Organization and conduct of games in the preparatory group

The essence of play activities in kindergarten

Play in a preschool educational institution (DOU) is a form of social life of a child that promotes his physical, mental and intellectual growth, as well as cultivating strong-willed, moral qualities and creative abilities.

Through play, children learn to be creative

Goals

Based on the definition of play activity, it is possible to compile a list of target guidelines that determine its significance in kindergarten.

Educational

This group includes:

• organization of cognitive activity (as follows from practice, children quickly learn new knowledge in a playful way);
• broadening one's horizons (new types of activities or other forms of already familiar games reveal some unknown phenomena and facts for children, for example, by conducting a research game on growing a flower in a preparatory group, the children get acquainted with the concept of “cutting”, understand such a phenomenon as “anabiosis” etc.);
• the formation of skills and abilities (for example, during games on a walk, children learn by helping the janitor to remove snow from the paths, while the game task consists not only of the quality of cleaning, but also of speed, which fosters a sense of healthy competition).

Developmental

In this case, the mission of the game is to develop:

• attention (in order to be an equal participant in the game, the child needs not only to carry out his actions, but also to monitor what the other participants are doing);
• memory (the game requires memorizing not only the content of the game action, but also the rules, as well as a list of necessary attributes, variant conditions, etc.);
• speech (active interaction with each other replenishes the active and passive vocabulary of children);
• thinking (game activity includes all thinking processes through the need to compare, contrast, analyze);
• fantasies (children have the opportunity to try on different social roles - mother, teacher, doctor, etc., which is also important for determining their range of interests);
• feelings of responsibility for one’s physical condition;

  Games help children understand the culture of a healthy lifestyle

• motivation of educational activities (children perceive didactic material not as a set of dry facts, but as an important component of fun).

Educational

Part of the triad of the target component of education in the game is implemented by education:

• independence (in the process of play activity, children 6–7 years old not only perform play actions themselves, but also come up with rules, for example, for role-playing fun);
• self-regulation (children learn not to give up what they start, to finish things, and not to give in to momentary feelings);
• sociability (interaction in most games involves communication with each other and with adults);
• feelings of cooperation;
• moral and aesthetic positions.

Tasks

In the context of achieving the set goals, by organizing and conducting games, the teacher solves the following tasks:

• teaches children a heuristic approach to acquiring knowledge (for example, in a didactic game of putting together puzzles with images of exotic birds, the teacher invites the children to find images of these birds in the reference book in order to get an idea of ​​their appearance);
• develops the imagination of children, offering not a ready-made set of rules, for example, for an outdoor game, but only a basis so that children can figure out the plot of the fun themselves;
• improves coordination and fine motor skills (even in the preparatory group, games with mosaics are in great demand; to make it more difficult, you can lay out your own scenes with chips instead of ready-made pictures);
• fosters patience and a tolerant attitude towards comrades.

  In the process of playing in small groups, children learn to be patient with their friends.

Didactic games in fine arts in the middle group

For older children, offer games to develop color vision and imagination, the ability to understand the mood of a picture, compose figures and patterns in compliance with symmetry and spatial relationships.

Cheerful caterpillar

Make circles in different shades. Tasks for children - to make caterpillars from circles in different variations:

• from dark to light shades;
• from cold to warm.

Colorful arithmetic

The circles used for the previous game can be used for another activity that develops color perception. Additionally, draw arithmetic signs: plus, minus, equal. Make the circles in different ways, and the students must guess what shade they will get.

For example:

• red + yellow = orange;
• green – yellow = blue;
• blue + white = light blue.

Palette

Paint the seasons using 4 separate palettes. Place landscapes (autumn, winter, spring, summer) in front of the students. Showcase the palettes you used. The task is to determine by the combination of colors what palette each landscape was painted with.

Bunny

The game develops imagination. Children learn schematic representations of living beings.

For this lesson you will need ovals of different sizes and elongations cut out of cardboard. Invite the players to create a bunny standing on its hind legs from the available figures. If desired, let the children try to place other animals.

Decorate your mitten

The game teaches how to create patterns taking into account spatial relationships and symmetry. Place a mitten cut out of paper and a set of geometric shapes in front of your child. The task is to create a beautiful and symmetrical pattern.

Playing in visual arts can instill the skill of cooperation and interaction. To do this, divide the kindergarteners into pairs and distribute mittens: one with the right one, the other with the left. Let them try to make the same patterns.

Plasticine vase

Let the child connect 2-3 small pieces of plasticine of different shades and knead them well to obtain streaks reminiscent of marble. From the resulting mass he will fashion a vase.

Magic palette

The game develops the perception of the colors of the surrounding world and an emotional response to the beauty of nature.

Give participants square colored cards. Name a natural object. Children must remember how it is colored and pick up the corresponding cards. For example, with the word “birch”, white, black, green squares should be raised. When you hear the word “chamomile” – yellow, white, green. The participant who picks up the wrong card is eliminated.

Painted horses

The game reinforces the idea of ​​the main types of Russian folk paintings.

Prepare painted horses and images of four pastures called “Gzhel”, “Dymka”, “Gorodets”, “Filimonovo”. The child must say what painting each figurine is decorated with and place it in the corresponding pasture.

Artistic constructor

Distribute pencils and sheets of paper with outlines of simple shapes to the students. Offer to complete the images to create recognizable objects.

Techniques

In organizing children’s play activities, the teacher uses three groups of techniques.

Verbal

Children 6–7 years old already have a good command of speech, but they simply need to hear an adult’s speech, as this makes it possible to form their own communicative image both with a rich vocabulary and a set of non-verbal components (facial expressions, gestures). Four types of techniques are used for games.

Explanation

The teacher describes in detail all the game actions, comments on the role of each participant, gives recommendations and instructions as the fun progresses.

Explanation must always be present in class

Puzzles

Usually the teacher uses this technique to motivate the children. Riddles are especially often used before didactic and outdoor games.

For example, in my practice, when considering the topic “Electrical Appliances,” I offer the game “What’s Broken,” the essence of which is that children look at a picture from a puzzle depicting equipment and determine which part is missing. Before starting the fun, it’s worth repeating what devices exist and what they are used for.

• He has a huge trunk. The robot loves cleanliness and hums like a TU airliner. He willingly swallows dust, does not get sick, does not sneeze. (TV);
• In Linen Country A steamboat is sailing along the Sheet River, back and forth. And behind him there is such a smooth surface - Not a wrinkle to be seen! (Iron);
• The whole Universe lives in it, And it’s an ordinary thing. (Iron).

Short fairy tales

Short stories are considered the most convenient motivational technique. They can directly affect the plot of the game.

For example, before the didactic game “Artists”, I tell you that an old artist came to the group, who is very suffering from the fact that an evil witch has wiped out all the beautiful buildings in his city. I invite the children to help the poor fellow and draw new beautiful buildings on a city layout sheet. Or the task can be organized like this: during the lesson, the children complete all the tasks suggested by the fairy-tale guest, and he, in turn, as a thank you for the quality work, invites the kids to play and play.

Reading should be accompanied by a demonstration of pictures, so that the child develops a complete image of the character, and not a fragmented one.

Reading

At the age of 6–7, most children can already read, so before the game you can give tasks related to reading excerpts or descriptions of the game situation that are relevant to the theme of the game. This technique especially often precedes folk games.

Visual

In preschoolers, figurative-visual perception is predominant, therefore, as in any other activity, it is important for children to see:

• pictures depicting children performing play actions;
• demonstration of all actions presented by the teacher.

Practical

As already noted, gaming actions are the practical implementation of this type of activity. However, after the game, the children can materialize images and impressions in modeling, drawings, and appliqué.

The product of gaming activity is, first of all, the game process itself.

Didactic games in fine arts in the senior group

In classes with older preschoolers, it is worth paying attention to the emotional side of fine art, developing an understanding of the genres of painting, and developing the skill of constructing a composition.

Draw a portrait

To play, draw 4-5 portraits depicting human emotions: joy, fear, surprise, sadness, anger. Cut the images into 3 parts: forehead and eyes, nose, mouth and chin. For clarity, show several famous painting portraits. Explain what genre this is. Invite participants to become artists and create portraits with different emotions from parts of the face.

Make up a landscape

Place cards on the table depicting various objects of the surrounding world. Ask to choose those from which you can make a landscape.

Collect a still life

Cut out pictures of fruits, vegetables, berries, flowers, mushrooms, vases, baskets, jugs. Ask the children to create a beautiful still life.

Happy or sad

Like the didactic game “Artist,” this activity teaches you to correlate mood with palette.

As visual material, use realistic illustrations from books and reproductions of famous paintings. Show the image to your students and ask them to determine what mood it conveys and why. Children should explain that fun is reflected in bright, rich, light colors, and sadness is reflected in dull, dark, dull colors.

Sea

The game teaches you how to build an artistic composition and develops logical thinking.

Prepare a picture of an empty sea with a background of seaweed and a sandy bottom. Separately depict underwater inhabitants: fish, snails, shells, dolphin, whale, seahorse and others. Explain to the participants that the sea inhabitants hid. To see them, you need to solve riddles. A child who correctly guesses a living creature attaches its picture to the underwater landscape.

What will happen?

Place a piece of paper and pencils in front of the players. Children take turns drawing. One draws a line and gives the sheet to the other participant. He continues the drawing with the second line and passes the baton. And so on until the drawing is ready. At the end, everyone looks at what happened.

What doesn't happen?

Offer kindergarteners a game to develop their imagination. Let them draw something that does not exist. Each participant demonstrates his creation and explains what he depicted. The others discuss whether there really is no such object in the world.

Card file of games in the preparatory group

For the convenience of drawing up notes on a lesson or leisure activity, games are included in separate calendar plans for each type of fun. The teacher, having a complete list of fun activities, selects them to suit the skill, ability, stage of the lesson or topic being practiced. The last criterion is the most productive.

Table: example of planning play activities in a preparatory group

Didactic games in fine arts in the younger group

Let's consider what classes in fine arts can be taught to pupils aged 2-3 years. Making each game presented with your own hands using fine art is as easy as shelling pears.

Choose a color for the item

Prepare 6 sheets of colored paper. Find images of 6 objects that match in color. Cut out the objects according to the shape so that when you apply the image to the paper, each object acquires the desired color:

• tomato – red;
• carrot – orange;
• lemon – yellow;
• apple – green;
• flower – blue;
• eggplant – purple.

Cockerel

Draw a cockerel using 5-7 colors. Prepare a palette - small squares of different colors, including those that are present in the colors of the bird. The children's task is to find squares that match the color of the cockerel.

Assemble the pattern

Create simple patterns from geometric shapes and floral elements. Cut out shapes of similar colors and shapes separately. Let the children assemble the pattern according to the sample.

Choose by color

The game is designed to reinforce the names of the main colors. Children activate self-control when perceiving colors.

Take a box containing at least 10 colored pencils. Show the students each pencil in turn, asking them to name objects of a similar color located in the room or outside the window.

Make up a picture

There are visual and didactic games that develop intelligence, the ability to concentrate, compare, and analyze.

Find pictures that clearly depict vegetables and fruits, cut them into 4-6 parts. Invite the children to reconstruct the image.

Balloons

Cut out circles and ovals - the base of the balloons. Make strips separately - these will be the strings for the balls. Lay out the blanks on the table. Ask your child to match the balls with strings of a similar color.

Match the saucer to the cup

The game not only develops the skill of distinguishing shades of the palette, but also develops concentration and motor skills of the fingers.

Prepare a canvas that imitates store shelves, make dishes of different colors from cardboard. Tell the children that the saucers were brought to the store first, then the cups. Vendors need help arranging dishes correctly. The players' task is to choose the right saucers for the cups.

Unusual picture

The game develops imagination in younger preschoolers.

Place a wide plate on the table in front of each student and sprinkle with semolina. Explain that semolina is not only tasty, it is so fine and crumbly that you can use it to create beautiful pictures by drawing with your finger.

Pick up red items

For the game, prepare various small objects (or cards representing them). Dress the doll in a red dress. Tell the students that a girl Masha came to them and asks them to help her choose items of the same color to go with her red outfit. Children take turns taking cards and saying whether the depicted object can be red. If yes, put the picture in Masha's doll's purse.

Timing game plan

As already mentioned, in the preparatory group the game lasts on average about 15 minutes. At the same time, the timing depends on the type and content of the game: for example, for some didactic games, 5 minutes will be enough, but theatrical ones will definitely not fit into such time periods.

The time required to play the game depends on the content and form of the fun.

Table: timing of stages of different types of games

Table: example of a summary of the didactic game “First-grader” in the preparatory group

Author - Zyryanova A., teacher at MBDOU "Kindergarten No. 65", Kamensk-Uralsky, Sverdlovsk region.

Both bad and good

Typically, children evaluate what is happening in two categories - “good” and “bad”. Invite him to evaluate unpleasant situations in life using these categories, let him find the positive in the situation. They lost a backpack with toys - now he has become more attentive and the parents will buy a new beautiful backpack. We were sick at home for a week, but we trained our immunity and also read four thick books. We arrived at the seaside, and it was raining there - we went to the cinema, rode horses.

We, adult optimists, are accustomed to seeing positive moments, but children should be trained in this.

Diagnostics of gaming activity

Educational activities in kindergarten are carefully analyzed. Moreover, the analysis of the components of the educational process is carried out by the teacher himself, methodologists and colleagues. Self-analysis is necessary to identify and correct shortcomings in the organization and conduct of games, and third-party commentary is needed to draw up an overall assessment of the teacher’s competence in organizing the educational process. If we talk about a general assessment of the play activity of children in a group, then the teacher prepares such a report at the beginning and end of the school year. To do this, he uses an algorithm, which can be seen here https://yadi.sk/i/h9xM3BE53SLSwU

Since the child plays not only in preschool, but also at home, parents are involved in the analysis of the child’s play activity. The analysis scheme in the form of a questionnaire for moms and dads can be found here https://yadi.sk/i/K5T4siNu3SLSwk

To formulate conclusions regarding the level of development of the child’s play activity, the teacher uses the results obtained, describing them in free form based on the data obtained.

Diagnostics of gaming activity, among other things, helps determine how quickly children get involved in the game

Play activity is the leading activity for a child in the preschool period. That is why all elements of the educational process in preschool educational institutions fit into the game form. This makes it possible to realize a wide range of goals and objectives in preparing children 6–7 years old for the next stage of education—school. At the same time, the responsibility for choosing the content and form of the game, as well as preparing, conducting the fun and drawing up diagnostic cards for the level of development of gaming activity falls on the shoulders of the teacher.

Organization and conduct of creative games in groups of different ages.

ORGANIZATION AND CONDUCT OF CREATIVE GAMES IN GROUPS OF DIFFERENT AGES.

Miltsina Alena Mikhailovna, teacher of the municipal budgetary preschool educational institution No. 49 in Apatity.

1.Relevance of the problem.

Play is a special activity that blossoms in childhood and accompanies a person throughout his life. Play is defined as a leading type of activity that does not arise through spontaneous maturation, but is formed under the influence of social conditions of life and upbringing. The game creates favorable conditions for the formation of the ability to perform actions in the mental plane, and carries out psychological replacements of real objects.

Play is the leading activity of a child. In the game he develops as a personality, he develops those aspects of his psyche on which the success of his social practice will subsequently depend. The game is a testing ground for children’s social tests, that is, those tests that children choose for self-test and during which they master ways to solve problems of interpersonal relationships that arise during the game. The game creates the basis for a new leading activity - educational. Therefore, the most important task of pedagogical practice is to optimize and organize a special space in a preschool educational institution to activate, expand and enrich the play activity of a preschooler. The only language that is easy for children is the language of GAME. It is the game that allows you to correct emerging age-related problems and difficulties in relationships. Without play, a child’s life is impossible!

Gaming activity influences the formation of voluntary behavior and all mental processes - from elementary to the most complex. Performing a play role, the child subordinates all his momentary impulsive actions to this task. When playing, children concentrate and remember better than when given direct instructions from an adult.

2. The main and leading activity of preschool age is creative games.

Role-playing game is one of the creative games. In role-playing games, children take on certain functions of adults and, in playful, imaginary conditions specially created by them, reproduce (or model) the activities of adults and the relationships between them. In such a game, all the mental qualities and personality traits of the child are most intensively formed. The main goal of pedagogical guidance is to awaken the child’s imagination, to create conditions for the children themselves to show as much ingenuity and creativity as possible.

Each type of game meets its own goals and objectives and determines the organization of the playing space in the group. Thus, for young children, teachers create personal play equipment (screens, a builder, attributes for role-playing games, objects -

substitutes, didactic games that give experience in the varied use of an object, show children by their own example how to use role-playing speech, onomatopoeia, suggest lines, and explain actions.

In the middle preschool age group, teachers together with children make many substitute objects, since the teacher’s task is to teach children to reflect the role of the verbal, without relying on a real object.

In the middle group, teachers allocate play areas in which children play any role-playing games, uniting in small groups. When organizing the game, the teacher takes the position of an involved partner: he asks the child to explain the meaning of the actions, encouraging role-playing speech and taking on a certain role.

In the senior group, teachers organize a play space, the leading place in which supports, special toys and objects are occupied. Children freely demonstrate their gaming skills, independently compose a game, model its environment, changing it as the plot develops, moving freely from role to role, observing the rules of the game. Older children show great interest in director's games. They are supported not only by figurative small toys (bunnies, dolls, but also by various objects (fabric, ball, block, etc.). Pedagogical support for games is aimed at preserving independent play and encouraging play creativity. Teachers strive to awaken in children ability to improvise, saturate plots with original events.

Thus, the phenomenon of play should be treated as a unique phenomenon of childhood. Play is not only an imitation of life, it is a very serious activity that allows a child to assert himself and realize himself. By participating in various games, the child chooses characters that are closest to him and correspond to his moral values ​​and social attitudes. The game becomes a factor in the social development of the individual. In play, a child develops, learns about the world, and communicates.

3.Tasks in the upbringing and development of children.

1. To promote the development of all components of children's play: enrichment of themes and types of games, game actions, plots, skills to establish role-playing relationships, conduct role-playing dialogue, create a game environment using real objects and their substitutes, act in real and imaginary game situations.

2.Create a basis for the development of the content of children's games: enrich children's ideas about the world and range of interests with the help of children's literature, watching puppet shows; develop imagination, creativity, interest in playful experimentation.

3. To develop the ability to follow game rules in didactic, active, educational games.

4. Cultivate friendly relationships between children, enrich the ways of their play interaction. Development of gaming activity STORY GAME.

4.Tasks in the development of story games.

Enrich the content of children’s story games based on impressions about life, work of people, their relationships (“Family”, “Shop”, “Hospital”, “Barbershop”, “Kindergarten”, “Sailors” and other games). To promote the reflection of familiar fairy tales and animated films in games. Develop the ability to exchange roles in joint play with the teacher, include children in different role-playing dialogues and change the content of the dialogue depending on the change of roles. To promote the transfer of experience acquired in joint play with the teacher into independent games. Prepare conditions for creating a gaming environment using real objects and their substitutes. Foster friendly relationships between children, interest in a common plan and coordination of actions.

5. Role-playing game.

At 4-5 years old, the child continues to master role-playing behavior as a way of building play. The child’s role-playing behavior becomes more complex: the ability to construct plots with a large number of characters, independently conduct role-playing dialogues, and perform not one, but several roles as the plot develops. Orientation of children in the game.

What children learn about.

The theme of role-playing games for children aged 4-5 years is mainly related to the reflection of family and simple professional relationships between adults (doctor-patient, hairdresser-client, captain-sailor, etc.). In one plot-role-playing game, various events can be intertwined (a mother and daughter were getting ready to go on a visit, first they went to the hairdresser, and then to the store to buy gifts). The condition for including events in the plot of the game is emotional involvement in the content that is reflected in the game.

Organization of development experience.

What do children learn?

In the process of reading, telling fairy tales, discussing children's experiences (visits to the clinic, hairdresser, store, circus, etc.), looking at pictures and illustrations, children develop an interest in reflecting a variety of content in role-playing games. Gaming skills. Playing together with children develops the ability to determine a theme, 1-2 game events before the game starts (“What are we going to play? What will happen?”), and assign roles before the game starts. The teacher encourages children to answer questions about the name of the game, the chosen role, and the roles of other players. Creates conditions for children to use substitute objects in independent play (various cubes, bars, bottles, ropes, twines that can be used as other objects). In joint play with the teacher, children are activated to use figurative play actions (“chick-chick, that’s a check”). The teacher stimulates the development of a game concept through a problematic situation: the loss of an object (the hairdresser lost all his combs), the inability to achieve a goal (the ship went off course). The appearance of a game problem helps to awaken children's imagination, makes the plot of the game eventful, and the teacher encourages children to conduct different role-playing dialogues: at the beginning of the year - in a joint game with the teacher, and in the second half of the year - in a joint game with peers. In joint play with the teacher, children are included in different role-playing dialogues, change the content of the dialogue depending on the change of roles, exchange roles with the teacher, acting in accordance with the new play position (dialogues on the phone in different roles - mothers, fathers, grandmothers, children). They transfer the ability to change roles into joint play with peers. The child enriches the gaming experience by naming the game, his role and the roles of other players, and the use of a variety of substitute objects and imaginary objects. The teacher helps to reduce the children’s objective play actions by indicating part of the plot in speech (“As if we had already fed the dolls and now we will dress them for a walk”); develops children's initiative in creating a play environment (sets up a room for dolls, creates the environment for a store, hairdresser, doctor's office, garage, etc.).

Creative skills.

The teacher encourages children to diversify game ideas in independent role-playing games and to take initiative in inventing game events. Encourages the inclusion of new events, roles in the game plot, the creative choice of substitute items and the creation of a game environment. Encourages children to come up with replicas of game characters and use different intonations in role-playing dialogues. Encourages the combination of 3-4 episodes of various content in the plot, encourages the use of mummers, masks, and musical toys (tambourine, metallophone, whistles) in games on one’s own initiative.

Communication skills.

The teacher encourages children to show kindness in playful communication with peer partners. Encourages the manifestation of initiative in playful interaction with peers. Children learn in games to show kind feelings towards peers and toys, interest in the overall plan, and act in concert with the participants in the game.

6.Director's play

Orientation of children in the game. What will children learn about?

The content of the director's play is mainly

mediated experience of a child: literary experience, impressions of

watching animated films (for example, stories from fairy tales,

well known to children: “Three Bears”, “Kolobok”, “Turnip”, “Chicken”

Ryaba"), a combination of events from different cartoons or fairy tales,

the child's direct experience. In an individual director's game

the child seeks to select those events that affected him

significant impression (visiting a doctor, having guests, traveling to

train, etc.).Organization of experience in mastering the game.

What do children learn?

Gaming skills. In joint activities with the teacher for children

develops the ability to imagine a ready-made plot situation and show it

viewer (adult). Preschoolers master the ability to reproduce the plot of familiar fairy tales, introduce changes into it that arise when

carrying out gaming activities. Select the necessary materials and

toys to create an environment for director's play, prompted

teacher to use substitute items. Learn on your own

move toys around the playing field, voice events occurring in the game. At the prompting of the teacher, voice the dialogue between the characters.

Creative skills.

Children are included in the director's game based on the created

the teacher, with the help of objects and toys, of a situation that serves as the plot of the plot (for example, a bear with a bandaged paw lies in the crib, the Masha doll has set the table and is waiting for guests). At the prompting of the teacher, children make assumptions about what will happen next, act out the continuation of the situation, and convey the dialogues of the characters. They learn to invent and create a plot situation with the help of toys and objects.

director's game, show it to the teacher and peers. Communication and interaction skills. The child strives to comment on the events occurring in the director’s game for the teacher, and with

second half of the year - for peers. Verbally expresses an assessment of the characters and their actions (“The cowardly bunny was scared of the wolf and ran”), and is oriented toward an adult partner or peer.

Game improvisations and theatricalization. In creative imitation games, with facial expressions, gestures, and movements, children convey the different emotional states of the characters (the bunny got lost, got scared, but the bear cubs found him, caressed him, took him home, and everyone laughed, clapped their hands, and rejoiced); Gestures and movements convey the physical features of the game image (big birds and small birds are flying, a big bear and a small monkey are walking in the snow). They can show with gestures: “a small bead”, “a doll like this”, “a huge snowy one”.

com", "house, mountain - like this"; convey the game image (little mouse and giant, gnome and dragon) using intonation and strength of voice. In games on literary themes, preschoolers strive to expressively convey the features of movements, voices, and emotional states. Together with the teacher, they participate in theatrical performances based on their favorite fairy tales (“Turnip”, “Cat, Rooster and Fox”, “Kolobok”). They use items for mummers, elements of costumes of fairy-tale characters, animal masks, emblems with images of favorite literary characters. In dramatization games, they independently reproduce their favorite episodes of fairy tales and animated films. Speech skills. Preschoolers master the ability to answer questions about the game like: “What game are you playing?”, “What are you doing?”, “What toys do you need in this game?”, “What games do you like?”, “What is your favorite?” game, toy?”, “Who do you like to play with?” They are able to verbally identify the theme of the game, their role and the roles of other children, and the game actions performed. Game-experimentation with various objects and materials.

Orientation of children in the game.

What will children learn about?

Children participate in games to compare objects according to various characteristics (size, shape, color, purpose, etc.), group

objects based on common characteristics (this is dishes, these are shoes; here

ribbons of the same length and the same color).

They make up a whole image from 6-8 parts (“Make a picture”,

"Puzzles") They make up a “row” of identical objects in descending or ascending order of one or another characteristic (by size, width, height, color intensity, etc.). They draw up a simple plan diagram using various substitutions of real objects (games “Guess the Picture”, “Find by the Scheme”, “Magic Signs”). Preschoolers learn basic planning of their search activities, the implementation of imaginative images (educational games “Fold the Pattern”, “Dots”, “Corners”, “Unicube” and others). Organization of experience in mastering the game.

What do children learn?

Gaming skills. Children learn to accept the game task set by the teacher or put forward their own task in a familiar game.

Act according to the rules, strive for results, control them in accordance with the game task. (In case of difficulty, the child should be helped with advice or action.) Play board and printed games independently, team up with peers. Be able to act in turns, according to a simple scheme, etc.

Communication skills.

Children learn the ability to explain the course of the game in conversation with adults and tell them how to act correctly in the game. Formulate in speech whether the game result has been achieved or not (“I got it right - the picture is made”). Notice the incomplete compliance of the obtained result with the requirements. Be able to explain to peers how to play the game correctly; Don't laugh at your losing peer.

Achievements of the child (What makes us happy).

There is a variety of plots in games. The child names his play actions, names a role before the game starts, designates his new role during the game. Shows independence in choosing and using substitute objects, is involved in role-playing dialogue with peers with interest, and can conduct a role-playing dialogue with a partner toy. Puts forward game ideas, takes initiative in developing the game plot or in creating interesting (expressive) images of game characters. Shows interest in playful experimentation with objects and materials. Shows creativity in creating a play environment, in theatricalizing episodes of favorite fairy tales, in simulating the actions of animals and fairy-tale characters. In games with rules, he accepts the game task and shows interest in the result and winnings. Friendly in communication with playing partners. He loves and names different games. Knows several counting rhymes and uses them in games. Able to verbally identify the theme of the game, his role and the roles of other children, and the game actions performed. Enters into role dialogue, answers questions and asks them according to the accepted role. When playing individually, he conducts a quiet dialogue with the toys, comments on their “actions,” and speaks in different voices for different characters. Able to list several familiar game plots, round dances and outdoor games. Knows several counting rhymes and knows how to use them in games. Causes concern and requires joint efforts of teachers and parents. In the game, the child repeats monotonous plot episodes. It is difficult to play different roles in one role-playing game, to come up with a new version of the plot or a new role. Experiences difficulties in coordinating play actions with peer partners, enters into conflicts, and does not try to understand the overall plan. Needs constant help from a teacher to establish playful interactions with peers. When playing with the teacher, he shows interest in his play actions, repeats them, but experiences difficulties in role-playing dialogue. In games with rules, he confuses the sequence of actions, enters the game before the signal, and misses the rules. It is difficult to name and list your favorite games. As part of socialization, the assimilation of social norms, skills, stereotypes, social attitudes, forms of behavior and communication accepted in society, life style options occurs • The ability to navigate Social competence - the ability to interact with people around you. It is formed in the course of communication and joint activities.

7. Types of games.

Play constitutes the main content of the life of a preschool child and is his leading activity. Despite all the variety of games, they can be divided into two large groups. Some games are created by the children themselves under the guidance of a teacher - these are creative games; others are created in advance, have ready-made content and certain rules - these are games with rules. In turn, games with rules are divided into outdoor and didactic games.

Thus, pedagogy distinguishes between creative, active, and didactic games.

A correct understanding of the nature and characteristics of each type of game is of great importance for the methodology for managing them.

When leading creative games, the teacher’s task is to: help children choose the theme of the game, develop its plot;

• help make the building needed for the game;
• foster friendly relationships between children.

Basic leadership techniques:

• introducing a new toy (younger preschool age);
• introduction of gaming materials (younger preschool age);
• advice, questions (senior preschool age);
• direct participation in the game (junior and senior preschool age);

The role of play material and toys:

As the study of games shows, children's use of material (toys, etc.) changes significantly with age. Children of early age and 3-4 years old spend most of their time during the game on the material and various operations with it. So, in the play of two-year-old children, this takes up to 90% of the time. The material for them is the starting point of the game.

For older children, play material is auxiliary in the game; it is consciously attracted to them or even consciously created according to the design of the game.

The purpose of the material in the game changes: it becomes not only a means for performing various operations, but also a support for story games.

Games with building materials occupy a special place among children's creative games.

Children's creativity in construction games largely depends on the content of the game and on the child's ability to handle building materials. The richer the concept of the game, the more creative imagination and ingenuity is required from the child. Therefore, when leading construction games, the teacher must enrich the content of the game;

• develop children's constructive abilities;
• teach them to build from different materials;

Basic leadership techniques in early preschool age:

Sample; examining it, highlighting the main parts of the building.

Leadership techniques in older preschool age:

• Construction according to plan;
• According to the conditions;
• On the proposed topic.

In these groups, when leading construction games, the teacher places the main emphasis on explanations, instructions, leading questions on how to make the building more stable, taller, etc.

We must not forget about such points as:

Help in organizing the construction (the teacher helps the children agree on how and what they will build, and distribute the work among themselves).

Outdoor games in different age groups have important differences that must be taken into account when guiding them. In younger groups, the largest number of outdoor games have a plot: children depict the movements of a bear and a hare, observing the well-known rules of the game (for example, a hare can run out of a hole only after a certain signal). Accustoming children to follow the rules often occurs during the game itself, with the direct participation of the teacher.

In the older group, along with plot-based outdoor games, games without a plot occupy a large place: children practice running, jumping, and maintaining balance. Their movements are subject to stricter rules. The motive for the game is often competition (for example, who can run to the flag faster). The games of children in the older group are mostly collective. The teacher and the children themselves strictly monitor the strict implementation of the rules.

The content and rules of didactic games largely depend on the educational tasks that are set for children of different age groups in the process of their education and upbringing.

In didactic games for younger preschoolers, the following is of great importance:

• Visibility;
• Plot;
• Word.

In these games, the rules are contained in didactic toys (kids deal with nesting dolls, tabs, cut-out pictures).

In the middle group, mental tasks become more complicated, and the word becomes increasingly important: children name a thing they know by description and solve riddles. The rules of the game no longer depend so much on the nature of the toy, but on the game as a whole; they are included in it as an integral component (for example, answer when asked, monitor the answer of your comrades).

In the older group, mental tasks become even more complicated. Word games occupy a large place in the older group.

Despite all the uniqueness of different types of games, they have a lot in common. They reflect the surrounding reality and are based on the independent activities of children. All games are emotionally rich and give children joy and a sense of pleasure. These feelings experienced by a child in play are caused by the process of active creativity and the attractiveness of play actions.

All children's games develop under the guidance of adults and educators. Teachers and parents introduce children to the life around them, enrich them with impressions, and provide assistance in organizing and conducting games.

LITERATURE

1. Aleshina N.V. Familiarization of preschoolers with the environment and social reality. Middle group. - M.: TsGL, 2005.

2. Kindergarten and family / ed. T. A. Markova.- M.-Enlightenment.-1986.-p. 93 – 95; 100 – 101;

3. Zvorygina E. V. The first story-based games for kids.-M.-Education.-1988.- 85 – 87;

4. Preschooler’s game./ S. L. Novoselova.- M.- Enlightenment.- 1989.-pp.3 – 4;

5. Play is serious.//Preschool education.- 2003.- No. 6.- p. 86 –89;

6. Kalinichenko A.V. Miklyaeva Yu.V. Sidorenko V.N. Development of gaming

activities of preschoolers: Methodological manual. – M.: Iris-press, 2004.

7. Melenko V. Is it necessary to teach a child to play. // Preschool education. - 2005. - No. 4. - p. 119 – 121;

8. Solntseva O. Playing role-playing games. // Preschool education. - 2005. - No. 4. - p. 33 - 37;

9. Petrova Theater of play in kindergarten.// Play and children.-2006.- No. 5.- p.7;

10. Educational games.//Hoop.-2003.-No. 5;

11. Shkatova L. Toys - the ocean of children's desires.//Preschool education .-2005.-No. 4.-p. 52 –53;

4.What to do if

We come up with a simple task, the child needs to be given as many possible answers as possible, real and unrealistic. You need to find out what time it is - you can ask passers-by, look at the sun, get on a minibus and hear it on the radio, run to the watch store, call mom or dad from a payphone, and so on.

Metaphors

Let the child come up with his own comparison and complete your phrase. The sky is blue, like... ink, the sea, cornflowers. The ocean is mighty like..., thunder is loud like..., the train is fast like..., the stars are shining like....

Transformations

Play as if the baby for some time turned into a fairy-tale character - a gnome, a giant, a magic bird, a fairy or an almighty king. Let him think and tell you his feelings - what he did, how he solved everyday issues, who he was friends with, what emotions he experienced

Music

Play different music without words - classical, ethnic, relaxation or nature music. Close your eyes and think about what this music is about, how funny or alarming it is, what the composer was thinking about.

8.Analogs

We come up with analogues based on characteristics, for example, what does a saw look like? With sharp teeth it looks like a crocodile or a wolf. But it is metal and sharp, like a knife or scissors. Makes sounds like a drill. As your child gets better at it, the task can be simplified or complicated.

9.Combinator

Take two objects and try to imagine how to combine them. For example, keys and a flashlight are an ideal invention for opening locks in the dark, keys can be used as a screwdriver to fix a flashlight, and so on. Let the child advertise his invention.

After all, someone came up with a phone with a camera, bamboo pillows and electric bicycles just like that.

What common?

Name two different objects and let the child find as many similarities as possible. A book and a car are products of human hands, they help people, they can be the same color, they can be electronic.

11.Opposites

You give opposite characteristics, and the child guesses which objects may have these properties. For example, black and white - zebra, chessboard, chocolate ice cream, printed text, old movies. Sour and sweet - apples, cherries, tea with lemon. It is important that the child learns to view the objects around him from different points of view.

Chocolate Country

The idea of ​​the game belongs to Gianni Rodari. Here we develop creativity and the ability to ask questions. Two participants are needed (mom will do too). We blindfold one participant, then with a wave of a magic wand we transport the children to Chocolate Land. The “seeing” child must describe the magical land to the second, but only in response to questions. The questions should be such that you can get the maximum understanding of the country. What kind of houses are there, what is the sky like, what kind of transport is there, do chocolate men go to school, what do they eat. The more questions there are, the better. In the same way you can visit the Glass, Wooden, Iron, Plasticine country.

Drawing

You need to draw, often and a lot, but it is better not to give the child specific tasks, but to give free rein to his imagination. What kind of blot is this, what kind of face does it have? Is this her friend? Let him invent unprecedented animals and magical cities, even if they are scribbles, listen carefully to what he sees there, ask questions.

Today, everything is changing very quickly, and flexible thinking, as well as the ability to rebuild and adapt to new situations, are very important qualities not only for children, but also for adults. Therefore, pay due attention to the development of creative thinking and creative skills in your child, and avoid cliché judgments and monotony yourself. After all, truly creative people change the world.

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