Interesting outdoor games for two, three children, as well as a group of children of different ages.
Ministry of Education and Science of the Russian Federation
FSBEI HPE "Chuvash State Pedagogical University named after I. Ya. Yakovleva "
Faculty of Preschool and Correctional Pedagogy and Psychology
Department of Preschool Education and Service
Album of outdoor games in different age groups
kindergarten
Performed:
3rd year student of group B
Ilyina Tatiana
Checked:
Ilyina L. L.
Cheboksary - 2015
I junior group:
Game "Bear and Children"
Target:
Learn to run in one direction, act in accordance with the words of an adult;
Induce pleasure from joint action; encourage the independence of children.
Actions: The role of the bear is played by an assistant educator or a child of the older group. Children are accommodated at one end of a group room or lot. The teacher says the words:
The bear walked through the forest,
For a long, long time he searched
The bear was looking for children
He sat down on the grass and dozed off.
Rules of the game: The bear walks around the group and pretends to look for children. Then he sits on a chair at the opposite end of the room and takes a nap. The teacher says:
The children began to dance
Teddy bear, teddy bear, get up,
They began to knock with their feet.
Catch up with our kids.
Under these words, children run around the room, stomp their feet, perform movements as they wish. An adult encourages them
Train game
Tasks... Learn to move in a certain direction, coordinate actions with other children; instill a sense of confidence and opportunity; encourage independent action.
Rules of the game: children should not be disconnected from the caregiver
Game "Chickens and a cat"
Tasks: Improve running; develop the ability to imitate, be attentive and act on a signal; encourage independent action; evoke a sense of joy from joint actions.
Come out, chickens,
Bugs, spiders
Collect the crumbs
On the green carpet.
Children-chickens run out into the middle of the hall, flap their wings, fly. The teacher continues:
Chicken children squat down and tap their fingers on the floor, saying: "Knock-knock-knock!"
Suddenly a cat appears (assistant teacher):
I will go out, I will go out on the track
Where chickens look for crumbs
Meow meow meow!
Meow meow meow!
Chickens shout loudly: "Ko-ko-ko, ko-ko-ko!" - and run away to their houses.
Rules of the game: children should leave only at the signal of the teacher , should not run into houses without a command
Game "Ducks and a dog"
Tasks: Improve walking, running; encourage imitation; evoke a feeling of joy from joint actions with adults and peers.
Attributes: Hats or badges with the image of ducks according to the number of children playing, a dog's hat or a toy dog.
Early and early in the morning She teaches them, teaches them!
Mom-duck came out, you swim, uchi-children,
Teach the ducklings. Smoothly in a row.
The mother duck moves smoothly, pulling her arms slightly back, the duck children imitate her. Then she says: “The ducks swim in the pond, they smooth their wings” (stroking her hands, sides with smooth movements), praises the duck-children: “Well done, how well they smoothed their wings, quack-quack, quack-quack”.
Suddenly, a dog appears barking (an assistant teacher or a child of an older group). Mother Duck says:
You little dog, don't bark!
Don't scare our ducks!
Our white ducks
Not brave without that.
The dog runs up to the pond, and the ducklings quickly swim to the mother duck and hide under her wings. The dog runs away. The game repeats itself. Then the mother duck says:
You little dog, don't bark!
Don't scare our ducks!
You better play with us.
Come visit us, we will treat you with something tasty
Rules of the game: only after the words of the educator, children should run to the teacher, and not earlier.
Game "I love my horse"
Tasks... Learn to run at a gallop; develop attention, teach to act on a signal; develop imagination, imitation.
The content of the game. Children imitate riders. To the words from the poem by A. Barto “I love my horse, I will comb her fur smoothly, I will smooth the tail with a comb ...” they stroke and comb their horses. To the words "And I'll go on horseback for a visit ..." they jump at a gallop (if they don't know how, then how they can). An adult first acts with children, and they imitate him. Then the children act independently, and the adult encourages them.
Rules of the game: act only on a verbal signal
II junior group
Game "Mice Hidden"
Tasks... Develop the muscles of the spine and shoulder girdle; encourage independence; develop imitation; evoke a feeling of joy from the performed movements.
Game content... A bench is put up, the children pretend to be mice, kneel behind the bench at some distance from it. At the signal of an adult "The cat is sleeping", they put their hands and forearms on the bench (the spine bends) and are in this position for 1.5-2 s. Then the adult gives a signal: "The cat is awake!", The mice again hide behind the bench. The game is repeated 4-5 times.
Rules of the game: act on a signal, stay in position for a certain time
Humpty Dumpty Game
Tasks: Encourage joint action; evoke a sense of joy from joint actions with peers.
Humpty Dumpty Humpty Dumpty
Sat on the wall. Fell down in a dream.
Children in a relaxed state sit on the floor.
Play the game with one child or a subgroup of children.
Rules of the game: act on a verbal signal from the educator
Game "Zainka"
Tasks... Teach children to listen to singing, understand the content of the song and perform movements in accordance with its text; imitate an adult.
Zainka, stamp your foot, like this, stamp your foot,
Gray, stamp your foot! So, stomp your foot!
Children, standing in a circle, stomp their feet, while keeping their hands on the belt:
Zainka, clap your hands, Gray, clap your hands!
Children clap their hands.
Zainka, turn around, Gray, turn around!
Like this, clap your hands, Like this, clap your hands!
Like this, turn around, Like this, turn around!
Children turn 1-2 times, keep their hands on the belt.
Zainka, dance, like this, dance,
Gray, dance! Like this, dance!
Children jump on two legs, as best they can.
Zainka, bow down, Gray, bow down!
Like this, bow down, Like this, bow down!
Children bow, spreading their arms to the sides.
Rules of the game: to act on the verbal signal of the teacher, to perform all actions
AND game "Sparrows and the car"
Target: teach children to run in different directions without bumping into each other, start moving and change it at the signal of the teacher, find their place.
Content. Children - "sparrows" sit on the bench - "nests". The teacher portrays a "car". After the teacher's words: "Fly, little sparrows, to the path" - the children get up and run around the site, waving their arms - "wings". At the signal of the teacher: "The car is going, fly, little sparrows, to their nests!" - the "car" leaves the "garage", the "sparrows" fly into the "nests" (sit on the benches). The "car" returns to the "garage".
Rules of the game: act only on a signal from the teacher, you cannot run away without a signal
The game "My jolly ringing ball"
Target: teach children to bounce on two legs
My jolly jingle ball
Where have you set off to gallop?
Red, yellow, blue
Can't keep up with you.
Then the teacher invites the children to jump, while hitting the ball on the ground. After reading the poem again, he says: "Now I will catch up!" Children stop jumping and run away. The teacher pretends to catch them. The teacher, without using the ball, invites the children to jump, while he himself raises and lowers his hand over the heads of the children, as if hitting the balls.
Rules of the game
The game "Sun and Rain"
Target: teach children to walk and run scattered, without bumping into each other, to teach them to act at the signal of the teacher.
Rules of the game: listen carefully to the text and run away only when the last words are spoken.
Middle group
The game "At the Bear in the Forest"
When the teacher says: "Go, children, go for a walk!" - children leave the house and go to the forest, pick mushrooms, catch butterflies, etc. (bend over, straighten up, make other imitation movements). They say in chorus:
The bear in the forest
I take mushrooms, berries,
And the bear is sitting
And growls at us.
After the word "growls", the bear begins to catch the children running home.
After the bear catches several of the players, another child is assigned to this role. The game is repeated 3-4 times.
Rules of the game: Children should not be caught behind the line of the house. The one whom the bear touches is considered caught: the bear takes him to his den.
Game "Catch"
Tasks: develop agility, speed
At the signal "one, two, three ... catch" all the players scatter around the playground, dodge the trap, which is trying to catch up with someone of their children and touch him with his hand, stain.
Rules of the game: When 3-4 players are spotted, choose another driver. The one whom the driver touched with his hand moves to the side.
Game "Chef and Kittens"
Target: to exercise children in various types of walking or running, the development of reaction speed, dexterity, the ability to focus on the word.
Crying pussies in the hallway
Kittens have a lot of grief:
Tricky chef to poor pussies
Prevents the sausages from grabbing.
With the last word "kittens" run into the "kitchen", trying to grab a sausage. The cook tries to grease the players who have run in.
Rules of the game: The hardened players are eliminated from the game. The game continues until all the sausages are stolen from the cook. The winning kitten becomes a cook.
You can't run into a circle ahead of time. The cook is not allowed to grab the kittens, only to grease, he is not allowed to go outside the circle. It is forbidden to take 2 or more items at the same time.
The game "Fox in the chicken coop"
Target: to develop in children the agility and ability to perform movement on a signal, to exercise in running with dodging, in catching, in climbing, jumping in depth.
Content: A chicken coop is drawn on one side of the site. In the hen house on the perch (on benches) chickens are located, children are on the benches. On the other side of the site is the fox's burrow. The rest of the place is a courtyard. One of the players is appointed as a fox, the rest of the chickens walk and run around the yard, pecking grains, flapping their wings. At the signal from the "Fox", the chickens run away into the hen house, climb to the roost, and the fox tries to drag off the hen, which did not have time to climb the roost. He takes her to his hole. The chickens jump off their roost and the game resumes.
Rules: A fox can catch chickens, and chickens can only perch on a signal from the teacher “Fox! ".
Game “Burn, burn clear! "
Target: develop in children endurance, orientation in space. Exercise in a brisk run.
the players stand in pairs in the column. A line is drawn in front of the column at a distance of 2-3 steps. The "catcher" stands on this line. Everybody says:
Burn, burn clearly, So that it does not go out.
Look at the sky - the birds are flying
The bells are ringing! One, two, three - run!
After the word "run", the children in the last pair run along the column (one to the left, the other to the right, trying to grab the arms in front of the catching one, who is trying to catch one of the pair before the children have time to meet and join their hands.
Rules: If the catcher manages to do this, then he forms a pair and stands in front of the column, and the rest is the catcher.
Game "Wolf in the Moat"
Target: develop courage and dexterity, the ability to act on a signal. Exercise in long jump with a running start.
Content: on the site, two parallel straight lines are drawn at a distance of 80 - 100 cm - "ditch". A "house of goats" is outlined along the edges of the site. The teacher appoints one who plays the "wolf", the rest - "goats". All goats sit on one side of the court. The wolf is getting into the moat. At the signal of the teacher "wolf in the ditch" the goats run to the opposite side of the site, jumping over the ditch, and the wolf tries to catch (touch) them .. The duration of the game is 5-7 minutes.
Rules: to act on a verbal signal, the caught wolf takes them to the corner of the ditch
Senior group
The game "Sly Fox"
Target: To develop in children endurance, observation. Exercise in a fast run with dodging, in building in a circle, in catching.
Content: The players stand in a circle at a distance of one step from each other. The fox's house is drawn outside the circle. The teacher invites the players to close their eyes, goes around the circle behind the children and says “I'm going to look for a cunning and red fox in the forest!”, Touches one of the players, who becomes a cunning fox. Then the teacher invites the players to open their eyes and carefully see which of them is a cunning fox, whether she will betray herself in some way. The players ask 3 times in chorus, at first quietly, and let’s start louder “Sly fox, where are you?”. At the same time, everyone looks at each other. The sly fox quickly goes to the middle of the circle, raises his hand up, says "I am here." All the players scatter around the court, and the fox catches them. The captured fox takes home to the hole.
Rules: The fox begins to catch the children only after the players who play 3 times in chorus ask and the fox says "I am here!"
If the fox betrayed itself earlier, the teacher appoints a new fox.
A player who has run out of bounds of the court is considered caught.
Game "Pass - get up"
Target: To foster a sense of camaraderie in children, develop dexterity, attention. Strengthen the muscles of the shoulders and back.
Content: The players are built in two columns, at a distance of two steps from one another. In each stand from each other at arm's length. A line is drawn in front of the columns. Two balls are put on it. At the signal to "sit down," everyone sits cross-legged. At the signal “pass”, the first in the columns take the balls and pass them over the head behind those sitting, then they stand up and turn to face the column. The recipient of the ball passes it back over his head, then gets up and also turns to face the column, etc. The column that correctly passed and did not drop the ball wins.
Rules: Pass the ball only over the head and while sitting. Get up only after passing the ball behind the person sitting. The one who failed to receive the ball runs after him, sits down and continues the game.
Options: Pass the ball to the right or left by turning the body.
Find the ball game
Target: To develop observation, dexterity in children.
Content: All players stand in a circle close, facing the center. One player stands in the center, this is the speaker. The players keep their hands behind their backs. One is given a ball in his hands. Children begin to pass the ball to each other behind their backs. The driver tries to guess who has the ball. He can ask each of the players to show their hands by saying "hands." The player extends both hands forward, palms up. The one who has the ball or who dropped it, stands in the middle, and the driver in his place.
Rules: The ball is passed in any direction. The ball is passed only to the neighbor. You cannot pass the ball to a neighbor after the driver has asked to show his hands.
Game "Two frosts"
Target: To develop in children inhibition, the ability to act on a signal (by word). Exercise in running with dodging catch. Promote the development of speech.
Description: On opposite sides of the site, two houses are marked with lines. The players are located on one side of the court. The teacher selects two drivers who stand in the middle of the area between the houses, facing the children. These are Frost Red Nose and Frost Blue Nose. At the signal from the teacher “Start”, both Frosts say: “We are two young brothers, two frosts are daring. I am Frost Red Nose. I am Frost Blue Nose. Which of you dares to embark on a path-path? " All the players answer: "We are not afraid of threats and we are not afraid of frost" and run into the house on the opposite side of the site, and Frosts try to freeze them, that is. touch with your hand. The frozen ones stop where the frost has captured them and so they stand until the end of the dash of everyone else. The frozen ones are counted, after which they join the players.
Rules: Players can run out of the house only after the word "frost". Who will run out earlier and who will stay in the house are considered frozen. The one touched by Frost immediately stops. You can only run forward, not backward or out of bounds.
Outdoor game "Carousel"
Target: To develop in children the rhythm of movements and the ability to coordinate them with words. Exercise by running, walking in a circle, and building in a circle.
Content: The players form a circle. The teacher gives the children a cord, the ends of which are tied. Children, holding the cord with their right hand, turn to the left and say a poem: “Barely, barely, barely, barely, the merry-go-rounds spun. And then around, around, all running, running, running. " In accordance with the text of the poem, the children walk in a circle, at first slowly, then faster, then they run. During the run, the teacher says: "Be-zha-li". Children run 2 times in a circle, the teacher changes the direction of movement, saying: "Turn". The players turn in a circle, quickly grabbing the cord with their left hand and run to the other side. Then the teacher continues with the children: “Hush, hush, don't write off, stop the carousel. One, two, one, two, the game is over! " The carousel movements are getting slower. At the words “the game is over,” the children lower the cord to the ground and disperse.
Rules: You can only take a seat on the carousel upon a call. Those who do not have time to take a seat before the third bell does not take part in the skating. Movements must be made according to the text, observing the rhythm.
Outdoor game "Mousetrap"
Target: To develop in children endurance, the ability to coordinate movements with words, dexterity. Exercise in running and squatting, building in a circle and walking in a circle. Promote the development of speech.
Content: The players are divided into two unequal groups. The smaller one forms a circle - "mousetrap", the rest of the "mice" - they are outside the circle. The players, depicting a mousetrap, join hands and begin to walk in a circle, saying: “Oh, how tired the mice are, they gnawed everything, ate everything. Beware, cheats, we will get to you. We will put mousetraps for you, we will catch everyone now. " Children stop and raise their clasped hands up, forming a gate. Mice run into and out of a mousetrap. According to the teacher's word: "clap", children standing in a circle, lower their arms and squat - the mousetrap slammed shut. Players who do not have time to run out of the circle are considered caught. Caught mice move into a circle and increase the size of the mousetrap. When most of the mice are caught, the children switch roles.
Rules: Lower the clasped hands on the word "clap". After the mousetrap has slammed shut, you cannot crawl under the arms
Preparatory group
Burners game
Target: teach children to run in pairs at speed, start running only after the end of the words. To develop in children the speed of movement, dexterity.
Children join the column in pairs. A line is drawn in front of the column at a distance of 2-3 steps. Lovishka is selected by counting. He stands on the line with his back to the rest of the children. All standing in pairs say:
“Burn, burn clearly,
so as not to go out.
Look at the sky - the birds are flying
The bells are ringing.
One, two, three - run! "
With the end of the words, the children standing in the last pair run along the column (one on the right, the other on the left), trying to grab hands. Lovishka tries to catch one of the pair and join hands with him.
Rules: If the catcher managed to do this, he forms a new pair with the caught and stands in front of the column, and the one without a pair becomes a trap. If Lovishka is not caught, he remains in the same role.
While pronouncing the words, Lovishka does not look back, you can catch before the players join hands.
Game "Catch" (with ribbons)
Target: Teach children to run scattered, without bumping into each other, to act quickly on signal. Develop orientation in space, the ability to change direction.
Children are built in a circle, each has a colored ribbon tucked into the back of the belt. Lovishka stands in the center of the circle. At the signal of the teacher: "One, two, three - catch!" children scatter around the playground. Lovishka tries to pull out the ribbon. At the signal: "One, two, three in a circle, run quickly - all the children line up in a circle."
Rules: After counting the caught, the game is repeated.
Game "Frost - Red Nose"
Target: teach children to run over to the loose from one side of the site to the other, dodging a trap, act on a signal, maintain a motionless posture. Develop endurance, attention. Fasten the run with the overlap of the lower leg, lateral canter.
On opposite sides of the site, two houses are indicated, in one of them there are players. In the middle of the platform, the driver stands facing them - Frost - red nose, he says:
“I am frost - red nose.
Which one of you will decide
Do you want to start the path? "
Children answer in chorus:
"We are not afraid of threats and we are not afraid of frost"
After that, they run across the site to another house, the frost catches up with them and tries to freeze them. Rules: The frozen ones stop at the place where the frost has overtaken them, and stand that way until the end of the run. Frost calculates how many players were able to freeze at the same time, it is taken into account that those who ran out of the house before the signal or remained after the signal are also considered frozen.
"Kite and hen"
Target: teach children to move in a column, holding each other tightly, without breaking the clutch. Develop the ability to act in concert, dexterity.
8-10 children participate in the game, one of the players is chosen as a kite, the other as a hen. The rest of the children are chickens, they stand behind the hen, forming a column. Everyone hold on to each other. To the side is the kite's nest. On a signal, he flies out of the nest and tries to catch the last chick in the column. The hen, stretching out her arms to the sides, does not allow the kite to grab the chicken. All chicks follow the movements of the kite and move quickly after the hen.
Rules: The caught chick goes to the kite's nest.
"Paints"
Target: teach children to run, trying not to catch up, jump on one leg, landing on the toe with a bent leg. To develop dexterity, speed of movement, the ability to change direction while running.
Game progress:
The participants in the game choose the owner and two buyers. The rest of the players are paints. Each paint comes up with a color and quietly calls it to the owner. When all the paints have chosen a color for themselves and named the owner, he invites one of the buyers. The buyer knocks:
Knock! Knock!
Customer.
Why did you come?
Behind the paint.
For what?
For blue.
If there is no blue paint, the owner says: "Go along the blue path, find blue boots, diarrhea and bring them back!" if the buyer guessed the color of the paint, then he takes the paint for himself. There is a second buyer, the conversation with the owner is repeated. And so they come up one by one and sort out the paints. Rules: The buyer who has collected more paint wins. The owner can come up with a task more difficult task, for example: ride on one leg on the red carpet.
Natalia Dippel
Role-playing games by age
REMINDER FOR TEACHERS " TOPIC OF STORY - GAMES BY AGE"
The creative team of our kindergarten makes a variety of reminders for teachers. One of them is Plot role-playing games in accordance with age.
The line of pluses separates those games that remain from the previous group, and under this line, those games that are added for this age and are new plots.
Younger groups - household, labor
Senior groups - household, labor, economic, social, modernization of games
1 younger group -
Chauffeur ( "Bus")
Daughters - mothers
Hospital
AGE
Jr age:
1. Influence development plot
Teach game actions:
plot
Coming up with an uncomplicated plot
2 younger group:
Chauffeur ( "Bus")
Daughters - mothers
Hospital
"Zoo"- cf. gr.
"Sailors"- cf. gr.
SOFTWARE TASKS OF C-R GAMES AGE
Jr age:
1. Influence development plot
Teach game actions:
Imitate labor and household actions
Interconnect 2-3 consecutive actions, build uncomplicated plot
Coming up with an uncomplicated plot using the knowledge gained in the classroom and in the process of observation.
2. Teach to choose and take on a certain role. Call her with words
3. Encourage independent selection of toys, use substitutes for toys in games.
4. To teach to organize independent joint games for 2-3 people. To form friendly relations.
Middle group
Chauffeur ( "Bus")
Daughters - mothers
Hospital
"Zoo"
"Sailors"
++++++++++++++++++++
Salon
Kindergarten
SOFTWARE TASKS OF C-R GAMES AGE
Average age:
1. Encourage yourself to invent plots, based on the knowledge gained from various sources:
Display not only actions, but also the simplest relationships of adults.
To use simple material of works in games, see the help of a teacher
Diversify game actions that reflect the work and everyday activities of adults.
2. Encourage independent distribution of roles, obey the established rules
3. Encourage independent production of attributes, use substitutes
4. Encourage the independent unification of children of 3-4 people. (by sympathy) To teach to obey the interests of comrades, to yield, to help each other.
Senior group
Chauffeur ( "Bus")
Daughters - mothers
Hospital
"Zoo"
"Sailors"
Salon
Kindergarten
+++++++++++++++++++
Builders
Cruise
Gas station
Polyclinic
Ambulance
Marine border guards
SOFTWARE TASKS OF C-R GAMES AGE
Senior preschool age:
game plot
6. Independently unite 5-6 people into the game. by sympathy. Encourage different playing groups, seek independent resolution of conflicts in the game with each other.
Preparatory group
Chauffeur ( "Bus")
Daughters - mothers
Hospital
"Zoo"
"Sailors"
Salon
Kindergarten
Builders
Cruise
Gas station
Polyclinic
Ambulance
Marine border guards
++++++++++++++++++++++
Library
Border guards
agricultural labor (farm)
Cosmonauts
Supermarket
Tourist agency
Veterinary clinic
SOFTWARE TASKS OF C-R GAMES AGE
Senior preschool age:
1. Learn to invent independently game plot, to display social and political events, relations of adults.
2. Teach to independently dramatize fairy tales, introduce them into role-playing games.
3. Learn to build a game plan, determine ways to implement the plan, play for a long time.
4. To learn to distribute roles without conflict, to obey the rules, to increase the number of players.
5. To independently select and produce attributes, select substitutes, encourage the use of imaginary objects.
6. Independently unite 5-6 people into the game. by sympathy. Encourage different playing groups, seek independent resolution of conflicts in the game with each other
Games are selected in accordance with the tasks of upbringing, age characteristics of children, their state of health, fitness. The place of the game in the mode of the day, the time of the year, meteorological-climatic and other conditions are also taken into account. It is also necessary to take into account the degree of organization of children, their discipline: if they are not sufficiently organized, then first you need to pick up a game of little mobility and conduct it in a circle.
The teacher's choice of outdoor games, as a rule, is determined, first of all, by the age of the children in the group, the tasks of the lesson and the conditions of the game. Each age group their own characteristics of the organization and methodology of the game correspond.
With the help of the game, the head of physical education or the educator performs several tasks - strengthens, heals the body of children, develops movements, causes joyful experiences, fosters moral qualities, etc. Including this or that game in the plan, the teacher should know what qualities and skills he can develop and consolidate with its help: in one game, running prevails, and in another - throwing, in one - endurance is required from children, and in another - dexterity, etc.
Features of the methodology for outdoor games in younger groups
For them, games with a simple and accessible plot are recommended, in which the characters are well known to the child from everyday life (cat, birds) or with which it is easy to acquaint him using a picture, toy, fairy tale (bear, fox, hare). The rules for these fucks are very simple and closely related to the plot. Children are keenly interested in outdoor games.
Play exercises occupy a large place in this age group. They include simple motor tasks: bring a flag, ring a bell, catch up with a ball, etc. These movements are known and accessible to children (walking, running, etc.).
The teacher evokes in children an interested attitude to the game or exercise and by the fact that he colorfully tells the simple and short plot of the assignment that he has invented, emphasizing the most complex movements with the intonation of his voice and gestures.
In order for the game to go well, the physical education supervisor or educator must carefully prepare for it; pick up manuals and small items, think over where the houses, nests will be, which of the children to take to the leading role, and so on; he must know well the content of the game, its course, rules, accompanying text.
Compliance with the rules of the game contributes to the development of the child's organization, discipline, education of the ability to subordinate their actions to common tasks for the collective, to restrain them, to act meaningfully. Basic requirements for children of this age: to act on a signal (permission, instruction, clap, hit the tambourine), move one after another; after completing the task, return to the place. In addition, in play, the child must most often act in a certain way (crawl on all fours, throw the ball with both hands, etc.) and observe it at least in general terms. Young children learn all the subtleties of the game rather slowly and master the necessary skills. Therefore, the teacher and the head of physical education can often conduct the same game without fear that they will get bored with it. Gradual penetration into the concept of the game, a deeper understanding of the rules and, as a result, increasing independence gives the kids joy, maintains interest in the game for a long time. It is advisable to repeat the game 2-3 times in a row, then offer the children a new one or from those learned earlier, and then return to the first game again. During the game, it is important to ensure that the kids are not overworked or excited.
As in the classroom, when combining several outdoor games and exercises, it is important to provide for a gradual increase in physical activity. You need to start with a simple game or play exercise, and then involve all children in active actions. As children accumulate motor experience, master the rules and content of games and exercises, it becomes more complicated, the number of their repetitions increases and the intensity of children's actions increases the motor density of games.
When organizing the repetition of outdoor games, the teacher should take into account the degree of mobility of each child and regulate it (stop one in time, activate the other, choose a suitable role for the third, etc.), we must strive to ensure that children fall in love with outdoor games.
Game guidance. For the upbringing of a 3-year-old child, constant contact with adults is of particular importance. Kids play with pleasure when adults are active, emotional, show interest in games and participate in them themselves. A cheerful, affectionate tone of the teacher, his interest captivates the kids, this joyful mood is transmitted to them. In such cases, children listen very carefully to the teacher, fulfill all his requirements, willingly repeat the games, and master them well.
It is very important that the teacher, participating in the game, gives an example of movements, prompts the course of the game.
Explaining the game is a crucial moment that influences its course. It is necessary to explain the game to the kids emotionally, emphasizing the characteristic features of each character with the intonations of the voice. So, the teacher speaks affectionately about frolicking bunnies, and about a bear who wants to catch them - in a low voice, with a tinge of threat emphasizing the danger.
When explaining games, it is necessary to clearly highlight the signals by which children will have to change their actions.
A child performs an action of a motor nature better if an adult accompanies him with an explanation, a hint.
It is important to activate and direct communication between children. As a result of the teacher's attentive approach to pupils, skillful, timely, tactful reminders, the requirement to play together, provide assistance or yield to each other, good friendly relations are formed between the children.
In the second younger group outdoor games and game exercises are included in different parts of the lesson: in the introductory, in the main and final. Their meaning in each of these cases has its own specifics.
When choosing games for classes, it is important to foresee the conditions in which it will take place: indoors or outdoors. In the latter case, one should be guided by the season and the state of the weather, the availability of equipment and necessary clothing. The content and methodology of outdoor games depend on this.
For classes, it is better to use games known to kids, as well as games with simple rules that are easy for children to learn. Preparing for the lesson, the teacher thinks over the methods of activating children in the game (allocation to responsible roles, placement of the players, individual approach, etc.). During the game, the teacher tactfully guides the relationship of children, teaches them to play together.
Features of the methodology for conducting outdoor games in middle group.
As a result of the educational work carried out in the previous groups, the movements of the children become more coordinated. In games recommended for children of middle and senior groups, the distance for running, throwing, height for jumping and climbing increases; selected a number of games that train in dexterity, courage, endurance.
Children 5 years old are already interested in the result of the actions performed, the efforts expended. They always strive to run away from the catching person, climb higher, jump further, etc. At the same time, they still love story games: "At the Bear's Forest", "Geese-Swans", "Airplanes", etc., with the pleasure of performing certain roles.
During the game, the teacher's attention should be directed to improving running, jumping, climbing, therefore, games are given with a gradual complication of movement.
In the middle and in the group, the teacher or physical education leader first tells the children how to play, who should do what, and then the roles are assigned. In a group of 4-year-old children, at the beginning of the year, the teacher himself appoints who will be who. At the same time, he takes into account the degree of activity of children, the ability to run quickly, climb. The role of the driver should first be entrusted to children who will knowingly cope with it, otherwise the child may lose faith in himself and it will be difficult to attract him to active action.
During the game, the teacher notes the success of the children.
The teacher uses outdoor play to educate children for goodwill, mutual assistance and other moral qualities.
In the process of daily work, the leader makes sure that all children are able to perform different roles in outdoor games.
In addition to story games, these groups use games based on a specific task: "Find yourself a mate", "Find your color", "Run quietly", "Ball school", etc. These games can be played with the whole group, and with several children.
There are games that cannot be organized with a large number of children, but they are very useful. These are mainly games with objects and toys.
During the stay of children in the air, it is necessary to involve children in outdoor games several times, choosing the right moments for them.
In the middle group, the child's mental and physical development continues. The development of all types of children's activities, their complication, begins to be strongly influenced by the child's own plans. But their full implementation is still possible only with the help of an adult.
The play motives of children's activities retain their significance. Now they are already being realized in creative role-playing games, which children play together in small groups.
The child of the 5th life is in general mastery of all types of basic movements. He strives for new combinations of movements, wants to try his hand at difficult types of movements and physical exercises.
The attention of a child of middle preschool age is becoming more and more stable; visual, auditory and tactile perception are improved, deliberate memorization and recollection are developed. Children are well aware of the types of movements, partially master the ability to highlight some of their elements. The ability to perceive, imagine, analyze and evaluate the sequence and quality of their actions develops.
Further improvement of motor skills and abilities is conditioned by the level of development of those physical qualities, without which they cannot manifest themselves correctly and effectively enough. The leading elements of the technique of different ways of running, jumping, throwing, actions with the ball, skiing, skating, etc. cannot be mastered by a child and applied productively if his dexterity, coordination and accuracy of movements, speed, strength, endurance are insufficiently developed, flexibility, as well as the ability to maintain a stable body position in a variety of conditions.
The development of physical qualities occurs under the influence of constant exercise. As a result, the motor capabilities of children are expanded and enriched, their physical strengths increase. There is a psychological readiness to perform complex motional actions and the manifestation of certain volitional efforts. Along with the game, the motive of motor activity is the motive of mastering new abilities and skills, their consolidation. As a result, solid foundations are laid for the school of movements, for increasing efficiency and physical fitness.
The teacher's attention should be directed not to increasing the number of new games, but to repeating and complicating them, so that children learn and love the games played with them. Repetition and complication of games. Skills and habits are formed through repeated exercise. In the middle and senior groups, a new game can be carried out for 2-3 lessons, then repeat the previous games and return to the same game.
When repeating the game, you need to gradually complicate it and use different versions of the game so that the children are able to apply the skills they have acquired in changing conditions.
Features of the methodology for conducting outdoor games in senior group.
The child's motor activities are becoming more and more diverse. Children already have a good command of the basic movements, they are familiar with various gymnastic exercises, outdoor games; the development of various ways of performing sports exercises of many types begins. Manifestations of independence are increasing, creative searches for new methods of action, their combinations and options arise. Small groups of interest in a particular type of exercise begin to form.
In the 6th year of a child's life, his movements become more and more conscious and deliberate. The ability to understand the task set by the adult develops, to independently follow the instructions of the teacher.
In the older group, the number of games in which there are no images increases: all sorts of "traps", ball games, etc. are given.
The games of children of this age are also based on basic movements - running, jumping, throwing, climbing, but great demands are placed on children in terms of the quality of movements, the correctness and accuracy of their implementation. For example, you need to walk in a circle without breaking the shape of the circle, it is easy to run ("Mousetrap", "Catching butterflies").
The rules in the older group get more complicated. Compliance with the rules requires braking, endurance, concentration of attention, observation, dexterity from children.
Selection of games. As mentioned above, with the help of play, an adult performs several tasks - strengthens, heals the body of children, develops movements, causes joyful experiences, fosters moral qualities, etc.
Including this or that game in the plan, the head of physical education must know what qualities and skills he can develop and consolidate with its help: in one game, running prevails, and in the other - throwing, in one of the children, endurance is required., And in the other is agility, etc.
When choosing games, the teacher takes into account the characteristics of the children of this group, their interests and preparedness. In addition, he has to take into account the season, weather conditions, air temperature.
The game is played in all age groups every day for a walk and indoors. In the older group, it can be part of gymnastics and outdoor games.
When choosing games for classes, in addition to general educational tasks, it is necessary to take into account the hygienic side of each game - the degree of its load, the effect on physiological processes.
All manuals and materials that are required for the game must be prepared before starting the game. Children should be involved in the preparation of these manuals, in the organization of appropriate conditions.
Collection for the game. You can get children to play in various ways. So, even before going to the site, where the games are mainly organized, the teacher tells the children of the middle and senior groups that a game will be held at the site. He agrees with the children that as soon as he calls them, hits the tambourine or calls them, they will gather near him or in a certain place on the site.
Game guidance. Before playing the game, it is necessary to create an interest in the game in children, especially in a group of toddlers. The interest of children in the game helps to better assimilate its rules, more precise execution of movements. You can bring children to play by asking questions or by showing a toy or a picture. You can tell the children a fairy tale in advance or read poems on a relevant topic, show them objects or phenomena that will be encountered in the game.
Explanation of the game. After the children get together for the game, the head of physical education tells them its content and gives the name.
When explaining the game, the adult should stand so that all the children can see him. The presentation of the content of the game, the explanation of its rules should be short and clear. Intonation is of great importance in explaining the game. The word, highlighted and underlined by the appropriate intonation, acquires special meaning, special content.
An essential condition for the formation of motor skills is a preliminary understanding of the movement - verbal or visual.
You should not abuse instructions and corrections in the game regarding the accuracy and correctness of movements - this can lead to the fact that the joy of the game will disappear, its emotionality will decrease. Movement training in the middle and senior groups occurs mainly in gymnastics classes, and the acquired skills are consolidated in games. In the younger group, the development of movements is carried out in the process of outdoor games.
Carrying out the game. During the game, the adult monitors both the behavior of the group as a whole and individual children. With his cheerful tone, lively interest in the game, he maintains a joyful mood in children during the game, encourages children to show decisiveness, dexterity, resourcefulness, initiative. At the same time, the teacher makes sure that the children are not overworked. In some cases, the teacher is forced to participate in the game so as not to disrupt its plan.
When distributing children, the leader connects the weaker and those who do not know how to perform movements with the stronger ones, especially in games where there is an element of competition.
During the game, the leader gives signals - visual (raises a colored flag), sound (hits a tambourine, a drum), pronounces certain words. Sound signals should not be too loud: strong blows, sharp whistles, etc., irritate and excite children.
Rules of the game. Particular attention should be paid to children's compliance with the rules. The rules are of great educational value. Rules are specific requirements that must be met by all players. Without violating the emotionality and ease of the game, the rules limit the behavior of the players to a certain extent. Conscious obedience to the rules of the game is of great importance for the education of discipline and collectivism. Obedience to the rules fosters in the child will, endurance, the ability to consciously control their movements, slow them down. The rules of the game must be appropriate for the age of the children.
The rules should promote the development of positive qualities in children. Therefore, you should not introduce into the game rules that induce children to play, for example, when the caught becomes the driver, as the players begin to succumb. Such a rule, when the loser gets the right to dance, say a poem, or sing, is also unsuccessful: children are interested in completing one of these tasks, and they try to lose. Educationally harmful are the rules by which the losers are excluded from the game. The loser should be given the opportunity to practice what he fails and correct his mistake, so his exit from the game is only possible for a very short time.
Distribution of roles. The distribution of roles is a very important point in the course of the game. The role played in a particular game determines the child's behavior, which must correspond to the actions of the character depicted. You can select children for responsible roles in various ways: the teacher himself assigns the child a role, singles it out with the help of a rhyme, or the child, who played the role of the leader, chooses a substitute for this role. You can not use a counting rhyme with meaningless text.
By selecting the appropriate roles for children, you can activate inactive children, regulate the unbalanced, making sure that they follow the rules unswervingly.
End of the game. You can end the game in different ways. So, sometimes, finishing the game, especially in the middle and senior groups, the teacher or the head of physical education sums up: he notes which of the players distinguished themselves by their special dexterity, speed, followed the rules well, helped out their comrades; the teacher also names those who broke the rules, dabbled, prevented the children from playing. The game can be ended with an organized departure of the children, or, if the theme of the game allows, you can sometimes leave the playground or the hall as a continuation of the game. For example, if the children played with cars or horses, the teacher suggests that they go "home" by cars or horses. to the group room.
Dosage of movements in the game. When playing the game, care should be taken that children do not overwork, so that there is no unnecessary load on the cardiovascular system, which is expressed in the fact that the children's faces turn red, breathing becomes more frequent, and coughing appears; in some children, fatigue, on the contrary, is expressed in a pallor of the face. The overload of attention leads to the fact that children are excited, violate the rules of the game, and lose interest in it.
Overloading can occur if the game continues for a long time, for example, the catcher cannot catch anyone for a long time. Then you need to pause the game, make a short pause and select another catcher.
The average duration of the game is 8-10 minutes. The total duration of the game is counted from the moment the children gathered for the game and the teacher began to explain it.
The leader's attention should be directed not at increasing the number of new games, but at repeating and complicating them, so that the children learn and love the games played with them.
Outdoor games are an excellent means of developing and improving the movements of children, strengthening and hardening their body.
The value of outdoor games is that they are based on various types of vital movements, and that these movements are performed in a wide variety of conditions. A large number of movements are accompanied by chemical processes that activate respiration, blood circulation and metabolism in the body, which greatly contributes to the development of muscles, bones, connective tissues, and increases the mobility of the joints, especially the spine. Since the organism is a functional whole, the increased activity of one organ system affects the increase in the activity of other organs.
Play is a natural companion of a child's life and therefore meets the laws laid down by nature itself in the developing body of a child - his irrepressible need for cheerful movements. Creativity, fantasy, which are an indispensable condition for most outdoor games, enhance brain impulses, which, in turn, stimulate the pituitary gland, the activity of the thyroid gland and the entire endocrine system. Positive emotions, creativity are the most important factors of recovery.
Sufficient saturation of children's free time with games contributes to their general and all-round development. In addition, it is advisable to select, taking into account age, health status, the nature of functional changes in the body and the degree of physical fitness of children, outdoor games, especially games in the air, undoubtedly contribute to healing, strengthening the child's body, hardening and thereby preventing diseases.
Games with an active physical component allow you to solve a whole range of important issues in working with preschoolers: to satisfy their need for movement and stabilize emotions, to teach control over their body, to develop not only physical, but also mental and creative abilities, moral qualities, etc.
The connection of physical education through games with the development of cognitive processes of students deserves special attention from the standpoint of the practice of correctional and developmental education. Thus, the positive influence of outdoor games has been established not only on the development of the physical qualities of children, but also on the formation of the structural units of the psyche: memory - auditory, motor-auditory, visual; imagination - creative, recreational, as well as originality of problem solving; perception - the degree of development of observation, volume and adequacy of reproduction; visual-figurative and logical thinking - the ability to analyze, compare and generalize; voluntary attention and its properties such as switching, distribution and stability.
At the same time, the tasks solved by the means of mobile and sports games, are reduced not only to increasing the volume and variety of forms of motor activity, restoring the harmony of muscular activity of younger schoolchildren and normalizing the psychophysical load, but also to gaining a lost, but still extremely necessary game environment.
|
Name of the game |
Expected Training Result |
An indicative list of diseases and conditions for which the game is recommended |
|
"Find and be silent" |
Development of visual memory, attention, ability to navigate in space, improvement of inhibitory reactions. |
With diseases of the central nervous system, cerebral palsy, vegetative-vascular dystonia, with a weakening of the emotional-volitional sphere. |
|
"Hide and seek in a circle" |
Education of the ability to maintain balance, navigate in space and on the ground, speed of reaction and attention, development of the functions of the auditory analyzer. |
For diseases accompanied by lethargy, lethargy. Changes in the hearing aid in deaf children. |
|
"Mousetrap" |
Training of quickness of reaction, speed and dexterity of movements and orientation in space. |
Mental retardation, illness with lethargy, absent-mindedness, slowness. Diseases of the musculoskeletal system. |
Classification of outdoor games in DU.
Variation and complication of outdoor games.
Game management methodology.
General characteristics of outdoor games for each age group.
Play as a means of securing movement. Selection of games.
Methodology for outdoor games in the I junior group of educational institutions.
Methodology for outdoor games in the middle group of educational institutions.
Methodology for outdoor games in the older group.
Methodology for outdoor games for each age group of children.
Classification of outdoor games in DU.
By the figurative content:
plot (character roles with corresponding motional actions). The plot is divided into figurative ("Bear and bees", "Hares and wolf") and conventional ("Catchers", "Fifteen");
plotless (all perform the same movements - "Find yourself a pair", "Whose link will build faster");
round dance (games are played to a song or poem);
folk;
fun games (for the smallest children - "Ladushki");
amusement games;
finger games.
By complexity:
simple non-team games (each participant, observing the rules, fights for himself);
more complex transitional to team (sometimes a player can enter into temporary cooperation with other players to achieve a goal);
team outdoor games (the players make up separate groups, teams).
By types of movements, mainly included games:
walking games;
running games;
crawling and climbing games;
games with throwing and catching the ball;
jumping games.
By the age of children, taking into account the division into groups in the educational institution:
games of the 1st junior group;
games of the 2nd junior group;
middle group games;
games of the older group.
Variation and complication of outdoor games.
Increase dosage (repetition and total duration of play).
Complicate motor content.
Change the placement of the players on the court.
Change the signal (instead of the verbal one, enter a sound or visual signal)
Play the game in non-standard conditions (running on the sand).
Complicate the rules (enter 2 "traps").
Game management methodology.
Preparing for the game.
The choice of game depends on:
tasks assigned to the lesson;
age characteristics of preschoolers, their physical fitness;
the number of children;
conditions for the games;
forms of employment (physical education, holiday, walk);
venue, weather conditions;
availability of inventory, benefits.
Preparation of the place of the game (observing the safety rules, prepare the site).
Preparation of inventory (availability and quantity).
Site markup.
Preliminary analysis of the game.
Organization of the players.
Placement of the players and the place of the leader when explaining the game.
Explanation of the game (brevity, consistency, consistency):
title;
the role of the players and their location;
purpose and rules.
Allocation of drivers:
counting room;
optional;
by appointment of the head;
according to the best results;
by lot;
at the choice of the players;
based on the results of previous games.
Distribution into teams:
payment;
by gender;
by color;
according to the head;
at the choice of the captain;
permanent teams;
by curly marching.
Selection of the team captain.
Allocation of assistants (from the freed).
Guiding the game process.
Observation of the course of the game and the behavior of the players (observance of the rules, timeliness of the signal)
Judging (objective, impartial)
Dosage during the game (alternate intense loads with rest, all participants should receive the same loads)
The end of the game (the duration depends on the character, the composition of the students, the conditions of the classes)
Summing up the game.
Determination of the results of the game.
Analysis of the game.
General characteristics of outdoor games for each age group.
Outdoor games serve as a method of improving motor skills already mastered by children and bringing up physical qualities.
Fun games are held with children of the first year of life ("Hide and Seek", "Horned Goat", "White-sided Magpie", etc.), which cause sounds, movements, laughter, joy, pleasure in children.
In the second year of life, plotless games are used ("Bring a ball, a toy", "Raise your legs higher", "Pass the ball", etc.). In these games, children perform one movement (walking, throwing) at an individual pace, but gradually they move from individual actions to joint ones.
In the future, more complex movements are included in the games and the number of movements increases.
The number of roles in the games of young children is insignificant (1-2). The main role is played by the educator, and the kids portray the same characters, for example, the teacher is a cat, all children are mice ("Cat to Mouse"). In the games of older children, the number of roles increases (up to 3-4). Here, for example, there is a shepherd, a wolf, geese ("Geese-Swans"), in addition, the roles are distributed among all the children.
The number of rules is gradually increasing, the relationship between children is becoming more complicated. In younger groups, the rules are very simple and promising. Compliance with the rules is reduced to actions on a signal: on one signal, children run out of the house, on the other, they return to their places. Over time, restrictions on actions are introduced: run away in a certain direction; caught to move aside.
In games with elements of competition, first, everyone acts for himself (whoever manages to bring the object before everyone else), then collective responsibility is introduced.
Outdoor games of young children are often accompanied by words - poems, songs, recitative, which reveal the content of the game and its rules; explain what movement and how to perform; serve as signals for start to end; suggest the rhythm and tempo. Games accompanied by text are also given in older groups, and the words are often pronounced in chorus.
Play as a means of securing movement. Selection of games.
To consolidate motor skills in children and develop physical qualities, it is useful to repeat games throughout the year and in a certain sequence.
When the game is repeated, the tasks themselves vary. For example, if the game "Catch" is played for the first time, the teacher teaches the children to play, explains the content, the rules of the game. When playing the game for the second time, the teacher can use it as a means to develop speed. To do this, he sets the task for the children to run away from the "trap" as quickly as possible. In this case, a large playground is needed so that children, running away from the "trap", can show maximum speed. On the third repetition, a new task may be put forward - to develop predominantly dexterity in children. For this, the game must be played in a limited area. In addition, 2-3 "traps" can be chosen and, in order to dodge them, children will have to be very active.
When choosing games for every day, you need to take into account the time and place in the daily routine. At the same time, one should not forget about either the previous or the subsequent activities of the children.
In the morning (before morning gymnastics), especially in spring and summer, it is recommended to play with physical education aids and toys that encourage children to move (with a ball, with a hoop, ring throw, bilbock, classes). Children come together in small groups and play on their own.
In the intervals between organized classes, especially if they are associated with a fixed posture (drawing, modeling, development of speech and mathematical representations), games of medium and low mobility are useful ("Make a figure", "Do as I do", "Ball school", bilbock ). The purpose of these games is active recreation, so they should be familiar to children.
When choosing games for a daytime walk, the teacher takes into account the previous activities of the children. After quiet activities (drawing, modeling) that require focused attention, games of a more mobile nature are recommended. They need to be accompanied by the whole group at the beginning of the walk. It is desirable that there are two of them: the first game should be with a heavy load ("The Hunter and the Hares"), the second - more calm ("Day and Night").
It is also important to remember that it is advisable to play games of a more mobile nature 25-30 minutes after eating and in no case before eating.
On an evening walk, it is useful to organize such games of high and medium mobility, in which all children participate at the same time. It is recommended to play with children of round-the-clock groups after dinner, games of low mobility, of a calm nature ("Shepherd and herd", "Skok, skok").
It is very important to plan outdoor games for the whole year and for the next week. Approximately 10-15 new games are held during the year. Too many games take a long time to learn and make it difficult to repeat them.
Games of different content and character should be planned for each day of the week. This will ensure the diversified development of children.
In young children, temporary connections are formed slowly, so the same game when learning should be repeated 3-4 times during the week. However, after a while, you need to plan these games again in order to consolidate motor skills and develop physical qualities with their help.
Methodology for outdoor games in the I junior group of educational institutions.
I. Main elements:
1) choice of game;
2)
3) title;
4) explanation;
5) choice for a role;
6) game guidance;
7) the end of the game.
Methodology:
1) on the complexity of the rules;
2) bell, pipe - sound signal; bring in a bright toy; start a game with 3-5 children;
3) name;
4) gather the children for the game (circle, line), building up for the game at the place where the game starts;
5) the explanation of the game goes in the course of the game itself, characterize all the characters of the game with the intonation of the voice. The teacher is a participant in the game, plays the main role, guides the game;
6) the teacher moves with the children, the children imitate him, without stopping the game. The teacher arranges, moves, helps;
7) encourages children and offers to remove benefits, encourages and offers to play with benefits.
Methodology for outdoor games in the middle group of educational institutions.
I. Main elements:
1) choice of game;
2) collection for the game with the creation of interest;
3) title;
4) explanation;
5) choice for a role;
6) game guidance;
7) the end of the game.
Methodology:
1) on the complexity of the rules;
2) sound signal, thin. a word whose link will gather faster. Agree in advance and start the game at the start of the signal;
7) summarize, give an overall assessment of the game; who broke the rules. Involve children in the analysis.
Methodology for outdoor games in the older group.
I. Main elements:
1) choice of game;
2) collection for the game with the creation of interest;
3) title;
4) explanation;
5) choice for a role;
6) game guidance;
7) the end of the game.
Methodology:
1) on the complexity of the rules;
2) whose link will assemble faster;
4) depends on the novelty of the game, if the new game is to name, explain the rules. The main thing before the game is to tell who should do what, how to move. Secondary - in the intervals between the game, you can clarify the rules by asking questions to the children, if there are complex movements in the game, make a trial move. If the game is familiar, then you just need to name it, briefly recall the rules;
5) rhyme, wish, spinning top (whirligig) as a reward;
6) during the game, the teacher monitors physical activity, compliance with the rules, interaction between children, gives signals to start and end;
7) summarize, give an overall assessment of the game; who broke the rules. Encourage children. Involve children in the analysis. Offer to play with the manuals.
Methodology for outdoor games for each age group of children.
Outdoor games as the main physical activity of preschool children are planned by the teacher at different times of the day in accordance with the regime of each age group.
When distributing games in the calendar plan, the educator provides for all the diversity of the motor content, the necessary repetition and variability, contributing to the improvement of motor skills, takes into account the specific conditions for their implementation.
To use all the opportunities for children's play activities during the day, it is necessary to strictly adhere to the established regime, which is based on medical and hygienic requirements and taking into account the age characteristics of children of each group. This means that the time of outdoor games and their duration are closely related to the previous and subsequent activities of children. In addition, the educator, observing the nature of the activity of children, offers them games of various content and degrees of mobility, thereby regulating their physical activity: by strengthening it to some, limiting it to others and providing the necessary rest.
When drawing up a calendar plan for outdoor games, the season and weather conditions are also taken into account. In cold autumn and winter, on frosty days, clean, fresh air, combined with movement, has a beneficial effect on the child's body, hardens the nervous system, strengthens the body's resistance, and increases cheerfulness. In cold weather, active play alternates with other moderately active activities. The alternation of the nature and pace of motor activity creates an opportunity for children to rest and protects them both from freezing and excessive overheating.
Slides for sledding children are arranged on the site, and conditions for ice skating and hockey are created for older groups.
In the summer, when the whole life of children is transferred to the air and clothes are easier (panties, panama hats, light shoes make up their daily suit), various movements improve the well-being of children, cause them a joyful sense of life.
It is necessary that the sites of all age groups are equipped with large physical equipment in accordance with the instructions of the program and are systematically used by children to improve motor skills in climbing, climbing, climbing, jumping, throwing, exercises in balance, etc. small physical training aids (sticks, hoops, flags, balls, ball ropes, ring throws, short and long skipping ropes, etc.).
In the senior and especially in the preparatory groups, games with elements of sports games are learned: volleyball, basketball, badminton, table tennis, small towns. Skittles, cerso, bilboke, diabolo, grandmothers, etc. are provided. All this attracts children to active physical activity, improves skills, and fosters physical qualities.
In the summer, outdoor games with rules that improve motor skills and physical qualities are widely used. In addition to organizing them by the teacher, in the middle and two older groups, the independent creative association of children is encouraged - coming up with versions of games they know and their own plots of games.
Thus, a variety of outdoor games contribute to the all-round development of children, contribute to the improvement of the body, enrich the life of children with new content, educate their feelings, behavior, orientation in the environment, independence and creative initiative.
Inna Atajanova
Features of outdoor play at different age stages
Relevance.
The formation of children's health, the full development of their body is one of the main problems in modern society. In preschool age, there is an intensive physical development of children, the formation of functional systems of the child's body.
Competently organized physical activity of the child helps to strengthen his health. It is one of the important conditions for proper metabolism, stimulates the development of the nervous and cardiovascular systems, musculoskeletal system, respiratory and digestive organs. Physical activity also plays an important role in ensuring the full mental development of the child, as it stimulates positive emotions, increases the overall vitality of the baby, and provides food for a variety of impressions and active cognitive activity.
An essential place in the system of physical education of preschoolers is occupied by outdoor games, which are widely used in all age groups.
2nd junior group.
When selecting and conducting games, it is important to take into account the previous type of activity, children learn new games better if they looked at a picture, repeated a poem or constructed before playing, since the children are not tired and will be able to perceive a new motor task. After difficult activities that require the child's increased attention, concentration, development of mathematical concepts, it is better not to offer the kids new games, but to repeat the familiar ones.
At this age, games appear tasks related to memorizing objects, shapes, distinguishing primary colors, sounds ("Find your color", "Run to the flag", most games have detailed plots and conditioned roles ("Cat and mice", " Train "), the name of the game, as a rule, determines the game behavior. At this age, the child can already assume the main role. The upbringing and educational side of n / games intensifies if, when repeated, they slightly change (not to pass, but to run) or become more complicated. At this age, the explanation of the game is accompanied by the demonstration of game actions; further explanation of the plot and the rules precede the game.
At this age, it is already necessary to achieve the exact fulfillment of the rules and conditions of the game.
Middle group.
The motor activity of children of the middle group is largely due to a large stock of skills and abilities, good spatial orientation, the desire to perform movements together, showing endurance and ingenuity. The child is already interested in more complex movements that require dexterity, speed, accuracy. They are happy to compete who will jump next or who will collect more. Complicated interactions in the game where the result depends on the coordination of actions in the game ("Find a pair", "Colored cars", on the ability to quickly and orderly line up in links, taking into account the interest of comrades.
Most games have detailed plots that determine the content of movements, in many games there is the role of the driver, as a rule, it is one, but if the game becomes more complicated, a second driver can be introduced (for example: "A bear in the forest" has two bears).
The explanation of the game should be brief, touch only the most important, the poetic text of the game is learned by children right during the game.
In the middle group, the educator rarely plays the role of a leader; during the year, all children need to be involved in leading roles. At this age, I choose the children myself for the role of the driver.
It is impossible to give instructions during the game, to achieve accuracy of execution - this reduces the emotional mood of the game, their activity, remarks on violation of the rules are made at the end of the game (for example: you would not have been caught by a bear if you had not pushed the guys).
The rules in games for middle children get more complicated; catch only by touching, caught to move aside. The teacher's attention should be directed not to increasing the number of games, but to repetition and complication of already familiar ones, so that by the end of the year children can organize the game themselves with a small group of peers.
The game is repeated in 2-3 lessons, walks, then after a while we return to it again. With repetition, you can complicate the content and rules of the game, modify the organization of children.
Senior group.
In this age group, the content of p / games becomes even more complicated due to the broadening of children's horizons, new images and plots are included, familiar from books, stories of the educator, film screenings, in which the games reflect different professions ("Firefighters in training", "Hunter and hares ", it becomes possible to choose games with standing long jump, throwing and climbing. A large place in older groups is occupied by plotless games such as" Catchers ", as well as with elements of competition, individual at the beginning of the year, then in groups.
Responsible roles in the game are played by the children themselves, the teacher reminds the rules and monitors their implementation, watches how the children perform the game movement, gives signals. However, sometimes the participation of a teacher is necessary, he can take on a role and show how to move quickly in order to catch many children, this technique very enlivens the game, promotes an emotional mood.
In the distribution of roles, as a rule, rhymes are used, the educator participates only when it is necessary to create equal links or teams.
The explanation of the game in the older group occurs not only during the game, but immediately before the game. The teacher explains the content of the game from start to finish, especially pays attention to the rules.
In the older group, children are already interested not only in the process of the game, but in its result, therefore, summing up the results is of great educational value. It is important to fairly note the winners, to explain that even a good result if the rules are violated will not lead to a win.
Preparatory group.
V preparatory group children are more independent in organizing n / games. The child knows a large number of games, their content and rules, he imagines their possible motor and emotional saturation. This allows you to choose games according to your interests and desires.
In this group, the importance of games and exercises is especially great for consolidating and improving children's skills in the main types of movements, the development of physical qualities: speed, strength, dexterity. Children begin to act in the most effective ways with maximum mobilization of efforts to achieve a result, showing positive moral and volitional qualities.
The manifestation of physical and moral - volitional qualities is most facilitated by the child's participation in such games, where the overall result is important, which depends on the interaction of the participants in the game. This is especially evident in relay races.
In outdoor games for 7th year aunts, the amusement of the plot does not matter much, the behavior of the children is now regulated by the game rules, which the child is deliberately guided by.
Requirements for the exact implementation of the rules contribute to the education of endurance, discipline, and a sense of responsibility. The emotionality of n / games, the interest of children lead to the fact that older preschoolers more and more often organize them themselves, on their own initiative.
Explaining a new game, the teacher makes sure that the children represent its entire course, the nature and methods of actions of the characters, and understand the rules. The initial explanation of the difficult moments of the game may be accompanied by a demonstration. The distribution of roles should be equal in strength, children themselves begin to understand the reasonable distribution of forces.
Summing up is very important. The teacher helps children realize how important it is to achieve a positive result according to the rules, and not a result by any means. This prevents possible negative manifestations, reduces excessive excitability, excitement.
In the preparatory group, all children must learn to independently organize and conduct p / games, it is very important to encourage children's play creativity.
Related publications:
Consultation "Guide to the outdoor game" Outdoor games are an excellent means of developing and improving the movements of children, strengthening and hardening their body. Value.
Algorithm of actions of an adult and children at the stages of mastering the design. Specificity of design in different age groups As you know, a project is a goal accepted and mastered by children, relevant for them, it is children's amateur performance, a specific creative activity.
Games and exercises for the development of coherent speech in preschool children at different age stages. Games and exercises for the development of coherent speech in children at different age stages. Preschool age is a period of active learning by a child.
Card file of games and relay races for children of different age groups The presence of children in the fresh air is of great importance for the physical development of a preschooler. Walk and play are the first and the most.
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