Oksana Saraykina
Didactic game as a means of teaching and upbringing of children
Any educated person, when asked what childhood is, will answer that childhood is a period of enhanced development, education and training.
Teachers and psychologists have come to the conclusion that it is necessary to choose methods, forms learning, the closest to the natural child's activity, play.
The game being a simple and close to a person a way of knowing the surrounding reality, it should be the most natural and accessible way to master certain knowledge, skills, and abilities. The existing need for rational construction, organization and application of it in the process training and education younger preschoolers requires a more thorough and detailed study of it.
Childhood without play and outside of play is abnormal. Depriving a child of playing practice is depriving him of his main source development: impulses of creativity, signs and signs of social practice, wealth and microclimate of collective relations, activation of the process of cognition of the world. For children play Is a continuation of life, where fiction is the edge of truth.
Given the fact that interest is the best incentive to learning, a number of teachers note that it is necessary to try to use every opportunity to relieve the child through play activities in educationally- the educational process of the kindergarten.
As the teacher E.V. Bondarevskaya notes, modern children live and develop in the era of informatization and computerization. In the conditions of a rapidly changing life, a person is required not only to possess knowledge, but also, first of all, the ability to obtain this knowledge himself and operate with it, to think independently and creatively. Traditional (informational) method learning, which is still present in the domestic educational system, does not stimulate in enough development cognitive processes and abilities.
L.S.Vygotsky's statement is well known that education should lead development. Children preschool age get to know the world around them in play, in work, on a walk, in classes, in communication with adults and peers. And therefore, our task is not to overwhelm the child with the burden of our knowledge, but to create conditions for independently finding answers to our questions in didactic games.
Everyone knows that the game- the leading activity of a preschooler. Let us quote L.S.Vygotsky, who emphasized that the child moves through play. In this sense, it can be called leading, as it determines development. Replacing play with other types of activity impoverishes the preschooler's imagination, and it is recognized as the most important age-related neoplasm (O. M. Dyachenko, inhibits the development of communication with both peers and adults, limits the emotional world (T. I. Babaeva, M. I. Lisina, V. I. Loginova, N. N. Poddyakov).
Didactic game often performs the function of research, in the course of which the study of the properties and characteristics of the subject usually takes place. The game and exploratory behavior is not mutually exclusive, but rather mutually complementary. It is no coincidence that the famous French psychologist A. Vallon compared didactic a game with inspirational exploration, in which mental functions are revealed in all their possibilities. That's why funds games first become subjects of study, and then by means of the game... And the process of the game itself contains a lot that is subject to research. Thus, didactic games create excellent conditions for reproduction and mastering the environment, rules and relationships that exist in the world.
In recent years, many researchers have spoken with dismay about the trend of extinction didactic game from the life of children(A. V. Zaporozhets, E. E. Kravtsova and others)... Analysis of the practice of preschool institutions testifies on the deepening of the contradiction between the recognition of the role didactic game in the development of children preschool age and a clear preponderance of the pedagogical process towards teaching children in the classroom, their early involvement in the system of additional education. Thus, play activity ceases to be a source of self-realization of a preschooler child, and this leads to irreversible losses in the development of the child's psyche.
Such teachers and psychologists as A.K.Bondarenko, N.I.Sokolenko argue that it is didactic game inextricably linked with preschool training.
G. A. Tumakova, G. S. Shvaiko, G. M. Lyamina, L. V. Sklyarova indicate the need to use didactic play in the process of raising children in preschool. Therefore, many domestic and foreign teachers consider the problem of insufficient use of didactic games in the development of preschoolers. According to a number of researchers, children who are deprived of joint play activities with their peers grow up with a low level of self-esteem, ambition and self-esteem. Therefore, the teacher is faced with the task of organizing work with children so that children's relationships in the process of conducting didactic games developed positively.
The task of the teacher is to choose the most effective methods and techniques of the organization didactic games that would make it possible to make the most of the influential position of the leaders, to create a situation of success for each child / according to T. A. Repina /.
Practice shows that for training and education the child as a person, teachers should purposefully work on this, but most of them do not think about the effectiveness of the methods used and funds... As a rule, these are verbal methods such as conversation, pointing, reading literature. In addition, in research recent years the problems of use are practically not touched upon didactic games in educational- educational process.
In the works of recent years, it is noted with regret that in many kindergartens, work on education and training younger preschoolers through didactic games are performed occasionally, the game not seen as a means of raising and uniting children in a group... Despite the fact that in preschool institutions attention is drawn to the increased need of many parents for good educated, a friendly, benevolent child, play activity in this respect does not act as an impact on education of friendliness, the formation of positive relationships between children, for the development cognitive abilities and speech activity of babies.
Role didactic game.
The game- the leading type of activity of a preschool child.
D. B. Elkonin called the game the storeroom of the real creative thought of the future person. The subject of this activity is an adult as a bearer of certain public functions, entering into relationships with other people, using certain rules in his activities.
In play, the child first emotionally and then intellectually masters the entire system of human relations. The game- this is a special form of mastering reality through its reproduction, modeling. As studies by D. B. Elkonin have shown, the game is not a universal form of life for everyone children, it is a historical education. The game occurs only at certain stages in the development of society, when the child cannot accept direct participation in the system of social labor, when there is a period of time when it is necessary to wait for the child to grow up. The child has a tendency to actively enter this life, on this basis, and arises the game.
So, the game is an activity of orientation in the sense of human activity. It is indicative in nature. That is why she brings the child to the ninth wave of his development and becomes the leading activity in the pre school age.
The essence didactic the game consists in the fact that children solve mental problems proposed to them in an entertaining game form, find solutions on their own, overcoming certain difficulties.
Sensory development of the child in didactic the game takes place in an inextricable connection with the development of his logical thinking and the ability to express his thoughts in words. To solve a game problem, it is required to compare the features of objects, establish similarities and differences, generalize, and draw conclusions. Thus, the ability to make judgments, reasoning, the ability to apply their knowledge in different conditions develops. This becomes possible only if children there is specific knowledge about objects and phenomena that make up the content of the game.
Didactic game acts as one of the main factors in the development of the child.
Views didactic games.
Didactic games differ in educational content, cognitive activities children, game actions and rules, organization and relationships children, according to the role of the teacher in them. The listed signs are inherent in all games, however, in some games some signs stand out more clearly, in others - others.
Often didactic games relate to content learning: touch games perception, word games, games for acquaintance with nature and others.
Sometimes games are associated with material:
1. Games with objects (toys, natural materials, etc.) most accessible to children, since they are based on direct perception correspond to the child's desire to act with things and thus get to know them.
2. Board-printed games, as well as games with objects, are based on the principle of clarity, but in these games children are given not the object itself, but its image. As well didactic toy, desktop-printed the game good only when it requires independent work.
3. Word games are the most difficult, They are not related to direct perception of the subject... In them, children must operate with representations. These games have great importance for the development of the child's speech, since in them children learn to express independent judgments, draw conclusions and inferences, not relying on the judgments of others, notice logical errors... / L. V. Artemova, L. A. Abramyan /
Such a grouping is also possible didactic games: travel games, errands games, guess games, puzzle games, conversation games.
1. Travel games are always somewhat mysterious. This is what arouses interest and active participation in the development of the game, the enrichment of game actions, the desire to master the rules of the game and get result: to solve a problem, to learn something. The purpose of the travel game is to enhance the impression, to give the content a fabulous originality, to draw attention children for that that is nearby, but not noticed by them. Travel games develop attention, speech, observation, comprehension of game tasks, make it easier to overcome difficulties and achieve success.
2. Games-errands. They are based on actions with objects, toys, verbal assignments (to put together all objects of the same color, arrange objects in size, shape).
3. Guessing games. "What would be… ?" or "What would I do?" and etc. Didactic the content of the game lies in the fact that a task is set for the children and a situation is created that requires comprehension of the subsequent action. These games require the ability to correlate knowledge with circumstances, to establish causal relationships.
4. Puzzle games are used to test knowledge, skills, resourcefulness. The main feature of puzzle games is a logical task. The methods of constructing logical problems are different, but they all activate mental and speech activity child. Kids love puzzle games. The need to compare, remember, think, guess is a joy. Solving riddles develops the ability to analyze, generalize, forms the ability to reason, draw conclusions, inferences.
5. Conversation games (dialogues)... They are based on the communication of the teacher with children and children among themselves. Conversation game brings up the ability to listen to the teacher's questions, questions and answers children, skill focus attention to the content of the conversation, complement what was said, express judgment. All this characterizes an active search for a solution to the problem. /A. D. Saar, K. D. Sergeeva /
Didactic game as a game teaching method considered in two types: games - activities and didactic or autodidactic games... In the first case, the leading role belongs to the teacher who uses game techniques, creates a game situation, introduces elements of competition. Didactic game as an independent play activity is based and carried out only if children show interest in play, its rules and actions.
From understanding the meaning didactic games have the following requirements for him:
1. Each didactic game should give developmental exercises children and their upbringing.
2.In didactic the game must have an exciting task, the solution of which requires mental effort, overcoming some difficulties.
3. Didacticism the game should be combined with amusement, joke, humor. Passion for the game mobilizes activity, makes it easier to complete the task. / by S. L. Novoselova /
Thus, didactic game is a multifaceted, complex pedagogical phenomenon: it is also a play method teaching children, and the form learning, and independent play activities, and means speech development of the child
Structure didactic games.
From other types of play and exercise didactic the game is distinguished by a particular structure.
According to I.M. Kononova and K.D.Sergeeva, the game used for learning must contain first of all educational, didactic task. Playing, children solve this problem in an entertaining way, which is achieved by certain play actions. Required component didactic the game is its rules.
Let's take a closer look at the main components didactic game.
1. Didactic task... For selection didactic games need to know the level of preparedness pupils, since in the game they must operate with the already existing knowledge, ideas and skills. By defining didactic task, I mean what knowledge, ideas children must be assimilated, to be fixed, what mental operations in this regard should develop, what personality traits children can be formed by means of play(honesty, modesty, persistence in achieving the set goal, activity, which aspects of speech to develop. In each didactic game has its own educational task what makes one game different from another.
2. Game rules. The main goal of the rules of the game is to organize actions, behavior children... The rules can prohibit, allow, prescribe anything to children in the game, make the game entertaining and stressful.
The fact of creating an imaginary situation, from the point of view of development, can be viewed as a path to the development of abstract thinking, the related rule leads to the development of the child's actions, on the basis of which the separation of play and study, labor, which is encountered at school age, becomes possible. as with the basic fact.
Using didactic playing in pedagogical process, through its rules and actions at children correctness, benevolence, self-control are formed.
3. Game actions. Didactic game differs from play exercises the fact that the fulfillment of game rules in it is directed and controlled by game actions. The development of play actions depends on the teacher's invention. Game actions can be the most varied: hide, search, cover pictures with a chip, select pictures, answer questions, choose a driver, reward the winner.
Thus, any the game becomes a didactic game, if there are its main Components: didactic task, game rules, game actions, which are the main structural elements didactic game.
Didactic game at the same time is a form learning, most typical for small children... Its origins are in folk pedagogy, which has created many teaching games based on a combination of playing with a song, with movements. In nursery rhymes, play songs, in games"Ladushki", "White-sided Magpie", in games with her fingers, the mother draws the child's attention to the surrounding objects, names them. V didactic the game contains all the structural elements (parts characteristic of the game activity children: concept (task, content, game actions, rules, result. But they manifest themselves in a slightly different form and are due to a special role didactic games in the upbringing and teaching of children preschool age.
The game task is sometimes in the name itself games: "Let's find out what's in a wonderful bag", "Who lives in which house", etc. Interest in it, the desire to fulfill it is activated by game actions. The more varied and meaningful they are, the more interesting it is for children the game itself and the more successfully cognitive and game tasks are solved.
Game action children need to be taught... Only under this condition game acquires educational character and becomes meaningful. Education game actions are carried out through a trial move in the game, showing the action itself. V games for younger children game actions are the same for all participants.
When distributing children into groups or in the presence of roles, game actions are different.
The scope of game actions is also different. In the younger groups, these are most often one or two repetitive actions, in the older ones it is already five or six.
The rules of the game are determined by the task learning and the content of the game and, in turn, determine the nature and method of game actions, organize and direct behavior children, the relationship between them and educator... With the help of the rules, he forms children the ability to navigate in changing circumstances, the ability to restrain immediate desires, to show an emotional-volitional effort. As a result of this, the ability to control one's own actions develops, to correlate them with the actions of others. playing.
The rules of the game have teaching, organizing and disciplining nature. Educational rules help to reveal to children what and how they need make: they correlate with game actions, enhance their role, clarify the way of performing; organizers define order, sequence and relationships children at play; disciplining people warn about what and why not to do.
Educator must use the rules carefully, not overload the game with them, apply only the necessary ones. The introduction of many rules, their observance by children under duress leads to negative results... Excessive discipline reduces their interest in the game and even destroys it, and sometimes causes cunning tricks to avoid following the rules.
It happens that there is no need to remind about a rule or enter an additional one. It is enough to only slightly change the game actions and thereby correct the violation.
The rules of the game established educator are gradually assimilated by children. Focusing on them, they evaluate the correctness of their actions and the actions of their comrades, relationships in the game.
Result didactic games - an indicator of the level of achievement children in the assimilation of program material, in the development of mental activity, relationships, and not just a win received in any way.
Game tasks, actions, rules, the result of the game are interconnected, and the absence of at least one of these component parts violates its integrity, reduces educational impact.
The didactic game is a game for a child only. For an adult, she is a way of learning. In the didactic game, the assimilation of knowledge acts as by-effect... The purpose of didactic games and game teaching techniques is to facilitate the transition to educational tasks, to make it gradual.
The foregoing allows us to formulate the main functions of didactic games:
1) the function of forming a stable interest in learning and relieving stress associated with the process of adaptation of the child to the school regime;
2) the function of the formation of mental neoplasms;
3) the function of the formation of the actual educational activity;
4) the functions of the formation of general educational skills, skills of educational and independent work;
5) the function of the formation of skills of self-control and self-esteem;
6) the function of forming adequate relationships and mastering social roles.
So, didactic play is a complex, multifaceted phenomenon. In didactic games, not only the assimilation of educational knowledge, skills and abilities takes place, but also all mental processes of children, their emotional-volitional sphere, abilities and skills develop. The didactic game helps to make the educational material fascinating, to create a joyful working mood. Skillful use of didactic play in the educational process facilitates it, since play activity is familiar to the child. Through the game, the patterns of learning are quickly learned. Positive emotions facilitate the learning process.
Organizing and conducting a didactic game is a rather difficult task for a teacher.) E.V. Karpova Didactic games Yaroslavl, "Development Academy", 1997
The following basic conditions for conducting a didactic game can be distinguished:
The teacher has certain knowledge and skills regarding didactic games.
The expressiveness of the game. This ensures the interest of children, the desire to listen, to participate in the game.
The need to include the teacher in the game. He
is both a participant and a leader of the game. The teacher must ensure the progressive development of the game in accordance with the educational and educational tasks, but at the same time not exert pressure, play a secondary role, and imperceptibly for the children direct the game in the right direction.
It is necessary to optimally combine fun and learning. While playing the game, the teacher must constantly remember that he gives the children difficult educational tasks, and the form of their conduct turns them into a game - emotionality, ease, ease.
Means and methods that increase the emotional attitude of children to play should be viewed not as an end in itself, but as a path leading to
performing didactic tasks.
There should be an atmosphere of respect, mutual understanding, trust and empathy between the teacher and the children.
The visualization used in the didactic game should be simple and capacious.
Competent conduct of didactic games is ensured by a clear organization of didactic games. First of all, the teacher must realize and formulate the purpose of the game, answer the questions: what skills and abilities will the children learn in the process of playing, what moment of the game should special attention be paid to, what educational goals are pursued during the game? We must not forget that the educational process is behind the game. And the task of the teacher is to direct the child's efforts to study, to make the serious work of children entertaining and productive.
Next, you need to decide on the number of players. Different games have a different number of them. If possible, we should strive so that every child can participate in the game. Therefore, if some of the children carry out play activities, then the rest should play the role of controllers, judges, that is, they also take part in the game.
The next important step in organizing a didactic game is the selection of didactic materials and aids for the game. In addition, it is required to clearly plan the timing of the game. In particular, how to acquaint children with the rules of the game with the least amount of time. It is necessary to foresee what changes can be made to the game in order to increase the activity and interest of children, to take into account the possible occurrence of planned situations when conducting didactic games.
And, finally, it is important to think over the conclusion, summing up the results after the didactic game. The collective analysis of the game is essential. Both the speed and, most importantly, the quality of the performance of play actions by children should be assessed. It is imperative to pay attention to the manifestations of the behavior of children and the qualities of their personality in the game: how mutual assistance manifested itself in the game, persistence in achieving the goal. Constantly demonstrate to the children their accomplishments.
It is important to think over the phased distribution of games and game moments in the lesson. At the beginning of the lesson, the goal of the game is to organize and interest children, to stimulate their activity. In the middle of the lesson, the didactic game should solve the problem of mastering the topic; at the end of the lesson, the game can be exploratory in nature. At any stage of the lesson, the game should meet the following requirements: be interesting, accessible, include different types of children's activities. The game, therefore, can be carried out at any stage of the lesson. It is also used in different types of lessons. So, in the lesson of explaining new material in the game, practical actions of children with groups of objects or drawings should be programmed. In the lessons of reinforcing the material, games are used to reproduce the properties of actions and computational examples. In the system of lessons on the topic, it is important to choose games for different types of activities: performing, reproductive, transforming, search.
Didactic play is part of a holistic pedagogical process, combined and interconnected with other forms of education and upbringing.
Requirements for conducting educational and didactic games.
The first requirement for educational and didactic games conducted with preschool children is that they develop cognitive interests. From this point of view, games that meet the following requirements are most useful for a child:
Ability to arouse immediate interest in children;
Providing children with the opportunity to show their abilities;
Involving the child in competition with other people;
Providing independence in the search for knowledge, in the formation of skills and abilities;
Accessibility for the child in the game of sources of new knowledge, abilities and skills;
Receiving well-deserved rewards for success, and not so much for winning the game in itself, but for demonstrating new knowledge, skills and abilities in it.
Didactic games are aimed at solving specific problems in teaching children, but, at the same time, an educational and developmental influence of play appears in them. Educational and educational value lies in the content of the plot - the theme of the game, in arousing interest in certain aspects of the object of study reflected in the game. The cognitive content of the game does not lie "on the surface": it needs to be found, obtained - to make a discovery and as a result to learn something.
The use of didactic games as a means of preparing older preschoolers for schooling is determined by a number of reasons:
1) play activity as a leading one in preschool childhood has not yet lost its significance at primary school age [ "... Vygotsky L.S. Play and its role in the mental development of a child // Vopr. Psychol. 1966. N 6. P. 62-76]
], therefore, reliance on play activity, play forms and techniques is the most adequate way of involving children in educational work;
2) the development of educational activities, the inclusion of children in it is slow;
3) there are age-related characteristics of children associated with insufficient stability and voluntary attention, predominantly voluntary development of memory, the predominance of a visual-figurative type of thinking. Didactic games contribute to the development of mental processes in children;
4) cognitive motivation is insufficiently formed. The motive and content of educational activities do not correspond to each other. There are significant difficulties in adaptation when entering school. The didactic game largely contributes to overcoming these difficulties.
Didactic play has a certain structure, which characterizes play as a form of learning and play activity. The following structural components of the didactic game are distinguished:
1) a didactic task;
2) game actions;
3) the rules of the game;
4) the result.
The didactic task is determined by the goal of teaching and educational impact. It is formed by the teacher and displays him
educational activities. So, for example, in a number of didactic games, in accordance with the tasks of educational activity, the ability to compose words from letters is consolidated, and the skills of counting are practiced.
The game task is carried out by children. A didactic task in a didactic game is realized through a game task. It determines play actions, becomes the task of the child himself.
Game actions are the basis of the game. The more varied the game actions, the more interesting the game itself is for children and the more successfully cognitive and game tasks are solved.
With the help of didactic games, the teacher teaches children to think independently, to use the knowledge gained in various conditions in accordance with the task. Many didactic games challenge children to rationally use existing knowledge in mental operations: find characteristic features in objects and phenomena of the surrounding world; compare, group, classify objects according to certain criteria, draw correct conclusions, generalizations. The activity of children's thinking, manifested in didactic games, is the main prerequisite for a conscious attitude to the acquisition of solid, deep knowledge.
In various didactic games, the tasks of cognitive development are solved. For example, in the games "Who will collect the blocks faster?", "What's superfluous?"
In different games, game actions are different in their direction and in relation to the players. These are, for example, role-playing actions, guessing riddles, spatial transformations, etc. They are related to the game intent and proceed from it. Playful actions are means of realizing a game design, but they also include actions aimed at performing certain mental operations.
Game activity affects the formation of the arbitrariness of psychological processes. So, in play, children begin to develop voluntary attention and involuntary memory. In conditions of play, children concentrate better and remember more than in laboratory conditions. The game situation and actions in it have a constant impact on the development of the mental activity of a preschool child. In play, the child learns to act with a subject substitute. He gives the deputy a new game name and acts with him in accordance with the name.
Thus, play to a large extent contributes to the fact that the child gradually moves to thinking in terms of ideas, and the development of thinking in preschool age is the main factor in the formation of readiness to learn at school.
In play, the child learns to replace objects with other objects, to take on various roles. This ability forms the basis for the development of imagination, which also contributes to the psychological readiness of the child to study at school.
Play has a very big influence on the development of speech. The need to communicate with peers stimulates the development of reflex thinking. In the development of the thinking of the older preschooler, speech begins to play an increasing role. Therefore, among the games addressed to this age, there are many purely verbal. Some of them are specifically aimed at the development of logical thinking, which is intensively formed by the end of preschool childhood. Play as a leading activity is of particular importance for the development of reflexive thinking. The game leads to the development of reflection, since in the game there is a real opportunity to control how the action is performed, which is part of the communication process.
It is necessary to give the child the opportunity to show imagination and initiative in the game, to be active and independent. We must not forget that the child will be able to achieve more in life, and his education at school will be more successful if the created conditions develop in him self-confidence, in his abilities. And the most independent child of preschool age in the game - he chooses what he will play, acts in accordance with the plan and his imagination. The creative nature of the game contains its educational value.
Conclusion
The main problem at the beginning of preschoolers' education is their insufficient motivational readiness to learn, which, in turn, is expressed in the absence of a stable interest in learning. If in some way it is possible to ensure the child's direct interest in learning, then it and development are going normally. Overcoming the difficulties of the motivational plan can only be made by making learning an interesting activity for the child, that is, by conducting it in the form of special educational and didactic games designed for the child's hobbies and learning, by awakening interest in the acquired knowledge, skills and abilities [Usova A.P. Teaching in kindergarten 3rd ed., Rev. - M .: Education, 1981. - 176 s].
The most important thing for the development of the personality of the older preschooler, and later the future schoolchild, is play. However, its leading role is determined not by how much time is allotted to it as an activity, but by the invaluable value that it has for mental development, since it is in play that the most important changes in the child's psyche take place, the foundation of his relationship with the outside world is laid, preparation for the transition is carried out. baby to a new stage, to a more complex leading activity - learning.
Thus, we can conclude that each didactic game should provide exercises that are useful for the mental development of children and their upbringing. In a didactic game, there must be a fascinating task, the solution of which requires mental effort, overcoming some difficulties. Didactism in the game should be combined with amusement, joke, humor. Passion for the game mobilizes mental activity, makes it easier to complete the task.
Among didactic games, there are games in the proper sense of the word and games-activities, games-exercises. A didactic game is characterized by the presence of a game concept or game task. Rules are an essential element of the didactic game. Compliance with the rules ensures the implementation of the game content. The presence of rules helps to carry out game actions and solve the game problem. Thus, the child learns unintentionally in play.
By the nature of the material used, didactic games are conventionally divided into games with objects, board games and word games.
The structure of a didactic game, its tasks, game rules, and game actions objectively contain the possibility of developing many qualities of cognitive activity. Thus, we can conclude that didactic play is of great importance in the development of the cognitive, motivational and emotional sphere of older preschool children, since it is play activity that contributes to the development of arbitrary behavior and such cognitive processes as memory, thinking and speech, attention, imagination. necessary for successful schooling.
Didactic games are a type of training sessions organized in the form of educational games that implement a number of principles of play, active learning and are distinguished by the presence of rules, a fixed structure of play activity and an assessment system. Didactic games are specially created by teachers for teaching children. This is one of the methods of active teaching of preschoolers and primary school students, and it is not accidental. The child will not sit and listen to a boring lecture or report, he will not remember anything, because he is not interested in it. The child loves to play. Therefore, pedagogy has combined business with pleasure, playing didactic games, the child learns without knowing it. He is interested. He remembers. Many didactic games for absolutely different topics we offer educators and teachers primary grades, as well as to parents on the 7guru website.
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 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 only gives good results when combined 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 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, to public life, To heroic deeds people, children have their first dreams of future profession, the desire to imitate your 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.
Object of research: Game activity of preschool children.
Research subject: Didactic play as a means of teaching preschoolers.
Purpose: To determine the role of didactic games in teaching older preschool children.
1. Explore psychological characteristics games for 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 foundations of 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 "play" in general has some difference among different peoples. 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 still have no satisfactory explanation. different forms games.
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. Historical development the game is not repeated. In ontogenesis, role-playing is the first chronologically, serving as the main source of the formation of a child's social consciousness in preschool age.
Thus, childhood is inseparable from play. The more childhood 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 different pedagogical systems ah, the game was given a different role, but there is not a single system in which, to one degree or another, a place would not be assigned to the game.
A wide variety of functions are attributed to play, both purely educational and educational, therefore, it becomes necessary to more accurately determine the influence of play on the development of a child and find its place in the general system of educational work of institutions for children.
It is necessary to more accurately determine those aspects of the child's mental development and personality formation, which mainly develop in 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, no social functions, no 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 issue of psychological mechanism games. 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 their basis, on the influence that the game has on mental development 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 the railway, preschoolers depict not only the outer side of the puffing and whistling of a steam locomotive, the movement of pistons, etc., but also the relationship between the driver, conductor, passengers, etc.
The fulfillment of a certain role is of great importance in creative play. Unlike a young child, who remains himself in his games, a 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 old, the creative story game reaches more high degree 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 various types of 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;
· A single game is the activity of one player in the system of simulation models with direct 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 group play three or more competitors 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 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 - very important factor 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 role-playing games are combined with games with rules, so that they use different options role 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 their main feature - an 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 by 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. 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 education of children, which has developed in folk pedagogy, was developed in the works of scientists and in practical activities 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 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 internationally known system didactic games, authored by Maria Montessori. 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 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.
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.
V 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.
With the help of verbal games, children are brought up 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 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 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. 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 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 much detailed explanations, 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.
Didactic play as one of the forms of teaching is carried out during the time that is allocated to the class. Play can alternate with activities when it is necessary to strengthen independent activity children, organize the application of the learned in play activities, 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 of the older group involve the cooperation of children, joint choice pictures, toys, routes, their comparison, discussion of the features of the subject, ways 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.
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.
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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: Construction 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
Game "Road signs"
Purpose: To teach children to navigate by road signs, to follow the rules of the road. 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
For children in kindergarten and primary school to develop and learn something new easily and naturally, a wonderful method called "didactic game" was invented.
This method is truly a godsend for good educators and teachers, and what is its essence and why it is so valuable, we will tell in more detail below.
What is a didactic game: essence and application
Everyone knows that most children love to play and learn well by playing. Remember for yourself how with rapture you played in the kindergarten "hospital" or "store". In the process of such games, new knowledge and social roles were assimilated very easily. Smart educators, keeping this feature in mind, add elements of play to the process of basic learning. This is how didactic games appear.
A didactic game is a type of educational activity in the form of an educational game that implements the principles of active learning. The didactic game has certain rules, its own structure and system of assessing children. It involves a collective learning activity, when individual students or groups of students are busy looking for a solution study question or solving the problem posed by the teacher.
As an example, consider the following type of activity that teachers of different subjects use. The teacher divides the class into groups-teams that come together at their tables. The teacher prepares a script for the lesson, comes up with contests and assignments of varying complexity. Teams, participating in these competitions and completing tasks, compete with each other, receive points, points, at the end of the lesson the winner is announced. During the lesson, children actively perceive new material, since it is presented in a non-standard form. It is also important for the teacher to make reinforcing moments to repeat the most important information so that the students learn it better.
Signs and types of didactic games
Among the signs of such games, the following can be distinguished as the main ones:
- Availability game situation;
- the game is formalized: there are clear rules, a rating system, and a procedure for actions;
- there is no decision chain in such a game.
The following types of games are most popular: game design, analysis specific situation, gaming technology training, etc. Each educator and teacher can also come up with their own type of didactic game, the main thing is that the game is good in practice.
