The use of outdoor games in the pedagogical process presupposes strict adherence to the didactic principles of accessibility, systematicity, sequence of activity, and awareness. For each age group, games must be selected in accordance with the principle of the predominant type of movement: walking, running, throwing, jumping or climbing.
In pedagogy, outdoor games are widely used, in which, in addition to the basic movements, others are used, for example, rhythmic clapping, stamping, etc. When conducting them, the teacher can pursue different goals depending on the stage of the children’s physical development. Advanced Russian scientists P.F. Lesgaft, E.A. Pokrovsky, V.V. Gorinevsky, taking into account the important role of outdoor games in the development of a child’s physical strength and in acquiring certain skills, paid a lot of attention to the collection and study of such games. They explained their importance for the physical development of children and advocated their practical implementation in the system of education of the younger generation. Subsequently, these progressive ideas were reflected in the works of scientists who developed the theory and methodology of outdoor games in different parts of the physical education system.
Outdoor play is a natural companion in a child’s life, a source of joyful emotions that has great power.
Outdoor games are a traditional means of pedagogy. One of the characteristic features of outdoor games is the desire for results. The child experiences joy from satisfying the need for movement, from the emotional atmosphere of the game; a special emotional upsurge is caused by the achievement of a real, visible positive result - winning. The variety of outdoor games has long led researchers and compilers of collections to the need to group games and classify them. The study of outdoor games for preschoolers was carried out by such teachers as L.I. Chulitskaya, E.A. Arkin, M.M. Kontorovich, N.A. Metlov, L.I. Mikhailov, and later V.M. Boguslovskaya, A.I. Bykova, A.I. Sorokina, E.G. Baturina, N.G. Kozhevnikova, N.N. Quilpio et al.
Classification of outdoor games for preschoolers
Games are classified according to complexity, motor content, degree of physical activity, use of aids and equipment, and the primary formation of physical qualities. In the “Kindergarten Education Program” and in existing collections of outdoor games, the classification is based on the sign of the predominant type of movement (running or jumping, throwing, climbing, etc.). When selecting for each type of basic movements, continuity between age groups is observed. This helps the teacher plan games in connection with the formation of certain motor skills in children. In the collection M.M. Kontorovich and L.I. Mikhailova , it is customary to divide games according to the degree of muscle tension caused in children: into games of large, medium and low degrees of mobility. High mobility - the whole group participates (running, jumping, "Traps", "Tags") medium mobility - the whole group actively participates, but the nature of the movements is relatively calm (walking, passing objects) low mobility - movements are performed at a slow pace, moreover their intensity is not significant (walking game, attention games, “sea figure”, “Find and remain silent”).
Outdoor games are varied in their content and organization. Some games have a plot, roles, and rules that are closely tied to the plot; game actions in them are carried out in accordance with the requirements, given role and rules. In other games there is no plot and roles; only motor tasks are offered, regulated by rules that determine the sequence, speed and dexterity of their implementation. Thirdly, the plot, the actions of the players are determined by the text, which determines the nature of the movements and their sequence.
All games for preschool children based on movement can be divided into two large groups: outdoor games with rules and sports games . The first group consists of games that differ in content, in the organization of children, in the complexity of the rules and in the uniqueness of motor tasks. Among them are plot and plotless games, and fun games. The second group is sports games: gorodki, badminton, basketball, table tennis, football, hockey. When working with preschool children, they are used with simplified rules. In the younger groups of kindergarten, the most widely used are plot-based outdoor games , as well as simple games without a plot, such as traps and fun games. Plotless games with elements of competition, relay races, games with objects (kids, skittles, ring throws, serso, etc.) are not yet available to children. Sports games are not played at all at this age. At the same time, when working with children of primary preschool age, play exercises are widely used, occupying an intermediate place between gymnastic exercises and outdoor games.
Consultation “Classification of games with rules”
Natalia Bortuleva
Consultation “Classification of games with rules”
Games with rules make it possible to systematically train children in developing certain habits; they are very important for physical and mental development, character development and willpower. Without such games, it would be difficult to carry out educational work in kindergarten. games with rules from adults, from each other, many of them are passed on from generation to generation.
According to the content and conduct of games with rules , they are divided into two groups: didactic and mobile.
Didactic games mainly contribute to the development of children’s mental abilities, since they contain a mental task, the solution of which is the meaning of the game. They also contribute to the development of senses, attention, and logical thinking. A prerequisite for a didactic game are rules , without which the activity becomes spontaneous.
The rules of a didactic game constitute its leading element; they are clearly explained to the child before the game begins, and are also reminded during its implementation. Departure from the rules of a game makes it either uninteresting or turns it into other types of games. For example, the game "Plant Lotto" involves the use of such game material as special cards divided in half, each half containing images of different plants. Children must make a lotto by attaching cards in halves depicting identical plants. The requirements for the winner are specified, and the children know in advance that the one who makes the fewest mistakes when drawing up will win. To follow the rules of the game, children must compare images of plants with each other, look for common and distinctive qualities in them.
A didactic game is a multifaceted, complex pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of education, an independent gaming activity, and a means of comprehensive education of a child.
Didactic games, as a gaming method of teaching, are considered in two forms:
Games - activities;
Didactic games.
The didactic game is used in joint activities of the teacher and children, in the free activity of children and in direct educational activities.
Types of didactic games:
Games with objects;
Board and printed games;
Word games.
Playing with objects uses toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. To follow the rules of the game, children must compare images of plants with each other, look for common and distinctive qualities in them.
A didactic game is a multifaceted, complex pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of education, an independent gaming activity, and a means of comprehensive education of a child.
Didactic games, as a gaming method of teaching, are considered in two forms:
Games - activities;
Didactic games.
The didactic game is used in joint activities of the teacher and children, in the free activities of children and in direct educational activities. Types of didactic games:
Games with objects;
Board and printed games;
Word games.
Playing with objects uses toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality. Printed board games are an interesting activity for children. They come in a variety of types: paired pictures, lotto, etc. The developmental tasks that are solved when using them are also different. Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since these games require the use of previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group objects according to various properties and characteristics. Today, didactic games based on computer programs have appeared. Computer games, along with traditional games, are included in the pedagogical process of kindergarten; they open up new opportunities in the development of a preschooler. Computer games offer those elements of knowledge that under normal conditions are difficult or impossible to understand and assimilate using conventional means.
Outdoor games are important for the physical education of preschoolers because they contribute to their harmonious development, satisfy children’s need for movement, and contribute to the enrichment of their motor experience.
Outdoor games belong to the group of games according to the rules , their components are game actions, certain equipment (ball, hoop, flag, etc., roles and plot. Adults introduce children to such games. Subsequently, children, having mastered the rules well , play out on their own initiative them. The rules constitute an important condition for conducting outdoor games, thanks to which the child is required to appropriately regulate his behavior; the acquisition of self-regulation skills becomes the basis for the development of voluntariness in the child as a personality trait. For example, in the game "Wolf and the Little Goats" you need to carefully monitor behavior and intentions of the “wolf”, and whoever does not know how to do this will fall into his clutches.
Outdoor games also have a developmental impact on other aspects of the child’s psyche and personality. In their process, important intellectual qualities are formed: observation, attentiveness, imagination, memory. The child must imagine the actions of the game partners in advance in order to \"hide\", \"freeze\", etc. During the game, you need to remember its rules . In outdoor games, children engage in joint activities, which gives rise to motives for competition, rivalry, and the desire for better results. Children learn to play in a team, that is, to take into account the actions of their comrades, their successes and mistakes, help them, rejoice in their success, and feel proud of the results achieved.
Two types of outdoor games are carried out with preschool children - story games and game exercises (non-story)
The basis of plot-based outdoor games is the child’s experience, his idea of the movements characteristic of a particular image. The movements that children perform during the game are closely related to the plot. Most plot games are collective, in which the child learns to coordinate his actions with the actions of others about the world around him (the actions of people, animals, birds, which he represents the players, not to be capricious, to act in an organized manner, as required by the rules . Game exercises are characterized by the specificity of motor tasks, in in accordance with the age characteristics and physical training of children. If in plot-based outdoor games the main attention of the players is aimed at creating images , achieving a certain goal, accurately following the rules , which often leads to ignoring the clarity in the execution of movements, then while performing game exercises, preschoolers must flawlessly perform basic movements.
In many of these games, the educational content is woven into the game plot, which is interesting and close to children based on their life experience. The proposed game plot provides for such behavior of children, which provides not only assistance in adaptation, but also the acquisition of knowledge, skills, and moral rules . Children, acting in an imaginary situation, solving game problems within a given game plot, unnoticed by themselves learn the educational material embedded in them.
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.
Plotless outdoor games
Plotless games such as traps and dashes are very close to plot ones - they just don’t have images that children imitate, all other components are the same: the presence of rules, responsible roles (traps, tags), interconnected game actions of all participants. These games, like the story ones, are based on simple movements, most often running combined with catching and hiding, etc. Such games are available to both younger and older preschoolers.
Plotless games require children to be more independent, quick and dexterous in their movements, and spatially oriented. Gradually the games become more complex, with more complex tasks.
Game exercises
Outdoor games and exercises are interrelated, however, in terms of purpose, pedagogical objectives, content and methodology, the game and exercise are not identical. An outdoor game is based on a certain concept (figurative or conventional). Exercises are methodically organized motor actions, specially selected for the purpose of physical education, the essence of which is to perform specific tasks (“Crawl to the rattle”, “Hit the goal”, etc.).
Games with competitive elements
(“Whose line will be most likely to line up”, “Who will be most likely to go to their flag”, etc.). These games are based on performing certain motor tasks in accordance with the rules. Elements of competition encourage children to be more active, to demonstrate various volitional and motor qualities (speed, endurance, etc.) Games are available to older children (5–6 years old); they are not played in younger groups. Games with elements of sports games - are held only with children of senior preschool age according to simplified rules (small towns, badminton, hockey, basketball, etc.). Outdoor games , like other types of games, are a form of organizing children’s lives and are of great importance in developing communication skills and developing relationships between children in a kindergarten group. This point is especially important nowadays, when most children, for safety reasons, are deprived of the opportunity to participate in yard games, which until recently were a good educational school. Effective development of the physical qualities of children of primary preschool age is possible if a methodology is developed and used, including:
- Purposeful use of a system of outdoor games, focused on the development of certain physical qualities (speed, agility, speed, etc.).
- A more expanded scope of outdoor games compared to the traditional method.
Properly organized outdoor games can act as a way to correct children’s relationships, contribute to the development of positive qualities, and are a means that can have a positive impact on relationships with peers of middle preschool children. To solve the problem, it is necessary to use outdoor games in educational activities, since they can turn a lazy person into a hard worker, and a know-nothing person into a skillful person. Outdoor games were included in various forms of physical education such as: physical development classes, outdoor and indoor exercises, morning exercises, walks, etc.
At each physical development lesson, we used outdoor games of a different nature: large, medium and low mobility. Most often, games of a plot nature were used, since the plot captures the child’s attention, and emotions are most clearly manifested in them. To create children's interest in the game, we introduced masks into the games and turned on music. In relay games, various objects were used: jump ropes, rope, balls, skittles, etc. The feeling of joy in children was especially pronounced when the games were accompanied by music , since music affects children’s emotions and creates a certain mood in them. We used games to music during morning exercises and invigorating exercises. In the game “Entertainers,” we developed the expressiveness of movements in children, so that they felt relaxed, showed movements both with humor and with different emotional states. To do this, we used verbal image cues: Smile like: a cat in the sun; like Pinocchio; like a sly fox; as if you had seen a miracle. Get angry like: a child whose ice cream was taken away; like a person who has been hit. Be scared like: a child lost in the forest; the hare who saw the wolf; a kitten at which a dog barks. You are tired, like: dad after work; a person lifting a heavy load; an ant dragging a big fly. Relax like: a tourist who has taken off a large backpack; a child who worked hard but helped his mother. It was difficult for children to show these emotions at first. They didn't understand what we wanted from them. Children are very fond of outdoor games, where imitative movements are repeated simultaneously with words.
Games that arise on the initiative of children as a form of socialization of preschoolers
Games that arise on the initiative of children as a form of socialization of preschoolers
In preschool age, a child discovers the world of human relationships, different types of activities and social functions of people. He wants to be included in this adult life, to actively participate in it, which, of course, is not available to him. In addition, he strives for independence. From this contradiction, role-playing game is born - an independent activity of children that models the life of adults.
Play is the only central activity of a child that takes place at all times and among all peoples. Play is the practice of child development; in play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and work activities, and the success of his relationships with people will subsequently depend. The game reveals the characteristics of the child’s thinking and imagination, emotionality, activity, need for communication, sense of collectivism, determination, humanity, and so on. In addition, play is a unique way of learning social experience, characteristic of preschool age.
In other words, it is in the game that the process of socialization is carried out, that is, the process of formation of the personality of a little person, his assimilation of socio-cultural experience.
According to the Federal State Educational Standard for Education, the leading type of activity in preschool age is play activity. Play is a unique way of assimilating reality and social experience, characteristic of a child. A special place is occupied by games that children themselves create, these are creative or role-playing games.
Playing activity, as a means of socialization of a preschooler, allows you to expand the social horizons of a child’s life, create great scope for the manifestation of his individuality as the fullness of self-realization, freedom of behavior and activity in the social space. The variety of possibilities for gaming activity is manifested in the activation of cognitive abilities, the correction of deficiencies in personal development, the formation of the ability to navigate social reality and intellectually master the entire system of human relations.
These games arise from manipulative games or object-manipulative activities. This type of game is necessary for a child to study the properties of objects, their shape, volume, etc. Manipulative games include rolling a ball, building with blocks, and rolling a car. Subsequently, this type of game is transformed, and certain rules are added to the manipulation of objects; here you can recall the game “Hot Potato”, when a certain imaginary property is added to throwing the ball, it also becomes hot.
Further, the game becomes even more complex; verbal accompaniment is added to the manipulation of objects and imaginary properties, which the child must analyze and give a feedback; such games include the game “Edible - Inedible.”
Subsequently, the game is transformed into a role-playing game; children reproduce everything that they see around them in the lives and activities of adults. In role-playing games, a social motive is laid down, and it becomes an effective means of socializing preschool children and allows the child to take his place in society.
It should be noted that children in orphanages have a low level of play activity; being in unfavorable conditions, children either independently organize destructive play or do not know how to play at all on their own initiative. Teachers of such institutions should show their pupils role-playing games, push their gaming potential, and in the future not interfere with the games that children organize on their own.
In older preschool age, the plot-role-playing game is enriched, a variety of game themes, roles, game actions, and rules introduced and implemented in the game are observed. At this age, construction play begins to turn into work activity. In such games, children learn basic labor skills, learn the physical properties of objects, and actively develop practical thinking. The child appears and develops the ability to plan his actions, improves manual movements and mental operations, imagination and ideas
One of the role-playing games that arise on the initiative of children is the game “Shop”. You can invite children to play this game, while the teacher does not act as a judge or presenter, but plays along with the children, following the same rules that the children follow.
First, the students should be told that today a game of shopping will be organized, everyone will be able to receive a certain amount of money (a fake, candy, etc. at the discretion of the teacher)
and buy yourself a product. The amount of money received depends on the child’s behavior and the good deeds he has performed. The main thing is that at the start of the game each child has money with which he can buy at least one of the goods. The number of goods must correspond to the number of children or be greater; the children will have goods left or they must return them after the end of the game, this is discussed at the beginning of the game.
To summarize the above, it should be noted that childhood without play and outside of play is not normal. Play activity is a “school” of social feelings and collective skills, which contributes to the mastery of ways to comprehend social reality, the accumulation of experience in knowing one’s reserve capabilities, and ensures the development and realization of the child’s potential as a creative subject of social reality. Depriving a child of play practice is depriving him of his main source of development.
Examples of outdoor games
In the game “Homeless Hare,” children performed the movements of hares: they jumped onto the meadow, had fun, danced, waved their paws, and sang songs. One student was so busy doing the moves that she forgot about the fox and was very surprised and confused when she was left without a house. When playing the game again, we reminded her about the fox. She was very pleased when she managed to occupy the house. We developed the emotions of surprise, fear, anger, pity in the game “Geese and the Wolf” . In order to unite the children's team, we use group games (especially team games) to unite players with a common goal - victory in the competition. Team members will help each other quickly complete the task you set, and after the game the children will discuss their impressions and share their emotions for a long time. In the process of physical education of children of primary preschool age, outdoor play plays a leading role. Being one of the main means and methods of physical education, outdoor play allows you to effectively solve health-improving and educational tasks. It has a comprehensive impact on the physical development and health of the child. During the game, the motor activity of children causes an active state of the whole organism, enhances metabolic processes, and increases vitality. In the process of play activities, children develop moral and volitional qualities, develop cognitive powers, and gain experience in behavior and orientation in a group environment. An active game with rules is a conscious, active activity of a child, the goal of which is achieved by accurate and timely completion of tasks related to the rules that are mandatory for all players. According to the definition of P.F. Lesgaft, outdoor play is an exercise through which a child prepares for life. The exciting content and emotional intensity of the game encourage certain mental and physical efforts. Play can be a means of self-knowledge, entertainment, relaxation, and a means of physical and general education. Play is a very emotional activity, so it is of great value in educational work. Among the wide variety of games in the formation of a child’s diversified personality, outdoor games are given the most important place. The importance of outdoor games is great: they are both a means and a method of raising a child. Outdoor play as a means and as a method is characterized by a variety of effects on the child due to physical exercises included in the game in the form of motor tasks. In outdoor games, various movements are developed and improved in accordance with all their characteristics, the characteristics of children’s behavior and the manifestation of the necessary physical and moral qualities are directed. With the help of outdoor games, you can solve various problems of moral, mental and, of course, physical education. As Shapkova L.V. notes, “with hypokinesia (inactivity) in children, the activity of biochemical processes decreases, immunity to colds and infectious diseases weakens, the range of capabilities of the respiratory and cardiovascular systems narrows, the neuromuscular system weakens, various postural defects form, which leads to muscle hypotonia, decreased mobility of the chest in all its parts, general weakening of the body and decreased vitality. A characteristic consequence of these disorders in the functioning of various systems and organs is the deterioration of physical and psychomotor qualities: coordination, accuracy and speed of movements, speed of motor reaction, mobility and general performance.” Taking into account the age characteristics and physical fitness of those involved in outdoor games, they have a beneficial effect on the growth, development and strengthening of the musculoskeletal system, the muscular system, on the formation of correct posture in children, and also increase the functional activity of the body. Active motor activity of a playful nature and the positive emotions it evokes enhance all physiological processes in the body, improve the functioning of all organs and systems. A large number of movements activates breathing, blood circulation and metabolic processes. This in turn has a beneficial effect on mental activity. It has been proven that outdoor games improve the physical development of children, have a beneficial effect on the nervous system and improve health, because Almost every game involves running, jumping, throwing, balance exercises, etc. The game plays a big role in the formation of personality. During the game, memory and ideas are activated, thinking and imagination are developed. During the game, children act in accordance with the rules, which are mandatory for all participants. The rules regulate the behavior of the players and contribute to the development of mutual assistance, collectivism, honesty, and discipline. At the same time, the need to follow the rules, as well as overcome obstacles inevitable in the game, contributes to the development of strong-willed qualities - endurance, courage, determination, and the ability to cope with negative emotions. Children learn the meaning of the game, learn to act in accordance with the chosen role, creatively use existing motor skills, learn to analyze their actions and the actions of their comrades. Outdoor games are often accompanied by songs, poems, counting rhymes, and game starters. Such games replenish vocabulary and enrich children's speech. In outdoor games, the child has to decide for himself how to act in order to achieve the goal. Rapid and sometimes unexpected changes in conditions force us to look for more and more new ways to solve emerging problems. All this contributes to the development of independence, activity, initiative, creativity, and intelligence. Outdoor games are of great importance for moral education. Children learn to act in a team and obey common requirements. Outdoor play is collective in nature. The opinion of peers is known to have a great influence on the behavior of each player. In a collective outdoor game, each participant is clearly convinced of the benefits of common, friendly efforts aimed at overcoming obstacles and achieving a common goal. The main task of outdoor games is to strengthen the health of those involved and promote their proper physical development; promote the acquisition of vital motor skills and abilities and improvement in them; development of reaction, development of dexterity, knowledge of movement and new capabilities of the body. To implement the tasks, it is necessary to apply the following methods:
- Analysis of theoretical and scientific-methodological literature on the research topic;
- Pedagogical supervision;
- Questioning.
Theoretical analysis and synthesis of literature involves a search for literary sources, which was carried out in libraries, materials from magazines, collections of scientific papers, other scientific and scientific-methodological publications were analyzed, and Internet resources were also used. Many researchers recommend including outdoor games in physical education classes at preschool educational institutions and in children’s daily lives. The practical significance lies in the possibility of using the proposed outdoor games for physical development with children. Having mastered the general tasks of education, we apply them taking into account the individual characteristics of each child. To do this, we used medical examination data for all indicators in order to know which of the children had deviations from the norm of physical development. For the first time, work days analyzed the state of children's motor skills, as well as their overall level of development.
We outlined specific tasks for each child. Children who are timid and unsure of their movements need help in overcoming difficulties: lower the rope lower when jumping, place the basket closer when throwing a ball, support them for balance while walking, etc. But this must be done unnoticed so that the child’s self-esteem does not suffer. Children are easily excitable, overly active and also require attention; we often involve them in games that contribute to the development of inhibitory processes. We carefully analyze an unfamiliar game, mentally play it and only after that offer it to the children. We also first think through where it would be more appropriate to hold this or that game: indoors or on the site. Methodological literature usually recommends learning new games in class. But this can also be done during play hours, for example during a morning walk, when children and the teacher have enough time at their disposal. In order for this work to be systematic in each group, so that not a single child falls out of attention, outdoor games are included in the long-term plan of educational work, as well as in the plan of work for every day. It should be noted what outdoor games will be played with the whole group, what games he will organize with a group of children, and which he will offer to individual children. With the help of the game, the head of physical education or teacher carries out several tasks: strengthens, heals the children’s body, develops movements, causes joyful experiences, develops moral qualities, etc. When including a particular game in the plan, the teacher must know what qualities and skills he can develop and consolidate with its help: in one game running predominates, and in another - throwing, in one - endurance is required from children, and in another - agility, etc. When choosing a game, the teacher should keep in mind where he assumes to carry it out: indoors or on the site.
When selecting games, seasonality is also taken into account. In the summer, when children live among nature, you can use games such as “Catching Butterflies”, “Frogs and Heron”, etc. For winter time, you need to select games in which you can use specific winter materials - snow banks for jumping and balance, snowballs for throwing, etc. When planning games, the teacher should take into account the state of the group. In the case where the group is not sufficiently organized, it is better to initially conduct quieter games in a circle, games with singing, gradually moving on to games with scattered movement, or give simple games. When choosing a game, the teacher takes into account its place in the daily routine; for example, at the end of the day, when the children are already tired, he plays a quieter game. When selecting games for classes, in addition to general educational tasks, you have to especially take into account the hygienic side of each game - the degree of its load, the impact on physiological processes. The choice of game for a lesson depends on which part of the lesson it is included in. If the game is given in the first part of the lesson, it is introduced in order to organize a children's team, teach children to line up in a column, in pairs, in a circle, and place themselves on the playground. These are, for example, the games “Whose team will get together sooner”, “Find yourself a mate”, etc. In the second part of the lesson, a high mobility game is played. For the final part of the lesson, a game of medium or low mobility is selected, the goal of which is to bring the body to a relatively calm state. You can use the following games for this: “Who left?”, “Guess by the voice,” “Find where it’s hidden.” Most often, one, sometimes two games are given in a lesson. For example, one game is included in the second - the main part of the lesson (required), another - in the final one. Outdoor games, creating an atmosphere of joy, make the most effective complex solution to health, educational and educational problems. Active movements, determined by the content of the game, evoke positive emotions in children and enhance all physiological processes.
Children’s play activities objectively combine two very important factors: on the one hand, children are involved in practical activities, develop physically, and get used to acting independently; on the other hand, they receive moral and aesthetic satisfaction from this activity and deepen their knowledge of their environment. All this ultimately contributes to the education of the individual as a whole. Consequently, outdoor games are an effective means of diversified development.
Games initiated by the child
Pedagogy and education » Methodology of children's educational games » Games that arise on the initiative of the child
In preschool age, there are three classes of games:
- games that arise on the initiative of the child - these include amateur games of experimenting with natural objects and phenomena, toys and other objects and amateur story games;
- games that arise on the initiative of an adult who introduces them for educational and educational purposes;
- games that come from the historically established traditions of the ethnic group - folk games that can arise both on the initiative of an adult and older children.
Each of the listed classes of games, in turn, is represented by types and subtypes. Thus, the first class includes: game - experimentation and plot-based amateur games - plot-educational, plot-role-playing, director's and theatrical. These games are essential for the all-round development of a child. Through playful activities, children strive to satisfy their active interest in the life around them and transform into adult heroes of works of art. Thus creating a playful life, children believe in its truth, are sincerely happy, sad, and worried.
This class of games seems to be the most productive for the development of the child’s intellectual initiative and creativity, which are manifested in setting new gaming tasks for themselves and other players; for the emergence of new motives and activities. It is the games that arise on the initiative of the children themselves that most clearly represent the game as a form of practical reflection based on knowledge about the surrounding reality of significant experiences and impressions associated with the child’s life experience.
The content of amateur games is “nourished” by the experience of other types of child activity and meaningful communication with adults.
In the next chapter we will look in more detail at role-playing games - games that the children themselves come up with, i.e. belonging to the first class. Its peculiarity is that children themselves choose the theme of the game, develop the plot, distribute roles, and select the necessary toys and attributes.
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