Game as a leading activity for preschool children

The structure of the game and the stages of its development.

Section 1. Theoretical and methodological foundations of play activities for children of early and preschool age

Psychological and pedagogical substantiation of the essence of the game and its development in childhood

Children's play is the activity of a child in a conditional (imaginary, imaginary) situation. The motive for such activity lies within itself, that is, the child plays not for the sake of some external result or effect, but because he wants to play. As soon as this motive changes, the game ceases to be a game.

Play arises from the child's living conditions in society and reflects these conditions. In it, “primary orientation in the meanings of human activity occurs, a special knowledge of one’s limited place in the system of relations among adults and the need to be an adult arise.” (D.B. Elkonin)

From early childhood, adults introduce the child to the surrounding reality and, in the process of communication, convey to him certain experience and knowledge regarding actions with objects and relationships with people. Consolidation of elementary experience and reflection of first ideas occurs in the game, which is extremely important for the full development of preschool children.

In the works of L.S. Vygotsky (1896–1934), play is already recognized as a leading activity, that is, determining the development of a child. At what point does it appear and when does it become the leading activity? A young child can only learn something by actually touching, tasting, and experiencing it. Actions “in the mind” are not yet available to him, but the younger schoolchild is already capable of them. Where does this “mind” come from and when does it arise, or, in scientific terms, the internal plan of activity? It is formed precisely in the game and through the game! The initially developed play actions are replaced by a gesture, then by a word, and then begin to be carried out entirely in the mind (fantasy play). In addition, only in a game the meaning of an object is divorced from the thing itself. All other activities of the child are real. And in the game you can only act by the meaning, and not by the object itself. The ideal and the material are separated. An ideal action arises, the foundations of theoretical thinking are born, and (according to A.V. Zaporozhets) the ground floor of the general building of human thinking is laid. This is the main significance of the game for the mental development of children .

One of the largest game researchers of our time, S.L. Novoselova, gave both a very figurative and very precise definition: a game is “a form of practical reflection by a child about the reality around him,” which is “a genetic prototype of an adult’s theoretical thought.” . In the game practically, that is, in action, the whole world becomes available. A preschooler cannot drive a car, let alone a spaceship, get into the jungle or the North Pole overnight, and even more so, find himself in the past or future. All this is possible in the game.

Play is of enduring importance for the social development of a child; it is in play that he tries on role behavior and begins to understand many of the nuances of human behavior. He learns to subordinate his behavior to certain rules, this means that without full-fledged play he will not develop such an important quality as the arbitrariness of his activities. According to the famous psychologist L.I. Bozhovich, play is the mechanism that translates the demands of an adult into the needs of the child himself. But play is not only the practical development of “future” adult relationships as a result of playing one’s role well. In the process of gaming activity, real interaction with a peer is built: the ability to negotiate, listen to the other, sometimes compromise, sometimes insist on one’s own so that the game can continue, and most importantly, that it be interesting and exciting for everyone!

There are other extremely important properties that are formed in a preschooler’s amateur play - activity and initiative. To maintain an interesting, exciting game, a child needs to use all his imagination, be able to play with any little detail, find a way out of any situation in case of difficulty, model and experience different versions of the situation in action. A child who has gained experience of such a variable approach to different problems in play easily transfers it to other types of activities, and the “underplayed” one is very often truly afraid of making a mistake.

Unfortunately, educators do not always pay due attention to gaming activities, and many parents simply do not know about the developmental potential of the game and its role in the life of preschool children, often giving greater preference to foreign languages, reading, writing, rhetoric and even philosophy. Indeed, the more a child knows and can do, the more favorable conditions he will be in comparison with his peers. However, we can teach a child as much and as much as we want, but what of this will be learned?

Vygotsky L.S., who was called the Mozart of psychology (he very accurately anticipated many things that were later confirmed experimentally), said that if a young child is incapable of learning according to an adult’s program, then a schoolchild is fully capable of it. A preschooler is able to learn according to an adult’s program only to the extent that this program becomes his own.

What is the role of play here?
The game form makes many tasks for the child interesting and understandable, which is often used in didactics, but, oddly enough, this is not the main thing. Firstly, in amateur children's play , which arises on the initiative of the child himself, those mental qualities are formed without which learning will simply be impossible. Secondly, in the game, children get the opportunity to use the acquired knowledge in practice, and therefore truly assimilate and understand it. Without such practical testing, any knowledge becomes abstract, unnecessary and quickly forgotten. For the development of a preschooler, those games that come from him, his own initiative, the plot of which he invents himself - role-playing or director's - are important. It is in them that general development occurs to the greatest extent, and not where any individual functions are exercised.
They do not appear out of nowhere. Any other games in which an adult is the initiator are grist to the mill for the development of amateur play. It is important that the child masters the gaming culture in all its diversity: in early and early preschool age, these are plot-based games (the child repeats what he sees around), then amateur plot games appear (the child turns to plots that are interesting to him, invents themselves), by older preschool age games with rules are added here. One should not underestimate such types of games as leisure, active, experimental games, and various folk games. A good children's game is an emotionally rich action in which the child is completely immersed. The wider the range of events and phenomena displayed in the game, the better. So, if the youngest preschooler willingly plays in the store and clinic, in the family and kindergarten, then the games of older preschoolers are much more exciting, they are associated with travel, adventures and exploits. Gradually, the game acquires a “multi-aspect” character: the child not only invents and develops a plot (this can happen over a fairly long period of time: from several days to several weeks and even months), but also actively includes in his game everything that, in one way or another otherwise, it affects him (new knowledge, new objects, new characters). He actively constructs the subject environment of his game (if we are talking about a director's game) or some of its attributes (if the game is a role-playing game). Here the game is so closely linked with productive activities that it is almost impossible to distinguish between them. Visual activity and creative work become truly motivated - significant for the child himself, enriching his skills and generalizing his experience, and the process of creating toys, although it slows down the play action in time, often opens up new opportunities for constructing a plot.

Game is the most powerful sphere of a person’s “self”: self-expression, self-determination, self-test, self-rehabilitation, self-realization. Thanks to games, a child learns to trust himself and all people, to recognize what should be accepted, what should be accepted, and what should be rejected in the world around him.

It’s not for nothing that the game is called the queen of childhood. The famous scientist E. Berne said that he views the entire process of raising a child as learning what games to play and how to play them.

Game is a complex and multifaceted phenomenon. The following functions can be distinguished:

The educational function is the development of general educational skills and abilities, such as memory, attention, perception, etc.

The entertainment function is creating a favorable atmosphere in the classroom, transforming a lesson and other forms of communication between an adult and a child from a boring event into an exciting adventure.

The communicative function is to unite children and adults, establish emotional contacts, and develop communication skills.

Relaxation function – relieving emotional (physical) stress caused by the load on the child’s nervous system during intensive study and work.

Psychotechnical function - the formation of skills to prepare one’s psychophysical state for more effective activity, the restructuring of the psyche for intensive assimilation.

The function of self-expression is the child’s desire to realize his creative abilities in play and to more fully reveal his potential.

The compensatory function is the creation of conditions for satisfying personal aspirations that are impossible (difficult to achieve) in real life.

There are different types of games typical for children. These are outdoor games (games with rules), didactic games, dramatization games, constructive games . Creative or role-playing are of particular importance for the development of children aged 2 to 7 years . They are characterized by the following features:

1. The game is a form of active reflection by the child of the people around him.

2. A distinctive feature of the game is the very method that the child uses in this activity. Play is carried out through complex actions, rather than individual movements (as, for example, in labor, writing, drawing).

3. The game, like any other human activity, has a social character, so it changes with changes in the historical conditions of people's lives.

4. Play is a form of creative reflection of reality by a child. While playing, children bring a lot of their own inventions, imaginations, and combinations into their games.

5. Play is the manipulation of knowledge, a means of clarifying and enriching it, a way of exercise, and the development of the child’s cognitive and moral abilities and strengths.

6. In its expanded form, the game is a collective activity. All participants in the game are in a cooperative relationship.

The structure of the game and the stages of its development.

The main structural elements of the game are: the game concept, plot or content; game actions; roles; rules that are dictated by the game itself and are created by children or proposed by adults. These elements are closely interrelated.

Game design is a general definition of what and how children will play. It is formulated in speech, reflected in the game actions themselves, formalized in the game content and is the core of the game. According to the game concept, the games can be divided into groups: those reflecting everyday phenomena (games of “family”, “kindergarten”, “clinic”, etc.); reflecting creative work (construction of the metro, construction of houses...); reflecting social events, traditions (holidays, meeting guests, travel, etc.). This division of them, of course, is conditional, since the game can include a reflection of various life phenomena.

The plot, the content of the game is what makes up its living fabric, determines the development, diversity and interconnection of game actions, and the relationships between children. The content of the game makes it attractive, arouses interest and desire to play.

The structural feature and center of the game is the role played by the child. Based on the significance of the role in the game process, many of the games are called role-playing or role-playing. The role is always related to a person or an animal; his imaginary actions, actions, relationships. The child, entering their image, plays a certain role. But the preschooler does not just play this role, he lives in the image and believes in its truthfulness. Depicting, for example, a captain on a ship, he does not reflect all of his activities, but only those features that are necessary during the course of the game: the captain gives commands, looks through binoculars, takes care of passengers and sailors. During the game, the children themselves (and in some games, adults) establish rules that define and regulate the behavior and relationships of the players. They give games organization and stability, consolidate their content and determine further development, the complication of relationships and relationships.

The role is realized in play actions , which initially reproduce real actions, but as the child develops, they become increasingly generalized and abbreviated while maintaining the logic and sequence of their implementation. In the future, they can move to the internal plane through the stage of their speech performance (the child no longer acts with a game object, but talks about the action).

The playful use of objects can be realized both in the form of the use of figurative toys (objects that are a small copy of real things, specially created by society to organize a child’s play), and in the form of replacing some objects with others (with appropriate renaming). Substitution is the most important characteristic of a role-playing game.

And finally, another component of the structure of a role-playing game is the real relationship between playing children as partners in joint play activities. The functions of real relationships include planning the plot of games, distributing roles, game items, monitoring the development of the plot and the fulfillment of roles by peer partners, and their correction. If play relationships are determined by the content of the roles children perform, then their real relationships depend on the characteristics of personal development.

All of these structural game elements are more or less typical, but they have different meanings and are related differently in different types of games.

How does play develop throughout preschool childhood?

The famous psychologist D.B. Elkonin (1978) linked the development of play with the dynamics of child development. The development of play in children goes through four stages.

First stage . The main content of the game is actions with objects. They are carried out in a certain sequence, although this sequence is often disrupted. The chain of actions is plot-based. The main subjects are everyday ones. The actions are monotonous and often repeated. The roles have not yet been designated. At the first stage of role-playing play, preschoolers willingly play with adults. Independent play is short-lived. As a rule, the stimulus for the emergence of a game is a toy or a substitute item previously used in the game.

Second phase. As at the first level, the main content of the game is actions with an object. However, now these actions unfold sequentially, in accordance with the role, which is already denoted by the word. The sequence of actions becomes the rule. The first interaction between the participants occurs based on the use of a common toy. Associations of players are short-lived. The main subjects are everyday ones. The game is repeated many times. Children use the same toys – their favorite ones. The game involves 2-3 people.

Third stage. The main content of the game is still actions with objects. However, they are complemented by actions aimed at establishing contacts with playing partners. Roles are clearly defined and assigned before the game begins. Toys and objects are selected (most often during the game) in accordance with the role. The logic, nature of actions and their direction are determined by the role and become the basic rule. The game often proceeds as a joint game, although interaction is interspersed with parallel actions of partners who are not related to each other and are not correlated with the role. The duration of the game increases. The plots become more diverse: children reflect in the game not only everyday life, but also the work of adults, vibrant social phenomena.

Fourth stage. The main content of the game is a reflection of the relationships and interactions of adults with each other. The themes of the games are varied: it is determined not only by the direct, but also by the indirect experience of children (playing out scenes from literary works, films, television programs, etc.). Games are joint and collective in nature. Associations of participants are stable. They are based on children’s interest in the same games or on the basis of personal sympathies and affections. Games of the same content are not only repeated for a long time, but also develop, become enriched, and exist for a long time. The game has a preparatory stage: distribution of roles, selection of game material, and sometimes its production (homemade toys). The number of people involved in the game is up to 5-6 people.

At the fourth stage, that is, by senior preschool age, the individual characteristics of each child’s play activity and play creativity are clearly manifested.

Age periods of play in young children

At 2-3 years old, a child masters object-related actions and easily transfers them from one object to another.
The baby feeds the doll with a spoon stick, lays out toy cutlet stones in front of it, and puts it to sleep in a box-bed. At this age, when playing, children repeat the actions of the adults around them, equating themselves with them. Play in younger children mainly arises as a result of an object that falls into their hands, since each new object is a new game.

The play actions of young children are still extremely fragmentary. They are not connected into a single whole. An adult helps the child get closer to the first role-playing games. The most important thing is not to complicate the game with long roles, try to “revive” individual objects for the child, together come up with something to play with them and be sure to participate in the game.

An adult must teach the child to use substitute objects so that he can move on to object play . This transition is important for the further mental development of the child. You can offer the baby to rock the doll, bathe and feed it, put it to bed, and cook grass pasta. You can also make a fire using branches, bake potatoes there, replacing them with cones, make a sand pie using a mold bucket. Typically, object play begins with the adult demonstrating individual actions, and then the child uses these actions in other situations.

Dramatization games play a significant role in the development of a child . As a plot, you can use Russian folk tales: “Kolobok”, “Teremok”, “Turnip”, etc. By playing out these fairy tales, children actively learn role relationships, emotional and expressive means (they learn to speak for the characters in the fairy tale, change intonation, tempo of speech, imitate the movements of animals).

Many parents are afraid that their children get too carried away by the game and are completely oblivious to what is happening in real life. But is this really so? It just seems that the child, while playing, is escaping reality. In fact, he is able to follow the logic of reality. Here is a practical example, a game that was offered to children.

Game 1. Blow up, bubble!

(Children mastering the skills of establishing contact with peers, showing mutual attention and respect.)

Objectives of the game: To teach the child to consistently perform two roles - the invitee and the inviter, to give him the opportunity to feel the attention of other children and to show this attention himself. The game requires great coordination of movements and attention to the partner.

Description of the game: An adult approaches one of the children and invites him to play (“What’s your name?” “Mashenka, let’s go play!”). Taking the child by the hand, the adult approaches the next child with him and asks what his name is. Repeating the child’s name, he invites him to join and shake hands with Mashenka. The three of them go to invite the next child, etc. When all the children are invited, they and the adult join hands, forming a circle (“Look how many of us there are! What a big circle it turned out to be like a bubble!” says the adult. “Now, let’s make a small circle”). Everyone together becomes a tight circle and begins to “inflate the bubble”, taking steps back. At the same time, the following words are pronounced: “Blow up, bubble, swell big, stay like that, but don’t burst!” When a large circle is formed, the adult enters it and says: “The bubble has burst!” Everyone claps their hands, says “Clap” and runs to the center. After this, the game starts over.

Rules of the game:

1. When the bubble inflates, move back and hold hands towards the end of the text.
2. At the word “Clap,” the hands separate, and everyone runs to the center. Give a hand to anyone who happens to be nearby.

Game 3. The dolls are dancing

(Development in children of the ability to give in to each other, restrain their immediate desires and impulses.)

Objective of the game: To teach children to perform game actions one at a time, in small groups. Children's behavior in play is regulated by certain requirements. The game organizes children’s behavior in joint activities, teaches them to use common toys and pass them on to each other.

Description of the game: An adult says to the children: “Look what dolls came to play with us today! Such elegant dolls probably really want to dance, but they themselves don’t know how to dance. After all, they are very small and are used to being picked up and dancing with them.” Shows. Then he invites several children to choose dolls and dance with them (at random). “Now,” says the adult, “think about who to give your doll to.” The game continues until all the children have danced with the dolls.

Rules of the game:

1. At the beginning of the game, everyone chooses a doll for themselves; you cannot quarrel over toys.
2. The doll can only be given to someone who has not yet danced.

Games that develop communication skills

Teacher-psychologists have developed excellent programs of developmental activities for preschoolers, which are aimed at developing communication skills in preschool children.

The proposed group games are built on relationships of gaming partnership, with the voluntary participation of each child in what is accepted by everyone. Competing with each other is unacceptable. The content and rules of games eliminate reasons for conflicts and mutual repulsion, and contribute to children’s development of communication skills such as establishing contact with each other, the ability to interact with peers, giving in and restraining their immediate impulses, choosing a partner for play or joint activities.

Fairy tale "Three Bears"

Material: Instead of bears, children were offered whole matches and halves (with pre-cut sulfur heads), and instead of beds - matchboxes.

Goal: The children had to choose for themselves which object would replace this or that character.

Result:

All children, even the smallest ones, made their choice in the same way: half a match is Mishutka, whole matches are mom and dad, boxes are beds, etc. When they were asked to make a different choice (half a match - Mama, and a whole match - Mishutka), the guys quite seriously said: “It doesn’t happen that way.”

But object play, play with substitute objects, is only a prerequisite for developed role-playing play, which becomes the leading activity in preschool age.

In children aged 3-4 years, the basis of the game is the reproduction of relationships among themselves. The world is opening up to children more and more fully. They already see that the driver not only turns the steering wheel, but also enters into certain relationships with the passengers, that the doctor does not just give an injection to the patient, but also communicates with him. The central point in the games of preschoolers is the relationship between adults and the peculiarities of their communication.

But in order to reproduce these relationships, it is necessary to maintain a certain playing role. That is, to fulfill the responsibilities that each role imposes and to exercise the rights that are given by it. The doctor must be polite and attentive to patients and follow the necessary sequence of actions during treatment. At the same time, he has the right to use toys - attributes that he has. The patient is obliged to follow the doctor’s instructions, but at the same time has the right to complain about a variety of diseases and demand new medications.

In order for the roles to be more “expanded,” preschoolers move from individual actions with toys (feeding, dressing, putting them to bed) to reproducing a whole chain of actions. Gradually the child begins to fulfill the role he has assumed.

An example of a role-playing game organized by developing a chain of actions

Game content:

Together with the baby, cook lunch for the doll. Feed her, then wash and put away the dishes together. Then, undress her and put her to bed. Then you can do chores around the house: wash dirty things, wipe off dust, etc.

In this game we see the sequence of game actions and this is what takes it to a higher level.

Later, kids learn to act out the plots of fairy tales and films themselves, and create scripts for games themselves. The development of the plots of children's games is largely determined by the adult, who introduces the child to different areas of life, enriches and develops his play activities, and teaches him almost everything.

Our responsibility is to observe the child, how he plays on the street, with his peers, and whether he knows how to negotiate with children about fulfilling his role. Help him with this. But do it quietly, naturally. After all, it is collective play that develops a child’s ability to establish relationships with peers. If a child has difficulties, an adult should help him choose a plot, explain how best to distribute roles, and, of course, become a playing partner. By helping the child improvise as the game progresses, the adult develops the child’s creative imagination and the ability to quickly rebuild relationships with partners.