Techniques
The organization of gaming activities is based on three groups of techniques.
Verbal
In working with children 3–4 years old, who, based on age-related developmental characteristics, are actively mastering speech and replenishing active and passive vocabulary, the teacher’s word plays a leading role. An adult is perceived not only as giving instructions, but also as a kind of language model, which children are guided by in organizing their own acts of speech. When preparing outdoor games, the teacher uses three types of verbal techniques.
- Explanation. In order for the children to accurately follow the rules of the game and know the set of actions, the teacher describes each stage in detail, indicating all the movements of each participant.
The teacher must comment on every action in the game
- Puzzles. This technique perfectly motivates little pupils to play and prepares them to complete tasks. Considering the age of the children, it is better to select riddles with rhyming agreements. Thus, the beginning of the game “Sparrows and the Car” can be preceded by the following riddle: A cry is heard under the eaves: “Chick-chirp and chick-chirp!” The gray one teaches these songs to children... (Sparrow).
- Short verbal sketches. Usually, to present the plot of the game, the teacher himself composes small tales. For example, the fun “Hen and Chicks” can begin with a short sketch. Once upon a time there lived a Hen and she had many chickens. Often they did not listen to their mother and ran out from under her wing. One day, when the kids ran away, Big Bird flew in and chased the chicks. The chickens were scared, but managed to hide under the wings of their mother hen. From now on, the kids are very attentive and do not run far.
Visual
The visual channel of perception in children is the main one, therefore, to fully understand the conditions of the game, children need to see:
- pictures (depicting game heroes and/or children fulfilling the conditions of the fun);
- a sample of actions (an adult must participate in any games, initially demonstrating the movements of all participants).
The demonstration helps children make sure that the adult is a participant in the game just like them.
Practical
This is actually the game situation itself, in which children and the teacher are involved. Moreover, to develop initiative, after 2-3 repetitions, the teacher gives more and more game functions to the children: if, when familiarizing themselves with the rules, the teacher is the driver, then the child then takes on this role.
