INDEPENDENT ACTIVITY OF CHILDREN IN ACCORDANCE WITH GEF TO.

The federal state educational standard for preschool education defines support for children's initiative in various types of children's activities as one of the principles of preschool education. If we analyze the requirements of the standard for the psychological and pedagogical conditions for the implementation of the main educational program, we will see that supporting the independence of the child is one of the most important conditions.

In the scientific pedagogical literature, there are different points of view on the definition of the concept of "independence":

1. This is the ability not to be influenced by various factors, to act on the basis of one's views and beliefs.

2. It general characteristics regulation (management) of the personality of its activities, relationships and behavior.

3. This is a gradually developing quality, a high degree of which is characterized by the desire to solve the problems of activity without the help of other people.

Currently, independent activity is one of the components of the educational process in kindergarten.

Independent activity children is considered as an activity that is performed without the direct participation of the educator, while the child consciously seeks to achieve the goal. The task of the teacher is to make the child want to engage in a particular activity.

Moreover, the child should be able to satisfy his interests and needs in independent activity, and on the other hand, the teacher also organizes independent activity to solve the educational problems of the program. And here, it is important to come up with a developing object-spatial environment that will activate, arouse the child's interest in activities. Find such didactic materials that, on the one hand, motivate children to work, and on the other hand, would allow them to solve the problems of the educational process.

Independent activity of children- one of the main models of organizing the educational process of children preschool age:

1) free activity of pupils in the conditions of the subject-developing educational environment created by teachers, ensuring the choice of each child's activities according to interests and allowing him to interact with peers or act individually;

2) the activities of pupils organized by the educator, aimed at solving problems related to the interests of other people (emotional well-being of other people, helping others in everyday life, etc.).

The scheme for the development of any type of activity in accordance with the concept of L. S. Vygodsky is as follows: first, it is carried out in joint activities with adults, then in joint activities with peers, and, finally, it becomes an independent activity of the child. In this case, a special role is assigned to the educator.

To form children's independence, the teacher must build the educational environment in such a way that children can:

• learn from experience, experiment with various objects, including plants;
• stay during the day, both in the same age and in different age groups;
• change or design the playing space in accordance with emerging playing situations;
• be autonomous in their actions and making decisions available to them.

The main types of children's activities of the preschool period are playful and productive.

There are two types of independent activities of children in kindergarten:
1. Game activities: director's game, role-playing game, games with rules.
2.Productive activity: design, fine arts, manual labor.

The main criterion for evaluating the independent play activity of pupils should be play behavior, ways of spreading the game, the ability of the child, depending on his own plan, to include conditional actions with objects, role-playing dialogues, and combine various events in the game.

The game is one of the most valuable neoplasms of preschool age. While playing, the child freely and with pleasure masters the world in its entirety - from the side of meanings and norms, learning to understand the rules and creatively transform them.

It is the game that should be mainly used by teachers. L.S. Vygotsky defined play as the leading activity in preschool age. L.I. Bozovic considers it necessary that leading activity should be the main content of the life of the children themselves. Thus, the game is a kind of center around which the main interests and experiences of children are concentrated. Theatrical activity is a kind of game.

Theatrical activities in kindergarten organizationally can permeate all security moments: be included in all classes, in the joint activities of children and adults in their free time, and be carried out in the independent activities of children. Theatrical activity can be organically included in the work of various studios and circles; products of theatrical activity (staging, dramatization, performances, concerts, etc.) can be included in the content of holidays, entertainment and leisure.

Theatrical play in the independent activities of children: characters and plots that excited children are reflected in independent children's games. So, children often play Snow Maiden and Santa Claus, creating a new world of the New Year holiday in the playroom. Vivid plots, games, round dances, learned in the joint free activities of children and adults, in games, activities, also contribute to the emergence of an independent theatrical game of children.

Theatrical activities contribute to making the life of children in a group more exciting and diverse.

The development of free play activities requires support from an adult. At the same time, the role of the teacher in the game can be different depending on the age of the children, the level of development of playing activity, the nature of the situation, etc. The teacher can act in the game both as an active participant and as an attentive observer.

In order to develop gaming activities, it is necessary:

Create conditions for the free play of children during the day;

Identify play situations in which children need indirect help;

Watch the children playing and understand what events of the day are reflected in the game;

Distinguish children with developed play activity from those whose play is poorly developed;

Indirectly manage the game if the game is stereotyped (for example, suggest new ideas or ways to implement children's ideas);

Know the children's subculture: the most typical roles and games of children, understand their significance;

Establish a relationship between the game and other activities.

Productive activity in preschool education is the activity of children under the guidance of an adult, as a result of which a certain product appears.

It is this activity that contributes to the development of graphic skills in children of older preschool age, fosters perseverance, creates pedagogical conditions for the process of socialization of older preschoolers, and, along with the game, is of the greatest importance for the development of the psyche during this period.

Employment in productive activities develops the creative imagination of the child, contributes to the development of the muscles of the hand, coordination of movements, develops the properties of thinking (analysis, synthesis, the ability to compare).

When conducting classes, favorable conditions are created for the formation of such qualities as inquisitiveness, initiative, curiosity and independence.

Productive activity has an impact on the comprehensive education of a preschooler. It is closely related to sensory education. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.

Independent productive activity arises at the initiative of the child to meet his individual needs (make a gift to his mother, make a toy, etc.).

Signs of the manifestation of independence are the attention and interest of the child in a certain activity and the ability to transfer what he has learned into his own new activity.

Independent activity has great potential in the development of a child's personality:

• development of initiative, activity,
• consolidation of existing skills, methods of activity,
• bright impressions find a way out, tension decreases, I inner world baby comfortable,
• raises self-esteem, self-confidence, in their abilities.

Productive activity is largely related to the story game and carries elements of practical experimentation with materials. Just as often, actions arise on the principle of what happens if .... At the same time, in the arsenal of children of older preschool age there are different types productive activity: work on ready-made samples and graphic schemes and work on unfinished products and on verbal descriptions.

The developing object-spatial environment in the group should contribute to the creative movement in working with the selected material. Therefore, the educator provides preschoolers with materials, samples of possible work, and makes sure that the children have a supply of appropriate materials for everyone who wants to continue working.

You should always have at hand waste and natural materials, combining which, of your own choice, a child can make various things - these are pieces of cardboard, polystyrene, cardboard boxes of different sizes, wire, pieces of fabric and rope, old cases from felt-tip pens, cones, acorns, small dry twigs, etc., placed in different containers. Of all the variety of materials available in kindergarten for free design, the LEGO plastic constructor is the most successful among preschoolers.

It is necessary to have a set of large building material in the group, although its details are more often used not for construction as such, but in a story game to designate a conditional playing space. Among the materials that stimulate the independent productive activity of children, we also include a variety of mosaics - geometric and traditional.

Mosaic is an excellent object for cognitive research activity (experimentation). Working with it contributes to the development of the child's manual motor skills, the analysis of the ratio of parts and the whole, the formation of spatial representations. They are necessarily provided to children for free activities.

Pictures - puzzles - puzzles, consisting of many details, have become an integral attribute of a child's life. The assembly of such puzzles can also be attributed to productive activities. Construction kits and various puzzles, mosaics, etc. should be at the disposal of the children.

To prepare a child for school means to teach him to act actively, creatively, consciously. This is largely facilitated by properly organized work in kindergarten on the development of independent artistic activity: theatrical and gaming, visual, artistic and speech and music.

In independent musical activity, children, on their own initiative, sing, lead round dances, pick up light melodies on the metallophone, and perform simple dances. They themselves can organize games in "concerts", "theater", "performance" (with toys, with planar figures, dolls).

Among the games, the main place is occupied by "musical lessons" and "concerts", based on the experience gained by children, mainly in the classroom. Children compose songs, songs, using familiar movements, come up with dances, constructions.

In independent activities, children often include musical didactic games that develop children's ability to perceive, distinguish between the main properties of musical sound: "Musical Lotto", "Guess who sings", "Two drums", "Hush - louder in a tambourine beat" , “Name the song from the picture”, etc.

In independent activities, children often use the game on children's musical instruments. Children show a desire for independent musical activity, on their own initiative apply their musical experience in a wide variety of musical practices.

Independent musical activity preschoolers is proactive, creative, based on experience gained, is distinguished by a variety of forms and is the initial manifestation of self-learning.

The main indicators of independent activity are the child's interest in it and the manifestation of initiative and independence in setting goals and choosing a way to implement the plan.

The organization of independent activities of children in preschool educational institutions, the teacher must allocate a large amount of time during the day. And if in joint activities with children the teacher is an equal partner, then in independent activities the teacher is only an observer.

Thanks to the transition to new form calendar planning, the organization of independent activities is clearly reflected and intersects (integrates) with other forms of work during the day (walk, regime moments, group - subgroup, joint activities).

In this way, independent work children in a preschool educational institution is such work that is performed without the direct participation of the educator, on his instructions, at a time specially provided for this, while the child consciously seeks to achieve the goal, using his efforts and expressing in one form or another the result of mental or physical actions .

Bibliography

1. Gubanova N.F. Game activity in kindergarten. - M .: Mosaic-Synthesis, 2006

2. Dybina O.V. Educational environment and organization of independent activity of senior preschool age: methodological recommendations. - M.: Center for Pedagogical Education, 2008

3. Zvorygina E.V. I play!: conditions for the development of the first amateur plot games for kids: a guide for educators and parents. - M.: Enlightenment, 2007

4. Kononova I., Ezhkova N. Preparing children for independent activity. // Preschool education, 1991, No. 6.

5. Komarova T.S. baby artistic creations. - M.: Mosaic-Synthesis, 2005

Zhiltsova Inna Anatolyevna
Independent play activity of preschool children

In the pedagogical theory of play, special attention is paid to the study of the game as a means of education. The fundamental premise is that in preschool age the game is that kind activities, in which the personality is formed, its inner content is enriched. The main meaning of the game associated with imagination, consists in the fact that the child develops a need to transform the surrounding reality, the ability to create something new.

The educational possibilities of all kinds of games are extremely great. It is important for adults to implement them in such a way as not to disturb the natural course of the game, not to deprive it of "souls" remark, indication, notation, just a careless word.

The relevance of this topic is due to the introduction into practice of the Federal State Standard preschool education(hereinafter - GEF DO, federal law "On Education in the Russian Federation" and the need to rethink the organization gaming activity in the ECE in accordance with the requirements for the preservation of uniqueness and self-values ​​of preschool childhood as an important stage in the overall development of a person.

The novelty lies in the formation of the ability of teachers to organize gaming activity, which will ensure "a variety of childhood, a full-fledged living by a child of all stages preschool childhood, amplification (enrichment) child development, creating a favorable social situation for the development of each child in accordance with his age and individual characteristics and inclinations.

The basic needs of the child are expressed in the game - preschooler. First of all, the child tends to independence active participation in the lives of adults. As the child develops, the world he perceives expands, an internal need arises to participate in such adult activities, which in real life is not available to him. In play, the child takes on a role, trying to imitate those adults whose images are preserved in his experience. Playing, the child acts on one's own, freely expressing their desires, ideas, feelings.

Leading activities, the game most contributes to the formation of neoplasms of the child, his mental processes, including imagination. One of the first who linked the development of play with the characteristics of children's imagination was K. D. Ushinsky. He drew attention to the educational value of images imagination: the child sincerely believes in them, therefore, while playing, he experiences strong genuine feelings.

At the heart of the new classification of children's games, developed by S. L. Novoselova, is the idea of ​​\u200b\u200bwhose initiative there are games (child or adult).

There are three classes games:

1. games that arise on the initiative of the child ( children, – stand-alone games:

1.1. game-experimentation;

1.2. independent story games: plot-display, plot-role-playing, directing, theatrical;

2. games that arise on the initiative of an adult who introduces them with educational and upbringing goals:

2.1. educational games: didactic, plot-didactic, mobile;

2.2. leisure games: fun games, entertainment games, intellectual, festive carnival, theatrical performances;

3. games coming from the historically established traditions of the ethnic group (folk, which can arise on the initiative of both adults and older children: traditional or folk (historically, they underlie many games related to educational and leisure).

Directing games are a kind of creative games. In them, as in all creative games, there is an imaginary or imaginary situation. The child shows creativity and imagination, inventing the content of the game, defining its participants (roles that "perform" toys, objects). Objects and toys are used not only in their direct meaning, but also in a figurative one, when they perform a function that is not assigned to them by universal human experience. Children also willingly resort to substitute toys in role-playing games, which indicates the development of imagination.

In director's games, the child himself creates the plot of the game, its script.

The basis of the role-playing game is an imaginary or imaginary situation, which consists in the fact that the child takes on the role of an adult and performs it in a situation created by him. game environment.

Independence of children in a role-playing game - one of its characteristic features. Children themselves choose the theme of the game, determine the lines of its development, decide how they will reveal the roles, where the game will be deployed.

Theatrical games are acting out in the faces of literary works (fairy tales, stories, specially written dramatizations). The heroes of literary works become actors, and their adventures, life events, changed by children's imagination, become the plot of the game. It is easy to see the peculiarity of theatrical games: they have a ready-made plot, which means activity child is largely predetermined by the text of the work.

Creative role-playing in a theatrical game differs significantly from creativity in a role-playing game. In the last game, the child is free to depict the features of role-playing behavior.

However, one should not think that in any game the child's acquisitions have positive value. N. K. Krupskaya emphasized the polar influence of the game on the development of the child, depending on the content activities. In numerous psychological and pedagogical research It has been convincingly proved that in the mainstream of the game there is a versatile development of the child.

On the one hand, the game child's independent activity, on the other hand, the influence of adults is necessary for the game to become his first "school", means of education and training. To make play a means of education means to influence its content, to teach children means of complete communication.

Related publications:

Game activity as a means of developing communication in children of senior preschool age Basic provisions The mental development of the child begins with communication. This is the first type of social activity that arises in ontogeny.

Summary of the workshop for teachers "Theatrical and gaming activities with children of senior preschool age" Purpose: increasing the competence of teachers in the use of theatrical activities in kindergarten, developing imagination and creative abilities.

Independent motor activity of children in group room conditions The problem of motor activity of children in group conditions has always worried us. In a group where there are many children, furniture,.

Purpose: Creating conditions for enriching parent-child interaction in a specially created game situation. Tasks: - expansion.

Project "Game activity as a method of developing emotional responsiveness in children of senior preschool age" Relevance: The emotional way of interacting with people around is primary and sincere for the child, therefore the content and.

	Introduction
	Theoretical analysis of the play activity of preschool children
	The concept and essence of the game. The theory of game activity in domestic pedagogy and psychology
	The value of the game in the formation of the personality of a preschooler
	Psychological and pedagogical features of the game
	Stages of formation of children's play activities
	Scientific analysis of gaming activity
	Game experience as a practical definition of the level of upbringing and personal development of children
	Conclusion
	Literature
	Application

Introduction

The game is the most accessible type of activity for children, a way of processing impressions received from the outside world. The game clearly manifests the features of the child's thinking and imagination, his emotionality, activity, and the developing need for communication.

Preschool childhood is a short but important period of personality formation. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, to work, skills and habits of correct behavior are developed, and character develops. And in preschool age, the game, as the most important type of activity, belongs huge role. The game is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the need to influence the world is realized in the game. It causes a significant change in his psyche. The most famous teacher in our country A.S. Makarenko characterized the role of children's games in this way; "The game is important in the life of a child, it also matters what an adult has an activity, work, service. What a child is in the game, he will be in work in many respects. Therefore, the upbringing of the future figure takes place, first of all, in the game. "

Given the critical importance of play in the life of a preschooler, it is advisable to study the features of the child's play activity. Therefore, the topic of this course work - "Features of the gaming activity of preschool children" - is relevant and practice-oriented.

Purpose of the study: identify and justify specific features play activities of preschool children.

Object of study: play activities of preschoolers

Subject of study: features of the game activity of preschool children

Hypothesis: the play activity of preschoolers has its own characteristics.

Research objectives:

· Perform an analysis of psychological and pedagogical literature on a given topic.

To study the features of conducting games in a preschool institution.

· Define essential characteristics play activities of preschoolers.

1. Theoretical analysis of the play activity of preschool children

1.1. The concept and essence of the game. The theory of game activity in domestic pedagogy and psychology

The game is a multifaceted phenomenon, it can be considered as a special form of existence of all aspects of the life of the team without exception. The word "game" is not a scientific concept in the strict sense of the word. Perhaps it is precisely because a number of researchers have tried to find something in common between the most diverse and different-quality actions denoted by the word "play", and so far we do not have a satisfactory distinction between these activities and an objective explanation of the different forms of play.

Historical development the game is not repeated. In ontogeny, chronologically, the first is the role-playing game, which serves as the main source of the formation of the child's social consciousness at preschool age. Psychologists have long been studying the games of children and adults, looking for their functions, specific content, comparing with other activities. The game can be caused by the need for leadership, competition. You can also consider the game as a compensatory activity, which in a symbolic form makes it possible to satisfy unfulfilled desires. The game is an activity that is different from everyday everyday activities. Humanity again and again creates its invented world, a new being that exists next to the natural world, the world of nature. The ties that bind play and beauty are very close and diverse. Any game is, first of all, a free, free activity.

The game takes place for its own sake, for the satisfaction that arises in the very process of performing the game action.

The game is an activity that depicts the relationship of the individual to the world that surrounds him. It is in the world that the need to influence the environment, the need to change the environment, is first formed. When a person has a desire that cannot be immediately realized, the prerequisites for gaming activity are created.

The independence of the child in the middle of the game plot is unlimited, she can return to the past, look into the future, repeat the same action many times, which also brings satisfaction, makes it possible to feel meaningful, omnipotent, desirable . In play, the child does not learn to live, but lives his true, independent life. The game is the most emotional, colorful for preschoolers. The well-known researcher of children's play D. B. Elkonin very rightly emphasized that in the game the intellect is directed for an emotionally effective experience, the functions of an adult are perceived, first of all, emotionally, there is a primary emotionally effective orientation in the content of human activity.

The value of the game for the formation of personality is difficult to overestimate. It is no coincidence that L. S. Vygotsky calls play "the ninth wave of child development."

In the game, as in the leading activity of the preschooler, those actions are carried out that he will be capable of in real behavior only after a while.

When performing an act, even if this act loses, the child does not know a new experience that is associated with the fulfillment of an emotional impulse that was immediately realized in the action of this act.

The preface of the game is the ability, the transfer of some functions of the subject to others. It begins when thoughts are separated from things, when the child is freed from the cruel field of perception.

Playing in an imaginary situation frees one from situational connection. In the game, the child learns to act in a situation that requires knowledge, and not just directly experienced. Action in a fictional situation leads to the fact that the child learns to control not only the perception of an object or real circumstances, but also the meaning of the situation, its meaning. A new quality of a person's attitude to the world arises: the child already sees the surrounding reality, which not only has a variety of colors, a variety of forms, but also knowledge and meaning.

A random object that the child splits into a concrete thing and its imaginary meaning, imaginary function becomes a symbol. A child can recreate any object into anything, he becomes the first material for imagination. It is very difficult for a preschooler to tear his thought away from a thing, so he must have support in another thing, in order to imagine a horse, he needs to find a stick as a fulcrum. In this symbolic action, mutual penetration, experience and fantasy take place.

The child's consciousness separates the image of a real wand, which requires real actions with it. However, the motivation of the game action is completely independent of the objective result.

The main motive of classical play lies not in the result of the action, but in the process itself, in the action that brings pleasure to the child.

The wand has a certain meaning, which in a new action acquires a new, special play content for the child. Children's fantasy is born in the game, which stimulates this creative path, the creation of their own special reality, their own life world.

In the early stages of development, play is very close to practical activity. In the practical basis of actions with surrounding objects, when the child comprehends that she is feeding the doll with an empty spoon, imagination already takes part, although a detailed playful transformation of objects has not yet been observed.

For preschoolers, the main line of development lies in the formation of non-objective actions, and the game arises as a hung process.

Over the years, when these activities change places, the game becomes the leading, dominant form of the structure of one's own world.

Not to win, but to play - such is the general formula, the motivation of children's play. (O. M. Leontiev)

A child can master a wide range of reality that is directly inaccessible to him only in play, in a playful form. In this process of mastering the past world through game actions in this world, both the game consciousness and the game unknown are included.

Play is a creative activity, and like any real creativity, it cannot be carried out without intuition.

In the game, all aspects of the child's personality are formed, there is a significant change in his psyche, preparing for the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of preschool children.

Special place games that are created by the children themselves are occupied - they are called creative, or plot-role-playing. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully forms the personality of the child, therefore it is an important means of education.

The game is a reflection of life. Here everything is “as if”, “pretend”, but in this conditional environment, which is created by the child’s imagination, there is a lot of real: the actions of the players are always real, their feelings, experiences are genuine, sincere. The child knows that the doll and the bear are only toys, but loves them as if they were alive, understands that he is not a “true” pilot or sailor, but feels like a brave pilot, a brave sailor who is not afraid of danger, is truly proud of his victory .

Imitation of adults in the game is associated with the work of the imagination. The child does not copy reality, he combines different impressions of life with personal experience.

Children's creativity is manifested in the concept of the game and the search for means in its implementation. How much imagination is required to decide what journey to take, what ship or plane to build, what equipment to prepare! In the game, children simultaneously act as playwrights, props, decorators, actors. However, they do not hatch their idea, do not prepare for a long time to fulfill the role as actors. They play for themselves, expressing their own dreams and aspirations, thoughts and feelings that they own at the moment.

Therefore, the game is always improvisation.

Play is an independent activity in which children first come into contact with their peers. They are united by a single goal, joint efforts to achieve it, common interests and experiences.

Children themselves choose the game, organize it themselves. But at the same time, no other activity has such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal, helps to educate purposefulness.

In the game, the child begins to feel like a member of the team, to fairly evaluate the actions and deeds of his comrades and his own. The task of the educator is to focus the attention of the players on such goals that would evoke a commonality of feelings and actions, to promote the establishment of relations between children based on friendship, justice, mutual responsibility.

The first proposition, which determines the essence of the game, is that the motives of the game lie in diverse experiences. , significant for the playing sides of reality. The game, like any non-game human activity, is motivated by the attitude towards goals that are significant for the individual.

In the game, only actions are performed, the goals of which are significant for the individual in terms of their own internal content. This is the main feature of gaming activity and this is its main charm.

The second - characteristic - feature of the game lies in the fact that the game action implements the diverse motives of human activity, without being bound in the implementation of the goals arising from them by those means or methods of action by which these actions are carried out in a non-game practical plan.

Play is an activity that resolves the contradiction between the rapid growth of the child's needs and demands, which determines the motivation of his activity, and the limitedness of his operational capabilities. The game is a way of realizing the needs and requests of the child within his capabilities.

The next outwardly most conspicuous distinctive feature of play, which is in fact a derivative of the above-mentioned internal features of play activity, is the opportunity, which is also a necessity for the child, to replace, within the limits determined by the meaning of the game, objects that function in the corresponding non-play practical action with others capable of serve to perform a game action (a stick - a horse, a chair - a car, etc.). The ability to creatively transform reality is first formed in the game. This ability is the main value of the game.

Does this mean that the game, passing into an imaginary situation, is a departure from reality? Yes and no. There is a departure from reality in the game, but there is also penetration into it. Therefore, there is no escape in it, no escape from reality into an allegedly special, imaginary, fictitious, unreal world. Everything that the game lives by, and that it embodies in action, it draws from reality. The game goes beyond one situation, diverts from some aspects of reality in order to reveal others even more deeply.

In domestic pedagogy and psychology, the theory of play was seriously developed by K.D. Ushinsky, P.P. Blonsky, G.V. Plekhanov, S.L. Rubinshtein, L.S. Vygotsky, N.K. , D.B.Elkonin, A.S.Makarenko, M.M.Bakhtin, F.I.Fradkina, L.S.Slavina, E.A.Flerina, V.A.Sukhomlinsky, Yu.P.Azarov, V .S. Mukhina, O.S. Gazman and others.

The main scientific approaches to explaining the causality of the appearance of the game are as follows:

The theory of excess nerve forces (G. Spencer, G. Schurz);

Theory of instinctiveness, exercise functions (K.Gross, V.Stern);

The theory of functional pleasure, the realization of innate drives (K.Buhler, Z.Freud, A.Adder);

The theory of the religious principle (Hizinga, Vsevolodsky-Gerngross, Bakhtin, Sokolov, etc.);

The theory of rest in the game (Steinthal, Schaler, Patrick, Lazarus, Valdon);

The theory of the spiritual development of the child in the game (Ushinsky, Piaget, Makarenko, Levin, Vygotsky, Sukhomlinsky, Elkonin);

Theory of influencing the world through play (Rubinshtein, Leontiev);

Connection of play with art and aesthetic culture (Plato, Schiller);

Labor as the source of the emergence of play (Wundt, Plekhanov, Lafargue, and others);

The theory of absolutization of the cultural meaning of the game (Hizinga, Ortega y Gasset, Lem).

1.2. The value of the game in the formation of the personality of a preschooler

Long before play became the subject of scientific research, it was widely used as one of the most important means of educating children. The time when education stood out as a special social function goes back centuries, and the use of play as a means of education also goes back to the same depth of centuries. Different pedagogical systems have given different roles to the game, but there is not a single system in which, to one degree or another, a place in the game would not be assigned.

A wide variety of functions, both purely educational and educational, are attributed to the game, so there is a need to more accurately determine the features of the game activity of preschoolers, its impact on the development of the child and find the place of this activity in common system educational work institutions for children.

It is necessary to determine more precisely those aspects of the mental development and formation of the child's personality that are predominantly developed in the game or experience only a limited impact in other types of activity.

The study of the significance of the game for mental development and personality formation is very difficult. A pure experiment is impossible here, simply because it is impossible to remove play activity from the life of children and see how the development process will proceed.

The most important is the importance of the game for the motivational-need sphere of the child. According to the works of D. B. Elkonin , the problem of motives and needs comes to the fore.

The transformation of play during the transition from preschool to preschool childhood is based on the expansion of the range of human objects, the mastery of which now confronts the child as a task and the world of which he is aware of in the course of his further mental development, the very expansion of the range of objects with which the child wants to act independently is secondary. It is based on the “discovery” by the child of a new world, the world of adults with their activities, their functions, their relationships. A child on the border of the transition from object to role-playing does not yet know either the social relations of adults, or the social functions, or the social meaning of their activities. He acts in the direction of his desire, objectively puts himself in the position of an adult, while there is an emotionally effective orientation in relation to adults and the meanings of their activities. Here the intellect follows the emotionally effective experience. The game acts as an activity that is closely related to the needs of the child. In it, the primary emotionally effective orientation in the meanings of human activity takes place, there is an awareness of one's limited place in the system of adult relations and the need to be an adult. The significance of the game is not limited to the fact that the child has new motives of activity and tasks associated with them. It is essential that a new psychological form of motives arise in play. Hypothetically, one can imagine that it is in the game that there is a transition from immediate desires to motives that have the form of generalized intentions, standing on the verge of consciousness.

Before talking about the development of mental actions during the game, it is necessary to list the main stages through which the formation of any mental action and the concept associated with it must pass:

the stage of action formation on material objects or their material substitute models;

the stage of formation of the same action in terms of loud speech;

the stage of formation of the actual mental action.

Considering the actions of the child in the game, it is easy to see that the child already acts with the meanings of objects, but still relies on their material substitutes - toys. If on early stages development requires an object - a substitute and a relatively detailed action with it, then at a later stage of the development of the game, the object appears through words - the name is already a sign of a thing, and the action is like abbreviated and generalized gestures accompanied by speech. Thus, play actions are of an intermediate nature, gradually acquiring the character of mental actions with the meanings of objects performed on external actions.

The path of development to actions in the mind with meanings torn off from objects is at the same time the emergence of prerequisites for the formation of imagination. The game acts as an activity in which the formation of prerequisites for the transition of mental actions to a new, higher stage - mental actions based on speech. The functional development of play actions flows into ontogenetic development, creating a zone of proximal development of mental actions.

In play activity, a significant restructuring of the child's behavior takes place - it becomes arbitrary. By arbitrary behavior it is necessary to understand behavior that is carried out in accordance with the image and controlled by comparing with this image as a stage.

A. V. Zaporozhets was the first to draw attention to the fact that the nature of the movements performed by the child in the conditions of play and in the conditions of a direct task is significantly different. He also established that in the course of development the structure and organization of movements change. They clearly distinguish between the preparation phase and the execution phase.

The effectiveness of the movement, as well as its organization, essentially depend on what structural place the movement occupies in the implementation of the role that the child performs.

The yoke is the first form of activity accessible to the student, which involves the conscious education and improvement of new actions.

ZV Manuleiko reveals the question of the psychological mechanism of the game. Based on her work, it can be said that great importance in the psychological mechanism of the game, the motivation of activity is assigned. The performance of the role, being emotionally attractive, has a stimulating effect on the performance of the actions in which the role finds its embodiment.

An indication of motives is, however, insufficient. It is necessary to find the mental mechanism through which motives can exert this influence. When performing a role, the pattern of behavior contained in the role becomes at the same time a stage with which the child compares his behavior and controls it. The child in the game performs, as it were, two functions; on the one hand, he fulfills his role, and on the other hand, he controls his behavior. Arbitrary behavior is characterized not only by the presence of a pattern, but also by the presence of control over the implementation of this pattern. When performing a role, there is a kind of bifurcation, i.e. "reflection". But this is not yet conscious control, because. the control function is still weak and often requires support from the situation, from the participants in the game. This is the weakness of the emerging function, but the significance of the game is that this function is born here. That is why the game can be considered a school of arbitrary behavior.

The game is important for the formation of a friendly children's team, and for the formation of independence, and for the formation of a positive attitude towards work, and for many other things. All these educational effects are based as their basis on the influence that the game has on the mental development of the child, on the formation of his personality.

1.3. Psychological and pedagogical features of the game

The previously considered definitions of the game, its meanings in the personal development of preschool children make it possible to single out the following psychological features games:

1. The game is a form of active reflection by the child of the people around him.

2. A distinctive feature of the game is the very way that the child uses in this activity. The game is carried out by complex actions, and not by separate movements (as, for example, in work, writing, drawing).

3. The game, like any other human activity, has a social character, so it changes with the change in the historical conditions of people's lives.

4. The game is a form of creative reflection of reality by the child. While playing, children bring a lot of their own inventions, fantasies, and combinations into their games.

5. The game is the operation of knowledge, a means of clarifying and enriching it, the way of exercise, and the development of the cognitive and moral abilities and forces of the child.

6. In its expanded form, the game is a collective activity. All participants in the game are in a relationship of cooperation.

7. By diversifying children, the game itself also changes and develops. With systematic guidance from the teacher, the game can change:

a) from start to finish

b) from the first game to subsequent games of the same group of children;

c) the most significant changes in games occur as children develop from younger to older ages.

8. The game, as a type of activity, is aimed at the child's knowledge of the world around him through active participation in work and Everyday life of people

The means of the game are:

a) Knowledge about people, their actions, relationships, expressed in the images of speech, in the experiences and actions of the child;

b) Methods of action with certain objects in certain circumstances;

c) Moral assessments and feelings that appear in judgments about good and bad deeds, about useful and harmful actions of people.

1.4. Stages of formation of children's play activities

The first stage in the development of gaming activity is an introductory game. According to the motive given to the child by an adult with the help of a toy item, it is an object-play activity. Its content consists of manipulation actions carried out in the process of examining an object. This activity of the infant very soon changes its content: the examination is aimed at revealing the features of the object-toy and therefore develops into oriented actions-operations.

The next stage of gaming activity is called a display game in which individual subject-specific operations are transferred to the rank of action aimed at identifying the specific properties of an object and achieving a certain effect with the help of this object. This is the climax of the development of the psychological content of play in early childhood. It is he who creates the necessary ground for the formation of the corresponding objective activity in the child.

At the turn of the first and second years of a child's life, the development of play and objective activity merges and at the same time diverges. Now the differences begin to appear and in the methods of action, the next stage in the development of the game begins: it becomes plot-representative. Its psychological content also changes: the child's actions, while remaining objectively mediated, imitate in a conditional form the use of the object for its intended purpose. This is how the prerequisites for a role-playing game gradually become infected.

At this stage of game development, word and deed merge, and role-playing behavior becomes a model of relationships between people meaningful to children. The stage of the actual role-playing game begins, in which the players model the labor and social relations of people familiar to them.

The scientific understanding of the phased development of play activities makes it possible to develop clearer, more systematic recommendations for managing the play activities of children in different age groups.

In order to achieve a game that is genuine, emotionally rich, including an intellectual solution to the game problem, the teacher needs to comprehensively manage the formation, namely: to purposefully enrich the child’s tactical experience, gradually transferring it into a conditional game plan, to encourage the preschooler to creatively reflect reality during independent games.

In addition, a good game-effective means of correcting disorders in the emotional sphere of children brought up in unfavorable families.

Emotions cement the game, make it exciting, create a favorable climate for relationships, increase the tone that every child needs to share his spiritual comfort, and this, in turn, becomes a condition for the preschooler's susceptibility to educational actions and joint activities with peers.

The game is dynamic where the leadership is aimed at its phased formation, taking into account those factors that ensure the timely development of gaming activities at all age levels. Here it is important to rely on personal experience child. The game actions formed on its basis acquire a special emotional coloring. Otherwise, learning to play becomes mechanical.

All components of a comprehensive guide to the formation of the game are interconnected and equally important when working with young children.

As children grow older, the organization of their practical experience also changes, which is aimed at actively learning the real relationships of people in the process of joint activities. In this regard, the content of educational games and the conditions of the subject-game environment are being updated. The focus of activating communication between an adult and children is shifting: it becomes business-like, aimed at achieving joint goals. Adults act as one of the participants in the game, encouraging children to joint discussions, statements, disputes, conversations, contribute to the collective solution of game problems, which reflect the joint social and labor activities of people.

And so, the formation of play activity creates the necessary psychological conditions and favorable ground for the comprehensive development of the child. Comprehensive education of people, taking into account their age features requires the systematization of games used in practice, the establishment of links between different forms independent gaming and non-gaming activities in the form of a game. As you know, any activity is determined by its motive, that is, by what this activity is aimed at. Play is an activity whose motive lies within itself. This means that the child plays because he wants to play, and not for the sake of obtaining some specific result, which is typical for household, labor and any other productive activity.

The game, on the one hand, creates a zone of proximal development of the child, and therefore is the leading activity in preschool age. This is due to the fact that new, more progressive types of activity and the formation of the ability to act collectively, creatively, and arbitrarily control one's behavior are born in it. On the other hand, its content is fueled by productive activities and ever-expanding life experiences of children.

The development of the child in the game occurs, first of all, due to the diverse orientation of its content. There are games that are directly aimed at physical education (moving), aesthetic (musical), mental (didactic and plot). Many of them at the same time contribute to moral education (plot-role-playing, dramatization games, mobile, etc.).

All types of games can be combined into two large groups, which differ in the degree of direct participation of an adult, as well as in various forms of children's activity.

The first group is games where an adult takes an indirect part in their preparation and conduct. The activity of children (subject to the formation of a certain level of game actions and skills) has an initiative, creative character - the guys are able to independently set a game goal, develop the game plan and find the necessary ways to solve game problems. In independent games, conditions are created for children to show initiative, which always indicates a certain level of intelligence development.

Games of this group, which include plot and cognitive games, are especially valuable for their developmental function, which is of great importance for the overall mental development of each child.

The second group is various educational games in which an adult, telling the child the rules of the game or explaining the design of a toy, gives a fixed program of actions to achieve a certain result. In these games, specific tasks of education and training are usually solved; they are aimed at mastering certain program material and rules that players must follow. Educational games are also important for the moral and aesthetic education of preschoolers.

The activity of children in learning to play is mainly of a reproductive nature: children, solving game problems with a given program of actions, only reproduce the methods for their implementation. Based on the formation and skills of children, independent games can be started, in which there will be more elements of creativity.

The group of games with a fixed action program includes mobile, didactic, musical, games - dramatization, games - entertainment.

In addition to the games themselves, it should be said about the so-called non-gaming activities that do not take place in a playful form. These may be the initial forms of child labor organized in a special way, some types of visual activity, familiarization with the environment during a walk, etc.

Timely and correct application various games in educational practice ensures the solution of the tasks set by the program of education and training in kindergarten in the most appropriate form for children. It should be noted that games have a significant advantage over specially organized classes in the sense that they create more favorable conditions for the active reflection of socially established experience in children's independent activities. The search for answers to emerging gaming problems increases the cognitive activity of children and real life. The processes of a child's mental development achieved in the game significantly affect the possibilities of his systematic learning in the classroom, contribute to the improvement of his real moral and aesthetic position among peers and adults.

The progressive, developing value of the game is not only in the realization of the possibilities of the comprehensive development of the child, but also in the fact that it contributes to the expansion of the sphere of their interests, the emergence of the need for classes, the formation of the motive for a new activity - educational, which is one of the most important factors in the child's psychological readiness for learning at school.

2. Game as a means of educating preschoolers

2.1. Scientific analysis of gaming activity

Scientific analysis of play activity shows that play is a reflection of the world of adults by the child, a way of knowing the world around. A convincing fact that breaks the inconsistency of the biologization theory of games is given by K. K. Platonov. A learned ethnographer on one of the islands Pacific Ocean a tribe was discovered that led an isolated lifestyle. The children of this tribe did not know how to play with dolls. When the scientist introduced them to this game, at first both boys and girls became interested in it. Then the girls lost interest in the game, and the boys continued to invent new games with dolls.

Everything was explained simply. The women of this tribe took care of getting and cooking food. The men took care of the children.

In the first games of the child, the leading role of adults clearly appears. Adults "beat" the toy. Imitating them, the child begins to play independently. Then the initiative to organize the game passes to the child. But even at this stage, the leading role of adults remains.

As the child develops, play changes. In the first two years of life, the child masters movements and actions with surrounding objects, which leads to the emergence of functional games. In a functional game, the properties of objects unknown to him and ways of acting with them are revealed to the child. So, having opened and closed the door for the first time with a key, the child begins to repeat this action many times, trying at every opportunity to turn the key. This real action is transferred to the game situation.

While playing, children make movements in the air resembling the turn of a key and accompany it with a characteristic sound: "backgammon".

More complex are constructive games. In them, the child creates something: builds a house, bakes pies. In constructive games, children comprehend the purpose of objects and their interaction.

Functional and constructive games belong to the category of manipulative games, in which the child masters the surrounding objective world, recreates it in forms accessible to him. Relations between people are comprehended in story games.

The child plays "daughters - mothers", in the "shop", taking on a certain role. Plot - role-playing games appear in three - four years. Until this age, children play side by side, but not together. Plot - role-playing games involve collective relationships. Of course, the inclusion of a child in collective games depends on the conditions of education. Children brought up at home are included in collective games with greater difficulty than children attending kindergarten. In collective plot games, which become longer by the age of six or seven, children follow the idea of ​​the game, the behavior of their comrades. Role-playing games teach children to live in a team. Gradually, rules are introduced into games that impose restrictions on the behavior of a partner.

A collective story-role-playing game expands the child's social circle. He gets used to obey the rules, the requirements that are imposed on him in the game: he is either the captain of the spaceship, then he is its passenger, then he is an enthusiastic spectator watching the flight. These games bring up a sense of collectivism and responsibility, respect for teammates in the game, teach to follow the rules and develop the ability to obey them. The use of a suitable strategy and tactics in a story game with children of one age or another will allow them to develop the appropriate game skills in a timely manner, and make the teacher a desirable partner in the game. In this capacity, he will be able to influence the theme of the game, on dysfunctional relationships between children, which are difficult to correct with direct pressure.

2.2. Game experience as a practical definition of the level of upbringing and personal development of children

In the game, as in other activities, there is a process of education.

The change in the role of play in preschool age compared with early childhood is due, in particular, to the fact that during these years it begins to serve as a means of forming and developing in the child many useful personal qualities, primarily those that, due to the limited age capabilities of children, cannot be actively formed in other more "adult" types of activity. The game in this case acts as a preparatory stage of the child, as the beginning or a test in the education of important personal qualities and as a transitional moment to the inclusion of the child in stronger and more effective types of activity from an educational point of view: teaching, communication and work.

Another educational function of preschool games is that they serve as a means of satisfying the various needs of the child and developing his motivational sphere. In the game, new interests, new motives for the child's activity appear and are fixed.

Transitions between game and labor activity in preschool and primary school age are very conditional, tk. one type of activity in a child can imperceptibly pass into another and vice versa. If the educator notices that in learning, communication, or work, the child lacks certain personality traits, then first of all, you need to take care of organizing such games where the corresponding qualities could manifest and develop. If, for example, a child discovers some personality traits well in learning, communication and work, then on the basis of these qualities one can build, create new, more complex game situations that advance his development.

Sometimes it is useful to introduce elements of the game into the very teaching, communication and work and use the game for education, organizing these types of activities according to its rules. It is no coincidence that teachers and psychologists recommend conducting classes with children aged 5-6-7 years in older groups. kindergarten and in the elementary grades of the school in a semi-game form in the form of educational didactic games.

Children's games at home and at school can be used to practically determine the level of upbringing or the level of personal development achieved by the child.

As an example of such a use of the game, let us cite an experiment conducted by V. I. Askin. The children used were between the ages of three and twelve.

The research methodology was as follows. In the center of a large table on its surface lay a candy or some other very attractive thing.

It was almost impossible to reach out and get it with your hand, standing at the edge of the table. The child, if he managed to get a candy or this thing without climbing onto the table, was allowed to take it for himself. Not far from the thing laid on the table was a stick, about which nothing was said to the child, i.e. it was neither allowed nor forbidden to use it during the experiment. Several series of experiments were carried out with different subjects and in different situations.

First episode. The subject is a fourth grade student. Age is ten years old. For almost twenty minutes, the child unsuccessfully tries to get the candy with his hands, but he does not succeed. During the experiment, he accidentally touches a stick lying on the table, moves it, but without using it, carefully puts it back in place. To the question asked by the experimenter: "Is it possible to get the candy in another way, but not with your hands?" - the child smiles embarrassedly, but does not answer. In the same series of experiments, a preschooler, a child of four years of age, takes part.

He immediately, without hesitation, takes a stick from the table and with its help moves the candy towards him at arm's length. Then he calmly takes it without experiencing a shadow of embarrassment. Most children between the ages of three and six successfully cope with the task of the first series with a stick, while older children do not use a stick and do not solve the problem.

Second series. This time the experimenter leaves the room and leaves the older children in it in the presence of the younger children with the task of solving the problem by the elders at all costs in his absence. Now the older children cope with the task longer, as if from the prompts of the younger ones, who, in the absence of the experimenter, encourage them to use the stick. For the first time, the older child refuses the proposal of the younger child to take a wand, stating: "Everyone can do it." From this statement, it is obvious that the method of getting an object with a stick is well known to the elder, but he deliberately does not use it, because. perceives this method, apparently, as too simple and forbidden.

Third series. The subject, a junior schoolchild, is left alone in the room, secretly observing what he will do. Here it is even more evident that the solution of the problem with the help of a stick is well known to the child. Once alone, he takes a stick, moves the desired candy a few centimeters towards him with it, then puts the stick down and again tries to get the candy with his hand. He does not succeed, because. candy is still a long way off. The child is again forced to use the stick, but having made a careless movement with it, he accidentally moves the candy too close to himself. Then he again pushes the candy to the middle of the table, but not so far, leaving it within arm's reach. After that, he puts the stick in place and with difficulty, but still with his hand, takes out the candy. The solution of the problem thus obtained, apparently, morally suits him, and he does not feel remorse.

The described experiment shows that at the age corresponding approximately to the time of study in the primary grades of the school junior schoolchildren Based on the learned social norms, they can arbitrarily regulate their behavior in the absence of an adult. Preschool children are not yet available. V. I. Askin notes that the older children, who made an effort to get the desired candy with their hands, then gladly accepted it as a gift from an adult. Those of them who, from the point of view of existing moral norms, did it illegally, i. got the candy in a "forbidden" way with a stick, or refused the reward altogether, or accepted it with obvious embarrassment. This indicates that children of primary school age have sufficiently developed self-esteem and are able to independently follow certain requirements, evaluating their actions as good or bad, depending on whether they correspond or do not correspond to their self-esteem.

Psychodiagnostic games like the one described can be organized and carried out at school, kindergarten and at home. They serve as a good help in raising children, because. allow you to accurately establish what personality traits and to what extent are already formed or not formed in a child.

Conclusion

Thus, the play activity of preschool children has the following features and semantic meanings.

In the game, a child is given the opportunity to imagine himself in the role of an adult, copy the actions he has ever seen and thereby acquire certain skills that may be useful to him in the future. Children analyze certain situations in games, draw conclusions, predetermining their actions in similar situations in the future.

Moreover, a game for a child is a huge world, moreover, the world is actually personal, sovereign, where the child can do whatever he wants. The game is a special, sovereign sphere of a child's life, which compensates him for all restrictions and prohibitions, becoming the pedagogical basis for preparing for adulthood and a universal means of development that ensures moral health, the versatility of a child's upbringing.

The game is simultaneously a developing activity, a principle, method and form of life activity, a zone of socialization, security, self-rehabilitation, cooperation, commonwealth, co-creation with adults, an intermediary between the world of a child and the world of an adult.

The game is spontaneous. It is constantly being updated, changed, modernized. Each time gives birth to its own games on modern and relevant subjects that are interesting to children in different ways.

Games teach children the philosophy of understanding the complexities, contradictions, tragedies of life, they teach, not yielding to them, to see the bright and joyful, to rise above the turmoil, to live usefully and festively, "playfully".

The game is a real and eternal value of the culture of leisure, the social practice of people in general. She stands on an equal footing next to work, knowledge, communication, creativity, being their correspondent. In play activities, certain forms of communication of children are formed. The game requires from the child such qualities as initiative, sociability, the ability to coordinate their actions with the actions of a peer group in order to establish and maintain communication. Game activity influences the formation of the arbitrariness of mental processes. Within the play activity, learning activity begins to take shape, which later becomes the leading activity.

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Educator GB preschool educational institution No. 6 Kolpinsky district of St. Petersburg

Smirnova M.N.

"The game is the way for children to learn about the world in which they live and which they are called to change" .

A.M. Bitter

Support for the initiative of children, as well as the individualization of preschool education - one of the leading principles according to the Federal State Educational Standard, help the integrated development of the personality of children. Therefore, children's initiative is considered as the basis for the development of knowledge, activity, communication. All this is reflected in children's play activities.

A huge role in the development and upbringing of the child belongs to the game - the most important type of children's activity. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities, in the game his need to influence the world is realized.

An adult - a teacher, a parent-intermediary between children and culture - must and is able to support the child's self-determination in the game, as well as in other activities.

The educational value of the game largely depends on the professional skills of the teacher, on his knowledge of the psychology of the child, taking into account his age and individual features, from the correct methodological guidance of the relationship of children, from the precise organization and conduct of all kinds of games. An important aspect in this case is the development of the creative potential of children, which is especially evident when teaching children role-playing games, creative games.

All this contributes to the development of the children's creative imagination, works in creating a game plan, forming a culture of their relationships, the influence of the surrounding life, literary works, visual arts, figurative toys, various observations. To a large extent, the above points determine the choice and preference for the theme of games, roles.

Creative play most fully forms the personality of the child, because. in these games, children reproduce in roles what they see around them in the life and activities of adults. Therefore, creative play is an important means of education.

The management of creative games is one of the most difficult sections of the methodology of preschool education. The teacher cannot foresee in advance what the children will come up with, because the game is always improvisation, and how they will behave in the game. The peculiarity of children's activities requires unique methods of management.

The most important condition for the successful management of creative games is the ability to win the trust of children, to establish contact with them.

The main way of education in the game is to influence its content, i.e. on the choice of topic, the development of the plot, the distribution of roles and the implementation of game images. It is important that the teacher be able, without violating the intentions of the children, to successfully intervene in the course of the game in order to make the game exciting and useful.

Creating a game image, the child not only expresses his attitude towards the chosen hero, but also shows his personal qualities. Therefore, the roles may be the same, but the game characters are always individual.

For example, playing with dolls as daughters-mothers has existed at all times, of course, because the family gives the child the first impressions of the life around them, children imitate their parents in the first place. Watching a child in the game, one can judge the relationship of adults in his family, their treatment of children. In the game of the child, the life of the kindergarten is also reflected, various joyful events - performances, holidays.

Through the game, children's interest in various professions is shown. At the same time, the educator junior group directly organizes games, because children must learn to combine the ideas they have in order to express their thoughts and feelings. The teacher takes part in the game in order to influence the children by example, instill in them the skills of playing together, communicating with toys. To offer ready-made game plans is to suppress the creative imagination of children, their imagination, independence, spontaneity. and K.D. Ushinsky, and A.S. Makarenko considered the game as an independent creative activity of children.

The only correct way for adults to influence the game is to create interest in this or that event of life through the imagination and feelings of children.

Experience shows that already in the fourth year of life, preschoolers are able to choose the theme of the game and set a specific goal. The teacher can guide them with questions: "What will you play? What will you build? Where will you go by train? Who will you be? What toys do you need? These questions force children to think and outline the main plot, which may change in the future.

If the teacher understands the ideas of the children, their experiences, then in order to offer a new interesting episode, to give the game a new direction, he must enter the game in some role and address the children as characters.

However, a lot of difficulties can arise for a teacher with timid, indecisive children - it is important to help children find "my" role, to help unleash their creative potential. It is also important to be able to warn children against imitating the bad, accidentally seen. It is equally difficult for a teacher with overly active, excitable pupils. Often he has to resolve controversial issues in the game, bring role-playing parties to mutual agreement, offering options acceptable to all solutions: role variance, for example. Involving children in group games should not exclude giving children the opportunity to play alone. After all, excitable children, for example, often get tired of the society of their peers.

For the development of an independent creative initiative, it is very important to involve children in joint activities to create a subject-developing environment. In our group, for this purpose, a project was implemented "Creating a toy from waste material" .

The aim of the project was: first of all, the development of artistic and aesthetic activities, the enrichment of the subject-play environment of the group, the involvement of parents in supporting children's creative initiative in the form of doing homework with children to create toys from waste material. As a preliminary work, there was a reading of Russian folk tales "Cat, Rooster and Fox" , "Mitten" , the subsequent description of the characters of the characters of fairy tales with elements of theatricalization, discussion of the plot points of the fairy tale.

Children enjoyed making their bunnies (individual works) and foxes and other animals (on their own initiative in their free time together with the tutor) on the basis of the proposed blanks in the application technique, then they painted on the details of the muzzles - eyes, mouth and mustache. They wanted, among other things, to emphasize the gender of the toy. So, the boys glued butterfly bows on their toys, and the girls glued bow-tails on theirs.

The little animals that were missing from the fairy tales of the heroes were made by the children with their parents at home.

In principle, there was no restriction on the initiative of parents in this project. Therefore, the exhibition of final works included both toys knitted from threads and toys based on toilet paper rolls. The main condition was the creation of characters for theatrical activities, for role-playing games - in this case, primarily for playing "Toy shop" .

We must not forget that joint creativity with parents certainly gave the children great pleasure, and gave parents a sense of belonging to creative activity child, with the transfer of experience to kids, their emotional support and psychological stability in the family.

Unconditional encouragement of all works and participants is a mandatory completion of the project process. Now one could be sure that the children would take care of the newly made toys, because this is the result, first of all, of their work and efforts. Such toys will be desired and in demand. And besides, they will be useful - they will be indispensable in the game.

The final and long-awaited role-playing game in "Toy shop" also added variety to the free play activities of children. Children tried to buy their own toys, made personally. At the same time, everyone tried to be a seller, to stand behind the cash register window.

In addition, with your personal toy, you can now safely be in a group, bringing it to any game or making it your companion during the entire game time. And it also had a positive psychological effect on children.

For each lexical topic in our work, we try to offer children a creative task, including homework, more actively involving parents in the learning process. So adults themselves personally learn in practice the capabilities of their child, paying attention to his strengths, based on which, it is possible to more successfully implement studying proccess both in independent and in collective activities in a group. Moreover, you can use the creative component of the character of children in any kind of activity. Parents can also be helped in this regard by suggesting and offering games at home and on a walk, while traveling in transport, when, for example, children are forced to be static in order to make any pastime entertaining and useful. In this regard, I found the tips for parents of the publishing house very interesting. "Karapuz" series "Man" ("Games on the Walk" , "I love Montessori" and etc.).

It must also be remembered that the importance of creative games is also invaluable for preparing children for school, for laying the foundation of personal qualities necessary for every successful member of society.

Literature:

1. GEF DO Raising children in the game: A guide for kindergarten teachers Comp. A.K. Bondarenko, A.I. Matusik. - 2nd ed., revised. and additional – M.: Enlightenment, 1983.
2. Children's initiative is the basis for the development of knowledge, activity, and communication. – Art. T. Aliyeva, G. Uradovskikh - f-l "Preschool education" , No. 9. - M .: Ed. House "Educating a Preschooler" , 2015.
3. Games that heal - A. Galanov - M .: TC "Sphere" , 2001.
4. Development creative thinking children. A popular guide for parents and educators. – A.E. Simanovsky. - Yaroslavl: Gringo, 1996.
5. Sensorimotor development of preschool children. From work experience. Comp. N. V. Nishcheva. - St. Petersburg. OOO PUBLISHING HOUSE "CHILDHOOD-PRESS" , 2011.
6. 400 ways to entertain a child from 2 to 8 years old. - Feldcher Sh., Lieberman S. - St. Petersburg: Peter Press, 1996.
7. I go, I walk. Walking with children on the day off. Help for parents. – M.: Karapuz, 2011.
8. I love Montessori. Help for parents. - M.: Karapuz, 2011.

Play activities with preschoolers

Report

Preschool age - milestone in the life of a child.

During this period, the development of figurative forms of cognition of reality, perception, figurative thinking, imagination is carried out; there is a willingness to master a variety of knowledge about the world around.

During this period, the foundations of morality are laid. The child learns the basic moral standards, code of Conduct. The activity of the child in various types of activities (game, labor, educational) increases. There is an independence of play activity. The main way of pedagogical influence on the child is the correct organization of all types of children's activities and the use of the most effective forms of their management.

Conventionally, all children's games can be divided into two large groups:

1. role-playing creative games.

2. games with rules.

Role-playing creative games include:

a) games on everyday topics;

b) with a production theme;

c) with socio-political themes;

d) theatrical games;

e) games, fun and entertainment.

Games with game rules include:

1. Didactic games: with objects and toys, verbal.

Didactic games, hard-printed, musical and didactic.

2. Outdoor games: plot, plotless, with elements of sports games.

GAME ACTIVITY MECHANISM:

1. Every game is a free activity.

2. The game is the life activity of children.

3. Isolation of the game (any game has a place and time).

4. Creation of gaming associations - a circle of players who are not isolated from each other, who have roles to play (including the main one).

5. Every game has rules that children must follow. Even in a creative game, there are rules for interaction.

To implement the development of social gaming experience, it is necessary: ​​1. A gaming teacher, i.e. gaming experience.

2. Use of reserve opportunities and experience of folk pedagogy.

3. Overcoming the trend of using games of the same type in the work.

4. Accounting for the interests and desires of children.

5. Competent management of gaming activities: design; subject-developing environment; diagnostics.

The teacher must be able to play along, create a game situation, support the initiative, rely on feelings, use humor and anticipatory assessment.

ORGANIZATION OF A SUBJECT DEVELOPING SPACE

When organizing a subject-developing space, it is necessary to take into account the developing nature of the game; features of the team and each child.

At each age - we observe features in the development of the game:

· younger age- directing game (game-manipulation with objects).

middle age - role-playing, game-dialogue.

· senior age - games with rules, directing, game - fantasy, plot construction.

All types of games and toys should be present in the group - (plot, didactic, motor, theatrical, etc.); toys for boys and girls; toys for joint and independent games; personal toys of children (from home).

YOUNGER AGE:

Simulation of game situations, games are revealed.

Used: screens, substitute items; toys that represent appearance or familiar roles; tools and actions of adults are repeated; functional attributes are used (disassemble, twist, plant, open).

AVERAGE AGE:

Children are restless, require physical activity, so there should be open space.

The game situation is modeled according to the scheme: adult + child.

The number of figurative attributes decreases - more substitutes,

one toy appears in different games; game attributes aimed at interaction (telephones, horns, microphones); dressing up as adults (photographer, captain, etc.); "magic boxes" (junk material - fabrics, bottles, clothespins), insert cubes.

SENIOR AGE:

The game situation is modeled by children, signal-support toys are used, everything else is modeled.

Attributes are used to develop the sign function (symbols).

It is proposed to create game rooms, use a music and sports hall for the development of role-playing games.

SUZHETEO - CREATIVE ROLE GAMES

Necessary elements that provide interesting gaming activities, development cognitive interests and moral qualities child, is knowledge - action - communication. This is the first condition of the game as an exciting activity - the child has knowledge about the objects around him (their properties, qualities, purpose), about the events and phenomena of the real world.

Acquaintance with the world in a child begins with observations, which are accompanied and guided by explanations from adults, supplemented by stories, reading, looking at pictures.

All this is not perceived by the child immediately. It is required to master the received impressions in practical activity - in the game.

In the game, the child acquires new knowledge; while playing, the child learns in practice to distinguish objects by shape, size, color, to use them correctly depending on their qualities, the game serves as an impetus to expand knowledge - the child thinks about what he saw, he has questions.

Adults should certainly take advantage of this in order to expand and deepen the knowledge of children.

The management of gaming activity should be based on knowledge of the patterns of its development. The main way of development of the game under the influence of education is as follows: life is reflected in the game more and more fully and real, the content of games expands and deepens, thoughts and feelings become more conscious, deep, fantasy becomes richer; the game becomes more purposeful, there is a consistency in the actions of the participants.

The main issue of the method of managing a creative game is its influence on the content, on which its educational and educational value depends.

The process of managing a creative game should be built in such a way that the development of game skills and abilities is organically combined with training and education.

Based on this, three groups of methods can be distinguished:

GROUP 1: methods related to enriching children with knowledge, impressions, ideas about the surrounding life:

Observations, excursions, meetings with people of different professions, emotional and expressive reading fiction, conversation, conversation-story using illustrations about the work of adults and their relationships in the labor process, a story about events taking place in the country with the display of photographs, paintings, films; dramatizations of literary works, ethical conversations.

GROUP 2: methods contributing to the formation and development of gaming activities:

Direct participation of the educator in the creative game; playing with one child assisting in the implementation of knowledge through suggestions, reminders, advice, selection game material, conversation-talk about the idea of ​​the game, the development of its content, summing up.

To develop the skills and abilities of independent organization of the game, assignments, tasks (pick up toys, make them yourself), conversations, and encouragement are used.

The child's ability to determine the role and bring it to the end is formed through advice, individual tasks, assignments.

An important task is to develop the ability to independently distribute roles.

The educator should: study the characters, inclinations and habits of children well and constantly help children - to get to know each other better.

For example: hold a competition for the best inventing costume elements, for interesting proposals for role-playing actions, for expressiveness of speech, facial expressions, and gestures.

GROUP 3: associated with teaching children how to design from building material and play with buildings, making toys.

This is the joint execution of buildings by children and the educator; examining samples, showing design techniques, using photographs, diagrams, tables, thematic tasks ("build a street", "metro"), selecting materials for playing with buildings.

Teaching children the ability to make toys from paper, from thin cardboard according to a pattern, from natural and waste materials.

The use of methods and techniques of leadership depends on the age characteristics of children, on the level of development of their playing skills and abilities.

PEDAGOGICAL PRINCIPLES OF GAME ORGANIZATION:

1. In order for children to play, the teacher must play with the children throughout preschool childhood, but at each age stage develop the game in a special way so that the children learn a new, newer way of building.

2. When developing playing skills, it is necessary to orient the child both to the implementation of the game action and to explaining its meaning to the partner.

3. Games move from single-dark plots and one-character plots to multi-character plots, and then to multi-dark plots.

4, Games must be both joint and independent.

GAME MANAGEMENT TECHNIQUES:

1. DIRECT:

introducing attributes that do not require special training taking on the role of a hint during the game, introducing a new attribute, directing the game in the right direction, switching attention to a different game situation. Direct techniques are used in all age groups.

2. INDIRECT:

younger age:

Preparation for the game (reading and memorizing poetry), didactic games, targeted walks, looking at illustrations, paintings, reading short stories.

average age:

Targeted walks and excursions, reading literary works, constructing from natural materials and paper, working with parents (consultations, information folders).

senior age:

Reading excerpts from newspapers and magazines, looking at pictures and posters, making attributes in labor classes, talking, getting to know the work of adults.

YOUNGER AGE:

1. Be able to deploy a role-playing dialogue.

2. Change role behavior depending on the role of the partner.

3. Change role depending on the plot.

4. During the game, transfer attention from the toy to interaction with a partner, use games with the phone to develop a role-playing dialogue (K.I. Chukovsky "Telephone").

METHOD:

play every day with 1-2 children for 5-7 minutes, with a subgroup for 10-15 minutes. Introduce telephone conversations from the second half of the year.

AVERAGE AGE:

1. To form the ability to change role behavior in accordance with the different roles of partners, change the playing role and re-designate it for the partner.

2. The use of multi-personal plots to define the role structure (where one role is directly related to the others).

3. There should be more roles, i.e. One child will have to play several roles.

4. During the game, children must perform diverse role-playing relationships and different types of role-playing relationships: specific - doctor - patient: control-subordination (captain-sailor); mutual assistance.

METHOD: See individual playing by children in the morning or evening segment of 7-15 minutes. The teacher starts the game and offers the child the main role (you are the driver, I am the passenger) and develops a role-playing dialogue, gives options (you drove through a red light - I am a policeman).

Inclusion of children in the game for a certain period of time

(I am a seller - two buyers; puts one child in the place of the seller).

SENIOR AGE:

1. Games - fantasizing and mastering a new way of plotting.

2. "Loosening" the plot, and then jointly inventing a new plot based on fairy tales (replacing heroes).

METHOD:

1. Recall and retell a familiar fairy tale (and now we will invent a similar one in a new way, but not like that).

2. Partial transformation of a fairy tale (replacement of heroes, its tasks, magical means).

3. We give the beginning of a fairy tale, we combine fabulous and realistic elements.

4. Introduction of different contextual roles (Baba Yaga and the seller).

5. writing stories based on realistic events

10-15 minutes with a small subgroup and then role-play.

GAME TECHNIQUES IN THE ORGANIZATION OF A STORY-ROLE GAME:

Problem situation, reminder tips, playing the game by type of joint discussion of the game plan, teach a friend, pair assignments, joint plot construction (word game + plot-role-playing), game combinatorics (based on the old game, come up with a new game) games - improvisations (let's play in another way) inventing games based on a series of pictures (mnemonics) using a game model (attributes are drawn in the center of the picture of the game).

CREATIVE GAMES:

Name of the game	Junior group	middle group	older age
	Mom, dad, children	Association with a hairdresser, doctor	Household plots, transport
		Nurse, patient card	Pharmacy, reception, ambulance, doctors - specialists
	Vegetables, fruits, dishes, toys	Departments: bread, dairy, confectionery	Departments: deli, fish, meat, shoes, clothing, furniture, household appliances.
Kindergarten	teacher, child		Other
Salon	the hairdresser	Two halls: male; female	Children's room
		Sailor - helmsman	Passenger, cargo, sightseeing, fishing vessel. Boatswain, radio operator.
	forest animals	North, south	Tour guide, veterinarian
		postman	Telegraph, parcels
			2nd half of the year: dolls, desks, schoolgirls, diaries, briefcases, notebooks
			Inspector, cutter, seamstress, fabric samples, ready-made clothes, pattern
Transport		Road signs	Police, modes of transport
Other games			Cafe, Astronauts, Library

DIRECTOR'S PLAY:

This is an individual jura in which children feel free. This type of play is typical for children who have limited contact with their peers.

younger age:
- at the heart of the child's experience are the events that he observed. Knowledge gained from books, cartoons is rarely reflected.

The plot with the toy is simple, short chains of actions, each toy is assigned a permanent role. If the child does not have experience with the toy, the game falls apart.

The object seen, the toys suggest a change in the plot,

The illogicality of the game does not need adult corrections.

Fantasy development.

Speech is the main active component (voicing actions, giving an assessment). Middle age is based on personal and indirect experience.

Complex and varied activities.

Main and secondary characters.

The plot is intertwined with the personal experiences of the child.

The educator is faced with the task of teaching how to avoid patterns in the game.

There is a game based on associations, a game based on stories.

Descriptive-narrative, role-playing and evaluative statements appear.

GAMES WITH RULES:

Games with rules are the link between learning and play, and they vividly reflect the connections and relationships of various types of children's play groups.

DIDACTIC GAMES These are educational games.

Their main purpose is to promote the assimilation and consolidation of knowledge, skills, abilities in children, the development of mental abilities.

Each didactic game has a specific didactic task, game actions and rules.

Didactic games, firstly, are a teaching method, and secondly, they are independent gaming activities.

They are widely used in the classroom, while the content of the game and its rules are subordinated to the educational tasks of the lesson.

The initiative for choosing and conducting the game belongs in this case to the educator (adult). As an independent gaming activity, they are carried out during extracurricular time.

In both cases, the teacher leads the game, but his role is different.

In the classroom, he teaches children how to play, introduces the rules and game actions, and in independent games of children he participates as a partner or arbiter, monitors relationships, and evaluates behavior.

There are three stages in the management of games:

Preparation - conducting - analysis of the results.

The preparation includes: selection of the game, places, determination of the number of participants, selection of the necessary material.

The educator (adult) must first study, comprehend the entire course of the game, its rules, leadership methods and his role.

Conduct: It is necessary to begin the explanation of the game with familiarization with its content, with didactic material (objects, pictures), after which the rules of the game are outlined and game actions are described.

The degree of adult participation in the game is determined by the age of the children, their level of training, the complexity of didactic tasks and game rules.

Sub summarizing: a crucial moment, an adult notes those who followed the rules well, helped their comrades, were active, honest.

GUIDE FEATURES:

younger age:

entertainment (something lies in a beautiful box), the use of a variety of game techniques, toys; a combination in the game of a mental task with active actions and movements of the child himself.

Repetition in different variants with gradual complication,

the selection of such didactic material so that children can examine it, actively act, play;

Explanation of the rules during the game;

Be sure to introduce the items that will be used, their properties;

When summing up, only positive aspects are noted.

average age:

selection of games in which knowledge about the properties and qualities of objects, their purpose is consolidated and refined;

The teacher continues to actively participate in the game, but more often the role of the leader is entrusted to children;

The rules of the game are explained before it starts, when summarizing the results, attention is focused on successes, even minor ones, word games, games for attention are more often organized.

senior age:

when selecting games, the main attention is paid to the degree of difficulty of the game rules and actions, they must be such that when they are performed, the children show mental and volitional efforts.

Competition motives take a big place:

The educator clearly, emotionally acquaints children with the content of the game, rules, actions, checks how they are understood, plays with children to consolidate knowledge, acts as an arbiter in independent activities. conflict situations, in some games, the teacher is limited to explaining the rules of the game before it starts.

The game rules are becoming more complex and numerous, so an adult, before offering a game to children, must himself master these rules and the sequence of actions well.

It is necessary to finish the game emotionally, in an organized way, so that the children want to return to it (playing forfeits, encouraging winners, reporting a new version of the game)

At the end of the game, it is necessary to evaluate not only the correct solution of game problems, but also their moral deeds, behavior,

think over the process of preparation and conduct: enriching children with relevant knowledge, selecting didactic material or making it together with the children, organizing the environment for the game, clearly defining your role.

in the preparatory group: the role of the leader, in most cases, is entrusted to the child.

Outside of classes, children are independent in choosing a game, the teacher acts as an adviser, judge.

In all groups, it is necessary to think over the connection of didactic games with other types of children's activities: creative, labor, with independent artistic activity (theme + planning).

EDUCATIONAL GAMES:

Before you introduce your child to educational games, be sure to play them yourself.

This gives an idea of ​​each game. You will know: which game to start with, how to supplement it, when and which game to introduce.

When playing with a child, do not get ahead of him, it is better to follow him with a slight lag.

Get children interested in the game by using game techniques - the first show can be accompanied by a "secret" or a fairy tale.

Meet each success with joy, praise, but do not overpraise, especially at an older age.

If the child does not want to play, do not force, but create conditions so that he has a desire.

During the game, do not make offensive remarks about the child - they cause irritation, disbelief in one's own strength, unwillingness to think and discourage interest.

The basic rule of educational games: an adult should not perform tasks for a child, prompt him.

You can not turn educational games into ordinary, always available toys. At the end of the game, they need to be removed to an inaccessible (but certain) place where the child can see the game.

You need to start the game with feasible tasks or easier parts of it.

Educational games can be used in the classroom: cognitive, REMP, fine arts; in the morning and evening to work with a subgroup of children and individual work.

OUTDOOR GAMES:

It is necessary to take into account the working conditions in each age group: the general level of physical and mental development, the level of development of motor skills: the state of health of each child; time of the year, daily routine, location of the game and the interests of children.

Outdoor games are becoming more complex, varying with the increasing awareness of children of their accumulation of motor experience.

JUNIOR GROUP: elementary in terms of rules and content, plot and plotless outdoor games are organized in which all children perform homogeneous roles or motor tasks with the direct participation of an adult; in games like "hide and seek" the main role is played by an adult (looking for children or hiding from them).

MIDDLE GROUP: it is already possible to play with the simplest competitions, both individual ("Who is faster") and collective. This gives an emotional coloring and teaches one to take responsibility for one's actions in a team.

SENIOR GROUP: games become more complicated in terms of content, rules, number of roles, introduction of new tasks for collective competition.

PREPARATORY GROUP: they play more complex outdoor games, as well as games with collective competition, relay race games, games with elements of sports games.

Depending on the content of the game, the order in which the game tasks are performed, it can be carried out either with all the children at the same time or with a small group. It is almost always possible to vary the ways in which the game is organized.

INTRODUCING THE NEW GAME

Familiarization with new game, explanation of its content require preparation. The content of some games must be disclosed in a preliminary conversation (not necessarily on the day of the game), for example, "Monkeys and hunters", "Wolf in the ditch".

Game explanation:

Non-plot game - should be short, precise and intonation-expressive. The teacher explains the sequence of game actions, indicates the location of children and game attributes, using spatial terminology (a guide to the subject in the younger and middle groups) and highlights the rules, then you can ask a few questions to check how the children understood the rules.

When conducting games with elements of competition, an adult clarifies the rules, game techniques, and conditions of the competition.

Sometimes you can give the game a sporty shape - choose captains, a judge.

In younger groups, you can explain the actions of children and the rules directly in the process of playing the game.

The plot game is the task of an adult to create a clear picture of the game situation in children, to highlight game images more clearly. To do this, you can use a toy, a story (especially in the younger group).

When repeating familiar games:

younger group - to recall the main roles and location of children.

the middle group - limit themselves to reminding the rules.

older age - to offer to remember the rules, the content of the game themselves, this contributes to the development of consciousness and independence, the actions performed and leads to the ability to play without the direct guidance of an adult.

Distribution of roles:

Sometimes an adult appoints a leader, guided by a certain pedagogical task (encouraging a newcomer, including a timid one in the game), or joins himself in the game as a leader or participant.

Uses counting rhymes or invites children to choose a leader. In the younger groups, the role of the leader is initially performed by the adult himself and does it emotionally, vividly, figuratively. Gradually, an individual role can be entrusted to the child, provided that space and direction of movement are limited.

An adult reports a violation of the rules before the game is played again.

An outdoor game ends with a general walk, gradually reducing the load or a sedentary game.

When evaluating the game, an adult notes its positive aspects, names the children who successfully performed the roles, and condemns the violation of the rules.

In older groups, an adult gradually leads children to the independent organization of outdoor games, monitoring its progress and especially the implementation of the rules.

When children know a lot of games and play them on their own, an adult can offer them creative tasks - come up with game options, changing the plot, rules; write a new game.

CONDITIONS FOR THE GAME:

In order for the upbringing of children in the game to be successful, it is necessary to create conditions: allocate enough time for games, organize a comfortable, calm environment, and pick up toys.

Games in the morning help create a cheerful cheerful mood for the whole day. Everyone can take their favorite toy, unite with their comrades. Sometimes children come with certain play intentions, continue the game started the day before. Children can return to the game they started after breakfast, between classes. You have to let the game continue. When choosing games, you should take into account the nature of the upcoming classes. Before a physical education class, calm games are desirable, and if the lesson requires a monotonous position, mobile ones.

For games in the group, time is allotted in the afternoon, and on the site - before lunch and in the evening. At this time, story games, construction games, dramatization games, outdoor and didactic games are organized.

In the group, you need to create an environment for conducting various games. Allocate a place for games with large building material so that children can save the building.

In younger groups, set aside a place for outdoor games with toys: children carry toys, roll them, run after each other.

Each toy must have a specific place. If the children want to continue playing after dinner or the next day, they should be allowed to leave the building with all the toys, provided they are arranged neatly (for example: "ship", "street"). In games on the site, children are also given all kinds of toys, but at the same time they take into account the peculiarities of the season. Before going for a walk, an adult invites the children to think about how they want to play and what they should take with them.

THEATER PLAY - CLASSIFICATION:

1) directing - the child is not actor, takes the role of an acting character (for example: under the recording of a fairy tale).

2) musical dramatization (may be a combination of theater types).

3) a theatrical game is a high-quality work on the image, it has a clear script, fixed images, roles.

4) improvisation - playing a theme without prior preparation.

Signs of a theatrical game: content (they must clearly know what they will play), the plot, the script, the role of the action and the relationship.

TASKS:

Junior group: develop interest; skills in working with flat and volumetric theater; Enrich the idea through literary works and musical and theatrical activities.

Show creativity in imitation games, learn to play small songs, fairy tales. With the help of toys made by adults (caregivers, parents) and older children in the presence of children.

Develop skills self use in games material for disguise, masks and musical instruments.

Middle group: introduce different types of theatres. Learn puppetry.

Learn the technique of showing various types of theater.

Senior group: To develop independence in the organization of theatrical games. To form artistic and speech performing skills. Learn to be in the role of a presenter, director, decorator. Build skills joint creativity in preparation for the performance.

Preparatory group: To form the need for creative activity, to develop artistry, the ability to reincarnate. Learn to play out stories, making new changes. Learn to invent fairy tales and beat them.

COMPLICATION OF TASKS IN TEACHING CHILDREN IN THEATERIZED ACTIVITIES

Junior group	middle group	Senior group	preparatory group
To interest and gradually involve children in theatrical and game activities.	Develop a steady interest in theatrical art.	To develop independence, individual characteristics and abilities of each child in theatrical activities.	To form the need for creative activity, artistry and the ability to reincarnate.
Get to know different types of theater	Deepen your acquaintance with different types of theatres.	Practice puppetry.	To form creative skills in the process of preparing and conducting a performance: The choice of the plot; Analysis of roles; Discussion of actors; Dialogue exercise; clarification of possible performers, attributes, scenery.
To teach driving voluminous toys and planar characters.	Learn to drive different characters.
To promote the development of speech and motor abilities in the transfer of the image.	Learn the basics of storytelling. Promote development independent creativity in the transfer of the image.	To teach children to be in the role of a presenter, director, decorator.

TYPES OF THEATERS:

Riding puppets (behind the screen)

gloves (medium)

bi-ba-bo (medium)

spoons (old)

reed doll (senior, preparatory)

stock (older)

puppet (older)

Outdoor theater:

puppets (senior, preparatory).

human dolls (senior, preparatory).

tablet dolls (senior, preparatory).

dolls with a "living hand" (senior, preparatory).

Table theaters:

from the younger group: magnetic, purchased, sawing, toys, cone, cylinder.

Bench:

stand-book (younger group).

flannelograph (younger group).

shadow (senior preschool age).

Other types:

junk material, on cubes - at any age.

Scenery: in all scenes, a universal scenery row is used (hut, forest, yard, sky) ("Hoop No. 4 for 2003").

Puppetry techniques (from the middle group).

is based on sketches - the doll slowly walks, crouches, is silent or speaks, the doll conveys the gait, two people meet, greet, say goodbye, talk.

Rules for working behind the screen:

1. The doll must move along one plane of the imaginary floor without falling down.

2. Forefinger, which is inserted into the head, should be slightly bent so that the head does not tilt back.

4. Pause is the most means of expression dolls.

5. You can not obscure another doll with a doll, strain your hand, otherwise the doll will shake.

6. Behind the screen you need to be in soft shoes.

7. You can not lean against the screen.

8. The screen must be made of thick fabric and down to the floor.

9. The gait of the doll will be correct if the child walks with it.

The management of children's play will be correct only when it allows preserving all the beauty of its creative character. Without exciting game there can be no country of childhood. The more varied more interesting games children, the richer and wider the world around them, the brighter and more joyful their life.

A COMPREHENSIVE GUIDE TO THE THEATER GAME

Enrichment of life experience	Enriching the gaming experience	Activation of communication between the teacher and children	Object - play space	Formation of children's communication skills with each other
Develop cognitive and speech abilities: Examination of pictures, generalization of concepts, CHL, speech exercises, didactic games, conversations, musical development: imitation of movements, rhythmoplasty. Visual activity, physical development. Articulatory gymnastics, tongue twisters, tongue twisters. The development of the emotional sphere.	Assistance in transferring knowledge to a conditional game plan, playing scenes in various theaters using movements accompanied by text; traffic; "masking by role" - the performance of secondary roles.	Direct participation of the teacher in theatrical activities, the use of problematic situations, training, the use of sketches, exercises to develop the expressiveness of speech, movements, participation in improvisations, preparation for the performance.	Types of theaters; - illustrations; - didactic games; - elements of costumes; Scenery; Children's fiction; Audio recordings; Use of musical works; Video films, computer technologies.	Communication games, games to correct negative manifestations. Building a sense of self-confidence. Instructions to help each other.

DEVELOPMENT OF EXPRESSIVE SPEECH IN PREPARATION FOR THEATER ACTIVITIES

younger age	Average age	older age
Onomatopoeia for heroes; Role Reading; verbal improvisation; Dialogues with toys.	Tongue Twisters; Animation of toys: "magic wand" (dialogue) The story of tongue twisters at a given pace, tone; Role reading.	Exercise: AT intonation expressiveness(change of intonation); In holding the breath during monologue and dialogue; Conducting dialogues of fairy-tale characters. Ability to put logical stress. Use games: unusual words”, “Spell for a fairy tale”, “Cheerful rhythm”; vocal sounding exercises: like a snail, like a machine gun, like a foreigner, like a robot, etc.

Formation of expressiveness of movements

younger age	Average age	older age	preparatory group
Imitative - imitative movements; Plastic (imagine and show); - formation of gestures: repulsion, attraction, opening, closing; Game: "Brook" with a different pace of movement; Game: "In truth and make-believe."	The state of the hero through a pose, gesture, gait. Transformation into animals with an increase in the task of movement: on ice, on a mountain, etc. Broadcast physiological characteristics (large - clumsy, small - smart) Showing the imaginary actions of the subject; The combination of movements of the legs, arms, torso. Etudes for the development of facial expressions, gestures, the transfer of an emotional state. Finger game training, pantomime elements (penguins are walking, horses are jumping, etc.)	Transfer of mood; Image of the gait of objects; - relaxation exercises; finger training; Movement training.	Pantomime; - game: "Where were we ..." Dialogues - pantomimes: a conversation between two foreigners, a quarrel, reconciliation, etc. Mystery pantomime; - talking with your hands (explain the way, show the profession, etc.), Finger pointing (stay where you are, come here) Show body parts.