Classification of children's games. The uniqueness of each type of game.
A game
reflects the internal need of children for active activity; is a means of understanding the world around us; In play, children enrich their sensory and life experiences and enter into certain relationships with peers and adults.
Foreign psychologists of the 18th-19th centuries: classified games as: visual, auditory, tactile, motor
(movable).
N.K. Krupskaya: classified games as amateur
and games
suggested by adults.
P.F. Lestgaft: symbolic
and games
with rules.
S.L. Novoselova
1) creative games (on the initiative of the child)
2) games with rules (on the initiative of an adult)
3) folk games coming from historical traditions and ethnicity.
Traditional classification of games:
| creative games | role-playing “Shop”, “Hospital”, “Library”, etc. | Target: study of various social roles of a person Types of plot: household, industrial, public Peculiarities: plot (that environment of reality that is reproduced by children); content (what is reproduced by the child as the central point of activity and relationships between adults in their activities); role (child’s play position, identification with a character) | |
| director's "Road Crash" and others. | Target: development of creativity and imagination Types of plot: household, industrial, public Peculiarities: reflection of events and impressions; partners (toys and their substitutes) – inanimate objects; Condition: creating individual space for children | ||
| construction and structural | Target: solving constructive problems Types of material: natural, specially created, auxiliary Peculiarities: lead the child from imitating the actions of an adult to independently solving constructive problems | ||
| theatrical and artistic | Target: introducing a child to art; Kinds: child directors and child actors; Peculiarities: represent a performance of literary works in person; have a ready-made, unchanging plot; all actions are subordinated to the content of the work; | ||
| games with rules | didactic | Target: education Kinds: plot-didactic (“shop”); desktop-printed (“lotto”); verbal (“seasons”) Peculiarities: the presence of educational and gaming tasks, gaming activities; presence of rules | |
| movable | Target: Kinds: Peculiarities: presence of rules | ||
| plot and storyless games | sport games | (high, medium and low mobility) | |
Didactic game. Types of didactic games. Features of conducting didactic games in different age groups.
DI
– promotes the development of cognitive activity, intellectual operations, which represent the basis of learning.
Types of DI:
— plot-didactic (“shop”)
- games with objects (“wonderful bag”)
— desktop-printed (“lotto”, “domino”)
— verbal (“who to be?”, “seasons”)
DI structure:
1) educational task – defines game actions, rules help to carry out game actions and solve the problem;
2) game task
3) game actions
| II ml. | — didactic game as part of the lesson |
| avg. | - the game is organized by the children, but the leading role belongs to the teacher (didactic - to consolidate the knowledge and skills acquired in the classroom; board-printed - to master the rules of the game, “take turns”, etc.) |
| st. gr. | - games are organized by children, the teacher as a consultant (to create a developmental subject-game environment for organizing all types of games in the classroom and in independent activities, to develop cooperation skills) |
Creative games for preschoolers. The originality of guiding creative games of preschoolers.
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 a leading activity.
preschooler.
A special place is occupied by games that are created by children themselves - they are called creative.
or
role-playing.
Children reproduce in roles everything that they see around them in the lives and activities of adults.
Creative games
most fully shape a child’s personality, and therefore are an important means of education.
Game management methods:
Traditional. Types of plots
1. One-theme, one-character - the development of the plot is reduced to a chain of game actions
character ® action1 ® action2 ® action3
2. Multi-character – plot development is ensured through the interaction of characters (family)
character1 D character 2 D character 3
3. Multi-themed - family + hairdresser + hospital = family went to the hairdresser and hospital
plot1 D plot2 D plot3
‘$( ‘$( ‘$(
p1p2p3 p1p2p3 p1p2p3
Indirect.
A comprehensive method for managing role-playing games (Zvarygina, Novoselova)
| Pedagogical conditions | |
| preparing for independent play | encouraging independent play |
| 1) active cognition of the environment (familiarization with the objective world) | 3) creation of an object-game environment |
| *requests, instructions for interacting with the toy | *availability of a variety of toys |
| *acquaintance with the animal world | *mummering corners |
| *observing the actions of adults | *versatility of teaching equipment |
| *possible help from an adult (conversations, looking at paintings, fine art, classes, excursions; children’s stories about what they saw, use of print and television materials) | *production of materials for games by children themselves |
| 2) educational games | 4) activating communication between a child and an adult |
| *acting out situations, showing toys, clarifying their properties, actions with them | *individual training with toys |
| *showing a dramatization | *questions for children |
| *showing actions with drawn or imaginary objects (imitation exercises for the expressiveness of facial expressions, imitation games, riddle games, theatrical games) | *suggestions, advice, approvals, warnings, etc. |
