Preschool children 4-5 years old will enjoy playing not only outdoor games, but also those that require thinking. It is recommended that the emphasis in games be on developing observation, memorization, logic, imagination and speech skills, and in outdoor games - on improving coordination, speed, dexterity and attentiveness.

Here are some suitable games:

1. Cat and mouse

Active game. Develops agility, speed, and attentiveness. Can be successfully performed among a group of different ages. Suitable for indoor and outdoor use.
There are two variants of this game.
First. All but three players join hands and stand in an open circle. There is a “mouse” and two “cats” running around inside. The "cats" must catch up with the mouse, but it's not so easy, because... she can calmly run between the players in a circle, but they cannot. Afterwards, all three of them stand in a circle and new cat and mouse are selected.
Second option. In one corner there is a cat’s house, in another there is a mouse hole, in the third there is a pantry where small objects representing supplies are located. The cat falls asleep in the house, and the mice run from the hole to the pantry. When the presenter claps (or after the words of the rhyme), the cat wakes up and begins to catch mice that are trying to run to the hole. At first, the cat is played by one of the adults, who pretends to catch it, but allows the mice to escape. You can add verbal accompaniment to the game:
The cat guards the mice
Pretended to be asleep.
Now he hears - the mice have come out,
Slowly, closer, closer,
They are crawling out of all the cracks.
Scratch - scratch! Catch it quickly!

1. Carousels

A calm and active round dance game. Develops coordination and synchronization of movements, dexterity, and attentiveness. Ability to control the power of your voice. Suitable for indoor and outdoor use.
The presenter and the children stand in a circle and everyone begins to slowly and quietly say the text:
Barely, barely
The carousels began to spin.
(At the same time, the players begin to move slowly in a circle)
And then, then, then
Everybody run, run, run.
(Both the tempo and strength of the voice increases, at the same time the speed of movement increases. The players start running) The next part is pronounced with a decrease in the tempo and strength of the voice:
Hush hush! Do not hurry!
Stop the carousel!
(With these words everyone stops).

1. Kangaroo

Active game. Develops dexterity and speed in movements. Can be successfully performed among a group of different ages. Suitable for indoor and outdoor use.
Two teams compete. Pinned with your feet Matchbox(or a similar object), you need to jump like a kangaroo to the opposite wall (or chair), stop and say loudly: “I am a kangaroo!” (this statement is also assessed by the presenter). Then you need to jump back and pass the box to your teammate. The winning team will receive prizes.

1. Superfluous word

Quiet game. Develops attention, logic, the ability to combine objects into groups and select generalizing words. Suitable for indoor and outdoor use.
Before the game starts, the host explains that in the Russian language there are words with similar meanings. The presenter lists 4 words for the children, and they name which one is superfluous and explain why they think so. You can play not only with nouns, but also with verbs and adjectives.

1. Sweets

Quiet game. Teaches communication, the ability to formulate questions and answers. Suitable for indoor and outdoor use.
A good game to start the holiday, allowing children to relax. Any candy or jelly beans will be required. Each child is offered to take as many candies as he wants. Then the plate with the treat is passed around. Then the host announces the rules of the game: each guest must answer a number of questions from others equal to the number of candies he took.

1. Hot ball

Quiet game. Develops agility, speed and attentiveness. Suitable for indoor and outdoor use.
Gambling game: everyone stands in a circle and passes a ball to each other to the music. When the music stops, the player who did not have time to pass the ball and remained with it in his hands is eliminated (you can be seated as an honorary spectator, you can take forfeits). The last participant left without a ball wins.

1. Missing numbers

The presenter counts to 10, deliberately missing some numbers (or making mistakes). Players must clap their hands when they hear a mistake and call out the missing number.

1. Pushinka

Quiet game. Develops discipline. Suitable for home.
An ancient Russian game. Teams stand opposite each other, between them there is a line that cannot be crossed (for example, a ribbon). The presenter throws a feather (you can use a fluffy piece of cotton wool) over the heads of the participants. The task: to blow it over to the enemy’s side. Attention, the team that stands over the ribbon or touches the feather with its hands is considered defeated.

1. Chamomile

Quiet game. Allows you to relax. Suitable for home.
Suitable for the beginning of the holiday if guests feel constrained. For the game, a chamomile is prepared in advance from paper. The number of petals should be equal to the number of guests. On the back of each there are written easy funny tasks, for example, to crow, jump like a frog or on one leg, repeat a tongue twister, crawl on all fours, etc. Children tear off a petal and complete the task. If children do not yet know how to read, the task can be depicted in the form of a drawing or read to the presenter.

1. Hedgehogs

Active game. Develops speed and fine motor skills. Suitable for outdoor and indoor use.
Team game. It requires a 1.5 m rope and 30 multi-colored clothespins attached to it. Adults act as hedgehogs. Players run up to the stretched rope one at a time, as in a relay race, remove one clothespin at a time, run to the “hedgehogs” sitting on chairs and attach it to any place on their clothing or hairstyle. It’s good if the distance from the rope to the hedgehogs is 10 meters. The team whose hedgehog bristles better wins, i.e. which will have more clothespins - needles. The second team can be given a prize for the most original/cutest/fun hedgehog (depending on the circumstances).

1. I'm coming, I'm coming

Active game. Develops speed and attention. Suitable for indoor and outdoor use.
A fun, emotional game that brings a lot of pleasure to young children. Children line up behind the leader in a chain. He walks and says the following words: “I go, I go, I go, I lead the children with me (an arbitrary number of times), and as soon as I turn around, I’ll immediately catch everyone.” Having heard the word “I’ll catch”, the children run to a pre-agreed safe place, and the leader catches them (for kids it’s better to pretend and let them run away). The game is well suited for the home, when the leader leads from room to room, repeating the first lines. When the cherished “I’ll catch you” is said, the children, screaming, rush through the entire apartment to the saving place.

1. Spider and flies

Flickering game. Teaches children to run in different directions without colliding, and to freeze when given a signal. Develops coordination and attention. Suitable for indoor and outdoor use.
In one corner of the room (area) there is a web in which the “spider” sits. The rest of the children pretend to be flies: they run, circle around the room, and buzz. At the presenter's signal: "Spider!" the flies freeze in the place where the signal caught them. The spider comes out of the web and carefully looks to see who is moving. He takes the one who moves into his web.

1. Who am I?

Quiet game. Develops logic, broadens horizons. Suitable for home.
Suitable for the start of the holiday. Upon entering, each child receives a new name - bear, fox, wolf, etc. A picture with a new name is attached to his back, he does not know about it until, with the help of leading questions, he finds out everything about himself from those around him. Alternatively, you can describe this animal only with adjectives (for example: cunning, red, fluffy... - fox). The task is to find out who we are talking about as quickly as possible.

1. Seasons?

Quiet game. Develops attention, logic, broadens horizons. Suitable for indoor and outdoor use.
The host chooses any season and calls it to the players. Then he begins to list the phenomena and objects associated with this time of year. From time to time he says the wrong words. When children hear a word that is not related to this time of year, they should clap their hands.

1. Edible - inedible?

Quiet game. Develops attention and logic. Suitable for indoor and outdoor use.
The presenter throws the ball to one of the players and says a word. The player must catch the ball if the word denotes an edible item, or throw it away if the item is inedible. The most attentive one wins. You can take forfeits from those who make mistakes, which are then used in secret to assign funny tasks.

1. Obedient Shadow or Mirror

Quiet game. Develops attention. Suitable for indoor and outdoor use.
Two players are selected (for example, using a counting rhyme), one is the shadow of the other. The “Shadow” should repeat the actions of the other player, synchronously if possible. If within a minute the player does not make a single mistake, he becomes the main player and chooses a shadow from among other players.

1. Treasure search

Quiet game. Develops the ability to navigate in space, logic, attention, the ability to compare parts, and assemble a mosaic. Suitable for indoor and outdoor use.
A map of the place where the treasures are hidden (apartments or streets) is drawn up in advance, cut into pieces, each of which is obtained by the players as a reward for correctly guessing a riddle or completing a task. Having made a map like a puzzle, all those invited look for the treasure and discover something tasty or interesting. Before this game, it is better to practice and draw up a similar plan with the children, talking through how and what is indicated. It is important to draw children’s attention to the fact that the plan is like a view from above. If there is any difficulty in finding the treasure, the leader will help, directing the children in the right direction.

1. Hot and cold

Quiet game. Develops logic. Suitable for home.
It will be suitable for the beginning of the holiday if you hide various souvenirs and trinkets in the room in advance. The arriving guest begins to look for the hidden prize, and the others tell him whether he is on the right track. If he approaches a hidden object, they shout “Warm,” if he is very close, “Hot,” if he moves away, “Cool” or completely “Cold.”

1. Missing numbers

Quiet game. Develops attention and counting skills. Suitable for indoor and outdoor use.
The presenter counts, deliberately making mistakes or missing numbers. Players must clap their hands when they notice a mistake and correct it.

1. Hurry up

Quiet game. Develops attention and fine motor skills. Suitable for home.
Cubes (or skittles, etc.) are laid out on the floor according to the number of players minus one. Players walk around to the music, and as soon as it dies down, they must grab the cube. Whoever doesn't get a die is eliminated (or gives away a forfeit).

1. We won’t tell you where we were, we’ll show you what we did.

Quiet game. Develops motor skills, imagination, attention, broadens horizons. Suitable for indoor and outdoor use.
The presenter quietly tells the player the profession, so that others do not hear. The player says, “We won’t tell you where we were, what we did, we’ll show you,” and tries to show without words what people in this profession do. The rest are guessing. The player who guessed correctly shows next.

1. In an old closet

Quiet game. Develops speech and the ability to distinguish parts of objects, broadens one's horizons. Suitable for indoor and outdoor use.
The presenter says together with the players:
In an old closet, at Grandma Anya's,
Where did I go -
Many miracles...
But they are all “without”...
Next, the presenter names the item, and the player to whom he points must say what part of the item may be missing. For example: a table without a leg, a dress without a pocket, etc.

Games for children developed by teachers, kindergarten teachers, professional psychologists and speech therapists.

Games by theme

• For preschoolers (senior and preparatory groups). Games with rules.
  Board games, card games, lotto, dominoes, construction sets, puzzles, checkers and chess...

• For young children (junior and middle groups). Development of fine motor skills and coordination, first acquaintance with color, shape and size.
  Choose by color, screw on the cap, insert a button, braid your hair, games with clothespins, lacing, find a pair, sensory mats and corners, collect beads, ...

• REMP. Formation of ideas about number and quantity, size, shape. Development of spatial orientation, familiarity with time.
  Count, find the figure, determine the size, logic problems, counting sticks, geocont, tangram, puzzles, geometric lotto, abacus, clock...

• Formation of a sense of rhythm, development of musical perception, familiarity with notes.
  Musical instruments, homemade noise instruments, games with notes and sounds, musical corners.

• Getting to know folk art, artists and paintings. Development of aesthetic perception, color perception, familiarity with the rules of composition.
  Arts and crafts, patterns and ornaments, palette, drawing games, make a portrait, put together a landscape...

• Homemade baby books, albums, soft, tactile, ...

• Consolidating knowledge about natural objects and phenomena, animals and plants.
  Plants, animals, insects, planet Earth, weather, space, water, sand...

• Seasons, months,days of the week,parts of the day, routine and daily routine...
  

• Ecological (landscape), traffic rules, historical, local history, seasonal...

• Traffic rules, signs, traffic lights, cars, street layouts...

• Development of breathing, articulation, formation of correct sound pronunciation, learning to read and write, sounds, letters.
  Automation of difficult sounds, exercises with sounds, letters and syllables, vowels and consonants, make a word, ...

• Development of coherent speech, grammatical and lexical structure. By literary works, based on reference pictures.
  We form adjectives, coordinate words, use prepositions, formulate questions, play games based on fairy tales and literary works...

• Attributes and aids for role-playing games, accessories, clothing, furniture

• Do-it-yourself puppet, finger, tabletop and other types of theaters, masks. Theater corners.

• Carnival, theater, dance and other homemade costumes for children and adults

• Clarification of ideas about the Motherland, native land, its history, the Second World War. Regional component.

• Games different nations. Games of our grandmothers, our childhood, .

• Invention games. We train analytical thinking, learn to identify, compare, and solve problems.

• Development of emotions, communication skills. Games for Have a good mood, my dears, for acquaintance. Mood corners

• Active games outdoors and at home.

• Physical exercises, attributes, .

• Sports and physical education corners, equipment for physical education, sports competitions, relay races.

Games for preschool and primary school children

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All sections | Children's games

CLASSES FROM ONE TO THREE At the age of 1 to 3, sensory and onomatopoeia become the primary focus. At this stage, it is important to notice the low rates of mental and psychological progress and direct efforts to correct and level out the slow rates....

Outdoor games in kindergarten are one of the essential elements child upbringing and development. A characteristic feature of outdoor games is the complexity of their impact on the body and all aspects of the child’s personality; In the game, physical, mental,...

Children's games - Project "Territory of Children's Games"

Municipal autonomous preschool educational institution "Kindergarten No. 65 of general developmental type" of the city of Syktyvkar Project "Territory of Children's Games" Age group: average (4 -5 years) Authors: Matveeva Natalya Nikolaevna Position: teacher Syktyvkar, 2020 Participants...

Board games help you gain useful knowledge and skills in an unobtrusive manner. It is not without reason that child psychologists recommend using them in the process of teaching and raising children. What exactly are developmental tools useful for? Board games? First of all, they improve attention, speed...

Game “Visiting Moidodyr” for middle group children"Visiting Moidodyr." Game for preschool children 4–5 years old Purpose: Formation of ideas about personal hygiene. Objectives: 1) Formation of skills for monitoring the implementation of personal hygiene rules. 2) Clarification and specification of ideas about personal hygiene items....

Role-playing game for children of primary preschool age “A Fun Journey with Aibolit” Goals: To create conditions for the implementation of the game plan. Developing the ability to take on a role. Consolidating children's knowledge about the work of a doctor. To develop the ability to negotiate during play activities. Objectives: to teach children play skills, to promote the emergence of play...

Development of a child’s thinking in a creative form

Psychologists believe that in preschool age role-playing play is the leading activity leading to the development of the child’s psyche. Trying on the role of an adult causes strong emotional experiences, regulates relationships and influences the development of character and personality. One should also take into account such positive effects on the child as the load on both hemispheres of the brain, which is necessary during lateralization and develops creative and analytical abilities, getting rid of pseudo-concepts and overcoming negativism.

Games for children unobtrusively teach new skills, develop thinking and imagination, and help establish control over behavior. In a playful form, it is easier and more effective to convey information, teach how to concentrate and solve problems. Modeling a variety of activities makes it possible to learn new experiences and acquire original models of individual behavior. The process brings joy and pleasure to the child, he easily gets involved and shows genuine interest, independently understands the tasks and actively searches for answers, tries to cope with difficulties.

Original creative programs will appeal to girls and boys, will help in mastering knowledge and skills, and will bring benefit and variety to learning.

Interesting educational games for children from 3 to 5 years old. All games are accompanied detailed description. Games for outdoor and indoor play. Educational games for preschoolers.

Zainka

The game is best played in summer time on the street. To begin with, a driver is chosen - a bunny. All participants stand in a circle and join hands, the bunny is in the center. Then the children begin to sing a song, twirling in a round dance in one direction or the other.

Bunny performs movements to the song.

Bunny, dance, He dances and jumps.

Gray, jump.

Turn around, sideways, Spinning.

Turn around, sideways!

Bunny, clap your hands, Claps his hands. Demonstrates

Gray, clap your hands! wearing a caftan.

This caftan fits a bunny,

This caftan fits a bunny...

Shoes with belt buckle, Points to “shoes with a buckle.”

Shoes with belt buckle... Moves inside the round dance,

The cities here are all German, approaching its participants.

Iron fasteners. Touches the hands of the players,

There is somewhere for the hare to run out, and the children raise their closed hands

There is room for the gray one to jump out... hands to release him from the circle and then let him back in.

Option 1. While the choir is singing, the bunny, moving freely in a circle, chooses a replacement from among the round dance participants: a boy - a girl, and a girl - a boy. Sometimes the bunny approaches the chosen player and begins to dance with him, and at the end of the dance takes his place. The new bunny becomes the center of the round dance, and the game is repeated.

Option 2. Bunny makes active attempts to break out of the circle, but the children in the round dance do not let him out. During round dance and singing, children should move so that the distance to the person standing in the center does not change. During the game, the bunny tries to get closer to them. The round dance participants do not let him approach them by waving their hands. When the bunny manages to get closer, he tries to break out of the circle.

Option 3. Gradually, the rhythm of the song and dance should accelerate and turn into dance. Towards the end of the song, when all the participants are dancing, the bunny must choose a moment and try to jump out of the circle. If he succeeds, everyone rushes to catch him. The one who catches the player becomes the next stunner, and the game continues.

The bear was walking through the forest

Children sit on chairs. One child portrays a bear.

The bear was walking through the forest, A bear child walks and collects

The bear was collecting pine cones. bumps and then sits down on a chair

Our bear walked for a long time. and falls asleep.

Mishutka sat down and dozed off. The teacher and children quietly approach the bear.

The children began to approach

Wake up Mishenka yourself:

“Misha, Misha, get up

And catch up with the guys." The children run to their places, and the bear catches up with them.

Fox and chickens

Children pretend to be chickens. One of the players is a rooster, the other is a fox. Chickens walk around the site, looking for food. The fox watches them closely. At the teacher’s direction (unnoticed by everyone), the fox comes out and quietly creeps up to the chickens. The rooster screams loudly: “Ku-ka-re-ku!” The chickens run away and fly up to a roost (log, bench). The rooster must escape last. The fox catches the chickens that did not have time to quickly climb onto the perch and stay on it. After 2-3 games, other children are chosen to play the roles of the rooster and the fox.

Crested hen

The teacher depicts a chicken, the children - chickens. One child sits on a bench away from the others. This is a cat dozing in the sun. The mother hen goes out for a walk with the chicks.

The crested hen came out,

There are yellow chickens with her.

The chicken clucks: “Ko-ko,

Don't go far."

On a bench by the path

The cat has settled down and is dozing...

The cat opens its eyes

And the chickens catch up.

The cat opens its eyes, meows and runs after the chickens, who run away with the chicken.

By the bear in the forest

A game for the little ones. From all the participants in the game, one driver is chosen, who is appointed as a bear. Two circles are drawn on the playing area. The first circle is the bear's den, the second is the home for all other participants in the game.

The game begins, and the children leave the house saying:

By the bear in the forest

I take mushrooms and berries.

But the bear doesn't sleep

And he growls at us.

After the children say these words, the bear runs out of the den and tries to catch one of the children. Whoever does not have time to escape into the house becomes a bear and goes to the den.

Mousetrap

Children stand in a circle, holding hands - this is a mousetrap. One or two children are mice, they are outside the circle. Children, raising their hands up, move in a circle saying:

Oh, how tired the mice are,

Everyone gnawed, everyone ate!

Beware, you rascals,

We'll get to you!

Let's slam the mousetrap

And we'll catch you right away!

As the text is spoken, mice run in and out of the circle. With the last word, “the mousetrap slams,” the children drop their hands and squat down. Those mice that did not have time to run out of the circle are considered caught and stand in a circle. Other mice are selected.

A goat walked through the forest

The players stand in a circle, the goat is in the center. Everyone walks in a circle to the right, and the goat goes to the left. The goat chooses one of the guys and takes them to the middle of the circle. They perform the movements according to the words. Everyone standing in the circle repeats the movements behind them.

The goat walked through the forest, through the forest, through the forest.

I found myself a princess, princess, princess.

Come on, goat, let's jump, jump, jump

And we kick our legs, we kick, we kick.

And let's clap our hands, clap our hands, clap our hands.

And we stomp our feet, stomp, stomp.

Let's shake our heads, shake them, shake them.

And again we begin, we begin, we begin...

Now two people in the circle are choosing a mate. The game continues until almost all the children stand in a circle.

Shaggy dog

One child pretends to be a dog, he lies down on the grass, puts his head on his arms outstretched forward. The children and their teacher quietly go to the dog and say:

Here lies a shaggy dog,

With your nose buried in your paws,

Quietly, quietly he lies,

He's either dozing or sleeping.

Let's go to him and wake him up

And we'll see if something happens.

The dog jumps up, starts barking and runs after the children, they run away and hide.

Frogs in the swamp

The banks are outlined on both sides, and there is a swamp in the middle. On one of the banks there is a crane (beyond the line), the frogs are located on hummocks (hoops at a distance of 50 cm) and say:

Here from a wet rotten place

Frogs jump into the water.

They began to croak from the water:

"Kwa-ke-ke, kwa-ke-ke,

It will rain on the river."

With the end of the words, the frogs jump from the hummock into the swamp. The crane catches those frogs that are on the hummock. The caught frog goes to the crane's nest. After the crane catches several frogs, a new crane is chosen from those who have never been caught. The game resumes.

horse

The players scatter across the entire court and at the teacher’s signal “Horses!” they run, raising their knees high, at the signal “Coachman!” — they walk. Walking and running alternate. The teacher can repeat the same signal in a row.

Tambourine-tambourine

The driving “tambourine” catches the players. Whoever is caught becomes a “tambourine”.

Tambourine-tambourine,

Long nose

How much oats are there in the city?

Two kopecks and a nickel.

Vanya was driving with a cap.

Vanya didn’t buy oats,

I just drowned the horse

Tambourine taught me to run.

Tambourine-tambourine,

Run after us

Grab it with your hands.

I caught Ksyusha

Ksyusha will be a tambourine.

Sun

According to the counting, they choose the driver - the sun. The rest of the children stand in a circle. The sun stands in the middle of the circle, everyone sings:

Shine, sun, brighter!

Summer will be hotter

And the winter is warmer

And spring is sweeter!

For the first two lines, the children dance in a circle, for the next two they turn to face each other, bow, and then come closer to the sun. It says, "It's hot!" - and catches up with the children. Having caught up with the player and touches him, the child freezes and drops out of the game.

Wolf and children

One player portrays a wolf. He, with his face in his hands, hunched over, sits to the side and is silent. Children run in different directions, pretending to pick berries in the forest, and sing:

They plucked and plucked the berries,

For black currants.

Father on the insert,

For mother's sleeve,

To the gray wolf

Herbs on a shovel.

May God let me wash my face,

God forbid I escape

And God forbid I get out.

With the last words, the children throw grass at the wolf and run away from him, and the wolf catches them. The caught player becomes a wolf; if the wolf fails to catch anyone, he returns to his place and pretends to be a wolf again, the rest of the players again begin to pick berries near him.

Ocean is shaking

Option 1. Depending on the number of players, chairs are placed in two rows so that the back of one chair touches the back of the other. After all the players are seated, the selected driver shouts: “The sea is rough!” All players jump up and run around the chairs until the driver, seizing the moment when everyone runs away from their chair, suddenly shouts: “The sea has calmed down!” After this, each player must take his place, and since the driver also takes someone else’s place, the players try to grab the first one they come across. The one left without a seat becomes the driver.

Option 2. Before the game starts, a driver is selected. He turns away from the rest of the participants and says loudly:

The sea is agitated once

The sea is worried two

The sea is worried three,

Marine figure, freeze where you are!

At this moment, players must freeze in the position in which they find themselves. The driver turns, walks around all the players and examines the resulting figures. Whoever moves first takes the place of the driver or leaves the game, in which case the winner is the player who lasted the longest.

It is prohibited to use additional objects for stability (trees, benches, chairs, etc.). The driver does not have the right to make the players laugh in order to stir them up. He is also not allowed to touch the players. The number of participants is not limited. You can use another version of the game, when the driver examines all the figures and chooses the one he likes the most. In this case, the winner is the player who demonstrates his imagination most clearly.

Drake and duck

The players join hands and form a circle. Two players represent a drake and a duck. They go to the middle of the circle. They sing to the duck:

Go home, little duck,

Go home, gray one.

You have seven children,

The eighth is the drake,

The ninth is a duck.

Duck - Marfutka,

Drake - Vasyutka,

Chicken - Masha,

Cockerel - Ignashka!

They shout to the drake:

Drake, catch up with the duck!

Young man, catch the duck!

The drake chases the duck and tries to catch it. The duck can run out of the circle, but the drake is not allowed out. The players standing in a circle either lower or raise their hands and sing:

The duck dives

Flying across the field.

Kich-kich, hurry up!

Quack-quack, catch up!

Your babies are squeaking

They want to eat!

When the drake catches the duck, another pair is chosen.

Pie

The driver is selected based on the number of points he counted. The players stand in two lines facing each other. The driver crouches in the center, he is a pie. The players sing and show movements.

Classification of games for preschoolers

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

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

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

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

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

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

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

Classification of games

(according to S. L. Novoselova)

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

Role-playing:

Theatrical;

Movable;

Didactic.

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

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

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

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

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

Duration story game:

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

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

In older preschool age (from several hours to days).

subject relations

activity behavior between people

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

Roles played by children during the game;

Game actions with the help of which children realize roles;

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

Relationships between children are expressed in remarks, comments, and the course of the game is regulated.

In the first years of life, with the teaching influence of adults, the child goes through stages of development of play activity, which represent the prerequisites for role-playing games.

The first such stage is an introductory game. Refers to the child's age - 1 year. The adult organizes the child’s object-based play activities using a variety of toys and objects.

At the second stage (between 1 and 2 years of the child’s life), a display game appears, in which the child’s actions are aimed at identifying specific properties object and to achieve a certain effect with it. The adult not only names the object, but also draws the child’s attention to its intended purpose.

The third stage of game development refers to the end of the second - beginning of the third year of life. A plot-display game is formed, in which children begin to actively reflect the impressions received in Everyday life(cradling the doll).

The fourth stage (from 3 to 7 years) is your own role-playing game.

Role-playing play of preschool children in its developed form represents an activity in which children take on the roles (functions) of adults and, in a social form, in specially created play conditions, reproduce the activities of adults and the relationships between them. These conditions are characterized by the use of a variety of game objects that replace the actual objects of adult activity.

The amateur nature of children’s play activities lies in the fact that they reproduce certain phenomena, actions, and relationships actively and in a unique way. The originality is determined by the peculiarities of children’s perception, understanding and comprehension of certain facts, phenomena, connections, the presence or absence of experience and the immediacy of feelings.

The creative nature of play activity is manifested in the fact that the child is, as it were, reincarnated into the person he is portraying, and in the fact that, believing in the truth of the game, he creates a special play life and is sincerely happy and sad as the game progresses. The child satisfies his active interest in the phenomena of life, in people, animals, and the need for socially significant activities through play activities.

A game, like a fairy tale, teaches a child to penetrate the thoughts and feelings of the people depicted, going beyond the circle of everyday impressions into the wider world of human aspirations and heroic deeds.

In the development and enrichment of children’s amateur performances, creative reproduction and reflection of facts and phenomena of the surrounding life, a huge role belongs to the imagination. It is through the power of imagination that game situations are created, the images reproduced in it, the ability to combine the real, the ordinary with the fictional, which gives children's play an attractiveness that is unique to it.

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

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

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

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

games – games on themes

dramatization of literary works

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

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

the sequence of events, roles, actions of the characters, their speech is determined by the text of the literary work.

Children need to memorize the text verbatim, comprehend the course of events, the image of the heroes of a fairy tale, or retelling.

helps to better understand the meaning of a work, feel the artistic value, and sincerely express one’s feelings

In dramatization games, the content, roles, and game actions are determined by the plot and content of a particular literary work, fairy tale, etc. They are similar to plot-role-playing games: they are based on the conditional reproduction of phenomena, actions and relationships between people, etc. etc., and there are also elements of creativity. The uniqueness of dramatization games lies in the fact that according to the plot of a fairy tale or story, children play certain roles and reproduce events in the exact sequence.

With the help of dramatization games, children better assimilate the ideological content of the work, the logic and sequence of events, their development and causality.

The teacher's guidance lies in the fact that he, first of all, selects works that have educational significance, the plot of which is easy for children to learn and turn into a game - dramatization.

In a dramatization game, there is no need to show the child certain expressive techniques: the game for him should be just that: a game.

Of great importance in the development of dramatization play, in the assimilation of the characteristic features of the image and their reflection in the role is the interest of the teacher himself in it, his ability to use the means of artistic expression when reading or telling. The correct rhythm, various intonations, pauses, and some gestures enliven the images, make them close to children, and arouse their desire to play. Repeating the game over and over again, the children need the help of the teacher less and less and begin to act independently. Only a few people can participate in the dramatization game at a time, and the teacher must ensure that all children take turns participating in it.

When assigning roles, older preschoolers take into account each other's interests and desires, and sometimes use a counting rhyme. But here, too, some influence from the teacher is needed: it is necessary to induce a friendly attitude among peers towards timid children, to suggest what roles they can be assigned.

Helping children learn the content of the game and get into character, the teacher uses illustrations for literary works and clarifies some character traits characters, finds out the attitude of children to the game.

Worthwhile - constructive games

Construction-constructive games are a type of creative games in which children display the surrounding objective world, independently erect structures and protect them.

Types of building materials. Construction game is an activity for children, the main content of which is the reflection of the surrounding life in various buildings and related actions.

The similarity between role-playing games and construction games is that they unite children based on common interests, joint activities, and are collective.

The difference between these games is that the plot-role-playing game primarily reflects various phenomena and masters the relationships between people, while in the construction game the main thing is to become familiar with the relevant activities of people, with the technology used and its use.

It is important for the teacher to take into account the relationship, the interaction of role-playing and construction games. Construction often arises in the process of role-playing play and is caused by it. In older groups, children spend a long time constructing quite complex buildings, practically comprehending the simplest laws of physics.

The educational and developmental influence of construction games lies in the ideological content, the phenomena reflected in them, in children’s mastery of construction methods, in the development of their constructive thinking, enrichment of speech, and simplification of positive relationships. Their influence on mental development is determined by the fact that the design and content of construction games contain one or another mental task, the solution of which requires preliminary thinking: what to do, what material is needed, in what sequence the construction should take place. Thinking about and solving a particular construction problem contributes to the development of constructive thinking.

During construction games, the teacher teaches children to observe, distinguish, compare, correlate one part of a building with another, remember and reproduce construction techniques, and focus on the sequence of actions. Under his guidance, schoolchildren master a precise vocabulary that expresses the names of geometric bodies and spatial relationships: high low, right to left, up and down, long short, wide narrow, higher lower, longer shorter, etc.

In construction games, ordinary, most often plot-shaped toys are also used, and natural materials are also widely used: clay, sand, snow, pebbles, cones, reeds, etc.

Creative games

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

Indicators of developed gaming interest.

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

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

3. Having a favorite role.

4. Reluctance to finish the game.

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

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

Didactic games are games specially created or adapted for educational purposes.

In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions, the formation of ideas, and the acquisition of knowledge in preschoolers. These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.

The didactic game helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

Outdoor games are a conscious, active, emotionally charged activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players.

Outdoor games are primarily a means of physical education for children. They provide an opportunity to develop and improve their movements, practicing running, jumping, climbing, throwing, catching, etc. Outdoor games also have a great influence on the child’s neuropsychic development and the formation of important personality traits. They call positive emotions, develop inhibitory processes: during the game, children have to react with movement to some signals and refrain from moving when others. These games develop will, intelligence, courage, quick reactions, etc. Joint actions in games bring children together, giving them the joy of overcoming difficulties and achieving success.

The source of outdoor games with rules are folk games, which are characterized by brightness of concept, meaningfulness, simplicity and entertainment.

The rules in an outdoor game play an organizing role: they determine its course, the sequence of actions, the relationships between the players, and the behavior of each child. The rules oblige you to obey the purpose and meaning of the game; children must be able to use them in different conditions.

IN junior groups The teacher explains the content and rules as the game progresses, and in older cases - before the start. Outdoor games are organized indoors and outdoors with a small number of children or with the whole group. The teacher ensures that all children participate in the game, performing all the required game movements, but not allowing excessive physical activity, which can cause them to become overexcited and tired.

Older preschoolers need to be taught to play outdoor games independently. To do this, it is necessary to develop their interest in these games, provide them with the opportunity to organize them during walks, during leisure hours, on holidays, etc.

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

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Game is the leading activity for preschool children

Preschool childhood is the most responsible first period of children’s mental development, in which the foundations of all mental properties and personality traits of the child are laid. It is at this age that adults have the closest relationship with the child and take the most active part in his development. And since the child is actively studying the world around him, we adults must take into account the age characteristics of the child and the characteristics of the leading type of his activity.

The leading activity of preschool children, according to psychologists and teachers, is play (B. G. Ananyev, L. S. Vygotsky, E. E. Kravtsova, A. N. Leontiev, A. S. Makarenko, S. L. Rubinshtein , K.D. Ushinsky, etc.). They note its important role in the formation of the child’s psyche and believe that play is the basis for all subsequent development of the child, since it is in play that the child gains initial experience and develops the physical and spiritual strengths and abilities that he will need for subsequent life in society.

But recently, many parents and teachers, when working with children, are trying to transfer the child from play activities, which are leading for preschool age, to educational ones, which has a negative impact on psychological development child's personality.

Highlights of development history general theory the games are:

First in late XIX V. German psychologist K. Gross attempted a systematic study of games, who calls games the original school of behavior. For him, no matter what external or internal factors motivate the games, their meaning is precisely to become a school of life for children. The game is objectively a primary spontaneous school, the apparent chaos of which provides the child with the opportunity to become familiar with the traditions of behavior of the people around him. In the books, for the first time, a large amount of specific material was systematized and generalized and the problem of the biological essence and meaning of the game was posed. Gross sees the essence of the game in the fact that it serves as preparation for further serious activity; In play, the child, by practicing, improves his abilities. This, according to Gross, is the main meaning of children's play; In adults, play is added to this as an addition to the reality of life and as relaxation.

The main advantage of this theory is that it connects play with development and seeks its meaning in the role it plays in development.

In the theory of the game, formulated by G. Spencer, the source of the game is an excess of strength; excess forces not spent in life, in work, find an outlet in the game.

In an effort to reveal the motives of the game, K. Bühler put forward the theory of functional pleasure (i.e., pleasure from the action itself, regardless of the result) as the main motive of the game. The theory of play as an activity generated by pleasure is a particular expression of the hedonic theory of activity, that is, a theory that believes that human activity is governed by the principle of pleasure or enjoyment. Recognizing functional pleasure, or pleasure from functioning, as the determining factor for play, this theory sees in play only a functional function of the organism.

Freudian theories of play see in it the realization of desires repressed from life, since in play they often play out and experience what cannot be realized in life. Adler's understanding of the game comes from the fact that the game reveals the inferiority of the subject, running away from a life with which he is unable to cope. According to psychologist Adler, in play the child tries to drown out and eliminate his feelings of inferiority and lack of independence (“inferiority complex”). That’s why children love to play fairy, wizard, and that’s why “mother” treats the “daughter” doll so autocratically, taking out on her all her griefs and troubles associated with real life.

In Russian psychology, attempts to give their theory of play were made by D. N. Uznadze, L. S. Vygotsky, S. L. Rubinstein and D. B. Elkonin. Step by step in Soviet psychology, the approach to play as a special type of child activity crystallized.

Domestic psychologists and teachers understood the development process as the assimilation of universal human experience and universal human values.

The brilliant researcher of the game D. B. Elkonin believes that the game is social in nature and immediate saturation and is projected to reflect the world of adults.

Game according to D. B. Elkonin, “... is the activity in which behavior management is developed and improved on the basis of indicative activity.” The essence of the game is to try to construct an image of a field of possible actions, therefore, this image is its product.

The problem of the game has long attracted the attention of not only foreign but also domestic scientists. Although the authors of these theories consider different aspects of play, they agree that play is the main activity of children. Scientific analysis of play activity shows that play is a child’s reflection of the world of adults, a way of understanding the world around him.

In pedagogy, repeated attempts have been made to study the types of games, taking into account their functions in the development of children, and to give a classification of games.

Foreign classifications of games F. Froebel based his classification on the principle of the differentiated influence of games on the development of the mind (mental games, external senses (sensory games, movements (motor games).

The German psychologist K. Gross also has a description of the types of games according to their pedagogical significance: active, mental, sensory games that develop the will are classified by K. Gross as “games of ordinary functions.” The second group of games, according to his classification, are “games of special functions.” These games are exercises to improve instincts ( family games, hunting games, courtship, etc.).

Domestic classifications of games: P. F. Lesgaft, N. K. Krupskaya are based on the degree of independence and creativity of children in the game. Games are divided into two groups: games invented by children themselves, and games invented by adults.

Krupskaya called the first ones creative, emphasizing them main feature- independent character. This name has been preserved in the traditional Russian literature. preschool pedagogy classification of children's games. Another group of games in this classification are games with rules.

But the most popular is the classification by S. L. Novoselova, which is based on the idea of ​​on whose initiative games arise (a child or an adult). There are three classes of games:

1) games that arise on the initiative of the child (children, independent games:

Game-experimentation;

Independent plot games: plot-display, plot-role-playing, director's, theatrical;

2) games that arise on the initiative of an adult who introduces them for educational purposes:

Educational games: didactic, plot-didactic, active;

Leisure games: fun games, entertainment games, intellectual games, festive and carnival games, theatrical performance games;

3) games that come from the historically established traditions of the ethnic group (folk games, which can arise on the initiative of both an adult and older children.

B. Elkonin identified three components of games: game conditions, plot and content of the game.

Each game has its own playing conditions - children participating in it, toys, and other objects.

With systematic guidance from the teacher, the game can change:

a) from beginning to end;

I would like to pay special attention to the main functions of a children's game, because functions can help us determine the essence of the game. According to E. Erikson, “play is a function of the Ego, an attempt to synchronize bodily and social processes with one’s Self.” From the point of view of influence on development, the functions of the game are divided into 4 categories.

1. Biological function. Beginning in infancy, play promotes hand, body, and eye coordination, provides kinesthetic stimulation and the opportunity to expend energy and relax.

2. Internal personal function. The game develops the ability to master situations, explore the environment, comprehend the structure and capabilities of the body, mind, and world (i.e., it stimulates and shapes cognitive development).

3. Interpersonal function. Play serves as a testing ground for learning a huge range of social skills, from how to share toys to how to share ideas.

4. Social function. Through play that gives children the opportunity to try on desirable adult roles, children internalize the ideas, behaviors, and values ​​that are socially associated with those roles.

Also, A. N. Leontyev, in addition to the symbolic and educational function of the game, also talks about the affective (emotional) one. It has been suggested that there are emotional underpinnings underlying the game's genesis.

The importance of the game is very difficult to overestimate. A game is a type of activity that involves children reproducing the actions of adults and the relationships between them in a special conditional form.

Game as a means of education. In the pedagogical theory of play, special attention is paid to the study of play as a means of education. Education is the process of developing the qualities of a person’s personality.

The fundamental position is that in preschool age play is the type of activity in which the personality is formed and its internal content is enriched.

Play as a form of organizing children's life activities. One of the provisions of the pedagogical theory of play is the recognition of play as a form of organizing the life and activities of preschool children. The first attempt to organize the lives of children in the form of play belonged to Froebel. He developed a system of games, mainly didactic and active, on the basis of which educational work in kindergarten. The entire time the child was being beaten in kindergarten was scheduled in different types of games. Having completed one game, the teacher involves the child in a new one.

The game is a reflection of life. The game is important for the formation of a friendly children's team, and for the formation of independence, and for the formation of a positive attitude towards work, and for correcting some deviations in the behavior of individual children, and for much more.

A game for preschool children is a source of global experiences of the dynamism of one’s own self, a test of the power of self-influence. The child masters his own psychological space and the possibility of living in it, which gives impetus to the development of the entire personality as a whole.

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Preview:

Play is a special activity that blossoms in childhood and accompanies a person throughout his life. It is not surprising that the problem of the game has attracted and is attracting the attention of researchers, not only teachers and psychologists, but also philosophers, sociologists, and ethnographers. There are a number of theories that look at the game from two points of view:

Play as an activity in which the child develops holistically, harmoniously, comprehensively

Game as a means of acquiring and developing knowledge.

It is now generally accepted that play is the leading activity of a preschool child.

There is also a basic specific developmental value of role-playing games. The developmental nature of the game lies in the fact that it puts forward a number of requirements for the child:

1) This is an action in the imaginary plane. The need to act on an imaginary plane leads to the development of the symbolic function of thinking in children, the formation of a plan of ideas, and the construction of an imaginary situation.

2) The child’s ability to navigate in a certain way in the system of human relationships, since the game is aimed precisely at their reproduction.

3) Formation of real relationships between playing children. Playing together is impossible without coordination of actions.

It is also generally accepted that the game develops knowledge about phenomena public life, about actions and relationships.

And yet we are forced to admit that the game is “leaving kindergarten.” And there are several reasons:

1. Children have few impressions, emotions, holidays, without which the development of play is impossible. Children receive most of their impressions from television programs.

2. Game is a reflection of the life of adults: while playing, a child imitates them, models various sociocultural situations and relationships. Unfortunately, kindergartens in large cities are faced with the fact that children do not know what their parents do.

Parents, in turn, cannot clearly explain to their child where they work and what they do. The professions of salesman, postman, tailor and cutter have left children's direct observation.

3. Adults don't play. The game cannot be taught otherwise than by playing with the child.

Also, one of the reasons for the departure of the game from preschool educational institutions is our desire to “please” parents, as a result of which teachers do nothing but “work” with children. There is a children's play manual. Currently, there are 3 main methods of guiding children's games.

1. The main way a teacher influences children’s play and educates children in the game is to influence its content, i.e., the choice of topic, plot development, distribution of roles and the implementation of game images. The teacher enters the game to show children new playing techniques or to enrich the content of an already started game.

2. The method of forming a game as an activity is based on the principles:

The teacher plays with the children so that the children master gaming skills. The position of an adult is that of a “playing partner” with whom the child would feel free and equal.

The teacher plays with children throughout preschool childhood, but at each age stage, expand the game in a special way, so that children immediately “discover” and assimilate a new, more complex way of constructing it.

The established principles of organizing a story-based game are aimed at developing children’s gaming abilities and skills that will allow them to develop independent play.

3. Method of complex management of the game.

Having considered three approaches to guiding the play of preschoolers, it is necessary to draw conclusions:

The game should be free from themes and regulation of actions imposed by adults “from above.”

The child must be able to master the increasingly complex “language” of the game

A game is a joint activity between a teacher and children, where the teacher is a playing partner.

To develop gaming activity, it is necessary to fulfill several conditions: the creation of a subject-development environment, the availability of a certain time in the daily routine, and the activity of the teacher. Without fulfilling these conditions, the development of creative amateur play is impossible.

Psychologist A. N. Leontiev considered the leading activity to be one that has a special impact on the development of the child at a given age.

The teacher is given certain tasks at each age stage.

Early age group:

In a joint game with children, teach how to act with objects and toys, learn to combine them with a simple plot

Develop the ability to perform actions in accordance with the role.

Develop the ability to perform 2-3 consecutive episodes in the game.

Second junior group:

To promote the emergence of games on themes of observations from the surrounding life, literary works.

In joint games with children, develop the ability to come up with a simple plot, choose a role, perform several interrelated actions in a game, and play a role in a joint game with peers.

Teach children to use building materials in games.

Encourage children to try to independently choose attributes for games.

Middle group:

In joint games with children that contain several roles, improve the ability to unite in a game, distribute roles, and perform game actions in accordance with the game plan.

Teach children to prepare the environment for play - select objects and attributes, choose a convenient place.

To develop in children the ability to create and use attributes for play from building materials, plastic and wooden construction sets.

Develop the ability to independently choose a theme for the game.

Develop the plot based on knowledge gained from the perception of the environment.

Learn to agree on a topic for starting the game, assign roles, and create the necessary conditions.

Learn to collectively build buildings necessary for the game, and jointly plan the upcoming work.

Develop the ability to use substitute objects.

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Play is the main activity of preschool children - Page 4

Play is the main activity of preschool children.

THE ORIGIN OF THE GAME IN THE HISTORY OF SOCIETY, ITS CONNECTION WITH LABOR AND ART.

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

Most modern scientists explain game as a special type of activity, formed at a certain stage of development of society.

D. B. Elkonin, based on an analysis of ethnographic material, put forward hypothesis about the historical origin and development of role-playing games.

He believed that at the dawn of human societythere was no children's game. Due to the primitiveness of the work itself and the tools necessary for it, children very early began to take part in the work of adults (picking fruits, roots, fishing, etc.).

Increasing complexity of tools, transition to hunting, cattle breeding, agriculture brought to change the child's position in society: the baby could no longer directly participate in the work of adults, since it required skills, knowledge, dexterity, dexterity, etc.

The adults began to make toys for children to exercise in labor activities(bow, spear, lasso). Exercise games arose, during which the child mastered the necessary skills and abilities in using tools, since the toys were their models(you can hit the target with a small bow, and loosen the ground with a small hoe).

Finally, with the emergence of various crafts, the development of technology, complex tools toys stopped being models the latter. They looked like tools appearance, but not functions(toy gun, toy plow, etc.). In other words, toys become images of tools.

You cannot practice labor actions with such toys, but you can depict them. Arises role-playing game, in which one finds satisfaction characteristic small child desire for active participation in the lives of adults. Since such participation in real life is impossible, the child in an imaginary situation reproduces the actions, behavior, and relationships of adults.

Hence, role play emerges not under the influence of internal, innate instincts, but as a result quite definite social conditions of the child's life in society . Adults, in its turn, promote the spread of children's play using specially created toys, rules, gaming equipment, which are passed on from generation to generation, turning the very playing as part of the culture of society.

In the course of the socio-historical development of mankind, the game acquires everything higher value for the formation of the child’s personality. With her help, children gain experience interacting with the outside world, learn moral standards, methods of practical and mental activity, developed by the centuries-old history of mankind.

Thus, the modern domestic theory of the game is based on provisions about its historical origin, social nature, content and purpose in human society.

SOCIAL CHARACTER OF CHILDREN'S PLAY.

The game has social basis. Children's games of both previous years and today convince us that they are connected with the world of adults.

One of the first to prove this position, equipping it with scientific and psychological data, was K. D. Ushinsky. In his work “Man as a Subject of Education” (1867), K. D. Ushinsky defined play as a feasible way for a child to enter into all the complexity of the adult world around him.

Children's games reflect surrounding social environment. The figurative reflection of real life in children’s games depends on their impressions and the emerging value system. K. D. Ushinsky wrote: “One girl’s doll cooks, sews, washes and irons; in another, he sits on the sofa, receives guests, hurries to the theater or to a reception; in the morning he hits people, starts a piggy bank, counts the money...”

But the reality surrounding the child is extremely diverse, and in Game are reflected only some of its sides s, namely: sphere of human activity, labor, relations between people.

As studies by A. N. Leontiev, D. B. Elkonin, R. I. Zhukovskaya show, game development throughout preschool age occurs in the direction from the subject game, recreating the actions of adults, to the role-playing game, recreating relationships between people.

In the early years child's life interest in objects, things prevails that others use. Therefore, in the games of children of this age the actions of an adult with something are recreated, with some object(the child cooks food on a toy stove, bathes the doll in a basin). A. A. Lyublinskaya very aptly called the games of children “ half play, half work».

In expanded form role playing game, which is observed in children starting from 4-5 years, to the fore perform relationship between people, which are carried out through actions with objects, and sometimes without them. So the game becomes way of highlighting and modeling(recreation in specially created conditions) relationships between people, and, therefore, begins serve the assimilation of social experience.

A game social and according to its methodsimplementation. Play activity, as proven by A. V. Zaporozhets, V. V. Davydov, N. Ya. Mikhailenko, not invented by a child, A is asked to him by an adult, which teaches the child to play, introduces socially established methods of play actions (how to use a toy, substitute objects, other means of embodying the image; perform conventional actions, build a plot, obey the rules, etc.).

Having mastered the techniques of various games in communication with adults, the child then generalizes the gaming methods and transfers them to other situations. This is how the game acquires self-propulsion and becomes a form of the child’s own creativity, and this determines its developmental effect.

GAME IS THE LEADING ACTIVITY OF A PRESCHOOL CHILDREN.

In modern pedagogical theory a game seen as the child's leading activity - preschooler.

Leading position of the game defined:

Not by the amount of time the child devotes to her, but by the fact that she satisfies his basic needs;

In the depths of the game, other types of activities originate and develop;

Play contributes to mental development to the greatest extent.

In Game find expressionbasic needs of a preschool child.

First of all, a child has a natural desire to independence, active participation in the lives of adults.

As the child develops, the world he is aware of expands, and an internal need arises to participate in adult activities that are inaccessible to him in real life. In play, the child takes on a role, trying to imitate those adults whose images have been preserved in his experience. While playing, the child acts independently, freely expressing his desires, ideas, and feelings.

Child of the first years of life characterized by a need to understand the surrounding world, called by psychologists unsaturated. Children's games in all their diversity provide him with the opportunity to learn new things, reflect on what has already been included in his experience, and express his attitude to what is the content of the game.

A child is a growing and developing creature. Movement is one of the conditions for its full growth and development. Need for active movements satisfied in all types of games, especially in outdoor and didactic games with toys such as cars, gurneys, billboke, table croquet, ball, etc. Various building and structural materials (large and small building materials, various kinds of construction sets, snow, sand, etc.) have great potential for stimulating motor activity and improving the quality of movements. .) .

The possibilities of play in satisfying the child’s inherent communication needs. In conditions preschool Usually play groups are formed that unite children based on common interests and mutual sympathies.

Due to the special attractiveness of the game, preschoolers find themselves capable of greater amenability, compliance, and tolerance in it than in real life. While playing, children enter into relationships that they are not yet mature enough for in other conditions, namely, relationships of mutual control and assistance, submission, and exactingness.

In the depths of the game, other types of activities (work, learning) are born and differentiated (singled out).

As the game develops, the child masters components inherent in any activity: learns to set a goal, plan, achieve results. Then he transfers these skills to other types of activities, primarily to work.

At one time, A. S. Makarenko expressed the idea that good game similar to Good work: they are related by responsibility for achieving a goal, effort of thought, joy of creativity, culture of activity.

The game develops arbitrariness of behavior. Due to the need to follow the rules. children become more organized, learn to evaluate themselves and their capabilities, acquire dexterity, dexterity and much more, which makes it easier formation of strong work skills.

As a leading activity, play contributes to the greatest extent to the formation of a child’s neoplasms, his mental processes, including imagination.

One of the first to connect the development of play with the characteristics of children's imagination was K. D. Ushinsky. He drew attention to the educational value of images of the imagination: the child sincerely believes in them, therefore, while playing, he experiences strong, genuine feelings.

Another important property of imagination, which develops in play, but without which educational activities cannot take place, was pointed out by V.V. Davydov. This is the ability transfer the functions of one object to another that does not have these functions(the cube becomes soap, an iron, bread, a machine that drives along the table-road and hums).

Thanks to this ability, children use in play substitute objects, symbolic actions(“washed hands” from an imaginary tap). The widespread use of substitute objects in the game will in the future allow the child to master other types of substitution, such as models, diagrams, symbols and signs, which will be required in learning.

Thus, imagination in the game manifests itself and develops when determining the plan, developing the plot, playing a role, replacing objects. Imagination helps the child accept the conventions of the game and act in an imaginary situation. But the child sees the line between what is imagined in the game and reality, so he resorts to the words “pretend”, “as if”, “in truth it does not happen like this.”

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Play is the leading activity in preschool age | Open class

Game is the leading activity in preschool age Posted by: Venera Nikolaevna Alexandrova - Sat, 11/24/2012 - 01:12

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

A special place is occupied by games that are created by children themselves - they are called creative, or plot-role-playing. 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.

The game is a reflection of life. Everything here seems to be “make-believe,” but in this conditional setting, 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, and understands that he is not a “true” pilot or sailor. But he 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 experience.

Children's creativity is manifested in the concept of the game and the search for means to implement it. How much imagination is required to decide what trip to go on, what kind of 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 their idea and do not prepare for a long time to perform the role as actors.

They play for themselves, expressing their own 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 common 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 there are such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal, and helps to cultivate purposefulness.

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, and to promote the establishment of relationships between children based on friendship, justice, and mutual responsibility.

Types of games, means, conditions

Exist different types games typical for childhood. These are outdoor games (games with rules), didactic games, dramatization games, constructive games.

Creative or role-playing games 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. The game is carried out by complex actions, and not by individual movements (as, for example, in labor, writing, drawing).

3. A game like any other human activity, has a social character, so it changes with changes in the historical living conditions of people.

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 cognitive and moral abilities and strengths of the child.

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

7. By developing children in many ways, the game itself also changes and develops. With systematic guidance from the teacher, the game can change:

a) from beginning to end;

b) from the first game to subsequent games of the same group of children;

c) the most significant changes in games occur as children develop from younger ages to the elders. Play, as a type of activity, is aimed at the child’s knowledge of the world around him through active participation in the work and everyday life of people.

The means of the game are:

a) knowledge about people, their actions, relationships, expressed in figures of speech, in the child’s experiences and actions;

b) ways of acting with certain objects in certain circumstances;

c) those moral assessments and feelings that appear in judgments about good and bad actions, about useful and harmful actions of people.

By the beginning of preschool age, the child already has a certain life experience, which has not yet been sufficiently realized and represents more potential abilities than an established ability to implement skills in his activities. The task of upbringing is precisely to, based on these potential possibilities, advance the child’s consciousness and lay the foundation for a full-fledged inner life.

First of all, educational games are joint activities between children and adults. It is the adult who brings these games into children’s lives and introduces them to the content.

He arouses children's interest in the game, encourages them to take active actions, without which the game is not possible, is a model for performing game actions, the leader of the game - organizes the play space, introduces the game material, monitors the implementation of the rules.

Any game contains two types of rules - rules of action and rules of communication with partners.

Rules of action determine methods of action with objects, the general nature of movements in space (tempo, sequence, etc.)

Rules of communication influence the nature of the relationships between the participants in the game (the order in which the most attractive roles are performed, the sequence of children’s actions, their consistency, etc.). So, in some games, all children act simultaneously and in the same way, which brings them closer, unites them, and teaches them good-willed partnership. In other games, children take turns, in small groups.

This gives the child the opportunity to observe peers and compare their skills with his own. Finally, each section contains games in which a responsible and attractive role is played in turns. This contributes to the formation of courage, responsibility, teaches you to empathize with your playing partner and rejoice in his successes.

These two rules, in a simple and accessible form for children, without edification or imposing a role on the part of an adult, teach children to be organized, responsible, self-restraint, develop the ability to empathize, and be attentive to others.

But all this becomes possible only if the game, developed by an adult and offered to the child, in its finished form (i.e., with certain content and rules) is actively accepted by the child and becomes his own game. Evidence that the game has been accepted is: asking children to repeat it, performing the same game actions on their own, actively participating in the same game when it is played again. Only if the game becomes loved and exciting will it be able to realize its developmental potential.

Educational games contain conditions that promote the full development of the individual: the unity of cognitive and emotional principles, external and internal actions, collective and individual activity of children.

When playing games, it is necessary that all these conditions are met, that is, that each game brings new emotions and skills to the child, expands the experience of communication, and develops joint and individual activity.

1. Story-based role-playing games

Development of role-playing games in preschool age

It is advisable for children to play in teams while others watch. New games or variations should not be introduced frequently. It is necessary to give the opportunity to master the game - to “get a taste”. The game must be ended as soon as the teacher notices that interest in it is falling.

Games to develop attention, memory and observation skills

Watch and remember

Equipment: toys.

There are toys on the table. The child remembers how and what lies on the table, then turns away. The teacher removes some of them, adds or rearranges toys, and asks the children what changes they see. For example: “How were the toys used to be?”, “What is missing?”, “What appeared?”, “Are there more or fewer toys?”

You need to start the game with a small number of toys (4-5 pieces).

Option. Children play in twos. They take turns saying what changes they see.

I recognize the colors

Equipment: colored pencils, multi-colored plastic sticks, strips of cardboard or thick paper.

On the tables there are pencils, sticks of different colors or strips of thick colored paper. There is a sample on the first table. At the second table, the children complete the task. As the game repeats, increase the number of pencils (sticks, strips of paper) and piles.

Options

1. On the first table there are about ten pencils of three colors. The player looks at them for 1 - 2 minutes, then the teacher covers them with a sheet of paper. On the second table are pencils of several colors. The child takes one pencil of these colors.

2. On the first table there are several (2 - 4) piles of pencils of the same color (2 - 5 pcs.). The child remembers the number of piles and the number of pencils in the pile. The teacher covers the pencils with a sheet of paper. On the second table, the child arranges pencils as it was on the first table.

3. The task is the same as in option 2, only pencils in each pile are of a certain color.

4. On the first table there are several (2 - 4) piles of pencils. Each pile contains two pencils different color. There is no need to repeat the colors of pencils in piles. The child lays out pencils on the second table.

Note. You can replace pencils with plastic sticks or strips of colored cardboard and thick paper. Children need to feel the material they are playing with.

Remember: the more the merrier.

Equipment: colored pencils and pieces of paper, sticks, balls, postcards, ribbons and toys.

Children play in teams of 3 to 5 people. On the table there are pencils, colored pieces of paper, sticks, balls, postcards, ribbons and toys.

Children look at objects for 1 - 2 minutes, then the teacher covers them with a sheet of paper. One team member lists what he remembers, the rest lay out the items on the second table. All teams play this way.

For each team they give a new task, i.e. partially change items and their quantity. You need to start the game with 5-7 items. As the game repeats, the number of items should be increased.

The team that completely remembers all the items wins.

Fun changes

Children are divided into teams and lined up in two lines opposite each other.

Options

1. The children of the first team look carefully for 1-2 minutes at the children of the second team, turn away and say who is standing next to whom. The teacher can ask each child who this or that player is standing with.

2. Children of the second team change places. The members of the first team turn and tell how they stood before. The teacher arranges the children as they originally stood.

When the game is repeated, the teams change places.

Note. Before the game, the teacher helps, tells the children what to pay attention to. Example: “How calmly they stand next to... (children’s names), especially... (name) at the end of the line. ... (The names) are next to each other, they are almost the same height. What a beautiful dress today... (name).” The teacher can ask one of the players a question: “Why are you so cheerful?”

Mirror

Children line up, the teacher stands in front of them and shows 5-7 figures. They watch carefully and repeat all the movements. You are allowed to make four mistakes, after which the child moves to the end of the line.

Traffic light

Equipment: 3 paper mugs - green, yellow and red.

The teacher has 3 paper circles in his hands - green, yellow and red - a “traffic light”. Children stand in a line, the teacher is in front of them. He shows a green circle - children stomp (“go”); yellow—clapping (attracting attention); red circle - silence.

First you need to play in small groups, and then as a whole group - it will be a lot of fun.

Vegetables from the garden

Equipment: box, dummies of vegetables.

To the side of the children there is a table on which lies a box with dummies of vegetables (several copies each).

The teacher asks riddles. The first person to answer correctly goes to the box, takes out the named vegetable and returns to its place.

Puzzles

Ballish, curly,

There's a bald spot on the top of your head,

Eat for your health. (Cabbage.)

There was a child -

Didn't know diapers

Became an old man -

A hundred diapers on him. (Cabbage.)

Lies between the beds

Green and smooth. (Zucchini.)

Grandfather is sitting

Dressed in a hundred fur coats,

Who undresses him?

He sheds tears. (Onion.)

It's round, not the moon,

Green, not an oak forest,

With a tail, not a mouse. (Radish.)

In crumbs to the ground,

From the ground into a flat cake. (Turnip.)

Red maiden

Sitting in prison

Green braid on the street. (Carrot.)

What without pain and without sadness brings you to tears? (Onion.)

One shoots from me,

And the other one eats me. (Onion.)

The first is a note, the second is also,

And the whole thing looks like a pea. (Beans.)

Stamin grows in the ground,

Rich in vitamin

Who eats it?

He is healthy. (Garlic.)

Even though I taste bitter,

Guys love to chew on me. (Radish.)

All riddles about the same vegetable can be read at once. Children need to understand that one vegetable can be said in different ways.

Note. If two or more children answered the riddle at the same time, they take the vegetables out of the box together.

If the riddle is not guessed, the teacher explains its essence by showing a dummy.

Imitation games and recognition games

Hedgehog and fox

Children dance in a circle and sing a song. In the middle of the round dance there are two children - “hedgehog” and “fox”. The “hedgehog” gets on all fours and moves with an appropriate gait. He tries to touch the “fox” - “prick with needles.” She says: “Let me translate.” “Hedgehog” answers: “I have two pairs of legs. I’ll go over myself.”

Hedgehog running

Along the paths

Yes, it glides on the ice.

The fox says to him:

- Let me translate.

The gray hedgehog answers:

— I have two pairs of legs.

I'll go over myself!

Czech folk song

When the game is repeated, other children become “hedgehog” and “fox”.

tit bird

Equipment: twigs.

The teacher hums a song or reads a poem. Children sing only the chorus: “Chirk-chik-chik.” In front of them is one player - a “tit bird”, in one hand (“beak”) a small twig. The “tit bird” picks up twigs from the floor and places them on the chair. He cleans his “feathers” and flaps his “wings”. At the end of the song, the “tit bird” places the last twig on the chair.

A bird flies over a field.

Tweet-chik-chik.

What does the titmouse carry?

Tweet-chik-chik.

She is carrying a blade of grass.

Tweet-chik-chik.

Why do you need a blade of grass?

Tweet-chik-chik.

A bird is carrying a blade of grass.

Tweet-chik-chik.

A titmouse will build a nest.

Tweet-chik-chik.

Ossetian folk song

When the game is repeated, another player becomes the “titmouse bird”.

The animals sat under the fence

The children sit on the bench; these are the presenters. To the side near the “fence” (partition) there are “animals” (“fox”, “bunny”, 3 - 4 “hedgehogs” and “bear”), Children show the habits of animals. The leaders recite a nursery rhyme in chorus, and the “animals” boast - they only say their line.

Shadow-shadow, shadow,

There is a fence above the city.

The animals sat under the fence,

We boasted all day.

The fox boasted:

- I am beautiful to the whole world!

The bunny boasted:

- Go and catch up!

Hedgehogs boasted:

- Our fur coats are good!

The bear boasted:

- I can sing songs!

Russian folk nursery rhyme

When the game is repeated, other players become “fox”, “bunny”, “hedgehogs” and “bear”.

Games to develop precision of hand movements

Take it carefully

Equipment: round plastic sticks. On the table are several piles of round sticks, one tip of which is colored. Children take sticks from the pile and put them aside so that the colored tips point in the same direction.

Options

1. Each pile contains 10 sticks. You need to rearrange them according to the children's wishes.

2. Move the sticks and make a new pile.

3. Take the sticks with two fingers named by the teacher and move them.

4. Each pile contains 10-15 sticks. You need to put them in a row: the colored tip of one stick up, the colored tip of the other down. Continue in the same order.

5. You need to move the chopsticks on the table with different fingers. The teacher gives the task.

Cubes in a box

Equipment: cubes, 2 boxes.

There are 2 boxes on the table, one with cubes, the other empty. The first player takes the cubes out of the box and puts them in another box - row to row.

This continues until all the children have played. There is no need to rush, accuracy is important.

The teacher marks the children who did everything well.

Options

1. Move the cubes with one or two hands.

2. The game is played in pairs: the first player takes half the cubes out of the box and rearranges them, the second player returns the cubes. The teacher marks the best pair.

Ball - in a hoop on a board

Equipment: hoop, board, balls.

Children are divided into teams of 7-10 people.

Each player has a small ball. There is a hoop in front of the children.

The teacher places a small board on the hoop so that one end touches the floor on the outside of the hoop. It turns out to be a small slide.

Members of one team take turns rolling balls into a hoop down the hill, counting the number of those that fall into it. Then the next team rolls the balls.

This continues until all teams have played.

The team that rolls the most balls into the hoop wins.

Games to develop coordination

Turn around in place

Children line up. Standing still, they begin to stomp (3-4 times). They turn 90° and walk on their toes. Turn 90° again and walk on your heels. They turn around again and walk towards outside feet. Then they repeat the turn and stomp. Everything is done in one place with turns of 90°.

Exactly in a circle

Children walk one after another in a circle with a simple step, on their toes, heels, the outside of the foot, raising their arms up, putting their hands behind their heads, waving one or two hands above their heads (changing hands as they move).

Mugs and stick

Equipment: sticks.

At the distance of the child’s step, the teacher draws several circles, and a little to the side - small circles. Children walk in large circles, leaning on small circles with a stick, without missing them. You can draw small circles on opposite sides of the large ones. You can stand in circles with both feet - for relaxation. Each circle is small mountains that are conquered, children are climbers.

Options

1. Children stop in each circle with two feet. Step into the next circles with either the right or left foot.

2. Children step into each circle with their right (left) foot.

Through the tunnel

Equipment: 3-4 chairs, toys, a piece of fabric or a sheet of cardboard, a box.

The teacher places 3-4 chairs in a row. Children crawl one after another through the resulting “tunnel.” It is advisable not to touch the legs and seats of chairs.

The chairs are a “cave” in which you can find a “treasure” (toy). On one side, the “cave” is covered with cardboard or cloth and some toy is placed. The children “crawl into the cave”, take the “treasure”, and get out of it with their backs. They play alternately. It is desirable that the toys be different.

Option. The box (“pit”, “well”) containing the “treasure” is placed at the end of the “cave”. Children crawl out of the “cave”, take the “treasure”, turn around and return through the “tunnel”-“cave” back.

Games for developing the eye

Rings - on chair legs

Equipment: 2-3 small rings, chair. Each participant has 2-3 small rings. There is an overturned chair at a distance of several steps. Children take turns throwing rings onto the chair legs. You need to put them all on the legs, maybe just one.

The game should start with one ring and a distance of 1-1.5 m.

Distribute in ascending order

Equipment: 10-15 cardboard strips (sticks) of different lengths.

Each player has 10-15 cardboard strips (sticks) of different lengths.

Options

1. Sort the strips (sticks) by length and collect them into piles. The one who completes the task faster and without errors wins.

2. Arrange the sticks in order: from smallest to largest. And vice versa.

3. Hold competitions with 2-3 children. Arrange the sticks lengthwise into piles, but only blindfolded.

Outdoor games

Matryoshka and doll

Equipment: 2 tables, 2 nesting dolls, 4 dolls. Participants are divided into two teams. There are nesting dolls on the tables. At the signal, the first children from the teams run to the nesting dolls, take them apart and return. The second ones collect the nesting doll and also return. This continues until both teams have played.

The team that finishes assembling the nesting doll first wins. Teams have two dolls. Children carefully study the dolls' clothes.

At the signal, the first children from the teams run to the dolls, undress them, carefully fold their clothes, put them to bed and return to the teams. The second ones dress the doll and also return. This continues until all participants have played.

The first team to give the dressed doll to the teacher wins. The distance from the start to the table is 3 - 5 m.

For mushrooms

Equipment: towns, colored disks.

Children are divided into two teams. At a distance of 4 - 5 m from the players there are small towns covered with colored disks - “mushrooms”. The first participants each have one disk of a different color. At a signal, they run up to the wooden “mushrooms” and change the “hats”-discs. The players pass the removed “mushroom caps” to the participants, who run up and again change places with the existing ones. This continues until all participants have played.

Mace in a circle

Equipment: clubs or balls.

Children stand in a column. At 3 - 5 m from the children, the teacher draws a small circle in which he places a mace (ball). The first player gets another club (ball). He runs to the circle, exchanges the mace for his own, returns and passes the taken mace to the next player, and he himself stands at the end of the column. The second participant does the same. This continues until all the children have played. You need to place the mace carefully, it should not fall. If a child drops a club, he must pick it up and continue running.

Over your head

Equipment: clubs, balls or small hoops. Children are divided into two teams and lined up in columns. The first participants each have a mace (ball, small hoop). At a signal, they pass it over their heads back to the second player and further along the chain. The last participant, having received the mace, runs, stands at the beginning of the column and says: “I’m here.” If a child drops a mace, he must pick it up and pass it on.

The team that finishes the game first wins.

Option. The mace is passed back to the first player. The game ends.

One hat per team

Equipment: 2 hats, chair.

Children are divided into two teams and lined up in columns. There is a chair between them. The first participants wear bright hats on their heads. At the signal, the second players take them off, put them on themselves, and further along the chain. The last participant, putting on his hat, runs to a chair and sits on it.

The team that completes the task first wins.

Let's Long Jump

Children are divided into two teams and lined up in columns. The teacher draws a line on the floor. The first pair of participants approaches her and simultaneously performs a long jump. The teacher notes the length of the jumps. The second couple comes out, the children jump from the place to which the previous participants jumped. So all the players, pair by pair, jump forward. The team with the longest total jump length wins.

Option. The first team members make a standing double (triple) jump, pushing off with both feet. The second couple comes out, the children jump from the place to which the previous participants jumped. So pair after pair jump.

The team with the longest total jump length wins.