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The concept of gaming activity, the purpose of the game. Levels of development of role-playing game Levels of development of children's play activities

The scientific position on the game as the leading activity of a preschooler, defining the zone of proximal development, is generally accepted and traditional in Russian pedagogy and psychology. D.B. Elkonin argued that the game is a symbolic-modeling type of activity in which the operational and technical side is minimal, operations are reduced, objects are conditional.

In the game, all internal processes are given in external action. Of particular importance is the game for the formation of the motivational sphere and the arbitrariness of the child. Preschool age is the period of the most intensive formation of the motivational sphere, when personal mechanisms of behavior arise, prerequisites for self-control and self-regulation are formed. All this happens most intensively and effectively in a role-playing game (L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin).

So, E.E. Kravtsova argues that “play is a certain relation of the world to a child and a child to the world, a child to an adult and an adult to a child, a child to a peer and a peer to him”.

Game activity, in contrast to the game - "the concept is narrower, it involves special actions of children to model the world" . According to D.B. Elkonin, game activity includes “stages of its deployment: need, motive, goal, structure, “stating moments”. The latter, in turn, include an imaginary situation, a playing role and the rules of the game.

As a rule, the concept of "gaming activity" is interpreted as a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved.

The goal of the game always has two aspects: cognitive - what we need to teach the child, what ways of acting with objects we want to convey to him, and educational - those ways of cooperation, forms of communication and attitudes towards other people that should be instilled in children.

In both cases, the goal of the game should be formulated not as the transfer of specific knowledge, skills and abilities, but as the development of certain mental processes or abilities of the child.

A game is a form of activity that is aimed at recreating and mastering various areas of reality. The game is a children's world filled with many interesting ideas, fairy tales, unusual thoughts, questions. In this environment, the child feels comfortable, in this “territory” the child grows, develops his abilities, thinks, communicates with peers, recognizes them and himself in human society.

There is another extraordinary moment associated with the role of the game: in it, the child becomes aware of his Self. According to L. S. Vygotsky, "the child learns his Self in the game." By creating fictitious points of identification and correlating himself with them, he singles himself out and masters his Self. Naturally, at the age of 3, a child already has his own Self, his experiences and other internal processes, but does not realize them, his place among people. In the game, due to the divergence of the semantic and visible fields, it becomes possible to act "from a thought, not from a thing", from one's own plan, and not from a situation. After all, a child, no matter how emotionally he enters the role of an adult, still feels like a child. He looks at himself through the role he has taken on, i.e. through an adult, and discovers that he is not an adult at all. Consciousness of oneself as a child, that is, one's place in the system of social relations, occurs through the role and through the game. The game is of particular importance for the formation of various forms of arbitrariness of children - from elementary to the most complex. Usually the child, obeying the rule, refuses what he wants. In the game, however, obeying the rule and refusing to act on an immediate impulse brings maximum pleasure. The game constantly creates situations that require action not on immediate impulse, but along the line of greatest resistance. The specific pleasure of the game is associated precisely with overcoming immediate impulses, with obedience to the rule contained in the role. In the game, he begins to correlate his desires with the "idea", with the image of the ideal adult. The game is practically the only area where a preschooler can show his initiative and creative activity. It is in the game that children learn to control and evaluate themselves, to understand what they are doing, and (probably, this is the main thing) to develop the need to act correctly. It is the independent regulation of their actions that turns the child into a conscious subject of his life, makes his behavior conscious and arbitrary.

D.B. Elkonin proposed to distinguish between the plot and the content of the game. If the plot reflects the area of social reality that children reproduce in their play, then the content is what is reproduced as a central moment in human relations, the depth of penetration into them. It is the content of the game that expresses the level of development of game activity.

E.O. Smirnova and O.V. Gudarev, based on the research of L.S. Vygotsky, highlight the main characteristics of each level of the game.

First level

The actions of children are monotonous and consist of a number of repetitive operations. They can be carried out in a certain sequence, although its strict observance does not matter.

Roles are defined by subjects or the nature of actions. Children do not call themselves by the names of the people they play.

Children play side by side or alone. Independent play is usually short-lived. The stimulus for its occurrence sometimes becomes a toy or substitute object previously used by the child in the game.

Second level

The logic of actions corresponds to their sequence in reality. The variety of actions increases and goes beyond the limits of any one type (for example, not only feeding, but also preparing dinner, putting to bed, dressing, etc.). Violation of the sequence of actions is not actually accepted, but it is not protested either.

The role is indicated by the word. During the game, children sometimes call themselves or a partner by a game name (“I am a mother”, “you are a driver”). But there is no verbal communication from role positions, although separate phrases appear that are correlated with the role.

The rule is not explicitly defined yet.

There is a first interaction between the participants about the use of a common toy or the nature of the action. Associations of children are short-term and few in number (2-3 children).

Toys are not pre-selected, but children often use the same ones.

Third level

The roles are clearly marked and named before the game starts. They determine and direct the behavior of the child. A role-playing speech addressed to a partner in the game appears, but sometimes ordinary relationships also appear.

The logic, nature and direction of actions are determined by the role. Violation of the logic of actions causes protests of the players with the reference to the fact that “it doesn’t happen like that” (mothers don’t run, policemen don’t shout, etc.).

A rule of behavior is singled out, to which children subordinate their actions. Although it does not yet completely determine behavior, it can overcome the immediate desire that has arisen. Breaking the rules is better seen from the outside.

Toys and objects are selected according to the role. The game often proceeds as a joint activity, although the interaction alternates with partner actions that are not related to each other, but corresponding to the role. The duration of the game is increased. Plots become more diverse: children reflect the life, work, relationships of adults.

Fourth level

This highest level of development of play activity is typical for children of middle and senior preschool age (4.5-6 years). The main content of the game is the performance of actions related to the attitude towards other people, the roles of which are played by partners in the game.

The roles are clearly defined and named before the game starts. In accordance with the role, the child builds his behavior until the end of the game. The role functions of children are interrelated. Speech is role-playing.

The actions in the game are varied, they recreate the sequence of real relationships. The game is emotionally colored. Children are passionate and involved in the game. In words and actions there are elements of creativity of the children themselves.

Violation of the logic of actions is rejected. During the game, the child follows strict rules that determine his behavior.

Associations are stable and are built on the basis of children's interest in the same games or on the basis of personal sympathies and affections.

In the game, a preparatory stage is often distinguished: the distribution of roles, the selection of game material, and sometimes its production. The number of children involved in the game increases to 5-6 people.

As can be seen, each level of play development, despite the variety of indicators, has its own semantic center, which absorbs the main content of the game and reflects the interests of the child. At the first and second levels, this is an action with an object, at the third - the fulfillment of a game role, at the fourth - the transfer of role relationships and interaction with partners in the game.

Thus, with the help of the game, the child develops both mentally and physically. Considering the game, it can be noted that it is an effective means of educating children, an important factor influencing the process of forming their personal qualities and performing important functions of socialization of a growing person. Game activity acts as an independent type of developmental activity of the child, the principle and method of his life, a method of cognition for children and a method of organizing their life and activity. The game for the child is a necessary component for the comprehensive development as a person. A game for a teacher is one of the main means of educating and educating a child, a means of creating a suitable psychological environment for the formation of a personality.

Elkonin distinguishes four levels of development of the role-playing game, reflecting the dynamics of its development throughout preschool childhood:

1st level: the central content of the game are mainly objective actions. In fact, there are roles, but they do not determine actions, but themselves stem from the nature of the actions performed by the child. Like 3rd level: the main content of the game is the performance of the role and related actions. Game actions appear that convey the nature of the simulated social relations. The roles are clear and precise, called by the children before the game begins. The role determines the logic and nature of the actions. Actions are diversified. There is a specific role-playing speech.

2nd level: the central content of the game is still objective actions.

Roles are called children. The logic of actions is determined by their sequence in real life. The real relationship between children is the relationship between them as partners in joint play activities.

Functions real relationships include game plot planning, distribution roles, game items, control and correction of the development of the plot and the performance of roles by peers-partners. Unlike "role", i.e. game relations, determined by the content of the roles performed, real relations are determined by the characteristics of the child's personal development and the nature of interpersonal relations between peers. According to A. P. Usova, S. N. Karpova and L. G. Lysyuk, real relationships play a significant role in the development of the communicative and social competence of the child in his moral development. In the plot-role relations, the moral norms of behavior are revealed to the child, orientation in these norms is carried out here, and in real relations, these norms are actually assimilated.

The third component of the game is game actions. These are actions that are free from the operational and technical side, these are actions with meanings, they are pictorial in nature. According to D. B. Elkonin, abstraction from the operational and technical side of objective actions makes it possible to model a system of relations between people. The game, wrote D. B. Elkonin, is sensitive to the sphere of human relations and social functions. In the game, the action is carried out by children for the sake of something and for someone. The game recreates the general meaning of human labor, norms and ways of human relationships. It reproduces in an ideal form the meaning of human activity and the system of those relationships that adults enter into in their real life. Play is of great importance for the development of a child's personality. The game develops not so much around the operational side, but around the motivational and semantic sphere of people's activity. This is facilitated by minimizing the operational and increasing the symbolic side of the activity in the game. The significance of symbolism lies not only in the fact that it creates a field of meanings for the child, but also allows him to reproduce in play the system of adult relations, the system of moral relations, abstracting from the material and operational aspects. The transfer of meanings in the game is the way to symbolic thinking. Obeying the rules in the game is a school of arbitrary behavior. But these two aspects of the psyche can develop in a child not only in play, but, for example, in the process of drawing, designing, etc.

4th level: The main content of the game is the performance of actions that reflect the attitude towards other people. The roles are clear and precise. Throughout the game, the child clearly follows one line of behavior.

Game score	I level	II level	III level	IV level
Main content of the game	Actions with certain items aimed at a partner in the game	In actions with objects, the correspondence of the game action to the real one is brought to the fore.	The performance of the role and the actions arising from it, among which actions that convey the nature of relations with other participants in the game begin to stand out	Performing actions related to the attitude towards other participants in the game
The nature of the role	Roles are actually there, but they are not named and are determined by the nature of the actions, and do not define the action. With role-based division of functions in the game, children do not become to each other in relationships typical of real life.	The roles are named. There is a separation of functions. The performance of a role is reduced to the implementation of actions associated with this role.	Roles are clearly delineated and highlighted, called before the start of the game. A role-playing speech to a playmate appears, but normal non-play relationships sometimes break through	Roles are clearly identified and delineated, named before the game begins. The role functions of children are interrelated. Speech is role-playing
The nature of game actions	Actions are monotonous and consist of a series of repetitive operations	The logic of action is determined by the life sequence. Expands the number of actions and goes beyond any one type of action	The logic and nature of the actions are determined by the role. Activities are very varied.	Actions clearly, consistently recreate the real logic. They are very varied. Actions directed towards other characters in the game are clearly highlighted
Relation to the rules	The logic of actions is easily broken without protests from the children. There are no rules	Violation of the sequence of actions is not actually accepted, but is not protested, rejection is not motivated by anything. The rule is clearly not yet isolated, but it can already defeat immediate desire in the event of a conflict.	Violation of the logic of actions is protested by referring to the fact "that this does not happen." A rule of behavior is singled out, to which children subordinate their actions. It does not yet completely determine behavior, but it can overcome the immediate desire that has arisen. Breaking the rules is better seen from the outside	Violation of the logic of actions and rules is rejected not only by a reference to reality, but also by an indication of the rationality of the rules. The rules are clearly defined.

Levels of development of gaming activity

D. B. Elkonin singled out and characterized four levels of development of game activity.

First level of development of the game.

The central content of the game is actions with certain objects aimed at the partner in the game. These are the actions of the "mother" or "teacher" aimed at the "children". The most essential thing in fulfilling these roles is feeding someone. In what order the feeding is done and with what exactly - it does not matter.

Roles actually exist, but they are determined by the nature of the actions, and do not themselves determine the action. As a rule, they are not named even if the game has a role-based division of functions and roles are called, for example, one child portrays mom and the other dad, or one child is a teacher, and the other is a kindergarten cook, children actually do not become each other. friend in a typical real-life relationship.

Actions are monotonous and consist of a series of repetitive operations (for example, feeding when moving from one dish to another). From the side of action, play is limited only by acts of feeding, which logically do not grow into others, followed by subsequent actions, just as they are not preceded by other actions, for example washing hands, etc.
The logic of actions is easily broken without protests from the children. The order of the meal is not essential.

Second level of development of the game.

The main content of the game is the action with the object, but the correspondence of the game action to the real action is already coming to the fore.

Roles are called children. There is a separation of functions. The execution of a role is reduced to the implementation of the actions associated with it.

The logic of actions is determined by the life sequence, i.e. their sequence in reality. The number of actions expands and goes beyond any one type of action. Feeding is associated with the preparation and serving of food on the table. The end of feeding is associated with the actions that follow it according to the logic of life.
Third level of development of the game.

The main content of the game is the performance of the role and the actions arising from it. Special actions are distinguished that convey the nature of relations with other participants in the game, associated with the performance of a role, for example, an appeal to the chef: “let's go first”, etc.

Roles are clearly delineated and highlighted. Children name their roles before the game starts. Roles define and direct the child's behavior.

The logic and nature of the actions are determined by the role taken on. Actions become diverse: not only the actual feeding, but also reading a fairy tale, putting to bed, etc.; not only vaccination, but also listening, bandaging, temperature measurement, etc. A specific role-playing speech appears, addressed to a playmate in accordance with his role and the role played by a friend. But sometimes normal out-of-game relationships also break through.

Violation of the logic of actions is protested, the protest is usually reduced to a reference to the fact that "this does not happen", a rule of behavior is singled out, to which children subordinate their actions. Moreover, a violation of the rule of the order of actions is noticed better from the side than by the person performing the action. The reproach for breaking the rules upsets the child, and he tries to correct the mistake and find an excuse for it.

Fourth level of development of the game.

The main content of the game is the performance of actions related to the attitude towards other people, the roles of which are performed by other children. These actions clearly stand out against the background of all the actions associated with the performance of the role.

Roles are clearly delineated and highlighted. Throughout the game, the child clearly leads one line of behavior. The role functions of children are interrelated. Speech is clearly role-based in nature, determined both by the role of the speaker and the role of the one to whom it is addressed.

Actions unfold in a clear sequence, strictly recreating the real logic. They are diverse and reflect the variety of actions of the person that the child portrays. The actions directed to different characters of the game are clearly highlighted.

Violation of the logic of actions and rules is rejected, which is motivated not only by a reference to reality, but also by an indication of the rationality of the rules. According to D. B. Elkonin, the distinguished levels of game development are the stages of its development.

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Introduction

1. Characteristics of the play activity of a preschooler

2. Diagnostics of the play activity of preschoolers

Conclusion

List of sources used

Applications

Introduction

Numerous toys, pyramids, shooters... Almost every child's world is filled with these necessary items. According to the periodization of childhood developed by L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin, V.V. Davydov, at preschool age, the leading activity is play, “due to special play techniques (the child taking on the role of an adult and his social and labor functions, the public pictorial nature of the reproduced object actions and the transfer of meanings from one subject to another, etc.) the child models in it the relationship between people. It is in play activity that those neoplasms are formed that are necessary for a child in school years, such as imagination, memory, speech, concrete-figurative thinking. Vygotsky L.S. Problems of psychological development of the child / L.S. Vygotsky // Selected psychological studies. - M.: Enlightenment, 1956. - 312 p.

Many domestic studies are devoted to the problem of the game of preschool children. Some of them are aimed at studying the theory of role-playing creative play (L.S. Vygotsky, S.L. Rubinshtein, A.N. Leontiev, D.B. Elkonin, etc.). Others define the features, place and significance of didactic and outdoor games in the pedagogical process (E.I. Radina, A.I. Sorokina, E.I. Udaltsova, V.R. Bespalova, etc.). Still others reveal the importance of the game in the artistic education of children (P.A. Vetlugina, N.P. Sakulina, N.V. Artemova, etc.).

At the present stage, the problem of diagnosing the game is relevant, which gives:

1. Evidence-based control over the timeliness of the development of play activities in each child.

2. Step-by-step planning for the formation of a game for each child.

3. Improving the quality of game management.

4. Determining the development of integrative qualities in children and achievements in mastering skills and abilities in various educational areas.

The purpose of this work: to study the methods for diagnosing the play activity of preschool children.

1. Characteristics of the play activity of a preschooler

The world of a small child is a copy of the world of adults. The kid is able to endow each toy with both existing and fictional properties. The game helps the little person to get used to the society where he lives, including cultural traditions, relationships and roles.

The structure of the play activity of preschoolers usually consists of several phases: sensorimotor play > director's play > plot and figurative role-playing (this also includes the musical and play activity of preschoolers) > play by the rules. Kasatkina E.I. Game in the life of a preschooler / E.I. Kasatkin. - Bustard, 2010.- 176 p.

A child's awareness of the world begins with the development of toys that make sounds that are pleasant to the touch, various household items, liquid substances and bulk materials. The leadership of the play activities of preschoolers in this should be easy and unobtrusive. So, for example, parents should actively include children in their daily activities, not only introducing them to the objects of the world around them, but also imperceptibly introducing them to duties and cultivating good habits in children.

At an older age, the child masters the director's game, that is, he independently endows objects with various properties and directs their actions. Further, the play activity of younger preschoolers becomes role-playing. Copying the world of adults, children begin to organize the semblance of families, hospitals, shops, etc. If earlier a child could play independently, then with age he is drawn to communication and cooperation with other children, which further indicates the importance of play in the development of a child as a social being. Further, team games begin to resemble competitions, and contain a certain set of rules.

It is worth noting that, unlike previous generations, today's children have more opportunities to go and keep up with progress. The gaming activity of modern preschoolers contributes to a more progressive mental and physical development, mastery of speech, the development of cognitive processes and memory functions.

Modern children have more opportunities to develop during games, whether it is a computer cognitive program or a toy with the functions necessary for development. The main thing that can be achieved is the development of imagination in preschoolers, which further contributes to their transition to more harmonious mental activity.

Role play is the leading type of activity in preschool age. So, according to the theory of the domestic psychologist D.B. Elkonin, it is within the role-playing game that the most intensive development of the cognitive and personal sphere of the child takes place. Studies show that preschoolers with developed gaming skills in accordance with their age have an adequate level of development of voluntary attention, logical thinking, speech, imagination, i.e., an adequate level of cognitive development, which is an important prerequisite for school readiness.

In addition, the game, as a joint activity, in which there are not only gaming, but also real relationships, contributes to social development. In the game, the active socialization of the child takes place, operating with knowledge and skills that are refined, enriched, and consolidated.

Diagnostics of the game makes it possible to control the timeliness of its formation in each child.

2. Diagnostics of the play activity of preschoolers

In the literature, one can find various methods for diagnosing the play activity of preschoolers. So, according to D.B. Elkonin Elkonin D.B. Psychology of the game / D.B. Elkonin. - M.: Vlados, 1999. - 360 p. the following levels of study of the development of a role-playing game can be distinguished.

1. The study of the features of the role-playing game.

Observation is carried out in natural conditions for an independent plot-role-playing game of children 2-7 years old. Protocol analysis is carried out according to the following scheme.

The concept of the game, setting game goals and objectives. How does the idea of the game arise (determined by the playing environment, the suggestion of a peer, arises at the initiative of the child himself, etc.)? Does the idea of the game discuss with partners, does it take into account their point of view? How stable is the intent of the game? Does the child see the prospect of play? Whether the idea is static or develops as the game progresses. How often is improvisation observed in the game? Does he know how to formulate a game goal, a game task verbally and offer it to other children?

The plot of the game. How varied are the plots of the games? What is the stability of the plot of the game, that is, how much does the child follow one plot? How many events does the child combine into one plot? How developed is the plot? Does it represent a chain of events or is the child simultaneously a participant in several events included in the plot? How is the ability to jointly build and creatively develop the plot of the game? What are the sources of the game's plots (movies, books, observations, adult stories, etc.)?

Performance of the role and interaction of children in the game. Does the word describe the role being played and when (before the game or during the game)? What means does he use to interact with his partner in the game (role-playing speech, objective actions, facial expressions and pantomime)? What are the distinctive features of the role-playing dialogue (degree of development: individual remarks, phrases, duration of the role-playing dialogue, focus on the toy, real or imaginary partner)? Does it convey and how does it convey the characteristic features of the character? How does he participate in the distribution of roles? Who manages the distribution of roles. What roles does he play more often - main or secondary. How does he feel about the need to perform secondary roles? What does the child prefer: to play alone or to enter the game association? Does the child have favorite roles, and how many roles can he play in different games?

Game actions and game items. Does the child use objects in the game - substitutes and which ones? On what basis does he select substitute items and transform them for use in the game? Does verbal designation give substitute items how easy it is to do so? Who is the initiator of the choice of a substitute subject: the child himself or an adult? Does he offer his replacement option to his partner? Does he use figurative toys in the game and how often? Does the child have favorite toys? Characteristics of game actions: the degree of generalization, deployment, diversity, adequacy, consistency of one's actions with the actions of a partner in the game. What is the role of the word in the implementation of game actions? How does he perceive an imaginary situation, does he understand its conventionality, does he play with imaginary objects?

Game rules. Do the rules function as a regulator of the game? Is the rule recognized by the child? How does the child correlate the fulfillment of the rule with the role taken on? Does he follow the rules of other children? How does he react to violation of the rules by his partners in the game? How does he relate to the remarks of the partner in the game about the implementation of the rules?

Achieving the result of the game. What is the relationship between the original idea and its implementation in the game? Does the child relate his intention to the achieved result? By what means is the realization of the plan achieved?

Features of conflicts in the game. What conflicts most often arise about (the distribution of roles, the observance of rules, the possession of a toy, etc.)? What are the ways to resolve conflicts?

Game environment. Does the game environment prepare in advance or pick up items as the game progresses? Does he use the proposed play environment (play corner equipment) and how?

The role of an adult in leadership. Does the child turn to an adult during the game and about what? How often does it apply? Does it offer to take an adult into the game?

The results obtained are correlated with the table and the level of development of the role-playing game is determined in accordance with the age of the child.

2. Exploring the child's role-playing.

Pick up plot toys for games, for example, in "kindergarten", "family", "hospital". Then three experimental series of games are held with children 3-7 years old.

1 series. The series consists of three interrelated situations:

Situation. The experimenter organizes the game in a "kindergarten", but in such a way that each of its participants remains himself: the teacher is the teacher, and the children are children. If the children agree, the teacher transfers control of the game, if necessary, asks: “What should be done?” - and follows instructions.

Situation. If the children refuse to play "themselves" or at the end of it, if the game arises, the adult suggests playing differently: one child will be the teacher (while naming the group's teacher), and the teacher with another child will be children. In the future, the teacher participates in the unfolding game in the role of one of the children.

Situation. The teacher offers to play like this: he will be the teacher of the group, and the children will play the role of one of the comrades of their own group. At the same time, he either names the names of those who will be portrayed by the players, or invites the children to choose for themselves.

In each of the games organized in this way, two children of all age groups of the kindergarten take part.

2 series. Games with a violation of the sequence of actions when the child performs the role. They organize roles with content well known to children: “to kindergarten”, “to the hospital”, “to the family”. As the game progresses, the experimenter tries to break the sequence of actions (for example, first suggests “eat ice cream, and then soup”). Two children of all age groups take part in each of the games.

3 series. Games with a violation of the meaning of the role. The role becomes in conflict with the actions that the child must perform. Two situations can be used:

Situation. The role-playing game “tram” is unfolding with the children: a bag for money, tickets are offered, a place is being prepared for the leader. After the game unfolds, the children are offered to play like this: the counselor will sell tickets, and the conductor will drive the car. When the modified game begins, the experimenter playing with the children gets off at the bus stop and says that the leader of the depot is calling for the leader;

Situation. Games are being developed with the following rules: "Wolf and Hares", "Wolf and Geese", "Cat and Mice", "Foxes and Hares". They suggest that geese catch a wolf, hares - a fox and a wolf, mice - a cat.

Data processing.

In the first series, it is determined what, first of all, the child distinguishes in the actions of an adult. Find out how the role is interconnected with the rules of action or social behavior.

In the second series, they analyze what the nature of the logic of actions is and how it is determined, how the child relates to the violation of the logic of actions, and what are the motives for protesting against its violation.

Based on the data of the first and second series, the level of development of the game for each child is determined (according to the table below). In the third series, the child's attitude to the role taken on in the game is determined.

3. Role-playing game development levels(according to D.B. Elkonin)

Indicator	I level	II level	III level	IV level
	Actions with certain items aimed at a partner in the game	In actions with objects, the correspondence of the game action to the real one is brought to the fore.	The performance of the role and the actions arising from it, among which actions that convey the nature of the relationship to other participants begin to stand out	Performing actions related to the attitude towards other participants in the game
The nature of the role	Roles are actually there, but they are not named and are determined by the nature of the actions, and do not define the action. With role-based division of functions in the game, children do not become to each other in relationships typical of real life.	The roles are named. There is a separation of functions. The performance of a role is reduced to the implementation of actions associated with this role.	Roles are clearly delineated and highlighted, called before the start of the game. A role-playing speech to a playmate appears, but normal non-play relationships sometimes break through	Roles are clearly identified and delineated, named before the game begins. The role functions of children are interrelated. Speech is role-playing
The nature of game actions	Actions are monotonous and consist of a series of repetitive operations	The logic of action is determined by the life sequence. Expands the number of actions and goes beyond any one type of action	The logic and nature of the actions are determined by the role. Activities are very varied.	Actions clearly, consistently recreate the real logic. They are very varied. Actions directed towards other characters in the game are clearly highlighted
Relation to the rules	The logic of actions is easily broken without protests from the children. There are no rules	Violation of the sequence of actions is not actually accepted, but is not protested, rejection is not motivated by anything. The rule is clearly not yet isolated, but it can already defeat immediate desire in the event of a conflict.	Violation of the logic of actions is protested by referring to the fact "that this does not happen." A rule of behavior is singled out, to which children subordinate their actions. It does not yet completely determine behavior, but it can overcome the immediate desire that has arisen. Breaking the rules is better seen from the outside.	Violation of the logic of actions and rules is rejected not only by a reference to reality, but also by an indication of the rationality of the rules. The rules are clearly defined. In the struggle between the rule and the immediate desire that has arisen, the former wins.

Consider the recommendations for diagnosing the level of formation of the gaming activity of preschoolers, proposed by N.F. Komarova. Komarova N.F. Diagnosis of children's play. Guidelines / N.F. Komarov. - N-Novgorod: NGPI im. Gorky, 1992. - 21 p.

1. Indicators of the analysis of children's play.

To complete the analysis of the game, 4 groups of indicators are distinguished.

1. How do the players get the idea? Children can decide for themselves what they will play. And also the teacher can tell them the idea.

2. How varied are the ideas of children's games? Of course, if you watch the games 1-2 times, then it is impossible to answer this question. It can be found out during long-term observations or from conversations with educators about what each child plays.

3. How many game tasks does the child set? The children realize the idea that has arisen by setting game tasks. For example, a girl decided to play "family", she sets three game tasks: feeds the doll, puts her to bed, walks. Another example: a boy repairs a car, seeing a toy dog nearby, feeds it with a “bone”, then goes to the phone, calls his mother, in this game the boy also set three game tasks.

4. How varied are the game tasks? Analyzing the game tasks set by the child, the teacher determines whether they are diverse or monotonous.

5. What is the degree of independence of children in setting game tasks? An adult can set a game task for a child if he notices that the baby is spending time aimlessly, for example, he can say: “Feed the dolls.” Some children need only a little help from an adult in setting game tasks, for example, it is enough for the teacher to say: “Dolls are sad, what do they want?” and the child independently sets any game task. In this case, it is noted that the child sets the game task with the help of an adult. Children can also independently set game tasks without any help from an adult.

. It has been established that children display the events of the surrounding reality in games in different ways. So, at the stage of the plot-representative game, the kids solve the tasks set by subject methods, and at the stage of the plot-role-playing game - not only subject, but also role-playing. Let's take a look at the questions to ask.

1. How varied are play activities with toys? At an early age, kids learn to use toys in accordance with their purpose. The actions performed in the game with toys can be both varied and monotonous.

2. The degree of generalization of play actions with toys. It is known that play actions with toys can be expanded and generalized, i.e., different in degree of generalization. The detailed game actions are outwardly similar to the real actions of adults, so if in the game the girl “washes” the dishes, then her movements are similar to the movements of a person washing real dishes. Expanded game actions captivate the child, he repeats them many times. Playing actions with toys can also be generalized, in which case the child performs them not deployed, but quickly, as if “folded”. The appearance in the game of generalized play actions with toys indicates the possibility of using even more generalized play material - substitute objects. That is why the teacher needs to timely record the appearance of generalized play actions with toys in each child.

3. The presence in the game of game actions with substitute objects. If children use substitute items, then it is necessary to determine whether they include them in the game on their own or with the help of an adult.

4. The presence in the game of game actions with imaginary objects. As in the previous indicator, it is necessary to find out the degree of independence of children in the use of imaginary objects.

5. Does the child take on the role? With the correct guidance of the game, by the end of the third year of life, children begin to take on a role, which indicates their transition to the stage of role-playing. Sometimes it is not clear to the teacher whether the child took on the role or not, for example, the boy has a steering wheel in his hands, he depicts that he is driving a car, while the role does not designate a word. You can ask him: "Who are you?" If the child answers that he is a driver, then he assumes the role of an adult. If there is no answer or he calls himself before the name, then the child does not accept the role. In this case, in order to help the child understand the role, the teacher can say: “You are driving a car and driving like a driver.”

6. How varied are role-playing activities? The role-playing actions that the child performs in the game can be varied and monotonous. For example, if a boy in the role of a driver only turns the steering wheel, then his actions are monotonous, and if he also repairs the car, washes it, fills it with gasoline, etc., then his actions are varied.

7. What is the expressiveness of role-playing actions? When performing a role, children use different means of expression, their movements, gestures, facial expressions change. For example, one girl in the role of mother is affectionate, cheerful, and the other is strict, gloomy.

8. The presence of role-playing statements. Role statements are separate remarks that the child utters on behalf of the person whose role he performs. They can be addressed to a toy partner, to an imaginary interlocutor, to an adult, a peer.

9. Who is the initiator of role-playing statements? Role-playing statements may appear at the initiative of an adult who addresses the players with questions if he notices that they perform role-playing actions in silence. The initiator of role-playing statements can also be a child, if he accompanies his game with them without prompting from an adult.

10. The presence of role-playing conversation. Gradually, from role-playing statements, the players move on to role-playing conversation. A role-playing conversation is a phrase logically related in content that is exchanged by the players. It is typical for a developed role-playing game.

11. Who initiates the role-play conversation? The initiator of the role-playing conversation can be both an adult and a child.

12. With whom does the child engage in role-playing conversation? A child can engage in a role-playing conversation with an adult, with one peer, with several peers.

13. What is the content of the role-play conversation? Role-playing conversation can be interesting, meaningful. But the players can also exchange stereotypical, memorized phrases, in which case the role-playing conversation is not interesting.

. Children can solve game problems individually or together with someone. When solving game problems together, children interact. Based on the research materials of A.P. Usova, R.A. Ivankova, a group of indicators characterizing the interaction of children in the game was identified.

1. Does the child interact? The teacher needs to find out whether the players interact or their game is individual. The child in the game can interact with an adult or with peers.

2. To whom does the child set game tasks? A child can set game tasks for an adult or a peer.

3. Can the child accept play tasks? As observations show, most children are more willing to set other game tasks and do not know how to accept them from their peers, in this case a conflict arises. To avoid this, it is necessary to teach children to accept game tasks from their peers. But the game task set by a peer may not always be of interest to the child, in this case it is necessary to find out if he knows how to tactfully refuse the set game task.

4. What is the duration of the interaction? Players can enter into short-term and long-term interaction.

IV. Independence of children in the game. Separately, this group of indicators is not singled out, it is present in each group considered. Thus, determining the content of the game, it turns out that children are independent in choosing a plan and setting game tasks. When characterizing the ways of solving game problems, it is specified how independent children are in choosing subject and role-playing methods. In the third group of indicators, it is established on whose initiative the players interact: on their own initiative or at the suggestion of an adult, peers.

Thus, the considered groups of indicators give a versatile idea of the degree of formation of play in children.

Based on the selected indicators, diagnostic sheets are filled in to determine the level of development of children's play (Appendix 1).

2. Methods for diagnosing children's play.

To fill in the diagnostic sheets, you need objective data about the game of each child, for this you can use the following methods.

1. Observation of the games of children in a group, at the site, their recording. For this purpose, you can use technical means - photography, tape recording of children's statements in the game.

2. Conversations with educators about the content of games, about ways for children to solve game problems, about the interaction of the players, about their independence.

3. Game problem situations that are given to children by a teacher who watches the games. At the same time, he is obliged to tactfully join the game without disturbing its course, and to do this only if during passive observation it is impossible to determine the degree of formation of one or another indicator of the development of the game.

Let us consider the method of diagnosing children's play for each group of indicators. Diagnostic sheet No. 1 is used.

The independence of children in setting game tasks is clarified during observations or by suggesting game problem situations. For example, if it is noticed that one of the children does not set a game task, and the teacher does not provide him with timely assistance, then this child is given a game task in an indirect formulation, his attention is drawn to some toy: “Look, what a sad dog She's bored alone." If the child does not set a game task on his own, the adult continues: “Maybe the dog got hungry or wanted to take a walk?” It is possible that the child will again not accept the game task set indirectly, in which case it can be offered in a direct formulation, the teacher says: “Feed the dog, she is hungry.” If it turns out that the child's play is monotonous, i.e. he sets 1-2 familiar game tasks and repeats them many times, for example, feeds the doll, puts her to bed, feeds her again, etc., then he can be offered some other game task. For example, you can turn to a boy who drives a car for a long time: “The road was long, the gasoline has probably already run out, what should I do?” or: “How loud the motor hums. What happened to him? He's probably broken."

Appendix 2 provides a list of diagnostic indicators for a parameter related to the content of children's play, and a methodology for their assessment.

II. Ways for children to solve game problems. Teachers receive information about the formation of methods for solving game problems in children during observations. Watching children play, you can see that of all the subject methods they prefer play actions with toys. This fact does not yet testify to the lack of formation of other objective methods in them. It is known that in order to solve the set game task, the child can use any of the mastered methods. In this case, you need to find out whether the child accepts substitute objects and imaginary objects or not. We give examples of how this can be done.

1. You can turn to a girl who feeds a doll using only toys: “I treat your doll (daughter) with this red apple” - instead of an apple, offer a ball from a pyramid.

2. Ask the boy who is driving the car: “Please take this watermelon, it’s hard for me to carry it,” - instead of a watermelon, give a green ball.

3. Turn to the child: “Please bring us a cake (sweets) for tea,” this is how his ability to independently find substitute objects is revealed.

4. An imaginary treat for the doll can be offered to the girl who feeds the doll on an empty palm: “I want to treat your doll with this candy.”

5. A boy who is playing with a car can be offered imaginary repair tools: “This screwdriver is convenient to tighten the screws.”

The formation of role-playing methods in children is clarified only if they take on roles. If a child designates a role with a word, then there is no doubt that he accepts the role. When children don't label a role with a word, it can be difficult to tell if they accept it or not. In this case, the child can be asked: “Who are you?” If he does not answer, they call the intended role: “Are you a driver?” or "Are you a mother?"

The variety and expressiveness of role-playing actions, the presence of role-playing statements and conversations can be judged by the results of observations. If there are no role-playing statements in the games, the child can be offered the following game situations.

1. Role-playing statements addressed to the partner toy appear if you advise asking the doll about something: “Will your daughter go for a walk? Ask her, she'll go to the park."

2. For the appearance of role-playing statements addressed to an imaginary interlocutor, the child can be invited to call someone on the phone.

3. The child can be asked to turn to a peer, for example, to advise: “Ask, maybe the driver Sasha has the tools to repair the car.”

To include children in a role-playing conversation, an adult asks them questions about the content of the game. Appendix 3 contains a list of diagnostic indicators, according to the parameter associated with the degree of formation in children of subject and role-playing methods for solving game problems, and the methodology for their assessment.

III. Interaction of children in the game. First of all, it turns out whether the child interacts with someone or his games are of an individual nature. For objectivity, you need to talk with the teacher, asking the question: "Does the child always play alone or does he sometimes take part in joint games?"

You can try to involve a child who plays individually in a joint game with an adult or with peers, offering him similar game situations.

1. Address a boy who is driving alone: I am in a hurry to get to work. Give me a ride, please, so the child is included in a joint game with an adult.

2. The same boy can be invited to invite a peer: “Where did you go? You are probably bored alone, maybe you will invite someone to ride, he will be so pleased.

3. Turn to the girl: “Are you going to walk with your daughter? Maybe you will invite Dasha and her daughter. It's more fun to walk together." In this case, the child is also encouraged to interact with a peer.

The degree of development of other indicators in children is clarified during observations of children's games and from conversations with educators.

Appendix 4 provides a list of indicators for the parameter related to the clarification of the interaction of children in the game, and the methodology for their assessment.

So, the analysis of the diagnostic sheet allows us to identify the level of development of the game of each child. The lack of formation of one or another indicator gives the teacher grounds to set specific tasks for managing the game, thereby informally implementing an individual approach to children.

In addition, it is known that the game develops gradually, first a plot-display is formed, then - the initial stage of a plot-role-playing game, and then - a developed plot-role-playing game. At each stage, children may have a different level of development of the game: high, medium, low.

Storytelling game.

High level. The idea of the game in the child arises mainly on his own initiative, only in some cases an adult comes to his aid. In the game, he displays familiar events, combining them with each other. Interested events can be repeated in the game many times.

He sets game tasks on his own, only sometimes a little help from an adult is required. The number of game tasks set in the game ranges from 1 to 5-6. They can be interconnected and separate.

The child has well-formed subject ways of solving game problems. Game actions with toys are diverse, according to the degree of generalization, they can be both detailed and generalized. The child independently uses in games familiar and new, substitute objects, imaginary objects. Sometimes the baby takes on the role of an adult, in some cases he designates it with a word. The game is predominantly individual in nature, but the child shows great interest in the games of his peers.

Average level. The idea of the game appears both at the initiative of the child and after the suggestion of an adult. The game displays familiar events, repeats one situation with pleasure. A child can set game tasks both independently and with the help of an adult. The number of set game tasks can be from 1 to 3-5, they can be interconnected and disparate. The child has formed objective ways of solving game problems. Game actions with toys are diverse, expanded and generalized according to the degree of generalization. Independently uses in games only familiar substitute objects in a known meaning, includes imaginary objects in the game as necessary. It is also possible to help an adult in choosing any method.

The role of an adult does not accept. The game is individual in nature, but the child shows interest in the games of peers.

Low level. Most often, a child begins to play after the suggestion of an adult, i.e. he helps the baby in the emergence of the plan. Displays familiar events, repeatedly repeating one situation. An adult also helps the child to set game tasks; in some cases, he sets some game tasks on his own. Their number is not more than 1-2.

Objective ways of solving game problems are not sufficiently formed. Game actions with toys are most often monotonous, in terms of the degree of generalization they are only expanded. Does not use substitute items and imaginary items in games.

The game is individual, the child shows almost no interest in the games of his peers.

The initial stage of the role-playing game.

High level. The child's play ideas arise independently, they are diverse. The game displays familiar and little-known events, combining them with each other. Sets tasks independently.

Subject methods of solving game problems are well formed. Game actions with toys are diverse, according to the degree of generalization, they can be both detailed and generalized. Familiar and new substitute objects are independently used in different meanings. Incorporates imaginary objects as needed. The child has partially formed role-playing ways of solving game problems. Role-playing actions are varied and quite expressive, they are accompanied by role-playing statements. Role-playing statements can be addressed to a toy partner, to an imaginary interlocutor, to an adult, to peers. Sometimes there is role-playing if the adult encourages it. The initiative in the emergence of a role-playing conversation can also come from the child. It still has little content.

The child willingly interacts with adults and peers, with pleasure sets them game tasks, but he himself does not always accept the game tasks set by peers, because. he still does not know how to tactfully refuse them. The interaction can be short-term and long-term.

Average level. The content of the game and the objective ways of solving game problems are developed almost in the same way as in children who are at a high level of development of the game. Role-playing ways are less formed. Role-playing actions are varied, but not expressive. They are accompanied by role-playing statements. Role-playing does not occur.

The child enters into short-term interaction with adults and peers.

Low level. The idea of the game arises at the initiative of the child. In the game, he combines familiar and little-known events. Independently sets a variety of interrelated game tasks. Well-formed subject methods for solving game problems. Accepts a role, designates it with a word, but role-playing methods are still poorly formed. Role-playing actions are monotonous, not expressive, sometimes accompanied by role-playing statements that arise both at the initiative of an adult and a child.

The game is mostly individual, but the child is happy to interact with an adult, usually this happens at the initiative of an adult

Developed role-playing game.

High level. The child has a variety of play ideas. When implementing them, he combines familiar and little-known events. With special interest, the child displays the interaction and communication of people in games. All game episodes are interconnected in meaning. The child always sets game tasks independently. The subject methods of solving game problems are well formed, he easily varies them depending on the situation that has arisen. Role-playing ways of solving game problems are also well formed. When performing a role, he uses a variety of role-playing actions, conveys the mood, character of a person, i.e. role-playing actions are emotionally expressive. Easily, more often on his own initiative, enters into a role-playing conversation with adults and peers. It is interesting and lengthy.

Entering into interaction, the child sets and accepts game tasks, knows how to tactfully refuse some. Long-term interaction is most characteristic, although in the course of play the child may also engage in short-term interaction.

Average level. The game differs from the high level in that the child has less formed role-playing conversation. Most often, it enters into a short-term interaction.

Hlow level there is no developed role-playing game.

Let us also consider the features of determining the level of formation of gaming skills in preschoolers according to the methodology developed by R.R. Kalinina. The methodology is based on the scheme of observing children's play, according to the main parameters that determine the development of a role-playing game, according to D.B. Elkonin, which allows both qualitative and quantitative analysis of the level of formation of gaming skills in preschoolers. Kalinina R.R. Psychological and pedagogical diagnostics in kindergarten / R.R. Kalinin. - St. Petersburg: Speech, 2003. - 144 p.,

To study the level of formation of gaming skills, you can organize a role-playing game in a group of 4-5 preschoolers of the same age. The theme of the game is set by an adult (educator, psychologist, deputy head), who carries out diagnostic observation. You can choose any theme of the game, the main thing is that there are enough roles for all children in it. The most optimal here may be games that do not have a clearly defined situation and allow you to include different roles in the plot of the game. An adult does not interfere in the game process, only if necessary, provides minimal assistance in organizing the game process.

The analysis of game activity is carried out according to 7 criteria: the distribution of roles, the main content of the game, role-playing behavior, game actions, the use of paraphernalia and substitute objects, the use of role-playing speech, the implementation of rules. Each criterion is assessed at 4 levels, by age range, which allows you to plan work with children of different ages on the formation of gaming skills, and monitor its effectiveness.

playful preschooler role-playing diagnosing

Criteria	Level 1 from 2 to 3.5 years	Level 2 from 3.5 to 4.5 years	Level 3 from 4.5 to 5.5 years	Level 4 over 5 years
Distribution of roles	Lack of distribution of roles; the role is played by the one who "captured" the key attribute	The distribution of roles under the guidance of an adult who asks leading questions: “What roles are there in the game? Who will play the role of Squirrel? Who is a fox?	Independent distribution of roles in the absence of conflict situations. If there is a conflict, the play group breaks up, or the children turn to the teacher for help	Self-assignment of roles, conflict resolution.
	Action with a certain object, aimed at another (mother feeds her daughter no matter how and what)	Action with an object in accordance with reality	Performing actions defined by the role (if the child plays the role of a cook, then he will not feed anyone)	Performing actions related to the relationship with other people. It is important here, not what "mother" feeds the child, but "kind" or "strict"
Role behavior	The role is determined by game actions, not called.	The role is called, the performance of the role is reduced to the implementation of actions	Roles are clearly defined before the game begins, the role determines and directs the child's behavior.	Role-playing behavior is observed throughout the game.
Game actions	The game consists in a monotonous repetition of the 1st game action (for example, feeding)	Expansion of the range of game actions (cooking, feeding, putting to bed), actions are rigidly fixed.	Game actions are diverse, logical.	Game actions have a clear sequence, varied, dynamic depending on the plot.
Use of paraphernalia and substitute items	Use of paraphernalia with the support of an adult.	Independent direct use of paraphernalia (toy dishes, food models, medicine bottles, etc.)	Widespread use of attributive objects, including as substitutes (a toy plate as a trailer to a truck, cubes as food, etc.), the subject design of the game takes most of the time	The use of multifunctional items (scraps, paper, sticks) if necessary, the manufacture of a small number of key attribute items. The subject design of the game takes a minimum of time.
Use of role-playing speech	Lack of role-playing speech, addressing the players by name.	The presence of a role-playing appeal: to those who play by the name of the role (daughter, etc.). If you ask a playing child: “Who are you? will say his name.	The presence of role-playing speech, periodic transition to direct appeal.	Expanded role-playing speech throughout the game. If you ask a playing child: “Who are you?”, He will name his role.
Execution of the rules	Lack of rules	The rules are not explicitly highlighted, but in conflict situations, the rules win.	The rules are highlighted, respected, but may be violated in an emotional situation.	Compliance with the agreed rules throughout the game.

It is convenient to present the results of observation in a summary table. Against the surname of each child, his age and level of playing skills are noted for each criterion that he demonstrates in playing activities. At the same time, if the level of gaming skills according to one or another criterion corresponds to the age norm, you should fill in the box, because. color marking facilitates the analysis of observation results.

As a result, we get a table that clearly shows the overall picture of the formation of gaming skills in a particular age group, and the results of each child. This allows, on the one hand, to evaluate the work of educators in the formation of playing skills, and on the other hand, the educator to plan individually directed work with children on their formation.

Thus, we have identified indicators by which it is possible to analyze children's games in many ways, to get an idea of the degree of formation of play in children.

Diagnostics of the game makes it possible to control the timeliness of its formation in each child. Using them, teachers can easily determine at what level of development of the game each child is, which will allow them to individualize the tasks of leadership and determine the effectiveness of the teacher's management of the game.

Conclusion

The game is the main activity of the child up to primary school age. Playing activities in the daily routine of a preschool institution take up most of the time. The game satisfies the basic needs of a preschooler: the desire for independence, active participation in the lives of adults. The child in the game acts independently, freely expresses his desires, ideas, feelings. There are no such positive qualities that could not be developed in a child during the game. Through the game, you can develop the cognitive characteristics of the child, prepare him for life in modern society, make him believe in his strengths and capabilities.

Also, the game satisfies the needs of the child in communication, children enter into a relationship of mutual control and assistance, submission, exactingness. In the game, the child learns to set a goal, plan, achieve results, that is, the foundations of labor and educational activities are born in it, and imagination develops.

Being a self-arising phenomenon, the game, nevertheless, needs the guidance of adults who, by controlling the game, contribute to the enrichment of the horizon, the development of figurative forms of cognition, the strengthening of interests, and the development of speech.

In order to carry out adequate pedagogical influences, it is necessary to have an idea of the developmental significance of the role-playing game, which was mentioned above, to know well its specifics, the patterns of its development, and to know the level of its formation among your pupils. Diagnosis of the level of formation of the gaming skills of a preschooler makes it possible to control the timeliness of its formation in each child.

In this paper, we analyzed the methods for diagnosing the formation of play activity in preschoolers. Using them, teachers can determine at what level of development of the game each child is, which will allow them to individualize the tasks of leadership and determine the effectiveness of the teacher's leadership of the game.

List of sources used

1. Vygotsky L.S. Problems of psychological development of the child / L.S. Vygotsky // Selected psychological studies. - M.: Enlightenment, 1956. - 312 p.

2. Kalinina R.R. Psychological and pedagogical diagnostics in kindergarten / R.R. Kalinin. - St. Petersburg: Speech, 2003. - 144 p.

3. Kasatkina E.I. Game in the life of a preschooler / E.I. Kasatkin. - Bustard, 2010.- 176 p.

4. Komarova N.F. Diagnosis of children's play. Guidelines / N.F. Komarov. - N-Novgorod: NGPI im. Gorky, 1992. - 21 p.

5. Komarova N.F. Comprehensive management of role-playing games in kindergarten / N.F. Komarov. - M.: Scriptorium, 2010. - 160 p.

6. Elkonin D.B. Psychology of the game / D.B. Elkonin. - M.: Vlados, 1999. - 360 p.

Applications

Annex 1

Diagnostic sheet No. 1

Diagnostic sheet No. 1 is intended for methodologists and creatively working educators who put into practice research materials on the problem of managing children's games.

Game Development Metrics	Children's names
1. The idea of the game appears:
a) with the help of an adult;
b) independently
2. Variety of designs
3. Number of game tasks
4. Variety of game tasks
5. Independence in setting game tasks
a) puts an adult;
b) with the help of an adult;
c) independently

6. Variety of play activities with toys
7. Degree of generalization of game actions with toys:
a) deployed;
b) generalized.
8. Game actions with substitute objects
a) with the help of an adult;
b) independently.
9. Game actions with imaginary objects
a) with the help of an adult;
b) independently.
10. Takes on a role
11. Variety of role-playing activities
12. Expressiveness of role-playing actions
13. The presence of role-playing statements
14. Role statements arise on the initiative of:
a) an adult;
b) a child.
15. Role-playing conversation occurs:
a) with an adult;
b) with a peer.
16. Role-playing conversation occurs on the initiative of:
a) an adult;
b) a child.

Interaction of children in the game
18. Interacts:
a) with adults;
b) with peers.
19. Sets game tasks
a) an adult;
b) peers.
20. Accepts game tasks from:
a) an adult;
b) peers;
c) tactfully refuses.
21. Duration of interaction:
a) short term
b) long.

Diagnostic sheet No. 2

Diagnostic sheet No. 2 is intended for educators, it highlights only the main indicators of the development of the game.

Game Development Metrics	Children's names
1. The idea of the game appears:
a) with the help of an adult;
b) independently
2. Variety of designs
3. Independence in setting game tasks
a) puts an adult;
b) with the help of an adult;
c) independently
Ways to solve game problems
4. Variety of play activities with toys
5. The presence of game actions with substitute objects
a) with the help of an adult;
b) independently.
6. The presence of game actions with imaginary objects:
a) with the help of an adult;
b) independently.
7. Accepts a role
8. Variety of role-playing activities
9. Expressiveness of role-playing actions
10. The presence of role-playing statements
11. Having a role-play conversation:
a) with an adult;
b) with peers.
Interaction of children in the game
12. Interacts:
a) with adults;
b) with peers.

Appendix 2

A list of diagnostic indicators for a parameter related to the content of children's play, and a methodology for their assessment.

The numbers indicate the serial number of the column that is filled.

1a + The idea of the game appears with the help of an adult

1a - The adult did not take part in the appearance of the idea of the game.

1b + The child himself figured out how to play.

1b - The child needs help in the emergence of the idea of the game.

2 + The child's ideas for games are varied.

2 - The ideas are monotonous, the same plots are repeated day after day.

3 The number of game tasks is indicated by numbers. If the child sets a different number of game tasks, then it is indicated from the minimum to the maximum. If the game task is repeated several times in the game, then it is considered as one.

Breathing: theory and practice

Theory

It is important to understand that a person's natural breathing is calm, measured and deep breathing with the stomach. However, under the pressure of the modern high-speed rhythm of life, a person accelerates so that he becomes literally"do not breathe." In other words, a person begins to breathe quickly and shallowly, as if suffocating, and at the same time engage the chest. Such chest breathing is a sign of anxiety and often leads to the hypervenous syndrome, when the blood is supersaturated with oxygen, which is expressed in the opposite feeling: you feel like there is not enough oxygen, from which you begin to breathe even more intensively, thereby falling into a vicious circle of anxious breathing. .

Relaxation: theory and practice

Theory

Frequent, prolonged, intense emotional experiences cannot but affect our physical well-being. The same anxiety always manifests itself in the form of muscle tension, which, in turn, gives the brain a signal that it is time to worry. This vicious circle occurs because mind and body are inextricably linked. Being “educated” and “cultured” people, we suppress, but do not show (do not express, do not express) emotions, due to which the resulting muscle tension is not consumed, but accumulates, which leads to muscle clamps, spasms and symptoms of vegetovascular dystonia. Paradoxically, tense muscles can be relaxed by means of a short but rather intense tension that promotes better muscle relaxation, which is the essence of neuromuscular relaxation.

Big family: we live together

A big family is a real small state. Several generations meet under one roof every day. This is a place where you can find understanding and sympathy. But keeping the peace is not easy.
The main advantages of a large family: its members develop self-confidence, the ability to overcome difficulties, and emotional stability. Such a family feeds with positive energy, but in return it requires attention and strict adherence to general rules. It turns out that family ties are endless mutual obligations, in the sea of which one can easily lose part of one's "I", as well as a good piece of personal space. A situation may arise when everyone in the family acts differently, hence quarrels and conflicts arise. To remedy the situation, you can convene a family council and discuss the rules of interaction with all family members. After a frank conversation, the reasons for quarrels most often disappear, the tension in the relationship subsides.

How naive were the ancient Greeks, in particular the philosopher Theophrastus, who in his treatise “Characteristics” said: “Tactlessness is the inability to choose the right moment for communication, which causes trouble to the interlocutor. A tactless person does not have malicious intent, but acts at the wrong time and at the wrong time.
Of course, one can assume that the neighbor Aunt Raya, who, congratulating you on your birthday, will not fail to mention that the years go by, and work is not a wolf, in fact, ingenuously wishes you to get married soon and forget about your career. You can also justify a young nephew who candidly compares your eyes under the glasses with the headlights of a brand new Volkswagen - his tactlessness is based on a lack of life experience. But in the modern world, there are many more people who deliberately throw a provocative phrase in order to enjoy your sharp reaction - embarrassment, irritation or aggression. For example, a “girlfriend” who, in the presence of a man who is clearly not indifferent to you, is interested in how your visit to the proctologist went. Or an employee, trying to set you up in front of her superiors, asks an “innocent” question about whether you managed to download the next episode of a fashion series - in the midst of a working day. They are none other than trolls. And if the behavior of Aunt Rai can be justified by a lack of education and innocence, then trolls, as a rule, have a completely different motivation.

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