Game situations as a means of developing the intellectual skills of children of senior preschool age

Game situations as a means of developing the intellectual skills of children of senior preschool age

Game situations as a means of developing the intellectual skills of children of senior preschool age

The federal state educational standard for preschool education, which came into force on January 1, 2014, is aimed at ensuring the formation of a general culture and the development of intellectual personal qualities of older preschoolers.

As curiosity and cognitive interests develop, intellect is increasingly used by older preschoolers to understand the world around them, which goes beyond the scope of the tasks posed by their own practical activities. The child begins to set cognitive tasks for himself and seeks explanations for observed phenomena.

One of the leading approaches to the development of the child as a subject of children's activities is the creation of an educational pedagogical situation that ensures the active participation of the child as a partner in the educational process.

An important means of developing the intellectual skills of children of senior preschool age are game situations [3, p.19].

Game situations are one of the methods of active learning, characterized by the fact that in its implementation some, usually one or two, game principles (from the principles of active learning) are used, the implementation of which, according to the Federal State Educational Standard for Education, occurs in conditions of free, not regulated by formal rules and organizational structure [4, p.82]. What develops a child here is not so much the activity, but the position that he occupies in a given situation, that is, the subjective position. It is associated with such components as:

- goal setting (the younger preschooler accepts the adult’s goal; the older one sets it independently);

— the child’s mastery of the method of activity;

— the ability to obtain the result of an activity;

- self-control and self-esteem.

A personal-subjective position allows a child to accept the goal of an adult’s activity or set it independently. The main task of the teacher is to find the most effective way to involve the child in the position of an active subject of various types of children's activities.

Children will freely transfer the play communication skills that will be acquired in a play situation into independent activities. The world of a child, like the world of adults, has its own culture, which does not arise on its own, but is passed on from generation to generation. But children are not only interested in play; they strive much more to communicate with each other and with others. In order for a child to master the mechanisms of effective play communication, an adult must come to his aid, creating all the conditions. These conditions include:

- enriching children with impressions of the world around them;

- drawing attention to the content of children’s activities and their relationships (conversations, discussion of events, organizing observations, reading together, watching...);

- the child’s active position in activities, especially joint ones [4, p. 57].

D.B. Elkonin considered play as the only natural type of learning that develops imagination, since in the course of playing imaginary roles, one can select the best option for solving a problem, develop the necessary effective behavioral strategies that can be successfully implemented in subsequent productive activities [21, p.94]. In a gaming situation, an individual learns to develop, self-affirm and self-realize.

While studying the role of play in the intellectual development of older preschoolers, we came to the conclusion that the content of play activity, the variety of its topics and the duration of its course depend on how the process of children’s acquisition of knowledge, skills and abilities occurs.

The game provides preschoolers with the opportunity to repeat acquired knowledge and it is advisable to apply it in the game at their own discretion. Children experience satisfaction from the successful application of their knowledge in a game situation from the tension of thought when solving constructive problems.

During the game situation, especially favorable conditions are created not only for children to acquire new knowledge and skills, but also for the formation in them of such important qualities of the human mind as the ability to perform actions in the mental plane, carry out symbolic substitution of real objects and operate with such substitutions for cognitive purposes [20, p.59].

According to psychological and pedagogical research, a game consists of several problem situations, the process of research and solution of which contributes to the development in children of the most acceptable ways of solving them, which causes activation of the cognitive qualities of the individual and affects the intellectual activity of the child [8; p71]. Thus, in the process of solving a previously unknown problem, relying on their knowledge and experience, which students modify and adapt according to the game situation, using their imagination, they develop new knowledge and experience, create innovative and meaningful products, acquire effective behavioral strategies, generate ideas, offering all sorts of options for solving problematic problems, which has a positive effect on the development of intellectual skills and the success of educational activities.

A game situation is a full-fledged, but specially organized role-playing game. It is characterized by the following characteristics:

- it has a short and simple plot, built on the basis of life events or a literary work that is well known to preschoolers;

— equipped with the necessary toys and paraphernalia; space and subject environment are specially organized for it;

- the content of the game contains a didactic goal, an educational task, to which all its components are subordinated - plot, role-playing interaction of characters, etc.;

- the teacher conducts the game, announces the title and plot, distributes roles, takes on the role and performs it, supports an imaginary situation in accordance with the plot;

- the teacher leads the game - monitors the plot, the performance of roles, saturates the game with role-playing dialogues and game actions, through which didactic goals are achieved [9, p. 182].

Types of game situations in preschool educational institutions:

— illustrative situations,

- exercise situations,

- situation-problems,

— assessment situations [10, p.65].

In illustrative situations, the teacher plays out simple scenes from the lives of children and provides examples of socially acceptable behavior. Illustrative situations are most often used when mastering new knowledge. They often use illustrations, puppet theater, and toys.

In parallel with the use of illustration situations, game situations-exercises are offered. In them, children train in performing individual game actions and linking them into a plot; learn to regulate relationships with peers within the framework of game interaction, train many intellectual skills - the ability to compare, analyze, group.

The participation of children in situations of partnership interaction is a situation-problem where children learn basic social relationships and their behavior in the world of people. In them, the child finds opportunities for independent use of his intellectual skills, as well as an outlet for his feelings and experiences, learns to recognize and accept them.

In the older group, assessment situations and assessments from the children themselves begin to be used. In this case, the gaming problem has already been solved, but the adult is required to help the child analyze and justify the decision made, and evaluate it.

The game situation represents pedagogical techniques introduced into educational activities, short-term, but not limited by rules, which provides older preschoolers with freedom to choose strategies and means and increases their motivation for intellectual activity and independent acquisition of the necessary skills. The implementation of game situations motivates older preschoolers to self-education and accumulation of new experience, knowledge and acquisition of ways to effectively solve problem problems, as a result of which it can be successfully introduced into the educational process of preschool educational institutions [7, p.80].

Game situations are games that simulate the creative process and create their own microclimate, where opportunities for developing the creative side of the intellect appear. Game situations of this type are educational games, which, despite all their diversity, are united under a common name not by chance; they all start from a common idea and have characteristic features.

A gaming situation is a fairly effective means for developing such personal qualities as organization, self-control, etc. [6, p.33].

The positive role of play situations is due to the fact that the rules of the game, which are mandatory for everyone, regulate the behavior of children and limit their impulsiveness. If the rules of behavior declared by the teacher outside the game are usually poorly understood by children and are often violated by them, then the rules of the game, which become a condition for exciting joint activities, quite naturally enter into the lives of children. Of great importance is the joint nature of the game, in which the teacher and a group of peers encourage the child to follow the rules, i.e. conscious control of one's actions. By noting mistakes, the child better learns the rules of the game, and then realizes his own mistakes [6, p.99].

The game situation contributes to the development of intelligence, logic, spatial imagination, mathematical, design, and other abilities and thinking techniques. The main thing here is creativity: the child himself, performing various tasks, makes many discoveries and learns to think independently, creatively. Therefore, it is important that teachers pay great attention to them. I.N. Agafonova believes that the game situation in preschool allows you to “launch” almost all existing abilities, which gives children a big head start and opens up enormous opportunities in the future. At a minimum, I would like children to learn to learn and realize that they need to learn throughout their lives. So that they are not afraid to think outside the box, they know how to argue and defend their opinions, they respect and know how to comprehend the opinions of others. In addition, the author believes that for the formation of a full-fledged personality, the development of intelligence cannot occur without interconnection with all other spheres of the psyche [11, p. 15].

According to Z.A. Mikhailova, preschool teachers need to take care of the intellectual development of older preschoolers, since it is much more difficult to form new thinking techniques in elementary school. With the help of game situations, older preschoolers learn thinking techniques - generalization, grouping, analysis, comparison, establishing cause-and-effect relationships between phenomena, etc. [12, p.74].

According to V.S. Mukhina, while playing, children are always busy with exciting things and are united by common interests. In order for the process of implementing game situations to be productive, it is necessary to ensure that the process of solving a game situation is aimed at self-organization, self-education and independent research activities of older preschoolers [13, p. 227].

The game situation should correspond to the interests and field of activity of older preschoolers, which they are studying, in order to actively use existing experience and knowledge, on the basis of which new ones should be acquired. The game situation must be problematic, but feasible, understandable and practical in order to motivate its solution and the subsequent application of the acquired knowledge, skills and behavioral strategies in real activities [17, p.105].

The main difference between gaming situations is the versatility of gaming tasks and limitless scope for children's creativity. They can interest and captivate all the children in the group. Educational games teach children by moving from simple to more difficult tasks; receive joy and satisfaction from intellectual activity; think, sometimes suffer, but be sure to achieve the goal.

Each game situation in preschool education is a set of problems that the child solves with the help of various parts and attributes - cards, cubes, bricks, squares, parts of a mechanical designer. Tasks are offered to children in various forms: in the form of a model, a flat drawing, an isometric drawing, a drawing, written or oral instructions, and thus introduce them to different ways of transmitting information.

The tasks in the game situation are arranged from simple to complex. There are several levels of difficulty: from accessible to any child to beyond the capabilities of schoolchildren, so such games can arouse interest for many months. And a gradual increase in the difficulty of tasks allows the child to improve independently, that is, to develop his intellectual skills [14, p.55].

When using game situations to develop intellectual skills, you should adhere to certain principles. You cannot explain to a child the method and procedure for solving problems, and you cannot suggest it with a word, a gesture, or a look. By implementing the decision practically, the preschooler learns to take everything necessary from the surrounding reality on his own.

T.N. Dronova, V.V. Gerbova emphasize that one cannot demand and ensure that a child solves a problem on the first try. He may not have grown up yet, and you need to wait a day, a week, even more: you need to give the child the opportunity to solve it himself [19, p. 30].

The solution to an intellectual problem appears before the older preschooler in the form of a drawing, pattern or structure made of cubes, bricks, construction kit parts, that is, visible and tangible things. This allows the child to check the accuracy of completing a particular task [15, p. 19].

Most gaming situations are not limited to the proposed tasks, but allow children to create new options and even invent new games, that is, engage in creative mental activity.

Thus, the main feature of game situations is that they manage to combine one of the basic principles of learning - from simple to complex - with a very important condition for intellectual activity - doing everything independently.

Game situations for children of senior preschool age have characteristic features.

1. Each game is a set of problems that the child solves with the help of pictures, cards, cubes, bricks, squares made of wood or plastic, construction set parts, etc. [18, p.46].
2. Tasks are given to the child in various forms: in the form of a model, a flat drawing, an isometric drawing, a drawing, written or oral instructions, etc., and thus introduce him to different ways of transmitting information.
3. The tasks are arranged approximately in order of increasing difficulty, i.e. they use the principle of folk games - from simple to complex.
4. A gradual increase in the difficulty of tasks in games allows the child to move forward and improve independently, i.e. develop your creative abilities, in contrast to education, where everything is explained and where only performing traits are formed in the child.
5. Therefore, it is impossible to explain to a child the method and procedure for solving problems and cannot be suggested either by word, gesture, or look. By building a model and implementing a solution practically, the child learns to take everything for himself from reality.
6. You cannot demand and ensure that the child solves the problem on the first try. It may not have grown or matured yet, and you need to wait a day, a week, a month or even more.
7. The solution to each game problem appears before the child not in the abstract form of an answer to an intellectual problem, but in the form of a drawing, pattern or structure made of cubes, bricks, construction set parts, i.e. in the form of visible and tangible things. This allows children to visually compare the task with the solution and check the accuracy of the task themselves.
8. Most game situations are not limited to the proposed tasks, but allow children to create new versions of tasks and come up with new educational games, i.e. engage in creative activities of a higher order [16, p.79].

In game situations, it is possible to combine one of the basic principles of learning “from simple to complex” with a very important principle of creative activity – “independently according to one’s abilities.” This union allows us to solve several problems in the game related to the development of intellectual skills:

- games can stimulate the development of intellectual skills;

— tasks in game situations always create conditions that advance the development of children’s abilities;

- a child develops most successfully if he independently tries to solve the most difficult problems for him each time;

- game situations can be very diverse in their content and, in addition, they do not tolerate coercion and create an atmosphere of free creativity;

— while playing, children, unnoticed by themselves, acquire a very important skill - to restrain themselves, not to interfere with another person’s thinking and making decisions, not to do for him what he can and should do himself.

Thus, the conditions for using game situations correspond to all five basic conditions for the intellectual development of children of senior preschool age. A gaming situation is a time-limited activity, but not regulated by strict rules, which represents specially designed conditions that contribute to the formation and development of personal qualities and effective intellectual skills. It is game situations that develop many of the intellectual skills of an older preschooler that are necessary in real life: voluntary attention, the ability to find dependencies and patterns, classify and systematize material, the ability to combine, i.e. the ability to create new combinations from existing elements, parts, objects, the ability to find errors and shortcomings, spatial representation and imagination, the ability to foresee the results of one’s actions.

LIST OF REFERENCES USED

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"Polyclinic"

Program content: To awaken children's interest in the medical profession. Develop the ability to creatively develop the plot of the game. Correct the names of medical instruments: stethoscope, syringe, spatula. Cultivate a sensitive, attentive attitude towards the patient, kindness, reactivity, and a culture of communication. Vocabulary work: phonendoscope, spatula, grafting, vitamins. Game material: doctor's robe and cap, nurse's robe and cap, medical instruments (thermometer, syringe, spatula), bandages, green material, cotton wool, mustard plasters, patient cards, vitamins. Preparatory work: Tour of the doctor’s office d/s. Watching the doctor work. Reading fiction: J. Rainis “The Doll Got Sick”, V. Berestov “The Sick Doll”. A. Barto “Tamara and I”, P. Obraztsov “I’m flying on a doll”, A. Kardashova “Our Doctor”. Production "The Animals Are Sick". I’m watching the album “Playing the Doctor.” Create attributes for the game. Conversations with children “We are being treated by a doctor and a nurse”, “How to behave in a doctor’s office?” Roles: doctor, nurse, patient. Stories are played out: “At the doctor’s appointment”, “Call the doctor at home” “Hurt your finger” “Sore throat” “Give an injection” “Get a vaccine” Actions in the game: The doctor receives patients, listens carefully to their complaints, asks questions, listens , looks at the throat, makes an appointment. The nurse gives injections, medicines, vitamins, applies mustard plasters, lubricates wounds and bandages. The patient comes to the doctor, tells him what worries him, and follows the doctor’s recommendations.

"Shop - Supermarket"

The content of the program - forms in children ideas about the work of people in a store, the variety of stores and their purpose. Learn to play different roles depending on the plot of the game. Develop effective visual thinking and communication skills. Cultivate goodwill, the ability to take into account the interests and opinions of gaming partners. Vocabulary words: showcase, cashier, confectionery. Game material: showcase, scales, cash register, bags and baskets for customers, seller’s uniform, money, wallets, goods by department, vehicle for transporting goods, cleaning equipment. “Grocery”: fruit and vegetable dummies, various salt dough pastries, candy dummies, sweets, cookies, cakes, pastries, tea boxes, juices, drinks, sausages, fish, milk cartons, sour cream glasses, yogurt pots, etc. Preparatory work: Conversations with children “What stores are there and what can you buy there?” “Who works in the store?”, “Rules for placing an order.” D / and “Store”, “Vegetables”, “Who is what?”. Reading the poem “Toy Store” by O. Emelyanova. B. Voronko “The History of Unusual Shopping” Making bagels, sandwiches, salt dough cookies, making sweets. Roles: seller, buyer, cashier, store manager, driver. The following scenes are played out: “Bread and confectionery shop (bread shop, shop)” “Vegetable shop (shop)” “Meat and sausage shop (shop)” “Fish shop (shop)” “Dairy shop (shop)” “Gastronomy. “Musical instrument store” “Bookstore” Game actions: The seller puts on a uniform, offers the goods, weighs, packs, puts the goods on the shelves (decorates the display case). The store manager organizes the work of store employees, makes requests for goods, pays attention to the correct work of the seller and cashier, and monitors the order in the store. Buyers come to the store, choose a product, find out the price, consult with sellers, follow the rules of conduct in a public place, line up at the cashier, pay for the purchase at the cash register, and receive a receipt. The cashier receives the money, stamps the check, issues the check, and delivers the change to the customer. The driver delivers a number of different goods, accepts orders from the store manager, and unloads the delivered goods.

What else to read: Didactic games for the development of speech in preschoolers. speech therapy file on the topic

Game situations: “Chauffeurs”, “Teddy bear and bunny are washing the car”

I bring to your attention the game situations “Drivers”, “The Bear and the Bunny Wash the Car” to familiarize children with the profession of a driver and reinforce the rules of behavior on the road and in transport. Task. Expand children's horizons about the environment, about people's work, about the profession of a driver, and give them new experiences through observation and play.

Tasks.

• Give children knowledge of the profession of a driver.
• Expand and enrich your understanding of work activities and work results.
• Check traffic rules with children (road signs)
• Develop visual attention and orientation in microspace.
• Develop interest and respect for the people you know

Age: average preschool age 4-5 years

Application: GCD (cognitive development when familiarizing yourself with the work of a driver, rules of conduct on the road and in transport), role-playing game “Drivers”, “Traveling by car”

Structures.

• Various toy cars: trucks, cars, tractors, cranes. Steering wheel, seats, cap.
• Large and tabletop building materials - cubes, bars, bricks, slabs. Soft modules.
• Basin with a rag (towel)
• Traffic light (toy)
• Toys – hare and bear

Ways of interaction:

• Construction from modules, small and large building materials.
• Musical accompaniment.
• Artistic word.
• A game that develops movement.
• Pictures on the topic.

Game-situation “Who is the driver?”

Methodology. The teacher, together with the children, prepares paraphernalia for the game (steering wheels, traffic lights, modules). Children play with cars, build a road, a car from modules. The teacher encourages the children to take on the role by calling themselves by the name of the chosen hero.

Educator: Guys, it's time to go to the store, I'll call a taxi. Which car is free? Who will take me? Are you, Yaroslav? You are a driver? Do you have free time now? But first, let's remember the rules of conduct on the road and at intersections.

What else to read: Games for 5-year-old children for speech development and advice for parents

Children (tell us about the rules of behavior on the road using plot images)

Educator: Well done, you know the rules of the road, you can walk the road with you.

Teacher: Please take me to the store. Thank you. And Polina is waiting too, take her too.

Educator: Polina, can I take you? Tell Yaroslav that he is the driver. He knows how to drive.

Educator: But a whole line in a row: Milolika, Arina, Bogdan, Veronica. Everyone is waiting for free cars.

Driver (child): Girls, where are you going? Our buses are all broken, you will have to travel with us by car.

Teacher: Tell the drivers where you need to go, they will take you. Who are our other drivers? Timofey, Zakhar, Egor, Zhenya. The girls have come to you, they are passengers. Girls, are you passengers? So tell me where to go. (Children agree with each other, they choose their own path, the teacher helps to establish interaction.)