"FOX AND HARES"
The “fox” child stands aside. The rest of the children - the “bunnies” - perform movements along the lines of the words. Bunnies ran across the forest lawn, What bunnies, runaway bunnies!
(run, jump)
The bunnies sat in a circle, the bunnies were digging a root, These are the bunnies, the bunnies - they run around! (sit down and “dig” with a pen)
Here is a little fox running, a red little fox, looking for where the bunnies are, the little bunnies, the little runners!
(the children freeze, the fox comes out and looks for
"bunny" who moved).
Program tasks of gaming activities
Yana Vasilyeva
Program tasks of gaming activities
Development of gaming activities
Second group of early age (2-3 years)
Role-playing games. Teach children to show interest in the playful activities of their peers; help play nearby, do not interfere with each other.
Learn to perform several actions with one object and transfer familiar actions from one object to another; with the help of an adult, perform several game actions united by a plot outline. Promote children’s desire to independently select toys and attributes for play, and use substitute items.
Lead children to understand the role in the game. Form initial skills of role behavior; learn to connect plot actions with the role.
Develop the prerequisites for creativity.
Outdoor games. To develop in children a desire to play outdoor games with simple content together with the teacher. Get used to playing together in small groups. Support games that improve movement (walking, running, throwing, rolling)
.
Theatrical games. Arouse interest in theatrical play through the first experience of communicating with a character (the Katya doll shows
concert, expanding contacts with adults (grandmother invites you to the village yard)
.
Encourage children to respond to games-actions with sounds (living and inanimate nature, imitate the movements of animals and birds to music, to the sound of a word (in works of small folklore forms)
.
Promote the manifestation of independence and activity in playing with toy characters.
Create conditions for the systematic perception of theatrical performances of the pedagogical theater (adults)
.
Didactic games. To enrich children’s sensory experience in games with didactic material. Consolidate knowledge about the size, shape, color of objects. Learn to assemble a pyramid (tower)
of 5–8 rings of different sizes; navigate the relationships between plane figures
“Geometric mosaic”
(circle, triangle, square, rectangle)
;
make a whole from four parts (cut pictures, folding cubes)
;
compare, correlate, group, establish the identity and difference of homogeneous objects according to one of the sensory attributes (color, shape, size)
.
Conduct didactic games to develop attention and memory ( “What’s missing?”
and so on.);
auditory differentiation ( “What sounds?”
, etc.);
tactile sensations, temperature differences ( “Wonderful bag”
,
"Warm - cold"
,
“Light - heavy”,
etc.);
fine motor skills (toys with buttons, hooks, zippers, lacing, etc.)
.
Junior group (3-4 years old)
Role-playing games. To encourage children to develop games on themes from life around them, based on literary works (rhymes, songs, fairy tales, poems)
;
enriching gaming experience by combining individual actions into a single storyline.
Develop the ability to choose a role, perform several interrelated actions while playing with toys (cook dinner, set the table, feed)
.
Learn to interact in stories with two characters (driver - passenger, mother - daughter, doctor - patient)
; in individual games with substitute toys, play the role for yourself and for the toy.
Show ways of role-playing behavior using educational games. Encourage children to try to independently select attributes for a particular role; supplement the game environment with missing items,
toys.
To complicate and enrich the subject-game environment through the use of multifunctional items and an increase in the number
toys. Teach children to use building materials in games (cubes, bars, plates, simple wooden and plastic construction sets, natural materials (sand, snow, water)
; act with them in a variety of ways (build a slide for dolls, a bridge, a road; sculpt a fence or house out of snow; float toys on water).
Develop the ability to interact and get along with each other in short-term joint games.
Outdoor games. To develop children’s activity in motor activities . Organize games with all the children in the group. Encourage games with wheelchairs, cars, carts, bicycles; games that develop climbing and crawling skills; games with balls, spheres, developing dexterity of movements.
Gradually introduce games with more complex rules and changing types of movements.
Theatrical games. Arouse children's interest in theatrical play, create conditions for its implementation. To develop the ability to follow the development of action in dramatization games and puppet shows created by adults and older children.
Teach children to imitate the characteristic actions of characters (birds fly, a kid jumps, convey the emotional state of a person (facial expressions, posture, gesture, movement)
.
Introduce children to the techniques of driving tabletop dolls. Learn to accompany movements with a simple song.
Create a desire to act with costume elements (hats, collars, etc.)
and attributes as external symbols of the role.
Develop the desire to improvise on simple plots of songs and fairy tales. Create a desire to perform in front of dolls and peers,
arranging the venue for the performance.
Encourage participation in conversations about the theater (theater - actors - spectators, behavior of people in the auditorium)
.
Didactic games. Strengthen children’s ability to select objects by color and size (large, medium and small balls of 2-3 colors, assemble a pyramid of rings of decreasing size, alternating 2-3 colors in a certain sequence. Teach to assemble a picture from 4-6 parts ( “ Our dishes"
,
“Toys”
, etc.).
In joint didactic games, teach children to follow gradually more complex rules.
Middle group (4 -5 years old)
Role-playing games. Continue working with children to develop and enrich the plots of games; Using indirect methods of guidance, lead children to independently create game plans .
In joint games with the teacher, containing 2-3 roles, improve the children’s ability to unite in the game, distribute roles (mother, father, children, perform game actions , act in accordance with the rules and the general game plan .
Learn to select objects and attributes for the game.
Develop the ability to use buildings made from building materials in a role-playing game. Encourage children to create buildings of varying structural complexity (for example, a garage for several cars, a house of 2-3 floors, a wide bridge for the passage of cars or trains going in two directions, etc.).
Teach children to agree on what they will build, distribute material among themselves, coordinate actions and achieve results through joint efforts.
Nurture friendly relationships between children, develop the ability to take into account the interests of comrades.
Expand the scope of children’s independent actions in choosing a role, developing and implementing a plan, and using attributes; develop the social relationships of those playing by understanding the professional activities of adults .
Outdoor games. Continue to develop physical activity; agility, speed, spatial orientation.
To foster children's independence in organizing familiar games with a small group of peers.
Train yourself to follow rules independently.
Develop children’s creative abilities in games (inventing game options, combining movements)
.
Theatrical games. Continue to develop and maintain children’s interest in theatrical play by acquiring more complex gaming skills (the ability to perceive an artistic image, monitor the development and interaction of characters).
Conduct studies to develop the necessary mental qualities (perception, imagination, attention, thinking, performance skills (role-playing, ability to act in an imaginary plan)
and sensations (muscular, sensory, using musical, verbal, visual images.
Teach children to perform simple performances based on familiar literary works; use to embody an image
known means of expression (intonation, facial expressions, gesture)
.
Encourage children to show initiative and independence in choosing a role, plot, and means of transformation; provide the opportunity for experimentation when creating the same image.
To learn to feel and understand the emotional state of the hero, to enter into role-playing interactions with other characters.
To promote the diversified development of children in theatrical activities by tracking the number and nature of the roles performed by each child.
Promote the further development of director's play by providing space, play materials and the opportunity for several children to join together for long periods of play.
To teach the use of figurative toys and bibabo, independently sculpted figures from clay, plastic, plasticine, and toys from Kinder surprises in theatrical games.
Continue to use the capabilities of the pedagogical theater (for adults)
for the accumulation of emotional and sensory experience, for children to understand the complex of expressive means used in the performance.
Didactic games. Learn to play didactic games aimed at consolidating ideas about the properties of objects, improving the ability to compare objects by external characteristics, group, and make a whole from parts (cubes, mosaics, puzzles)
.
Improve tactile, auditory, and taste sensations (“Identify by touch (by taste, by sound)
").
Develop observation and attention ( “What has changed”
,
“Who has the ring”
).
Encourage the desire to master the rules of the simplest board games ( “Domino”
,
"Lotto"
).
Senior group (5-6 years old)
Role-playing games. Improve and expand play ideas and skills. Develop a desire to organize role-playing games.
Encourage the choice of a theme for the game; teach to develop a plot based on knowledge gained from the perception of the environment, from literary works and television programs, excursions, exhibitions, travel, hikes.
Teach children to agree on the theme of the game; distribute roles, prepare the necessary conditions, agree on the sequence of joint actions, establish and regulate contacts in a joint game: negotiate, reconcile, give in, convince, etc. Learn to independently resolve conflicts that arise during the game. Contribute to the strengthening of sustainable children's play associations .
Continue to develop the ability to coordinate your actions with
actions of partners, observe role interactions and relationships in the game. Develop emotions that arise during role-playing and plot game actions with characters.
Learn to complicate the game by expanding the composition of roles, coordinating and predicting role actions and behavior in accordance with the plot of the game, and increasing the number of combined storylines.
Contribute to enriching a familiar game with new solutions (participation of an adult, changing attributes, introducing substitute items or introducing a new role). Create conditions for creative self-expression; for the emergence of new games and their development.
Teach children to collectively build buildings necessary for the game, plan upcoming work, and carry out their plans together. Learn to apply constructive skills acquired in class.
Form the habit of carefully putting toys away in the designated place.
Outdoor games. Continue to teach children to independently organize familiar outdoor games; participate in games with competitive elements. Introduce folk games.
Cultivate honesty and fairness in independent games with peers.
Theatrical games. Continue to develop interest in
theatrical play by actively involving children in play activities . Create a desire to try yourself in different roles.
To complicate the game material by presenting more and more promising ones to the children (from the point of view of dramaturgy)
artistic
tasks ( “You were poor Cinderella, and now you are a beautiful princess”
,
“This role has not yet been revealed to anyone”
, changing tactics of working on
a game or performance.
Create an atmosphere of creativity and trust, giving each child the opportunity to speak out about the preparation for the performance and the process of the game.
Teach children to create creative groups to prepare and conduct performances and concerts, using all available opportunities.
Learn to build a line of behavior in a role using attributes and costume details made with your own hands.
Encourage improvisation and the ability to feel free in a role. To cultivate artistic qualities, to reveal the creative potential of children, involving them in various theatrical performances: concert games, circus, showing scenes from plays. Provide opportunities for children to perform in front of peers, parents, and others
guests.
Didactic games. Organize didactic games, uniting children into subgroups of 2–4 people; learn to follow the rules of the game.
Develop memory, attention, imagination, thinking, speech, sensory abilities of children. Learn to compare objects, notice minor differences in their characteristics (color, shape, size, material, combine objects according to common characteristics, make a whole from parts (folding cubes, mosaics, puzzles, identify changes in the arrangement of objects (front, back, right, left) , under, above, in the middle, on the side)
.
To develop a desire to act with a variety of educational games and toys (folk, electronic, computer games, etc.)
.
Encourage children to be independent in the game, causing them to have an emotionally positive response to the game action .
Teach to obey the rules in group games. Foster creative independence. Develop qualities such as friendliness and discipline. Foster a culture of fair competition in competitive games.
School preparatory group (6-7 years old)
Continue to develop children's independence in organizing all types of games, following rules and norms of behavior.
Develop initiative and organizational skills. Foster a sense of teamwork.
Role-playing games. Continue to teach children to take on different roles in accordance with the plot of the game; use attributes, constructors, building materials.
Encourage children to organize their own game in their own way, independently select and create the items missing for the game (tickets for playing in the theater, money for shopping)
.
To promote the creative use in games of ideas about the surrounding life, impressions of works of literature, and cartoons.
Develop creative imagination, the ability to develop a game together, coordinating your own game plan with the plans of your peers; continue to develop the ability to negotiate, plan and discuss the actions of all players.
Form relationships based on cooperation and mutual assistance. Cultivate goodwill and willingness to help a peer; the ability to take into account the interests and opinions of fellow players and resolve disputes fairly.
Outdoor games. Teach children to use outdoor games of various content in their independent activities. Conduct games with elements of competition that promote the development of physical qualities (dexterity, speed, endurance, coordination of movements, ability to navigate in space.
Learn to fairly evaluate the results of the game.
Develop interest in sports (badminton, basketball, table tennis, hockey, football)
and folk games.
Theatrical games. To develop children's independence in organizing theatrical games.
Improve the ability to independently choose a fairy tale,
poem, song for production; prepare the necessary attributes and scenery for the future performance; distribute responsibilities and roles among themselves.
Develop creative independence, aesthetic taste in conveying an image; artistic skills. Learn to use means of expression (posture, gestures, facial expressions, intonation, movements)
.
Cultivate a love of theater. Widely use different types of theater in children's theatrical activities (bibabo, finger theater, cup theater, picture theater, glove theater, puppet theater, etc.).
To develop the skills of theatrical culture, to introduce them to theatrical and musical art through watching theatrical performances and video materials. Tell children about the theater and theatrical professions.
Learn to comprehend artistic images created by means of theatrical expressiveness (lighting, makeup, music, words, choreography, scenery, etc.)
.
Didactic games. Continue teaching children to play various educational games (lotto, mosaic, spillikins, etc.)
. Develop the ability to organize games and play the role of a leader.
Learn to coordinate your actions with the actions of the leader and other participants in the game. Develop intelligence in the game, the ability to independently solve a given problem .
Involve children in creating some didactic games ( “Noisemakers”
,
“Rustlers”
, etc.). Develop and consolidate sensory abilities. Promote the manifestation and development in the game of qualities necessary for preparing for school: voluntary behavior, associative figurative
and logical thinking, imagination, cognitive activity.
"BALLOON"
Children form a circle and hold hands. Following the teacher, children repeat movements and actions in accordance with the test.
My mother and I went to the store and bought a balloon there (they walk in a circle)
We will inflate the balloon, we will play with the balloon. (go back, expanding the circle)
Balloon, inflate, balloon, inflate (clap your hands)
Puff up big, but don't burst!
(hold hands and move back a little)
Oh, it burst!
(they let go of their hands and sit down).
“Games with rules - types, features of use in a group”
Traditionally, a game with rules appears in modern domestic pedagogy as a kind of antagonist of a plot game. Most practical teachers quite rightly believe that story-based play, or as it is often called, creative play, can take the form of a child’s free and independent activity. Another thing is playing with rules. This type of play is presented either as an ordered motor activity organized by an adult, during which children do not simply move randomly, but obey rules, the implementation of which is monitored by the teacher. Another popular form of games with rules in kindergarten is children playing with printed board games, such as dominoes, lotto and “goose”. In all of these games, the main attention of all participants, children and adults, is paid to the content of the game, its plot basis.
Games with rules represent a very extensive layer of activity for a preschool child. It is generally accepted that play with rules is of great importance for the physical, sensory and mental development of children. But, as a number of modern scientists note, the main developmental significance of a game with rules is associated with its specific characteristics. First of all, this is the development of independent normative regulation of behavior in children. If there is a rule (norm) that is mandatory for all participants, there is a need to monitor their implementation. In children, in their independent activities, conditions are created and the need arises for the implementation of such an important moral principle as justice.
A game with rules is characterized by competitive relationships between participants. The child has the opportunity to independently distinguish himself from other children, in accordance with simple and understandable criteria. For the development of a child, the fact of not only winning, but also losing is important. The experience of failure in a game contributes to the emergence in the child’s character of very important qualities (perseverance, the ability to achieve a given task, etc.), which will be useful to him in later life.
The whole life of a preschooler is connected with play. Mastering the things around him, relationships between people, understanding the meanings that social life carries, the work and responsibilities of adults - he gets acquainted with all this while playing, imagining himself in the role of mom, dad, and so on.
During the preschool period, the basic volitional qualities of the individual begin to form: perseverance and perseverance, determination, quick decision-making and bold implementation of them; self-control, that is, lack of vehemence when a conflict arises, independence, responsibility and discipline. Preschool age is a unique period in a child’s life, in which the foundations of personality are laid, the arbitrariness of mental processes is developed, creativity, activity and initiative develop. All these important qualities are formed in the process of carrying out the preschooler’s leading activity - in play. The most important role in the development of older preschoolers is played by those qualities and mental processes that are associated with the child’s ability to carry out complex, detailed play activities, primarily role-playing games with a plot, with the distribution of roles and rules. One of these qualities is will. Features of the development of will in preschool childhood are: the formation of goal setting, the emergence of struggle and subordination of motives, the emergence of internal control in behavior, the development of the ability to exert volition, speech planning of activities, encouraging adults and peers to carry out their own plans, arbitrariness in the sphere of movements, actions, and also cognitive processes and communication with adults.
"CIRCLE - CIRCLE"
Children walk in a circle, holding hands, and say the words:
“Circle-circle, scarlet flower!
One, two, three - turn around - ka,
Olya, you!”
The named child turns his back in a circle and joins hands. Children continue to pronounce the words of the game.
As soon as 5-6 children are in the circle with their backs, the game stops.
| Outdoor games in kindergarten (5-7 years old) |
The meaning of the game for preschoolers
A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world.
V. A. Sukhomlinsky
Preschool childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct behavior, and develops a character.
The main activity of preschool age is play, during which the child’s spiritual and physical strength develops; his attention, memory, imagination, discipline, dexterity. In addition, play is a unique way of learning social experience, characteristic of preschool age.
A. M. Gorky expressed the idea: “Game is the way for children to understand the world in which they live and which they are called upon to change.”
In the game, all aspects of the child’s personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of games, which psychologists consider the leading activity of a preschooler.
A special place is occupied by games that are created by children themselves - they are called creative or role-playing games. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully shapes a child’s personality, and therefore is an important means of education.
What gives the right to call play a creative activity?
The game is a reflection of life. Everything here is “as if”, “make-believe”, but in this conditional environment, which is created by the child’s imagination, there is a lot of reality; the actions of the players are always real, their feelings and experiences are genuine and sincere. The child knows that the doll and the bear are just toys, but he loves them as if they were alive, understands that he is not a “true” pilot or sailor, but feels like a brave pilot, a brave sailor who is not afraid of danger, and is truly proud of his victory.
Imitating adults in play is associated with the work of the imagination. The child does not copy reality; he combines different impressions of life with personal wholesale.
Children's creativity is manifested in the concept of the game and in the search for means for its implementation. How much creativity is required to decide what journey to take, what ship or plane to build, what equipment to prepare! In the game, children simultaneously act as playwrights, prop makers, decorators, and actors. However, they do not hatch a plan, do not prepare for a long time to play a role, like actors. They play for themselves, expressing their dreams and aspirations, thoughts and feelings that possess them at the moment. Therefore, the game is always improvisation.
Play is an independent activity in which children first interact with peers. They are united by a single goal, joint efforts to achieve it, common interests and experiences.
Children choose the game themselves and organize it themselves. But at the same time, in no other activity are there such strict rules, such conditioning of behavior as here.
Therefore, the game accustoms children to subordinate their actions and thoughts to a specific goal and helps to cultivate purposefulness.
In play, the child begins to feel like a member of a team and fairly evaluates the actions and actions of his comrades and his own. The teacher’s task is to focus the attention of the players on goals that would evoke a commonality of feelings and actions, the ability to establish relationships between children based on friendship, justice, and mutual responsibility.
Creative collective play is a school for educating the feelings of preschoolers. Moral feelings formed in the game influence the child’s behavior in life, while at the same time, the skills developed in the process of children’s everyday communication with each other and with adults are further developed in the game.
Play is an important means of mental education for a child. The knowledge gained in kindergarten and at home finds practical application and development in the game. Reproducing various life events, episodes from fairy tales and stories, the child reflects on what he saw, what was read and told to him; the meaning of many phenomena, their meaning becomes more clear to him.
Translating life experiences into a game is a complex process. Creative play cannot be subordinated to narrow didactic goals; with its help, the most important educational tasks are solved. Children choose their playing role in accordance with their interests and their dreams about their future profession. They are still childishly naive and will change more than once, but it is important that the child dreams of participating in work useful to society. Gradually, through play, the child develops general ideas about the meaning of work and the role of various professions.
In play, children's mental activity is always associated with the work of their imagination; It’s tedious to find a role for yourself, imagine how the person you want to imitate acts, what he says. Imagination also manifests itself and develops in the search for means to carry out the plan; before you go on a flight, you need to build an airplane, you need to select suitable goods for the store, and if there are not enough of them, you need to make it yourself. This is how the game develops the creative abilities of the future schoolchild.
Interesting games create a cheerful, joyful mood, make children’s lives complete, and satisfy their need for active activities. Even in good conditions, with adequate nutrition, the child will develop poorly and become lethargic if he is deprived of an exciting game.
In play, all aspects of a child’s personality are formed in unity and interaction. Organizing a friendly team, instilling comradely feelings and organizational skills in children is possible only if you manage to captivate them with games that reflect the work of adults, their noble deeds, and relationships. In turn, only with a good organization of the children's team can the creative abilities of each child and his activity be successfully developed.
The game develops moral qualities, responsibility to the team for the assigned task, a sense of camaraderie and friendship, coordination of actions in achieving a common goal, and the ability to fairly resolve controversial issues.
The most important condition for successfully leading creative games is the ability to gain the trust of children and establish contact with them. This can only be achieved if you take the game seriously, with sincere interest, and understand the children’s plans and their experiences.
The main way of education in a game is to influence its content, that is, the choice of theme, plot development, distribution of roles and the implementation of game images.
The theme of the game is the phenomenon of life that will be depicted: family, kindergarten. school, travel, holidays. The same theme includes different episodes depending on the interests of children and the development of imagination. Thus, different stories can be created on the same topic. Each child portrays a person of a certain profession (teacher, captain, driver) or family member (mother, grandmother). Sometimes the roles of animals and characters from fairy tales are played. By creating a play image, the child not only expresses his attitude towards the chosen hero, but also shows personal qualities. All girls are mothers, but each gives the role its own individual characteristics. Likewise, in the role played as a pilot or astronaut, the features of the hero are combined with the features of the child who portrays him. Therefore, the roles may be the same, but the game images are always individual.
The content of children's games is varied: they reflect the life of the family and kindergarten, the work of people of different professions, social events that are understandable to the child and attract his attention. The division of games into household, public and industrial is conditional. The same game often combines elements of everyday life, work and social life: a mother takes her doll daughter to kindergarten, and she herself rushes to work; parents and children go to a party, to the theater. But in every game there is a predominant motive that determines its content, its pedagogical significance.
Playing with dolls as daughters and mothers has existed at all times. This is natural: the family gives the child the first impressions of the life around him; parents are the closest, beloved people whom, first of all, you want to imitate. It is also natural that dolls attract mainly girls, because mothers and grandmothers take more care of children. However, if boys are not instilled with contempt for such games (“why do you need a doll, you’re not a girl”) and they are happy to be dads, perform household chores, and carry babies in a stroller.
By observing a child’s behavior in play, one can judge the relationships between adults in the family and their treatment of children. These games helped instill in children respect for parents, elders, and a desire to take care of children. By imitating the housework of adults, children learn some housekeeping skills: they wipe dust from doll furniture, sweep the floor in their “house,” and wash doll clothes.
Life in kindergarten also provides rich material for play activities, especially in younger groups, when the child receives many new experiences. The game reflects the daily life of the kindergarten and extraordinary joyful events: the New Year tree, a visit to the puppet theater, the zoo.
The vast majority of games are dedicated to depicting the work of people of different professions. In all kindergartens, children fly on airplanes. Construction is underway everywhere in our country, and children are tirelessly building houses and new cities. Thus, through play, children’s interest in different professions is consolidated and deepened, and respect for work is fostered.
I set myself the task of helping the children organize these games, making them exciting and action-packed.
In play, children imitate the activities of adults, but do not copy it, but combine their existing ideas and express their thoughts and feelings.
It is very important not to standardize games, but to give scope to children’s initiative. It is important that children come up with games themselves and set goals for themselves. The teacher should not hamper the children’s initiative, discourage them, or force them to play certain games.
To resolve the issue of methods of influencing children’s gaming activities, it is necessary to understand what guides them when choosing a game, why they imitate a particular character, depict a given event.
Numerous observations show that the choice of game is determined by the strength of the child’s experiences. He feels the need to reflect in the game both everyday impressions associated with the feelings he has for loved ones, and unusual events that attract him with their novelty.
My task is to help the child choose from the mass of life experiences the most vivid ones, those that can serve as the plot of a good game.
To make an interesting game, it is not enough for children to just see how they build a house and transport loads. If we limit ourselves to this, children will imitate only the actions of adults, not realizing the significance of their work. As a result, the game will be poor and lacking in content. It is necessary to deeply excite children with life events and labor feats, so that they want to imitate them.
Spectacles have a strong influence on the game, especially television, which has become firmly established in the everyday life of every family. TV shows provide interesting material for games. Many games arise under the influence of special children's programs, as well as programs about events in our country.
For kids, for example, a visual reminder is important - toys: a toy piano makes them think of conducting a music lesson, toy animals resemble a familiar fairy tale. Sometimes, to give children an idea for a game, you can show them a puppet theater or toy theater performance. Repeating the dramatization, the kids basically remake it, combining what is shown with their personal experience: like this. Doctor Aibolit treats not animals, but dolls who are sick with the flu.
Young children usually start playing without thinking about the purpose of the game and its content. However, experience shows that already in the fourth year of life, preschoolers are able to choose the topic of the game and set a specific goal. Before starting the game I ask: “What will you play? What will you build? Where will you go by train? Who will you be? What toys do you need? These questions force children to think and outline the main plot, which may change in the future.
Gradually the game becomes more and more purposeful, becomes more meaningful and interesting. In older preschool age, greater play experience and a more developed imagination help children to come up with various interesting stories themselves. All I need is a verbal reminder about an excursion, a book, a movie for the idea of a new good game to be born. An important motivator for the game is also a conversation in which the meaning of what was seen and read, the characters of the characters, and their experiences are revealed. If you manage to captivate children with the plot, the game arises naturally even without the teacher’s suggestion.
The organization of a play group and the formation of the personality of each child in this group is one of the most important and very complex issues in childhood pedagogy. This complexity is caused by the dual nature of the experiences and relationships of the players. Performing his role with enthusiasm, the child does not lose his sense of reality, remembers that in fact he is not a sailor, and the captain is only his comrade. While showing outward respect to the commander, he may experience completely different feelings - he condemns him, envies him. If the game greatly captivates the child, if he consciously and deeply enters into the role, the gaming experience overcomes selfish impulses. The teacher’s task is to educate children using the best examples from the lives and activities of people that contribute to the formation of positive feelings and motives.
When organizing the game, I was faced with difficult questions: every child wants to be in charge, but not everyone knows how to take into account the opinions of their comrades or resolve disputes fairly. Choosing an organizer requires a lot of attention. Not everyone can cope with this role. But all children need to be taught activity and organizational skills.
Thus, play plays a big role in the life and development of children. In play activities, many of the child’s positive qualities, interest and readiness for upcoming learning are formed, and his cognitive abilities develop. Play is important both for preparing a child for the future and for making his present life full and happy.
The imagination of older preschoolers becomes more and more active, and they develop the ability for creative activity. “This is also confirmed by the fact that children are beginning to pay more and more attention to the idea, that is, to the concept of their work.
Thus, in preschool age, the foundations of a child’s creative activity are laid, which are manifested in the development of the ability to conceive and implement it, in the ability to combine their knowledge and ideas, in the sincere transmission of their feelings.
Children's play achieves full development only when the teacher systematically and purposefully shapes this activity, practicing all its main components. Thus, during a role-playing game, he highlights for the children, against the background of a holistic plot, the content and methods of role-playing interaction; in didactic games, it helps them identify and understand the rules, determine the sequence of actions and the final result; during the organization and conduct of outdoor games, it introduces them to the content of the rules and requirements for game actions, reveals the meaning of game symbols and the functions of game attributes, and helps evaluate the achievements of peers. Along with this, the teacher also guides the children’s independent games, carefully guiding them in the right direction through the organization of the play space and a special prepared stage of the game.
Literature:
- Azarov Yu. P. Game and work. - M.: Knowledge, 1973
- Vygotsky L. S. Play and its role in the psychological development of a child // Questions of psychology - 1966 - No. 6
- Zankov L.V. Development of schoolchildren in the learning process. - M., 1967
- Kon I. S. Child and society. M., 1988
- Pedagogy and psychology of play: Interuniversity collection. scientific works - Novosibirsk: Publishing house. NGPI, 1985
"TRAFFIC LIGHT"
The leader stands about 3 meters from the children, with his back to them. He's a traffic light, kids.
"cars". The presenter names any color, for example “blue”. Players must find this color in their clothing. If there is such a color, then the children, showing it to the presenter, walk past to the other side (to the garage). If
there is no such color, then the child (or children), on the command: “1,2,3 - run,” must run
past the traffic light so that it doesn’t hit him
hand. The one who was hit by the traffic light leaves the game.
GAMES WITH CHILDREN INDOORcard file (senior group) on the topic
PLAYING WITH CHILDREN INDOOR
Living - non-living
The presenter names living and inanimate objects mixed together, and the children answer in chorus only “living”, and are silent when they answer “inanimate”. The children who make the fewest mistakes win.
Line
Children line up in one line in the direction of the leader's hand. When he speaks in all directions, everyone runs away. And when they heard the chant: “The guys have strict order, tra-ta-ta, tra-ta-ta, they know all their places,” they run and line up in a new direction. The latter is considered the loser.
Find the color
Children stand in a circle and, at the leader’s command, look for objects of the named color in order to touch them. The loser is the one who touches the desired thing last. He is out of the game.
Predator
All children are fish, one of them is a predator. When an adult shouts: “Ship,” the fish take cover against one wall, when they shout “Storm,” they take cover at the other, and when the word “predator” is heard, they begin to flee, while the predator reveals itself and begins to catch them.
Sunny bunnies
This activity is suitable for sunny weather. You should take a small mirror, let sunbeams onto the walls and ceiling and watch them together with your baby.
Runners are jumping - Sunny bunnies. We call them, but they don’t come. They were here - and they are not here. Jump, jump around the corners. They were there - and they are not there. Where are the bunnies? Gone. Haven't you found them anywhere? (A. Brodsky)
Listen
The leader whistles, signaling the blindfolded players and changing their direction. Focusing on the sounds, you need to find an adult.
Items
Children bring some small objects with them and put them in one place. Next, choose one of the players to stand with his back to the objects. The presenter, pointing to one of the items, asks: “What should the person who owns this item do?” All players see this object, but one has his back to it and does not know whose object the leader is pointing to. This player's job is to assign "fines", a task that the owner of the item must complete in order to redeem the item.
Through the hoop
The player holds a racket with a table tennis ball in one hand, and a gymnastic hoop in the other. The player’s task is to pass the hoop through himself from top to bottom, then from bottom to top, without dropping the ball. They play in pairs. The one who completes the task faster wins.
Arithmetic cubes
To play you need 3 dice. Everyone throws them 3 times. If among the dropped numbers there are identical ones, they are added up (for example, 3, 5 and 3 are dropped, playing the sum 3+3=6, and if all different numbers are dropped, say 5, 2 and 3, they are not taken into account). If it happens that after the next throw all 3 numbers turn out to be the same (for example, 4,4 and 4), then the sum of these numbers also doubles. The winner is the one who, after three throws, ends up with the largest sum of numbers.
Clothespins
Players need to find and collect all the clothespins in the room. Clothespins can be different: plastic, wooden, colored, transparent, old, new. The main principle: the more, the better. The players are divided into pairs. The couple is given a headband with clothespins. The task is very simple. One child blindfolds himself. Clothes pins are attached to the partner's clothes. Moreover, those around them hang up the clothespins, not the child himself. Where to attach them is up to them to decide. The player has no right to interfere in the process. Next comes the time for the player to act blindfolded. His task is to find and remove all the clothespins from the player as quickly as possible.
Funny pictures
A game for developing visual memory. Invite your child to carefully look at 10 pictures, each of which depicts a familiar object. Then ask your child to name the items he remembers one by one. The number of items that the child remembers is important. Show your child pictures that he did not name. Please try again in 10 minutes. Offer to remember all the pictures in an hour.
Get the town
Participants in the game take a toes-and-fives stance, with their hands clasped behind their backs (the hand of one hand grabs the wrist of the other). When squatting, he must, without moving from his place and without touching the floor with his hands, lift the town (puck, cube, cone, etc.) located behind his leg. The winner is the one who succeeds the most times out of three attempts.
Find the bunny
To play you will need a clean handkerchief. You should take it by its 2 adjacent ends, look behind it on both sides and ask: “Where is our bunny? Where did he run off to?" After this, you need to tie the ends of the scarf into knots so that they look like bunny ears, and say: “Here comes the bunny! Where is his tail? At the remaining end of the scarf you need to tie a small knot-tail: “And here is the tail! Let's pet him."
gold fish
The child is a goldfish who offers the fisherman his wish. You come up with something supernatural, and he must find a good reason why he cannot fulfill your desire. Then you can switch roles.
Damaged fax
Participants sit in a row one after another. The last participant draws a picture on the back of the person sitting in front of him. The player who receives the message must repeat it as accurately as possible on the back of the person sitting in front. The first player in the row, having received the message, draws it on paper. After this, the drawings of the first and last players are compared and it is revealed which participants in the game the fax failed on. Before the next round, all players must change places.
Geometric shapes, letters and small words, various symbols (dollar sign, euro, ampersand, copyright) can be used as drawings.
It is advisable to start the game with simple geometric pictures. To make the game more dynamic, you can prepare drawings for transmission in advance, secretly from the participants in the game.
You can play a team version of the game - all participants are divided into teams of 5-8 people and simultaneously submit a drawing. The winning team is the one whose resulting drawing is closest to the original one.
Musical chairs
After the music stops, sit on a chair as quickly as possible. The one who did it last or who did not have enough chairs loses.
Loaches
The players stand in a circle and raise their arms up, forming a “collar”. The host declares the two players standing next to each other to be loaches. One loach stands in a circle and is called “escaping”, the other behind the circle is called “catching up”. The running distance is small - you need to run around the circle once and take your place, but you will have to run not in a straight line, but along a winding line, slipping into the “gate” from one side or the other.
At the leader’s signal, both loaches take off. If he wins, that is, the one running away has reached his place earlier, then a loach is appointed instead, and the one who is catching up remains the same. If the one catching up with the escaping one, then the one catching up chooses a replacement, and the escaping loach remains the old one.
The game can be played with a division into two teams, counting everyone standing as the first and second numbers, then the escaping and catching loaches are selected from different teams, and the success of one or the other brings one point to his team.
Dwarfs - Giants
Children stand waist-deep in water. The presenter gives the signal by shouting the word: “Dwarfs!” Everyone sits in the water. Behind the signal: “Giants!” - all players jump up. The one who makes a mistake is out of the game. The one who remains wins.
Extra item
The teacher displays rows of geometric shapes on a typesetting canvas. In each row, one figure differs in color (shape, size). Students must find the “extra” figure and explain why they decided so. For the correct answer, the student receives a chip.
Ball over the line
Players from two teams enter the water and line up at opposite sides of the pool facing the middle. The side is for them in the game the line of the house that they defend. The leader throws the ball into the middle between the teams. The players swim towards him and, having taken possession of the ball, begin to throw it among themselves, trying not to give it to the opponent. The challenge is this. To approach the opponent's house and touch the side of the pool with the ball. On an open reservoir, the playing field is limited by floats and paths of floats. The game lasts 10 minutes. The team that manages to touch the opponent's house with the ball the most times wins.
Hurry up to pick
A participant stands in a circle with a diameter of 1 meter with a volleyball in his hands. There are 8 tennis (rubber) balls behind the player. At a signal, the participant throws the ball up, and while it is in the air, he tries to pick up as many balls as possible and, without leaving the circle, catch the ball. The participant who managed to pick up more balls wins.
Monkey tag
Monkey tag is a type of tag. The driver catches up with the runner, who is changing his methods of movement; the driver is obliged to change his method of movement after the runner.
Chain fishing
Chain fishing is a type of tag. The beginning is like a game of fishing in pairs, only the drivers remain in one chain. This game takes place interestingly in the forest or among the pillars.
Freeze in place
To conduct the game, one or more participants are appointed to play the role of sorcerers. The one who is touched by the sorcerer must stop in place and spread his legs apart. The player can continue the game if one of the runners crawls between his feet.
Flying Dutchman
This game is best played in the forest, especially if everyone is frozen. They will warm up very quickly. Players (10-30 people) stand in a circle and join hands. One pair of people runs in a circle. Suddenly one of them hits the clasped hands of someone in the circle. The couple that was hit must jump out of the circle and run around it, the couple that hit does the same, only they run in the opposite direction. The two who run around the circle faster take up the empty space. Others remain running around in circles. History repeats itself.
Falling stick
Standing in a circle, several players settle down in numerical order. Participant number 1 takes a gymnastic stick and goes to the middle of the circle. Having placed the stick vertically and covering it with his palm on top, he loudly calls a number, for example 3, and he runs back to his place. The one who is named runs forward, trying to catch the falling stick. If he manages to do this, then participant number 1 again takes the stick and, placing it vertically, calls out a number, etc. If the stick falls to the ground, then the one who failed to pick it up becomes the driver. The game lasts 5 - 7 minutes. The winner is the one who played the role of leader less than others.
The last word
The presenter names different nouns. Suddenly he breaks off, approaches one of the children and asks him to repeat the last word. If the child was inattentive and did not remember it, he receives a penalty point. The one with the fewest penalty points wins.
