Methodological development “Didactic game as a means of teaching preschoolers”
Marziya Fazlyeva
Methodological development “Didactic game as a means of teaching preschoolers”
1. Relevance and significance of this problem
Play is the most accessible type of activity for children, a way of processing received impressions from the surrounding world. The game clearly reveals the child’s thinking and imagination, his emotionality, activity, which develops the need for communication.
An interesting game increases the child’s mental activity, and he can solve a more difficult problem than in class. Play is only one of the methods , and it gives good results only in combination with others: observation, conversations, reading, etc. By playing, children learn to apply their knowledge and skills in practice, to use them in different conditions. Play is an independent activity in which children interact with peers. They are united by a common goal, joint efforts to achieve, and common experiences. Play experiences leave a deep imprint on the child’s mind and contribute to the formation of good feelings, noble aspirations, and collective life skills. The game occupies a large place in the system of physical, moral, labor and aesthetic education. A child needs active activities that help improve his vitality, satisfy his interests and social needs.
The game is of great educational importance; it is closely related to learning in the classroom and observations of everyday life.
They learn to solve game problems on their own and find the best way to accomplish their plans. Use your knowledge and express it in words.
Often a game serves as an occasion for imparting new knowledge and broadening one’s horizons. With the development of interest in the work of adults, in public life, in the heroic deeds of people, children begin to have their first dreams of a future profession and a desire to imitate their favorite heroes. Everything makes games an important means of consciousness of the child’s direction, which begins to take shape in preschool childhood .
Thus, gaming activity is an urgent problem in the learning .
2.The purpose of this problem:
Determine the role of didactic games in teaching preschool children .
3.Tasks:
. Study the psychological foundations and features of the game;
. Reveal the essence of the concept of didactic game ;
. Analyze your experience in using didactic games in the educational process in a preschool educational institution.
. Systematize didactic games for children of different preschool ages .
MAIN PART
.The place and role of didactic games in the educational process
1. General characteristics of the didactic game
The main feature of didactic educational games . They are created by adults for the purpose of raising and educating children . But for at play , the educational value of a didactic game does not appear openly, but is realized through a game task, game actions, and rules.
As A. N. Leontyev noted, didactic games belong to the “boundary games ”, representing a transition to the non-game activity that they prepare. These games contribute to the development of cognitive activity, intellectual operations, which are the basis of learning . Didactic educational task - a learning task . Adults are guided by it when creating this or that didactic game , but they put it in a form that is entertaining for children.
A child is attracted to a game not by the educational task that is inherent in it, but by the opportunity to be active, perform game actions, achieve results, and win . However, if a participant in the game does not master the knowledge and mental operations that are determined by the learning task , he will not be able to successfully perform game actions or achieve results.
Thus, active participation, especially winning in a didactic game, depends on how much the child has mastered the knowledge and skills that are dictated by her learning task . This encourages the child to be attentive, remember, compare, classify, and clarify his knowledge. This means that the didactic game will help him learn something in an easy, relaxed way. This unintentional learning is called autodidactism .
Didactic games have existed for many centuries. Their first creator was a people who noticed an amazing feature of young children - their receptivity to learning through play , with the help of games and toys. Throughout the history of mankind, each nation has developed its own didactic games , unique didactic toys that have become part of its culture. The content of didactic games and toys reflected the features of the national character, nature, history, life of a particular people.
Folk didactic games provide a relationship between educational and training influences, taking into account the age-related psychophysiological characteristics of the child. Folk didactic games are characterized by clearly expressed educational emotional and cognitive content, embodied in playful form, imagery, and dynamic game actions. The content of the game is event-based, i.e., it reflects some incident or event that evokes a certain emotional response in the child and enriches his social experience.
In Russian folk pedagogy there are didactic games and toys intended for children of different ages: from early childhood to school age. They enter a child’s life very early - in the first year of life.
For older children, Russian folk pedagogy intends didactic games , which provide the opportunity to develop activity, dexterity, initiative, and ingenuity. for preschoolers to move and communicate with peers is expressed
Over time, folk games are subject to changes made by the children themselves (updating the content, complicating the rules, using different gaming material). Variants of games are created by practicing teachers. Based on the ideas inherent in folk games , scientists create new didactic games and offer entire systems of such games.
The tradition of widespread use of didactic games for the purpose of raising and teaching children , established in folk pedagogy, was developed in the works of scientists and in the practical activities of many teachers. Essentially, in every pedagogical system of preschool education, didactic games occupied and still occupy a special place.
The author of one of the first pedagogical systems of preschool education, Friedrich Froebel, was convinced that the task of primary education was not learning in the ordinary sense of the word, but organizing play. While remaining a game, it must be imbued with a lesson. F. Frebel developed a system of didactic games , which represents the basis of educational work with children in kindergarten.
This system includes didactic games with different toys and materials, arranged strictly sequentially according to the principle of increasing complexity of learning tasks and game actions. An obligatory element of most didactic games were poems , songs, rhyming sayings, written by F. Froebel and his students with the aim of enhancing the educational impact of games .
Another world-famous system of educational games , authored by Maria Montessori, also received mixed reviews. In determining the place of play in the educational process of a kindergarten, M. Montessori is close to the position of F. Frebel: games should be educational , otherwise it is an “empty game ” that does not have an impact on the development of the child. For educational games and activities, she created interesting didactic materials for sensory education.
The didactic game has its own structure, which includes several components. Let's consider these components:
Educational ( didactic )
task is the main element
of the didactic game , to which all others are subordinated. For children, the learning task is formulated as a game task. For example, in the game “Recognize an object by sound,” the educational task is as follows : to develop auditory perceptions, teach children to correlate sound with an object . And children are offered the following game task: listen to the sounds that different objects make, and guess these objects by sound.
Thus, the game task reveals the “program” of game actions. The game task is often included in the name of the game. Play actions are ways of showing a child’s activity for play purposes: putting his hand in the “wonderful bag”, feeling for a toy, describing it, etc.
For children of early and primary preschool age, a didactic game is fascinated by the process of the game, but they are not yet interested in the result. Therefore, the game actions are simple and of the same type.
For children of middle and senior preschool age, more complex play activities are provided, usually consisting of several play elements. Children 5-6 years old, participating in a plot-based didactic game , perform a set of game actions related to the implementation of a certain role.
In the games of older preschoolers, gaming actions of a mental nature predominate: show observation, compare, recall what was previously learned, classify objects according to certain characteristics, etc.
So, depending on the age and level of development of children, game actions in the didactic game .
The rules ensure the implementation of the game content. They make the game democratic: all participants in the game obey them.
between the learning task , game actions and rules. The learning task determines the game actions, and the rules help to carry out the game actions and solve the problem.
In preschool pedagogy, all didactic games can be divided into three main types: games with objects, board-printed and word games.
Games with objects
These games use toys and real objects. By playing with them , children learn to compare, establish similarities and differences between objects . The value of games is that with their help children become familiar with the properties of objects and their characteristics : color, size, shape, quality.
The games solve problems involving comparison, classification, and establishing sequence in solving problems.
in educational games . They clearly express color, shape, purpose, size, and the material from which they are made. This allows the teacher to train children in solving certain didactic tasks , for example, selecting all the toys made of wood.
Using didactic games with similar content, the teacher manages to arouse children’s interest in independent play and suggest to them the idea of the game with the help of selected toys.
Board-printed games
Printed board games are an interesting activity for children. They come in a variety of types: paired pictures, lotto, dominoes.
Word games
Word games are built on the words and actions of the players . In such games, children learn , based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge in new connections, in new circumstances.
Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description.
With the help of verbal games, children develop a desire to engage in mental work.
2. Using didactic games in teaching preschoolers
In the pedagogical process of a preschool institution, didactic play acts primarily as an independent activity of children, which determines the nature of its management.
In didactic games, children are given certain tasks, the solution of which requires concentration , attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions in preschoolers , the formation of ideas, and the acquisition of knowledge. These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.
The didactic game helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together , regulate their behavior, be fair and honest, compliant and demanding.
Successful management of didactic games , first of all, involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interaction with other games and forms of education . It should be aimed at developing and encouraging children’s cognitive activity, independence and initiative, their use of different ways to solve game problems, and should ensure friendly relations between participants and a willingness to help their comrades.
The development of interest in didactic games and the formation of play activities in children is achieved by the fact that the teacher sets increasingly more complex tasks for them and is in no hurry to suggest play actions. The play activity of preschoolers becomes more conscious; it is more aimed at achieving a result, and not at the process itself. But the management of the game should be such that children retain the appropriate emotional mood, ease, so that they experience the joy of participating in it and a sense of satisfaction from solving the tasks.
In each group, the teacher outlines a sequence of games that become more complex in content, didactic tasks , game actions and rules. Individual, isolated games can be very interesting, but using them outside the system cannot achieve educational and developmental results. Therefore, it is necessary to clearly define the interaction between teaching direct educational activities and in the didactic game .
It should be taken into account that in a didactic game, the correct combination of clarity, the words of the teacher and the actions of the children themselves with toys, play aids, objects, pictures, etc. is necessary.
With the help of verbal explanations and instructions, the teacher directs the children's attention, organizes, clarifies their ideas, and expands their experience. His speech helps to enrich the vocabulary of preschool children , master various forms of learning , and contribute to the improvement of play actions. Detailed and verbose explanations, frequent comments and instructions, and mistakes are unacceptable, even if they are caused by the desire to straighten the game. This kind of explanation and remarks tear the living fabric of play activity, and children lose interest in it.
When leading games , the teacher uses a variety of means of influence on preschoolers . For example, acting as a direct participant in the game, he directs the game unnoticed by them, supports their initiative, and empathizes with them the joy of the game. Sometimes the teacher talks about an event, creates an appropriate gaming mood and maintains it during the game. He may not be involved in the game, but as a skillful and sensitive director, preserving and protecting its independent character, he guides the development of game actions, the implementation of the rules and, unnoticed by the children, leads them to a certain result. When supporting and encouraging children's activities, the teacher most often does this not directly, but indirectly: he expresses surprise, jokes, uses various kinds of playful surprises, etc.
We must remember, on the one hand, about the danger of overly reinforcing the teaching moments , weakening the beginning of the game, giving the didactic game the character of a direct educational activity , and, on the other hand, being carried away by the entertainment, escaping from the task of learning .
The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of their performance of game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content of game actions, rules and the beginning of the game, its pace is naturally slower. Later, when the game unfolds and the children get carried away, its pace quickens. By the end of the game, the emotional upsurge seems to subside and the pace of the game slows down again. Avoid excessive slowness and unnecessary acceleration of the tempo of the game. The fast pace sometimes causes confusion in children, uncertainty, untimely completion of game actions, and violation of rules. Preschoolers do not have time to get involved in the game and become overexcited. The slow pace of the game occurs when overly detailed explanations are given and many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional uplift.
When leading a didactic game , the teacher uses various forms of organizing children. If close contact is necessary, then preschoolers are seated on chairs placed in a circle or semicircle, and the teacher sits in the center. In a didactic game, there is always the possibility of unexpected expansion and enrichment of its concept in connection with the initiative, questions, and suggestions shown by the children. The ability to keep the game within a set time is a great art. The teacher compresses time primarily by shortening his explanations. Clarity and brevity of descriptions, stories, and remarks are a condition for the successful development of the game and the completion of the tasks being solved.
When finishing the game, the teacher should arouse children’s interest in continuing it and create a joyful prospect.
A didactic game as one of the forms of learning is carried out during the time allocated in the mode of direct educational activities . The game can alternate with direct educational activities , when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in gaming activities, summarize, and generalize the material studied.
Didactic games are held in a group room, in a hall, on a plot, in a forest, in a field, etc. This ensures broader motor activity for children, a variety of impressions, and spontaneity of experiences and communication.
Children of older preschool age are already capable of making independent conclusions, conclusions, and generalizations. Didactic games provide invaluable assistance for the development of these abilities .
The tasks of many games designed for children of the older group involve the cooperation of children, the joint selection of pictures, toys, routes, their comparison, discussion of the characteristics of the subject , methods of their classification. This helps to activate children’s existing knowledge and ways of applying it in real and simulated situations. In the process of jointly completing a task, there is a mutual exchange of knowledge and experience.
Many games involve mutual control and evaluation of the actions and decisions of peers. The role of the educator is mainly to help the child make the right choice, support and activate the positive influence of children on each other, and prevent or neutralize the negative one.
Conclusion
Play develops in a child the ability to identify what is essential and characteristic in the environment, and helps him to understand the phenomena of reality more deeply and fully. The game promotes the development of creative imagination, which is necessary for the child’s subsequent educational and work activities.
The game develops strong-willed qualities in children: the ability to subordinate their actions to certain rules, to coordinate their behavior with the tasks of the whole team. Finally, in play, the child masters moral norms and rules of behavior, which play a decisive role in the formation of his personality.
Play is an important means of mental education. Reproducing various life events and episodes from fairy tales, the child reflects on what he saw, what was read and told to him. Thus, through play, children’s interest in different professions is consolidated and deepened, and respect for work is fostered.
Proper management of games is crucial in the development of a child’s psyche and in the formation of his personality.
Literature
1. Artemova L. V. The world around us in didactic games for preschoolers . - M., 2007.
2. Bondarenko A.K. Didactic games in kindergarten . - M., 1990. - 280 p.
3. Vasilyeva M. A. Management of children’s games in preschool institutions . - M., 2009.
4. Gerbova V.V. Raising children. - M., 2009.
5. Grishina G. N. Favorite children's games. - M., 1997.
6. Menzheritskaya D.V. To the teacher about children's games. - M., 2003.
7. Pidkosisty P.I. Game technology in education and development . - M., 2005.
8. Usova A.P. The role of games in raising children. - M., 2007.
9. Sorokina A.I. Didactic games in kindergarten . - M., 2010.
10. Huizing I. A man playing . - M., 1999.
11. Shmakov S. A. Her Majesty the Game . - M., 1992. - 230 p.
Features of didactic games for use in preschool educational institutions
Features of didactic games for use in preschool educational institutions.
As you know, play is the leading activity of a preschool child. The game helps create an interested, relaxed atmosphere, helps make any educational material exciting, increases speech motivation, encourages children to communicate with each other, the thinking process proceeds faster, new skills. Didactic games have a great influence on the development of preschoolers.
A didactic game is a type of game with rules, specially created by pedagogy for the purpose of raising and teaching children. It can be used both as a form of training and as an independent gaming activity. Mandatory structural elements of a didactic game, according to V.N. Avanesova are: didactic task, game actions and rules.
Didactic (educational) task
- this is the main element of the didactic game, to which all the others are subordinated. For children, the learning task is formulated as a game task. It is necessary to distinguish between tasks for the teacher and tasks for children. For example,
For the teacher:
— exercise children in composing three (four) word simple sentences, etc.
- exercise children in playing in pairs, in following the rules of the game (walking in turns, starting a move at an adult’s signal), etc.
The task for children is formulated as the child’s motivation to play. For example,
- help the bunny find a carrot,
— get to the princess’s castle quickly
The game task can be included in the name of the game, for example, “What shape”, “Continue the sentence”, “Who lives in which house”
The didactic task is realized throughout the game through the implementation of the game task, game actions, and the result of its solution is revealed in the finale. Only under this condition can a didactic game fulfill the function of teaching and at the same time develop as a gaming activity.
Game action
- this is a manifestation of children’s activity for play purposes, without them the game itself is impossible. They are like a picture of the plot of the game. The more varied the play activities, the more interesting the game itself is for the child and the more successfully cognitive and play tasks are solved. Playful activities should evoke joy and a sense of satisfaction in children; they are the ones who make learning emotional and entertaining. Children need to be taught play actions.
For example:
- put your hand into the “wonderful bag”, feel the toy, describe it,
- see and name the changes that have occurred with the toys placed on the table.
Rules of the game
ensure the implementation of game content, and also make the game democratic. The main purpose of the rules of the game is to organize the actions and behavior of children. Rules can allow, prohibit, prescribe something for children in the game. All this makes the game entertaining and exciting. For example,
Educational value of didactic games for preschoolers
Educational value of didactic games for preschoolers
1. The essence of the didactic game.
2. Types of didactic games.
3. The structure of the didactic game.
4. Pedagogical guidance of didactic games.
1.
The main feature of didactic games is determined by their name: they are educational games. They are created by adults for the purpose of raising and educating children. But for playing children, the educational value of didactic games does not appear openly, but is realized through the game task, game actions and rules.
As noted by A.N. Leontiev, didactic games belong to the “boundary games”, representing a transitional form to the non-game activity that they prepare. These games contribute to the development of cognitive activity, intellectual operations, which are the basis of learning. Didactic games are characterized by the presence of an educational task - a learning task. It is guided by adults when creating this or that game, but they put it in a form that is entertaining for children. For example, to teach children to distinguish and correctly name colors - the game “Salute”, “Colored Rugs”, etc. The educational task is embodied by the creators of the game in the appropriate content, and is implemented through game actions that children perform.
What attracts a child to a game is not the educational task inherent in it, but the opportunity to be active, perform game actions, achieve results, and win. However, if a participant in the game does not master the knowledge and mental operations that are determined by the learning task, he will not be able to successfully perform game actions or achieve results.
Thus, active participation, especially winning in a didactic game, depends on how much the child has mastered the knowledge that is dictated by her learning task. This encourages the child to be attentive, remember, compare, classify, and clarify his knowledge. This means that the didactic game will help him learn something in an easy, relaxed way. This unintentional learning is called autodidactism.
The opportunity to teach young children through active activities that are interesting to them is a distinctive feature of didactic games. However, it should be noted that the knowledge and skills acquired by the players are for them a by-product of the activity, since the main interest is not the learning task (as happens in the classroom), but the game actions - for children of early and primary preschool age, and the solution of the game problem , winnings – for children of senior preschool age.
2.
In preschool pedagogy, a traditional division of didactic games has developed into games with objects, board-printed, and verbal.
Didactic games with objects are very diverse in terms of game materials, content, and organization. Toys, real objects (tools, works of decorative and applied art), and natural objects (vegetables, pine cones, seeds) are used as teaching materials. Games with objects make it possible to solve various educational problems: expand and clarify children’s knowledge, develop mental operations, improve speech, cultivate arbitrary behavior, memory, and attention. Even in the same game, but offered to children of different ages, the educational objectives and specific content may differ. For example, the game “Wonderful Bag”.
Among games with objects, plot-didactic games and dramatization games occupy a special place. In plot-based didactic games, children play certain roles, for example, a seller, a buyer in games like “Shop”, a doctor and a patient in the game “Hospital”, a hairdresser in a “Barbershop”, etc. Dramatization games help clarify ideas about various everyday situations (“ The doll Natasha got sick”, “Let’s arrange a room for the doll”), about literary works (“Journey to the Land of Fairy Tales”), about norms of behavior (“What is good and what is bad”, “Visiting the doll Masha”).
To develop coordination of small movements and visual control over them, games with didactic toys of a motor nature are organized. For kids
Numerous versions of games are used with rolling balls along a groove, down a slide, into a hoop, as well as games with inserts, collapsible eggs, balls, and turrets. Children aged 4-6 years are intended to play with spillikins, skittles, billboke, and table billiards. The role of such games is especially great at the border of the transition to school education. The development of coordination of movements of the forearm, hand and especially fingers, clear visual control of these movements are important prerequisites for preparing a child to master writing. In such games, caution, patience, perseverance, intelligence are cultivated, and the ability to navigate in space is developed.
Printed board games are varied in content, educational objectives, and design. They help clarify and expand children’s ideas about the world around them, systematize knowledge, and develop thought processes. Among didactic games for preschoolers, the predominant games are those based on a pair of pictures, selected based on similarity. First, children are offered games in which they need to select pairs of exactly the same ones from a variety of pictures (two mittens, two rosy apples). Further, the task becomes more complicated: the pictures must be combined according to their meaning (find two cars, one of which is a passenger car, the other a truck). Finally, it is advisable for older preschoolers to be asked to look for pairs among objects that differ from each other in spatial arrangement, shape, and coloring characteristics.
In lotto, a child must match the picture on a large card with identical images on small cards. The themes of the lotto are varied: “Zoological lotto”, “Flowers are blooming”, “We count”, “Fairy tales”, etc.
In dominoes, the principle of pairing is implemented through the selection of cards during the turn order. The theme of dominoes covers different areas of reality: “Toys”, “Geometric Shapes”, “Berry”, “Cartoon Characters”, etc.
Games like “Labyrinth”, intended for children of senior preschool age, use a playing field, chips, and a counting cube. Each game is dedicated to a theme, sometimes a fairy tale (“Aibolit”, “The Labors of Perseus”, “The Golden Key”). Children “travel” around the playing field, taking turns throwing dice and moving their pieces. These games develop spatial orientation and the ability to foresee the outcome of actions.
Printed board games are common, based on the principle of cut pictures, folding cubes, on which the depicted object or plot is divided into several parts. These games promote the development of logical thinking, concentration, and attention. To put a picture together from separate parts, the child must guess that “this long ear” is from a picture with a bunny, and the tip of the fluffy tail is from a picture with a fox, i.e. see the whole (bunny, fox) before the parts. For preschoolers, putting a whole together from parts is a complex process of comprehension and imagination. It is made easier by selecting objects and scenes that are familiar to the child from personal experience, showing the whole picture, and gradually adding parts that need to be put together. Currently popular are puzzles (from the English puzzle - a game of endurance), where pictures of different content (images of scenes from cartoons, animals, castles) are divided into many parts. There are many stories, including those based on works of art.
Verbal games are distinguished by the fact that the process of solving a learning task is carried out in a mental way, based on ideas and without relying on visualization. Therefore, word games are played mainly with middle-age
and mainly
of older preschool Among
these games there are many folk games associated with nursery rhymes, jokes, riddles, and shapeshifters, some of which are also accessible to children due to the imagery of speech, built on dialogue, and the content being similar to childhood experience. In addition to speech development and the formation of auditory attention, with the help of verbal games an emotional mood is created, mental operations are improved, reaction speed and the ability to understand humor are developed.
New types of word games are being created for children aged 4-6 years. Interesting games are in which children solve a game problem (find out the season and distinguish its signs in the game “What time of year?”; name professions in the game “Who should I be?”, determine this or that event in the game “When does this happen?” and etc.) when perceiving fragments from literary works (poems by A.S. Pushkin, I. Nikitin, I. Surikov, S. Marshak, D. Rodari), which are read (by heart) by a teacher or child. Such games are valuable because they teach you to listen to a poetic text, cultivate aesthetic experiences, and develop imaginative thinking. Riddle games and guessing games (“What would happen if?..”), developed by A.I., are of no less pedagogical importance. Sorokina: they stimulate the imagination, develop logical thinking and speech. In the book “What Doesn’t Happen in the World?” (edited by O.M. Dyachenko, E.L. Agaeva. - M., 1991) presents word games that will help a child learn to write fairy tales (“The Box of Fairy Tales”, “What Shall We Write About?”), understand real and unrealistic situations (“It happens or doesn’t happen?”).
3.
The didactic game has its own structure, which includes several components.
Let's look at these components. The educational (didactic) task
is the main element of the didactic game, to which all the others are subordinated. For children, the learning task is formulated as a game task. For example, in the game “Recognize an object by sound” the educational task is as follows: to develop auditory perceptions, to teach children to correlate sound with an object. And the children are offered the following game task: listen to the sounds that different objects make, and guess these objects by sound; Mark the correct answers with chips. Thus, the game task reveals the “program” of game actions. In addition, with its help, the desire to fulfill them is stimulated. The game task is often included in the name of the game: “Guess the description”, “Say the opposite”, “Catch the fish”, “Fill the picture”, etc.
Game actions
- these are ways to show a child’s activity for play purposes: put your hand in the “wonderful bag”, feel for a toy, describe it;
see and name the changes that have occurred with the toys placed on the table; choose outfits and household items for the doll, decorated with a geometric (plant) pattern, etc. Children of early
and
primary
a didactic game are fascinated by the process of the game, but are not yet interested in the result. Therefore, the game actions are simple and of the same type: disassemble and assemble the nesting doll; guess by onomatopoeia who is screaming (cat, dog, cockerel, cow); depict yourself how this or that animal screams; recognize and name the object, etc.
For middle age children
and
older preschool age,
more complex play activities are provided, usually consisting of several play elements.
Thus, in some games, children, like toddlers, perform imitative movements, but the latter involve recreating an image, and not showing any individual sign, as before (“What we did we won’t say, but we’ll show you what we did,” “Guess , what am I
?
Children 5-6 years old,
participating in a plot-based didactic game, perform a set of game actions related to the implementation of a certain role (seller, buyer, postman, grandmother Zagadushka, guide in travel games).
At 4-5 years old
, children perform play actions one by one (board-printed games such as “Loto”, “Domino”, “Labyrinth”). In the games of older preschoolers, gaming actions of a mental nature predominate: show observation, compare, recall what was previously learned, classify objects and phenomena according to certain criteria, etc.
So, depending on the age and level of development of children, game actions in the didactic game also change. But there is one pedagogical rule that a teacher (like parents) must always follow when organizing a didactic game: its developmental effect directly depends on how diverse and meaningful the actions performed by the child are. If the teacher, conducting a didactic game, acts himself (arranges objects, changes their places; names what the toys do, etc.), and the children only observe and sometimes say something, its educational value disappears.
Rules
ensure the implementation of game content. They make the game democratic: all participants in the game obey them. Even within the same didactic game, the rules differ. Some direct the behavior and cognitive activity of children, determine the nature and conditions for performing play actions, establish their sequence, sometimes the order, and regulate the relationships between the players. Other rules limit the amount of motor activity of the child, send it in a different direction, thereby complicating the solution of the learning task (close your eyes while the teacher rearranges the toys; when playing ball, hold the toy only in your right or only in your left hand). Some games have rules that prohibit certain actions and provide for penalties (missing a move, forfeits). Prohibitory rules strengthen the child’s control over his behavior, which increases the latter’s arbitrariness (in the game “Silent” it is forbidden to speak, in the game “Say the Other Way” it is forbidden to throw the ball until the word is said). In games for older preschoolers, the rules indicate how to choose and change the driver, who is considered a winner and a loser, what losses and gains entail.
There is a close connection between the learning task, game actions and rules. The learning task determines the game actions, and the rules help to carry out the game actions and solve the problem.
Genuine play is based on children's independence and self-organization. Having ready-made content and fixed rules makes it easier to join together in a game. Counting rhymes also serve this purpose, with the help of which children tune in to the game, choose a driver, and learn to be fair.
4. In the pedagogical process of a preschool institution, didactic play acts primarily as an independent activity of children, which determines the nature of its management. In different age groups, the pedagogical guidance of children at play has its own specifics in accordance with their psychophysiological characteristics, but there are general rules that the teacher must take into account. Let's look at them.
It is necessary to create conditions for games: select appropriate didactic material and didactic toys and games. Think about how to place teaching materials and toys so that children can use them freely; provide a place for games. You should choose games and toys that can be taken out for a walk in the warm season. Teach children to carefully handle educational toys and games, and carefully fold them at the end of the activity. Printed board games require special attention from the teacher, from which chips, cubes, cards and other attributes are easily lost.
Care should be taken to continually enrich children's play experiences. To do this, it is advisable to teach play actions with didactic toys, performing these actions together with the child, and organize situations for mutual learning of children (“Vitya, teach Alyosha how to fold a house!”). It is advisable to gradually introduce new didactic games into the group, and as they are mastered, introduce more complicated options (changing the game task, including new characters, additional rules, game actions).
The teacher should always be focused on developing children’s independence, self-organization skills, and creative attitude to play. It is necessary to maintain the child’s interest in the game by approving successful, skillful play actions, expressiveness in the performance of the role, manifestations of mutual assistance and mutual assistance. When organizing a game familiar to children, it is advisable to invite one of them to remind the others of the game task and rules.
Considering the uniqueness of didactic games as a transitional form to non-game educational activities, direct teaching should be avoided. Thus, the teacher begins the explanation of a new game by creating a game image. For example, before the game, “Aibolit” suggests recalling the fairy tale by K. Chukovsky, its characters, their adventures, and actions. Then he invites you to play a familiar fairy tale and throughout the game maintains a playful mood, avoiding comments, judgmental remarks, and, especially, negative remarks. At the end of the game, it is necessary to increase the emotional mood of the children, emphasizing how interesting it was for them to play together, encouraging the losers, and celebrating those who won.
Didactic games are used in classes and in children’s independent activities. Being an effective teaching tool, they can be an integral part of the lesson, and in early age groups - the main form of organizing the educational process.
