Playing at preschool age allows the child to realize. Psychological vzlyad (PsyVision) - quizzes, educational materials, catalog of psychologists. Development of play in preschool age
Question #22
Play as a leading activity in preschool age.
The game - the leading activity of a preschool child. The subject of gaming activity is an adult as a carrier of certain social functions.
The role of play in the development of the child's psyche.
1) In the game, the child learns to fully communicate with peers.
2) Learn to subordinate your impulsive desires to the rules of the game. There is a subordination of motives - "I want" begins to obey "it is impossible" or "it is necessary".
3) In the game, all mental processes develop intensively, the first moral feelings (what is bad and what is good) are formed.
4) New motives and needs are formed (competitive, game motives, the need for independence).
5) New types of productive activities are born in the game (drawing, modeling, appliqué)
The structure of the game can be divided into several elements.
Any game has topic - the area of reality that the child reproduces in the game; children play "family", "hospital", "canteen", "shop", "Baba Yaga and Ivashechka", "Snow White and the Seven Dwarfs", etc.; most often the theme is taken from the surrounding reality, but children also “borrow” fabulous, book themes.
Built according to the theme plot, game script; Plots refer to a certain sequence of events played out in a game. The plots are diverse: these are industrial, and agricultural, and craft, and building games; games with everyday (family life, garden, school) and socio-political subjects (demonstration, rally); war games, dramatizations (circus, cinema, puppet theater, staging fairy tales and stories), etc. Games on the same topic can be represented by different plots: for example, the game of “family”, “daughters-mothers” is realized by playing the plots of a walk, lunch, washing, receiving guests, washing a child, his illness, etc. .
3. The third element in the structure of the game becomes role (main, secondary) as a mandatory set of actions and rules for their implementation, as a simulation of real relationships that exist between people, but are not always accessible to a child in practical terms; roles are performed by children with the help of play actions: the “doctor” gives an injection to the “sick”, the “seller” weighs the “sausage” to the “buyer”, the “teacher” teaches the “students” to “write”, etc.
Game content - what the child singles out as the main point of the activity or relationship of adults. Children of different age groups when playing with the same plot, they introduce different content into it: for younger preschoolers, this is the repeated repetition of an action with an object (therefore, games can be named by the name of the action: “swing the doll” when playing “daughters - mothers”, “ treat the bear" when playing "in the hospital", "cut bread" when playing "in the canteen", etc.); for the average, this is modeling the activities of adults and emotionally significant situations, playing a role; for seniors - compliance with the rules in the game.
Play material and play space - toys and a variety of other items with which children play out the plot and roles. A feature of the game material is that in the game the object is used not in its own meaning (sand, tiles, shreds, buttons, etc.), but as substitutes for other objects that are practically inaccessible to the child (sugar, paving blocks, carpets, money, etc.). play space represents the boundaries within which the game is geographically deployed. It can be symbolized by the presence of a certain object (for example, a bag with a red cross placed on a chair means “hospital territory”) or even indicated (for example, children separate the kitchen and bedroom, house and street, rear and front with chalk).
Role and real relationships - the former reflect the attitude to the plot and the role (specific manifestations of the characters), and the latter express the attitude to the quality and correctness of the performance of the role (they allow you to agree on the distribution of roles, the choice of game and are implemented in game "remarks" such as "you must do this", "you you write incorrectly”, etc.).
Game actions (those moments in the activities and relationships of adults that are reproduced by the child).
younger preschoolers imitate objective activity - cut bread, rub carrots, wash dishes. They are absorbed in the very process of performing actions and sometimes forget about the result - for what and for whom they did it.
For middle preschoolers the main thing is the relationship between people, game actions are performed by them not for the sake of the actions themselves, but for the sake of the relationships behind them. Therefore, a 5-year-old child will never forget to put "sliced" bread in front of the dolls and will never mix up the sequence of actions - first dinner, then washing dishes, and not vice versa.
For older preschoolers it is important to obey the rules arising from the role, and the correct implementation of these rules is strictly controlled by them. Game actions are gradually losing their original meaning. Actually objective actions are reduced and generalized, and sometimes they are generally replaced by speech ("Well, I washed their hands. Let's sit down at the table!").
Types of games do not arise spontaneously, they arise one after another, slowly replacing each other.
Subject game. The stage of object play is associated primarily with mastering the specific functions of objects that are still inaccessible to the child in practical activities (“feed the doll”, “cut bread”).
Role-playing game. In this game, children reproduce human relationships and roles.
Games with rules. They appear towards the end of preschool age. In them, the role fades into the background and the main thing is the clear implementation of the rules (outdoor sports games, board games).
The development of the game goes from its individual forms to joint. With age, the composition of the participants in the game and the duration of the existence of the gaming association are growing. Younger preschoolers often play alone, but already in 3-year-old children, associations in groups of 2-3 children are recorded. The duration of such an association is short (only 3-5 minutes), after which the children of one group can join other groups. For 30-40 minutes of watching the kids play, up to 25 such rearrangements can be recorded.
By the age of 4-5, groups cover from 2 to 5 children, and the duration of a joint game here reaches 40-50 minutes (usually about 15 minutes). Usually the game starts with one child, and then others join him; one child's suggestion resonates with other children, resulting in games with a common theme. In middle preschool age, children can already coordinate their actions, distribute roles and responsibilities.
Children 6-7 years old already have a preliminary planning of the game, the distribution of roles before it starts and the collective selection of toys. Groups in the game become numerous and long-term (sometimes children are able to play one game for several days, keeping toys and play space).
In addition, the game on the same plot gradually becomes more stable, longer. If at 3-4 years old a child can devote only 10-15 minutes to it, and then he needs to switch to something else, then at 4-5 years old one game can already last 40-50 minutes. Older preschoolers are able to play the same game for several hours in a row, and some of their games stretch over several days.
GAME IN PRESCHOOL AGE
The game occupies a special place in the life of a preschooler. Games are used in the classroom, in their free time, children enthusiastically play the games they invented. Independent forms of play in pedagogy are of the greatest importance for the development of the child. In such games, the personality of the child is most fully manifested, therefore the game is a means of comprehensive development (mental, aesthetic, moral, physical). In theory, the game is considered from different positions. From the point of view of a philosophical approach, the game of a child is the main way of mastering the world, which she passes through the prism of her subjectivity. A person playing is a person who creates his own world, which means a person who creates. From the position of psychology, the influence of the game on the overall mental development of the child is noted: on the formation of his perception, memory, imagination, thinking; to the development of his arbitrariness. The social aspect is manifested in the fact that the game is a form of assimilation of social experience, its development occurs under the influence of adults surrounding children.
K. D. Ushinsky defined the game as a way for the child to enter into the full complexity of the surrounding world of adults. By imitation, the child reproduces in the game attractive, but so far really inaccessible to him forms of behavior and activities of adults. By creating a game situation, preschoolers learn the main aspects of human relations, which will be implemented later. The pedagogical aspect of the game is connected with the understanding of it as a form of organizing the life and activities of children. According to D.V. Mendzheritskaya, the basis of gaming activity is the following: the game is designed to solve general educational tasks, the primary among which is the development of moral and social qualities; the game should be developing in nature and take place under the close attention of the teacher; The peculiarity of the game as a form of life for children lies in its penetration into various types of activities (work, study, everyday life).
Conventionally, games can be divided into two main groups: role-playing (creative) games and games with rules.
Role-playing - these are games on everyday topics, with industrial themes, construction games, games with natural material, theatrical games, fun games, entertainment.
Games with rules include didactic games(games with objects and toys, verbal didactic, desktop-printed, musical and didactic games) and mobile (plot, plotless, with elements of sports).
Role-playing game
The plot-role-playing game of the child in its development goes through several stages, successively replacing each other: introductory game, descriptive game, plot-representative game, role-playing game, dramatization game. Together with the game, the child himself develops: at first, his actions with a toy object are of a manipulative nature, then he learns various ways of acting with objects, which reflect his ideas about their essential properties.
At the stage of the plot-representative game, a young child directs his actions towards the fulfillment of a conditional goal, that is, instead of a real result, an imaginary one appears (to cure a doll, transport cargo by car). The appearance in the game of generalized actions, the use of substitute objects, the unification of objective actions into a single plot, the child naming himself by the name of the hero, the enrichment of the content of the game - all this testifies to the transition to a plot-role-playing game, which begins to gradually develop from the second younger group. games begin to reflect human relationships, norms of behavior, social contacts.
Researchers identify various structural elements of the game - basic and secondary: plot, content, game situation, intent, role, role-playing action, role-playing behavior, role-playing interaction, rules.
The plot (theme) of the game is, according to D. B. Elkonin, the sphere of reality that is reflected in the game. Content is what is specifically reflected in the game.
A game (imaginary, imaginary) situation is a set of game circumstances that do not really exist, but are created by the imagination.
Idea - a plan of action conceived by the players.
A role is an image of a creature (person, animal) or object that the child depicts in the game.
Role (play) action is the activity of the child in the role. A certain combination, a sequence of role-playing actions characterize role-playing behavior in the game.
Role (play) interaction involves the implementation of relationships with a partner (partners) in the game, dictated by the role, since the child who has taken on any role must take into account the role of his partner in the game, coordinating his actions with him.
Rules are the order, the prescription of actions in the game. The structural elements of the game are closely interconnected, subject to mutual influence, and can be correlated differently in different types of games.
The plot reflects the events of the surrounding life, so it depends on the social experience of children and the degree of understanding of the relationship between people. The plot determines the direction of the game actions, the variety of the content of the game (with the same plot - different content of the game).
The idea of the game, according to A.P. Usova, is not the fruit of the abstract imagination of children, but the result of their observation of what is happening around. The idea of the game in younger children is directed by the game subject environment, a new storyline is built due to the introduction of additional game material. The child goes from action to thought, while in older children, on the contrary, the idea provides the creation of an environment for action (the child goes from thought to action).
Carrying out the plan, the child acts according to certain rules. These rules can be created by the children themselves, come from the general idea of the game, or be set by adults. The rules regulate the game behavior of the participants, organizing their relationships in the game, and coordinating the content of the game.
The content of the game is determined by the age characteristics of children. If the content of children's play reflects actions with toy objects, then the relationships of people are reflected in the games of older preschoolers, showing the depth of penetration of children into the meanings of these relationships. The content of the game of older preschoolers depends on the interpretation of the role, building the role-playing behavior of the participants in the game, developing a specific game situation of established rules, and the direction of role-playing actions.
Role (play) action is a way to implement the role, a means of embodying the plot and, being enriched, leads to the emergence of new roles. The role can exist only due to the presence of role-playing actions, since they give it significance, and is the center of the game. The role and the actions associated with it, according to D. B. Elkonin, are an indecomposable unit of a developed form of the game.
Researchers consider the role-playing game to be a creative activity. In it, children reproduce everything that they see around. According to D. B. Elkonin, the very fact of taking on a role and the ability to act in an imaginary situation is an act of creativity: the child creates, creating an idea, unfolding the plot of the game. Children's creativity is manifested in role-playing behavior in accordance with the vision of the role and, at the same time, is constrained by the presence of game rules. Scientists associate the development of game creativity primarily with the gradual enrichment of the content of the game.
Researchers emphasize the important role played by independent role-playing games in the development of children's creativity. It is the amateur play of children (that is, “I do it myself”) that is the essence of education. In a creative amateur game, the child does not just capture what he sees. In it, according to A.P. Usova, there is a creative processing, transformation and assimilation of everything that he takes from life. The pedagogical guidance of children's creative play in terms of its preservation and further development in a preschool institution is of great importance.
Currently, scientists are concerned about the state of play activity in kindergarten. The game goes to the side of the life of children in the educational process of the kindergarten. V. V. Davydov, V. A. Nedospasova, N. Ya. Mikhailenko and others see a dangerous trend of turning a kindergarten into a mini-school, crossing out the primacy of play in a preschool institution (children do not have time to fully and freely play due to the oversaturation of regime time with additional activities, regulated activities). The weakening of attention to the plot-role-playing game also occurs due to a lack of understanding by practitioners of the role of play in the mental development of the child, with a lack of professional knowledge and skills in the field of children's play activities.
In order to return a fully developing amateur role-playing game to the kindergarten, it is necessary first of all to understand well what the pedagogical possibilities of the role-playing game are in relation to the child, to determine the content and goals of pedagogical work on the development of the game.
The teacher must remember that the enrichment of the content of the game largely depends on how the observation of children over the life and activities of adults and communication with them is organized. Excursions around the kindergarten and beyond, meetings and conversations with representatives of various professions, reading relevant literature will help with this.
Great importance is attached to the emergence of a plan in the game. The teacher, taking on the leadership of the game, in the younger groups acts as a participant in the game, and in the older groups he is more often an adviser, a partner.
Improving game skills (creating a plan, inventing a plot, determining the content of the game, distributing roles, etc.) occurs in a joint game when children and the teacher are partners. Interaction in a role-playing dialogue teaches children to plan their role-playing actions, and at a later stage of mastering game skills, to act more freely, improvised.
Approaching the game creatively means teaching children to create the necessary gaming environment: surround yourself with toys and substitutes, use and design play areas and corners (stationary, temporary). To senior group In parallel with the role-playing game, the director's game enters the child's life, in which he simultaneously controls all the characters and the action. This is an individual game in which the preschooler learns to plan, creating an idea (honing game actions for all the characters), and satisfies his need to be an organizer, manager of the game. The child transfers the positive qualities brought up in the director's game to a collective game. A.P. Usova writes that, meeting daily in kindergarten, children actively communicate in collective games; on the basis of relationships, they form the habit of acting together, developing a sense of community.
Preschoolers include various content in the role-playing game. There is no strict division of games into classes, but the following types of role-playing games are most typical:
- games that reflect the professional activities of people (sailors, builders, astronauts, etc.);
- family games;
Games inspired by literary and artistic works (on heroic, labor, historical themes). Relationships between adults and children in role-playing games are built on the basis of a personality-oriented approach, in compliance with the principles of partnership interaction, activity in building a subject-game environment, and the creative nature of game actions.
Main specific methods pedagogical guidance children's creative plot-role-playing game are: the method of dialogical communication, the creation of problem situations that allow stimulating the creative manifestations of children in the search for a solution to the problem.
The general methods of directing children's creative role-playing games are direct and indirect influences on the game and the players.
Experts advise to conduct a role-playing game in the morning and evening hours, find time for individual and group games in between classes, equip play areas with children on walking grounds, specially set aside time for a role-playing game after daytime sleep, giving children the opportunity to fully enjoy free gaming activities. The educator should plan his work on a role-playing game, outlining its specific content, planning topics, goals, tasks, exemplary roles; constantly analyze the game, outlining ways to further improve the gaming activities of preschoolers.
Theatrical play
An important role in the emergence of a special kind of game in children - theatrical - has a plot-role-playing game. The peculiarity of the theatrical game is that over time, children are no longer satisfied in their games only with the image of the activities of adults, they begin to be carried away by games inspired by literary ones. Such games are transitional, they have elements of dramatization, but the text is used here more freely than in a theatrical game; children are more interested in the plot itself, its truthful image, than the expressiveness of the roles played. Thus, it is the role-playing game that is a kind of springboard on which it receives its further development theatrical play. Both types of games develop in parallel, but the role-playing game reaches its peak in children 5-6 years old, and theatrical - in children 6-7 years old. Both games are accompanied by a director's game, which is distinguished by its individual character. The individual director's game is reflected both in the plot-role-playing game with its heroic and everyday plots, and in the theatrical game.
Researchers note the closeness of role-playing and theatrical games based on the commonality of their structural components (the presence of an imaginary situation, imaginary action, plot, role, content, etc.). In the role-playing game, as in the theatrical, there are elements of dramatization. These games can exist as an independent activity of children and belong to the category of creative games. In a plot-role-playing game, children reflect the impressions received from life, and in a theatrical game, they reflect those received from a ready-made source (literary and artistic). In a role-playing game, the initiative of children is aimed at creating a plot, and in a theatrical game - at the expressiveness of the roles played. The activity of children in a role-playing game is indicative, does not have its own product in the full sense of the word and cannot be shown to the viewer, and in a theatrical game, the action can be shown to viewers: children, parents.
In the senior group, theatrical activity begins to develop intensively. It is at the age of 5-7 years, researchers believe, that children have the ability to show the image in development, to convey the various states of the character and his behavior in the circumstances required by the game. This does not mean that only older preschoolers should be involved in theatrical play. Children of younger groups are also interested in games that are one way or another connected with incarnation in a role (showing performances of puppet and drama theaters by adults or older children, involvement in fun games with toys-characters, playing out the simplest plots by the children themselves, etc.).
Currently, in science there is no single view on the essence of the concepts of "theatrical game" and "game-dramatization". Some scientists completely identify the dramatized game and the dramatization game, others believe that the dramatization game is a kind of theatrical games. According to L. S. Vygotsky, any drama is connected with the game, therefore, in any game there is the possibility of dramatization. In the game-dramatization, the child seeks to know his own possibilities in reincarnation, in the search for something new and in combinations of the familiar. This shows the peculiarity of the game-dramatization as a creative activity. With appropriate design, a dramatization game can become a performance both for the child himself and for the audience, then its motive shifts from the very process of playing to the result, and it becomes a theatrical performance.
L. S. Furmina believes that theatrical games are performance games in which a literary work is played out in faces with the help of such expressive means as intonation, facial expressions, gesture, posture and gait, that is, specific images are recreated. According to the researcher, in a preschool institution, theatrical play activity children takes two forms: when the actors are certain objects (toys, dolls) and when the children themselves, in the form of a character, play the role they have taken on. Object games make up the first type of theatrical games, which include games with puppets in various types of puppet theater (table, on a screen), and non-objective - the second type of games, which include dramatization.
An important point that determines the creative artistic and aesthetic development of children is a personality-oriented approach to education and upbringing. This means that the teacher and the child are partners in terms of their cooperation.
We have identified the stages in the formation of children's creative activity in the process of theatrical activity: the accumulation of artistic and imaginative impressions through the perception of theatrical art, active involvement in artistic and play activities, search-interpretation of behavior in a role, creation and evaluation by children of products of joint and individual creativity.
It is advisable to begin work on the formation of theatrical activities of preschoolers with the accumulation of emotional and sensory experience; develop interest and emotionally positive attitude to theatrical activities. Introducing children to theatrical art begins with watching performances performed by adults: first puppet performances close to the child in terms of emotional mood, then dramatic performances. In the future, the alternation of viewing performances of the puppet and drama theaters allows preschoolers to gradually master the laws of the genre. The accumulated impressions help them in playing the simplest roles, comprehending the basics of reincarnation. Mastering the methods of action, the child begins to feel more and more free in creative play. In the process of joint discussions, children evaluate each other's capabilities; this helps them realize their strength in artistic creation. Children notice successful discoveries in the art of impersonation, in the development of a joint project (decorative, staging, etc.).
For the successful formation of the creative activity of children in theatrical activities, a number of conditions must be observed.
It is necessary to carry out additional training of educators by means of theatrical pedagogy so that they can be a model of creative behavior for their wards. This can be achieved by creating a group of like-minded people in a preschool pedagogical institution, united by a common desire to introduce children to theatrical art, to educate the basics of theatrical culture. Additional training of teachers using the methods of theatrical pedagogy should take place directly within the walls of the kindergarten. As a result of such training carried out by the music director, who is a kind of coordinator of all musical and pedagogical work in kindergarten, the creative abilities of the teacher are revealed, and children, imitating him, learn creative behavior.
Most often in preschool institutions, we meet with unorganized theatrical activities of adults: they have to stage children's performances without fully mastering the art of the theater. Single, spontaneous performances of the puppet theater, rare performances of the educator in the role of a character or host at the holiday do not contribute to the development of theatrical activities of children due to the lack of a systematic perception of full-fledged stage art. Thus, the unpreparedness of the majority of teachers to guide the creative theatrical activities of children is evident. In addition, today it is almost impossible for children to organize trips to the theater. The pedagogical theater of adults should take upon itself the introduction of children to the theatrical art and the education of their creative qualities under the influence of the charm of a creatively active, artistic personality of an educator who knows the art of impersonation.
In order to successfully master the methods of creative actions in a theatrical game, it is necessary to provide children with the opportunity to express themselves in their work (in composing, acting out and designing their own and author's plots). You can learn creativity only with the support of surrounding adults, so systematic work with parents is an important point.
The teacher must consciously choose works of art for work. The selection criteria are the artistic value of the work, the pedagogical expediency of its use, compliance with the life and artistic and creative experience of the child, vivid imagery and expressiveness of intonations (musical, verbal, visual).
The main specific methods of work to improve the creative activity of children in a theatrical game are:
- the method of modeling situations (involves the creation of plot-models, situations-models, sketches together with children in which they will master the methods of artistic and creative activity);
- the method of creative conversation (involves the introduction of children into an artistic image by a special formulation of a question, tactics of conducting a dialogue);
- method of associations (makes it possible to awaken the child's imagination and thinking through associative comparisons and then, on the basis of emerging associations, create new images in the mind). It should be noted that the general methods of leading a theatrical game are direct (the teacher shows the methods of action) and indirect (the teacher encourages the child to act independently) methods.
The theatrical game can be used by the teacher in any kind of children's activities, in any class. The greatest value of the game is manifested in the reflection by children in independent activities of impressions from the performances they have watched, the literary works they have read (folk, copyright), other artistic sources (pictures, musical plays, etc.).
For the design of children's performances, special work should be organized, as a result of which children unite in creative groups("costumeers", "directors", "artists", etc.). Parents need to be involved in activities that are inaccessible to children (the technical arrangement of the stage, making costumes).
Didactic game
Didactic games are widespread in the system of preschool education; they are known as games of a learning nature or games with rules, but the learning task in them does not appear directly, but is hidden from the playing children, for whom the game task is in the foreground. In an effort to realize it, they perform game actions, follow the rules of the game. Didactic game has a certain structure and includes learning and game tasks, game action, game rules.
The educational (didactic) task allows the teacher to achieve specific results in the game, focused on the development of certain qualities of children (the formation of sensory abilities, the development of imagination, auditory perception, etc.), to consolidate knowledge, skills, abilities and ideas (for example, the ability to highlight the features of objects, the skill of playing a musical instrument, ideas about the composition of a number, etc.).
The learning task is brought to children in the form of a game task that has the nature of practical tasks (look at the picture and find inconsistencies, find an object among a group of objects oval shape i etc.).
The game action allows children to realize the task assigned to them and is a way of behavior, activities in the game (for example, picking up pictures, looking for various items, riddles).
The game action is aimed at fulfilling the game rule, which, in turn, limits the manifestation of children's activity in the game, indicates how game actions should be performed (select pictures, correctly naming the objects depicted on them; look for objects, sorting them by size; guess riddles only about those objects that are in the room, etc.).
The didactic task, game action and game rules are closely interconnected. Each structural component of a didactic game directly depends on the learning task and is subordinate to it: a game action cannot be determined without knowing the task; game rules contribute to the solution of the learning task, but the more restrictions in the game, the more difficult it is to solve the task.
Game action is of great interest to children. At first, kids are attracted to the didactic game by the very process of the game, and starting from 5-6 years old, children are interested in its result. Game action can be diversified if it has already been mastered in repeated games. To maintain interest, the game becomes more complicated: new objects are introduced (there were cubes, and then balls were added), additional tasks are introduced (not only to assemble the pyramid correctly, but also to name the size of the ring), actions (to select objects of different shapes), conditions (moving the action of the game to street), rules (the one who quickly finds a pair wins).
The nature of the game action is influenced by the didactic material and the didactic toy. Toddlers comprehend the way of playing action, exercising in action with insert toys (nested dolls), prefabricated toys (pyramids, turrets), the device of which itself suggests the correct order of action; it is more difficult to act with improvised material (bars, balls, strips). The teacher must control the development of "game actions, gradually diversify them, coming up with new interesting turns in the game (they played while standing in a circle, and then stood in a line). For the development of game activity, it is necessary to set new tasks for children every time, encouraging them to learn new rules and actions.
Game rules make children remember them well and think about their implementation. Failure to comply with the rules entails a loss, penalties from the host. Children of younger groups may completely ignore the rules, showing increased interest in objects or toys brought in by the teacher for the game. The ability to clearly follow the rules in the game at an older age inspires the respect of comrades, develops the skills of arbitrary behavior, forms logical thinking brings satisfaction to the game.
In order for the didactic game to be complete, all of the above components must be present in its structure, otherwise it turns into didactic exercise, the purpose of which is to hone various skills, actions, operations. Such training itself also has an important role in the mental and practical development of children in the case when it is necessary to practice something (assembling a nesting doll, counting to ten, etc.).
The didactic game is planned and introduced into the lesson by the teacher, so it depends on him what tasks will be set, how the game will go, what result can be expected. First of all, the teacher should explain the game well to the children: clearly set the didactic task, introduce the objects used in the game, talk about the rules of the game. If in the younger groups the teacher is actively involved in the game, then in the older ones he limits the share of his direct participation and acts as an assistant, adviser, observer. At the end of the game, the teacher highlights its positive aspects; in the younger groups, he thanks all the children for their participation, and in the older ones, he notes the achievements of each participant (“Lena was a demanding leader, Sasha managed to rally his comrades, Galya finished the game the fastest”), focusing on the degree of independence, moral behavior in the game.
The teacher must plan the game in a timely manner, determine its place in the structure of the lesson, prepare for the game (select didactic materials, equip the place, think over the methodology for the game, determine the composition of the players), conduct a subsequent analysis of the game. When conducting games, special attention should be paid to creating an atmosphere of enthusiasm, the feasibility of a didactic task, and the pace of the game.
The didactic game is considered in the scientific and methodological literature from different angles: it is used as a means (for example, of moral, aesthetic education, development of sensory and intellectual abilities); as a form of organization of activities (a game form of conducting training sessions); as a method and technique for guiding a child's game (for example, a method for introducing new knowledge, a method of guessing and guessing); as a type of activity (verbal, desktop-printing, subject).
Scientists note the role of didactic play in the mental, sensory education of children. In early childhood, the child comprehends reality through sensory perception and sensation in the course of actions with objects. In the process of specially organized activity, he learns to analyze, compare, generalize objects. The teacher forms in children ideas about sensory standards and methods for examining objects. The main form of education is classes in which didactic games are used. In didactic games, children imperceptibly gain knowledge, and the main stimulus for this is the interest of a game nature. Games in a team develop the organizational skills necessary in an independent didactic game.
Independent didactic games are games that are played in free time. The leading role in them belongs to the educator, if the children do not show initiative or it is required to consolidate any knowledge and skills. If games arise at the request of children, then the educator has the role of an observer and adviser and, possibly, a participant in the game.
The main specific methods of guiding children's didactic play are the method of examination, which involves mastering the ability to perceive and highlight the properties of objects, and the method of using sensory standards, which gives children the opportunity to understand the variety of properties of objects.
Specialists distinguish the following types of didactic games: task games, games with hiding, games with guessing and guessing, role-playing didactic games, games-competitions, games of forfeits. In science, there is still no consensus on what a didactic game really is: a means, a form, a method, or an activity. The main thing, as we see it, is what opportunities didactic play opens up in the upbringing and development of children, what riches it holds for knowledge, what new prospects in development gaming technologies indicates.
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State Educational Institution of Higher Professional Education “Chuvash State Pedagogical University named after I.I. AND I. Yakovlev"
Faculty of Psychology and Education
Department of Pedagogy of Primary Education
Test
in the academic discipline: Developmental and educational psychology
on the topic: The game is the leading activity in preschool age
Performed:
Korotkova Ekaterina Sergeevna,
2nd year student of the correspondence department, gr. PIMNO
Checked:
Ivanova Iraida Pavlovna
Cheboksary 2012
Introduction
1. The concept and essence of the game
2. Types of games
3. Structure of the game and levels of development
Conclusion
Bibliography
Introduction
Preschool age is a period of knowledge of the world of human relations, various activities and social functions of people. The child wants to get involved adult life and actively participate in it, which is not yet available to him. During preschool childhood, the child strives no less strongly for independence. From this contradiction, a role-playing game is born - an independent activity of preschool children, simulating the life of adults.
In the domestic psychological and pedagogical literature, the game is considered as an activity that is very important for the development of a child of preschool age: it is an orientation in relations between people, mastering the initial skills of cooperation (A.V. Zaporozhets, A.N. Leontiev, D.B. Elkonin, L.A. Wenger, A.P. Usova, etc.). At the same time, today researchers (R.A. Ivankova, N.Ya. Mikhailenko, N.A. Korotkova) note that in kindergarten there is a “crowding out” of the game by training sessions, studio and circle work. Children's games, especially plot-role-playing games, are poor in content, themes, they show multiple repetition of plots, the predominance of manipulations over the figurative display of reality. In a modern kindergarten, most often they pay great attention to the material equipment of the game, and not to the development of the game actions themselves and the formation of the game as an activity in children. In order to carry out adequate pedagogical influences in relation to the plot-role-playing game of children, educators need to understand its nature well, have an idea about the specifics of its development throughout the preschool age, and also take into account the characteristics of this period of child development.
These features are pointed out by G.S. Abramov, emphasizing the increased sensitivity of preschoolers to existential experiences, sensitivity. During this period, the boundaries of the self-concept are marked through the establishment of a distance with other people, the formation of a generalized concept of another person. All this makes children very vulnerable to any influences of other people. It is a protected environment that is a resource for the development of preschool children.
1. The concept and essence of the game
The game is a multifaceted phenomenon, it can be considered as a special form of existence of all aspects of the life of the team without exception. The word "game" is not a scientific concept in the strict sense of the word. Perhaps it is precisely because a number of researchers have tried to find something in common between the most diverse and different-quality actions denoted by the word "play", and so far we do not have a satisfactory distinction between these activities and an objective explanation of the different forms of play.
The historical development of the game is not repeated. In ontogeny, chronologically, the first is the role-playing game, which serves as the main source of the formation of the child's social consciousness at preschool age. Psychologists have long been studying the games of children and adults, looking for their functions, specific content, comparing with other activities. The game can be caused by the need for leadership, competition. You can also consider the game as a compensatory activity, which in a symbolic form makes it possible to satisfy unfulfilled desires. The game is an activity that is different from everyday everyday activities. Humanity again and again creates its invented world, a new being that exists next to the natural world, the world of nature. The ties that bind play and beauty are very close and diverse. Any game is, first of all, a free, free activity.
The game takes place for its own sake, for the satisfaction that arises in the very process of performing the game action.
The game is an activity that depicts the relationship of the individual to the world that surrounds him. It is in the world that the need to influence the environment, the need to change the environment, is first formed. When a person has a desire that cannot be immediately realized, the prerequisites for gaming activity are created.
The independence of the child in the middle of the game plot is unlimited, it can return to the past, look into the future, repeat the same action many times, which also brings satisfaction, makes it possible to feel meaningful, omnipotent, desirable. In play, the child does not learn to live, but lives his true, independent life. The game is the most emotional, colorful for preschoolers. The well-known researcher of children's play D. B. Elkonin very rightly emphasized that in the game the intellect is directed for an emotionally effective experience, the functions of an adult are perceived, first of all, emotionally, there is a primary emotionally effective orientation in the content of human activity.
The value of the game for the formation of personality is difficult to overestimate. It is no coincidence that L.S. Vygotsky calls play "the ninth wave of child development."
In the game, as in the leading activity of the preschooler, those actions are carried out that he will be capable of in real behavior only after a while.
When performing an act, even if this act fails, the child does not know a new experience that is associated with the fulfillment of an emotional impulse that was immediately realized in the action of this act.
The preface of the game is the ability, the transfer of some functions of the subject to others. It begins when thoughts are separated from things, when the child is freed from the cruel field of perception.
Playing in an imaginary situation frees one from situational connection. In the game, the child learns to act in a situation that requires knowledge, and not just directly experienced. Action in a fictional situation leads to the fact that the child learns to control not only the perception of an object or real circumstances, but also the meaning of the situation, its meaning. A new quality of a person's attitude to the world arises: the child already sees the surrounding reality, which not only has a variety of colors, a variety of forms, but also knowledge and meaning.
A random object that the child splits into a concrete thing and its imaginary meaning, imaginary function becomes a symbol. A child can recreate any object into anything, he becomes the first material for imagination. It is very difficult for a preschooler to tear his thought away from a thing, so he must have support in another thing, in order to imagine a horse, he needs to find a stick as a fulcrum. In this symbolic action, mutual penetration, experience and fantasy take place.
The child's consciousness separates the image of a real wand that requires real action with her. However, the motivation of the game action is completely independent of the objective result.
main motive classic game lies not in the result of the action, but in the process itself, in the action that brings pleasure to the child.
The wand has a certain meaning, which in a new action acquires a new, special play content for the child. Children's fantasy is born in the game, which stimulates this creative path, the creation of their own special reality, their own life world.
In the early stages of development, play is very close to practical activity. In the practical basis of actions with surrounding objects, when the child comprehends that she is feeding the doll with an empty spoon, imagination already takes part, although a detailed playful transformation of objects has not yet been observed.
For preschoolers, the main line of development lies in the formation of non-objective actions, and the game arises as a hung process.
Over the years, when these activities change places, the game becomes the leading, dominant form of the structure of one's own world.
Not to win, but to play - such is the general formula, the motivation of a child's game. (O.M. Leontiev)
A child can master a wide range of reality that is directly inaccessible to him only in play, in game form. In this process of mastering the past world through game actions in this world, both the game consciousness and the game unknown are included.
Play is a creative activity, and like any real creativity, it cannot be carried out without intuition.
In the game, all aspects of the child's personality are formed, there is a significant change in his psyche, preparing for the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of preschool children.
A special place is occupied by games that are created by the children themselves - they are called creative, or plot-role-playing. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully forms the personality of the child, therefore it is an important means of education.
The game is a reflection of life. Here everything is “as if”, “pretend”, but in this conditional environment, which is created by the child’s imagination, there is a lot of real: the actions of the players are always real, their feelings, experiences are genuine, sincere. The child knows that the doll and the bear are only toys, but 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, is truly proud of his victory .
Imitation of adults in the game is associated with the work of the imagination. The child does not copy reality, he combines different impressions of life with personal experience.
Children's creativity is manifested in the concept of the game and the search for means in its implementation. How much imagination 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, props, decorators, actors. However, they do not hatch their idea, do not prepare for a long time to fulfill the role as actors. They play for themselves, expressing their own dreams and aspirations, thoughts and feelings that they own at the moment.
Therefore, the game is always improvisation.
The game is an independent activity in which children first come into contact with their peers. They are united by a single goal, joint efforts to achieve it, common interests and experiences.
Children themselves choose the game, organize it themselves. But at the same time, no other activity has such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal, helps to educate purposefulness.
In the game, the child begins to feel like a member of the team, to fairly evaluate the actions and deeds of his comrades and his own. The task of the educator is to focus the attention of the players on such goals that would evoke a commonality of feelings and actions, to promote the establishment of relations between children based on friendship, justice, and mutual responsibility.
The first proposition, which determines the essence of the game, is that the motives of the game lie in the diverse experiences that are significant for the playing sides of reality. The game, like any non-game human activity, is motivated by the attitude towards goals that are significant for the individual.
In the game, only actions are performed, the goals of which are significant for the individual in terms of their own internal content. This is the main feature of gaming activity and this is its main charm.
The second characteristic feature of the game is that the game action implements the diverse motives of human activity, without being bound in the implementation of the goals arising from them by those means or methods of action by which these actions are carried out in a non-game practical plan.
Play is an activity that resolves the contradiction between the rapid growth of the child's needs and demands, which determines the motivation of his activity, and the limitedness of his operational capabilities. The game is a way of realizing the needs and requests of the child within his capabilities.
The next, outwardly most conspicuous, distinctive feature of play, in fact, a derivative of the above-mentioned internal features of play activity, is the opportunity, which is also a necessity for the child, to replace, within the limits determined by the meaning of the game, objects that function in the corresponding non-play practical action with others that can serve to perform game action (stick - horse, chair - car, etc.). The ability to creatively transform reality is first formed in the game. This ability is the main value of the game.
Does this mean that the game, passing into an imaginary situation, is a departure from reality? Yes and no. There is a departure from reality in the game, but there is also penetration into it. Therefore, there is no escape in it, no escape from reality into an allegedly special, imaginary, fictitious, unreal world. Everything that the game lives by, and that it embodies in action, it draws from reality. The game goes beyond one situation, is distracted from some aspects of reality, in order to reveal others even more deeply, it is a resource for the development of preschool children.
2. Types of games
Intellectual games like "Lucky chance", "What? Where? When?" etc. Data is an important component of educational, but, above all, extracurricular work of a cognitive nature.
At the end of the early period of childhood, a game with a plot emerges from object-manipulative activity. Initially, the child was absorbed in the object and actions with it. As he mastered the actions woven into joint activity with an adult, he began to realize that he was acting on his own and acting like an adult. In fact, he had acted like an adult before, imitating him, but did not notice this. As D.B. Elkonin, he looked at the object through an adult, "as through glass." At preschool age, the affect is transferred from the object to the person, due to which the adult and his actions become a model for the child not only objectively, but also subjectively.
In addition to the necessary level of development of objective actions, for the appearance of a role-playing game, a radical change in the relationship of the child with adults is necessary. Play cannot develop without frequent, full-fledged communication with adults and without those diverse impressions of the world around which the child also acquires thanks to adults. The child also needs various toys, including unformed objects that do not have a clear function, which he could easily use as substitutes for others. D.B. Elkonin emphasized: you can’t throw away bars, pieces of iron, and other unnecessary, from the mother’s point of view, garbage brought by children into the house. Then the child will have the opportunity to play more interestingly, developing his imagination. L.S. Vygotsky wrote: “... if at preschool age we did not have the maturation of needs that are not immediately realized, then we would not have play either.” Play, he wrote, "should be understood as an imaginary, illusory realization of unfulfilled desires." At the same time, it is emphasized that the basis of the game is not individual affective reactions, but enriched, although not conscious by the child himself, affective aspirations.
Preschool children have an inherent desire to imitate all the complex forms of adult activity, his actions, his relationships with other people. However, in reality, the child is not yet able to fulfill his desire. As L.I. Bozhovich, this explains the flourishing of creative role-playing during preschool age, in which the child reproduces various situations from the life of adults, takes on the role of an adult and, in an imaginary plan, carries out his behavior and activities.
Creative role play becomes, by definition L.S. Vygotsky "the leading activity of a preschooler", in which many of his psychological characteristics are formed, among which the most important is the ability to be guided by ethical authorities. A role-playing game is an activity in which children take on the roles of adults and, in a generalized form, in play conditions, reproduce the activities of adults and the relationship between them. When playing a role, the child's creativity takes on the character of reincarnation. Its success is directly related to the personal experience of the player, the degree of development of his feelings, fantasies, interests. Playing with a plot first appears on the border of early and preschool childhood. This is a director's game in which the objects used by the child are endowed with a game meaning (a cube, carried with a growl on the table, turns into a car in the eyes of the child). The director's games are characterized by the primitiveness of the plot and the monotony of the actions performed. Later, a figurative role-playing game appears in which the child imagines himself to be anyone and anything and acts accordingly. But a prerequisite for the development of such a game is a vivid, intense experience: the child was struck by the picture he saw, and in his play actions he himself reproduces the image that caused him a strong emotional response.
Directing and imaginative role-playing play become sources of role-playing game, which reaches its developed form by the middle of preschool age. Later, games with rules stand out from it. As I.Yu. Kulagin, the emergence of new types of play does not completely cancel the old ones, already mastered - they all remain and continue to improve. In the role-playing game, children reproduce actual human roles and relationships. Children play with each other or with the doll as an ideal partner who also has a role to play. In games with rules, the role fades into the background and the main thing is the precise implementation of the rules of the game; usually a competitive motive appears here, a personal or team win (in most outdoor, sports and printed games).
Undergoing various changes, any role-playing game turns into a game by the rules. This game gives the child two necessary abilities. Firstly, the implementation of the rules in the game is always associated with their comprehension and reproduction of an imaginary situation. Imagination is also connected with meaning and, moreover, for its development it involves special tasks for comprehension. Second, playing with rules teaches you how to communicate. After all, most games with rules are collective games. They have two kinds of relationships. These are relations of a competitive type - between teams, between partners who have exactly the opposite goal (if one wins, then the other will lose), and relations of genuine cooperation - between members of the same team. Such cooperation, participation in collective activities helps the child "get out" of the situation and analyze it as if from the outside. It is very important. For example, a child plays "sorcerers". He runs away from the "sorcerer" and, in addition, can "peel", "revive" the already bewitched. It can be scary for a baby to do this: after all, they can bewitch him. But if you look at the situation from the outside, it turns out that if he disenchants his comrade, then he will then be able to disenchant him himself. The ability to look at the situation from the outside is directly related to the most important component of the imagination - a special internal position. After all, it is this position that gives the child the opportunity to make sense of the situation, to make the bad good, the scary funny.
Thus, games with rules are a necessary condition for the development of imagination in preschool age.
3. Game structure and development levels
Each game has its own game conditions- children participating in it, toys, other objects. The selection and combination of them significantly changes the game at a younger preschool age, the game at this time mainly consists of monotonously repetitive actions resembling manipulations with objects. For example, a three-year-old child "cooks dinner" and manipulates plates and cubes. If the play conditions include another person (a doll or a child) and thus lead to the appearance of an appropriate image, manipulations have a certain meaning. The child plays cooking dinner, even if he forgets, then feed it to the doll sitting next to him. But if the child is left alone and the toys that lead him to this plot are removed, he continues the manipulations that have lost their original meaning. Rearranging objects, arranging them according to size or shape, he explains that he plays "dice", "so simple". Dinner disappeared from the child's imagination along with the change in play conditions.
The plot is that sphere of reality that is reflected in the game. At first, the child is limited to the family, so his games are mainly related to family and domestic problems. As the development of new areas of life, the child begins to use more complex plots- industrial, military, etc. The forms of playing on old plots (“daughters-mothers”) are also becoming more diverse. The game on the same plot becomes more stable, longer. If at 3-4 years old a child can devote only 10-15 minutes to it, and then he needs to switch to something else, then at 4-5 years old one game can already last 40-50 minutes. Older preschoolers are able to play the same game for several hours in a row, and some games stretch over several days.
Those moments in the activities and relationships of adults that are reproduced by the child constitute the content of the game. Younger preschoolers imitate objective activities - cut bread, wash dishes. They are absorbed in the very process of performing actions and sometimes forget about the result - why did they do it, the actions of different children do not agree with each other, duplication and sudden change of roles during the game are not excluded. For middle preschoolers, relations between people are important; they perform game actions not for the sake of the actions themselves, but for the sake of the relationships behind them. Therefore, a five-year-old child will never forget to put “sliced” bread in front of the dolls and will never confuse the sequence of actions - first dinner, then washing dishes, and not vice versa. Parallel roles are also excluded, for example, two doctors will not examine the same bear at the same time, two drivers will not drive one train. Children included in the general system of relations distribute roles among themselves before the start of the game. For older preschoolers, it is important to obey the rules arising from the role, and the correct implementation of these rules by them is strictly controlled.
The plot and content of the game are embodied in roles. The development of game actions, roles and rules of the game occurs throughout preschool childhood along the following lines: from games with an expanded system of actions and roles and rules hidden behind them - to games with a collapsed system of actions, with clearly defined roles, but hidden rules - and, finally , to games with open rules and hidden roles behind them. In older preschoolers, the role-playing game merges with games by the rules.
Thus, the game changes and reaches a high level of development by the end of preschool age. There are two main phases or stages in the development of the game:
Summarizing his research, A.P. Usova writes: “As a result of the study, we can state the following: “plot” as a characteristic feature of creative, i.e., invented by the children themselves, games are already inherent in the games of children in the younger group of kindergarten at the age of 3; 2-3; 4. These plots are fragmentary, illogical, unstable. At an older age, the plot of a game represents the logical development of some theme in images, actions, and relationships: the emergence of "plot" in games must, apparently, be attributed to the pre-preschool age.
The development of the plot goes from the performance of role-playing actions to role-images in which the child uses many means of representation: speech, action, facial expressions, gestures and attitudes appropriate to the role. “The activity of the child in the game develops in the direction of depicting various actions (swimming, washing, cooking, etc.).
Considering some issues of managing children's games, A.P. Usova points out a number of features of the development of games, which should be taken into account when organizing them.
She notes that “the games of children already at the age of three are of a plot nature, and in this direction the game intensively develops until the age of 7”; establishes that "the driving principles that determine the game ... consist in the child's gradual mastery of the role played in the group of children."
The game is the leading activity in preschool age, it has a significant impact on the development of the child. First of all, in the game, children learn to fully communicate with each other. Younger preschoolers still do not know how to really communicate with their peers and, according to D.B. Elkonin, younger preschoolers "play side by side, not together."
Gradually, communication between children becomes more productive and intense. In the middle and older preschool years, children, despite their inherent egocentrism, agree with each other, preliminarily distributing roles, as well as in the process of the game itself. A meaningful discussion of issues related to roles and control over the implementation of the rules of the game becomes possible due to the inclusion of children in a common, emotionally rich activity for them. If for some serious reason it falls apart joint game, the process of communication is also deranged.
The game contributes to the formation of not only communication with peers, but also the arbitrary behavior of the child. The mechanism for controlling one's behavior - obedience to the rules - is formed precisely in the game, then it manifests itself in other types of activity. Arbitrariness implies the presence of a pattern of behavior followed by the child, and control. In the game, the model is not moral norms or other requirements of adults, but the image of another person, whose behavior is copied by the child. Self-control only appears towards the end of preschool age, so initially the child needs external control - from playmates. External control gradually falls out of the process of controlling behavior, and the image begins to regulate the child's behavior directly. By the age of 7, the child begins to focus more and more on the norms and rules that regulate his behavior, the patterns become more generalized (in contrast to the image of a specific character in the game). With the most favorable options for the development of children by the time they enter school, they are able to control their behavior as a whole, and not just individual actions.
The game develops the motivational-need sphere of the child. There are new motives of activity and goals associated with them. But there is not only an expansion of the circle of motives. The emerging arbitrariness of behavior facilitates the transition from motives that have the form of affectively colored immediate desires to motives-intentions that are on the verge of consciousness.
Developed role-playing provides a means for conveying feelings and resolving conflicts. “Toys equip the child with suitable means, since they are the environment in which the child's self-expression can take place. AT free play he can express what he wants to do. When he plays freely, he releases the feelings and attitudes that have been clamoring to break free."
Feelings and attitudes that the child may be afraid to express openly can, without fear of anything, be projected onto a toy chosen at one's own discretion. “Instead of expressing thoughts and feelings in words, a child can bury in the sand or shoot a dragon, or spank a doll that replaces a little brother.” Most children face problems in life that seem insurmountable. But by playing them as he wants, the child can gradually learn to cope with them. He often does this, using symbols that he himself cannot always understand - this is how he reacts to the processes taking place in the inner plan.
The role of play in the development of the child's psyche.
1) In the game, the child learns to fully communicate with peers.
2) Learns to subordinate his impulsive desires to the rules of the game. A subordination of motives appears - "I want" begins to obey "it is impossible" or "must".
3) In the game, all mental processes develop intensively, the first moral feelings (what is bad and what is good) are formed.
4) New motives and needs are formed (competitive, game motives, the need for independence).
5) New types of productive activities are born in the game (drawing, modeling, appliqué)
game preschooler development intelligence personality
4. Characteristics and functions of preschool games
The first manifestations of children's games appear in early age, having a sensorimotor character ("catching up", fussing game, etc.). At the turn of early and preschool age, directorial play arises (the use of toys as substitute objects, the symbolic performance of a certain action). Subsequently, the child becomes able to organize a figurative-role-playing game in which he imagines himself in a certain image (person or object) and acts accordingly. A necessary condition for such a game is vivid, intense experiences: the child was struck by the situation he saw, and the experienced emotions and impressions are reproduced in game actions.
The next achievement of the preschooler is his ability to organize a plot-role-playing game ("daughters-mothers", "school", "shop", etc.), which reaches its most developed form in the middle preschool age. In the role-playing game, children directly reproduce human roles and relationships.
Children play with each other, or with a doll, as with an imaginary partner who is also given a role. One of the most difficult for children of this age is the game with the rules ("blinds and blinds", "tags"). In these games, the main thing is the precise implementation of the rules of the game; usually there are motives of cooperation or competition.
The appearance of new types of games does not negate previously existing ones, in which the child continues to play.
The dynamics of play in preschool age:
1. sensorimotor game;
2. directing game;
3. figuratively role-playing;
4. play by the rules
Complications of the types of games that a child learns during the preschool period determine the formation of progressive mental changes. Acting as the leading activity of this age, the game provides a number of functions for the mental development of preschoolers:
Functions of the game for the mental development of preschoolers:
Adaptation to the future life - the achievement of emotional satisfaction and relaxation;
Accumulation of communicative experience - stimulation of intellectual development;
Enrichment of intellectual and moral experience - stimulation of intellectual development.
So, being an outwardly unproductive activity (there are no obvious immediate results, such as the assimilation of knowledge during training or the manufacture of certain things in labor), the game is aimed at the physical and mental improvement of children.
Sculpting, drawing, designing most of all contribute to the sensory development of the child.
It is from preschool age that the phenomenon of childhood amnesia begins - a person forgets the events of the first 3-4 years of life
The enrichment of the cognitive sphere of a preschool child is based on the game and active cognitive communication with an adult. In a preschooler, under the influence of education and upbringing, there is an intensive development of all cognitive processes, including sensations and perception.
With age, the thresholds of sensations decrease in children, visual acuity and color differentiation increase, phonemic and pitch hearing develops, and the accuracy of object weight estimates increases significantly. At preschool age, the assimilation of sensory standards continues, the most accessible of which are geometric shapes(square, triangle, circle) and spectrum colors. Sensory standards are successfully formed in the activity of the child.
With the expansion of the experience of cognition, the child masters perceptual actions, becomes capable of examining objects and identifying the most characteristic properties in them. The process of perception at the end of the preschool period, according to L.A. Wenger, achieves interiorization.
However, children's perception is characterized by errors in assessing the spatial properties of objects, the perception of time and images of objects.
All memory processes of the baby are actively functioning. Memorization happens better if it is based on the interest and understanding of the child. In a small preschooler, recognition plays a significant role in the development of memory, but reproduction becomes more active with age. In the older preschool age, quite complete representations of memory appear, acquire a systemic, meaningful and manageable character. The intensive development of figurative memory continues. On the basis of play and learning, by the end of the preschool period, the child learns the initial forms of directing his own mnemonic activity, that is, the preschooler develops arbitrary memory, the development of which begins with the appearance of random reproduction.
During preschool age, there are significant changes in the thinking of the child. Thus, thinking develops from visual-effective to figurative-speech. If the preschooler thinks by performing objective actions, then the mental unit of the preschooler is already the image, and subsequently the word. Consequently, the development of a child's thinking is closely related to language. With the help of speech, preschoolers begin to mentally operate with objects, accompanied by an expansion of the range of mental operations - analysis, synthesis, comparison, simple generalization. Accordingly, the volume of forms of thinking is enriched - at this age it is the use of reasoning, judgments, simple but logical conclusions.
Conclusion
Preschool childhood is a period in which there is an active development of higher mental functions and the whole personality as a whole. Speech develops rapidly, creative imagination appears, a special logic of thinking, subject to the dynamics of figurative representations. This is the time of the initial formation of personality. The emergence of emotional anticipation of the consequences of one's behavior, self-esteem, the complication and awareness of experiences, enrichment with new feelings and motives of the emotional-need sphere, and finally, the emergence of the first essential connections with the world and the foundations of the future structure of the life world - these are the main features personal development preschooler.
The game for preschool children is a source of global experiences of the dynamism of one's own self, a test of the power of self-influence. The child masters his own psychological space and the possibility of life in it, which gives impetus to the development of the whole personality as a whole.
There are several groups of games that develop the intelligence, cognitive activity of the child.
Group I - subject games, like manipulations with toys and objects. Through toys - objects - children learn the shape, color, volume, material, the world of animals, the world of people, etc.
Group II - creative games, plot-role-playing, in which the plot is a form of intellectual activity.
D.B. Elkonin singled out separate components of games that are characteristic of preschool age. The components of the game include: game conditions, plot and content of the game.
There are two main phases or stages in the development of the game:
1. Children 3-5 years old. Reproduction of logic of real actions of people. The content of the game is subject actions.
2. Children 5-7 years old. Simulation of real relationships between people. The content of the game is social relations, the social meaning of the activity of an adult.
Bibliography
Abramova, G.S. Developmental psychology: Textbook / G.S. Abramov. - M.: Academic project, 2001
Bozhovich, L.I. Personality and its formation in childhood / L.I. Bozovic.- Peter, 2009
Vygotsky, L.S. Thinking and speech / L.S. Vygotsky.- M., 1999
Kulagina, I.Yu. Age-related psychology. Human development from birth to late maturity / I.Yu. Kulagina.- M., Sphere: Yurayt, 2001
Smirnova, E.O., Ryabkova, I.A. The structure and variants of the plot game of a preschooler // Psychological science and education. 2010. №3
Usova, A.P. On the organization of education for preschoolers / A.P. Usova.- M., 2003
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Psychological analysis of play as the leading activity of a child in preschool age. Study of the types and structure of games at different levels of development of preschoolers. Determination of the value of the game in the development of the child's own psychological space.
test, added 03/05/2011
Definition of game activity, psychological characteristics of the game of preschool children. The development of play in preschool age, structural components games. Genesis of game activity, role-playing game as an activity of a preschooler.
abstract, added 04/01/2014
Theories of the formation of play activity, its importance for the child. Conditions for the emergence of game forms. The basic unit of the game, its internal psychological structure. Man, his activities and the relationship of adults to each other, as the main content of the game.
term paper, added 09/05/2010
The concept of play activity and its role in the upbringing of the child. History of development and features of children's games, their types and classification. Characteristics of the role-playing game. The influence of gaming activity on various aspects of the mental development of the individual.
test, added 09/10/2010
Ideas about the nature of the role-playing game in domestic psychology. The role of the game in the mental development of the child, its benefits. Experimental study of the behavior of preschool children during the behavior of a role-playing game, analysis and interpretation of its results.
term paper, added 02/15/2015
Game as a leading condition for the development of a preschooler. The dependence of the development of the child in the preschool period on active and varied activities. The role of the game in the formation of psychosocial maturity and readiness for school, in improving the communication of children with peers.
Topic 5. Playing at preschool age
1. Play at preschool age.
2. Game theory.
1. Preschool play
The main activities of a preschooler: game, productive activity (drawing, modeling, application, design), labor activity, educational activity.
The prerequisites for the game are laid in early childhood (the child has already mastered the symbolic function of consciousness; uses substitute objects; can rename himself in accordance with the role; can consciously imitate an adult, reflecting their actions and relationships).
Game Features: children learn the properties of objects and actions with them, and relationships between people; separate mental processes are formed and developed, the position of the child in relation to the world around changes, the motivational-need sphere develops, the arbitrariness of mental functions develops, the ability to empathize develops and collectivist qualities are formed, the need for recognition (status role) and the implementation of self-knowledge, reflection is satisfied.
Structural components of a story game:
- PLOT, which the child takes from life (everyday, public);
- ROLES, assimilated by the child, are diverse (emotionally attractive; significant for the game, not very attractive for the child);
- RULES are determined during the game by the children themselves;
- GAME ACTIONS are mandatory components of the game (can be expressed symbolically);
- TOYS used in the game are diverse (ready-made, homemade, substitute items; they can play without toys, resorting to imagination).
Features of relationships in children's games:
1. GAME RELATIONSHIPS- reflect the relationship of children according to the plot and role (the daughter listens to her mother in the game).
2. REAL RELATIONSHIPS- reflect the relationship of children as partners, comrades, performing a common task, arise during the distribution of roles, during the game, if the rules established by the children themselves are not followed.
Relationships in the game among preschoolers are built gradually: the rules and distribution of game material and actions with them are assimilated; the means of influencing the partner and reflection of oneself as a subject of common activity are assimilated; mastering the space of interaction, self-expression and solving the issue of compatibility; the means of implementing interactions are being worked out (attuning to the position of a partner, coordinating actions with him, if necessary, assistance, etc.).
Features of children's play activities reflected in the table.
|
Number of roles |
||
|
Number of players |
||
|
Subject |
domestic and public |
|
|
Rules |
are not realized |
install themselves, complex |
|
Game actions |
monotonous (1-8) |
rolled up, expanded, gesture, word (many) |
|
Inclusion and Game situations |
Under the guidance of an adult |
alone and under the guidance of an adult |
|
emergence of new game situations |
with the help of an adult |
with the help of an adult and independently |
|
joining games |
impossible |
Maybe |
|
use of objects, toys |
household and homemade, substitutes in terms of imagination |
|
|
Game duration |
short-term |
up to several days |
|
advance planning |
||
|
game over |
suddenly |
foreseen |
The most characteristic games for children different ages(according to D. B. Elkonin):
1. Fun game- a game in which there is no plot at all. Its purpose is to entertain and amuse the participants.
2. Exercise game- there is no plot, physical actions predominate, while the same action is repeated several times in a row.
3. Story game- there are game actions and an imaginary situation, albeit in a rudimentary form.
4. Process-imitative game- reproduction of actions or situations that the child observes at the moment imitative and story game are close to each other.
5. Traditional game- one that is passed down from generation to generation, it is played by adults and children, it has rules, but there is no imaginary situation in it.
2. Game theory
In child psychology, there are various theories of play.
Yes, according to K. Gross, the essence of the game lies in the fact that it serves as a preparation for further serious activity; in the game, the child, exercising, improves his abilities.
The main advantage of this theory is that it links play with development and seeks its meaning in the role it plays in development.
The main drawback of the theory is that it indicates only the "meaning" of the game, and not its source, does not reveal the reasons that cause the game, the motives that encourage the game. The explanation of the game, proceeding only from the result to which it leads, which is transformed into the goal at which it is directed, takes on Gross a purely teleological character, teleology in it eliminates causality. Since Gross is trying to point out the sources of play, he, explaining the games of man in the same way as the games of animals, erroneously reduces them entirely to a biological factor, to instinct.
In revealing the significance of play for development, Gross's theory is essentially ahistorical.
In its turn G. Spencer sees the source of the game in an excess of forces: excess forces that are not used up in life, in work, find their way out in the game.
But the presence of a reserve of unexpended forces cannot explain the direction in which they are spent, why they are poured into the game, and not into some other activity; besides, a tired person also plays, passing to the game as to rest.
The interpretation of the game as an expenditure or realization of the accumulated forces is formalist, since it takes the dynamic aspect of the game in isolation from its content. That is why such a theory is not able to explain games.
K. Buhler believes that the main motive of the game is to have fun. In theory, certain features of the game are correctly noted: it is not the practical result of the action in the sense of influencing the object, but the activity itself that is important in it; play is not a duty, but a pleasure.
There is no doubt that such a theory as a whole is unsatisfactory. The theory of play as an activity generated by pleasure is a particular expression of the hedonic theory of activity, i.e. a theory which holds that human activity is governed by the principle of pleasure or enjoyment, and suffers from the same general defect as this latter. The motives of human activity are as diverse as the activity itself; this or that emotional coloring is only a reflection and a derivative side of the true real motivation. This hedonic theory loses sight of the real content of the action, which contains its true motive, reflected in one or another emotional-affective coloring.
Recognizing functional pleasure, or the pleasure of functioning, as the determining factor for play, this theory sees in play only the functional function of the organism. Such an understanding of the game, being fundamentally wrong, is in fact unsatisfactory, because it could be applied, in any case, only to the earliest "functional" games and inevitably excludes its higher forms.
The followers of Freudian theories see in the game the realization of desires repressed from life, since in the game one often plays out and experiences what cannot be realized in life; the game reveals the inferiority of the subject, fleeing from life, with which he is unable to cope.
Thus, the circle closes: from the manifestation of creative activity, embodying the beauty and charm of life, the game turns into a dump for what is ousted from life; from a product and factor of development, it becomes an expression of insufficiency and inferiority; from a preparation for life, it turns into an escape from it.
L.S. Vygotsky considers that the initial, determining factor in play is that the child, while playing, creates an imaginary situation for himself instead of a real one and acts in it, fulfilling a certain role, in accordance with the figurative meanings that he attaches to surrounding objects.
The transition of action into an imaginary situation is indeed characteristic of the development of specific forms of play. However, the creation of an imaginary situation and the transfer of meanings cannot be taken as the basis for understanding the game.
The main attention in the theory is focused on the structure of the game situation, without revealing the sources of the game. The transfer of meanings, the transition to an imaginary situation is not the source of the game. The attempt to interpret the transition from a real situation to an imaginary one as the source of play could only be understood as a response to the psychoanalytic theory of play.
The interpretation of the game situation as resulting from the transfer of meaning, and even more so the attempt to deduce the game from the need to play with meanings, is purely intellectualistic.
By transforming, although essential for high forms of play, but a derivative fact of action into an imaginary one, i.e. imaginary situation into the initial and therefore obligatory for any game, this theory, unduly narrowing the concept of play, arbitrarily excludes from it those early forms of play in which the child, without creating any imaginary situation, plays out some action directly drawn from the real situation (opening and closing the door, putting to bed, etc.). To the exclusion of such early forms of play, this theory makes it impossible to describe play in its development.
D.N. Uznadze sees in the game the result of a trend of functions of action that have already matured and have not yet received application in real life. Again, as in the theory of the game of excess forces, the game appears as a plus, not as a minus. It is presented as a product of development, which, moreover, is ahead of the needs of practical life.
The disadvantage of this theory is that it considers play as an action of functions that have matured from within, as a function of the organism, and not an activity that is born in relationships with the outside world. The game thus turns into a formal activity, not connected with the specific content with which it is somehow externally filled. Such an explanation of the "essence" of the game cannot explain real game in its specific manifestations.
Tasks for independent work
1. What is the role of the visual activity of the child in his development.
2. Perception of a fairy tale and its developmental significance.
3. Observe and describe the content of today's children's play.
1. Volkov B.S., Volkova N.V. Child psychology. Mental development of the child before entering school / Nauch. ed. B. S. Volkov. - 3rd ed., Rev. and additional - M .: Pedagogical Society of Russia, 2000.
2. Mukhina V.S. Developmental psychology: developmental phenomenology, childhood, adolescence: A textbook for students. universities. – 5th ed., stereotype. - M .: Publishing Center "Academy", 2000.
3. Obukhova L.F. Developmental psychology of development. - M .: "Rospedagenstvo", 1989.
4. Elkonin D.B. Psychology of play in preschool age: Psychology of personality and activity of a preschooler / Ed. A.V. Zaporozhets and D.B. Elkonin. - M., 1965.
The game is the leading activity in preschool age
In the game, all aspects of the child's personality are formed, there is a significant change in his psyche, preparing for the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of preschool children.
A special place is occupied by games that are created by the children themselves - they are called creative, or plot-role-playing. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully forms the personality of the child, therefore it is an important means of education.
The game is a reflection of life. Everything here seems to be “pretend”, but in this conditional environment, which is created by the child’s imagination, there is a lot of real: the actions of the players are always real, their feelings, experiences are genuine, sincere.
The child knows that the doll and the bear are only toys, but he loves them as if they were alive, he understands that he is not a “true” pilot or sailor. But he feels like a brave pilot, a brave sailor who is not afraid of danger, is truly proud of his victory.
Imitation of adults in the game is associated with the work of the imagination. The child does not copy reality, he combines different impressions of life with personal experience.
Children's creativity is manifested in the concept of the game and the search for means in its implementation. How much imagination is required to decide what journey to go on, what ship or plane to build, what equipment to prepare.
In the game, children simultaneously act as playwrights, props, decorators, actors. However, they do not hatch their idea, do not prepare for a long time to fulfill the role as actors.
They play for themselves, expressing their own dreams and aspirations, thoughts and feelings that they own at the moment. Therefore, the game is always improvisation.
The game is an independent activity in which children first come into contact with their peers. They are united by a single goal, joint efforts to achieve it, common interests and experiences.
Children themselves choose the game, organize it themselves. But at the same time, no other activity has such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal, helps to educate purposefulness.
In the game, the child begins to feel like a member of the team, to fairly evaluate the actions and deeds of his comrades and his own. The task of the educator is to focus the attention of the players on such goals that would evoke a commonality of feelings and actions, to promote the establishment of relations between children based on friendship, justice, and mutual responsibility.
Types of games, means, conditions
There are different types of games for childhood. These are outdoor games (games with rules), didactic games, dramatization games, constructive games.
Of particular importance for the development of children aged 2 to 7 years are creative or role-playing games. They are characterized by the following features:
1. The game is a form of active reflection by the child of the people around him.
2. Distinctive feature games is also the very way that the child enjoys in this activity. The game is carried out by complex actions, and not by separate movements (as, for example, in work, writing, drawing).
3. The game, like any other human activity, has a social character, so it changes with the change in the historical conditions of people's lives.
4. The game is a form of creative reflection of reality by the child. While playing, children bring a lot of their own inventions, fantasies, and combinations into their games.
5. The game is the operation of knowledge, a means of clarifying and enriching it, the way of exercise, and the development of cognitive and moral abilities, the strength of the child.
6. In its expanded form, the game is a collective activity. All participants in the game are in a relationship of cooperation.
7. By diversifying children, the game itself also changes and develops. With systematic guidance from the teacher, the game can change:
a) from start to finish
b) from the first game to subsequent games of the same group of children;
c) the most significant changes in games occur as children develop from younger ages to the elders. The game, as a kind of activity, is aimed at the child's knowledge of the world around him through active participation in the work and everyday life of people.
The means of the game are:
a) knowledge about people, their actions, relationships, expressed in the images of speech, in the experiences and actions of the child;
b) methods of action with certain objects in certain circumstances;
c) those moral assessments and feelings that appear in judgments about good and bad deeds, about useful and harmful actions of people.
By the beginning of preschool age, the child already has a certain life experience, which has not yet been sufficiently realized and represents potential abilities rather than the existing ability to implement skills in their activities. The task of upbringing is precisely to, relying on these potentialities, to advance the consciousness of the baby, to lay the foundation for a full-fledged inner life.
First of all, educational games are a joint activity of children with adults. It is the adult who brings these games into the lives of children, introduces them to the content.
He arouses children's interest in the game, encourages them to take active actions, without which the game is not possible, is a model for performing game actions, the leader of the game organizes the playing space, introduces the game material, monitors the implementation of the rules.
Every game contains two types of rules - rules of action and rules of communication with partners.
Action Rules determine the methods of action with objects, the general nature of movements in space (tempo, sequence, etc.)
Communication rules influence the nature of the relationship between the participants in the game (the order in which the most attractive roles are performed, the sequence of actions of children, their consistency, etc.). So, in some games, all children act simultaneously and in the same way, which brings them together, unites them, and teaches them a benevolent partnership. In other games, children act in turns, in small groups.
This allows the child to observe peers, compare their skills with their own. And, finally, each section contains games in which a responsible and attractive role is played in turn. This contributes to the formation of courage, responsibility, teaches to empathize with a partner in the game, to rejoice at his success.
These two rules in a simple and accessible form for children, without edification and imposing a role on the part of an adult, teach kids to be organized, responsible, self-restraint, develop the ability to empathize, be attentive to others.
But all this becomes possible only if the game developed by an adult and offered to a child, in its finished form (that is, with certain content and rules), is actively accepted by the child and becomes his own game. Evidence that the game is accepted is: asking children to repeat it, performing the same game actions on their own, Active participation in the same game when it is played again. Only if the game becomes loved and exciting, it will be able to realize its developmental potential.
Developing games contain conditions that contribute to the full development of the personality: the unity of cognitive and emotional principles, external and internal actions, collective and individual activity of children.
When conducting games, it is necessary that all these conditions are implemented, that is, that each game brings the child new emotions and skills, expands the experience of communication, develops joint and individual activity.
1. Plot - role-playing games
The development of a role-playing game in preschool age
Age
Material www.openclass.ru
The value of the role-playing game in preschool age
Educator: Morozova T. M.
Urban Industrial, 2010
The game is a special activity that flourishes in childhood and accompanies a person throughout his life.
In modern pedagogical theory, the game is considered as the leading activity of a preschool child. The leading position of the game is determined not by the amount of time that the child devotes to it, but by the fact that: it satisfies his basic needs; in the bowels of the game, other types of activity are born and develop; The game is the most conducive to the mental development of the child.
Children's games are a heterogeneous phenomenon. They are diverse in content, degree of independence of children, forms of organization, game material. In pedagogy, repeated attempts have been made to classify games.
Your attention is presented to the classification of S. L. Novoselova.
Throughout preschool childhood, while the child grows and develops, the role-playing game remains the most characteristic type of his activity.
The main component of the role-playing game is the plot, without it there is no role-playing game itself. The plot of the game is that sphere of reality that is reproduced by children. Depending on this, role-playing games are divided into:
- Games for everyday subjects: in the "home", "family", "holiday", "birthdays" (a large place is given to the doll)
- Games on industrial and social topics that reflect the work of people (school, shop, library, post office, transport: train, plane, ship)
- Games on heroic and patriotic themes that reflect the heroic deeds of our people (war heroes, space flights, etc.)
- Games on the themes of literary works, film, television and radio programs: in "sailors" and "pilots", in the Hare and the Wolf, Cheburashka and the crocodile Gena (according to the content of cartoons, movies), etc.
- Directing games in which the child makes the puppets speak, perform various actions, acting both for himself and for the puppet.
In the first years of life, with the educational influence of adults, the child goes through the stages of development of play activity, which are the prerequisites for a role-playing game.
The first such stage is an introductory game. Refers to the age of the child - 1 year. An adult organizes the child's object-playing activity using a variety of toys and objects.
At the second stage (the turn of the 1st and 2nd years of a child's life), a display game appears, in which the child's actions are aimed at revealing the specific properties of an object and achieving a certain effect with its help. An adult not only names the object, but also draws the attention of the baby to its intended purpose.
The third stage of development of the game refers to the end of the second - the beginning of the third year of life. A plot-display game is being formed in which children begin to actively display the impressions received in everyday life (cradle the doll).
The fourth stage (from 3 to 7 years old) is your own role-playing game.
The child cannot imagine the game before it starts, does not catch the logical sequence between real events. Therefore, the content of the games is fragmentary, illogical. Toddlers often repeat in the game actions with toys shown by adults and related to everyday life: fed the bear - put him to bed; fed again - and again put to sleep.
However, at the border of the third and fourth years of life, games become more meaningful, which is associated with the expansion of children's ideas about the world around them. Preschoolers begin to combine different events, including episodes from their own experience from literary works in games.
In the fourth and fifth years of life in the games of children, the integrity of the plot, the interconnectedness of the reflected events are observed. Preschoolers develop an interest in certain subjects. Children respond vividly to new experiences, weaving them in as storylines, in familiar games.
The enrichment of the content is helped by the interaction of children in the game, when everyone contributes something of their own, individual.
Children of senior preschool age deliberately approach the choice of a plot, discuss it in advance, plan the development of content at an elementary level. There are new stories that are inspired by impressions gleaned outside the preschool.
For a child, a role is his playing position: he identifies himself with some character in the plot and acts in accordance with the ideas about this character.
During preschool childhood, the development of a role in a plot-role-playing game proceeds from the performance of role-playing actions to role-images. In younger preschoolers, household activities predominate: cook, bathe, wash, carry.
Then there are role designations associated with certain actions: I am a doctor, I am a mother, I am a driver. The role taken gives a certain direction, meaning to actions with objects.
In the middle preschool age, the fulfillment of a role becomes a significant motive for play activity: the child develops a desire not just to play, but to fulfill a particular role. The meaning of the game for a 4-5 year old preschooler lies in the relationship between the characters. Therefore, the child willingly takes on those roles in which relationships are clear to him.
In older preschool age, the meaning of the game lies in the typical relationship of the person whose role is played by the child with other persons whose roles are taken on by other children. In games, role-playing dialogues appear, with the help of which relations between characters are expressed, game interaction is established.
For the quality of the performance of the role, the attitude of the child to it is important. Therefore, it should be borne in mind that older preschoolers are reluctant to take on roles that, in their opinion, do not correspond to their gender.
It should be noted that the educator throughout the formation of the role-playing game acts as the leader of the game. In pedagogical science, there are 2 stages of managing a role-playing game:
- Preparatory (enriching the impressions of children through purposeful work in the classroom, excursions, targeted walks, reading fiction, watching filmstrips, TV shows, creating a subject-developing environment).
- Main (start, move, end of the game). Indirect and direct management techniques are used (participation in the game, advice, reminder, explanation, taking a major or minor role, introducing attributes, etc.).
In conclusion, I would like to note that the role-playing game, like any creative activity, is emotionally saturated and gives each child joy and pleasure by its very process.
List of used literature
1. Kozlova S. A., Kulikova T. A. Preschool pedagogy - M .: Publishing Center "Academy", 2000.
Used materials
1. Aptina N. A. Playing activity of preschoolers, presentation, 2009
On this topic:
Material nsportal.ru
The game is the leading activity in preschool age
At preschool age, the game becomes the leading activity, not because the child spends most of his time in games that entertain him, but because the game causes qualitative changes in his psyche.
Leading activity- this is an activity that determines the nature of mental development at a particular stage of childhood.
Signs of leading activity: 1-development of all cognitive mental processes
2- the emergence of new activities.
3- formation of new personality traits.
The game- this is a type of activity that consists in the reproduction by children of the actions of adults and the relationship between them, in a special conditional form.
The impact of play on the overall development of the child
Game activity influences the formation of the arbitrariness of mental processes. In the game, children begin to develop voluntary attention and voluntary memory. In the conditions of the game, children concentrate better and remember more.
game situation and actions in it have a constant influence on the development of the mental activity of the child. In the game, the child learns to act with substitute objects - he gives them game names and acts with them in accordance with the name.
The substitute object becomes a support for thinking. Thus, the game affects the thought processes. Role play is essential to the development of the imagination.
The influence of the game on the development of the child's personality lies in the fact that through it he gets acquainted with the behavior and relationships of adults, which become a model for his own behavior. In the game, the child acquires basic communication skills.
The influence of the game on the development of speech.
Highly big influence has a game on the development of speech. The game situation requires from each child included in it a certain level of development of verbal communication.
If a child does not know how to express his wishes regarding the course of the game, if he is not able to understand the verbal instructions of his playmates, then he will be a burden to his peers. The game as the leading activity is of particular importance for the development of the sign function of the child's speech. In the game, the development of the sign function is carried out through the replacement of some objects by others.
Substitute objects act as signs of missing objects. Naming the missing object and its substitute with the same word concentrates the child's attention on certain properties of the object that are comprehended in a new way through substitution.
Reflection.
The game as a leading activity is of particular importance for the development of reflective thinking. Reflection is the ability of a person to analyze his own actions, deeds, motives, and correlate them with universal human values, as well as the actions, deeds, motives of other people.
Reflection contributes to adequate human behavior in the world of people. The game leads to the development of reflection, since in the game there is a real opportunity to control how the action that is part of the communication process is performed.
The emergence of new activities.
In the game, other types of child's activity are added, which then acquire independent significance. So productive activities (drawing, design) are initially closely related to the game. Drawing a child plays a particular plot.
The construction of the cubes is woven into the course of the game. only by the older preschool age does the result of productive activity acquire independent significance. also, within the play activity, learning activity begins to take shape, which later becomes the leading activity. A preschooler begins to learn by playing; he treats learning as a kind of role-playing game, with certain rules.
Play as a means of education.
in the pedagogical theory of the game, special attention is paid to the study of the game as a means of education.
Upbringing It is the process of developing the qualities of a person's personality.
The fundamental position is that in preschool age the game is the type of activity in which the personality is formed, its internal content is enriched. N. K. Krupskaya emphasized the polar influence of the game on the development of the child, depending on the content of the activity: through the game, you can bring up a beast, or you can bring up a wonderful person needed by society. In numerous psychological and pedagogical studies, it has been convincingly proved that the child develops in many ways in the game. The most important means of education is the toy, which forms an idea of the world, develops taste, moral feelings.
Game as a form of organization of children's life.
One of the provisions of the pedagogical theory of play is the recognition of play as a form of organizing the life and activities of preschool children. The first attempt to organize the life of children in the form of a game belonged to Froebel.
He developed a system of games, mainly didactic and mobile, on the basis of which educational work in kindergarten. All the time of nailing a child in kindergarten was scheduled in different types games.
After completing one game, the teacher involves the child in a new one. Noting the exceptional importance of games for preschool children, N. K. Krupskaya wrote: “... the game is study for them, the game is work for them, the game is a serious form of education for them. The game for preschoolers is a way of knowing the environment. »
Thus, the great importance of the game for the development of all mental processes and the personality of the child as a whole gives reason to believe that it is this activity that is leading in preschool age.
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Preschool age is especially favorable for starting to learn a foreign language: children of this age are particularly sensitive to linguistic phenomena, they develop an interest in comprehending their speech experience, the "secrets" of the language. They easily and firmly memorize a small amount of language material and reproduce it well. With age, these favorable factors lose their strength.
Teaching kids is a very difficult task that requires a completely different methodological approach than teaching schoolchildren and adults. If an adult speaks a foreign language, this does not mean at all that he can teach others.
Faced with methodologically helpless lessons, children can acquire an aversion to a foreign language for a long time, lose confidence in their abilities. Only experienced professionals should work with preschoolers.
The game is both a form of organization and a method of conducting classes in which children accumulate a certain reserve English vocabulary, memorize a lot of poems, songs, counting rhymes, etc.
This form of conducting classes creates favorable conditions for mastering language skills and speech skills. The possibility of relying on gaming activity makes it possible to provide natural motivation for speech in a foreign language, to make even the most elementary statements interesting and meaningful. The game in teaching a foreign language does not oppose learning activities, but is organically connected with it.
At preschool age, when teaching English to children, there is a gradual development of the foundations of communicative competence, which at an early stage of learning of English language includes the following aspects:
- the ability to repeat correctly from a phonetic point of view English words for a teacher, native speaker or speaker, that is, the gradual formation of auditory attention, phonetic hearing and correct pronunciation;
- mastering, consolidating and activating the English vocabulary;
- mastering a certain number of simple grammatical structures, building a coherent statement.
The game is the leading activity of the preschooler, that it is the game during this period that leads the development of the preschooler. Despite the fact that a lot has already been written about children's play, the questions of its theory are so complex that a unified classification of games still does not exist.
The methodology for conducting direct educational activities should be built taking into account the age and individual characteristics of the structure of the linguistic abilities of children and be aimed at their development. Direct educational activities in a foreign language should be comprehended by the teacher as part of the overall development of the child's personality, associated with his sensory, physical, intellectual education.
Communication in a foreign language should be motivated and purposeful. It is necessary to create in the child a positive psychological attitude to foreign language speech. The way to create such a positive motivation is the game. Games in direct educational activities should not be episodic and isolated. A cross-cutting gaming technique is needed that combines and integrates other types of activities in the process of language learning.
The game technique is based on the creation of an imaginary situation and the adoption by a child or a teacher of a particular role.
Educational games are divided into situational, competitive, rhythmic-musical and artistic.
Situational role-playing games are those that simulate communication situations for a particular reason. A role-playing game is a game activity in which children act in certain roles, various life situations, for example: seller-buyer, doctor-patient, actor and his admirer, etc.
They, in turn, are divided into games of a reproductive nature, when children reproduce a typical, standard dialogue, applying it to a particular situation, and improvisational games that require the use and modification of various models.
Standard dialogs, for example:
1. Showme (show me) - when the teacher calls the subject, and the child must go to the card with the image of the desired word and point to it.
2. What's this? The teacher shows the words, the children name the words.
3. What's missing? (what's missing)
4. What's doesn't belong? (something extra)
5. "Magic mirror" - goal: development of attention. Children in animal masks approach the mirror. Several animals are reflected in the magic mirror.
Children need to be told who they see and in what quantity. For example: Iseadog. Isefivedogs.
Competitive games include most of the games that contribute to the assimilation of vocabulary and literacy. The winner is the one who has a better command of the language material.
These are all kinds of crossword puzzles, auctions, board games with linguistic tasks, execution of commands. Crosswords can be on any topic: animals, fruits, vegetables, furniture, toys, etc. Teams are different.
In the classroom, children can play the game: "Simonsays" - the purpose of this game is to develop cognitive interests. Children stand next to the teacher. The task of the children is to follow the instructions of the teacher. For example: Handsup!
Sit down! Jump! Run! Etc. In the process of conducting this game, lexical material of various topics is used.
Rhythm-musical games are all kinds of traditional games round dances, songs and dances with a choice of partners that contribute not only to the mastery communication skills how much improvement of the phonetic and rhythmic-melodic aspects of speech and immersion in the spirit of the language, for example: Nuts and May, “What’s your name”, “I like my friends”, “Heard, shoulders, knees and toes”, etc.
Artistic, or creative, games are a type of activity that stands on the border of play and artistic creativity, the path to which lies for the child through the game. They, in turn, can be divided into
1. Dramatizations (i.e. staging small scenes in English) “In the forest” - for example: a fox and a bear meet in the forest, and a small dialogue is played out (Hello! I’m fox. I can run.
I like fish) ; Little Red Riding Hood and others.
2. Visual games, such as graphic dictation, coloring pictures, etc. Coloring pictures is a soothing, not always meaningful, but very common activity. For example, you can show the finished picture.
While the child is working with the contour, the teacher repeats the word many times, names the details. Thus, we will lay the foundation for what the child did himself in the new language. Graphic dictation - for example: in the classroom, children are told what color, children color, and then compare the resulting images with the one dictated by the teacher.
3. Verbal and creative (collective writing of little fairy tales, selection of rhymes), for example:
-Back to front and top to bottom
In the morning I brush with toothpaste ... (teeth - teeth)
- The color of lindens smells so delicious,
That I licked mine ... (lip - lip), etc.
On the border of situational improvisational games and creative dramatizations, there is such an activity as improvisation on the theme of a well-known fairy tale, already played in an established form. For example, a game of Turnip or Teremok, in which, depending on the number of players and the assimilation of new vocabulary, new characters and lines appear.
When choosing or inventing a game to include in the lesson, you must follow the following rules:
1. Before starting the game, answer the following questions: what is the purpose of the game, what should the child learn in it? What speech action should he perform? Does the child know how to construct such a statement, are there any additional difficulties?
2. After answering these questions, try to turn into a child yourself and think of an interesting situation in which a statement according to such a model could arise.
3. Think about how to describe this situation to the child in such a way that he immediately accepts it ...
4. Enjoy playing with your child yourself!
The game should be educational, and it should be a game. The Soviet Encyclopedic Dictionary defines play as a type of unproductive activity, the motive of which lies not in its result, but in the process itself. This is a very important feature.
Therefore, introducing a game in a lesson, its didactic result is important for the teacher, but cannot be an incentive for children's activities. Consequently, the game should change the very style of relationships between children and an adult teacher who cannot impose anything: a child can play only when he wants it and when it is interesting to him, and with those who arouse his sympathy.
The teacher cannot only be the organizer of the game - he must play together with the child, because children play with adults with great pleasure and because the game atmosphere is destroyed under the gaze of an outside observer.
So, we can say that the basis of any game is role-playing. A child in a role-playing game can play the role of himself, an English child or an adult, fairy tale character or an animal, an animated object, etc. - the possibilities here are unlimited. Another child, a teacher, a puppet, an imaginary hero, an assistant actor or a second teacher who always plays the same role, etc. can become his partner, etc.
Another of the most popular methods of teaching a foreign language is the use of information and communication methods, such as computer equipment, multimedia, audio, and more.
The use of audio, video stories, fairy tales, cognitive material in direct educational activities contributes to the individualization of learning and the development of motivation for the speech activity of preschoolers. It is the use of ICT in the direct educational activities of a foreign language that develops two types of motivation: self-motivation, when the proposed material is interesting in itself, and motivation, which is achieved by showing the preschooler that he can understand the language he is studying. This brings satisfaction and gives confidence in their strength and desire for further improvement.
It is much more interesting to listen to or watch a fairy tale, story or educational film, rather than a training program. Children very quickly grasp the semantic basis of the language and begin to speak on their own. Especially if the training uses the method of total immersion.
This method implies regular and deep contact of the child with a foreign language. The child's subconscious is unusually receptive, and even if a pronounced result is not visible now, then in a year or two it is quite possible to encounter the child's unusually developed linguistic abilities.
Audio tales for learning English
When the vocabulary of a preschooler reaches several dozen words, you can diversify direct educational activities with the help of audio fairy tales in English. Audio tales can be divided into:
Audio fairy tales "in their purest form". Audio fairy tales are a great help for children learning English. Tiny English short stories are fine to start with. For example, with children, you can listen to fairy tales such as "Threelittlekittens", "ThreeLittlePigs" or "TooManyDaves".
It is extremely important that the essence of the audio fairy tale be understood, because otherwise the child will quickly lose interest. And direct educational activity without interest will not be so fruitful and effective.
Audio fairy tales combined with illustrative material. As the audio fairy tale sounds, the children, together with the teacher, look at the pictures and at the same time pronounce the words.
Audio fairy tales and the “full immersion” method. To make listening to English audio fairy tales more interesting, you can use one of the methods of fairy tale therapy - drawing a fairy tale. But drawing while listening will work if the plot of the fairy tale is at least a little familiar to the child.
Therefore, children are given pencils and paper when the fairy tale is heard for the second or third time. The fact is that drawing while listening is a process that affects the deep skills of simultaneous perception and reproduction of information.
In the course of drawing, the child forms associative connections with what he hears. Willingly or involuntarily, foreign words are remembered, associated with the plot depicted in the picture. Along the way, you need to pay attention to whether he can simultaneously listen and draw what he hears.
At four or five years old, most babies lack the skills to quickly reproduce the information they hear. But by the age of six, those children who regularly listen and reproduce just heard information in the form of retelling, drawing, application, etc., develop the ability to simultaneously listen, hear, understand and interpret what they hear.
Thus, the game is a game oriented towards the zone of proximal development, combining the pedagogical goal with the motive of activity that is attractive to the child.
