Playful activity of a child in preschool age

The main components of a role-playing game:

Plot is a series of events taking place in a given area. For example, the game “family”, “doctor”, “store”. The main source for the game plot is the surrounding world, the activities of adults and peers, plots from books, cartoons and films (playing Iron Man, Winx Fairies, etc.). The variety of plots increases as the child becomes acquainted with new aspects of life. The plot reveals the content of the game.

The content of the game is what children highlight as the main point of activity and relationships between the participants in the plot, i.e. those actions that people (characters) perform in certain life situations. For example, a “mom” goes to the store to buy groceries, where she selects the products, puts them in a cart, pays the “salesperson” at the checkout, etc.

A role is a set of models and actions that are played out by children in the plot.

Game 3. The dolls are dancing

(Development in children of the ability to give in to each other, restrain their immediate desires and impulses.)

Objective of the game: To teach children to perform game actions one at a time, in small groups. Children's behavior in play is regulated by certain requirements. The game organizes children’s behavior in joint activities, teaches them to use common toys and pass them on to each other.

Description of the game: An adult says to the children: “Look what dolls came to play with us today! Such elegant dolls probably really want to dance, but they themselves don’t know how to dance. After all, they are very small and are used to being picked up and dancing with them.” Shows. Then he invites several children to choose dolls and dance with them (at random). “Now,” says the adult, “think about who to give your doll to.” The game continues until all the children have danced with the dolls.

Rules of the game:

1. At the beginning of the game, everyone chooses a doll for themselves; you cannot quarrel over toys.
2. The doll can only be given to someone who has not yet danced.

Stages of the role-playing game:

• The main content of the game for younger preschoolers ( 3–4 years old ) is to perform certain actions with toys. They repeat the same actions over and over again: “slicing bread,” “giving an injection,” “writing an email on the keyboard,” etc. At the same time, the result of the action is not used by children - no one eats sliced ​​bread, no one reads the letter. Typically, children do not call themselves by the names of the persons whose roles they perform. The role is determined by the object itself: if a child has a saucepan in his hands (or an object that replaces it in the child’s imagination) - he is the “mother” preparing dinner; if there is a spoon, he is “mother’s child” who eats lunch. Moreover, the logic of the actions performed may fade into the background (one car can be driven by two “drivers”).
• In the middle of preschool childhood ( 4–5 years old ), the main content is relationships between people and social hierarchy, the roles of which children take on. Roles are clearly defined and highlighted. Children often divide roles among themselves before the game begins. This is the role relationship between seller and buyer, driver and passenger, doctor and patient - who should do what, and in what form he should do it. For example, a doctor must listen to the patient and give an injection. The actions performed by the child are not repeated and are replaced one after another. Actions are no longer performed for the sake of the actions themselves (the game of “slicing bread”), but to implement certain relationships with another player, in accordance with the role assumed.
• The content of the game for older preschoolers ( 6–7 years old ) is the fulfillment of the rules arising from the role taken on. Children begin to be extremely picky about following rules. When performing a particular role, they carefully monitor how consistent their actions, and the actions of their partners, are with generally accepted rules of behavior. It happens or it doesn’t happen - “The doctor must first listen and only then give an injection!”

The game reflects the character and living conditions of the child in the family and society. The same game (for example, family) can have completely different content: one “mother” will scold her “children”, another will put on makeup in front of the mirror and rush to visit, a third will read books to children, teach them, etc. All these options reflect what surrounds the child in life. The child has a desire to do the same things that adults do, but... he does not have the physical ability to do this, then the plot-role-playing game becomes a solution to this problem. A child can repeat the actions of an adult, in a form accessible to him, and partially join the adult world.

Classifications of children's games and the structure of play activities of preschoolers.

In modern pedagogical theory, play is considered as the leading activity of a child - a preschooler. The leading position of the game is determined not by the amount of time that the child devotes to it, but by the fact that: it satisfies his basic needs; in the depths of the game other types of activities arise and develop; Play contributes most to a child’s mental development.

Games differ in content, characteristic features, and the place they occupy in children’s lives, in their upbringing and education.

Role-playing games are created by the children themselves, with some guidance from the teacher. They are based on children's amateur activities. Sometimes such games are called creative role-playing games, emphasizing that children do not simply copy certain actions, but creatively comprehend them and reproduce them in created images and play actions.

There are several groups of games that develop a child’s intelligence and cognitive activity.

Group II – creative games, role-playing games, in which the plot is a form of intellectual activity.

Classification of games (according to S. L. Novoselova)

The Education and Training Program in Kindergarten provides the following classification of games for preschoolers:

— plot-role-playing:

- theatrical;

- movable;

- didactic.

The main component of a role-playing game is the plot; without it, there is no role-playing game itself. The plot of the game is the sphere of reality that is reproduced by children. Depending on this, role-playing games are divided into:

• Games with everyday themes: “home”, “family”, “holiday”, “birthdays” (a lot of space is given to dolls).

• Games on industrial and social topics, which reflect the work of people (school, store, library, post office, transport: train, plane, ship).

• Games on heroic-patriotic themes, reflecting the heroic deeds of our people (war heroes, space flights, etc.)

• Games on themes of literary works, films, television and radio programs: “sailors” and “pilots”, Hare and Wolf, Cheburashka and Gena the crocodile (based on the content of cartoons, films), etc.

Story game duration:

- in early preschool age (10-15 min.);

- in middle preschool age (40-50 min.);

- in older preschool age (from several hours to days).

Content is what is displayed by the child as a characteristic moment of activity and relationships between adults.

The structure of a role-playing game includes the following components:

• roles played by children during the game;

• play actions with the help of which children implement roles;

• game use of objects, real ones are replaced by game ones.

• relationships between children are expressed in remarks, remarks, the course of the game is regulated.

In the first years of life, with the teaching influence of adults, the child goes through stages of development of play activity, which represent the prerequisites for role-playing games.

The first such stage is an introductory game. Refers to the child's age - 1 year. The adult organizes the child’s object-based play activities using a variety of toys and objects.

At the second stage (between the 1st and 2nd years of a child’s life), a display game appears, in which the child’s actions are aimed at identifying the specific properties of an object and achieving a certain effect with it. The adult not only names the object, but also draws the child’s attention to its intended purpose.

The third stage of game development refers to the end of the second - beginning of the third year of life. A plot-display game is formed, in which children begin to actively display impressions received in everyday life (cradling a doll).

The fourth stage (from 3 to 7 years) is your own role-playing game.

Role-playing play of preschool children in its developed form represents an activity in which children take on the roles (functions) of adults and, in a social form, in specially created play conditions, reproduce the activities of adults and the relationships between them. These conditions are characterized by the use of a variety of game objects that replace the actual objects of adult activity.

The amateur nature of children’s play activities lies in the fact that they reproduce certain phenomena, actions, and relationships actively and in a unique way. The originality is determined by the peculiarities of children’s perception, understanding and comprehension of certain facts, phenomena, connections, the presence or absence of experience and the immediacy of feelings.

The creative nature of play activity is manifested in the fact that the child is, as it were, reincarnated into the person he is portraying, and in the fact that, believing in the truth of the game, he creates a special play life and is sincerely happy and sad as the game progresses. The child satisfies his active interest in the phenomena of life, in people, animals, and the need for socially significant activities through play activities.

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 the development and enrichment of children’s amateur performances, creative reproduction and reflection of facts and phenomena of the surrounding life, a huge role belongs to the imagination. It is through the power of imagination that game situations are created, the images reproduced in it, the ability to combine the real, the ordinary with the fictional, which gives children's play an attractiveness that is unique to it.

In role-playing games, an optimistic, life-affirming character is clearly evident; the most difficult cases in them always end successfully and safely: captains guide ships through storms and storms, border guards detain violators, doctors heal the sick.

In a creative role-playing game, the child actively recreates, models real-life phenomena, experiences them, and this fills his life with rich content, leaving a mark for many years.

• Director's games in which the child makes dolls speak and perform various actions, acting both for themselves and for the doll.

• Theatrical games - acting out a certain literary work in person and displaying specific images using expressive methods (intonation, facial expressions, gestures).

games – games on themes

dramatization of literary works

The dramatization game is a special type of activity for preschool children.

Dramatize - depict, act out a literary work in person.

The sequence of events, roles, actions of the characters, their speech is determined by the text of the literary work.

Children need to memorize the text verbatim, comprehend the course of events, the image of the heroes of a fairy tale, or retelling.

helps to better understand the meaning of a work, feel the artistic value, and sincerely express one’s feelings

In dramatization games, the content, roles, and game actions are determined by the plot and content of a particular literary work, fairy tale, etc. They are similar to plot-role-playing games: they are based on the conditional reproduction of phenomena, actions and relationships between people, etc. etc., and there are also elements of creativity. The uniqueness of dramatization games lies in the fact that according to the plot of a fairy tale or story, children play certain roles and reproduce events in exact sequence.

With the help of games - dramatizations, children better assimilate the ideological content of the work, the logic and sequence of events, their development and causality.

The teacher's guidance lies in the fact that he, first of all, selects works that have educational significance, the plot of which is easy for children to learn and turn into a game - dramatization.

In a game of dramatization, there is no need to show the child certain expressive techniques: the game for him should be just that: a game.

Of great importance in the development of dramatization play, in the assimilation of the characteristic features of the image and their reflection in the role is the interest of the teacher himself in it, his ability to use the means of artistic expression when reading or telling. The correct rhythm, various intonations, pauses, and some gestures enliven the images, make them close to children, and arouse their desire to play. By repeating the game over and over again, the children need the help of the teacher less and less and begin to act independently. Only a few people can participate in the dramatization game at a time, and the teacher must ensure that all children take turns participating in it.

When assigning roles, older preschoolers take into account each other's interests and desires, and sometimes use a counting rhyme. But here, too, some influence from the teacher is needed: it is necessary to induce a friendly attitude among peers towards timid children, to suggest what roles they can be assigned. Helping children learn the content of the game and get into character, the teacher uses illustrations for literary works, clarifies some of the characteristic features of the characters, and finds out the children’s attitude to the game.

• Worthwhile – constructive games

Construction-constructive games are a type of creative games in which children display the surrounding objective world, independently erect structures and protect them.

Types of building materials. Construction game is an activity for children, the main content of which is the reflection of the surrounding life in various buildings and related actions.

The similarity between role-playing games and construction games is that they unite children based on common interests, joint activities, and are collective.

The difference between these games is that the plot-role-playing game primarily reflects various phenomena and masters the relationships between people, while in the construction game the main thing is familiarization with the relevant activities of people, with the technology used and its use.

It is important for the teacher to take into account the relationship, the interaction of role-playing and construction games. Construction often arises in the process of role-playing play and is caused by it. In older groups, children spend a long time constructing quite complex buildings, practically comprehending the simplest laws of physics.

The educational and developmental influence of construction games lies in the ideological content, the phenomena reflected in them, in children’s mastery of construction methods, in the development of their constructive thinking, enrichment of speech, and simplification of positive relationships. Their influence on mental development is determined by the fact that the design and content of construction games contain one or another mental task, the solution of which requires preliminary thinking: what to do, what material is needed, in what sequence the construction should take place. Thinking about and solving a particular construction problem contributes to the development of constructive thinking.

During construction games, the teacher teaches children to observe, distinguish, compare, correlate some parts of buildings with others, remember and reproduce construction techniques, and focus on the sequence of actions. Under his guidance, schoolchildren master a precise vocabulary that expresses the names of geometric bodies and spatial relationships: high low, right to left, up and down, long short, wide narrow, higher lower, longer shorter, etc.

In construction games, ordinary, most often plot-shaped toys are also used, and natural materials are also widely used: clay, sand, snow, pebbles, cones, reeds, etc.

• Creative games

Creative games are games in which images appear that contain the conditional transformation of the environment.

Indicators of developed gaming interest.

1. The child’s long-term interest in the game, the development of the plot and the performance of the role.

2. The child’s desire to take on a certain role.

3. Having a favorite role.

4. Reluctance to finish the game.

5. Active performance by the child of all types of work (modeling, drawing).

6. The desire to share your impressions with peers and adults after finishing the game.

• Didactic games – games specially created or adapted for educational purposes.

• 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 places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

• Outdoor games are a conscious, active, emotionally charged activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players.

Outdoor games are primarily a means of physical education for children. They provide an opportunity to develop and improve their movements, practicing running, jumping, climbing, throwing, catching, etc. Outdoor games also have a great influence on the child’s neuropsychic development and the formation of important personality traits. They evoke positive emotions and develop inhibitory processes: during the game, children have to react with movement to some signals and refrain from moving when others. These games develop will, intelligence, courage, speed of reactions, etc. Joint actions in games bring children closer together, giving them the joy of overcoming difficulties and achieving success.

The source of outdoor games with rules are folk games, which are characterized by brightness of concept, meaningfulness, simplicity and entertainment.

The content of the game is determined by the movements that are part of it. In the kindergarten education program, for each age group of children, outdoor games are provided in which various types of movements are developed: running, jumping, climbing, etc.

The rules in an outdoor game play an organizing role: they determine its course, the sequence of actions, the relationships between the players, and the behavior of each child. The rules oblige you to obey the purpose and meaning of the game; children must be able to use them in different conditions.

In younger groups, the teacher explains the content and rules as the game progresses; in older groups, before the start. Outdoor games are organized indoors and outdoors with a small number of children or with the whole group. The teacher ensures that all children participate in the game, performing all the required game movements, but not allowing excessive physical activity, which can cause them to become overexcited and tired.

Older preschoolers need to be taught to play outdoor games independently. To do this, it is necessary to develop their interest in these games, provide them with the opportunity to organize them during walks, during leisure hours, on holidays, etc.

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.

Leading foreign and domestic teachers consider play as one of the most effective means of organizing children's lives and their joint activities. The game reflects the internal need of children for active activity, it is a means of understanding the world around them; In play, children enrich their sensory and life experiences and enter into certain relationships with peers and adults.

Features of the game as an activity: display and active-speech nature, specific motives (the main motive is the child’s experience in the game of aspects of reality that are significant for him, interest in actions with objects, events, relationships between people. The motive can be the desire for communication, joint activities, cognitive interest.

The uniqueness of the game lies in:

1 . Freedom and independence of the child in the game (they choose the game themselves, assign roles, determine the rules, content, select a partner, freely join and leave the game)

2 . Creative nature of the game.

3 . The emotional intensity of the game.

There are various approaches to the classification of children's games, which differ from each other in the characteristics that serve as their basis.

The first classification was proposed by F. Frebel according to ped. All games are divided : sensory, motor, mental.

Karl Gross proposed his classification, which was based on instincts, and divided games into experimental and special ones.

The following classification was proposed by J. Piaget; the classification was based on age periodization and identified the following types of games:

Games and exercises (up to 1st year);

Symbolic games (from 2 to 4 years old);

Games with rules (from 4 to 7 years old).

The following classification was proposed by Lesgaft, based on the idea of ​​the unity of the physical and mental development of a child and highlighted:

imitation (imitative) and games with rules.

N.K. Krupskaya suggested:

1 – free, independent, creative games for children;

2-organized games with rules.

In preschool pedagogy, all games are divided into 2 groups:

1. Creative games are invented by the children themselves: plot-role-playing games, director’s games, theatrical games, construction games.

2. Games with rules are developed by adults: didactic games, outdoor games, folk games.

Currently, the classification of games proposed by Novoselova , based on which she took the attribute on whose initiative the game arose:

1. Games that arose on the initiative of the child include : - game-experimentation;

- independent plot games (plot-display, plot-role-playing, director's, theatrical).

2. Games initiated by an adult:

— Educational games (didactic, plot-didactic, active);

— Leisure games (fun games, entertainment games, festive carnival games, theatrical productions.)

3. Games that arose on the initiative of children and adults - folk games.

In modern pedagogy, play is considered as the leading activity of a child – a preschooler. Games differ in content, characteristic features, and the place they occupy in children’s lives, in their upbringing and education. Take away the game and you get a person unprepared for life. In play, the child sets goals, strives to achieve them, while fantasizing, creating, and developing initiative, ingenuity, and organizational skills. This is an active way for a child to appropriate social experience.

The Education and Training Program in Kindergarten provides the following classification of games for preschoolers:

— plot-role-playing;

- movable;

- didactic.

One of the types of musical activity that greatly contributes to the development of children's creativity is musical-rhythmic movements. It is music and movement that give the child freedom in creative thinking, give the opportunity to improvise, giving the child emotional reactions in return - joy, pleasure.

Music and movement help raise children and provide an opportunity to explore the world. Through music and movement, the child develops not only artistic taste and creative imagination, but also a love for life, man, nature, and the child’s inner spiritual world is formed.

In a musical game, a child performs various tasks: all his movements and actions are associated with the process of recognizing and distinguishing the nature of music and individual means of expression. This develops in the child the ability to coordinate movements with the beginning and end of music, to sense phrasing, beats, meter rhythm, and intonation. Understanding a musical-game task causes a child to quickly respond to sound stimulation, develop musical and motor skills, and activate feelings, imagination, and thinking.

In accordance with this, the musical game has the following tasks:

Corrective:

development of auditory, visual perception, facial muscles, respiratory system, articulatory apparatus, coordination of movements and normalization of their tempo and rhythm; formation of expressive means: intonation, facial expressions, gestures, movements;

Wellness: strengthening the cardiovascular, motor systems, musculoskeletal system; development of motor skills: general, fine, articulatory; development of speed of motor reaction;

training in speech, singing, and motor skills; development of musical, creative, communication abilities; Educational: education of general, musical, speech, motor culture, aesthetic attitude towards the environment;

Educational:

cognitive activity, sustained interest in action, self-control, attention, memory, thinking, spatial orientation.

Musical games can be divided into two groups:

- games with singing;

- games with musical accompaniment.

Any musical game is preceded by preparation: familiarization with a song or piece of music, learning a song or analyzing a piece of music, learning musical rhythmic movements, becoming familiar with the rules of the game, and only then the game itself.

Examples of musical games with singing.

Junior group:

“The cat was walking” from Sat. “Games, songs and dances for children's parties”, E. Gorbina

Children listen to the song, talk about who the song is about and what the cat found, then sing along and show with their movements what the cat found.

Junior and middle group:

"By the Bear in the Forest"

The game has two ending options - the bear growls and “the bear is cold, frozen on the stump.” In the first version of the game, explain to children that they should growl not with a throaty sound, but with the sound “r”. In the second version of the game, children learn to stop and freeze when the song ends.

This task is difficult for kids; they cannot immediately stop and fix the movement. This task teaches children to coordinate their actions.

A musical game can be played in any part of the lesson, depending on the semantic load of this game. If this is a greeting game, then we will play it at the beginning of the lesson.

Senior preschool age:

“Hello, buddy!” (to the melody of the Russian folk song “Oh, you birch!”) Children stand in pairs in a circle, boys with their backs to the center, girls with their faces. Hello, my friend, they shake their right hands, my dear friend!

Hello, my friend, They shake their left hands, My dear friend!

Top-top-top-top-top-top-top, Spinning in pairs with a “stomping step”,

And the hands fell into place and held like a “pretzel”

Goodbye, goodbye... They wave to each other, walk in opposite directions in a circle,

Hello, dear little friend, they spread their arms to the sides, greeting another child

The game develops spatial orientation, the ability to perform simple changes, hear musical phrases and perform movements in accordance with them.

All singing games have a storyline. Games with musical accompaniment can be either with or without a plot.

Let's look at some examples of games with musical accompaniment and a plot.

Younger age.

Let's start with a fairy tale. There lived hares in a large forest. They were very curious, all the time they stood up on their hind legs and looked around to see if a wolf was coming, if a fox was sneaking.

Children of the younger or middle group pretend to be hares, stand on their tiptoes, learn to lift their heels off the floor, and hold their hands in front of their chests in the form of hares' paws. When the image of the hares is created, you can proceed to creating the image of the bear.

Teach children to walk on the outside of their feet and not to waddle too much. After creating the images, you can divide the children into two groups - bears and hares. Each group moves to its own music, children learn their leitmotif and complete the task independently.

Senior preschool age:

"The Commander and the Four Squads"

A group of children is divided into four squads, and a commander is selected. The commander clearly gives commands to each unit in turn in accordance with musical phrases. The commander must hear musical phrases in order to properly lead his troops. Troops are marching.

In the second part, all the children march in all directions, “mixing up.” With the end of the music, the commander gives the signal to form up (for example, he has a bugle in his hands). The commander selects the best squad, and then the best commander. The game is repeated with a new commander.

Non-plot musical games with accompaniment.

These are games that have game rules and tasks.

Younger age.

“Be clever”, music. N. Ladukhina

Two-part music. Ask the question, how are these parts different?

Part I. High and low register. Invite the children to show the registers with their movements - high, low (play with their hands)

Part II. Easy running in a circle. When the music ends, the guys stop or sit down.

You can play the game with a leader.

“Find yourself a partner”, Latvian folk melody arranged by T. Popatenko

First, learn complex elements: jumping, changing formations. Two-part form.

Part I – changes to music.

Part II – easy running in all directions, find a pair and stand in a circle.

You can play with the leader.

Older age.

“Trap”, Russian folk melodies arranged by A. Sidelnikov

Different parts of the music are accompanied by different tasks: movements in a round dance, singing chants, jumping and clapping, “collars”, with the end of the music the guys try to close in a circle of children with handkerchiefs. Learn to convey the character of music expressively, quickly respond to changes in register by changing movements, practice jumping and light running, and strengthen friendly relationships.

Systematicity, gradualism and consistency are the main pedagogical principles. Children will not be able to perform movements to music freely and beautifully if the dance and game are learned immediately, without prior preparation. Musical games, game exercises, built on the principle of “from simple to complex”, taking into account all the necessary musical-rhythmic skills and expressive movement skills, subject to repeated repetition of tasks, will help to successfully fulfill the requirements of the program.

Such specially organized activities in kindergarten provide an opportunity to increase the scientific and theoretical level, psychological and pedagogical competence of educators and parents of the institution’s pupils.

This allows you to solve the following problems:

· acquaintance with the educational system of work, with the integrated and partial programs used in a preschool institution.

· informing about the latest achievements of pedagogical and psychological science, with new methods and technologies of preschool education;

· providing assistance in self-education for “educating adults”;

· providing professional assistance in solving problems;

· propaganda and dissemination of the best teaching experience.

Many years of work experience have shown that it is very important to orient every teacher and parent to master advanced methods and techniques of work to constantly expand their knowledge; instill a taste for understanding the secrets of education. This, in turn, helps solve the problem of the comprehensive development of the child’s personality.

We offer material from methodological bulletin No. 3 “Features of play activity of a modern preschooler.”

It is a mistake to think that play is only a way to keep children occupied so that they do not disturb adults. The game itself is useful and productive. By playing, children learn, first of all, to have fun, and this is one of the most useful activities in the world.

In addition, the game allows you to learn a lot, learn a lot about yourself, about life and those around you. And also, the game even gives you the opportunity to learn how to study.

Psychologists call play a leading activity, emphasizing that it is by playing that a child masters the ability to generalize and analyze, memorize and recall what is needed at the moment. Through play, children develop imagination and the ability to concentrate. In a word, all the most important psychological new formations that a child needs throughout his entire life: in learning, communication, creativity, originate in children's play.

It is no coincidence that teachers have long noted that what a child is like in play, to a large extent he will be like that in life.

The meaning of the game.

“A game is a huge bright window through which an amazing stream of ideas and concepts about the world around us flows into the child’s spiritual world. The game is the spark that ignites the flame of inquisitiveness and curiosity.

V. A. Sukhomlinsky.

Play is, first of all, a generalization, a presentation of something new in a form acceptable to the child, a way to establish new connections with the world.

In play, the child satisfies the need for active exploration of the world around him and the most important social needs - participation in the lives of adults and communication with peers.

In games of various types, there is a process of active development of knowledge about the environment, its improvement; the ability to quickly mobilize knowledge in the process of solving various problems that arise in the game - gaming, cognitive, practical - increases.

During the game, some new knowledge is also formed - thanks to actions with objects, materials, toys, as well as mutual learning between the participants in the game.

The importance of play in the development of children's creative abilities should be especially emphasized. The conditions of the game allow you to repeat actions many times, select them most rationally, create their combinations, etc., on the basis of which creative abilities are formed.

According to the degree of independence and activity of children, games are divided into two groups:

1. creative games;

2. 2) games with ready-made rules.

The content and rules of creative games are determined by the direct participants. These games include:

1. Object games for young children;

2. Role-playing games;

Classification of games.

Other types of games:

• A game with rules is a game with a hidden imaginary situation and a hidden game role, but open rules. For example, in a game of hopscotch, you need to achieve a goal by observing a number of conditions that are agreed upon in advance. Games with rules differ from role-playing games in that here the rule is addressed to the child himself, and not to the game character. These games also include board games.
• Director's game - the child acts as the director of the game, where he controls dolls or soldiers, who are assigned certain roles and who perform certain actions (plot).
• Dramatization game - children take on the roles of heroes of films, cartoons, books and other cultural works. But unlike role-playing games, children do not invent the script and plot themselves, but borrow from the work being played out. This game appears closer to school age.
• Effective games - the goal of the game is to achieve a result that shows the degree of development of a certain ability of the child (who will run faster, who will throw a stone further).
• A didactic game is an educational activity that takes place in the form of various types of games.
• Computer games and games on mobile devices may include some components from the above types of games.

Games that develop communication skills

Teacher-psychologists have developed excellent programs of developmental activities for preschoolers, which are aimed at developing communication skills in preschool children.

The proposed group games are built on relationships of gaming partnership, with the voluntary participation of each child in what is accepted by everyone. Competing with each other is unacceptable. The content and rules of games eliminate reasons for conflicts and mutual repulsion, and contribute to children’s development of communication skills such as establishing contact with each other, the ability to interact with peers, giving in and restraining their immediate impulses, choosing a partner for play or joint activities.

The influence of the game on mental development

• Performing a play role (focusing on a mental model), the child subordinates all his impulsive actions to this task. This contributes to the development of his self-regulation, arbitrariness of behavior and self-awareness.
• By performing different roles, the child gains different perspectives and can look from a different perspective. Thanks to this, decentration occurs - the most important mental ability of a person, which allows you to imagine a different view and a different point of view.
• Speech, communication skills and the emotional sphere develop.
• Cognitive and educational processes are improved: imagination, attention, memory, perception, visual-figurative thinking.
• Other types of activities arise within the game: productive, educational, labor.