Organization of play activities for preschool children in accordance with the Federal State Educational Standard up to
Elena Ershova
Organization of play activities for preschool children in accordance with the Federal State Educational Standard up to
The life of a child in the 21st century has changed very much and is closely related to the capabilities and interests of parents. He manages to master a mobile phone and computer, TV and tape recorder faster than an adult. He listens to and watches the same songs, movies and TV shows with his parents; goes with his family to cafes and restaurants, goes abroad on vacation, travels; knowledgeable about car brands and advertising. He is interested in many things and talks about many things. At the same time, the child is still focused on self-valued, childish activities . He loves to compose, reason, fantasize, be happy and always play.
With the adoption of the Federal State Educational Standard for Preschool Education, play truly becomes the content and form of organizing children's lives . And today, game moments , situations and techniques throughout the entire educational process in the daily routine are included in all types of children's activities and communication between the teacher and preschoolers .
It is the game that becomes a cross-cutting mechanism for the development of a child (clause 2.7. Federal State Educational Standard for Education , through which the content of five educational areas is implemented: “Social and communicative development”
;
"Cognitive development"
;
"Speech development"
;
“Artistic and aesthetic development”
;
"Physical development"
.
Modern requirements and the introduction of the Federal State Standard for Preschool Education invite us to consciously rethink approaches to organizing the educational process and determine the features of the formation of children's play activities during the day .
“To implement the educational program of a preschool educational institution, which is built as a whole on play, children must be willing and able to play. In order to fulfill its leading role and truly become a means of developing valuable personal qualities of children , the game itself must have a certain level of development appropriate to age .”
The standard necessarily requires the teacher to provide conditions “. to create a social situation for the development of children corresponding to the specifics of preschool age ", ". to support children's initiative and independence in various activities
“(clause 3.2.5 of the Federal State Educational Standard for Education children’s spontaneous play , enriching it, providing play time and space.”
Childhood and play are two halves of a single whole. The problem of organizing creative games for preschool children has always worried educators, but today it worries us in a special way. This is the most important part of the work of teachers, the implementation of which determines the successful development of the child, which will allow the teacher to achieve the formation of target guidelines outlined in the Standard. According to E. O. Smirnova, the level of development of play in modern children is low - only 5% of preschoolers have a high level of development of play activity . A direct consequence of the insufficient development of play activity is a number of problems that are recorded as specific characteristics of modern children : - insufficient social competence of children - inability to establish relationships with peers, the inability self-organize ; - communication difficulties: meaningless communication, children are not interested in communicating with each other; - decrease in children’s and desire to act actively; — the need to play has not been formed, children do not show initiative in play activities ; — undeveloped imagination, children find it difficult to perceive information by ear, and there is a decrease in curiosity; - underdevelopment of will and arbitrariness, situational behavior; - unformed mental processes. Taking into account all of the above, we will try to build an algorithm for integrating the game into a holistic educational process. First of all, you need to correctly determine the place of the game in the daily routine and structure of the educational program. According to the Federal State Educational Standard for Preschool Education , educational activities can continue throughout the entire period of the child’s stay in the preschool educational institution. Educational activities within the framework of classes necessarily include the organization of didactic games (moving, musical, mathematical, various plays on the proposed material, etc.) in accordance with the content of work in educational areas.
On walks. or in the afternoon, with individual children or small subgroups, the teacher can organize leisure , active, folk, theatrical games, games with rules, etc. In addition, acting as a bearer of gaming experience , the teacher passes it on to children during joint story games, which are also better organize not “frontally” with the whole group, but with those children who themselves express a desire to play. Such activities represent the organization of the diverse cultural practices addressed in the standard.
In the daily routine, special time is allocated for children’s free independent activity (in the morning before classes and in the afternoon, valuable time for creativity, when children have the opportunity to develop that very free, amateur (“spontaneous”)
game (role-playing, directorial, experimental games, etc., the need for which is stated in the standard. The teacher observes
children’s in order to assess their level of development, think about what moments should be included subsequently in jointly played plots in order to enrich the game experience of children , help in the development of storylines. Encourages the manifestation of various play activities , creativity, initiative, independence; provides the opportunity to freely choose topics, partners, methods and means of implementing one’s own activities . It is important to use various forms of organizing play activities in the daily routine : “Game Day” ", "Hour of Play", "Hour of Creativity", "Theater Day", "Let's Play a Fairy Tale"
, etc. This creates conditions for the formation and development
of age-related new formations and targets expected from pupils by the end of preschool age ...
Secondly, it is necessary to understand the specific tasks of developing play activity at each age stage of children's development . In early preschool age , imitation plays an important role. When developing the game, the teacher places special emphasis on play action with toys and substitute objects. Children's actions acquire a plot character and are combined into a chain of two or three repeatedly repeated actions. As children play play actions , they begin to use words to indicate their role, to understand the conventions of the play situation . The plot of the play of children is simple: in it, children mainly reflect the life of the family, kindergarten. All this contributes to the development of a role-playing game. Guiding the games of middle-aged children is manifested in enriching the content of emerging games, in developing the ability to in an organized manner in small groups, and to come to an agreement about the game; Forms in children the ability to accept a role, develop role interaction, and move from one role to another in the game. New topics arise related to the knowledge acquired by the child from fiction, from adult stories, from animated films, etc. One game includes several interrelated games (“Travel with Doctor Aibolit”, “Mini Market”, “Sea Voyage”, "Children's Cafe", "Circus", which contributes to the expansion of the thematic focus of story games, serves to form a high level of children's play activity ... Children of older preschool age enrich their gaming experience , more complex games appear. Their content develops and becomes more complex as children acquire new knowledge about surrounding life. In games, children reflect the specifics of the activities of adults , their interactions in work, their attitude towards work and each other in the process of work (“Beauty Salon”, “Veterinary Hospital”, “Fashion Studio”, “Photography Studio”, “Olympics”, “Researchers”, “Airport”, “Staff Police”, “Rescue Service”, “Time Travel”, etc. Free play activities of children are accompanied by the organization of pedagogical support for the transition to dialogue games, fantasy games, games in an amateur subject environment . At this stage, children must master the ability to come up with new and varied game plots, coordinate game plans with each other, and organize their own play space .
Thirdly, you should use a competent methodology for pedagogical support of gaming activities . We teachers use traditional methods in our work: the method of step-by-step formation of methods of play (N. Ya. Mikhailenko, N. A. Korotkova, the method of comprehensive support for amateur games (S. P. Novoselova, E. V. Zvorygina)
The complex method includes four components:
• enriching the experience and knowledge of children , expanding their ideas about the environment;
• enriching the gaming experience (formation of gaming actions , ways of playing the game);
• creation of a developing subject environment;
• activating communication between adults and children.
If we want children to play, we must ask ourselves: WHAT will they play with? It is necessary to enrich in every possible way the direct and indirect experience of children , their ideas about the objective world and social relationships in various areas of reality. Moreover, this knowledge should not only be “encyclopedic”
As much as it is practical, effective in nature, it must be
“living”
knowledge, the kind of experience that a child could put into practice.
Good children's fiction has been and remains unsurpassed in its developmental effect and influence on enriching the plots of children's games, which creates in the imagination of children a variety of “worlds” with amazing characters and plots.
Literary texts, as well as cartoons, interest children and help determine the selection of characters and the theme of the game. So, the game room can temporarily turn into the Flower City of Dunno and his friends; to the edge of the forest where Winnie the Pooh or Baba Yaga lives. The demands of modern life force us to constantly reconsider the range of children's reading, supplementing it with new works.
But knowledge and impressions alone will not be enough for the game to appear. Children need to learn ways to realize and embody this experience in a playful form . This problem is solved by the second component of the method.
The stages of development of children's play skills are disclosed in detail in the works of N. Ya. Mikhailenko and N. A. Korotkova: at 2-3 years - the formation of conditioned play action in children , at 3-5 years - the formation of role behavior; at 5-7 years old - formation of creative plotting methods.
Children’s gaming experience enriched through joint games with representatives of gaming culture (older children or “playing” adults)
.
When introducing children to different games , you should not force things by offering more and more options every day. The principle “Let the children play enough” applies not only to preschool age , but also to each specific game separately. This principle brings the adult’s learning initiative into line with the possibilities of child development: the individual pace of assimilation of certain contents, the experience of significant events.
mastery of certain skills in a wide variety of games. To implement a particular gaming experience, an appropriate gaming subject environment is required . The organization of an object-based play environment in a group involves not only taking into account the age characteristics of children , but also the skillful transformation of this environment depending on the play interests of the children . In younger groups, some toys can be temporarily removed, some can be offered in time; Show children how to use substitute objects in the game. For older children, abandon standard play corners , giving children the opportunity to designate or create their own play environment, using modular options, traditional toys, and homemade toys.
Parents involved in the educational process through project activities great assistance in replenishing the subject-based play .
But even in the most wonderful play environment, children sometimes need timely help, a suggested idea, a proposed plot, a new character or a new turn of events.
Activating communication with an adult allows you to solve these problems.
To enrich the content of children's games, it is better to help younger children by asking questions that help them set and solve new game problems , and in older groups, a good strategy, which was noted by E. E. Kravtsova, L. V. Loginova and others, would be to “interfere” game”, i.e. create critical situations, destroy familiar gaming patterns , provoke the search for new gaming tasks .
, as a rule, it is not worth with the amateur games of older preschoolers The exception is when they themselves invite an adult to their game or the game “falls apart” before their eyes. Children will transfer everything they need into their game themselves.
Role-playing game is the most attractive activity where the child feels freedom in actions, relationships, and judgments. Considering our children , we, teachers, require a different combination of methods and techniques in our daily routine. Project technology most effectively allows you to combine a set of conditions aimed at creating role-playing games. In the Federal State Educational Standard, among the “psychological and pedagogical conditions necessary for the successful implementation of an educational program in kindergarten, they highlight support for the initiative and independence of children in activities and the opportunity for children to choose materials, types of activities, participants in joint activities and communication .” This is a mandatory component of children's project activities .
children to be actively involved in the game process throughout the day , where educational didactic games, problem situations, and activating communication are truly associated with the formation of role-playing games at each age stage . Any project includes a set of forms, methods and techniques aimed at increasing the role of games.
The main stages of the project method include:
1. Goal setting: the teacher helps the child choose the most relevant and feasible task for him for a certain period of time.
2. Project development - action plan to achieve the goal :
- who to turn to for help (an adult, a teacher)
;
- what sources can you find information in?
— what items to use (accessories, equipment)
;
— what objects to learn to work with to achieve the goal.
3. Implementation of the project - the practical part.
4. Summing up - identifying tasks for new projects.
Parents, participating in the implementation of the project, are not only sources of information, real help and support for the child and teacher in the process of working on the project, but also become direct participants in the educational process, enrich their teaching experience, experience a sense of ownership and satisfaction from their successes and the achievements of the child . Since such projects are based on a role-playing game (“Boys are playing. Girls are playing”, “Our role-playing games”, etc.), children willingly participate in project activities , easily master their roles, actively participate in the development of the plot, with with interest they collect information and perform the actions necessary to comply with the role and achieve the goals.Understanding the importance of gaming activities in the development of children, our parents are active participants in the educational process and the formation of role-playing games.
To involve parents in the educational process, various forms of work should be used: joint physical education events, “Parent-Educator” day, “Group Guest” parent day. family talent competition “Minute of Fame for Moms and Dads”, “Mother’s Day”, “TV SHOW Happy Moment”, “In the Artist’s Studio”, days of good deeds, etc. Carrying out joint events helps to develop sincere interest in them, raises the authority of the family, unites children , parents, teachers. This helps parents develop skills to play with their children.
The involvement of parents in teaching activities , interested participation in various types of children's activities is necessary for the development of their own child in accordance with the requirements of the Federal State Educational Standard for Education .
So, one of the main conditions for the formation and development of play is the ability and love of adults for gaming activities . If adults know how and love to play, and they will play with the child, they have every chance of building a program that ensures the fulfillment of preschool education .
Bibliography:
1. Order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 No. 1155 “On approval of the Federal State Educational Standard for Preschool Education .”
2. Smirnova E. O. Play in modern preschool education // Electronic journal “Psychological Science and Education”
. 2013. № 3.
3. Trifonova E. V. How to organize children’s play activities in accordance with the requirements of the standard of preschool education // Kindergarten from A to Z. 2015. No. 5.
S. 4.
Consultation for educators. “Development of gaming activities in the light of the Federal State Educational Standard”
Development of gaming activities in the light of the Federal State Educational Standard.
One of the principles of the Federal State Educational Standard for preschool education is to build the educational process on age-appropriate forms of working with children.
In the context of the implementation of Federal state requirements for the structure of the basic general education program of preschool education, a significant difference is the exclusion from the educational process of educational activities as not corresponding to the patterns of child development at the stage of preschool childhood. It becomes urgent for a preschool teacher to search for other forms and methods of working with children. The main form of work with preschool children and the leading activity for them is play. It is the game that allows us to build an education system that is appropriate to the characteristics of preschoolers and ensures variability in preschool education. The Federal State Educational Standard for Education recommends the use of game forms of educational activities in all areas of the educational program.
In play, a child develops as a personality, those aspects of his psyche are formed on which the success of his social practice will subsequently depend. The game is a testing ground for children’s social tests, that is, those tests that children choose for self-test and during which they master ways to solve problems of interpersonal relationships that arise during the game. The game creates the basis for a new leading activity - educational. Therefore, the most important task of pedagogical practice is to optimize and organize a special space in a preschool educational institution to activate, expand and enrich the play activity of a preschooler.
In the light of modern requirements, two possible ways of organizing play in kindergarten are identified. The first way lies in the influence of an adult on the content of the child’s story-based play, traditional for domestic pedagogy; in accordance with the second way, play is considered as a cultural activity and favorable conditions are created for the development of different ways of play in children.
In a modern kindergarten, children’s games take place in various activity centers, which ensure the diversified development of children in the main areas: physical, social-personal, cognitive-speech and artistic-aesthetic. All activity centers are designed to integrate the educational areas they contain.
For the physical development of children, a zone of physical activity has been created: children engage in outdoor play activities in the morning, during a walk, after a nap. In outdoor games, situations are constantly simulated when, with limited time and constantly changing conditions, there is a need to change the situation and choose the necessary action. As a result of this, we develop in children the ability to control their emotions, negotiate with each other, give in, hear a friend, continue his actions or help out, subordinate their desires to existing rules, understand and respect others, correctly perceive criticism, which also influences later on successful socialization.
For the social and personal development of children, centers for role-playing games, mini-museums of dolls, and dressing centers have been created, which allow you to change your appearance and get to know yourself. While playing, children try themselves in various roles and situations, according to the plot of the game, and this will help them more easily cope with real problems in later life. We help children with this: we teach them how to perform game actions correctly; We guide the game with hints, questions and suggestions. It should be noted that a role-playing game is mainly a collective game, in which communication is carried out in two directions: communication between characters and communication between performers. Role-playing games provide the skill of teamwork and play an important role in the formation of independence and a friendly children's team.
Role-playing game is the basis for the development of theatrical play. Over time, children are not satisfied in their games only with the depiction of adult activities; they begin to be captivated by games inspired by familiar literary works. Due to the fact that every literary work or fairy tale has a moral orientation, theatrical games contribute to the enrichment of social experience. We help the child see the world through the eyes of the character, understand the motives of his actions and empathize with him.
A didactic game is also a means of teaching and upbringing that affects the emotional and intellectual sphere of children, stimulating their activities, during which independence in decision-making is formed, acquired knowledge is absorbed and consolidated, skills and abilities of cooperation are developed, and socially significant personality traits are formed.
In direct educational activities, we use the game as: part of the lesson, methodological technique, method of solution. Didactic games, exercises to develop the emotional sphere, plastic studies, training to eliminate negative emotions help to establish communication with each other and develop communication skills.
For the artistic and aesthetic development of children there are creativity centers and a center for musical and theatrical activities.
Despite all the uniqueness of different types of games, they have a lot in common. They reflect the surrounding reality and are based on the independent activities of children. All games are emotionally rich and bring joy to children.
For the cognitive and speech development of children, speech development centers, educational game centers, and environmental centers have been created. All these centers are integrated with such educational areas as cognition, reading fiction, and communication.
All children’s games develop under our guidance, we introduce them to the life around them, enrich them with impressions, and provide assistance in organizing and conducting games.
In addition, the Federal State Educational Standard places high demands on the developing subject-spatial environment, materials and equipment for games.
The developmental environment should be content-rich, transformable, multifunctional, variable, accessible and safe.
What does this mean?
1) Saturation of the environment
. The educational space must be sufficiently equipped with teaching and educational means (including technical ones), relevant materials, including consumable gaming, sports, health equipment, inventory (in accordance with the specifics of the Program).
2) Transformability of space
assumes the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children;
3) Polyfunctionality of materials
presupposes the presence of objects that do not have a rigidly fixed method of use, including natural materials, suitable for use in various types of children's games.
4) Environmental Variability
involves the presence of various spaces, as well as a variety of materials, games, toys and equipment, ensuring children's free choice; periodic change of game material.
5) Availability of the environment implies
children’s free access to games, toys, materials, and aids that provide all basic types of children’s activities;
6) Safety of the subject-spatial environment
assumes that all its elements comply with the requirements to ensure the reliability and safety of their use.
Thus, the game contributes to the formation of a full-fledged personality capable of living and working in modern society. Game is the main form of educational activity in the context of the implementation of the Federal State Educational Standard for Education.
