Methodological development "Formation of prerequisites for play activities of young children."

Methodological development “Formation of prerequisites for play activities of young children.”

Municipal Budgetary Preschool Educational Institution "Zvezdochka" No. 5

Experience on the topic:

“Formation of prerequisites for play activities of young children.”

Prepared by: Klavdiya Viktorovna Koneger

Teacher of the first
qualification category
in Okha

2020

Content

Introduction 3

Chapter I Theoretical foundations for the development of play activity in young children. 4

The concept and essence of gaming activity.
Psychological and pedagogical features of play activity of young children.
Stages of development of play activity in young children.

Chapter II. Stages of formation of play activity of young children.

Characteristics of pedagogical conditions for play activities of young children.
Analysis of the results of work on the development of play activities in young children.

Conclusion

Bibliography

Introduction.

The game occupies a leading position in preschool education. Play activity creates a zone of proximal development and itself acts as a source of development. It is determined not by the amount of time the child devotes to it, but by the fact that it satisfies his basic needs. In gaming activities, other types of activities originate and develop. Play contributes to the greatest extent to the mental and mental development of a child.

Early age is a very important period in a child’s life, primarily because in the process of everyday communication with adults, he must gradually master a variety of actions with objects. Play becomes the leading activity in the preschool period of childhood. This is perhaps the most serious activity for preschoolers, in which the child learns a lot.

I.
_ Theoretical foundations for the development of play activity in young children.

The concept and essence of gaming activity.

Let's consider the concept of “game”. This is the leading activity of a preschooler, determining his further mental development, primarily because play is characterized by an imaginary situation and it is “a source of development and creates a zone of proximal development” (L.S. Vygotsky). Thanks to play, the child learns to think about real things and real actions. We can say that a game is a method of understanding reality.

The essence of play as one of the types of activity is that children reflect in it various aspects of life, features of relationships between adults, and clarify their knowledge about the surrounding reality.

The influence of play activities on the development of a child’s personality is especially clearly revealed when carefully studying and using hidden play mechanisms. During the game, children have three types of goals. The first goal is the most general - enjoyment, pleasure from the game. It can be expressed in two words: “I want to play!” The second goal is the actual game task, i.e. a task associated with following the rules, playing out a plot, a role. It exists in the form of a “must” requirement: “You have to play this way, not another way!” The third goal is directly related to the process of completing a game task, which essentially constitutes creativity and at the same time puts forward the third postulate - “I can!” With the help of this three-step motivation “I want! - necessary! - Can!" play becomes a means of translating the demands placed on the child by adults into the demands that the child makes on himself.

At an early age, the child begins to distinguish between the objective actions that the baby performs while caring for him and the objective actions that make up the content of his introductory play with toys. Play, like other forms of contact between a child and others that ensure the accumulation of his life experience, does not develop spontaneously, but as a result of the purposeful activity of an adult.

By one year, the child’s independent activity with objects and toys begins to take place primarily in the form of display play. Individual subject-specific operations move to the rank of actions aimed at identifying the specific properties of an object and achieving a certain effect with the help of this object. For example, if an eight-month-old child takes a doll in his hands, looks into its face, examines its clothes and hair, that is, gets acquainted with it as an object, then a one-year-old child already hugs the doll to himself, rocks it, imitating the actions of an adult.

Psychological and pedagogical features of play activity of young children.

Domestic psychologists: L.S. Vygotsky, O.V. Zaporozhets, D.B. Elkonin, O.M. Leontyev, S.L. Rubinstein in their research emphasizes that in order to fully develop and educate a child, it is advisable to use those means, forms and methods of pedagogical influence that are adequate for his age; they must be organically combined with special, specific activities that are characteristic of a given age period.

Play is a leading activity defined as an activity, with the development of which major changes occur in the child’s psyche and within which mental processes develop that prepare the child for a new, higher stage of his development. It creates a positive emotional background against which all mental processes occur most actively.

A feature of the game in an imaginary situation is the children’s emotional involvement with the events being depicted: “a girl worries if the cutlets burn,” “a boy carefully takes a sick doll to the hospital.” Play is always associated with the development and education of children’s feelings. The child truly experiences what he displays in the game, and he can think about what he previously emotionally perceived in life. The game is based on real life and develops in unity with the needs of the child. In the child’s play, the actions of adults and those events in life that interested him are realized.

Play in young children is a multifaceted process. The difficulty lies in the fact that the psychological mechanisms necessary for the game, mental processes, are in their infancy. The game improves the child’s speech, imagination, and visual-figurative thinking, which is why it is so important to create conditions for its systematic, consistent development. Inattention to play on the part of an adult leads to the fact that the moment of natural pedagogical influence on the formation of play activity is missed. Independent activity is devoid of playful forms, is significantly impoverished and does not contribute to the harmonious development of the child. As a result, at a later stage the baby has to be taught to play, and this requires a lot of effort and often turns out to be ineffective and similar to training.

The teacher should also keep in mind that children of the third or fourth year of life, due to their psychophysiological characteristics, are not yet capable of long-term concentration; they are characterized by a constant desire for physical activity. Therefore, frequent movement of children around the group room, changing their activities while briefly concentrating on a story-based game is a normal picture during the period of independent activity.

Early childhood consists of two stages - infancy (from birth to one year) and early childhood (from one to three years).

In infancy, there is complete dependence on an adult, who provides adequate feeding and sufficient hygienic care. Emotional, direct communication is the leading TYPE of activity at this age. The tasks of an adult are to create all conditions for the normal psychophysical development of children.

After a year, the leading activity is subject-based, where methods of action with objects are mastered. In the studies of N.M. Shchelovanova, N.L. Figurin, N.M. Aksarina, D.A. Fonarev, O.L. Pechora, S.L. Novoselova, L.P. Pavlova, E.G. Pilyugina, G.G. Filippova and other psychological and pedagogical features are considered from the point of view of the importance of communication between a child and an adult in objective activities. At an early age, a differentiation occurs between object-based practical and play activities with objects. Process play develops as an independent type of child activity.

Distinctive features of early age are:

- the rate of growth and physical development of the child is slightly reduced compared to infancy;

— the sensory and motor zones of the cerebral cortex are intensively maturing, the relationship between physical and neuropsychic development is more clearly manifested;

— the mobility of nervous processes increases, their balance improves;

- the period of active wakefulness increases (up to 4 - 4.5 hours);

- the body adapts better to environmental conditions; masters basic vital movements (walking, running, brushing, handling objects);

— masters basic hygiene and self-care skills;

- is actively interested in the world around him, asks questions, experiments a lot and actively, observes; the foundations are laid visually -

figurative and symbolic thinking.

— masters the native language, uses basic grammatical categories and a vocabulary of colloquial speech.

- shows interest in another person, has confidence in him, strives to communicate and interact with adults and peers;

- realizes his gender (“I am a boy”, “I am a girl”);

- the child experiences an increased need for emotional contacts with adults, clearly expresses his feelings;

— a fundamental characteristic of a 3-year-old child appears (“I myself,” “I can”), which is expressed in independence and initiative;

Children develop a desire to achieve a result, a product of their activity.

The end of this period is marked by a crisis of 3 years, in which the child’s increased independence and purposefulness of his actions are striking.

Stages of development of play activity in young children.

Let us consider the main stages of development of the structure of play action at an early age. This is characterized by a transition from an action uniquely determined by an object, through the diverse use of an object, to actions that reflect the logic of real life relationships.

The adult takes control of the development of the game plot - he prompts the action, offers a toy to the child when his game is a series of elementary, unrelated actions (1.5 years). This technique also turns out to be effective - the adult offers a new toy that is associated with the child’s action, but prompts a new action, without saying anything. So, when a child “bathes” a doll, an adult places a towel nearby and the child wipes the doll. Then the adult takes the child to a game consisting of 2-3 actions related in content. He picks up the independent play started by the child and, without destroying it, complicates the plot. At first, you need to give children a ready-made plot - simple in structure and accessible in theme; creating the game environment, first completely, then partially. For example, children under 1 year 6 months are offered the plot “A bear and a doll are having lunch”: a doll and a bear are sitting at the table, cups and plates are arranged. The girl took a spoon and began to feed the doll, and then the bear. The adult praises her. An effective way to unfold the plot is through a sample game offered to adults. Involve the child in the game as if by chance, in passing: “Help me tie a napkin” or “Hold the bear, I’ll give him another chair.” Children's stories, fairy tales, poems, songs, and jokes offer great opportunities for creating game plots.

Thus, the main thing in the development of a young child’s play is the development of the plot as the child masters the properties of objects and the variety of actions with them. An adult should set the direction for the development of a story-based game.

M.V. Leikina gives outdoor games a central place in working with preschool children. She emphasizes the advisability of using imitation games in younger groups, more complex games with rules and a heavy load in the middle group, and games of a competitive nature in the older group.

Mastery of actions with objects in preschool childhood continues. A child of this age is already familiar with the use of basic household items - clothing, dishes, furniture, etc., but the technique of using them is still quite imperfect. The same applies to the use of a spatula, scoop, pencil, brush, i.e. the simplest tools. The improvement of the technical form of actions with objects continues: the child learns to fasten buttons, tie shoelaces, dig, and use a pencil correctly. Such actions are learned more successfully if they are included in activities that attract the preschooler. He is much more willing to fasten the buttons on a doll's dress than on his own, learns to hold a pencil while drawing, etc. Actions with simple, familiar objects cease to be of interest. Now the baby is attracted to complex, unfamiliar objects and actions with them. He tries to understand their structure and purpose: he asks adults questions, and if possible, resorts to independent “experimentation.” Sometimes it ends tragically: the doll’s eyes are gouged out, the winding machine breaks down, but in general this is an indicator of the child’s growing curiosity, his interest in the things around him. Thus, objective activity, changing, gives rise to curiosity, which is very important for mental development.

On the other hand, objective actions begin to be assimilated and performed in connection with basic self-service, helping adults in performing household duties.

During the game, children have three types of goals. The first goal is the most general - enjoyment, pleasure from the game. It can be expressed in two words: “I want to play!” The second goal is the actual game task, i.e. a task associated with following the rules, playing out a plot, a role. It exists in the form of a “must” requirement: “You have to play this way, not another way!” The third goal is directly related to the process of completing a game task, which essentially constitutes creativity and at the same time puts forward the third postulate - “I can!” With the help of this three-step motivation “I want! - necessary! - Can!" play becomes a means of translating the demands placed on the child by adults into the demands that the child makes on himself. This constitutes the main mechanism of its influence on the child’s personality and the process of his self-education.

So, the leading activity of preschool children, by universal recognition, is play, “which is a form of active participation in the surrounding social life, accessible to the child, and active knowledge of the actions and relationships of adults.”

II . Stages of formation of play activity of young children

Game actions have their origins. Play with elements of an imaginary situation is preceded by a period of infant play, which is characterized by two stages:

Introductory;
Reflective.

At the first, introductory stage, object-play activity, actions with toys are manipulative in nature, the child acts with them as his inept hands allow him. Then the baby himself or with the help of an adult discovers individual properties in the toy (the rattle sounds, moves). This is how the stage of display object-game activity begins. Children learn ways of acting with different objects and toys related to their physical properties: knocking, throwing, moving, rolling, relating one object to another.

Gradually, children begin to display in play not only the physical properties, but also the social purpose of individual objects (a car and a stroller - they roll, they carry a load, a doll). Displayive object-play actions are typical for children from 5-6 months to 1-1.6 years.

With the generalization of experience acquired in actions with toys and in real everyday life, the child gets the opportunity to more often reflect the actions of people with objects according to their purpose accepted in society. He can convey familiar situations in the game: feeding, treatment, building a house.

The plot-display stage of play for children of the second and third year of life creates the opportunity for the transition to plot-role play. Children begin to convey in play not only individual actions, but also elements of the behavior of those individuals who performed these actions in life. A role in the action appears, for example: “the girl, setting the table, clearly imitates her mother, to the question: “Who are you?” answers: “I’m Julia.” Children begin to use words to describe the role they play in the game: I am the driver, you are the mother.

Game actions in plot-display and plot-role-playing games undergo significant changes. They become more generalized, turning into conditional actions. Some toys are gradually replaced by substitute toys and imaginary objects. Thus, by the age of three, a child is aware of the conventions in the game, the imaginary game situation, declaring: “it’s as if,” “it’s make-believe.” A child can show himself as a bunny, a bear, a fox, in a group room he can “swim”, “go skiing”, etc.

A child of the third year of life has two sources of play goals.

The first source is the actions of an adult, which caused a flash of interest in the baby, attracted his attention and prompted him to take similar actions. For example, a girl fries eggs for several days in a row, just like her mother.

The second source of play goals can serve as goals for the child that are specifically set for him by an adult. This source is very important for the child’s development, because, as noted above, children’s own play goals are still very limited (the child does nothing but roll the car), and some have no goals at all.

How to encourage a child to accept the new game goal set by an adult and begin to independently realize it.

As a first step on this path, the adult performs a play action in relation to the child himself, and not to the toy. The adult “pretends” feeds the baby, washes his hands, and gives him rides in the car. In such a game, the baby is relatively passive and receives pleasure not from eating or washing, but from communicating with an adult.

The second step on this path is a role change. Now the adult invites the children to carry out the same actions regarding him (feed, wash their hands...). Riding an adult in a car, etc. the child receives an incomparably more interesting and grateful partner than a doll or a bear. The main task in these games is to ensure that the play actions that children perform in relation to an adult give them maximum pleasure and allow them to experience a feeling of success. The positive emotions that a child can experience when performing new play actions in relation to an adult will encourage the baby to repeat them in relation to toys.

The teacher’s task is to develop in a child by the age of three the ability to develop conditional actions with a plot toy, a substitute object, and an imaginary object, linking two or three game actions into a semantic chick, verbally designate them, continue the meaningful action started by an adult partner, and then by a peer .

An adult should introduce new toys into a child’s life. You need to not just give the child a doll, but play with it, interest it, and encourage them to interact with the new toy. “Look how beautiful the doll is, let’s play with her.” A toy for a child is full of meaning. At the beginning of the third year of life, the baby does not take on a role, but actually fulfills it, performing in relation to toys (dolls) those actions that are characteristic of a certain person. There is no obvious communication with anyone, the child plays alone, but at the same time his actions are inspired by imaginary communication and reflect the activities of adults.. The child, manipulating the doll, copies the actions of adults.

A toy is not a substitute for an adult. You need to find games that both adults and children would like, you need to learn how to play with your child. By doing this, the adult will not only share his joys, but will be included in his life.

A toy is both a means of communication, a way to organize joint play, and an object of help. Which can explain so much! It is absolutely certain that the best toy is one that an adult and a child play with together.

Play actions arise in the child through observation of adult activities and transference. As the game progresses, two types of transference occur. In some cases, the mastered action is transferred to other conditions. For example, having learned to comb his own hair, a child begins to comb the hair of a doll, toy horse, or bear with a comb. In other cases, the action is transferred to some objects - substitutes for real objects. For example, a child combs a doll’s hair not with a comb, but with a wooden stick. Or at first he puts only a doll to bed, and later a bear, a dog, a stick, a cube, and still says: “Bai, bye.”

2.Analysis of the results of work on the development of play activities in young children.

The main problems of game management are taking into account the age characteristics of children when solving game problems, the development of game activity is dependent on a number of conditions that contribute to the reflection of experience in the game. Children's life and play experiences help them creatively reproduce reality. This is possible with comprehensive management of the game, a systematic approach to its formation. Each age stage requires changes in the content of work with children.

What is the essence of the integrated game management method?

Components of an integrated method.

- Systematically enriching the life experience of children.

-Joint educational games between the teacher and children aimed at imparting gaming experience to children and gaming skills.

-Timely change of the gaming environment taking into account the enriching life experience and gaming experience.

— Activating communication between an adult and children during their play, aimed at encouraging children to independently use new ways of solving game problems and reflecting new aspects of life in the game.

In the development of gaming activity, two periods can be distinguished. Subject-based play activity of a young child, the content of which is actions with objects and role-playing game of a preschooler, the content of which is communication.

At 3-4 months, the baby begins to form the first indicative actions such as examining an object.

At 4-5 months he is already capable of independent actions with a toy, which in form is familiarization with the game.

The first stage in the development of object-based play activity (introductory play) can drag on until the end of the first year of life, and sometimes longer, if the teacher does not take measures for its further development. During the baby's waking hours, an adult should not only attract his attention with bright, large objects, but also occasionally place them in his hands, and give children over 3-4 months the opportunity to take the toy themselves. During the game, an adult should be close to the baby and maintain his emotionally high spirits. At 5-6 months, he notices a groove or bulges on the rattle, rattles it, squeezes and unclenches the rubber sounded toy, causing it to squeak. At 9-10 months, the child’s independent activity with objects and toys takes place mainly in the form of display play. In the doll, the child already sees a living image, presses it to himself, begins to rock it, imitating an adult.

With the correct organization of educational work, already in the first half of the second year of life, children begin to move from actions based on the properties of objects to reflecting practical connections between them, i.e., to playing out scenes from life that are understandable to the child. The baby’s actions acquire a new quality; they become not only objectively specific, but also objectively mediated, that is, actions performed by a hand equipped with some object to achieve a practical or play goal.

Essentially all human activity is objectively mediated. That is why it is so important to formulate these actions in a timely manner in early childhood and ensure that they are strengthened and generalized in independent play. The independent play activity of a 2-3 year old child takes place in the form of plot-based play. In the transition from display to plot-based play, the decisive importance is not the mechanical formation of connections between individual actions, but the semantic unity of the entire chain of actions. These connections should be understandable to the child and close to him in everyday life. However, the teacher cannot count on the fact that a child of the second year of life is able to independently discover and reproduce this semantic practical plot in the game. It is necessary to consolidate the impressions the child receives when familiarizing himself with the environment and in everyday life in special didactic classes, which take place not only in the form of observing the actions of an adult, but also in the form of joint play between an adult and a child or a group of children. In the process of such an activity, the child learns a familiar plot and, what is especially valuable, becomes a character himself.

The formation of a story-based game should be carried out against the backdrop of the teacher’s constant (throughout the year) organization of conditions for elementary substantive interaction of children with each other. You can begin to form the simplest interactions between children by using any rolling objects (ball, cart) that stimulate children to mutually imitative mirror actions directed at each other.

Organizing conditions for joint object-based activities very quickly gives results - the emotional atmosphere of the group changes, tears and screaming disappear, quarrels over a game object become less frequent, children easily come into contact on their own initiative. Such work on organizing the interaction of children at a level accessible to them allows them to ensure greater independence, focus on their peers, and lay the foundation for playing together in the future.

In parallel with the formation of objective interaction in pairs of children, the teacher must solve the problem of forming a conditional play action that replaces real action with “real” things. A conditional action always includes two plans - what the child actually does, and what this action means, what meaning it has. The same semantic content can be realized in conditional actions of different types.

To successfully develop gaming skills in young children, it is necessary:

Involve the child in carrying out the conditional action necessary within the meaning of the game with story toys; stimulate him to continue, to complement the meaning of the play action of the adult partner.
Involve the child in carrying out conditional actions with substitutes and imaginary objects.
Orient the child towards continuations and additions to the game action.

Initially, the teacher solves the problem of developing conditioned actions in children with story toys. To do this, he develops a story-based game for children, animating dolls or other toy characters. This is easiest to do by attributing to them some desires that are close and understandable to children. After the children have learned to develop a game with story toys, connect to the play actions of a partner - an adult, and complement them with their own actions, the teacher moves on to the next task - the formation of a play action with a substitute object. During this period, the teacher, along with story toys - similarities to real things (toys, pots, cribs, irons...) uses substitute objects in verbal play with children (for example, a stick instead of a spoon, a cube instead of soap, etc.) When introducing substitute objects, the teacher should not only carry out play actions with him, but also verbally indicate the conditional meaning of the object, do this repeatedly during the game, so that the convention of the play, object and action would be more fully apparent to the child. It is during this period that verbal comments from an adult are especially necessary, since without them the conditional action may remain incomprehensible to the child. At the same time, children themselves should be encouraged to designate play actions with the word: “What do you feed your doll?” “Oh, is this your bread?”

One should also take into account the fact that children, especially at a young age, need realistic object supports to develop the game: plot toys that copy real things. If you provide a child with only substitute objects without story toys, it will be difficult for him to grasp the meaning of the game situation even in a joint game with an adult, and his independent activity with him will lead to simple manipulation of objects. Therefore, the substitute item should always be combined with a plot toy (if bread is replaced by a cube, then the plate on which it lies should be “like a real one”; if soap is replaced by a bar, then a toy basin is needed in which to do laundry)

As already mentioned, in a teacher’s game with children, plot toys are first used, and then substitute objects are added to them, but some element of the play situation is always imaginary (porridge, water...). However, this is not an object with which actions are directly performed in the game (the object of orientation is not porridge, but a spoon, not water, but soap...).

The child’s mastery of actions with substitute objects, imaginary objects, and their independent inclusion in a simple play situation indicates that the child has learned the basics of story-based play. As children master conventional play activities, the teacher can move from playing together with 1-2 children to combining such activities with a game that allows the inclusion of a large number of children - all those who want to respond to offers to play with him. In such a game with several participants, you can do without character toys, developing the plot in such a way that children direct conditional actions with substitutes to themselves, and not just to dolls (this is important for the further development of the game). Children learned to independently develop play actions, to complement the meaning of the adult’s actions when playing together with him. Now the teacher participates in the game, develops the plot in such a way that the action of one of the kids is addressed to a peer.

The teacher can check the progress of children in mastering gaming skills by observing their independent activities. If children, in independent play, develop chains of 2-3 actions with story toys, including individual substitute objects in the game, naming actions with them, and can, with the help of a toy or a short verbal address, evoke a response play action from a peer, we can assume that the simplest play actions they have formed.

CONCLUSION

In the first year of a child’s life, one should distinguish between the objective actions that the baby performs while caring for him and the objective actions that make up the content of his introductory play with toys. This game, like other forms of contact between a child and others that ensure the accumulation of his life experience, does not develop spontaneously, but as a result of the purposeful activity of an adult.

The game also affects the development of children's independence, creativity, and personal qualities. The game creates a positive emotional background, against which all mental processes occur most actively. Play does not arise spontaneously, but develops in the process of education. Being a powerful stimulus for the development of a child, it itself is formed under the influence of adults. In the process of a child’s interaction with the objective world, necessarily with the participation of an adult, not immediately, but at a certain stage in the development of this interaction, truly human children’s play arises.

The significance of the game in the development and education of the individual is unique, since the game allows each child to feel like a subject, to express and develop his personality. There is reason to talk about the influence of play on the life self-determination of preschoolers, on the formation of the communicative uniqueness of the individual, emotional stability, and the ability to be included in the increased role dynamism of modern society.

We can say that a game is a method of understanding reality.

Bibliography.

"Learning through play." R.R. Fewell, P. F. Vadasi. St. Petersburg - 2005

"Education and development of children from 1 year to 2 years." (Methodological manual for teachers of preschool educational institutions). M.: “Enlightenment”, 2007.

Formation of children's play activitiesconsultation on the topic

“Formation of children’s play activities”

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.

For example, in the game such a quality of a child’s personality is formed as self-regulation of actions taking into account the tasks of quantitative activity.

The most important achievement is the acquisition of a sense of collectivism. It not only characterizes the moral character of the child, but also significantly rebuilds his intellectual sphere, since in a collective game there is an interaction of different meanings, the development of event content and the achievement of a common game goal.

It has been proven that children gain their first experience of collective thinking through play. Scientists believe that children's games spontaneously but naturally arose as a reflection of the labor and social activities of adults. However, it is known that the ability to play does not arise through automatic transfer into play, learned in everyday life.

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 education in play are successfully implemented only if the psychological basis of play activity is formed in each age period. 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.

The first stage in the development of gaming activity is the Introductory game. Based on the motive given to the child by an adult with the help of a toy object, it represents an object-based play activity. Its content consists of manipulation actions carried out in the process of examining an object. This activity of the baby very soon changes its content: the examination is aimed at identifying the characteristics of the object-toy and therefore develops into oriented actions-operations.

The next stage of gaming activity is called Display Game, in which individual object-specific operations become actions aimed at identifying the specific properties of an object and achieving with the help of this object

a certain effect. This is the culmination of the development of the psychological content of play in early childhood. It is he who creates the necessary soil for the formation of appropriate objective activity in the child.

At the turn of the first and second years of a child’s life, the development of play and objective activity converges and at the same time diverges. Now the differences begin to appear in the methods of action, the next stage in the development of the game begins: it becomes plot-representative. Its psychological content also changes: the child’s actions, while remaining objectively mediated, imitate in a conditional form the use of an object for its intended purpose. This is how the prerequisites for the role-playing game gradually become infected.

At this stage of development of the game, word and deed come together, and role-playing behavior becomes a model of relationships between people that are meaningful to children. The stage of the actual role-playing game begins, in which the players simulate the labor and social relations of people familiar to them.

A scientific understanding of the stage-by-stage development of play activity makes it possible to develop clearer, systematized recommendations for guiding the play activities of children in different age groups.

In order to achieve a genuine, emotionally rich game, including an intellectual solution to a game problem, the teacher needs to comprehensively guide the formation, namely: purposefully enrich the child’s tactical experience, gradually transferring it into a conventional game plan, and during independent games, encourage the preschooler to creatively reflect reality.

In addition, good play is an effective means of correcting disturbances in the emotional sphere of children brought up in unfavorable families.

Emotions cement the game, make it exciting, create a favorable climate for relationships, increase the tone that every child needs - a share of his mental comfort, and this, in turn, becomes a condition for the preschooler’s receptivity to educational actions and joint activities with peers.

The game is dynamic where the management is aimed at its gradual formation, taking into account those factors that ensure the timely development of gaming activity at all age levels. Here it is very important to rely on the child’s personal experience. Game actions formed on its basis acquire a special emotional overtones. Otherwise, learning to play becomes mechanical.

All components of a comprehensive guide to the formation of play are interconnected and equally important when working with young children.

As children grow older, the organization of their practical experience also changes, which is aimed at actively learning the real relationships between people in the process of joint activities. In this regard, the content of educational games and the conditions of the subject-game environment are updated. The emphasis of activating communication between adults and children shifts: it becomes businesslike, aimed at achieving joint goals. Adults act as one of the participants in the game, encouraging children to engage in joint discussions, statements, disputes, conversations, and contribute to the collective solution of game problems that reflect the joint social and labor activities of people.

So, the formation of play activity creates the necessary psychological conditions and favorable soil for the comprehensive development of the child. Comprehensive education of people, taking into account their age characteristics, requires systematization of the games used in practice, the establishment of connections between different forms of independent play and non-play activities, taking place in a playful form. As you know, any activity is determined by its motive, that is, by what this activity is aimed at. Play is an activity whose motive lies within itself. This means that the child plays because he wants to play, and not for the sake of obtaining some specific result, which is typical for everyday life, work and any other productive activity.

Play, on the one hand, creates a child’s zone of proximal development, and therefore is the leading activity in preschool age. This is due to the fact that new, more progressive types of activity are emerging in it and the formation of the ability to act collectively, creatively, and arbitrarily control one’s behavior. On the other hand, its content is nourished by productive activities and the ever-expanding life experiences of children.

The development of a child in play occurs, first of all, due to the varied focus of its content. There are games directly aimed at physical education (moving), aesthetic (musical), mental (didactic and story-based). Many of them at the same time contribute to moral education (role-playing games, dramatization games, action games, etc.).

All types of games can be combined into two large groups, which differ in the degree of direct participation of an adult, as well as different forms of children's activity.

The first group is games where an adult takes an indirect part in their preparation and conduct. The activity of children (subject to the formation of a certain level of game actions and skills) is of an initiative, creative nature - the children are able to independently set a game goal, develop the concept of the game and find the necessary ways to solve game problems. In independent games, conditions are created for children to show initiative, which always indicates a certain level of intelligence development.

Games of this group, which include plot and educational games, are especially valuable for their developmental function, which is of great importance for the overall mental development of each child.

The second group is various educational games in which an adult, telling the child the rules of the game or explaining the design of a toy, gives a fixed program of actions to achieve a certain result.

These games usually solve specific problems of education and training; they are aimed at mastering certain program material and rules that players must follow. Educational games are also important for the moral and aesthetic education of preschool children.

The activity of children in learning games is mainly reproductive in nature: children, solving game problems with a given program of actions, only reproduce the methods of their implementation. Based on their maturity and skills, children can start independent games that will have more elements of creativity.

The group of games with a fixed program of action includes active, didactic, musical, dramatization games, and entertainment games.

In addition to the games themselves, it should be said about the so-called non-game activities that do not take place in a playful form. This can be in a special way organized initial forms of child labor, some types of visual activities, familiarization with the environment while walking, etc.

Timely and correct use of various games in educational practice ensures the solution of the tasks set by the “program of education and training in kindergartens” in the most acceptable form for children. It should be noted that games have a significant advantage over specially organized classes in the sense that they create more favorable conditions for the active reflection of socially established experience in children's independent activities.

Finding answers to gaming problems increases children’s cognitive activity in real life. The processes of a child’s mental development achieved in the game significantly influence the possibilities of his systematic learning in the classroom and contribute to the improvement of his real moral and aesthetic position among peers and adults.

The progressive, developmental value of the game lies not only in the realization of the possibilities for the comprehensive development of the child, but also in the fact that it contributes to expanding the scope of their interests, the emergence of a need for classes and the formation of a motive for new educational activities, which is one of the most important factors in the child’s psychological readiness for learning. At school.

Mental education of children in play

In the game, the formation of perception, thinking, memory, speech occurs - those fundamental mental processes, without sufficient development of which it is impossible to talk about the education of a harmonious personality.

The level of development of a child’s thinking determines the nature of his activity and the intellectual level of its implementation.

The teacher must remember that any activity of children is aimed at solving a specific problem. The main task has many intermediate ones, the solution of which will transform the conditions and thereby facilitate the achievement of the goal. Practical problems that a child must solve differ from educational ones. The content of game tasks is dictated by life itself, the child’s environment, his experience, and knowledge.

The child gains experience in his own activities and learns a lot from teachers and parents. Various knowledge and impressions enrich his spiritual world, and all this is reflected in the game.

Solving game problems with the help of objective actions takes the form of using increasingly generalized game methods of understanding reality. The child drinks the doll from a cup, then replaces it with a cube and then simply puts his hand to the doll’s mouth. This means that the child solves game problems at a higher intellectual level.

It also happens in practice that the teacher, not understanding the meaning of the generalized playful actions of children’s thinking, demands from them collective actions that are as similar as possible to practical ones.

Firstly, if everything that happens to a child in everyday life is transferred to a game, then it will simply disappear, because its main feature - an imaginary situation - will disappear.

Secondly, the game, reflecting a well-known but poorly generalized life situation, involuntarily comes to a dead end. At the same time, it is known that in everyday life children receive not only clear, concrete knowledge, but also unclear, hypothetical ones. For example, a child knows who a sailor is, but he does not understand what he does. To clarify his ideas, during the game he asks questions and, having received an answer, acquires quite clear knowledge, but new information raises new questions. This is how the continuous process of knowledge occurs. It is accomplished in practical activities and in play. The game is a special form of cognition of the surrounding reality. The specificity of game tasks is that in them the goal is presented in an imaginary, imaginary form, which differs from a practical goal in that the expected result is not certain and its achievement is optional.

A very important point is to establish continuity of content beyond the gaming experience and the game. This is not about copying real objective actions in the game, but about understanding them and transferring them into the game. A more generalized game action transfers the game itself to a qualitatively new intellectual basis.

Particularly indicative is the replacement of a game action with a word. The motive of the game is not the action with objects, but the communication of children with each other, which reflects the interactions and relationships of people.

When the necessary level of thinking is formed, the child is able to replace the image of another person - take on a role and act in accordance with its content.

Formation of moral relations in the game

The educational potential of play is most fully realized with skillful pedagogical guidance, which ensures the necessary level of development of play activity.

Thus, children gradually learn moral standards through play and responsibility for performing actions increases. Psychologist D. B. Elkonin identified 3 stages of this process.

1. The child is focused on learning the properties and qualities of objects and the possibility of acting with them. Having satisfied his interest in objects, the child begins to show attention to the actions of other children playing nearby.

Thus, at this stage the foundation is laid for the further development of children's relationships.

.Children's interest moves to the sphere of relationships between adults.

The teacher, guiding the game, aims children at mastering moral norms that serve as the basis for humane human relations.

. The child subordinates objective actions, even the most attractive ones, to the main play goal, determined by the play role. The other person becomes the center of attention. Play actions are performed in a situation where their results are used for the benefit of other people, that is, the activities of preschool children acquire a social orientation. The main way to enrich the game with moral content is through familiarizing children with the phenomena of social life and cultivating positive attitudes towards them.

Ensuring the assimilation of the norms governing moral relations, while at the same time preserving the creative, amateur nature of the game, is possible only with proper pedagogical guidance.

With the help of game appeals, you can activate the moral relations formed in children and supplement the developing plot with numerous episodes. The teacher easily achieves the required goal if he enters into role-playing relationships with children. Advice, suggestions, questions, reminders from an adult should be addressed to the child - the performer of a certain role. The teacher leads the game, activating and improving the moral experience of the preschooler. As a result, independent communication in the game occurs at a fairly high moral level and is characterized by long-lasting, coherent relationships between all children.

Emotional development of children in play

The play of a preschooler is full of a wide variety of emotions, surprise, excitement, joy, delight, etc. This makes it possible to use play activities not only for the development and education of the child’s personality, but also for the prevention and correction of his mental states.

Many Soviet psychologists drew attention to the existence of a special, emotional game plan. They emphasized that the main meaning of the game lies in the variety of interactions that are significant for the child, and that during the game there are deep transformations of the initial, affective tendencies and intentions that are embedded in his life experience. The relationship between play and the emotional state of children appears on two levels: the establishment and improvement of play activity affects the emergence and development of emotions, formed emotions affect the development of a game of a certain content.

The different nature of the experiences that arise during the game allows us to distinguish two types of emotional behavior in young children.

Emotionally active people have a pronounced interest in play in general and in actions with one or more objects. They play for a long time. They perform a large number of actions with toys, many of which result in immediate, pronounced reactions: laughter, surprise, delight, etc.

For emotionally passive children, play has the character of a cursory, superficial familiarization with toys. The total time of their activity is short. Emotional manifestations are extremely poor. There is no pronounced joy or surprise.

The development of emotions that arise during actions with characters is important for the development of the game, and for the development of moral qualities of the individual.

A necessary condition for the emergence of a full-fledged game is the deployment of social content in it - the content of communication, interaction and relationships between characters. Observing the game makes it possible to determine how relationships with peers develop. The range of emotions addressed to a playing partner can be extremely wide: from complete indifference and ignorance to interest and support for emotional contacts, meaningful communication, and mutual actions. Emotional manifestations that arise in a specific game situation can be consolidated and generalized; the teacher must organize the game in such a way as to prevent the emergence and development of negative emotions, inattention, and aggressiveness.

It should be especially emphasized that the level of a child’s emotional orientation toward a peer and the nature of emotional responsiveness reveal a close connection with the level of development of play. Negative emotions flourish most often when children do not know how to organize and develop play.

However, greater efficiency can be achieved with the participation of the teacher himself in the game. By taking on the role, the adult indirectly controls the game, leading children out of conflict situations and warning them. This is especially successful in cases where the teacher knows well the life situations and play interests of children and delicately, unobtrusively uses his knowledge to maintain a positive attitude towards the game and partners.

Having determined the importance of children's play for the comprehensive development of a child's personality, we will now consider various approaches to the study of the play activity of mentally retarded children, first considering the features of the higher nervous activity of these problem children.

Development of procedural play at an early age

Consultation for teachers on the topic “Development of procedural play at an early age”
Author: Oksana Vasilievna Kokovina, teacher at MBDOU “Kindergarten No. 22”, Kamensk-Uralsky, Sverdlovsk region. Description of the material. I bring to your attention a consultation for teachers on the topic “Development of procedural play at an early age.” This material will be useful to educators of young children, as it reveals the features of the development of their play activities. Play is an easy and joyful activity for a child. At the same time, this is the most favorable condition for the development of children's thinking, speech, creativity and imagination; it is a way of assimilating social experience. And, most importantly, play is the leading activity of a preschooler, the foundations of which are laid in early childhood. The development of play activity begins in infancy with the manipulation of objects. First, the baby manipulates one, then two objects at the same time. At the same time, according to the results of research by V.S. Mukhina [1], the focus on the result becomes especially obvious: the child stubbornly tries to bring one object closer to another, put, put or string one object on another, stick or put one into another. By the end of the first year of life, the manipulations performed by the child not only become more precise, but also acquire a certain ambiguity. That is, “if previously a child performed an action in one way (usually shown to him by an adult) and on objects given to him for this purpose, now he tries to repeat a familiar action on all possible objects, sometimes modifying the action itself.” [1; With. 106] Gradually, objects begin to appear for the child not just as objects convenient for manipulation, but as “things that have a specific purpose and a specific way of use, that is, in the function that is assigned to them in social experience.” [1; With. 116] The child’s main interests are transferred to the area of mastering new actions with objects, and the adult acquires the role of a mentor and assistant in this mastery. It is within objective activity that the prerequisites for role-playing play arise, which consist in mastering actions with objects of a special kind - toys. Children, in joint activities with adults, learn some actions with toys (for example, dolls), and also observe the everyday actions of adults. The experience gained gives the child the opportunity to “display the actions of people with objects in accordance with the purpose accepted in society (for example, the process of feeding, treatment). Now actions are directed not at obtaining a result, but at fulfilling a conditional goal that is understandable from past experience. That is, the action becomes conditional, and its result becomes not real, but imaginary.” [4; With. 58] Repeated reproduction of the procedural side of adult activity and the transfer of these actions to toys (that is, achieving an imaginary result) gives rise to the so-called “procedural game”. The formation of procedural play is one of the main lines of development in early childhood. Her awakening begins, as noted above, with increasingly complex manipulations with objects and gradually turns into a real game. Already in the second year of life, the child begins to develop play motivation, and “throughout the entire year, the number and variety of play actions increases, which become more independent, stable, conscious, and generalized. The number of characters with which the child plays independently also increases, and actions are transferred from one character to others.” [3] With age, the range of game actions and plots expands. At the same time, the baby begins to perform the same action with the help of different objects. The structure of the game also becomes more complex: isolated actions begin to be combined into chains, and as the “repertoire” becomes more complex, the game actions acquire consistency. In the second year of life, children begin to use substitute objects, but only by demonstration and with the participation of an adult. In independent play, children of this age, as a rule, play with realistic toys and rarely use substitutions. The heyday of procedural play occurs in the third year of life; during this period, all the achievements of the second year are improved. “The need-motivational side of play is significantly enhanced, while the participation of an adult is not always necessary: the toys themselves encourage the child to play. The composition and structure of game actions are being improved, and their variability is especially noticeably increasing. The game actions themselves reflect the logical sequence of real events (“life repertoire” that forms the basis of the game). At the same time, the child begins to plan his actions in advance and informs the game character about this.” [3] At this time, the child begins to strive to realize the game goal, so his game actions acquire a certain meaning. In the third year of life, especially in the second half, the child begins to actively and independently use substitute objects. “The appearance of symbolic substitutions expands the possibilities of play, gives scope for imagination, and frees the child from the pressure of a visual situation. The game takes on a creative character.” [3] Along with the transformation of play actions and attitudes towards the game, changes in the features of the play plot appear in young children in the third year of life. “At first, plots describe the actions of one character with certain objects in one or successively changing situations. Characters, objects and actions with them are strictly fixed and repeated as if according to the same pattern. Plots then involve several characters with a set of specific connections, established by introducing them into the overall situation of the role through a sequential exchange of actions. By the end of the third year of life, plots are observed in which, along with a set of actions, certain relationships between the characters are specified.” [4; With. 59] Also in the third year of life, children’s relationships in play develop. At first they arise for an “out-of-game” reason, for example, because of a toy you like. But the next stage in the development of these relationships is associated with “the formation of the actual play interaction of children on the basis of a common place of play or an action performed simultaneously. By the end of the third year of life, interaction with peers arises regarding the role action, the quality of its implementation, and the achieved result.” [4; With. 60] Thus, the prerequisites for a role-playing game are being formed, which will develop intensively in preschool childhood. So, procedural play is one of the main areas of development for a young child. Its origins are in objective activity, the result of its development is in role-playing play - the main type of activity of a preschool child. Thanks to procedural play, already in the second year of life, a young child develops the ability to act in an imaginary situation, mastering the first play actions that reflect fragments of life situations accessible to his observation and understanding. In its development, this game brings the child to the variability of play actions, to the ability to connect them in chains, as well as to the appearance of the first play substitutions. Process play in the third year of life contributes to the beginning of the development of the child’s interaction with peers and, finally, to the formation of significant preconditions for role-playing play. List of used literature 1. Mukhina V.S. Child psychology. M.: LLC April Press, ZAO Publishing House EKSMO-Press, 1999. 352 p. 2. From birth to school. Approximate basic general education program for preschool education / Edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. M.: MOSAIKA-SYNTHESIS, 2010. 304 p. 3.Procedural game for children // Kindergarten 02: All about kindergartens in Ufa. URL: 4. Uruntaeva G.A. Preschool psychology: a textbook for students of secondary pedagogical educational institutions. M.: Publishing House, 2001. 336 p.

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