Specific characteristics of the game with rules. Conditions for children to master playing with rules

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Let's talk about outdoor games for preschoolers. Why are they so important for children? The more games an adult can offer, the more he will satisfy the vital needs of children. Outdoor games for preschoolers are a natural way to develop coordination and fine motor skills.

Children's swings and rocking chairs are children's favorite entertainment. Particularly popular among children are swings that are attached to a support using ropes or metal chains. Such swings make it possible to change the trajectory of movement and spin around its axis. Children's swings are not just entertainment, but also an excellent exercise machine for the vestibular system.

While playing, a child not only becomes dexterous. He learns to listen, be attentive, follow certain rules, coordinate movements and, of course, find mutual understanding with children and make friends. Outdoor games are especially important for shy children, as such games help them overcome their shyness. In the game, kids forget about their embarrassment and begin to actively play.

Outdoor games for preschoolers are divided into plotless, plot-based and fun games. But, in any case, games should have easy rules. It is important to choose games for children that correspond to their level of development - they will not turn out to be primitive, or, on the contrary, very complex.

It is also important that the child plays outdoor games with other children under the guidance or participation of adults. It should be remembered that children receive most of their injuries during games.

In the younger groups of kindergartens, story games and simple games, plotless games such as fun games and traps, are most widespread. A plotless game with elements of competition, a relay race, and a game with objects (ring throws, skittles, etc.) are not yet available to such children. At this age, sports games are not played at all.

Thematic active game helps children consolidate their ideas and knowledge about phenomena and objects in the world around them. For example, about various means of transportation (trains, planes, cars) and the ability to use them, about the features of their movement, about the habits of various birds and animals, etc.

Outdoor game for preschoolers “birds in nests”

The game can involve as many children as the playground allows. The kids sit on chairs placed in the corners of the room - these are their “nests”. At the leader’s signal, all the “birds” fly to the center of the room, squat down, “looking for grains,” and take off again, flapping their wings. After the command “Birds, go to the nest!” the children must return to their chairs. It is important that kids act on command.

The game "cat and mouse" is intended for children aged from one and a half to three years.

Kids sit on benches or chairs. These are “mice in holes.” On the other side of the site there is a “cat”, the role of the cat is played by an adult. The “cat” has fallen asleep (closes his eyes), and the “mice” scatter around the room or area. But suddenly the “cat” wakes up and begins to catch the “mice”. The “mice” run away and hide in holes (take their chairs). The cat takes the mice it finds and takes it home.

For children four or five years old, you can offer the game “Traffic Light”

Cut out circles (diameter 12 cm) in green, red and yellow, and attach them to sticks. Children perform the exercise according to the leader’s signal: on red they squat, on green they march, on yellow they jump.
Penalty points are awarded for errors. The one who makes the fewest mistakes is the winner.
We should not forget about other types of educational games - such as playing with water or sand.

And also, when organizing outdoor games for preschoolers, keep in mind that children very quickly get bored with the same type of game, getting used to one thing, they become bored. Therefore, change the rules of the games periodically.

Practical lesson 4

Games with rules

Issues for discussion

1. Specific characteristics of games with rules, role in the development of a preschool child,

2. Approaches to the classification of games with rules.

3. Methodology for organizing and conducting games with rules in different age groups.

Educational and research assignment:

1) describe any game with rules (not moving) according to the following structure:

· name of the game, its type (according to H. Schwartzman’s classification, according to content and didactic material);

· task/s (indicating the age of the children);

· means of implementing the game task (materials and equipment);

· game actions (ways of displaying a child’s activity for play purposes);

· rules (normative, actual gaming rules for establishing winnings - determining the winner);

· result (child’s solution to a game problem);

· options for complicating the game;

2) draw up a technological map for the management of this game with the rules:

STUDY MATERIALS

Games with rules are a special group of games specially created by folk or scientific pedagogy to solve certain problems in teaching and raising children. These are games with ready-made content, with fixed rules that are an indispensable component of the game.

However, in order for a game with rules to serve the goals of the general development of preschool children, it must be mastered in a timely manner by children in the entire complex of its specific features, moving from the rank of activity organized by the teacher into independent activity of children.

Studying the peculiarities of the development of a game with rules, determining the conditions that facilitate its development in preschool age, are necessary to develop ways of systematically guiding children’s independent activities, combining its various types, ensuring the most complete development of the child.

A game with rules, just like a game with a plot, is an element of children's subculture. Considering a game with rules as a sociocultural phenomenon, one of the types of traditional games (i.e. games passed on from generation to generation), researchers, first of all, note its inherent stability of form, the preservation of the basic structure with a variety of options (I. Ivich). H. Shvartsman, summarizing various works on the ethnography of play, concludes that playing with rules belongs to the category of activities that bring pleasure, i.e. has a characteristic that unites it with other types of games and entertainment. At the same time, a game with rules has a complex of distinctive features. These include an organized, formalized structure, competition (the presence of two or more competing parties), criteria for determining the winner (winner), contract (agreement) regarding the rules.

As part of ethnographic research, various classifications of games with rules have been developed. The most general clear classification (according to the degree and nature of the skills or abilities required by the game) is given by H. Schwartzman:

1) games based on dexterity (physical competence);

2) strategic games that require mental competence;

3) games based on chance, luck (where the result does not depend on the physical or mental competence of the player).

Characteristics related to:

1) the objects around which the game is built;

3) the structure of the gaming group, the presence or absence of a central, dominant function in the game.

Depending on the nature of the learning task, games with rules are divided into two large groups - didactic and outdoor games, which, in turn, are classified taking into account different bases. Computer games and educational games (aimed at developing mental processes, for example, Nikitin’s games) can also be classified as games. Thus, didactic games are divided into:

on didactic material - games with objects and toys, board-printed, verbal.

Outdoor games are classified by degree of mobility: low, medium, high mobility

According to the predominant movements - games with jumping, with dashes and etc.

By subjects, which are used in the game - games with ball, with ribbons, with hoops and etc.

Among didactic and outdoor games, there are plot games in which the players play roles (“Cat and Mouse”, “Souvenir Shop”), and plotless ones (“Magic Wand”, “What has changed?”, etc.).

In a number of works, attempts were made to analyze the didactic game in detail (A.K. Bondarenko, A.I. Sorokina and others). Thus, A.K. Bondarenko divides didactic play into play with objects, board-printing, and verbal. Considering the structure of didactic games, she identifies the following components: 1) an educational didactic task (which the teacher sets for children as a game one); 2) the rule of the game; 3) game action.

N.Ya. Mikhailenko, N.A. Korotkov believe that with this approach the very structure of the game and its educational, training purpose merge (i.e., the specific components of the game and the incidental, “educational” components).

The specific characteristics of a game with rules, in their opinion, appear most clearly when compared with a story game.

First of all, a game with rules, in its essence, is always a joint activity, in contrast to a plot game, which can take place both in a joint and in an individual form.

The next difference is the presence of a rule (or set of rules) in a game with rules. The rules are formalized (i.e. clear and conscious) and, most importantly, mandatory (regardless of whether they are contractual or taken from the outside in ready-made form). In a game with rules, the actions of the participants are real and unambiguous, while the plot game is carried out through conditional, substitute actions that are outwardly ambiguous.

Another important point that significantly distinguishes these two types of games is the nature of the activity process itself. The process of a story game does not have an objectively defined final, final result; The moment the game ends is arbitrary and depends on the wishes of the players. The development of the game's plot is progressive and potentially incomplete. In a game with rules, there is a very specific, predetermined end result, but this is not simply the result of the actions of each player. What is important is not the result of each in itself, but its correlation with the results of others, which determines the primacy of one of the players, i.e. win. The winning criteria determine the moment the game ends, and without them, a game with rules as a special form of activity does not exist.

Just as in a story game its fundamental incompleteness is associated with the progressive development of the plot, in a game with rules the completion of the game process by winning is associated with the cyclical nature of this activity. The continuation of the game process is a repetition of the game cycle, again closing with a win. The cyclical, repeatable nature of a game with rules as its essential feature was pointed out in their works by J. Piaget and C. Harvey.

And finally, these two types of games are distinguished by the type of relationship or the nature of the combination of interests of the players. In a plot game (if it proceeds as a joint game), these are relations of complementarity, participation in the meaning of the partner’s actions in each next step of the game, or simply independent actions of each. In a game with rules, this is a relationship of competition associated with establishing primacy in something for one of the players.

From the entire list of specific features of a game with rules, interconnected with each other, the result of the game - winning - can be identified as the central characteristic. The presence of a win distinguishes a game with rules from a simple exercise, actions with didactic material (although there are also common features - obtaining a predetermined final result, the presence of rules for action with the material).

General diagram of the process of developing a game with rules

Initially, the players must take equal starting positions. This means fairly (with equal opportunity for everyone) to distribute functional places in the game (functions with primary activity, if any, the order in which participants enter the game, etc.). Then the game cycle must unfold (specific actions suggested by the game are implemented), which ends with the determination of the winner. Next, to repeat the game cycle, the starting positions of the players must be determined again.

All these points require the use of three types of rules:

first- normative rules (or normative ways of regulating joint activities that implement the moral principle of justice),

second- the actual game rules (specific instructions that determine the actions of the participants in each game),

third– criteria or rules for establishing winnings - determining the winner, which allows you to fix the primacy of one of the players (“whoever is the earliest wins”, “whoever has the most wins”, etc.). Participants in the game must master all these types of rules in order to develop the process of joint activity.

At the same time, it is obvious that the range of normative rules (various forms of drawing lots, order) and rules (criteria) for winning is very small; in the same form they can be applied to a wide variety of games. Nevertheless, the variety of games with rules exists due to the game itself, specific (we can call them conditionally instrumental) rules of action. The composition and content of these rules can determine the simplicity or complexity of the game.

In studies conducted under the leadership of N.Ya. Mikhailenko, N.I. Kustova, L.S. Kartashova, based on the analysis of a large number of children's games, it was shown that the game rules set very typical gaming behavior patterns inside the game loop.

Firstly, the functions of the participants may be the same, and they consistently implement game actions, competing with each other.

Secondly, the game may include two main antagonistic functions and, accordingly, two competing parties (regardless of whether they are represented by individual players or teams).

Thirdly, a separate function can be distinguished in the game, differing from the rest in its primary activity (the function of the leader, for example), on which the actions of the rest of the players depend.

As already noted, a game with rules is characterized by such a characteristic as cyclicity (multi-continuity). The cycle (con) of the game ends with the winning of one side and the loss of the other (others). Restarting the game provides an opportunity for the losers to, in turn, succeed. In connection with this characteristic feature of a game with rules, it is necessary to expand the analysis of its process, considering not only a single cycle, but also the transition from one cycle to another. Usually, when moving from one cycle to another, the functions (places) of the players are redistributed or redistributed in relation to the previous cycle. Quite typical for a game with rules is a kind of reward for the winner, which consists in the fact that when moving to a new cycle, he receives the right to the first move (the place of the one who begins the game actions) or the function with predominant activity (for example, the leader). The rule for the redistribution of functions during the transition from one cycle to another is a special norm of activity that does not belong either to the universal normative rules or to the actual specific game rules, however, in order to develop the process of a joint game, it is necessary to master it.

The specific characteristics considered and the general scheme of the unfolding of the activity process, apparently, in certain types of games with rules are presented in a more or less clear, “open” form.

In games with rules, the child is attracted by the gameplay, the desire to perform game actions, achieve results, and win. But this gameplay is mediated by some kind of task (not just rearrange the pictures, but place them in pairs, match them according to a certain feature; not just run, but run away from the fox). And this makes the child’s behavior arbitrary, subject to game conditions in the form of rules. As rightly noted by A.N. Leontyev, to master the rules of the game means to master one’s behavior. It is the fact that in games with rules the child learns to control his behavior that determines their educational significance.

Based on the data of D.B. Elkonin, J. Piaget, K. Garvey N.Ya. Mikhailenko, N.A. Korotkov identified the ways of developing a game with rules:

The first way is the natural development of the rule in the game as generalized knowledge, as well as the spontaneously emerging rule of a joint ritual (the “here and now” rule), the content of which is a simple exercise or symbolic action.

The second way is to become familiar with the traditional game through observing the actions of elders. He gives the child a more complex set of ready-made rules, but usually these are outdoor games, where it is difficult to grasp the general pattern of activity specific to a game with rules; children identify only individual rules of action and focus on achieving an individual result.

The third way is a purposeful pedagogical organization of conditions for children to master playing with rules as a specific activity.

N.Ya. Mikhailenko, N.A. Korotkov in his study showed the lines of formation of a game with rules:

– independent joint activity corresponding to the specifics of the game with rules to the extent of mastering the general scheme of its construction (joint actions based on a simple rule of action with a variety of material (at the age of two and a half to four years);

– winning-oriented game at the level of ready-made game rules (four to five years);

– winning-oriented play, including creative activity to invent new rules, agreement on general rules (five to seven years)

Me+Family

Irina Abramchuk,
child psychologist at the “I+Family” center

The game reveals the world to children and reveals the creative abilities of the individual. 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 flows into the child’s spiritual world. The game is a spark that ignites the flame of inquisitiveness and curiosity...

V.A. Sukhomlinsky

Games are different and different games are important for each age.

Preschool age - age from 3 to 6-7 years. Very often, parents perceive this age as a preparatory stage for school and use it to teach their child counting, reading, writing - those skills that are important for school life. Of course, all this is done in a playful way (it’s just that in a different form the child won’t really remember anything, with rare exceptions). At best, the emphasis is on the child’s cognitive development - the development of attention, memory, thinking, accumulation of knowledge about the world around him, etc.

Yes, this is all important. However, for successful learning at school, other points that parents often forget are important - the ability to interact with peers, fulfill the teacher’s requirements, and control one’s behavior. And the game will help us with this again.

Games for preschoolers are:

• role-playing games (games of mother-daughter, hospital, Indian, etc.);
• games with rules (such as “Edible - inedible”, “The sea worries once”),
• didactic games (these are games for solving a learning task, for example, learning to count). We will not consider the latter type in this article; sufficient attention has been paid to these games.

In preschool age, role-playing play is the leading activity. True, in the play of a 3-4 year old child, the rudiments of a plot are just beginning to appear, so they speak not of a plot-based role-playing game, but of a role-playing game. Role-playing game is a game in which children take on the roles of adults and, in a play situation, recreate the actions of adults and their relationships.

So, you can play “Kitchen”, “Doctors”, “Village”, “Car Repair Shop”, “Barbershop”, “Zoo”, “Circus” etc. For a role-playing game, several points are important, which we will consider.

Firstly, this is the presence of toys on this topic (of course, to play "Kitchen" you will need a stove, pots, ladles, plates, cups, and other toys. It's hard to cook food for anyone (even a toy animal) if you only have a saucepan and a spoon at hand). Sometimes you can use not a toy, but an object that can replace it (for example, instead of a toy mobile phone, you can use a building brick of a suitable size).

Secondly, the organization of the playing space is important, i.e. places where the game will take place. So, if you are playing "Barbershop", you should not only have tools for cutting, styling, etc., but also a chair for clients and a mirror. And if you also “outline” the boundaries of your hairdressing salon (for example, with building bricks), make a door (you can also use bricks), the game will be much more attractive for the child and will evoke more positive emotions. Don’t be lazy, give your baby something nice: help him set up his play area.

Every game has roles. To get into the role of a theater actor, make-up and costume are important; it is also easier for a child (especially 3-4 years old) to embody himself and remember who he is in this game if something changes in his appearance. So, for example, a doctor puts on a white coat, a cook puts on an apron, a policeman takes a cap and a staff, and an Indian takes feathers in his hair and a spear, etc.

But the most important thing is your emotions: the mood in which you play with your child. Without emotions, a game is boring and does not evoke an emotional response in a child, and therefore there is no desire to play it.

Below is an example of a role-playing game " Animal Circus».

Necessary toys: toy monkey, lion, parrot (or other animals that appear in the circus); cubes to represent the circus arena; chairs for spectators; hoop or crossbar; swing; paper “tickets”, “circus poster”.

An adult hangs a poster on which animals are drawn on the board and says: “ Attention attention! Today the circus came to us. Trained animals will perform in the circus! Hurry, hurry! There are funny animals in the circus: a monkey, a lion, a parrot».

Addressing a child who is interested, an adult asks: “Do you want to buy a ticket to the show?” After the ticket has been “bought,” the adult invites all “spectators” to go into the circus (where the “arena” and “seats for spectators” are pre-prepared) and take their seats.

Then the adult solemnly announces: " Attention! Attention! The show begins. Today trained animals will perform in the arena.

The lion comes first. He can jump: ale up! Once again: ale up!(Demonstrates a toy lion jumping through a hoop or crossbar.) Well done! Let's clap, dear viewers.

The agile monkey can swing on a swing: up and down! Up down!(Demonstrates the skills of a toy monkey.) Let's clap for this circus artist too.

And here is a parrot, he can sing couplets: “I am a parrot, sitting on a branch, singing songs in a cage. Take a ticket and come!” Well done parrot, he sings beautifully! Let's clap for him, dear viewers!

Our performance is over for today. Come to us again. Goodbye! »

The animals come out to bow. The adult invites the “spectators” to clap the “artists” again.

Finally, about role-playing games, I would like to say the following: very often parents consider them empty fun. However, it is thanks to these games that the child gets to know the world around him and himself, acquires the first skills of interacting with other people, develops speech, imagination, as well as self-confidence, the ability to manage his emotions and behavior, and much more.

Games with rules are also important for the development of preschoolers - games in which the actions of the participants and their relationships are determined by pre-formulated rules. The initial forms of such games are of a plot nature, for example, a game of “ Cat and Mice", "Heron and Frogs", "Fox and Bunnies" and the like.

Games with rules can be either mobile or tabletop. The main purpose of these games is the development of the emotional-volitional sphere.

You will find examples of games with rules below.

Game "Flower: morning - evening"(according to O.V. Khukhlaeva)

The child “turns” into a flower. At the command “evening!” - the flower closed and fell asleep (the child puts his hands on his knees and lowers his head). And when the command “morning!” sounds - the flower woke up and reached for the sun (the child raises his head and stretches his arms up). This is repeated several times.

Game “The plane is flying, the plane is resting”

The child turns into an airplane: his hands are the wings of the airplane. At the command “the plane is flying,” the child raises his arms, straining them (because very strong wings are needed for the plane to fly) and runs around the room. At the command “the plane is resting” - the child stops and lowers his arms down, relaxed - the plane has arrived, the wings are tired and want to rest.

Game "Bee Songs"(according to Panfilov M.A.)

The child turns into a “bee” that “flies” (runs) with loud songs (zh-zh-zh). At the adult’s signal: “Night!” - the “bee” sits down, becomes silent and “falls asleep.” On the signal: “Day!” - the “bee” “flies” again and loudly sings its buzzing songs.

Game "Brave Mice"(according to Panfilov M.A.)

Select "cat" and "mouse". The "cat" sits in his house and watches the "mouse". With the beginning of the poem, which is recited by an adult together with the mouse, the mouse takes several steps towards the cat's house.

“The mice came out one day
See what time it is.
One two three four,
The mice pulled the weights.
Suddenly there was a terrible ringing sound!
Bom - bom - bom - bom!
The mice ran away."

While reciting the poem, the mouse comes closer to the cat and performs movements corresponding to the text. Hearing the last word, the mouse runs away, and the cat catches it. At the same time, the cat cannot run away earlier without listening to the poem to the end.

Then you can switch roles.

Game "Prohibited Movement"

First, the adult and child agree on which movement will be prohibited. Then the game begins: the child repeats, after the adult, all movements except the prohibited ones. When an adult makes a prohibited movement, the child is prevented from repeating it (a more complicated version of this game: the prohibited movement is replaced with another movement, for example, clapping your hands).

Game “Wolf-wolf, let him spend the night”(according to O.V. Khukhlaeva)

“Wolf” and “child” (“children”) are selected. A chair is placed in the corner of the room on which the “wolf” will sit. On the other side there is a “child’s” house-chair. The child gets up from his high chair and approaches the wolf with the words: “Little wolf, let him spend the night.” The wolf replies: “Okay, I’ll let you in, and I’ll eat it at night.” The child sits down near the wolf, and the leader (adult) says: “Day, day, evening, late evening, night!” When the word “night” is said, the child needs to quickly get up and run to his little chair. The wolf also gets up at the word “night” and tries to catch up with the child.

There are many games with rules. Remember your childhood, you probably played “Fanta” (another name is “Yes and don’t say no...”), “Burners”, “Tag”, “Paints”, “Edible - Inedible”, “Geese and the Wolf” and others games. Remember the rules and play with your child with pleasure and benefit.

Let's recall some games from childhood.

Game "Fanta"

The game starts like this. The presenter says:

“They sent you a hundred rubles
Buy what you want,
Black, don't take white,
Don’t say “yes” or “no!”

After that, he asks the participants of the game various provocative questions so that someone in a conversation will utter one of the forbidden words: “black”, “white”, “yes”, “no”. At the same time, players must answer questions quickly and the answer cannot be corrected. The one who gets lost gives the driver a forfeit. On the playing field, each person who is at fault redeems his or her forfeit - performs a task invented by the presenter (for example, recite a poem, sing a song, jump on one leg, or something else).

Game "Tag"

The driver is selected - “tag”. The remaining participants in the game scatter around the site, and the “tag” catches them. The one whom the “tag” touches with his hand becomes the “tag”.

This game has options that interest us.

Option number 1: game "Tag: feet off the ground." The player can escape from the “tag” if he stands on some object.

Option No. 2: game “Tag-bunny”."Tag" can only stain a running player, but as soon as the latter jumps on two legs, he is safe.

Option number 3: game "Tag with a house." The place that is home is determined (on the street it could be a circle drawn with chalk on the asphalt). The person being pursued can escape from being spotted in the house, since it is forbidden to spot within the boundaries of a circle.

Option number 4: game “Tag with a name”. All players, except for the “tag” group, choose the names of flowers, birds, and animals. “Fifteen” does not stain the one who named himself at the right time (for example, “I am a bear”).

Play, dear parents, with your children, play! And do not forget that it is in play activities that the preschooler develops the main new formations that prepare the child for the transition to a new stage of his development. It’s not for nothing that L. S. Vygotsky wrote: “The game in condensed form contains, as if in the focus of a magnifying glass, all development trends...”

In preschool pedagogy, playing with rules is used as a private didactic tool (allowing children to develop motor skills, sensory operations, giving andm new knowledge), organized and conducted by adults m main image om during training sessions.

However, in order for a game with rules to serve the goals of the general development of preschool children, it must be mastered in a timely manner by children in the entire complex of its specific features.characteristics, move from the rank of activity organized by the teacher to independentyu children's activities.

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Guidance and management of games with rules in different age groups

In preschool pedagogy, playing with rules is used as a private didactic tool (allowing children to develop motor skills, sensory operations, and give them new knowledge), organized and taught by adults mainly in training sessions.

However, in order for a game with rules to serve the goals of the general development of preschool children, it must be mastered in a timely manner by children in the entire complex of its specific features, moving from the rank of activity organized by the teacher into independent activity of children.

Studying the peculiarities of the development of a game with rules, determining the conditions that facilitate its development in preschool age, are necessary to develop ways of systematically guiding children’s independent activities, combining its various types, ensuring the most complete development of the child.

Games with rules are divided into two types: didactic (the main task is the mental development of the child, enriching him with knowledge) and mobile (the main task is to improve movements, develop motor activity). However, outdoor games cannot be considered only as a method of physical education, and didactic games - only as mental development. In the first, thinking, speech, memory, imagination, and will develop; secondly, issues of improving motor skills are resolved and moral qualities are cultivated. Thus, games with rules serve as a means of shaping the child’s personality as a whole.

DIDACTIC GAME

Didactic play is also a form of learning that is most typical for young children. Its origins are in folk pedagogy, which created many educational games based on a combination of games with songs and movements. In nursery rhymes, play songs, in the games “Ladushki”, “Magpie-White-sided”, in games with fingers, the mother attracts the child’s attention to surrounding objects and names them.

A didactic game contains all the structural elements (parts) characteristic of children’s play activities: intent (task), content, play actions, rules, result. But they manifest themselves in a slightly different form and are determined by the special role of didactic games in the upbringing and teaching of preschool children.

The presence of a didactic task emphasizes the educational nature of the game and the focus of its content on the development of children’s cognitive activity. The importance of didactic play is that it develops independence and active thinking and speech in children.

For example, in the game “Let's Reveal the Secret of Magic Caps” (senior group), the teacher sets the task of teaching children to talk about a subject and develop connected speech. The game's task is to find out what's under the cap. If the solution is correct, the child receives an incentive badge. The teacher, as a participant in the game, lifts the first cap and, talking about the toy under it (for example, a matryoshka doll), gives a sample of its description. If the playing child finds it difficult to give such a description or indicates few signs, the teacher says: “And the cap that Vova picked up said that Vova had not yet told much about what he was hiding the cap.”

The game task is sometimes included in the very name of the game: “Let’s find out what’s in the wonderful bag”, “Who lives in which house”, etc. Interest in it, the desire to fulfill it is activated by game actions. The more diverse and meaningful they are, the more interesting the game itself is for children and the more successfully cognitive and gaming tasks are solved.

Children need to be taught play actions. Only under this condition does the game acquire an educational character and become meaningful. Teaching game actions is carried out through a trial move in the game, showing the action itself.

In the games of younger children, the game actions are the same for all participants.

When children are divided into groups or when there are roles, play actions are different.

The volume of game actions also varies. In younger groups this is most often one or two repeated actions, in older groups it is already five or six. In games of a sports nature, the play actions of older preschoolers are divided in time from the very beginning and carried out sequentially. Later, having mastered them, children act purposefully, clearly, quickly, consistently and solve the game problem at an already selected pace.

One of the elements of a didactic game is the rules. They are determined by the task of learning and the content of the game and, in turn, determine the nature and method of game actions, organize and direct the behavior of children, the relationship between them and the teacher. With the help of rules, he develops in children the ability to navigate in changing circumstances, the ability to restrain immediate desires, and demonstrate emotional and volitional effort. As a result of this, the ability to control one’s actions and correlate them with the actions of other players develops.

The rules of the game are educational, organizing and disciplinary in nature. Educational rules help to reveal to children what and how to do: they relate to game actions, strengthen their role, and clarify the method of execution; organizers determine the order, sequence and relationships of children in the game; disciplinarians warn about what and why not to do.

The teacher must use the rules carefully, not overload the game with them, and apply only the necessary ones. The introduction of many rules and forced implementation of them by children leads to negative results. Excessive discipline reduces their interest in the game and even destroys it, and sometimes causes cunning tricks to avoid following the rules.

It happens that there is no need to remind about a rule or introduce an additional one. It is enough to just slightly change the game actions and thereby correct the violation.

The rules of the game established by the teacher are gradually learned by the children. Focusing on them, they evaluate the correctness of their actions and the actions of their comrades, the relationships in the game.

The result of a didactic game is an indicator of the level of children’s achievement in mastering knowledge, in the development of mental activity, relationships, and not just a gain obtained in any way.

Game tasks, actions, rules, and the result of the game are interconnected, and the absence of at least one of these components violates its integrity and reduces the educational impact.

Pedagogical value of didactic games

In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions, the formation of ideas, and the acquisition of knowledge in preschoolers. These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.

It is necessary to ensure that didactic play is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child and serves to shape his abilities.

The didactic game helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

Leadership and management of educational games

Successful management of didactic games, first of all, involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interaction with other games and forms of education. It should be aimed at developing and encouraging children’s cognitive activity, independence and initiative, their use of different ways to solve game problems, and should ensure friendly relations between participants and a willingness to help their comrades.

When playing with toys, objects, materials, small children should be able to knock, rearrange, move them, disassemble them into their component parts (collapsible toys), put them back together, etc. But since they can repeat the same actions over and over again, the teacher needs to gradually transfer the children’s play to a higher level.

For example, the didactic task “teach children to distinguish rings by size” is implemented through the game task “assemble the turret correctly.” Children have a desire to know how to do it right. Demonstration of a method of action contains both the development of a game action and a new game rule. By choosing ring after ring and putting it on the rod, the teacher gives a visual example of the game action. He runs his hand over the rings that have been put on and draws the children’s attention to the fact that the turret is becoming beautiful, even, and that it is assembled correctly. Thus, the teacher clearly demonstrates a new game action - to check the correctness of assembling the turret - and invites the children to do this themselves.

The development of interest in didactic games and the formation of play activities in older children (from 4 to 6 years old) is achieved by the fact that the teacher sets increasingly more complex tasks for them and is in no hurry to suggest play actions. The play activity of preschoolers becomes more conscious; it is more aimed at achieving results, rather than at the process itself. But even for older preschoolers, the management of the game should be such that the children maintain an appropriate emotional mood, ease, so that they experience the joy of participating in it and a sense of satisfaction from solving the assigned tasks.

The teacher outlines a sequence of games that become more complex in content, didactic tasks, game actions and rules

Individual, isolated games can be very interesting, but using them outside the system cannot achieve an overall educational and developmental result. Therefore, the interaction of learning in the classroom and in the didactic game should be clearly defined.

For young children, didactic games are the most suitable form of learning. However, already in the second, and especially in the third year of life, children are attracted to many objects and phenomena of the surrounding reality, and intensive assimilation of their native language occurs. Satisfying the cognitive interests of children of the third year of life and the development of their speech require a combination of didactic games with targeted learning in the classroom, carried out in accordance with a specific program of knowledge, skills, and abilities. In classes, methods of learning are also formed more successfully than in games: voluntary attention, the ability to observe, look and see, listen and hear the teacher’s instructions and carry them out.

It should be taken into account that in a didactic game, the correct combination of clarity, the words of the teacher and the actions of the children themselves with toys, play aids, objects, pictures, etc. is necessary. Visibility includes: 1) objects that children play with and which form the material center of the game; 2) pictures depicting objects and actions with them, clearly highlighting the purpose, main characteristics of objects, properties of materials; 3) a visual display of explanations in words of game actions and the implementation of game rules.

Special types of didactic games have been created: with paired pictures, such as picture lotto, dominoes with thematic series of pictures, etc. The initial demonstration of game actions by the teacher, a trial run, incentive-control badges, tokens, chips - all this is also included in the fund of visual aids that used to organize and manage games.

With the help of verbal explanations and instructions, the teacher directs the children's attention, organizes, clarifies their ideas, and expands their experience. His speech helps to enrich the vocabulary of preschool children, master various forms of learning, and contribute to the improvement of play actions.

When leading games, the teacher uses a variety of means of influence on preschoolers. For example, acting as a participant in the game, he directs the game unnoticed by them, supports their initiative, and empathizes with them the joy of the game. Sometimes, the teacher talks about an event, creates an appropriate gaming mood and maintains it during the game. He may not be involved in the game, but as a skillful and sensitive director, preserving and preserving its amateur character, he guides the development of game actions, the implementation of the rules and, unnoticed by the children, leads them to a certain result. When supporting and awakening children's activity, the teacher most often does this not directly, but indirectly: he expresses surprise, jokes, uses various kinds of playful surprises, etc.

We must remember, on the one hand, about the danger of overly reinforcing the teaching moments, weakening the beginning of the game, giving the didactic game the character of an activity, and, on the other hand, being carried away by the entertainment, escaping from the task of teaching.

The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of performing game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content, new game actions, rules and the beginning of the game, its pace is naturally slower. Later, when the game unfolds and the children get carried away, its pace quickens. By the end of the game, the emotional upsurge seems to subside and the pace slows down again. Avoid excessive slowness and unnecessary acceleration of the pace of the game. The fast pace sometimes causes confusion in children, uncertainty, untimely completion of game actions, and violation of rules. Preschoolers do not have time to get involved in the game and become overexcited. The slow pace of the game occurs when overly detailed explanations are given and many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional uplift.

In a didactic game, there is always the possibility of unexpected expansion and enrichment of its concept in connection with the initiative, questions, and suggestions shown by the children. The ability to keep the game within the set time is a great art. The teacher compresses time primarily by shortening his explanations. Clarity and brevity of descriptions, stories, and remarks are a condition for the successful development of the game and the completion of the tasks being solved.

When finishing the game, the teacher should arouse children’s interest in continuing it and create a joyful prospect. Usually he says: “Next time we will play even better” or: “The new game will be even more interesting.” The teacher develops versions of games familiar to children and creates new ones that are useful and exciting.

A didactic game as one of the forms of learning is carried out during the time allocated for classes. It is important to establish the correct relationship between these two forms of learning, to determine their relationship and place in a single pedagogical process. Didactic games sometimes precede classes; in such cases, their goal is to attract children's interest in what will be the content of the lesson. The game can alternate with classes when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in play activities, summarize, and generalize the material studied in class.

Board games

Board games include a variety of educational games such as pictures, subject lotto, dominoes; thematic games (“Where does it grow”, “When does this happen”, “Who needs it”, etc.); games that require motor activity, dexterity, etc.

(“Flying caps”, “Hit the target”, “Goose”, etc.); mosaic type games. All of these games differ from games with toys in that they are usually played at tables and require 2-4 partners. Board and printed games help expand children's horizons, develop intelligence, attention to the actions of a friend, orientation in changing game conditions, and the ability to foresee the results of their move. Participation in the game requires endurance, strict adherence to the rules and brings children a lot of joy.

Kids need games with accessible content. Lotto cards, paired pictures, and screen books depict toys, household items, simple forms of transport, vegetables, and fruits. The selection of pictures in pairs, corresponding pictures to the main card, the name of the depicted object, of one quality or another, contributes to the development of vocabulary, brief explanatory speech (a red apple, an orange carrot, growing in a garden bed).

For children of older groups, board and printed games are interesting, which reflect natural phenomena, present different types of transport ("Who rides, swims, flies on what"), and characters from fairy tales ("Fairy Tales of Pushkin", "The Brave and the Dexterous", etc. .) These and similar games require children to remember and apply knowledge learned in class during observations on excursions. Valuable and interesting for older children are games in which the content, game actions and rules contain an element of competition in dexterity, accuracy, speed, and intelligence ("Table Ring Thrower", "Table Skittles", "Top Top", etc.)

A special group consists of fun games. They clearly express the element of the unusual, unexpected, and funny; they contain jokes and harmless humor. Their main purpose is to amuse, amuse children, and make them happy. The content and rules of many games require either quick game action or delayed action. Some of them cause a quick, often unexpected reaction, while others teach children to exercise volition. Fun games include such well-known ones as “Catch the Bunny”, “Blind Man’s Bluff with a Bell” (determining the direction by sound), “Who will collect the picture most quickly” (for coordination of movements), etc.

OUTDOOR GAMES

Outdoor games are primarily a means of physical education for children. They provide an opportunity to develop and improve their movements, practicing running, jumping, climbing, throwing, catching, etc. Various movements require active activity of large and small muscles, promote better metabolism, blood circulation, breathing, i.e. increasing the vital activity of the body.

Outdoor games also have a great influence on the neuropsychic development of the child and the formation of important personality traits. They evoke positive emotions and develop inhibitory processes: during the game, children have to react with movement to some signals and refrain from moving when others. These games develop will, intelligence, courage, speed of reactions, etc. Joint actions in games bring children closer together, giving them the joy of overcoming difficulties and achieving success.

The source of outdoor games with rules are folk games, which are characterized by brightness of concept, meaningfulness, simplicity and entertainment.

Running, jumping, climbing, etc. Games are selected taking into account the age characteristics of children, their ability to perform certain movements, and follow the game rules.

The rules in an outdoor game play an organizing role: they determine its course, the sequence of actions, the relationships between the players, and the behavior of each child. The rules oblige you to obey the purpose and meaning of the game; children must be able to use them in different conditions.

In younger groups, the teacher explains the content and rules as the game progresses, in older groups - before the start. Outdoor games are organized indoors and outdoors with a small number of children or with the whole group. They are also included in physical education classes. Once children have mastered the game, they can play it independently.

Management and management of outdoor games

The educational and educational functions of outdoor play can be successfully implemented only with skillful management, which involves managing the motor and moral behavior of children.

Game selection

To solve gradually more complex tasks of improving movements, games should be selected that are based on the execution of movements already mastered by children, brought to a motor skill. Therefore, as a rule, games with running, jumping on two legs in place, and moving forward, jumping, and crawling are available for young children. As you know, it is easier to obey the rules hidden within the role, therefore in younger groups it is preferable to use plot-based outdoor games in which there are one or two rules (start and complete an action on a signal, perform a movement according to the rules: do not touch, do not bump into, etc. ), one or two roles (“Sunshine and Rain” - one role, “Cat and Mice” - two roles, etc.). In younger groups, you can use games of a competitive nature, aimed at improving the quality of movement in individual performance: “Who can run quietly” (children, at a signal, must run to the opposite side; the teacher sits in the middle with his eyes closed; if he hears heavy running, he opens his eyes, and the child who violated the rule leaves the game), “Who will jump off easily”, “Who will crawl up and not hit”, etc.

In the middle group, you can use outdoor games not only with the above movements, but also with throwing (“Ball over the net”, “Catch, throw, don’t let you fall”, etc.). Children 4 years old can already freely obey the rules given in open form, so plotless outdoor games can be used quite widely. In games of a competitive nature, tasks are given for the speed of performing movements (“Who can run to the flag the fastest,” “Who is the most dexterous,” etc.). For children of this age, team games with elements of competition, based on running or climbing (“Planes”, “Colored Cars”, etc.), are available. In the middle group, you can also use folk outdoor games, including simple basic movements.

In older preschool age, it becomes possible to choose games with standing long jumps, throwing and climbing. Plotless games correspond to the capabilities of older preschoolers, but plot-based outdoor games still give great pleasure to children. Games with competitive elements are built on various movements and their combinations, and can include both individual and team competitions. From the age of five, according to V. Pankov, you can use a variety of relay games that involve interaction between the players. It is advisable to continue learning outdoor games of both our own and other peoples.

Introducing a new game

It is more advisable for children of primary preschool age to be introduced to the content and rules of outdoor play during the game itself, game operations, become familiar with the signals by which movements should begin and end, and the requirements for their implementation.

For example, introducing the children to the game “Sunshine and Rain,” the teacher says: “Sunshine. Let’s go for a walk outside. Try to catch up with me! And now put your hands up to the sun. A cloud has arrived. Rain! Everyone ran home.” When playing the game again, the adult clearly pronounces the signal “Sunshine”, diversifies the children’s actions between signals, and after the word “Rain” gradually eliminates the prompting instructions.

Children 4-6 years old are able to understand and remember the content and rules of the game through their explanation before the start of action, if it is clear, concise, and expressive. To clarify the signals that players will act on, immediately after talking about the content of the game, several questions should be asked. For example, in the game “Colored Cars”: “When can you leave the garage? And what is the word to return to the garage? Remember: if the cars collide, then they need to be sent to the workshop for repairs. You can’t go further.” If the game involves speaking text, especially in the form of dialogue, it is better to learn it in advance; The quatrain is remembered quickly when spoken together during the game.

When playing games already familiar to children, the children themselves can recall the rules of the game by answering the questions posed.

Creating conditions for the game

In younger groups, it is more appropriate to place the aids used in the game before the explanation. Then it is easier for children to understand where and how they should be located; in addition, the explanation will be carried out during the game. For example, they put a bench, the children are asked to stand on it - the game begins ("Sparrows and the Cat") or they pull a rope, the children are placed near it ("The Mother Hen and the Chicks"). When playing with middle-aged and older children, the children themselves can create the conditions for the game. The teacher suggests setting up a bench, laying out the hoops, drawing the boundaries of the dash, etc. In the future, these skills can be useful in independent activities.

Distribution of roles

Most often, three roles can be distinguished in the game: the leader, who gives signals and controls the game; the driver, who catches, catches up with the players; the mass role that everyone else performs; As a rule, their task is not to get caught by the driver. The driver must master the basic movements, know the game rules well and strictly follow them. In games organized by the teacher, he himself plays the role of the leader.

In the younger group, the teacher initially plays all three roles himself. Gradually, as the content and rules of the game are mastered, the teacher transfers the role of driver to the child, using the assignment technique. To ensure that the players adapt to the conditions, he often pretends to catch. A child with an average level of movement skills is initially chosen to play the role of driver, so that most children can escape. By assigning children with different levels of activity in performing motor actions to the role of driver, the teacher can regulate the load. By the end of the year, all children should be able to play the role of driver in familiar games.

In the middle group, not only in the well-known game, but also in the new game, the role of driver is entrusted to the child. If the teacher is confident that anyone can cope with the role of a leader, you can resort to choosing a counting rhyme. As a rule, children like the role of driver, so assignment to this role can be used as a reward for successful actions or other qualities of the players.

In older preschool age, when choosing a driver, you can ask the children: “Who do we choose? The fastest? The most dexterous? Or the one who knows how to catch correctly, who has never been caught?” Etc.

To show children various successful actions of the driver, the teacher takes this role for himself. It should be noted that playing the role of a driver as an adult significantly enlivens the game and enhances its emotional impact.

Guidance during the game

During the game, the teacher must monitor the correct execution of movements, compliance with the rules of the game, the load and relationships of the children. The load is regulated by determining the number of repetitions of the game, increasing or decreasing the activity of the players by assigning children with different levels of movement development as drivers.

Resolving conflicts in relationships between children in younger groups is easier through play images. In the middle and senior groups, this can be done using clarification, removal from the game, or an apology.

Summarizing

The teacher or the players themselves evaluate the successes of the driver and other children, find out the reasons for successful actions, and note various options that allow achieving positive results in solving a motor task.

Conducting competitive games

Outdoor games with elements of competition arouse great interest among older preschoolers; they captivate them with their emotionality and the opportunity to measure their strength, skills, and abilities. In such games, the child mobilizes, directing efforts to achieve better results. The development of games of a competitive nature occurs from games with individual competition to collective competition.

In games with individual competition, as a rule, two children, upon a signal, simultaneously perform the same movement, and according to the results, either one of them is awarded a victory, or, if the result is the same, both ("Whoever runs to the flag faster", "Toss, catch me, don’t let me fall on the sofa”, etc.).

Then you can move on to team games, in which the victory of a team is determined by the sum of points received by its members. The game is designed so that each child can make a contribution to the victory equal to the contribution of the other child; It is enough just to complete the assigned task. This type of game is based on all children performing one basic movement in turn under the same conditions; Moreover, each child acts in isolation. In these games, the successes and failures of each player are clearly visible: they are clearly presented.

Such games can be built on performing different movements. If a child is unable to throw and jump, he can successfully play games to maintain balance, with climbing, etc. In this way, conditions will be created for everyone in one game or another to taste the joy of victory. The teacher himself can divide the children into teams; at the same time, he strives to create teams approximately equal in level of physical fitness. You can involve captains in their compilation, who are appointed or elected and take turns selecting the players (the first captain chooses one child, and then the other uses the same right, etc.).

Of particular importance in working with preschoolers are team games, in which the actions of each subsequent participant are, as it were, a continuation of the actions of the previous child. In this case, the failures of one child are compensated by the even greater diligence of others. These games provide children with the opportunity to help out the team and “snatch” victory. The additional load on players who have good command of movement activates them even more and creates the prerequisites for further improvement of motor skills.

These games clearly celebrate not the success of each child, but the victory of the entire team. This is typical for relay games, which involve the sequential execution by all children of a command of the same movement (“Change the object”, “Capture the fortress”, “Whose team will knock out the most pieces”, etc.). The second and subsequent players of the team receive the right to perform motor actions either through the transfer of an object or through touch.

It is also worth mentioning relay games, which involve the sequential execution of several movements; each team member carries out only one of them. These games are sometimes called medley relays. They are interesting because they involve a distribution of activities between children, taking into account the interests and capabilities of each of them. In such games, the success of a team often depends on the correct balance of forces, taking into account the children’s abilities to perform various movements, the level of development of motor skills and physical qualities of each player, their awareness of their physical characteristics (height, fatness, etc.).

Thus, despite the apparent simplicity of children's play, it is extremely important to take a serious approach to the organization and content of the play activity of a preschool child.

The management and management of games with rules in all age groups are designed mainly to solve mental problems of education and development, and not to form new, higher ways of activity.

In order for children to play independently, without the undue supervision of a teacher, and to be able to independently regulate the difficulties and disagreements that arise in them, simple, understandable rules are needed. Many existing games have ready-made rules, but they often do not cover the game as a whole and have significant omissions. Analyzing the available literature on the game, we can say that one of the important structural components is the rule.

In order to provide conditions for children to play independently with rules, the teacher needs knowledge about the structure of games, the complexity or simplicity of their rules.

BIBLIOGRAPHY

1. Mikhailenko N.Ya., Korotkova N.A. Playing with rules in kindergarten M. Academic Project, 4th ed. 2002
2. Penzulaeva L.I. Physical education in kindergarten: Mosaic-Synthesis, 2014
3. Pichugina N.O., Assaulova S.V., Aidasheva G.A. Preschool Pedagogy: Phoenix, 2002
4. Stepankova E.Ya. Methods of conducting outdoor games. A manual for preschool teachers// electronic version

Yulia Butolina
A game with rules. Pedagogical support for games with rules

1. Games with ready-made content and rules, meaning, types.

Each method has games that have been created over the centuries by adults for children, and some by children themselves.

Russian folk games were first collected and processed by E. A. Pokrovsky. Richness of content, variety of forms, simplicity, entertainment, humor are their characteristic features.

Many games with ready-made content and rules currently being created teachers.

Games with rules are intended for the formation and development of certain qualities of the child’s personality. In some games musical development is carried out (musical ear, sense of rhythm); others are specifically designed to develop movements, others are designed teachers for children's exercises correct sound pronunciation, account, etc. In some games Children’s knowledge about surrounding objects and phenomena is consolidated. There are games in which children develop sensory abilities, as well as intelligence, ingenuity, and attention. Thus, in terms of their content, games with ready-made rules cover the most diverse aspects of a child’s life and development.

In preschool pedagogy it is customary to divide games with ready-made content and rules for didactic, moving and musical.

For all games with ready-made content and rules the following are typical peculiarities:

The presence of a game plan or game task that is being implemented (are being decided) through game actions. Game concept (or task) and game actions constitute the content of the game;

Actions and relationships players are governed by the rules;

Availability rules, and ready-made content allow children to independently organize and conduct the game;

The educational content of the game lies in the game concept, game actions and rules and does not act as an independent task for children.

2. Organization of outdoor games for children of early and preschool age.

“Pedagogical support play activities of preschoolers"

Kindergarten teachers have a common term “lead the game.” Let's think about how much he legitimate? A game- free activity, and its developmental effect becomes maximum when it is an independent children's activity. It turns out that the nature of children's play conflicts with the established approach of “leading the game.” A transition from strategy helps resolve this contradiction pedagogical game guides to strategy pedagogical support.

The selection and planning of games depends on the working conditions of each age group. groups: the general level of physical and mental development of children, their motor skills, its individual typological characteristics, time of year, location, interests of children.

Preliminary work:

Reading works of fiction, conversations.

Organization of observation of nature and the activities of people of various professions (drivers, janitors, etc.);

Preparing game attributes (together with children or in their presence).

Organization of the game:

Depending on the plot, it is carried out simultaneously with all children or with a small subgroup. Introducing a new game - teacher clearly, succinctly, explains to children for 1.5 – 2 minutes rules of the game, forms children’s ideas about play images.

Explanation of a non-story game - in this case teacher tells the sequence of game actions, rules and signals, location indication playing and gaming attributes

Explanation of games with elements of competition – the teacher clarifies the rules, game techniques, competition conditions ( “Who can reach the chair faster?”, divides the children into teams, and evaluates the result at the end.

Distribution of roles - the driver can be appointed using a rhyme or you can choose someone who wants it (in the younger group - driver - teacher);

Game evaluation – teacher should note the positive qualities of children, name those who successfully fulfilled their roles, showed courage, restraint, mutual assistance, creativity, and then analyze the reasons for the violation rules.

Peculiarity pedagogical support play activity of children is that, interacting with children, teacher flexibly changes his position depending on the degree of manifestation of independence and creativity, and actively cooperates with them.

Accompanying interaction helps the child to actualize the gaming experience as a result of joint play with the teacher, to apply it in various situations that arise outside the specially organized teacher gaming activity.

To the teacher It is necessary to develop the ability to be a player, that is, to have your own playing position.

Outdoor games.

Movable the game is conscious, active child activity, which is characterized by accurate and timely completion of tasks.

According to the definition of P.F. Lesgaft (founder of the Russian system of physical education) outdoor games are an exercise through which a child prepares for life. The exciting content and emotional richness of the game encourage the child to make certain mental and physical efforts.

Outdoor games are an invariable means of physical education; replenishment of the child’s knowledge and ideas about the world around him, development of thinking, ingenuity, dexterity, dexterity, valuable moral and volitional qualities, as a condition for the development of the child’s culture. In them he comprehends and learns about the world around him, in them his intellect, fantasy, imagination develop, and social qualities are formed.

According to P. F. Lestgaft, systematically conducting outdoor games develops the child’s ability control your movements, disciplines his body.

Outdoor games are classified by age,

by degree (small and large) child's mobility in play,

by type of movement (games with running, throwing, etc.,

Plot-based outdoor games reflect life or fairy-tale episodes in a conventional form. The child is captivated by playful images. He creatively embodies himself in them, depicting a cat, a bear, a sparrow, etc.

Non-plot active games contain motor game tasks leading to achieving a goal. Types games: dashes, traps; games with competition elements, relay games, games with objects. Fun games are used for young children ( "Okay", "Horned goat" and etc.)

Sports games with (small towns, football, hockey, etc.) are selected based on age. They use only some elements of sports game technology that are accessible and useful to preschool children. Sports games strengthen large muscle groups, develop psychophysical quality: strength, speed, agility, endurance.

3. Organization pedagogical support didactic games for children of early and preschool age.

Owning the playing position, teacher It’s easier to use the game, its rich opportunities for the development of your students and their relationships. In the game, the main new formations are formed, preparing the transition to the next age stage - primary school.

The play position requires the teacher to have a certain degree of infantilization - the ability to temporarily turn into a child, to act according to the laws by which they live and act. playing children.

The first step towards the position of infantilization can be the technique proposed by E. E. Kravtsova. It lies in the fact that the teacher must “disturb” the children play like this, as they are accustomed to, should destroy established standards. "Suddenly I scream: “Oh, oh, I forgot my money for travel!” The usual rhythm is disrupted. Everyone together decides to collect a pretty penny for me. Just took the ticket, just calmed down, again surprise: I start getting off at the wrong stop. ”

Didactic games were created for learning through play. Didactic a game makes it possible to solve various pedagogical tasks in a game form. Need for play and desire play in preschoolers it is necessary to use and guide in order to solve certain educational and educational problems. Children play, without suspecting that they are acquiring some knowledge, mastering the skills of operating with objects, and learning a culture of communication with each other. In early childhood, a child masters the greatest asset of humanity - speech. In the second year, he understands speech addressed to him and by the age of three he can freely communicate with others. The tasks of a child’s comprehensive development will be fully resolved only if proper speech training.

Didactic a game

Game and didactic tasks are realized in game actions. The means of solving a didactic task is didactic material. The result of a didactic game is the solution of gaming and didactic problems. Solving both problems is an indicator of the effectiveness of the game. Younger preschoolers are aware of the game result. The elders begin to remember the result associated with the solution to the didactic tasks: learned, guessed, decided.

Additional components of a didactic game - plot and role - are optional and may be absent.

Didactic a game acts simultaneously as a type of play activity and a form of organizing interaction between an adult and a child. This is where its originality lies.

The difference between role-playing games and didactic games must be sought in the content of the sphere of reality that they reflect and in the relationship between their components

Didactic games.

Didactic games - promotes the development of cognitive activity, intellectual operations, which represent the basis of learning.

Types of didactic games:

Plot-didactic ( "shop")

Games with objects ( "wonderful bag")

Desktop-printed ( "lotto", "domino")

Verbal ( "who to be?", "Seasons", "professions".)

The characteristic features of didactic games are that they are created by adults for the purpose of teaching and raising children. However, created for educational purposes, they remain games. Children in these games attracts primarily the game situation, and playing, children quietly solve a didactic problem.

Didactic structure games:

1. Educational task – determines game actions, rules help carry out game actions and solve problems;

2. Game task

3. Game actions

Selecting games the teacher proceeds from this, what software problems he will solve with their help, how a game will contribute to the development of children’s mental activity, education of the moral aspects of the individual To the teacher you need to carefully prepare for the game, think through a clear, clear, laconic explanation of the content, rules, game action. Outline the didactic objectives of the game, as well as which children need to pay attention to during the game. If a child feels difficult while playing, he needs to be helped to remember.

Conducting didactic games with young children requires activity and initiative. teacher in teaching children techniques of play actions, demonstrations.

Middle-aged children have some experience of playing together, but even here teacher takes an active part in the game, he is both a teacher and a participant in the game, teaches children and plays with them. Selects games during which children must remember and consolidate the knowledge and skills acquired in class.

Children of senior preschool age have significant gaming experience and developed thinking that they easily perceive the verbal explanation of the game. They can easily organize the game on their own, teacher as consultant. IN games life phenomena that are more complex in their content are reflected (people's labor, equipment in the city and in the countryside).

In children of the preparatory group, play activity is more conscious and directed to achieve results. Teacher creates a developing subject-game environment for organizing all types of games. A game at this age helps children develop the ability to independently organize and obey rules, coordinate your desires with the desires of others, express value judgments, a sense of self-control. Children of this age can do better manage their mental processes, speech, thinking. They become interested in games, in which there are elements of competition and winning.

The value of didactic games in raising children depends entirely on teacher, on how he can select games, complicate a didactic task, help guide the rules correctly games to achieve program objectives.

Outdoor games

P/n "Aircraft"

Target: teach ease of movement, act after a signal.

Material:

Instructions: Before the game, all game movements must be demonstrated. Children stand on one side of the playground. The teacher says “Ready to fly. Start the engines!. Children make rotational movements with their arms in front of their chest. After the signal "Let's fly!" spread their arms to the sides and run around the hall. On signal “Landing!” the players are heading to your side of the site.

P/n "Cat on the Roof"

Target: develop coordination of movements; develop rhythmic, expressive speech.

Material: cat mask.

Instructions: Children stand in a circle. In the center - "cat". The rest of the children - "mice". They quietly approach "cat" and, shaking their fingers at each other, they speak in unison in a low voice:

Quiet a mouse, quiet a mouse...

The cat is sitting on our roof.

Mouse, mouse, watch out.

And don't get caught by the cat!

After these words "cat" chases the mice, they run away. It is necessary to mark with a line the mouse's house - the hole where "cat" doesn't have rights to run.

P/n “Who will collect it sooner?”

Target: learn to group vegetables and fruits; cultivate quick response to words, endurance and discipline.

Material: 2 baskets, set of models "Vegetables" And "Fruit"

Progress of the game: Children are divided into two brigades: "Gardeners" And "Gardeners". On the ground there are models of vegetables and fruits and two baskets. At the command of the teacher, the teams begin to collect vegetables and fruits, each in their own basket. Whoever collects first raises the basket up and is considered the winner.

P/n "Birds and Cat"

Target: learn to move according to a signal, develop dexterity.

Material: cat mask.

Instructions: Sits in a large circle "cat", around the circle - "birds". "Cat" falls asleep and "birds" They jump into a circle and fly there, sit down, and peck at the grains. "Cat" wakes up and starts catching "birds", and they run away around the circle. Caught "birds" The cat takes you to the middle of the circle. The teacher counts how many there are.

P/n "Fishing rod"

Target: learn jump correctly: push off and pick up your feet.

Material: a string with a bag at the end of the string.

Instructions: Children stand in a circle, in the center is a teacher with a rope in his hands, at the end of which a bag is tied. The teacher twists the rope, and the children must jump over.

P/n "Owl"

Target: learn to stand still for a while, listen carefully.

Material: owl mask

Instructions: Playing are freely located on the site. Aside ( "in the hollow") sitting or standing "Owl". Educator speaks: “The day comes - everything comes to life”. All playing move freely around the site, performing various movements, imitating with their hands the flight of butterflies, dragonflies, etc. Unexpectedly pronounces: “The night comes, everything freezes, the owl flies out”. Everyone must immediately stop in the position in which these words found them and not move. "Owl" slowly passes by playing and inspects them vigilantly. Whoever moves or laughs will "owl" sends to his"hollow". Over time the game stops, and count how many people "owl" took it to her place. After that, choose a new one "owl" of those who did not get to her. She wins "owl", which took the larger number playing.

P/n We are funny guys

Target: develop dexterity, evasiveness; improve the ability to comply rules of the game.

Material:

Instructions: children stand on one side of the playground outside the line. A line is also drawn on the opposite side - these are houses. There is a trap in the center of the site. The players say in chorus

We are funny guys, we love to run and jump

Well, try to catch up with us. 1,2,3 – catch it!

After the glory “Catch!” children run to the other side of the playground, and the trap tries to catch them. Anyone whom the trap manages to touch to the line is considered caught and moves to the side, missing one run. After two runs, another trap is selected.

P/i Traps with ribbons

Target: develop speed, dexterity, eye; improve orientation in space, running in all directions.

Material: Ribbon

Progress of the game: children stand in a circle, each has a colored ribbon, tucked into the back of the belt. There is a trap in the center of the circle. At a signal, the children run in different directions, and the trap tries to pull out the ribbons from them. At the stop signal, the children gather in a circle, and the driver counts the ribbons.

The game can be played with complication:

There are two traps in a circle.

There is no trap, boys collect ribbons from girls, and girls from boys.

P/n "Four forces"

Target: develop attention, memory, dexterity.

Material: ball

Instructions:

The players stand in a circle, in the middle is the presenter. He throws the ball to one of the players, while pronouncing any of the words of the elements (for example - air). The one who caught the ball must name the inhabitant of the air. If the name is land - animal, if water - fish. When the word fire is said, everyone should turn around several times, waving their hands.

P/n "Hide and Seek" (orientate yourself in space)

Target: Teach children play by the rules of the game:

1. Hide only in the area (in Group)

2. The driver is not allowed to peek

3. The driver goes looking only after certain words.

Material: objects you can hide behind.

Instructions: The teacher chooses the driver according to the counting rhyme. The driver closes his eyes and speaks out loud words: “1, 2, 3, 4, 5, I’m going to look for who is not hiding, it’s not my fault.”. While he says the words, everyone else hides in the area assigned to them. (group) .

Didactic games.

Di "Listen to the clapping".

Target: development of voluntary attention.

Material:

Instructions: "Now we let's play an interesting game“Listen to the clapping!”. All playing They will have to walk in a circle one after another and listen carefully to my commands. When I clap my hands once, everyone must stop and pose "stork" (showing pose). If I clap my hands twice, everyone has to stop and strike a pose "frogs" (show). When I clap my hands three times, you need to resume walking one after another in a circle. Begin play».

Di "Edible - inedible". (with a ball).

Target: formation of attention, development of the ability to highlight the main, essential features of objects.

Material: ball

Instructions: "Attention! Now we'll find out who (What) can fly, but who (What) can not. I will ask, and you answer immediately. If I name something or someone that can fly, such as a dragonfly, answer: "Flies"- and show how she does it - spread your arms to the sides like wings. If I you I'll ask: “Does the pig fly?”, be silent and do not raise your hands.”

Di "Broken phone".

Target: development of auditory attention.

Material:

Instructions: "Now we let's play"Broken phone". Sit in a circle on the carpet so that you are comfortable. The first player quietly speaks a word into the ear of the player sitting next to him. The player who learns a word from the leader passes on this word he heard. (quietly in ear) to the next player. The word, as if through a telephone wire, must reach the last player. The presenter asks last: “What word did you hear?” He calls him. If the word coincides with the one that the presenter came up with and named, then the phone OK. If it doesn't match, then the phone is damaged. In this case, in turn, starting from the end of the row, everyone must name the word they heard. This way they will know which player made a mistake - "ruined the phone". "Delinquent" the player takes the last place. Let's let's play».

Di "Name the extra word"

Target: activate attention; develop thinking and speech. Skill correct sound pronunciation.

Material:

Instructions: An adult names words and invites the child to name "extra" word and then explain why that word is "extra".

- "Extra" word among names nouns:

table, wardrobe, carpet, chair, sofa;

coat, hat, scarf, boots, hat;

plum, apple, tomato, apricot, pear;

wolf, dog, lynx, fox, hare;

horse, cow, deer, ram, pig;

rose, tulip, bean, cornflower, poppy;

winter, April, spring, autumn, summer.

- "Extra" word among names adjectives:

sad, sorrowful, dejected, deep;

brave, loud, courageous, daring;

yellow, red, strong, green;

weak, brittle, long, fragile;

deep, shallow, high, light, low.

- "Extra" word among verbs:

think, go, reflect, think;

rushed, listened, rushed, rushed;

arrived, arrived, ran away, galloped.

D/i – exercise “Describe your neighbor”

Target. Teach carefully, examine the person, give a verbal portrait.

Material: a picture or objects to remember.

Instructions: Teacher invites children to look at each other carefully and describe their neighbor. You can use the technique framework: one child is invited to pick up a frame or hoop, draw a portrait, and everyone else to describe this living picture.

Di "Hello"

Target: develop the communicative qualities of the individual.

Material:

Instructions: Please start walking around the room. I suggest you shake hands with each person in the group and say this: "Hello! How are you doing?" Say only these simple words and nothing more. But there is one important thing in this game rule: when greeting one of the participants, you can release your hand only after you start greeting someone else with your other hand. In other words, you must be in continuous contact with someone in the group. Can you imagine how this happens? (When everyone has greeted each other and the group has become accustomed to this ritual, you can start the second circle - with a different greeting, For example: “It’s so good that you are here!”) Can i speak:! Hello! My name is Ivan. What’s your name?” And when you already know someone’s name, you can simply confirm This: “My name is Ivan, and yours is Irina! And answer: “Yes, my name is Irina, and yours is Ivan”!

Di "Butterfly, fly!"

Target. Achieve long, continuous oral exhalation.

Material: Prepare 5 brightly colored paper butterflies. Tie a thread 50 cm long to each and attach them to the cord at a distance of 35 cm from each other. Pull the cord between two posts so that the butterflies hang at the level of the standing child’s face.

Instructions: Children sit on chairs. Adult speaks: “Children, look how beautiful butterflies: blue, yellow, red! There are so many of them! They look like they're alive! Let's see if they can fly. (Blows on them.) Look, they've flown. Try to blow too. Who will fly further? The adult invites the children to stand one by one next to each butterfly. Children blow on butterflies.

Di "Loud quiet"

Material: car big and small

Instructions: An adult shows 2 cars and speaks: “When a big car drives, it beeps loud: "beep". How does a big car signal? Children are loud pronounce: "beep". The teacher continues: “And the little car honks quiet: "beep". How does a small car honk? Children are quiet pronounce: "beep". Teacher cleans both cars and speaks: “Be careful now. As soon as the car starts moving, you must give a signal, make no mistake, a large car honks loudly, and a small one - quietly.”

The rest of the toys are played in the same way.

Di "Stand in Place"

Target: practice children in finding locations: in front, behind, left, on right, before, behind.

Material:

Instructions: teacher calls the children in turn, indicates where they need stand up: “Seryozha come to me, Kolya, stand so that Seryozha is behind you. Vera, stand in front of Ira” Etc. Having called 5-6 children, the teacher asks them to name who is in front and behind them. Next, children are asked to turn left or right and call again, who and where stands from them.

Literature

1. Milenko V. "Introduction to the concept of didactic a game» .//Preschool education" //2006 No. 11.

2. Uruntaeva G. A “Development of play activities in preschool age”.

//Preschool psychology / M. 1999

3. http://nsportal.ru

4. http://knowledge.allbest.ru

5. http://slovo.mosmetod.ru

6. Nemov R. S. Psychology. Textbook for higher education students ped. textbook establishments. In 2 books. Book 1. General fundamentals of psychology. -M.: Education: Vlados, 1994.