Game as a means of development for preschool childrenmaterial on the topic

GAME ACTIVITIES

As you know, means are that with the help of which activity is carried out. Let us recall (Chapter 2) that the means of activity are classified into five groups: material, informational, linguistic, logical, and mathematical. Let's consider the means of gaming activity for each of these groups.

Material resources

. Speaking about material means, it is necessary to note the fact that for the game there must be a specially allocated and limited (at least mentally) space: a chess board, a card table, a theater, a circus, a stadium, a TV or computer screen, chairs arranged one at a time. others and depicting a train, etc. and so on. Even when the boys play hide and seek in the yard, they discuss in advance where they can’t run and hide—it’s a game. Anything beyond them is “outside the game.”

As for the material objects used for play activities, when analyzing their entirety, we encounter certain difficulties in constructing a unified classification of them. It would seem that the objects of play activity are toys

. Toys are defined as “specially made items for children’s games” (see, for example: [150, vol. I, article “Toys”]). Indeed, the world of toys is extremely wide. Their detailed classification is given in the above-mentioned article. Toys can be very diverse in purpose, scale, and cost. From tiny “kindersurprises” to such an exotic example as the amusing regiments of young Peter I, his amusing flotilla on Lake Pleshcheyevo. These were toys in the full sense of the word.

At the same time, let’s imagine the following example: a boy picked up a twig. In his games, a twig can be a saber, a horse on which he rides, and anything else. a toy for him

- but
not specially made
. Or a “specially made” building block in a child’s imagination can be a horse, a truck, or a medical syringe. What psychologists call “game substitution of objects” occurs [82, 146].

Next, let us imagine such examples. Children play "school". They use real pens and pencils. toys for them

, but these items were made for completely different purposes.
Moreover, in adult games, real objects can become toys. For example, collecting. If collecting does not have scientific or artistic purposes, then it is a type of game. Then collectibles become toys
: postage stamps, coins, matchbox labels, etc.
up to cars, tanks and even ships. But these items were not created specifically for games
, especially not for children's games.

In addition, there are material objects (entire classes of them) specially created for play, but which one cannot dare to call “toys”: a chessboard with a set of pieces, a deck of cards (and children also play them), a billiard table, game machine guns, fishing rod, spinning rod for amateur fishing, hunting rifle, etc. right down to theatrical props.

In addition, living “toys”: indoor plants, pets, if they do not perform official functions (cats, dogs, fish in an aquarium, birds in cages, etc.).

So what then, what class of objects can be called “toys”?! Willy-nilly, we have to agree with J. Bruner: “we do not have a toy theory” [17].

The only classification that suggests itself based on what has been said regarding the material means of gaming activity is:

- means specially created (or introduced, for example, decorative pets) for play, possibly by the player himself and used strictly for its intended purpose;

- means in the form of improvised game objects - game replacement of objects in the imagination of the player (players);

- material objects created for other purposes and used as means of play.

Information media.

Recently, games and toys using information media—microprocessors, computers, and the Internet—have become widespread.

Language means.

Games, quite understandably, use languages ​​- both natural and artificial. In particular, in childhood, games are a means of language development. Children, while playing, exchange their vocabulary and enrich their vocabulary. True, unfortunately, they often use expressions that are, as they say, far from the norms of the literary language.

In addition - an interesting phenomenon - a child who finds himself in a foreign-language environment, in games with children, literally instantly masters a foreign spoken language, for which adults require great and lengthy efforts.

The development of natural language is also facilitated by many special games: “word games”, “guess the word”, the famous game “Scrabble”, etc.

In addition, artificial languages ​​are also used in games. A deck of cards is an example of an artificial language. Or records of chess moves: “the grandmaster went E2 - E4” is another example. Not to mention the special languages ​​of gaming arts, for example, the language of music.

Logical means.

Many games require the use of a logical apparatus, sometimes quite powerful. For example, chess, preference. At the same time, in childhood, games contribute to the development of the child’s logical thinking. For example, various kinds of puzzles, Rubik's cube, many computer games, etc.

Mathematical tools.

There is hardly any need to talk about the use of mathematical means in gaming activities. If, for example, the calculation of the probabilities of winning in certain situations begins, then such a “calculator” has a desire not to play, but to win, i.e. it becomes a kind of professional activity, but not a game.

So, we have examined the logical structure of gaming activity, its forms, methods, and means. In the next and final section we will look at its time structure.

§ 5.3.

Organization of the process

Gaming activities

(temporal structure)

Starting to consider temporarily

th structure of the game, first of all, let's try to highlight its
unit
.

At one time D.B. Elkonin identified the role that the child assumes as an “indecomposable unit of play that preserves the properties of the whole.” “... it can be argued that it is the role and the actions organically associated with it that represent the basic, further indecomposable unit of the developed form of play” [193]. Following D.B. Elkonin, many authors began to repeat this idea that the main unit of the game is the role: “The main unit of the game is the role. In addition to the role, the structure of the game includes play action (actions to fulfill the role), playful use of objects (substitution), relationships between children” [82, 146]. It is strange that this thought of D.B. El horse meat has become so widespread. Firstly, a “unit” such as a role can only refer to a role-playing game, and most games, obviously, are not such. Further, the question arises: if a child plays alone, this is a game of “one unit,” and if ten children play, it is a game of “ten units”? And if two or three children play the same role, how then do you count “units”? Finally, the unit of play, as a unit of any activity, must lie in the temporal plane, and not in the spatial one.

It is known that the generally accepted unit of activity is action.

as a relatively integral and complete part of it.
If in all types of human activity its unit is action, then why should there be a “unit” of some other nature in play activity? The conclusion involuntarily suggests itself: the unit of the game is the game action .
And any game is divided into these game actions: - in football, hockey, these actions are an attack, as well as a penalty kick, a penalty kick, a corner kick;

- in athletics - race;

- in cards - distribution, in other games - con;

- when playing hide and seek, tag - con;

- in chess, billiards - a game;

- during design - a product (“sand cake”, pyramid, etc.);

- in the theater - mise-en-scène;

- in cinema - frame;

- and so on.

In complex games, primarily in the performing arts and sports, the duration of the game is divided into certain parts: in the theater these are scenes and actions (acts), in cinema - series, in sports - halves, etc. In most cases, the duration of the game is limited only by the desires and time capabilities of the players; in children, it is also limited by the requirements of the daily routine, etc.

As in any activity, a game can have a preparatory phase, a technological phase

(the actual conduct of the game),
the final
(
reflexive
)
phase
.

In some cases, the preparatory phase can be quite long and complex - for example, preparing costumes and masks for a carnival sometimes takes longer than the carnival itself. In other cases - very short - for example, when playing "hide and seek" - this is a "counting game". In third cases, the game (most) begins without preliminary preparation - playing cards, roulette, etc.

A separate issue is the final, reflexive phase of the game. Its most important moment is the moment of self-esteem

. Especially for a child. The child evaluates himself - his dexterity, his skills, his successes - in comparison with others. In this game the child is first, and in another game other children are first: they are better than him, able to fulfill the requirements of the game, etc. From this comparison follows the child’s independent, conscious assessment of his specific capabilities. This is completely different from the assessment he receives from others; here for the first time the child begins to evaluate his actions himself.

Self-esteem is also important in the game for an adult. reflection is important

and
the first kind
(what am I like, what was my behavior in the game, etc.) and, in the case of a group, collective game -
reflection of the second kind
as an understanding of interpersonal communication, as a player’s understanding of other players, as well as finding out how other players understand him, his behavior in the game, personal characteristics, etc. This allows the player to further adjust not only his behavior in the game, but also his entire activity in general. That is, game reflection is a powerful means of self-education.

Thus, in a short chapter we tried to cover the entire structure of the methodology of gaming activity: its characteristics (features and principles); logical structure (forms, methods, means); temporary structure. Naturally, this was only a first estimate of the game’s methodology.

In conclusion, we note that gaming activity is an amazing and mysterious phenomenon, like no other type of human activity - neither in nature, nor in scale, nor in its functions. Indeed, no other type of human activity has so many areas of application:

- play as a means of enjoyment;

- play as a means of self-expression and self-affirmation;

— game as a means of development and learning (didactic games);

- play as a means of treatment (play therapy);

- game as a means of relaxation and pastime;

- play as a means of spiritual development and enrichment (theater, music);

- a game as a means to brighten up loneliness, and at the same time as a means of communication with other people, as a means of meeting people, joining a company or supporting it;

- play as a means to give affection and tenderness (to children, pets);

- play as a means of livelihood (professional actors, athletes);

- gaming as a means of enrichment (sharps);

— a game as a means of designing systems (business games, etc.)

- and so on.

Despite all the mystery of gaming activity, play for a person is a wonderful gift of nature, a gift of the gods.

Chapter 6

COMPARATIVE ANALYSIS

ORGANIZATIONS OF DIFFERENT TYPES

ACTIVITIES

In the course of presenting the text, we have already had to repeatedly compare individual aspects of the organization of various types of activities. Here, in this section, we will try to make such a comparison systematically, in the logic of the main provisions set out in our work, namely: by considering the main characteristics, logical structure and organization of the activity process (its time structure), which, in in particular, is reflected in tables 10.1, 10.2, 10.3.

From these tables it is clear that, firstly, the organization of both scientific and practical activities is an integral system with a clearly defined logical structure, characteristics and implementation process. Secondly, that the structural components of the organization of these two types of activities are basically the same. Thirdly, the content of these components often coincides, and in other cases has its own specifics.

The most fundamental difference in the organization of scientific and practical activities is, obviously, the fact that in scientific research activities it is impossible to unambiguously determine its goal in each specific project. New scientific knowledge should appear only as a result of this activity, as a result of the implementation of the project. The source material is more clearly defined - that scientific knowledge that has already been accumulated by the time scientific research begins. A paradox arises: in order to organize an activity, organize a research project, it is necessary to have an ultimate goal as a normatively specified result of activity, the result of the project. But in this form, the goal cannot be normatively specified in scientific research. In this regard, the goal of scientific research is formulated, as a rule, non-specifically, in verbs, so to speak, of an imperfect form: to investigate, formulate, etc.

In practical activities, as a rule, no specific and definite ideas are given about the result of the activity, the result of the implementation of a particular pedagogical (educational) project. However, the requirements for the result are always such that they bring it at least to a level of certainty at which it is already possible to make a decision about the feasibility and novelty of the project. The latter can always be correlated with previous samples, similar in type and scale, or with the real state of the pedagogical (educational) process.

In general, obviously, science and practice in modern conditions of the development of society in relation to each other have become similar to opposite sexes necessary for the reproduction of offspring - the further development of civilization. At the same time, science probably plays the role of the feminine principle as a more subtle and capricious object. Practice is the role of the masculine principle: it is more rude, straightforward and demanding.

In science, knowledge of what exactly we do not know is perhaps no less important than positive knowledge itself. True, an atmosphere of rejection often arises around such results. After all, even physicists, saying that a negative result is also a result, more often than not want to simply console a loser colleague, and try to avoid the negative result itself. However, in science, complexity due to misunderstanding is generally regarded as a temporarily unavoidable and tolerable phenomenon. And the researcher himself can most often “maneuver” at any moment - change the subject or method of research, etc.

In practical activities, complexity due to misunderstanding is most often regarded as an unacceptable value.

Table 10.2

Game as the main method of personality development

Consultation for educators

Game as the main method of personality development

Introduction

Game is one of those types of children's activities that is used by adults to educate preschoolers, teaching them various actions with objects, methods and means of communication. In play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and work activities, and his relationships with people will subsequently depend. We need to get children involved in the game. And the success of society’s transmission of its culture to the younger generation depends on what content adults will invest in the games offered to children. It should be emphasized that the fruitful development of social experience occurs only under the condition of the child’s own activity in the process of his activities. It turns out that if the teacher does not take into account the active nature of acquiring experience, the most perfect, at first glance, methodological techniques for teaching the game and managing the game do not achieve their practical goal. The tasks of comprehensive personal development in the game are successfully implemented only if the foundations of gaming activity are formed in each age period. This is due to the fact that the development of play is associated with significant transformations in the child’s psyche, and, above all, in his intellectual sphere, which is the foundation for the development of all other aspects of the child’s personality. The game has amazing educational potential. When playing, a child always strives to go forward, not backward. Children's games educate and develop in a child: mercy and memory, honesty and attention, hard work and imagination, intelligence, imagination, justice and observation - in a word, everything that makes up the wealth of the human personality. In the game, all aspects of the child’s soul are formed: mind, heart, will, character, but on the condition that the game remains a free activity of the child. At the same time, the leading role of the teacher remains. He must teach children games, help them find friends, or find a way to stop the game if it is harmful. The game is a job that he does with pleasure, so that “he can endure hardship and suffering because of this game-work.” It is known that children learn new knowledge in games much more successfully than in training sessions. A learning task posed in a game form has an advantage, because The child understands the very need for new knowledge and methods of action. If in class children complete the tasks of an adult, then in the game they solve their own problem.

The importance of games in personality formation

So, a huge role in the development and upbringing of a child belongs to play - the most important type of activity. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the game realizes the need to influence the world. It causes a significant change in his psyche. The most famous teacher in our country A.S. Makarenko characterized the role of children's games this way; “Play is important in a child’s life; it has the same importance as work or service for an adult. What a child is like at play, so in many ways he will be at work. Therefore, the upbringing of a future leader occurs, first of all, in the game... "

Psychologists have long been studying the games of children and adults, looking for their functions and specific content, comparing them with other types of activities. The need for play is sometimes explained as the need to give vent to excessive vitality. Another interpretation of the nature of the game is the satisfaction of recreational needs. A living creature, while playing, trains in a unique way, learns something. The game can also be caused by the need for leadership and competition. Play can also be considered as a compensatory activity, which in symbolic form makes it possible to satisfy unfulfilled desires.

The game takes place for its own sake, for the sake of satisfaction, which arises in the very process of performing the game action. A game is an activity that depicts a person’s relationship to the world that surrounds him. In the game, the child does not learn to live, but lives his true, independent life. The game is the most emotional and colorful for preschoolers. The importance of the game for the formation of personality cannot be overestimated. It is no coincidence that L. S. Vygotsky calls play “the ninth wave of child development.” In the game, as in the future activity of the preschooler, those actions are carried out that he will be capable of in real behavior only after some time.

Game activity is structured in such a way that an imaginary situation arises as a result. The elementary functions of the game are prepared in objective actions. The preface of the game is the ability to transfer some functions of an object to others. Action in an imaginary situation leads to the fact that the child learns to manage not only the perception of an object or real circumstances, but also the meaning of the situation, its meaning. A new quality of a person’s relationship to the world arises: the child already sees the surrounding reality, which not only has a variety of colors, a variety of forms, but also knowledge and meaning.

A random object that a child splits into a specific thing and its imaginary meaning, imaginary function becomes a symbol. A child can recreate any object into anything; it becomes the first material for imagination. It is very difficult for a preschooler to tear his thought away from a thing, so he must have support in another thing; in order to imagine a horse, he needs to find a stick as a support point. In this symbolizing action, mutual penetration, experience and fantasy occur. The main motive of the classical game lies not in the result of the action, but in the process itself, in the action that brings pleasure to the child. The stick has a certain meaning, which in a new action acquires new, special play content for the child. Children's fantasy is born in play, which stimulates this creative path, the creation of their own special reality, their own life world.

In the early stages of development, play is very close to practical activity. In the practical basis of actions with surrounding objects, when the child comprehends that she is feeding the doll with an empty spoon, the imagination already takes part, although a detailed playful transformation of objects is not yet observed. A child can master a wide, directly inaccessible circle of reality only in play, in a playful form. In this process of mastering the past world through game actions in this world, both game consciousness and the game unknown are included.

Play is a creative activity, and like any real creativity, it cannot be carried out without intuition. In the game, all aspects of the child’s personality are formed, a significant change occurs in his psyche, preparing him for the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of preschoolers.

A special place is occupied by games that are created by children themselves - their

are called creative, or plot-role-playing. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully shapes a child’s personality, and therefore is an important means of education. The game is a reflection of life. Everything here is “as if”, “make-believe”, but in this conditional environment, which is created by the child’s imagination, there is a lot of reality: the actions of the players are always real, their feelings and experiences are genuine and sincere. The child knows that the doll and the bear are just toys, but loves them as if they were alive, understands that he is not a “true” pilot or sailor, but feels like a brave pilot, a brave sailor who is not afraid of danger, truly proud of his victory. Imitating adults in play is associated with the work of the imagination. The child does not copy reality; he combines different impressions of life with personal experience.

Children's creativity is manifested in the concept of the game and the search for means to implement it. How much imagination is required to decide what trip to go on, what kind of ship or plane to build, what kind of

Prepare your equipment! In the game, children simultaneously act as

playwrights, prop makers, decorators, actors. However, they do not hatch their idea and do not prepare for a long time to perform the role as actors. They play for themselves, expressing their own dreams and aspirations, thoughts and feelings that possess them at the moment. Therefore, the game is always improvisation. Play is an independent activity in which children first interact with peers. They are united by a common goal, joint efforts to achieve it, common interests and experiences.

Children choose the game themselves and organize it themselves. But at the same time, in no other activity there are such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal and helps to cultivate purposefulness.

In the game, the child begins to feel like a member of the team, to fairly evaluate the actions and deeds of his comrades and his own

own. The teacher’s task is to focus the attention of the players on goals that would evoke a commonality of feelings and actions, and to promote the establishment of relationships between children based on friendship, justice, and mutual responsibility.

There are different types of games typical for children. This

outdoor games (games with rules), didactic games, dramatization games, constructive games. Creative or role-playing games are of particular importance for the development of children aged 2 to 7 years. They are characterized by the following features

:

1. The game is a form of active reflection by the child of the people around him.

2. A distinctive feature of the game is the very method that the child uses in this activity. Play is carried out through complex actions, rather than individual movements (as, for example, in labor, writing, drawing).

3. The game, like any other human activity, has a social character, so it changes with changes in the historical conditions of people's lives.

4. Play is a form of creative reflection of reality by a child. While playing, children bring a lot of their own inventions, imaginations, and combinations into their games.

5. Play is the manipulation of knowledge, a means of clarifying and enriching it, a way of exercise, and the development of the child’s cognitive and moral abilities and strengths.

6. In its expanded form, the game is a collective activity. All participants in the game are in a cooperative relationship.

7. By developing children in many ways, the game itself also changes and develops. With systematic guidance from the teacher, the game can change:

a) from beginning to end;

b) from the first game to subsequent games of the same group of children

c) the most significant changes in games occur as children develop from younger to older ages. Play, as a type of activity, is aimed at the child’s knowledge of the world around him through active participation in the work and everyday life of people.

The means of the game are:

a) Knowledge about people, their actions, relationships, expressed in figures of speech, in the child’s experiences and actions;

b) Methods of acting with certain objects in certain circumstances;

c) Those moral assessments and feelings that appear in judgments about good and bad actions, about useful and harmful actions of people.

Conditions for game development.

By the beginning of preschool age, the child already has a certain

life experience, which is not yet sufficiently realized and represents more potential abilities than an established ability to implement skills in one’s activities. The task of upbringing is precisely to rely on these potential capabilities to advance the child’s consciousness and lay the foundation for a full-fledged inner life. How to solve this problem in the conditions of public preschool education? First of all, the development of play is a joint activity of children and adults. It is the adult who brings games into children’s lives and introduces them to the content. He arouses children's interest in the game, encourages them to take active actions, without which the game is not possible, is a model for performing game actions, and is the leader of the game - he organizes the play space, introduces him to the game material, and monitors the implementation of the rules.

Any game contains two types of rules:

1. Rules of action

2.Rules of communication with partners.

Rules of action determine methods of action with objects, the general nature of movements in space (tempo, sequence, etc.)

The rules of communication influence the nature of the relationships between the participants in the game

(the order of performing the most attractive roles, the sequence of children’s actions, their consistency, etc.).

So, in some games, all children act simultaneously and in the same way, which brings them closer, unites them, and teaches them good-willed partnership. In other games, children take turns, in small groups. This gives the child the opportunity to observe peers and compare their skills with his own. And finally, each section contains games in which a responsible, attractive role is played in turns. This contributes to the formation of courage, responsibility, teaches you to empathize with your playing partner and rejoice in his successes. These two rules, in a simple and accessible form for children, without edification or imposing a role on the part of an adult, teach children to be organized, self-restraint, and develop the ability to empathize and be attentive to others.

But all this becomes possible only if the game, developed by an adult and offered to a child, is ready-made (i.e.

certain content and rules) is actively accepted by the child and becomes his own game. Evidence that the game has been accepted is: asking children to repeat it, performing the same game actions independently, actively participating in the same game when it is played again. Only if the game becomes loved and exciting will it be able to realize its developmental potential.

Any game contains conditions that contribute to the full development of the individual: the unity of cognitive and emotional principles, external and internal actions, collective and individual activity of children. When holding games, it is necessary that all these conditions are met, i.e. so that each game brings the child new emotions and skills, expands the experience of communication, and develops joint and individual activity.

The psychological age of a child is a conditional concept and is not determined

only by calendar dates, i.e. the number of years and months lived, but also the level of mental development. The main thing here is the sequence of stages of development (it is unacceptable to step over an entire stage). Games should be offered in accordance with the necessary sequence of stages - from the simplest games that are accessible to every child, one should move on to more complex ones. In each game, it is necessary to rely on what the child already knows and what he himself likes to do. It is important for a teacher to know and understand what his students can and like to do, regardless of their age, and on this basis introduce new actions and new tasks. For example, three-year-old children, as a rule, love and know how to run and jump. Using these skills, you can organize new games based on a new sequence of these movements, their gradual complication and, most importantly, their new content and understanding: not just running and jumping, but jumping in an imaginary situation (over bumps in a swamp or running from a cat or a fox who can catch them). It is quite possible that educational games will be exciting for all preschoolers, regardless of age. As we have already said, the choice of game is determined not by calendar age, but by the stage of their psychological development.

In addition, at each age stage between children there are

significant individual differences, they also need to be taken into account when playing games. In almost every kindergarten group there are at least three types of children who behave differently during any activity, including play, and accordingly require different approaches.

Children of the first type are very active, mobile, and prone to strong excitement. They readily accept any new game and get involved in it with enthusiasm. They usually pick up the game quickly and tend to take on active roles. But often these students do not pay attention to others and are busy demonstrating their own capabilities. For such children, the most difficult are the rules that restrain their spontaneous activity: wait for their turn, do not move until a certain signal, give up the main role or an attractive object to others. At the same time, following these very rules is especially useful for them. When playing the game, you must try to show such children the importance of following these rules and make sure that they receive satisfaction from their implementation.

Children of the second type are more timid, cared for, and cautious. They usually don't

They immediately understand the essence of the game and are not too willing to switch to an activity that is new to them. At first, they remain tense and watch the actions of other children without interest. Under no circumstances should such a child be forced to take on an active role until he is ready for this. Observing the game and first taking a passive part in it, he gradually becomes infected with an interest in the game from the adult and peers and after a while begins to take the initiative himself. Of course, this becomes possible with the support and approval (but in no case coercion!) of the teacher. However, not all children join the game even with the support of the teacher. In each group there may be lethargic, passive pupils who lag behind their peers in development and cannot act on an equal basis with them. Even when the game is repeated many times, they do not understand its essence and avoid active roles, and when they take on them, they act incorrectly. Such children require special attention from the teacher. Collective, group work with them is not in his personal attention, explanation, encouragement. Individual sessions

necessary for normal mental and personal development. Thus, different children require different approaches and need different educational influences. At the same time, unfortunately, in kindergartens they sometimes use methods that are unacceptable for any children and

under no circumstances. In no case should you force a child (by prohibitions, threats, punishments) to do something that he does not want, for which he is not yet ready. The task of the teacher (and this is the art of education) is to interest the child, captivate him with a useful activity, and support the slightest successes. Coercion can only discourage interest in the game, which will make the entire educational process meaningless.

Direct demands for something are just as senseless and even harmful.

remember or learn in the game. We have already said that a child in preschool age cannot learn at the request of an adult. He is able to remember and assimilate only what he himself needs, what he has a practical need for. Such a need naturally arises in an interesting and exciting game. It is unacceptable to replace a game with exercises or a lesson, or to require mechanical repetition of some words or movements. Moreover, an irritated tone and rudeness in relations with children are unacceptable. Kindness, surprise and various kinds of surprises are much more effective means in working with children. And these funds are always in your hands. You need to be able to be surprised or upset in time, to intrigue children with some surprise, to express admiration, to show through facial expressions, intonation, and movement your interest in the game and the child’s success in it. Of course, all this requires artistry from the teacher. Only the joy of success, passion, and interest lead to the formation of a full-fledged human personality. Game experience as a practical determination of the level of education and personal development of children.

Educational value of the game.

In the game, as in other types of activities, the same process takes place.

education. The change in the role of play in preschool age compared to early childhood is due in particular to the fact that during these years it begins to serve as a means of forming and developing many useful personal qualities in the child, primarily those that, due to the limited age capabilities of children, cannot actively be formed in other more “adult” types of activities. In this case, play acts as a preparatory stage for the child, as a beginning or test in the development of important personal qualities, and as a transitional moment to the inclusion of the child in activities that are stronger and more effective from an educational point of view: learning, communication and work.

Another educational function of games for preschoolers is that

that they serve as a means of satisfying the child’s various needs and developing his motivational sphere. In the game, new interests and new motives for the child’s activities appear and are consolidated. Transitions between play and work activities in preschool age are very conditional, because One type of activity in a child can imperceptibly transform into another and vice versa. If a teacher notices that a child lacks certain personality qualities in cognition, communication, or work, then first of all you need to take care of organizing games where the corresponding qualities could manifest themselves and develop. If, for example, a child demonstrates certain personality qualities well in cognition, communication and work, then on the basis of these qualities it is possible to build and create new, more complex play situations that move his development forward.

Sometimes it is useful to introduce elements of play into cognition, communication and work itself, and

use the game for education, organizing these types of activities according to its rules. It is no coincidence that teachers and psychologists recommend conducting classes with children aged 5-6-7 years in older groups of kindergarten in a semi-game form in the form of educational didactic games.

Children's games can be used to practically determine the level of education or the level of personal development achieved by the child. Psychodiagnostic games are a good help in

raising children, because make it possible to establish quite accurately which

personality traits and to what extent are already formed or not formed in the child.

Conclusion

The game makes a huge contribution to the development of the personality of a preschooler. It is in play that the social life of children is most fully activated, that is, the formation of a children's society occurs. In play, as a leading type of activity, mental processes are actively formed or restructured. The game promotes the development of memory and intelligence (a transition is made from visual-effective to elements of verbal-logical thinking), as well as imagination as the psychological basis of creativity. In play, a child is always above his average everyday behavior: in play, he is, as it were, head and shoulders above himself. The game in a concentrated form contains, as if in the focus of a magnifying glass, all development trends. Play, as a type of activity, is aimed at the child’s knowledge of the world around him, through active participation in the work and daily life of people. A child’s play activity is always generalized, because the motive is not a reflection of a specific phenomenon, but the commission of the action itself, as a personal relationship.

The process of developing the creative abilities of preschool children requires targeted pedagogical guidance, which consists of establishing influential ways to guide this process. Guidance by play is understood as a process in which methods and techniques are used that would contribute to the better development of the creative abilities of preschool children. Pedagogical guidance of the process of development of creative

Children's abilities are carried out through creative exercises and tasks. The practical value of the work lies in meeting the level of development of children's abilities and checking the effective use of creative exercises and tasks in practice.

The question is often asked: can and should the teacher intervene in the game? Of course, he has such a right if this is required in order to give the game the desired direction. But the intervention of an adult will only be successful when he enjoys sufficient respect and trust from children, when he knows how, without violating their plans, to make the game more exciting. The game reveals the characteristics of each child, his interests, character traits.

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