Recommendations for educators on gaming activities. Kindergarten teachers, school teachers and educators

Organization of play activities for children of senior preschool age

Introduction

Relevance of the work. Successfully solving educational problems requires close attention to the problems of children's play.

Currently, specialists in preschool pedagogy unanimously recognize that play, as the most important specific activity of a child, should perform general educational social functions.

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

The outstanding researcher in the field of Soviet psychology L. S. Vygotsky emphasized the unique specificity of preschool play. It lies in the freedom and independence of playing combinations with strict, unconditional obedience to the rules of the game [8].

The foundation on which all of a preschooler’s play activity rests and its content is determined is the theme of the game. According to D. B. Elkonin, the theme of a game is an idea that is reflected both in speech and specific game actions. Based on the chosen theme of the game, the plot is formed. Storylines in gaming activities are children’s reflections of real life situations and episodes of interaction between people around them.

Game as a phenomenal human phenomenon is considered in most detail in pedagogy (F.K. Bleher, A.S. Ibragimova, N.M. Konysheva, M.T. Salikhova, etc.). This is because scientists view play as an important learning method for preschool children. This problem is also considered in their works by such scientists as V.I. Yadeshko, T.I. Ilyina, S.A. Kozlova and others. In their works they give recommendations on the practical use of different types of gaming activities.

Although the number of scientific works on the topic under consideration is colossal, it must be recognized that many issues within its framework have been insufficiently studied. All of the above determines the complexity of the process of organizing play activities for children of senior preschool age and the presence of problems in this area. Therefore, the process of organizing play activities for children of senior preschool age requires constant analysis, search for problems, and measures to develop means of solving these problems. In this study, the problems of organizing play activities for children of senior preschool age are associated with the use of various forms of play activities.

Object of study: play activity of preschool children.

Subject of research: forms and methods of organizing play activities for children of senior preschool age.

The purpose of the study is to consider the theoretical aspects of the problem of organizing the play activities of children of senior preschool age.

Research objectives:

To study the concept and essence of play activity of preschoolers by means of analyzing psychological and pedagogical literature.
Consider play activity as a factor in the personality development of children of senior preschool age.
To characterize the forms of organizing the play activities of children of senior preschool age.

Research methods: analysis of scientific and methodological literature on the research problem, targeted observation of the process of children's development, analysis of existing programs and scientific and educational documentation.

The course work consists of an introduction, three paragraphs, a conclusion, and a list of references.

1 The concept and essence of play activities of preschool children

Preschool childhood is the first period where personality is formed. By the age of three, a child has come a long way in his mental development. It is in the process of play activity that a preschooler develops physical and spiritual strength, memory, attention, discipline and dexterity [17].

In domestic preschool pedagogy, V. A. Krutetsky and L. I. Fedorova consider the significance of the game mainly as purely didactic. The term “game” is present mainly in various combinations: “game form”, “game means”, “game technologies”. The game is used to acquire new skills, ideas, develop useful skills, etc., which naturally occurs under the guidance and control of adults.

Modern conditions for the development of education actualize the problem of forming children's play activities. The Federal State Educational Standard for Preschool Education proclaims the need to implement the educational process through the implementation of typical types of children's activities, primarily play. However, according to modern research (V.A. Derkunskaya, N.A. Korotkova, E.E. Kravtsova, E.O. Smirnova), there is a tendency for play activity to be insufficiently developed in preschool age.

According to D. B. Elkonin, play activity is the basis of social relationships, which helps resolve existing contradictions and prepares the child to implement other types of activities.

Domestic author V. A. Krutetsky, analyzing the approach of J. Piaget, notes that this author, in his own scientific works, defines play activity as a significant and vivid expression of the egocentric aspirations of children.

In modern pedagogy, the concept of play is considered as a special type of activity that originates in infancy, develops and accompanies the personality throughout life. The main directions of research into gaming activity were important for researchers in a wide variety of branches of scientific knowledge. Researchers such as L. S. Vygotsky [8], A. V. Zaporozhets, A. N. Leontiev, A. S. Makarenko, D. B. Elkonin have studied the characteristics of the play activity of older preschoolers in Russian psychological and pedagogical science. , K. D. Ushinsky.

L. S. Vygotsky formulated criteria that distinguish play activities directly from other types of children’s activities [8, p. 24].

O. S. Gazman considers gaming activity as a special sphere of human activity in which a person does not pursue any other goals other than obtaining pleasure, pleasure from the manifestation of physical and spiritual forces

According to A. S. Makarenko, play is as important for a child as work is for an adult. The formation of future activity occurs, first of all, during the game. Accordingly, the development of a particular person can be represented in the formation of play activity and its consistent transition into work activity. The founder of game theory in Russian pedagogical science, K. D. Ushinsky, noted that collective play has special educational significance, developing social activity skills in preschoolers and causing initial associations with social relations.

The significance of play as a leading activity for a child of primary preschool age is determined by the fact that it ensures the success of the child’s personality development [21].

Play activities are of great importance for the development of preschool children.

At the early stages of mastering the game, the simplest game chains of children can be organized on the basis of the rhythm of repetition and are represented by a set of repeated objective and serial speech actions (imitative repeated syllables, sound complexes, etc.). In primary and middle preschool age, children play short game chains with individual accented links, accompanied by a word, simple or extended phrase, which indicates the manifestation of the rhythm of alternation in the child’s play activity. If in older preschool age chains of play actions show signs of plot, and speech means begin to perform a substitute function, then we can say that the play activity of a preschooler is organized on the basis of a symmetry rhythm [26].

The play activity of a preschooler is a complex psychological phenomenon, the general structure of which is determined according to the basic principles of the classical, domestic theory of activity. The unit of play of a preschooler remains a play action that performs the main substitutive function. In addition, in the structure of play activity one can distinguish the theme, design, plot of the game, etc. An important component of the play activity of a preschooler is its spatio-temporal organization.

Understanding the play activity of a preschooler as a psychological and pedagogical phenomenon is necessary for the successful implementation of the process of upbringing and training of preschoolers and becomes of great importance when addressing the issues of meeting the special educational needs of children with developmental problems.

The federal state educational standard for preschool education sets a new goal for teachers - creating conditions for full support of children’s self-disclosure and their positive socialization in conditions of individualization. As priority conditions, the Federal State Educational Standard for Preschool Education focuses teachers on ensuring emotional well-being through direct communication with each child and respectful attitude towards him, his feelings and needs, supporting the individuality and initiative of children, which implies the possibility of free choice of activities and its participants, development of independence in different types of activities.

It is also necessary to pay attention to the role of the teacher when organizing play activities in a group of different ages.

The social position of the teacher is that of a senior partner. Equal partnerships are built only on recognition and respect for each other. When setting goals for the development of children's play activities in a mixed-age group, the emphasis is on using the conditions of a mixed-age community to develop play. A child, regardless of age or level of gaming abilities, is completely immersed in the playing field of interaction of different ages. Each participant in the game is aware of who he is in the game and why, and understands the interdependence of each other’s game roles.

The role of the teacher at the first stage: in the process of communication and observation, help determine the range of interests and preferences of all children [18].

At the second stage, determine the degree of development of play skills in children in accordance with age, build an individual play route for the child, taking into account the provision of assistance (the possibility of self-education of the child himself, mutual learning in the process of interaction with a partner (older child, teacher), the possibility of using natural circumstances, arising during the game).

The role of the teacher: observe, analyze, and, if necessary, make adjustments to the organization of the RPES, taking into account the interests and needs of both the child and the microgroup of children, indirectly express his attitude when the need arises. You can enter the game as a partner, not forgetting to clarify your gaming rights [11].

During game interaction, it is necessary to discuss the relationships that develop in a particular game. From the perspective of older children: discuss successes, failures, emerging new role relationships. From the perspective of younger children: independence skills, the dependence of success on the help and support of older children. The change in direct impact on pedagogical, play assistance and indirect impact allows us to talk about the possibilities of independent development of a child’s play abilities. The transition of children to free play automatically gives rise to high responsibility of the participants not only to each other, but also to the teacher. This is a qualitatively new level of relations between children and teachers, and its full implementation is possible only in a group of different ages.

Thus, there is a shift in the teacher’s position from the direct organizer and leader of children’s joint play to the position of the organizer and leader of the child’s advancement from play to educational areas and back, which is one of the conditions for the child’s real opportunity for self-development, self-education, and self-education.

2 The role of play activities in the development of older preschoolers

In preschool age, play performs the function of social learning; this is due to the fact that the child, when performing manipulations with objects, tries to repeat the actions and movements of an adult. At this time, the child is driven by the social instinct received from our primate ancestors and primitive people. Since this method was at that time the only way to transmit information that was very valuable and important for survival. (How to get food, what not to eat, which animals are dangerous, how to treat wounds, and so on). And despite the fact that our society has evolved and uses different means of storing, transmitting and reproducing information, the brain and psyche of a child develop according to the same rules and uses the same mechanisms as their ancestors [12].

Play is the main activity of a preschooler. The child spends most of his time playing, and normally the game becomes much more complicated over the course of 3 years [14].

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 a support for the development of thinking. If at first, with the help of substitute objects, the child learns to think about a real object, then over time, actions with substitute objects decrease and the child learns to act with real objects. There is a smooth transition to thinking in terms of ideas.

During the role-playing game, imagination develops. From replacing some objects with others and the ability to take on different roles, the child moves on to identifying objects and actions with them in his imagination. For example, six-year-old Masha, looking at a photograph of a girl who rests her finger on her cheek and thoughtfully looks at a doll sitting near a toy sewing machine, says: “The girl thinks as if her doll is sewing.” Based on this statement, one can judge the girl’s typical way of playing.

Play also influences a child’s personal development. In the game, he reflects and tries on the behavior and relationships of significant adults, who at this moment act as a model of his own behavior. Basic communication skills with peers are formed, feelings and volitional regulation of behavior are developing.

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

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

Learning activities begin to take shape within the play activity. Elements of educational activities do not arise in the game; they are introduced by an adult. The child begins to learn through play and therefore treats learning activities as role play, and soon masters some learning activities.

Thus, young children manipulate objects, have low interest in playing together, and react minimally to peers present. In this case, the adult most often adapts to the child’s range of interests and follows him. But already in middle preschool age, the child begins to demonstrate preferences in play; basically, he chooses a play partner, focusing on personal sympathy.

Closer to older preschool age, the child is interested in role-playing games and in the preparatory group of kindergarten, children play board games according to the rules with great interest.

Thus, through play, the child gains a lot of experience, which he will use later.

It is important to understand that the play of children of senior preschool age should be based on emotionally rich, varied everyday life. That is, the plots should be familiar and visual, they should respond with real experiences, this will allow the child to react to the experience, gain the necessary knowledge and consolidate skills, resolve the scale of the perceived plot from emotion, impression, thought and to the installation in the end. Thus, children “re-experience” their life experiences in play, and the variability of play situations depends on how full their lives are, which subsequently affects individual personal characteristics (character, values, motivational sphere).

The pedagogical potential of the game increases if the child’s experience is enriched, he is taken to different places (exhibitions, performances, parks), and adults are involved in work (doable household chores, which not only help enrich the experience of interacting with people, but also give important skills, and also influence to form a sense of personal belonging to a family, clan, homeland). Involving a child in creativity is especially important; it is creation at a level accessible to the child that serves as an important way to demonstrate internalized knowledge, skills, and abilities, as well as to determine the attitude of children of senior preschool age to this. It is also important to guide parents to use a variety of materials, because this enriches the child’s internal sensory experience [15].

When organizing the zone of proximal development, it is important to pay special attention to the functional load of the subject-spatial environment. That is, the objects surrounding the child should give him the opportunity to use them multifunctionally, model them, and the space should be easily modernized.

The play of older preschool children should have its own ritual. Many parents, thanks to their experience, understand the importance of rituals in a child’s life. First, the idea of the game arises, the creation of the environment or transformation, the game itself, after which there must be a conclusion to the game and the removal of roles. Compliance with this ritual will allow children to form a clear boundary between reality and fiction. It will teach children not to transfer gaming relationships into everyday ones, but at the same time, to gain such important experience.

The pedagogical possibilities of games are certainly unique. Their influence on the personality of a preschooler is multifaceted and multi-level. These games are distinguished by their aesthetics, are fundamental for enriching the emotionally sensitive, motivational sphere, and are valuable for their ability to influence biological rhythms. But the most important thing that sets this group of games apart is the simplicity and accessibility, and the infectiousness of the tasks. Children are easily involved and reproduce the images they like, not only in the form of singing, music or dancing. But also in the form of visual and applied creativity (crafts, drawings, playing out plots in role-playing games) [19, p. 131].

What are the specifics of organizing activities in a group of different ages, including the priority type of children's activity - play?

Research by teachers and psychologists (T. N. Doronova, V. G. Shchur, V. N. Butenko, E. N. Gerasimova, etc.) regarding the development of pedagogical foundations for designing educational activities for preschoolers shows that the group is the most natural and psychological a comfortable environment for the development of a child - preschooler. A distinctive feature of the group is a qualitatively new social experience of interpersonal relationships. The natural organization of everyday life in a group of different ages allows a preschooler to understand and accept another child, regardless of age, to master and enrich his social experience. The child’s own “I” is closely intertwined with the multi-age community “They”, “We”, its transformation in new social conditions. Mastering a real role position when organizing joint activities of children is the most important integrated indicator of a child’s social and play experience.

In a mixed-age group, the teacher has a unique opportunity, using the example of older children, to model the development prospects of a younger child. When organizing joint play activities, the youngest child chooses for himself: to be outside of this activity, to be nearby, or to be together. To do this, you not only need to want, but you need to know and be able to. The older child has the opportunity to tell, show, and explain to the younger one what he knows and can do himself, which greatly not only helps to consolidate what he has previously learned, but also to enrich and expand his social experience. The conditions of a mixed-age group contribute to the expansion of a child’s independent cultural practices, regardless of age, social and play position [27].

To find out what gaming skills have been developed in children, at the beginning of the year, the teacher unobtrusively, through conversations, discussions, involving children in various gaming situations, observations, and interaction with parents, determines what games children in kindergarten like, how often and on whose initiative they are organized, which ones are played at home with parents, older brothers, sisters, in the yard. The obtained result helps the teacher model the conditions for developing interest in the game for all participants in the educational process. Why the emphasis on parents? If play is a natural state for a preschool child, then parents treat it as something secondary, forgetting that they themselves were children and they also had favorite games. Children play not only in kindergarten, but also at home, where they also need help making things, giving advice, looking up something in the encyclopedia, the Internet. We believe that interaction with parents and older brothers and sisters is very important for enriching the social play experience of children.

An important component of the development of children’s play activity in a mixed-age group is the creation of conditions, one of which is a developing subject-spatial environment that meets modern requirements in accordance with the Federal State Educational Standard for Education.

The teacher needs to provide for the occupancy and maintenance of play centers based on the age and individual characteristics of the children, taking into account that these groups contain children with special educational needs. Particular emphasis should be placed on the developmental potential of the equipment presented (for example, in the Center for Constructive Activity there should be a construction set of different sizes, different materials and orientations (Lego), thematic sets of parts, building diagrams). The presented equipment must comply with the principles of versatility, accessibility, safety, and transformability depending on the interests of children. The organization of play activities in this center contributes to the fact that younger children receive help not only from the teacher, but also from older children, who, due to their play experience, can already provide them with help and support in choosing the necessary material, equipment, and determining the sequence of work in accordance with the proposed scheme.

In a mixed-age group, a child has a real opportunity to be [29]:

- senior partner, he takes this position when he realizes his seniority in age, in having extensive gaming experience, the desire and desire to provide help to those who need it;

- mentor: this role position is based on personal relationships. The older child has experience and knowledge in organizing games of various types; he recognizes the younger child as an equal partner in the game. The game teaches him certain rules and actions. The individualization of education is clearly visible here.

Thus, this type of game smoothly intertwines with many game forms, making significant changes in the experience of children and in the development of their personality.

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MAGAZINE Preschooler.RF

Methodological recommendations for educators on the development of play activities in early preschool age.

Vorobyova E.A. St. Petersburg GBDOU No. 80

Let's consider the main aspects of organizing play with younger preschoolers, recommended for educators.

The psychological age of a child is a conditional concept and is determined not only by calendar dates, i.e. the number of years and months lived, but also the level of mental development. The main thing here is the sequence of stages of development (it is unacceptable to step over an entire stage). Games should be offered in accordance with the necessary sequence of stages - from the simplest games that are accessible to every child, one should move on to more complex ones. In each game, it is necessary to rely on what the child already knows and what he himself likes to do. It is important for a teacher to know and understand what his students can and like to do, regardless of their age, and on this basis introduce new actions and new tasks.

For example, three-year-old children, as a rule, love and know how to run and jump. Using these skills, you can organize new games based on a new sequence of these movements, their gradual complication and, most importantly, their new content and understanding: not just running and jumping, but jumping in an imaginary situation (over bumps in a swamp or running from a cat or a fox who can catch them).

By the age of three, children develop a conditioned object action, 23

through which the child develops independent play.

The teacher sets the following tasks at this stage of development of play activity in children:

teach the child to accept the play role and designate it for the play partner;
carry out role-specific substantive actions;
develop role-based interaction-dialogue;
change role behavior and playing role during the game depending on the plot;
develop children's games based on their personal interests.

Pedagogical principles:

In order for children to master gaming skills, the teacher must be with the children throughout preschool childhood, but at each subsequent stage, develop the game in such a way that the children immediately “discover” and assimilate a new, more complex way of constructing it.
Starting from an early age and further at each stage of preschool childhood, when developing gaming skills, it is necessary to simultaneously orient the child both to the implementation of a gaming action and to explaining its meaning to partners, adults and peers.
At each age stage, the pedagogical process of organizing play should include moments of developing gaming skills in joint play between the teacher and children and the creation of conditions for independent children's play.

Conditions for forming the game:

creation by the teacher of a full-fledged developmental educational environment;
delicate, subtle guidance of children's games so that they feel like subjects of the game;
teachers creating obstacles and problems so that their children

overcame the teacher’s ability to play, manage his game, use it for auxiliary purposes, be able to competently diagnose children’s games and plan his activities for the development of the game and the child in it.

By the beginning of preschool age, the child already has a certain life experience, which is not yet sufficiently realized and represents potential abilities rather than an established ability to implement skills in his activities. The task of upbringing is precisely to rely on these potential capabilities to advance the child’s consciousness and lay the foundation for a full-fledged inner life.

First of all, educational games are joint activities between children and adults. It is the adult who brings these games into children’s lives and introduces them to the content. He arouses children's interest in the game, encourages them to take active actions, without which the game is not possible, is a model for performing game actions, and is the leader of the game - he organizes the play space, introduces him to the game material, and monitors the implementation of the rules.

Any game contains two types of rules - rules of action and rules of communication with partners. Rules of action determine methods of action with objects, the general nature of movements in space (tempo, sequence, etc.)

The rules of communication influence the nature of the relationship between the participants in the game (the order in which the most attractive roles are performed, the sequence of children’s actions, their consistency, etc.). So, in some games, all children act simultaneously and in the same way, which brings them closer, unites them, and teaches them good-willed partnership. In other games, children take turns, in small groups. This gives the child the opportunity to observe peers and compare their skills with 25

yours. And finally, each section contains games in which a responsible, attractive role is played in turns. This contributes to the formation of courage, responsibility, teaches you to empathize with your playing partner and rejoice in his successes.

These two rules, in a simple and accessible form for children, without edification or imposing a role on the part of an adult, teach children to be organized, responsible, self-restraint, develop the ability to empathize, and be attentive to others.

But all this becomes possible only if the game, developed by an adult and offered to the child, in finished form (that is, with certain content and rules) is actively accepted by the child and becomes his own game. Evidence that the game has been accepted is: asking children to repeat it, performing the same game actions independently, actively participating in the same game when it is played again. Only if the game becomes loved and exciting will it be able to realize its developmental potential.

The teacher can build a joint game with the children, gradually complicating it, in the following sequence:

Initially, the adult takes on the main role and draws the child into joint play, offering him an additional role;
in the future, the teacher joins the child’s play, taking on an additional role, and then gives it up to another child, i.e. orients children towards each other, “locks” them into a semantic connection that requires role interaction.

For example, the teacher starts the game alone. He picks up the doll: “The doll Dasha is crying. We need to feed her. I’ll cook porridge for the doll . Then he involves the child in the game: “Sasha, help me, please, rock the Dasha doll while I cook the porridge . The girl takes the doll and feels sorry for it. Teacher 26

removes the pan of porridge from the stove: “That’s it, the porridge is ready. It's time to feed Dasha . Then the teacher draws another girl into the game: “Katya, can you help me set the table? . ” The girl sets the table and puts porridge on a plate. Then the teacher quietly leaves the game, giving the children the opportunity to continue the game on their own.

It is important that there is role-playing interaction between children in the game. To do this, you can use a technique such as introducing a toy phone into the game. You can organize a game of “telephone conversation” . Of course, this technique can only be used if children imagine the purpose of a real telephone. Game situations can be any, for example, a conversation between a mother and her daughter, a doctor with a sick patient. First, the teacher plays a “telephone conversation” with one child, and then asks the children to try to act out a telephone conversation among themselves.

Another technique that helps children develop the ability to name their role, address a partner in accordance with his role, and develop simple role-playing dialogue is the teacher’s game with a small subgroup of children based on fairy tales known to them, the characters of which perform the same type of actions. These are very simple fairy tales: “Turnip” , “Teremok” , slightly more complex: “Kolobok” , “The Three Little Pigs” , “The Wolf and the Little Goats” . In such games, the teacher can take on the role of the main character, and then gradually involve the rest of the fairy tale characters in role-playing interaction.

Children's independent play largely depends on the organization of the object-based play environment and the selection of appropriate play material. To designate a conditional playing space, it is appropriate to use a variety of moving screens made of cardboard or folding wooden frames (markers of the playing space). Screens can provide

toilet room, kitchen or workshop. They can be used to fence off a room in an apartment or a doctor’s office. You can stick screens on the inside of the walls using Velcro and overlay panels - pictures of a gas stove, table or bathtub (depending on the plot). For example, a teacher attaches a gas station to a cube on a cardboard panel, and the children come up with a story about how they are at a gas station. Substituting a jump rope or cord, they “fill” the cars with “gasoline” and “wash” them.

For folding wooden frames, you can sew capes from thick fabric that reflect different types of transport, then put them on top of the frames and secure them with ribbons or braid. Thanks to fabric capes, the frames can turn into a car, a steamboat or an airplane (at the children's request).

In equipping the gaming environment, a special place is given to substitute items that can fill in the missing story toys. You can buy a box, cover it with colored self-adhesive paper, or buy a large plastic container in which you can put various corks, pieces of foam rubber, fur, wooden blocks, old felt-tip pens, ribbons, etc. The place for such a box should be allocated in the play corner.

Also in the play corner there should be a place where various items of clothing can be stored: skirts, aprons, bags, caps, caps, ties. You can make simple jewelry with your own hands, for example, bright beads, bracelets, headbands.

The teacher can involve children in making the simplest attributes for games. For example, together with your children you can make models of fruits and vegetables from salt dough and clay, then paint them.

Thanks to the correct guidance of story-based games for younger preschoolers, play goes a long way in development: from single actions of one child with one toy to a detailed individual

and children playing together in an imaginary situation, including a series of episodes that convey different actions of people and their relationships. The game becomes more independent and begins to be creative.

Educational games contain conditions that promote the full development of the individual: the unity of cognitive and emotional principles, external and internal actions, collective and individual activity of children. When holding games, it is necessary that all these conditions are met, i.e. so that each game brings the child new emotions and skills, expands the experience of communication, and develops joint and individual activity.

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Game in the life of a preschooler

recommendations for educators on the development of play activities

Play is a way to acquire skills

inherent
in adults.
It is generally accepted that the main activity of a preschooler is PLAY. The game develops the ability to imagine, voluntarily regulate actions and feelings, and acquire experience of interaction and mutual understanding. The game promotes development, enriches life experience, and prepares the ground for successful activities in real life.

Games are a way for children to grow up and become big. With the help of toys, the child builds his own little world where he is independent. We need to get children involved in the game. And the success of society’s transmission of its culture to the younger generation depends on what content adults will invest in the games offered to children.

Recommendations for educators on the development of play activities in the younger group

Remember! Play is an important and essential component of the life of children in kindergarten.
Provide every child with the opportunity to realize their needs and interests.
When playing with children, help them adapt to living conditions in kindergarten.
Formation of children’s ability to accept and verbally designate a playing role.
To develop in children the skills necessary for role-playing games: substantive “make-believe” actions.
Rely on the interests of each of the children, develop themes close to them in the game (family life, kindergarten, traveling by transport, etc.), use motifs from familiar fairy tales.
Lead the child to understand this or my role (he himself can be someone else in the game - a mother, a driver, a doctor, etc.).
Encourage the child to use story toys, substitute objects (thermometer stick, etc.).
Include episodes of “telephone conversations” and various characters into a game on any topic to activate role-playing dialogue.
Encourage children's desire to bring toys to life. Play the role for yourself and the toy.
When playing with children, take the position of an equal, interested partner.
Induce in the child a feeling of emotional community with adults and peers, a sense of trust in them.

Recommendations for the teacher on the development of play activities in the middle group

The teacher constantly uses a variety of themes for children's games based on famous fairy tale and literary stories.
Provide conditions for free, independent individual play (director's play), support the emotional and positive state of the child.
To develop in children more complex gaming skills, behavior in accordance with different roles of partners, and change the playing role.
The teacher encourages children to play independently together in small subgroups.
The teacher, if necessary, helps the child to join the play of his peers, finding a meaningful role for himself.
The teacher places significant emphasis on role-playing dialogue
The teacher should be included in the joint game as a partner.
During the game, the teacher does not adhere to a rigid plan, but improvises, accepting the suggestions of the partner - the child regarding further events.
Learn to develop a joint game in small subgroups, taking into account the plot plans of the partners.
Teach children to relate their playing role to many other roles to develop an interesting plot.
To develop children's interest in play, to develop the ability to independently engage themselves in play (individual and joint with peers).
Use a minimum number of toys so that manipulation with them does not distract the child’s attention from role-playing interaction.
To develop in children new, more complex ways of constructing role-playing games.

Recommendations for educators on developing play activities with older children

Encourage children to use expressive means of speech and gestures when conveying the characters of the character being performed.
Provide conditions for children's play activities.
Give the child the opportunity to freely choose a game that suits his interests.
The teacher encourages children's initiative.
Can connect to the game, taking on a role that is not directly related to the plot-semantic context, can introduce a role from a different semantic context into the game (this forces children to develop the plot in a new direction).
The teacher promotes the development in children of initiative and independence in play, activity in the implementation of play plans.
Encourage the child’s desire to make the missing items for play with his own hands.
Pay attention to developing in children the ability to create new and varied game plots, coordinate plans with partners, come up with new rules and follow them during the game.
Contribute to the strengthening of children's play associations, to be attentive to the relationships that children develop in play.
To orient children towards cooperation in joint play, to regulate their behavior based on creative play ideas.
To develop children’s ability to independently organize joint play and fairly resolve conflicts that arise in the game. Use normative methods for this (queue, different types of lots).
To develop in children the ability to widely use the role of the game to develop a variety of plots, to be included in a game coordinated with their peers.
Improve children's ability to regulate behavior based on game rules.
The teacher gradually develops in children the ability to creatively combine various events, creating a new plot of the game.
The teacher supports children's interest in free improvisational play based on fairy tales and literary works, offering different forms: role-playing dramatization, puppet theater, and participating together with the children.
The teacher organizes with small subgroups of children (6-7 years old) a dramatization game based on ready-made plots in the form of a short performance for younger children or peers.

REMEMBER!

Start your morning in kindergarten with the words: “1,2,3,4,5 - we start playing!”
Play together with your children throughout preschool!
Pay great attention to the content of the game!

Dear teachers, devote more time to the game, because the game is the best and most effective tool for education and training!