The role of play in the upbringing and development of a preschool child. How games affect the development of a preschool child The role of games in child development

Preschool age covers the period from 3 to 6 - 7 years. The last year - approximately - of preschool age can be considered a transitional period from preschool to primary school age.

Preschool childhood is a very special period of a child's development. At this age, the entire mental life of the child and his attitude to the world around him are rebuilt. The essence of this restructuring lies in the fact that in the preschool age there is an internal mental life and internal regulation of behavior.

At preschool age, the number of activities that the child masters increases, the content of the child’s communication with the people around him becomes more complicated, and the circle of this communication expands. An important place in the life of the child begins to occupy a peer. At this age, the personality of the child is formed, i.e. the motivational-required sphere and self-consciousness are formed. Elements of labor and educational activities are also developing. However, the child has not yet fully mastered these types of activity, since the motives typical of a preschooler do not yet correspond to the specifics of work and learning as types of activity. The work of children consists in the fact that they carry out the instructions of adults, imitating them, expressing interest in the process of activity.

All the most important neoplasms originate and initially develop in the leading activity of preschool age - a role-playing game. A plot-role-playing game is an activity in which children take on certain functions of adults and, in specially created play, imaginary conditions, reproduce (or model) the activities of adults and the relationship between them. That is, in a role-playing game, the need to be like an adult is satisfied. The role-playing game is the most difficult type of activity that a child masters during preschool age. The main characteristic of the game is the presence of an imaginary situation. Along with the role-playing game, other types of games that are genetically related to the latter are also developing.

In the game, all the mental qualities and personality traits of the child are most intensively formed.

Game activity influences the formation of arbitrariness of behavior and all mental processes - from elementary to the most complex. In fulfilling a play role, the child subordinates to this task all his momentary, impulsive actions. Children concentrate better and remember more in the conditions of the game than on the direct instructions of an adult. A conscious goal - to concentrate, to remember something, to restrain an impulsive movement - is the earliest and most easily distinguished by a child in the game.

The game has a strong influence on the mental development of a preschooler. Acting with substitute objects, the child begins to operate in a conceivable, conditional space. The substitute object becomes a support for thinking. Gradually, play actions are reduced, and the child begins to act in the internal, mental plane. Thus, the game contributes to the fact that the child moves to thinking in terms of images and ideas. In addition, in the game, performing different roles, the child takes different points of view and begins to see the object from different angles. This contributes to the development of the most important mental ability of a person, which allows him to present a different view and a different point of view.

Role play is critical to the development of the imagination. Game actions take place in an imaginary, imaginary situation; real objects are used as others, imaginary; the child takes on the roles of imaginary characters. This practice of action in an imaginary space contributes to the fact that children acquire the ability for creative imagination.

The central moment of the role-playing game is the role that the child takes on. At the same time, he does not just call himself the name of the corresponding adult (“I am an astronaut”, “I am a mother”, “I am a doctor”), but, most importantly, he acts as an adult, whose role he has assumed and it seems to identify himself with him. Through the performance of a play role, the child is connected with the world of adults. It is the playing role in a concentrated form that embodies the connection of the child with society.

However, the game role in a developed form does not arise immediately and simultaneously. At preschool age, it goes through a significant path of its development. With the same plot, the content of the game at different stages of preschool age is completely different. The evolution of action goes the following way. First, the child eats with a spoon by himself. Then he spoon-feeds someone else. He then spoon-feeds the doll like a baby. Then he feeds the doll with a spoon, as a mother feeds a child. Thus, it is the relationship of one person to another (in this case, mother to child) that becomes the main content of the game and sets the meaning of the game activity.

The main content of the game of younger preschoolers is the performance of certain actions with toys. They repeatedly repeat the same actions with the same toys: “rub carrots”, “cut bread”, “wash dishes”. At the same time, the result of the action is not used by children - no one eats sliced ​​bread, and washed dishes are not put on the table. At the same time, the actions themselves are maximally deployed, they cannot be abbreviated and cannot be replaced by words. There are actually roles, but they themselves are determined by the nature of the action, and do not determine it. As a rule, children do not identify themselves by the names of the persons whose roles they have assumed. These roles exist in the actions rather than in the mind of the child.

In the middle of preschool childhood, the same game in terms of plot takes place differently. The main content of the game is the relationship between people, the roles that children have taken on. Roles are clearly defined and highlighted. Children call them before the game starts. Game actions are distinguished that convey attitudes towards other participants in the game: if porridge is put on plates, if bread is cut, then all this is given to the “children” for lunch. The actions performed by the child become shorter, do not repeat, and one action is replaced by another. Actions are no longer performed for their own sake, but for the sake of implementing a certain relationship to another player in accordance with the role taken on.

The content of the game of older preschoolers is the implementation of the rules arising from the role taken on. Children 6-7 years old are extremely picky about the implementation of the rules. Performing this or that role, they carefully monitor how their actions and the actions of their partners correspond to the generally accepted rules of behavior - it happens or it doesn’t happen: “Moms don’t do that”, “They don’t serve soup after the second”.

A change in the content of games with the same plot in preschoolers of different ages is revealed not only in the nature of the actions, but also in how the game begins and what causes children's conflicts. For younger preschoolers, the role is suggested by the subject itself: if a child has a pot in his hands, he is a mother, if a spoon is a child. The main conflicts arise due to the possession of the object with which the game action should be performed. Therefore, two “chauffeurs” often drive by car, and several “mothers” cook dinner. In children of middle preschool age, the role is formed already before the start of the game. The main quarrels over roles are who will be who. Finally, for older preschoolers, play begins with a contract, with joint planning of how to play, and the main debate is around “it happens or it doesn’t happen.”

In addition to the role-playing game, which is the main and leading activity of a preschooler, there are other types of games, among which are usually directed games, dramatization games, games with rules - mobile and board games.

Director's play is very close to role-playing, but differs from it in that it does not happen with other people (adults or peers), but with toys depicting various characters. The child himself gives roles to these toys, as if animating them, he himself speaks for them in different voices, acts with them and for them. Dolls, teddy bears, bunnies or soldiers become the protagonists of the child's game, and he himself acts as a director, managing and directing the actions of his "actors". Therefore, such a game was called a director's game.

In contrast, in a dramatization game, the actors are the children themselves, who take on the roles of some literary or theatrical characters. Children do not come up with the script and plot of such a game themselves, but borrow from fairy tales, films or performances. The task of such a game is to, without deviating from the well-known plot, reproduce the role of the character taken on as best and as accurately as possible.

Games with rules do not involve any particular role. The actions of the child and his relations with other participants in the game are determined here by rules that must be followed by everyone. Typical examples of outdoor games with rules are the well-known hide-and-seek games, tags, hopscotch, skipping ropes, etc. Board-printed games, which are now widely used, are also games with rules. All of these games are usually competitive in nature - unlike role-playing games, they have winners and losers. The main task of such games is to strictly follow the rules. Therefore, they require a high degree of voluntary behavior and, in turn, shape it. Such games are typical mainly for older preschoolers.

Special mention should be made of didactic games that are created and organized by adults and are aimed at the formation of certain qualities of the child. These games are widely used in kindergartens as a means of teaching and educating preschoolers.

But play is not the only activity in preschool. During this period, various forms of productive activity of children arise. The child draws, sculpts, builds from cubes, cuts. Common to all these activities is that they are aimed at creating a particular result, a product - a drawing, construction, application. Each of these activities requires mastering a special way of doing things, special skills and, most importantly, ideas about what you want to do.

Thus, new activities of the child appear at preschool age. However, the leading and most specific for this period is the role-playing game, in which all other forms of activity of the preschooler originate and initially develop.

The role of play in the upbringing and development of a preschool child

The game is one of the forms of manifestation of the activity of the individual, one of the types of activity.

A children's game is a way for children to reproduce the actions of adults and the relationships between them, aimed at understanding the surrounding reality.

During preschool childhood, the child is involved in various activities. But the game is a special kind of activity in terms of the possibilities that it opens up for the child. The role of play in the upbringing and development of a preschool child was revealed in the works of L. S. Vygotsky, S. L. Rubinshtein, N. N. Poddyakov and others.

The game is the most important sphere of self-expression of the child, the development of his "self". The game fully fulfills its developmental functions when it is an independent children's activity.

The game dates the child an opportunity for an emotionally rich entry into the life of adults based on the reproduction of their social relations. The game creates favorable opportunities for the development of self-assertion and self-esteem in the child.

In the game, the child begins to realize himself as a member of a certain team, for the first time a feeling of unity appears, the concept of “we” is formed. Children begin to evaluate each other, public opinion appears. Accordingly, thanks to the game, the children's group develops as a team.

The ability to be attentive to the point of view of another, to look at the world from his position is actively formed in the game. This stimulates the overcoming of children's egocentrism, the transition to a new stage of intellectual development.

In the process of organizing the educational activities of children, the educator makes extensive use of game technologies for teaching children (for example, logical-mathematical and didactic games). The game acts as a shell - a kind of frame for educational activities (for example, a travel game, etc.). Various game techniques are used in educational activities: actions with toys, game imitation of movements, actions, speech, game roles. These techniques support the attention of children, increase cognitive activity, stimulate manifestations of creativity.

Professionally important qualities of a teacher in relation to children's play activities:

* the ability to observe the game, analyze it, evaluate the level of development of game activity; to plan techniques aimed at its development;

* to enrich the impressions of children in order to develop their games;

* draw the attention of children to such impressions of their lives that can serve as the plot of a good game;

* be able to organize the beginning of the game;

*widely use indirect methods of guiding the game, activating the mental processes of the child, his experience, problematic game situations (questions, advice, reminders), etc. ;

* create favorable conditions for the transition of the game to a higher level;

* be able to get involved in the game on the main or secondary roles, establish play relationships with children;

* be able to teach the game in direct ways (showing, explaining);

* regulate relationships, resolve conflicts that arise during the game, give bright game roles to children with low sociometric status, include shy, insecure, inactive children in game activities;

* to offer new roles, game situations, game actions in order to develop the game;

*teach children to discuss the game and evaluate it.

Preschool childhood is a sensitive period of play. If at this time the child has played enough from the heart, then in the future he easily adapts to any situation, taking on different roles, for example, the role of a student.

Bibliography

1. Gogoberidze A. G., Derkunskaya V. A. Theoretical pedagogy. Guide for the student. - St. Petersburg. : Publishing house of the Russian State Pedagogical University im. A. I. Herzen, 2004.

2. Preschool pedagogy with the basics of methods of education and training. Textbook for high schools. Third generation standard / Ed. A. G. Gogoberidze, O. V. Solntsevoi. - St. Petersburg. : Peter, 2013.

3. Game and preschooler. The development of children of senior preschool age in play activities / Ed. T. I. Babaeva, Z. A. Mikhailova. - St. Petersburg. : Detstvo-press, 2004.

4. Kodzhaspirova G. M., Kodzhaspirov A. Yu. Dictionary of Pedagogy. - Moscow: ICC "MarT"; Rostov n / a: Publishing Center "Mart", 2005.

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The role of play in the speech development of a child of primary preschool age

The role of play in the speech development of a child of primary preschool age

Play occupies a huge place in the lives of preschool children. It is absolutely necessary both for the general mental development of the child, and specifically for the formation of his self-consciousness [T. N. Doronova 2006. - 208 p.].

In preschool pedagogy, the game has long been used to teach and educate children. It was an indispensable attribute of folk pedagogy. Its samples were passed on to the smallest children from generation to generation through adults and older children [T. N. Doronova, L. N. Galiguzova, L. G. Golubeva et al. 2007. - 303p. ].

Game is a multifaceted concept. It means occupation, rest, entertainment, fun, fun, competition, exercise, training in the process of which the requirements of adults to children, the requirements of children to themselves are brought up. As A. S. Vygotsky points out [L. S. Vygotsky 1966. - with. 17 – 25], A. V. Zaporozhets [A. N. Leontiev 1975. - 359s], A. N. Leontiev [A. N. Leontiev 1975.- 193s], A. A. Lyublinskaya [A. A Lyublinskaya 1972. - 256s], S. A. Rubenstein [L. S. Rubinstein T. 1. - p. 360-480, Vol. 2. -p. 78-89]., D. P. Elkonin [D. B. Elkonin 1978. - 304c] consider the game to be the leading activity of a preschooler.

The game is one of the types of children's activities that is used by adults in order to educate preschoolers, teaching them various actions with objects, methods and means of communication. In the game, the child develops as a personality, he forms those aspects of the psyche, on which the success of his educational and labor activities, his attitude towards people will subsequently depend. For example, in the game such a quality of the child's personality is formed as self-regulation of actions, taking into account the tasks of collective activity [M. G. Gening, N. A. German 1980. - 270s].

“For children of preschool age, games are of exceptional importance: a game for them is study, a game for them is work, a game for them is a serious form of education” - these words belong to the Russian teacher N. K. Krupskaya [N. K. Krupskaya, 1980. -263 p. ].

In preschool pedagogy, the game is considered as one of the most effective means of organizing the life of children and their joint activities. A child in childhood should play, the game for him is the norm. The game reflects the child's inner need for active activity. It acts as a means of understanding the world around, in the game children enrich their sensory and life experience, enter into relationships with each other and with adults, organize a children's gaming community.

The great importance of the game for the development of all mental processes and the personality of the child as a whole gives reason to believe that it is this activity that is leading at preschool age.

The game develops speech and thinking.

The game is impossible without verbal communication. Well-developed speech is a prerequisite for successful schooling.

The reason for the urgent need for the development of children's speech is the need for a person to communicate with the people around him, and in order for speech to be intelligible, understandable and interesting to others, it is necessary to conduct a variety of games, develop methods for conducting games so that children are interested in gaming activities.

For the development of children's speech in kindergarten, various games are held, both in the classroom and in the free activities of children.

Therefore, the role of play in the development of speech in preschool children occupies a leading place. Through playrooms, gyms, playgrounds and didactic games, special conditions are created in which a child develops speech in a playful way.

Significant experience is accumulated by the child in the game. From his play experience, the child draws ideas that he associates with the word. Play and work are the strongest stimuli for the manifestation of children's independence in the field of language; they should be primarily used in the interests of the development of children's speech.

With the objects presented in the game, the child comes into frequent repeated communication, as a result of which they are easily perceived, imprinted in memory. Each object has its own name, each action has its own verb [E. I. Tiheeva, 1981 - 52p. ].

The word is part of reality for the child. It follows from this how important it is, in the interests of stimulating the activity of children and the development of their language, to carefully organize their play environment, to provide them with appropriate selection of objects, toys, tools that will nourish this activity, and to develop their language on the basis of the enriched stock of concrete ideas. [E. I. Tiheeva, 1981 - 52p. ].

It is thanks to linguistic games that children develop a culture of communication and speech: the correct placement of stress in words, the clarity of pronunciation, the ability to correctly formulate sentences and their thoughts in general.

Therefore, the role of games in the development of speech remains relevant. With a child, you can start playing didactic games that stimulate the development of speech. They form coherent speech and memory, and also teaches mindfulness.

The role of games in the development of speech is colossal - with their help, vocabulary is replenished and formed. The game situation requires each child to have a certain level of development of speech communication. The need to communicate with peers stimulates the development of coherent speech.

According to teachers, the role of the game in the development of speech occupies an important place also because the game is not only entertainment, but also the creative work of the child, this is what he starts his life with. During the game, children learn not only the world around them, but also themselves, their place in the world.

There is a two-way connection between the game and speech: on the one hand, the child's speech develops and is activated in the game, on the other hand, the game itself is improved under the influence of speech.

The game is exactly the vector of movement in the educational space that implements educational, correctional, developmental and educational tasks, unites teachers, children and parents, meets the requirements of the educational policy of the state and new federal state standards.

The position of M. Montensori: "The game must be educational, otherwise it is an" empty game "that does not affect the development of the child" [S. A. Kozlova, T. A Kulikova, 2002.].

R. I. Zhukovskaya, D. V. Mendzheritskaya believe that the teacher plays the leading role in the game. The teacher enriches children's ideas about the environment by organizing classes, excursions, reading works of art and creating a subject-game environment. In this regard, methods of direct and indirect control of the game are being formed in pedagogy.

Direct guidance lies in the fact that the educator influences both the choice of the topic and the development of its plot, and helps the children to distribute roles, filling them with moral content. Indirect leadership is the indirect influence of the educator on the game through the introduction of toys, through the adoption of certain roles [R. I. Zhukovskaya, 1975. - 333p. ].

A number of authors (L. B. Baryaeva, A. P. Zarin, N. D. Sokolova) note that in the process of learning games, it is necessary to teach children to accompany game actions with speech, facial expressions, and gestures. In the learning process, a speech therapist teacher, educator, on the one hand, gives a model of correct, clear speech, and on the other hand, stimulates their own statements [L. B. Baryaeva, A. P. Zarin, N. D. Sokolova, 1996. - 95p. ].

The experience of speech therapists (Yu. F. Garkusha, V. I. Seliverstov, L. N. Usacheva, T. B. Filicheva, etc.) shows that the assimilation of knowledge, speech skills and abilities occurs more easily and firmly when the speech therapist includes various types of games and game situations in the learning process [Yu. F. Garkushi, 2002. - S. 44 - 47]. [L. N. Usacheva, 1983. - 24p. ]. [T. B. Filicheva, 2003. - 480s. ].

Thus, we found out that many studies have been devoted to the problem of the game of preschool children. Most teachers consider the game as a serious and necessary activity for the child, but each from his own point of view. The game is considered the leading activity of a preschooler. The game is one of the types of children's activities that is used by adults in order to educate preschoolers, teaching them various actions with objects, methods and means of communication. In the game, the child develops as a personality, he forms those aspects of the psyche, on which the success of his educational and labor activities, his attitude towards people will subsequently depend.

Game activity retains its significance and role as a necessary condition for the development of speech and the comprehensive development of their personality and intellect. On the other hand, shortcomings in sound pronunciation, limited vocabulary, violations of the grammatical structure of speech, as well as changes in the tempo of speech, its fluency - all this affects the playing activity of children, gives rise to certain features of behavior in the game. Without specially organized training, a game aimed at expanding the vocabulary and life experience of children does not arise on its own. Children receive their basic knowledge and impressions only in the process of purposeful play activity. The task of the teacher is to organize the management of the game, ensuring the maximum actualization of the child's opportunities. The completeness of the development of the game, and, consequently, its correctional value is increased under the condition of planning the teacher's influences. The speech of children in play activities develops faster, since the game is the leading activity of the preschool child, and the child spends most of his time playing various games. The game in speech development is an integral part of the life of a child of a younger preschooler. And the main thing in this is the participation of parents and educators, who can properly organize the games of children, suggest.

Bibliographic list

1. Vygotsky L. S. The game and its role in the psychological development of the child // Questions of psychology. - M .: Education, 1966. - p. 17 - 25.

2. Garkushi Yu. F., Correctional and pedagogical work in preschool educational institutions for children with speech disorders [Text] / Ed. Yu. F. Garkusha. - M. : Academy, 2002. - S. 44 - 47.

3. Gerbova VV Speech development in kindergarten: program and guidelines. M., 2007.

4. Gerbova VV Development of speech. 24 years. M., 2003.

5. Doronova T. N. Upbringing, education and development of children 3-4 years old in kindergarten: method. guide for educators working under the program "Rainbow" / comp. Doronova T.N. - M .: Education, 2006. - 208 p.)

6. Doronova T. N., Galiguzova L. N. The program "From childhood to adolescence" - M., 2007

7. Zhukovskaya, R. I. Raising a child in the game [Text] / R. I. Zhukovskaya. - M. Enlightenment, 1975. - 333 p.

8. Krupskaya N. K. The role of play in kindergarten. //Ped. op. - M. : 1980. -263 p.

9. Leontiev A. N. Word in speech activity. - M .: Thought, 1975.- 193s.,

10. Leontiev, A. N. Psychological foundations of preschool play [Text] / A. N. Leontiev. - M .: Education, 1983. - 323 p.

11. Lyublinskaya A. A. To the teacher about the development of the child. - M .: Education, 1972. - 256s.

12. Rubinshtein L. S. Fundamentals of general psychology: textbook. allowance: in 2 vols. vol. 1. - p. 360-480, 1988

13. Rubinshtein L. S. Fundamentals of general psychology: textbook. allowance: in 2 vols. vol. 2. -p., 78-89, 1988

14. Seliverstov V. I. Speech games with children [Text] / V. I. Seliverstov. - M. : VLADOS, 1994. - 344 p.

15. Tiheeva. E. I. Development of children's speech: E. I. Tikheeva. - M .: Education, 1681. - 159s.

16. Usacheva. L. N. Corrective orientation of the game activity of preschool children with general underdevelopment of speech (plot-role-playing game) [Text]: author. dis. cand. ped. Sciences / L. N. Usacheva. - M. : MGU, 1983. - 24 p.

17. Frolova A. N. Preschool pedagogy: lecture notes / Frolova A. N. - Rostov n / D: Phoenix, 2009. 251p.

18. Elkonin D. B. Psychology of the game - M .: Pedagogy, 1978. - 304 p.

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Parent meeting "The role of play in the development of preschool children"

Purpose: increasing the pedagogical competence of parents on the problem of play activities in preschool children

1. To form the concept of parents about the possibility of the game as a means for the development of intellectual and cognitive activity.

2. Stimulate the interest of parents for joint play activities with their own child.

3. Discuss the issue of organizing a play environment in a kindergarten and family; about the advantages and disadvantages of toys.

Participants: teachers, parents

Preparatory work:

memo on the game (appendix 1,

tips (appendix 2,

materials for creative work (Appendix 3,

Equipment:

Tables are arranged in a circle;

A selection of didactic games,

Event progress

1. Introduction

Many of us still remember our favorite toys and games. They kept remembering our children's games and fun, we "return" many years ago, to our childhood. In many families, toys are passed from generation to generation, these toys have a certain value - pleasant, good childhood memories.

In order for our conversation to be sincere and frank, I suggest you fill out a business card. On a business card, write your name, patronymic and draw a picture that matches your mood (sun, cloud, etc.)

Psychological warm-up "Smile"

I want to know: are you in a good mood? How to give it to other people without words at a meeting? How to express your good mood without words? Of course, with a smile. Smiled at the neighbor on the right, smiled at the neighbor on the left. A smile can warm with its warmth, show your friendliness and improve your mood.

Ball game.

1. What game did you play with your child recently?

2. If the child asks to play with him, your actions.

3. What games does your child play more often?

4. When choosing a new toy, what do you take into account, what are you guided by?

5. What games did you play as a child, do you tell your child?

6. If a toy breaks, what do you do in such cases?

7. Where does your child play at home. What conditions are created?

8. What are your child's favorite toys?

9. Who plays with the child more often: mom or dad?

2. “And here, in kindergarten, we play” (View presentation)

1. Didactic games - specially designed for children, for example, lotto to enrich knowledge and develop observation, memory, attention, logical thinking.

2. Outdoor games - diverse in design, rules, nature of the movements performed. They promote the health of children, develop movement. Children love outdoor games, listen to music with pleasure and know how to move rhythmically to it.

3. Building games - with sand, cubes, special building materials, develop constructive abilities in children, serve as a kind of preparation for mastering labor skills and skills in the future;

3. Exercise "I'll start, and you continue" - "The game is ..."

The game is (fun, interesting, exciting).

In order for the game to be interesting, educational, etc.

Any toy should be what (parents' answers)

1. aesthetic;

3. develop;

4. entertain the child.

4. Games in the kitchen

1. "Eggshell"

2. "Dough"

Sculpt whatever you want.

3. "Pasta"

Spread bizarre patterns on a table or sheet of paper, simultaneously studying shapes and colors.

4. "Semolina and beans"

Mix a certain amount, offer to choose beans from semolina.

5. Peas

Pour the peas from one cup to another. Sort: peas, beans

6. "Hercules"

Pour the cereal into a bowl and bury small toys in it. Let him find.

7. "Various small cereals"

Invite the child to draw grits pictures. For very small ones, pour the cereal from bowl to bowl with a spoon.

9. "Disposable cups"

You can insert one into the other, make pyramids of various heights.

10. Dry breakfast rings

Offer to lay out drawings from them or string them on strings - beads and bracelets.

Creative work of parents (Appendix 6).

We have now made sure that in the kitchen you can play with your child. I suggest that you make an artistic application from plasticine and various cereals yourself so that you can do it at home with your kids. Go to the table and take all the materials you need for work (parents perform the application to the music).

Be sure to show the kids your work at home and make it even better with them!

6. Final part.

The meeting is coming to an end. I would like to thank you for your participation, for taking the time to come to our round table meeting. I think that now each of you will be able to answer the question of our meeting: "The role of play in the life of a child."

Reflection:

1. Impression from the parent meeting.

2. What conclusions did you draw (statements of parents).

The game is the leading activity in preschool age, an activity that determines the development of the intellectual, physical and moral strength of the child. The game is not empty fun. It is necessary for the happiness of children, for their health and proper development. The game pleases children, makes them cheerful and cheerful. While playing, children move a lot: run, jump, make buildings. Thanks to this, children grow strong, strong, dexterous and healthy. The game develops children's ingenuity, imagination. Playing together, children learn to live together, give in to each other, take care of their comrades.

And in conclusion, I want to tell you: Let's play together with our children as often as possible. Remember, the game is a great source of strengthening the physical, spiritual and emotional well-being of the child. Explore the world with your child! See you soon!

Appendix 1.

Tips for adults

1. Practice is important for the game. Play with your children as often as possible!

2. Welcome the display of any feelings, but not any behavior.

4. Pay special attention to non-playing children.

Playing with a child will teach us:

Speak to the child in his language;

To overcome the feeling of superiority over the child, his authoritarian position (and hence egocentrism);

Revive childish traits in yourself: spontaneity, sincerity, freshness of emotions;

Discover the way of learning through imitation of patterns, through emotional feeling, experience;

Love children for who they are!

Appendix 3

Materials for the creative work of parents.

1. Eggshell.

2. Pasta.

3. Semolina and beans.

5. Hercules.

6. Various small cereals.

7. Dry breakfasts "Rings", etc.

8. Plasticine.

9. Cardboard blanks (circle, oval, square)

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The role of the game in the development of a preschooler - Consultations for educators - Methodical piggy bank - MADOU "Birch"

The role of play in the development of a preschooler

THE ROLE OF GAME IN THE DEVELOPMENT OF PRESCHOOL CHILDREN

In any preschool program, the basis of the educational process is made up of various types of child activities that are most conducive to solving developmental problems at this age stage. These types of activities that develop a preschooler usually include:

Communication

Elements of learning activity

Cognitive research activity (experimentation).

At present, much attention has been paid to the organization of gaming activities in kindergarten in connection with the introduction of FGT requirements into preschool education. Federal government regulations also define play as the preschooler's leading activity. Functional features of the game:

Polyfunctionality - the ability to provide the individual with the position of the subject of activity instead of a passive "consumer" of information, which is extremely important for the effectiveness of the educational process.

The game refers to an indirect method of influence: the child does not feel himself an object of influence of an adult, he is a full-fledged subject of activity.

The game is a means where education turns into self-education.

The game is closely connected with the development of the personality, namely, during the period of its especially intensive development in childhood, it acquires special significance.

In the early, preschool years of a child's life, play is the type of activity in which his personality is formed.

What does play give children? The game gives:

Freedom (the game is not a task, not a duty, not a law. You cannot play by order, only voluntarily);

Break in everyday life;

Exit to another state of mind;

Order (the system of rules in the game is absolute and undeniable. It is impossible to break the rules and be in the game);

Enthusiasm (there is no partial benefit in the game. It intensively involves the whole person, activates his abilities);

Ability to create and rally a team;

An element of uncertainty that excites, activates the mind, tunes in to the search for optimal solutions;

The concept of honor;

The concept of self-restraint and self-sacrifice in favor of the team, since only a "played" team will achieve success and perfection in the game.

Physical improvement;

The opportunity to show or improve their creative skills in creating the necessary game paraphernalia;

The development of the imagination, as it is necessary to create new worlds, myths, situations, rules of the game;

The opportunity to develop your mind, because it is necessary to build an intrigue and implement it;

The joy of communicating with like-minded people;

The ability to navigate in real life situations, playing them repeatedly and, as it were, for fun in your own fictional world.

The child plays because it develops and develops because it plays.

Game requirements:

The game should be based on the free creativity and amateur performance of children;

The game must be accessible; goals of the game - achievable; and the design is colorful, varied;

An obligatory element of each game is its emotionality (the game should cause pleasure, cheerful mood, experience of dealing with negative emotions);

Mandatory moment of competition between teams or individual participants.

In order for the game to be an effective means of developing and educating a child, the following conditions must be met when organizing and conducting games:

Emotional (to attract the child, give him pleasure, joy);

Cognitive, educational (the child must learn something new, learn something, decide, think);

Games should be socially oriented.

Based on the foregoing, let us dwell on modern approaches to the classification and typification of games in preschool age.

More details on the website dsberezka.ucoz.net

Parent meeting Topic: "The role of play in the development of preschool children"

Sun, 04/06/2014

MBDOU d / s No. 29 "Crane", Surgut

Event form: round table

Target: increasing the pedagogical competence of parents on the problem of playing activity in children of middle preschool age

Tasks:

1. To form the concept of parents about the possibility of the game as a means for the development of intellectual and cognitive activity.
2. Stimulate the interest of parents for joint play activities with their own child.
3. Discuss the issue of organizing a play environment in a kindergarten and family; about the advantages and disadvantages of toys.

Members: educators, parents

Preparatory work: survey of parents (Appendix 1) ,

individual invitations (appendix 2) ,

reminders for parents (Appendix 3) ,

game reminder (Annex 4) ,

adviсe (Annex 5) ,

materials for creative work (Annex 6) ,

group design, musical accompaniment.

A selection of didactic games, "Dyenes Logic Blocks";

On a separate table - cards and equipment for the creative work of parents;

Record player.

The opening speech of the educator, he opens the parent meeting, announces the agenda, introduces the order of its conduct.

1.Introductory part

- Good evening, dear parents! We are glad to meet you at our round table. Today we will talk with you about children's games, toys, about their significance in the knowledge of the world around them, about their influence on the development of our children.

Many of us still remember our favorite toys and games. They kept remembering our children's games and fun, we "return" many years ago, to our childhood. In many families, toys are passed from generation to generation, these toys have a certain value - pleasant, good childhood memories.

In order for our conversation to be sincere and frank, I suggest you fill out a business card. On a business card, write your name, patronymic and draw a picture that matches your mood (sun, cloud, etc.)

Psychological warm-up "Smile"

I want to know: are you in a good mood? How to give it to other people without words at a meeting? How to express your good mood without words?

Of course, with a smile. Smiled at the neighbor on the right, smiled at the neighbor on the left. A smile can warm with its warmth, show your friendliness and improve your mood.

Ball game.

Please answer questions honestly and frankly.

1. What game did you play with your child recently?
2. If the child asks to play with him, your actions.
3. What games does your child play most often?
4. When choosing a new toy, what do you take into account, what are you guided by?
5. What games did you play as a child, do you tell your child?
6. If a toy breaks, what do you do in such cases?
7. Where does your child play at home? What conditions are created?
8. What are your child's favorite toys?
9. Who plays with the child more often: mom or dad?

This topic “The role of play in the development of preschool children” was not chosen by chance, because each of you dreams that the child will grow up smart, independent, so that in the future he will be able to take a worthy place in society. Children are brought up in games in the same way as in other activities.

By fulfilling this or that game role, they are, as it were, preparing themselves for the future, for the serious life of adults. We can say that the game for the baby is a time machine: it gives him the opportunity to live the life that he will have in many years. The value of the game, its influence on the development of the child's personality is difficult to overestimate.

Like a magic wand, play can change the way children feel about everything. The game can rally the children's team, include closed and shy children in active activities, and instill conscious discipline in the game.

2 .Analysis of the survey results (Appendix 1)

In preparation for our meeting, we conducted a survey of parents. (Statements of the educator on the analysis of questionnaires.)

3 .« And here, in kindergarten, we play” (View presentation)

1. Didactic games- specially designed for children, for example, lotto to enrich knowledge and to develop observation, memory, attention, logical thinking.
2. Outdoor games- diverse in design, rules, nature of the movements performed. They promote the health of children, develop movement. Children love outdoor games, listen to music with pleasure and know how to move rhythmically to it.
3. Construction Games- with sand, cubes, special building materials, develop constructive abilities in children, serve as a kind of preparation for mastering labor skills and skills in the future;

4. Role-playing games- games in which children imitate everyday, labor and social activities of adults, for example, games in a kindergarten, hospital, daughter-mothers, a store, a railway. Story games, in addition to cognitive purpose, develop children's initiative, creativity, observation.

5. Musical toys- rattles, bells, bells, pipes, metallophones, toys depicting pianos, balalaikas and other musical instruments.

What can musical toys develop in a child? Musical toys contribute to the development of speech breathing, hearing.

6. Theatrical toys- bi-ba-bo puppets, finger theater, table theater.

Do children need these toys? (parents' answers)

These toys develop speech, imagination, teach the child to take on a role.

In the game, the child acquires new and clarifies the knowledge he already has, activates the dictionary, develops curiosity, inquisitiveness, as well as moral qualities: will, courage, endurance, the ability to yield. He formed the beginning of collectivism.

The child in the game depicts what he saw, experienced, he masters the experience of human activity. The game brings up an attitude towards people, towards life, a positive attitude of games helps to maintain a cheerful mood.

Adults, playing with children, enjoy themselves and bring great joy to the children.

4. "Let's play together" - the practical part.

We offer to play with logical cubes and Gyenesh blocks. We successfully use the didactic material "Logic Blocks", developed by the Hungarian psychologist and mathematician Gyenesh. The educational game is designed for children from 2 to 10 years old.

While playing, children are able to comprehend complex mathematical and logical operations. Gyenesh logic blocks are games based on a set that consists of 48 geometric shapes - four shapes (circles, triangles, squares, rectangles); three colors (red, blue and yellow); two sizes (large, small); two volumes (thick, thin). Purpose of games:

• Familiarization of children with geometric shapes and the shape of objects, size
• Development of thinking skills: compare, analyze, classify, generalize, abstract, encode and decode information
• Mastering the elementary skills of the algorithmic culture of thinking
• Development of cognitive processes of perception of memory, attention, imagination
• Development of creative abilities.

Let's play the game "Treat for the cubs" (the teacher explains the sequence of actions of the game).

Exercise “I will start, and you will continue” - “The game is ...”

Any toy should be what? (parents answer)

1. aesthetic;

2. safe (in terms of paint, material quality);

3. develop;

4. entertain the child.

5. Kitchen games

And now we'll play a little more. I ask everyone to take part. We have prepared questions for you. (There are leaflets with questions in the vase.)

The whole family spends a lot of time in the kitchen, especially women. What do you think, is it possible for a child to find something to do there? What can a child do with the following materials? (parents pull notes from a vase)

(Music sounds, the vase moves in a circle. The music stops, the one in whose hands the vase was in answers. Those who wish can complete the answer.)

1."Eggshell"

Crush the shell into pieces that the child can easily pick up with his fingers. Apply a thin layer of plasticine to the cardboard - this is the background, and then invite the child to lay out a pattern or pattern from the shell.

2."Dough"

More details on the website tmndetsady.ru

in the development of musical creativity of a preschool child"

Material prepared:

highest qualification category

Khomichuk N. N.

1. The relevance of creativity for preschool children lies in the non-standard form of creative manifestation of one's "I", self-realization, creative courage. This is the natural behavior of a child in his imaginary creative world.

Creativity is the ability to be creative, the ability to come up with something, generate unusual ideas, and find a non-standard solution. This is the ability to respond to the need for new approaches, new ideas, the creation of a "new creative product." A creative person is a creatively gifted person, a dreamer, an inventor.

1. Classification of creative creative games, music lessons.

Creative creative games are divided into:

• Vocal exercises and warm-ups;
• Musically - creative games and tasks;
• Vocal-motor games;
• Non-standard figurative speech games (imitative games.);
• Bioenergetic charging (game self-massage.);
• Special game tasks (articulatory gymnastics, pantomimic exercises, game-rhythm, breathing exercises.).

A creative musical lesson consists of elements of musical and creative games, or is completely built on non-standard exercises, special tasks.

Here are some examples of creative games.

Creative games, tasks

Everyone is well aware that in order to develop a sense of rhythm, tact, musical ear and memory in children, it is necessary to closely acquaint them with musical games from an early age. The musical creative game is based on inspiration, passion, fascination, intensity of experiences. This is a direct bridge of fiction from imagination to reality.

Here is an example of creative games:

"Musicians".

This is a game with the use of any musical instruments of the same or different timbre (tambourines, sounding hammers, cubes, sticks, etc.).

Purpose of the game: development of timbre memory.

Three subgroups of children participate in the game, and the driver - the driver can be a child or an adult.

1. First stage of the game:

The driver is an adult. The task of the leader is to set the rhythm to any subgroup of children, in turn, the performers (children) must reproduce the rhythm on musical instruments. The first stage of the game is held within 2 - 3 lessons.

Second stage of the game:

The child who accurately reproduces the rhythm becomes the driver. Performers (children) repeat the same rhythmic pattern, but exactly copied. The second stage of the game is also held for 2-3 lessons.

The third stage of the game is called "Interruptions". Leading - soloists, any subgroup of children. They set the rhythm for another subgroup of children in this order:

• The soloist of the 1st subgroup performs the rhythm;
• The rhythm is repeated by its subgroup of children;
• The rhythm is repeated by the 2nd subgroup of children;
• The soloist of the 2nd subgroup sets his rhythm;
• Children of the 2nd subgroup repeat the rhythm of their leader;
• Children of the 1st subgroup repeat the given rhythm.

The third stage of the game is also held for 2-3 lessons.

The fourth stage of the game is called "Soloists".

Drivers - several soloists (4-5 people) from different subgroups. They choose one of the musical instruments and play their own rhythm. An unusual melody is formed from various rhythmic patterns. The result is a percussion orchestra:

Rhythms we will now compose,

How many musicians

So many talents!

This game in the lesson can be used no more than two times, as this is a long training. As musical instruments, you can use everything that can produce any kind of ringing, noise, rustle, rattling, etc.

Such an unusual orchestra will decorate with its sound, for example, the song "The World is Like a Colored Meadow", music by V. Shainsky. In this song, hand clapping can be replaced by a rhythm on a triangle, a chromatic metallophone, a children's electric musical instrument.

We are all familiar with such dances as samba, rumba, macarena. All of them are based on Latin American rhythms.

For this game, you need to make tools with your own hands - maracas are small plastic bottles for carbonated drinks, baby food, which are filled with small bulk items - rice, sand, small pebbles, peas, bones. The bottle is closed with a lid and put on a stick.

The prototype of this instrument is the Latin American chocalo instrument, which is a kind of wooden cylinder. In this game, children's maracas, drums and a Latin American ensemble are ready. And then you can read an excerpt from the poetic tale of Korney Chukovsky "Africa":

Imagine that

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7. Cardboard blanks (circle, oval, square)

Event progress

The song "Where does childhood go" sounds.

1. Introduction

- Good evening, dear parents! We are glad to meet you at our round table. Today we will talk with you about children's games, toys, about their significance in the knowledge of the world around them, about their influence on the development of our children.

Many of us still remember our favorite toys and games. They kept, remembering our children's games and amusements, we "return" many years ago, to our childhood. In many families, toys are passed from generation to generation, these toys have a certain value - pleasant, good childhood memories.

Magic ball game

The teacher offers to play a little. Unwinding and passing the ball to each other, parents tell what games they play with their children at home. Then the ball comes back. Rolling it up, parents tell what it means for a child to play

2. Speeches of the educator

What are our children playing?

Today, we will talk about what our children play. Why does a child need to play? What games bring up and how, and what games are harmful? Do children know how to rejoice, sympathize during the game? Why about this: we invite you to talk?

Yes, because our modern boys and girls, those for whom play is a vital necessity and a condition for development, stop playing. And those games that children play have become sad, aggressive.

The chain of transmission of the game tradition from one children's generation to another was interrupted. Where are they - salki, Cossack robbers, blind man's buff, bast shoes and other children's pranks, joys. All of them with counting rhymes, songs, chants - the greatest wealth of our culture, were preserved and passed on from mouth to mouth.

3. Game - task "Chips"

The educator offers to remember the parents' family evenings and give them self-esteem. If they do as the offer says, they put up a red chip, not always a yellow one, never a blue one.

Game questions:

Every evening I spend time playing with the children.

Talking about my childhood games

If a toy breaks, I fix it with my child

Having bought a toy for a child, I explain how to play with it, showing different options for playing

I listen to the child's stories about games and toys

I do not punish the child with a game, a toy, I do not deprive him of a game or a toy for a while

I often give a child a toy

Generalization:

If there are more red chips on the table, then there are always games in your house. Play with your child as equals. Your baby is active, inquisitive, loves to play with you.

After all, the game is the most interesting thing in the life of a child.

The game is serious. “What a child is at play, so in many ways he will be at work when he grows up. Therefore, the upbringing of the future figure takes place primarily in the game. And the whole history of an individual as a doer and worker can be represented in the development of play and in its gradual transition to work...” This idea belongs to A. Makarenko, a wonderful teacher who emphasized the great importance of children's play.

Pay attention to the easel on which the motto of our meeting is placed. You see the following words: "interest", "pleasure", "development". These are the key concepts of game activity. He is interested and

This means that knowledge and development occur easily and with pleasure.

This topic “The role of play in the development of preschool children” was not chosen by chance, because each of you dreams that the child will grow up smart, independent, so that in the future he will be able to take a worthy place in society. Children are brought up in games in the same way as in other activities.

By fulfilling this or that game role, they are, as it were, preparing themselves for the future, for the serious life of adults. We can say that the game for the baby is a time machine: it gives him the opportunity to live the life that he will have in many years. The value of the game, its influence on the development of the child's personality is difficult to overestimate.

Like a magic wand, play can change the way children feel about everything. The game can rally the children's team, include closed and shy children in active activities, and instill conscious discipline in the game.

3. “And here, in kindergarten, we play” (View presentation)

1. Didactic games - specially designed for children, for example, lotto to enrich knowledge and to develop observation, memory, attention, logical thinking.

2. Outdoor games - diverse in design, rules, nature of the movements performed. They promote the health of children, develop movement. Children love outdoor games, listen to music with pleasure and know how to move rhythmically to it.

3. Construction games - with sand, cubes, special building materials, develop constructive abilities in children, serve as a kind of preparation for mastering labor skills and skills in the future;

4. Role-playing games - games in which children imitate everyday, labor and social activities of adults, for example, games in a kindergarten, hospital, daughters, mothers, a store, a railway. Story games, in addition to cognitive purpose, develop children's initiative, creativity, observation.

5. Musical toys - rattles, bells, bells, pipes, metallophones, toys depicting pianos, balalaikas and other musical instruments.

What can musical toys develop in a child? Musical toys contribute to the development of speech breathing, hearing.

6. Theatrical toys - bi-ba-bo dolls, finger theater, table theater.

Do children need these toys? (parents' answers)

These toys develop speech, imagination, teach the child to take on a role.

In the game, the child acquires new and clarifies the knowledge he already has, activates the dictionary, develops curiosity, inquisitiveness, as well as moral qualities: will, courage, endurance, the ability to yield. He formed the beginning of collectivism.

The child in the game depicts what he saw, experienced, he masters the experience of human activity. The game brings up an attitude towards people, towards life, a positive attitude of games helps to maintain a cheerful mood.

Adults, playing with children, enjoy themselves and bring great joy to the children.

3. "Let's play together" - the practical part.

Exercise “I will start, and you will continue” - “The game is ...”

The game is (fun, interesting, exciting ...).

In order for the game to be interesting, educational, etc.

Any toy should be what? (parents' answers)

1.aesthetic;

2. safe (in terms of paint, material quality);

3. develop;

4. entertain the child.

4. Games in the kitchen

And now we'll play a little more. I ask everyone to take part. We have prepared questions for you. (There are leaflets with questions in the vase.)

The whole family spends a lot of time in the kitchen, especially women. What do you think, is it possible for a child to find something to do there? What can a child do with the following materials? (parents pull notes from a vase)

(Music sounds, the vase moves in a circle. The music stops, the one in whose hands the vase was in answers. Those who wish can complete the answer.)

1. "Eggshell"

Crush the shell into pieces that the child can easily pick up with his fingers. Apply a thin layer of plasticine to the cardboard - this is the background, and then invite the child to lay out a pattern or pattern from the shell.

2. "Dough"

Material from the site nsportal.ru

MindGame.info: Article - What is the role of play in child development?

“The game is of great importance in the life of a child, almost the same as an adult has an activity, work, service. What a child is at play, so in many ways he will be at work when he grows up. Therefore, the upbringing of the future figure takes place, first of all, in the game.

A. S. Makarenko

The role of play in child development

To paraphrase the famous poem by S. Mikhalkov about mother, let's say: "Different games are needed, different games are important ...". Because the role of the game in the development of the child is huge!!!

The definition of the concept of "game" has not yet been developed by science and practice. The game is a type of activity and a form of occupation, it is life as it is and an imitation of life, it is competition and construction, etc.

A game is a special form of mastering reality through its reproduction, modeling. The child in the game learns the world and people through substitutes, models of real objects - toys.

What is the role of play in early childhood development?

For a child from one to three years old, play is manipulation with objects. Through the game with objects, the child learns the surrounding objective world.

Playing in the kitchen while mom cooks, the child learns the purpose of various kitchen utensils and the names of their favorite (or least favorite) food.

Playing with mom in educational toys (pyramids, liners, cubes, etc.), the child’s fine motor skills, thinking, memory, and attention develop.

And this game also teaches you to communicate about toys and activities, rejoice in success, persevere in achieving results, follow the instructions of adults, correlate your actions with the actions of your parents.

What is the role of play in the development of a preschool child?

For a preschooler, play is the most important activity. At this age, the child lives in the game.

In addition to playing with objects, another necessary type of game appears at this age - a role-playing game. This is a game in which children assume the roles of adults and in a generalized form reproduce the activities of adults.

For example, these are games of “daughter-mother”, “shop”, “hospital”, “school”, etc. The main task of such a game is to “play a role” correctly, i.e. conform to adult behavior patterns.

These games are a direct reflection of what children see in their daily lives. One girl, playing the role of a mother, gently strokes the child before going to bed, and the other screams at him for spilled tea on the table.

And also modern children play in the "holiday feast", famously clinking glasses with toy glasses. Or in killers and policemen, or in glamorous beauties, at whose feet "men fall like that." There are fewer and fewer fairy princesses waiting for the prince, and fewer knights in search of victory over the dragons.

And the children themselves are less and less likely to play with each other. More often side by side, but alone. Because they don’t know how: there is more and more one child in the family, there is no time for parents to play with him, there is little time to play on playgrounds, and mothers are constantly vigilant.

What is the role of play in the development of a preschool child? It is in role-playing games that such important qualities for a child develop as the ability to manage their attention and memory, remember and adhere to the rules, plan their activities and anticipate the result, develop observation and imagination.

And the story-swarm game is a huge field for the manifestation of vivid emotions of a preschooler, as well as an opportunity to look at the world through the eyes of another, which is important for overcoming children's egocentrism.

What is the role of play in the development of a school-age child?

The game does not disappear from the life of a student, it is transformed. Students can play with toys and role-playing games. There is a desire to play intellectual games, board games.

More and more schoolchildren are getting involved in computer games.

For a school-age child, outdoor games are very useful. These are hide-and-seek, tag, ball games, jump rope, etc. Team games - volleyball, basketball, football, etc.

During these games, children learn to follow the rules of the game, develop the skills of behavior in a team.

What is the role of play in the development of a school-age child? A game for a child of school age is not a school of life, as for a preschooler. For schoolchildren, the game is a rest and switching activities.

So what is the role of play in child development? Huge! Large-scale!

Therefore, one should not look at the game as fun or an empty pastime, according to the principle "whatever the child amuses ...".

The game in the life of the child plays the role of the main instrument of development and education (on the part of the parents) and the soil, foundation, fabric of life itself (for the child himself). You can read about this in the book "ANTINANNYA, or How to raise a happy, healthy and self-confident child, saving time for personal life and career."

In order for the child to develop in the game, it is necessary to avoid overprotection of the child and provide him with more space and independence. Children whose desire for independence is not sufficiently developed do not know how to play or play reluctantly, little and poorly.

What is the role of play in child development? Play seriously with your child and you will know it.

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The influence of the game on the development of the child's personality lies in the fact that through it he gets acquainted with the behavior and relationships of adults, who become a model for his own behavior and in it acquires the basic communication skills, the qualities necessary to establish contact with peers. Capturing the child and forcing him to obey the rules contained in the role he has taken on, the game contributes to the development of feelings and volitional regulation of behavior. When a child plays this or that role, he is not only fictitiously transferred into another's personality, taking on the role and entering it, he expands, enriches, deepens his own personality. The importance of play for the development of not only imagination, thinking, will, but also the personality of the child as a whole is based on this relation of the child's personality to his role.

The personality and its role in life are closely interconnected; and in the game through the roles that the child takes on, his personality is formed and develops, he himself.

The game is closely connected with the development of the personality, and it is during the period of its especially intensive development - in childhood - that it acquires special significance.

In the early years of a child's life, play is the type of activity in which his personality is formed. The game is the first activity that plays a particularly significant role in the development of the personality, in the formation of its properties and the enrichment of its internal content, moral and volitional qualities.

In the process of development, personal significance and attractiveness are usually acquired, first of all, by those actions and those manifestations of the personality that, having become accessible, have not yet become everyday. It is precisely the new acquisitions of development that have just come into being and not yet consolidated, as something customary, that come into play par excellence.

Entering the game and performing in it over and over again, the corresponding actions are fixed; while playing, the child masters them better and better: the game becomes for him a kind of school of life.

As a result, he develops during the game and receives preparation for further activities. He plays because he develops, and develops because he plays. The game is the practice of development.

All aspects of the child's personality are formed in the game, significant changes occur in his psyche, preparing the transition to a new, higher stage of development.

Various forms of adult activity serve as models that are reproduced in children's play activities. Games are organically connected with the entire culture of the people; they draw their content from the work and life of those around them.

The game prepares the younger generation to continue the work of the older generation, shaping and developing in it the abilities and qualities necessary for the activities that they will have to perform in the future.

The first human needs and interests of the child are manifested and satisfied in the game; manifesting themselves, they are formed in it at the same time. All aspects of the child's psyche are formed in the game.

In the game, the child develops an imagination that includes both departure from reality and penetration into it. The ability to transform reality in an image and transform it in action, to change it, are laid down and prepared in a game action; in the game the path is laid from feeling to organized action and from action to feeling; in a word, in the game, as in a focus, they gather, manifest in it and through it all aspects of the mental life of the individual are formed; in the roles that the child, playing, assumes, expands, enriches, deepens the very personality of the child. In the game, to some extent, the properties necessary for learning at school are formed, which determine the readiness for learning.

Play is a particularly spontaneous quality of the child, and at the same time, all of it is based on the relationship of the child with adults.

From communication with adults, the child draws the motives of his games. At the same time, especially at first, a significant role in the development of games belongs to the imitation of the actions of adults surrounding the child.

Subsequently, the game, especially in adults, having separated from non-playing activities and becoming more complicated in its plot content, completely goes to the stage, to the theater, to the stage, to the stage, separating itself from life like a ramp, and takes on new specific forms and features.

The game becomes art. This art requires a lot of special work on yourself. Art becomes a specialty, a profession. The game here turns into work.

The internal character and results of the development that takes place in the process of play depend on what content play acquires by reflecting the adult life surrounding the child.

Thus, the play activity of a preschooler develops under the influence of education and training, its level depends on the acquired knowledge and instilled skills, on the formed interests of the child. In the game, the individual characteristics of children are manifested with particular force, which also affect their development.

The value of play activity lies in the fact that it has the greatest potential for the formation of a children's society. It is in the game that the social life of children is most fully activated; like no other activity, it allows children at the very early stages of development to create various forms of communication on their own. In the game, as in the leading form of activity, mental processes are actively formed or rebuilt, starting from the simplest and ending with the most complex. In play activity, especially favorable conditions are formed for the development of intellect, for the transition from visual-active thinking to elements of verbal-logical thinking. It is in the game that the child develops the ability to create systems of generalized typical images and phenomena, to mentally transform them.

4. Goals, objectives, content of play activities for preschoolers.

Play is a favorite activity for preschoolers. And no matter how important classes, preparation for schooling, the nature of the child requires the realization of the need for play. The game gives for the development of the child: the ability to act in terms of ideas, thanks to which the development of productive imagination takes place; navigate in the field of human relations; coordinate their actions with others, the constantly changing environment of the game requires coordination of the efforts of its participants, which contributes to the development of cooperation, communication between children; find ways out of various life situations, flexibility, development of psychological stability, joyful and benevolent emotional background.

Target: disclosure of the child's personality, development of his creative potential through the development of gaming activities.

Tasks:

• To ensure the development in children of versatile ideas about reality and the ability to use these ideas to create new game plots.
• Contribute to the emergence of friendly partnerships and gaming associations of interest in the game, teach children to independently negotiate with each other, fairly distribute roles and resolve conflicts themselves in an ethically acceptable form.
• Give time and place to play.
• The development of speech activity of preschoolers, the ability to be creative in the game.
• Create conditions for joint play activities of children and adults

In its origin and content, the game is a social phenomenon, due to the development of society and its culture. These are special forms of a child’s life in society, an activity in which the child plays the role of adults in play conditions, reproduces their life, work, relationships; a form of knowledge of the world, leading an activity in which the child satisfies his cognitive, social, moral, aesthetic needs.

5. Characteristics of the problems of the role-playing game in modern society.

Preschool childhood is an age stage that decisively determines the further development of a person. It is generally recognized that this is the period of the birth of the personality, the initial disclosure of the creative powers of the child, the formation of the foundations of individuality. The most important condition for the development of preschool children is the development of play activities.

The game is a valuable form of activity of a preschool child. Replacing the game with other activities impoverishes the personality of a preschooler, hindering the development of the child's imagination, and hinders the development of communication both with peers and with adults.

The game occupies a strong place in the system of physical, moral, labor and aesthetic education of preschoolers. The personal qualities of a child are formed in vigorous activity, and above all in the one that becomes the leading one at each age stage, determines his interests, attitude to reality, especially relationships with people around him. At preschool age, such a leading activity is the game. Already at the younger age levels, it is in the game that children have the greatest opportunity to be independent, communicate with their peers at will, realize and deepen their knowledge and skills.

The older the children become, the higher the level of their general development and upbringing, the more significant is the pedagogical focus of the game on the formation of behavior, the relationship of children, and the education of an active position.

An important part of the game is the conscious attitude of children to the implementation of the rules of role-playing behavior, which reflects the depth of assimilation of reality. The role encourages children to obey certain rules of behavior and follow social norms.

In recent years, many scientists and practitioners have been talking with concern about the trend of the disappearance of play from the lives of children, especially at older preschool age. An analysis of the practice of preschool institutions indicates a deepening contradiction between the recognition of the role of play in the development of a preschool child and a clear preponderance towards teaching children, early involvement in the system of additional education.

Little time is devoted to story-based creative games, and their content often does not correspond to the characteristics of the subculture of the modern child. The management of the games of preschoolers in kindergarten bears the imprint of excessive didacticism and is carried out by analogy with the conduct of training sessions, often on outdated and uninteresting content for modern children in a strictly regulated subject-game environment. Consequently, play activity does not become a source of self-realization of the child's internal forces. This leads to irreversible losses in the development of the psyche of a preschooler.

What is child's play?

When studying the game, researchers are faced with the multidimensionality of its manifestations, the fragility of its phenomenon. In many languages, the concept of "game" is conveyed by words that simultaneously denote joy, fun. This means that the game-activity that gives the child pleasure is characterized by an emotional upsurge.

Meanwhile, the culture of the game in the modern world is losing its position. Childhood loses the meaning of a unique age period, where the real source of development is live communication and play. The modern child is less and less involved in relations of cooperation, mutual assistance, partnership.

The toy market is saturated with all kinds of samples, but, as observations show, most of them are focused on individual use. The transmission of traditions from older children to younger ones, from adults to children is lost. The television or the computer is now a child's best friend, they form a very definite adult. It turns out that modern society focuses its members on individuality.

Today we will not see such a game as Daniil Borisovich Elkonin described it. Today, role-playing games, even if they arise, are monotonous. The change in the socio-cultural conditions of children's lives, which has been intensively occurring recently, has led to a change in the plots and content of the role-playing game, as well as the level of its development. What plots do modern children prefer to unfold?

The fundamental difference between the game of modern preschoolers is twofold: on the one hand, games borrowed from cartoons have appeared, games of superheroes, ninja turtles, spidermen, Winx fairies are very popular, which can be represented by a typical set of simple actions or phrases. Relationships between characters are primitive.

On the other hand, preschoolers are limited in assigning social roles. The life of adults ceases to be the content of games. The place of close adults is beginning to be occupied by virtual characters. Most of the impressions children receive from television programs.

Another reason for the disappearance of the game can be called the modern market of professions.

Recently, children do not know what their parents are doing. In the position column - realtors, managers, dealers, agents, etc. parents cannot clearly explain to the child what they are doing. The professions of a salesman, a tailor, etc., have gone from child observation, but meanwhile the conditions for these games are being created, in many gardens there are artificially created play areas, but the attributes for these games do not arouse much interest in children.

At older preschool age, children continue to play role-playing games on familiar topics ("Shop", "Hospital", "Barbershop", etc.). When organizing such games, it is important to take into account the peculiarities of modern social life. For example, a more typical image of a store is a supermarket. Instead of the usual hairdresser, the child is more likely to meet with a beauty salon with a wide range of services. Under the influence of a wide acquaintance with social reality and the media, new game topics appear in the child's play repertoire: "Book Supermarket", "Travel Agency", etc.

The parental position also deserves special attention: to form an attitude towards the game as a way of development. In society, the value of early intellectual achievements is increasing, but the importance of interpersonal and moral formation of the personality, which is so necessary for gaming activity, is decreasing. The organization of meaningful games on social topics requires the allocation of relationships between people, which are the basis for plot construction. The lack of relevant experience and the ideas of the image of adulthood arising from it is an obstacle to the development of professional and social subjects related to the life of adults.

Often the game comes down to manipulating a bright, fashionable toy. When inventing games, children are based on television information and computer games.

Often the game comes down to hoarding, because having as many transformers as possible, Barbie is considered prestigious in the children's subculture.

The paradox lies in the fact that often children do not know how to play, how to develop a game plot. This situation is largely due to the fact that in kindergarten the child is in the company of peers - children who play the same way as he does. Communication with children in the yard is limited due to the need to ensure the safety of the child on the street. Game experience is not transferred from older children to younger ones, children do not have time to fully penetrate the “spirit of the game”.

A modern child has nowhere to learn to play. In such a situation, the kindergarten teacher should transfer the game experience to the child. But sadly, the fact that children do not know how to play correctly is the responsibility of the educator himself, i.e., his low gaming literacy, gaming culture. Learning to play is a mechanism of natural assistance of the educator to the child. It includes the direct interaction of the educator with the children in the game, the observation of the children's play, the study of children's opportunities and prospects for the development of the game. The educator needs to become an attractive play partner for the child, who brings new content and new skills to the children's game. Another of the problems of the game of preschool children is the ambiguous attitude of adults to the games of modern preschoolers, which is manifested in the prohibition by teachers of some game topics, toys, which makes the child's game more closed from adults than it was before.

The inherent value of children's plot games indicates that they should occupy one of the main places in the pedagogical process of the kindergarten. This requires the use of special pedagogical technologies based on the idea of ​​accompanying interaction between the teacher and the child.

Relationship building play can affect a child's mental development. The child must acquire the experience of playing actions in interaction with adults, peers, and strive to learn the social reality that surrounds him. Otherwise, underplayed children will go to school, who have not learned to regulate their behavior, evaluate themselves and control their desires.

So, summing up the above, I would like to say that there are problems in the game of preschool children, and they are obvious:

1. The plots of the games of modern preschoolers reflect mainly the everyday side of life and television topics. Professional and public subjects are presented minimally.

2. For most modern preschoolers, play does not reach its developed form.

3. Many children find it difficult to establish contact in a role-playing game, take on the role of a leader, and not deviate from the rules of the game.

4. The level of development of the game of modern preschoolers is significantly lower than that of their peers in the middle of the last century.

The current situation encourages us to raise the question of forming a more serious and responsible attitude to the game of preschoolers - both among teachers and parents, and at the level of state educational policy. The reduction of play at preschool age can have the most unfortunate consequences for the personal development of the younger generation.

The game for a preschool child is the leading and most natural type of activity, an important condition for a full-fledged mental, moral, aesthetic, physical development, his socialization in society.
Children's games in general are the only natural labor of the child, for which he undertakes without coercion and external influence. At the same time, they are an excellent way of instilling almost all the qualities of character that we value in people, but which we often try to instill verbally, i.e. verbal, methods or simple habituation, teaching or exercise.
By playing, the child learns to live. During the game, he quite easily masters, understands the essence and remembers its basic rules. In the future, such skills will be useful to him, in particular when studying at school. Moreover, during the game, depending on its course, the child must assess the situation and make decisions independently; learns the need for cooperation, learns to respect the rights of another participant in the game, learns to restrain himself and his negative emotions; in return expresses benevolence and sincerity.
No other activity is capable of giving a preschool child so many positive emotions that he needs so much for a healthy mental and physical development. Equally useful are games at an older age, but on condition that their social content is deepened.
Even a combination of different types of activity does not cause a sharp change in dynamic stereotypes, does not disturb the emotional balance of the child, but becomes a consistent fragment of his life, which unfolds directly.
The main thing is not to allow (especially at the age of 3 years) a sharp, quick transition from one type of activity to another, which has no logical connection with the previous one, especially if it is little known or completely unknown to the child. This causes protest, reluctance, even a painful fear of the new that is offered. That is why children react painfully to being distracted from a toy or game that completely captures them.
By categorically interfering in the world of children's play, adults injure and destroy the world of fantasy, injure the child's psyche, deform his imagination, or, finally, give false patterns of behavior with the feelings of others and attitude to the results of their work. Therefore, it is so important to be tactful with children who are busy with games and toys. Do not rush to stop them, even if you have your own plans - on the contrary, take the time to ask what game your child is interested in and what is its meaning. Unobtrusively join - play along, and you will feel the special appreciation of the child, his interest in you.
Thanks to the game situation, you can teach your child something informative and useful. As observations show, preschoolers are very fond of playing games such as "Daughters - mothers", "Home", "Away" and others. Parents can always direct their stories to the assimilation of certain rules of life in the family, the performance of duties and the observance of the ethics of behavior and relationships.
Guided by folk wisdom that "children are easier to educate than re-educate" and "you need to start educating when the child is still lying across the bed," you must always take care of what, how and with whom your child does. And in order to direct him to positive thoughts and good deeds, it is advisable to pay more attention to games of moral content: they can be both mobile, say, during the day, and quite calm - before going to bed.
Such games as "The Magic Word" (when each request and action must be accompanied by proper selection and use of polite, pleasant words) have a positive educational effect; "Shop of one purchase" (when the child mentally finds himself in a situation of choice, in which he has the right to choose only one from a large offer of various possible desires.
By the way, a similar situation "in the store" can be used to help children navigate the possibilities of the family budget, the usefulness or excess of certain things; learned to make conscious choices, for which they themselves will have to answer in case of failure); "Good - bad" (when in a game situation the essence of good and bad is revealed to the child, and he forms a system of ideas about the cause-and-effect relationships of various actions, actions and behavior in general) and others.
Many parents assume that the games that their children are interested in are ordinary entertainment, and attach little importance to them. But according to experts, the role of the game in the development of children is so great that often the future activities of the child will depend on what games the child plays.
After all, in the process of the game, the character of the child develops and he becomes a person, which is why adults should not treat the games of their own children with indifference, rejoicing that they are busy with something, so long as they do not distract from business.
Any games that children play before the age of 10 are conventionally divided into 3 groups - these are educational, mobile and role-playing. The role of educational games has an important role in the development of a child, especially a preschooler, as they introduce objects and their properties, phenomena, develop thinking and observation, logic and memory. These games include board games (dominoes, lotos, puzzles), constructors, pyramids. The role of outdoor games in development lies in the education of the required behavior in the team, in teaching the child the ability to follow certain rules. The third group - role-playing games, is also quite important for development. Playing them, the child, imitating adults, learns to correctly perceive the relationship between people and work, begins to evaluate for himself interesting areas of activity in which he would like to manifest himself.
In the same way that children learn from adults to speak and dress, to eat and wash properly, they also learn to play from them. Adults, when acquiring new Smoby toys for a child, explain and show how this or that toy should work, how to use it correctly, and thanks to this, the process of development of the crumbs is accelerated. The child, as he gets to know the world around him and people of various professions, copies all this into his process of playing people of different professions, as well as his own parents. And such copying in children develops a creative core, they have a desire to join adult life. It is very correct if adults present their child with housework in the form of a game, it has a positive impact on development, since it is at home that the baby begins to learn all the principles in family life, the meaning of work and the distribution of responsibilities.
Today, computer games also play an important role in the lives of modern children. Their influence on the development of the child largely depends on the semantic load, as well as on the presence of violence in any form, even, at first glance, harmless. The most useful computer games for children are quests, since these are puzzles and logic puzzles that affect the development of ingenuity and attentiveness in the younger generation, which do not contain even a gram of cruelty and violence.
Such games will always contribute to the formation of the child's ideas about politeness, about the priority of desires and needs, about the possibility of satisfying them and developing and enriching his language, even if you do not clearly set yourself such a goal of education.

It is difficult to overestimate the role of play in the upbringing of a child, especially of preschool age... Parents can use play to develop important qualities for a child...

No one will argue that if we are interested in some kind of activity, we will do the job much faster and with better results than doing a boring task. This rule works for both adults and children. And even more so for children. A kid cannot, like an adult, mobilize himself to work by willpower or additional motivation (by a bonus, for example). If we want to involve a child in some activity, it is better to invite him to ... play. And then helping the mother, learning something new, the child will be much more interesting.

Thematic material:

What does the game give?

For moms and dads, the world around seems clear, and the baby just has to figure out all its collisions. Playing in the profession, he can touch adult life, try to become brave, strong, responsible. Communicating in the game, learns to yield and contact with other guys.

An adult can use such a game to develop qualities that are important for a child.

For example, responsibility. If your kid is playing in the hospital, you can tell him that it is time for the sick to rest, gain strength, that this is important for them. If he is a pilot, remind him that he needs a good night's sleep, because he is responsible for the lives of many people. And then in real life you will notice that it has become easier for you to put your baby to sleep. He will better understand your requirements.

If you played kindergarten, you should talk with your daughter or son about what a good teacher should be like. If you were putting out a fire, discuss the professional qualities of a firefighter or rescuer. Tell your child what a circus performer, for example, or an astrologer is studying to master their professions.

While playing mother-daughter, it is worth discussing what character is inherent in his puppet mom or puppet dad. Which qualities are good and which are bad. In the future, this will help girls become feminine and economic, and boys - courageous, strong and responsible.

If children build something in the game, this can be considered the first step in their preparation for work. Musical toys develop breathing, hearing and help in the formation of speech.

Movement exercises are good for health. Develop dexterity. It is especially good to organize them outdoors. If one of the guys is too shy, try to involve him in a common game, overcome embarrassment.

Sometimes we just think that entertainment is a waste of time. It is difficult to overestimate the role of play in the development of a preschool child, children do not just play, they learn to live, gradually become adults.

Learn the alphabet, develop attention

Having fun, the baby thinks only about the game. He does not set himself the task of studying something, mastering something new. But remembering some letter, for example E, will be much more interesting for him if you offer to do it in the game. Ask your child to clap their hands when they hear it. And then say any words. For example:

• pine
• Rowan

• chamomile
• And rice

When the baby learns to easily identify the letter at the beginning of the word, you can complicate the task and hide it in the middle. Looking for the letter A

• sweater
• trousers
• the dress

Studying letters, you can at the same time memorize the names of groups of objects: these are trees, and these are flowers, but clothes. Using pictures in the game, diversify it and consolidate what has already been learned. Ask the child to choose dishes or images of poultry from all the cards. You can try to develop attention. For example, out of five or six pictures of clothes, quietly remove one and ask the baby which card is missing?

Learning to count

If several children are participating in the game at the same time, you can use the ball to reinforce counting skills. An adult should stand in a circle with the guys and agree on the rules. The one who catches the ball must continue to count without interruption. We need to try so that each of the guys has the ball and everyone has to count out loud. When children can easily perform this exercise, you can complicate the conditions. For example, the boys catch the ball and keep countdown, and the girls - the usual one. There are quite a lot of similar games and they definitely give a positive result in the development of knowledge.

The role of an adult

If an adult correctly assesses the role of play in the development of a preschooler, he can and should provide assistance at the initial stage of play. Help organize it. If the emotional background seems aggressive or somehow one-sided to you, you can add new impressions to the game, take it in a different direction. Playing with children, you yourself will get positive emotions. Childhood passes quickly, do not miss the opportunity to return to this wonderful time for a while and give the kids the joy of communication and learning through play.