Classification of games for preschool children Prepared by: Ivanishcheva O.A. – deputy director for water management of the MADO “Fairy Tale” - presentation

INTRODUCTION

The relevance of research .
In preschool age, play becomes the leading activity, but not because the modern child, as a rule, spends most of his time in games that entertain him; play causes qualitative changes in the child’s psyche.

It is often said that a child plays when, for example, he manipulates an object or performs one or another action shown to him by an adult (especially if this action is performed not with a real object, but with a toy).

But there will be real play action only when the child means another by one action, and another by one object.

It is in play that the emerging sign function of the child’s consciousness is most clearly revealed.

Game substitutes for objects may have significantly less similarity with them than, for example, the similarity of a drawing with the depicted reality.

However, game substitutes should allow you to act with them in the same way as with the replaced item.

Therefore, by giving his name to the chosen substitute object and attributing certain properties to it, the child also takes into account some of the features of the substitute object itself.

When choosing substitute objects, the preschooler proceeds from the real relationships of the objects.

He readily agrees, for example, that half a match will be a bear, a whole match will be a mother bear, and a box will be a bed for a bear.

But he will never accept this option, where the teddy bear is a box, and the bed is a match. “It doesn’t happen like that,” is the child’s usual reaction.

In play activities, the preschooler not only replaces objects, but also takes on one or another role and begins to act in accordance with this role. Although a child can take on the role of a horse or a terrible beast, most often he portrays adults: mother, teacher, driver, pilot. In play, the child first discovers the relationships that exist between people in the process of their work, their rights and responsibilities.

The theory and practice of the game includes a complex of various problems and issues. The origin and essence of the game, its structure and content, types of games and their meaning, management methods and much more are the subject of in-depth study by psychologists and teachers.

In kindergarten, training and education can be successfully ensured by organizing children's play activities. The game affects all aspects of the child’s personality: it requires active thought and work skills, and is rich in emotions and sincere feelings.

When teaching preschool children, a personal, individual approach is required, which is easiest for a teacher to implement during play.

All this determines the relevance of the problem we are studying.

Purpose: to study the role of play in the upbringing and education of a preschool child

Tasks:

— study the literature of foreign and domestic authors on this topic;

- reveal the concept of play as a type of activity for a preschooler;

— analyze the classification of games of preschool children;

- show the role of play in instilling in children a positive attitude towards school.

Object: the process of play in raising and teaching a child.

Subject: play as an effective means of implementing an individual approach to the upbringing and teaching of preschool children.

Game as a type of activity for a preschooler

Raising a free, self-confident person with an active life position, striving to take a creative approach to solving various life situations, having his own opinion and being able to defend it - this is the priority of the “From Birth to School” Program [1].

Game is one of those types of children's activities that are used by adults to educate preschoolers, teach them different actions with objects, methods and means of learning. 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. Play is a special form of social life for preschool children, in which they unite at will, act independently, realize their plans, and explore the world. Independent play activities contribute to the physical and mental development of the child, the development of moral and volitional qualities, and creative abilities. The tasks of comprehensive education in play are successfully implemented only if the psychological basis of play activity is formed in each age period of early and preschool childhood. This is due to the fact that the development of play is associated with significant progressive 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 [5]. It is the teacher who must properly organize games that are not only interesting, but also bring maximum benefit to the comprehensive development and education of preschoolers.

There are three types of activity that genetically replace each other and coexist throughout the entire life course: play, learning and work. They differ in the final results of their activities, in their organization, and in the characteristics of their motivation.

The game does not create a socially significant product. The formation of a person as a subject of activity begins in the game, and this is its enormous, enduring significance. Training is the direct preparation of an individual for work, develops it mentally, physically, aesthetically, and only at the final stage of mastering a profession is it associated with the creation of material and cultural values. Labor is the process of human creation of material and spiritual values ​​of society.

The game is organized freely and unregulated. No one can oblige a child to play board games from 10 to 2 o'clock, and after 2 o'clock - mother and daughter games. A child’s play can be organized, but he must accept what is proposed. This does not mean that the child should not have a strict daily routine. Sleep, food, walks, play and activity times must be strictly defined. But the content of the game, the child’s involvement in it, and the termination of the game are difficult to regulate. The child himself moves from one game to another [5]. Learning and work take place in organizational forms obligatory for a person. Classes begin according to the schedule, and throughout the lesson the student is engaged in this particular subject. So, different forms of organizing activities are also associated with their different motivations. The motive of the game is the pleasure that the child experiences from the very process of the game.

Characteristics of the game as an activity

Play is an activity that differs from everyday everyday activities. Mankind again and again creates its own invented world, a new being that exists next to the natural world, the natural world. Any game is, first of all, a free, voluntary activity. 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 the individual’s relationship to the world.

At preschool age, different types of activities are formed - cognitive, subject-matter, play, elementary work and study, as well as communication. By mastering this or that activity, the child simultaneously masters the knowledge, skills and abilities associated with this activity. On this basis, he develops various abilities and personality traits.

Domestic pedagogy recognizes play as the leading activity of preschool children. Characterizing it, teachers and psychologists of various scientific schools highlight a number of general provisions:

1. The game has a social basis, it is of a reflective nature (reflects the life, the world of adults), and in games they reflect only certain aspects of “adult” life: the sphere of human activity, work, relationships between people. The figurative reflection of real life in children’s games depends on their impressions and the emerging value system. Play is also social in the ways it is implemented: play activity is not invented by the child, but is set and directed by an adult.

2. A game for a child is a life practice where the child, in his own way, creatively combines life ideas.

3. The game is of an active-speech nature.

4. The game contributes to the formation of the child’s new formations, his mental processes, including imagination. It has its own characteristics: firstly, the child sincerely believes in the images of the imagination, therefore, while playing, he experiences strong, genuine feelings. Another important feature of children's imagination is the ability to transfer the functions of one object to another that does not have these abilities.

5. The presence of creativity in the game. Creativity and initiative can be manifested in the development of the plot, the content of the game, playing a role in the choice of methods of action, game relationships, in the selection of toys, game items, costume elements, etc.

6. Independence of the game. Children independently combine their knowledge in the game, older preschoolers independently unite in the game, and freely enter and exit the game.

7. The presence of game rules that guide children’s activities in the game.

8. Play is about having fun. This is the result in a role-playing game. Children experience different feelings in play, different emotions arise (cooperation, friendship, resentment, dissatisfaction, aesthetic feelings).

9. Repeatable gameplay. Repetition is important and necessary for children's development.

10. In the depths of the game, such types of activities as work and learning arise and differentiate.

11. The game expresses the basic needs of a preschool child:

- desire for independence, active participation in the lives of adults;

- the need to understand the surrounding world;

- need for active movements;

- need for communication.

Children's play activities have features characteristic of any activity: the presence of goals, motives, means of implementation, planned actions, and results.

Any kind of play proceeds as a meaningful and purposeful activity. Each game has a goal that is significant for the child: feed his daughter, fly into space, stain the players, dodge a “trap,” etc. Goals are not permanent. As the child develops, the nature of the goals he sets for himself in play changes: children gradually move from imitative ones to deliberate, motivated goals.

To realize his gaming goals, the child selects companions, selects the necessary toys, performs certain actions and deeds during the game, and enters into various relationships with the players. By older preschool age, children acquire the ability to agree on the theme and content of the game, distribute roles, and, to a certain extent, plan their play activities.

The game also has specific features. Among them, the main one is the originality of motives. Play is a free and independent activity that occurs on the child’s personal initiative, characterized by an active creative nature and high emotional intensity. In play, the child does not depend on practical necessity: he proceeds from his immediate needs and interests. The child undertakes play for the feeling of pleasure it brings.

Children's play is the freest form of their activity, in which they realize and study the world around them, opening up wide scope for personal creativity, the activity of self-knowledge, and self-expression. Game is the freedom of self-discovery, self-development based on the subconscious, mind and creativity. The child’s freedom and independence are manifested: a) in the choice of a game or its content; b) in the voluntariness of association with other children; c) in the freedom to enter and exit the game, etc. In games of different types, the freedom and independence of children are manifested in different ways. However, for the player it is “subjectively absolute” and incompatible with any external necessity.

The game is characterized by self-regulation of actions, actions and behavior of the players. The manifestations of children at play are regulated by certain requirements and rules. Different types of games have different rules. In creative role-playing games, the rules lie in the content of the game itself - the role, the plot. In outdoor and didactic games, the rules determine the nature and sequence of actions, the relationships between the players, etc.

Despite the variety of rules, in all cases the players accept them and achieve compliance voluntarily, in the interests of the very existence of the game, since violation of the rules leads to its disintegration and destruction. Children show significantly greater restraint, stability of attention, and patience when following the rules of the game than when fulfilling the requirements in ordinary everyday life. Rules act as a kind of mechanism for self-regulation of children's behavior. The presence of rules helps children organize themselves in the game (distribute roles, prepare the playing environment, etc.).

Thus, play is the main sphere of communication for children: in it, problems of interpersonal relationships are solved, and experience in relationships between people is gained. 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.

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. 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.

By its nature, a child’s play is a display activity. The main type of game—creative, role-playing—reflects children’s impressions of the life around them, their knowledge, understanding of current phenomena and events.

Game is a complex and multifaceted phenomenon. Its functions are as follows:

Educational function -

development of general educational skills such as memory, attention, perception and others.

Entertainment function -

creating a favorable atmosphere in the classroom, transforming a lesson and other forms of communication between an adult and a child from a boring event into an exciting adventure.

Communication function

- uniting children and adults, establishing emotional contacts, developing communication skills.

Relaxation function -

relieving emotional (physical) stress caused by the load on the child’s nervous system during intensive study and work.

Psychotechnical function -

formation of skills to prepare one’s psychophysical state for more effective activities, restructuring of the psyche for intensive assimilation.

Function of self-expression -

the child’s desire to realize his creative abilities in play and to more fully discover his potential.

Compensatory function -

creating conditions for satisfying personal aspirations that are not feasible (difficult to achieve) in real life.

5

Classification of games for preschool children

In modern pedagogical theory, play is considered as the leading activity of a child - a preschooler. The leading position of the game is determined not by the amount of time that the child devotes to it, but by the fact that: it satisfies his basic needs; in the depths of the game other types of activities arise and develop; Play contributes most to a child’s mental development.

Games differ in content, characteristic features, and the place they occupy in children’s lives, in their upbringing and education.

Role-playing games are created by the children themselves, with some guidance from the teacher. They are based on children's amateur activities. Sometimes such games are called creative role-playing games, emphasizing that children do not simply copy certain actions, but creatively comprehend them and reproduce them in created images and play actions.

There are several groups of games that develop a child’s intelligence and cognitive activity.

Group I – object games, such as manipulations with toys and objects. Through toys - objects - children learn shape, color, volume, material, the animal world, the human world, etc.

Group II – creative games, role-playing games, in which the plot is a form of intellectual activity.

Let's consider one of these (classification by S. L. Novoselova).

The Education and Training Program in Kindergarten provides the following classification of games for preschoolers:

— plot-role-playing:

- theatrical;

- movable;

— didactic [6].

The main component of a role-playing game is the plot; without it, there is no role-playing game itself. The plot of the game is the sphere of reality that is reproduced by children. Depending on this, role-playing games are divided into:

1. Games with everyday themes: “home”, “family”, “holiday”, “birthdays” (a lot of space is given to dolls).

2. Games on industrial and social topics, which reflect the work of people (school, store, library, post office, transport: train, plane, ship).

3. Games on heroic-patriotic themes, reflecting the heroic deeds of our people (war heroes, space flights, etc.)

4. Games on themes of literary works, films, television and radio programs: “sailors” and “pilots”, Hare and Wolf, Cheburashka and Gena the crocodile (based on the content of cartoons, films), etc.

Story game duration:

- in early preschool age (10-15 min.);

- in middle preschool age (40-50 min.);

- in older preschool age (from several hours to days) [6].

Content is what is displayed by the child as a characteristic moment of activity and relationships between adults.

The structure of a role-playing game includes the following components:

- roles played by children during the game;

- play actions with the help of which children implement roles;

- game use of objects, real ones are replaced by game ones.

- relationships between children are expressed in remarks, remarks, the course of the game is regulated.

In the first years of life, with the teaching influence of adults, the child goes through stages of development of play activity, which represent the prerequisites for role-playing games. Role-playing play of preschool children in its developed form represents an activity in which children take on the roles (functions) of adults and, in a social form, in specially created play conditions, reproduce the activities of adults and the relationships between them. These conditions are characterized by the use of a variety of game objects that replace the actual objects of adult activity. A game, like a fairy tale, teaches a child to penetrate the thoughts and feelings of the people depicted, going beyond the circle of everyday impressions into the wider world of human aspirations and heroic deeds. In the development and enrichment of children’s amateur performances, creative reproduction and reflection of facts and phenomena of the surrounding life, a huge role belongs to the imagination. It is through the power of imagination that game situations are created, the images reproduced in it, the ability to combine the real, the ordinary with the fictional, which gives children's play an attractiveness that is unique to it [6].

In role-playing games, an optimistic, life-affirming character is clearly evident; the most difficult cases in them always end successfully and safely: captains guide ships through storms and storms, border guards detain violators, doctors heal the sick.

In a creative role-playing game, a child actively recreates, models real-life phenomena, experiences them, and this fills his life with rich content, leaving a mark for many years.

Director's games in which the child makes dolls speak and perform various actions, acting both for themselves and for the doll.

Theatrical games are the acting out of a certain literary work in person and the display of specific images using expressive methods (intonation, facial expressions, gestures).

The dramatization game is a special type of activity for preschool children.

Dramatize - depict, act out a literary work in person.

In dramatization games, the content, roles, and game actions are determined by the plot and content of a particular literary work, fairy tale, etc. They are similar to plot-role-playing games: they are based on the conditional reproduction of phenomena, actions and relationships between people, etc. etc., and there are also elements of creativity. The uniqueness of dramatization games lies in the fact that, according to the plot of a fairy tale or story, children play certain roles and reproduce events in the exact sequence [6]. The teacher's guidance lies in the fact that he, first of all, selects works that have educational significance, the plot of which is easy for children to learn and turn into a game - dramatization.

In a game of dramatization, there is no need to show the child certain expressive techniques: the game for him should be just that: a game. When assigning roles, older preschoolers take into account each other's interests and desires, and sometimes use a counting rhyme. But here, too, some influence from the teacher is needed: it is necessary to induce a friendly attitude among peers towards timid children, to suggest what roles they can be assigned. Helping children learn the content of the game and get into character, the teacher uses illustrations for literary works, clarifies some of the characteristic features of the characters, and finds out the children’s attitude to the game.

Construction-constructive games are a type of creative games in which children display the surrounding objective world, independently erect structures and protect them [7]. Types of building materials. Construction game is an activity for children, the main content of which is the reflection of the surrounding life in various buildings and related actions.

The similarity between role-playing games and construction games is that they unite children based on common interests, joint activities, and are collective. The difference between these games is that the plot-role-playing game primarily reflects various phenomena and masters the relationships between people, while in the construction game the main thing is to become familiar with the relevant activities of people, with the technology used and its use. It is important for the teacher to take into account the relationship, the interaction of role-playing and construction games. Construction often arises in the process of role-playing play and is caused by it. In older groups, children spend a long time constructing quite complex buildings, practically comprehending the simplest laws of physics. The educational and developmental influence of construction games lies in the ideological content, the phenomena reflected in them, in children’s mastery of construction methods, in the development of their constructive thinking, enrichment of speech, and simplification of positive relationships. Their influence on mental development is determined by the fact that the design and content of construction games contain one or another mental task, the solution of which requires preliminary thinking: what to do, what material is needed, in what sequence the construction should take place. Thinking about and solving a particular construction problem contributes to the development of constructive thinking. During construction games, the teacher teaches children to observe, distinguish, compare, correlate one part of a building with another, remember and reproduce construction techniques, and focus on the sequence of actions. Under his guidance, schoolchildren master a precise vocabulary that expresses the names of geometric bodies and spatial relationships: high low, right to left, up and down, long short, wide narrow, higher lower, longer shorter, etc.

Creative games are games in which images appear that contain the conditional transformation of the environment.

Indicators of developed gaming interest.

1. The child’s long-term interest in the game, the development of the plot and the performance of the role.

2. The child’s desire to take on a certain role.

3. Having a favorite role.

4. Reluctance to finish the game.

5. Active performance by the child of all types of work (modeling, drawing).

6. The desire to share your impressions with peers and adults after finishing the game [8].

Didactic games are games specially created or adapted for educational purposes. 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, the formation of ideas, and the acquisition of knowledge in preschoolers. 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.

Outdoor games are a conscious, active, emotionally charged activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players. The content of the game is determined by the movements that are part of it. In the kindergarten education program, for each age group of children, outdoor games are provided in which various types of movements are developed: running, jumping, climbing, etc. In younger groups, the teacher explains the content and rules as the game progresses, in older groups - before the start. Outdoor games are organized indoors and outdoors with a small number of children or with the whole group. The teacher ensures that all children participate in the game, performing all the required game movements, but not allowing excessive physical activity, which can cause them to become overexcited and tired. Older preschoolers need to be taught to play outdoor games independently. To do this, it is necessary to develop their interest in these games, provide them with the opportunity to organize them during walks, during leisure hours, on holidays, etc.

In conclusion, I would like to note that play, like any creative activity, is emotionally rich and brings joy and pleasure to every child by its very process.

Modern classification of games for preschoolers

Leading foreign and domestic teachers consider play as one of the most effective means of organizing children's lives and their joint activities. The game reflects the internal need of children for active activity, it is a means of understanding the world around them; In play, children enrich their sensory and life experiences and enter into certain relationships with peers and adults.

Features of the game as an activity: display and active-speech nature, specific motives (the main motive is the child’s experience in the game of aspects of reality that are significant for him, interest in actions with objects, events, relationships between people. The motive can be the desire for communication, joint activities, cognitive interest.

The uniqueness of the game lies in:

1 . Freedom and independence of the child in the game (they choose the game themselves, distribute roles, determine the rules, content, select a partner, freely join and leave the game)

2 . Creative nature of the game.

3 . The emotional intensity of the game.

There are various approaches to the classification of children's games, which differ from each other in the characteristics that serve as their basis.

The first classification was proposed by F. Frebel according to ped. All games are divided : sensory, motor, mental.

Karl Gross proposed his classification, which was based on instincts, and divided games into experimental and special ones.

The following classification was proposed by J. Piaget; the classification was based on age periodization and identified the following types of games:

Games - exercises (up to 1st year); Symbolic games (from 2 to 4 years old);

Games with rules (from 4 to 7 years old).

The following classification was proposed by Lesgaft, based on the idea of ​​the unity of the physical and mental development of a child and highlighted:

imitation (imitative) and games with rules.

N.K. Krupskaya suggested:

1 – free, independent, creative games for children;

2- organized games with rules.

In preschool pedagogy, all games are divided into 2 groups:

1. Creative games are invented by the children themselves: role-playing games, director’s games, theatrical games, construction games.

2. Games with rules are developed by adults: didactic games, outdoor games, folk games.

Currently, the classification of games proposed by Novoselova , based on which she took the attribute on whose initiative the game arose:

1. Games that arose on the initiative of the child include:

- game - experimentation;

- independent plot games (plot-display, plot-role-playing, director's, theatrical).

2. Games initiated by an adult:

— Educational games (didactic, plot-didactic, active);

— Leisure games (fun games, entertainment games, festive carnival games, theatrical productions.)

3. Games that arose on the initiative of children and adults - folk games.

The role of play in developing a positive attitude towards school in preschool children

The role of play in developing a positive attitude towards school. It has been noted that the main problem at the beginning of the education of preschoolers is their lack of motivational readiness for learning, which, in turn, is expressed in the lack of sustainable interest in learning. If by some means it is possible to ensure the child’s immediate interest in learning, then learning and development proceed normally. It is possible to overcome the difficulties of the motivational plan only by making learning an interesting activity for the child, i.e. conducting it in the form of special educational and didactic games designed for the child’s hobbies and for his learning, by awakening interest in the acquired knowledge, skills and abilities.

The first requirement for educational and didactic games conducted with preschool children is that they develop cognitive interests. From this point of view, the most useful games for a child are those that meet the following requirements: the ability to awaken immediate interest in children; providing children with the opportunity to demonstrate their abilities; involving the child in competition with other people; providing independence in the search for knowledge, in the formation of skills and abilities; accessibility for the child in the game of sources of new knowledge, skills and abilities; receiving well-deserved rewards for success, and not so much for winning the game itself, but for demonstrating new knowledge, skills and abilities in it. When using ordinary, traditional, competitive, educational and didactic games with children, it is important to draw their attention to the last three of the points listed above: “4”, “5”, “6” [8]. By the end of the preschool period, adults and books should become accessible and relatively simple sources for children to acquire new knowledge, skills and abilities.

An important role in ensuring the child’s intellectual and cognitive readiness for learning at school is played by the nature of the toys with which he deals. It is necessary to provide preschoolers with as many different toys as possible that they can freely dispose of. It is important for children to be given the opportunity and encouragement to explore their surroundings independently. The most useful for a preschool child are educational and didactic games and toys that he can make with his own hands, assemble or disassemble. There is no need to burden children, especially three or four year olds, with technically complex and expensive toys.

Such toys usually arouse only temporary interest in children and are of little use in their intellectual development associated with preparing for school. Most of all, children need games in which they discover new knowledge that help develop the child’s imagination, memory, thinking and speech, his various abilities, including design, musical, mathematical, linguistic, organizational and many, many others [ 2]. Games play a special role in the development of the will of children, and each type of gaming activity makes its own specific contribution to improving the volitional process. Constructive, objective games, which appear first in the child’s age-related development, contribute to the accelerated formation of voluntary regulation of actions: plot-based role-playing games lead to the consolidation of the necessary volitional personality traits in the child.

In addition to this task, collective games with rules solve another problem: strengthening the self-regulation of actions. Learning, which appears in the last years of preschool childhood and turns into a leading activity in school, makes the greatest contribution to the development of voluntary self-regulation of cognitive processes [3]. Scientific analysis of play activity shows that play is a child’s reflection of the world of adults, a way of understanding the world around him. A convincing fact that demolishes the inconsistency of the biologization theory of games is given by K. K. Platonov. A learned ethnographer discovered a tribe on one of the Pacific islands that led an isolated lifestyle. The children of this tribe did not know how to play with dolls. When the scientist introduced them to this game, at first both boys and girls became interested in it. Then the girls lost interest in the game, and the boys continued to invent new games with dolls. Everything was explained simply. The women of this tribe took care of obtaining and preparing food. Men took care of the children.

In the child's first games, the leading role of adults is clearly evident. Adults “play with” the toy. By imitating them, the child begins to play independently. Then the initiative to organize the game passes to the child. But even at this stage, the leadership role of adults remains. As the child develops, the game changes. In the first two years of life, the child masters movements and actions with surrounding objects, which leads to the emergence of functional games. In functional play, unknown properties of objects and ways of operating with them are revealed to the child. So, having opened and closed the door with a key for the first time, the child begins to repeat this action many times, trying to turn the key at every opportunity. This real action is transferred to the game situation. While playing, children make movements in the air that resemble turning a key and accompany it with a characteristic sound: “backgammon”[4]. Constructive games are more challenging. In them, the child creates something: builds a house, bakes pies. In constructive games, children understand the purpose of objects and their interaction. Functional and constructive games belong to the category of manipulative games, in which the child masters the surrounding objective world and recreates it in forms accessible to him. Relationships between people are conceptualized in story games. The child plays “mother-daughter”, “shop”, taking on a certain role. Plot-role-playing games appear at three to four years of age. Until this age, children play nearby, but not together. Story-based role-playing games involve collective relationships. Of course, the inclusion of a child in group games depends on the conditions of upbringing. Children raised at home engage in group games with greater difficulty than children attending kindergarten.

So, role-playing games teach children to live in a group. Gradually, rules are introduced into the games that impose restrictions on the behavior of the partner. Collective role-playing game expands the child’s social circle. He gets used to obeying the rules and requirements that are placed on him in the game: he is either the captain of a spaceship, or his passenger, or an enthusiastic spectator watching the flight. These games foster a sense of teamwork and responsibility, respect for fellow players, teach them to follow the rules and develop the ability to obey them.

Classification of children's games. The uniqueness of each type of game.

A game

reflects the internal need of children for active activity; is a means of understanding the world around us; In play, children enrich their sensory and life experiences and enter into certain relationships with peers and adults.

Foreign psychologists of the 18th-19th centuries: classified games as: visual, auditory, tactile, motor

(movable).

N.K. Krupskaya: classified games as amateur

and games
suggested by adults.
P.F. Lestgaft: symbolic

and games
with rules.
S.L. Novoselova

1) creative games (on the initiative of the child)

2) games with rules (on the initiative of an adult)

3) folk games coming from historical traditions and ethnicity.

Traditional classification of games:

Didactic game. Types of didactic games. Features of conducting didactic games in different age groups.

DI

– promotes the development of cognitive activity, intellectual operations, which represent the basis of learning.

Types of DI:

— plot-didactic (“shop”)

- games with objects (“wonderful bag”)

— desktop-printed (“lotto”, “domino”)

— verbal (“who to be?”, “seasons”)

DI structure:

1) educational task – defines game actions, rules help to carry out game actions and solve the problem;

2) game task

3) game actions

Creative games for preschoolers. The originality of guiding creative games of preschoolers.

In the game, all aspects of the child’s personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider a leading activity.

preschooler.

A special place is occupied by games that are created by children themselves - they are called creative.

or
role-playing.
Children reproduce in roles everything that they see around them in the lives and activities of adults.
Creative games
most fully shape a child’s personality, and therefore are an important means of education.

Game management methods:

Traditional. Types of plots

1. One-theme, one-character - the development of the plot is reduced to a chain of game actions

character ® action1 ® action2 ® action3

2. Multi-character – plot development is ensured through the interaction of characters (family)

character1 D character 2 D character 3

3. Multi-themed - family + hairdresser + hospital = family went to the hairdresser and hospital

plot1 D plot2 D plot3

‘$( ‘$( ‘$(

p1p2p3 p1p2p3 p1p2p3

Indirect.

A comprehensive method for managing role-playing games (Zvarygina, Novoselova)

CONCLUSIONS

To achieve the goal of the study, namely, to study the role of play in the upbringing and education of a preschool child, we:

1. We studied and analyzed the psychological, pedagogical, methodological literature on this topic, and revealed the concept of play as a type of activity for a preschooler.

2. We analyzed the classification of games of preschool children.

3. Showed the role of play in developing a positive attitude towards school in preschool children.

During the study we found out that:

- a direction specifically devoted to the theory of play and its role is represented by a large number of theoretical works that address questions of the general nature of play, its types, functions and mechanisms, its role in general mental development. Play, as the leading activity of a preschooler, is of utmost importance in the formation of personality. Each type of game (didactic, construction, role-playing, movement) has an impact on the moral development of a preschooler.

BIBLIOGRAPHY

1. Arutyunyan L.N., Sipacheva E.V., Gubanova N.V., Bridko G.F., Kotova L.N., Nevolnik N.I., Golyaeva T.V., Gorbacheva L.V., Lipanova E.I. From birth to school. Model educational program for preschool education / DIPPO – Donetsk: Istoki, 2015. – 223 p.

2. Amonashvili Sh.A. Hello, children!: A manual for teachers. – M., 2008.

3. Amonashvili Sh.A. Reflections on humane pedagogy. – M., 2005.

4. Afonkina Yu. Special course “Psychological and pedagogical problems of didactic games” Preschool education. – 2008..

5. Busurmanova S. T. Independent work on the course “age and educational psychology.” – Alma-Ata, 2010.

6. Lyamina G.M. Raising children in the middle group of kindergarten: A manual for kindergarten teachers. garden - M., 1982.

7. Lyamina G.M. Raising children in the senior group of kindergarten: A manual for kindergarten teachers. garden / Comp. G.M. Lyamina. – M., 2014.

8. Paramonova L.A., Ushakova O.S. Raising and teaching children of the sixth year of life - M., 2010.

9. Yadeshko V.I., Sokhina F.A. Preschool pedagogy - M., 2007.

10. Lapina N.B. Individual approach to children in the game. Raising children through play. Under. Ed. D.V. Mendzheritskaya and E.D. Tatitseva. – M., 1999.

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