. The themes of role-playing games are varied, certain rules are introduced, which the child strictly adheres to.

The focus of the games is varied: family games, where the heroes are mom, dad, grandma, grandpa and other relatives; educational games (nanny, kindergarten teacher); professional games (doctor, commander, pilot); fairy-tale games (goat, wolf, rabbit), etc. Both adults and children can participate in the game or substitute toys.

In older preschool age, thematic role-playing games are distinguished by a variety of themes, roles, game actions, and rules. Objects can be conditional, and the game becomes symbolic, that is, the cube can represent various objects: a car, people, animals - it all depends on the role assigned to it. At this age, some children begin to show organizational skills during play and become leaders in the game.

During the game, mental processes develop, especially volitional attention and memory. If the child is interested in the game, he involuntarily concentrates his attention on the objects contained in the game situation, on the content of the actions being played out and the plot. If he is distracted and does not perform his assigned role correctly, he may be excluded from the game. But since emotional encouragement and communication with peers are very important for a child, he must be attentive and remember certain game moments.

In the process of gaming activity, mental abilities develop. The child learns to act with a substitute object, that is, he gives it a new name and acts in accordance with this name. The appearance of a substitute object becomes the basis for the development of thinking. If at first the child learns to think about a real object with the help of substitute objects, then over time operations with substitute objects are reduced, and the child learns to act with real objects. There is a smooth transition to thinking in ideas.

In the process of role-playing games, imagination develops. From replacing some objects with others and the ability to take on different roles, the child moves on to identifying objects and acting with them in his imagination. For example, six-year-old Masha, looking at a photograph of a girl whose cheek is propped up with her finger and who is thoughtfully looking at a doll sitting next to a children's sewing machine, says: “The girl thinks as if her doll is sewing. From this statement we can judge the girl’s characteristic playing style.

Play also influences the development of a child's personality. In play, he/she reflects and models for himself the behavior and attitudes of significant adults, who at this moment act as models for his/her own behavior. Basic communication skills with peers are formed, feelings and volitional regulation of behavior develop.

Reflective thinking begins to develop. Reflection is a person’s ability to analyze his actions, actions and motives and correlate them with universal human values ​​and with the actions, actions and motives of other people. The game promotes the development of reflection, since it makes it possible to control the execution of an action, which is part of the communication process. For example, when playing hospital, a child cries and suffers while playing the role of a patient. He gets satisfaction from this because he believes that he has fulfilled his role well.

Interest in drawing and design arises. At first, this interest manifests itself in the form of a game - the child, while drawing, acts out a certain action, for example, the animals he drew fight among themselves, catch up with each other, people go home, the wind blows apples hanging on trees, etc. Gradually the drawing is transferred to the result of the action, and a drawing appears.

In the process of gaming activity, educational activity arises. Elements of educational activities do not arise in the game; they are introduced by an adult. The child begins to learn through play, so he treats learning activities as role play and soon masters some learning activities.

Since the child pays special attention to role-playing play, let's look at it in a little more detail.

Games in the development of preschool children

The importance of play in the development of a preschool child.
Preschool childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct behavior, and develops a character. The main activity of preschool children is play, during which the child’s spiritual and physical strength develops: his attention, memory, imagination, discipline, dexterity, etc. In addition, play is a unique way of learning social experience, characteristic of preschool age. N.K. Krupskaya spoke in many articles about the importance of games for understanding the world and for the moral education of children. “...Amateur imitative play, which helps to master the impressions received, is of enormous importance, much more than anything else.” The same idea is expressed by A.M. Gorky: “Play is the way for children to understand the world in which they live and which they are called upon to change.” In the game, all aspects of the child’s personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of a preschooler. A special place is occupied by games that are created by children themselves - they are called creative or plot-role-playing.
In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully shapes a child’s personality, and therefore is an important means of education. What gives the right to call play a creative activity? The game is a reflection of life. Everything here is “as if”, “make-believe”, but in this conditional environment, which is created by the child’s imagination, there is a lot of reality: the actions of the players are always real, their feelings and experiences are genuine and sincere. The child knows that the doll and the bear are just toys, but he loves them as if they were alive, he understands that he is not a “real” pilot or sailor, but he feels like a brave pilot, a brave sailor who is not afraid of danger, and is truly proud of his victory. Imitating adults in play is associated with the work of the imagination. The child does not copy reality; he combines different impressions of life with personal experience. Children's creativity is manifested in the concept of the game and in the search for a means for its implementation. How much creativity is required to decide what journey to take, what ship or plane to build, what equipment to prepare! In the game, children simultaneously act as playwrights, prop makers, decorators, and actors. However, they do not hatch their idea, do not prepare for a long time to perform the role, like actors. They play for themselves, expressing their dreams and aspirations, thoughts and feelings that possess them at the moment. Therefore, the game is always improvisation. Play is an independent activity in which children first interact with peers. They are united by a common goal, joint efforts to achieve it, common interests and experiences. Children choose the game themselves and organize it themselves. But at the same time, in no other activity are there such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal and helps to cultivate purposefulness. In play, the child begins to feel like a member of a team and fairly evaluates the actions and actions of his comrades and his own. The teacher’s task is to focus the attention of the players on goals that would evoke a commonality of feelings and actions, and to promote the establishment of relationships between children based on friendship, justice, and mutual responsibility. Creative collective play is a school for educating the feelings of preschoolers. Moral qualities formed in the game influence the child’s behavior in life, at the same time, the skills developed in the process of children’s everyday communication with each other and with adults are further developed in the game. It takes great teacher skill to help children organize a game that would encourage good deeds and evoke better feelings. Play is an important means of mental education for a child. The knowledge gained in kindergarten and at home finds practical application and development in the game. Reproducing various life events, episodes from fairy tales and stories, the child reflects on what he saw, what was read and told to him; the meaning of many phenomena, their meaning becomes more clear to him. Types of games.

There are several groups of games that develop the child’s intelligence and cognitive activity:
Group I – object games, such as manipulations with toys and objects. Through toys - objects - children learn shape, color, volume, material, the animal world, the human world, etc. Group II – creative games, role-playing games, in which the plot is a form of intellectual activity.
Intellectual games like “Lucky chance”, “What? Where? When?" etc. Data is an important component of educational, but, above all, extracurricular work of a cognitive nature. At the end of early childhood, play with a plot emerges from object-manipulative activities. Initially, the child was absorbed in the object and actions with it. When he mastered the actions woven into joint activities with an adult, he began to realize that he was acting on his own and acting like an adult. Actually, he acted like an adult before, imitating him, but did not notice it. As D.B. writes Elkonin, he looked at the object through an adult, “like through glass.” In preschool age, affect is transferred from an object to a person, due to which the adult and his actions become a model for the child not only objectively, but also subjectively. In addition to the required level of development of objective actions, for the emergence of role-playing games, a radical change in the child’s relationship with adults is necessary. Play cannot develop without frequent, full-fledged communication with adults and without those varied impressions of the world around us, which the child also acquires thanks to adults. The child also needs various toys, including unformed objects that do not have a clear function, which he could easily use as substitutes for others. D.B. Elkonin emphasized: you cannot throw away bars, pieces of iron, and other unnecessary, from the mother’s point of view, garbage that children bring into the house. Then the child will have the opportunity to play more interestingly, developing his imagination. L.S. Vygotsky wrote: “... if in preschool age we did not have the ripening of needs that cannot be immediately realized, then we would not have play.” The game, he wrote, “must be understood as an imaginary, illusory realization of unrealized desires.” At the same time, it is emphasized that the basis of play is not individual affective reactions, but enriched, although not consciously realized by the child, affective aspirations. Creative role-playing becomes, according to L.S.'s definition. Vygotsky “the leading activity of a preschooler,” in which many of his psychological characteristics are formed, among which the most important is the ability to be guided by ethical authorities. Role-playing is an activity in which children take on the roles of adults and, in a generalized form, reproduce the activities of adults in play conditions and the relationship between them. Directing and figurative role-playing become sources of plot-role-playing play, which reaches its developed form by the middle of preschool age. Later, games with rules emerge from it. As I.Yu. points out. Kulagin, the emergence of new types of games does not completely cancel the old, already mastered ones - they are all preserved and continue to be improved. In role-playing games, children reproduce their own human roles and relationships. Having undergone various changes, every role-playing game turns into a game according to the rules. This game gives the child two necessary abilities. Firstly, following the rules in a game is always associated with their comprehension and reproduction of an imaginary situation. Imagination is also connected with meaning and, moreover, for its development it requires special tasks for comprehension. Secondly, playing with rules teaches you to communicate. After all, most games with rules are collective games. There are two kinds of relationships in them. These are relationships of a competitive type - between teams, between partners who have exactly the opposite goal (if one wins, then the other will lose), and relationships of true cooperation - between members of the same team. Such cooperation and participation in collective activities helps the child to “get out” of the situation and analyze it as if from the outside. It is very important. Conclusion

Preschool childhood is a period in which the active development of the entire personality as a whole takes place. Speech develops rapidly, creative imagination and a special logic of thinking appear, subordinate to the dynamics of figurative representations. This is the time of the initial formation of personality. The emergence of emotional anticipation of the consequences of one’s behavior, self-esteem, the complication and awareness of experiences, the enrichment of new feelings and motives in the emotional-need sphere, and finally, the emergence of the first essential connections with the world and the foundations of the future structure of the life world - these are the main features of the personal development of a preschooler. A game for preschool children is a source of global experiences of the dynamism of one’s own self, a test of the power of self-influence.

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