Test "Modern organization of play activities of preschool children in the context of the implementation of the Federal State Educational Standard for Education"

Russian pedagogy uses didactic games as the most important method of teaching children. There are various types of didactic games and game exercises. They are often integrated with role-playing, moving, and theatrical ones. At the same time, they are closely intertwined with the learning process and actively contribute to the formation of children’s knowledge and skills.

Play is an important component of any child’s life. With its help, children master social relationships, learn about the world around them, and adopt life experiences. This applies to the greatest extent to didactic games.

Classification of didactic games

There is no unified classification in Russian pedagogy, since it is customary to separate them according to different criteria. There are several types of association.

By use of material:

• desktop-printed - “walkers”, cut-out pictures, lotto, dominoes;
• with objects - natural materials, mosaics, folk toys;
• verbal - “Colors”, “Riddles”.

According to the content of training and education:

• on the formation of mathematical concepts;
• sensory;
• verbal;
• to get acquainted with nature;
• other games that carry certain educational and educational objectives.

By type of activity:

• conversations;
• trips;
• puzzles;
• instructions;
• assumptions.

Structure of the didactic game

Didactic games for primary schoolchildren, preschoolers and young children differ in complexity, but have a single structure.

The structure accommodates:

• didactic task;
• game task;
• game actions;
• game rules;
• game result.

Didactic task

Didactic tasks are realized during the game, determined in advance by adults who plan and manage it.

Game task

It reflects the actions of children during the lesson, given in the form of an installation that encourages participants to be cognitively active.

Game actions

The game is impossible without active actions, and their complexity depends on the age of the children. Younger preschoolers have access to 1-2 actions, older ones - 4-5.

Game rules

So that the children do not lose interest in the game process, it should not be overloaded with rules. But you can’t live without them either. Rules help children interact, maintain discipline, and learn proper play behavior.

Game result

This part reflects the achievement of the learning goal. Unlike ordinary games, didactic games cannot be content with just winning, but must contribute to the acquisition of knowledge and the development of the child’s mental activity.

Classifications of children's games and the structure of play activities of preschoolers.

In modern pedagogical theory, play is considered as the leading activity of a child - a preschooler. The leading position of the game is determined not by the amount of time that the child devotes to it, but by the fact that: it satisfies his basic needs; in the depths of the game other types of activities arise and develop; Play contributes most to a child’s mental development.

Games differ in content, characteristic features, and the place they occupy in children’s lives, in their upbringing and education.

Role-playing games are created by the children themselves, with some guidance from the teacher. They are based on children's amateur activities. Sometimes such games are called creative role-playing games, emphasizing that children do not simply copy certain actions, but creatively comprehend them and reproduce them in created images and play actions.

There are several groups of games that develop a child’s intelligence and cognitive activity.

Group II – creative games, role-playing games, in which the plot is a form of intellectual activity.

Classification of games (according to S. L. Novoselova)

The Education and Training Program in Kindergarten provides the following classification of games for preschoolers:

— plot-role-playing:

- theatrical;

- movable;

- didactic.

The main component of a role-playing game is the plot; without it, there is no role-playing game itself. The plot of the game is the sphere of reality that is reproduced by children. Depending on this, role-playing games are divided into:

• Games with everyday themes: “home”, “family”, “holiday”, “birthdays” (a lot of space is given to dolls).

• Games on industrial and social topics, which reflect the work of people (school, store, library, post office, transport: train, plane, ship).

• Games on heroic-patriotic themes, reflecting the heroic deeds of our people (war heroes, space flights, etc.)

• Games on themes of literary works, films, television and radio programs: “sailors” and “pilots”, Hare and Wolf, Cheburashka and Gena the crocodile (based on the content of cartoons, films), etc.

Story game duration:

- in early preschool age (10-15 min.);

- in middle preschool age (40-50 min.);

- in older preschool age (from several hours to days).

Content is what is displayed by the child as a characteristic moment of activity and relationships between adults.

The structure of a role-playing game includes the following components:

• roles played by children during the game;

• play actions with the help of which children implement roles;

• game use of objects, real ones are replaced by game ones.

• relationships between children are expressed in remarks, remarks, the course of the game is regulated.

In the first years of life, with the teaching influence of adults, the child goes through stages of development of play activity, which represent the prerequisites for role-playing games.

The first such stage is an introductory game. Refers to the child's age - 1 year. The adult organizes the child’s object-based play activities using a variety of toys and objects.

At the second stage (between the 1st and 2nd years of a child’s life), a display game appears, in which the child’s actions are aimed at identifying the specific properties of an object and achieving a certain effect with it. The adult not only names the object, but also draws the child’s attention to its intended purpose.

The third stage of game development refers to the end of the second - beginning of the third year of life. A plot-display game is formed, in which children begin to actively display impressions received in everyday life (cradling a doll).

The fourth stage (from 3 to 7 years) is your own role-playing game.

Role-playing play of preschool children in its developed form represents an activity in which children take on the roles (functions) of adults and, in a social form, in specially created play conditions, reproduce the activities of adults and the relationships between them. These conditions are characterized by the use of a variety of game objects that replace the actual objects of adult activity.

The amateur nature of children’s play activities lies in the fact that they reproduce certain phenomena, actions, and relationships actively and in a unique way. The originality is determined by the peculiarities of children’s perception, understanding and comprehension of certain facts, phenomena, connections, the presence or absence of experience and the immediacy of feelings.

The creative nature of play activity is manifested in the fact that the child is, as it were, reincarnated into the person he is portraying, and in the fact that, believing in the truth of the game, he creates a special play life and is sincerely happy and sad as the game progresses. The child satisfies his active interest in the phenomena of life, in people, animals, and the need for socially significant activities through play activities.

A game, like a fairy tale, teaches a child to penetrate the thoughts and feelings of the people depicted, going beyond the circle of everyday impressions into the wider world of human aspirations and heroic deeds.

In the development and enrichment of children’s amateur performances, creative reproduction and reflection of facts and phenomena of the surrounding life, a huge role belongs to the imagination. It is through the power of imagination that game situations are created, the images reproduced in it, the ability to combine the real, the ordinary with the fictional, which gives children's play an attractiveness that is unique to it.

In role-playing games, an optimistic, life-affirming character is clearly evident; the most difficult cases in them always end successfully and safely: captains guide ships through storms and storms, border guards detain violators, doctors heal the sick.

In a creative role-playing game, the child actively recreates, models real-life phenomena, experiences them, and this fills his life with rich content, leaving a mark for many years.

• Director's games in which the child makes dolls speak and perform various actions, acting both for themselves and for the doll.

• Theatrical games - acting out a certain literary work in person and displaying specific images using expressive methods (intonation, facial expressions, gestures).

games – games on themes

dramatization of literary works

The dramatization game is a special type of activity for preschool children.

Dramatize - depict, act out a literary work in person.

The sequence of events, roles, actions of the characters, their speech is determined by the text of the literary work.

Children need to memorize the text verbatim, comprehend the course of events, the image of the heroes of a fairy tale, or retelling.

helps to better understand the meaning of a work, feel the artistic value, and sincerely express one’s feelings

In dramatization games, the content, roles, and game actions are determined by the plot and content of a particular literary work, fairy tale, etc. They are similar to plot-role-playing games: they are based on the conditional reproduction of phenomena, actions and relationships between people, etc. etc., and there are also elements of creativity. The uniqueness of dramatization games lies in the fact that according to the plot of a fairy tale or story, children play certain roles and reproduce events in exact sequence.

With the help of games - dramatizations, children better assimilate the ideological content of the work, the logic and sequence of events, their development and causality.

The teacher's guidance lies in the fact that he, first of all, selects works that have educational significance, the plot of which is easy for children to learn and turn into a game - dramatization.

In a game of dramatization, there is no need to show the child certain expressive techniques: the game for him should be just that: a game.

Of great importance in the development of dramatization play, in the assimilation of the characteristic features of the image and their reflection in the role is the interest of the teacher himself in it, his ability to use the means of artistic expression when reading or telling. The correct rhythm, various intonations, pauses, and some gestures enliven the images, make them close to children, and arouse their desire to play. By repeating the game over and over again, the children need the help of the teacher less and less and begin to act independently. Only a few people can participate in the dramatization game at a time, and the teacher must ensure that all children take turns participating in it.

When assigning roles, older preschoolers take into account each other's interests and desires, and sometimes use a counting rhyme. But here, too, some influence from the teacher is needed: it is necessary to induce a friendly attitude among peers towards timid children, to suggest what roles they can be assigned. Helping children learn the content of the game and get into character, the teacher uses illustrations for literary works, clarifies some of the characteristic features of the characters, and finds out the children’s attitude to the game.

• Worthwhile – constructive games

Construction-constructive games are a type of creative games in which children display the surrounding objective world, independently erect structures and protect them.

Types of building materials. Construction game is an activity for children, the main content of which is the reflection of the surrounding life in various buildings and related actions.

The similarity between role-playing games and construction games is that they unite children based on common interests, joint activities, and are collective.

The difference between these games is that the plot-role-playing game primarily reflects various phenomena and masters the relationships between people, while in the construction game the main thing is familiarization with the relevant activities of people, with the technology used and its use.

It is important for the teacher to take into account the relationship, the interaction of role-playing and construction games. Construction often arises in the process of role-playing play and is caused by it. In older groups, children spend a long time constructing quite complex buildings, practically comprehending the simplest laws of physics.

The educational and developmental influence of construction games lies in the ideological content, the phenomena reflected in them, in children’s mastery of construction methods, in the development of their constructive thinking, enrichment of speech, and simplification of positive relationships. Their influence on mental development is determined by the fact that the design and content of construction games contain one or another mental task, the solution of which requires preliminary thinking: what to do, what material is needed, in what sequence the construction should take place. Thinking about and solving a particular construction problem contributes to the development of constructive thinking.

During construction games, the teacher teaches children to observe, distinguish, compare, correlate some parts of buildings with others, remember and reproduce construction techniques, and focus on the sequence of actions. Under his guidance, schoolchildren master a precise vocabulary that expresses the names of geometric bodies and spatial relationships: high low, right to left, up and down, long short, wide narrow, higher lower, longer shorter, etc.

In construction games, ordinary, most often plot-shaped toys are also used, and natural materials are also widely used: clay, sand, snow, pebbles, cones, reeds, etc.

• Creative games

Creative games are games in which images appear that contain the conditional transformation of the environment.

Indicators of developed gaming interest.

1. The child’s long-term interest in the game, the development of the plot and the performance of the role.

2. The child’s desire to take on a certain role.

3. Having a favorite role.

4. Reluctance to finish the game.

5. Active performance by the child of all types of work (modeling, drawing).

6. The desire to share your impressions with peers and adults after finishing the game.

• Didactic games – games specially created or adapted for educational purposes.

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

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

• Outdoor games are a conscious, active, emotionally charged activity of a child, characterized by accurate and timely completion of tasks related to the rules that are mandatory for all players.

Outdoor games are primarily a means of physical education for children. They provide an opportunity to develop and improve their movements, practicing running, jumping, climbing, throwing, catching, etc. Outdoor games also have a great influence on the child’s neuropsychic development and the formation of important personality traits. They evoke positive emotions and develop inhibitory processes: during the game, children have to react with movement to some signals and refrain from moving when others. These games develop will, intelligence, courage, speed of reactions, etc. Joint actions in games bring children closer together, giving them the joy of overcoming difficulties and achieving success.

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

The content of the game is determined by the movements that are part of it. In the kindergarten education program, for each age group of children, outdoor games are provided in which various types of movements are developed: running, jumping, climbing, etc.

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

In younger groups, the teacher explains the content and rules as the game progresses; in older groups, before the start. Outdoor games are organized indoors and outdoors with a small number of children or with the whole group. The teacher ensures that all children participate in the game, performing all the required game movements, but not allowing excessive physical activity, which can cause them to become overexcited and tired.

Older preschoolers need to be taught to play outdoor games independently. To do this, it is necessary to develop their interest in these games, provide them with the opportunity to organize them during walks, during leisure hours, on holidays, etc.

In conclusion, I would like to note that play, like any creative activity, is emotionally rich and brings joy and pleasure to every child by its very process.

Leading foreign and domestic teachers consider play as one of the most effective means of organizing children's lives and their joint activities. The game reflects the internal need of children for active activity, it is a means of understanding the world around them; In play, children enrich their sensory and life experiences and enter into certain relationships with peers and adults.

Features of the game as an activity: display and active-speech nature, specific motives (the main motive is the child’s experience in the game of aspects of reality that are significant for him, interest in actions with objects, events, relationships between people. The motive can be the desire for communication, joint activities, cognitive interest.

The uniqueness of the game lies in:

1 . Freedom and independence of the child in the game (they choose the game themselves, assign roles, determine the rules, content, select a partner, freely join and leave the game)

2 . Creative nature of the game.

3 . The emotional intensity of the game.

There are various approaches to the classification of children's games, which differ from each other in the characteristics that serve as their basis.

The first classification was proposed by F. Frebel according to ped. All games are divided : sensory, motor, mental.

Karl Gross proposed his classification, which was based on instincts, and divided games into experimental and special ones.

The following classification was proposed by J. Piaget; the classification was based on age periodization and identified the following types of games:

Games and exercises (up to 1st year);

Symbolic games (from 2 to 4 years old);

Games with rules (from 4 to 7 years old).

The following classification was proposed by Lesgaft, based on the idea of ​​the unity of the physical and mental development of a child and highlighted:

imitation (imitative) and games with rules.

N.K. Krupskaya suggested:

1 – free, independent, creative games for children;

2-organized games with rules.

In preschool pedagogy, all games are divided into 2 groups:

1. Creative games are invented by the children themselves: plot-role-playing games, director’s games, theatrical games, construction games.

2. Games with rules are developed by adults: didactic games, outdoor games, folk games.

Currently, the classification of games proposed by Novoselova , based on which she took the attribute on whose initiative the game arose:

1. Games that arose on the initiative of the child include : - game-experimentation;

- independent plot games (plot-display, plot-role-playing, director's, theatrical).

2. Games initiated by an adult:

— Educational games (didactic, plot-didactic, active);

— Leisure games (fun games, entertainment games, festive carnival games, theatrical productions.)

3. Games that arose on the initiative of children and adults - folk games.

In modern pedagogy, play is considered as the leading activity of a child – a preschooler. Games differ in content, characteristic features, and the place they occupy in children’s lives, in their upbringing and education. Take away the game and you get a person unprepared for life. In play, the child sets goals, strives to achieve them, while fantasizing, creating, and developing initiative, ingenuity, and organizational skills. This is an active way for a child to appropriate social experience.

The Education and Training Program in Kindergarten provides the following classification of games for preschoolers:

— plot-role-playing;

- movable;

- didactic.

One of the types of musical activity that greatly contributes to the development of children's creativity is musical-rhythmic movements. It is music and movement that give the child freedom in creative thinking, give the opportunity to improvise, giving the child emotional reactions in return - joy, pleasure.

Music and movement help raise children and provide an opportunity to explore the world. Through music and movement, the child develops not only artistic taste and creative imagination, but also a love for life, man, nature, and the child’s inner spiritual world is formed.

In a musical game, a child performs various tasks: all his movements and actions are associated with the process of recognizing and distinguishing the nature of music and individual means of expression. This develops in the child the ability to coordinate movements with the beginning and end of music, to sense phrasing, beats, meter rhythm, and intonation. Understanding a musical-game task causes a child to quickly respond to sound stimulation, develop musical and motor skills, and activate feelings, imagination, and thinking.

In accordance with this, the musical game has the following tasks:

Corrective:

development of auditory, visual perception, facial muscles, respiratory system, articulatory apparatus, coordination of movements and normalization of their tempo and rhythm; formation of expressive means: intonation, facial expressions, gestures, movements;

Wellness: strengthening the cardiovascular, motor systems, musculoskeletal system; development of motor skills: general, fine, articulatory; development of speed of motor reaction;

training in speech, singing, and motor skills; development of musical, creative, communication abilities; Educational: education of general, musical, speech, motor culture, aesthetic attitude towards the environment;

Educational:

cognitive activity, sustained interest in action, self-control, attention, memory, thinking, spatial orientation.

Musical games can be divided into two groups:

- games with singing;

- games with musical accompaniment.

Any musical game is preceded by preparation: familiarization with a song or piece of music, learning a song or analyzing a piece of music, learning musical rhythmic movements, becoming familiar with the rules of the game, and only then the game itself.

Examples of musical games with singing.

Junior group:

“The cat was walking” from Sat. “Games, songs and dances for children's parties”, E. Gorbina

Children listen to the song, talk about who the song is about and what the cat found, then sing along and show with their movements what the cat found.

Junior and middle group:

"By the Bear in the Forest"

The game has two ending options - the bear growls and “the bear is cold, frozen on the stump.” In the first version of the game, explain to children that they should growl not with a throaty sound, but with the sound “r”. In the second version of the game, children learn to stop and freeze when the song ends.

This task is difficult for kids; they cannot immediately stop and fix the movement. This task teaches children to coordinate their actions.

A musical game can be played in any part of the lesson, depending on the semantic load of this game. If this is a greeting game, then we will play it at the beginning of the lesson.

Senior preschool age:

“Hello, buddy!” (to the melody of the Russian folk song “Oh, you birch!”) Children stand in pairs in a circle, boys with their backs to the center, girls with their faces. Hello, my friend, they shake their right hands, my dear friend!

Hello, my friend, They shake their left hands, My dear friend!

Top-top-top-top-top-top-top, Spinning in pairs with a “stomping step”,

And the hands fell into place and held like a “pretzel”

Goodbye, goodbye... They wave to each other, walk in opposite directions in a circle,

Hello, dear little friend, they spread their arms to the sides, greeting another child

The game develops spatial orientation, the ability to perform simple changes, hear musical phrases and perform movements in accordance with them.

All singing games have a storyline. Games with musical accompaniment can be either with or without a plot.

Let's look at some examples of games with musical accompaniment and a plot.

Younger age.

Let's start with a fairy tale. There lived hares in a large forest. They were very curious, all the time they stood up on their hind legs and looked around to see if a wolf was coming, if a fox was sneaking.

Children of the younger or middle group pretend to be hares, stand on their tiptoes, learn to lift their heels off the floor, and hold their hands in front of their chests in the form of hares' paws. When the image of the hares is created, you can proceed to creating the image of the bear.

Teach children to walk on the outside of their feet and not to waddle too much. After creating the images, you can divide the children into two groups - bears and hares. Each group moves to its own music, children learn their leitmotif and complete the task independently.

Senior preschool age:

"The Commander and the Four Squads"

A group of children is divided into four squads, and a commander is selected. The commander clearly gives commands to each unit in turn in accordance with musical phrases. The commander must hear musical phrases in order to properly lead his troops. Troops are marching.

In the second part, all the children march in all directions, “mixing up.” With the end of the music, the commander gives the signal to form up (for example, he has a bugle in his hands). The commander selects the best squad, and then the best commander. The game is repeated with a new commander.

Non-plot musical games with accompaniment.

These are games that have game rules and tasks.

Younger age.

“Be clever”, music. N. Ladukhina

Two-part music. Ask the question, how are these parts different?

Part I. High and low register. Invite the children to show the registers with their movements - high, low (play with their hands)

Part II. Easy running in a circle. When the music ends, the guys stop or sit down.

You can play the game with a leader.

“Find yourself a partner”, Latvian folk melody arranged by T. Popatenko

First, learn complex elements: jumping, changing formations. Two-part form.

Part I – changes to music.

Part II – easy running in all directions, find a pair and stand in a circle.

You can play with the leader.

Older age.

“Trap”, Russian folk melodies arranged by A. Sidelnikov

Different parts of the music are accompanied by different tasks: movements in a round dance, singing chants, jumping and clapping, “collars”, with the end of the music the guys try to close in a circle of children with handkerchiefs. Learn to convey the character of music expressively, quickly respond to changes in register by changing movements, practice jumping and light running, and strengthen friendly relationships.

Systematicity, gradualism and consistency are the main pedagogical principles. Children will not be able to perform movements to music freely and beautifully if the dance and game are learned immediately, without prior preparation. Musical games, game exercises, built on the principle of “from simple to complex”, taking into account all the necessary musical-rhythmic skills and expressive movement skills, subject to repeated repetition of tasks, will help to successfully fulfill the requirements of the program.

Such specially organized activities in kindergarten provide an opportunity to increase the scientific and theoretical level, psychological and pedagogical competence of educators and parents of the institution’s pupils.

This allows you to solve the following problems:

· acquaintance with the educational system of work, with the integrated and partial programs used in a preschool institution.

· informing about the latest achievements of pedagogical and psychological science, with new methods and technologies of preschool education;

· providing assistance in self-education for “educating adults”;

· providing professional assistance in solving problems;

· propaganda and dissemination of the best teaching experience.

Many years of work experience have shown that it is very important to orient every teacher and parent to master advanced methods and techniques of work to constantly expand their knowledge; instill a taste for understanding the secrets of education. This, in turn, helps solve the problem of the comprehensive development of the child’s personality.

We offer material from methodological bulletin No. 3 “Features of play activity of a modern preschooler.”

It is a mistake to think that play is only a way to keep children occupied so that they do not disturb adults. The game itself is useful and productive. By playing, children learn, first of all, to have fun, and this is one of the most useful activities in the world.

In addition, the game allows you to learn a lot, learn a lot about yourself, about life and those around you. And also, the game even gives you the opportunity to learn how to study.

Psychologists call play a leading activity, emphasizing that it is by playing that a child masters the ability to generalize and analyze, memorize and recall what is needed at the moment. Through play, children develop imagination and the ability to concentrate. In a word, all the most important psychological new formations that a child needs throughout his entire life: in learning, communication, creativity, originate in children's play.

It is no coincidence that teachers have long noted that what a child is like in play, to a large extent he will be like that in life.

The meaning of the game.

“A game is a huge bright window through which an amazing stream of ideas and concepts about the world around us flows into the child’s spiritual world. The game is the spark that ignites the flame of inquisitiveness and curiosity.

V. A. Sukhomlinsky.

Play is, first of all, a generalization, a presentation of something new in a form acceptable to the child, a way to establish new connections with the world.

In play, the child satisfies the need for active exploration of the world around him and the most important social needs - participation in the lives of adults and communication with peers.

In games of various types, there is a process of active development of knowledge about the environment, its improvement; the ability to quickly mobilize knowledge in the process of solving various problems that arise in the game - gaming, cognitive, practical - increases.

During the game, some new knowledge is also formed - thanks to actions with objects, materials, toys, as well as mutual learning between the participants in the game.

The importance of play in the development of children's creative abilities should be especially emphasized. The conditions of the game allow you to repeat actions many times, select them most rationally, create their combinations, etc., on the basis of which creative abilities are formed.

According to the degree of independence and activity of children, games are divided into two groups:

1. creative games;

2. 2) games with ready-made rules.

The content and rules of creative games are determined by the direct participants. These games include:

1. Object games for young children;

2. Role-playing games;

Classification of games.

Tasks and functions

All types of didactic games for preschoolers and schoolchildren are united by common objectives:

• Educational. Forms new knowledge, abilities, skills in children, and also consolidates them. Develops cognitive processes, broadens horizons;
• Educational. Influences the child's personality;
• Orientation. Teaches you to understand the situation, using the acquired knowledge in the future;
• Motivational and incentive. Helps to activate children's activities associated with involuntary cognitive interest.

Features of didactic games

Didactic games for preschoolers in kindergarten are used in all their diversity. They take up most of the school time, and it happens that the entire lesson for preschoolers consists of several such games. Educators widely use tasks that stimulate several types of sensations - these are board and object games. The cyclical nature of such games is frequent, which is due to the age characteristics of preschoolers.

For children 7-10 years old, didactic tasks are somewhat modified. Word games come to the fore. The teacher, as a rule, uses this type of activity at the beginning or end of the lesson to interest younger students or to maintain interest in the material covered. A feature of primary school students is a well-developed imagination, the emergence of logical and analytical thinking, due to which educational games can become significantly more complex.

Plotless outdoor games

Plotless games such as traps and dashes are very close to plot ones - they just don’t have images that children imitate, all other components are the same: the presence of rules, responsible roles (traps, tags), interconnected game actions of all participants. These games, like the story ones, are based on simple movements, most often running combined with catching and hiding, etc. Such games are available to both younger and older preschoolers.

Plotless games require children to be more independent, quick and dexterous in their movements, and spatially oriented. Gradually the games become more complex, with more complex tasks.

Conditions

1. Before the start of the game, the teacher plans this activity, sets educational, training and educational tasks.
2. During the entire process, the adult remains in charge. He starts the game, clearly explains the rules, follows the unfolding of the plot and sums up the conclusion.
3. The teacher takes an active part: he reacts emotionally to moments of the game, and helps the children if necessary.
4. He takes into account the individual characteristics of children, changing the course or rules if necessary. Controls the rotation of game roles after the end of each game cycle.

Games in childhood, including didactic ones, are the leading type of human activity and are of great importance for him. Teachers and parents, by correctly implementing them, are able to help children develop and learn unnoticed and natural for their age.

Examples of outdoor games

In the game “Homeless Hare,” children performed the movements of hares: they jumped onto the meadow, had fun, danced, waved their paws, and sang songs. One student was so busy doing the moves that she forgot about the fox and was very surprised and confused when she was left without a house. When playing the game again, we reminded her about the fox. She was very pleased when she managed to occupy the house. We developed the emotions of surprise, fear, anger, pity in the game “Geese and the Wolf” . In order to unite the children's team, we use group games (especially team games) to unite players with a common goal - victory in the competition. Team members will help each other quickly complete the task you set, and after the game the children will discuss their impressions and share their emotions for a long time. In the process of physical education of children of primary preschool age, outdoor play plays a leading role. Being one of the main means and methods of physical education, outdoor play allows you to effectively solve health-improving and educational tasks. It has a comprehensive impact on the physical development and health of the child. During the game, the motor activity of children causes an active state of the whole organism, enhances metabolic processes, and increases vitality. In the process of play activities, children develop moral and volitional qualities, develop cognitive powers, and gain experience in behavior and orientation in a group environment. An active game with rules is a conscious, active activity of a child, the goal of which is achieved by accurate and timely completion of tasks related to the rules that are mandatory for all players. According to the definition of P.F. Lesgaft, outdoor play is an exercise through which a child prepares for life. The exciting content and emotional intensity of the game encourage certain mental and physical efforts. Play can be a means of self-knowledge, entertainment, relaxation, and a means of physical and general education. Play is a very emotional activity, so it is of great value in educational work. Among the wide variety of games in the formation of a child’s diversified personality, outdoor games are given the most important place. The importance of outdoor games is great: they are both a means and a method of raising a child. Outdoor play as a means and as a method is characterized by a variety of effects on the child due to physical exercises included in the game in the form of motor tasks. In outdoor games, various movements are developed and improved in accordance with all their characteristics, the characteristics of children’s behavior and the manifestation of the necessary physical and moral qualities are directed. With the help of outdoor games, you can solve various problems of moral, mental and, of course, physical education. As Shapkova L.V. notes, “with hypokinesia (inactivity) in children, the activity of biochemical processes decreases, immunity to colds and infectious diseases weakens, the range of capabilities of the respiratory and cardiovascular systems narrows, the neuromuscular system weakens, various postural defects form, which leads to muscle hypotonia, decreased mobility of the chest in all its parts, general weakening of the body and decreased vitality. A characteristic consequence of these disorders in the functioning of various systems and organs is the deterioration of physical and psychomotor qualities: coordination, accuracy and speed of movements, speed of motor reaction, mobility and general performance.” Taking into account the age characteristics and physical fitness of those involved in outdoor games, they have a beneficial effect on the growth, development and strengthening of the musculoskeletal system, the muscular system, on the formation of correct posture in children, and also increase the functional activity of the body. Active motor activity of a playful nature and the positive emotions it evokes enhance all physiological processes in the body, improve the functioning of all organs and systems. A large number of movements activates breathing, blood circulation and metabolic processes. This in turn has a beneficial effect on mental activity. It has been proven that outdoor games improve the physical development of children, have a beneficial effect on the nervous system and improve health, because Almost every game involves running, jumping, throwing, balance exercises, etc. The game plays a big role in the formation of personality. During the game, memory and ideas are activated, thinking and imagination are developed. During the game, children act in accordance with the rules, which are mandatory for all participants. The rules regulate the behavior of the players and contribute to the development of mutual assistance, collectivism, honesty, and discipline. At the same time, the need to follow the rules, as well as overcome obstacles inevitable in the game, contributes to the development of strong-willed qualities - endurance, courage, determination, and the ability to cope with negative emotions. Children learn the meaning of the game, learn to act in accordance with the chosen role, creatively use existing motor skills, learn to analyze their actions and the actions of their comrades. Outdoor games are often accompanied by songs, poems, counting rhymes, and game starters. Such games replenish vocabulary and enrich children's speech. In outdoor games, the child has to decide for himself how to act in order to achieve the goal. Rapid and sometimes unexpected changes in conditions force us to look for more and more new ways to solve emerging problems. All this contributes to the development of independence, activity, initiative, creativity, and intelligence. Outdoor games are of great importance for moral education. Children learn to act in a team and obey common requirements. Outdoor play is collective in nature. The opinion of peers is known to have a great influence on the behavior of each player. In a collective outdoor game, each participant is clearly convinced of the benefits of common, friendly efforts aimed at overcoming obstacles and achieving a common goal. The main task of outdoor games is to strengthen the health of those involved and promote their proper physical development; promote the acquisition of vital motor skills and abilities and improvement in them; development of reaction, development of dexterity, knowledge of movement and new capabilities of the body. To implement the tasks, it is necessary to apply the following methods:

• Analysis of theoretical and scientific-methodological literature on the research topic;
• Pedagogical supervision;
• Questioning.

Theoretical analysis and synthesis of literature involves a search for literary sources, which was carried out in libraries, materials from magazines, collections of scientific papers, other scientific and scientific-methodological publications were analyzed, and Internet resources were also used. Many researchers recommend including outdoor games in physical education classes at preschool educational institutions and in children’s daily lives. The practical significance lies in the possibility of using the proposed outdoor games for physical development with children. Having mastered the general tasks of education, we apply them taking into account the individual characteristics of each child. To do this, we used medical examination data for all indicators in order to know which of the children had deviations from the norm of physical development. For the first time, work days analyzed the state of children's motor skills, as well as their overall level of development.

We outlined specific tasks for each child. Children who are timid and unsure of their movements need help in overcoming difficulties: lower the rope lower when jumping, place the basket closer when throwing a ball, support them for balance while walking, etc. But this must be done unnoticed so that the child’s self-esteem does not suffer. Children are easily excitable, overly active and also require attention; we often involve them in games that contribute to the development of inhibitory processes. We carefully analyze an unfamiliar game, mentally play it and only after that offer it to the children. We also first think through where it would be more appropriate to hold this or that game: indoors or on the site. Methodological literature usually recommends learning new games in class. But this can also be done during play hours, for example during a morning walk, when children and the teacher have enough time at their disposal. In order for this work to be systematic in each group, so that not a single child falls out of attention, outdoor games are included in the long-term plan of educational work, as well as in the plan of work for every day. It should be noted what outdoor games will be played with the whole group, what games he will organize with a group of children, and which he will offer to individual children. With the help of the game, the head of physical education or teacher carries out several tasks: strengthens, heals the children’s body, develops movements, causes joyful experiences, develops moral qualities, etc. When including a particular game in the plan, the teacher must know what qualities and skills he can develop and consolidate with its help: in one game running predominates, and in another - throwing, in one - endurance is required from children, and in another - agility, etc. When choosing a game, the teacher should keep in mind where he assumes to carry it out: indoors or on the site.

When selecting games, seasonality is also taken into account. In the summer, when children live among nature, you can use games such as “Catching Butterflies”, “Frogs and Heron”, etc. For winter time, you need to select games in which you can use specific winter materials - snow banks for jumping and balance, snowballs for throwing, etc. When planning games, the teacher should take into account the state of the group. In the case where the group is not sufficiently organized, it is better to initially conduct quieter games in a circle, games with singing, gradually moving on to games with scattered movement, or give simple games. When choosing a game, the teacher takes into account its place in the daily routine; for example, at the end of the day, when the children are already tired, he plays a quieter game. When selecting games for classes, in addition to general educational tasks, you have to especially take into account the hygienic side of each game - the degree of its load, the impact on physiological processes. The choice of game for a lesson depends on which part of the lesson it is included in. If the game is given in the first part of the lesson, it is introduced in order to organize a children's team, teach children to line up in a column, in pairs, in a circle, and place themselves on the playground. These are, for example, the games “Whose team will get together sooner”, “Find yourself a mate”, etc. In the second part of the lesson, a high mobility game is played. For the final part of the lesson, a game of medium or low mobility is selected, the goal of which is to bring the body to a relatively calm state. You can use the following games for this: “Who left?”, “Guess by the voice,” “Find where it’s hidden.” Most often, one, sometimes two games are given in a lesson. For example, one game is included in the second - the main part of the lesson (required), another - in the final one. Outdoor games, creating an atmosphere of joy, make the most effective complex solution to health, educational and educational problems. Active movements, determined by the content of the game, evoke positive emotions in children and enhance all physiological processes.

Children’s play activities objectively combine two very important factors: on the one hand, children are involved in practical activities, develop physically, and get used to acting independently; on the other hand, they receive moral and aesthetic satisfaction from this activity and deepen their knowledge of their environment. All this ultimately contributes to the education of the individual as a whole. Consequently, outdoor games are an effective means of diversified development.