What are organized games in kindergarten. “Play is a form of organization of children's life. c) role-play
Play is the main activity of a preschooler.
Preschool childhood - the age stage is decisively determining further development person. L.I. Bozhovich, G.M. Breslav, K. Buhler, L.S. Vygotsky, A.V. Zaporozhets, G.G. Kravtsov, A.N. Leontiev, M.I. Lisina, J. Piaget, S.L. Rubinstein, D.B. Elkonin recognize that this is the period of the birth of the personality, the initial disclosure of the creative powers of the child, independence and the formation of the foundations of individuality. The most important condition for the development of children's individuality is the development of the position of the subject of children's activities. The game is one of the leading activities of the child in preschool childhood. In the game, the child himself seeks to learn what he still does not know how, in the game there is direct communication with peers, moral qualities develop.
The game is a valuable form of activity of a preschool child. According to L.S. Vygotsky, O.M. Dyachenko, E.E. Kravtsova, the replacement of the game with other activities impoverishes the preschooler's imagination, which is recognized as the most important age-related neoplasm. V.V. Vetrova, M.I. Lisina, E.O. Smirnova L.M. Klarina, V.I. Loginova, N.N. Poddyakov believe that replacing the game with other activities hinders the development of communication with both peers and adults, impoverishes the emotional world. Therefore, timely development gaming activity, the child's achievement of creative results in it is especially important.
The game is a through mechanism for the development of the child (clause 2.7. GEF DO), through which the content of five educational areas is realized: “Socially - communication development», « cognitive development”, “Speech development”, “Artistic and aesthetic development”, “Physical development”.The game is the main activity of children, as well as a form of organization of children's activities. The specific content of gaming activity depends on the age and individual characteristics of children, is determined by the objectives and goals of the Program, this is reflected in the Standard preschool education. In paragraph 2.7. GEF DO defines the features of the development of the child's play activity:
AT infancy (2 months - 1 year) direct emotional communication with an adult, manipulation with objects,
AT early age(1 year - 3 years) - objective activities and games with compound and dynamic toys, communication with an adult and joint games with peers under the guidance of an adult,
For kids preschool age (3 years - 8 years) - gaming activities, including a role-playing game, a game with rules and other types of games, communicative (communication and interaction with adults and peers).
For the development of the child, it is important to develop play activities, as this will achievethe formation of social and normative age characteristics (paragraph 4.6 of the Federal State Educational Standard for Education):
The child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research activities, design, etc .; is able to choose his occupation, participants in joint activities.
The child actively interacts with peers and adults, participates in joint games. A preschooler is able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others. Adequately shows his feelings, including a sense of faith in himself, tries to resolve conflicts.
The child has a developed imagination, which is realized in various activities, and, above all, in the game; the child owns different forms and types of play, distinguishes between conditional and real situations, knows how to obey different rules and social norms.
The child speaks well enough, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, build a speech statement in a communication situation.
There are several classifications of games.
Games initiated by the child (children):
Stand alone games:
Game - experimentation
Stand alone story games :
plot, descriptive
plot - role-playing,
Director's,
Theatrical.
Games initiated by an adult:
Educational games:
Plot-didactic
Movable
Musical and didactic
Leisure games
Games - entertainment
intellectual
Festive - carnival
Theatrical - staged
Games coming from historical traditions:
Traditional or folk.
Let's take a closer look at independent story games.
Role-playing game
D. B. Elkonin called a plot-role-playing game an activity of a creative nature, in which children take on roles and in a generalized form reproduce the activities and relationships of adults using substitute objects. Mastering first actions with objects, then with substitutes, the child in the game gradually begins to think in the inner plane.
Researchers identify various structural elements of the game - the main ones and the transition to a plot-role-playing game occurs at the moment when the child takes on roles. At the age of 3 to 5 years, children are at the initial stage of development of a role-playing game. Children are happy to display household episodes from family life in their games. With the enrichment of ideas about the world around us, games increasingly display the activities of adults. Thus, the main component of a 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", according to the content of cartoons, films, etc.
Before starting to play, children come up with an idea, in it they find the embodiment of ideas about various events. Younger preschoolers quite often still need the help of an adult in order for the idea of the game to appear. The educator creates game situation brings in a new toy. As the play and life experiences are enriched, children begin to determine for themselves what they will play.
So, the complication in the development of playing skills is expressed as follows:
First, the idea of the game appears at the initiative of an adult;
Then - with the help of an adult;
In the future, the child determines the idea of the game on his own initiative.
The ideas of children's games can be both monotonous and diverse. The more diverse the intentions, the more interesting games, and this directly depends on the impressions of the surrounding world. Therefore, in order for the ideas of the games to be diverse, and the games to be meaningfully interesting, a serious approach is required to planning and carrying out work to familiarize oneself with the outside world (educational area "Cognitive Development" (clause 2.6 of the Federal State Educational Standard for Education).
As the main method of organizing plot- role playing you can use a comprehensive method of pedagogical support for amateur games (E.V. Zvorygina and S.L. Novoselova). The content of the work is organized in accordance with the age of the pupils:
Group early age- introducing children to different games: subject (including with composite and dynamic toys), the simplest plot, mobile; translation of objective actions into semantic actions in the context of a game situation.
2 -I junior group - enrichment gaming experience children through joint games with adults (individual and small subgroups), the formation and development of game actions, the simplest game interaction, understanding the conditionality of the game situation.
middle group - the development and development of role-playing behavior, support for children's gaming associations, enrichment of gaming interaction, expansion of the thematic focus of story games, enrichment of children's gaming experience through familiarization with games with rules (moving, leisure, theatrical, folk games).
Senior group - enrichment of the gaming experience by developing and complicating the game plot, by organizing the subject space own game through joint games with the teacher by subgroups; creation of conditions and support for children's amateur play, introducing children to different types of games (mobile, with rules, leisure, didactic, folk, intellectual, etc.)
preparatory group - the formation and pedagogical support of the children's team as a playing children's community, support for independence and initiative in the selection and implementation of different types of games by children; support for the transition to dialogue games, fantasy games, games in a self-made object environment.
The plot is a visual game.
Playing with figurative toys in the second year of life includes elements of imagination and proceeds in the form of solving game problems. Now the child is interested not only in driving a car or a stroller, but putting a doll or a bunny in them and rolling them, preparing dinner for toys, feeding them, putting toys in bed and cradling them, etc. One and the same life situation, which determines the content of the plot, children can display with pleasure throughout the year, if at the same time they change, the game methods and means become more complicated. For example, when feeding a doll, children first use the objects offered by adults - a spoon, and then willingly resort to replacing the spoon with a stick, a straw. Later, children can name imaginary food, prepare conditions for feeding dolls, etc. By the end of the second year of life, the child already takes on a role in the game, but does not declare it. All this indicates a new round of development, the beginning of the formation of a plot-representative game. First, the plot-representative game consists of one action (for example, a child feeds a doll), and then of several interconnected actions that reflect the whole event. And in order for the plot-representative game to develop in this direction, it is necessary to create conditions for visual knowledge of the world around the child: through observations of the actions of adults, natural phenomena, animal habits. But it is equally important that there are suitable plot-shaped toys (dolls, animals, household toys, etc.) in the child's field of vision. They enliven children's impressions of what they see and encourage them to display what they see. It is useful for a child to transfer play actions with some toys to others (let him feed not only a doll, but also a bear, a bunny, etc.). The continuation of this game skill is the transfer of familiar actions with toys to various game situations (dresses the doll for a walk, dresses the doll after sleep, tries on different outfits, etc.). In order for gaming skills to rise to a higher level, it is necessary to introduce substitute toys along with figurative toys. Their absence inhibits not only the development of the game, but also the thinking and speech of the child. The development of gaming experience by children of an early age occurs: in the process of special educational games (shows-staging, theatrical games, game-lessons, plot-didactic, plot-based mobile and musical games); in the process of the game of the teacher with the children during his long or short-term participation in the game. Thus, at the stage of the plot-representative game, the leading direction of work becomes the organization of practical experience in the implementation of game actions, their chains, as well as ensuring communication between the child and the adult in the game. All this contributes to the development of creative imagination, the formation of gaming skills, and, therefore, creates an opportunity for the transition to a role-playing game.
Directing game.
Directing games are a type of children's entertainment, during which the child acts as a director, designing actions, inventing what his toys will do, how the plot of events will develop, what will be its finale It is the child himself who plays the role of each toy, comes up with names, chooses the main characters, positive and negative characters, and also establishes the main rules of the game. The director's game of preschoolers, which is carried out under the supervision of professional teachers or psychologists, can tell a lot about the child, show his emotional state, level of development, and also talk about what exactly worries the little "director" today.
Director's games appear in the life of the child first. Each parent watched how, at the age of 1 year, his child put his favorite toys next to him, moved them, creating the appearance of their communication. Already at the age of two years, when the baby walks confidently, you can watch how he feeds his soft bears and hares, puts them to bed, rides on toy cars and takes him to kindergarten.
A child's game is a projection of his life onto new heroes, or a direct interpretation of his fantasies. Teachers point out that if game process is set aggressively and the child creates conflict situations during the game, then this is the first wake-up call that the child lives in an unfavorable home atmosphere.
Director's games in kindergarten should be organized for the following purposes:
Teach children to communicate freely, easy to enter into a dialogue;
Show what speech etiquette is;
To teach children to speak expressively, meaningfully, to listen to interlocutors;
Show children what it means to “make decisions” by creating artificial situations in which choices must be made.
To conduct directorial games, special attributes are needed - heroes and scenery, with the help of which the child will be able to reproduce the situation invented by him. The teacher can only ask him a topic, prompting at some points. Best Director's Game senior group- this is puppet show in which the child will be able to give free rein to his imagination and show a real performance to all classmates.
Theatrical play.
Theatrical play - this is acting out in the faces of literary works (fairy tales, stories, specially written dramatizations). The heroes of literary works become actors, and their adventures, life events, changed by children's fantasy, the plot of the game. It is easy to see the peculiarity of theatrical games: they have a ready-made plot, which means that the child's activity is largely predetermined by the text of the work.
The theme and content of the theatrical game has a moral orientation, which is contained in every fairy tale, literary work and must find a place in impromptu productions. This is friendship, responsiveness, kindness, honesty, courage. Characters become role models. The child begins to identify with the beloved image. The ability for such identification and allows through the images of theatrical play to influence children. With pleasure, reincarnating into a favorite image, the baby voluntarily accepts and appropriates his characteristic features. Independent role-playing by children makes it possible to form the experience of moral behavior, the ability to act in accordance with moral standards. Since positive qualities are encouraged and negative ones are condemned, children in most cases want to imitate kind, honest characters. And the approval of a worthy deed by adults creates a sense of satisfaction in them, which serves as an incentive to further control their behavior.
The great and versatile influence of theatrical games on the personality of the child makes it possible to use them as a strong unobtrusive pedagogical tool, since the child himself experiences pleasure and joy. The educational possibilities of theatrical games are enhanced by the fact that their subject matter is practically unlimited. It can satisfy the diverse interests of children (literary, musical). A variety of topics, means of image, emotional theatrical games make it possible to use them for the comprehensive education of the individual.
Organization of a subject-spatial developing environment for organizing gaming activities
One of the basic principles of preschool education (paragraph 1.4 of the Federal State Educational Standard of DO) is the amplification (enrichment) of the conditions for the development of preschoolers. Therefore, in the third section of the Standard - “Requirements for the conditions for the implementation of the main educational program of preschool education”, among the conditions necessary to create a social situation for the development of children corresponding to the specifics of preschool age (clause 3.2.5), it is emphasized:
creating conditions for children to freely choose activities, participants in joint activities;
support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);
support for spontaneous play of children, its enrichment, providing play time and space.
This is the most important part of the work of teachers. , on the implementation of which the successful development of the child depends, which will allow the teacher to achieve the formation of the targets indicated in the Standard.
The requirements of the Federal State Educational Standard for DO for the developing subject-spatial environment (clause 3.3.) It is determined (clause 3.3.1 to 3.3.3) that:
The developing object-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and supplies for the development of preschool children in accordance with the features of each age stage: Forchildren of the thirdyears of life is a free and large space where they can be in active movement - climbing, skating. On thefourth yearIn life, a child needs an expanded center of role-playing games with bright features of attributes. ATmiddle - senior preschool age, there is a need to play with peers, to create your own world of play (director's play: small toys, constructor, models, etc.), in addition, in the subject-developing environment, the formation of psychological formations in different years of life should be taken into account.
The developing subject-spatial environment should provide the opportunity for communication and joint activities of children (including children different ages) and adults, the physical activity of children, as well as opportunities for privacy.
The subject-spatial developing environment must meet the requirements of the DO Standard (clause 3.3.3).
The developing object-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.
1) Saturationenvironment should correspond to the age capabilities of children and the content of the Program. Toys are of great importance. Their thematic diversity is directly related to the existing impressions of the world around and the playing interests of children. Ideas about the surrounding world are gradually enriched, in accordance with this, the set of figurative toys is gradually expanding. Therefore, play corners should not be filled with the same toys from the beginning of the school year until the end. We should not forget about such a simple technique in equipment gaming environment when some toys are temporarily removed and then returned again. A familiar toy that has reappeared makes you want to play with it. Centers are created in the groups of the educational organization role-playing games: "Home", "Shop", "Hospital", "Hairdresser", "Workshop", etc. Theatrical Center - different kinds theaters, screens, attributes. Dressing center, music center, upholstered furniture, toys, dolls, cars, etc. are placed. Small toys for director's games, board games, loto, dominoes. Constructors of different types, cubes, building material. Didactic material for educational activities. Layouts, maps, models, dummies, group schemes, substitute items.
2) Transformability space implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children; the possibility of diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.
3) Polyfunctionality materials implies the possibility of a diverse use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.; the presence in the Organization or the Group of multifunctional (not having a rigidly fixed method of use) items, including natural materials suitable for use in various types of children's activities (including as substitute items in a children's game). So, along with figurative toys, generalized material should be presented, first of all, substitute objects. Their combination allows children to realize the most daring ideas in the game.
4) The variability of the environment implies : the presence in the Organization or the Group of various spaces (for play, construction, solitude, etc.), as well as a variety of materials, games, toys and equipment that provide free choice for children; periodic change of game material, the emergence of new items that stimulate the game, motor, cognitive and research activity children.
5) Environment Availability implies: accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out. Using large game material, children replace in the game not one object, but a whole complex of objects, for example, they built a ship, and cubes or plates - boats or ice floes. They bring variety to the design and help in the implementation of the plan removable panels - paintings.
It is also free access for children, including children with disabilities, to games, toys, materials, aids that provide all the main types of children's activities; serviceability and safety of materials and equipment.
6) Safety the object-spatial environment implies the compliance of all its elements with the requirements for ensuring the reliability and safety of their use: cases of falling from a height, falling out from the side surfaces of products, bumps and bruises as a result of the instability of the latter, injury from sharp corners, etc. are excluded.
Toy safety .
The safety of the toy is evidenced by the presence of a certificate. In any case, the toy should not have obvious mechanical or chemical signs of danger to the health of the child. The toy should not contain obvious signs that provoke the child to aggression and cruelty or cause fear and anxiety. The toy should not humiliate human dignity or offend religious feelings, cause a negative attitude towards racial characteristics and physical disabilities of people. The toy should not cause psychological dependence to the detriment of the full development of the child.
3.3.5. The organization independently determines the means of training, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.
A thoughtful selection of game material contributes to the fact that children's games become thematically versatile. The expansion of gaming interests leads to the fact that children tend to display more and more diverse events in games.
It is important to support the spontaneous play of children in time, to enrich it, to provide time and space for the play of preschoolers.
The social order of the state to the education system is formulated in the main legal documents and the Law Russian Federation“On Education”, the Federal State Standard for Preschool Education, is the upbringing of an initiative, responsible person who is ready to make decisions independently in a situation of choice. Each type of activity of a preschool child has a peculiar influence on the development of different components of independence, for example, the game contributes to the development of activity and initiative. Initiative and independence are most clearly manifested in games with rules. According to A.N. Leontiev, to master the rule means to master one's behavior. Therefore, the task of the educator is to motivate the children's play actions by directly participating and emotionally getting involved in the children's games. In the role of the organizer of the game, the educator introduces the rules into the life of the child, and in the role of a detached observer, he analyzes and controls the actions of the children. Only a combination of these roles can ensure the development of will, arbitrariness, independence of preschoolers as the main social and normative age characteristics of children at the stage of completing preschool education.
The game is the main activity of a preschooler……………………………… 1-3
Classification of games……………………………………………………………3-4
Role-playing game…………………………………………………………..4-7
Plot-display game……………………………………………...7-8
Director’s game………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
Theatrical game…………………………………………………… 10-11
Organization of a subject-spatial developing environment for organizing gaming activities………………………………………… 11-15
Toy Safety…………………………………………………… 15-16
Children's games are a heterogeneous phenomenon. Even the eye of a non-professional will notice how diverse the games are in terms of their content, the degree of independence of children, forms of organization, and game material. In pedagogy, repeated attempts were made to study and describe each type of game, taking into account its functions in the development of children, to give a classification of games. This is necessary for an in-depth study of the nature of the game, the characteristics of each of its types, as well as in order to determine how to influence children's games, enhancing their developmental impact, pedagogically competently using them in the educational process.
Due to the variety of children's games, it is difficult to determine the initial grounds for their classification. In each game theory, those criteria are proposed that correspond to this concept. So, F. Frebel, being the first among teachers who put forward the position on the game as a special means of education, based his classification on the principle of the differentiated influence of games on the development of the mind (mental games), external senses ( sensory games), movements (motor games).
The German psychologist K. Gross also characterizes the types of games in terms of their pedagogical value: mobile, mental, sensory games that develop the will are classified by K. Gross as “games of ordinary functions”. The second group of games, according to his classification, are “games of special functions”. These games are exercises to improve the instincts ( family games, games of hunting, courtship, etc.).
In domestic preschool pedagogy, a classification of children's games has developed, based on the degree of independence and creativity of children in the game. Initially, P.F, Lesgaft approached the classification of children's games according to this principle, later his idea was developed in the works of N.K. Krupskaya.
P.F. Lesgaft believed that preschool age is a period of imitation of new impressions and their awareness through mental labor. The desire of the child in the first 6-7 years of life to reflect and comprehend impressions of the surrounding life is satisfied in games that are imitative (imitative) in content, and independent in organization, without excessive regulation by adults. In school years, on the contrary, children are more willing to play specially created games in which activities are regulated both in content and in form. Thus, P.F. Lesgaft divided children's games into two groups: imitative (imitative) and mobile (games with rules).
P.F. Lesgaft’s “tying” each type of game to a certain age may seem untenable for a modern teacher who cannot imagine raising a child without a kindergarten, in whose pedagogical process games with rules occupy a worthy place, starting from the younger groups. The situation was completely different in those years when P.F. Lesgaft, in the book “Family Education of the Child and Its Significance”, proposed his own classification of the game: there were very few kindergartens in Russia, children under 8 years old were brought up at home, so mobile games mostly started at school age.
In the works of N.K. Krupskaya's children's games are divided into two groups according to the same principle as P.F. Lesgaft, but they are called a little differently: games invented by the children themselves, and games invented by adults. Krupskaya called the first creative, emphasizing their main feature - independent character. This name has been preserved in the classification of children's games, traditional for domestic preschool pedagogy. Another group of games in this classification are games with rules. Like any classification, this classification of children's games is conditional. It would be wrong to imagine that creative games there are no rules governing the relationship between the players, the ways in which the game material is used.
But these rules, firstly, are determined by the children themselves, trying to streamline the game (after the game, everyone will clean up the toys; when conspiring to play, everyone who wants to play must be listened to), and secondly, some of them are hidden. So, children refuse to accept a child into the game, because he always starts quarrels, "interferes with play", although they do not stipulate in advance the rule "We will not accept into the game the one who quarrels." Thus, in creative games, rules are necessary to streamline activities, democratize them, but they are only a condition for the successful implementation of the idea, the development of the plot, and the fulfillment of roles.
In games with fixed rules (moving, didactic), children show creativity, coming up with new options, using new game material, combining several games into one, etc. For example, in the older group appeared new game - « zoological lotto". The host alternately opens small cards and shows them to the players. A few days later, one of the children says: “It’s not interesting to play like that: I looked at the picture and found an animal in my card. Let the facilitator simply name the animal, and not show the card. Then the children come up with another option: the leader says where the animal lives and what letter its name begins with. There can be many such complications, it all depends on the imagination of the players. But the focus of the child on solving the game problem within the framework of the accepted rules remains unchanged.
For the curious:
In recent years, the problem of classifying children's games has again begun to attract close attention of scientists. A new classification of children's games developed by S.L. Novoselova, presented in the program “Origins: Basic program for the development of a preschool child” (M., 1997). The classification is based on the idea of on whose initiative games arise (child or adult).
There are three classes of games:
1) games that arise on the initiative of the child (children) - independent games: game-experimentation;
Stand alone story games:
Plot-display;
2) games that arise on the initiative of an adult who introduces them for educational and educational purposes:
Educational games:
plot-didactic,
Movable;
Leisure games:
fun games,
entertainment games,
intellectual,
Festive carnival,
Theatrical productions;
3) games coming from the historically established traditions of the ethnic group (folk), which can arise on the initiative of both adult and older children: traditional or folk (historically, they form the basis of many games related to teaching and leisure).
03. Freud Z. in his psychoanalytic theory formulated his views on the game as
Choose one answer:
a. one of the activities of children, which consists in reproducing the actions of adults and the relationship between them ..., one of the means of physical, mental and moral education
b. a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved
c. activity due to biological causes (instincts, drives) and, therefore, having a permanent, non-historical character
06. As "a feasible way for a child to enter into all the complexity of the world around him" he defined the game
Choose one answer:
05. The hypothesis about the historical origin and development of the role-playing game was put forward by
Choose one answer:
a. German psychologist and philosopher Wundt
b. Russian philosopher Plekhanov G.V.
c. Soviet psychologist Elkonin D.B.
d. Russian teacher Ushinsky K.D
04. For the first time with the opposite statement that “play is a child of labor” was made by
Choose one answer:
a. German psychologist and philosopher Wundt
b. Russian philosopher Plekhanov G.V.
c. Soviet psychologist Elkonin D.B.
d. Russian teacher Ushinsky K.D
01 . The dictionary of the Russian language defines the word "game" as
Choose one answer:
08. Choose the correct statement :
Choose one answer:
a. “Playing activity is not invented by a child, but is given to him by an adult who teaches a child to play, introduces socially established ways of playing actions”
b. “Playing activity is invented by the child, and is not given to him by an adult who teaches the baby to play, introduces socially established ways of playing actions”
c. “Playing activity is not invented by an adult, but is set by the child himself, who learns to play, gets acquainted with the socially established ways of playing actions”
02. From a psychological and pedagogical point of view, in the Russian Pedagogical Encyclopedia, the concept of "game" is
Choose one answer:
a. activity, occupation of children, due to a set of certain rules, techniques and serving to fill leisure, for entertainment
b. one of the activities of children, which consists in reproducing the actions of adults and the relationship between them ..., one of the means of physical, mental and moral education
c. a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved
10. Games evolve Creative skills child because...
Choose one answer:
01. The game as an activity for preschoolers has its own characteristics, select the main ones:
a. Freedom and independence of children in the game
b. The creative nature of gaming activity
c. Emotional richness of the game
d. The game has no materially expressed result
e. Presence of direct or indirect rules
09. The game is important in mastering the rules of relationships, norms of behavior in society, since ...
Choose one answer:
a. in order to perform a particular role in the game, the child must transfer his idea to the game actions
b. the child combines real and fictional phenomena in the plot of the game, endows familiar objects with new properties and functions
c. it is the form of activity in which the social behavior of children, their attitude to life, to each other is largely formed
d. in the game speech, gestures, facial expressions of the child are more expressive than in everyday life
02. There are two types of children's relationships in the game:
Choose one or more answers:
a. game relations that are determined by the content, rules of the game
b. real relationships that are shown about the game
c. play relationships that are manifested about the game
d. real relationships that are determined by the content, rules of the game
04. Speaking about the leading type of activity, Leontiev A.N. notes: “Leading activity is such an activity,
Choose one or more answers:
a. the development of which causes major changes in the mental process and psychological characteristics of the individual at this stage of its development"
b. which goes through a certain path of becoming, and does not appear immediately in a developed form.
c. the formation of which takes place under the guidance of adults in the process of training and education "
07. In the course of the game, the knowledge and ideas of children about the environment are refined and deepened, since
Choose one answer:
a. in order to perform a particular role in the game, the child must transfer his idea to the game actions
b. the child combines real and fictional phenomena in the plot of the game, endows familiar objects with new properties and functions
c. it is the form of activity in which the social behavior of children, their attitude to life, to each other is largely formed
06. Answer whether the statement is true: “Guided by the requirements of the educational program, the teacher plans the program content, determines tasks, actions, i.e. designs the entire course of the game without destroying its originality and amateur character.
Choose one answer:
a. right
b. wrong
03. In the game of preschoolers, actions are performed,
Choose one answer:
a. the goals of which are significant for the individual in terms of their internal content
b. the goals of which are significant for the individual in terms of their social content
c. the goals of which are unconscious for the individual according to their internal content
07 . Game actions
Choose one answer:
02. At older preschool age, children become interested in:
Choose one or more answers:
a. story games imitating uncomplicated life situations
b. games with objects - ball, hoop
c. outdoor games
d. games with rules
e. creative games
06. Game tools
Choose one answer:
a. is provided by its voluntariness, opportunities for choice and elements of competition
b. specific, understood by the child
c. represents a preliminary or ongoing consideration of its procedural side in the course of the game
d. toys, objects, materials, play environment
e. actions with the help of which the plot of the game is embodied, roles are performed
08. Game result
Choose one answer:
a. is provided by its voluntariness, opportunities for choice and elements of competition
b. specific, understood by the child
c. represents a preliminary or ongoing consideration of its procedural side in the course of the game
d. toys, objects, materials, play environment
e. actions with the help of which the plot of the game is embodied, roles are performed
f. expressed in positive emotions meeting the basic needs of the child
04. Purpose of the game
Choose one answer:
a. is provided by its voluntariness, opportunities for choice and elements of competition
b. specific, understood by the child
c. represents a preliminary or ongoing consideration of its procedural side in the course of the game
d. toys, objects, materials, play environment
e. actions with the help of which the plot of the game is embodied, roles are performed
f. expressed in positive emotions, satisfaction of the basic needs of the child
Question21
03. Motivation of gaming activity
Choose one answer:
a. is provided by its voluntariness, opportunities for choice and elements of competition
b. specific, understood by the child
c. represents a preliminary or ongoing consideration of its procedural side in the course of the game
d. toys, objects, materials, play environment
e. actions with the help of which the plot of the game is embodied, roles are performed
f. expressed in positive emotions, satisfaction of the basic needs of the child
04. All toys can be divided into three types:
Choose one or more answers:
a. finished toys
b. semi-finished toys
c. materials for creating toys
d. folk toys
e. didactic toys
f. sports toys
02. Games initiated by an adult with ready-made rules include
Choose one or more answers:
a. role-playing games
b. theatrical games
c. construction games
e. outdoor games
f. fun games
g. ritual games
03. To the games created by the people ( folk games) relate
Choose one or more answers:
a. role-playing games
b. theatrical games
c. construction games
d. didactic games
e. outdoor games
f. fun games
g. ritual games
01. Child-initiated (creative) games include
Choose one or more answers:
a. role-playing games
b. theatrical games
c. construction games
d. didactic games
e. outdoor games
f. fun games
g. ritual games
14. In creative games, action
Choose one answer:
a. spontaneous, not associated with mandatory rules
b. always tied to pre-established rules
c. determined and directed by the teacher
Question27
15. Choose the correct statement:
Choose one answer:
a. Creative games contribute to the overall development of the child, and didactic games help to achieve a specific goal with the help of various interesting tasks.
b. Didactic games contribute to the overall development of the child, and creative games - to achieve a specific goal with the help of various interesting tasks.
Question28
Partially correct
08. In middle group carry out:
Choose one or more answers:
a. didactic games related to movement
b. role-playing games
c. games with rules
d. manipulation games
e. word-logic games
02. In the middle group, preference is given to games in which
Choose one answer:
a. children could most fully satisfy their needs for play without complex personal relationships
b. children quickly understand each other, embodying their plan
c. children are provided with ample opportunities to play role-playing, building, didactic and outdoor games, both individually and collectively
07. In order to increase activity and enrich the movements of younger preschoolers, appropriate conditions should be created:
Choose one or more answers:
a. use various items and toys
b. be sure to teach children to play, creating a game situation
c. communicate directly with pupils using direct methods of influence
d. give greater independence in the choice of game and the development of its plot
e. allow children to assign roles on their own
Question31
16. Didactic games and
Choose one answer:
a. mobile
b. creative
c. role-playing
d. design
05. Games between classes
Choose one answer:
12. Finishing a day full of interesting and varied games, the teacher reminds that
Choose one answer:
a. you need to put things in order among the toys, put everything in its place
b. tomorrow the children will be able to continue the game and you can leave the toys where they are
c. you need to think at home what the children will play tomorrow
04. Children's games after breakfast
Choose one answer:
a. should be consistent with the nature and content of further studies
b. provide for a slight mental stress - with small toys, a ball, a simple designer
c. it is desirable to diversify in every possible way, since there is a large space for active movements
02. At the stage of unfolding game actions with a doll (bear, hare) in independent activity, it is necessary:
Choose one or more answers:
a. “pulling” babies into a conditional situation
b. emotional coloring of adult actions
c. providing babies with the opportunity to deploy play activities with a toy
d. using simple and understandable situations for children
e. offer children game items, imitating real
04. If children of the third year of life have formed simple playing skills, then they
Choose one or more answers:
a. in self-play deploy chains of two or three actions with plot toys
b. include individual substitute items in the game, naming actions with them
c. can cause with the help of a toy or a short speech appeal a peer's response game action
d. can independently organize and conduct a story game
e. include 5-6 children in the game, independently distributing roles
f. in an independent game, they deploy chains of five to six actions with plot toys
03. When introducing substitute items into the game, an adult must
Choose one or more answers:
a. carry out game actions with them (bring a spoon-stick to the doll's mouth, lather the bear with a soap-cube)
b. verbally indicate the conditional meaning of the object (“This is our soap”, “It’s like a spoon”, etc.)
c. verbally indicate the meaning of the action performed with him (“I’ll soap the bear’s paws, the soap lathers well”, etc.)
d. to stimulate the children themselves to designate game actions with the word
05. Select the characteristics of the structure of the plots of the game of young children:
Choose one or more answers:
a. the game uses one theme
b. the game uses one-character plots
c. game actions are mainly focused on the character toy
d. the plot of the game includes 1-3 consecutive, known to children from the real experience of the event
e. the game uses several themes
f. the game uses multi-character plots
g. game actions are mainly aimed at imitating the actions of adults
h. the plot of the game includes 4-5 consecutive, known to children from the real experience of the event
03. Role imitation may occur in a child in relation to any social role, to any fabulous or literary character. The task of the educator
Choose one answer:
a. guess what the child is doing, connect to his game by finding an additional role that is appropriate in meaning and expand role-playing interaction
b. ask what the child is doing and switch him to a more productive game, finding an additional role that is appropriate in meaning and deploy role-playing interaction
c. guess what the child is doing, connect other children to his game
05. Among the indicators of the success of the formation of role behavior in children of the fourth year of life, the following can be distinguished:
Choose one or more answers:
a. deployment in independent activities of specific role-playing actions and role-playing speech aimed at puppet characters
b. paired role-playing interaction with a peer, including naming one's role
c. role-playing, short dialogue
Question41
06. Answer, is the statement true: “Episodes of role-playing interaction with a peer in children of primary preschool age are still very short-lived”
Choose one answer:
a. right
b. wrong
04. Involving children in free play in the "telephone conversation" is necessary for the development
Choose one answer:
a. role-playing dialogues
b. phone handling skills
c. phone call skills
d. ideas about using the phone
07. In order for children of senior preschool age to realize their creative potential and act in concert, it is necessary to master a new, more complex way of building a game -
Choose one answer:
a. joint plot construction
b. individual plot
c. joint decision making
d. schematic representation
04. Answer whether the statement is true: “If the child has his own suggestions during the game, they must be politely rejected, since, if possible, the teacher should maintain the general scheme of the plot”
Choose one answer:
a. wrong
b. right
10. Choose the correct statement:
Choose one answer:
a. work on the formation of a joint plot can be started with children of the middle group and continued in the older group of the kindergarten
b. work on the formation of a joint plot can be started with the children of the older group and continued in the preparatory group of the kindergarten
c. work on the formation of joint role-playing games can be started with the children of the older group and continued in the preparatory group of the kindergarten
Question46
05. Choose the correct statement:
Choose one answer:
a. When playing with a child, the teacher uses the maximum number of toys so that manipulations with them draw attention to role-playing interaction.
b. When playing with a child, the teacher uses the minimum number of toys so that manipulations with them do not distract attention from role-playing interaction.
c. When playing with a child, the teacher uses the minimum number of toys so that manipulations with them draw attention to role-playing interaction.
Question47
09. The easiest way to start the transformation of a well-known fairy tale for the game of older preschool children is to
Choose one answer:
a. replacement of the main character, his task (the desired object), a magic tool
b. replacing the game task (the desired object), the magic image
c. replacement of the main magic tool
Question48
04. N.Ya. Mikhailenko, N.A. Korotkov formulated the principles of organizing the plot game of preschoolers, highlight the main ones:
Choose one or more answers:
a. The teacher should play with the children
b. At each age stage, the game should be deployed in such a way that children immediately “discover” and learn a new, more complex way of building it.
c. When developing playing skills, it is necessary to simultaneously orient the child both to the implementation of the game action and to explaining its meaning to partners - an adult or a peer.
d. The pedagogical process of organizing a game should be two-part, including the moments of the formation of game skills in joint game educator with children and creating conditions for independent children's play
Question49
01. In order to carry out adequate pedagogical influences in relation to the plot game of children, it is necessary:
Choose one or more answers:
a. have a good understanding of the game
b. have an idea of the developmental value of the game
c. understand what game should be at each age stage
d. be able to play appropriately with children of different preschoolages
Question50
03. According to N.Ya. Mikhailenko and N.A. Short must be
Choose one answer:
a. collective study of knowledge
b. formation of gaming skills
c. education of moral values
d. development of creative abilities
The game as a self-valuable activity of a preschooler, the leading type of children's activity. Psychological and pedagogical foundations of the game. The unproductive nature of the game, the predominance of an imaginary plan over a real one. Creative orientation of game activity.
Creative games (role-playing, directing, theatrical) and games with rules as a kind of children's games. Playing interests of preschoolers. The genesis of the role-playing game in preschool children.
Preschool child as a subject of play activity. Characteristics of the child's subjective position in creative games; individual creative manifestations of children in play activities.
Conditions for the development of independence and creativity of children in creative games: a flexible combination of direct and indirect ways of directing children's games; a gradual change in the tactics of pedagogical support of the child in play activities, depending on the degree of mastering the position of the subject of play activity by the child, based on the results of pedagogical diagnostics; selection of the content of games based on the interests and preferences of modern preschoolers; orientation to the individual creative manifestations of children in play activities, their further stimulation and development; designing a modern subject-play environment using polyfunctional material, the results of children's productive activities.
Creative games (role-playing, directing, theatrical) and games with rules as a kind of children's games.
A game is an activity that simultaneously takes place on two planes. On the one hand, the game implies the conditionality of the situation and contains a number of conditional elements. On the other hand, the game has a plan for real actions and relationships, since children need to agree on what happens in the game.
Playing interests of preschoolers.
Creative games based on ready-made stories: imitative games, theatrical games, plot and display games. game - dramatization.
Imitative games - based on the repetition of the action of an adult or the plot of a book, cartoon.
Plot - display game (Vygotsky - “play - memory”), in which the child displays the actions of an adult, repeating them from memory. (children of early and younger preschool age play).
Game - dramatization - in which the basis of the game action is a literary plot. (Children play throughout their preschool childhood).
Theatrical play - is focused on the viewer, in them the children take the position of actors who show the audience a performance.
Games with stories invented by children- plot - role-playing games, director's game, game - fantasizing, games - projects.
Story - role-playing game - These are games in which the child independently invents and develops the plot, taking on a particular role. (the heyday of the role-playing game 3-5 years).
Director games - in them, the inventing and development of the plot occurs through the roles that the child conveys with toys.
Game - fantasizing - built on imagination, closely associated with the finished drawing or drawing, performed as the plot develops. Such a game is accompanied by dialogues and monologues of the characters, comments and proceeds mainly in the speech plan (senior preschool age).
Games - projects - include in the gameplay other activities (drawing, design, manual labor) for the implementation of gaming tasks (senior preschool age).
Games with rules created and introduced into the lives of children by adults.
These include: mobile. sports, intellectual, musical (rhythmic, round dance, dance), correctional, comic (fun, entertainment), ritualistic rituals.
Among games with rules, a large group is made up of folk games that are passed down by children from generation to generation.
Games can be classified by location in Ped. the process of kindergarten (Wenger, Mikhailova, Korotkova, Novosyolova).
In this case, allocate:
Amateur (independent) games that arise on the initiative of the children themselves;
Games organized by adults for educational purposes. education or correction of the development of children.
The genesis of the role-playing game in preschool children.
The plot - role-playing game is gradually becoming more complicated. the genesis of the role-playing game was revealed by D. B. Elkonin.
Stage 1. The main content of the game are actions with objects. They are carried out in a certain sequence, although this sequence is often violated. The chain of actions has a plot character. The main plots are everyday. Actions are monotonous and often repeated .. Roles are not indicated. Children love to play with adults. independent play is short-lived. As a rule, the stimulus for the emergence of the game is a toy or an object - a substitute, previously used in the game.
Stage 2. Same action with the subject. The sequence of actions becomes the rule. There is the first interaction between the participants based on the use of a common toy. Children's associations are short-lived. The basics of the plot are still household. Toys are not selected in advance, but children most often turn to their favorite toys.
Stage 3. The main content of the game is still with items. The roles are clearly defined and defined before the game starts. Toys and objects are selected (more often during the game) in accordance with the role. The game often proceeds as a joint game. the duration of the game increases. The plots become more diverse: children reflect the work and life of adults.
Stage 4. The main content of the game is a reflection of the relationships and interactions of adults with each other. The theme of the games is varied; it is determined not only by the direct but also by the mediated experience of the children. Games are collective. The number of children involved in the game increases to 5-6 children.
Thus, Elkonin considers the complication of a role-playing game through a change in its structure and content, duration, and diversity of the storyline.
In the works of Mikhailenko and Korotkova (1980s), the complication role-playing game is considered through the complication of conditional game actions (substitution). The game is built as a child's constant transition from the plan of conditional actions to the plan of their verbal designation and vice versa. Deployment of the game plot in the unity of these two plans is called the way the game is built. A specific way of constructing a game is characterized by which of the elements of the plot structure is decisive for the child and in what form of play action it is realized.
There are three ways to build a game, which become more complicated as the child develops:
- about the sequence of subject - game actions as a way of building a game. At 1.5 - 3 years old, a child can carry out the simplest play actions with toys and objects - substitutes, entering into short-term play interaction with peers.
At 3-5 years old, a child can accept and consistently change playing roles during the game, realize them through actions with objects and role-playing speech, and engage in role-playing interaction with a peer partner. This way called role play.
At 5 - 7 years old, the game is built based on plot , and for the child, not individual elements of the plot, but a holistic event - a narrative that includes characters and actions - are leading.
The use of each subsequent method in complexity allows the child to deploy more and more complex plots games in terms of their thematic content and structure.
In the late 1990s, in a study by O. V. Solntseva, it was proved that the development of plot formation contributes to the transition of children from role-playing games to directorial games.
6. Subject-developing environment as a condition for organizing children's activities in kindergarten. no question!!!
Developing environment as a socio-cultural space for the development of the child's personality. Components of the subject-developing environment: subject content, its spatial organization, their changes over time.
The focus of the subject environment of childhood on the physical, cognitive-speech, social-personal, artistic and aesthetic development of the child. The principles of designing the developing environment of a preschool educational institution (the principle of respect for the needs, needs of the child, the principle of flexible zoning of the environment, the principle of respect for the opinion of the child, the principle of the leading nature of the content of education, the principle of dynamism - static environment, the principle of distance, positions in interaction, the principle of children's activity, independence , creativity, the principle of emotionality of the environment, individual comfort and emotional well-being of each child and adult, the principle of combining familiar and extraordinary elements in the aesthetic organization of the environment, the principle of openness-closedness of the environment, the principle of taking into account gender and age differences in children).
Characteristics of the subject-developing environment. Comfort and safety environment. Ensuring a richness of sensory experiences. Ensuring independent individual children's activities and structuring this activity through the saturation of space with specially selected materials. Providing opportunities for research and learning. Functionality of the subject environment.
Features of building a developing spatial environment in different age groups.
Health saving potential pedagogical process in kindergarten
Physical development and health promotion of preschool children.
The problem of preserving the health of the child in the pedagogical process. Health-saving potential of the pedagogical process in kindergarten.
Requirements for the organization of the daily routine in kindergarten. Formation healthy lifestyle life by means of physical culture. Requirements for the organization of physical education in kindergarten. Education of hygienic culture and valeological education of preschool children. Optimization of the mode of motor activity, taking into account the individual characteristics of children.
Health-saving potential of the pedagogical process in kindergarten.
Preschool age is the most important period in the formation of a person's personality. It is at this age that character, moral qualities are formed, the foundation of health and development is laid and strengthened. physical qualities necessary for the effective participation of the child in various forms of physical activity, which, in turn, creates conditions for the active and directed formation and development of mental functions and intellectual abilities of a preschooler.
An analysis of the health of preschool children shows that the number of healthy children is decreasing, while the number of children with chronic diseases is increasing, many children have postural disorders, flat feet, most children suffer from motor insufficiency and reduced immunity.
The muscle load on children decreases for objective reasons: parents do not pay due attention to the physical development of children, preferring to engage in intellectual development, and in preschool conditions, children do not always have the opportunity to play outdoor games.
All this explains the need to organize the pedagogical process in preschool educational institutions in such a way as to ensure the possibility of full physical development, preservation and enrichment of children's health. In addition, a serious task is the upbringing of a valeological culture to form a conscious attitude of the child to the health and life of both his own and other people.
Competent organization of the daily routine contributes to health saving in preschool educational institutions. The correct mode of the day is a rational duration and a reasonable alternation of all types of activities and rest of children during the day. The daily regimen should correspond to the age and individual characteristics of children and contribute to their harmonious development.
The formation of a healthy lifestyle in preschool educational institutions by means of physical culture is carried out through:
organized educational activities(physical education);
educational activities during regime moments (morning exercises, complexes of hardening procedures, etc.);
independent activities of children (outdoor games, independent outdoor games, etc.).
The physical development of children in the first year of life is organized in the form of individual lessons, including massage and gymnastics complexes as prescribed by a doctor. The duration of classes with each child is 6-10 minutes. Starting from 9 months, in addition to gymnastics and massage complexes, various outdoor games are played with children on an individual basis. It is allowed to unite children in small groups (2-3 children)
With children of the second and third years of life, classes in physical development within the framework of the main educational program, they are carried out in subgroups 2-3 times a week. With children of the 2nd year of life, physical development classes are carried out in a group room, with children of the 3rd year of life - in a group or in a gym.
Physical development classes for children aged 3 to 7 years are organized at least 3 times a week. The duration of physical development classes depends on the age of the children and is:
AT junior group- 15 minutes.
In the middle group - 20 minutes.
In the senior group - 25 min.
In the preparatory - 30 min.
Once a week for children 5-7 years old, regardless of the season, physical development classes in the open air should be organized. They are carried out only if the children have no medical contraindications and the children have sportswear that matches the weather conditions. In the warm season, educational activities for physical development are recommended to be organized outdoors.
The hardening of children includes a set of measures: wide aeration of the premises, a properly organized walk, physical exercises carried out in light sportswear indoors and outdoors, washing with cool water and other water, air and solar procedures.
Children can use the pool and sauna only with the permission of a pediatrician. The presence of medical personnel is obligatory during the swimming of children and their stay in the sauna. After staying in the sauna, the child should be provided with rest in a special room and organize a drinking regimen. The air temperature should be 60-70 degrees. The duration of the first visit to the sauna by a child should not exceed 3 minutes.
To achieve a sufficient amount of physical activity of children, it is necessary to use all organized forms of classes: physical exercises, outdoor games, sports exercises. Work on physical development is carried out taking into account the health of children with constant monitoring by medical workers.
Education of hygienic culture and valeological education of preschool children. The upbringing of a hygienic culture and valeological education of preschool children takes place constantly, within the framework of the entire pedagogical process. The teacher deepens ideas about health and a healthy lifestyle, the importance of hygiene procedures (for which you need to wash your hands, brush your teeth, etc.). In a fascinating visual-practical form, the educator enriches the children's ideas about the body (body parts, sense organs, movements, digestion, respiration), its needs, how to care for them, and about preventing injuries. The topics of safe behavior are discussed - the rules of behavior in a group and on the street, injury prevention, the need to call an adult in case of situations dangerous to health.
Optimization of the mode of motor activity, taking into account the individual characteristics of children.
The optimal motor mode for a child is the mode that corresponds to his need for physical activity, and also corresponds to the functional capabilities of the body and helps to improve the physical condition of the child and strengthen his health. In a preschool educational institution, it is possible to provide an individual approach to pupils by diagnosing the main indicators of the motor activity of children (volume, intensity and duration) in a group and dividing them into subgroups, depending on the level of development of motor activity (high, medium, low). Such a measure will allow the educator to carry out differentiated work with subgroups and use an individual approach, offering different types of activities with different loads to different subgroups.
Consultation for educators
"Creative initiative of children
in music games
Musical director
E. Yu. Ponomarenko
The creative activity of children does not arise by itself, so that the child can show fine arts and creative initiative, it is necessary to instill in him the skills that develop musical ability.
Creativity needs a foundation. The first joint task of the music director and educator is to create this foundation, to develop the necessary skills and abilities in the child. To teach children to more actively and fully perceive music and its features. Therefore, listening to music plays an important role, so that later the child can independently express its character in dances, musical games, songs.
Listening enriches the musical presentation of the child, teaches the simplest analysis of the work. It is necessary to simultaneously work on the expressiveness of movements, on the transfer of the artistic image of the work. From the dances learned during the year, it is necessary to highlight the plot dances, which are very useful in educating the expressiveness of movements. Games, exercises and dances give children an impetus to creative imagination, their initiative. Gradually, children develop an evaluative attitude towards music and movements. This indicates the formation of the inclinations of musical taste. Children learn to independently assess their capabilities, try to be active.
The program of musical education also includes musical didactic games. In addition to the development of musical and rhythmic hearing, children develop creative initiative. They are able to convey the nature of the work in the game. Especially if the game, among other things, is a role-playing game. That is, the music director invites the children to play a game, for example, "Mushrooms", this musical game. Children stand in a circle. Choose three mushrooms:
Mushroom mom, mushroom dad, and son. The “family of mushrooms” sits in the center for squats, the rest of the children lead a round dance, singing a song. In the course of the song, the "mushrooms" perform a dance.
At the end of the song, the children close their eyes with their hands and count to five, during the counting time the "family of mushrooms" becomes a round dance.
During the performance of the song "Mushrooms" they perform a free dance with squats and exposing their legs.
The main task of the teacher is not to force the child, but to encourage him to act independently, to show initiative, if the child is not sure, the teacher should try to help him, start with him, invite the children to support him with applause, any actions that can encourage the child to complete the task .
This helps the children to loosen up, and also encourages others to get involved. There is another game called "bell". Children stand in a circle, choose the driver, give him a bell. Singing a song to the music, a child with a bell walks inside the circle, at the end of the song, stops, gives a bell to the child on which the song ended, both go to the center of the circle and perform free dance, there are many similar games, “handkerchief”, dance - a game with a tambourine.
