“Cognitive development of preschool children through didactic games”

MAGAZINE Preschooler.RF

It is known that preschool age is the age of formation and development of the most general abilities, which will improve and differentiate as the child grows older. One of the most important abilities is the ability to cognition.

The federal state educational standard for preschool education defines the tasks of cognitive development:

• development of children's interests, curiosity and cognitive motivation;
• formation of cognitive actions, formation of consciousness;
• development of imagination and creative activity;
• the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.);
• the formation of primary ideas about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

Based on the objectives, the focus of teachers should be the orientation of the educational process towards the cognitive capabilities of the preschooler and their implementation. It is necessary to organize interaction with the child in such a way that it is aimed at developing cognitive interest, cognitive independence and initiative.

The main forms of interaction that promote cognitive development:

• involving the child in various activities;
• use of didactic games;
• application of teaching methods aimed at enriching creative imagination, thinking, memory, and speech development.

Cognitive development involves the cognitive activity of a preschooler. And in order to support cognitive activity, it is necessary to rely on the cognitive interest of children.

Cognitive interest is a selective focus on the knowledge of objects, phenomena, events of the surrounding world, activating the mental processes and activities of a person, his cognitive capabilities.

The main criteria are novelty, unusualness, surprise, and inconsistency with previous ideas.

Cognitive interest consists of the following interrelated processes:

• intellectual - logical actions and operations (analysis, synthesis, generalization, comparison), evidence;
• emotional - the experience of success, the joy of learning, pride in one’s achievements, satisfaction with one’s activities;
• regulatory - volitional aspirations, focus, persistence, attention, decision making
• creative - imagination, creation of new models, images.

In order to ensure the development of the personality of students, it is necessary to create a developing subject-spatial environment in the group. One of the important conditions when creating a developing subject-spatial environment is the correspondence of the material to the age of the children; the materials, complexity and accessibility of their content must correspond to today’s patterns and characteristics of the development of children of a given specific age and take into account those features of development zones that are characteristic of each individual child today.

To form and develop cognitive activity, you should:

• develop the creative abilities of children, create conditions for this,
• strengthen every child’s faith in his own abilities, encourage him, and not weaken his interest with mistrust and negative assessments;
• develop children's self-esteem.

A special place in working with children is occupied by educational didactic games: “Big - small” , “Seasons” , “Which tree is the leaf from” , “Tell me who I am?” , “Help me find my mother” , “Where, whose house?” , “Let’s dress Masha for a walk” , “Run to the named tree” help me familiarize children with animals, birds, natural phenomena, and form knowledge about the environment.

Word games: “Edible - inedible” , “Who is screaming?” , “What’s extra?” , “Recognize by voice” , “Good and bad” , “Who came to us?” and others develop children’s attention, imagination, and increase knowledge about the world around them.

TRIZ technology allows you to raise and educate a child under the motto “Creativity in everything . TRIZ gives children the opportunity to show individuality, teaches them to think outside the box, relieves feelings of constraint, overcomes shyness, and gradually develops fantasy, logic of thinking, and imagination.

“Magic bag” (to the touch)

• “Praise” (two children praise each of their objects)
• “Together” (take turns talking about the subject, adhering to the diagrams)
• “Riddle” (composing a story - a riddle, without naming the subject)
• “Good - bad” or “Pink - black glasses”
• “Wonderful things” (inventing, inventing something new, transferring the properties of one object to another)
• “Come up with a fairy tale” (familiar objects begin to have unusual properties)

A special place in working with children is occupied by games for composing a whole from parts: “Tangram” , “Columbian Egg” , “Vietnamese Game” , “Mongolian Game” . The essence of these games is to recreate on a plane the silhouettes of objects according to an image or design.

A relevant method of cognitive activity for preschool children is experimentation, which is considered as a practical activity of a search nature, aimed at learning the properties, qualities of objects and materials, connections and dependencies of phenomena. In experimentation, the preschooler acts as a researcher who independently and actively explores the world around him, using various forms of influence on it. In the process of experimentation, the child masters the position of the subject of cognition and activity.

Effective methods of cognitive development of preschoolers include project activities that ensure the development of children’s cognitive interests, the ability to independently construct their knowledge and navigate the information space, and the development of critical thinking.

Recently, research activities have been widely used in preschool education, which in its most complete, expanded form presupposes the following:

• the child identifies and poses a problem that needs to be resolved;
• offers possible solutions;
• tests these possible solutions against the data;
• draws conclusions in accordance with the results of the audit;
• applies conclusions to new data;
• makes generalizations.

In preschool age, research activities are aimed at objects of living and inanimate nature through the use of experiments and experiments. Experimentation is carried out in all areas of children's activity: educational activities, play, walking, sleeping, washing. In the process of experimentation, children become familiar with the properties of solid, liquid, gaseous substances, the properties of wood, metal, etc., for example: “Will it float or sink?” , “How does water disappear?” , “Mixing colors” , “Where did the sugar go when I stirred the tea with a spoon?” . Everything is assimilated firmly and for a long time when the child hears, sees and does everything himself.

By older preschool age, the child’s ability to be proactive increases noticeably. This age period is important for the development of the child’s cognitive needs, which is expressed in the form of search, research activities aimed at “discovering” new things, which develops productive forms of thinking. What is crucial for a child’s development is not the abundance of knowledge, but the type of learning in which this knowledge is acquired.

Thus, using gaming technologies, experimentation, cognitive tasks and project activities when solving the problem of cognitive development of preschool children, the teacher ensures a staged transition, qualitative changes in the development of cognitive activity: from curiosity to cognitive activity.

For the development of cognitive abilities, the development of research behavior is of great importance: curiosity, observation, the development of research skills and abilities: the ability to see problems, the ability to ask questions, put forward hypotheses, the ability to classify, the ability to conduct experiments, the ability to draw conclusions and conclusions.

To develop children’s ability to see problems, games and tasks are used: “Continue the story” , “Look at the world through someone else’s eyes” , “Name as many features of an object as possible” ; observations, looking at different objects.

Simple exercises help in the ability to develop hypotheses: “Think about why children love to play?” , “Why does water flow?” and etc.

Observing the world around them, children draw conclusions and conclusions, and the more deeply a child learns the mysteries of the world around him, the more questions he has: “Why?” "For what?" "How does this happen?"

The questions should be exploratory in nature, developing the ability to put forward hypotheses, for example: “Do you think it will rain all day?” , “What do you think will happen if there is no rain at all?” , “Will the snow ever melt?” , “What do you think will happen to insects if they don’t go to bed?” and etc.

A teacher should not give children ready-made knowledge and reveal the truth to them, but teach them to find it. If a child asks a question, try not to give him a ready-made answer, but ask him what he thinks himself. By calling for reasoning and leading questions, the teacher should lead him to find answers and make discoveries for himself, based on existing knowledge and ideas.

Such joint activities and business communication develop children’s intelligence and personality as a whole. Children have a desire to learn new things about the properties of things and actively explore them.

Activities planned outside of class are a mandatory component of the child’s cognitive development system. It is at such events that teachers have the opportunity not only to consolidate, clarify, expand, and systematize children’s accumulated ideas, but also to introduce new content.

Forms of activities held outside of class

• Tradition "Our Glorious Deeds" ;
• Educational evenings;
• Stories from teachers “Did you know...” ;
• Selection of material about animals and plants;
• Collecting.

It is advisable to follow the wise advice of V. A. Sukhomlinsky: “Be able to open one thing to the child in the world around him, but open it in such a way that a piece of life sparkles in front of the children with all the colors of the rainbow. Always leave something unsaid so that the child wants to return again and again to what he has learned .

Development of cognitive processes of a preschooler through play activities.

Lecture for parents

“Development of cognitive processes of a preschooler

through play activities."

“Children’s play often has deep meaning”

Schiller.

Preschool age

– the initial stage of personality formation. Education has a great influence on mental development. By the beginning of preschool age, mental development reaches a level at which it is possible to form motor, speech, sensory and a number of intellectual skills, and it becomes possible to introduce elements of educational activities. Under the influence of training and education, intensive development of all cognitive processes occurs.

One of the important tasks of modern preschool education is the creation of conditions that would contribute to the development of the child and the disclosure of his creative potential.

It's no secret that in preschool children, the development of cognitive processes, such as memory, attention, thinking, speech, is important. Cognitive processes are an integral part of any human activity that provide one or another of its information. They allow a person to outline in advance the goals, plans and content of the upcoming activity, to play out in his mind the course of this activity, his actions and behavior, to anticipate the results of his actions and to manage them as they are performed.

Preschool children need not to be taught, but to be developed. Development is at the forefront. They need to develop through activities accessible to their age - games.

There is nothing more harmonious than a child playing. The power of this harmony is so great that adults watching a child’s play involuntarily smile, experiencing joy and delight. The whole life of a preschool child is permeated with play; this is the only way he is ready to open himself to the world and the world for himself.

A game

- the first activity, which plays a large role in the formation of personality. Play is the leading activity of a preschooler, so it is easier to develop cognitive processes through play. When playing, children concentrate and remember better than when given direct instructions from an adult. In games, children reflect their accumulated experience, deepen and consolidate their understanding of the events depicted, of life. A child, like an adult, learns about the world through activity. Playing games enrich participants with new sensations, ideas and concepts. Games expand the range of ideas, develop observation, intelligence, the ability to analyze, compare and generalize what is seen, on the basis of which to draw conclusions from observed phenomena in the environment.

Play is an indispensable means of replenishing a child’s knowledge and ideas about the world around him, developing thinking, and valuable moral, volitional and physical qualities. In the formation of a child’s diversified personality, games are given the most important place.

To carry out full-fledged education and upbringing of preschoolers, it is necessary to develop cognitive processes - intuition, abstraction, thinking, the ability to solve cognitive problems, and the accumulation of sensory experience.

The main method of development of a preschooler is problem-based - search, and the main form of its organization is play.

Educational games provide an opportunity to develop processes such as attention and memory in preschoolers. Game tasks have a positive effect on the development of ingenuity, resourcefulness, and intelligence. Many games require not only mental, but also volitional efforts: organization, endurance, and the ability to follow the rules of the game.

The game has a great impact on the formation of personality; it is such a conscious activity in which the ability to analyze, compare, generalize and draw conclusions is manifested and developed. Playing games helps children develop their abilities to act, which are important in everyday practical activities.

The development of cognitive or intellectual abilities is influenced by perception, memory and attention. The development of cognitive processes in children is necessary for their preparation for school and further successful learning and intellectual development. But this should be a joint concern of educators and parents.

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In preschool age, cognitive development is achieved through play, and didactic games

. Didactic games serve as educational tools - children master the characteristics of objects, learn to classify, generalize, and compare. A didactic game makes it possible to solve pedagogical problems in a playful way that is most accessible to preschoolers. The value of didactic games lies in the fact that they are created for educational purposes. Through their use, stronger and more conscious knowledge, skills and abilities can be added. The didactic game awakens children's imagination and creates high spirits. A child, captivated by the game, does not notice that he is learning, although every now and then he is faced with tasks that require mental activity from him.

Didactic games activate cognitive processes, develop cognitive interest, form a desire to learn new things, cultivate strong-willed qualities, and promote the formation of coherent speech.

Most developmental exercises are aimed at simultaneously improving several cognitive processes.

To develop attention

The exercise “Listen and clap” is used. Children are asked to clap their hands when the name of the fruit is heard. For example: wheel, apple (cotton), car, book, pear (cotton), banana (cotton), etc.

Development of thinking

exercises aimed at generalization, highlighting features, and grouping are facilitated. The game “Find the Extra One” asks the preschooler to combine objects based on a common characteristic and point to the extra one. For example, in the series “dog, chicken, cow, cat” the chicken will be superfluous, since it is a bird among animals. The game is adjusted for early preschool age with easier subjects.

For speech development

For children, retelling tasks are suitable, in which the child improves phonemic awareness and pronunciation. To jointly develop speech and imagination, children are asked to come up with their own story.

Development of auditory memory

facilitate exercises that require you to remember words or pairs of words and reproduce them. Visual memory and attention are most easily formed in tasks like: “Here are the objects. Look carefully. Try to remember the location and features. Close your eyes while I rearrange them. Now put the items in the original order.”

Children's imagination

develops in almost any activity: drawing, playing, playing with plasticine. Inviting a preschooler to come up with an image or heroes of the game creates the arbitrariness of the imagination.

Development of visual perception

occurs in the process of the preschooler establishing the shape, color, and size of objects. An excellent option would be exercises with mosaics, puzzles, construction sets, and pyramids. For auditory perception, tasks with sound accompaniment are selected. For example, children need to determine who makes a particular sound.

Role-playing game

is of decisive importance for the development of imagination. Gaming activity influences the formation of arbitrariness of mental processes. Through play, children begin to develop voluntary attention and voluntary memory. When playing, children concentrate better and remember more. The conscious goal (to focus attention, remember and recall) is highlighted for the child earlier and is easiest in the game. The very conditions of the game require the child to concentrate on the objects included in the game situation, on the content of the actions being played out and the plot. The need for communication and emotional encouragement forces the child to focus and remember.

In order for the development of cognitive abilities of preschoolers to be effective, it is necessary not only to correctly select the games and activities necessary for this, but also to interest the child in one activity or another. Only in this case will the development of your preschooler’s cognitive abilities proceed at a rapid pace, and the child’s interest in the world around him will never fade!

Content

Introduction

Chapter 1. Theoretical aspects of the development of cognitive processes in preschool children

1.1 The concept of cognitive processes in psychological and pedagogical literature

1.2 General development of the psyche in preschool children

Conclusion on the first chapter

Chapter 2. Play as a means of developing cognitive processes in preschool children

2.1 Didactic games and their role in the development of preschool children

2.2 Development of cognitive activity in preschool children through didactic games

Conclusion on the second chapter

Conclusion

Bibliography

Add-ons

Introduction

The relevance of research.

The problem of the development of cognitive processes in preschoolers is one of the most pressing in child psychology, since human interaction with the outside world is possible thanks to his cognitive activity and activity, and also because cognitive activity is an indispensable prerequisite for the formation of the mental qualities of an individual, his independence and initiative. And therefore, today, modern programs provide for the formation in preschoolers not of individual fragmentary “lightweight” knowledge about the environment, but of completely reliable elementary systems of ideas about the various properties and relationships of objects and phenomena. One of the leading experts in the field of mental education of preschool children, Poddyakov N.N. He also rightly emphasizes that at the present stage it is necessary to give children the key to knowledge of reality, and not strive for an exhaustive amount of knowledge, as was the case in the traditional system of mental education [21, p. 13].

The problem of cognitive activity is one of the most difficult in pedagogy, since, being an individual psychological characteristic of a person, it reflects very complex interactions of psychophysiological, biological and social conditions of development. The following studies were devoted to the problem of ways and methods of development of cognitive processes: Bozhovich L.I., Verbitsky A.A.,. Vygotsky L.S., Galperin P.I., Davydova V.V., Ilyin V.S., Leontiev A.N., Markova A.K., Matyushkina A.M., Petrovsky A.V., Talyzina N. F., Tsukerman G.A., Fridman L.M., Shamova T.I., Shchukina G.M., Elkonina D.B., Yakimanskaya I.S. and etc.

Features of the development of cognitive processes in preschool age, conditions and methods of their formation in various types of activities were studied in the works of T.M. Zemlyanukhina, D.B. Godovikova, E.E. Kriger, M.I. Lisina, T.A. Pavlovets, Serebryakova T.A., Chumakova S.P. etc. However, issues of the development of cognitive processes in preschoolers during play in a preschool institution require further development.

When studying psychological and pedagogical literature, we identified a contradiction between the urgent need to develop the cognitive processes of preschoolers and the insufficient use of the opportunity to improve this process in play activities in a preschool institution.

This contradiction made it possible to formulate the research topic: “Development of cognitive processes in preschool children through didactic games.”

Object of study:

the process of development of cognitive processes in preschool children.

Subject of study:

didactic game as a means of developing cognitive processes in preschool children.

Purpose of the study:

theoretically identify the possibilities of didactic games as a means of developing cognitive processes in preschool children.

In accordance with the purpose of the study, the following tasks were identified:

1. Consider the concept of cognitive processes in psychological and pedagogical literature.

2. Reveal the specifics of development of preschool children.

.Substantiate the role of didactic games in the development of preschool children.

.Identify the possibilities of play as a means of developing cognitive processes in preschool children.

Theoretical basis of the study

compiled the works of domestic scientists dealing with the problem we have chosen, such as: E. N. Vavilova. Vasilyeva M. A., Glazyrina L. D., Dvorkina N. I., Demchinina A. A. and etc.

To solve the problems, the following research methods were used:

theoretical analysis and generalization of psychological and pedagogical literature on the research problem.

Structure and scope of work:

the work consists of an introduction, two chapters, chapter-by-chapter conclusions, a conclusion, a bibliography including 29 titles and an appendix. The total volume of work is 38 pages.

cognitive process didactic game

Chapter 1. Theoretical aspects of the development of cognitive processes in preschool children

.1 The concept of cognitive processes in psychological and pedagogical literature

Cognition is a voluminous and polysemantic term in its content. Most often it is understood as the process of obtaining and constantly updating the knowledge necessary for a person.

Cognition is a specific, unique human activity aimed at creating an ideal model of the environment. In it, a person acts as an active principle, a subject of activity to master reality. His sensory and logical activity is aimed at an object that acts in cognitive interaction as a more passive principle [22, p.99].

From the point of view of the modern theory of knowledge, ideal models created by a subject in the course of cognitive activity are never identical to their object.

In psychology, cognition is a term that refers to the human ability to think, remember, and anticipate. The generic nature of the term is emphasized here, as it is used to refer to all processes associated with the acquisition of knowledge. The concepts of “cognition” and “knowledge” always coexist with each other, since the latter denotes the goal and result of the entire process of cognition. Modern psychology especially emphasizes the active, creative nature of the cognitive process, its irreducibility only to a reflection of the objective world [22, p. 101].

Cognitive mental processes are the general name for sensations, perceptions, attention, memory, thinking, imagination. All of them participate in the knowledge of reality, in the formation of knowledge, skills, and abilities of the entire personality. Cognitive processes are interconnected. [1, p.5].

Sensations are a reflection of individual properties of objects that directly affect our senses [1, p.23].

Perception is a reflection of objects and phenomena that directly affect the senses as a whole, in the totality of the properties and characteristics of these objects [1, p.23].

Memory is a reflection of past experience or the imprinting, preservation and reproduction of something [1, p.26].

Imagination is the creation of images of objects and phenomena that have never been perceived by a person before [1, p.28].

Thinking is an indirect and generalized reflection in the cerebral cortex of connections between objects and phenomena [1, p. 31].

The process of human cognition is divided into a number of stages of changes in incoming information - from perception to practical action.

In modern psychology, it is customary to distinguish two groups of cognitive processes:

. specific;

. nonspecific.

Specific or actually cognitive are sensory processes (sensations, perceptions) and rational processes (concepts, judgments, etc.). On the basis of these processes, which are carried out with the help of the senses and the brain, the subject’s knowledge about the world and about himself is formed [22, p.102].

Among the specific processes usually considered are:

Feel

Cognitive development of preschool children during developmental games

 Mental cognitive processes include: perception, attention, imagination, memory, thinking and speech.

Perception is a holistic reflection of an external material object that directly affects the senses.

Attention is a prerequisite for any activity. Attention can be voluntary or involuntary. With voluntary attention, a person sets a goal: to pay attention to a certain object through volitional efforts.

Imagination is a mental process that consists of creating images and situations that have never been perceived.

Memory is the imprinting, preservation, recognition and reproduction of what a person previously perceived, experienced, thought, did. This is the basis of mental life, the basis of our consciousness. The accumulation of experience, its preservation and use is the result of the activity of memory.

Thinking is a generalized, indirect, abstract reflection of the external world and its laws. The operational components of thinking are mental operations - analysis, synthesis, comparison, abstraction, generalization, classification.

There are three types of thinking: visual-effective (learned through the manipulation of objects); visual-figurative (cognized with the help of representations of objects, phenomena); verbal-logical (cognized with the help of concepts, words, reasoning). Of the three types of thinking: verbal-logical, visual-figurative and visual-effective, the last two types are sufficiently developed and predominate in preschool children. As for the first - verbal-logical, this type of thinking in preschool age begins to develop intensively by the age of 6-7 years.

Speech is the process of a person’s practical use of language for the purpose of communicating with other people. Language is a means of communication between people.

Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about the small homeland and Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the features of nature, the diversity of countries and peoples of the world.

The main feature of educational games: these are educational games. They contribute to the development of cognitive activity, intellectual operations, which are the basis of learning. But what attracts a child to a game is not the educational task inherent in it, but the opportunity to be active, perform a game action, achieve a result, and win. However, if a participant in the game does not master the knowledge and mental operations that are determined by the learning task, he will not be able to successfully perform game actions. The ability to teach young children through active activities that are interesting to them is a distinctive feature of educational games.

An educational game helps to demonstrate cognitive activity in independent activities, expand one’s own cognitive interests and needs, teaches one to master various methods of safe behavior in the modern information environment, develops the child’s integrative qualities, educates, socializes, entertains, and gives rest.

Thus, the knowledge acquired by the child in classes is consolidated in joint activities, after which it passes into independent and, after that, into everyday activities.

When organizing work to develop cognitive activity, it is advisable to use not only specially made games, but also ordinary objects, so that the child sees that the real world does not exist on its own. To work with children to identify the properties and relationships of objects, use not only classes, but also walks and productive joint activities; for individual work - routine moments (dressing and undressing situations, hygiene procedures, preparation for lunch, bedtime).

Verbal games help develop children's speech: by replenishing and activating the vocabulary, forming correct sound pronunciation, developing coherent speech, the ability to correctly express their thoughts, compose independent stories about objects, phenomena in nature and social life, developing retelling skills. Games such as “Name in one word”, “Name three objects” require children to actively use generic and specific concepts. Finding antonyms, synonyms, words that sound similar is the main task of word games.

Development of children's cognitive activity through educational games:

‒ Thinking operations develop: analysis, synthesis, comparison, generalization, classification;

- The ability to imagine develops;

- Show interest in classes;

- The speech activity of children in various types of activities increases.

Games for classes must be selected taking into account the cognitive material that the children have studied. For mathematics classes, games with mathematical content that require mental effort: puzzle games; joke games; games with interesting questions.

In classes on speech development, games: to develop the ability to “peer” into an object, phenomenon; on the ability to make inferences and assumptions.

In classes to familiarize yourself with the surrounding world, games: to consolidate knowledge about seasonal phenomena, flora and fauna; promoting the development of curiosity and observation.

During the games themselves, depending on the age of the children, it is necessary to ask questions, give a sample of actions, a sample of a statement, remind the rules, referring to the experience of the children, take on the role of a leader or observe the progress of the game.

In the process of gaming activities with children, try to arouse their interest in games, create in them a state of enthusiasm, mental tension, using entertaining problem situations that require resolution.

To organize joint and independent activities of children, it is necessary to create a subject-development environment in the group - a special developmental area with a large range of educational games, taking into account safety, aesthetics, clarity, and accessibility.

Educational games contribute to:

‒ development of cognitive and mental abilities: acquiring new knowledge, generalizing and consolidating it; expanding their understanding of objects and natural phenomena, plants, animals; development of memory, attention, observation; developing the ability to express one’s judgments and draw conclusions;

‒ development of children’s speech: replenishment and activation of vocabulary;

‒ social and moral development of a preschool child: in such a game, knowledge of the relationships between children, adults, objects of living and inanimate nature occurs, in it the child shows a sensitive attitude towards peers, learns to be fair, to give in if necessary, learns to sympathize, etc. .

The structure of an educational game is formed by basic and additional components. The main components include: didactic task, game actions, game rules, result and didactic material. Additional components: plot and role.

Conducting educational games includes:

1. Familiarizing children with the content of the game, using didactic material in it (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas are clarified).
2. Explanation of the course and rules of the game, while strictly following these rules.
3. Show game actions.
4. Determining the role of an adult in the game, his participation as a player, fan or referee (the teacher directs the actions of the players with advice, questions, reminders).
5. Summing up the results of the game is a crucial moment in its management.

Based on the results of the game, one can judge its effectiveness and whether it will be used by children in independent play activities. Analysis of the game allows us to identify individual abilities in the behavior and character of children. This means properly organizing individual work with them.

Education in the form of a didactic game is based on the child’s desire to enter an imaginary situation and act according to its laws, that is, it corresponds to the age characteristics of a preschooler.

Types of educational games:

‒ Games with objects (toys).

‒ Printed board games.

‒ Word games.

Games with objects are based on children’s direct perception and correspond to the child’s desire to act with objects and thus become familiar with them. In games with objects, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects, size, and color. When introducing children to nature in such games, I use natural materials (plant seeds, leaves, pebbles, various flowers, pine cones, twigs, vegetables, fruits, etc.) - which arouses keen interest and an active desire in children to play. Examples of such games: “Describe this object”, “What is this?”, “What first, what next”, etc.

Printed board games are an interesting activity for children to get acquainted with the world around them, the world of animals and plants, and phenomena of living and inanimate nature. They are varied in type: “lotto”, “dominoes”, “paired pictures”. With the help of board and printed games, you can successfully develop speech skills, mathematical abilities, logic, attention, learn to model life patterns and make decisions, and develop self-control skills.

Word games are an effective method of fostering independent thinking and speech development in children. They are built on the words and actions of the players. Children independently solve various mental problems: describe objects, highlighting their characteristic features, guess them from the description, find similarities and differences between these objects and natural phenomena. During the games, children clarify, consolidate, and expand their ideas about natural objects and its seasonal changes.

Developmental game in experimental activities - contributes to the formation of children's cognitive interest in the environment, develops basic mental processes and observation.

Literature:

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2. Averin V. A. Psychology of children and adolescents. - St. Petersburg, 1998.
3. Bondarenko A.K. Didactic games in kindergarten / A.K. Bondarenko.-M., 1991
4. Gamezo M.V., Gerasimova V.S., Gorelova G.G., Orlova L.M. Developmental psychology (Personality from youth to old age): Textbook. - M., 1988.
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9. Tikhomirova L. F. Development of children's cognitive abilities. A popular guide for parents and teachers. - Yaroslavl: Academy of Development, 1996. - 192 p., ill.