The modern organization of the game activity of preschoolers in the conditions of fgos. The concept of "play" and play activities. The main signs of play activity

Many scientists have tried to define the concept of a game. The old definition of play, as any activity of a child that does not pursue obtaining results, considers all these types of child's activity to be equivalent to each other. Whether a child opens the door, plays horses, from the point of view of an adult, he does both for pleasure, for play, not seriously, not in order to get something. All this is called a game.

K. Gross was the first author who tried to clarify the question of the definition of the game. He tried to classify children's games and find a new approach to them. He showed that experimental games stand in a different relation to the child's thinking and to his future purposeful non-play actions than symbolic games, when the child imagines that he is a horse, hunter, etc. One of Gross's students, A. Weiss, tried to show that various types of play activities are extremely far from each other, or, as he put it, have little in common psychologically. He had a question: is it possible to use one word "play" to name all the various types of such activities (LS Vygotsky "Early Childhood")?

P.P. Blonsky believes that play is only a general name for the most varied activities of the child. Blonsky probably goes to extremes in this statement. He is inclined to think that "play at all" does not exist, that there is no type of activity that would fit this concept, because the very concept of play is the concept of adults, but for a child everything is serious. And this concept must be banished from psychology. Blonsky describes the following episode. When it was necessary to instruct one of the psychologists to write an article "Game" for the encyclopedia, he said that "game" is a word behind which nothing is hidden and which must be banished from psychology.

It seems a fruitful thought, D.B. Elkonin regarding the dismemberment of the concept of "game". Play should be viewed as a completely original activity, and not as a collective concept that unites all types of children's activities, in particular, those that Gross called experimental games. For example, a child closes and opens the lid, doing this many times in a row, knocking, dragging things from place to place. All this is not a game in the proper sense of the word. We can talk about whether these activities are not worth each other in the same relation as babbling in relation to speech, but, in any case, this is not a game.

The positive definition of play, which is brought to the fore with this idea, is very fruitful and corresponding to the essence of the matter, namely, that play is a kind of attitude towards reality, which is characterized by the creation of imaginary situations or the transfer of the properties of some objects to others. This makes it possible to correctly resolve the issue of play in early childhood. There is not that complete absence of play that characterizes infancy from this point of view. In early childhood we meet with games. Anyone will agree that a child of this age feeds, nurses a doll, can drink from an empty cup, etc. However, it would be dangerous not to see a significant difference between this "game" and the game in the proper sense of the word in preschool age - with the creation of imaginary situations. Research shows that games with transfer of meaning, with imaginary situations, appear in their infancy only towards the end of an early age. Only in the third year do games appear related to the introduction of elements of imagination into a situation.

Play, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence.

By definition, play is a type of activity under conditions of situations aimed at recreating and assimilating social experience, in which self-management of behavior develops and improves.

In human practice, play activity performs the following functions:

• - entertaining (this is the main function of the game - to entertain, please, inspire, arouse interest);
• - communicative: mastering the dialectics of communication;
• - self-realization in the game as a testing ground for human practice;
• - game therapy: overcoming various difficulties arising in other types of life;
• - diagnostic: identification of deviations from normative behavior, self-knowledge during the game;
• - correction function: making positive changes in the structure of personality indicators;
• - interethnic communication: assimilation of social and cultural values ​​common to all people;
• - socialization: inclusion in the system of social relations, the assimilation of the norms of human community.

Most games have four main features (according to S.A. Shmakov):

• * free developmental activity undertaken only at the request of the child, for the sake of pleasure from the very process of activity, and not only from the result (procedural pleasure);
• * creative, largely improvisational, very active nature of this activity ("field of creativity"); R.G. Khazankina, K.V. Makhova and others.
• * emotional uplifting of activity, rivalry, competitiveness, competition, attraction, etc. (the sensual nature of the game, "emotional stress");
• * the presence of direct or indirect rules reflecting the content of the game, the logical and temporal sequence of its development.

The structure of the game as an activity organically includes goal-setting, planning, goal implementation, as well as the analysis of the results in which a person fully realizes himself as a subject. Motivation of play activity is provided by its voluntariness, choice opportunities and elements of competition, satisfaction of the need for self-affirmation, self-realization.

The structure of the game as a process includes:

• a) the roles assumed by the players;
• b) play actions as a means of realizing these roles;
• c) playful use of objects, i.e. replacement of real things with play, conventional;
• d) real relationships between the players;
• e) plot (content) - an area of ​​reality, conditionally reproduced in the game.

In a modern school, which relies on the activation and intensification of the educational process, play activity is used in the following cases:

• - as independent technologies for mastering a concept, topic and even a section of a subject;
• - as elements (sometimes quite essential) of a broader technology;
• - as a lesson (lesson) or part of it (introduction, explanation, consolidation, exercise, control);
• - as a technology for extracurricular activities (games such as "Zarnitsa", "Eaglet", KTD, etc.).

The concept of "play pedagogical technologies" includes a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games.

In contrast to games in general, pedagogical play has an essential feature - a clearly defined goal of teaching and the corresponding pedagogical result, which can be substantiated, singled out in an explicit form and are characterized by an educational and cognitive orientation.

Pedagogical conditions and means of child development in play activities

Informational support of the topic:Play occupies an important place in a child's life, is the predominant type of his independent activity. In Russian psychology and pedagogy, play is considered as an activity that is of great importance for the development of a preschool child: actions in representation, orientation in relations between people, initial skills of cooperation are developed in it (A.V. Zaporozhets, A.N. Leontiev, D. B. Elkonin, L.A. Venger, A.P. Usova).

Investigating the significance of children's games S.A. Shmakov, identified the following of its functions: the socio-cultural purpose of the game, the function of interethnic communication, the function of self-realization of the child in the game as a testing ground for human practice, the communicative function of the game, the diagnostic function of the game, the game therapy function of the game, the function of correction in the game, the entertainment function of the game.

The essence of the phenomenon of the game consists in the following provisions (S.A. Shmakov):

• The game is performing independent speciesdeveloping activity of children of different ages, the principle and method of their life, the method of cognizing the child and the way of organizing his life and non-play activities;
• Play means activity, rest, entertainment, fun, fun, joy, competition, exercise, training, in the process of which the educational requirements of adults for children become their requirements for themselves, which meansan active means of education and self-education;
• Game is the main area of ​​communication children; it solves the problems of interpersonal relations, compatibility, partnership, friendship, camaraderie. In the game, the social experience of relationships between people is learned and acquired;
• Game enjoying synthetic property, absorbs many aspects of other types of activity, appears in a child's life as a multifaceted phenomenon;
• The game is a need a growing child: his psyche, intellect, biological fund. Play is a specific, purely childish world of a child's life. Play is a practice of development. Children play because they develop and develop because they play;
• Play is a way for a child to find himself in collectives partners, in the whole society, humanity, in the Universe, access to social experience, culture of the past, present, future;
• The game - freedom of self-disclosure, self-development based on the subconscious, mind and creativity. The product of the game is the enjoyment of its process, the end result is the development of the abilities realized in it.

It is now generally accepted that play is the leading activity of a preschool child. A.N. Leontyev considered the leading activity to be one that has a special effect on the development of the child at a given age period. He highlighted the main provisions, thanks to which the game is called the leading activity of the preschooler:

• She meets the basic needs of the child

Striving for independence, active participation in the life of adults;

The need for knowledge of the surrounding world;

The need for active movements;

The need for communication.

• In games, other types of activity arise and differentiate:

Educational activities:

Labor activity.

• The game contributes to:

Formation of neoplasms of the child, the development of his mental processes;

Development of children's imagination;

The development of the ability to transfer the functions of one object to another, which does not have these functions.

In pedagogy, there are many definitions of play. “The game ... what they play and what they play: fun established according to the rules, and things that serve this purpose (V. Dal“ Explanatory Dictionaryliving Russian language). « Play is an occupation that has no practical purpose and serves for entertainment or amusement, as well as the application in practice of some arts (“Great Encyclopedia). “We call a game a series of successive additional transactions with a clearly defined and predictable outcome ... but with hidden motivation; in short, this is a series of moves containing a trap, some kind of catch (E. Bern).

Game activity is a special sphere of human activity in which a person does not pursue any other goals, except for receiving pleasure, pleasure from the manifestation of physical and spiritual forces (O.S. Gazman).

As noted in the pedagogical literature, children's games are a heterogeneous phenomenon that allowed scientists to make repeated attempts to study and describe each type of game, taking into account its functions, to give a classification of games.

F. Frebel based the classification on the principle of the differentiated influence of games on the development of the mind (mental games), external sense organs (sensory games), movements (motor games).

According to the pedagogical meaning, K. Gros classified games: games are mobile, mental, sensory, developing will - "games of ordinary functions"; family games, hunting games, courtship - “special function games”.

The modern classification of games was made by S.L. Novoselova. She identified the child's initiative as the basis for the classification:

• Games initiated by children:

Amateur games - experimentation;

Amateur plot games (plot-reflective, plot-role-playing, directing, theatrical);

• Adult-initiated games:

Educational (didactic, plot-didactic, mobile);

Leisure (fun games, entertainment games, intellectual, festive and carnival, theatrical and staging);

• Games determined by the initiative of the ethnic group: ritual, leisure, training.

N. A. Korotkova, N. Ya. Mikhailenko classifies games on the basis of freedom of action: creative (role-playing, theatrical, directorial) and games with rules (games for physical competence, mental competence, games for luck). ON. Korotkova singles out the specific features of games with rules and creative games.

Games with rules

Creative games

The basis is a set of formalized rules that are binding on all participants. These rules are impersonal, the same for everyone, and stable throughout the game. 2 .The actions are real and unambiguous. 3. Always working together. 4. The end result is. This is the result of the actions of each player, correlated with the results of other children. The result is a win. The moment the game ends is determined by the winning criteria. 5. The process of activity is cyclical, each type of game ends with a win and resumes again. 6 Player Relationship Type - Competitive Relationship

1. Basis - an imaginary situation that manifests itself in conditional, substitute actions. All actions have a personal meaning, each player has his own understanding of the imaginary situation. 2. Conditional substitution actions are outwardly ambiguous. 3. The game can be both individual and joint. 4. The process of the game has no final result, the moment of its completion is determined by the desire of others. 5. The process of activity is characterized by a progressive nature, an imaginary situation develops all the time. 6. The type of relationship of the players - the relationship of complementarity and involvement.

Studying different approaches to the classification of children's games, it is possible to draw up a basic scheme of play activity.

Classification signs	Specifications
Types of games	Subject. Role-playing. Role-playing. Didactic. Theatrical. Movable. Experimentation. Fun and entertainment.
Game functions	Cognition. Experimentation. The exercise. Study. Forecasting. Modeling. Self-knowledge. Recreation. Fun. Display. Relaxation. Compensation. Realization of needs.
Initiative in the origin of the game	From a child. From an adult. From other children
Game subject	Ready-made toys. Deputies. Imaginary objects and images. Word. Drawing. Computer program. Natural materials and phenomena.
By the number of players	Individual. Nearby. Microgroup. Collective. Massive.
By dynamics	Static. Inactive. Movable.
By the way of solving game problems	Intelligent. Social. Motor.
Game tricks	Competition. Dramatization.
By the degree and nature of creation	Ready. Reproductive. Creative. Improvised.
By place of development	Indoors: game card, table, sheet of paper, screen, podium, group space. Outdoors: playing field, playground, entire area. In imagination
By the time of creation and development	Archaic. Traditional. Modern. Situational. Long lasting. Fixed time.

All studies of creative games (D.B. Elkonin, D.B. Mendzheritskaya, R.I. Zhukovskaya, N.Ya. Mikhailenko, N.A. Korotkova, etc.) are united by:

Evaluation of play as a powerful means of education, the formation of a child's personality, the development of its various content sides;

Understanding that play is a child's life, his joy, an activity that is necessary for him;

The idea of ​​play as a social activity. In the game, the preschooler learns social experience, but does not copy the life around him, expresses his attitude to what he sees and heard, and this is associated with the development of creative imagination

Understanding the specifics of role-playing games, which consists in the fact that the child is in a special way independent in it, he is free to choose the theme of the game, plot, role, in a certain change in the content, direction of the game, in the choice of playmates, play materials, determination of the beginning and ending the game.

Role-playing games

Throughout the preschool age, the most characteristic type of activity is the role-playing game.

Games in which, on the basis of life or artistic impressions, independently or with the help of adults, social relations or material objects are creatively reproduced by children are called plot-role (O.S. Gazman).

As noted by N.A. Korotkova, N.Ya. Mikhailenko free story game is the most attractive activity for preschool children. Its attractiveness is explained by the fact that in play, the child experiences an internal subjective feeling of freedom, of being subject to him by things, actions, and relationships. But in addition to the momentary subjective feeling of permissiveness, emotional comfort, plot play is of great importance for the child's mental development, so to speak, a long-term effect. It is the exceptional combination of the objective developmental meaning of play and the subjective feeling of the child's inner freedom in it that makes it play an important role in the pedagogical process of the kindergarten.

A role-playing game has the following structural components: plot, content, role.

• The plot of the game - it is a sphere of reality that is reproduced by children, a reflection of certain actions, events from the life and activities of others.
• Game content -this is what is reproduced by the child as a central and characteristic moment of activity and relations between adults in their everyday and social activities.
• Role - play position, the child identifies himself with some character in the plot and acts in accordance with the ideas about this character.

The genesis of play activity is revealed in the works of D.B. Elkonin:

1.The concept of the game, setting game goals and objectives:

2-3 years - the choice of the game is determined by the toy, not thought out in advance;

3-4 years - they independently set game tasks, but they cannot always understand each other, they need the help of an adult;

4-5 years - the embodiment of the idea occurs by solving several game problems, the ways of their solution become more complicated, they themselves agree before the start of the game;

5-6 years - the ideas of the games are stable, developing, they jointly discuss the concept of the game, consistency and planning is combined with improvisation, take into account the point of view of the partner, reach a common solution, a long-term perspective of the game appears.

2-3 years - the main content of the action with objects;

3-4 years - plot-reflective turns into plot-role, reflect not only the purpose of objects, but also relationships;

4-5 years - reflect a variety of relationships between people, actions with objects are relegated to the background;

5-6 years - create models of various relationships between people.

3. The plot of the game

2-3 years - everyday plots, few in number, monotonous, unstable;

3-4 years - everyday stories prevail, but they are less static, more often they use episodes from well-known fairy tales;

4-5 years old - the plots are developed and varied, public plots appear, children combine episodes from fairy tales and real life;

5-6 years old - episodes from fairy tales, social life occupy a significant place, children combine knowledge gained from observations, fairy tales, films in games, improve the ability to jointly build and creatively develop a plot.

3. Role fulfillment and interaction in the game

2-3 years - they begin to denote the role with a word, children talk with toys as with play partners, gradually the role of partners is transferred to their peers, they move on to games together;

3-4 years - take on a role, but do not name themselves according to the role, emotionally convey role behavior, role dialogue develops, gravitate towards joint games that become longer;

4-5 years - role dialogue, role interaction is longer and more meaningful, various means of expression are used;

5-6 years old - role interaction is meaningful, expressive, there are favorite roles, there are many roles, the essence of role relationships is revealed through speech.

4. \ Game actions, game items

2-3 years - perform actions with substitute objects, imaginary objects, replace actions with a word, move to generalized actions, the convention of the game is available, gradually the functions of the players are divided;

3-4 years - use a variety of objective ways of reproducing reality, come up with a variety of substitutions, have a good command of plot-shaped toys, imaginary objects, substitute objects;

4-5 years - independently choose substitute objects, imaginary objects, easily give them verbal designations;

5-6 years - the game action is replaced by a word, auxiliary material is widely used, items are selected or replaced during the game.

5. Rules of the game

2-3 years - children are attracted by the action itself, the rules do not fulfill the function of a regulator;

3-4 years - the rules regulate the sequence of actions;

4-5 years old - the rules regulate role relationships, children follow the rules in accordance with their role, monitor the implementation of the rules of the game by other children;

5-6 years old - children realize that following the rules is a condition for fulfilling a role.

S.L. Novoselova in her works defines the stages of development of the role-playing game:

• The first stage is an introductory game.An adult organizes the child's subject-play activity using a variety of toys and objects
• The second stage is a display game.The child's actions are aimed at identifying the specific properties of the object and at achieving a certain effect with its help.
• The third stage is plot-display game.Children actively reflect the impressions they have received in everyday life.

In role-playing games, favorable conditions are created for the formation of relationships among children (A.P. Usova):

• Level of unorganized behaviorwhich leads to the destruction of the games of other children
• Singles level.The child does not interact with other children, but does not interfere with their play
• The level of games is near.Children can play together, but everyone acts according to their play purpose
• Short-term communication level... The child submits his actions to the general plan for some time.
• Long-term communication level- interactions based on interest in the content of the game
• Continuous interaction levelbased on common interests, electoral sympathies

L.S. Analyzing play activity, Vygotsky singled out the paradoxes of play, thanks to which it ensures the development of the child:

The child gets pleasure in the game, i.e. acts along the line of least resistance, but learns to act along the line of greatest resistance. Play is a school of will.

Play is a school of morality. Usually the child experiences obedience to the rule as a situation of giving up what he wants, and in play, obedience to the rule is the path to maximum pleasure.

The child likes substitution of objects, but he also likes natural objects.

Interaction of real and play relationships.

Play is a creative activity, but developmentthe game assumes its leadership.

Thus, L.S. Vygotsky formulated the basic law of the game: "The game evolves from a previously open playing role, an imaginary situation and a hidden rule to an open rule and hidden imaginary situation and role."

One of the most important problems of pedagogy is the problem of managing role-playing games. Currently, there are several technologies for managing and facilitating role-playing games in kindergarten.

Game technology - a certain sequence of actions of the teacher for the selection, development, preparation of games, the inclusion of children in play activities, the implementation of the game itself, summing up the results and results of play activities.

Technology formation of game activityR.I. Zhukovskaya, D.V. Mendzheritskaya is represented by three directions of leadership: enrichment of children's ideas, the formation of play activities, the education of friendly relationships and personal qualities. According to the authors, the main way of influencing the game is influencing its content, i.e. on the choice of a topic, the development of the plot, the distribution of roles and the implementation of game images. The educator must enter the game by taking on one role as a partner.

Technology integrated governancegame (E.V. Zvorygina, S.L. Novoselova). This method is a set of interrelated stages and pedagogical components. The stage of providing pedagogical conditions for the development of play is represented by the following components: enrichment of children with knowledge and experience of activity, transfer of play culture to the child. The stage of pedagogical support of amateur games consists of the following components: a developing subject-play environment, the activation of problem communication between an adult and children. All components of a comprehensive management of the development of play are interrelated and equally important when working with children of different ages. O.A. Skorolupova, L.V. Loginov proposed a methodological accompaniment to children's games, which will help in systematizing the material in the methodological room, according to the components of the method.

• Systematic enrichment of knowledge and experience

Full texts of fiction for reading

Options for cognitive conversations with children

Options for the teacher's stories about what he saw or heard, interesting stories

Possible teacher stories about how he played the same game when he was little

• Transfer of play culture to a child

Didactic games on the chosen topic

Options for entering and exiting the game

Options for the gradual self-elimination of the adult, transferring the role of the leader to the child

List of roles that can be involved in the game

List of actions that can be performed in the game

• Developing subject-game environment

Decoration of play corners

List of possible attributes for the game

• Activation of problem communication between adults and children

Sample scenarios of the course of the game

Didactic exercises

Complicating plots by engaging satellite games

Problem situations

Technology formation of gaming skillsdeveloped by N.A. Korotkova, N.Ya. Mikhailenko. They highlighted NS educational principles of organizing gaming activities:

The teacher must:

Play with children;

At each stage, open to children a more complex way of constructing a game;

Orient the child to the implementation and explanation of the meaning of the game action to partners.

Starting work on the formation of a plot game, the teacher must proceed not only from the passport age of the children, but also take into account the general level of development of the child, his experience of life in kindergarten, as well as the game experience acquired in the family.

The technology presents the following stages of game development. Stageformation of conditional game actionsmake up the conditions: the creation of situations of subject interaction; creation of a subject-game environment; formation of conditioned actions with toys; use of game situations. At this stage, the teacher's task is to form in the child the ability to deploy conditional actions with a plot toy, a substitute object and an imaginary object, link two or three game actions into a semantic chain, verbally designate them, continue the meaning of the action begun by the adult partner, and then and a peer. Stageformation of role behavior make up: appropriate selection of roles; the minimum number of toys; phone games; games based on fairy tales; the use of multi-character plots; there are more roles than game participants. The task of the teacher is to develop role-playing behavior in the game, to form the ability to change it in accordance with the different roles of partners, the ability to change the playing role and designate their new role for partners in the process of deploying the game... Stage of plot formation make up the conditions: joint fantasy game with an adult... The task of the teacher isto form the child's skills to build new sequences of events, to combine events in a common plot during the game, to use roles of different contexts.

At each age stage, the pedagogical process of organizing the game should be two-part, including the moments of the formation of play skills in the joint play of the teacher with the children and the creation of conditions for independent children's play..

Under the influence of the systematic formation of play skills, the independent play of preschoolers changes. First of all, there is an attitude towards inventing a new, interesting game, the plots become more diverse, many actions with objects are curtailed, moments of speech interaction become more frequent, the number of participants and their initiative increase, the ability to listen to partners develops, to combine their ideas with their own, the number of conflicts in the game decreases ...

Technology promoting role-playing gameN.F. Tarlovskoy is described in the educational program "Rainbow".

The first section of the program and technology for promoting role-playing games was named "We play with children" (1 ml. Group). This section highlights:

1. Play during the adaptation period.

Purpose: To establish trusting relationships with each child, to give the kids minutes of joy, to cause a positive attitude towards kindergarten.

The promotion of games is carried out within the framework of traditional plots: “I go to visit with gifts” (boxes, candy wrappers, pebbles, toys ...); “Look into my window” (I'll show you something, treat me with something); “We walked, walked, found something (umbrella, saucepan, ball); "Come and visit me" (I will treat you, we will play merrily, we will dance together). The specificity of these plots is that:

1. All have a ritual beginning.
2. Games are not long (5-7 minutes) and emotional.
3. There is a call to the child by name.
4. The same items are used for everyone.
5. Game characters are not used, as there is communication with the child.

2. Formation of purposeful activity.

Purpose: To reveal the possibilities of using substitute objects, to teach how to perform conditional actions with them, to involve them in an independent search for original ways to achieve game goals.

This task is revealed within the framework of the plots:

1. Feeding.

2. Travel by transport.

3. To visit.

The sequence of plots playback is presented in this diagram. Its difference from traditional technology lies in the fact that the teacher's actions are immediately directed at the child, and not at the toy:

1. The playful actions of the educator are aimed at children ("I will feed you"):

B D

2. Playful actions of children are aimed at the educator (you feed me "):

D V

3. Play actions of children are aimed at toys ("feed the dog"):

D and

3. Prepare to take on the role.

Purpose: to shapethe ability to "transform into another".

The sequence of transformations: 1) Famous animals and birds; 2) Interesting moving objects; 3) Adults, whose profession has characteristic external attributes. The technique is a series of sequential, algorithmic actions:

1. The educator identifies himself and enters into the image (appearance, environment, food, habits):

I have; I eat; I live; I love.

2. Encouraging children to accept the image.

3. The belief that the child has taken on the image.

4. Development of the plot.

5. Completion of the plot.

In the 2nd junior group, in the section "How to play with children", the following lines of assistance to the role-playing game are implemented:

1. Continue to prepare for the role.

Purpose: demonstration of the social significance of the profession and the system of goals inherent in them, the ratio of game actions to the role.

Methodology:

• Organized observation of professional activities of adults:

Specificity and expressiveness of clothing;

Professional action set;

The brightness and expressiveness of the technique of showing professional actions and speech;

The end result of the work;

Attributes for the role play that children will receive at the end of observation.

• Observation of the teacher over the independent games of children:

The use of play techniques that induce you to accept the role;

Encouraging children who have identified their roles with attributes;

Emotional commenting on the child's play actions and correlating them with the name of the role.

2. Enrichment of role behavior.

Purpose: enrichment of role-playing behavior with game goals, transfer of expressive ways of game actions, saturation of the subject-game environment.

Methodology:

• Adopting a parallel role for adults:

- observation of the child's independent play, its analysis;

Admiration for the game and clarification of who the child is playing;

Obtaining permission to accept a parallel role;

Duplication of the child's play actions, setting their own goals, different from those that the child realizes in play;

Repetition of 1-2 game actions for the child;

Completion of the game.

• Introducing new attributes to the child's play:

Copies;

Attributes reflecting external signs.

3. Expanding the range of roles.

Purpose: acquaintance with new roles.

Methodology:

• Joint play of an adult with several children at the same time:

An adult designates his role with some attribute and organizes the simplest play environment;

Invites 4-5 children to play;

Names her role and briefly explains what play activities it is associated with;

Encourages children to engage in joint play;

Helps to accept a new role;

Begins a joint game with play actions known to children;

Invites children to set their own play goal;

Returns children to known play activities;

Encourages children to participate in the game.

4. Preparing children for role interaction.

Purpose: acquaintance with the forms of role-based interaction, demonstration of examples of role-based dialogue.

Methodology:

• An adult's play with children:

Demonstration of samples of meaningful role-playing dialogue, reflecting the social relations of adults in role-playing actions known to children

In the section "Games for children" in the senior group, the following directions in managing the development of role-playing games are of interest:

1. Help in organizing the interaction of children in a joint game.

Purpose: to reveal the content, connections and relationships of the roles being played, familiarity with the main points of the organization of the game, the use of the game to improve the position of the child in the peer group.

Methodology:

• Hidden control of the game by the teacher in the role of a dispatcher or a sorceress:

Game action prompt;

Hint of the event side of the game;

Techniques to improve the situation of children in the group

1. Enriching the content of the role-playing game.

Purpose: Introducing and encouraging children to bring new content to games.

Methodology:

• Enrichment by the teacher of the event side of the game in the role of a dispatcher;
• Creating conditions for children to independently invent new events through thematic books;
• Teacher's stories from personal experience of organizing games:

• Fixing the attention of children on the fact that the game has a beginning;
• A story about how roles were assigned and conflicts were resolved;
• A story about who and what will do in the game;
• A story about how the game environment was created;
• A story about the direct content of the game;
• The story of how the game ended.

3. Creation of a gaming environment.

A toy

• A toy is a specially made item intended for play
• Toy - "the material basis of the game" (A.S. Makarenko)

Subject-play environment - a set of material and social means that functionally simulate content.

Criteria related to child safety, protection against negative effects of the toy on the child's health and emotional well-being apply if the toys:

• provoke the child to aggressive actions;
• cause the manifestation of cruelty towards the characters of the game, in the role of which are playing partners or toys
• provoke game stories related to immorality and violence;
• arouse an unhealthy interest in sexual issues beyond age-related competence;
• provoke a child into a dismissive or negative attitude towards racial characteristics and physical disabilities of people
• game activity (S.L. Novoselova)

Criteria related to the qualities of the toy aimed at ensuring the development of the child:

• polyfunctionality, contributing to the development of children's creativity;
• the possibility of using toys in joint activities;
• didactic properties of toys, necessary for the intellectual development of children, enriching them with knowledge;
• aesthetic value, belonging of a toy to the products of artistic crafts, helping children to discover the world of art, master artistic perception, develop creative abilities

• Didactic games are educational games that are aimed at assimilation, consolidation of knowledge, skills and abilities by children, development of their mental abilities
• Independent play
• Admission training
• Special lesson
• Combination of cognitive content and game form
• Specificity of the structure of the game
• - didactic task
• - game task
• - game actions
• - regulations
• Play relationship between teacher and children
• Board games
• - lotto
• - dominoes
• - paired pictures
• - cut pictures
• - labyrinths
• - puzzles
• Word games
• Games with objects and toys
• Board games
• - lotto
• - dominoes
• - paired pictures
• - cut pictures
• - labyrinths
• - puzzles
• Word games
• Musical and didactic games
• Preparation for the didactic game
• Carrying out the game:
• - motivation to play
• - acquaintance with the content, with didactic material
• - explanation of the move and rules
• - showing game actions
• - defining the role of the teacher
• - methods of activation
• Summing up, analysis

Lydia Orlova
Game activities

Municipal autonomous preschool educational institution

Kindergarten "Sun" R. p. Krasnye Bucky

Post to RMO.

Theme: « Game activities at preschool age "

Prepared: Orlova Lidia Yurievna

November 2016

Game activities in preschool age

The game is a special activity, which blooms in childhood and accompanies a person throughout his life. Not surprisingly, the problem of the game attracted and continues to attract attention. researchers: teachers, psychologists, philosophers, sociologists, art historians, biologists.

Game - leading view child activities... In the game, he develops as a person, those aspects of the psyche are formed in him, on which the success of his social practice will subsequently depend.

The game creates a basis for a new leader activities - educational... Therefore, the most important task of pedagogical practice is to optimize and organize a special space in the preschool educational institution for activating, expanding and enriching preschooler play activity.

Game classification

Children's games are not a homogeneous phenomenon. Even the eye of a layperson will notice how diverse the games are in their content, the degree of independence of children, forms of organization, game material.

Due to the variety of children's games, it turns out to be difficult to determine the initial grounds for their classification.

(slide 2): In the works of N.K. Krupskaya, children's games are divided into two groups

I. Creative games: directing, role-playing, theatrical, games with building materials

II. Games with rules:

1. Outdoor games: according to the degree of mobility (low, medium, high mobility); by prevailing movements (games with jumps, dashes, etc.); on subjects (with a ball, ribbons, hoops, flags, cubes, etc.)

2. Didactic games:

On didactic material (games with objects and toys, desktop printed, verbal)

In recent years, the problem of classifying children's games has become urgent again.

(slide 3) New classification of children's games, developed by Svetlana Leonidovna Novosyolova Soviet psychologist. The classification is based on the idea of ​​who initiated games. (child or adult)... In its practical play activities with pupils, we apply the classification of S. L. Novoselova.

There are three classes games:

1. Games that arise at the initiative of the child - independent games:

Experimenting game

2. Games that arise on the initiative of an adult who implements them with educational and upbringing goals:

Educational games: Didactic Subject-didactic Movable

Leisure games: Fun Games Entertainment Games Intellectual Festive Carnival Theatrical

3. Games that come from the historically established traditions of the ethnos (folk, which may arise at the initiative of both an adult and older children.

(slide 4) Main and leading activities preschool age are creative games.

(slide5) Role-playing game is one of the creative games. In a role-playing game, children take on certain functions of adults and in specially created by them gaming, imaginary conditions reproduce (or simulate) activity adults and the relationship between them.

Director's play is a kind of creative play. It is close to the plot-role, but differs from it in that the characters in it are not other people (adults or peers, but toys depicting various characters. The child himself gives roles to these toys, as if animating them, he speaks for them) in different voices and he acts for them. "Actors", which is why such a game was called directorial.

(slide6) In theatrical games (dramatization games) the actors are the children themselves, who take on the roles of literary or fairy-tale characters. Children do not invent the scenario and plot of such a game themselves, but borrow from fairy tales, stories, films or performances. The task of such a game is to reproduce the role of the character assumed as accurately as possible without departing from the well-known plot. The heroes of literary works become protagonists, and their adventures, life events, changes in childhood fantasy become the plot of the game.

(slide 7) In addition to creative games, there are other types of games, including games with rules (movable and tabletop).(slide8, slide9)

Games with rules do not imply any specific role. The actions of the child and his relationship with other participants in the game are governed by the rules here, which must be followed by everyone. Typical examples of outdoor games with rules are the well-known hide-and-seekers, tag, classics, jump ropes, etc. Board-printed games, which are now widespread, are also games with rules. All of these games are usually worn competitively. character: Unlike role-playing games, there are winners and losers. The main task of such games is to strictly follow the rules, so they require a high degree of voluntary behavior and, in turn, shape it. Such games are typical mainly for older preschoolers.

Board-printed games are varied in content, educational tasks, design. They help to clarify and expand children's ideas about the world around them, systematize knowledge, and develop thought processes.

(slide 10) As proved in the research of N. Ya.Mikhailenko, E.E. Kravtsova, games develop in the following sequence

Younger age - role play (dialogue game);

Middle age - game with rules, dramatized game;

Older Age - Playing with the Rules, Director's (game - fantasy, game-dramatization).

(slide11) Integration of educational areas and play activities /

(slide12) The game is not only an imitation of life, it is very serious activity, which allows the child to assert himself, self-actualize. By participating in various games, the child chooses for himself the characters that are closest to him, correspond to his moral values ​​and social attitudes. Play becomes a factor in the social development of an individual.

(side 13) Bibliography

1. Anikeeva N.P. Education the game... M., 1987.

2. Bern E. Games People Play. M., 2009.

3. Vygotsky LS Game and its role in the mental development of the child.

4. Grigorovich LA, Martsinkovskaya TD Pedagogy and psychology. -M, 2003.

5. Elkonin DB Psychology of the game. 2nd edition. M., 1999.

Vygotsky L. S. Play and its role in the mental development of the child. // Questions of psychology. 1996. No. 6.

6. Novoselova S. L. The game of the preschooler. M., 1989.

7. Shmakov A. Her Majesty the Game. Fun, fun, practical jokes for children, parents, educators. - M .: 1992.

8. Udaltsova EI Didactic games in the education and training of preschoolers. M., 1975.

Related publications:

Municipal budgetary preschool educational institution kindergarten of combined type No. 18 of the city of Yeisk of the municipality.

Topic: "Bunny visiting children" Purpose: To create conditions for joint musical, artistic, aesthetic and motor activity.

Objectives: 1. Develop oral speech; generalize and clarify the knowledge of children about modes of transport; enrich the vocabulary. 2. Develop the ability to maintain a conversation.

Consultation for educators "Types and forms of activities of children for a walk" Municipal preschool educational institution Chukhlomsk kindergarten "Rodnichok" of the Chukhloma municipal district of the Kostroma region.

Omsk State Pedagogical University

PLAYING ACTIVITIES IN THE LEARNING PROCESS

(creative task in pedagogy)

Completed: student fac. foreign language. gr. 315

Vagina I. B.

Supervisor:

Kabirova Zh.M.

Introduction ................................................. .................................................. ............ 3

Chapter 1. Theoretical foundations of using the game in the learning process ........................................ .................................................. ..............................5

§ 1. Background ............................................. ..............................5

§ 2. Psychological foundations of the game ............................................ ...... 7

§ 3. Technology of the game in the learning process ..................................... 12

Chapter 2. Research material ............................................. ...........19

§ 1. Analysis of the teacher's experience in using the game in the learning process ..................................... ........................................19

Conclusion................................................. .................................................. ..... 24

Bibliography................................................ .......................................... 25

Applications ................................................. .................................................. .... 26

Play is the most accessible type of activity for children, a way of processing impressions received from the world around them. In the game, the peculiarities of the child's thinking and imagination, his emotionality, activity, and the developing need for communication are clearly manifested.

An interesting game increases the child's mental activity, and he can solve a more difficult problem than in class. But this does not mean that classes should be conducted only in the form of a game. Play is just one of the methods, and it only gives good results when combined with others: observation, conversation, reading, and others.

While playing, children learn to apply their knowledge and skills in practice, to use them in different conditions. Play is an independent activity in which children interact with their peers. They are united by a common goal, joint efforts to achieve it, common experiences. Play experiences leave a deep imprint on the mind of the child and contribute to the formation of good feelings, noble aspirations, skills of collective life.

Play takes an important place in the system of physical, moral, labor and aesthetic education. The child needs vigorous activity that helps to improve his vitality, satisfying his interests, social needs.

The game is of great educational value, it is closely related to learning in the classroom, with observations of everyday life.

They learn to solve game problems on their own, find the best way to implement their plans, use their knowledge, and express them in words.

Quite often the game serves as a pretext for communicating new knowledge, for broadening one's horizons. With the development of interest in the work of adults, in public life, in the heroic deeds of people, children have their first dreams of a future profession, the desire to imitate their beloved heroes. All this makes play an important means of creating direction in a child who begins to take shape in preschool childhood.

Thus, play activity is an urgent problem of the learning process.

The urgency of the problem determined the choice of the topic of my term paper. Analysis of the works of PI Pidkasisty, Zh. S. Khaidarov, DV Elkonin, DV Mendzheritskaya, I. Kheizinga and others made it possible to determine the goal and objectives of the study.

Purpose: to reveal the methodology of play activities in the learning process.

The goals contribute to the solution of the following tasks:

* on the basis of the studied literature, determine the purpose of play activity in the educational process, the methodology for organizing play activity in the lesson;

* to establish how often games are used in organizing the educational process and how effective it is;

The above tasks determined the range of methods of pedagogical research:

* questioning.

* observation.

The word "play", "play" in Russian is extremely polysemantic. The word "game" is used in the sense of entertainment, in a figurative sense. E.A. Popravsky says that the concept of "play" in general has some difference among different peoples. So among the ancient Greeks, the word "play" meant actions inherent in children, expressing mainly what we call "to be given childishness." Among the Jews, the word "game" corresponded to the concept of joke and laughter. Subsequently, in all European languages, the word "game" began to denote a wide range of human actions - on the one hand, not pretending to be hard work, on the other, giving people fun and pleasure. Thus, this circle of concepts began to include everything, from a child's play of soldiers to the tragic reproduction of heroes on the stage of the theater.

The word "play" is not a scientific concept in the strict sense of the word. Perhaps it is precisely because a number of researchers have tried to find something in common between the most diverse and varied-quality actions designated by the word "play" that we still do not have a satisfactory distinction between these activities and a satisfactory explanation of different forms of play.

The studies of travelers and ethnographers containing material about the position of the child in a society at a relatively low level of developmental history provide sufficient grounds for a hypothesis about the origin and development of children's play. At various stages of the development of society, when the main way of obtaining food was gathering with the use of the simplest tools, the game did not exist. Children were early included in the life of adults. The increasing complexity of the tools of labor, the transition to hunting, cattle breeding, hoe farming led to a significant change in the position of the child in society. There was a need for special training of the future hunter, cattle breeder and the like. In this regard, adults began to make tools that are an exact copy of the tools of adults, but of a smaller size, specially adapted for children. Games-exercises appeared. Children's tools increased with the growth of the child, gradually acquiring all the properties of the tools of adult labor. Society as a whole is extremely interested in preparing children for participation in the future in the most responsible and important areas of work, and adults in every possible way contribute to the games-exercises of children, over which competition games are built, which are a kind of exam and public review of the achievement of children. In the future, a role-playing (or storyline) game appears. A game in which the child takes on and performs a role, according to any actions of adults. Children, left to their own devices, unite and organize their special play life, reproducing in the main features of social relations and the labor activity of adults.

The historical development of the game is not repeated. In ontogenesis, role-playing is the first chronologically, serving as the main source of the formation of a child's social consciousness in preschool age.

Thus, childhood is inseparable from play. The more childhood there is in culture, the more important play is for society.

Long before play became the subject of scientific research, it was widely used as one of the most important parenting tools. The time when upbringing became a special social function goes back centuries, and the use of play as a means of upbringing goes back to the same depth of centuries. In various pedagogical systems, play was assigned a different role, but there is not a single system in which, to one degree or another, a place in play was not assigned.

A wide variety of functions are attributed to play, both purely educational and educational, therefore it becomes necessary to more accurately determine the influence of play on the development of a child and find its place in the general system of educational work of institutions for children.

It is necessary to more accurately determine those aspects of the child's mental development and personality formation, which mainly develop in the game or experience only a limited impact in other types of activity.

The study of the significance of play for mental development and personality formation is very difficult. A pure experiment is impossible here, simply because it is impossible to remove play activity from the lives of children and see how the development process will proceed.

The main thing is the value of the game for the motivational-need-sphere of the child. According to the works of D. B. Elkonin, the problem of motives and needs comes to the fore.

At the heart of the transformation of play during the transition from preschool to preschool childhood is the expansion of the range of human objects, the mastery of which now confronts the child as a task and the world of which he becomes aware of in the course of his further mental development, the very expansion of the range of objects with which the child wants to act independently is secondary. It is based on the "discovery" of a new world by a child, the world of adults with their activities, their functions, their relationships. A child on the border of the transition from objective to role-playing play still does not know either the social relations of adults, or the social functions, or the social meaning of their activities. He acts in the direction of his desire, objectively puts himself in the position of an adult, while there is an emotionally effective orientation in relation to adults and the meanings of their activities. Here the intellect follows the emotionally effective experience. Play acts as an activity that is closely related to the child's needs. In it, a primary emotional-effective orientation takes place in the meanings of human activity, there is an awareness of its limited place in the system of adult relationships and the need to be an adult. The significance of the game is not limited to the fact that the child has new motives of activity and the tasks associated with them. It is essential that a new psychological form of motives arises in play. Hypothetically, one can imagine that it is in play that a transition occurs from immediate desires to motives in the form of generalized intentions on the verge of consciousness.

Before talking about the development of mental actions during the game, it is necessary to list the main stages through which the formation of any mental action and the concept associated with it must pass:

* the stage of formation of action on material objects or their material substitute models;

* the stage of formation of the same action in terms of loud speech;

* the stage of formation of the actual mental action.

Considering the actions of the child in play, it is easy to notice that the child is already acting with the meanings of objects, but still relies on their material substitutes - toys. An analysis of the development of actions in the game shows that the reliance on objects - substitutes and actions - are increasingly reduced.

If at the initial stages of development an object is required - a substitute and a relatively detailed action with it, then at a later stage of the development of the game, the object appears through words - the name is already a sign of the thing, and the action - as abbreviated and generalized gestures accompanied by speech. Thus, play actions are of an intermediate nature, gradually acquiring the character of mental actions with the meanings of objects performed in response to external actions.

The path of development to actions in the mind by meanings divorced from objects is at the same time the emergence of prerequisites for the formation of imagination. Play acts as an activity in which the prerequisites for the transition of mental actions to a new, higher stage - mental actions based on speech - are formed. The functional development of play actions is poured into ontogenetic development, creating a zone of proximal development of mental actions.

In play, a significant restructuring of the child's behavior takes place - it becomes arbitrary. By voluntary behavior, it is necessary to understand behavior carried out in accordance with the image and controlled by comparing it with this image as a stage.

A.V. Zaporozhets was the first to draw attention to the fact that the nature of the movements performed by the child under conditions of play and under conditions of direct assignment is significantly different. He also found that in the course of development, the structure and organization of movements changes. They clearly distinguish between the preparation phase and the execution phase.

The effectiveness of the movement and its organization essentially depend on what structural place the movement occupies in the implementation of the role that the child performs.

The yoke is the first form of activity available to the student, which involves the conscious upbringing and improvement of new actions.

ZV Manuleiko reveals the question of the psychological mechanism of the game. Based on her work, we can say that great importance in the psychological mechanism of play is given to the motivation of activity. The performance of the role, being emotionally attractive, has a stimulating effect on the performance of actions, in which the role is embodied.

An indication of the motives is, however, insufficient. It is necessary to find the mental mechanism through which motives can exert this effect. When performing a role, the pattern of behavior contained in the role simultaneously becomes a stage with which the child compares his behavior, controls it. The child is in the game, performs, as it were, two functions; on the one hand, he fulfills his role, and on the other, he controls his behavior. Voluntary behavior is characterized not only by the presence of a sample, but also by the presence of control over the implementation of this sample. When performing a role, there is a kind of bifurcation, that is, "reflection". But this is not yet a conscious control, because the control function is still weak and often requires support from the situation, from the participants in the game. This is the weakness of the emerging function, but the significance of the game is that this function is born here. That is why play can be considered a school of voluntary behavior.

Play is important for the formation of a friendly children's team, and for the formation of independence, and for the formation of a positive attitude to work and much more. All these educational effects are based as on their basis, on the influence that play has on the mental development of the child, on the formation of his personality.

The technology of game forms of learning (IFO) is aimed at teaching the student to be aware of the motives of his learning, his behavior in the game and in life, that is, to formulate goals and programs of his own, usually deeply hidden in a normal environment, independent activity and to anticipate it immediate results.

Based on the work of P.I. Pidkasisty, we can assert that all games are divided into natural and artificial. Natural play is a spontaneous orienting activity, with which, thanks to the natural processes of self-learning, a person independently learns new forms and methods of action in a familiar and unusual environment.

The main difference between artificial and natural play is that a person knows that he is playing, and on the basis of this obvious knowledge, he widely uses the game for his own purposes.

There are six well-known organizational forms of play activity: individual, single, pair, group, collective, mass form of play.

* Individual forms of games include the game of one person with himself in a dream and in reality, as well as with various objects and signs.

* A single form is the activity of one player in the system of simulation models with direct and feedback from the results of achieving the desired goal set by them.

* The pair form is a game of one person with another person, usually in an atmosphere of competition and rivalry.

* Group form is a game of three or more opponents pursuing the same goal in a competitive environment.

* The collective form is a group game in which competition between individual players is replaced by opposing teams.

* The mass form of the game is a replicated single-player game with direct and feedback from a common goal, which is simultaneously pursued by millions of people.

One of the fundamental provisions of the reflex concept of the independent activity of organisms or "biomachines", which is fundamental for the construction of the theory of Artificial Games (AI), is the famous conclusion of P.K. Anyukhin that all living beings have the property of anticipatory reflection of reality.

Based on this, we get the formula:

where COU is the rate of reflection or information exchange,

and C is the speed of light in empty space.

This means that the human brain, thanks to the superluminal speed of reflection and exchange of information, is able to create a mental image of the future result of its activity in advance and at the same time set new goals for itself. This is a universal and the most important regularity in the development of biomachine systems, without which adaptation is impossible, and hence the functioning of the "human-human" systems, which is AI.

Speaking about the structure of human play activity, all AIs, regardless of obvious differences, have a common structure, thanks to which the AIs form a single System of Play Activity (SID) of mankind.

In fig. No. 1 presents the basic elements of all the AIs of the unknown player "A", aiming at the goal "". Let's consider each element of the game sequentially.

A about FI SI OPI MI PI

A - a person who plays, a person who plays his thoughts and actions, a person who is ready to play in a given specific role.

FI is the form of the game.

SI - means of play - these are objects and materials with which the player "A" is associated;

OPI - the basic rule of the game - is the main element of all artificial games of mankind. In its simplest form, the GIP is a rule of a move, a specific game action directed towards a goal, as a result of the successful execution of which the counting rule is applied (Ex. C).

In general terms, the OVI can be represented as follows:

OPI = PrX + PrS

MI - the mechanism of the game - is a strict order of execution of game actions.

The game is an ordered system of various objects and various actions with them, which by itself means the presence of rigid and flexible connections, direct or indirect contact between players.

Each artificial game has its own order, its own system and its own specific mechanism.

Of course, this does not mean that MI “fetters” gaming activities to the staffing table, standards and cliches. The will and thinking of the player, thanks to a single mechanism for performing operations with the objects of the game, become techniques and methods of his play activity, where the widest possibilities are always open for independent creativity.

PI - the process of the game is a revived mechanism of the game in the real actions of the players.

The goal of the game is the greatest result of game actions, achieved by the players in accordance with all the rules and recorded by the arbiter at the end of the game.

The goal of the game can be represented as the sum of the results of game actions (see formula No. 1) and as the maximum result of each specific player (see formula No. 2).

As you know, any AI has a multi-purpose nature associated with the diversity of human game activity, and each game involves a group of goals, subordinate in turn to the personal goal of each player. The coincidence of all these goals of the players, as a rule, leads the team to victory.

In the general structure of the game in Fig. No. 1 referee "A" takes the main place in the whole place of the game. It is according to his decisions that the achieved results are recorded, points are awarded, points are awarded, which are immediately recorded in the table of results (TR), which plays the role of a general informant about the course of the game and documents all past results.

Thus, the entire element-by-element structure of AI is interconnected with each other, and in the developed game activity, individual elements are practically not distinguished and are a dynamically single whole. Of course, each element of the game has a decisive impact on the result, but only all of them together lead the player to personal and common victory.

According to the laws of action and cyclicality of AI, the principles of reliability and repeatability, each game action has an educational and training nature and must be repeated by the player to check its effectiveness and verify the results achieved.

In order to create an educational game, it is necessary to invent and construct such a game action so that in the process of its implementation a person operates with the information he needs and we need, i.e. acted in the game on the principle of building this specific knowledge.

Based on the work of Pidkasisty, it should be noted that the GI of an educational game is the sum of elementary information-logical units of specific knowledge (CZ) of the studied scientific and practical discipline (see formula No. 3).

OPI = EKZ (3)

As you know, each KZ can be represented by the sum or set of elements of this specific knowledge (EKZ).

SC = EKZ1 + EKZ 2 + EKZ3

The analysis of any short circuit on the EKZ gives a real opportunity to build a knowledge table (TK), and then synthesize these EKZ according to the GI in the short circuit. Analysis and synthesis of CG is the key to transforming concrete knowledge into a universal game action. I repeat that the analysis of various CIs gives a real opportunity to construct a TK - a whole block of educational information that must be learned or repeated by the learner, and the synthesis of these CIs from a block of educational information is something other than an OIC - a rule of the move, as a result of which the counting rule automatically acts and assignment of points. It is these points or points that are recorded in the TR table of game results

Based on the work of P.I. Pidkasisty and Zh.S. Khaidarov, it can be argued that to present the technology for the development and use of educational games in the following form:

KZ EKZ TZ BUK IK PNK OPI TR

Where KZ is a specific task

EKZ - an element of specific knowledge

TK - table of knowledge

BUK - block of educational cards

IR - individual card

OPI - the basic rules of the game

TR - table of results

Thus, the technology of game forms of teaching is a specific way of realizing pedagogical truth in each specific educational material, at a specific lesson or seminar. In other words, teaching technology is applied didactics, namely, the theory of using advanced pedagogical ideas, principles and rules of "pure science".

The technology of educational games is the practical implementation of the pedagogical theory and the receipt of pre-planned results in the pedagogical process.

The technology of the game is based and worked out on the basis of a wide application of pedagogical ideas, principles, concepts, rules. The specific and immediate goal of the IFO pedagogical technology is the spontaneously directed development of the personality of the playing student or schoolchild, this is a systematic and consistent implementation in practice of the concepts of innovative processes in education, pre-designed on the basis of those ideas recognized in the world as highly significant values ​​of the individual and society.

The IFE technology acts as a kind of intermediate link between the theory and practice of teaching and represents a "volumetric projection" of the didactics of a pedagogical university on the practical activities of teachers and students.

In concluding the first part of my term paper, it should be noted that the educational game is a creative repetition of a specific human activity at a deeply personal level with elements of original novelty, usefulness and significance in conditions of independence or competition with rivals. And this is the whole point of IFO.

The pedagogical axiom is the provision according to which the development of intellectual abilities, independence and initiative, efficiency and responsibility of students and schoolchildren can only lead to the idea of ​​genuine freedom of action in communication. Involving them in such activities in which they would not only understand and check what they are offered as an object of assimilation, but also in fact made sure that their successes in self-development, their fate as a specialist initially depends on their own efforts and decisions. The most important condition for the implementation of this axiom in pedagogical practice is the IFO, and the game preparation for real life and its changes.

To study play activity in the learning process, I used the methods of scientific and pedagogical research, and to study the practical side of my work, I turned to the methods of studying experience. When studying the pedagogical experience, I used the following methods:

Questioning;

Interviewing;

Research on the use of play in the educational process took place at school # 150.

To clarify the goals and objectives of the game as a teaching method, in what cases and at what stages it is carried out, a survey was conducted with the teachers of this school (see Appendix 1).

An analysis of the questionnaire survey of subject teachers showed that only 4 out of 10 constantly use didactic games in the educational process. The following answers were received from subject teachers who have never used didactic games:

* some believe that their subject is one of the most difficult subjects in the school curriculum and therefore, to assimilate educational material, it is inappropriate to use games;

* others believe that they have already worked out their teaching methods and there is no need to change them;

* Still others believe that organizing the learning process using didactic games is rather difficult and more acceptable to organize the pedagogical process in the form of a lesson and use established teaching methods.

But let us dwell on the experience of organizing the game activity of a specific subject teacher. This is a teacher of mathematics in grades 5-7. Work experience at school - 12 years. For the last 4 years she has been using didactic games and, according to her, quite successfully. Research took place in mathematics lessons among 5th graders. Based on the results of the research, I found out that in the lessons she uses various forms of games: individual, group, collective. The choice of form depends on the goals and objectives of the games. The goal is chosen depending on the result to be achieved.

In her opinion, it is preferable to use the game at the stage of checking or consolidating educational material. According to her, the analysis of the results of the games held shows that there is a consolidation and improvement of knowledge, the development of the psychological qualities of students, the education of students' speech, the ability to correctly and logically express their thoughts, the development of the ability to find optimal solutions, etc.

Based on her pedagogical experience, the mathematics teacher concludes that children love games in the lesson, but do not always follow the rules. Most often this happens in a group game, where children try to help each other. In this case, she did not stop the gameplay, but made the rules of the game more rigid.

In her opinion, the game cannot be used in the following cases:

· If the game does not correspond to the level of development of students, that is, even with a clear explanation of the rules, it causes a certain difficulty in their implementation. In her opinion, this does not contribute to the consolidation of knowledge, but scatters attention to solving problems abstracted from the topic.

If the children do not want to play;

· If the game is new - new games should be checked;

The teacher noted that throughout the entire process of playing in the lesson, it is necessary to carefully monitor so that a conflict situation between the children does not arise and the relationship in the class does not deteriorate. If she noticed this, then she interfered with the course of the game and distracted the children's attention to solving other problems in the game itself.

She believes that play helps students develop personally. This is the ability to cooperate with peers, the ability to listen to and accept the opinions of others, etc.

In order to understand how to make the use of games more effective for teaching and educating students, how to use games and at what stages it is preferable, I conducted research among students of grade 5th grade of school No. 150, asking them to answer the questionnaire (see Appendix No. 2 ).

Analysis of the answers of students in this class gave the following results:

1. Games in the classroom are enjoyed by all students, without exception.

2. Most students would like to play in every lesson, but if only this game is interesting to them.

4. The first place in games is taken by a history lesson, where the teacher allows children to stage various historical events, offers to come up with their own course of events, etc.

5. Students may not like the game, if the interests of the students are not taken into account when organizing the game, the content of the game does not correspond to the topic of the lesson or the hobbies of the students.

6. The desire of students to participate in the game very often depends on their relationship with the teacher, as a result of which the teacher needs to clearly think over his actions, trace the reaction of students to these actions and draw conclusions.

7. Most students enjoy winning the game. In my opinion, this drive to win provides for the learning and development of students in play.

Thus, the analysis of the experience of the subject teacher and the study of the game activity of students in the classroom allowed me to find the following negative sides in the use of games in the learning process:

* First, it often takes a lot of time to explain the rules and demonstrate the game (especially for teachers with little experience in organizing games). Often this leads to the fact that children do not have time to study or consolidate the material in the remaining time;

* secondly, the game mechanism is often violated, that is, the strict order of performing game actions is violated. This is most often observed in group and collective forms of games, which leads to confusion, and most importantly, to questionable results;

* thirdly, after the games (and this is especially true for the junior and middle grades) it can be difficult to restore discipline in the classroom, which is what teachers complain about when children come to the next lesson;

* fourthly, when conducting paired, group and collective forms of play, competition between children sometimes develops into unhealthy rivalry, which teachers do not always notice, let alone prevent. This leads to spoiled relationships between children outside the game.

Thus, the analysis of observations of game activity and its results allowed us to reveal that the use of game forms of learning is not always an effective method for strengthening or expanding knowledge.

For teachers and educators who use games in the educational process, I have developed the following recommendations:

* First, when choosing an IFO, you cannot rush and act alone. Also, you should never take other people's games on faith, without proper verification. It is necessary to convince yourself of the effectiveness and attractiveness of the IFO by playing with colleagues and well-played children.

* Secondly, the developed games should not be immediately carried to the classroom. It often happens that the game stops suddenly at the most interesting place and no amount of recovery will be able to return the previous course of the game. To prevent this from happening, it is necessary to work with colleagues again, to see what the difficulties were, especially in collective games, to check again which of the students can be the main assistant in the game.

* Thirdly, no one should ever be forced to play anywhere. All people are equal before the arbiter and everything should be built on voluntary cooperation.

* Fourthly, you must not allow yourself to play down with children or follow their lead. At the same time, no matter how funny and fun it is in the game, it is necessary to observe all the external signs of rigor and trouble-free exactingness.

Based on the analysis of the literature, I revealed such aspects of the topic as the history of games, their psychological foundations, technology for the development and organization of game forms of education.

In the practical part, based on the analysis of the research results of the process of students' play activity and the teacher's work experience, I made the following conclusions on the tasks set at the beginning of the course work:

* the purpose of game activity in the learning process is to help students expand their horizons and consolidate educational material, as well as the development of psychological and personal qualities;

* in schools, playful forms of teaching are often used in the classroom, but this method is not always effective, since in addition to the positive aspects of using games, there are also negative aspects, which are not always taken into account by teachers when organizing play activities.

It should also be noted that with clear thinking, correct development and correct organization of game forms, the results in achieving the set goals are obvious.

BIBLIOGRAPHY:

1. Zaporozhets A. V. "The development of voluntary behavior in preschool children", M.-48;

2. Manuleiko Z. V. "Change in the child's motor skills depending on the conditions and motives", M.-69;

3. Mendzheritskaya D. V. "To the teacher about the children's game", M.-82;

4. Pidkasisty PI, Khaidarov Zh. S. “Technology of the game in teaching and development”, M.96;

5. Kheizinga I. “The playing man”, M.-92;

6. Shmakov S. A. "Her Majesty the Game", M.-92;

7. Stern V. "Psychology of early childhood", M.-93;

8. Elkonin D. V. "Psychology of the game", M.-78.

ANNEX 1.

Questionnaire for teachers.

1. Do you use games in the teaching process?

2. What forms of play do you consider the most successful in the educational process?

3. When do you use the game?

4. At what stages of the lesson is it preferable in your opinion to use the game or its elements?

5. What goal do you most often pursue using a didactic game?

6. Do you consider it appropriate to use the game in the lesson?

7. What results do you most often want to achieve and can you do it?

8. Do the children love to play in the classroom?

9. Do children follow all the rules of the game?

10. When shouldn't games be used?

11. What psychological qualities does play develop in a child?

12. Is it advisable to use the game to develop the personality traits of the student?

APPENDIX 2.

Student questionnaire.

1. Do you like it when the teacher uses the game in the lesson?

2. How often would you like the game to be used in the lesson?

3. What form of play do you like more: individual, group or pair?

4. What lessons do you like to play (list)?

5. Are there times when you don't like the game and why?

6. Does your desire depend on the teacher using the games?

7. What do you like most about the game?

Summing up the results of the work, the following conclusions can be drawn: 1. In the pedagogical and psychological literature, the problem of using game methods as a means of stimulating the cognitive activity of adolescents in English lessons has been well studied. This problem was studied by: Bespalko V.P., Vygotsky L.S., Leontiev A.N., Gross K., etc. 2. There are several groups of games, ...

Names, applications (4). The work includes tables (4). The total volume of work is 54 pages of computer text. Chapter 1. Theoretical foundations of the study of gaming technologies as a means of developing the cognitive interests of junior schoolchildren 1.1 The concept of "cognitive interest" in psychological and pedagogical literature Interest, as a complex and very important education for a person, has ...

The concept of "play" and "play activity". Leading signs of play activity.

The game is of great importance in the development of civilization. We can say that civilization "grew" out of the game.

The game is a powerful tool in:

1. Socialization of the individual (socialization is the process of mastering and entering a person into society, studying the values ​​of this society).

2. Restoration of vitality (recreation).

3. Learning and advanced training (business games) Also, the game is a means of correcting physical and mental development and a means of correcting interpersonal relationships. So, the definition of "game" is as follows.

The game is:

1. Execution of some conditional tasks in conditional time and space.

2. Pretending, performance.

In the usual sense, a game is a designation of rules, attributes, etc., necessary to perform some actions (this definition is passive). The game requires intellectual and physical effort for its realization. These efforts to realize the game are called play activities.

So:

Play activities are efforts to implement the rules and conditions of the game and play tasks.

There are several main signs of play activity:

1. Is voluntary;

2. Unproductive

3. Passes according to the rules that govern it;

4. Always associated with stress (intellectual, physical).

The more stress, the greater the significance of victory and participation (prizes), the more fun from the game, the stronger the effect of a person's self-affirmation in the game. The latter position is especially relevant. It is self-affirmation that is the main driving stimulus in the game (especially in games on television). Speaking about tension, it is important to note that it must be adequate to the audience.

Leading signs of play activity.

The game is a collection of concepts, rules and regulations that determine the behavior of the player.

Play activities are physical, intellectual and emotional efforts aimed at completing play tasks.

This activity has its own characteristics, formal features.

Leading signs of play activity

It goes by the rules, in some cases there is a dictatorship of the rules.

Voluntary and free, i.e. a person participates in play activities of his own free will. Incentives: striving for self-affirmation striving for imitation striving for a prize. The game is not productive, it doesn't produce anything. (Rather, we can say that the product of the game is the enjoyment of its process. The end result is the development of the ability realized in it) Play activity takes place with a certain tension, in it is the basis of pleasure. The higher the tension, the greater the pleasure. Tension tells us about the status of the participant (e.g. Olympic Games). Winner status. Emotional elation during the period of game activity, competitiveness, rivalry, competition.

Game activity takes place in an imaginary situation and is not associated with real actions, but the feelings of the players, participants are real !!! With a methodologically competent approach to the organization of the game, play activity can have the following effect on the personality: previously inactive and thereby restores the balance of his forces.) Physical development of the personality

Mental development (collective emotion, teamwork skills, psychological compatibility, self-control and self-esteem skills, the formation of will, determination, the ability of a person to take a punch). Career guidance work. Corrective action as a means of correcting personality and interpersonal relationships. (The game introduces complex human relations into the real context. In game activity, there are absolutely real social relations that develop between the players. The game contributes to the development of the team) Game - as a means of socialization of the individual. (The child gets to know the environment, assimilates the riches of culture, is formed as a person, which allows the child to function as a full member of a children's or adult collective)

The child plays because he develops and develops, because he plays. Play for a child is an active means of education and self-education. During the game, the child learns, realizes the world around him. The game is a wide space for the manifestation of one's “I”, personal creativity, self-knowledge and self-expression.

For a child, play is a way of finding himself in a team of companions, in society as a whole, in the universe; the game solves the problems of interpersonal relations, compatibility, partnership, friendship, camaraderie. Those. the social experience of human relationships is learned and acquired.

1. Game - like acting (invention of someone or something, for the purpose of pleasure)

2. Play is like overcoming obstacles in order to win.

A game is a set of rules, defined relationships between players, their behavior and the use of attributes.

From this position, the concept of "play" is passive (in the box or somewhere else).

Active play - play activity is physical, intellectual or emotional data aimed at completing play tasks.

Play is different from all other activities.

Types of games and their classification.

According to Shmakov, most games have the following main features:

- free developmental activity, undertaken only at will, for the sake of pleasure from the process of activity itself, and not only from its result (procedural pleasure);

- creative, highly improvised, very active character this activity ("field of creativity");

- emotional uplift of activity, rivalry, competitiveness, competition (sensual nature of the game, "emotional stress");

- the presence of direct or indirect rules, reflecting the content of the game, the logical and temporal sequence of its development.

K. Gross subdivides : fighting (physical and spiritual), love, imitative, social.

A. Gomme singles out dramatic games and games built on "dexterity and luck"; wedding games, games based on courtship and love; Fortress games; funeral games; agricultural; commercial, religious; taboo; natural; guessing games; witchcraft; sacrifice, imitation of sports; imitation of animals; games with witches and kidnapping; fishing; wrestling and competition; singing and dancing games; hiding and searching games; leapfrog; blind man's buff; forfeits; ball games, etc.

Play activity- This is a special sphere of human activity, in which the person does not pursue any other goals, except for receiving pleasure, pleasure from the manifestation of physical and spiritual forces.

In pedagogy, it is customary to distinguish between subject, plot, mobile and didactic games. In turn, story games are divided into role-playing, directorial and dramatization games: games with fixed, open rules and games with hidden rules. An example of games of the first type is the majority of didactic and outdoor games, as well as educational ones: intellectual, musical, fun games, attractions.

The second type includes games plot-role-playing, in which, on the basis of life or artistic impressions, social relations or material objects are freely and independently reproduced. The rules in them exist implicitly. They are in the norms of behavior of the heroes being reproduced: the doctor does not put a thermometer for himself, the passenger does not fly in the cockpit.

Consider the main components of the role-playing game: theme and content - the area of ​​reality displayed in the game. An imaginary situation is an image of a game, its model that arises as a result of the transfer of real values ​​and relationships from one object to another located in the field of the game action. Plot - a sequence of reproducible actions by children, events that reflect the theme and concretize the content of the game. Role-playing games subdivided into role-playing, games-dramatization, director's games. The plot can have theatrical children's parties, carnivals, construction, design games and games with elements of labor.

Director's games- games in which the child controls an imaginary situation as a whole, acts simultaneously for all participants: for all the animals in the menagerie, for cars, trams, pedestrians on the street, for soldiers, etc. Director's games can also be group ones. In such games, the experience of coordinating ideas and plot actions is especially intensively accumulated.

Outdoor games- the most important means of physical education of children. They always require active motor actions from the players aimed at achieving the conditional goal. The main features of outdoor games are their competitive, creative, collective nature. They demonstrate the ability to act for the team in a continuously changing environment. Hence the high dynamics of the relationship: all the time he strives to create a favorable position for himself and his teammates in comparison with the "enemy". They include various team relay races, national games championship, ball and rope championship.

Complex types of competitions have become widespread: in Belarus "Sportlandia" was born (the country of the strong, dexterous, resourceful, skillful), in Volgograd - "Merry Starts", in Arkhangelsk - "May Relay". Competitions held between classes, schools, health and summer camps attract many spectators. Game tasks addressed to them allow making these competitions even more massive.

Didactic games- a kind of games with rules specially created by pedagogy in order to teach and educate children.

By the nature of the material used, didactic games are divided into three groups:

NS rare e - mainly didactic toys and materials,

- desktop-printed f - games based on the selection of pictures according to the principle of the similarity of their addition from parts of a whole (for example, cut pictures). Developing logical thinking, board-printed games also carry an important cognitive load: they acquaint children with representatives of the animal and plant world, with the purpose of household items, with technology, seasonal phenomena of nature, etc.

- word games include most of the folk games. This includes many exercise games, imaginary travel games, puzzle games, guess games (in which children operate with representations, independently draw conclusions and inferences).

Sometimes didactic play is viewed too narrowly - only as a means of the child's intellectual development. However, the game form of education is actively used to implement the tasks of labor, aesthetic, and emotional and moral education.

Games can be distinguished into independent typical groups:

1. About the form:

Actually games of all kinds; games-celebrations, game holidays; game folklore; theatrical performances; game trainings and exercises; game questionnaires, questionnaires, tests; pop play improvisation;

Competitions, contests, confrontations, rivalries, contests, relay races, starts;

Wedding ceremonies, game customs;

Hoax, pranks, surprises; carnivals, masquerades; game auctions, etc.

In the leisure practice of children and adults, the most structurally designed game models have developed and become firmly established, such as; like KVN, "Field of Miracles", "What? Where? When? ", Having a plot space, a pronounced form.

2. By the time of the event.

Such games are called seasonal or natural (winter, spring, summer, autumn), they are distinguished by the amount of time (long, temporary, short, minute games).

Winter games: on a snow site, skiing, sledging, on ice.

Competitions are held for accuracy, speed, relay races, for example: "Taking the winter town"

Summer games: on the court, on the asphalt, on the beach, on the water, in the meadow, in the yard, for example, "Stilts", "Classics".

3. By venue... These are table (drinking), indoor, outdoor, yard games. Games in the air, games on the ground (in the forest, in the field, on the water), games at the festival, games on the stage.

4. In terms of content (plot, theme, intrigue, task of the game), games with ready-made rules are distinguished as follows: sports, mobile, intellectual, construction and technical, musical (rhythmic, round dance, dance), therapeutic, correctional (psychological games-exercises) , comic (fun, entertainment), ritual, etc. In terms of content, "free" (free), which reflect: military, wedding, theatrical, artistic; household games in the profession; ethnographic games. There are positive social and ethical games and antisocial (games for money and things, selfish, criminal games, life-threatening, gambling).

Catch-up games (catchers) are simple and complicated;

Games with the search for players or objects;

Games with fast finding your place;

Round dance games;

Games with resistance and struggle;

Games with throwing the ball with rounders;

Games with rolling and throwing objects (stones, sticks, bones, chocks, towns);

Games - relay races;

Games-attractions;

Prank games, etc.

5. By composition and number of participants :

By age, gender, composition, number of participants.

In this regard, games of younger children (babies, preschoolers), games of younger, middle and senior school age, as well as games of adults are practiced. Objectively, there are games for boys (adolescents, boys, men) and games for girls, girls, women. These games have special traditions, special rules. Singles, individual, doubles, group, team, mass games differ in the number of participants.

6. By the degree of regulation, control:

Games organized by an adult or entertainer,

Spontaneous, improvised, impromptu, arising spontaneously at the whim of children (free, free, natural, amateur, independent).

7.P about the presence or absence of accessories necessary for the game(inventory, items, toys, costumes). There are differences between games without objects and with objects (with a ball, rope, tourniquet, hoop, etc.); computer games; games - machines; games - attractions, etc.

When writing and building a game program, the theme, goal and objectives are always taken into account; the technology of game programs, the specificity of age characteristics is also taken into account, for example, a preschooler, a younger student, a teenager, etc. In order for the game to be more interesting and exciting, this should be known and taken into account by every screenwriter, teacher or organizer.