Consultation for teachers Classification of games, functions and structure of different types of games.

The structure of the game and the stages of its development.

Section 1. Theoretical and methodological foundations of play activities for children of early and preschool age

Psychological and pedagogical substantiation of the essence of the game and its development in childhood

Children's play is the activity of a child in a conditional (imaginary, imaginary) situation. The motive for such activity lies within itself, that is, the child plays not for the sake of some external result or effect, but because he wants to play. As soon as this motive changes, the game ceases to be a game.

Play arises from the child's living conditions in society and reflects these conditions. In it, “primary orientation in the meanings of human activity occurs, a special knowledge of one’s limited place in the system of relations among adults and the need to be an adult arise.” (D.B. Elkonin)

From early childhood, adults introduce the child to the surrounding reality and, in the process of communication, convey to him certain experience and knowledge regarding actions with objects and relationships with people. Consolidation of elementary experience and reflection of first ideas occurs in the game, which is extremely important for the full development of preschool children.

In the works of L.S. Vygotsky (1896–1934), play is already recognized as a leading activity, that is, determining the development of a child. At what point does it appear and when does it become the leading activity? A young child can only learn something by actually touching, tasting, and experiencing it. Actions “in the mind” are not yet available to him, but the younger schoolchild is already capable of them. Where does this “mind” come from and when does it arise, or, in scientific terms, the internal plan of activity? It is formed precisely in the game and through the game! The initially developed play actions are replaced by a gesture, then by a word, and then begin to be carried out entirely in the mind (fantasy play). In addition, only in a game the meaning of an object is divorced from the thing itself. All other activities of the child are real. And in the game you can only act by the meaning, and not by the object itself. The ideal and the material are separated. An ideal action arises, the foundations of theoretical thinking are born, and (according to A.V. Zaporozhets) the ground floor of the general building of human thinking is laid. This is the main significance of the game for the mental development of children .

One of the largest game researchers of our time, S.L. Novoselova, gave both a very figurative and very precise definition: a game is “a form of practical reflection by a child about the reality around him,” which is “a genetic prototype of an adult’s theoretical thought.” . In the game practically, that is, in action, the whole world becomes available. A preschooler cannot drive a car, let alone a spaceship, get into the jungle or the North Pole overnight, and even more so, find himself in the past or future. All this is possible in the game.

Play is of enduring importance for the social development of a child; it is in play that he tries on role behavior and begins to understand many of the nuances of human behavior. He learns to subordinate his behavior to certain rules, this means that without full-fledged play he will not develop such an important quality as the arbitrariness of his activities. According to the famous psychologist L.I. Bozhovich, play is the mechanism that translates the demands of an adult into the needs of the child himself. But play is not only the practical development of “future” adult relationships as a result of playing one’s role well. In the process of gaming activity, real interaction with a peer is built: the ability to negotiate, listen to the other, sometimes compromise, sometimes insist on one’s own so that the game can continue, and most importantly, that it be interesting and exciting for everyone!

There are other extremely important properties that are formed in a preschooler’s amateur play - activity and initiative. To maintain an interesting, exciting game, a child needs to use all his imagination, be able to play with any little detail, find a way out of any situation in case of difficulty, model and experience different versions of the situation in action. A child who has gained experience of such a variable approach to different problems in play easily transfers it to other types of activities, and the “underplayed” one is very often truly afraid of making a mistake.

Unfortunately, educators do not always pay due attention to gaming activities, and many parents simply do not know about the developmental potential of the game and its role in the life of preschool children, often giving greater preference to foreign languages, reading, writing, rhetoric and even philosophy. Indeed, the more a child knows and can do, the more favorable conditions he will be in comparison with his peers. However, we can teach a child as much and as much as we want, but what of this will be learned?

Vygotsky L.S., who was called the Mozart of psychology (he very accurately anticipated many things that were later confirmed experimentally), said that if a young child is incapable of learning according to an adult’s program, then a schoolchild is fully capable of it. A preschooler is able to learn according to an adult’s program only to the extent that this program becomes his own.

What is the role of play here?
The game form makes many tasks for the child interesting and understandable, which is often used in didactics, but, oddly enough, this is not the main thing. Firstly, in amateur children's play , which arises on the initiative of the child himself, those mental qualities are formed without which learning will simply be impossible. Secondly, in the game, children get the opportunity to use the acquired knowledge in practice, and therefore truly assimilate and understand it. Without such practical testing, any knowledge becomes abstract, unnecessary and quickly forgotten. For the development of a preschooler, those games that come from him, his own initiative, the plot of which he invents himself - role-playing or director's - are important. It is in them that general development occurs to the greatest extent, and not where any individual functions are exercised.
They do not appear out of nowhere. Any other games in which an adult is the initiator are grist to the mill for the development of amateur play. It is important that the child masters the gaming culture in all its diversity: in early and early preschool age, these are plot-based games (the child repeats what he sees around), then amateur plot games appear (the child turns to plots that are interesting to him, invents themselves), by older preschool age games with rules are added here. One should not underestimate such types of games as leisure, active, experimental games, and various folk games. A good children's game is an emotionally rich action in which the child is completely immersed. The wider the range of events and phenomena displayed in the game, the better. So, if the youngest preschooler willingly plays in the store and clinic, in the family and kindergarten, then the games of older preschoolers are much more exciting, they are associated with travel, adventures and exploits. Gradually, the game acquires a “multi-aspect” character: the child not only invents and develops a plot (this can happen over a fairly long period of time: from several days to several weeks and even months), but also actively includes in his game everything that, in one way or another otherwise, it affects him (new knowledge, new objects, new characters). He actively constructs the subject environment of his game (if we are talking about a director's game) or some of its attributes (if the game is a role-playing game). Here the game is so closely linked with productive activities that it is almost impossible to distinguish between them. Visual activity and creative work become truly motivated - significant for the child himself, enriching his skills and generalizing his experience, and the process of creating toys, although it slows down the play action in time, often opens up new opportunities for constructing a plot.

Game is the most powerful sphere of a person’s “self”: self-expression, self-determination, self-test, self-rehabilitation, self-realization. Thanks to games, a child learns to trust himself and all people, to recognize what should be accepted, what should be accepted, and what should be rejected in the world around him.

It’s not for nothing that the game is called the queen of childhood. The famous scientist E. Berne said that he views the entire process of raising a child as learning what games to play and how to play them.

Game is a complex and multifaceted phenomenon. The following functions can be distinguished:

The educational function is the development of general educational skills and abilities, such as memory, attention, perception, etc.

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

The communicative function is to unite children and adults, establish emotional contacts, and develop communication skills.

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

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

The function of self-expression is the child’s desire to realize his creative abilities in play and to more fully reveal his potential.

The compensatory function is the creation of conditions for satisfying personal aspirations that are impossible (difficult to achieve) in real life.

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

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

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

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

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

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

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

The structure of the game and the stages of its development.

The main structural elements of the game are: the game concept, plot or content; game actions; roles; rules that are dictated by the game itself and are created by children or proposed by adults. These elements are closely interrelated.

Game design is a general definition of what and how children will play. It is formulated in speech, reflected in the game actions themselves, formalized in the game content and is the core of the game. According to the game concept, the games can be divided into groups: those reflecting everyday phenomena (games of “family”, “kindergarten”, “clinic”, etc.); reflecting creative work (construction of the metro, construction of houses...); reflecting social events, traditions (holidays, meeting guests, travel, etc.). This division of them, of course, is conditional, since the game can include a reflection of various life phenomena.

The plot, the content of the game is what makes up its living fabric, determines the development, diversity and interconnection of game actions, and the relationships between children. The content of the game makes it attractive, arouses interest and desire to play.

The structural feature and center of the game is the role played by the child. Based on the significance of the role in the game process, many of the games are called role-playing or role-playing. The role is always related to a person or an animal; his imaginary actions, actions, relationships. The child, entering their image, plays a certain role. But the preschooler does not just play this role, he lives in the image and believes in its truthfulness. Depicting, for example, a captain on a ship, he does not reflect all of his activities, but only those features that are necessary during the course of the game: the captain gives commands, looks through binoculars, takes care of passengers and sailors. During the game, the children themselves (and in some games, adults) establish rules that define and regulate the behavior and relationships of the players. They give games organization and stability, consolidate their content and determine further development, the complication of relationships and relationships.

The role is realized in play actions , which initially reproduce real actions, but as the child develops, they become increasingly generalized and abbreviated while maintaining the logic and sequence of their implementation. In the future, they can move to the internal plane through the stage of their speech performance (the child no longer acts with a game object, but talks about the action).

The playful use of objects can be realized both in the form of the use of figurative toys (objects that are a small copy of real things, specially created by society to organize a child’s play), and in the form of replacing some objects with others (with appropriate renaming). Substitution is the most important characteristic of a role-playing game.

And finally, another component of the structure of a role-playing game is the real relationship between playing children as partners in joint play activities. The functions of real relationships include planning the plot of games, distributing roles, game items, monitoring the development of the plot and the fulfillment of roles by peer partners, and their correction. If play relationships are determined by the content of the roles children perform, then their real relationships depend on the characteristics of personal development.

All of these structural game elements are more or less typical, but they have different meanings and are related differently in different types of games.

How does play develop throughout preschool childhood?

The famous psychologist D.B. Elkonin (1978) linked the development of play with the dynamics of child development. The development of play in children goes through four stages.

First stage . The main content of the game is actions with objects. They are carried out in a certain sequence, although this sequence is often disrupted. The chain of actions is plot-based. The main subjects are everyday ones. The actions are monotonous and often repeated. The roles have not yet been designated. At the first stage of role-playing play, preschoolers willingly play with adults. Independent play is short-lived. As a rule, the stimulus for the emergence of a game is a toy or a substitute item previously used in the game.

Second phase. As at the first level, the main content of the game is actions with an object. However, now these actions unfold sequentially, in accordance with the role, which is already denoted by the word. The sequence of actions becomes the rule. The first interaction between the participants occurs based on the use of a common toy. Associations of players are short-lived. The main subjects are everyday ones. The game is repeated many times. Children use the same toys – their favorite ones. The game involves 2-3 people.

Third stage. The main content of the game is still actions with objects. However, they are complemented by actions aimed at establishing contacts with playing partners. Roles are clearly defined and assigned before the game begins. Toys and objects are selected (most often during the game) in accordance with the role. The logic, nature of actions and their direction are determined by the role and become the basic rule. The game often proceeds as a joint game, although interaction is interspersed with parallel actions of partners who are not related to each other and are not correlated with the role. The duration of the game increases. The plots become more diverse: children reflect in the game not only everyday life, but also the work of adults, vibrant social phenomena.

Fourth stage. The main content of the game is a reflection of the relationships and interactions of adults with each other. The themes of the games are varied: it is determined not only by the direct, but also by the indirect experience of children (playing out scenes from literary works, films, television programs, etc.). Games are joint and collective in nature. Associations of participants are stable. They are based on children’s interest in the same games or on the basis of personal sympathies and affections. Games of the same content are not only repeated for a long time, but also develop, become enriched, and exist for a long time. The game has a preparatory stage: distribution of roles, selection of game material, and sometimes its production (homemade toys). The number of people involved in the game is up to 5-6 people.

At the fourth stage, that is, by senior preschool age, the individual characteristics of each child’s play activity and play creativity are clearly manifested.

The structure of the play activity of a preschool child

The main structural elements of play activity (games) of a preschool child are as follows.

Game intent is a general definition of what children plan to play.

The game concept consists of game content (plot) and role. They are the core of the entire game. Children establish the content of the game and the distribution of roles through verbal interaction.

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Depending on the game concept, games are divided into groups reflecting everyday, creative and social activities, as well as traditions and holidays.

The content of the game (plot) is what is the basis of the game itself, which determines the development and variety of game actions.

It is the content of the game that attracts children and encourages them to play actions. When choosing a game for themselves, children are primarily guided by its content. Some people like games with an adventure plot, others like everyday games, etc.

A role is a certain image that a child embodies in a game.

Based on the content of the game, the child chooses for himself the role that he likes most and which he strives to play. Role-playing helps children “try on” various social images, “penetrate” the world of adults, etc. If the content and role are close to the child “in spirit” and meet his interests and needs, then he can play this game every day.

Game rules are certain norms observed by children during gaming activities, the progress and development of the game depends on the accuracy of their implementation.

Finished works on a similar topic

Course work Theory and methodology for the development of a preschooler's play activity 490 ₽ Abstract Theory and methodology for the development of a preschooler's play activity 240 ₽ Examination Theory and methodology for the development of a preschooler's play activity 210 ₽

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The presence of content (plot) and roles in the game necessitates the establishment of certain rules that allow the game to be stable, develop and gradually become more complex. In this case, the game brings preschool children not only joy, but also contributes to their development, their acquisition of various knowledge, skills and abilities.

The rules can be established by children independently, if the game arises spontaneously, it is invented by children, or some already known game is taken as a basis. Children, setting their own rules, discuss and discuss them in advance, and only after that they begin to play. In addition, the rules can be announced to children by adults (teachers) when they are still learning to play. It should be noted that a number of games imply strict adherence to the rules, since the course of the game depends on their implementation, and in some games the rules can be changed by children independently and this will not negatively affect the game.

Game items are attributes that are used to perform game actions.

Toys or substitute objects can act as play items. Substitute objects have a special role in the development of a preschool child, which contribute to the development of the child’s imagination and thinking.

The real relationships between the participants in the game are the relationships that are established between children in real life; not only the success of the game, but also its occurrence depends on them.

If friendly relationships are established between children, then children easily and naturally engage in play activities, independently distribute roles and set rules. If there are no friendly relationships between children, then the spontaneous emergence of play between them is not possible, since there are no common interests and aspirations.

Game components.

D.B. Elkonin identified individual components of games characteristic of preschool age. The components of the game include: game conditions, plot and content of the game.

Each game has its own playing conditions - the children, dolls, and other toys and objects participating in it. Selection and combination of them significantly changes the game in early preschool age. The game at this time mainly consists of monotonously repeated actions, reminiscent of manipulations with objects.

For example, if the play conditions include another person (a doll or a child), then a three-year-old child can play “cooking dinner” by manipulating plates and cubes. The child plays cooking dinner even if he later forgets to feed the doll sitting next to him. But if you take away a doll from a child that prompts him to this plot, he continues to manipulate the cubes, arranging them by size or shape, explaining that he is playing “with cubes,” “it’s so simple.” Lunch disappeared from his thoughts along with the change in playing conditions.

The plot is the sphere of reality that is reflected in the game. At first, the child is limited to the family and therefore his games are connected mainly with family and everyday problems. Then, as he masters new areas of life, he begins to use more complex plots - industrial, military, etc. The forms of games based on old stories, say, “mother-daughter” games, are also becoming more diverse. In addition, the game with the same plot gradually becomes more stable and longer. If at 3-4 years old a child can devote only 10-15 minutes to it, and then he needs to switch to something else, then at 4-5 years old one game can already last 40-50 minutes. Older preschoolers are able to play the same thing for several hours in a row, and some games last for several days.

Those moments in the activities and relationships of adults that are reproduced by the child constitute the content of the game.

The content of games for younger preschoolers is an imitation of the objective activities of adults. Children “cut bread”, “wash the dishes”, they are absorbed in the very process of performing actions and sometimes forget about the result - why and for whom they did it. Therefore, having “prepared lunch”, the child can then go “for a walk” with his doll without feeding her. The actions of different children are not consistent with each other, duplication and sudden changes of roles during the game are possible.

The meaning of the game for preschoolers

 A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world.

V. A. Sukhomlinsky

Preschool childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct behavior, and develops a character.

The main activity of preschool age is play, during which the child’s spiritual and physical strength develops; his attention, memory, imagination, discipline, dexterity. In addition, play is a unique way of learning social experience, characteristic of preschool age.

A. M. Gorky expressed the idea: “Game is the way for children to understand the world in which they live and which they are called upon to change.”

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

A special place is occupied by games that are created by children themselves - they are called creative or role-playing games. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully shapes a child’s personality, and therefore is an important means of education.

What gives the right to call play a creative activity?

The game is a reflection of life. Everything here is “as if”, “make-believe”, but in this conditional environment, which is created by the child’s imagination, there is a lot of reality; the actions of the players are always real, their feelings and experiences are genuine and sincere. The child knows that the doll and the bear are just toys, but he loves them as if they were alive, understands that he is not a “true” pilot or sailor, but feels like a brave pilot, a brave sailor who is not afraid of danger, and is truly proud of his victory.

Imitating adults in play is associated with the work of the imagination. The child does not copy reality; he combines different impressions of life with personal wholesale.

Children's creativity is manifested in the concept of the game and in the search for means for its implementation. How much creativity is required to decide what journey to take, what ship or plane to build, what equipment to prepare! In the game, children simultaneously act as playwrights, prop makers, decorators, and actors. However, they do not hatch a plan, do not prepare for a long time to play a role, like actors. They play for themselves, expressing their dreams and aspirations, thoughts and feelings that possess them at the moment. Therefore, the game is always improvisation.

Play is an independent activity in which children first interact with peers. They are united by a single goal, joint efforts to achieve it, common interests and experiences.

Children choose the game themselves and organize it themselves. But at the same time, in no other activity are there such strict rules, such conditioning of behavior as here.

Therefore, the game accustoms children to subordinate their actions and thoughts to a specific goal and helps to cultivate purposefulness.

In play, the child begins to feel like a member of a team and fairly evaluates the actions and actions of his comrades and his own. The teacher’s task is to focus the attention of the players on goals that would evoke a commonality of feelings and actions, the ability to establish relationships between children based on friendship, justice, and mutual responsibility.

Creative collective play is a school for educating the feelings of preschoolers. Moral feelings formed in the game influence the child’s behavior in life, while at the same time, the skills developed in the process of children’s everyday communication with each other and with adults are further developed in the game.

Play is an important means of mental education for a child. The knowledge gained in kindergarten and at home finds practical application and development in the game. Reproducing various life events, episodes from fairy tales and stories, the child reflects on what he saw, what was read and told to him; the meaning of many phenomena, their meaning becomes more clear to him.

Translating life experiences into a game is a complex process. Creative play cannot be subordinated to narrow didactic goals; with its help, the most important educational tasks are solved. Children choose their playing role in accordance with their interests and their dreams about their future profession. They are still childishly naive and will change more than once, but it is important that the child dreams of participating in work useful to society. Gradually, through play, the child develops general ideas about the meaning of work and the role of various professions.

In play, children's mental activity is always associated with the work of their imagination; It’s tedious to find a role for yourself, imagine how the person you want to imitate acts, what he says. Imagination also manifests itself and develops in the search for means to carry out the plan; before you go on a flight, you need to build an airplane, you need to select suitable goods for the store, and if there are not enough of them, you need to make it yourself. This is how the game develops the creative abilities of the future schoolchild.

Interesting games create a cheerful, joyful mood, make children’s lives complete, and satisfy their need for active activities. Even in good conditions, with adequate nutrition, the child will develop poorly and become lethargic if he is deprived of an exciting game.

In play, all aspects of a child’s personality are formed in unity and interaction. Organizing a friendly team, instilling comradely feelings and organizational skills in children is possible only if you manage to captivate them with games that reflect the work of adults, their noble deeds, and relationships. In turn, only with a good organization of the children's team can the creative abilities of each child and his activity be successfully developed.

The game develops moral qualities, responsibility to the team for the assigned task, a sense of camaraderie and friendship, coordination of actions in achieving a common goal, and the ability to fairly resolve controversial issues.

The most important condition for successfully leading creative games is the ability to gain the trust of children and establish contact with them. This can only be achieved if you take the game seriously, with sincere interest, and understand the children’s plans and their experiences.

The main way of education in a game is to influence its content, that is, the choice of theme, plot development, distribution of roles and the implementation of game images.

The theme of the game is the phenomenon of life that will be depicted: family, kindergarten. school, travel, holidays. The same theme includes different episodes depending on the interests of children and the development of imagination. Thus, different stories can be created on the same topic. Each child portrays a person of a certain profession (teacher, captain, driver) or family member (mother, grandmother). Sometimes the roles of animals and characters from fairy tales are played. By creating a play image, the child not only expresses his attitude towards the chosen hero, but also shows personal qualities. All girls are mothers, but each gives the role its own individual characteristics. Likewise, in the role played as a pilot or astronaut, the features of the hero are combined with the features of the child who portrays him. Therefore, the roles may be the same, but the game images are always individual.

The content of children's games is varied: they reflect the life of the family and kindergarten, the work of people of different professions, social events that are understandable to the child and attract his attention. The division of games into household, public and industrial is conditional. The same game often combines elements of everyday life, work and social life: a mother takes her doll daughter to kindergarten, and she herself rushes to work; parents and children go to a party, to the theater. But in every game there is a predominant motive that determines its content, its pedagogical significance.

Playing with dolls as daughters and mothers has existed at all times. This is natural: the family gives the child the first impressions of the life around him; parents are the closest, beloved people whom, first of all, you want to imitate. It is also natural that dolls attract mainly girls, because mothers and grandmothers take more care of children. However, if boys are not instilled with contempt for such games (“why do you need a doll, you’re not a girl”) and they are happy to be dads, perform household chores, and carry babies in a stroller.

By observing a child’s behavior in play, one can judge the relationships between adults in the family and their treatment of children. These games helped instill in children respect for parents, elders, and a desire to take care of children. By imitating the housework of adults, children learn some housekeeping skills: they wipe dust from doll furniture, sweep the floor in their “house,” and wash doll clothes.

Life in kindergarten also provides rich material for play activities, especially in younger groups, when the child receives many new experiences. The game reflects the daily life of the kindergarten and extraordinary joyful events: the New Year tree, a visit to the puppet theater, the zoo.

The vast majority of games are dedicated to depicting the work of people of different professions. In all kindergartens, children fly on airplanes. Construction is underway everywhere in our country, and children are tirelessly building houses and new cities. Thus, through play, children’s interest in different professions is consolidated and deepened, and respect for work is fostered.

I set myself the task of helping the children organize these games, making them exciting and action-packed.

In play, children imitate the activities of adults, but do not copy it, but combine their existing ideas and express their thoughts and feelings.

It is very important not to standardize games, but to give scope to children’s initiative. It is important that children come up with games themselves and set goals for themselves. The teacher should not hamper the children’s initiative, discourage them, or force them to play certain games.

To resolve the issue of methods of influencing children’s gaming activities, it is necessary to understand what guides them when choosing a game, why they imitate a particular character, depict a given event.

Numerous observations show that the choice of game is determined by the strength of the child’s experiences. He feels the need to reflect in the game both everyday impressions associated with the feelings he has for loved ones, and unusual events that attract him with their novelty.

My task is to help the child choose from the mass of life experiences the most vivid ones, those that can serve as the plot of a good game.

To make an interesting game, it is not enough for children to just see how they build a house and transport loads. If we limit ourselves to this, children will imitate only the actions of adults, not realizing the significance of their work. As a result, the game will be poor and lacking in content. It is necessary to deeply excite children with life events and labor feats, so that they want to imitate them.

Spectacles have a strong influence on the game, especially television, which has become firmly established in the everyday life of every family. TV shows provide interesting material for games. Many games arise under the influence of special children's programs, as well as programs about events in our country.

For kids, for example, a visual reminder is important - toys: a toy piano makes them think of conducting a music lesson, toy animals resemble a familiar fairy tale. Sometimes, to give children an idea for a game, you can show them a puppet theater or toy theater performance. Repeating the dramatization, the kids basically remake it, combining what is shown with their personal experience: like this. Doctor Aibolit treats not animals, but dolls who are sick with the flu.

Young children usually start playing without thinking about the purpose of the game and its content. However, experience shows that already in the fourth year of life, preschoolers are able to choose the topic of the game and set a specific goal. Before starting the game I ask: “What will you play? What will you build? Where will you go by train? Who will you be? What toys do you need? These questions force children to think and outline the main plot, which may change in the future.

Gradually the game becomes more and more purposeful, becomes more meaningful and interesting. In older preschool age, greater play experience and a more developed imagination help children to come up with various interesting stories themselves. All I need is a verbal reminder about an excursion, a book, a movie for the idea of ​​a new good game to be born. An important motivator for the game is also a conversation in which the meaning of what was seen and read, the characters of the characters, and their experiences are revealed. If you manage to captivate children with the plot, the game arises naturally even without the teacher’s suggestion.

The organization of a play group and the formation of the personality of each child in this group is one of the most important and very complex issues in childhood pedagogy. This complexity is caused by the dual nature of the experiences and relationships of the players. Performing his role with enthusiasm, the child does not lose his sense of reality, remembers that in fact he is not a sailor, and the captain is only his comrade. While showing outward respect to the commander, he may experience completely different feelings - he condemns him, envies him. If the game greatly captivates the child, if he consciously and deeply enters into the role, the gaming experience overcomes selfish impulses. The teacher’s task is to educate children using the best examples from the lives and activities of people that contribute to the formation of positive feelings and motives.

When organizing the game, I was faced with difficult questions: every child wants to be in charge, but not everyone knows how to take into account the opinions of their comrades or resolve disputes fairly. Choosing an organizer requires a lot of attention. Not everyone can cope with this role. But all children need to be taught activity and organizational skills.

Thus, play plays a big role in the life and development of children. In play activities, many of the child’s positive qualities, interest and readiness for upcoming learning are formed, and his cognitive abilities develop. Play is important both for preparing a child for the future and for making his present life full and happy.

The imagination of older preschoolers becomes more and more active, and they develop the ability for creative activity. “This is also confirmed by the fact that children are beginning to pay more and more attention to the idea, that is, to the concept of their work.

Thus, in preschool age, the foundations of a child’s creative activity are laid, which are manifested in the development of the ability to conceive and implement it, in the ability to combine their knowledge and ideas, in the sincere transmission of their feelings.

Children's play achieves full development only when the teacher systematically and purposefully shapes this activity, practicing all its main components. Thus, during a role-playing game, he highlights for the children, against the background of a holistic plot, the content and methods of role-playing interaction; in didactic games, it helps them identify and understand the rules, determine the sequence of actions and the final result; during the organization and conduct of outdoor games, it introduces them to the content of the rules and requirements for game actions, reveals the meaning of game symbols and the functions of game attributes, and helps evaluate the achievements of peers. Along with this, the teacher also guides the children’s independent games, carefully guiding them in the right direction through the organization of the play space and a special prepared stage of the game.

Literature:

1. Azarov Yu. P. Game and work. - M.: Knowledge, 1973
2. Vygotsky L. S. Play and its role in the psychological development of a child // Questions of psychology - 1966 - No. 6
3. Zankov L.V. Development of schoolchildren in the learning process. - M., 1967
4. Kon I. S. Child and society. M., 1988
5. Pedagogy and psychology of play: Interuniversity collection. scientific works - Novosibirsk: Publishing house. NGPI, 1985