Joint activities of teachers and parents in the process of conducting outdoor games with children of senior preschool age. Parent meeting: The role of play in the development and upbringing of a preschool child

Contents §1. Organization of independent activities of children and planning of educational work to guide the game §2. Creative play in pedagogical process kindergarten §3. Development of children's creativity and game design §4. Games p.1. Role-playing games p.2. Didactic games p.3. Theatrical games p.4. Musical and didactic games §5. The role of play in cultivating a positive attitude towards school Literature § 1 ORGANIZATION OF CHILDREN'S INDEPENDENT ACTIVITY AND PLANNING EDUCATIONAL WORK TO GUIDE THE GAME The skill of a teacher is most clearly manifested in the organization of independent activity of children. How to direct each child to useful and interesting play without suppressing his activity and initiative? How to alternate games and distribute children in a group room or area so that they can play comfortably without disturbing each other? How to resolve misunderstandings and conflicts that arise between them? The comprehensive education of children depends on the ability to quickly resolve these issues. creative development every child. In preschool pedagogy, there are many methods and techniques for influencing children, the choice of which depends on the specific situation. Sometimes educators, when becoming acquainted with advanced pedagogical experience (in print, while watching open classes, games), discover new techniques for managing and designing play areas and mechanically transfer them to their work, without obtaining the desired result. Methodological techniques bring results in cases where the teacher applies them systematically and takes into account general trends the mental development of children, the patterns of formed activity, if the teacher knows and feels each child well. Having mastered with the help of adults the basic methods of action characteristic of a particular activity, children can use them in the same or slightly modified conditions. To do this, it is necessary that conditions for a variety of independent activities of children be created in the group room and on the site. Each type of toys and aids should be stored in a certain order. This will allow children to find the item they need and put it back in its place after playing. It is important to think about how to distribute play material in the most rational way so that children can engage in a variety of activities without interfering with each other. A quiet place in the group is reserved for independent play with educational toys, looking at pictures, and playing games. Didactic toys and books are stored in an open cabinet, next to the tables at which children play and look at books. More complex educational toys and fun toys should be visible to children. It is better if they lie on a shelf higher than the child’s height, so that an adult can not only help take the toy, but also monitor the child’s play. Children, under the supervision of a teacher, play with teaching aids and toys (pyramids, nesting dolls, inserts) independently or with a little help from an adult. This is how children consolidate the knowledge acquired in classes and the ability to independently use educational toys. It is advisable to store materials for visual arts (pencils, paper, crayons) in a closed cabinet, since children themselves do not yet know how to use these objects for their intended purpose (for drawing, modeling), but they can already freely draw with chalk on a board, with a stick on snow, or sand. Kids need both living objects to observe (fish, birds) and natural material (cones, acorns, chestnuts). For the development of walking, running and outdoor games in a group there should be enough free space. Furniture, large toys and aids are placed so that children can easily pass between them and approach them from different sides. A clear distribution of toys and aids in the room and area, their placement, and decoration create order and comfort. But this does not mean that each type of toys and aids should be used in isolation. Many of them can be used in story games. So children can get into the “house” through “doors” in the form of a hoop or arc, and into the “shop” - along a ladder or board in front of the entrance to the house. Short cords, sticks, natural materials are amazing objects for play that cannot be replaced by any perfect toys. After finishing the game, the children, together with the teacher, put all the toys in the designated places. Even in the midst of the game there should not be such a picture; there is a forgotten hare lying under a chair, and scattered cubes and other toys on the floor. If the children played an interesting game by building a structure and placing toys in unusual places, it is advisable not to disassemble it in order to continue playing after sleep or a walk. Providing play material is an important, but not the only, condition that encourages a child to play independently. The development of children’s independent activity depends on the content and form of direct communication between the teacher and each child. This communication, no matter what pedagogical techniques it is carried out, must take place in the form of equal, benevolent cooperation between an adult and children. It should guide children to independently reproduce knowledge, skills, and methods of operating with objects acquired in classes and in joint activities with an adult. The teacher should encourage children to show activity, initiative and imagination. When addressing one child or a group of children, the teacher speaks quietly so as not to distract others from their activities. Kids do not perceive messages addressed to all children. The child must be called by name and given an individual instruction. Young children do not understand monotonous, expressionless speech; they are sensitive to cheerful, affectionate intonations in the voice. If the teacher himself knows how and loves to play, he understands the mood of the players, communicates with them sincerely, interestedly, and does not use standard memorized phrases and words. An experienced teacher carefully watches the children playing. He can walk, stand, sit, but he always takes such a position that, when addressing one child or several children, he does not let the rest out of sight. During independent play, each student can be approached and addressed at least 3-5 times; with a bored child - play hide and seek, caress him; to another - to show how to fold a pyramid correctly; the third - to put his suit in order, talk with him about his impressions after the trip on the subway. When organizing the independent activities of children, the teacher attaches special importance to the formation of friendly relations between them. He shows the kids how they can play didactic and outdoor games together, how to look at pictures together, how to feel sorry for a fallen peer and help him. Children are treated evenly, calmly, and patiently. Shouting, irritated, loud conversation, and constant reprimands are unacceptable from the teacher and other employees. The teacher’s speech is not only a role model. His pedagogical success largely depends on how an adult addresses children. There is good rule; During classes, do not distract the teacher and children. This rule also applies to the organization and conduct of the game, during which conversations on extraneous topics with the assistant teacher and other employees are unacceptable. While the children are awake, it is advisable for the teacher-methodologist, manager, nurse, mechanic and other kindergarten employees to enter the game, addressing the children, and join in the game. Planning a system of pedagogical activities, on the one hand, should direct children to display in the game various phenomena of the surrounding reality that are new to them, on the other hand, it complicates the ways and means of reproducing this reality. Children's knowledge about life around them, obtained from different sources, determine the content of the game tasks, the theme of the plot. The formation of the game itself depends on the skillful complication of methods and means for solving game problems. Expansion of children's knowledge is provided in classes or during special observations. At the same time, a connection is established between children’s past experiences and new knowledge. The acquired information and impressions of children are taken into account when planning educational work to guide the game. Only spiritual community can split this community; only the reciprocity of co-creation, cooperation, and nothing that could sow distrust in it; only love, shown in the subtlest forms of pedagogical skill, and nothing that can poison it; only respect and affirmation of personal dignity - and nothing that could poison it; only respect and affirmation of personal dignity - and nothing that can infringe on the joy of growing up in a child; and finally, only optimism and a deep understanding of the child - this is what ennobles our educational field, on which we grow the future of humanity, forge the destinies and happiness of people. Sh.A. AMONASHVILI Game is a multifaceted phenomenon; it can be considered as a special form of existence of all aspects of the life of a group without exception. Just as many shades appear with play in the pedagogical management of the educational process. Play, the most important type of children’s activity, plays a huge role in the development and upbringing of a child. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the game realizes the need to influence the world. Soviet teacher V.A. Sukhomlinsky emphasized that “a game is a huge bright window through which spiritual world The child receives a life-giving stream of ideas and concepts about the world around him. The game is a spark that ignites the flame of inquisitiveness and curiosity.” The educational significance of the game largely depends on the professional skill of the teacher, on his knowledge of the child’s psychology, taking into account his age and individual characteristics, on the correct methodological guidance of children’s relationships, on the precise organization and conduct of all kinds of games. The main problems are related to the moral education of preschool children (collective relationships, the child’s personal qualities - friendliness, humanity, hard work, determination, activity, organizational skills, the formation of an attitude towards work and study). The solution to these issues is most facilitated by role-playing and creative games. § 2 CREATIVE PLAY IN THE PEDAGOGICAL PROCESS OF KINDERGARTEN Preschool childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about surrounding life, he begins to form a certain attitude towards people, towards work, develops skills and habits correct behavior, character develops. The main activity of children preschool age- a game during which spiritual and physical strength child; his attention, memory, imagination, discipline, dexterity. In addition, play is a unique way of learning social experience, characteristic of preschool age. N. K. Krupskaya spoke in many articles about the importance of play for understanding the world, for moral education children. “...Amateur imitative play, which helps to master the impressions received, is of enormous importance, much more than anything else.” The same idea is expressed by A.M. Bitter; “Play is the way for children to understand the world in which they live and which they are called upon to change.” In the game, all aspects of the child’s personality are formed, significant changes occur in his psyche, preparing the transition to a new, more high stage development. This explains the enormous educational potential of play, which psychologists consider the leading activity of a preschooler. A special place is occupied by games that are created by children themselves - they are called creative or role-playing games. In these games, preschoolers role-play everything that they see around them in the lives and activities of adults. Creative play most fully shapes a child’s personality, and therefore is an important means of education. What gives the right to call play a creative activity? The game is a reflection of life. Everything here is “as if”, “make-believe”, but in this conditional environment, which is created by the child’s imagination, there is a lot of reality; the actions of the players are always real, their feelings and experiences are genuine and sincere. The child knows that the doll and the bear are just toys, but he loves them as if they were alive, understands that he is not a “true” pilot or sailor, but feels like a brave pilot, a brave sailor who is not afraid of danger, and is truly proud of his victory. Imitating adults in play is associated with the work of the imagination. The child does not copy reality; he combines different impressions of life with personal experience. Children's creativity is manifested in the idea of ​​the game and in the search for means for its implementation. How much creativity is required to decide what journey to take, what ship or plane to build, what equipment to prepare! In the game, children simultaneously act as playwrights, prop makers, decorators, and actors. However, they do not hatch their plan, do not prepare long time to perform a role, like actors. They play for themselves, expressing their dreams and aspirations, thoughts and feelings that possess them at the moment. Therefore, the game is always improvisation. Play is an independent activity in which children first interact with peers. They are united by a common goal, joint efforts to achieve it, common interests and experiences. Children choose the game themselves and organize it themselves. But at the same time, in no other activity are there such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal and helps to cultivate purposefulness. In the game, the child begins to feel like a member of a team and fairly evaluates the actions and actions of his comrades and his own. The teacher’s task is to focus the attention of the players on goals that would evoke a commonality of feelings and actions, to promote the establishment of relationships between children based on friendship, justice, and mutual responsibility. Creative group game is a school for educating the feelings of preschoolers. Moral qualities formed in play influence the child’s behavior in life, while at the same time, the skills developed in the process of children’s everyday communication with each other and with adults are acquired further development in the game. It takes great teacher skill to help children organize a game that would encourage good deeds and evoke better feelings. Play is an important means of mental education for a child. The knowledge acquired in kindergarten and at home finds practical application and development in the game. Reproducing various life events, episodes from fairy tales and stories, the child reflects on what he saw, what was read and told to him; the meaning of many phenomena, their meaning becomes more clear to him. Translating life experiences into a game is a complex process. Creative play cannot be subordinated to narrow didactic goals; with its help, the most important educational tasks are solved. Children choose their playing role in accordance with their interests and their dreams about their future profession. They are still childishly naive and will change more than once, but it is important that the child dreams of participating in work useful to society. Gradually, through play, the child develops general ideas about the meaning of work and the role of various professions. In play, children's mental activity is always associated with the work of their imagination; you need to find a role for yourself, imagine how the person you want to imitate acts, what he says. Imagination also manifests itself and develops in the search for means to accomplish what is planned; Before you go on a flight, you need to build an airplane; You need to select suitable products for the store, and if there are not enough of them, you need to make them yourself. This is how the game develops the creative abilities of the future schoolchild. Interesting games create a cheerful, joyful mood, make children's lives complete, and satisfy their need for active activity. Even in good conditions, with adequate nutrition, the child will develop poorly and become lethargic if he is deprived of exciting play. In play, all aspects of a child’s personality are formed in unity and interaction. Organize friendly team, it is possible to cultivate comradely feelings and organizational skills in children only if it is possible to captivate them with games that reflect the work of adults, their noble deeds, and relationships. In turn, only with a good organization of the children's team can the creative abilities of each child and his activity be successfully developed. N.K. Krupskaya was the first in pedagogy to raise the question of the connection between play and labor. She proved that children do not have a sharp line between these types of activities; in the game, as in work, the main thing is setting a goal and achieving it. According to N.K. Krupskaya, play prepares children for work. This idea is developed by A.S. Makarenko. He claims that good game similar to good work, they are united by thought and work effort, the joy of creativity, and a sense of responsibility. “What is the difference between play and work? …Work is a person’s participation in social production, in the creation of material, cultural, in other words, social values. The game does not pursue such goals; it is not directly related to social goals, but its relationship to them is indirect; it accustoms a person to the physical and mental efforts that are necessary for work.”1 Ideas N.K. Krupskaya and A.S. Makarenko form the basis of Soviet play pedagogy. Most games reflect the work of adults; children imitate the household chores of their mother and grandmother, the work of a teacher, a doctor, a teacher, a driver, a pilot, an astronaut. Consequently, games instill respect for all work that is useful for society, and affirm the desire to take part in it ourselves. Play and work often naturally come together. You can often observe how long and enthusiastically children craft, preparing to play in a certain image; sailors are building a ship, making life preservers, doctors and nurses are equipping a clinic. Sometimes the child introduces a playful image into real work. So, putting on a white apron and scarf to make cookies, he turns into a worker in a confectionery factory, and when cleaning the site, he becomes a janitor. Moral qualities are formed in the game; responsibility to the team for the assigned work, a sense of camaraderie and friendship, coordination of actions in achieving a common goal, the ability to fairly resolve controversial issues. The game is closely related to the artistic creativity of preschool children - drawing, modeling, designing. Despite the different means of reflecting the impressions of life, thoughts, feelings, these types of children's activities have much in common; you can see the same themes in the game and in the drawing; During the course of the game plot, children often sing, dance, and recall familiar poems. Thus, creative play, as an important means of all-round development of children, is associated with all types of their activities. This determines its place in the pedagogical process of kindergarten. The “Kindergarten Education Program” states that play is the most important independent activity that has great value for the development of individuality and the formation of a children's team. For each group, educational tasks are defined, which are solved with the help of games. Guiding creative games is one of the most difficult sections of preschool education methods. The teacher cannot foresee in advance what the children will come up with and how they will behave in the game. But this does not mean that the role of the teacher in creative play is less active than in classes or in games with rules. However, the unique nature of children's activities also requires unique management techniques. The most important condition for successfully leading creative games is the ability to gain the trust of children and establish contact with them. This can only be achieved if the teacher takes the game seriously, with sincere interest, and understands the children’s plans and their experiences. Children willingly tell such a teacher about their plans and turn to him for advice and help. The question is often asked; Can and should the teacher intervene in the game? Of course, he has such a right if this is required in order to give the game the desired direction. But the intervention of an adult will only be successful when he enjoys sufficient respect and trust from children, when he knows how, without violating their plans, to make the game more exciting. The game reveals the characteristics of each child, his interests, good and bad character traits. Observations of children in the process of this type of activity provide the teacher with rich material for studying their pupils and help to find the right approach to every child. The main way of education in the game is to influence its content, i.e. on the choice of theme, plot development, distribution of roles and the implementation of game images. The theme of the game is the phenomenon of life that will be depicted: family, kindergarten, school, travel, holidays. The same theme includes different episodes depending on the interests of children and the development of imagination. Thus, different stories can be created on the same topic. Each child portrays a person of a certain profession (teacher, captain, driver) or family member (mother, grandmother). Sometimes the roles of animals and characters from fairy tales are played. By creating a play image, the child not only expresses his attitude towards the chosen hero, but also shows personal qualities. All girls are mothers, but each one gives their own role personality traits. Likewise, in the role played as a pilot or astronaut, the features of the hero are combined with the features of the child who portrays him. Therefore, the roles may be the same, but the game images are always individual. The content of Soviet children's games is varied: they reflect the life of the family and kindergarten, the work of people of different professions, social events that are understandable to the child and attract his attention. The division of games into household, industrial and social is conditional. The same game often combines elements of everyday life, work and social life: a mother takes her doll daughter to kindergarten, and she herself hurries to work; parents and children go to a party, to the theater. But in every game there is a predominant motive that determines its content, its pedagogical significance. And games with dolls as daughters and mothers have existed at all times. This is natural: the family gives the child the first impressions of the life around him, parents are the closest, beloved people whom, first of all, one wants to imitate. It is also natural that dolls attract mainly girls, because mothers and grandmothers take more care of children. However, if boys are not instilled with contempt for such games (“why do you need a doll, you’re not a girl”), and they are happy to be dads, perform household chores, and carry babies in a stroller. By observing a child’s behavior in play, one can judge the relationships between adults in the family and their treatment of children. These games help instill in children respect for parents, elders, and a desire to take care of children. By imitating the housework of adults, children learn some housekeeping skills: they wipe dust from doll furniture, sweep the floor in their “house,” and wash doll clothes. Life in kindergarten also provides rich material for play activities, especially in junior groups when the child gets a lot of new experiences. The game reflects the daily life of the kindergarten and extraordinary joyful events: the New Year tree, a visit to the puppet theater, the zoo. The vast majority of games are devoted to depicting the work of people of different professions. In all kindergartens, children are transported on airplanes. Construction is underway everywhere in our country, and children are tirelessly building houses and new cities. These games contain the specifics of work and life of each republic, each region. Thus, through play, children’s interest in different professions is consolidated and deepened, and respect for work is fostered. The teacher’s task is to help the children organize these games, make them exciting and action-packed. Children should not be offered ready-made game plots developed by the teacher. In play, children imitate the activities of adults, but do not copy it, but combine their existing ideas and express their thoughts and feelings. And if they are asked to act according to the teacher’s plan, to copy these images, then this will suppress their imagination, independence, and spontaneity. In the statements of great teachers - K.D. Ushinsky, N.K. Krupskaya, A.S. Makarenko considers play as an independent creative activity for children. “It is very important not to standardize games, but to give scope to children’s initiative. It is important that children come up with games themselves, set goals for themselves... The teacher should not hamper the initiative of the children, discourage them, or force certain games on them..."1. “We must influence the children, and influence them very strongly, but in such a way as to give a certain development to their strengths, not to lead them by the hand, not to regulate every word, but to give them the opportunity for comprehensive development through play, communication, and observation of the environment...”2. A.S. Makarenko, giving advice to parents, points out common mistakes family education: some parents are simply not interested in their children’s play, others limit themselves to buying a lot of toys, others interfere too much in their children’s play, show, tell, and deprive the child of the opportunity to solve the game problem himself. “With such parents, the child has no choice but to obey the parents and imitate them: here, in essence, the parents play more than the child”3. In pedagogical research and in the practice of kindergartens, the thoughts of N.K. Krupskaya and A.S. Makarenko find their development and confirmation. To resolve the issue of methods of influencing children’s play activities, it is necessary to understand what guides them in choosing a game, why they imitate a particular character, depict a given event. Numerous observations show that the choice of game is determined by the strength of the child’s experiences. He feels the need to reflect in the game both everyday impressions associated with the feelings he has for loved ones, and unusual events that attract him with their novelty. The teacher’s task is to help the child choose from the mass of life experiences the most vivid ones, those that can serve as the plot of a good game. The experience of the best teachers convinces us that the only correct way to manage a game is to create interest in a particular life event and influence the imagination and feelings of children. In order to make an interesting game, it is not enough for children to just see how they build a house and transport loads. If we limit ourselves to this, the children will imitate only the actions of adults, not realizing the significance of their work. As a result, the game will be poor and lacking in content. It is necessary to deeply excite children with life events and labor feats, so that they want to imitate them. Influence of art and fiction on the formation of a child’s personality is extremely important. The book opens up a new world for children, and for the first time makes them think about “what is good and what is bad.” Book heroes often become game heroes. However, it is necessary to help children understand their characters, understand the motives of their actions, so that the children have a desire to embody the images of heroes of literary works in the game. Spectacles have a strong influence on the game, especially television, which has become firmly established in the everyday life of every family. TV shows provide interesting material for games. Many games arise under the influence of special children's programs, as well as stories about the events that live in our country. Based on the interests of the children and their ideas, the teacher guides the choice of games. Using various techniques, he evokes in the children’s memory what they saw and what they read about. For kids, for example, a visual reminder is important - toys: a toy piano makes them want to do a music lesson, toy animals remind them of a familiar fairy tale. Sometimes, to give children an idea for a game, you can show them a puppet theater or toy theater performance. Repeating the dramatization, the kids basically remake it, combining what was shown with their own personal experience: So, Doctor Aibolit treats not animals, but dolls that are sick with the flu. Young children usually start playing without thinking about the purpose of the game and its content. However, experience shows that already in the fourth year of life, preschoolers are able to choose the topic of the game and set a specific goal. Before the game starts, the teacher asks: “What will you play? What will you build? Where will you go by train? Who will you be? What toys do you need? These questions force children to think and outline the main plot, which may change in the future. Gradually the game becomes more and more purposeful, becomes more meaningful and interesting. In older preschool age, greater play experience and a more developed imagination help children to come up with various interesting stories themselves. The teacher only needs a verbal reminder about an excursion, a book, or a movie for the idea of ​​a new good game to be born. An important motivator for the game is also a conversation in which the meaning of what was seen and read, the characters of the characters, and their experiences are revealed. If you manage to captivate children with the plot, the game arises naturally even without the teacher’s suggestion. But the teacher can also advise the children on the topic of the game if he knows that it will interest them. The organization of a play group and the formation of the personality of each child in this group is one of the most important and very complex issues in childhood pedagogy. This complexity is caused by the dual nature of the experiences and relationships of the players. Performing his role with enthusiasm, the child does not lose his sense of reality, remembers that in fact he is not a sailor, and the captain is only his comrade. While showing outward respect to the commander, he may experience completely different feelings - he condemns him, envies him. If the game greatly captivates the child, if he consciously and deeply enters into the role, the gaming experience overcomes selfish impulses. The teacher's task is to educate children best examples from the life and activities of people that contribute to the formation of positive feelings and motives. When organizing a game, the teacher is faced with difficult questions: every child wants to be in charge, but not everyone knows how to take into account the opinions of their comrades or resolve disputes fairly. Choosing an organizer requires a lot of attention. Not everyone can cope with this role. But all children need to be taught activity and organizational skills. So the game belongs big role in the life and development of children. In play activities, many of the child’s positive qualities, interest and readiness for upcoming learning are formed, and his cognitive abilities develop. Play is important both for preparing a child for the future and for making it real life full and happy. § 3 DEVELOPMENT OF CHILDREN'S CREATIVITY AND GAME CONCEPT The initial shoots of creativity can appear in various activities of children, if created for this purpose necessary conditions. The successful development of qualities that will ensure the child’s participation in creative work in the future depends on upbringing. N.K. Krupskaya, in a speech at the third conference on preschool education (1926), raised the question that already at preschool age it is necessary to develop the abilities that are required to prepare “skilled workers” in all areas of labor. “...If we observe how this or that ability develops, we see that the decisive factor is often some kind of early childhood experience.” N.K. Krupskaya more than once pointed out the need to encourage and develop children's creativity in every possible way. Psychological and pedagogical research, as well as the practice of our kindergartens prove that the beginning of the development of children’s creative abilities falls on preschool age, when the nature of their activities changes compared to early childhood. This new type of activity by L.S. Vygotsky characterizes it as a transition to creative activity, “if we keep in mind the fact that in all types of activity of a preschooler, completely unique relationships of thought to action arise, namely the possibility of realizing a plan, the ability to go from thought to situation, and not from situation to thought. Whether you take games, whether you take drawings, whether you take work, everywhere and in everything you will deal with completely new relationships that arise between the child’s thinking and actions.” The imagination of older preschoolers becomes more and more active, and they develop the ability for creative activity. “This is also confirmed by the fact that children are beginning to pay more and more attention to the idea, i.e. the intention of his work. Of course, neither a preschooler nor even a schoolchild tries to convey some abstract thought in a figurative form. The ideological concept of a 6-7 year old child is usually exhausted by the plot of his drawing, game or story.” Deep and complex process transformation and assimilation of life experiences occurs in games. Creativity is also manifested in the idea - the choice of the theme of the game, the drawing, in finding ways to implement the plan, and in the fact that children do not copy what they see, but with great sincerity and spontaneity, without caring about the audience and listeners, they convey their attitude to what is depicted, their thoughts and feelings. Unlike adults, children are not able to think through the upcoming work or game in all details; they outline only a general plan that is implemented in the process of activity. The teacher’s task is to develop the child’s creative abilities, purposeful imagination, and encourage him to move from thought to action in any activity. Children's creativity is based on imitation, which serves as an important factor in the development of the child, in particular his artistic abilities. The task of the teacher is, based on children’s tendency to imitate, to instill in them the skills and abilities without which creative activity is impossible, to cultivate in them independence, activity in the application of this knowledge and skills, to form critical thinking, focus. Education plays a huge role in the “reasonable creative activity” of a child. “Creativity permeates the process of learning skills”1. With proper training, children's creativity reaches a relatively high level. “Consciousness plays a leading role in human activity in general, especially in creative activity, which requires a flight of thought, the power of imagination, based on experience and knowledge. The ability of analysis and critical attitude towards the quality of one’s work, which grow in the child, pave the way for new achievements in this area, provide prospects for the further development and strengthening of the child’s creative abilities”2. Thus, in preschool age, the foundations of a child’s creative activity are laid, which are manifested in the development of the ability to conceive and implement it, in the ability to combine their knowledge and ideas, in the sincere transmission of their feelings. Artists express interesting thoughts about children's ability to be creative. K.S. Stanislavsky advised actors to learn from children, whose acting is always distinguished by faith and truth. The poet P. Antokolsky argued that all children are gifted in one or another area of ​​art. “Children’s talent is manifested both in children’s observation and in their keen grasp of similarities and characteristic features, in acute ear for music, in an unusually developed instinct of imitation”3. The child’s creative imagination is especially clearly manifested and developed in play, concretized in a purposeful game plan. Thus, in the games of preschoolers, the idea receives significant development - from an accidental, by association, emerging goal to a consciously conceived theme of the game, from imitation of the actions of a particular person to the transfer of his experiences and feelings. In play, children often display emotions that are not yet available to them in life. Does the child experience these feelings or is he just pretending to feel them? What influence do they have on the formation of his moral character? THEM. Sechenov proved that gaming experiences leave a deep imprint on the child’s mind. Repeated repetition of the actions of adults and imitation of their moral qualities influence the formation of the same qualities in the child4. Playful creativity also manifests itself in the search for means to depict what is planned. Children realize their plans with the help of speech, gestures, facial expressions, using various objects, structures, buildings. The older and more developed children are, the more demanding they are of the objects of play, the more similarities they look for with reality. This naturally gives rise to the desire to do the necessary things ourselves. One of the trends in the development of the game is its increasing connection with labor. The teacher’s task is to support the child’s desire to make toys independently and help him in this. Thus, play creativity develops under the influence of upbringing and training, its level depends on the acquired knowledge and instilled skills, on the formed interests of the child. Besides. In the game they manifest themselves with special force individual characteristics children, also influencing the development of creative ideas. § 4 GAMES middle group Children's games are becoming more diverse. The development of speech and sufficient knowledge of pupils allow teachers to develop more complex skills in various types of games: role-playing games, didactic games, and movement games. Children begin to distinguish the characteristic features of each type of game and use appropriate gaming methods and means in their activities. Children's play achieves full development only when the teacher systematically and purposefully shapes this activity, practicing all its main components. Thus, during a role-playing game, he highlights for the children, against the background of a holistic plot, the content and methods of role-playing interaction; in didactic games, helping them to identify and understand the rules, determine the sequence of actions and the final result; during the organization and conduct of outdoor games, introduces them to the content of the rules and requirements for game actions, reveals the meaning of game symbols and the functions of game attributes, and helps evaluate the achievements of peers. Along with this, the teacher also guides the children’s independent games, carefully guiding them in the right direction by organizing a play space and special preparatory stage games. STORY-ROLE-PLAYING GAMES In the first half of the year academic year The teacher intensively shapes children's gaming skills and mainly role behavior. He includes the guys in a joint game or offers a plot in the form of a short story. In younger groups, children have already developed basic gaming skills that allow them to deploy a number of interconnected conditional objective actions during the game and relate them to a specific character (role). The teacher’s task is to stimulate children’s creative activity in play. This is facilitated by the expansion of the game with the inclusion of various roles: from different areas social life, from various literary works, fairy tales, as well as a combination of fairy-tale and real characters. For example, a kindergarten teacher and police officers, a fireman and Baba Yaga, Pinocchio and a doctor. The inclusion of such roles in the overall plot activates children’s imagination, their imagination, and encourages them to come up with new ones. unexpected turns events that unite and make meaningful the coexistence and interaction of such different characters. At the same time, the teacher takes into account the children’s gaming interests, which often cannot be realized in ordinary joint games. The teacher, in a joint game with the children, must show how the plot can be developed with such seemingly incompatible roles. He strongly encourages children who introduce new situations, events and characters into the preliminary game plan, since4 this is an indicator of the child’s fluency in game methods of activity and creative activity. Creating a setting for a role-playing game or constructing missing objects during an already unfolding plot helps to more clearly define the game situation, make game actions more interesting, and more accurately coordinate the concept of the game between its participants. Typically, ready-made toy parts are used for this purpose. At the same time, it is important to remember that the environment should not only be convenient for play, but also similar to the real one, since not all children can immediately perceive a purely symbolic, imaginary situation. This especially applies to group games, where it is important for all participants to identify the game situation and objects. THEATRALIZED GAMES Theatrical games, unlike role-playing games, offer the presence of spectators (peers, younger children, parents). In their process, children develop the ability to accurately reproduce the idea of ​​a work of art and the author’s text using visual means (intonation, facial expressions, gesture). This complex activity requires the mandatory participation of an adult, especially during its preparatory period. In order for theatrical games to become truly spectacular, it is necessary to teach children not only methods of expressive performance, but also to develop in them the ability to prepare a place for performances. All this is not an easy task for children of middle preschool age. DIDACTICAL GAMES In the middle group, the teacher organizes and conducts didactic games both in class and outside of them, exercising children in recognizing, distinguishing and determining shape, size, color, space, sounds. With the help of didactic games, children learn to compare and group objects according to external signs , and according to their purpose, to solve problems; They develop concentration, attention, perseverance, and develop cognitive abilities. MUSICAL AND DIDACTICAL GAMES Musical and educational games are mastered by children gradually. Familiarization with a new game occurs mainly during music classes. The teacher introduces the children to the rules of the game and sets them a certain didactic task. Initially, the teacher is the initiator of the game in a group, on a walk or in other routine processes. Subsequently, children can play independently without the help of a teacher, choosing a leader among their friends. The skills children acquire in the process of learning musical and didactic games allow them to more successfully complete tasks related to various types of musical activities. § 5 THE ROLE OF GAME IN EDUCATION OF A POSITIVE ATTITUDE TO SCHOOL Preparing a child for school means instilling in him a conscious positive attitude towards educational and social activities, making him understand the importance and necessity of studying at school: making him want to become a schoolchild; to arouse sympathy for students, the desire to be like them, respect for the personality and profession of the teacher, understanding of the socially useful significance of his work; develop a need for a book, a desire to learn to read. The success of preparing children for school is largely determined by the extent to which the teacher takes into account the uniqueness of the activities of preschoolers and, in particular, how he uses play for this purpose. Increased attention to the educational process in the pre-school group sometimes leads to the fact that the importance of creative, plot-role play is undeservedly downplayed. Meanwhile, it conceals enormous educational opportunities in preparing children for school. Through play and in play, the child’s consciousness is gradually prepared for upcoming changes in living conditions, relationships with peers and with adults, and the personality qualities necessary for the future schoolchild are formed. The game develops such qualities as independence, initiative, organization, develops creative abilities, and the ability to work collectively. All this is necessary for a future first-grader. The methods and techniques used by the teacher to familiarize children with school should complement each other. Various activities need to be combined with work and play. The knowledge acquired by children during excursions, observations, and targeted walks should be replenished and clarified by reading them works of fiction, telling them stories, and corresponding with children of other kindergartens. The game reveals the children’s attitude towards what is being depicted and at the same time contributes to the consolidation and development of such an attitude. Children like to experience again and again the admiration, joy, delight, surprise that they experienced when meeting a phenomenon, object, or event. This explains their persistent interest in games. It is in the game that children practically realize what they would like to see at school, in first grade. Children continue to love and respect books at school. Those who study with interest in the textbook in kindergarten; during extracurricular reading they offer different shapes working with a book; act as organizers of quizzes based on the works of favorite writers; organize book exhibitions. Children’s need for a book, the desire and ability to find answers to emerging questions in it, and a caring attitude towards books from the very first days of school help the teacher to interest them in reading, to arouse the desire to learn to read faster, to maintain and develop interest in acquiring new knowledge. LITERATURE 1. Azarov Yu.P. Play and work. – M.: Knowledge, 1973. 2. Anikeeva N.P. Education through play: Knu for the teacher. - M.: Education, 1987. 3. Bozhovich L.I. Personality and its formation in childhood. – M., 1968. 4. Raising children through play: A manual for children’s educators. garden / Comp. A.K. Bondarenko, A.I. Matusik. – 2nd ed., revised. and additional – M.: Education, 1983. 5. Vygotsky L.S. Game and its role in the psychological development of a child // Questions of psychology: - 1966. - No. 6. 6. Geller E.M. Our friend is the game. – Minsk: Narodna Asveta, 1979. 7. Gelfan E.M., Shmakov S.A. From play to self-education. – M.: Pedagogy, 1971. 8. Zankov L.V. Development of schoolchildren in the learning process. – M., 1967. 9. Zmanovsky Yu.F. Let's raise children healthy. – M.: Medicine, 1989. 10. Vacations: play, education / Ed. Gazmana O.S. – M.: Education, 1988. 11. Kon I.S. Child and society. –M., 1988. 12. Minskin E.M. From play to knowledge: A manual for teachers. – 2nd ed., revised. – M.: Education, 1987. 13. Nikitin B.P. Educational games. – 2nd ed. – M.: Pedagogy, 1985. 14. Pedagogy and psychology of play: Interuniversity collection. scientific works – Novosibirsk: Publishing house. NGPI, 1985. 15. Tersky V.N., Kel O.S. Game. Creation. Life. – M.: Education, 1966. 16. Shmakov S.A. Game and children. – M.: Znanie, 1968. 17. Elkonin D.B. Psychology of the game. – M.: Pedagogy, 1978. 18. Yanovskaya M.G. Creative play in education junior school student: Method. manual for teachers and educators. – M.: Education, 1974.

Parents meeting

The role of play in the development and education of a preschool child

Form: round table

Goal: Increasing the motivation and involvement of parents in educational process, psychoprophylactic work with parents.

Goal: to increase the level of pedagogical culture of parents;

Tasks:

Provide parents with knowledge about the importance of play in development and

raising a child;

Get interested in the problem of introducing a child to play

in family and kindergarten settings;

Listen to parents' opinions on the problem,

help get out of controversial situations by justifying them.

Game – greeting “Colored Palms”

Goal: To establish contact between parents, to form an emotionally positive attitude in them.

Parents move chaotically. The teacher holds three “palms” cut out of colored cardboard blue, red and yellow. Signal options: red “palm” to shake hands, blue “palm” to pat on the shoulder, yellow “palm” to shake hands with the “backs”.

Game - task

I propose an unusual task: remember your family evenings and give them self-assessment. If you do as stated, then you place a red chip, not always yellow, never green,

Every evening I spend time playing with my child;

I talk about my games as a child;

If a toy breaks, I repair it together with the child;

Having bought a toy for a child, I explain how to play with it and show different options games;

I listen to a child’s stories about games and toys in kindergarten;

I do not punish a child with games or toys, that is, I do not deprive him of games or toys for the time being;

I often give my child a game or toy.

If there are more red chips on your table, then the game is always present in your house. You play as equals with your child. Your baby is active, inquisitive, loves to play with you, because play is the most interesting thing in a child’s life.

Analysis of survey results

“Creating conditions for gaming activities in the family” (Appendix No. 2)

Based on the results of the survey, we can say that many children have a separate room (a corner where they can play and store their toys). Children prefer watching cartoons and TV shows, and playing outdoor games. Parents buy toys for their child on special occasions (as gifts). And they mostly prefer to buy educational games (printed board games, construction sets, etc., dolls or cars. Children treat toys with care. Broken toys are most often repaired. Most children at home can draw, sculpt, at any time, if desired, They have access to paper, plasticine, paints. The child's play equipment for physical development is mainly a ball, a jump rope, a hoop, darts. Some children have a children's music library, and we teach children to work at home. plants and animals. Mostly the mother plays with the child, rarely the father.

“Guess which toy your child chose.” For the correct answer, the team receives a chip (display of the presentation).

Reflection

“Choose the distance” technique

We propose to declare a children's printed board game as a symbol of the topic under discussion. We will place it in the center of the room and invite each of you to stand at such a distance from the subject that could best demonstrate your closeness or distance in relation to the topic of the meeting. You must explain the distance you have chosen in one sentence.

For example: “I stood very close to the game, because I think it is very important to create conditions in the family for the development of children’s play”; “I stood away from the game because I think it’s a waste of time. Children must play on their own. Family has nothing to do with it."

Game is a multifaceted concept. There are various games. Some develop children’s thinking and horizons, others develop dexterity, strength, others develop design skills, etc. All games are individual and require an individual approach. But there are also general rules. We bring to your attention a Memo (Appendix 3) with tips for playing games. (We distribute reminders to parents). We advise you to study these rules and adhere to them when playing with children.

III Final part

So, the game gives the child a lot positive emotions, he loves it when adults play with him. In closing, I would like to wish you good luck. Play with your children, they really need it and you, by the way, too, because with the help of the game you become closer to each other, begin to learn more about each other, and can influence state of mind and your child's behavior.

The game is our helper, no doubt.

The game is suitable for all ages.

Interaction in the game

Helps you understand each other

We need to become more attentive, kinder,

And resolve the issue of leisure.

Play with us! Come up with it yourself!

Play with friends! Good luck is yours!

Draft resolution of the meeting:

1. Take an active part in children’s games

2. Take an active part in making games, toys, and repairing them.

3. Organize family excursions based on children’s interests.

4. Take an active part in the life of the kindergarten.

5. Take into account the experience of family education.

Progress of the event

The song “Where does childhood go” is playing.

Opening remarks teacher, he opens the parent meeting, announces the agenda, and introduces the procedure for holding it.

1. Introductory part

– Good evening, dear parents! We are glad to meet you at our round table. Today we will talk to you about children's games, toys, their significance in understanding the world around us, and their impact on the development of our children. Many of us still remember our favorite toys and games. They preserved memories of our childhood games and fun; we “return” many years ago, to our childhood. In many families, toys are passed down from generation to generation; these toys have a certain value - pleasant, good childhood memories.

In order for our conversation to be sincere and frank, I suggest you fill out a business card. On business card write your name, patronymic and draw a picture that matches your mood (sun, cloud, etc.)

Psychological warm-up “Smile”

I want to know: are you in a good mood? How to give it to other people without words when they meet? How to communicate yours without words good mood? Of course, with a smile. Smiled at the neighbor on the right, smiled at the neighbor on the left. A smile can warm you with its warmth, show your friendliness and improve your mood.

This topic, “The Role of Play in the Development of Preschool Children,” was not chosen by chance, because each of you dreams that your child will grow up smart, independent, and that in the future he will be able to take a worthy place in the life of society. Children are brought up in games as well as in other activities. By performing one or another play role, they seem to prepare themselves for the future, for the serious life of adults. We can say that the game is a time machine for a child: it gives him the opportunity to live the life that he will have many years to come. The importance of play and its influence on the development of a child’s personality cannot be overestimated. As if wand, the game can change children's attitude towards everything. The game can unite the children's team, involve introverted and shy children into active activities, and instill conscious discipline in the game.

2 . Analysis of survey results (Appendix 1)

In preparation for our meeting, we conducted a survey of parents. (Teacher’s statements on the analysis of questionnaires.)

3 .“And here, in kindergarten, we play” (View presentation)

1. Didactic games– specially developed for children, for example, lotto to enrich knowledge and develop observation, memory, attention, and logical thinking.

2. Outdoor games - varied in concept, rules, and nature of the movements performed. They help improve children's health and develop movement. Children love active games, listen to music with pleasure and know how to move rhythmically to it.

3. Construction games– with sand, cubes, special building materials, they develop children’s constructive abilities, serving as a kind of preparation for mastering later labor skills;

4. Role-playing games - games in which children imitate the everyday, work and social activities of adults, for example, games kindergarten, hospital, daughter-mother, store, railway. Story games, in addition to their cognitive purpose, develop children's initiative, creativity, and observation.

5. Musical toys - rattles, bells, bells, pipes, metallophones, toys representing a piano, balalaikas and other musical instruments.

What can musical toys develop in a child? Musical toys promote development speech breathing, hearing.

6. Theatrical toys - bi-ba-bo dolls, finger theater, table theater.

Do children need these toys? (parents' answers)

These toys develop speech, imagination, and teach the child to take on a role.

In play, a child acquires new knowledge and refines existing knowledge, activates his vocabulary, develops curiosity, inquisitiveness, as well as moral qualities: will, courage, endurance, and the ability to yield. The beginnings of collectivism are formed in him. The child in the game depicts what he saw, experienced, he masters the experience human activity. The game develops an attitude towards people, towards life, positive attitude games help maintain a cheerful mood.

Adults, playing with children, enjoy themselves and bring great joy to the children.

4. “Let's play together” - practical part.

Exercise “I’ll start, and you will continue” - “The game is...”

A game is (fun, interesting, exciting...).

To make the game interesting, educational, etc.

What should any toy be? (parents' answers)

1. aesthetic;

2. safe (in terms of paint, quality of material);

3. develop;

4. entertain the child.

5. Games in the kitchen

Now we'll play a little more. I ask everyone to take part. We have prepared questions for you. (There are pieces of paper with questions in the vase.)

The whole family spends a lot of time in the kitchen, especially women. Do you think it’s possible for a child to find something to do there? What can a child do using the following materials? (parents pull notes from the vase)

(Music sounds, the vase moves in a circle. The music stops, the one in whose hands the vase is answers. Those who wish can complete the answer.)

1. “Egg shells”

Crush the shell into pieces that a child can easily pick up with their fingers. Apply a thin layer of plasticine to the cardboard - this is the background, and then invite the child to lay out a pattern or design from the shell.

2. "Dough"

Sculpt whatever you want.

3. “Pasta”

Lay out fancy patterns on a table or sheet of paper, studying shapes and colors along the way.

4. “Semolina and beans”

Mix a certain amount, offer to choose beans from semolina.

5. "Peas"

Transfer the peas from one cup to another. Sort: peas, beans

6. "Hercules"

Pour the cereal into a bowl and bury small toys in it. Let him find it.

7. “Various small grains”

Invite the child to draw pictures with grains. For very small children, use a spoon to pour the cereal from a bowl into a bowl.

9. “Disposable cups”

You can insert one into the other, make pyramids of different heights.

10. “Breakfast cereal rings”

Offer to lay out drawings from them or string them on strings - beads and bracelets.

Creative work of parents(Appendix 6).

We are now convinced that you can play with your child in the kitchen too. I suggest you make your own artistic applique from plasticine and various cereals, so that you can do this at home with your kids. Go to the table and take all the materials you need for work (parents perform the appliqué while listening to music).

Be sure to show your work to the kids at home and make it even better with them!

6. Final part.

The meeting is coming to an end. I would like to express my gratitude to you for your participation and for taking the time to come to our round table meeting. I think that now each of you will be able to answer the question from our meeting: “The role of play in a child’s life.”

Reflection:

1. Impressions from the parents' meeting.

2. What conclusions did you draw (statements from parents).

Play is the leading activity in preschool age, an activity that determines the development of the child’s intellectual, physical and moral strength. The game is not empty fun. It is necessary for the happiness of children, for their health and proper development. The game pleases children, makes them cheerful and cheerful. While playing, children move a lot: run, jump, make buildings. Thanks to this, children grow strong, strong, agile and healthy. The game develops children's intelligence and imagination. By playing together, children learn to live together, give in to each other, and take care of their comrades.

And in conclusion, I want to tell you: Let's play with our children as often as possible. Remember, play is an excellent source of strengthening a child’s physical, spiritual and emotional well-being. Discover the world with your child! See you again!

Invitation to a meeting.

Dear moms and dads!

We invite you to the Round Table.

We invite, we invite,

Let's play together with you,

We will learn a lot of interesting things.

About games and toys,

Our glorious

Boys and girls!

We look forward to meeting you!

Educators.

Appendix 3.

Memo for parents.

Types of toys.

1. Toys that reflect real life - dolls, animal figurines, furniture, household items, strollers, etc.

2. Technical toys - various types of transport, various types of construction sets.

3. Toys are fun. Funny figures of animals, animals, people. For example, a bunny playing a drum, or a galloping cockerel.

4. Sports and motor toys: balls, skittles, ring throws, various gurneys, hoops, jump ropes, bicycles.

5. Didactic toys- multi-colored inserts, cubes with slots, pyramids, nesting dolls, mosaics, puzzles, lotto, etc.

6. Musical toys - rattles, bells, bells, pipes representing a piano, balalaikas and other musical instruments.

7. Theatrical toys - bi-ba-bo dolls, finger theater, table theater.

8. Toys for the development of creative imagination and self-expression: pencils, paints, plasticine, various sets for manual labor, threads, colored paper, glue, etc.

Appendix 4.

Game memo

What does a child learn through play?

Let us now move on to clarify their meaning with physiological point vision. Let us note that every game is a kind of work, although not given any specific, practical goal, and children's play, in addition, is preparatory work, sometimes requiring a lot of preliminary exercises, so that later, through various techniques developed in the game, jokingly and while having fun, usefully and effectively apply these techniques in practical life.

It is known that there is a strict relationship between physical and mental development. Games, like any other kind of physical exercise, contribute not only to the strengthening and development of bodily strength, but no less to the formation of the mind.

The first and most large group games are related to the development of abstract thinking and serve as a visual aid for the child to learn this thinking. From a very early age, children show some kind of instinctive interest in the logical analysis of objects, in the study of their properties. The tendency towards abstract thinking develops in children amazingly early, already in the first year, long before the development of speech.

The second group of games serves “to develop and strengthen a sense of self-awareness.” At a certain time in life, a child does not distinguish himself from the outside world; but some time passes, and the young person begins to distinguish between the impressions of the outside world and the impressions received from his own body.

The third category of games serves the child “for exercise in the process of reproducing impressions or reproducing impressions.” An adult can clearly reproduce in his mind any impression that he has previously experienced. As for the child, this process of reproduction is completely inaccessible to him. The face of the mother, which the child recognizes in the 4th or 5th month and smiles at the sight of her, this very face disappears from his memory as soon as the child ceases to see it in front of him. Over time, the child’s memory begins to retain traces of the impression, but only under the condition of their constant repetition; without this, the child will certainly and forever forget what he saw and heard. Experience shows that a child who has become deaf will also forget speech and become dumb, because words are not refreshed in his memory with loss of hearing. But an adult, having lost his hearing, does not lose his speech. This shows that the reproduction of impressions is closely related to the frequency of their new perception.

Much of the child's play is designed to refresh and excite the process of reproduction in the mind, so as to inextinguishably maintain the spark of thought.

In addition to learning to think, with the help of games, a child acquires many specific knowledge: studying the movement of objects, the magnitude of distances, strength and coordination of their own movements (running, jumping, moving various objects, etc.), studying physical properties objects - impenetrability, divisibility, lightness, heaviness, stickiness, slipperiness, etc.

The degree of intelligence of a child is manifested in his games. Intelligent children who are not irritable, cry little, are not capricious, these children show greater variety in games and the necessary passion for fun; their studies are characterized by thoroughness of operations, constant progress and novelty. In children who are irritable and have poor nutrition, you can often notice routine and repetition in games. It is obvious that the pedagogical results of the game are not successful enough for them, and their minds are less creative.

Games provide a great service to education, especially when children interact with others in so-called social games. Such communication is a great necessity and need for a child, who still needs to learn a lot from those around him, and especially from his comrades. Among comrades, neither competition nor competition is scary, and the techniques at which peers try their hand are very instructive.

There are relatively few games that are designed for solo play, but most games require the participation of more or less other children. In this distribution of games lies the goal that, with their help, on the one hand, it is better to accustom children to communicate with each other, mutual services, and mutual preservation of their interests; on the other hand, to accustom one to the excitement of competition, mutual criticism, recognition of merits or shortcomings, encouragement of those who showed more dexterity and dignity in the game and, conversely, censure of those who somehow blundered in the game.

Children of all nations, classes, different characters, can take part in the game. varying degrees development, etc., in the end, all this leads children to closer mutual communication, unity and friendly work. Association is often followed by the beginning of friendship or, at least, friendly relations, among which individual characteristics, inclinations of personal views, etc. are revealed more sharply, communicated to others, approved or denied by them.

In fact, a child willingly begins to play almost from the day he is born, and he loves and seeks games not for the empty passing of time, but because of his natural needs, and the more he grows up, the more diversified his games are.

Playing often and for a long time in the air, children themselves little by little learn to adapt to the climate in which they are destined to live and act.

Realizing the importance of children's games in. In relation to education and health, we believe that there is no doubt that recognition of the importance of games, the study and timely application of them in education deserve the attention of family and society.

Before our eyes, it is continuously coming into its own more and more. nervous eyelid with all its terrible attributes, without mercy, exhausting a person’s weak nervous system. It's time to put a counterweight to it physical development a person, starting with children's games or at least without interfering with children's independent development in a timely and genuine manner with their help.

Game as learning . For adults, play is a means of filling the time remaining from main activities; it is useful for relaxation and respite from problems. While almost everything a child does is a game. It can be cheerful or serious, collective or solitary. It is often full of repetition and almost always filled with fantasy.

Children love to play. And there are various aspects to the game. Much that a child does, he repeats after adults out of curiosity. He wants to know how to learn to do this or that, to understand how and why they behave this way and not otherwise. various items- be it TV, books or scraps of paper. Perhaps this is the essence of what we call a game - a game of in this case becomes a way to develop certain skills in the baby.

The game can be difficult to define and describe, but it is easy to recognize. Play is a children's activity that is at the same time entertainment and in a natural way training.

Why learn through play? The answer is not at all obvious, especially considering that the game is often fraught with danger. For example, children play in water, on frozen ponds, on railway embankments, on roads and on cliffs, almost anywhere where they can easily harm themselves. Why do they put themselves at risk?

We learn throughout our lives, and learning comes in two ways: direct and indirect. By indirect learning we mean the acquisition of knowledge. This applies to everything we learn through reading, watching television, attending cultural events, or attending school. There is no need to invent rules for making a pie if you can read about it in a cookbook.

At the same time, any skill is best learned through practice. Most of what a child learns, he learns by coming into contact with certain things himself, although experience often comes to him through the mistakes he makes.

Motor skills, which involve muscle movements and help us comprehend basic truths, from writing to ice skating, are typical examples of such skills that can only be learned through practice. The list of motor skills that a child must master is almost limitless. Vision, perception, speech and social behavior - everything is learned especially firmly, by trial and error.

Play is the only way to learn. It is through play that a child learns to divide objects into good and bad.

Parents need to understand this.

Now let's talk about this important aspect, How games in confined spaces . A child needs a varied and developing environment for his play activities. One of your main tasks is to provide him with such an environment. It’s good if you have a large yard and garden and the child can play on fresh air. But in such ideal conditions Not all children grow up, but how can you create the necessary conditions if you live in a city apartment?

Children need space to play, and the older the child, the more acute this problem becomes.

A set of games that includes something for physical activity like a bicycle or a swing, something for quiet play like picture puzzles or a construction set, and something to develop the imagination, for example, a blanket thrown over a chair so that you can hide under it, like in a house. It’s always useful to keep a box of toys and all sorts of old stuff on hand: a dustpan, a broom, teddy bear- this will help you invent some kind of new game.

Even in a small apartment there is room for exercise equipment. It will be more interesting for a child to ride a bicycle if he overcomes obstacles and moves along an inclined plane. By calling on your imagination to help, you can even arrange a whole sports obstacle course in a small area. If you hang a swing, rope ladder or rope on a hook in the ceiling for a while and then remove it, the child will pay more attention to these items than if it were a permanent structure.

Memory games very unpretentious. They will help you pass the time, wherever you are.

Here is one of the most valuable and useful games of this kind: place 5 - 6 objects in front of the child and ask him to take a good look and examine them. Let him watch as much as he wants. After he closes his eyes, remove one of the objects. Then ask him to look and guess what is missing. Don't be afraid to give him hints at first. Once he feels he has mastered the new game, make it more difficult by adding more items, decreasing the time it takes to memorize them, and finally removing more than one item at a time.

There is no need to force a child if he doesn’t want to play! And remember, a game is a game, not a test of knowledge. Do not show it if your baby upsets or disappoints you. Relax and have fun! After all, this is a game!

During the development of a child, rhymes, songs and fairy tales occupy a special place. When you read to a child, he follows the plot, thereby expanding his horizons. After reading, he tries to organize the information in his head, which helps train his memory. He will be able to relive the story told once again, but in the world of his fantasy, again recreating it according to his own image. He does the same with adult speech, which he constantly hears.

All games are accompanied by speech. Speech and play are inseparable: in a make-believe game you cannot do without a certain plan. And rarely does any child not use speech addressed to himself or others in such a game. Moreover, encourage your child to play this kind of games, because by imagining, the child trains speech, classifies the rules that govern relationships, organizes his thoughts and makes generalizations, conducting an independent search for the reasons for this or that action.

Make-believe games . The world of a child is full of fantasies. It is difficult to guess who he imagines himself to be at one moment or another. It is completely incomprehensible why children who have beautiful cribs make their own likenesses from sofa pillows and rugs, waking up at the crack of dawn. However, it also remains incomprehensible that, immediately climbing there, they pretend to be asleep. Yes, yes, that's exactly what they do! Of course, the game doesn't end there. They leave their beds to go “shopping”, prepare “breakfast” and sit down with an important look, drinking “tea” and eating “bread”, conducting “small” conversation.

For some children, make-believe is a social game that requires contact with another, perhaps imaginary, character, and never occurs when the child is alone. Other children live in the world of their fantasies from morning to night. The majority of children are like this. Sometimes this world does not tolerate the presence of others. But still, most children, if possible, share their play with other children. There is no need to worry if your baby prefers to play alone.

Why do they play like that? Hardly anyone knows, but there are some assumptions. Children begin to play pretend when they learn to speak. The game becomes more complex with the development of the child’s speech and mental activity, reaching its limit by the end of preschool age. Then there is a decline in interest in this type of games; Thus, for eight- to nine-year-old children, make-believe play occurs much less frequently. The connection between child development and pretend play remains unproven. It is more likely that pretend play refers to mental processes that develop in parallel with speech. By fantasizing, the child performs actions, comprehending ideas, thoughts and emotions from his own experience, replaying his relationships with other children.

Some children use make-believe to work through emotional problems, while others use it to define their relationships with parents and friends. Don't look for hidden meaning in these games. Usually they reflect no more than the child's immediate interests; what happens at home or at school provides insight into a child's view of the world.

Outfits. Children love to imagine themselves as cars or trains, dogs or cats. But most of all they love to imitate adults. A cowboy costume or police cap helps them in this game.

All kinds of capes occupy a leading place among the outfits of little dreamers. They instantly turn the “bride” into “Superman” or “princess”. What could be better than a hat?! Even the little ones can put them on and take them off. All you have to do is put on a hat, and you are already in a completely different world - the world of fantasy!

Clothing is, of course, the main attribute of the game in adults. An old razor without a blade or shaving brush will help you step into the role of dad; a bag and high-heeled shoes will play mom. And it doesn’t matter that the real mother walks around in slippers, children have very strong stereotypes. If you usually carry a briefcase or shopping bag, rest assured that your kids' outfit box will have these items and more to complete your look.

Attributes for transformations. Even very young children love playing with cardboard boxes: sit in them or crawl through a tunnel, which can be made with their help by opening the middle of the boxes.

Behind the boxes are chairs. They are probably the best attributes to play with. Several chairs placed in a row can create a boat, a train, or even an airplane. With their help you can be transported to another world. Rugs or blankets are also often used as vehicle, and also for imaginary islands or bivouacs. Large, deep armchairs and sofas make beautiful castles and forts from which to wage war. Children often hunt for "crocodiles" or peer into "shark-infested" waters from their boats.

Game of "mother and daughter" . Home is something that is clear and close to every child. And the daily routine in different families is very similar to one another. This way, children, even without knowing each other, can take part in the game while sticking to this routine. When playing alone, the child takes turns playing the roles of mom, dad and capricious girl, while changing the voices.

The only corner in the room can serve as a sufficient place for playing “mother and daughter”. Home is protection from the outside world, and the child’s play at “mother-daughter” provides him with this protection. A blanket, curtains and especially a screen are very convenient for this purpose.

Watching the imaginative play of children, you may notice that girls are more confident in their feminine role than boys are in their masculine role. This is because most moms have a more specific role in the home compared to dads.

Friends. They accompany the child everywhere: in the yard, in kindergarten, school, at the dacha. They become true friends (and sometimes for life), they quarrel and make peace. Every child really needs them.

Dolls and bears. All children have dolls or teddy bears, they are imaginary friends. For other children, they are real and living beings. In moments of sadness, children hold them in their arms, gently pressing them to themselves, cling to them when they feel bad, and in the evening, cuddling with them, they fall asleep in their crib.

IN real life the child almost always performs the same role: they decide for him what he needs and what he does not need to do. But in the world of the game it has its own rules. A child still cannot understand much in the life of adults: adults quarrel, pay more attention to others than to him, talk on the phone when he is thirsty. As compensation, the child takes it out on his dolls: he loves them, gets angry with them, forces them to go to bed in the midst of fun. In the process of such a game, he carefully analyzes his feelings and actions and tries his strength. This is how the child learns the origins of relationships between people.

The child learns to justify his needs or to divert the attention of his opponent: “I need a car to go shopping” or “I will give you this fast bike, and you will give me a car!”

With age, these quarrels become more abstract and more like games. “My dad is bigger than yours” or “My car is faster than yours” are familiar childhood taunts. The same can be said about the strange statements of children: “My uncle is very rich - he has 500 cars, and all are painted gold.” To which another kid can answer: “And my uncle has 500 cars made of pure gold.”

This boasting is child's play.

Crazes . A couple of years ago, every child of eight to ten years old was simply required to have an extraordinary sports bike. In every free piece of space one could see children jumping over boxes on these bicycles, doing all sorts of unimaginable pirouettes, balancing on the rear wheels.

The parents fully shared this delight and understood why the children were so eager for this purchase. Bicycles are ideal for children in middle childhood. They develop the spirit of competition, skill, introduce the child to the social environment, and unite children in the company.

For parents, this valuable acquisition promised relative peace. The child’s long-standing dream has come true - he can now ride outdoors, in the park, and not on dangerous city streets.

Games of all times . Fashions for children's games, unlike crazes, are not so fast and fleeting. They can last for several years, but they also come to an end. When I asked a friend if her daughters knew any sentences when jumping rope, she replied that they didn’t really know how to jump. Some games, such as a more complicated version of hide and seek, are now played only by older children, while other games that were once popular have been completely forgotten or are unfamiliar to modern children. At the same time, the popularity of games where two teams have fun or fight on the same terms is growing.

Over the years, the gender division of games has changed. Previously, only boys played glass marbles, but now girls also play. Conversely, jumping rope was considered a common pastime for girls and boys in the last century, but now the game is popular almost exclusively among girls. Spinning top, once an almost universal game, was forgotten but is now experiencing a revival.

Children living next door play the same games at the same time. To some extent this is due to the fact that the pleasure that one receives infects others, but mainly due to the fact that children from six to ten years old are great conformists. It is useless to ask your son what he would like to wear on the street. He will prefer the clothes that all the boys from his yard wear. This could be jeans or a tracksuit. Whatever it is, the son will ask for this particular thing. Ask him which rock band he likes best and he will name his favorite band. best friend. At home he can be an individual with his own desires and personal joys, very different from the tastes of his companions. But “in public” he should not stand out.

The role of play in raising children

“It all starts with childhood,” says popular wisdom.

But childhood and play are inseparable. Try to take away a toy from a child, deprive him of the opportunity to play to his heart’s content, and you will take away his childhood.

“It all starts from childhood” - that’s what S.V. called his book. Mikhalkov, poet and writer, corresponding member of the USSR Academy of Pedagogical Sciences. In it he wrote: “It is in childhood that the sowing of good occurs. But only years later it will be clear whether the seeds of goodness turned out to be germinating or whether the weeds destroyed them.”

In the beginning there was a word, and not a game, if we say, from the beginning of the culture of all mankind or the beginning of a child’s entry into the life. The child cannot speak yet, but he already hoots, gurgles, smiles from ear to ear, and reacts to the words of his mother, grandmother, and rattles. Playing almost unconsciously, the baby masters the shapes, sizes of things and objects, their location in space, distinguishes colors and sounds. While playing, the child learns the first words-signals and comes into “contact” with other people. Reacts, observes, remembers, coordinates movements, expanding his horizons, and enjoys life.

To understand the nature of play, its amazing educational potential, is to understand the nature of a happy childhood.

“In play,” wrote Vasily Aleksandrovich Sukhomlinsky, “the world is revealed to children, the creative abilities of the individual are revealed. Without play there is not and cannot be full-fledged mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us bursts into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and inquisitiveness.”

Play is a universal activity of a child; it has absorbed many qualities of various types of activity. Children always participate in games “on a voluntary basis”, without coercion from above. A far-fetched game, imposed on children by adults, ceases to be a game; girls and boys do not play such games, but pretend that they are playing, just so as not to spoil relationships with adults.

What is a game? In the “Big Encyclopedic Dictionary” we read: “a type of unproductive activity, the motive of which lies not in its results, but in the process itself. In the history of human society it has been intertwined with magic, cult behavior, etc.; is closely related to sports, military and other training, and art (especially its performing forms). It is important in the upbringing, training and development of children as a means of psychological preparation for the future life situations. Also characteristic of higher animals.”

The “Psychological Dictionary” gives the following definition of play: “the activity of the body aimed at conditionally modeling one or another detailed activity. ...a child's game that arises in the process historical development society, consists in children’s reproduction of the actions and relationships of adults. In the individual development of a child, play becomes the leading activity in preschool age; it is in connection with its development that the most important changes in the child’s psyche, and preparation for the transition to a new stage of development occurs. Structure. In a game, it is customary to highlight such elements as: an imaginary situation, a role, and game actions.”

The main purpose of games is the development of the child, the correction of what is inherent and manifested in him, and the introduction of the child to creative experimental behavior. On the one hand, we offer the child or teenager food for imitation and repetition, on the other hand, we provide a field of imagination and personal creativity.

At the end of the thirties of the twentieth century, Anton Semenovich Makarenko said: “... a children's organization should be imbued with play. Please note that we're talking about about childhood, he has a need for play, and it needs to be satisfied, and not because work takes time, but fun takes an hour, but because as a child plays, so he will work. And I was a supporter of the fact that the entire organization of the children’s team should be imbued with this game, and we, teachers, should take part in this game.”

In 1985, the Prosveshchenie publishing house published the book “The Art of Education” by Doctor of Pedagogical Sciences Yuri Petrovich Azarov. There are many significant words dedicated to the game: “Without play there is no child’s life, no development of the children’s team”... “A game can be in the hands of a teacher the tool with which the transition from the simplest childish desire, pleasure, to serious and difficult social functions which a citizen is called upon to implement...” And these words are relevant now, when the children’s movement is being revived throughout the country.

The value of gaming activity lies in the fact that it has greatest opportunities for the formation of a children's society. Like no other activity, it allows children to independently create certain forms of communication.

Nowadays you can rarely find children playing outdoor games in courtyards; they prefer to play computer games and many people don’t like old games.

Or maybe the point is not in new times and new technologies, but in a different attitude towards games, in the loss of important traditions associated with the game.

It’s good that game methods and techniques for working with children have now been revived.

You need to work hard so that the children accept the proposed game; the adult himself must play it sincerely and selflessly. When the necessary conditions are created, when the children are tactfully, quietly suggested the plots of real exciting games and encouraged their independence, initiative, when they are skillfully “drawn” into the game, they willingly accept it and begin to play it themselves.

“It is very important not to standardize games, but to give scope to children’s initiative. It is important that children come up with games themselves, set goals for themselves... The teacher should not hamper the initiative of the children, discourage them, force them to play certain games..." Azarov Yu.P.

You can’t play “self-government” with the guys, but you need to consistently and purposefully teach self-government skills through games, playing with them. In the game, children get used to acting independently and creatively.

A.S. Makarenko compared a good game with good work, and a bad game with bad work.

Completed by: Ganieva R.R. Municipal autonomous preschool educational institution kindergarten No. 26 « Goldfish» combined view of the urban district of the city of Kumertau of the Republic of Bashkortostan

1. The meaning of the game.
2. Play as a means of education.

“Play for children is a way to understand the world” .

A. Gorky.

Play is the main activity of children before schooling. Games develop the child’s spiritual and physical strength: his attention, memory, imagination, aesthetic taste; they teach discipline, foster a sense of camaraderie and friendship, and help to understand the world around us. Games produce such physical qualities, such as strength, speed, endurance and agility, children's health is strengthened.

In the game, children depict various life events, acting out roles, imitating adults, creating an imaginary environment. Often games reflect the profession of parents. Children love the doctor "set up a hospital" , "heal the sick" . At the same time, children imitate not only the actions of adults, but also their concern for people, the quality of work, and satisfaction from a job well done.

In children's games, the joy of life and optimism are usually clearly expressed. Children, of course, also encounter sad events and reflect them in play. But most of the troubles end happily.

In the life of society, work precedes play; in the life of an individual, the relationship is the opposite: a child plays before he works.

N.K. Krupskaya argues that in a real, good game there is always an exciting goal that loves the physical and mental strength of the child; independent achievement of this goal, overcoming the difficulties encountered along the way is the main charm of the game. According to N.K. Krupskaya, the main thing in the game is the goal.

A.S. Makarenko also considers play as a means of preparing for work. In childhood, play is the main activity of the child. At school age, the child also plays a lot, but gradually play is replaced by work. A timely transition from play to work depends on the teacher and parents: the game must be organized and managed in such a way that it develops the qualities of a future worker and citizen.

A good game accustoms you to the physical and mental effort that is necessary for work. The only difference between play and work is that social values ​​are not created in it, but a good game is similar to good work - in it, as in work, there is always a working effort and an effort of thought, a sense of responsibility, and the joy of creativity. The need to express one’s impressions and experiences in the game is the most characteristic feature preschool children. A child develops under the influence of the surrounding world, under the influence of upbringing. He early develops an interest in the life and activities of adults and a desire to imitate them. While playing, the child gets to know his surroundings and becomes a participant in the lives of adults. Children's games are distinguished by their richness and variety of themes. This phenomenon is natural: children are brought up in direct connection with life, full of bright events. Every year brings something new to children's games. Children react in their own way to the events taking place in our country. In play, children experience feelings; a mother's concern for her child, a captain's responsibility for his ship. Therefore, play is important for the development of complex social feelings - respect for people for their work, feelings of friendship, camaraderie, respect, kindness. A team is formed in the game. The teacher, through the team, achieves great results in instilling restraint and attention in a particular child.

The game plays a big role in the life and development of a child. Parents require a lot of attention and care for this most important activity for their children. They are the first participants in their children’s games when they learn to make movements, distinguish objects, and pronounce words. The more active this playful communication between father and mother and a small child is, the faster he develops. In the future, parents should help organize the game. The game reveals the interests of a son or daughter, their character traits, and the ability to live in a team. Parents can make many important observations and use games to overcome noticed shortcomings: selfishness, lethargy, to develop a sense of community, activity and curiosity. Parents can also get involved in children's games and fun. This kind of parental involvement brings children a lot of joy and pleasure.

Remember this, fellow parents! A child spends most of his time playing, so pay more attention to your children's play. The future person is formed in the game! Future citizen of our Motherland.