Article “The role of play activities in early preschool age”

Article “The role of play activities in early preschool age”

“The role of play activities in early preschool age”

Understanding the Atom is Child's Play

compared to understanding children's play

H. Hoagland

This is not the first year I have been working with children of primary preschool age. Observing the developmental characteristics of children, relationships with peers and adults, and studying specialized literature, I realized how great the need is for effective methods of raising children at an early age. Understanding the intrinsic value of this period of childhood, the importance of development at a young age for the subsequent formation of the child’s personality, prompted me to search for new forms, methods and techniques for raising and educating children.

I turned to the research of outstanding teachers of the past and present, who pay great attention to play as a leading activity. Play is an indispensable companion of childhood, a unique way for children to master life. “Understanding the atom is a child’s game compared to understanding a child’s game”—this figurative statement by the physiologist expresses great respect for the problem of children’s play, and a clear understanding of the extreme complexity of this problem. Research by scientists such as D.B. Elkonina, E.E. Shulezhko, M.F., Komarova, A.V. Novoselova, A.V. Kalinchenko helped me in my work, helped me review the organization of the developing subject-spatial environment of childhood, accumulate and systematize methodological, didactic and gaming material.

In my work, I take into account the age characteristics of children of primary preschool age - the immaturity of the system of adaptation mechanisms when entering a children's educational institution, rapid fatigue, inattention in classes and in free activities.

Taking into account the above problems, focusing on the given basis of development and the specifics of work in a group of children of primary preschool age, I turned to the topic: “The role of play activities in early preschool age.”

The game helps:

- create an atmosphere of emotional warmth, security and peace in the group;

- remove excessive organization and neuroticism in children;

- serves as a source of joy;

— develops mental processes (imagination, imaginative thinking, memory, speech) and promotes the comprehensive development of children;

- is a means of adaptation to living conditions in a preschool institution, to the environment of peers;

— allows each child’s individuality to reveal itself;

— develops skills of collective activity, the ability to live in society.

So the game

helps me correct and eliminate existing negative problems, becomes a universal tool that provides a solution to a wide range of psychological and pedagogical influences on the processes of development, training and upbringing of children.

This process allowed me to:

- move away from traditional forms of organizing various types of children's activities and organize work in such a way that, with the help of play, children easily adapt to living conditions in preschool education, perceive new knowledge, acquire knowledge and skills without increasing the load on the child's body, while receiving versatile and full development ;

- through play, unite children of different ages, different levels of intellectual development, while creating conditions under which each of them will be able to realize themselves, taking into account their capabilities and abilities;

- actively interact with parents for the purpose of the child’s social development during the game as an individual.

When organizing work with children, developing a system of integrated education and upbringing of children, I take into account the interests of the child and am guided by the thesis: “Game is a developing and developing activity.” The game has two goals: educational, which is pursued by the adult, and play, for which the child acts. Therefore, when using the game, I try to build it so that these two goals complement each other and ensure the comprehensive development of the developing personality.

Every day of a child’s life in preschool should be a bright, memorable event. My task is to make it multifaceted, colorful, eventful, so that every day brings small victories. I try to make the process of learning and education joyful, because I am convinced that boringly presented information and rote memorization will not bring much benefit. Knowledge obtained in ready-made form is poorly absorbed and does not develop. In order for my students to better assimilate the material being studied, I conduct classes in a playful way. Games, entertaining tasks, riddles, surprise moments, various game characters make activities interesting for kids, unobtrusively teach children, force them to think, analyze, compare imagination and creative activity.

Thus, the significance of the game and game moments in the system of educational activities is great. The game promotes:

- relieving psychological stress;

- easy switching from one type of activity to another;

- increasing overall performance.

But children’s independent play activities are extremely important and have great developmental potential. In organizing it, I set the following tasks:

- so that the child really plays, composes, builds, combines;

- so as not to rush from one task to another without finishing the first; — — to bring the activity to completion;

- to see a certain value in each toy, store it, maintain order in the play corner;

- so that the game combines all types of toys.

The leading type of game during early preschool age is plot-display game. For the emergence of a more complex form - a plot-role-playing game, I consider it necessary:

- structure the work so that in a play situation the child perceives the adult as a play partner who stimulates the child to flexible role behavior;

- achieve a variety of plots as a reflection of the diversity of surrounding life;

- show children new sources for creating a plot (conventional and symbolic toys, actions with imaginary objects and faces).

— learn to display the emotions and state of game characters;

- it is necessary to develop speech accompaniment of the game - denoting actions with words and dialogues with the toy.

In order to not only intelligently “saturate” the day when organizing work with children outside of class, but also ensure the integrity of the educational process, I use a cyclogram that takes into account all types of activities of a younger preschooler, all types of games.

All this helps me comprehensively solve the main task of preschool education - nurturing cognitive interest in preschool children.

Working on the topic: “The role of play in early preschool age,” I came to the conclusion that in order to determine the prospects, it is necessary to diagnose children’s play activities. Using the research of N.F. Komarova “Diagnostics of children’s play” and the methodological manual “Development of play activity of preschool children” edited by A.V. Kalinchenko, I developed a pedagogical diagnosis of the level of development of plot-based play. Using diagnostic results in practice allows me to work based on the personal development indicators of each child. Identifying the specifics of the content of children's games, ways to solve game problems, features of children's interaction, the degree of independence in gaming activities, allows us to identify problem areas and outline measures for their correction to the group teachers and give the necessary recommendations to the parents of our students.

I am convinced that in order to solve any educational problems, constant and continuous interaction with parents is necessary, developmental cooperation is necessary.

A survey conducted in the group on the topic: “The role of an adult in managing play” showed that all adults believe that there are enough toys at home, but not everyone thinks about the pedagogical value of the toys they purchase; only 30% of parents take part in the game proposed by the child. Many parents have problems organizing and developing play activities.

In this regard, in working with parents, I outline the following goals:

— explain the importance of play activities for improving all mental functions and further development of the child’s personality;

- pay attention to the fact that the game, like nothing else, provides the opportunity to communicate with peers and how important it is for children to have a community for the development of communication skills;

— to promote educationally valuable games and toys among parents;

— explain the negative impact of certain types of toys on the psyche and development of children;

— ask parents how their children play at home. Compare the results of your observations of children playing in a group and share your impressions with parents.

In my work I use a variety of methods: workshops, trainings, presentations, round tables, surveys, consultations on organizing and managing games at home, question and answer evenings.

I am convinced that working closely with colleagues and parents will lead me to achieve the goal of my work: raising an emotionally prosperous, well-rounded, happy child.

And the fact that children come to kindergarten with pleasure, not with tears, but with a smile, open the door, say hello and say: “I missed you” - I see the main result of my work. This means that the child’s life in the group is interesting and rich, a favorable atmosphere has been created, play activities are properly organized, emotional contacts “child - adult”, “child - child” have been formed.

In the future, I plan to continue working on the topic “The role of play in early preschool age”, to implement the principle of developmental learning through play (according to D.B. Elkonin), using the strategy and tactics of playful interaction between an adult and children (N. Mikhailenko, N. Korotkova “ Interaction between an adult and children in play”). I plan to summarize my experience on the topic “Game activity during the adaptation period.”

I dream of creating a model of a children's team in which all the kids will feel comfortable, learn kindness and responsiveness towards others, will communicate and grow up healthy, emotionally prosperous, kind, open, responsive, smart - the way we would like to see our own children .

Informational resources:

1. Komarova N.F. Comprehensive guidance of role-playing games in kindergarten / N.F. Komarova. - M.: Scriptorium, 2010.

2. Mikhailenko N.Ya., Korotkova N.A. Interaction between an adult and children in play // Preschool education. 1993. No. 3.

3. Mikhailenko N.Ya., Korotkova N.A. Organization of a story game in kindergarten. M.: GNOM i D, 2000.

MAGAZINE Preschooler.RF

Every child needs a world where they can laugh, dance, sing, learn, live in peace and be happy. Kindergarten is the world in which our children live. It becomes a second home for children. Kindergarten is noise, play, children's fun, as well as fun and joy from morning until evening. This is a home where we are loved and welcomed, where we are cared for and worried about, helped to overcome difficulties and proud of our achievements. To discover the good and bright in a child, to awaken in him the desire for knowledge, activity, independence, and to cultivate hard work in him - these are the main tasks of kindergarten teachers. These tasks are solved in all types of children's activities: in classes, in games, in work, in everyday life - as they form his relationships with adults and peers, and also instill patriotic feelings in the child. In this article we will look at developmental activities in the younger group. Of course, everything goes through the game.

The main way for children to understand the world is through play. It is this that allows children to develop faster and discover new knowledge. Therefore, special attention is paid to organizing and conducting different types of games in a preschool institution. Especially when we are talking about pupils of younger groups who are just starting to get acquainted with kindergarten. In kindergarten, play is the main activity for children, and toys are an important tool for learning. How correctly the toys are selected depends on the subsequent development of children. The game is the basis for organizing lesson materials. With the help of three types of games (educational, active, theatrical), the teacher solves the educational tasks of the lesson, and also teaches the children to interact with each other along the way. Therefore, it is very important that the teacher has an extensive card index of games.

Each lesson in the early development group takes into account the individual abilities and characteristics of the child. Educators understand that they are called upon to make classes easy and accessible for every child. So that the child is interested and can easily be involved in the process.

During the child’s play activities, the teacher shapes his behavior: teaches him to understand the rules of the game, shows where and with which toy it is more convenient to play (at the table, on the floor, by the window, teaches him to be careful with toys, teaches him not to throw them away, put them back in their place). The teacher pays great attention to the formation of positive relationships between children: he teaches not to interfere with each other’s games, arouses interest in them, encourages the ability to play side by side in the first, joint games, develops feelings such as goodwill, affection for group mates, sympathy, help, skill share any thing.

The teacher needs to skillfully direct each child to an entertaining, but at the same time useful game, while it is important to rely on initiative and develop the child’s curiosity. An attentive and caring teacher will correctly distribute children among game tasks so that they do not interfere with each other, and will show sensitivity and fairness in resolving a conflict situation that arises during the game. Thus, the harmonious creative development of children depends on the level of professional training of the teacher.

Play as a leading activity cannot be carried out in isolation; it is closely connected with other types of children's activities. Children cannot play if they lack knowledge about the life around them, because play is social in nature. Properly organized gaming activities influence the moral development of the individual, the child’s self-esteem, orientation towards achieving success, as well as the assimilation of norms and rules accepted in society.

In games, children reveal their positive and negative qualities. This is the role of play in the education of preschool children.

The world of childhood is a fascinating world of play!

From early childhood, adults introduce the child to the surrounding reality and, through communication, convey to him certain experience and knowledge regarding actions with objects and relationships with people. Consolidation of elementary experience, reflection of first ideas occurs in the game: while playing, a child has the opportunity in many ways to repeat actions that are understandable to him, achieving one or another result. The acquired knowledge becomes more and more generalized. The baby can widely use them in specific conditions. Play activities are enriched, which in turn contributes to the comprehensive mental development of the child. The game is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the need to influence the world is realized in the game. In the process of gaming activities, the child’s spiritual and physical strengths develop: his attention, memory, imagination, discipline, dexterity, etc. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and the developing need for communication. Play experiences leave a deep imprint on the child’s mind and contribute to the formation of good feelings, noble aspirations, and collective life skills. All this makes play an important means of creating a child’s direction, which begins to develop in early childhood.

Goal: to reveal the psychological characteristics of the play activity of children from one to three years old.

The goals contribute to solving the following tasks: 1) studying special literature on this problem; 2) will establish how effective this is in shaping the personality of a young child; 3) generalization of the research results. The following methods were used in the study: conversation; observation The relevance of the problem raised is caused by the need of psychologists, teachers, parents for improved methods of psychological and pedagogical influence on the developing personality of the child in order to develop intellectual, communicative and creative abilities and to prove the effectiveness of gaming activities for the psychological development of young children. The object of the study is children from one to three years old. Subject of research: play activities of young children

Chapter I. Psychological characteristics of play activities of children from one to three years old

1.1 Historical background of the game

Game is a great invention of man. It, like a mirror, reflected the history of mankind with all its tragedies and comedies, strengths and weaknesses.

When studying the development of children, it is clear that all mental processes develop more effectively in play than in other types of activities. The changes in the child’s psyche caused by play are so significant that in psychology (L.S. Vygotsky, A.N. Leontiev, D.B. Zaporozhets, etc.) the view of play as a leading activity in the preschool period has been established.

1.2 Psychology of early childhood

After the period of infancy - the period of adaptation to the world, which lays down the core characteristics of the child, a new period of development begins in the child's life - early childhood (from 1 year to 3 years) - a period of dramatic changes in physical capabilities, motor, cognitive and speech skills. The main achievements of early childhood, which determine the development of the child’s psyche, are: complete mastery of the body, speech, development of objective activity. These achievements are manifested: in bodily activity, coordination of movements and actions, upright walking; in the rapid development of speech; in the development of the ability to substitute, symbolic actions and use of signs; in the development of visual-effective, visual-figurative and symbolic thinking; in the development of imagination, memory; in feeling oneself as a source of imagination and will; in highlighting one’s “I” and in the emergence of the so-called sense of personality.

1.3 Subject activity and play

At an early age, a child discovers the purpose of many objects of human material and spiritual culture and begins to act with them in a human way. The child develops objective activity. Its difference from the simple manipulation of surrounding objects, characteristic of infants, is that the child’s actions and methods of handling objects begin to obey the functional purpose of these objects in the life of a cultured person. A one-and-a-half to two-year-old baby acts completely differently with a spoon, ball, book, and chair than a six- to eight-month-old child, i.e. The activity of an older child with these objects is more meaningful in nature, corresponding to their general cultural purpose. Children master the idea of ​​most household items and how to use them in the second year of life. The objective activity that arises on this basis gradually replaces the natural movements of the child, conditioned by the nature and structure of the body. By the beginning of the third year of life, object-related activity has already been formed, at least in relation to those household items that the child uses.

Unlike a baby, a young child begins to be much more interested in new things. If an infant, having received them in his hands, begins to simply manipulate them, then a child of two or three years old first of all begins a detailed study, and only after that turns to using the object in his practical activities. A young child must first find out the functional purpose of a thing before using it, so he often asks others the question “what is this?”, expecting to receive just such information in response.

From the first half of the second year of life, children begin to perform actions with toys that they observe in adults: babies put a doll to bed, feed it, take it for a walk, push a car, push a stroller, wash it, clean household items, cook food, do laundry, etc. d.

At the age of about three years, many children begin to move from full execution of an action to its symbolic representation.

At an early age, individual object-based play arises and develops, including symbolic play. By the end of this period of time, children play a lot with various objects, primarily toys, and not only manipulate them, but also design and build something new out of them. The first attempts to address visual activity appear, in the form of drawing on paper.

In the second year of life, the child reproduces the actions of adults with objects, he begins to play object games - imitations. They represent the first steps towards symbolization associated with the assimilation of norms and forms of behavior of adults, and then with the formation of certain personal qualities in the child.

Children's games of a subject plan can be of three types: game - exploration, game - construction and role-playing game. All types of games are essential for a child's development, determining his progress in cognitive, personal and social development.

Around eighteen to twenty months of age, children experience their first direct interactions with play partners. Starting at this age, children tend to play more with each other. However, two-year-olds are not yet able to play games with rules together.

Later, a plot-based role-playing game appears. Its occurrence in the life of children is associated with a number of circumstances: Firstly, by this time the child’s symbolic function must have reached a high level of development, he must learn to use objects not only for their intended purpose, but also in accordance with the intent of the game; Secondly, the child must have a need to copy the actions of adults; Thirdly, he must learn to interact with other people - children and adults - in the game.

In role-playing games, the child copies the ways people treat objects and the ways they treat each other in various social situations. Thus, the child better masters objective actions, forms and norms of communication, as well as role behavior. From a functional point of view, role-playing play can be considered as preparing a child to participate in public life in various social roles.

Younger preschoolers usually play alone. In their object and construction games, they improve perception, memory, imagination, thinking and motor abilities. Thematic role-playing games of children of this age usually reproduce the actions of those adults whom they observe in everyday life.

Children's role-playing games have various themes that the child is quite familiar with from his own life experience. The roles that children play in play are, as a rule, either family roles (mom, dad, grandmother, grandfather, son, daughter, etc.), or educational (nanny, kindergarten teacher) or professional (doctor, commander, pilot), or fabulous (goat, wolf, hare, snake). The role players in the game can be people, adults or children, replacing their toys, such as dolls.

As the child develops, the game changes. In the first two years of life, the child masters movements and actions with surrounding objects, which leads to the emergence of functional games. In functional play, unknown properties of objects and ways of operating with them are revealed to the child. Constructive games are more challenging. In them, the child creates something: builds a house, bakes pies. In constructive games, children understand the purpose of objects and their interaction.

Functional and constructive games belong to the category of manipulative games, in which the child masters the surrounding objective world and recreates it in forms accessible to him. Relationships between people are conceptualized in story games. The child plays “mother-daughter”, “shop”, taking on a certain role. Plot-role-playing games appear at three to four years of age. Until this age, children play nearby, but not together. Role-playing games teach children to live in a group. Gradually, rules are introduced into the games that impose restrictions on the behavior of the partner.

1.4 The importance of play for the mental development of children from one to three years old

In the game, private mental processes are also formed or restructured. Visual acuity increases significantly in conditions of gaming activity (research by T. V. Endovitskaya). In play, the child retains the conscious goal of memorizing earlier and more easily and, for example, remembers a larger number of words than in laboratory conditions (Z. M. Istomina et al.).

In play activities, favorable conditions are created for the development of the child’s intellect, for the transition from visual-effective thinking to figurative and to elements of verbal-logical thinking. It is in play that the child develops the ability to create generalized typical images and mentally transform them.

Psychology has established that internal, mental actions are formed on the basis of external, material actions through their gradual change and “growing” into the psyche.

So, the important role of play in the development of a child’s mental processes is explained by the fact that it equips the child with accessible methods of active recreation, modeling with the help of external, objective actions of such content that under other conditions would be inaccessible and could not be truly mastered .

The game, as it were, creates a “child’s zone of proximal development.” L. S. Vygotsky wrote: “In play, a child is always above his average age, above his usual everyday behavior; In the game he seems to be head and shoulders above himself. The game in condensed form contains, as if in the focus of a magnifying glass, all development trends; the child in the game seems to be trying to make a leap above the level of his usual behavior.” The main developmental activity of a two- to three-year-old child is play. If in the previous age period the child played only with those objects that were in his field of vision, now he can play according to a preliminary plan, selecting toys or some objects in accordance with it.

For example, a child decided to build a garage out of cubes, where he would put a car, and when leaving the garage, the car would carry some kind of cargo, etc. The game now consists of a series of interconnected events, that is, it has a plot. This becomes possible thanks to the development of imagination, fantasy, and abstract thinking.

By the end of the third year of life, role-playing games become children's favorite games. The child takes on a certain role, portraying mom, dad, kindergarten teacher, and exactly repeats characteristic poses, gestures, facial expressions, and speech. The presence of role-playing play is an indicator of a new stage in the child’s mental development.

Development of gaming activities:

• A role-playing game appears in a small group of children (2-3 people) with a duration of 10-30 minutes.
• stable interest in games (favorite games). Can spend more than 10 minutes designing, builds various structures, plays with them.

Game methods and techniques in teaching children: didactic games, outdoor games, fun games, dramatizations.

Techniques: a) Introducing toys. b) Creating game situations (today we will be birds). c) Playing with toys and objects (for example, reading the poem “They dropped the Bear on the floor”, the didactic game “Say what it sounds like”). d) surprise, emotionality (show “The Bird and the Dog” - the teacher shows a squeaker, makes you want to listen, “Who is singing, look.” A bird flies, circles over the children, sits in his arms, chirps). e) Sudden appearance, disappearance of a toy. f) Changing the location of toys (bunny on the table, under the cabinet, above the cabinet). g) Showing objects in different actions (sleeping, walking, eating). h) intriguing settings.

Chapter 2

2.1 Play activity as a practical definition of the mental development of young children.

As a teacher at a preschool educational institution, I actively use games in my work, since games have a huge impact on the formation of a child’s psyche and help him prepare for “adult” life. A variety of games help develop the child’s memory, thinking, intelligence, reaction speed and the ability to think logically. In addition, games teach kids to communicate. It is easier to adapt to a group of children.

To determine the level of mental development of young children, I used pedagogical observation and conversations.

Children from kindergarten No. 35 in Yelabuga were involved in the pedagogical study. Children of the first and second younger groups were observed.

The main purpose of observation is how effective the use of games is for the development of the mental development of a young child;

The first task I gave the children was the game “Get a toy.” The level of development of a child’s thinking determines the nature of his activity and the intellectual level of its implementation. For example: they put a toy on the table and asked a two-year-old child to get it. The first one climbed onto the chair with his legs and climbed across the entire table, taking out a toy. The other one slid down from his chair and, going around the table, took out a toy. The third, without getting up from his chair, took the nearby rod from the pyramid and advanced the toy with the help of the rod. Everyone solved the problem depending on their existing experience: 1) by reaching for the toy; 2) bypasses the obstacle; 3) uses the experience of targeted influence of one object on another, and it is such actions that must correspond to the level of intellectual development of children in the second year of life.

Game "What has changed?" She put 5 different objects on the table (a book, a doll, a cube, etc.), asked the kids to look at them carefully, remember and turn away or leave the room. I remove or add one item. Upon returning, the child must say what has changed on the table, or rather, what object has appeared. This game teaches the child to navigate correctly, develops visual memory and attention. Of the ten children in the second younger group, five completed the task, two made mistakes in two items, and three made mistakes in three. Game: "Find the lost toy." The purpose of this game is to develop attention.

The most interesting feature of this age is the child’s idea of ​​the permanence of an object: the baby remembers a toy that is currently hidden. Before this, an object that was removed from the child’s eyes seemed to cease to exist for him. How is this ability formed?

If you simply hide a toy under a diaper, the child will not try to look for it. I tried this experiment. I let the child see how I put a toy under one of the two diapers lying in front of him. The baby began to study them, as if trying to figure out what kind of toy it was.

The concentrated expression on his face shows that he is trying to remember where she was hidden. Finally, the child rips off the diaper and will be extremely glad that he was not mistaken.

When this experiment is repeated several times, the toy is always placed under the same diaper, and then the toy is hidden under another one in front of the baby’s eyes. And, although he saw everything perfectly, the baby will still look for the toy in the same place for some time.

This happens because this particular option is recorded in his memory. For a one and a half year old child, the search time is reduced: now the baby remembers where you put the toy, or even notices a bulge and can figure out what is under the diaper.

A child whose sense of smell, hearing, vision, touch, and taste is well developed has every chance of gaining developed intelligence. Next, I explored how playing fun games with a child can help him understand the world.

Alarm clock game

This game can be played with one or more children. One child leaves the room. While he is outside the door, you need to set the alarm clock so that it rings in two or three minutes, and then hide it (in a desk drawer, behind the sofa - depending on the child’s age). Then the driver returns, the alarm clock begins to ring, and the child looks for it by the sound. A very simple game that trains your hearing, you can play it even with kids.

Auditory lotto

You need to record different sounds on a cassette: a car starting up, a door creaking, a train leaving, a match being struck, etc. For each noise, cut out a corresponding picture from old magazines and stick it on cardboard. Whoever first finds a card with an image that matches a specific sound keeps it. The one who collects the most cards wins. During this game, children learn to establish connections between phenomena and remember them.

Rainbow

The air seems transparent. Children can be shown that there is a bright, colorful world behind what they see, for example by looking at cut glass beads by hanging them in a sunny location. You can create a rainbow using a garden hose. In both cases, the light is broken into multi-colored rays. This piques their curiosity.

Games for the “hungry”

Place several plates on the table with different foods - something sweet, salty, thick, sour. As per your choice. Let the children see what's on the table first. Then blindfold one of them. Other children will choose a plate and give it for tasting. The driver needs to guess what he is eating.

Games for sensual natures

By touch, without looking! Take a bag, a bag will do - the main thing is that it is opaque, and put various objects in it, which the children will then have to identify by touch. This could be, for example, a board, a brush, a toy car, a banana - anything that comes to hand, a ball of yarn.

On the road barefoot

Make a path by laying out pieces of polypropylene on it with various materials glued to them (felt, sandpaper, wool yarn, foil), place buckets of sand or water between them. You need to walk along the path barefoot with your eyes closed and identify the materials.

Game for training memory and attention

While playing with multi-colored cubes, rings and building a tower or pyramid with him, I name the colors and ask the child to hand him a cube of one color or another.

At first, the child remembered contrasting colors: red and green, yellow and black. Then you can move on to closer colors: yellow and orange, purple and black, green and blue.

With the help of play activities, the child learns to explore the world around him and exchange impressions. For a baby, not only words are important, but also gestures, facial expressions, and intonation. After all, even before the baby learns to speak, with the help of gestures and facial expressions he will be able to achieve understanding of others and establish contact with them.

The first step in the development of visual play is that the child begins to transfer the actions shown to him with toys or the actions that he has learned to perform with real things to other objects.

Example.

Dima (1 year 1 year old) Walks along the corridor with a spoon in his hand. I saw a plastic can and started rolling it on the floor. Then he sat down next to him on the floor and began to pretend to eat: alternately sticking a spoon into the can and into his mouth.

Transferring actions to new objects leads to the fact that the child begins to act with objects that cannot be used at all to obtain a real result: “washes his hands with a cube”, “measures the temperature” with a stick. These are game substitutes for real things.

Placeholder items are used in place of actual items. But at first, the child does not give them play names. If he is asked what object he uses, he names the substitute.

The use of substitute objects turns into visual play when the child begins to give them names of substitute objects and act with imaginary, non-existent objects.

Example.

Anya (2y.3m.). The doll’s hand seems to take something from a piece of paper lying on the table, then brings the doll’s hand closer to its mouth and says: “Lelya, bite the saseka” (Lelya, eat the candy), then brings the doll’s hand to the observer’s mouth, saying: “Go , bite the ass."

Visual play becomes more complex, includes more and more interconnected actions, and acquires a plot.

Gradually, the child begins to put himself in the place of another person in visual play and takes on his role. Accepting a role goes through the same stages as using substitute items, but this usually happens a little later. First, the child performs the actions of another person, but calls himself by his own name. Then a verbal designation of the role appears, but only after the child has already depicted the actions of another person. The child plays first. Then, as it were, he recognizes in his actions the actions of an adult and calls himself by his name. The transition from visual play to role-playing play is completed when the child takes on the role earlier. What starts the game actions. This usually happens in preschool age.

Thus, we came to the conclusion that the level of mental development in young children can be considered good.

Conclusion

In connection with the above, we can conclude that a game is a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of carrying out objective actions, in subjects of science and culture. In the game, as a special historically emerged form of social practice, the norms of human life and activity are reproduced, subordination to which ensures the knowledge and assimilation of objective and social reality, the intellectual and moral development of the individual. The game gives you the ability to navigate real life situations, playing them repeatedly and as if for fun in your fictional world. The game gives psychological stability. Develops an active attitude towards life and determination in achieving the set goal. The game gives joy in communicating with like-minded people. So, play is the leading activity for young children.

Leading activity is a form of child behavior, in connection with the development of which mental qualities develop that prepare the child for the transition to a new stage of his development. Within the framework of leading types of activity, new types of occupations arise. The child begins to learn through play. Only after going through the role-play school can a preschooler move on to systematic and targeted learning.

Leading activity forms and rearranges individual mental processes. Only in play does the ability for active imagination arise, voluntary memorization and many other mental qualities are formed.

Leading activity also determines the most important restructuring and the formation of new personality traits. The game teaches, shapes, changes, educates. Play, as the outstanding Soviet psychologist L.S. Vygotsky wrote, leads to development.

This allows us to conclude that play activity is of great importance and plays a huge role in the mental development of a preschooler.

Literature

Developmental and educational psychology: Texts. Elkonin D.B. / Comp. and comment. Shuare Martha O. - M.: 1992. – 272s.

Vygotsky L.S. Educational psychology / Ed. V.V. Davydova. – M.: Pedagogy, 1991. – 480s.

Dyachenko O.M., Lavrentieva T.V. Mental development of preschool children. – M.: Pedagogy, 1984. – 128 p.

Itelson L.B. Lectures on general psychology: Textbook. – Mn.: Harvest; M.: 2000. – 896 p.

Kulagina I.Yu., Kolyutsky V.N. Developmental psychology: The complete life cycle of human development. Textbook for university students. – M.: TC Sfera, 2004. – 464s.

Popular psychology for parents / Ed. Bodaleva A.A. – M.: Pedagogika, 1988. – 256 p.

Sensory education in kindergarten: A manual for educators / Ed. Poddyakova N.N., Avanesova V.N. – M.: Education, 1981. – 192 p.

Spivakovskaya A.S. The game is serious. – M.: Pedagogy, 1981. – 144 p.

Text: ChelMami

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