A game of fantasizing what if. Workshop for teachers Topic: "Games that develop imagination and verbal creativity in preschool children

State budgetary preschool educational institution kindergarten No. 1 of the combined type of the Vyborgsky district of St. Petersburg.

Methodical development of the game - fantasy based on the poem by K. I. Chukovsky "There lived a man with crooked legs"

Oleinik Oksana Pavlovna.

Educator.

Saint Petersburg

Introduction.

The world of children's fantasy is diverse and endless. It is from the dreamers that great writers, sculptors, painters, and designers grow up. If there were no fantasy and imagination, then science would not develop. Without imagination, not a single student could master a single subject, since he would not be able to operate with abstract concepts and construct images in his head.

When a child is born, he has no imagination yet. The older the child becomes, the more time adults devote to games and special exercises to develop the imagination, the more the ability to fantasize, the ability to create, develops.

When fantasizing, the child himself creates any plot, including a fairy tale, any situation, any problem, and he solves it as he pleases. When solving real problems, the child is not looking for any, but a real, serious, feasible solution. In both cases, he creates, but when fantasizing, there is more freedom, since there are no prohibitions on the part of physical laws and much knowledge is not required. That is why it is better to start the development of children's thinking with the development of fantasy.

At the age of 4-5 years, the imagination becomes creative - the plots of games, drawings, fictional stories become richer and more varied. The child composes stories, creates new characters, looks for ways to realize his creative ideas, comes up with new games. But it is still difficult for children to fantasize without acting. To fantasize, children need to act.

At the age of five, a child can already fantasize mentally - to come up with extraordinary stories, fantastic animals, fairy tales. At this age, the foundations of creative imagination begin to be laid.

How to help a preschooler develop their creative imagination. There are many different ways. One of them is a game.

The game the best activity for a preschooler in which creative imagination develops. Children should play as much as possible. Play is a special form of activity that takes the main place in a child's life. Play differs from any other activity precisely in that it is based on fantasy.

Fantasy games contain elements of other games. A characteristic feature of fantasy games is the ability to adapt any object for games: a spool of thread, sticks, strings, a handkerchief, a ribbon, etc. In fantasy games, any object instantly changes its meaning: a handkerchief or string turns into a little fantastic transport that can get around without water.

A fantasy game based on the poem by K. I. Chukovsky "There lived a man with crooked legs."

Target: Development of fantasy, imagination, speech creativity, motivation for independent creative activity.

Tasks:

Contribute to the development of a game plot around a fictional character, the development of imagination.

To develop in children creative thinking, the ability to find their own solution, to put forward hypotheses.

To activate the explanatory, evaluating speech of children in the activity

To cultivate an emotional willingness to participate in various activities, a willingness to interact with each other, the desire to bring what has been started to the end.

Implemented educational areas: Socialization, communication.

Integration of educational areas:

Reading fiction, cognition, artistic creation, work.

Materials used: A box with the inscription "Surprise" (inside a handkerchief), audio recording of the song "Surprise", d \ and "Build a track", several sheets of A4 paper connected together, paints, water, paint brushes, paper boat, feathers, wheels, sail, gingerbread, trays, toothpicks, strings.

Preliminary work:

Reading the works of K.I. Chukovsky and other children's writers; dramatization of fairy tales, poems, dialogues; d / and "Think of the end of the story", "What would happen if .."

Stages of formation of joint activities:

Introduction to the game.

The appearance of the character.

Travel with a little man.

D / and "Build a track".

Drawing a river.

Vehicle design.

Construction of a gingerbread house.

Making rope men.

An approximate course of a fantasy game.

A box with the inscription "Surprise" hangs from the ceiling, an audio recording of the children's song "Surprise" sounds.

Children, today is an unusual day. Because ...

Children read the word written on the box.

What's a surprise? - What surprise do you think awaits us?

The teacher removes the box and, with the children, examines its contents - a handkerchief.

Here's our surprise! Do you like it? Why? - Now, if we could revive this handkerchief, if you and I were wizards. Who could we turn the handkerchief into? - Let us, as it were, revive him, and we will succeed ... (the teacher makes a little man) - Who is this? - There was a man in the world. Crooked legs. And he walked all day Along the twisted path. - Let's, guys, lay a path for the little man. What should it be?

Didactic game "Build a track". In front of the children is a table consisting of one-color geometric shapes. Children are encouraged to use chips to cover only certain figures (for example, trapezoids).

We have got a good twisted path, along which our little man will walk, and we will help him.

There was a man in the world. Crooked legs. And he walked all day Along the twisted path. And beyond the twisted river ...

What should we have after the twisted path? How to make a crooked river?

Children at the end of the path notice paints, brushes, paper. They begin to draw the river.

We have a wonderful river. But it seemed to me that our little man was sad. Why do you think? - How can he get across the river? - We have nothing to build the bridge. What else can you think of?

Children notice a bag with the inscription "Take me" by the river, take out of it a paper boat, feathers, wheels, a sail. Listen to the suggestions of the children.

Crossing the river by boat is too easy. Today we are a little wizards. And the wizards' boats can not only float, but also ... (fly) - How to make a flying boat? We attach the feathers. - The result is a flying boat. What if the weather is bad? And what if, after a drought, the river became shallow or did not become at all? We attach the wheels.

We have got a real flying vehicle, very unusual. And if you attach a sail to it (we attach the sail), and everyone blows on the sail together (everyone blows on the sail), then our boat will also move on its own.

An unusual transport should have an unusual name. We have a boat, a car, and a sailboat, and it can also fly. What name will we come up with for our vehicle.

Listen to children's options.

Now our autoloader is ready to hit the road across the river. Let’s blow together, and we’ll cross again. “And beyond the crooked river ...” What could be behind the crooked river? Where is our little man in a hurry?

Of course, everyone in the world needs a home and our little man too. But at home, then no. What to do?

That's right, the house needs to be built. But from what? Our little man is extraordinary and his house must be unusual. What could a house be made of?

Children notice a surprise open me box and find gingerbread cookies and toothpicks in it.

What will we build a house from?

Children wash their hands and then begin to build a house, fastening the gingerbread cookies together with toothpicks.

We have got a gorgeous, extraordinary and tasty house for a crooked little man. Do you think he will like it?

What good is this house?

What's wrong with that?

Guys, we have foreseen everything, but forgot something very important, without which our little man will be sad. What have we forgotten about?

Every person, even the unusual, needs friends. And what kind of friends can our little man have?

Let's make them out of strings.

Children, as shown by the teacher, make little men, then come up with names for them, talk about their character, hobbies, and act out dialogues between the little men.

Bibliography:

Vygotsky L.S. "Imagination and creativity in childhood."

Kravtsova E. Ye. "Let's wake up a magician in a child."

Simanovskiy A.E. "Development of creative thinking in children."

Olga Filatova
"Merry Fantasies". Games for the development of imagination and verbal creativity in preschool children

« Hilarious fantasies» (games, with which you can develop imagination, as well as verbal creativity in preschool children.

I want to start my performance in the words of A... Einstein "Without imagination, there is no consideration."

Preschooler due to his age specifics is the finder. His attention is always directed to what interests him. And interest is accompanied by positive emotions. Develop imagination and fantasy necessary from early childhood.

What is imagination and fantasy? (teachers' answers)

These are types of thinking, this is the ability to mentally imagine what is not, from what is in memory. In other words, imagination is active creative process of creating new knowledge (new ideas) from old knowledge.

What is the difference fantasy from imagination?

If imagination is the ability to mentally create new ideas and images of possible and impossible objects based on real knowledge, then fantasy- this is the creation of also new, but unreal, fabulous, so far impossible situations and objects, but also based on real knowledge.

for instance: Pinocchio, Tin Soldier, Puss in Boots is fantastic images.

Of all the knowledge and skills, the most important, the most necessary for life activity is the ability to speak clearly, understandably, beautifully in the native language. If the child has mastered coherent oral speech, development of fantasy, imagination and the ability to literary creativity, then we can say that he is already quite well prepared for school.

How develop children's imagination and imagination?

There are three laws development of creative imagination:

1. Creative the activity of the imagination is directly dependent on the richness and diversity of the previous personal experience of a person.

Indeed, any imagination is built from real elements, the richer the experience - the richer the imagination. Hence the consequence: it is necessary to help the child accumulate experience, images and knowledge (erudition, if we want him to be creative person.

2. You can imagine what you yourself have not seen, but what you have heard or read, that is, you can fantasize based on someone else's experience. For example, one can imagine an earthquake or a tsunami, although this has never been seen. It’s difficult without training, but it’s possible.

3. The content of imaginary objects or phenomena depends on our feelings at the moment fantasizing... Conversely, the subject fantasies affects our feelings. You can do this " fantasize"your future, that it will be a guide for life, but you can fantasize horror and afraid to enter the dark room. Feelings, like thought, drive creativity.

Among modern innovations in preschool education should use exactly those methods and technologies that not only bring results, but are also exciting for children. One of these technologies is games for the development of imagination and verbal creativity... Children think "According to the laws" difficult, but if you teach them fantasize and do not criticize for it, then children fantasize easily and with pleasure, especially if they are also praised.

Toddlers subconsciously learn to think in play. This should be used! Enjoying games, they will quickly master the skill fantasize! And then the ability to imagine! And then think rationally! The more you will be with the child to play and practice, the better the child will be develop! Whoever did not invent bicycles as a child cannot invent anything at all. Let the children "Reinvent their bicycles".

I bring to your attention a master class on the topic: « Hilarious fantasies» ... The purpose of which acquaintance with the techniques aimed at development of imagination and verbal creativity.

What kind gamescan be spent with children:

The game "Bring the subject to life"

This game involves giving the objects of inanimate nature the abilities and qualities of living beings, namely: the ability to move, think, feel, breathe, grow, rejoice, reproduce, joke, smile.

What kind of living creature would you turn a balloon into? (Answers 1 team)

What are your shoes thinking? (Answers 2 teams)

What is the furniture thinking? (Answers 3 teams)

The game « Funny rhymes»

Pick up to rhyme words.

Candle -… stove; pipes - ... lips; racket -… pipette; boots - pies, etc.

The game "Zoo"

Participants games get from the picture without showing them to each other. Everyone should describe their animal without naming it, according to this plan: Appearance. Where does he live? What does it eat?

The game "I get lucky"

How lucky I am, - says the sunflower, - I look like the sun.

How lucky I am, - says the potato, - I feed people.

How lucky I am, - says the birch, - they make fragrant brooms out of me.

"Autobiography"

I will present myself as an object, thing or phenomenon and on his behalf I will tell the story. Listen carefully to me and find out who or what the speech is about by means of leading questions.

"I am in every person's house. Fragile, transparent. I die from a careless attitude, and it becomes dark not only in my soul ... (bulb)".

"Hug an unprecedented animal"

Each of the participants games must portray how he "Hugs" some animal, and the others guess this animal.

The game "Present"

Adults stand in a circle. One is given a box with a bow and is asked to give it to a neighbor and say, what would he like to give: "I give you a bunny", or "I give you a big candy", etc.

Related publications:

"Folklore as a means of developing the verbal creativity of older preschoolers""Folklore as a means of developing the verbal creativity of older preschoolers" Verbal creativity is one of the types of children's creativity.

It has become a good tradition in our kindergarten before the new year to organize a competition for joint creativity of children and adults. The goal.

In October, our institution hosted an exhibition of handicrafts of joint creativity of children and parents "Miracle - seeds" This - with the nose of a fluff, This.

Purpose: to teach to develop the creativity and imagination of teachers through the use of unusual ways of working with plasticine. Materials: sets.

Ecology project "Vegetable fantasies" for senior preschool children. Children of the preparatory group. Passport of the project Authors of the project: Egorova Tatyana Mikhailovna, Konovalova Natalya Aleksandrovna, educator of the State Children's Educational Institution "DOG" Malysh "of Moscow.

Fantasy game using TRIZ elements

Children's play is a creative activity that is not directed towards the final product. Unlike drawing and sculpting, children do not create anything in play.

The need for play is inherent in the person. Play differs from any other activity precisely in that it is based on fantasy. This is a special life, and each participant in the game pretends to be someone else who is not.

Currently, in preschool pedagogy, there are several classifications of preschooler's games, many types of children's play. Each type of game has its own content, its own characteristics, performs its functions in the development of the child, etc.

Recently, in the pedagogical literature and practice, such a type of game as fantasy games has begun to stand out.

The experiment carried out by scientists is indicative: an unusual iron object with buttons and levers was placed in the kindergarten. Children, seeing such a device, immediately began to explore its capabilities. They pressed buttons: the apparatus was humming, then ringing, then spewing steam, then splashing water. This study lasted 3-4 days. Then the children began to perform various repetitive actions with the apparatus: transport, move, sit down, stand on it, etc. Gradually, separate play actions were formed and, finally, role-playing games were born: for example, children became astronauts, and the apparatus was turned into a lunar rover, etc.

After two weeks, mass interest in unusual content began to fade.

This example shows that play and creativity have a lot in common: they require relative freedom and independence; allow you to actively express your own attitude to the world, get satisfaction from the creation process.

The game develops the creativity of children. To improve them, parents and educators should:

• Encourage playful experimentation with objects (a carpet can become a raft, house, or horse).
• In addition to toys, offer boxes, cardboard, bars, balls, etc.
• Support the child's creative efforts when creating new plots, game actions, rules.

TRIZ - theory of inventive problem solving. Target TRIZ - not just develop the imagination of children, but teach them to think systematically, with an understanding of the ongoing processes, educate children of the qualities of a creative personality, able to understand the unity and contradiction of the world around them, solve their problems, develop such qualities of thinking as flexibility, mobility, development of search activity, striving for novelty, development of speech.

Consider some play techniques that contribute to the development of children's imagination (we begin to use it from the middle group of kindergarten).

1. Increase - decrease

Here's your magic wand. You can enlarge whatever you want.

Who would feel good? Badly?

What would you reduce?

I give you a magic wand and enlarge your nose (legs) for 15 minutes. What is so good about it?

2. Adding one or more properties to one person

Technics:

• select several arbitrary objects of animate or inanimate nature (fish, electric lamp, clock, etc.)
• we form 3 - 4 of their properties or qualities
• we endow a person with these qualities.

For instance:

The man-fish - swims well, shines, sparkles, is silent, can fulfill desires, plastic.

Pencil man - draws, sharp; black when sad; colorful when happy.

A book man can be wise, funny, sad, scary.

3. Coloring people and colors

If you make people colorful in St. Petersburg, what kind of good people will they be? Why?

Smart? Healthy? Sad? Funny?

4. Revived drawing

Everything you draw now will come to life. What will you draw?

5. Exclusion of some human qualities

The man is not sleeping. What well? What is wrong? (can read, work; does not rest)

The man has lost weight. (where I want - I fly there)

The man has lost pain. (fearless, will enter a burning house)

6. Transformation of a person into any object

Transform and see the world through his eyes.

Oak

What does the oak think? How does he feel? What could he see?

I live 300 years and I watch you as you fuss. I saw a cat walking on a chain around me.

Role-playing games, in which the child unfolds the plot, taking on one or another role. The heyday of the game falls on the age of 3-5 years. Then the role-playing game gives way to other types of games.

Director's games, in which the development of the plot with many roles occurs through the roles transferred by the child to the toys. In such a game, the child speaks on behalf of different toys, moves them and at the same time comments on what is happening in the game. In the beginning, director's play appears as an individual activity of a child. Its earliest manifestations are in the 3rd year of life. By older preschool age, director's play becomes a joint activity of children.

Fantasy game (dream game) built on imagination. Such a game is accompanied by monologues and dialogues of heroes, comments. The fantasy game proceeds mainly in terms of speech. The product of the imagination can be associated with both external and internal "to oneself" speech of the child. Fantasy play appears in older preschool years.

Integrated games include in the gameplay other activities (drawing, construction, manual labor) for the implementation of game tasks. Such games belong to older preschoolers; not only the process, but also the result is important to them.

Improvisational games-etudes - These are games in which children, at the suggestion of the presenter, publicly improvise on a given topic, plot.

Theatrical games, improvisational and dream games are called "boundary games" (LS Vygotsky, AN Leontiev): the child manifests himself as an author, actor, spectator - there is a shift in motive from the process of playing to its result.

Each age has its own games. By the end of preschool age, games with rules. The child successfully transitions to the game with the rules only if the role-playing and director's games have fully demonstrated their potential.

Games can be classified according to their place in the pedagogical process of the kindergarten (L.A. Venger, N.Ya. Mikhailenko, N.A. Korotkova, S.L. Novoselova):

amateur (independent) games arise at the initiative of the children themselves;

games organized by adults for the purpose of teaching, upbringing or correction are regulated by the tasks set by the adult.

As an example, consider the structure of the role-playing game... Under an expanded type of role-playing game understand the state of play by the time it is fully completed, which it takes for a senior preschool child.

The structural components of a plot-based role-playing game are called the role, plot, content, rule, game actions, game and real relationships, substitute objects, an imaginary situation, a game partner.

Role. The role that the child takes on during the game, d.B. Elkonin calls the unit of the game, its center. The role unites all sides of the game.

An important question that arises in this regard can be formulated as follows: "What are the conditions under which a child can assume the performance of a role?" When answering the question posed, three circumstances should be taken into account. First, the child takes on a role only if the sphere of reality, which is reflected in the plot of the game, is already familiar to the child. The main source from which children draw the plots of their games is reality. Acquaintance with her is the main condition for the emergence of a role-playing game.

The child only plays in the store because only this side of reality is familiar to him. Because the only place where he goes with his mother, going outside his own and apartment, is the store.

Secondly, acquaintance with this reality should take place in such a way that a person, his activity, stands in the center of it. An excursion to the zoo is described in one of the works of D.B. Elkonin. The kids weren't playing at the zoo when they returned to the group. Then, a second attempt was made to take the children to the zoo, during which the attention of the children turned to human activities, to the types of work that he does as a zoo employee. The changes made to the content of the excursion led to the desired result. The children started playing at the zoo.

Thirdly, as a result of this acquaintance, the child developed a positive emotional attitude towards the activities of an adult. E. Platner, a German researcher, draws attention to situations when, in a kindergarten, children are introduced to the world of professions. It all happens in a real situation and looks like this: a woman comes to the group with an ironing board and linens that she has to iron. If, E. Platner points out, she grumbles with displeasure in the process of doing work, if she frowns, talks about how hard everything is and how uninteresting everything she does, then none of the children will ever want to be a “ironer” or "ironer". The situation will look quite different if the "ironer" who has come to the group is in a good mood.

Game actions. Children take on the roles of adults and the relationship between them through game action... A role cannot be fulfilled without appropriate action. This is precisely why the child is the cashier (station manager, barman), emphasizes D.B. Elkonin, that he sells tickets, announces the departure of the train, gives permission to the driver, sells cookies, etc. The role and the actions associated with it determine all other aspects of the role-playing game: pieces of paper become money and tickets to fulfill the role of passengers and a cashier.

Taking on the function of an adult, the child, the child reproduces his activity in a very generalized way, in a symbolic form. Game actions- these are actions that are free from the operational and technical side, these are actions with meanings, they are of a pictorial nature.

Game and real relationships. In the course of the game, two forms of relations between children are identified.

Play relationships are determined by roles, because for the children who play, the main thing is to fulfill the role they have assumed.

Real relationships also take a special place in the structure of the role-playing game. Their place in the transition of children from junior to middle, and from him to senior preschool age will change. More and more they give way to gaming relationships. And if at primary school age they constantly intrude into the course of the game, then at senior preschool age such interference is impossible. Game relationships completely subjugate the real relationships of children.

At the same time, starting a game and distributing roles, children naturally relate to each other not as certain characters, but as comrades, D.B. Elkonin. In the course of play, when the relationship between children is determined by the roles they have taken, they do not cease to treat each other as playmates. According to D.B. Elkonin. they do not lose the real plan of relations with each other. The child now and then leaves his role and becomes himself for a few seconds. For example, a “salesperson” may suddenly change his emphatically amiable tone in dealing with customers and beg the children: “Do not take everything, otherwise I will have nothing left in the store”.

Researchers attach great importance to real collective relationships in play. The children at play are a collective connected by real connections, acting in the direction of the implementation of a single plan.

In play, children more easily coordinate their actions, obey and yield to each other, since this is included in the content of the roles they have assumed. But subordination and coordination of actions are determined not only by the role, but also by those real relationships that arise between children in the play group. These real relationships within the playing collective require each player to perform their roles well and correctly. As children learn to fulfill their role functions, these requirements, coming directly from the collective and manifested in the direct instructions of its members, are more and more curtailed. But even when they are not externally expressed, they are invisibly present in every collective game.

Substitutes. Children use various objects in their play. These are not only toys, objects that are reduced copies of objects of the adult world (spoons, shovels, forks, etc.), but also substitute items. These are multifunctional items. And, according to D.B. Elkonin, children, as a rule, prefer to use unformed objects in the game, to which no action is assigned.

According to L. S. Vygotsky, the transfer of meaning from one object to another is limited by the possibilities of showing an action. The process of replacing one object with another is subject to the rule: only such an object can be replaced with which at least a drawing of an action can be reproduced.

Rules. In the game, notes D.B. Elkonin, for the first time there is a new form of pleasure that a child experiences - the joy that he acts as the rules require. The game is not a world of absolute freedom and arbitrariness, notes D.B. Elkonin. It has laws and regulations. They are similar to those laws and regulations that are in reality. Any role-playing game is a game with the rules that exist within the role that the child takes on.

The presence of rules in any role-playing game is most clearly manifested in those cases when the rule of role-playing behavior comes into conflict with the child's direct desires that arise during the game.

With age, notes D.B. Elkonin, stability in obedience to the rule is constantly increasing. There are nevertheless regularly changing relationships between the role and the associated rule. D.B. Elkonin formulated the development of games in the following formulation: the development of games proceeds from games with an expanded system of actions and hidden roles and rules to games with a reduced system of actions, with clearly expressed roles, but hidden rules, and, finally, to games with open rules and hidden behind them roles.

Imaginary situation. The transfer of meaning from one object to another is the essence of an imaginary situation. On this occasion, A.N. Leontiev writes that the birth of an imaginary game situation occurs as a result of the fact that objects in play, and therefore operations with these objects, are included in actions that are usually carried out in other object conditions and in relation to other objects. The game object retains its meaning, the child knows its properties, knows the method of possible use, possible action with it. This is what constitutes the meaning of the given subject. However, in the gameplay, the meaning is not just concretized. For example, a child knows the meaning of a stick. However, in the game, the operations with the wand are included in a completely different action than the one for which they are adequate. Therefore, the wand, while retaining its meaning for the child, at the same time acquires a completely different meaning for him in this action. For example, a stick takes on the meaning of a horse for a child.

So, there is a real action, a real operation and real images of real objects, but at the same time the child acts with a stick as with a horse. As a result, a situation arises when game operations turn out to be, as it were, inappropriate to the action. Game operations are inadequate for action. But in play, action does not pursue this task: after all, its motive, as A.N. Leont'ev, lies in the action itself, and not in its result.

Having constructed such a line of reasoning, A.N. Leontiev solves a problem that is quite important from his point of view. He tries to prove the reality of the action of the game, thereby showing that there are no fantastic elements in the psychological premises of the game. This proof is extremely important in deciding the question of the place of play in a number of other activities. It is the real nature of play actions that gives it enduring importance in a number of activities that determine children's development.

The game really introduces the child into such an attractive world of adults for the child, the system of relationships that exists in this world. Elementary work also presupposes close contact between a child and an adult. However, the possibilities of these contacts are limited due to the insufficient capabilities of the child himself. The child enters the world of an adult in an activity called the perception of a fairy tale. However, this entry is not real. It only exists in the imagination of the child.

There is also a great share of imagination in the visual activity of the child. The educational activity of a preschool child has not yet taken shape, and therefore there is no possibility yet to talk about its significance in the child's mental development.

Plot. Under the story of D.B. Elkonin understands that scope reality that children reflect in their games. The plots are quite diverse. There are several classifications of games by plot. They are described in sufficient detail in the works of D. B. Elkonin. However, as the analysis shows, they all fit into a three-term classification. So, we can talk about three groups of games: games with plots on household Topics: games with production plots: games with socio-political plots.

TO first group include games in the family, hairdresser, etc.

Second group represent construction games, agricultural games, etc.

Third group make up the games of war.

Time makes its own corrections to the plots of children's games. Some of them, being popular at one historical time, are replaced by others, the plots of which are put on the agenda of life.

Despite the fact that some plots are found throughout preschool childhood, writes D.B. Elkonin, a certain pattern is outlined in their development. here we can talk about at least three lines of development of games within the same plot. The development of plots goes from everyday games to games with production plots and, finally, to games with socio-political plots. This sequence of D. B. Elkonin associates it with the expansion of the child's horizons and his life experience, with his entry into the ever deeper content of the life of adults. The development of plots goes not only along the line of covering all new spheres of reality, but also along the line of a variety of forms of play within one group of plots.

For younger schoolchildren, games with everyday stories are very monotonous (mainly games with a family). In older preschoolers, they become more and more diverse (games at the buffet, hairdresser, hospital, kindergarten, etc.). However, D.B. Elkonin draws attention to the fact that educational work with children has a decisive influence on the variety of game plots. Thus, the results of a number of studies on this issue have shown that play does not arise and develop spontaneously. For its emergence and development, three conditions are necessary: ​​the presence of various impressions from the surrounding reality; the presence of various toys and educational aids and frequent communication between the child and adults.

The third line of development of RPG plots concerns increasing the sustainability of games based on the same plot. Younger preschoolers quickly and easily move from one story to another. For middle-aged and older ones, the same plot is played out for a longer time. Referring to the data of A.P. Usova, D.B. Elkonin emphasizes that in three- and four-year-old children, the duration of the game is only 10-15 minutes, in four- and five-year-olds - 40-50 minutes, and in older preschoolers, games lasting from several hours to several days.

The content of the game is what the child singles out as the main moment of the adult's activity reflected in the game. The content of children's games develops from games, in which the main pivot is the objective activity of people, to games that reflect relations between people, and finally, to games in which the main content is submission to the rules of social behavior and social relations between people.

"Non-existent animal"

Course of the game: If the existence of a hammerhead or needlefish is scientifically proven, then the existence of a thimble fish is possible. Let the child dream up: "What does a saucepan fish look like? What does a scissor fish eat and how can a magnet fish be used?"

"Make up a story"

Purpose: to develop the creative imagination of children.

The course of the game: invite the children to look at the pictures in the book, and invite them to come up with new events together.

"Continue drawing"

Purpose: to develop children's imagination, fine motor skills of hands.

The course of the game: a simple figure (eight, two parallel lines, a square, triangles standing on top of each other) must be turned into a part of a more complex pattern. For example, from a mug, you can draw a face, a ball, a car wheel, glass from glasses. It is better to draw (or suggest) the options one at a time. Who is bigger?

"Blot"

Purpose: to develop the creative imagination of children.

Material: sheets of paper on which blots are applied.

The course of the game: the famous Rorschach test is built on this principle.

Children must come up with what the blot looks like and finish drawing it. The winner is the one who names more items.

"Animating objects"

Purpose: to develop the creative imagination of children.

The course of the game: imagine yourself as a new fur coat; lost mitten; a mitten that was returned to the owner; a shirt thrown to the floor; shirt folded neatly. Imagine: a belt is a snake, and a fur mitten is a mouse. What are your actions?

“It doesn't happen! "

Purpose: to develop the creative imagination of children.

The course of the game: the participants in the game take turns telling an incredible story, short or long. The winner is the player who manages to come up with five plots, after hearing which, the listeners will exclaim: “This does not happen! ".

"Draw the mood"

Purpose: to develop the creative imagination of children.

Course of the game: This game can be used if the child is in a sad mood or, conversely, very cheerful, as well as something else, the main thing is that he has some kind of mood. The child is asked to draw his mood, depict it on paper in any way.

"Drawings with continuation"

Purpose: to develop the creative imagination of children.

Material: paper, watercolor paints

Course of the game: Put a red dot in the center of the sheet of paper. We suggest the next one to continue drawing.

"The new purpose of the subject"

Purpose: to develop the creative imagination of children.

Course of the game: The guys are sitting in a circle. The presenter launches an object (old iron, umbrella, pot, bag, newspaper). Everyone comes up with a new assignment for this item. For example, an iron can be used as a kettlebell or coconut cracker. The winner is the one who comes up with the most incredible uses of this item.

The subject can "walk" in a circle while new assignments are invented for it.

The game "What are the clouds like?"

Children look at cards with clouds of different shapes and guess objects or animals in their outlines. At the same time, they note that clouds are different not only in color, but also in shape.

The teacher draws attention to the fact that when there are many clouds in the sky, they look like an air city with towers and domes.

Game "The portrait spoke".

Target. Continue acquaintance with children's portraits, teach to compose a coherent story.

Move. The teacher invites the child to choose a reproduction of a painting with a child's portrait and tell on behalf of the character of the painting about himself

Game "Guess the mood".

Target. Learn to describe a person's mood by facial expression.

Move. The teacher depicts fear, delight, sadness, joy on his face. Children determine the mood. Then the children independently carry out the task of the educator, convey the mood with their facial expressions: joy, thoughtfulness, sadness, etc.

The game. "Guess and get around."

Target. To teach children to identify by ear and restore in memory an object of a three-dimensional or planar appearance. Find an object and test yourself by the method of examination - bypass this object.

Move. The teacher names the words, and the children say whether a volumetric or plane object. At the same time, they must show it with their hands (if it is voluminous - the hands seem to embrace the object, if it is flat - the hands show it with movements along the plane of the table.

Game "Find the flaw in the portrait."

Target. Learn to see the missing parts of the face in a portrait. Continue to get acquainted with the genre of the portrait, its features.

Move. Children are given images of the same face with different defects (no eyelashes, eyebrows, nose, pupils, lip line, upper or lower lip, iris, ears). The teacher proposes to identify the missing parts and paint them with graphite material - a black felt-tip pen.

Game "Make up a still life".

Target. Consolidate children's knowledge of still lifes.

Move. 1 task. Children are given plane images of inanimate and living nature. Children compose a still life, selecting images inherent only in this genre, and give a name to their work.

2 task. It is proposed to compose a still life from different objects (dishes, food, flowers, toys, as well as a background for a still life). Children make up a still life, and explain why they took objects of a certain type, give a name to the work.

Game "Find a picture on the palette."

Target. To develop children's artistic perception, the ability to see and analyze the color spectrum of a picture, the ratio of its color palette (cold, warm, contrasting) and find a picture in which the mood corresponding to the palette sounds.

Move.

1st task. The teacher alternately shows the children palettes with cold, warm and contrasting colors and suggests finding pictures written with these color combinations. Children explain their choice. Game "Waves".

Move. The players sit down in a circle. An adult offers to imagine that they are swimming in the sea, plunging into gentle waves, and to portray these waves - gentle and cheerful. The training ends with "swimming in the sea": one of the players stands in the center of the circle, waves run up to him one by one and gently stroke the swimmer. When all the waves stroke him, he turns into a wave, and the next swimmer takes his place.

The game. "Game Storm".

The game requires a large piece of cloth to cover the children.

Move. The teacher says: “The trouble is for the ship that ends up at sea during a storm: huge waves threaten to turn it over, the wind throws the ship from side to side. But the waves in a storm are a pleasure: they frolic, compete with each other, who will rise higher. Let's pretend you are waves. You can hum happily, raise and lower your arms, turn in different directions, change places.

Game "What's gone?"

Target. Develop observation skills. Attention.

Move. The teacher closes in the picture, some detail of clothing, an object or the object itself, and the children must guess what is gone in the picture.

The game "Sculptor and Clay".

Target. To consolidate the knowledge of children about sculptures, about the profession of a sculptor.

Move. The teacher invites the children to split into two teams - one sculptors, another clay. Sculptors should "sculpt" any figure and tell about it. Then the children change places. The teacher reminds that clay cannot talk.

Find emotion game.

Target. Learn to highlight pictures by mood.

Move. The teacher distributes pictograms with emotions to children and exhibits reproductions of paintings of different genre and mood, and then suggests choosing a pictogram for each reproduction. Children justify their choice and tell what emotions they experience when looking at the picture

Game - exercise "Describe your neighbor"

Target. To teach to carefully consider a person, to give a verbal portrait.

Move. The teacher invites the children to examine each other carefully and describe their neighbor. You can use the frame technique: one child is invited to pick up a frame or a hoop, paint a portrait, and describe this living picture to everyone else.

The exercise. "Waves of the Storm"

Target. To teach how to show “waves” with your hands with different amplitudes of motion: the first waves can be depicted while sitting. Children together with the teacher show the height of the waves - each shaft; called the words "first shaft", "second shaft" …… .. "ninth shaft".

Before the exercise, the painting by I. Aivazovsky "The Ninth Wave" is examined.

Plastic sketch "Alyonushka"

Target. Continue to acquaint children with the fabulous genre of painting. Show the mood conveyed by the artist in the painting, as well as posture and emotional state

Move. If desired, the child depicts the pose of the girl depicted in the picture and her mood, and then offers his own version of her actions further.

Game "Find bright and faded colors in nature"

Purpose: To teach children to find color contrasts in the surrounding nature, to name them.

Move. The teacher invites all children to come to the window and find in the Landscape from the window bright and faded colors in objects, plants, natural phenomena

A game based on the painting "I go, I see, I tell myself."

Target. Immersion in the plot of the picture. Feeling its details as parts of a whole composition.

Move. You can start like this: I go, I see in the painting "Rye" ... Then the child tells what he would see if he entered the space of the painting.