The main communication problems of children are associated with the child's lack of interest in the experiences of other people, a lack of understanding of the feelings of those with whom he communicates, the inability to express his feelings. Unfortunately, adults, having little interest in the thoughts and feelings of children, imposing bans on the child's experiences, exacerbate these problems.
With the help of didactic training games, you can teach a child the language of feelings, the ability to understand the state, shades of moods, experiences - not only their own, but also of other people. These games teach not only to understand, but also to express an emotional state through words, facial expressions, pantomime.
They contribute to the inclusion of the child in the life of society, in the system of relations with peers and adults. In the process of playing, children master role behavior, learn to establish contacts with the help of verbal and non-verbal means communication, resolve disputes and conflicts, express disposition, sympathy, goodwill, make compliments, show courtesy, find a way out of critical situations.
These didactic training games are designed for children 5-6 years old. You can play them anywhere and with different amounts participants. The duration of the game depends on the children's interest in it. The main thing is to create an atmosphere of freedom, joy, co-creation and community, to communicate with the child on the principles of deep spirituality and humanism.
"Screen tests".
Target: develop the ability to manage your emotions, express your state using verbal and non-verbal communication.
Equipment:"Movie camera" for the "operator".
Training game progress
The child - the "director" of the film - invites the "actors" one by one to screen tests, inviting them to portray various emotionally intense situations (for example: Cinderella, happy, cheerful, beautiful, dances at the ball or Cinderella returns from the ball very sad, she will no longer see the prince, yes besides, she also lost her shoe ... Karabas Barabas is very happy: now he will catch Buratino or Karabas Barabas is stamping his feet, swinging his fists, he is very angry: all the dolls have run away from him. , who conveyed emotions more expressively and will play the main role.
For the "script" of the film, you can use your favorite fairy tales and popular cartoons.
When discussing the game, it is important to draw the attention of children to what exactly pleases and grieves positive and negative characters.
"Gusto".
Equipment: badges, hats, tape recorder.
Game progress
After reading the work of K.I. Chukovsky "Doctor Aibolit" educator invites children to play. One child is Aibolit, the rest of the children are sick animals. They, depicting different animals, cry, hold some of the belly, some of the cheek, some of the head, etc., complain: "Oh, oh, it hurts!" Doctor Aibolit gives them medicines, tries to console them (pat them on the head, cheek, shoulder, etc.). The little animals are getting better and dancing with Dr. Aibolit.
Educator MBDOU No. 39
Nikishina Z. N.
Summer has flown by. It was blooming. After all, it is in the summer that flowers bloom most of all - in gardens, in parks, in the woods outside the city ... Children love to admire flowers, collect them in bouquets. Do our children know the name of flowers well, do they know when and where they bloom? We offer a selection of games that will help preschoolers better remember the name of flowers and their signs, teach them to write coherent stories and expand their imagination and visual attention.
Didactic game for senior preschool children "Collect a flower".
Purpose: to generalize the knowledge of children about the constituent parts of plants, to exercise the use of nouns in genitive, the only and plural, develop visual attention, memory.
Material: cards with pictures of stems with leaves, cards with heads of flowers.
Game progress:
Option 1. The teacher distributes cards to children with the image of stems with leaves. Children are shown a card with the image of the heads of flowers of different plants.
Educator. Green leaves will come to life
And they will find their flower.
A child who has an image of leaves and a stem for this flower answers: "I recognized you, chamomile, you are my stem." The child receives a card and makes a flower.
Option 2. The teacher has stems with leaves, children have flowers.
Educator. A flower, a flower, will come to life, and find its leaf!
Child. I recognized you, you. You are the leaves of my bell.
During the game, the teacher can ask the children questions: “What else do you know about chamomile? Where does she like to grow up? When does it bloom? Does chamomile have any special signs? Compare chamomile and bell on similar grounds. What is the difference between chamomile and poppy? " etc.
Didactic game for older preschoolers "Let's plant flowers in a flowerbed."
Purpose: to summarize the knowledge of children about the season, flowering time and place of growth of flowers, to train in compiling descriptive stories: to develop coherent speech, visual attention, memory. To cultivate a respect for plants.
Equipment: Large cardboard cards with the image of bouquets of flowers, small cards with the image of one flower for drawing up a flower bed.
Game progress
Educator. Each of us is pleased to admire the beautiful flowers that grow in the flower beds of our city. Do you think you can tear them and collect them in bouquets? (Answers of children)
Of course, you don't need to collect flowers in bouquets, but you can "plant" them on a flower bed. Before you are laid out cards, which depict field (garden, primroses) flowers. Find on the small cards the image of the flowers you have chosen and "plant" them on the flower bed. (Children work)
Well done, what beautiful flowers have bloomed in your flower beds. And now, without naming the flower itself, tell everything about it (when it blooms, where it likes to grow, what color).
Didactic game for senior preschoolers "Grow, flower, blossom".
Purpose: to expand the knowledge of children about the process of plant development; exercise in composing coherent stories with the establishment of cause-and-effect relationships; develop visual attention (analysis, synthesis, comparison).
Equipment: cardboard circle divided into 8 segments, 8 different segments depicting different stages of plant development.
Game progress
Educator: Guys, in order for a flower to grow, you must first plant a small seed in the ground, take care of it when a sprout appears, weed out. So grow garden flowers. However, in the meadow, in the forest, in the field, there are many different colors, although no one planted or looked after them. Nature itself took care of them. The wind brought the seed, the rain poured it, the sun caressed it - and a beautiful flower grew
Now guess the riddle.
Yellow sisters bloomed in the grass.
They turned gray and flew with the wind.
They will fall to the ground, bloom again. (Dandelion)
Did you find out which flower the riddle is about? (Children's answer) That's right, it's a dandelion. Now please tell me how this flower grows. And these pictures will help you. Consider them carefully: each card depicts a specific stage in the development of a plant, starting with the seed. Lay these pictures in a circle, clockwise, in the correct sequence.
Children independently make a circle from the segments, and each one talks about "his" stage of plant development
During the game, the teacher helps the pupils leading questions, to which children should give a detailed answer, for example: "What does a seed need to germinate?" (To germinate a seed you need: water, heat and light). What is the leaf shape of this plant? (Holly plants) What color is the flower? Show the stem, leaves, bud, blossoming flower. Why did the dandelion fly away? (The dandelion scattered, because the breeze blew. The wind will blow Semyon, and they will fall to the ground and soon new dandelions will grow).
Developing didactic game "Computer Pretend".
Purpose: to summarize knowledge about the main parts of the plant, the conditions necessary for the growth and development of the plant; develop visual perception, attention, memory, thinking, imagination, to expand the understanding of the world around and the interaction of man with nature.
Equipment: homemade computer toy, floppy disks with tasks, cubes with the image of object pictures.
Game progress
Educator. Lay out the cubes with pictures, complete the task on a floppy disk.
1. Conditions necessary for plant growth and development (soil, water, light, heat).
2. The main parts of the plant (root, stem, leaf, flower).
An outdoor game for older preschoolers "Visit the Flowers".
Purpose: to develop auditory attention, imagination, expressiveness of movements and facial expressions, to foster interest in the plant world.
Equipment: hats (chamomile, violet, poppy, bell), audio recording of Tchaikovsky's Waltz of Flowers from the Nutcracker ballet.
Preliminary work: observation in flower beds, studying the names of flowers, reading poems about flowers, making riddles, singing songs.
Game progress
Tchaikovsky's "Waltz of the Flowers" quietly sounds in the group
Educator. Guys, now you choose your own hats of flowers, and squat down on the rug. I will read the story about flowers, when someone hears that we are talking about his flower, he has to stand up and perform the movements according to the text.
Morning came and the sun woke up. I went out on the porch and breathed Fresh air filled with the scent of flowers. I wanted to go and say hello to the flowers. I headed down the path, and soon
I saw a chamomile in the grass. (Child - daisy gets up) She just woke up and opened her eyes (the child is performing an action). Seeing me, she nodded her head back and forth several times (corresponding
movement), spread the petals in the wind (the child spreads his arms to the sides) and waved to me (the child performs several hand waves). Perhaps the flower greeted me. And a little further I saw a blue bell, which stretched its head towards the sun. (The child performs a movement). Then a breeze blew, and the flowers began to stagger: back and forth, back and forth. (Children perform movements)
Nomination: didactic game as a means of developing cognitive activity of older preschoolers.
Position: teacher-psychologist
Didactic game "Look and remember"
(intended for older preschool children)
Target: development of cognitive mental processes, using eidetic methods as stimulating means.
Tasks:
Educational
- Clarify and consolidate children's ideas about the color, shape of objects in the surrounding world.
- To improve the ability to understand the meaning of the spatial relationships of objects, to reflect their spatial arrangement in speech (on, next to, under).
- Exercise in the agreement of words in a sentence.
Developing
- Develop visual perception, visual attention, visual memory, imaginative thinking.
- Develop observation, attentiveness.
- Develop coherent speech.
Educational
- To cultivate endurance, patience, a benevolent attitude towards peers.
Material for the game: demo cards with picture different plots, questions with three possible answers to each card, chips.
Game progress
For 30 seconds, the teacher shows a demo card with a picture of a plot, after the expiration of the time he turns the card over and asks questions about its content. The first person to answer the question correctly gets the token. First, flashcards with a simpler storyline and fewer questions are shown. The game continues as long as the children remain interested. The winner is the one with more chips at the end of the game.
Rules of the game
- you cannot shout an answer, you need to raise your hand;
- the one who first raised his hand answers;
- you can not interrupt a friend;
- the chip is not given if an incorrect answer is given;
- a full detailed answer is given to the question asked(for example: "A girl holding a doll in her hands").
Description of the experience of using the game "Look and Remember"
in activities with preschool children
The game was attended by 6 pupils of the preparatory speech therapy group... This game was offered to children as surprise moment in the course of correctional and developmental classes for the development of the psychological base of speech. Together with the children, an unfamiliar envelope with the inscription was found on the table "To future first graders". We found out that the envelope came to the address, tk. they go to school soon. After a short conversation about who the first graders are, what qualities they should have (they should be attentive, diligent, should memorize a lot of new information, etc.), she offered to open the envelope and look at its contents. There was a new unknown game in the envelope. She invited the children to play it. After reading the rules of the game, the guys willingly got involved in the game action. We looked at the demo card with enthusiasm. After the time allotted for reviewing the picture expired, she turned it over and began to ask questions about its content. Since everyone really wanted to answer as soon as possible, the children broke the rules of the game, shouting an answer and forgetting to raise their hand.
In the course of the game, all the tasks were solved in in full... The ideas of children about the shape and color of objects in the surrounding world were consolidated. The skills to understand the meaning of spatial relationships of objects were improved. Children used prepositions in their speech denoting the spatial arrangement of objects (on, next to, under). Exercised in the agreement of words in a sentence. Cognitive mental processes children. This game contributes to the formation of endurance, patience, a benevolent attitude towards peers, because you need to listen to the answers of other children without interrupting, raise your hand before answering, wait for your turn to answer.
The game lasted until all the cards were played, which testifies to the children's interest in the proposed game. At the end of the game, the children counted the chips, determined the winner and expressed a wish to play the game in the next lesson.
New demo cards can be added to this game periodically to keep the kids interested.
Theoretical workshop:
Target: To systematize and deepen the knowledge of teachers on the topic " Didactic games preschool children ".
Didactic play is a multifaceted, complex pedagogical phenomenon: it is both a play method of teaching preschool children, and a form of education, and independent play activity, and a means of comprehensive education of the child's personality.
Didactic game as a game teaching methodis considered in two forms: games - classes and didactic or autodidactic, games. In the first case, the leading role belongs to the educator, who, to increase children's interest in the lesson, uses a variety of play techniques, creates a play situation, introduces elements of competition, etc. The use of various components of play activity is combined with questions, instructions, explanations, and demonstration.
With the help of games - classes, the teacher not only transfers certain knowledge, forms representations, but also teaches children to play. The basis for children's games is the formulated ideas about the construction of a game plot, about a variety of game actions with objects. It is important that then conditions were created for the transfer of this knowledge and ideas into independent, creative games.
Didactic game is used in teaching children mathematics, native language, acquaintance with nature and the surrounding world, in the development of sensory culture.
Didactic game as a form of teaching childrencontains two beginnings: educational (cognitive) and play (entertaining). The teacher is both a teacher and a participant in the game. He teaches and plays, and children learn by playing. If in the classroom knowledge about the world around them expands and deepens, then in didactic play (games - classes, actually didactic games), children are offered tasks in the form of riddles, sentences, questions.
Didactic game as an independent game activitybased on the awareness of this process. Independent play activity is carried out only if children show interest in the game, its rules and actions, if they have mastered its rules. How long can a child be interested in a game if its rules and content are well known to him? Children love games, they are familiar, they play with pleasure. This can be confirmed by folk games, the rules of which are known to children: "Paints", "Where we were, we will not tell, but we will show what we did," "On the contrary," etc. In each such game there is an interest in action. For example, in the game "Paints" you need to choose a color. Children usually choose fabulous and favorite colors: gold, silver. Having chosen a color, the child approaches the driver and whispers the name of the paint in his ear. "Ride along the track on one leg" - says the driver to the one who named the paint, which is not among the players. There are so many interesting game actions for children! Therefore, children always play such games.
The teacher takes care of complicating the games, expanding their variability. If the children are losing interest in the game (and this is more related to board-print games), it is necessary to come up with more complex rules together with them.
Independent play activity does not exclude control by an adult. The participation of an adult is indirect: for example, the educator, like all participants in the lotto game, receives a card and tries to complete the task on time, rejoices if he wins, that is, is an equal participant in the game. Children can independently play didactic games both in the classroom and outside of them.
Didactic games, especially for the younger ones age groups, are considered in preschool pedagogy as a method of teaching children plot - role-playing games: the ability to take on a certain role, to follow the rules of the game, to unfold its plot. For example, in the didactic game "Put the Doll to Sleep" the teacher teaches the children of the younger group the sequence of actions in the process of undressing the doll - to carefully fold the clothes on a standing chair, take good care of the doll, put it to bed, and sing lullabies. According to the rules of the game, children should select from the lying objects only those that are needed for sleep. There are several such games in younger groups: "Katya's doll's birthday", "Let's dress Katya for a walk", "Katya is having lunch", "Katya's bathing". Puppet games are an effective method of teaching children independent creative role-playing games.
Didactic games have great importance for the enrichment of creative games and older children. Games such as "Smart machines", "Dairy farm", "Who needs what is needed for work" cannot leave children indifferent, they have a desire to play builders, grain growers, milkmaids.
Didactic play also acts as a means of comprehensive education of the child's personality.
Mental education.Content of didacticplay forms in children the correct attitude to phenomena public life, nature, objects of the surrounding world, systematizes and deepens knowledge about the Motherland, the army, profession, labor activity.
Knowledge about the life around is given to children according to a certain system. So, the acquaintance of children with labor takes place in the following sequence: children are first introduced to the content of a certain type of labor, then - with machines that help people in their work, facilitate work, with the production stage when creating the necessary items, products, and then reveal to the children the meaning any kind of labor.
With the help of didactic games, the teacher teaches children to think independently, to use the knowledge gained in different conditions in accordance with the task.
Didactic games develop children's sensory abilities. The processes of sensation and perception underlie the child's cognition of the environment. Familiarization of preschoolers with the color, shape, size of the object made it possible to create a system of didactic games and sensory education exercises aimed at improving the child's perception characteristic features items.
Didactic games develop the speech of children: the vocabulary is replenished and activated, correct sound pronunciation is formed, coherent speech develops, the ability to correctly express one's thoughts. Some games require children to actively use generic, specific concepts, for example, "Name in one word" or "Name three objects". Finding antonyms, synonyms, words similar in sound - the main task many word games.
In the process of games, the development of thinking and speech is carried out in an inextricable connection. In the game "Guess what we are up to" you need to be able to pose questions to which children answer with only two words "yes" or "no".
Moral education.Preschoolers develop a moral idea of a respectful attitude towards surrounding objects, toys as products of adult labor, about norms of behavior, about relationships with peers and adults, about positive and negative qualities personality. In the upbringing of the moral qualities of the child's personality, a special role belongs to the content and rules of the game. Working with children younger age the main content of didactic games is the assimilation of cultural and hygienic skills by children.
The use of didactic games in working with older children solves somewhat different tasks - the upbringing of moral feelings and attitudes.
Labor education.Many didactic games form in children respect for the working person, arouse interest in the work of adults, and a desire to work themselves. For example, in the game "Who Built This House", children will learn that before building a house, architects work on a blueprint, and so on.
Children acquire some labor skills when making material for didactic games.
Aesthetic education.Didactic material must meet hygienic and aesthetic requirements: toys must be painted bright colors, artistically designed. Such toys attract attention, make you want to play with them.
Physical education.The game creates a positive emotional uplift, causes well-being, and at the same time requires a certain tension of the nervous system. Games with didactic toys are especially important, where the small muscles of the hands develop and strengthen, and this affects mental development, on preparing hands for writing, for visual activity, i.e. to teaching at school.
The main types of games.
All didactic games can be divided into three main types: games with objects (toys, natural material), board-printed and word games.
Games with objects.
In games with objects, toys and real objects are used. Playing with them, children learn to compare, establish the similarities and differences between objects. The value of these games is that with their help children get acquainted with the properties of objects and their signs: color, size, shape, quality. In games, they solve problems of comparison, classification, establishing a sequence in solving problems. As the children acquire new knowledge about the subject environment, the tasks in the games become more complicated: the children practice defining the subject according to any one quality, combine objects according to this attribute (color, shape, quality, purpose, etc.), which is very important for the development of the abstract. , logical thinking.
Children of the younger group are given objects that differ sharply from each other in properties, since babies cannot yet find subtle differences between objects.
V middle group use objects in which the difference between them becomes less noticeable. In games with objects, children perform tasks that require conscious memorization of the number and location of objects, finding the appropriate object. While playing, children acquire the ability to put together a whole from parts, string objects (balls, beads), lay out patterns from various shapes.
Various toys are widely used in didactic games. They have a pronounced color, shape, purpose, size, material from which they are made. This makes it possible to train children in solving certain didactic problems, for example, to select all toys made of wood (metal, plastic, ceramics), or toys necessary for various creative games: for playing with the family, builders, etc. Using didactic games with similar content , the educator manages to arouse interest in independent play, suggest to them the idea of play with the help of selected toys.
The teacher uses games with natural materials (plant seeds, leaves, various flowers, pebbles, shells) when conducting didactic games such as "Whose children are these?", "What tree is the leaf from?" autumn leaves", etc. The teacher organizes them during a walk, directly in contact with nature. In such games, the knowledge of children about the environment around them is consolidated natural environment, thought processes are formed (analysis, synthesis, classification) and love for nature, a respectful attitude towards it is brought up.
Games with objects include narrative-didactic games and staging games. In the narrative-didactic game, children play certain roles, the seller, the buyer in games such as "Shop", bakers in the games "Bakery", etc. Staging games help to clarify ideas about various everyday situations, literary works"A journey to the land of fairy tales", about the norms of behavior "What is good and what is bad?"
Board-printed games.
Board games are an interesting activity for children. They are of various types: paired pictures, loto, dominoes. The developmental tasks that are solved when using them are also different.
Selection of pictures in pairs.The simplest task in such a game is to find exactly the same among different pictures: two hats, identical in color, style, etc. Then the task becomes more complicated: the child combines pictures not only by outward signs, but also in terms of meaning: find two planes among all the pictures. The planes shown in the picture may be different both in shape and color, but they are united, making them similar belonging to the same type of objects.
Selection of pictures by common feature. Some generalization is required here, the establishment of a connection between objects. For example, in the game "What grows in a garden (forest, city)?" children select pictures with the corresponding images of plants, correlate with the place of their growth, combine pictures by one sign. Or the game "What happened next?": Children select illustrations for a fairy tale, taking into account the sequence of the plot.
Memorizing the composition, number and location of pictures.For example, in the game "Guess which picture they hid", children have to memorize the contents of the pictures, and then determine which one of them was turned down by the picture. This game is aimed at developing memory, memorization and recall. Game didactic tasks of this type of games are also to consolidate in children the knowledge about quantitative and ordinal counting, about the spatial arrangement of pictures on the table, the ability to tell coherently about the changes that have occurred with the pictures, about their content.
Drawing up cut pictures and cubes.The purpose of this type of games is to teach children logical thinking, to develop in them the ability to compose a whole object from separate parts. In the younger groups the pictures are cut into 2-4 parts, then in the middle and older groups the whole is divided into 8-10 parts. Moreover, for playing younger group the picture depicts one object: a toy, a plant, items of clothing, etc. For the older ones, the picture depicts a plot from familiar fairy tales, works of art familiar to children.
For the curious. The homeland of puzzles is England, year of birth 1763. The author is the English engraver D. Spilsbury, who made a geographical map from mahogany cut along the borders of countries. The map was used as a teaching aid at school. In the second half of the 19th century, puzzles appeared in Europe and America. They begin to make them out of cardboard. A revolutionary discovery was the invention of a special technique of puzzles, namely, individual elements were fastened to each other and made up a compact drawing, which makes puzzles different from mosaics.
Description, story about the picture with a show of actions, movements... In such games, the teacher sets a teaching task: to develop not only the speech of children, but also imagination and creativity. Often a child, in order for the players to guess what is drawn in the picture, resorts to imitation of movements, or imitation of the movements of an animal, its voice. For example, in a game (“Guess who is it?”, A child who takes a card from the driver, examines it carefully, then depicts sound and movement (a cat, a rooster, etc.) This task is given to children in the younger group.
In older groups, more difficult tasks are solved: some children depict the action drawn in the picture, others guess who is drawn in the picture, what people are doing there, for example, firefighters extinguish a fire, sailors sail on the sea, builders build a house, etc.
In these games, such valuable qualities of the child's personality are formed as the ability to reincarnate, to creative search in the creation is necessary th image.
Word games.
Word games are based on the words and actions of the players. In such games, children learn, relying on the existing ideas about objects, to deepen their knowledge of them. Since in these games it is required to use the previously acquired knowledge in new connections, in new circumstances. Children independently solve a variety of mental tasks; describe objects, highlighting their characteristic features; guess by the description; find signs of similarities and differences; group items by different properties, featured. These didactic games are held in all age groups, but they are especially important in the upbringing and teaching of older preschool children, as they contribute to the preparation of children for school: they develop the ability to listen carefully to the teacher, quickly find the answer to the question posed, and articulate their thoughts accurately and clearly, apply knowledge in accordance with the task at hand.
For the convenience of using word games in pedagogical process they can be conventionally grouped into four groups.
The first of them includes games, with the help of which they form the ability to highlight the essential signs of objects, phenomena: "Guess?", "Shop", "Yes - no", etc. The second group consists of games used to develop children's ability to compare , to compare, to make the correct conclusions: "It is similar - not similar", "Who will notice more fables?" Games, with the help of which the ability to generalize and classify objects according to various criteria, is developed, are united in the third group: "Who needs what?", "Name three objects", "Name in one word", etc. development of attention, quick wits, quick thinking, endurance, sense of humor: "Broken phone", "Paints", "Flies - does not fly", etc.
Mandatory structural elements didactic games are: educational and educational task, game actions and rules.
Didactic task.
To choose a didactic game, it is necessary to know the level of preparedness of the pupils, since in the games they must operate with the already existing knowledge and ideas.
When defining a didactic task, it is necessary, first of all, to keep in mind what knowledge, ideas of children about nature, about the surrounding objects, about social phenomena) should be assimilated, consolidated by children, what mental operations should develop in connection with this, what personality qualities in connection with this it is possible to form by means of this game (honesty, modesty, observation, perseverance, etc.).
For example, in the well-known game "Toy Store", the didactic task can be formulated as follows: "To consolidate children's knowledge about toys, their properties, purpose; develop coherent speech, the ability to identify the essential features of objects; bring up observation, politeness, activity." Such a didactic task will help the teacher organize the game: pick up toys that are different in purpose, in material, outward appearance; give a sample description of the toy, courtesy to the seller, etc.
Each didactic game has its own educational task, which distinguishes one game from another. When defining a didactic task, one should avoid repetitions in its content, stencil phrases ("educate attention, thinking, memory, etc.). As a rule, these tasks are solved in each game, but in some games more attention should be paid to the development of memory, in others - thinking, thirdly - attention. The teacher must know in advance and accordingly determine the didactic task. So the game "What has changed?" Use for exercises in memorization, "Toy store" - for the development of thinking, "Guess what you have in mind" - observation, attention.
Game rules.
The main goal of the rules of the game is to organize the actions, behavior of children. The rules can allow, prohibit, prescribe something to children in the game, makes the game entertaining, stressful.
Compliance with the rules in the game requires from children certain efforts of will, the ability to deal with peers, to overcome negative emotions manifested due to negative result... It is important, when defining the rules of the game, to put children in such conditions under which they would receive the joy of completing the task.
Using a didactic game in educational educational process, through its rules and actions, correctness, benevolence, endurance are formed in children.
Game actions.
The didactic game is different from play exercises the fact that the fulfillment of game rules in it is directed and controlled by game actions. For example, in the game "Does it happen or not?" the rules of the game require: notice in the poem "Is it true or not?" L.Stancheva all fables:
Warm spring now
The grapes are ripe here.
Horned horse in the meadow
In summer, he jumps in the snow.
Late autumn bear
Likes to sit in the river.
And wash among the branches
The nightingale sang ha-ha-ha.
Give me an answer quickly -
Is it true or not?
The game is played so often that the children take turns raising their hands and mentioning all the tales they see. But to make the game more interesting and all the children to be active, the teacher introduces a play action, the one who noticed the fable while reading the poem puts a chip in front of him. There are six stories in this poem. This means that the winner will have six chips. They will receive a prize.
The development of playful actions depends on the teacher's invention. Sometimes children, preparing for the game, make their own suggestions: "Let us hide, and someone will look!", "Let me choose the driver with a little bit!"
"Learn the elements of the pattern."
Didactic task.Clarify and consolidate ideas about the main elements of any painting, teach to isolate individual elements of the pattern, develop observation, attention, memory and speed of reaction, arouse interest in painting.
Material. Large cards, decorated with some kind of painting, at the bottom of which there are three or four free windows. Small cards with individual elements of the pattern, among which are painted paintings that differ in color and details.
Game rules.Determine which of the proposed cards with the image of the painting elements are suitable for the pattern elements of the main card.
The course of the game. Having received a large card and several small ones, having carefully examined them, the players select those elements that are found in the pattern and put them in the empty windows. The leader monitors the correctness of the assignment.
Options. The players are given big cards, the leader - small ones. He shows the cards one at a time. Which of the players has such an element in the pattern on the big map, takes it for himself. The winner is the one who collects all the elements of his pattern faster.
Players are given big cards, small ones - from the leader. To get the required card, the player must describe it, for example: "I need a card on a red background with a black currant on it." If he completed the task accurately and correctly, the leader gives him a card. If he made mistakes in the description, he skips the move.
Before the start of the game, the teacher makes a set of three to four cards, the elements of which correspond to the pattern of one of the products. Big cards are shuffled. Players receive one two devices each. Their task is to select a card with a product for the existing set of elements. The one who completed the task wins.
Theoretical workshop:
"Didactic games for preschool children"
Dominoes.
Didactic task.To consolidate ideas about the main elements of any painting, teach them to distinguish and compare them with each other, call them correctly using names invented by the craftsmen, develop observation, attention, speed of reaction, and arouse interest in painting.
Material. Cards rectangular divided into two parts. Each of them has an element of the pattern .; options differ in color, details.
Gaming instilled.Players lay out cards so that the image of any element exactly matches the same image of the other card. The winner is the one who is the first to lay out all his cards.
The course of the game. Participants from two or more children. All cards are laid out in the center of the table with pictures down - this is a "bazaar". Each player collects a certain number of cards, which is agreed upon before the start of the game. The first to move is the one with the doublet card. The next player finds a card with the same element and puts it next to the first one. If there is no desired player uses the "bazaar". If the "bazaar" is empty - skips the move. The winner is the one who gets rid of the cards earlier than others.
Option. The player makes a move and names the painting element. If the name is not correct, the move is skipped.
"Lotto".
Didactic task.The same as in "Domino",
Materials. Large cards depicting objects decorated with some kind of painting. Along the edges of the cards there are up to six cells depicting elements of the bottom painting. Cards with options for pattern elements that differ in color, details.
Game rules.The players match the cards according to the pattern on the larger cards. They closely follow the progress of the game, not missing elements on their map.
The course of the game. Participants from two or more children. The presenter distributes one large card to each, and mixes the small ones. Then, taking out one card at a time, the presenter asks what kind of element is depicted on it and who needs such a card.
Option. The game can be played in the form of a team competition. In this case, each team is given several cards at once to be filled at the same time.
"Find a pair."
Didactic task.The same as in "Domino".
Material ... Rectangular cards, divided into two cells: one with pattern elements, the other blank. Cards with variants of the pattern elements, which form pairs to the patterns on the stripes.
Game rules.The players match the cards according to the pattern on the larger cards. The winner is the one who is the first to match pairs of all the elements on his cards.
The course of the game. Participants from two or more children. The host distributes to everyone the same number double cards, small ones are shuffled in the center of the table. At the command of the leader, the players select a pair of elements on their cards.
Options.
- After completing the task, the player names all the elements of the painting. If the name is given incorrectly, the card is not valid.
- The players take turns taking cards from the pile. If the card does not fit, the player puts it down on the deck and skips.
- "Stream" - from the number of players are two teams; one gets double cards, the other gets paired pictures. On command, a player from one group must find a member from another group with the same card to form a pair. In pairs, the players come up to the teacher, who checks the correctness of the choice. Forms a "trickle".
- "Pass in a circle" - the players have three large cards each, small ones are mixed and laid out on the table, face down. Taking a small card, the player closes a free cell with it; if the element matches, a pair is found. In addition, he gets the right to take the next card from the deck; if the card does not fit, passes it on, i.e. skips a turn.
Lesson number 1
Theme: "Didactic game in the pedagogical process of kindergarten".
Target: To systematize and deepen the knowledge of teachers about the main functions, types, structure of didactic games.
Plan.
- The main functions of the didactic game.
- Types of didactic games.
- The structure of the didactic game.
Lesson number 2:
"Methods of organization and management of didactic games".
Target: To improve the knowledge and skills of teachers in the methodology of organizing and guiding didactic games.
Plan:
- Methodology for organizing didactic games.
- Guiding didactic games.
"The game must be present in the children's team. Children's collective one who does not play will not be a children's collective ... Imagination develops only in a collective that necessarily plays. "
Makarenko A.S.
2. Methodology for organizing didactic games.
The organization of didactic games by the teacher is carried out in three main directions: preparation for the didactic game, its implementation and analysis (Task for microgroups: write the main components of each stage of the did.play).
The preparation for the didactic game includes:
- selection of the game in accordance with the tasks of education and training: deepening and generalization of knowledge, development of sensory abilities, activation of mental processes (memory, attention, thinking, speech), etc .;
- establishing the correspondence of the selected game to the program requirements of the upbringing and education of children of a certain age group;
- determination of the most convenient time for a did. game (in the process of organized training in the classroom or in free time from classes and other regime processes);
- choosing a place for play where children can play peacefully without disturbing others;
- determination of the number of players (the whole group, small subgroups, individually);
- preparation of the necessary did-go material for the chosen game (toys, various objects, pictures ...);
- preparation for the game of the teacher himself: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;
- preparing children for play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life, necessary for solving a game problem.
Conducting didictic games include:
- familiarizing children with the content of the game, with did-im material that will be used in the game (showing objects, pictures, a short conversation, during which the knowledge and ideas of children about them are clarified);
- explanation of the course and rules of the game. At the same time, the teacher pays attention to the behavior of children in accordance with the rules of the game, to the strict observance of the rules;
- demonstration of game actions, in the process of which the teacher teaches children to perform the action correctly, proving that otherwise the game will not lead to the desired result (for example, if one of the children spies when it is necessary to close their eyes);
- determination of the teacher's role in the game, his participation as a player, a fan or an arbiter. The measure of the teacher's direct participation in the game is determined by the age of the children, their level of training, the complexity of the did's task, game rules. By participating in the game, the teacher directs the actions of the players (advice, question, reminder);
- summing up the results of the game is a crucial moment in its management, because. according to the results that children achieve in the game, one can judge its effectiveness, whether it will be used with interest in the independent play activities of children. When summing up the results, the teacher emphasizes that the path to victory is possible only through overcoming difficulties, attention and discipline.
At the end of the game, the teacher asks the children if they liked the game and promises that next time they can play a new game, it will be also interesting. Children usually look forward to this day.Analysis of the performed gameis aimed at identifying techniques for its preparation and conduct: what techniques were effective in achieving the set goal, what did not work and why. This will help improve both the preparation and the process of the game itself, avoid subsequent mistakes. In addition, the analysis will reveal individual characteristics in the behavior and character of children and, therefore, correctly organize individual work with them. Self-critical analysis of the use of the game in accordance with the set goal helps to vary the game, enrich it with new material in subsequent work.
3. Leadership of didactic games.
Successful management of did games first of all provides for the selection and thinking through of their program content, a clear definition of tasks, the definition of a place and role in a holistic educational process, interaction with other games and forms of education. It should be aimed at the development and encouragement of cognitive activity, independence and children's initiatives, their use different ways solving game problems, must ensure friendly relations between the participants, readiness to come to the aid of comrades.
Small children in the process of playing with toys, objects, materials should be able to knock, rearrange, shift them, disassemble them into their component parts (collapsible toys), re-compose, etc. But since they can repeat the same actions many times, the teacher it is necessary to gradually transfer the play of children to a higher level.
For example, the didactic task "to teach children to distinguish rings by size" is realized through the play task "Assemble the turret correctly." and putting it on the rod, the teacher gives a visual example of the play action. He runs his hand over the put on rings and draws the attention of the children to the fact that the turret becomes beautiful, even, that it is assembled correctly. Thus, the teacher visually shows a new play action - check the correctness of assembling the turret - invites children to do it themselves.
The development of interest in did-im games, the formation of play activity in older children (4-6 years old) is achieved by the fact that the teacher sets them more complicated tasks, does not rush to suggest play actions. aimed at achievement of the result, and not on the process itself. But for older preschoolers, the guidance of the game should be such that the children retain the appropriate emotional mood, ease, so that they experience the joy of participating in it and a feeling of satisfaction from solving the assigned tasks.
The teacher outlines a sequence of games that become more complex in content, did-im tasks, game actions and rules. Separate isolated games can be very interesting, but using them outside the system, it is impossible to achieve a general teaching and developmental result. Therefore, it is necessary to clearly define the interaction of learning in the classroom and in the didactic game.
For young children, did.play is the most suitable form of learning. However, already in the second, and especially in the third year of life, babies are attracted by many objects and phenomena of the surrounding reality, an intensive assimilation of their native language takes place. cognitive interests children of the third year of life, the development of their speech requires a combination of did games with targeted training In the classroom, carried out in accordance with a certain program of knowledge, skills, skills. In the classroom, methods of learning are also formed more successfully than in the game: voluntary attention, the ability to observe, look and see, listen and hear the instructions of the teacher and follow them.
It should be borne in mind that a did game requires the correct combination of clarity, the words of the educator and the actions of the children themselves with toys, play aids, objects, etc. Visualization includes: 1) objects that children play and which constitute the material center of the game; 2) pictures depicting objects and actions with them, clearly highlighting the purpose, main features of objects, properties of materials; 3) visual display, explanation in words of game actions and compliance with game rules.
Special types of did. games have been created: with paired pictures, such as a picture loto, dominoes with thematic series of pictures, etc. organizing and managing games.
With the help of verbal explanations, instructions, the educator directs the attention of children, organizes, clarifies their ideas, expands the experience. His speech contributes to the enrichment of the vocabulary of preschoolers, the mastery of various forms of education, contributes to the improvement of game actions.
In leading the games, the teacher uses a variety of means of influencing preschoolers. For example, acting as a participant in the game, he guides the game unnoticed for them, supports their initiative, empathizes with them the joy of the game. Sometimes the teacher talks about an event, creates an appropriate play mood and supports him during the game. He may not be included in the game, but as a skillful and sensitive director, preserving and preserving its amateur character, he directs the development of game actions, the implementation of the rules and invisibly leads them to a certain result. , the teacher does this most often not directly, but indirectly: he expresses surprise, jokes, uses different kinds game surprises, etc.
It is necessary to remember, on the one hand, about the danger, excessively strengthening the teaching moments, weaken the game beginning, give the did.play the nature of the lesson, and, on the other hand, carried away by the amusement, get away from the task of learning.
The development of the game is largely determined by the pace of mental activity of children, the greater or lesser success in the performance of game actions, the level of mastering the rules, their emotional experiences, the degree of passion. slowed. In the future, when the game unfolds and the children get carried away, its pace accelerates. Towards the end of the game, the emotional upsurge, as it were, slows down and its tempo slows down again. One should not allow excessive slowness and unnecessary acceleration of the pace of the game: the accelerated pace sometimes causes confusion in children, insecurity, untimely performance of game actions, violation of the rules. Preschoolers do not have time to get involved in the game, they are overexcited. The slow pace of the game occurs when too detailed explanations are given, many small remarks are made. This leads to the fact that the game actions seem to move away, the rules are introduced out of time, and children cannot be guided by them, make violations, make mistakes. They get tired faster, monotony reduces emotional uplift.
In did.play there is always the possibility of unexpected expansion and enrichment of its concept in connection with the initiative shown by children, questions, suggestions. The ability to keep the game within the established time is a great art. The teacher condenses the time primarily by reducing his explanations. Clarity, brevity of descriptions. , stories, remarks is a condition for the successful development of the game and the fulfillment of the tasks to be solved.
By completing the game, the teacher should arouse the children’s interest in continuing, create a joyful perspective. Usually he says: " New game will be even more interesting. "The teacher develops versions of games familiar to children and creates new - useful and fun.
I would like to end my speech with the words of N.K. Krupskaya: "For children of preschool age, games are of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education."
The pedagogical value of didactic games.
(What do you think is the pedagogical value of did games?)
- In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, the sequence of actions, and overcome difficulties.
- They contribute to the development of sensations and perceptions in preschoolers, the formation of ideas, the assimilation of knowledge These games make it possible to teach children a variety of economical and rational ways of solving certain mental and practical problems. This is their developmental role.
- It is necessary to ensure that didactic play is not only a form of mastering individual knowledge and skills, but also contributes to overall development child, served to form his abilities.
- Didactic play contributes to the solution of the tasks of moral education, the development of sociability in children. The educator puts children in conditions that require them to play together, regulate their behavior, be fair and honest, compliant and demanding.
Lesson number 3:
Planning didactic games in the educational process.
Target:
- Give recommendations to teachers on planning didactic games in working with children.
- Create a cyclogram of various types of didactic games for planning in working with children.
Plan.
- The results of the thematic test: "Didactic game in the pedagogical process".
- Recommendations for educators on planning didactic games.
- Creation of a cyclogram on the use of didactic games in working with children in the educational process.
1.Results of thematic check: "Didactic game in the pedagogical process, d / s":
- didactic games are not always used in accordance with the age of the children;
- there is no system in planning didactic games;
- the time allotted for gaming activities is not fully used;
- board-printed, musical and didactic games, verbal and didactic games are not used enough in educational work with children.
2. When planning it is necessary:
- Create the required conditions for organizing indoor and outdoor games; equip the pedagogical process with games and play material according to the age, development and interests of the children.
- Observe the time allotted for games during the day; to ensure that their organization provides children with an interesting, meaningful life.
- In the process of joint play activities, to cultivate perseverance, endurance, to form positive relationships between children: friendliness, mutual assistance, the ability to follow the rules.
- To systematically form children's play skills, help transform play into their independent activity, and encourage the manifestation of initiative.
The planning of didactic games should take a significant place in the planning of all educational and educational work with children. effective remedy learning, they can be part of classes, and in an early age group - the main form of organizing the educational process. In addition, during the hours allotted for games, d / games are planned and organized both in joint and in independent activity children, where they can play at will as a whole team, in small groups or individually. The plan should provide for the selection of games and material for them in accordance with general plan pedagogical work.
Observing children's independent games makes it possible to reveal their knowledge, the level of their mental development, and behavior characteristics, which can tell the teacher which games are useful for children, where they are strong, where they are lagging behind.
- Didactic games are short-term (10-20 minutes);
- It is very important to maintain the child's enthusiasm for the game task at all times during the game, to try so that during this time the mental activity of the players does not decrease, and interest in the task at hand does not fall.
It is necessary to provide children with the opportunity to play different time of the day: in the morning before breakfast, between breakfast and class, in between classes, for a walk, in the afternoon. Games in the morning help to create a cheerful, joyful mood in children for the whole day. Everyone can play their favorite games, if they wish, they can join friends. It is not uncommon for children to come to kindergarten with certain play intentions, continue the game they started the day before. If breakfast interrupted the game, it is necessary to give the children the opportunity to return to it again after breakfast, in between classes. At the same time, the nature of the upcoming lesson should be taken into account. physical education quiet games are preferable, and if the lesson requires a monotonous position, more active outdoor games or verbal games with a motor component are desirable. It is necessary that the time allotted for games be completely devoted to the game. learning activities or due to wasteful use of time, the game time is shortened. This should not be allowed!
When planning didactic games, teachers need to take care of complicating the games, expanding their variability (it is possible to come up with more complex rules).
In the classroom, those d / games are used that can be carried out frontally, with all children. They are used as a method of consolidating, systematizing the knowledge of children.
When planning d / games in the upbringing educational process, it is necessary that new games taken in the lesson, then take place in the block of joint activities with children and be used by children in their independent activities, being the highest indicator of the ability to occupy oneself with activities that require the application of mental efforts.
D / games in most cases are carried out when children have already received certain knowledge and skills in the classroom, otherwise it will be quite difficult to carry out the game.
For example, a child can only on the basis of knowledge feel the object in the "magic bag" and name it or find similar or different qualities of the objects depicted in the pictures. These games rely on the ability of children to consciously remember and reproduce what they perceived. in d / games certain results achieved all children, and not only those who show themselves most actively.
D / games can also be used to test the knowledge and skills of children. An important indicator of learning outcomes is the assimilation of what was learned in the classroom by all children.
Most often, this is checked by a game, in the process of which, the teacher determines how much not only capable, but also average and weak children have correctly understood and mastered the content of learning. Having identified the level of knowledge and skills of children, it is necessary to outline further work to eliminate the shortcomings.
D / game is practical activities, with with the help of which you can check whether children have mastered knowledge in detail, or superficially and whether they know how to apply it when it is necessary. Children acquire knowledge the more fully, the wider they can be applied in practice in various conditions. knowledge, but does not know how to use them in changed conditions.
Due to the fact that d / play is an irreplaceable means of overcoming various difficulties in the mental development of children, it is necessary to plan the use of d / games in individual work with children. How often and a lot? As needed, very individually, depending on the needs and level of development of children. Individual work with children using d / games can be planned for all types and types of games. Individual d / games organized by the teacher , create favorable conditions for direct contact with the child, help to find out more deeply the reasons for the child's lag, promote more active exercise in the educational material.
In the d / game, the knowledge gained in the lesson is applied, the information obtained through personal experience is generalized, cognitive processes are activated and the level of mental development of lagging children increases.
D / games contribute to the development of all aspects of the human personality. If they are carried out vividly, by a skillful teacher, children react to them with great interest, bursts of joy, which certainly increases their importance.
A.M. Gorky, defending the child's right to play, wrote: “A child under the age of 10 requires games, fun, and his demand is biologically justified and legal. He wants to play, he plays with everyone and learns the world first of all, and easiest of all in the game, the game. "
Teaching should be such that it evokes an effort of thought, but does not require tension, does not cause fatigue, fear and unwillingness to learn before the child comes to school.
Tatiana Zakharova
Didactic games for older preschool children
Introduction
The mental education of a child, as A.N. Leont'ev justly emphasized, cannot be considered in isolation from mental development, from the wealth of interests, feelings of other features that form his spiritual image.
Concept preschool upbringing orient teachers towards the humanization of the upbringing and educational process of the kindergarten through “... the implementation of specific age mental development opportunities preschoolers ... in age-appropriate activities ...", As well as the search for effective methods to improve quality preschool education , for the purpose of quality training children to school.
Each period of a child's life and development is characterized by a certain leading type of activity. V Russian psychology the leading activity is understood as the one in the process of which qualitative changes occur in the psyche children, the basic mental processes and personality traits are formed and developed.
So, during infancy (up to 1 year old, the leading activity is direct emotional communication; in early childhood (from 1 to 3 years old)- substantive activity; v preschool(from 3-6.7 years old)- playroom.
The essence games as a leading type of activity lies in the fact that children reflect in it various aspects of life, the peculiarities of relationships between adults, and refine their knowledge of the surrounding reality. Play is, in a way, a means of a child's cognition of reality.
That is why psychologists and practicing teachers have developed the principles, content and methods of mental education children, allowing to increase the learning effect of education, which in fact is didactic game.
1. Main functions didactic game
Didactic the game is a multifaceted, complex pedagogical phenomenon: it is also a playful teaching method preschool children, and a form of training, and independent play activities, and a means of comprehensive education of the child's personality.
Didactic play as a playful learning method is considered in two types: games - activities and didactic or autodidactic games... In the first case, the leading role belongs to the educator, who, in order to improve children interest in the lesson uses a variety of game techniques, creates a game situation, introduces elements of competition, etc. The use of various components of game activity is combined with questions, instructions, explanations, demonstrations.
With the help of games - classes, the teacher not only transfers certain knowledge, forms ideas, but also teaches children play... The basis for games children serve the formulated ideas about the construction of the game plot, about a variety of game actions with objects. It is important that then conditions were created for the transfer of this knowledge and ideas into independent, creative games.
Didactic the game is used in training children math, native language, acquaintance with nature and the surrounding world, in the development of sensory culture.
Didactic play as a form of learning children contains two beginnings: educational (cognitive) and play (entertaining)... The educator is both a teacher and a participant games... He teaches and plays, and children learn by playing. If in the classroom knowledge about the world around them expands and deepens, then in didactic game(games - activities, actually didactic games) children are offered tasks in the form of riddles, sentences, questions.
Didactic play as an independent play activity is based on the awareness of this process. Independent play activity is carried out only if children show interest in the game, its rules and actions, if they have mastered its rules. How long can a child be interested in a game if its rules and content are well known to him. Children like games, well known, play them with pleasure. This can be confirmed by folk games whose rules are for children known: "Paints", "Where we were, we will not say, but what we did, we will show", "On the contrary", etc. In each such game there is an interest in action. For example, in the game "Paints" you need to choose a color. Children usually choose fabulous and loved ones colors: gold, silver. Having chosen a color, the child approaches the driver and whispers the name of the paint in his ear. "Ride along the track on one leg" - says the driver to the one who named the paint, which is not among the players. How many are interesting for kids action games! Therefore, children always play such games.
Independent play activity does not exclude control by an adult. Adult involvement is indirect character: for example, the educator, like all participants games"loto", receives a card and trying complete the task on time, is happy if he wins, that is, is an equal participant games... Children can play independently didactic games as in the classroom, and outside of them.
Didactic games considered in preschool pedagogy as a teaching method children plot - role-playing games: ability to take on a certain role, follow the rules games, expand its plot.
Didactic games are essential for enriching creative play older children... Such games like "Smart Machines", "Dairy Farm", "Who needs what is needed for work", cannot leave the guys indifferent, they have a desire to play builders, grain growers, milkmaids.
Didactic play also acts as a means of comprehensive education of the child's personality.
Mental education. Content didactic games form in children the correct attitude to the phenomena of social life, nature, objects of the surrounding world, systematizes and deepens knowledge about the Motherland, the army, profession, labor activity.
Knowledge about the life around is given to children according to a certain system. So, familiarization children hardly passes in such sequences: children first, they introduce them to the content of a certain type of labor, then to the machines that help people in their work, facilitate labor, to the production stage when creating the necessary items, products, and then reveal to the children the meaning of any type of labor.
By using didactic the teacher teaches games children think independently, use the knowledge gained in various conditions in accordance with the task at hand.
Didactic games develop sensory abilities children... The processes of sensation and perception underlie the child's cognition of the environment. Familiarization preschoolers with color, shape, size of the object made it possible to create a system didactic games and sensory education exercises aimed at improving the child's perception of the characteristic features of objects.
Didactic games develop children's speech: the dictionary is replenished and activated, the correct sound pronunciation is formed, coherent speech develops, the ability to correctly express one's thoughts. Some games require children active use of generic, specific concepts, for example, "Name in one word" or "Name three objects." Finding antonyms, synonyms, words similar in sound is the main task of many word games.
In the process of games, the development of thinking and speech is carried out in an inextricable connection. In the game "Guess what we are up to" you need to be able to pose questions to which children answer with only two words "yes" or "no".
Moral education. Have preschoolers a moral idea is formed about a careful attitude towards surrounding objects, toys as products of adult labor, about norms of behavior, about relationships with peers and adults, about positive and negative personality traits. In the upbringing of the moral qualities of the child's personality, a special role belongs to the content and rules games... In working with younger children age main content didactic play is the assimilation of cultural and hygienic skills by children.
Usage didactic games in work with children more than older age solves slightly different tasks - the education of moral feelings and attitudes.
Labor education. Many didactic games form in children respect for the working person, arouse interest in the work of adults, the desire to work themselves. For example, in the game "Who Built This House", children will learn that before building a house, architects work on a blueprint, and so on.
Children acquire some labor skills when making material for didactic games.
Aesthetic education. Didactic the material must comply with hygienic and aesthetic requirements: toys should be painted with bright colors, artistic design. Such toys attract attention, make you want to play with them.
Physical education. The game creates a positive emotional uplift, makes you feel good, and at the same time requires a certain tension of the nervous system. Especially important games with didactic toys, where the small muscles of the hands develop and strengthen, and this affects mental development, the preparation of the hand for writing, for visual activity, that is, for teaching at school.
2. The main types of games
Everything didactic games can be divided into three main of the kind: games with objects(toys, natural materials, desktop printed and verbal games.
Object games
In games with objects, toys and real objects are used, playing with them, children learn to compare, establish the similarities and differences between objects. The value of these games is that with their help children get acquainted with the properties of objects and their signs: color, size, shape, quality. In games, they solve problems of comparison, classification, establishing a sequence in solving problems. As the children acquire new knowledge about the subject environment, tasks in games get complicated: the guys practice defining an object according to any one quality, combine objects according to this attribute (color, shape, quality, purpose, etc., which is very important for the development of abstract, logical thinking.
V senior the group uses such objects in which the difference between them becomes noticeable. In games with objects, children perform tasks that require conscious memorization of the number and location of objects, finding the appropriate object. While playing, children acquire the ability to put together a whole from parts, string objects (balls, beads, lay out patterns from various shapes.
V didactic A variety of toys are widely used in games. They have a pronounced color, shape, purpose, size, material from which they are made. This allows you to exercise children in addressing certain didactic tasks, for example, select all toys made of wood (metal, plastic, ceramic, or toys required for various creative games: for family games, builders, etc. Using didactic games with a similar content, the educator manages to arouse interest in independent play, suggest to them the idea of play with the help of selected toys.
Games with natural material (plant seeds, leaves, various flowers, pebbles, shells) the educator applies when conducting such didactic games, such as "Whose children are these?", "What tree is the leaf from?" Knowledge is reinforced in games like this. children about the natural environment around them, thought processes are formed (analysis, synthesis, classification) and a love for nature, a respectful attitude towards it is brought up.
Games with objects include plot didactic and staging games... In the plot didactic In the game, children perform certain roles, as a seller, a buyer in games such as "Shop", bakers in games "Bakery", etc. Games- dramatizations help to clarify ideas about various everyday situations, literary works "Travel to the land of fairy tales", about the norms of behavior "What is good and what is bad?"
Desktop-printed games
Desktop-printed games- an interesting activity for children... They are varied in types: paired pictures, loto, dominoes. The developmental tasks that are solved when using them are also different.
Selection of pictures in pairs. The simplest task in such a game is to find absolutely the same: two hats, identical in color, style, etc. Then the task gets complicated: the child combines pictures not only by external signs, but also by meaning: find two planes among all pictures. The planes shown in the picture may be different both in shape and color, but they are united, making them similar belonging to the same type of objects.
Selection of pictures on a common basis. Some generalization is required here, the establishment of a connection between objects. For example, in the game "What grows in a garden (forest, city?" or a fairy tale, taking into account the sequence of the plot.
Memorizing the composition, number and location of pictures. For example, in the game "Guess which picture they hid", children have to memorize the contents of the pictures, and then determine which one of them was turned down by the picture. This game is aimed at developing memory, memorization and recall. Gaming didactic the tasks of this type of games is also to consolidate the children knowledge about quantitative and ordinal counting, about the spatial arrangement of pictures on the table, the ability to tell coherently about the changes that have occurred with the pictures, about their content.
Drawing up cut pictures and cubes. The task of this type of games is to teach children logical thinking, develop their ability to compose a whole subject from separate parts. V senior groups, the whole is divided into 8 - 10 parts. For senior the picture depicts a plot from familiar fairy tales, works of art, familiar to children.
Description, story about the picture showing actions, movements. In such games, the teacher puts a teaching task: develop not only speech children but also imagination and creativity. Often a child, in order for the players to guess what is drawn in the picture, resorts to imitation of movements, or imitation of the movements of an animal, its voice. For example, in the game "Guess who is this?" children depict the action depicted in the picture, others guess who is depicted in the picture, what people are doing there, for example, firefighters extinguish a fire, sailors sail on the sea, builders are building a house, etc.
In these games, such valuable qualities of the child's personality are formed as the ability to reincarnate, to creatively search for the necessary image.
Verbal games.
Verbal games built on the words and actions of the players. In such games, children learn, relying on existing ideas about objects, to deepen their knowledge of them. Since in these games it is required to use the previously acquired knowledge in new connections, in new circumstances. Children independently solve a variety of mental tasks; describe objects, highlighting their characteristic features; guess by the description; find signs of similarities and differences; group items according to various properties, characteristics.
These didactic games are held in all age groups, but they are especially important in education and training, as they contribute to the preparation children to school: develop the ability to listen carefully to the teacher, quickly find the answer to the question posed, accurately and clearly formulate their thoughts, apply knowledge in accordance with the task at hand.
For the convenience of using word games in the pedagogical process, they can be conditionally combined into four groups.
The first of them includes games, with the help of which they form the ability to highlight the essential features of objects, phenomena: "Guess?", "Shop", "Yes - no", etc. The second group consists of games used for the development of children ability to compare, match, do the right inferences: "Similar - not similar", "Who will notice more fables?" Games, with the help of which the ability to generalize and classify objects according to various criteria develops, are combined in the third group: "Who needs what?", "Name three objects", "Name in one word", etc. In a special fourth group, highlighted games on the development of attention, intelligence, quick thinking, endurance, feeling humor: "Broken phone", "Paints", "Flies - does not fly", etc.
3. Structure didactic game
Mandatory structural elements didactic games are: teaching and educating task, game actions and rules.
Didactic task
By defining didactic task, you must, first of all, keep in mind what knowledge, ideas children about nature, about the surrounding objects, about social phenomena) should be assimilated, fixed by children, what mental operations should develop in connection with this, what personality qualities in this connection can be formed by means of this games(honesty, modesty, observation, perseverance, etc.).
For example, in the well-known game "Toy Store" didactic the task can be formulated So: "Consolidate knowledge children about toys, their properties, purpose; develop coherent speech, the ability to identify the essential features of objects; bring up observation, politeness, activity. " didactic task will help the teacher organize the game: pick up toys that are different in purpose, in material, in appearance; give a sample description of the toy, courtesy to the seller, etc.
In each didactic the game has its own educational task, which distinguishes one game from another. As a rule, these tasks are solved in every game, but in some games more attention should be paid to the development of memory, in others - thinking, in others - attention. The teacher must know in advance and determine accordingly didactic task... So the game "What has changed?" use for memorization exercises, "Toy store" - for the development of thinking, "Guess what you have in mind" - observation, attention.
Game rules
Compliance with the rules in the game requires children certain efforts of will, the ability to deal with peers, to overcome negative emotions manifested due to a negative result. Important when defining the rules games, put children in such conditions in which they would receive the joy of completing the task.
Using didactic game in the educational process, through its rules and actions in children correctness, benevolence, self-control are formed.
Game actions
Didactic the game differs from game exercises in that the implementation of game rules in it is directed and controlled by game actions. For example, in the game "Does it happen or not?" the rules games required: to notice in the poem "Is it true or not?" L. Stanchev:
Warm spring now
The grapes are ripe here.
Horned horse in the meadow
In summer, he jumps in the snow.
Late autumn bear
Likes to sit in the river.
And wash among the branches
The nightingale sang ha-ha-ha.
Give me an answer quickly -
Is it true or not?
The game is played so often that the children take turns raising their hands and mentioning all the tales they see. But to make the game more interesting and all the children to be active, the teacher introduces a play action, the one who noticed the fable while reading the poem puts a chip in front of him. There are six stories in this poem. This means that the winner will have six chips. He will receive a prize.
The development of playful actions depends on the teacher's invention. Sometimes children, preparing for the game, bring their own suggestions: "Let us hide, and someone will look!", "Let me choose the driver with a little bit!"
"Learn the elements of the pattern."
Didactic task... Clarify and consolidate ideas about the main elements of any painting, teach to isolate individual elements of the pattern, develop observation, attention, memory and speed of reaction, arouse interest in painting.
Material. Large cards, decorated with some kind of painting, in the lower part, of which there are three or four free windows. Small cards with individual elements of the pattern, including options for painting, differing in color, details.
Game rules. Determine which of the proposed cards with the image of the painting elements are suitable for the pattern elements of the main card.
Stroke games... Having received a large card and several small ones, having carefully examined them, the players select those elements that are found in the pattern and put them in the empty windows. The leader monitors the correctness of the assignment.
Options. The players are given big cards, the leader - small ones. He shows the cards one at a time. Which player has such an element in the pattern on the large map, takes it for himself. The one wins, who will quickly collect all the elements of his pattern.
Players are given big cards, small ones - from the leader. To get the desired card, the player must describe it, for example: "I need a card on a red background with a black currant on it." If he completed the task accurately and correctly, the leader gives him a card. If he made mistakes in the description, he skips the move.
Before the beginning games the teacher makes a set of three to four cards, the elements of which correspond to the pattern of one of the products. Big cards are shuffled. Their task: select a card with a product to the existing set of elements. The one wins who completed the task.
Conclusion
The attention of scientists and practitioners is drawn to play activities. Research by Russian psychologists (Leontyeva A. N., Elkonina D. B.) showed that the development of the child occurs in all types of activity, but, above all, in the game. The essence games as a leading type of activity lies in the fact that children reflect in it various aspects of life, the peculiarities of relationships between adults, and refine their knowledge of the surrounding reality. Elkonin DB emphasized that the game is difficult psychological phenomenon, which gives the effect of general mental development.
In turn, the methodological and theoretical foundations didactic game, its role, place in the system of pedagogical influence are considered by famous teachers of the past and present. Over the problem of using didactic game Tikheeva E.I., Leontiev AN, Elkonin D.B., Krupskaya N.K., Venger L.A., Boguslavskaya Z.M., Dyachenko O.M., Veraksa N E., Smirnova E. O., Bondarenko A. K., Mikhalenko-Korotkova N. S. and others. Each of the named representatives of science made his invaluable contribution to the theory and practice didactic game, each of them recommended its use to achieve different goals, to solve different didactic tasks but views on essence didactic game remain the same and its clear influence on the development of the child's personality is indicated preschooler, generally.
This paper discusses the use of didactic game as a way of leadership cognitive activities older preschool children for this purpose, the analysis of psychological and pedagogical literature was carried out, the selection of the content was carried out didactic games in order to build a system of work on the application didactic games as a way of leadership cognitive development preschooler.
List of used literature
1. Bondarenko A.K. Didactic games in kindergarten ... A guide for kindergarten teachers. - M., 2010- p. 154
2. Wenger L.A. Program "Development"/ Methodical recommendations for educators. M., ed. from 2011 - 230s.
3. Wenger L. A., O. M. Dyachenko. Games and development exercises mental abilities at preschool children... M., revised from 2012. - with. 110
4. Childhood: Development and education program children in kindergarten / B... I. Loginova, T. I. Babaeva, Academy. 2010.- 362s.
5. Kalichenko A. V., Miklyaeva Yu. V. Development of game activity preschoolers... , 2009- p. 221
6. Loginova V.I., Samorukova P.G. Preschool pedagogy ... Ch. 1 : Infra, 2008 - p. 235
7. Maksakova A. I. Learn children playing: Games and exercises with the sounding word. A guide for children's educators garden: INFRA, 2011 - p. 115
8. The program of education and training in kindergarten / Vasilyeva M. A, Ed: Academ plus - 287s
9. Sorokina A.I., Baturina E.G. Games with rules in the nursery garden: collection didactic and outdoor games... Bustard 2008.- p. 263
10. Udaltsova A. I. Didactic games... A handbook for part-time students preschool faculties pedagogical institute/ A. I. Udaltsova, Eksmo 2012 –p. 458
11. Uruntaeva G.A., Afonkina Yu. A. Workshop on preschool psychology / r... A. Uruntaeva, Yu. A. Afonkina, Ed: Dictionary 2011, p. 140
