What kind of games are didactic. The essence of the didactic game. Card files of educational and entertaining activities for different age groups
So that children in kindergarten and in primary school developed and learned something new easily and naturally, a wonderful method called "didactic game" was invented.
This method is truly a godsend for good educators and teachers, and what is its essence and why it is so valuable, we will tell you more later.
What is a didactic game: essence and application
Everyone knows that most children love to play and learn well through play. Remember for yourself how with rapture in the kindergarten you played "hospital" or "shop". In the process of such games, new knowledge and social roles were acquired very easily. Smart teachers, keeping this feature in mind, add elements of the game to the process of basic education. This is how didactic games appear.
A didactic game is a type of training session in the form of an educational game that implements the principles of active learning. The didactic game has certain rules, its own structure and system for evaluating children. It involves collective learning activities, when individual students or groups of students are busy looking for a solution to an educational issue or a solution to a problem set by the teacher.
As an example, we can consider the following type of classes, which are used by teachers of different subjects. The teacher divides the class into groups-teams that unite at their tables. Previously, the teacher writes a lesson script, comes up with contests and tasks of varying complexity. Teams, participating in these competitions and completing tasks, compete with each other, receive points, points, and at the end of the lesson the winner is announced. During the lesson, children actively perceive new material, as it is presented in a non-standard form. It is also important for the teacher to make reinforcing points for repeating the most important information so that students can understand it better.
Signs and types of didactic games
Among the features of such games, the following can be distinguished as the main ones:
- Availability game situation;
- the game is formalized: there are clear rules, a rating system, a procedure is provided;
- there is no decision chain in this game.
The most popular types of games are game design, case study, gaming technology learning, etc. Each educator and teacher can also come up with their own type didactic game, the main thing is that the game is good in practice.
A game for any child is not only the main type of accessible and interesting activity, but also a means of learning about the surrounding reality, developing useful skills and abilities. In the gameplay, the character is formed, the different kinds thinking, as well as the physical and psycho-emotional development of the little man. Didactic games for children aged 5-6 help to move from entertaining to cognitive, educational, to preparing for classes at school.
Preschool children cannot sit in one place for a long time, they quickly get tired, are distracted from the teacher's explanations, and begin to absorb the information received poorly. That is why board didactic games are replaced by physical exercises or outdoor activities.
For didactic games created by pedagogical science, the main goal is a conscious method of learning, during which preschoolers acquire new knowledge, improve skills, abilities, and develop intellectually. Teachers use various types of didactic classes, thereby developing:
- sensorics - the perception of external influences, as well as sensations;
- motility - motor activity in the form of large and fine motor skills;
- memory;
- logical, spatial, figurative thinking;
- perception of space, time;
- imagination;
- perseverance, diligence, patience;
- meticulousness, curiosity.
The expanded use of didactic games for preschoolers over 5 years old is due to the fact that kids of this age can already concentrate their attention for a longer period of time. Classes can last up to 20 minutes. Vocabulary allows you to express yourself without problems, the kids have developed fantasy, sensory perception, which allows you to start learning.
It is already possible to single out abilities and inclinations, correct, develop them. Preschoolers understand what rules are, the importance of following them, they are able to perform sequential actions on their own.
Currently, there are several types of classification of educational didactic games.
By number of players:
- individual game;
- collective game.
By type of activity
- Travel. Not to be confused with excursions, which are educational activities in their purest form. A game journey can last several days, for example, a “journey along the Golden Ring”, “a cruise along the Volga”. The teacher develops tasks for each stop of travelers. It can be drawings, songs, poems. On the journey, you can search for treasures, solve riddles and problems.
- Conversation, dialogues. The teacher teaches how to conduct a conversation, build a dialogue using the example of communication with a fictional character or a familiar cartoon character.
- Puzzles. They can be guessed not only by adults, but also by preschoolers.
- Order. Very similar to traveling, but the tasks are easier here, and the duration gameplay much shorter. For example, the task is to help punctuate Dunno in the recipe.
- Assumption. "If". "What would be". The question-assumption starts the game process in which the child begins to fantasize, transform the imaginary reality.
According to the material used:
- desktop printed: lotto, puzzles, dominoes;
- With game items: chess, checkers, toys;
- verbal-educational: riddles, puzzles.
According to the purpose of the event:
- speech development;
- teaching the basics of mathematics;
- development of logical thinking;
- acquaintance with nature and the surrounding world;
- development of sensory perception.
A feature of all didactic classes is that the adult always acts as the initiator. Such activities broaden horizons, increase vocabulary. Competitions for the speed of thinking, logic, solving riddles and problems allow kids who are weak in physical exercises to prove themselves, but they know a lot.
We develop memory
Didactic games for preschoolers 5 years old help develop mindfulness, memory, which is very useful for school. Almost all information at school is obtained orally, especially for first graders, when kids still do not know how to write quickly and a lot. Developed attention, memory will help to consolidate new knowledge, remember the information received.
All tasks for fixing memory, developing attention are carried out with toys, small objects. Sometimes the child fails to fulfill the conditions of the task, since arbitrary memory is just beginning the process of formation. If the tasks are related to finding hidden toys or rearranging them, you can suggest using a “pointing gesture” with your finger before starting.
The preschooler points in turn at all the toys with his finger, describes them appearance. The kid can pick up a toy, touch it for better memorization. For the first lessons, you should not offer games with a large number of elements or details: a confused child may refuse to play, burst into tears.
"What's gone." A leader is selected, at first it may be a teacher. When the children get comfortable with the rules, each of them can try himself as a leader. 3 - 4 small toys are placed on the table. The host offers to remember what items are on the table and turn away. When the preschoolers have turned away, the leader removes one toy. Players must remember which toy is missing. You can add a competitive element to the gameplay. Whoever remembers correctly first gets a chip or a token.
"What changed". The leader chooses. Several toys are placed on the table. Fidgets must remember which toys and how they cost. When the preschoolers turn away, the host rearranges the toys, swaps them. The winner is the one who first correctly says which items were moved and where their original place was.
"Find the difference." Place 2 pictures in front of each child. You need to find out how they differ. Alternatively, the picture may show hidden kittens or birds, which must be found in the bushes, behind trees or a fence.
Similar or dissimilar items. The goal is to develop attentiveness, observation, to teach how to find similarities in color, shape, size, material.
Rules. The kid answers, on which the counting rhyme stopped. It is necessary to find 2 objects of the same properties and prove your statement.
Actions. At the signal of the teacher, all preschool children take 2 objects with similar properties in the playroom.
It is necessary to observe the level of difficulty of tasks, move from easy to difficult gradually. Too easy or difficult exercises will not arouse interest in the child.
Knowledge of ecology
All human life is surrounded by the living world, plants, animals. The child must understand the importance of maintaining the ecological balance in nature, take care of animals, plants, and not harm them. Didactic games on ecology for children aged 5-6 introduce preschoolers to the world around them, develop vocabulary, cultivate industriousness, kindness, and attentiveness.
Ecology classes can be held during walks or indoors, especially in bad, rainy or frosty weather. Before each lesson, the teacher talks about the subject of the lesson. For example, the theme is autumn. The teacher tells when autumn comes, what are the external signs: leaves turn yellow, leaves fall, birds fly to warmer climes, and the like. After that, a didactic lesson is held in the form of a game.
"Guess the season." The goal is to give an understanding of the signs corresponding to the seasons. To fix in memory the characteristic features of summer, autumn, winter and spring. The development of auditory attention. The ability to formulate, express thoughts.
Actions. The teacher names weather, natural phenomena. For example, it began to snow, a snowstorm covered the street, a snowdrop blossomed, a bunny changed the color of its fur coat. Preschoolers should highlight the excess, name the season and justify their choice.
What grows where. The goal is to introduce children to flora and places where different plants grow.
Training. The teacher talks about trees, shrubs, where and in what area they grow, shows pictures.
Actions. The child becomes a semicircle, facing the teacher. The teacher shows a picture with a plant and says: "This is a strawberry, it grows with us." If the kids agree, they bounce in place. The teacher shows a card with a pineapple, says that it is a pineapple, it grows in the north. If the fidgets do not agree, they stand and wave their hands: no, not true.
Birds, animals, fishes. The goal is to give knowledge about the species concept, to teach how to distinguish objects into groups.
Training. The task is performed in a playful way, using a ball or a small toy.
Actions. The children stand in a circle, facing each other. The host starts the game. Throws the ball and says it's a fish. The child who caught the ball should name the fish, for example, pike, crucian carp and throw the ball to a neighbor. When a preschooler throws a ball, he sets a task: to name a representative of fish, birds or animals. The one who catches the ball must give the correct answer.
"Guess what's hidden." The goal is to teach to identify the characteristic features of an object, to recognize it by description.
The host covers the apple, banana or carrot with a napkin. Offers to guess what is hidden from the description. Fidgets can ask leading questions. The first person to name the hidden object wins.
Sensory perception
Didactic sensory games are aimed at developing visual, tactile perception. Before conducting game activities related to sensory sensations, the teacher explains to preschool children what geometric shapes are, how they differ from each other.
Kids get acquainted with such materials as wood, metal, glass, plastic. Fidgets, together with the teacher, find the features of each material. For example, glass is fragile and can break. Wood is warm, metal is cold to the touch.
"Make no mistake." The goal is to teach kids to group objects according to shape, material. To fix in the memory of the child the knowledge and understanding of such concepts as soft, hard, smooth, rough, shiny, matte in color. The child must distinguish a large object from a small one, consolidate the concepts of geometric shapes.
Actions. The teacher divides the kids into several teams, optimally 4 teams. For each group, a box or basket is placed on the floor, on which a picture with an object made of a certain material is attached. For example, metal scissors, a soft toy, a rubber ball, a plastic cube.
The teacher repeats again with the preschool children how one material differs from another, after which he gives the task to the teams. Each group must find and collect in their box as many items as possible from the material shown in the picture. The team with the most items in the fastest time wins.
You can change the conditions of the gameplay, offer to collect round, square, triangular objects.
"Air balloons". The goal is to give the concept of the spectrum, to fix in memory the colors of the spectrum: red, orange, yellow, green, blue and violet.
Actions. In front of each preschooler is a picture with colorful balls. It is necessary to find and tie a thread of the same color.
Any didactic game for a child of 5-6 years old is primarily aimed at expanding vocabulary, as well as forming speech. A coherent, logically constructed speech is an indicator of the speech development of a preschooler. After 5 years, the baby begins to control his speech. In a child’s conversation, not only simple, but also complex sentences already appear.
Children distinguish, distinguish groups of sounds in words. Speech becomes more expressive, the preschooler uses intonation correctly. It can emphasize a sad or cheerful mood with a voice. Preschoolers understand and are able to regulate the volume of their voice and its tempo. They can speak in whispers, quickly or slowly.
Didactic games for the development of speech teach you to coherently express your thoughts, build a correct dialogue, learn to pronounce sounds correctly. In games for the development of speech, special attention is paid to the formation of speech, phonetic hearing of a preschooler. The teacher in a playful way works with sounds, letters, teaches how to correctly formulate and pronounce whole sentences.
"Broken phone". The goal is to develop auditory perception, memory, teamwork, honesty and goodwill.
Rules. The child whispers a word to a neighbor so that other children do not hear. If the kid incorrectly conveyed the word, that is, he ruined the phone, this child should sit on the last chair.
Actions. Preschoolers sit side by side on chairs, forming a chain. The first child quietly speaks a word in the ear of a neighbor, who passes it on. The kid who sits last calls the word he heard. If the phone works, the word was transmitted correctly. If the phone is broken, they ask in a chain who heard which word and find where it was incorrectly transmitted.
"Solve the puzzle." The goal is to teach to divide words into syllables, to be able to highlight the first syllable, to compose words.
Rules. In each presented word, select the first syllable, make a new word.
Actions. Find the word hidden on the card. Each preschooler receives a picture that shows 3 drawings. It is necessary to name the words, select 1 syllable from each word. From the resulting syllables, make a hidden word. For example, pictures are presented with the following words:
- sun, shovel, car (straw);
- house, rose, guitar (roads);
- wolf, chamomile, tank (gate);
- owl, button accordion, cabbage (dog).
"Say the opposite." The goal is to give the concept of antonyms and fix it in memory. Expansion of vocabulary, the formation of correct speech. The development of mindfulness.
Rules. Choose the opposite meaning for each word. For example, big - small, up - down, far - close. You can use the verbs: wet - dry.
Actions. Preschool children sit on chairs in a circle. The teacher takes the ball, says the first word and throws the ball. The kid catches the ball, says a word that is opposite in meaning, and throws the ball to another child.
"One is many." Goal - a preschooler must learn to form a plural from a singular noun. Expand vocabulary.
Rules. The teacher says the word in the singular, the baby must form the plural.
Actions. The teacher throws the ball, pronounces the word in the singular. The preschooler returns the ball, while naming the plural.
"Say more words." The goal is to teach how to describe an animal not only by external signs, but also by traits and character traits.
Actions. The teacher offers to take a picture with any animal and describe it. For example, a cat is fluffy, affectionate, loves milk, meows gently. The more words and definitions the fidget comes up with, the better.
Didactic games in mathematics allow you to consolidate previously acquired knowledge and learn new concepts. Knowledge of numbers, simple mathematical operations helps to start solving problems for 1 or 2 actions. Solution math problems develops thinking, intellectual abilities. Parents can also conduct such classes in a playful way at home using cards. children's lotto or dominoes.
What number is missing? The task is to fix the ordinal account in memory.
The teacher draws numbers on the board or attaches cards to them, but one or more numbers are missing. The baby must name the missing number, take the card from the table where it is shown, and show it to everyone.
"More or less". Preschoolers should fix in memory the meaning of the concepts "more" or "less". To do this, the child is asked to name a number that is greater or less than the number written on the board.
"Magic Bag" The task is to fix in memory knowledge about geometric shapes. The children take it in turn to touch the figure out of the bag and describe it.
"Orientation in space". A preschooler must correctly navigate in space, understand the meaning of the terms: behind, side, left, right, bottom, top. It may be suggested to find comfortable spot doll. Put it in the middle, then move it back. Park the car in the back.
The study of traffic rules in preschool institutions is of particular importance. Knowing and following the rules of behavior on the road helps to protect the life and health of preschoolers.
Getting to know the rules of the road begins in a playful way with getting to know the colors of the traffic lights.
"Traffic light". The task is to teach the rules of safe crossing of streets and intersections. Learn what the colors of traffic lights mean.
Training. The teacher shows a picture of a traffic light, explains the meaning of each color. He tells how to cross the road correctly, what a zebra road is, whether it is necessary to let the car through and how to check that there is no danger on the road. Children repeat, retell what they remember.
A model road with an intersection is being prepared, where there is a carriageway, a sidewalk. Figures of pedestrians are cut out of cardboard, painted. Car figures are made in the same way. You can use instead of cardboard crafts, toy models of cars and small dolls.
Actions. One child places cars and dolls on the model road. Turns on the traffic light, changes colors in turn. The second kid translates pedestrians across the road, helps cars pass. After the game is over, the preschoolers switch roles. When summing up, the number of errors is taken into account. The little one who made the fewest mistakes wins.
To consolidate the educational material, you can conduct practical exercises in the playroom or in the courtyard of the children's room. preschool. If a game lesson is held indoors, you can make a road, sidewalk and pedestrian zebra using colored ribbons. On the street, all the details of the transition can be drawn with white chalk.
There are game board sets for learning the rules of the road. They contain a playing field, cubes, chips, figures of cars and pedestrians, as well as road signs on stands. Several people can take part in the game. Preschool children take turns throwing the dice, taking as many steps as the dice showed. If a red traffic light falls on the playing field, the pedestrian skips the move, green - continues to move.
"Combine the parts of the signs into a whole." Toddlers love to collect puzzles - an image of something cut into pieces. Give each child a cut-out picture of a road sign to assemble. When the fidget has collected a road sign, he raises his hand. Tells group mates what sign he has collected and what this road sign means.
Fundamentals of life safety
Sometimes a circumstance may arise when a preschooler must urgently provide first aid, call firefighters, ambulance or the police. It is necessary to prepare young children for such situations. Preschoolers should be able to call adults for help, make phone calls, and call an ambulance or fire truck.
"Fire, help." The goal is to help little man prepare for an unplanned situation. Teach how to call emergency services, explain the rules of conduct.
Training. The teacher talks about dangerous household items, things that are very dangerous to play with. Shows the phone numbers of firefighters, ambulance, police, which are written on a paper sheet. Tells how to call for help. 2 phones are brought.
The development of children is one of the top priorities of parents. At the same time, the most suitable form of cognition for preschoolers is naturally based, games. It is with the help of didactic entertaining classes that it is easiest for parents to “reach out” to the child, to find contact with him, which allows stimulating the development and knowledge of the world around him.
The concept of didactic games for preschoolers, their difference from other types of entertainment activities
Didactic games usually mean the educational process organized in an informal, fun way. Such classes differ from games in the classical sense by focusing on learning, and from lessons by creating a game atmosphere, dressing educational procedures in an informal form.
In the course of such classes, with the help of pedagogical techniques, the studied systems, phenomena and processes are modeled.
Achievable goals
For children of different ages, different didactic classes. At the same time, the goals pursued by them do not depend too much on the age group. Such entertaining training is aimed at the following blocks of development:
- mental;
- moral;
- labor;
- aesthetic;
- physical.
Differences in games designed for children different ages, will consist, first of all, in complexity.
Considering that most people perceive visual information best, a way of getting to know the world around you based on pictures is quite effective.
So, for mental development, games are used that teach children knowledge about the world, systematize and expand this knowledge. For preschoolers junior groups it is advisable to use educational and entertaining activities aimed at developing sensory education, since the tactile experience of perceiving the world around us is an obligatory basis on the basis of which a more complex game can be offered to older preschoolers, systematizing and deepening the primary knowledge obtained through tactile experience.
During games aimed at labor education, first of all, an understanding of the need to work, respect for other people's work and an understanding of the principles of cause-and-effect relationships between the preparatory and final stages of the labor process should be developed.
Such images are cut out, mixed, and the kids themselves lay them out in the correct order.
As regards those aimed at moral education games, then the goals for children of different ages will differ significantly:
- it is important for preschoolers of younger groups to instill cultural and hygienic skills;
- older kindergarteners need to be introduced to moral feelings and attitudes.
What is the role of didactic games in the work of kindergartens?
Various preschool educational institutions different attitudes towards the conduct of educational and entertaining classes. In one form or another, such entertainment education is presented in almost every such institution, but the quality of its preparation and conduct can vary significantly.
Saturated colors with a predominance of positive yellow make the learning game even more interesting.
The most advanced institutions dealing with preschool education, today they integrate such classes as tightly as possible into the learning process, reinforcing the basic theoretical skills of preschoolers with them.
Experts consider the morning and the hours following the afternoon nap to be the best time to play, because due to children's interest, these activities significantly increase the mental and physical activity of children after waking up.
Classification of didactic entertainment activities
You can analyze educational and entertaining activities by various features. For example, if we take the purpose of such a lesson as a criterion, then the classification will be presented in the following form:
- games for mental education - “name in one word”, “name three objects” (aimed at the ability to build relationships, look for synonyms and antonyms);
- entertaining classes for moral education;
- games for labor development - “who built this house” (children get acquainted with the need to draw up drawings for the construction of a building);
- entertaining classes for aesthetic education;
- games for physical development.
A physical game with learning elements, in which children need to stay in a certain color area, develops not only the mind, but also the body of a preschooler
Another classification will be based directly on the process of the game, and not on its purpose:
- playing with objects - the advantage of this type of informal activity is that natural material is used as attributes, for example, leaves, stones, cones, flowers. Based on the use of these attributes by the child, the process itself is built ("describe the object", "what is it?", "what first?");
- board game - a very diverse type of training activities, including those aimed at developing speech skills, logic, attention, the ability to model and make decisions ("lotto", "dominoes", "paired pictures");
- verbal entertaining activity - aimed at developing independence, thinking and speech of children, teaches to describe objects, highlight dominant features, guess words according to their verbal description.
Types of educational games for preschoolers of younger, middle and older groups
For the little ones, games related to tactile perception of the world around are best suited. For example, "collect the basket." Due to such an entertaining process, the ability to learn about life around and to separate the objects and phenomena present in it occurs. This is the basis for further knowledge.
Video: didactic game "Collect a basket"
More suitable for older children challenging games . For example, “Who eats what”: in its process, preschoolers match pictures of animals to foods that they can eat and connect them with clothespins.
Video: Didactic game "Who eats what"
For the oldest group, it is advisable to use verbal informal learning, using not specific objects or animals, but more abstract concepts, such as a square or a circle.
Video: math game in the senior group of kindergarten
Card files of educational and entertaining activities for different age groups
For different age groups There are different didactic games aimed at developing different abilities of children. Among the games presented in the table below, “Looks like - does not look like”, “what is superfluous” and “grocery store” are recommended for older children, but one way or another, all such non-formal learning can be adapted for preschoolers of different ages.
| Name of the game | Description |
| "Where was Petya" | The entertaining and educational process is based on the description of the premises familiar to children: rooms in kindergarten. |
| "Similar - not similar" | 2 objects, 2 types of animals are guessed, kids describe their similarities and differences, which teaches them to compare. |
| "Wonderful bag" | It is based on a comparison of form and materials various items, which helps to identify these features. |
| "Who hears what?" | Develops auditory perception, teaches to compare sounds with their description. |
| "Grocery store" | Shopping simulation. |
| "Paired Pictures" | Teaching the ability to group objects according to several criteria. |
| "What's extra" | Develops the ability to classify and systematize. |
How to make do-it-yourself didactic games for children
When preparing an educational and entertaining lesson for preschoolers on their own, it is important to observe a number of principles. So, in accordance with them, such classes should be:
- systemic - to teach children to build cause-and-effect relationships;
- becoming more complex - for the progressive intellectual development of the child;
- have the property of repetition - since not every preschooler will remember and learn the rules of the game the first time;
- voluntary - such entertainment should be selected taking into account the interest and desires of children;
- have an element of mystery - the didactic task itself achieved must be masked by the game process;
- updated - each next game should be supplemented with new elements so that the child is not bored.
However, given the abundance of children's magazines and books with bright pictures, as well as additional resources such as colored cardboard or toys, it is not difficult to make materials for such activities on your own.
Video: do-it-yourself didactic sensory games
The most popular and suitable for self-training for children should be called games like "Lotto" and "Lacing".
"Lotto" is easy to adapt to specific needs. For example, it is very important for preschoolers aged 3-5 to instill cultural and hygienic skills. According to its rules, children are given lined playing fields with an image in the center and a set of pictures, some of which are related to the one placed in the center of the field, the other part is not. Children should fill in the fields around this main picture with the appropriate meaning. So, if you make, for example, the drawing “Moidodyr” with it, then the child will need to “surround” it with images of soap, toothbrushes, etc. When adding pictures to the fields, the children need to explain why they decided that this particular image fits the meaning central drawing.
Video: board game for children "Lotto"
Another game, Lacing, is aimed at developing fine motor skills. Suitable attributes can be any details of a suitable size, not too large, but not too small, that need to be sewn to clothes: buttons, overlays, etc. This entertaining training can be supplemented and modified: for example, take laces of different colors and install in as a rule, different parts should be sewn on with threads of suitable colors. So the child will develop knowledge about the color scheme.
Video: educational game "Tree-lacing"
Thus, in the form of a didactic game, there is a huge potential for the development of children of different ages. It is important to follow a systematic approach to the choice of these entertaining and educational activities, paying attention to all aspects child development. At the same time, it is important to observe the age limit in order to increase the effectiveness of this useful entertainment. “Work is what a person is obliged to do, and the Game is what he is not obliged to do,” as Mark Twain said, and it is important to skillfully give out one after another. It should be remembered that children's involvement and interest are key factors that determine the benefits of the game and the active absorption of new knowledge and skills by preschoolers through this informal process.
attention didactic game preschool
Cognitive activity is one of the widely studied problems in philosophy, pedagogy, and psychology.
Analyzing the results of theoretical studies of literature, the best practices of innovative teachers, modern teachers, psychologists and practical activities on the problem, we can conclude that the didactic game was of great importance in teaching preschoolers at all times, starting from antiquity.
The first didactic games were created by folk pedagogy. Until now, children's favorites include folk games Fanta, Paints, What flies? and others. They contain a lot of funny jokes, humor, and at the same time they require hard mental work from children, competition in quick wit, attention.
At the origins of the development of modern didactic games and materials are M. Montessori and F. Fröbel. M. Montessori created didactic material built on the principle of autodidacticism, which served as the basis for self-education and self-education of children in direct educational activities in kindergarten with the use of special didactic material (“Fröbel's gifts”), a system of didactic games for sensory education and development in productive activities (sculpting, drawing, folding and cutting out of paper, weaving, embroidery).
The following teachers and psychologists were involved in the development of types of didactic games: A.N. Leontiev, A.S. Makarenko, K.D. Ushinsky, S.L. Rubinstein, A. Vallon, N.P. Anikeeva, D.B. Elkonin, V.M. Bukatov and many others.
Leading activities of children preschool age is a play activity. A didactic game is a verbose, complex, pedagogical phenomenon: it is both a game method of teaching preschool children, and a form of teaching children, and an independent game activity, and a means of comprehensive education of a child.
Didactic games contribute to:
The development of cognitive and mental capacity: obtaining new knowledge, generalizing and consolidating it, expanding their ideas about objects and natural phenomena, plants, animals; development of memory, attention, observation; -development of the ability to express their judgments, to draw conclusions.
The development of children's speech: replenishment and activation of the dictionary.
The social and moral development of a preschool child: in such a game, knowledge of the relationship between children, adults, objects of animate and inanimate nature takes place, in it the child shows a sensitive attitude towards peers, learns to be fair, yield if necessary, learns to sympathize, etc.
The structure of the didactic game is formed by the main and additional components. The main components include: didactic task, game actions, game rules, result and didactic material. To additional components: plot and role.
Types of didactic games:
1. Games with objects (toys).
2. Desktop printed games.
3. Word games.
Games with objects - based on the direct perception of children, correspond to the child's desire to act with objects and thus get to know them. In games with objects, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children get acquainted with the properties of objects, size, color. When introducing children to nature in similar games I use natural material (plant seeds, leaves, pebbles, various flowers, cones, twigs, vegetables, fruits, etc. - which arouses a keen interest in children and an active desire to play. Examples of such games: “Make no mistake”, “Describe this item” , “What is it?”, “What first, what then”, etc.
Board-printed games are an interesting activity for children when they get acquainted with the outside world, the world of animals and plants, phenomena of living and inanimate nature. They are diverse in types: "lotto", "dominoes", paired pictures "With the help of board-printed games, you can successfully develop speech skills, mathematical ability, logic, attention, learn to model life schemes and make decisions, develop self-control skills. Word games are effective method education of independence of thinking and development of speech in children. They are built on the words and actions of the players. Children independently solve various mental tasks: describe objects, highlighting their characteristic features, guess them according to the description, find similarities and differences between these objects and natural phenomena.
In the process of games, children clarify, consolidate, expand their ideas about the objects of nature and its seasonal changes.
Thus, the essence of the didactic game lies in the fact that children solve mental problems proposed to them in an entertaining way, find solutions themselves, while overcoming certain difficulties. The child perceives the mental task as a practical, playful one, this increases his mental activity.
In the didactic game, the cognitive activity of the child is formed, the features of this activity are manifested. In senior to school age intellectual interests are created on the basis of gaming interests.
The importance of didactic play for the mental education of children is very great. In games with toys, various objects, with pictures, the child accumulates sensory experience. By disassembling and folding the matryoshka, selecting paired pictures, he learns to distinguish and name the size, shape, color and other features of objects.
Fascinating didactic games create interest among preschoolers in solving mental problems: a successful result of mental effort, overcoming difficulties bring them satisfaction. Passion for the game increases the ability to voluntary attention, sharpens observation, helps fast and lasting memorization.
Natalia Komardina
The essence of the didactic game
The essence of didactic games as a means of learning
To teach knowledge is to teach in advance the unnecessary. Modernity strives for an individual approach to learning, and classes are based on the frontal method.
The secret to failure is simple. It is believed that the old should be replaced by the new. But after all, the new is the well-forgotten old, and, therefore, to replace "lesson" something even more ancient and more eternal must come to the kind of occupation. Maybe it's a GAME?
One of the effective ways to activate cognitive activity preschoolers is didactic game.
And the game can be called the eighth wonder of the world, as it contains huge educational, educational and developmental opportunities. In the process of games, children acquire a wide variety of knowledge about objects and phenomena of the world around them. The game develops children's observation and the ability to determine the properties of objects, to identify their essential features.
Didactic games- this is a kind of games with rules, specially created by pedagogy for the purpose of teaching and educating children. They are aimed at solving specific problems of teaching children, but at the same time, they show the educational and developmental influence of gaming activities. The need to use didactic games as a means of teaching children in the preschool period and at primary school age is determined by a number of reasons:
Game activity as a leader in preschool childhood has not yet lost its significance. (not coincidentally why many children bring toys to school). Reliance on gaming activity, game forms and techniques are an important and most adequate way to include children in educational work.
The mastering of educational activities, the inclusion of children in it is slow (many children do not know at all what "to study".
There are age-related characteristics of children associated with insufficient stability and arbitrariness of attention, predominantly involuntary development of memory, and the predominance of a visual-figurative type of thinking. Didactic games just contributes to the development of mental processes in children.
Insufficiently formed cognitive motivation
Didactic the game contributes greatly to overcoming these difficulties
However didactic games- it is also a game form of education, which, as you know, is quite actively used at the initial stages of education, i.e., in senior preschool and primary school age.
Kinds didactic games.
Didactic games vary:
for educational content
cognitive activity of children,
game actions and rules,
organization and relationships of children,
in the role of an educator.
The listed signs are inherent in all games, however, in some games, some signs are more distinct, in others - others.
There is no clear classification, grouping of games by type yet.
Often games correlate with content learning: games sensory perception, verbal games, games familiarization with nature and others.
Sometimes games relate to material:
Games with objects(toys, natural materials, etc.) the most accessible to children, since they are based on direct perception, correspond to the child's desire to act with things and thus get to know them.
Desktop-printed games, as well as games with objects, are based on the principle of visibility, but in these games, children are given not the object itself, but its image.
verbal games are the hardest. They are not related to the direct perception of the subject. In them, children must operate with representations.
Can be grouped games and so: A. I. Sorokina distinguishes the following types didactic games:
travel games - games- travel is designed to enhance the impression, to draw the attention of children to what is nearby.
They sharpen observation, denounce overcoming difficulties. task games - games-Assignments are simpler in content and shorter in duration. They are based on actions with objects, toys, verbal instructions.
guessing games - guessing games("what would be."). A task is set before the children and a situation is created that requires reflection on the subsequent action. At the same time, the mental activity of children is activated, they learn to listen to each other.
puzzle games - puzzle games. They are based on a test of knowledge, resourcefulness. Solving riddles develops the ability to analyze, generalize, forms the ability to reason, draw conclusions.
conversation games - conversation games. They are based on communication. The main is the immediacy of experiences, interest, goodwill. Such a game makes demands on the activation of emotional and thought processes. It brings up the ability to listen to questions and answers, focus on the content, supplement what has been said, and make judgments.
It is important to clearly distinguish between didactic games and game techniques used in teaching children. Unfortunately, some educators perceive didactic the game only as an entertaining and organizing moment of the lesson, which allows you to relieve mental stress.
Such a view is fundamentally wrong. In this case, the game does not organically enter the lesson, it is located near the learning process. We can therefore agree that "not being able to build a real didactic game, which would awaken the thought of preschoolers, some educators put training exercises into a game form of learning.
Structure didactic game.
Didactic the game has a certain structure.
Structure - these are the main elements that characterize the game as a form of learning and game activity at the same time. The following structural components are distinguished didactic game:
didactic task - Didactic the task is determined by the purpose of teaching and educational influence. It is formed by the teacher and reflects his teaching activity. game task - The game task is carried out by children. Didactic task in didactic game is realized through a game task. It determines the play actions, becomes the task of the child himself. Most main: didactic the task in the game is deliberately disguised and appears before the children in the form of a game plan (tasks).
game actions - game actions - the basis games. The more diverse the game actions, the more interesting the game itself is for children and the more successfully cognitive and game tasks are solved. AT different games game actions are different in their direction and in relation to the players. This, for example, can be role-playing, guessing riddles, spatial transformations, etc.
They are associated with game plan and emanate from it.
regulations games- The rules contain moral requirements for the relationship of children, for their compliance with the norms of behavior.
AT didactic the rules of the game are given. With the help of the rules, the teacher controls the game, the processes of cognitive activity, the behavior of children.
result (summarizing)- Summarizing (result) carried out immediately after completion games. It could be scoring; identifying children who performed better game task; determination of the winning team, etc. At the same time, it is necessary to note the achievements of each child, to emphasize the successes of lagging children.
Games in the classroom they allow some to learn the material at the level of substantive actions, others at the level of knowledge, and others at the level of logical conclusions. But in general, the understanding of the material is 100%.
Therefore, it is necessary to revive and diversify the life of pupils, to use non-traditional and active teaching methods.
In modern didactics the whole variety of teaching methods is summarized in three main groups:
Methods of organizing educational and cognitive activity.
Methods of stimulation and motivation of educational and cognitive activity.
Methods of control and self-control.
What is needed for didactic game? To maintain or create interest in the subject, to stimulate activity (motivation), to develop cognitive processes (imagination, memory, observation, perception, intelligence, speed of thinking, etc. Any game has rules that help overcome difficulties, social assertion through obedience to rules, development of volitional behavior.
Every game is a test of the will.
In the game every minute there is a refusal of the child from fleeting desires in favor of fulfilling the role he has taken on. Voluntary behavior develops.
intellectual games may be helpful for children who have difficulty doctrine: in understanding and comprehending new material, assimilation and generalization, establishing links between concepts, expressing one's own thoughts and speech.
These games can help:
intensify educational work in the classroom, increase the activity and initiative of preschoolers;
give a sense of freedom and looseness, especially to nervous, weak and insecure children;
improve the relationship between teachers and students;
strengthen friendly relations in the team.
The game simultaneously chases three goals:
educational,
The game has a huge positive effect on the learning activities of intellectually passive children, on children who experience learning difficulties. Such children in the game are able to perform such a volume of work that they will never do in a regular classroom.
Our children need to play, to develop a culture of games of various types and types.
After all, the game is The best way develop abilities, prepare for life, to communicate with people.
It is possible to propose a certain conditional classification of games used on classes:
educational - the most simple and traditional games helping to fix educational material and acquire a sustainable skill of applying knowledge;
combinatorial - games, which require you to quickly and efficiently calculate options, select combinations;
analytical - developing analytical thinking, helping to acquire the skill of free, uninhibited, but at the same time correct logical analysis, to see patterns, commonality and difference, cause and effect;
associative - based on the appeal to associative thinking, the search for comparison, guessing the hint;
contextual - drawing attention to complex semantic relationships, developing the ability to interpret, understand what is not directly expressed and vice versa - to convey information in a variety of ways;
and some others.
Success games also depends on the atmosphere, on the mood at the moment in the group. If the state of the guys does not match the mood games, it is better to save it for another occasion. Thus, we can say that one of the duties of teachers is to constantly support and develop the curiosity and activity of the children and through games too.
Basic requirements for the organization didactic games are:
1. The game is a form of student activity, in which the world around is realized, space is opened for personal activity and creativity.
2. The game must be built on interest, participants must enjoy games.
3. Mandatory element of competition between participants games.
The requirements for the selection of games are as follows.
1. Games must comply with certain educational tasks, program requirements for knowledge, skills, and standard requirements.
2. Games should correspond to the material being studied and be built taking into account the readiness of students and their psychological characteristics.
3. Games should be based on certain didactic material and methods of its application.
The game is the oldest form of knowledge transfer. Playing in "daughters-mothers" we are learning about family relationships; laying out the cubes, we become builders; by placing soldiers, we educate commanders in ourselves.
It can be argued that the game is a universal form didactic interaction with the student. And so she transcends lesson:
1. Play is not driven by specific learning skills (attention, discipline, ability to listen).
2. The game knows no age limits.
3. The game is multi-ethnic and can even overcome the language barrier.
4. The game is a more active form of work with preschoolers. It allows the players to feel like the subjects of the process.
5. The game connects all channels of information perception (both logic, emotions, and actions, and does not rely on mere memory and reproduction.
6. The game is a combination of theory and practice, which means it is a more objective reflection of reality.
7. Finally, the game is a more reliable way of learning.
Agree, all mastered by us in childhood games Unlike mastered knowledge, we remember all our lives.
Didactic games can be used both in the process of organized learning in the classroom, and outside of them - on the site.
Let's take a closer look at the types didactic games used in preschool pedagogy.
Games with objects.
Object games use toys and real objects. Playing with them, children learn to compare, establish similarities and differences between objects. The value of such games is that with their help children get acquainted with the properties of objects and their signs: color, size, shape, quality. In games, tasks are solved for comparison, classification, establishing a sequence in solving problems. As children acquire new knowledge about the subject environment, tasks in games become more complicated: the guys practice in determining the subject for any one quality, combine items on this basis
(color, shape, quality, purpose, etc., which is very important for the development of abstract, logical thinking.
Children of the younger group are given objects that differ sharply from each other in properties, since the kids cannot yet find subtle differences between objects.
In the middle group, such items are used in games in which the difference between them becomes less noticeable. In games with objects, children perform tasks that require
conscious memorization of the number and location of objects, finding the missing object. While playing, children acquire the ability to put together a whole from parts, to string objects (balls, beads,
lay out patterns from a variety of shapes
In playing with dolls, children develop cultural and hygienic skills and moral qualities, for example, a caring attitude towards a partner in the game - a doll, which is then transferred to their peers, older children.
AT didactic results are widely used a variety of toys. They are clearly expressed in color, shape, purpose, size, material from which they are made.
Games, which teach to group objects by color, creating a given image.
Games which help the educator to exercise children in solving certain didactic tasks, for example, to select all toys made of wood (metal, plastic, ceramics, or toys necessary for various creative games: for family games, in builders, in the hospital, etc.
Didactic games develop children's sensory abilities. The processes of sensation and perception underlie the child's cognition environment. Familiarization of preschoolers with the color, shape, size of the object made it possible to create a system didactic games and exercises on sensory education aimed at improving the child's perception of the characteristic features of objects.
Games with natural material (plant seeds, leaves, various flowers, pebbles, shells) the educator uses when conducting such didactic games, how "What tree is the leaf from?", “Who is more likely to lay out a pattern from different leaves?”, "Collect a bouquet of autumn leaves", "Spread the leaves in descending order".
Games with items can have many functional appointments: "Who quickly?"- develops arm muscles, perseverance.
The game "Octopus"- multifunctional: "What sound do you hear" "Which color?", "Rain" etc.
(Slide 41)
The game "Sun"- show all features games - educator(Slide 42).
desktop printed games.
desktop printed games- an interesting activity for children. They are varied in types: paired pictures, loto, dominoes. The developmental tasks that are solved when using them are also different.
Pairs of pictures.
The simplest task in such a game is to find two completely different pictures among different pictures. identical: two hats, the same in color, style, or two dolls, outwardly no different. Then the task gets more complicated: the child combines pictures not only by external signs, but also by meaning.
A selection of images based on a common feature. (classification)
Here some generalization is required, the establishment of a connection between objects. For example, in the game "What grows in the forest (in the garden, vegetable garden?"), Children select pictures with the corresponding images of plants, correlate them with their place of growth, combine pictures according to this feature. Or a game "Who's eating this?"
or game "What happened next?": children select illustrations for a fairy tale, taking into account the sequence of development of plot actions.
Memorizing the composition, number and location of pictures.
The games are the same like with items. For example, in the game "Guess which picture is hidden" children must memorize the content of the pictures, and then determine which one was turned upside down by the picture. This game is aimed at developing memory, memorization and recall.
the ability to talk coherently about the changes that have occurred with the pictures, about their content.
Drafting split pictures and cubes.
The task of this type of game is to teach children logical thinking, to develop their ability to compose a whole object from separate parts. The complication in these games can be an increase in the number of parts, as well as the complication of the content, the plot is picturesque. If in the younger groups the pictures are cut into 2-4 parts
then in the middle and senior groups the whole is divided into 8-10 parts. At the same time, for games in the younger group, the picture shows one subject: a toy, a plant, items of clothing, etc. For older children, the picture already depicts a plot from fairy tales familiar to children, works of art. The main requirement is that the objects in the pictures are familiar to children. The presence of the whole picture makes it easier to solve the problem. Therefore, for younger groups, it is necessary to give the children a whole picture to look at before the task is given - to add up the whole picture from its parts.
Highly interesting game "Clock and Time"- a card with the image of what time is on the electronic clock is superimposed on the card with the clock face.
slide 55-57)
Description, story about the picture showing actions, movements.
In such games, the educator puts a teaching task: to develop not only children's speech, but also imagination, creativity. For example, in the game "Guess who it is?" the child, who took the card from the driver, carefully examines it, then depicts the sound and movements (cats, dogs, frogs, etc.).in older groups, children portray actions: putting out a fire, building a house, treating a patient.
In these games, such valuable qualities of the child's personality as the ability to reincarnate, to creative search in creating the necessary image are formed.
VERBAL GAMES
verbal games built on the words and actions of others. In such games, one learns, based on existing ideas about objects, to deepen knowledge about them, since in these games it is required to use previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental tasks; describe objects, highlighting their characteristic features; guess by description; find similarities and differences.
In junior and middle groups games are aimed mainly at the development of speech, the education of the correct sound pronunciation, the clarification, consolidation and activation of the dictionary, the development of the correct orientation in space.
In older preschool age, when children begin to actively form logical thinking, verbal games more often used to form mental activity, independence in solving problems. These didactic games are carried out in all age groups, but they are especially important in the upbringing and education of children of older preschool age, because they help prepare children for school: develop the ability to listen carefully to the teacher, quickly find the right answer to the question posed, accurately and clearly formulate their thoughts, apply knowledge in accordance with the task.
(Slide 59)
“What a child is at play, so in many ways he will be at work when he grows up. Therefore, the upbringing of the future figure takes place primarily in the game. A.S. Makarenko.
