The role of play activities in the development of preschool children and the problems of its organization in preschool educational institutions
Play activities have a great influence on the physical, moral, labor and aesthetic education of preschool children. This is due to the fact that play is the leading activity of a preschooler. It helps to activate the child’s vitality, satisfies his needs for movement, personal interests and social needs.
Despite the fact that play activity is an important need of the child and is of great importance in his development, modern preschool institutions are increasingly faced with the question of improving the organization of play activity. Some kindergartens, especially rural ones, do not have the opportunity to create an appropriate play environment. This is primarily due to problems with their financing. Also, one of the problems in organizing gaming activities in preschool educational institutions is the lack of attention to amateur games that influence the formation of children’s ideas about the world around them.
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Quite often, when organizing play activities in preschool educational institutions, educators strive to subordinate the game to the tasks of raising, teaching or developing children. This only causes harm, as it leads to a decrease in motivation in children, which is the basis for the formation of the educational activity of every preschooler.
Another problem in organizing play activities in preschool educational institutions is that most young specialists (educators) lose sight of the fact that a child, especially one of primary preschool age, does not fully master play activities; he must be taught to play. In connection with this, sometimes the time allocated for play activities is used by educators to conduct training sessions, prepare for holidays, matinees, etc.
In order to eliminate these problems, it is first of all necessary that preschool teachers understand and realize the importance of gaming activities for the upbringing, training and development of preschool children. You should organize play activities purposefully, remember that play as one of the child’s specific activities is not homogeneous, and each of its types is aimed at developing one or another aspect of the child’s personality.
Finished works on a similar topic
Course work Organization of play activities in a preschool educational organization 460 ₽ Abstract Organization of play activities in a preschool educational organization 280 ₽ Test work Organization of play activities in a preschool educational organization 250 ₽
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Conventionally, all games are divided into three main types:
- Creative games – organized at the child’s initiative.
- Didactic and outdoor games - organized on the initiative of an adult, have certain rules and conditions.
- Folk games are games created by the people.
Methodological recommendations "Organization of children's play activities in accordance with the Federal State Educational Standard for Education"
Ershova Elena Viktorovna
teacher of the highest category
Municipal autonomous preschool educational institution "Kindergarten No. 45 of general developmental type" in Syktyvkar
Komi Republic, Syktyvkar
Guidelines
"Organization of children's play activities in accordance with the Federal State Educational Standard for Education"
Thesis
Methodological recommendations are devoted to the issues of effective organization of play activities for preschool children, taking into account the Federal State Educational Standard for Preschool Education.
Properly organized play activities for children in the form of role-playing games contribute to the development of their social and moral qualities, initiative, independence of the child, and the formation of prerequisites for educational activities.
Methodological recommendations are addressed to specialists of preschool institutions: educators, senior educators.
Organization of children's play activities in accordance with the Federal State Educational Standard for Education
The life of a child in the 21st century has changed very much and is closely related to the capabilities and interests of parents. He manages to master a mobile phone and computer, TV and tape recorder faster than an adult. He listens to and watches the same songs, movies and TV shows with his parents; goes with his family to cafes and restaurants, goes abroad on vacation, travels; knowledgeable about car brands and advertising. He is interested in many things and talks about many things. At the same time, the child is still focused on self-valued, childish activities. He loves to compose, reason, fantasize, be happy and always play.
With the adoption of the Federal State Educational Standard, play truly becomes the content and form of organizing children’s lives. And today, game moments, situations and techniques throughout the entire educational process in the daily routine are included in all types of children's activities and communication between the teacher and preschoolers.
It is the game that becomes a cross-cutting mechanism for the development of a child (clause 2.7. Federal State Educational Standard for Education), through which the content of five educational areas is implemented: “Social and communicative development”; "Cognitive development"; “Speech development”; “Artistic and aesthetic development”; "Physical development".
Modern requirements and the introduction of the Federal State Standard for Preschool Education invite us to consciously rethink approaches to organizing the educational process and determine the features of the formation of children’s play activities during the day.
“To implement the educational program of a preschool educational institution, which is built as a whole on play, children must be willing and able to play. In order to fulfill its leading role and truly become a means of developing valuable personal qualities in children, the game itself must have a certain level of development appropriate to age.”
The standard necessarily requires the teacher to provide conditions “... to create a social situation for the development of children that corresponds to the specifics of preschool age”, “... to support children’s initiative and independence in various types of activities” (clause 3.2.5 of the Federal State Educational Standard for Education), which implies “ supporting children’s spontaneous play, enriching it, providing play time and space.”
Childhood and play are two halves of a single whole. The problem of organizing creative games for preschool children has always worried educators, but today it worries us in a special way. This is the most important part of the work of teachers, the implementation of which determines the successful development of the child, which will allow the teacher to achieve the formation of target guidelines outlined in the Standard. According to E.O. Smirnova, the level of development of play in modern children is low - only 5% of preschoolers have a high level of development of play activity. A direct consequence of the insufficient development of play activity is a number of problems that are recorded as specific characteristics of modern children: - insufficient social competence of children - inability to establish relationships with peers, inability to self-organize children; — communication difficulties: meaningless communication, children are not interested in communicating with each other; - decrease in children’s energy and desire to act actively; — the need to play has not been formed, children do not show initiative in play activities; — undeveloped imagination, children find it difficult to perceive information by ear, and there is a decrease in curiosity; - underdevelopment of will and arbitrariness, situational behavior; - unformed mental processes. Taking into account all of the above, we will try to build an algorithm for integrating the game into a holistic educational process. First of all, you need to correctly determine the place of the game in the daily routine and structure of the educational program. According to the Federal State Educational Standard for Preschool Education, educational activities can continue throughout the entire period of the child’s stay in the preschool educational institution. Educational activities within the framework of classes necessarily include the organization of didactic games (moving, musical, mathematical, various plays on the proposed material, etc.) in accordance with the content of work in educational areas.
On walks. or in the afternoon, with individual children or small subgroups, the teacher can organize leisure, active, folk, theatrical games, games with rules, etc. In addition, acting as a bearer of gaming experience, the teacher passes it on to children during joint story games, which are also better organize not “frontally” with the whole group, but with those children who themselves express a desire to play. Such activities represent the organization of the diverse cultural practices addressed in the standard.
In the daily routine, special time is allocated for children’s free independent activity (in the morning before classes and in the afternoon), valuable time for creativity, when children have the opportunity to develop that same free amateur (“spontaneous”) play (role-playing, director’s, games -experimentation, etc.), the need for which is stated in the standard. The teacher observes the children’s games in order to assess their level of development, think about what points should be included subsequently in the stories played out together in order to enrich the children’s gaming experience and help in the development of storylines. Encourages the manifestation of a variety of play activities, creativity, initiative, and independence; provides the opportunity to freely choose topics, partners, methods and means of implementing one’s own activities. It is important to use various forms of organizing play activities during the day: “Game Day”, “Game Hour”, “Creativity Hour”, “Theater Day”, “Let’s Play a Fairy Tale”, etc. This creates conditions for the formation and development of age-related new formations and target guidelines expected from pupils by the end of preschool age.
Secondly, it is necessary to understand the specific tasks of developing play activity at each age stage of children's development. In early preschool age, imitation plays an important role. When developing the game, the teacher places special emphasis on play action with toys and substitute objects. Children's actions acquire a plot character and are combined into a chain of two or three repeatedly repeated actions. As children accumulate impressions and play experience, play actions are formed and developed, they begin to use words to indicate their role, and understand the conventions of the play situation. The plot of the children's game is simple: in it, children mainly reflect the life of the family, kindergarten. All this contributes to the development of a role-playing game. Guiding the games of middle-aged children is manifested in enriching the content of emerging games, in developing the ability to play in an organized manner in small groups, and to come to an agreement about the game; Forms in children the ability to accept a role, develop role interaction, and move from one role to another in the game. New topics arise related to the knowledge acquired by the child from fiction, from adult stories, from animated films, etc. One game includes several interrelated games (“Travel with Doctor Aibolit”, “Mini Market”, “Sea Voyage”, “Children's Cafe”, “Circus”), which helps to expand the thematic focus of story games and serves to form a high level of children’s play activity. Children of older preschool age have an enriched gaming experience and more complex games appear. Their content develops and becomes more complex as children acquire new knowledge about the life around them. In games, children reflect the specifics of the activities of adults, their interactions at work, their attitudes towards work and each other in the process of work (“Beauty Salon”, “Veterinary Hospital”, “Fashion Studio”, “Photography Studio”, “Olympics”, “Researchers” , “Airport”, “Traffic Police”, “Rescue Service”, “Time Travel”, etc.),. Free play activity of children is accompanied by the organization of pedagogical support for the transition to dialogue games, fantasy games, and games in an amateur subject environment. At this stage, children must master the ability to come up with new and varied game plots, coordinate game plans with each other, and organize their own play space.
Thirdly, competent methods of pedagogical support for gaming activities should be used. We teachers use traditional methods in our work: the method of step-by-step formation of playing methods (N.Ya. Mikhailenko, N.A. Korotkova), the method of comprehensive support for amateur games (S.P. Novoselova, E.V. Zvorygina)
The complex method includes four components:
enriching the experience and knowledge of children, expanding their understanding of the environment;
enriching the gaming experience (formation of gaming actions, ways of playing the game);
creation of a developing subject environment;
activating communication between adults and children.
If we want children to play, we must ask: what will they play with? It is necessary to enrich in every possible way the direct and indirect experience of children, their ideas about the objective world and about social relationships in various areas of reality. Moreover, this knowledge should not be so much “encyclopedic” as practical, effective in nature; it should be “living” knowledge, the kind of experience that a child could put into practice.
Good children's fiction has been and remains unsurpassed in its developmental effect and influence on enriching the plots of children's games, which creates in the imagination of children a variety of “worlds” with amazing characters and plots.
Literary texts, as well as cartoons, interest children and help them decide on the selection of characters and the theme of the game. So, the game room can temporarily turn into the Flower City of Dunno and his friends; to the edge of the forest where Winnie the Pooh or Baba Yaga lives. The demands of modern life force us to constantly reconsider the range of children's reading, supplementing it with new works.
But knowledge and impressions alone will not be enough for the game to appear. Children need to learn ways to realize and embody this experience in a playful form. This problem is solved by the second component of the method.
The stages of development of children's gaming skills are described in detail in the works of N.Ya. Mikhailenko and N.A. Korotkova: at 2-3 years - the formation of conditioned play action in children, at 3-5 years - the formation of role behavior; at 5-7 years old - formation of creative plotting methods.
The enrichment of children's gaming experience is realized during joint games with carriers of gaming culture (older children or “playing” adults). When introducing children to different games, you should not force things by offering more and more new options every day. The principle “Let children play enough” applies not only to preschool age, but also to each specific game separately. This principle brings the adult’s learning initiative into line with the possibilities of child development: the individual pace of assimilation of certain contents, the experience of significant events. mastery of certain skills in a wide variety of games.
To implement a particular gaming experience, an appropriate gaming subject environment is required. The organization of an object-based play environment in a group involves not only taking into account the age characteristics of children, but also the skillful transformation of this environment depending on the play interests of the children. In younger groups, some toys can be temporarily removed, some can be offered in time; Show children how to use substitute objects in the game. For older children, give up standard play corners, giving children the opportunity to designate or create their own play environment, using modular options, traditional toys, and homemade toys.
Parents involved in the educational process through project activities can provide great assistance in replenishing the subject-based play environment.
But even in the most wonderful play environment, children sometimes need timely help, a suggested idea, a proposed plot, a new character or a new turn of events. Activating communication with an adult allows you to solve these problems.
To enrich the content of children's games, it is better to help younger children by asking questions that help them set and solve new game problems, and in older groups with a good strategy, which was noted by E.E. Kravtsova, L.V. Loginova and others, will “interfere with the game,” i.e. create critical situations, destroy familiar gaming patterns, provoke the search for new gaming tasks.
In general, as a rule, it is not worth interfering with the amateur games of older preschoolers. The exception is when they themselves invite an adult to their game or the game “falls apart” before their eyes. Children will transfer everything they need into their game themselves.
Role-playing play is the most attractive activity where the child feels freedom in actions, relationships, and judgments. Taking into account our children, we, teachers, are required to have a different combination of methods and techniques in our daily routine. Project technology most effectively allows you to combine a set of conditions aimed at creating role-playing games. In the Federal State Educational Standard, among the “psychological and pedagogical conditions necessary for the successful implementation of an educational program in kindergarten, support for the initiative and independence of children in activities specific to them and the opportunity for children to choose materials, types of activities, participants in joint activities and communication” are highlighted. This is a mandatory component of children’s project activities.
It is project technology that will make it possible to actively involve children in the game process throughout the day, where educational didactic games, problem situations, and activating communication are truly associated with the formation of role-playing games at each age stage. Any project includes a set of forms, methods and techniques aimed at increasing the role of games.
The main stages of the project method include:
1. Goal setting: the teacher helps the child choose the most relevant and feasible task for him for a certain period of time.
2. Project development - action plan to achieve the goal:
- who to turn to for help (an adult, a teacher);
- what sources can you find information in?
— what items to use (accessories, equipment);
— what objects to learn to work with to achieve the goal.
3. Implementation of the project - the practical part.
4. Summing up - identifying tasks for new projects.
Parents, participating in the implementation of the project, are not only sources of information, real help and support for the child and teacher in the process of working on the project, but also become direct participants in the educational process, enrich their teaching experience, experience a sense of ownership and satisfaction from their successes and the achievements of the child . Since such projects are based on a role-playing game (“Boys are playing. Girls are playing,” “Our role-playing games,” etc.), children are willing to participate in project activities, easily master their roles, and actively participate in the development of the plot, interested in collecting information and performing actions necessary to fit the role and achieve set goals. Understanding the importance of play activities in the development of children, our parents are active participants in the educational process and the formation of role-playing games.
To involve parents in the educational process, various forms of work should be used: joint physical education events, “Parent-Educator” day, “Group Guest” parent day. family talent competition “Minute of Fame for Moms and Dads”, “Mother’s Day”, “TV SHOW Happy Moment”, “In the Artist’s Studio”, days of good deeds, etc. Carrying out joint events helps to develop sincere interest in them, raises the authority of the family, unites children, parents, teachers. This helps parents develop skills to play with their children.
The involvement of parents in teaching activities, interested participation in various types of children's activities is necessary for the development of their own child in accordance with the requirements of the Federal State Educational Standard for Education.
So, one of the main conditions for the formation and development of play is the ability and love of adults for gaming activities. If adults know how and love to play, and they will play with the child, they have every chance of building a program that ensures that preschool education standards are met.
Bibliography:
1. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the Federal State Educational Standard for Preschool Education.”
2. Smirnova E.O. Play in modern preschool education // Electronic journal “Psychological Science and Education”. 2013. No. 3.
3. Trifonova E.V. How to organize children’s play activities in accordance with the requirements of the preschool education standard // Kindergarten from A to Z. 2015. No. 5. C.4.
Organization of creative play activities. Folk games
Definition 2
Creative games are games in which children independently determine the goal of the game, its rules and content.
Basically, creative play activities reflect the surrounding activities of people and the relationships between people. Most creative games are role-playing games in which children play various roles, “trying on” social roles (professions, social status, etc.).
In addition to role-playing games, creative play activities include games with labor elements, artistic and creative activities, theatrical activities and construction games.
Thus, during creative play activities, children have the opportunity to gain certain social experience, satisfy their own interests and needs for movement.
Definition 3
Folk games are games that originate from ancient times, built taking into account ethnic characteristics.
Folk games include round dances, games with folk toys, fun, etc.
The folk game is an integral part of the life of a preschooler. This is due to the fact that it is folk games, more than any other games, that are aimed at developing universal human values in children. In addition, folk games introduce children to the history and traditions of the people and show the characteristics of the ethnic group.
Within the preschool educational institution, the organization of folk games is carried out as an independent activity, as well as as part of various festive events (Maslenitsa, farewell to winter, Christmas, etc.).
The importance of play for the development of the personality of a preschool child
Long before play became a subject of scientific research, it was widely used as one of the most important means of raising children. The development of education as a social function is centuries old, as is the use of games as a pedagogical tool. In different education systems, the game has a different role, but there is not a single system in which the game is not given a place in one way or another.
Various functions are attributed to the game, both purely pedagogical and educational, therefore it is necessary to more accurately determine the characteristics of the play activity of preschoolers, its impact on the development of the child and find the place of this activity in the general system of pedagogical work of children's institutions.
It is necessary to more accurately determine those aspects of the child’s mental development and personality formation that develop primarily in play or experience only limited influence in other activities.
It is very difficult to study the importance of play for mental development and personality formation. Here, a pure experiment is impossible, because it is impossible to remove play activities from the lives of children and see how the development process occurs in this case.
The main thing is the importance of play for the child’s motivation and the area of his needs. Following the work of D. B. Elkonin, the problem of motives and needs comes to the fore.
The transformation of play during the transition from preschool to preschool childhood is based on the expansion of the range of human objects, the mastery of which is now the child’s task, and the world that he perceives in the course of his further mental development. It is based on the child’s “discovery” of a new world, the world of adults with their activities, their functions, their relationships. At the border of the transition from object-based to role-playing play, the child knows neither the social relations of adults, nor social functions, nor the social meaning of their activities. He acts in the direction of his desire, puts himself objectively in the position of an adult, and an emotional-actual orientation arises in relation to adults and the meaning of their activities. Here the intellect follows the emotional-factual experience. Play functions as an activity that is most closely related to the child's needs. There is a primary emotional and functional orientation in the meaning of human activity, there is an awareness of one’s limited place in the system of adult relationships and the need to be an adult. The importance of play is not limited to the child’s development of new motives for activity and related tasks. The important thing is that a new psychological form of motives arises in the game. One can hypothetically imagine that in the game there is a transition from immediate desires to motives in the form of generalized intentions that are on the verge of consciousness.
Before talking about the development of mental actions during the game, it is necessary to list the main stages that the formation of each mental action and related concepts must go through:
- the stage of formation of action on material objects or their material substitute models;
- the stage of forming the same action in the form of loud speech;
- the stage of formation of the mental action itself.
Looking at a child's actions in play, it is easy to notice that he is already acting with the meanings of objects, but still relies on their material substitutes - toys. If at the initial stages of development a substitute object and a relatively developed action with it are required, then at a later stage of the development of the game the object acts through words - naming as a designation of a thing, and action as abbreviated and generalized gestures accompanied by speech. Thus, play actions are intermediate in nature; they gradually acquire the character of mental actions with the meanings of objects performed in external actions.
The path of development to actions in the mind with meanings divorced from objects is simultaneously the emergence of prerequisites for the formation of imagination. A game is an activity in which the prerequisites are formed for the transition of mental actions to a new, higher level - mental actions based on language. The functional development of play actions permeates ontogenetic development and forms the zone of subsequent development of mental actions.
In play activities, a significant reorganization of the child’s behavior occurs - it becomes voluntary. Voluntary behavior refers to behavior that is carried out in accordance with an image and is controlled by comparison with this image as a scene.
A. Zaporozhets was the first to point out that the nature of the movements performed by a child in a game and in a direct task differs significantly. He also noted that the structure and organization of movements change during development. It clearly separates the preparation phase and the execution phase.
The effectiveness of the movement, as well as its organization, largely depends on the structural position of the movement in the implementation of the role played by the child.
The yoke is the first form of activity available to the student and involves conscious learning and honing of new actions.
Z. V. Manuleiko reveals the question of the psychological mechanism of the game. Based on her work, we can say that great importance is attached to the motivation of activity in the psychological mechanism of play. The performance of an emotionally attractive role has a stimulating effect on the performance of actions in which this role finds its expression.
However, mere indication of motives is not enough. It is necessary to find a mental mechanism by which motives can have such an influence. When playing a role, the pattern of behavior contained in the role simultaneously becomes the standard with which the child compares his behavior and controls it. A child performs two functions in play; on the one hand, he plays his role, and on the other, he controls his behavior. Voluntary behavior is characterized not only by the presence of a pattern, but also by the presence of control over the implementation of this pattern. When playing a role, a kind of split occurs, that is, “reflection.” But this is not yet conscious control, because the control function is still weak and often needs support from the situation, from the participants in the game. This is the weakness of the emergent function, but the importance of the game is that this function is emergent here. Therefore, the game can be considered as a school of volitional behavior.
Play is important for forming a friendly team of children, for developing independence, for developing a positive attitude towards work, and much more. The basis of all these educational effects is the influence that play has on the mental development of the child, on the formation of his personality.
