Didactic games. Types of didactic games. Educational didactic games

"Who has what house?"

Didactic game "Tell me a word"

• - teach children to focus on the rhyme at the end of the word;
• - develop the ability to listen, encourage communication.

Educator: Guys, today Umeika (doll) came to visit us.

(the teacher reads excerpts from poems)

(S. Marshak)

Bunny drumming loudly, He's serious business ... (busy).

(I. Tokmakova)

The phone rings again

From him in the ears ... (ringing).

(A. Barto)

Runaways are jumping - Sun bunnies. Where are the bunnies? - Gone. You nowhere ... (did not find them).

(A. Brodsky)

I sewed a shirt for Mishka,

I'll sew him pants.

We need a pocket to them ... (sew on)

And candy ... (put).

(3. Alexandrova)

Educator: Well done boys! The clever liked the way you picked the right words... And now you yourself read Umeyka's poems.

(Children read poetry at will).

Didactic game "My portrait"

Target .

• The game allows you to teach children to distinguish individual characteristics their appearance, face, height, age.

Didactic material .

• Pictures depicting children of different ages, height, appearance; pencils, markers.

The course of the game. The teacher invites children to consider pictures (depicting children of differentage in various play situations) and determine how they consider themselves - big, small or not very small. Can they say and show on their fingers how old they are, or they don't know it yet. Children look at pictures of children of different heights and say how they see themselves now and how they want to grow up. The teacher invites children to draw themselves as they want to be. According to the drawings of the children, displayed on the flannelgraph, the children try to find out who is in their image. The teacher asks whether the height depends on what kind of person is good or bad. Reads a poem:

If you yourself are small

Nose high soul,

Means your real height

Above the most distant stars.

In the next lesson, the teacher invites the children to consider in themselves and their friends what their eyes, eyebrows, nose, mouth, ears, hairstyle are, and then draw their self-portrait.

Creative game "Guess who it is?"

• The game develops in children the ability to mentally reproduce an image of their own kind through their own vision of a person.

The course of the game. The teacher chooses one of the children to be the storyteller. The rest of the children sit on chairs in a circle. The narrator must tell everyone about one of the children: what he (she) is, what he can do, what color hair, eyes, what face, what he is wearing, what his character is, etc. After listening to the story, the children guess about who was talking about. The one who guesses first, comes up to the child recognized from the description, takes him to the middle of the circle to the narrator, and the three of them, holding hands, walk to the singing of all the children:

Stand, children, stand in a circle

Stand in a circle, stand in a circle.

I am your friend and you are my friend.

Kind, kind friend.

La la la la la la.

At the words "La-la-la, la-la-la," all the children clap their hands, and the three in the circle are circling. Then the guesser becomes the leader.

Didactic game "No dirt! And no dust! "

Target.

• The game teaches children to help their relatives with housework, teaches joint activities and communication.

Didactic material.

• Various household items and cleaning items: dishes, mop, bucket, rags, etc.

The course of the game. The teacher shares household chores with the children. Everyone receives the items necessary for cleaning and takes their own workplace... The teacher reads a poem. V the right time at his signal, each of the children shows how he knows how to do his job.

On the table there is a slide of dishes.

Under the table - a basin with water.

General cleaning begins with us!

General! Avral! Our mother is a general!

I'm awfully brave, I walk with a mop!

Dad walks the house with a trash can for the fifth time.

And from my uncle a lot of use - he washed the shelf in the kitchen.

Grandfather and grandmother went out into the yard -

We all hate dirt

From the apartment we take out the litter,

Towel, vacuum cleaner

Under the sideboard and table -

So that the dust is a pillar!

The teacher thanks his little helpers. One may ask, which of the children helps their families at home, as does the "helper" from the poem by A. Barto?

Tanya has a lot to do, Here's how much Tanya has to do:

Tanya has a lot to do: Tanya ate, she drank tea,

In the morning I helped my brother - Sat down, sat with my mother,

He ate candy in the morning. I got up and went to my grandmother.

Before going to bed I told my mother:

You undress me yourself,

I'm tired, I can't

I'll help you tomorrow.

Educator. Is Tanya doing well? (Statements of the children.)

Didactic game "My Day"

Target. The game develops in children the ability to see and understand themselves,

your outer and inner world.

Didactic material. Pictures depicting behavior

children in everyday life, their games and fun; pencils, markers, flannelgraph.

The course of the game. The teacher invites children to listen to the poem "My Day":

In the morning I woke up on my own

In the morning I got dressed myself

And then he washed himself

I ate my breakfast myself too.

In the afternoon I took a walk myself

I played at home myself,

I went to sleep in silence ...

I saw a star in the window.

He did not scandal or whimper.

That's all.

Thanks to me!

Educator. Children, tell us how you behave at home and what you can do on your own. Did anyone recognize themselves in this poem? Explain if the boy in the poem behaved badly or well and how you would behave, if your behavior will be pleasant to your dad and mom if you are like this boy.

Then the teacher asks the children to draw how they behave at home.

Target.

• The game develops in children the consciousness of their own adequacy to the people around them.

The course of the game. The teacher shows the children the composition: the doll Katya sits and looks at herself in the mirror. Reasoning: "I have two eyes, two ears, two arms, two legs, and one tongue and one nose."

Come on, children, and we will look at ourselves in the mirror. Is it the same with you?

Children examine themselves in a large mirror, look at each other.

The teacher tells what happened to Katya: "Why is it that I have only two, and the tongue is one and the nose is also one?" - Katya asks her grandmother. And the grandmother answers her: "And therefore, dear granddaughter, so that you see more, listen more, do more, walk more, talk less and don't stick your nose where you shouldn't." Children, what do you think? Did your grandmother answer Katya correctly?

Didactic game "What to do?"

Target.

• Teach children to be attentive, caring towards each other, to express good feelings in different ways.

Game task... Provide the necessary assistance.

Game rules... Be able to explain your choice of a picture. Appreciate the help of a peer.

Material... Subject pictures (for each child), such as: a child draws a tree and apples on it with a blue pencil; everyone is planting vegetables, flowers. Trees, and one child stands idle; children are harvesting. One girl picked up so many fruits that she could not hold them in her hands; two are eating something tasty, and the third is not; children play, but one child has no toys; the baby is crying; a child tries to cross the street at a red light. Subject pictures: green, red, brown pencils: shovel, bucket, basket, toys, fruits, goodies. Image of a child in a warning pose.

Gamesa: Subject pictures are placed face down on the tables. Subject pictures suitable for them are laid out in the center of the table; there are a little more of them than plot ones. Start the game with poetry, riddle, proverb on the theme of the game; for example:

One cannot do it - call your comrades.

Give all your strength, and help out a friend in trouble.

Challenge the children to help those who need it by choosing suitable objects for the plot pictures. Children, choosing suitable subject pictures for the plot pictures. Children, having chosen a plot picture, are looking for the one they need among the subject ones. When the pictures are selected, the children sitting at the same table check each other the correctness of the assignment, discuss why they chose this particular picture. Then they change places (change seats at other tables). The game repeats itself.

It is advisable to have several sets of subject pictures, which will make children differently to act when completing the assignment one by one plot picture.

Game for the development of communication with peers and adults"Who has what house?"

• Encourage to enter into dialogue with adults and peers, to speak out on topics from personal experience(non-situational communication);
• learn to compose short story on a topic suggested by the teacher;
• select pairs of words with opposite meanings (antonyms), develop speech attention, phonemic hearing.

Game progress :

(The teacher points to a panel with pictures on the theme "Home").

Educator: True, beautiful houses in these pictures? Which of these houses would you like to live in? 11 why? (Children's answers) Educator: I see that you liked the large, brick houses, with balconies, with shops on the ground floor. Many people live in such houses. Which of you guys will tell you which house he lives in? (Answers 2-3 children)

Educator: Well done, what good stories you did it. All of you live in different houses, in them you relax, receive guests, this is your shelter, hearth. But here's what's interesting: animals also have their homes. I will read riddles to you, and you will guess.

Teremok is crawling

The house is lucky

The hostess is rich,

Rich, horny.

That's ... Right, snail. What is the name of her house?

Children: Shell, (the child looks for a picture of a shell and puts it on an easel).

Educator: Men came without axes,

They cut down a hut without corners.

That's ... That's right, ants. What is the name of their house?

Children: Anthill (a child is looking for a picture of an anthill, puts it on an easel)

Educator: No hands, no ax,

The hut was built

This is ... the nest. And who lives in the nests? That's right, birds. Then another riddle:

On the pole is a palace

There is a singer in the palace

And his name is ...

What do you think, what is his name? Well done, starling. A house for a starling is called a birdhouse. Go, Kolya, choose a picture depicting a birdhouse (the child chooses, puts the teacher offers a word game "Who lives where?)

Educator: So, the starling has (children in chorus) a birdhouse,

The chicken has a chicken coop,

The cow has a barn

The dog has a kennel

The bird has a nest

An ant has an anthill,

The squirrel has a hollow,

The bear has a den,

The fox has a hole.

The bee has a hive.

Educator: Now you will all be bees. Stand in pairs, who wants to with whom. One of you will be an adult bee and the other will be a small bee. An adult bee publishes this loud noise: "33333", and babies - bees hum softly, quieter: "3333333". We flew, buzzed. We flew to the hive, changed roles.

Educator: And now, our bees want to play the game "Say the opposite", to whom I throw the ball - he answers and returns the ball back to me, for example:

• the house is high, and the hut ... (low)
• Summer is warm and winter ... (cold)
• The sand is dry in the sun - but after the rain ... (wet)
• Grandpa is old, and the child ... (young)
• It's hot near the stove, but in the refrigerator ... (cold)
• The cock rises early and the moon rises ... (late)
• When you laugh happily, and when you are sad ... (cry)

Educator: Well done, we played well. And now the bees want to listen to Marina Boroditskaya's poem "A Conversation with a Bee"

I was stung by a bee.

I shouted: "How could you?"

The bee replied: "How could you,

to pick my favorite flower?

After all, I really needed him wives:

I took care of him for dinner! "

Educator: Did you like the poem? Who did you like the most about him? Who is right and who is to blame for what happened?

Didactic game as a means of teaching preschoolers

Introduction

1.1 Background

1.2 Psychological foundations and features of the game

1.3 Game technology

2.1 General characteristics of didactic games

Conclusion

Literature

Application

Introduction

Play is the most accessible type of activity for children, a way of processing the impressions received from the world around them. In the game, the child's thinking and imagination, his emotionality, activity, developing the 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. Play is just one of the methods, and it gives nice results only in combination with others: observation, conversation, reading, etc.

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, 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. The game occupies a large place in the system of physical, moral, labor and aesthetic education... The child needs vigorous activity that contributes to increasing 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 Everyday life.

They learn to solve game problems on their own, to find The best way implementation of the plan. Use your knowledge, express it 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, to public life, To heroic deeds people, children have their first dreams of a future profession, the desire to imitate their favorite characters. Everything makes games an important means of consciousness of the orientation of 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 the course work.

Research problem: What is the role of didactic play in teaching older preschoolers.

Research object: Playful activity of children preschool age.

Research subject: Didactic play as a means of teaching preschoolers.

Purpose: To determine the role of didactic games in teaching older preschool children.

1. To study the psychological characteristics of the game of older preschoolers;

2. Reveal the essence of the concept of didactic game;

3. Analyze the experience of educators in the use of didactic games in the educational process at a preschool educational institution.

4. To systematize didactic games for older preschool children.

Chapter I. Theoretical basis using the game in the learning process

1.1 Background

The word "game", "play" in Russian is extremely polysemantic. The word "game" is used in the sense of entertainment, in figurative meaning... E.A. Popravsky says that the concept of a "game" in general has some difference in different nations... So among the ancient Greeks, the word "play" meant the actions inherent in children, expressing mainly what we call "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, they did not pretend to hard work, on the other hand - giving people fun and pleasure. Thus, everything began to be included in this circle of concepts, from children's playing with soldiers to the tragic reproduction of heroes on the stage of the theater.

The word "play" is not a 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 have not yet had a satisfactory explanation of the various 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 method 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 led to a significant change in the position of the child in society. There was a need for special training of the future hunter. In this regard, adults make tools for children. Games-exercises have arisen. Children's implements increased with the growth of the child. Society as a whole is interested in preparing children to participate 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 the games of competition are set up, which is a kind of exam and public review of the achievement of children. In the future, a role-playing game appears. A game in which the child uses himself 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 social relations and the labor activity of adults. The historical development of the game is not repeated. In ontogenesis, chronologically, the first is a role-playing game that serves the main source formation of social consciousness of a child in preschool age.

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

1.2 Psychological foundations of the game

Long before play became a subject scientific research, it was widely used as one of the most important means of raising children. The time when upbringing was singled out as a special social function goes back into the depths of centuries, and the use of play as a means of upbringing is also passing away. 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 was not assigned to play.

The most diverse functions are attributed to the game, both purely educational and educational, therefore, it becomes necessary to more accurately determine the influence of the game on the development of the child and find its place in the general system. educational work 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 play 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 most important thing is the importance of play for the motivational-need-sphere of the child. According to the works of D.B. Elkonin, the problem of motives and needs is highlighted.

The basis of information in the game 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 a world. He becomes aware of this world 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 child's "discovery" of a new world, the world of adults with their activities, their functions, their relationships. A child on the border of the transition from subject to role play does not yet know any public relations adults, nor public functions nor public sense 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 begins as an activity that is closely related to the child's needs sphere. 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 play is not limited to the fact that the child has new motives of activity and tasks associated with it. 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 concepts associated with it must pass.

The stage of formation of an action on material objects or material models of substitutes.

The stage of formation of the same action in terms of loud speech.

The stage of formation of the actual mental action.

Considering the child's actions in play, it is easy to notice that the child already acts with knowledge of objects, but still relies on their material substitutes - toys. Analysis of the development of actions in the game shows that reliance on objects - substitutes and actions with them are increasingly reduced.

If at the initial stages of development, an object is required - a substitute and a relatively expanded action with it, then at a later stage of the development of the game, the object appears through words - names already as a sign of a thing, and the action - as abbreviated and generalized gestures accompanied by speech. Thus, game actions are of an intermediate nature 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 begins as an activity in which the preconditions are formed for the transition of mental actions to a new, higher stage - mental actions based on speech. 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 that is carried out in accordance with an image and is controlled by comparing it with this image as a stage.

Scientists have drawn attention to the fact that the nature of the movements performed by the child under conditions of play and under conditions of a direct task is significantly different. And they found that in the course of development, the structure and organization of movements changes. They clearly distinguish between the preparation base 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.

Play is the first form of activity available to a preschooler, which involves the conscious upbringing and improvement of new actions.

Z.V. 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 becomes at the same time a stage with which the child compares his behavior, controls it. A child in a game performs, as it were, two functions: on the one hand, he performs 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 the role, there is a kind of bifurcation, that is, "reflection". But this is not yet conscious control, since 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.

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

The main motive for playing in preschool age is interest in the activities of adults, the desire to join it, to reproduce its features.

A feature of the game is that to engage in it encourages children to be interested not in the result, but in the process of activity. This is the only difference between the game and other types of activity (labor, learning), which are mainly aimed at achieving a particular result.

The game is a reflection of the surrounding reality and, above all, the actions and relationships of the people around. "Play is the way for children to learn about the world in which they live and which they are called to change." (M. Gorky).

While playing, the child reproduces in an active, visual-effective form scenes from the life of the surrounding adults, their work, their relationship to each other and to their duties, and thus gets the opportunity to more fully realize the surrounding reality, experience the depicted events more deeply, and evaluate them more correctly.

That is why play has such a profound effect on the mental development of a preschooler, on the formation of his personality.

As the child develops, the content of play in the child's life changes. The first games appear at an early age. However, their content and character are at first still primitive.

In most cases, the game is reduced to the reproduction of the simplest actions with household items that the child has mastered independently or by imitation of adults. At the same time, the baby is interested in action not in its internal content, but in its external, procedural side.

The child carries the cart back and forth, dresses and undresses the doll because the process itself gives him pleasure. The general change in the child's activity, the expansion of his experience leads to a change in the nature of his games.

With the transition to preschool age, children begin to display in the game not only the outer side human actions, but also their inner content - why they are made, the meaning that they have for other people. So, playing in railroad, preschoolers depict not only the outer side of the panting and whistling of a steam locomotive, the movement of pistons, etc., but also the relationship of the driver, conductor, passengers, etc.

The fulfillment of a certain role is of great importance in creative play. Unlike a child early age, who in his games remains himself, the preschooler, playing, transforms into a chauffeur, a soldier, etc.

Fulfillment of a role is associated with a more complex organization of play activities. If young children play alone or do the same thing together, then in the play of preschoolers, complex relationships are established with the distribution of responsibilities among themselves. The development of play is thus associated with the growth of the children's collective, with the development of the habit of joint activities.

The next feature preschool game is the submission of the players certain rules.

Even in cases where these rules are not formed (as, for example, in role-playing games), they are still not a necessary component of the play activity of preschoolers.

Even more important is the implementation of the rules in outdoor and didactic games. There, these rules are already clearly expressed, clearly formulated.

In most creative games, any real actions that are performed by adults in some conditions are reproduced by the child in other play circumstances.

The preschooler's play is continuously accompanied by work creative imagination... The game is a reproduction of real actions in imaginary circumstances.

However, gradually, under the influence of the educator, the play activity of younger preschoolers becomes more complicated and individual actions begin to unite into a single whole, according to the depicted plot. Children begin to take on certain roles.

In children 4-5 years of age, creative plot play reaches a higher degree of development. The content of children's games is becoming richer and more varied. Children reflect the most diverse types and aspects of human activity. They reproduce in the game different kinds labor, life events.

Along with creative games, mobile and didactic games continue to develop. Children will gradually learn to act according to the rules, subordinate their activity to known tasks, persistently strive for certain results and achievements.

1.3 Technology of game forms

The technology of game forms of education is aimed at teaching a preschooler to become aware of the motives of his learning, his behavior in play and in life and his own program, as a rule, deeply hidden in a normal environment, independent activity and to anticipate its immediate results.

Based on the work of P.I. Pussy, we can argue 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-study, a person independently learns new forms and methods of action in a familiar environment. The main difference between an artificial game and a natural one 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 and mass forms 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 sounds;

Single player is the activity of one player in the system of simulation models with a straight line and feedback from the results of achieving the set goal;

· The pair form of the game is a game of one person with another person, as a rule, in an atmosphere of competition and rivalry;

· The group form of the game is a group game of three or more opponents pursuing the same goal in a competitive environment;

· The collective form of the game is a group game in which the competition between individual players is replaced by the opposing teams;

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

In the upbringing and teaching of children, games with rules are of great importance: didactic, desktop-printed, mobile. They create interest in solving mental problems, contribute to the development of voluntary attention - a very important factor in successful learning. In addition, they help to develop such moral qualities as will, endurance, self-control. However, an analysis of the organization of children's life in preschool institutions shows that educators do not pay enough attention to teaching children the rules of games and in independent activity, children play primitively, using a limited number of games.

In the meantime, it is very important that independent plot-based role-playing games are combined with games with rules, so that they use different options for role-playing behavior. Only under these conditions will play become a form of organizing children's life and take the right place in the pedagogical process.

An analysis of the practice of upbringing children of early age and younger preschool age shows that educators have a number of difficulties in managing the game.

In almost every group there are children who do not play and do not like to play. They do not show interest in plot-like toys or manipulate them in a monotonous manner; the tone of their emotional and cognitive activity is lowered. Such children find it difficult to assimilate program material that requires a certain development of thinking and speech, which are largely formed in the game.

Children's play is a heterogeneous phenomenon. Even the eye of a layperson will notice how diverse the games are in terms of their content, the degree of independence of children, forms of organization, and play material.

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

In the works of N.K. Krupskaya, children's games are divided into two groups according to the same principle as those of P.F. Lesgaft, but they are called a little differently: games invented by the children themselves and games invented by adults. The first Krupskaya called creative, emphasizing them main feature- independent character. Another group of games of this classification is made up of games with rules. Like any classification, this classification is conditional.

Creative games include games in which the child shows his imagination, initiative, independence. The creative manifestations of children in games are varied: from inventing the plot and content of the game, finding ways to implement the plan to reincarnating in the roles given literary works... Depending on the nature of children's creativity, on the play material used in the games, creative games are divided into directorial, role-playing, games with building materials.

Games with rules is a special group of games specially created by folk or scientific pedagogy to solve certain problems of teaching and educating children. These are games with ready-made content, with fixed rules, which are an indispensable component of the game. Learning tasks are implemented through the child's play actions when performing a task (find, say the opposite, catch the ball, etc.).

Depending on the nature of the learning problem, games with rules are divided into two large groups- didactic and outdoor games, which, in turn, are classified based on different grounds. So didactic games are subdivided according to content (mathematical, natural history, speech, etc.), according to didactic material (games with objects, toys, desktop printed, verbal).

Outdoor games are classified according to the degrees of mobility (games of low, medium, high mobility), according to the prevailing movements (games with jumps, dashes, etc.), according to the objects that are used in the game (games with a ball, with ribbons, with hoops, etc. .).

Thus, games are the most important means of educating and teaching preschool children.

Chapter II. The place and role of didactic play in the educational process

2.1 General characteristics of the didactic game

The main feature of didactic games is determined by their name: these are educational games. They are created by adults for the upbringing and education of children. But for playing children, the educational and educational significance of didactic play does not appear openly, but is realized through a play task, play actions, and rules.

As noted by A.N. Leontyev, didactic games belong to "boundary games", representing a transitional one to the non-play activity that they prepare. These games contribute to the development of cognitive activity, intellectual operations, which are the basis of learning. Didactic games are characterized by the presence of an educational task - a learning task. Adults are guided by it, creating one or another didactic game, but clothe it in a form that is entertaining for children.

The child is attracted to the game not by the educational task, which is inherent in it, but by the opportunity to be active, perform game actions, achieve a result, and win. However, if the participant of the game does not master the knowledge, mental operations, which are determined by the learning task, he will not be able to successfully perform the game actions and achieve a result.

Thus, active participation, especially the gain in didactic play, depends on how much the child has mastered the knowledge and skills that are dictated by her learning task. This encourages the child to be attentive, remember, compare, classify, refine his knowledge. This means that the didactic game will help him learn something in an easy, relaxed way. This unintentional learning is called autodidactism.

Didactic games have existed for many centuries. Their first creator was a people who noticed an amazing feature of young children - their receptivity to learning in play, with the help of games and toys. Throughout the history of mankind, each nation has developed its own didactic games, unique didactic toys have been created, which have become part of its culture. The content of didactic games and toys reflected the peculiarities of the national character, nature, history, there, the way of life of this or that people.

Folk didactic games provide the relationship between educational and training impact, taking into account the age-related psychophysiological characteristics of the child. For folk didactic games, a clearly expressed educational emotional and cognitive content is characteristic, embodied in a game form, imagery, dynamism of game action. The content of the game is event-driven, i.e. reflects any case, incident that causes a certain emotional response in the child and enriches his social experience.

In Russian folk pedagogy, there are didactic games and toys intended for children. of different ages: from early to school. They enter a child's life very early - in the first year of life.

For older children, Russian folk pedagogy prescribes didactic games, which provide the opportunity for the development of activity, skill, initiative, and ingenuity. Here the need for movement, in communication with peers, inherent in preschoolers, is expressed, there is abundant food for the work of the mind, imagination.

Over time, folk games are subject to changes that are made by the children themselves (update the content, complicate the rules, use other play material). Variants of games are created by practicing teachers. Building on the ideas embedded in folk games, scientists create new didactic games, offer entire systems of such games.

The tradition of widespread use of didactic games for the upbringing and teaching of children, which developed in folk pedagogy, was developed in the works of scientists and in the practical activities of many teachers. Essentially, in every pedagogical system preschool education didactic games occupied and still occupy a special place.

The author of one of the first pedagogical systems of preschool education, Friedrich Froebel, was convinced that the task of primary education was not learning in the ordinary sense of the word, but organizing the game. Remaining a game, it must be permeated with a lesson. F. Frebel developed a system of didactic games, which is the basis of educational and educational work with children in kindergarten.

This system included didactic games with different toys and materials, arranged strictly sequentially according to the principle of increasing complexity of learning tasks and game actions. An indispensable element of most didactic games were poems, songs, rhymed sayings written by F. Frebel and his students with the aim of enhancing the educational impact of games.

Another world-famous system of didactic games, the author of which is Maria Montessori, received an ambiguous assessment. According to the definition of the place of play in the educational process of the kindergarten, M. Montessori is close to the position of F. Frebel: games should be educational, otherwise it is an "empty game" that does not affect the child's development. For educational games, she has created interesting didactic materials for sensory education.

A didactic game has its own structure, which includes several components. Consider these components:

1. An educational (didactic) task is the main element of a didactic game, to which all others are subordinate. For children, the learning task is formulated as a game task. For example, in the game "Recognize an object by sound" the teaching task is as follows: to develop auditory perception, to teach children to correlate sound with an object. And children are offered the following play task: to listen to the sounds that make different subjects, and guess these objects by sound. Thus, in the game task, a "program" of game actions is disclosed. A game task is often embedded in the name of the game.

2. Play actions are ways of manifesting a child's activity for play purposes: put your hand in a "wonderful bag", feel for a toy, describe it, etc.

For children of early and junior preschool age, didactic play is carried away by the process of play, but the result is not yet of interest to them. Therefore, the game actions are simple and of the same type.

For children of middle and senior preschool age, more complex game actions are provided, as a rule, consisting of several game elements. Children 5-6 years old, participating in a narrative didactic game, perform a complex of game actions associated with the implementation of a certain role.

In the games of older preschoolers, play actions of a mental nature predominate: to show observation, compare, recall previously learned, classify objects according to certain criteria, etc.

So, depending on the age and level of development of children, play actions in didactic play also change.

3. The rules ensure the implementation of the game content. They make the game democratic: all participants in the game obey them.

There is a close connection between the training task, game actions and rules. The learning task defines the game actions, and the rules help to carry out the game actions and solve the problem.

In preschool pedagogy, all didactic games can be divided into three main types: games with objects, so-printed and word games.

Object games

These games use toys and real objects. By playing with them, children learn to compare, establish the similarities and differences between objects. The value of games is that with their help children get acquainted with the properties of objects and their signs: color, size, shape, quality.

In games, problems of comparison, classification, and the establishment of a sequence in solving problems are solved.

Various toys are widely used in didactic games. They have a pronounced color, shape, purpose, size, material from which they are made. This allows the teacher to train children in solving certain didactic problems, for example, selecting all toys made of wood.

Using didactic games with a similar content, the educator manages to arouse children's interest in independent play, to suggest to them the concept of the game with the help of selected toys.

Board games

Board games are an interesting activity for children. They are of various types: paired pictures, loto, dominoes.

Word games

Word games are based 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 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.

By using word games children are fostered with a desire to engage in mental work.

2.2 The use of didactic games in teaching older preschoolers

In the pedagogical process of a preschool institution, didactic play acts primarily as an independent activity of children, which determines the nature of its leadership.

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, and 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.

Didactic game helps to solve problems moral education, the development of sociability in children. The educator puts children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

Successful management of didactic games primarily involves 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 initiative of children, their use different ways solving game problems, must ensure friendly relations between the participants, readiness to come to the aid of comrades.

The development of interest in didactic games, the formation of play activities in older children is achieved by the fact that the teacher sets them more complicated tasks, does not rush to suggest play actions. The play activity of preschoolers is becoming more conscious, it is more aimed at achieving a result, and not at the process itself. But even in older groups, the management 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.

In each group, the teacher outlines a sequence of games that become more complex in content, didactic tasks, game actions and rules. Separate, isolated games can be very interesting, but using them outside the system, you cannot achieve a learning and developmental result. Therefore, the interaction of learning in the classroom and in the didactic game should be clearly defined.

In the senior and preparatory groups for school, direct learning in the classroom is also associated with learning in didactic games. But their ratio, especially in the preparatory group, is changing, the main thing is learning in the classroom, where children master systematized knowledge, elementary forms of educational activity.

It should be borne in mind that in didactic play, the correct combination of visualization, the words of the educator and the actions of the children themselves with toys, play aids, objects, pictures, etc. is necessary.

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, and contributes to the improvement of game actions. Detailed and verbose explanations, frequent remarks and instructions and mistakes, even if they are caused by the desire to correct the game, are unacceptable. This kind of explanation and comment breaks living tissue play activities, and children lose interest in it.

In leading the games, the teacher uses a variety of means of influencing preschoolers. For example, acting as a direct participant in the game, he imperceptibly guides the game, supports their initiative, empathizes with the joy of the game. Sometimes the teacher talks about an event, creates an appropriate game mood and maintains it during the game. He may not be included in the game, but as a skillful and sensitive director, preserving and protecting its independent character, he directs the development of game actions, the implementation of the rules and, imperceptibly for the children, leads them to a certain result. Supporting and encouraging children's activities, the teacher does this most often not directly, but indirectly: he expresses surprise, jokes, uses all kinds of game surprises, etc.

It is necessary to remember, on the one hand, about the danger, excessively strengthening the teaching moments, weaken the game principle, give the didactic game the character of an occupation, and, on the other hand, carried away by amusement, get away from the task of teaching.

The development of the game is largely determined by the rate of mental activity of children, the greater or lesser success of their performance of game actions, the level of mastering the rules, their emotional experiences, the degree of enthusiasm. During the assimilation of new content. game actions, rules and the beginning of the game, its pace, of course, slower. Later, when the game unfolds and the children get carried away, its pace accelerates. Towards the end of the game, the emotional uplift seems to subside and the pace of the game slows down again. You should not allow excessive slowness and unnecessary sharpening of the pace of the game. The accelerated pace sometimes causes confusion in children, uncertainty, 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 game actions seem to move away, the rules are introduced out of time, and children cannot be guided by them, they commit violations, make mistakes. They get tired faster, monotony reduces emotional uplift.

In leading a didactic game, the teacher uses various forms of organizing children. If close contact is needed, then preschoolers are seated on chairs placed in a circle or semicircle, and the teacher sits in the center. In didactic play, there is always the possibility of unexpected expansion and enrichment of its concept in connection with the initiative, questions, and suggestions shown by the children. Keeping the game within a set time is a great skill. The teacher condenses 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.

Finishing the game, the teacher should arouse children's interest in its continuation, create joyful prospect.

Didactic play as one of the forms of teaching is carried out during the time that is allocated to the class. The game can alternate with classes when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in game activity, summarize, summarize the material studied in the classroom.

Didactic games are held in a group room, in a hall, on a site, in a forest, in a field, etc. This ensures a wider physical activity of children, a variety of impressions, immediacy of experiences and communication.

Older preschool children are already capable of independent conclusions, conclusions, generalizations. Didactic games provide invaluable help for the development of these abilities.

The tasks of many games designed for children senior group, suppose cooperation of children, joint selection of pictures, toys, routes, their comparison, discussion of the peculiarities of the subject, methods of their classification. This contributes to the activation of the knowledge that children have, the ways of their application in real and conventional situations. In the process of joint execution of the task, there is a mutual exchange of knowledge and experience.

Many games involve mutual control and assessment of actions, decisions of peers. The caregiver's role is mainly to help the child do right choice, to support and activate the positive influence of children on each other, to prevent or neutralize - negative.

Conclusion

Play develops in the child the ability to distinguish the essential and characteristic in the environment, helps him to realize more deeply and more fully the phenomena of reality. The game promotes the development of creative imagination, which is necessary for the subsequent educational and work activities of the child.

Play forms volitional qualities in children: the ability to subordinate their actions to certain rules, to coordinate their behavior with the tasks of the whole team. Finally, in play, the child masters moral norms and rules of behavior that play a decisive role in the formation of his personality.

The game - important remedy mental education. Reproducing various life events, episodes from fairy tales, the child reflects on what he saw, what he was read and told about. Thus, through play, children's interest in various professions is consolidated and deepened, and respect for work is brought up.

Correct leadership play is of decisive importance in the development of the child's psyche, in the formation of his personality.

Literature

1. Artemova L.V. The world around in didactic games for preschoolers. - M., 1992 .-- 150 p.

2. Bondarenko A.K. Didactic games in kindergarten. - M., 1990 .-- 280 p.

3. Vasilyeva M.A. Game guidance for children in preschool institutions. - M., 1986 .-- 104 p.

4. Gerbova V.V. Parenting. - M., 1981 .-- 255 p.

5. Grishina G.N. Favorite children's games. - M., 1997 .-- 205 p.

6. Zaporozhets A.V. Psychology. - M., 1965 .-- 283 p.

7. Menzheritskaya D.V. To the teacher about the children's game. - M., 1982 .-- 350 p.

8. Mukhina V.S. Psychology of the preschooler. - M., 1975 .-- 238 p.

9. Pidkosisty P.I. Game technology in learning and development. - M., 1996 .-- 286 p.

10. Usova A.P. The role of play in raising children. - M., 1976 .-- 94 p.

11. Sorokina A.I. Didactic games in kindergarten. - M., 1982 .-- 95 p.

12. Huizing I. A playing man. - M., 1992 .-- 156 p.

13. Shmakov S.A. Her Majesty is a game. - M., 1992 .-- 230 p.

14. Stern V. Psychology of early childhood. - M., 1993.-280 p.

15. Flerina E.A. Game and toy. - M., 1973 .-- 284 p.

Appendix I

Mail game

Purpose: To deepen the understanding of children about the methods of sending and receiving correspondence, to foster respect for the work of postal workers, the desire to imitate them. Develop coherent speech of children.

Rules of the game: Correctly prepare a letter, a parcel post for sending. Service the addressees skillfully and attentively.

Material: Drawings, applications, handicrafts, magazines, newspapers, made by the children themselves in the drawing class and packed in parcels. Stamps, envelopes. Mailbox, scales, medallion numbers for each child.

The game. Children wear medallion numbers indicating their address. The game begins with S. Marshak's poems and riddles.

Then everyone decides to whom he wants to send a letter or a parcel, and puts down the corresponding number-address. Envelopes are dipped in mailbox, and the parcels are carried to the post office, where they are weighed. During the game, you need to notice the numbers of the children to whom no one has sent anything, and you need to send them yourself.

The postman distributes letters and parcels. Children discuss what they have received, make riddles. The rest of the participants in the game must guess what the postman brought.

Appendix II

The game "Who will build a house faster"

Purpose: To teach to distinguish between the methods of construction of multi-storey and one-storey buildings; creatively portray characteristic labor actions bricklayers, assemblers, crane operators, truck and panel truck drivers, roofers, carpenters; cultivate the habit of working together.

Game task: Build a house.

Game rules: It is interesting to talk about construction.

Material: Building material: bricks, panels, blocks; a crane, trucks, various tools used by workers at a construction site; pictures depicting a construction site, various types of work performed on it.

The game. Create a situation, the purpose of which is to discuss which house can be built faster - panel or brick. If the children are unanimous in their decision, bring Dunno into the game, who will try to prove to them that brick house growing faster. There is only one thing left - to actually check who is right. First, some children build a brick house; then others - panel. The teacher keeps track of the time, together with the children, notes which house can be built faster. Then the children compete with each other: who, discuss what they have received, and make riddles. The rest of the participants in the game must guess what the postman brought.

Appendix III

The game " Road signs"

Purpose: To teach children to navigate by road signs, to follow the rules road traffic... To cultivate the ability to be polite, attentive to each other.

Game task: Find your bearings in the traffic situation.

Game rules: Observe traffic rules. Monitor the implementation of the rules by others.

Material: Medallions - road signs: "traffic light", "pedestrian crossing", "children", "no entry", "parking place", "Medical aid point", "Go straight ahead", "telephone", etc .; medallion - cars and trucks for various purposes. Control coupons with tear-off petals. Animals.

The game. Children are divided into pedestrians, road signs, cars and put on the appropriate medallions-attributes. Road signs take their places. First, pedestrians start the journey. Those who violated the traffic rules are delayed by signs. Cars assess the correct behavior of pedestrians and the requirements of road signs. Then they set off on their own. Indisciplined or inattentive signs are detained and their behavior judged by pedestrians. The game is repeated until everyone learns to follow the rules of the road.

Theoretical and psychological foundations broadening the horizons of older preschool children. Features, place and role of the use of didactic games in the educational process of forming and increasing the mental activity of a child.

outlook didactic game preschool

Child development is one of the top priorities for parents. At the same time, the most suitable form of cognition for preschoolers is play. It is with the help of didactic entertaining activities that it is easiest for parents to "reach out" to the child, to find contact with him, which allows him to stimulate the development and knowledge of the world around him.

The concept of didactic games for preschoolers, their difference from other types of entertaining activities

Didactic games usually mean studying proccess organized in an informal, fun way. Such classes differ from games in the classical sense by their focus on learning, and from lessons - by creating a playful atmosphere, dressing educational procedures in an informal form.

In the course of such classes, the studied systems, phenomena and processes are modeled with the help of pedagogical techniques.

Achievable goals

For children of different ages, different didactic activities are used. At the same time, the goals they pursue are not too dependent on the age group. This kind of fun learning focuses on the following blocks of development:

• mental;
• moral;
• labor;
• aesthetic;
• physical.

Differences in games designed for children of different ages will be, first of all, in complexity.

Given that most people perceive visual information best, a picture-based way of getting to know the outside world is quite effective.

So, for mental development, games are used that teach children about the world, systematize and expand this knowledge. In relation to preschoolers of younger groups, it is advisable to use educational and entertainment activities aimed at the development of sensory education, since the tactile experience of perceiving the surrounding world is an obligatory basis, on the basis of which a more complex game can be offered to older preschoolers, systematizing and deepening the primary knowledge gained with the help of tactile experience. ...

During games aimed at labor education, first of all, an understanding of the need to work, respect for other people's work and an understanding of the principles of cause-and-effect relationships between the preparatory and final stages of the labor process should be developed.

Such images are cut out, mixed, and the kids themselves put them in the correct order.

As for games aimed at moral education, the goals for children of different ages will differ significantly:

• it is important for preschoolers of younger groups to instill cultural and hygienic skills;
• Older kindergarteners need to be introduced to moral feelings and attitudes.

What place do didactic games take in the work of kindergartens?

Various preschool educational institutions have different attitudes towards conducting educational and entertainment activities. In one form or another, such entertaining education is presented in almost every such institution, but the quality of its preparation and delivery can vary significantly.

Intense colors with a predominance of positive yellow make the learning game even more interesting

The most advanced institutions involved in preschool education today integrate such classes as closely as possible into the learning process, reinforcing the basic theoretical skills of preschoolers.

Experts believe that the optimal time for playing is morning and the hours following an afternoon nap, since due to children's interest, these activities significantly increase mental and physical activity children after waking up.

Classification of didactic recreational activities

It is possible to analyze educational and entertainment activities according to various criteria. For example, if we take the goal of such a lesson as a criterion, then the classification will be presented in the following form:

• games for mental education - "name in one word", "name three objects" (aimed at the ability to build relationships, look for synonyms and antonyms);
• entertaining activities for moral education;
• games for labor development - "who built this house" (children get acquainted with the need to draw up drawings for the construction of a building);
• entertaining activities for aesthetic education;
• games for physical development.

Physical play with learning elements, in which children need to stay in an area of ​​a certain color, develops not only the mind, but also the body of the preschooler

Another classification will be based directly on the process of the game, and not on its purpose:

• playing with objects - the advantage of this type of informal activity is that natural material is used as attributes, for example, leaves, stones, cones, flowers. Based on the use of these attributes by the child, the process itself is built (“describe the object”, “what is it?”, “What comes first?”);
• board-print game - a very diverse type of educational activities, including those aimed at developing speech skills, logic, attention, the ability to model and make decisions ("loto", "dominoes", "pair pictures");
• verbal entertaining lesson - aimed at developing the independence, thinking and speech of children, teaches to describe objects, highlight dominant signs, guess words by their verbal description.

Types of educational games for preschoolers in junior, middle and senior groups

For the little ones, games related to the tactile perception of the world around are best suited. For example, "collect the basket." Due to such an entertaining process, the ability to learn about life around and to share the objects and phenomena present in it occurs. This is the basis for further knowledge.

Video: didactic game "Collect the basket"

For older children, more suitable challenging games ... For example, "Who eats what": in its process, preschoolers select pictures of animals for the products that they can eat, and connect them with clothespins.

Video: Didactic game "Who eats what"

For the oldest group, it is advisable to use verbal informal learning, using not specific objects or animals, but more abstract concepts, for example, a square or a circle.

Video: math game in the senior group of kindergarten

Card indexes of educational and entertainment activities for different age groups

For different age groups there are various didactic games aimed at developing the various abilities of children. Among the games presented in the table below, "Similar - not similar", "What is superfluous" and "grocery store" are recommended for older children, but one way or another, all such informal learning can be adapted for preschoolers of different ages.

Name of the game	Description
"Where was Petya"	The educational and entertainment process is based on the description of the familiar rooms for children: rooms in a kindergarten.
"Looks like - not like"	2 objects, 2 types of animals are guessed, the kids describe their similarities and differences, which teaches them to compare.
"Wonderful bag"	It is based on a comparison of the shape and materials of various objects, which helps to determine these signs.
"Who hears what?"	Develops auditory perception, teaches how to compare sounds with their description.
"Grocery store"	Simulation of a shopping trip.
"Paired pictures"	Learning the ability to group objects according to several criteria.
"What is superfluous"	Develops the ability to classify and organize.

How to make didactic games for children with your own hands

When preparing educational and entertainment activities for preschoolers, it is important to observe a number of principles on your own. So, in accordance with them, such classes should be:

• systemic - for teaching children to build cause-and-effect relationships;
• increasing complexity - for progressive intellectual development child;
• have the property of repetition - since not every preschooler will remember and learn the rules of the game the first time;
• voluntary - such entertainment should be selected taking into account the interests and desires of children;
• have an element of sacrament - the attainable didactic task itself must be masked by the gameplay;
• updated - each next game should be supplemented with new elements so that the child does not get bored.

At the same time, given the abundance of children's magazines and books with bright pictures, as well as additional resources such as colored cardboard or toys, it is not difficult to make materials for such activities on your own.

Video: didactic games on sensorics, do it yourself

The most popular and suitable for self-preparation for children should be called games such as "Lotto" and "Lacing".

Lotto is easy to adapt to specific needs. For example, it is very important for preschoolers 3–5 years old to instill cultural and hygienic skills. According to its rules, children are given outlined playing fields with an image in the center and a set of pictures, some of which are related to the one placed in the center of the field, the other part - not. Children should fill in the boxes around this main picture that fit the meaning. So, if you make, for example, a drawing of "Moidodyr" with it, then the child will need to "surround" him with images of soap, toothbrushes, etc. When adding pictures to the fields, children need to explain why they decided that this particular image fits the meaning central picture.

Video: board game for children "Lotto"

Another game, Lacing, is aimed at developing fine motor skills. Suitable attributes can be any part of a suitable size, not too large, but not too small, which needs to be sewn to clothes: buttons, overlays, etc. Such entertaining training can be supplemented and modified: for example, take lacing different colors and establish as a rule that different parts should be sewn with threads matching colors... So the child will develop knowledge of colors.

Video: educational game "Tree-lacing"

Thus, in the form of didactic play, there is a huge potential for the development of children of different ages. It is important to observe a systematic approach to the selection of these entertaining and educational activities, paying attention to all aspects child development... At the same time, it is important to observe age qualification to increase the effectiveness of this useful entertainment. "Work is what a person is obliged to do, and Play is what he is not obliged to do," as Mark Twain said, and it is important to skillfully pass one off for another. It should be remembered that children's involvement and interest are key factors that determine the benefits of play and the active perception of new knowledge and skills by preschoolers through this informal process.

Salybaeva Angela Ramazanovna,

educator,

MBDOU CRR d / s "Tanyusha"

Surgut district, settlement Fedorovsky

The leading activity of preschool children is play activity. Didactic play is a verbose, complex, pedagogical phenomenon: it is both a play method of teaching preschool children, and a form of teaching children, and with independent play activity, and a means of comprehensive education of the child.
Didactic games promote:
- development of cognitive and mental abilities: obtaining new knowledge, generalizing and consolidating them, expanding their ideas about objects and phenomena of nature, plants, animals; development of memory, attention, observation; development of the ability to express their judgments, make inferences.
- development of children's speech: replenishment and activation of the dictionary.
- social and moral development of a preschooler: in such a game, cognition of the relationship between children, adults, objects of animate and inanimate nature occurs, in it the child shows a sensitive attitude towards peers, learns to be fair, to yield if necessary, learns to sympathize, etc.
The structure of the didactic game form the main and additional components. TO main components include: a didactic task, game actions, game rules, result and didactic material. TO additional components: plot and role.
Conducting didactic games include: 1. Acquaintance of children with the content of the game, the use of didactic material in it (showing objects, pictures, a short conversation, during which the knowledge and ideas of children are clarified). 2. Explanation of the course and rules of the game, with a clear implementation of these rules. 3. Show of game actions. 4. Determination of the role of an adult in the game, his participation as a player, a fan or an arbiter (the teacher directs the actions of the players with advice, a question, a reminder). 5. Summing up the results of the game is a crucial moment in its leadership. Based on the results of the game, one can judge its effectiveness, whether it will be used by children in independent play activities. Analysis of the game reveals individual abilities in the behavior and character of children. This means that it is correct to organize individual work with them.

Learning in the form of a didactic game is based on the child's desire to enter an imaginary situation and act according to its laws, that is, it meets the age characteristics of the preschooler.

Types of didactic games:

1. Games with objects (toys).

2.Desktop games.

3. Verbal games.

Didactic games - differ in the educational content, cognitive activity of children, game actions and rules, organization and relationships of children, the role of the educator.

Object games - are based on the direct perception of children, correspond to the child's desire to act with objects and thus get to know them. V While playing with objects, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children get acquainted with the properties of objects, size, color. When introducing children to nature in similar games I use natural material (plant seeds, leaves, pebbles, various flowers, cones, twigs, vegetables, fruits, etc. - which arouses a keen interest in children and an active desire to play. Examples of such games: "Make no mistake", "Describe this object" , “What is it?”, “What first, what then”, etc.
Board - printed games -this is an interesting lesson for children while getting acquainted with the world around them, the world of animals and plants, phenomena of animate and inanimate nature. They are varied in types: "loto", "dominoes", paired pictures " mathematical ability, logic, attention, learn to model life schemes and make decisions, develop self-control skills.

Word games Is an effective method of fostering independent thinking and speech development in children. They are built on the words and actions of the players, children independently solve various mental problems: they describe objects, highlighting their characteristic features, guess them by description, find similarities and differences between these objects and natural phenomena.

V in the process of playing, children clarify, consolidate, expand their ideas about the objects of nature and its seasonal changes.

Didactic games - traveling are one of the most effective ways to enhance the cognitive activity of children.

Didactic play in experimental activity - contributes to the formation of a cognitive interest in the environment in children, develops the basic mental processes, observation, thinking.

Joint activities of parents and teachers - individual counseling for parents, information stands, travel folders, thematic exhibitions with the proposed material - gives a more effective result in working with children.
To develop in children knowledge about the world around them, their systematization, education of a humane attitude to nature, I use the following didactic games:

Material used:

Object games
"What it is?"
Purpose: to clarify the ideas of children about objects of inanimate nature.
Material: natural - sand, stones, earth, water, snow.
The course of the game. Children are offered pictures and, depending on what is drawn on it, it is necessary to decompose the natural material accordingly, to answer what is it? And what is it? (Large, heavy, light, small, dry, wet, loose). What can you do with it?
"Who eats what?"
Target. Strengthen children's ideas about animal food.
The course of the game. Children get out of the bag: carrots, cabbage, raspberries, cones, grain, oats, etc. They call it and remember which animal eats this food.
"Children on a Branch"
Target . Strengthen the knowledge of children about the leaves and fruits of trees and shrubs, teach them to select them according to belonging to the same plant.
The course of the game. Children look at the leaves of trees and shrubs, call them. At the suggestion of the educator: "Children, find your branches" - the children select the appropriate fruit for each leaf. This game can be played with dried leaves and fruits throughout the year. The children themselves can prepare the material for the game.
"Find what I will show"
Didactic task. Find an item by similarity.
Equipment. Place the same sets of fruits and vegetables on two trays. Cover one (for the teacher) with a napkin.
The course of the game. The teacher points to a short time one of the objects hidden under the napkin and removes it again, then suggests to the children: "Find the same on another tray and remember what it is called." The children take turns completing the task until all the fruits and vegetables hidden under the napkin are named.
"What first - what then?"
Target. Strengthen children's knowledge about the development and growth of animals.
The course of the game. Children are presented with objects: an egg, a chicken, a model of a chicken; kitten, cat; puppy, dog. Children need to arrange these items in the correct order.
Desktop games
"It is when?"
Target. Clarify children's ideas about seasonal phenomena in nature.
The course of the game. Each of the children has object pictures depicting snowfall, rain, sunny day, cloudy weather, hail is coming, the wind is blowing, icicles are hanging, etc. and plot pictures with images of different seasons. Children need to properly arrange the pictures they have.
"Magic Train"
Target. To consolidate and systematize children's ideas about trees, shrubs.
Material. Two trains cut out of cardboard (each train has 4 carriages with 5 windows); two sets of cards depicting plants.
Game progress: On the table in front of the children is a "train" and cards depicting animals. Educator. The train and passengers are in front of you. They need to be placed on the cars (in the first - bushes, in the second - flowers, etc.) so that one passenger is visible in each window. The one who is the first to place the animals on the wagons correctly will be the winner.
Similarly, this game can be conducted to consolidate ideas about different groups of plants (forest, garden, meadow, vegetable garden).
"Four pictures"
Target. Strengthen children's ideas about the surrounding nature, develop attention and observation.
The course of the game. The game consists of 24 pictures depicting birds, butterflies, animals. The presenter shuffles the cards and distributes them equally to the participants of the game (from 3 to 6 people). Each player must pick up 4 cards of the same content. The beginner of the game, having examined his cards, hands one of them to the one sitting on the left. He, if he needs a card, keeps it for himself, and any unnecessary one also passes to the neighbor on the left, etc. Having picked up the cards, each player folds them in front of him, drawings down. When all possible sets have been matched, the game ends. The participants in the game turn over the collected cards, lay them out in four so that everyone can see. The winner is the one with the most correctly selected cards.
Word games
"When does this happen?"
Target. Refine and deepen children's knowledge of the seasons.
The course of the game.
The teacher reads alternately short texts in poetry or prose about the seasons, and the children guess.
"Find what I'll tell you about"
Didactic task. Find items by the listed criteria.
Equipment. Vegetables and fruits are laid out along the edge of the table so that all the children can clearly see the distinctive features of objects.
The course of the game. The teacher describes in detail one of the objects lying on the table, that is, he names the shape of vegetables and fruits, their color and taste. Then the teacher asks one of the children: "Show it on the table, and then name what I told you about." If the child coped with the task, the teacher describes another subject, and the task is performed by another child. The game continues until all the children have guessed the object from the description.

"Guess who it is?"
Target. Strengthen children's ideas about characteristic features wild and domestic animals.
The course of the game. The teacher describes the animal (its appearance, habits, habitat ...) children must guess about whom in question.
"When does this happen?"
Target. Clarify children's ideas about seasonal phenomena.
The course of the game. Children are offered leaves different plants with different colors, cones, a herbarium of flowering plants, etc. depending on the season. Children need to name the time of year when there are such leaves, branches, flowers.
Outdoor games
"What do we take in the basket"
Purpose: to reinforce in children the knowledge of what kind of crop is harvested in the field, in the garden, in the garden, in the forest.
To teach to distinguish between fruits by the place of their cultivation.
To form an idea about the role of people in nature conservation.
Materials: Medallions with images of vegetables, fruits, cereals, melons, mushrooms, berries, as well as baskets.
The course of the game. Some children have medallions depicting various gifts of nature. Others have basket-shaped medallions.
Children - fruits, with cheerful music, disperse around the room, with movements and facial expressions they depict a clumsy watermelon, tender strawberries, a mushroom hiding in the grass, etc.
Children - baskets should collect fruits in both hands. Prerequisite: each child must bear fruits that grow in one place (vegetables from the garden, etc.). The one who fulfills this condition wins.
Tops - roots
Did. task: to teach children to make a whole from parts.
Materials: two hoops, pictures of vegetables.
The course of the game: variation 1. Two hoops are taken: red, blue. Lay them so that the hoops intersect. In the red hoop, you need to put vegetables, which have roots for food, and in the hoop of blue color- those that use tops.
The child comes up to the table, chooses a vegetable, shows it to the children and puts it in the right circle, explaining why he put the vegetable here. (in the area of ​​intersection of the hoops there should be vegetables that use both tops and roots: onions, parsley, etc.
Option 2. There are tops and roots of plants - vegetables on the table. Children are divided into two groups: tops and roots. Children of the first group take tops, the second - roots. At the signal, everyone runs scatteringly. On the signal "One, two, three - find your pair!"
Ball game "Air, earth, water"
Did. task: to consolidate the knowledge of children about objects of nature. Develop auditory attention, thinking, intelligence.
Materials: ball.
Course of the game: Option 1. The teacher throws the ball to the child and calls the object of nature, for example, "magpie." The child must answer "air" and throw the ball back. The child responds to the word "dolphin" with "water", the word "wolf" - "earth", and so on.
Option 2. The teacher calls the word "air" the child who caught the ball must name the bird. On the word "earth" - an animal that lives on the earth; to the word "water" - an inhabitant of rivers, seas, lakes and oceans.
Nature and man.
Did. task: to consolidate and systematize the knowledge of children about what man was created and what nature gives to man.
Materials: ball.
The course of the game: the teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by the hands of people or exist in nature, and the person uses them; for example, timber, coal, oil, gas exist in nature, and man creates houses and factories.
"What has been done by man"? the teacher asks and throws the ball.
"What was created by nature"? the teacher asks and throws the ball.
Children catch the ball and answer the question. Those who cannot remember skips their turn.
Choose the one you want.
Did. task: to consolidate knowledge about nature. Develop thinking, cognitive activity.
Materials: subject pictures.
Game progress: object pictures are scattered on the table. The teacher names some property or feature, and children should choose as many objects as possible that have this property.
For example: "green" - these can be pictures of a leaf, a cucumber, a grasshopper cabbage. Or: "wet" - water, dew, cloud, fog, frost, etc.
Where are the snowflakes?
Did. task: to consolidate knowledge about the various states of water. Develop memory, cognitive activity.
Materials: cards depicting different conditions of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
Course of the game: option 1 . Children are dancing around the cards laid out in a circle. The cards show various states waters: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
While moving in a circle, the words are pronounced:
Summer has arrived. The sun shone brighter.
It became hotter to bake, Where should we look for a snowflake?
With the last word, everyone stops. Those in front of whom the necessary pictures are located should raise them and explain their choice. The movement continues with the words:
Finally, winter came: Cold, blizzard, cold.
Go out for a walk. Where should we look for a snowflake?
The desired pictures are selected again and the choice is explained.
Option 2 . There are 4 hoops depicting the four seasons. Children should pass their cards to the hoops, explaining their choice. Some cards may correspond to several seasons.
The conclusion is drawn from the answers to the questions:
- At what time of the year can water in nature be in a solid state? (Winter, early spring, late autumn).
The birds have arrived.
Did. task: to clarify the idea of ​​birds.
The course of the game: the teacher only names the birds, but if he is suddenly mistaken, then the children should stomp or clap. For example. Birds arrived: pigeons, tits, flies and swifts.
Children stomp - What is wrong? (flies)
- And who are the flies? (insects)
- Birds have arrived: pigeons, tits, storks, crows, jackdaws, pasta.
Children stomp. - birds have arrived: pigeons, martens ...
Children stomp. Game continues.
Birds have arrived: Tit pigeons,
Jackdaws and swifts, Lapwings, swifts,
Storks, cuckoos, even owls are scops owls,
Swans, starlings. All of you are great.
Result: the teacher, together with the children, clarifies the migratory and wintering birds.
When does this happen?
Did. task: to teach children to distinguish the signs of the seasons. With the help of a poetic word, show the beauty of different seasons, the variety of seasonal phenomena and people's activities.
Materials: for each child, pictures with landscapes of spring, summer, autumn and winter.
The course of the game: the teacher reads the poem, and the children show a picture depicting the season that the poem is talking about.
Spring. Blades of grass make their way in the clearing near the path.
A stream runs from the hillock, and snow lies under the tree.
Summer. And bright and wide
Our quiet river. Let's run to swim, splash with fish ...
Autumn. Withers and turns yellow, the grass in the meadows,
Only the winter is turning green in the fields. A cloud covers the sky, the sun does not shine,
The wind howls in the field, the rain is drizzling.
Winter. Under blue skies
Magnificent carpets, Glittering in the sun, the snow lies;
The transparent forest alone turns black, And the spruce turns green through the frost,
And the river shines under the ice.
Did. task: to clarify the knowledge of children about the flowering time of individual plants (for example, daffodil, tulip - in spring); a golden ball, asters - in the fall, etc.; to teach to classify on this basis, to develop their memory, ingenuity.
Materials: ball.
Game progress: children stand in a circle. The teacher or child throws the ball, while naming the season when the plant grows: spring, summer, autumn. The child names the plant.
What is made of what?
Did. task: to teach children to identify the material from which the object is made.
Materials: wooden cube, aluminum bowl, glass jar, metal bell., Key, etc.
The course of the game: children take out different objects from the bag and name, indicating what each object is made of.
Guess - ka.
Did. task: to develop the ability of children to guess riddles, to correlate the verbal image with the image in the picture; to clarify the knowledge of children about berries.
Materials: pictures for each child with a picture of berries. Book of riddles.

The course of the game: on the table in front of each child there are pictures of the answers. The teacher makes a riddle, the children look for and pick up a picture-answer.
Edible - inedible.
Did. task: to consolidate knowledge about edible and inedible mushrooms.
Materials: basket, object pictures with the image of edible and inedible mushrooms.
The course of the game: on the table in front of each child there are pictures of the answers. The teacher makes a riddle about mushrooms, the children look for and put the picture-answer to the edible mushroom in the baskets.
Place the planets correctly.
Did. task: to consolidate knowledge about the main planets.
Materials: a belt with sewn-on beams - ribbons of different lengths (9 pieces). Hats with the image of the planets.
It's so hot on this planet
That it’s dangerous to be there, friends.

What is our hottest planet, where is it located? (Mercury, because it is closest to the sun).
And a terrible cold bound this planet,
The sunbeam did not reach her with the warmth.
-What is this planet? (Pluto, because it is farthest from the sun and the smallest of all planets in size).
A child in a Pluto hat grabs the longest ribbon # 9.
And this planet is dear to all of us.
The planet gave us life ... (all: Earth)
-In what orbit does the planet Earth rotate? Where is our planet from the sun? (On the 3rd).
The child in the "Earth" hat grabs ribbon # 3.
Two planets are close to planet Earth.
My friend, give them their names as soon as possible. (Venus and Mars).
Children in caps "Venus" and "Mars" occupy the 2nd and 4th orbits, respectively.
And this planet is proud of itself
Since it is considered the largest.
-What is this planet? What orbit is it in? (Jupiter, orbit # 5).
The child in the "Jupiter" hat takes place # 5.
The planet is surrounded by rings
And that was what made her different from everyone else. (Saturn)
Child - "Saturn" occupies orbit number 6.
And what kind of green planets? (Uranus)
A child in a matching Neptune hat occupies orbit # 8.
All the children took their places and began to revolve around the "Sun".
A round dance of planets is spinning. Each has its own size and color.
For each, the path is defined. But only on Earth is the world inhabited by life.
Useful - not useful.
Did. task: to consolidate concepts that are useful and harmful products.
Materials: product cards.
The course of the game: to spread out on one table what is useful, on the other - what is not useful.
Useful: rolled oats, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc.
Unhealthy: chips, fatty meats, chocolate candies, cakes, "fanta", etc.

Used Books:

A.I. Sorokin "Didactic game in kindergarten".

A.K. Bondarenko "Didactic games in kindergarten".

"Certificate of publication in the media" Series A No. 0002253, barcode (receipt No.) 62502669050070 Date of dispatch 12 December 2013

We invite teachers of preschool education of the Tyumen region, Yamalo-Nenets Autonomous Okrug and KhMAO-Yugra to publish their methodological material:
- Pedagogical experience, copyright programs, teaching aids, presentations for classes, electronic games;
- Personally developed notes and scenarios of educational activities, projects, master classes (including videos), forms of work with family and teachers.

Why is it profitable to publish with us?

Municipal budgetary preschool educational

institution kindergarten combined type "Dolphin"

Developed

educator: Kulagina M.G. Content

Introduction

The purpose of this problem

Tasks

Main part

1. General characteristics of didactic games

Conclusion

Literature

Application

Introduction

Relevance and significance of this problem

Play is the most accessible type of activity for children, a way of processing the impressions received from the world around them. In the game, the child's thinking and imagination, his emotionality, activity, developing the 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. Play is just one of the methods, and it gives good results only in combination with others: observation, conversation, reading, etc. 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, 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, to find the best way to implement their plans. Use your knowledge, express it 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 favorite heroes. Everything makes games an important means of consciousness of the orientation of the child, which begins to take shape in preschool childhood.

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

2. The purpose of this problem:

Determine the role of didactic games in teaching preschool children.

3.Tasks:

Study the psychological foundations and features of the game;

Reveal the essence of the concept of didactic game;

Analyze your experience in the use of didactic games in the educational process at a preschool educational institution.

To systematize didactic games for children of different preschool ages.

Main part

.The place and role of didactic play in the educational process

1. General characteristics of the didactic game

The main feature of didactic games is determined by their name: these are educational games. They are created by adults for the upbringing and education of children. But for playing children, the educational and educational significance of didactic play does not appear openly, but is realized through a play task, play actions, and rules.

As noted by A.N. Leontyev, didactic games belong to "boundary games", representing a transitional one to the non-play activity that they prepare. These games contribute to the development of cognitive activity, intellectual operations, which are the basis of learning. Didactic games are characterized by the presence of an educational task - a learning task. Adults are guided by it, creating one or another didactic game, but clothe it in a form that is entertaining for children.

The child is attracted to the game not by the educational task, which is inherent in it, but by the opportunity to be active, perform game actions, achieve a result, and win. However, if the participant of the game does not master the knowledge, mental operations, which are determined by the learning task, he will not be able to successfully perform the game actions and achieve a result.

Thus, active participation, especially the gain in didactic play, depends on how much the child has mastered the knowledge and skills that are dictated by her learning task. This encourages the child to be attentive, remember, compare, classify, refine his knowledge. This means that the didactic game will help him learn something in an easy, relaxed way. This unintentional learning has come to be known as auto didacticism.

Didactic games have existed for many centuries. Their first creator was a people who noticed an amazing feature of young children - their receptivity to learning in play, with the help of games and toys. Throughout the history of mankind, each nation has developed its own didactic games, unique didactic toys have been created, which have become part of its culture. The content of didactic games and toys reflected the peculiarities of the national character, nature, history, there, the way of life of this or that people.

Folk didactic games provide the relationship between educational and training impact, taking into account the age-related psychophysiological characteristics of the child. For folk didactic games, a clearly expressed educational emotional and cognitive content is characteristic, embodied in a game form, imagery, dynamism of game action. The content of the game is event-driven, i.e. reflects any case, incident that causes a certain emotional response in the child and enriches his social experience.

In Russian folk pedagogy, there are didactic games and toys intended for children of different ages: from early age to school age. They enter a child's life very early - in the first year of life.

For older children, Russian folk pedagogy prescribes didactic games, which provide the opportunity for the development of activity, skill, initiative, and ingenuity. Here the need for movement, in communication with peers, inherent in preschoolers, is expressed, there is abundant food for the work of the mind, imagination.

Over time, folk games are subject to changes that are made by the children themselves (update the content, complicate the rules, use other play material). Variants of games are created by practicing teachers. Based on the ideas inherent in folk games, scientists create new didactic games, offer whole systems of such games.

The tradition of widespread use of didactic games for the upbringing and teaching of children, which developed in folk pedagogy, was developed in the works of scientists and in the practical activities of many teachers. In fact, in every pedagogical system of preschool education, didactic games have occupied and still occupy a special place.

The author of one of the first pedagogical systems of preschool education, Friedrich Froebel, was convinced that the task of primary education was not learning in the ordinary sense of the word, but organizing the game. Remaining a game, it must be permeated with a lesson. F. Frebel developed a system of didactic games, which is the basis of upbringing and educational work with children in kindergarten.

This system includes didactic games with various toys and materials, arranged strictly sequentially according to the principle of increasing complexity of learning tasks and game actions. An indispensable element of most didactic games were poems, songs, rhymed sayings written by F. Frebel and his students with the aim of enhancing the educational impact of games.

Another world-famous system of didactic games, the author of which is Maria Montessori, received an ambiguous assessment. According to the definition of the place of play in the educational process of the kindergarten, M. Montessori is close to the position of F. Frebel: games should be educational, otherwise it is an "empty game" that does not affect the child's development. For educational games, she has created interesting didactic materials for sensory education.

A didactic game has its own structure, which includes several components. Consider these components:

An educational (didactic) task is the main element of a didactic game, to which all others are subordinate. For children, the learning task is formulated as a game task. For example, in the game "Recognize an object by sound" the teaching task is as follows: to develop auditory perception, to teach children to correlate sound with an object. And children are offered the following play task: to listen to the sounds that are emitted by different objects, and to guess these objects by sound. Thus, in the game task, a "program" of game actions is disclosed. A game task is often embedded in the name of the game.

Play actions are ways of manifesting the child's activity for play purposes: put your hand in the "wonderful bag", feel for a toy, describe it, etc.

For children of early and junior preschool age, didactic play is carried away by the process of play, but the result is not yet of interest to them. Therefore, the game actions are simple and of the same type.

For children of middle and senior preschool age, more complex game actions are provided, as a rule, consisting of several game elements. Children 5-6 years old, participating in a narrative didactic game, perform a complex of game actions associated with the implementation of a certain role.

In the games of older preschoolers, play actions of a mental nature predominate: to show observation, compare, recall previously learned, classify objects according to certain criteria, etc.

So, depending on the age and level of development of children, play actions in didactic play also change.

The rules ensure the implementation of the game content. They make the game democratic: all participants in the game obey them.

There is a close connection between the training task, game actions and rules. The learning task defines the game actions, and the rules help to carry out the game actions and solve the problem.

In preschool pedagogy, all didactic games can be divided into three main types: games with objects, board-printed and word games.

Object games

These games use toys and real objects. By playing with them, children learn to compare, establish the similarities and differences between objects. The value of games is that with their help children get acquainted with the properties of objects and their signs: color, size, shape, quality.

In games, problems of comparison, classification, and the establishment of a sequence in solving problems are solved.

Various toys are widely used in didactic games. They have a pronounced color, shape, purpose, size, material from which they are made. This allows the teacher to train children in solving certain didactic problems, for example, selecting all toys made of wood.

Using didactic games with a similar content, the educator manages to arouse children's interest in independent play, to suggest to them the concept of the game with the help of selected toys.

Board games

Board games are an interesting activity for children. They are of various types: paired pictures, loto, dominoes.

Word games

Word games are based 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 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.

With the help of verbal games, children are brought up a desire to engage in mental work.

2. The use of didactic games in teaching preschoolers

In the pedagogical process of a preschool institution, didactic play acts primarily as an independent activity of children, which determines the nature of its leadership.

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, and 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.

Didactic game contributes to the solution of problems of moral education, the development of sociability in children. The educator puts children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

Successful management of didactic games, first of all, provides for the selection and thinking through of their program content, a clear definition of tasks, determination of the place and role in the integral educational process, interaction with other games and forms of education. It should be aimed at the development and encouragement of cognitive activity, independence and initiative of children, their use of different methods of solving game problems, should ensure friendly relations between the participants, readiness to help comrades.

The development of interest in didactic games, the formation of play activities in children is achieved by the fact that the teacher sets up more complicated tasks for them, does not rush to suggest play actions. The play activity of preschoolers is becoming more conscious, it is more aimed at achieving a result, and not at the process itself. But the direction 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 sense of satisfaction from solving the assigned tasks.

In each group, the teacher outlines a sequence of games that become more complex in content, didactic tasks, game actions and rules. Separate, isolated games can be very interesting, but using them outside the system, you cannot achieve a learning and developmental result. Therefore, it is necessary to clearly define the interaction of teaching direct-educational activities and in a didactic game.

It should be borne in mind that in didactic play, the correct combination of visualization, the words of the educator and the actions of the children themselves with toys, play aids, objects, pictures, etc. is necessary.

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, and contributes to the improvement of game actions. Detailed and verbose explanations, frequent remarks and instructions and mistakes, even if they are caused by the desire to correct the game, are unacceptable. Such explanations and remarks tear the living fabric of play activity, and children lose interest in it.

In leading the games, the teacher uses a variety of means of influencing preschoolers. For example, acting as a direct participant in the game, he imperceptibly guides the game, supports their initiative, empathizes with the joy of the game. Sometimes the teacher talks about an event, creates an appropriate game mood and maintains it during the game. He may not be included in the game, but as a skillful and sensitive director, preserving and protecting its independent character, he directs the development of game actions, the implementation of the rules and, imperceptibly for the children, leads them to a certain result. Supporting and encouraging children's activities, the teacher does this most often not directly, but indirectly: he expresses surprise, jokes, uses all kinds of game surprises, etc.

It is necessary to remember, on the one hand, about the danger, excessively strengthening the teaching moments, weaken the playing principle, give the didactic game the character of a direct educational activity, and, on the other hand, carried away by the amusement, get away from the task of teaching.

The development of the game is largely determined by the rate of mental activity of children, the greater or lesser success of their performance of game actions, the level of mastering the rules, their emotional experiences, the degree of enthusiasm. During the period of assimilation of the new content of game actions, rules and the beginning of the game, its pace, naturally, is slower. Later, when the game unfolds and the children get carried away, its pace accelerates. Towards the end of the game, the emotional uplift seems to subside and the pace of the game slows down again. You should not allow excessive slowness and unnecessary sharpening of the pace of the game. The accelerated pace sometimes causes confusion in children, uncertainty, 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 game actions seem to move away, the rules are introduced out of time, and children cannot be guided by them, they commit violations, make mistakes. They get tired faster, monotony reduces emotional uplift.

In leading a didactic game, the teacher uses various forms of organizing children. If close contact is needed, then preschoolers are seated on chairs placed in a circle or semicircle, and the teacher sits in the center. In didactic play, there is always the possibility of unexpected expansion and enrichment of its concept in connection with the initiative, questions, and suggestions shown by the children. Keeping the game within a set time is a great skill. The teacher condenses 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.

Finishing the game, the teacher should arouse children's interest in its continuation, create a joyful perspective.

The didactic game as one of the forms of training is carried out during the time that is allocated in the mode of direct educational activity. The game can alternate with direct educational activities, when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in play, summarize, summarize the material studied.

Didactic games are held in a group room, in a hall, on a site, in a forest, in a field, etc. This ensures a wider physical activity of children, a variety of impressions, immediacy of experiences and communication.

Older preschool children are already capable of independent conclusions, conclusions, generalizations. Didactic games provide invaluable help for the development of these abilities.

The tasks of many games designed for children of the older group involve the cooperation of children, the joint selection of pictures, toys, routes, their comparison, discussion of the features of the subject, and methods of their classification. This contributes to the activation of the knowledge that children have, the ways of their application in real and conventional situations. In the process of joint execution of the task, there is a mutual exchange of knowledge and experience.

Many games involve mutual control and assessment of actions, decisions of peers. The role of the educator is mainly to help the child make the right choice, to support and activate the positive influence of children on each other, to prevent or neutralize the negative one.

Conclusion

Play develops in the child the ability to distinguish the essential and characteristic in the environment, helps him to realize more deeply and more fully the phenomena of reality. The game promotes the development of creative imagination, which is necessary for the subsequent educational and work activities of the child.

Play forms volitional qualities in children: the ability to subordinate their actions to certain rules, to coordinate their behavior with the tasks of the whole team. Finally, in play, the child masters moral norms and rules of behavior that play a decisive role in the formation of his personality.

Play is an important mental education tool. Reproducing various life events, episodes from fairy tales, the child reflects on what he saw, what he was read and told about. Thus, through play, children's interest in various professions is consolidated and deepened, and respect for work is brought up.

The correct management of games is of decisive importance in the development of the child's psyche, in the formation of his personality.

Literature

1. Artemova L.V. The world around in didactic games for preschoolers. - M., 2007.

2. Bondarenko A.K. Didactic games in kindergarten. - M., 1990 .-- 280 p.

3. Vasilyeva M.A. Game guidance for children in preschool institutions. - M., 2009.

4. Gerbova V.V. Parenting. - M., 2009.

5. Grishina G.N. Favorite children's games. - M., 1997.

6. Menzheritskaya D.V. To the teacher about the children's game. - M., 2003.

7. Pidkosisty P.I. Game technology in learning and development. - M., 2005.

8. Usova A.P. The role of play in raising children. - M., 2007.

9. Sorokina A.I. Didactic games in kindergarten. - M., 2010.

10. Huizing I. A playing man. - M., 1999.

11. Shmakov S.A. Her Majesty is a game. - M., 1992 .-- 230 p.

Application

I use didactic games in all types of direct educational activities.

Directly- educational activities

to familiarize yourself with the outside world

with elements of a didactic game

in the second younger group

Topic: "Visiting Grandma"

Software content: Continue to introduce children to pets and their babies. Learn how to properly handle pets. Develop a caring attitude towards pets.

Integration of educational areas: cognition, communication, socialization.

Planned results: knows domestic animals and their babies, shows a caring attitude towards animals.

The teacher conducts a lesson in a grandmother's costume.

Granny: Many people live in the city, and I live in the countryside. I really love my house. There are many animals in my yard that I look after. These are pets, because they live near the house, and I take care of them: I feed, sing, clean up after them. All pets are useful.

Grandma shows a cow toy.

He chews hay day and night,

It gives a lot of milk.

What do you think is the benefit of a cow?

Children: Gives milk.

Granny: the cow gives milk. Milk is very useful for both adults and children. Do you guys like milk?

I will make sour cream and curd from milk.

Grandmother shows a toy goat.

Granny: The goat gives us milk and fluff. From the down, I spin threads and knit warm socks for my grandchildren. I also have chickens and ducks in my yard. What do you think are the benefits?

Children: Chickens and ducks lay eggs.

Granny: Yes, they lay eggs ...

I also have a dog. Why do you think there is a dog in the yard?

Children: Guarding the house.

Granny: I love my dog, I pet it. She wags her tail, jumping for joy. Do you know the name of the house in which the dog lives?

Children: Booth, kennel.

Granny: Let us rest with you.

Physical education:

We're kicking top-top

We clap-clap hands!

We are eyes for a moment,

We shoulder chik-chik.

One - here, two - there

Turn around you.

One - sat down, two - got up

They all raised their hands up,

Sat down - got up, sat down - got up

Vanka-vstanka seemed to be steel.

Granny: What animals live in your home?

Children's answers

Granny: And I have a cat, Murka. What are the baby cats called?

Children: Kittens.

Granny: The cat plays with kittens in the yard. How does a cat sing a song? Mur-mur-mur. What do you think what is the cat in the house for?

Children's answers.

Granny: In the city, a cat pleases its owners, and in a country house, a cat still catches mice. Mice are not needed in the house, because they gnaw food.

Granny: Today I told you about my favorites. Let's remember and name what animals live in my yard?

(Cow, goat, dog, cat, rooster, chickens ...)

These are pets.

Let's play.

Didactic game "Who is whose mother?"

Children find their mother and their cubs.

Cow calf

Goat goat

Dog puppy

Cat kitten

Chicken chicken

Granny: Listen to the poem "Pets"

These animals live at home

That's why they call them home,

We shelter them in the warmth from the frost,

We feed and eat them, if necessary - we cut them,

We caress them affectionately, always take care,

They are attached to us, very obedient

Dogs diligently guard our house,

All cats, of course, live at the house.

And they guard our food from mice.

Didactic game "Who eats what?"

Granny: Oh, I messed up all the feed! Each animal loves its own food. I have (feed pictures) green grass, milk, bone and millet. Guys, please help me feed the animals.

The grandmother (educator), together with the children, “feeds” the animals:

cow and goat - green grass

dog - bone

cat - milk

chicken - millet.

Summarizing.

Directly - educational activity on FEMP with elements of didactic games in the second junior group.

Topic: "On a visit to the fox"

Software content: mastering the ability to distinguish the parameters of width (wider – narrower) and height (higher – lower) when comparing two objects; find similarities and differences; fix one-many; develop logical thinking; to acquaint with the living conditions of the fox.

Material: two strips of blue fabric of different widths (trickle and river); toys: a chanterelle, 4 fish, 4 butterflies, 4 flowers, 4 calves and one cow; a set of building material (bricks); trees of different heights and thicknesses; slit drawing paper round shape(fox mink); audio recording of dogs barking.

The teacher approaches children with a chanterelle (child).

- Guys, I met a fox. She invites us to visit her. Do you know where the chanterelle lives?
- Yes, in the forest.
- That's right, in the forest. And what is the chanterelle's house, you know?
- No.
- Well, then let's go visit her and see.

All hit the road. On the way - a trickle. They stop and decide how to get over it.

- Chanterelle, how did you get over the trickle?
- I jumped over it.
- Guys, can we jump over the brook?
- Yes, because it is narrow.

- And here is the river on our way. Guys, can we jump over it?
- No. It is wide.
- Chanterelle, how did you cross the river when you came to us?
“There was a bridge, but someone broke it.
- Guys, what are we going to do? Here construction material lies.
- Let's build a bridge.

Children begin to build a bridge, cross over. On the shore, the teacher draws the attention of children to the fish in the river.

Didactic game "One-Many"

- How many fish swim in the river?
- Many.

- Right. Guys, look, there is a meadow on the banks of the river, and there are beautiful flowers in the meadow. How many are there?
- Many.
- Right. How many butterflies fly over flowers?
- Many.
- And here there is a cow with calves grazing. How many cows?
- One.
- How many calves?
- Many.

Physical minute.

Didactic game "High-low"

- Guys, let's continue our journey. Here is the forest. Grow here different trees high and low. This tree, what kind?
- High.
- And what is this tree?
- Low.
- Well done boys. Chanterelle, well, here we are in the forest. Show your house (at this time a dog barks). The chanterelle quickly hides in its burrow.
- Guys, this is the chanterelle's house. It is called a mink. Fox mink, what figure does it remind you of?
- Circle.
- Right.

Guys, the fox broke her plates. Let's help her collect them.

Children collect, cut into pieces, circles on tables.

Well done boys.

Music plays - the barking of a dog.

The chanterelle was frightened by the dog, and will now sit in its burrow for a long time. And we have to go home.

They return and summarize the lesson.