Modern play activities for preschoolers according to the Federal State Educational Standard

MAGAZINE Preschooler.RF

State budgetary educational institution of the Samara region, basic secondary school No. 9 named after Hero of the Soviet Union I.D. Vanichkin of the city of Novokuybyshevsk, urban district Novokuybyshevsk, Samara region, structural unit “Kindergarten “Voice Voices”

• Zhuravleva Marina Vladimirovna, senior teacher
• Presnyakova Valentina Petrovna, teacher

GBOU secondary school No. 9 of Novokuybyshevsk structural unit “Kindergarten “Voice Voices” 2022.

Play is an intrinsically valuable form of activity for a preschool child. According to L.S. Vygotsky, O.M. Dyachenko, A.P. Usova, replacing play with other types of activity impoverishes the imagination of a preschooler, which is recognized as the most important age-related neoplasm.

The game is a cross-cutting mechanism for the development of a child (clause 2.7. Federal State Educational Standard for Education), through which the content of five educational areas is implemented: “Social and communicative development” ; "Cognitive development" ; "Speech development" ; “Artistic and aesthetic development” ; "Physical development" .

Play is the main activity of children, as well as a form of organizing children's activities. The specific content of play activities depends on the age and individual characteristics of children, is determined by the tasks and goals of the Program, this is reflected in the Standard of Preschool Education. In paragraph 2.7. The Federal State Educational Standard for Preschool Education defines the features of the development of a child’s play activity:

• in infancy (2 months - 1 year) direct emotional communication with adults, manipulation with objects...
• at an early age (1 year - 3 years) - object-based activities and games with composite and dynamic toys... communication with an adult and joint games with peers under the guidance of an adult...
• for preschool children (3 years - 8 years) - gaming activities, including role-playing games, games with rules and other types of games, communicative (communication and interaction with adults and peers).

For the development of a child, it is important to develop play activities, since this will allow the formation of social and normative age characteristics to be achieved (clause 4.6 of the Federal State Educational Standard for Education):

the child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.; is able to choose his occupation and participants in joint activities;

the child actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;

the child has a developed imagination, which is realized in various types of activities, and above all in play; the child knows different forms and types of play, distinguishes between conventional and real situations, knows how to obey different rules and social norms;

the child has a fairly good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, and construct a speech utterance in a communication situation.

There are several classifications of games.

Classification of games for preschool children (according to E.V. Zvorygina and S.L. Novoselova)

• Games initiated by the child(ren):

Independent games: Play - experimentation

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

• Games initiated by an adult:

Educational games: Plot-didactic; movable; musical and didactic;

Leisure games: games - entertainment; intellectual; festive - carnival; theatrical - staged;

• Games that come from historically established traditions:

Traditional or folk

Requirements for playing the game:

When playing with children, an adult can have two main strategies. An adult can organize the game himself based on a pre-thought-out general direction of the plot and prepared subject-game materials, or he can join the children already playing. He participates with the children in the game on an equal basis and can influence the content and general course of the game in the same ways that other players use. In a story game, he can come up with a plot for the game, come up with an interesting proposal for its plot continuation, introduce a new character into the game, create a problematic situation, etc.

Directions and tasks of game management

Enrichment of game content

1. Encourage students to transfer events from everyday life into the game and thereby master the purpose and properties of objects.
2. To promote the ability to set a variety of game tasks.

Formation of substantive methods for solving game problems

3. Enrich extensive play actions with toys with a variety of content.

4. Timely form game actions with substitute objects.

5. Encourage the use of play actions with imaginary objects.

6. Lead to an understanding of the replacement of individual game actions with words.

7. Encourage children to use a variety of subject-based methods to solve assigned game problems.

Development of independence

8. To develop each child’s independence in setting a variety of game tasks.

9. Encourage children to independently choose various subject methods for solving assigned game problems.

Encouraging interaction in the game

10. Encourage interest in peer games.

11. Teach them to play without interfering with each other.

By older preschool age, the child’s play becomes “polythematic . The game becomes an independent activity. Children always determine the concept of the game themselves or support the proposal of their peers. They set game tasks on their own.

Since gaming methods of displaying the world around them are sufficiently developed, children can easily cope with the choice of the most appropriate objective and role-playing methods for solving game problems for a specific gaming situation.

Role-playing actions in the game are accompanied by role-playing speech, at the initial stage of the plot-role-playing game - role-playing statements (area “Speech development” , “Social and communicative development” , Federal State Educational Standard for Education). As life experience enriches the development of sound and intonation culture of speech, role-playing actions become more diverse, which directly depends on children’s ideas about the world around them.

It is not recommended to specifically teach children certain game actions. It is important that children themselves come up with what role-playing actions to include in the game, only in this case the game will be truly creative.

In older preschool age, play becomes an independent activity. Players try to independently resolve conflicts that arise regarding the game.

Increasing the complexity of game management tasks

Directions and tasks of game management

Game content enrichment

1. Enrich the themes of games, promote the emergence of interesting ideas, and set reproductive and proactive game tasks for their implementation.
2. Encourage to display in games a variety of adult actions, relationships, and communication between people

Ways to solve game problems

3. Encourage originality and independence in the use of objective methods for solving game problems.

4. Strengthen emotional expressiveness and diversify the role-playing actions used to display the role taken.

5. Encourage to take initiative in communicating with adults and peers about the game, promote the emergence of role-playing statements and role-playing conversation

Interaction in the game

6. Encourage peers to set game tasks.

7. Teach children to accept play tasks set by their peers, or tactfully refuse them, and agree on play interaction.

8. Maintain long-term interaction in the game

Independence

9. Continue to develop independence in choosing diverse, interesting ideas and in setting various game tasks for their implementation.

10. Encourage the choice of original subject and role-playing ways to implement ideas in the game.

11. Accustom yourself to negotiate with peers in the game

Planning a game by type of activity throughout the entire educational process can be organized as follows:

• Continuous educational activities will include a variety of didactic games in accordance with the content of educational work in relevant areas.
• Educational activities during the day involve the organization of leisure, active, theatrical games, games with rules, as well as the organization of story-based games together with the teacher, which help enrich the gaming experience of children. Here the teacher acts as a play partner, a bearer of play culture, which he passes on to children in the process of joint activities.
• Independent activity is accompanied by the organization of pedagogical support for amateur children's games (role-playing, directorial, experimental games), as well as games with rules, outdoor, leisure, and folk organized on the initiative of the children themselves. The teacher encourages the manifestation of a variety of play activities, initiative, and independence; provides the opportunity to freely choose topics, partners, methods and means of implementing one’s own activities. This creates conditions for the formation of age-related neoplasms.

Organization of a subject-spatial developmental environment for organizing gaming activities

One of the basic principles of preschool education (FSES DO) is the amplification (enrichment) of the conditions for the development of preschool children. Therefore, in the third section of the Standard - “Requirements for the conditions for the implementation of the basic educational program of preschool education”, among the conditions necessary to create a social situation for the development of children corresponding to the specifics of preschool age, the following is emphasized:

• creating conditions for children to freely choose activities and participants in joint activities;
• supporting children's initiative and independence in various types of activities (play, research, design, cognitive, etc.);
• supporting spontaneous play of children, enriching it, providing play time and space.

This is the most important part of the work of teachers, the implementation of which determines the successful development of the child, which will allow the teacher to achieve the formation of target guidelines outlined in the Standard.

The requirements of the Federal State Educational Standard for Educational Education for a developing subject-spatial environment determine that:

1. The developing subject-spatial environment ensures maximum realization of the educational potential of the space of the Organization, Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage: For children of the third year of life there is a free and large space where they can be in active movement - climbing, riding. In the fourth year of life, a child needs a developed center of plot-role-playing games with bright features of attributes. In middle and senior preschool age, there is a need to play with peers, to create your own world of play (director’s play: small toys, construction sets, models, etc.), in addition, in the subject-development environment, the formation of psychological formations in different years of life should be taken into account .
2. A developing subject-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, physical activity of children, as well as opportunities for privacy.

The developing subject-spatial environment must meet the requirements of the CE Standard.

The state’s social order for the education system is formulated in the main regulatory documents - the Law of the Russian Federation “On Education” , the Federal State Standard for Preschool Education - this is the education of an initiative, responsible person, ready to make independent decisions in a situation of choice. Each type of activity of a preschool child has a unique impact on the development of different components of independence, for example, play contributes to the development of activity and initiative.

Organization of role-playing games in the context of the implementation of the Federal State Educational Standard

Play is important in a child’s life; it has the same meaning as activity, work, or service for an adult. What a child is like at play, so in many ways he will be at work when he grows up. Therefore, the education of a future leader occurs, first of all, in play. Makarenko A. S.

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

The main activity of preschool children is play. Play at this age is a special activity that accompanies a person throughout his life. The game develops the child’s spiritual and physical strength; his attention, memory, imagination, discipline, dexterity, all aspects of his personality are formed and developed, significant changes occur in his psyche, which prepare the transition to a new, higher stage of development. In the studies of L. S. Vygotsky, A. N. Leontyev, A. V. Zaporozhets, D. B. Elkonin, play is defined as a leading type of activity that does not arise through spontaneous maturation, but is formed under the influence of social conditions of life and upbringing. The game creates favorable conditions for the formation of the ability to perform actions in the mental plane, and carries out psychological replacements of real objects. A special place in the activities of a preschooler is occupied by games that are created by the children themselves, these are creative or role-playing games. In them, children reproduce in roles everything that they see around them in the life and activities of adults.

The main points of the methodology for using role-playing games:

1. Game selection. The choice of game is necessarily determined by the specific educational task.

1. Pedagogical development of a game plan. The initial stage of the pedagogical design of a long game is the outline of its plot, the definition of game roles and filling them with specific content.

2. Introducing children to the game plan. The game plan that the teacher develops can be offered to children in the senior and preparatory groups.

3. Creating an imaginary situation. This is the most important basis for starting a role-playing game. It is very important for a teacher to help a child enter a gaming situation so that the game captures his imagination and brings him the joy of creativity.

4. Distribution of roles. When distributing roles, the teacher strives to satisfy the play needs of children, that is, he gives everyone the desired role, suggests a sequence of playing roles of varying degrees of activity, and looks for opportunities to establish the child’s position in the team through a play role.

5. Start of the game. In order to evoke a positive perception of long-term play in children, the teacher needs to take care of the beginning of the play action in which an imaginary situation would immediately arise.

6. Saving the game situation.

There are some conditions for maintaining persistent interest in children:

1) the adult organizer of the game is obliged to set the tone for how children play and use conventional terminology; 2) whenever possible, the teacher should try to play up any activity of the children’s group; 3) the teacher must carry out all measures of pedagogical influence on children in a playful manner, without destroying the imaginary situation; 4) during a long-term role-playing game, it is advisable to include extensive creative games; 5) you can organize collective competitions between small groups of the playing team.

1. Ending the game. It is important to outline the proposed ending to maintain a strong emotional state and desire.

Thus, it should be remembered that planning is subject to the activities of the teacher in developing the game and its management, and not to the activities of the children in the game. With the adoption of the Federal State Educational Standard, play becomes the content and form of organization of life. Game moments, situations and techniques are included in all types of children's activities and communication between the teacher and preschoolers, that is, we, teachers, must saturate life as much as possible with play and emotional events. In the game, all educational areas are interconnected. The most effective form with the implementation of the Federal State Educational Standard is the form of thematic weeks. In order to enrich children's knowledge on the topic of role-playing and director's games, educational activities should be carried out, including conversations, a teacher's story, examination of illustrative material, and discussion of video presentations. It is very important to select fiction that contains dialogue between characters using professional vocabulary. A variety of productive activities (independent and joint with the teacher) should also be carried out in the production of attributes, game modules, and layouts on the theme of the game. This form of activity activates dialogical speech and communication skills in the development of creativity. For a more successful game, it is advisable to plan episodes (blocks - plots) of the planned game, where the teacher either acts as an equal partner or as a leader, demonstrating more complex methods of gaming activity. Directed and role-playing games are long-term games, so when organizing the lives of children in age groups, you need to consider:

• the conduct of routine moments, walks and educational activities in physical education does not change;
• GCD and the second half of the day are reserved for gaming and thematically related productive, educational, research, communicative activities, reading relevant fiction;
• educational tasks at all stages must be solved in the joint activities of the teacher with children and in the independent activities of preschoolers.

Constantly expanding children's knowledge about life around them and enriching their impressions is one of the most important conditions for the development of full-fledged play in a particular group of children. Important for the development of role-playing games is the pedagogically appropriate selection of toys and game materials, which creates the “material basis” of the game and ensures the development of the game as an activity. The selection of toys should be carried out in accordance with the main theme of children's games in a given age group, taking into account the immediate zone of their development. When selecting toys, the teacher should take into account the nature of the requirements that children of this age place on a toy. The availability of ready-made kits consisting of the most necessary toys allows children to quickly develop the game and select additional gaming materials. Such a set of toys should be compiled by the teacher together with the children as the game develops, and not be given only in finished form. Children, together with the teacher, can make their own toys - homemade toys. The organization of the developmental environment in a preschool educational institution, taking into account the Federal State Educational Standard, should be structured in such a way as to make it possible to most effectively develop the individuality of each child, taking into account his inclinations, interests, and level of activity. The subject development environment should be selected taking into account the principle of integration of educational areas. Materials and equipment for one educational area can be used in the implementation of other areas. Thus, in the context of the transition to the Federal State Educational Standard, play remains an important and integral part of children's activities. Recommendations for educators on organizing role-playing games:

1. Continue to study theoretical and practical knowledge on the formation of story-based role-playing games in preschool children.
2. Comply with the requirements of SanPin 2.4.1.3049-13 regarding the daily routine.
3. Organize planning so that it reflects preliminary work.
4. Create conditions in the group for the development of active, varied, creative role-playing games.
5. Select and produce attributes for games with male and female roles.
6. Enrich the content of children’s story-based games based on impressions of people’s life, work, and their relationships through excursions and conversations at work.
7. Involve parents in introducing children to professions, and then facilitate the organization of role-playing games on this topic.
8. Encourage children to conduct different role-playing dialogues: to play together with the teacher, and at the end of the middle group - in joint play with peers.
9. Play with children throughout preschool childhood.
10. Adhere to the position of the teacher in a joint game of “playing partner” and “knowing how to play interestingly.”
11. In the game, orient the child towards a peer, unobtrusively involve several children.
12. Encourage children to diversify game plans in independent role-playing games.
13. In the game, encourage children to show initiative, kindness, and independence.

Literature:

1. Federal state educational standard for preschool education. – M.: UTs Perspektiva, 2014. – 32 p.

2. Vygotsky L. S. Play and its role in the mental development of a child. //Developmental psychology. – St. Petersburg: Peter, 2001. – 512 p.

3. Krasnoshchekova, N.V. Role-playing games for preschool children. – Ed. 2nd. – Rostov n/d.: Phoenix, 2007. – 251 p.

4. Mikhailenko N. Ya., Korotkova N.A. Organization of a story game in kindergarten: A manual for teachers. 2nd ed. – M.: Publishing house “GNOM and D”, 2000. – 96 p.

5. Elkonin D. B. Psychology of play. – M.: Vlados, 1999 – 360 p.

Maksimeyko N.A., teacher of MBDOU DS No. 46 “Cherry” Stary Oskol city district

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Development of gaming activities in the light of the Federal State Educational Standard

Selecting a game during which tasks will be solved - didactic, educational, developmental, socializing.

Taking into account the characteristics of the participants in the game.

Accounting for the time of the game.

In the modern classification of games, games with fixed, open rules and games with hidden rules are distinguished.

N.A Korotkova identifies the following forms of play in the educational process:

1.Game as a cultural practice: free story game, free game with rules.

2.Game as a pedagogical form: didactic story game, didactic game with rules.

Playful learning is guided by a complex of child motives:

Cognitive - interest in the material, the novelty of events.

Affiliation is the desire to establish or maintain relationships with peers and the teacher, to contact and communicate with them.

Procedural - substantive - incentive to activity by the content of the activity, and not by external factors.

There are three types of motivation:

1.Game

2. Motivation in terms of helping an adult

3.Motivation of personal interest.

The first type is play motivation - “Help the toy”,

the child achieves the learning goal by solving problems with toys. Creating this motivation is based on this scheme: 1. You tell them that the toy needs help, and only children can help them. 2. You ask the children if they agree to help the toy. 3. You offer to teach children to do what the toy requires, then the explanation and demonstration will interest the children. 4. While working, each child should have his own character - a ward (a cut-out, toy, drawn character to whom he provides assistance. 5. The same toy - the ward evaluates the child’s work and always praises the child. 6. At the end of the work, it is advisable that the children played with their charges.

With this motivation, the child acts as an assistant and protector, and it is appropriate to use it for teaching various practical skills.

The second type of motivation is helping an adult - “Help me.”

Here, the motive for children is communication with an adult, the opportunity to gain approval, as well as interest in joint activities that can be done together. Creating motivation follows the following scheme: You tell the children that you are going to make something and ask the children to help you. Wondering how they can help you. Each child is given a feasible task. At the end, you emphasize that the result was achieved through joint efforts, that everyone came to it together.

The third type of motivation is based on the child’s internal interest.

This motivation encourages children to create objects and crafts for their own use or for their loved ones. Children are sincerely proud of their crafts and willingly use them. The creation of this motivation is carried out according to the following scheme: 1. You show the children some kind of craft, reveal its advantages and ask if they would like to have the same one for themselves or for their relatives. 2. Next, show everyone how to make this item. 3. The completed craft is given to the child. Pride in the work of your own hands is the most important basis for a creative attitude to work. If a child is already busy with some activity of interest, and therefore already has the necessary motivation, you can introduce him to new ways to solve problems.