Play activities take an important place in the life of a younger student. This age is characterized by emotionality and excitability, curiosity and activity, the desire for activity and independence.

An interesting work of thought evokes a feeling of satisfaction, and at the same time - the desire, by all means, to bring the work to the end. Positive emotions are constructive. Boredom is also an emotion, but it does not enrich mental activity, but suppresses it.

Therefore, in math class, I build the game so that students develop cognitive interest. There are many ways to develop cognitive interest.

Stable cognitive interest I shape through play. Of all the existing variety of different types of games, it is didactic games that are closely related to the educational process.

A didactic game (educational game) is an activity in which children learn. It is a means of expanding, deepening and consolidating knowledge. In addition, didactic play expands various intellectual qualities: attention, memory, especially visual memory, the ability to find dependencies and patterns, classify and systematize material; the ability to combine, that is, the ability to create new combinations of existing elements, objects; the ability to find mistakes and shortcomings; spatial representation and imagination; the ability to foresee the results of their actions. The game can be individual and group.

Before organizing the game, I associate it with a specific topic of the lesson. I think in advance about its place in the structure of the lesson, determine the form of its implementation, prepare the material necessary for the game. I plan a sequential transition from lessons saturated with game situations to lessons where the game is a reward for work in the lesson or I use it to activate attention: funny jokes - minutes, games - travel.

I get to know the game as follows:

I read the title;

I acquaint children with objects (materials) with which they will have to deal during the game;

I create an appropriate psychological mood in children, which will help to listen carefully to the rules of the game;

I formulate the rules of the game clearly, concisely and clearly;

During the game, I control that the rules are respected;

Evaluating the game (If the game was of a collective nature, then the evaluation takes place with the participation of all players.)

I will cite several didactic games as examples.

To enhance attention and organize children for work, I use jokes - minutes.

There are 6 sparrows sitting in the garden bed, 4 more sparrows have come to them. The cat crept up and grabbed one sparrow. How many sparrows are left in the garden? (Not at all, since the rest of the sparrows flew away.)

There is an oak tree in the field. There are 3 branches on an oak tree. Each branch has 3 apples. How many apples are there? (Not at all.)

The game "Line up correctly".

I play this game in the first grade at the reinforcement lesson on the topic “Numbers from 1 to 10”.

Didactic tasks. Counting up to 10 and consolidation of ideas about the place of a number in a row of natural numbers.

Rules and game actions. 10 students take part in the game. I give out cards to the children, on which the numbers indicate the numbers from 1 to 10. Students, on my command, are rearranged in accordance with the assignments.

For example: “Construct a series of numbers from 6 to 10”. “Line up the numbers from 3 to 7”. “Go forward to the number 4. To the right of it there should be a number that is 1 unit greater than it. To the left of it there should be a number less than it by 1 unit ”and so on. After the game, I praise those students who quickly and accurately completed the commands.

Game "Do as I say."

I use this game in the first grade when studying the topic: “Spatial representations. Mutual arrangement of objects in space ”.

Didactic tasks. Development of skills to identify and distinguish geometric shapes. Anchoring spatial representations: top, bottom, left, right.

Rules and game actions. I divide the class into three teams (by rows).

Option 1. In front of each student I put a rectangular sheet and various geometric shapes cut out of cardboard (square, triangle, circle, rectangle). To conduct a collective game, I use a magnetic board, a set consisting of the same geometric shapes, but bigger size... I tell the students: "Put a circle in the middle of the sheet, a square to the left of it, a triangle to the right of the circle, a rectangle above the circle, and a quadrangle under it."

The winner is the team in which no student makes more than one mistake when placing figures.

Option 2. I show in advance on the board in a certain order geometric shapes different in shape (square, circle, rectangle, triangle and quadrilateral) and in color; at the same time, I ask students to determine the type of figure located to the left of the square, to the right of the circle, to the left of the circle, etc.

Game "Knots for memory".

I use this game in the second grade when studying the topic: "Multiplication of the number 9".

Didactic task. To consolidate the tabular techniques of multiplying the number 9, to form computational skills, to promote the development of memory.

Rules and game actions. When multiplied by 9, the fingers can serve as a counting device. To do this, I ask you to put both hands on the desk. Consider an example: “Suppose you want to multiply 2 by 9. From left to right, find 2 fingers and bend it. Then to the left of the bent finger, 1 finger will be straightened, it will denote tens. To the right of the bent finger, 8 fingers will be straightened, they mean 8 units. Add 1 tens and 8 units, get 28. The fingers themselves showed this number "

Game: "What has changed?"

I play this game in the second grade when studying the topic: "Counting to 20".

Didactic task. Form skills to quickly and correctly add single and double-digit numbers.

Rules and game actions. I divide the class into 3 teams (by rows). For each row I pass a sheet of paper with an arbitrary number written on it: for example, for the first row - the number 7, for the second - 4, for the third - 5. Each of the students sitting first in their row must add 1 to the written number, the second -2, third - 3, etc. In the first row, you get the following combination of numbers: 7 + 1 = 8; 8 + 2 = 10; 10 + 3 = 13; 13 + 4 = 17, etc. The winner is the team that will do the job the fastest and do the job correctly.

Didactic games contribute to the development of cognitive processes, thinking, memory, imagination, attention becomes more focused and stable. Children become more observant, quick-witted and inquisitive. The skills to work independently, to exercise control, to coordinate their actions are beginning to form.

Teaching Experience Information Card

Ishmuratova Albina Rishatovna

Municipal preschool autonomous institution " Kindergarten No. 18 "Nest" of the combined type of Orsk ", tel: 230072

Born in 1983

Education - secondary specialized, Pedagogical College of Orsk 2015

Experience pedagogical work- 3 years

TITLE OF WORK: "Development of cognitive abilities in children preschool age through didactic games "

PURPOSE: generalization of pedagogical experience is intended for preschool educational institutions teachers, parents, students of universities and colleges

PURPOSE: to show the effectiveness of didactic games and exercises in the development of cognitive abilities of preschool children

MATERIAL: Didactic panel "Seasons", didactic manual"Dry finger pool", finger trainer "Matryoshka - fasteners"; didactic games: "Colored Peas", "Geometric Lotto", "Funny Clothespins", "Wonderful Bag", "Washing Machines", " Flower meadow», « 3D pictures"," Pick by color "," Pick by color, shape and size "," Magic rubber bands "," Magic square "," Mathematical apples "," Mathematical puzzles "," Composition of numbers "," Trimino "," Pentamino " ,

Children are inquisitive explorers of the world around them. This feature is inherent in them from birth. The formation of cognitive interest in preschoolers is one of the most important tasks of teaching a child in kindergarten.

Cognitive activity manifests itself from birth and develops intensively throughout preschool childhood and continues to develop further practically throughout life. However, preschool childhood is a very important period. It was at this time that the foundation was laid for all further knowledge of the world.

Cognitive interest is an important component of cognitive activity. The more the child accumulates knowledge and experience, the stronger the interest.

Cognitive development is separated into a separate educational area in the Federal State Educational Standard for Preschool Education. This document regulates the educational activities of a preschool educational organization and allows us to consider in a different way the issues of the cognitive development of preschoolers.

One of the ways to develop cognitive abilities is didactic games. They are both a play method of teaching preschool children, and a form of learning, and independent play activity, and a means comprehensive education the personality of the child. The basis of didactic games and exercises is the organic relationship of activity and interesting assimilation of knowledge.

Theoretical substantiation of the experience

I started with the collection and analysis of this problem, studied the research of scientists, pedagogical literature on the cognitive development of preschoolers.

The problem of the development of cognitive activity and cognitive abilities of preschool children is one of the most urgent in theory and practice. preschool education, since activity is a prerequisite for the formation of the mental qualities of children, independence and initiative. The formation of cognitive abilities should begin precisely from preschool age, since they actively interact with the system of value orientations, with the purpose and results of activity, reflect the intellect, will, feelings of personality, and are also a necessary condition for the readiness of children to study at school. The development of children's cognitive abilities, as well as the formation of figurative forms of cognition is the main line mental development preschoolers. Psychologists (Vygotsky L.S., Zaporozhets A.V., Elkonin D.B., Poddyakov N.N.) argue that it is in preschool age that mental development occurs especially rapidly, the pace of which gradually slows down. That is why you should make the most of potential opportunities children for the development of cognitive abilities.

D.B. Elkonin emphasized that play is a complex psychological phenomenon that has the effect of a general mental development... According to KD Ushinsky, the child “lives” in play and the traces of this life remain deeper in him than the traces of real life. In the game, the child learns to subordinate his behavior to the rules of the game, learns the rules for communicating with people, develops his mental abilities and cognitive interests, which are especially important for successful learning at school. Playing for a child is a serious business.

The problem of cognitive development is recognized as a priority and is of paramount importance in the development of the child.

Relevance of the topic of generalization of pedagogical experience

Didactic games and exercises are widely used by teachers as a means of developing cognitive abilities. They contribute to the expansion of ideas, consolidation and application of knowledge gained in the classroom, as well as in the direct experience of children.

Didactic games and exercises make the learning process easier, more entertaining: one or another mental task contained in the game is solved in the course of an activity that is accessible and attractive to children. A didactic game is created for the purpose of teaching and the formation of cognitive abilities. And the more it retains the signs of play, the more it brings children joy.

The practical significance of the topic of generalization of pedagogical experience

The teacher's use of didactic games and exercises in the development of cognitive abilities contributes to:

Acquisition of new knowledge, their generalization and consolidation;

The assimilation of socially developed means and methods of mental activity;

Provides dismemberment of complex phenomena into simple ones and generalization of single ones;

Implementation of analytical and synthetic activities;

Is of great benefit in teaching children to apply existing knowledge in new conditions

The novelty of the topic of generalization of pedagogical experience

The purpose of the teacher's activity is not only to form the child's ability to navigate in various properties of objects with the help of didactic games and exercises. The use of didactic games and exercises helps children develop primary volitional character traits in the process of mastering purposeful actions with objects: the ability not to be distracted from the task at hand, bring it to completion, strive to obtain a positive result, etc.

So, the goal of a child's cognitive development is to form his cognitive abilities.

Technology for solving problems of cognitive development of children

The leading tasks are the following:

Creation of conditions for the free choice of activities by children, participants joint activities;

Support for the spontaneous play of children, its enrichment, provision of play time and space

Tasks are solved in the joint activities of an adult and children, independent activities, in the framework of direct educational activities and during regime moments.

I carry out cognitive development through different forms:

Directly educational activities

Experimenting

Observation

Artistic creation

Didactic games and exercises

For the successful organization of cognitive development in the group, a subject-developing environment has been created. Didactic games and a card index of didactic exercises have been created.

1. Compliance with the age characteristics of children

2. Consistency. It presupposes a system of games that is consistently developing and becoming more complex in content, didactic tasks, game actions and rules.

3. Repetition. What is easy and simple for an adult or schoolchildren causes significant difficulties in preschool children.

4. Visibility in play is primarily represented in the objects that children play and which constitute the material center of the game, in pictures depicting objects, actions with them and clearly highlighting the purpose, main features of objects, properties of their materials.

5. The word of the educator. Verbal messages to children, explanations, short plot stories that reveal the content of the game and the behavior of the characters, figurative explanations of game actions, questions to children - all this constitutes the content of mental education and reveals play as a form of learning

6. The selection and thought out of the program content by the educator, a clear definition of didactic tasks, the definition and place of the role of play in the system of education and training, the relationship and interaction of play with other forms of education

7. The time of the games should not exceed:

For children of younger preschool age 5-10 minutes

For children of middle preschool age 15-20 minutes

For older preschool children 25-30 minutes

Working with parents

Cognitive development activities would not have such positive results without active interaction with parents. A partnership has developed between the teacher and the parents. Parents are active participants in the educational process: they play games, joint walks, classes, participate in holidays and entertainment. Purposeful work on cognitive development was carried out with parents:

Parents' meetings: "Development of cognitive abilities through didactic games", "Raise curiosity", "Development of curiosity in preschool children"

Consultations for parents "Games at home", "Learning by playing" ...

Exhibition of literature, games, manuals

YOUNGER AGE

Didactic panel made of felt"Seasons, aimed at the development of the speech of children, familiarization with the world around and the main phenomena in nature (snow, rain, leaf fall, the formation of the concepts of vegetables and fruits); development of fine motor skills of hands

Finger trainer"Matryoshka - clasps" aimed at the formation of fine motor skills

Didactic game"Colored peas", is aimed at fixing the primary colors, at the development of fine motor skills, at the ability to group by color, to correlate the color of an object with a stand.

Children are invited to arrange peas in houses, in accordance with their color

Didactic game"Funny clothespins" aimed at: the development of motor skills of the fingers through action with other objects; development of the ability to distinguish and name colors; development of tactile sensations; development of visual perception and attention.

Children are invited to find ears lost by a bunny, petals lost by a chamomile, etc ... During the game, the teacher encourages children to name the color of the selected clothespins, to compare / indicate differences; classified with the words "such" - "not like that."

Didactic game"Washing machines", aimed at developing the ability to distinguish and name colors; development of tactile sensations; the ability to correlate subject and color; development of visual perception and attention.

Children are encouraged to put their clothes in “washing machines” according to the colors. When choosing clothes, the teacher encourages the child to verbalize the chosen color.

Didactic game"Flower meadow", aimed at consolidating the ability to group objects by color; fixing the account; development of fine motor skills.

Children are encouraged to plant a butterfly on a flower of the corresponding color

Didactic game with colored covers"Three-dimensional pictures", contribute to the development of fine motor skills of the hands; give an idea of ​​the size, learn to navigate in colors, solve logical problems, develop attention, imagination, creativity.

Children are encouraged to lay out a pattern of lids different colors according to the scheme on the card

Didactic game"Wonderful bag" aimed at improving tactile sensations and perception.

The children are asked to take turns to identify the toy by touching it in the "miraculous" bag, then they check themselves, taking it out and showing it to other children. Then continue the task.

Didactic game "Pick by color ", is aimed at developing the ability to distinguish and name the main colors (red, yellow, green, blue, orange); development of motor skills of the fingers through actions with objects; learning to group objects according to a certain criterion; development of speech.

Children are invited to lay out the presented cards in accordance with the color, name the depicted object and its color. The game can take place both individually and in group lessons

Didactic game"Choose by color, shape and size», aimed at developing the logical and creative thinking of children; the formation of the ability of children to make a pattern, focusing on size, color and shape; consolidation of knowledge of geometric shapes

Children are invited to choose geometric shapes that are suitable in color, size and shape

Didactic guide"Dry finger pool», aimed at the development of fine motor skills, tactile sensations

The child is invited to close his eyes, the teacher places toys in the corners of the "pool", the child's task is to guess the toy (or object)

Didactic game "Geometric Lotto" is aimed at consolidating the ability of children to distinguish geometric shapes, colors, using the scheme, to compose figures of objects and animals, to navigate in the space of the play sheet

The child is invited to lay out the pattern according to the schemes

Didactic game "Magic rubber bands», Is aimed at the development of fine motor skills of the child's hands; consolidation of basic colors and knowledge of various types of geometric shapes, lines.

Didactic game "Magic square" aims to consolidate the knowledge of geometric shapes and the ability to distinguish and name colors

Invite children to name geometric shapes and indicate what color they are

OLDER AGE

Didactic game"Composition of the number" aimed at improving knowledge about the composition of the studied numbers; the formation of the ability to represent numbers as the sum of two terms (based on clarity).

The child is invited to attach a trailer with suitable numbers to the train with a certain number

Didactic game "Mathematical flowers" aims to consolidate the composition of the number

Didactic game "Trimino" aimed at developing logical thinking, attention.

Purpose of the game

Each player tries to be the first to place all the chips he has on the table

so that at least two corners of each piece coincide

Didactic game "Pentamino" aimed at developing logical thinking; fine motor skills of hands

The child is invited to assemble the figures of an animal and numbers from the figures. But main task the game is the addition of a rectangle from all the shapes. But the figures should not overlap each other and not form voids.

Didactic game "Mathematical apples" is aimed at consolidating the skills of counting within ten.

The child is invited to pick up a clothespin with the right number to the apple with a certain number of seeds. In the process of completing the task, the numerical memory is actively trained

Didactic game"Math puzzles" aims to consolidate counting skills within ten

The child is asked to correlate the card with the objects depicted on it with a certain number. Each number has 8 cards

CARD ROOM OF DIDACTIC GAMES

younger age

"What is it made of?" Didactic task: Teach children to group objects according to the material from which they are made (metal, rubber, glass, wood, plastic); to activate the children's vocabulary; to educate observation, attention, the ability to clearly follow the rules of the game. Game rule: Items can only be placed on a tray made of the same material. Course of the game: The teacher conducts short conversation before the start of the game, clarifies the knowledge of children that all objects are made of different materials; remember what materials they know, as well as things made from them. The rules of the game: You need to feel, find out what the object is made of, and talk about it. Complication: Walk around the room, find items made of different materials and place them on a tray that is made of the same material.

"What to whom" Didactic task: To teach to correlate the tools of labor with the profession of people; to foster interest in the work of adults, the desire to help them, to take on the roles of people of different professions in creative games. Game rule: Name the profession in accordance with the objects of labor. Recall where such a worker was seen. The course of the game: On the table are prepared objects for the labor of people of different professions - toys. The child takes an object and names it, the rest of the children name who needs what for work (a hammer is needed for a carpenter, carpenter). If there are several tools for one profession, the educator invites the children to find them. Complication: Children are divided into teams: one names the tools, and the other - the profession.

"Make no mistake" Didactic task: Clarify, consolidate children's knowledge about different types sports; foster a desire to go in for sports, develop resourcefulness, ingenuity, attention. Game rule: The winner is the one who was the first to put together a picture (of six parts) about one sport. Game progress: The teacher has cards depicting various sports: football, hockey, volleyball, gymnastics, rowing. The game is played like cut pictures, but they are cut differently - in the middle there is a picture with an athlete. It is necessary for the athlete to select everything necessary for the game. According to this principle, you can conduct a game in which children will select tools for different professions.

"Where can I buy it" Didactic task: To consolidate the knowledge of children that different goods are sold in different stores: grocery, manufactured goods, books; teaches children to distinguish between shops by their purpose, to navigate in the environment; foster a desire to help parents, make simple purchases. Game rule: Match items to store names on large cards. The game is played according to the lotto principle Course of the game: Children are given small pictures, each child tells where in which store it can be bought. Put the card on the big card (shop)

"Does it happen or not?" Didactic task: Develop logical thinking, the ability to notice inconsistencies in judgments. Game rule: Whoever notices the fable must prove why this does not happen. Game progress: Now I'm going to tell you something. In my story, you should notice something that does not happen. Whoever notices, let him, after I finish, say why this cannot be. “In the summer, when the sun was shining brightly, the guys and I went for a walk. We made a slide of snow and began sledding from it " Children invent stories themselves.

"Learn by description" Didactic task: Encourage children to consider objects, remember the qualities of those objects that the child is in this moment does not see. Game rule: Guesses the one to whom the driver points with the arrow. Game progress: The teacher says: Granny sent Natasha a gift. Natasha looks: in the basket lies a round, smooth, green, and on one side of the side is red, bite it off - delicious, juicy. Grows on a tree. “I forgot what it’s called,” thought Natasha. Children, who will help her remember the name of what her grandmother sent her? (an arrow indicates who will answer) The educator can lead such conversations-riddles about different objects and phenomena.

"What season?" Didactic task: To teach children to correlate the description of nature in poetry or prose with a certain time of the year; develop auditory attention, quick thinking. Game rule: You can only show the card after the children have correctly named the seasons. Course of the game: The teacher has short texts written on cards about different seasons. The texts are mixed. The teacher asks: "Who knows when this happens?"

"Name it in one word" Didactic task: Game rule: To name three subjects in one word, whoever is wrong pays fant. Game progress: The teacher explains the rules of the game: I will name the words, and you will name everything in one word: table, chair, sofa, bed - furniture spoon, saucepan, plate - dishes bus, route taxi, truck - transport raspberries, strawberries, blueberries- berries rose, chamomile, cornflower - flowers

"What if ...?" Didactic task: To draw the attention of children to the fact that things, "smart machines", serve a person. A person should treat them with care, as friends and assistants. Game rule: Listen to the teacher's question and answer it. Game progress: The teacher invites you to listen to an excerpt of the poem by K.I. Chukovsky "Fedorino grief" Why did all things run away, galloped away from Fedora? (did not take care of things, did not look after them). Now let's play a game. Let's make riddles about attitudes towards things. I'll start. “What would happen if the children scattered all the toys, broke them? And what would happen if the children took care of the toys, treated them well, did not throw them in the corners, but put them away after playing in their places? (the boots were not removed, they put the dishes on the windowsill and a strong wind blew) Children themselves come up with riddles.

“So with us. And how are you?" Didactic task: Explain to the children that evening time is the time after work, when adults return from work and children from kindergarten. This is the time when the whole family gets together at home. Teach children to enjoy participation in family affairs, conversations, games. Build good feelings for family members Game rule: Describe how the evening goes with the family. Course of the game: The teacher offers to tell the children what happens in the evening at their home. The teacher tells the first.

"What can he do?" Didactic task: Game rule: The presenter names the object. (An object can be shown, named, or made up with a riddle.) Game progress: Q: TV. Q: What can a ball do? Q: What can a traffic light do? Q: What can a plant do? Q: What can an elephant do? Q: What can rain? Q: What can rain? Q: What can paint? Q: What can an artist do?

"Earlier - later" Didactic task: Develop logical thinking, the ability to notice inconsistencies in judgments Game rule: The presenter names a situation, and the children say what happened before, or what will happen after. Can be accompanied by a show (simulation of the action). Game progress Q: We are now with you for a walk. What happened before we went out for a walk? Q: You have come to an intersection. What will you do next to cross the road? Q: Today you live in a large multi-storey building. What happened before? Has this house always been here? Q: What part of the day is it now? Q: What happened before? Q: And before? Q: And even earlier? Q: What day of the week is it today? Q: What day of the week was yesterday? Q: What day of the week will it be tomorrow? And the day after tomorrow? ...

"Where does he live?" Didactic task: Consolidate children's knowledge about the habitat of animals, fantastic heroes Game rule: The presenter names the objects of the surrounding world. Children name the habitat of living objects and the location of real and fantastic objects. Game progress: Q: Where does the bear live? Q: Where does the dog live? Q: Where does chamomile live? Q: Where does the nail live? Q: Where do polite words live? Q: What does it mean good man? This game can be used as Organizing time at the beginning of the lesson - conversations. Q: Where does joy live? Q: Where does evil live? Q: In what words does the letter "A" live? Q: Where does the word live? Q: In which objects of our group does the rectangle live? Q: Where does the sad melody live?

"Good bad" Didactic task: Teach children to highlight positive and negative sides in objects and objects of the world around them. Game rule: Leading is any object that has positive and negative properties. Game progress: Q: Eating candy is good. Why? Q: Eating candy is bad. Why? That is, questions are asked according to the principle: "something is good - why?", "Something is bad - why?". Q: Man invented fire. Fire is good, why? Q: Fire is bad. Why? Q: Leaves are good? Q: Leaves underfoot are bad. Why? Q: Is this moving, rhythmic music good for what? Q: What's wrong with upbeat, rhythmic music?

"One, two, three ... run to me!" Didactic task: Exercise children in classifying objects Game rule: The presenter distributes pictures with the image to all the players various objects... Children get up at the other end of the hall and, according to a certain instruction of the teacher, run up to him. The educator or the leading child then analyzes whether the player was mistaken, highlighting any properties of the system. Game progress: Q: "One, two, three, everyone who has wings, run to me!" Q: "One, two, three, everyone who lives in the field, run to me! Q: "One, two, three, those who can sing, run to me!" Q: "One, two, three, everyone who was small before, run to me!" Children with the image of a man, bird, flower, wind run up to the presenter ... Children with the image of a tractor, earth, sand do not run up ... Q: "One, two, three, everyone who has leaflets Q: "One, two, three, everyone who has furniture, dishes ... run to me!"

"What it looks like" Didactic task: Development of associativity of thinking, teaching children to compare various systems. Game rule: The leader names the object, and the children name objects similar to him (by sound, smell, color, size, shape, material) .. Game progress: Q: What does a lampshade look like? Q: What does a smile look like? Q: Ladle. Q: What does rain look like? Q: What kind of shower is there? Q: What does a box of colored pencils look like? Q: What does a brush look like? Q: What is a traffic light like? Q: What does a needle look like? Q: What is the "R" sound like? Q: What does a waltz melody look like?

"Teremok" Didactic task: Learn to highlight the properties of things, find common and different. Game rule: Children are given various object pictures. The presenter is sitting in the "house". Everyone who comes to the "teremok" will be able to get there only if he says how his object is similar to that of the presenter or differs from it. The key words are the words: "Knock - knock. Who lives in the little house?" Game progress .: Option 1 The host chose a car. D: Knock knock. Who lives in the house? Q: It's me, the car. D: And I'm a table. Let me live with you? Q: Let me go, if you tell me how you look like me. D: I am a table, similar to you in that I serve people (I hold various objects on myself, dishes, and you also serve people, as you transport them or goods. You are iron, I can also be iron. You, a machine, live in a house - a garage and I live in a house (in a room). You, a car, have 4 wheels, and I have 4 legs. They take care of me - they wash me and you, a car, wash. You, a car, emit a smell (of gasoline) and I, the table, emit a smell when they put food on me or wash me with powder. You and I are similar in shape. I have a square lid, you also have a square roof. I, a table, can also be the same size as a car. You are made of solid people, and so am I. The car can drive and I can drive because I can have wheels. Option 2: Q: Let me tell you what you are, the table is different from me - the car. D: The machine in the past was iron, and my table in the past was wooden planks. My main function is to keep the plates on the table, and I need a car to transport goods, people. I am white and you are green. I am in the picture here depicted as a small table, and you as a large car. You, the car, have round legs, but I have rectangular ones. D: Knock - knock. Who lives in the house? Q: It's me, bullfinch. And who are you? D: And I'm a sparrow. Let me go to you! Q: I will let you in if you tell me how you, a sparrow, look like me, a bullfinch.

"Find Friends" Didactic task: Children must determine what the object can do or what is done with its help. Game progress: Q: The car transports the cargo, and who else performs this function. Q: A bird can fly, but who else can fly? Q: Does the plane fly by itself? Q: In fairy tales you often come across magical objects. Name them! Q: Name the magic objects that everyone can, name from what fairy tales they are. Q: I have a ball in my hands. It can roll. And what other objects can perform this function (that is, to reinforce in children the notion that only objects that have no corners roll.) Q: I have a pencil. Its function is to leave a mark on paper. What other objects leave traces on the paper.

"Everything in the world is messed up" Didactic task: Expand children's ideas about the world around them. Game rule: The game uses a "model of the world", which consists of two parts: a man-made world and a natural world. The teacher himself shows, places or distributes object pictures to children. Together with the educator, the children determine the location of the object on the model of the world, explain why this object belongs to the natural or man-made world. Game progress: Q: What is shown in your picture? Q: What world does the apple belong to? Q: Why was the picture with the car placed in the man-made world on the model? Q: In the picture - a fur coat. Which world does it belong to? Q: Why do you think so? Q: Shall we put a fur coat in the sector with dishes? Q: So, a fur coat refers to clothing. To outerwear. Q: The picture shows a duck. What world does it belong to. Q: Where does the duck live? Where does it live? Q: It was a seed, but what is it? Q: It was raining, but did it? D: Toys, vegetables in the garden ...

"What was - what became" Didactic task: Teach children to identify the lines of development of the object Game rule: Option 1: The leader names the material (clay, wood, fabric ...), and the children name the objects of the material world in which these materials are present ... 2nd option: The presenter names the object of the man-made world, and the children determine what materials were used in its manufacture. Game progress: Q: Glass. It used to be an alloy of different materials. D: Glassware, windows, mirror are made of glass. There is glass on the TV screen, glass showcases in the store. And I saw a glass table. Q: What is good about a glass table? D: It's beautiful, you can see a cat lying under the table. Q: What's wrong with such a table? D: Such a table can break and people will be cut by fragments ... Q: What else can be made of glass? D: There are glasses in glasses, there are glass chandeliers, and there are glass bulbs in them, the clock also has glass. Q: It was a seed, but what is it? Q: It was a tadpole, but what is it? Q: It was raining, but did it? Q: It was a tree, but now it is ... What can a tree become? Q: Was the number 4, and became the number (5). Q: This was a lot, but now it is not enough. What could it be? D: There was a lot of snow, but it was not enough, because it melted in the spring. Q: This was not enough, but it has become a lot. What could it be? D: Toys, vegetables in the garden ... Q: It used to be small, but it has become big. D: The man was a small child, but he became an adult and tall. Q: It used to be big, but it has become small. D: Candy, when eaten, becomes small; the plane, when it is standing next to it, seems very large, and when it flies away - it becomes smaller and smaller. Q: It used to be a cloth, but it has become ... D: It became a dress, any clothes, curtains, tablecloth ... Q: It used to be watercolors, but now ... D: It became a drawing, a painting, a blot, a stain ...

"Let's change" Didactic task: Game rule: The game is played by a subgroup. Each child thinks of his own object and says what he (she) can do. Then there is an exchange of functions between the children who made the object. Game progress: Р1 - morning. In the morning everyone wakes up, wash, get ready for work, school, kindergarten. P2 - day. During the day, adults work, children study at school, and in kindergarten, children walk, study, play and sleep. Р3 - evening. In the evening, the whole family gathers at home, have dinner, children learn lessons, adults watch TV, and very young children play. Р4 - night. They sleep at night. The night is needed so that adults and children can rest and gain strength for the next day. Q: Now imagine that at night the whole family wakes up and starts getting ready for work and so on.

OLDER AGE

"Edible - inedible" Purpose: to consolidate knowledge about edible and inedible mushrooms. Equipment: basket, object pictures with image of edible and inedible mushrooms. Instructions: on the table in front of each child there are pictures of answers. teacher thinks the riddle of mushrooms, children find and put picture-solution of an edible mushroom in a basket “Name three subjects. Purpose: to form the ability to classify. Equipment: ball. Instructions: the teacher, throwing a ball to one of the children, names one word, for example, birds, and the one who caught ball, must name three birds. wild or domestic animals, flowers, trees, vegetables and fruits. "Useful - not useful" Purpose: to consolidate the knowledge of children about useful and harmful products. Equipment: product cards. Instruction: the teacher offers to choose from the proposed only healthy products. Useful: rolled oats, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc. Unhealthy: chips, fatty meats, chocolate sweets, cakes, fanta, etc. Note: invite the children to explain what are harmful products not chosen by them. "Know and name" Purpose: to consolidate knowledge about medicinal plants. Equipment: pictures of medicinal plants. Instruction: the teacher invites children to help clarify the names of medicinal plants where they grow, when and where they are collected. For example, pharmacy chamomile (flowers) is harvested in summer, plantain (collect only leaves without legs) in spring and early summer, nettles in spring, when she's just - just grows up. "Protect the environment" Purpose: to consolidate knowledge about the protection of nature objects. Equipment: pictures of plants, birds, animals, humans, sun, water, etc. Instruction: the teacher invites children to consider the pictures on the table depicting plants, birds, animals, humans, sun, water, etc. Then, removing one of the pictures, he specifies what will happen with the remaining living objects, if on Earth there will be no hidden object. For example: removes the bird - what will happen to the rest animals, with humans, with plants, etc. "The fourth extra" Purpose: to consolidate the knowledge of children about insects. Instruction: the teacher, naming four words, offers children say what is superfluous. 1) cockroach, fly, bee, beetle; 2) wagtail, spider, starling, magpie; 3) butterfly, dragonfly, raccoon, bee; 4) dragonfly, moth, bumblebee, sparrow; 5) bee, dragonfly, raccoon, bee; 6) hare, hedgehog, fox, bumblebee; 7) grasshopper, ladybug, sparrow, beetle; 8) dragonfly, grasshopper, bee, ladybug; 9) frog, mosquito, beetle, butterfly; 10) grasshopper, ladybug, sparrow, mosquito. Note: in the game you can use printed material. "Chain" Purpose: to form children's knowledge about objects of living and inanimate nature. and inanimate nature. Instruction: the teacher proposes, passing the picture depicting an object of animate or inanimate nature, call one by one according to one feature of the given object, so as not to repeat itself. For example, "fox" is an animal, wild, forest, red, fluffy, looking for prey, living in a burrow, etc. "Who lives where" Purpose: to form knowledge about animals and their habitats. Equipment: pictures of animals and habitats of various animals (burrow, den, river, hollow, nest, etc.) Instruction: the teacher invites children to help animals, showing a picture of an animal, the child must name where it lives, and if it matches with his picture, "settle" in yourself, showing the card. "Flies, floats, runs" Purpose: to form knowledge about objects of living nature. Equipment: pictures depicting wildlife. Instruction: the teacher invites children to portray way of movement of an object of wildlife, which he shows or names. For example: when the word "bear" is used, children begin move in place like a bear; with the word "tit" - depict the flight of a bird. "What it is?" Purpose: to form knowledge about animate and inanimate nature. Instruction: the teacher, listing the signs of the subject living or inanimate nature, invites children to guess what or who is it. If the children guessed it, guess the next item, if not, then the list of signs increases. For example: "Egg" - oval, white, fragile, on top is solid, inside is often liquid, nutritious, can be found in the peasant's yard, in the forest, even in the city, chicks hatch from it. Purpose: to form knowledge about nature. Equipment: ball. Instruction: the teacher, throwing the ball, names the class of objects nature (animals, birds, fish, plants, trees, flowers). The child who catches the ball says: "I know five names of animals" and lists (e.g. elk, fox, wolf, hare, deer) and returns the ball to the caregiver. Other classes of objects of nature are named similarly. "Living - non-living" Purpose: to consolidate knowledge about living and inanimate nature. Equipment: pictures depicting objects alive and inanimate nature. Instruction: the teacher calls the objects alive and inanimate nature. If it is a subject of wildlife, children - wave their hands if the object inanimate nature - squat. Note: the game can be played using pictures depicting objects of living and inanimate nature. "Recognize the bird by its silhouette" Purpose: to consolidate knowledge about wintering and migratory birds, to exercise in the ability to recognize birds by silhouette. Equipment: silhouettes of birds, color pictures of birds. Instruction: the teacher invites children to learn and name bird in silhouette. And to clarify: a migratory or wintering bird. Note: you can suggest a second version of the game: find a pair to the silhouette.

ANALYSIS OF THE PERFORMED WORK

Work on the development of cognitive abilities was carried out from 2015 to 2017. Working with children of younger preschool age helped:

To get acquainted with the main geometric shapes for children, remember their names;

Taught children to distinguish color;

Taught children to compare in size;

Promoted the development of tactile and visual perception in children;

Helped improve fine motor skills of hands

For older preschool children, work helped:

Development of logical thinking, perception, memory;

Development of attention, perseverance; the ability to bring what has been started to the end;

Development of creativity

To consolidate the acquired knowledge and skills, to exercise them in their application in other types of activity, in a new environment.

Children are very active in the perception of tasks - jokes, puzzles, logical exercises. They are persistently looking for a course of solution that leads to a result.

EFFICIENCY OF WORK

Summing up, we can say that the development of cognitive abilities in preschool children through didactic games and exercises for three years (from September 2015 to May 2017 inclusive) had a beneficial effect on their skills and abilities. The analysis of the activities for the development of cognitive abilities showed that the children successfully mastered the skills and abilities (25 people), for the development of which certain didactic games were designed.

The presented system of work is also aimed at the formation of the prerequisites for educational activity, since the tasks aim the child at mastering the methods of orientation in the world around him. Based on the data of didactic games and exercises, preschoolers develop observation, attention, memory, imagination, which they received when interacting with the outside world, expands vocabulary, the skills of playing, educational and experimental - search activities are acquired.

September 2015:

11% - the child performs the game with interest, correctly, effectively

44% - the child makes attempts to perform the game, shows interest in it

45% - the child does not perform the game or is not interested in it

May 2017:

11% - the child does not perform the game or is not interested in it

33% - the child makes attempts to perform the game, shows interest in it

56% - the child performs the game with interest, correctly, effectively.

As a result of work on the development of cognitive abilities through didactic games and exercises, children mastered the methods of sensory cognition of the world, visual - figurative thinking, there was an improvement in all types of children's activities, independence in cognitive and practical activities was formed. Children are curious, active, emotional, sociable.

In connection with the above, it becomes obvious that, using didactic games and exercises for the formation of cognitive abilities, the teacher solves the most important problem modern development child.

Relevance. The problem of the development of cognitive activity and cognitive abilities of preschool children is one of the most relevant in the theory and practice of preschool education, since activity is a prerequisite for the formation of mental qualities of children, independence and initiative.

Relevance of the chosen topic lies in the fact that the formation of cognitive abilities should begin precisely from preschool age, since they actively interact with the system of value orientations, with the goal and results of activity, reflect the intellect, will, feelings of personality, and are also a necessary condition for the readiness of children to study at school.

The development of children's cognitive abilities, as well as the formation of figurative forms of cognition, is the main line of mental development of preschoolers.

Psychologists (Vygotsky L.S., Zaporozhets A.V., Elkonin D.B., Poddyakov N.N.) argue that it is in preschool age that mental development occurs especially rapidly, the pace of which gradually slows down. That is why you should maximize the potential of children for the development of cognitive abilities.

Cognitive abilities are manifested in the ability to highlight characteristic properties, differences, understand difficult situations, ask questions, observe. A necessary condition for the development of these abilities is a craving for mental efforts (Panko E.A., Kolominskiy Ya.L.). Cognitive abilities ensure the success of any cognitive activities.

The basic idea of ​​the experience lies in the fact that psychological - pedagogical support of the development of cognitive abilities in preschool childhood should take place in the most important areas of activity (cognitive, communicative, artistic). Important points at the same time are:

• cooperation of the educator with children on a visual basis;
• taking into account the individual characteristics of the child;
• reliance on spontaneous manifestations children's activities, reflecting the spontaneous experience of the child's interaction with the environment;
• activation of the child's positive moral excitement when assessing his personal achievements in the process of activity.

To ensure the effectiveness of the formation of cognitive activity in preschool children, we have determined the following tasks:

1. Create a subject-developing environment - a single space in which the process of teaching and upbringing of preschool children takes place, common approaches, a single goal of joint activities of educators and parents, common evaluative views and actions for all participants in the pedagogical process.

2. To interest, to cultivate a craving for knowledge, to arouse the desire to act, to give an understanding that by making mistakes, you still get knowledge, so always create, experiment, learn.

3. Create an appropriate atmosphere in which interaction, mutual trust, mutual assistance, and humanity really manifest themselves.

4. Provide a climate of personal safety for every child and opportunities for all-round stimulation, their creative initiative.

Scientific - methodical soil our activity is the application of methods of modern pedagogical technologies of teaching and development of preschool children.

In organizing work with children, we use the following methods:

• TRIZ methods, in which we successfully solve problems of problem and developmental learning, encourage children to search, model, experiment. Children work in an atmosphere of freedom of thought and creativity;
• visual methods: supporting schemes, tables, maps, eidetics, in which we develop memory, thinking; we form the skills of explanatory speech, the ability to substantiate our thoughts, draw conclusions, encourage children to think;
• design technology methods , in which we form the ability to design our activities, use our knowledge in practice, look for answers to questions, engage in partnerships with peers and adults;
• methods of experimental research activities, in which we rely on the experience of the child, we form the sensory - perceptual sphere in children, the idea of ​​objects, natural phenomena.

Directions our work with children:

• development of cognitive abilities of children;
• development of creative abilities;
• development of speech abilities;
• education of patriotism and humanity in preschool children.

We implement these directions in various forms of work:

• group, individual, subgroup lessons;
• projects, competitions, holidays, entertainment, trainings, circle work, experiments and observations, "research apron";
• search messages, the use of reference maps, diagrams, models;
• production of collective panels, newspapers, children's books, collages.

In our practical activities with children, we see that the main condition for the development of the cognitive abilities of preschoolers is their inclusion in such activities:

• game;
• educational and cognitive;
• productive (drawing, modeling, application, design);
• motor;
• labor.

Therefore, organized and independent activity we carry out children on the basis of including children's experimentation in all spheres of life of preschoolers. The educational process is organized so that the child has the opportunity to ask questions himself, to put forward his hypotheses, without fear of making a mistake. Children love to experiment. In experimental activity, the work of children is carried out independently, reveals new aspects and properties of the object to them, permeates all spheres of children's life, including play.

We attach great importance to the use of research and experience in integrated learning. We have developed a series of classes for children, which include experimental and research activities:

"The water cycle in nature";

"Unusual Guests";

"Children and the Sun";

“Which water is tastier?”;

"Air balloons";

"Secrets of Professions";

"Our corner of nature";

"My family";

"My family tree";

"The history of my city";

" My native city ".

Almost all our activities with children begin with the formulation of a problem problem. To stimulate cognitive activity, the techniques of doubt, reflection are used ("Could this be?", "Is it possible?", "Was it somehow different?", "Could it be otherwise?" will happen later? "," What could have happened? ").

Problematic questions encourage children to search for solutions, substantiate their own thoughts and activities.

One of the most progressive in the development of independent thinking and cognitive abilities is TRIZ technology, described in the works of GS Altshuller.

To solve contradictions, we offer the children of our group the following tasks: "Do it in advance", "Convert harm to benefit", "Chain of words", "Associations", "Good - bad", "Solving contradictions", "Fairy tales in a new way", " Transformation of Colors ”,“ Funny Men ”,“ Dorisuy ”,“ Think of a Costume for the Hero of a Fairy Tale ”.

We pay considerable attention to individually - differentiated approach to teaching children. The focus of our attention is on the personality of the child, his individual level of training, desire and ability to work in class. This allows you to organize the work of children in such a way that each child is involved in creativity, not only at will, but also taking into account their own capabilities. We are convinced that both individual work and goodwill, a calm microclimate, and cooperation between the teacher and the child contribute to the development of children.

Considerable attention in working with children is paid to the use of design technologies. The development of cognitive abilities contributes to the participation of children in joint group projects, for example: the production of typeset collective panels, children's books, newspapers, the preparation of holidays and performances. By participating in such activities, preschoolers have the opportunity to plan, distribute their work, generalize, classify materials, and compare the quality of work. Over the past academic year were created together with children such projects:

• "Traveling across countries and continents",
• "Native Ukraine",
• "Russian souvenir"
• "Mysterious Tyrol",
• "Colors of the North"
• "Travel in Egypt",
• "Professions of our city"
• "A family",
• "Lessons of Orthodoxy",
• "Young restaurateur"
• "Lessons from the Queen of the Brush"
• "Through the pages of your favorite fairy tales",
• "Spring is Red",
• "Confectioners".

It has become a tradition for us to hold various intellectual competitions with children: KVN, tournaments of erudites, experts, "The Jungle is Calling", "Why Much", as well as, together with parents, brain rings, the game "What the Children Talk About", "Evenings of Riddles and Answers" ... The organization of these competitions contributes to the fact that the child from a passive, inactive observer turns into an active participant.

To develop cognitive abilities, we use a variety of educational games and exercises, in particular, the games of B.P. Nikitin, containing an extremely wide range of tasks, both in complexity and in a variety of character.

Cognitive abilities are developed with the help artistic speech activity, which is one of the ways to improve children's speech. Children with enthusiasm play fairy tales with substitutes (geometric figures) (Gavrish N.V.). Speech creative activity we organize based on illustrations or schematic drawings, we widely use the eidetic method, when composing stories, descriptions, inventing fairy tales, riddles, pure phrases, etc.

It should be noted that not all preschoolers clearly show inclinations and preferences. Children are able to often change their interests, and some do not show them at all. The main reason for this phenomenon is the insufficient formation of some means of cognition. The diagnostic results showed that the number of children with a low level of cognitive activity has significantly decreased.

Another important aspect: our long-term observations indicate that quite often the main reason for a low level of interest in the surrounding reality is a weak physical health. This is especially evident in older preschool age, when brainwork becomes tense due to the intensification of preparation for schooling.

In this case, we resort to individual work. We practice classes with subgroups of children, we keep under control the personal interest in completing the task by each child. We resort to game techniques and the use of game forms: games - experiments, games - travel, games - sketches, we create problematic game, search situations and situational tasks.

Only encouragement, interest, caring attitude and emotional support from adults gives positive result... Close contact with parents is also important: consultations, conversations, meetings round table, evenings of questions and answers. A section has been created in parenting corners where information about our activities with children is placed, advice to parents, what to read to children, tell and, in general, how to help little "why".

Interest, novelty, surprise is a stimulus for cognitive activity, a kind of springboard to cognitive activity, support for emotional memory, an incentive to increase emotional tone, a means of mobilizing the child's attention and volitional efforts. A long experiment by the Georgian psychologist Sh. A. Amonashvili convincingly testifies that even the most passive children can be made active. The method is very simple: to give the child the joy of learning, the joy of overcoming difficulties; to learn to wait for an answer from him, to experience the happiness of an intellectual victory with him.

A person, in his biological essence, is a rational being, that is, he understands the meaning of his existence and knows how to consciously realize it in his life. Such a status was acquired by a person through long-term training of behavior skills, by accustoming him to certain actions. Man survived and reached a high stage of development because he wanted to survive and learned the art of survival on his own. At an early stage of human development, for the transfer of experience, it was enough to show actions aimed at preserving life. Those who did not adopt this experience perished. And in the subconscious of a person, a desire for knowledge that will help him survive has taken root. As life became more complex, the ways of transferring experience for its further application became more complicated. But the most effective was the most understandable and simplest way: showing the actions by the teacher, repeating them by the student and getting the result of the repetition. Today we call this method a game.

The game- an independent form of human activity, imitating certain practical situations, one of the means of enhancing the educational process.

The great Russian teacher K.D. Ushinsky wrote: “The child lives in play, and the traces of this life remain in him deeper than the traces of real life, into which he could not yet enter due to the complexity of its phenomena and interests. In real life, a child is no more than a child, a being that does not yet have any independence, blindly and carelessly carried away by the course of life; in play, however, a child, already a ripening person, tries his hand and independently disposes of his own creatures. " Play activity is one of the most amazing and not yet fully understood phenomena in the development of living beings. Play invariably arises at all stages of cultural life among the most diverse peoples and is an unavoidable and natural feature human nature. In science, several theories of play have been proposed, trying to unravel this idea. One of them reduced the game to a discharge of accumulated energy in a young creature, which does not find a way out and use for natural needs. This theory sees in the game not an accidental whim, fun, but an important vital necessity.

The American philosopher Herbert Spencer believed that play is a way to get rid of the energy accumulated in a child, which has nowhere else to put it, because adults have freed him from activities to satisfy his needs.

Another theory that sees the biological usefulness of play is that it is, as it were, a natural school of education.

Bueller said that the pleasure that the body receives from its functioning compels to play. Gross argued that play is a form of preparation for future activities. Dewey argued that play is a child's realization of types of behavior acquired on the basis of instincts, imitation and learning. The Austrian psychologist Sigmund Freud believed that play is a way of symbolically satisfying a child's really unfulfilled desires.

Soviet psychologist L.S. Vygotsky believed that play grows out of the contradiction between social needs and the child's practical capabilities, and saw in it the leading means of developing his consciousness.

Some psychologists believed that the root of play was simply the instinct to imitate, while others saw in it a way for a child to master reality. Play is always fun, which means there is no violence. “Knowledge given by force stifles the mind,” said Anatole France. Agreeing with him, we can say that by playing, a person acquires a new social experience, self-actualizes, expands the boundaries of his mind.

Games originate in ancient times. The games developed especially rapidly in Ancient Greece... This is where the Olympic Games were born. Plato even deified games, considering them the privilege of the gods. Christianity was hostile to games. In Russia, the church cathedral of the 16th century. condemned buffoonery fun, in the 17th century. Tsar Alexei Mikhailovich banned them altogether. Peter I introduced assemblies, masquerades, carnivals, fireworks. After Peter I, "demonic" games were banned. However, the games could not be eradicated, and they continued to live. Moreover, the games have evolved and improved. Today, the game has become one of the most common forms of recreation and entertainment thanks to the media and especially television.

Play is the child's leading activity and the basis for development. The need for play for a child is explained by the fact that he is an active being. Curiosity is inherent in him. “Play is a huge window through which a life-giving stream of ideas and concepts about the world around them pours into the child's spiritual world. A game is a spark that kindles a spark of inquisitiveness and inquisitiveness, ”said the famous Soviet teacher V.A. Sukhomlinsky.

L.S. Back in the 1920s, Vygotsky drew attention to the change in the content and dynamics of children's play. One of the chapters of this book by L.S. Vygotsky's "Educational Psychology" contains a study of the pedagogical significance of play. “... has long been discovered, - writes L.S. Vygotsky, - that the game does not represent something accidental, it invariably arises at all stages of cultural life among the most diverse peoples and represents an unavoidable and natural feature of human nature. ... They [games] organize higher forms of behavior, are associated with the resolution of quite difficult tasks behavior, require from the playing tension, sharpness and resourcefulness, joint and combined action of a variety of abilities and forces.

In play, the child's effort is always limited and regulated by the many efforts of other players. Every task-game includes, as an indispensable condition, the ability to coordinate one's behavior with the behavior of others, to become active in relation to others, to attack and defend, to harm and help, to calculate in advance the result of one's move in the total aggregate of all players. Such play is a living, social, collective experience of a child, and in this respect it is an absolutely irreplaceable tool for developing social skills and abilities.

The peculiarity of the game is that by subordinating all behavior to known conditional rules, it is the first to teach intelligent and conscientious behavior. She is the first school of thought for a child. All thinking arises as a response to a certain difficulty due to a new or difficult collision of elements of the environment. Where there is no such difficulty, where the environment is known to the end and our behavior, as a process of correlating with it, proceeds easily and without any delays, there is no thinking, automatic apparatuses work everywhere. But as soon as the environment presents us with some unexpected and new combinations that require new combinations and reactions from our behavior, a rapid restructuring of activity, thinking there arises as a preliminary stage of behavior, the internal organization of more complex forms of experience, the psychological essence of which is reduced in the final account to a well-known selection from the multitude of those that seem possible, the only ones necessary in accordance with the main goal that the behavior must solve.

Thinking arises from the collision of many reactions and the selection of some of them under the influence of preliminary reactions. But this is precisely what gives us the opportunity, introducing certain rules into the game and thereby limiting the possibilities of behavior, setting the child's behavior the task of achieving a certain goal, straining all the child's instinctive abilities and interest to the highest point, to force him to organize his behavior so that it obeys known rules so that it is directed towards a common goal, so that it consciously solves known problems.

In other words, the game is a reasonable and purposeful, systematic, socially coordinated system of behavior or expenditure of energy, subject to known rules... By this, she reveals her complete analogy with the labor expenditure of energy by an adult, the signs of which completely coincide with the signs of play, with the exception of only the results. Thus, for all the objective difference that exists between play and work, which even made it possible to consider them polar opposites to each other, their psychological nature completely coincides. This indicates that the game is natural form child's labor, his inherent form of activity, preparation for future life... A child always plays, he is a playing creature, but his play has a lot of meaning. It exactly matches his age and interests and includes elements that lead to the development of the necessary skills and abilities. "

Polish researcher Stefan Schumann notes that play is a characteristic and peculiar form of a child's activity, thanks to which he learns and gains experience. Schumann pointed out the fact that play induces the highest emotional experiences in a child and activates it in the most deeply... According to Schumann, the game can be perceived as a developmental process aimed in a peculiar way at the formation of observation, imagination, concepts and skills.

The game is so multifunctional, original, unique, its boundaries are so vast and transparent that it is probably simply impossible to give it any clear, laconic definition. Many of science's explanations of play are imprecise, incomplete, and sometimes just plain wrong. The Dutch cultural philosopher Johan Heizinga looks at this problem in the following way: “Perhaps it would be possible to accept one after the other all the listed tokens, without falling into a burdensome confusion of concepts. It follows that all these explanations are only partially correct. If at least one of them was exhaustive, it would have excluded all the others, or, as the highest unity, embraced them and absorbed them. "

Most researchers agree that in people's lives, play performs such important functions as:

• 1) entertaining (the main function of the game is to entertain, please, inspire, arouse interest);
• 2) communicative: mastering the dialectics of communication;
• 3) on self-realization in the game as on the "testing ground of human practice";
• 4) therapeutic: overcoming various difficulties arising in other types of life;
• 5) diagnostic: identifying deviations from normative behavior, self-knowledge during the game;
• 6) correctional: making positive changes in the structure of personality indicators;
• 7) interethnic communication: assimilation of socio-cultural values ​​common to all people;
• 8) socialization: inclusion in the system of social relations, the assimilation of the norms of human community.

Along with work and learning, play is one of the main types of human activity, an amazing phenomenon of human existence. The game is type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior develops and improves.

The structure of play as an activity of an individual includes the following stages:

• Goal-setting;
• Planning;
• The realization of the goal;
• Analysis of the results in which the personality fully realizes itself as a subject.

Motivation of play activity is provided by its voluntariness, choice opportunities and elements of competition, satisfaction of needs, self-affirmation, self-realization.

The structure of the game as a process includes:

• The roles assumed by the players;
• Play actions as a means of realizing these roles;
• The play use of objects, that is, the replacement of real things by play, conventional;
• The real relationship between the players;
• Plot (content) is an area of ​​reality, conventionally reproduced in the game.

Most games have the following features:

• Ш free developmental activity undertaken only at the request of the child, for the sake of pleasure from the process of activity itself, and not only from the result (procedural pleasure);
• The creative, largely improvisational, active nature of this activity ("the field of creativity");
• Ш emotional elevation of activity, rivalry, adversariality, competition ("emotional stress");
• The presence of direct or indirect rules reflecting the content of the game, the logical and temporal sequence of its development.

According to S. A. Shmakov, as a phenomenon of pedagogical culture, play performs the following important functions:

Socialization function.

Play is the most powerful means of including a child in the system of social relations, of assimilating the riches of culture.

W Function interethnic communication.

The game allows the child to assimilate universal values, culture of representatives of different nationalities, since "games are national and at the same time international, interethnic, universal."

W Function self-realization a child in play as a "training ground for human practice."

The game allows, on the one hand, to build and test a project for the removal of specific life difficulties in the child's practice, on the other, to identify the shortcomings of the experience.

• NS Communicative the function of play clearly illustrates the fact that play is a communicative activity that allows a child to enter the real context of the most complex human communications.
• NS Diagnostic the function of the game provides an opportunity for the teacher to diagnose various manifestations of the child (intellectual, creative, emotional, etc.). At the same time, play is a “field of self-expression” in which a child tests his strengths, possibilities in free actions, expresses himself and asserts himself.
• NS Therapeutic the function of the game is to use the game as a means of overcoming various difficulties arising in the child's behavior, communication, learning.

“The effect of play therapy is determined by the practice of new social relations which the child receives in the role play. It is the practice of new real relationships, in which role play puts the child both with adults and with peers, relationships of freedom and cooperation, instead of relationships of coercion and aggression, that ultimately leads to a therapeutic effect. "

• W Function k corrections- there is the introduction of positive changes, additions to the structure of the child's personality indicators. In the game, this process occurs naturally, softly.
• NS Entertaining the function of the game is perhaps one of its main functions.

Play strategically is only an organized cultural space for a child's entertainment, in which he goes from entertainment to development.

The place and role of game technology in the educational process, the combination of elements of play and teaching largely depend on the teacher's understanding of the functions and classification of pedagogical games. G.K. Selevko proposes to classify pedagogical games according to several principles:

• 1. Division of games by type of activity: on physical (motor), intellectual (mental), labor, social and psychological.
• 2. By the nature of the pedagogical process:
  • Ш teaching, training, controlling, generalizing;
  • Ш cognitive, educational, developing;
  • Ш reproductive, productive, creative;
  • Ш communicative, diagnostic, career guidance, psychotechnical and others.
• 3. According to Selevko by the nature of the game methodology pedagogical games are divided into: subject, plot, role-playing, business, imitation, dramatization games.
• 4. By subject area allocate games for all school cycles.
• 5. By gaming environment, which largely determines the specifics of gaming technology: they distinguish between games with and without objects, board, indoor, outdoor, on the ground, computer and with various vehicles.

Children's play is a historically emerging type of activity of children, which consists in reproducing the actions of adults and the relations between them and aimed at orienting and cognizing objective and sociocultural reality, one of the means of physical, mental and moral education of children.

The value of play for a child is great. This is, first of all, a school of communication, knowledge of the world and self-knowledge. In it, the development of physical and spiritual abilities takes place, psychologically prepares for life, for work. Finally, play fills the leisure and gives pleasure to the child. Play is a practice of development. The child plays because he develops, and develops because he plays.

The difference between play and labor lies in the fact that the motives of play are not in a utilitarian effect, but in experiences that are meaningful to the child.

Game action realizes the diverse motives of human activity. In play, actions are expressive and semantic acts, not operational techniques. Play is a way of realizing the needs and demands of a child within the limits of his capabilities. In play, some objects are replaced by others by the way of imagination, an imaginary transformation of reality takes place. In the game, through the roles that the child performs, and the personality is formed. But play is not the only means. A game for a child is a school of life. It forms imagination, ingenuity, dexterity, etc. The value of the game is that it is a free developmental activity, has a creative, improvisational and active character. It contains elevation of activity, competition, emotional stress, the presence of direct or indirect rules.

In fact, games are used in almost all events for children, at children's matinees, parties, sports competitions, etc. In addition, special evenings of games and entertainment are organized. The feeling of joy from victory, admiration for the beauty of combinations, rhythm, pleasure and satisfaction from revealing one's abilities, emotional saturation, an active-creative nature make games an important means of raising children.

The pedagogical significance of the game also lies in the fact that this technology allows the teacher to master a new position for himself, to enter new level... From the traditional formula “I am above you”, the play space allows the teacher to move to the developmental level “I am with you”. The game becomes a joint field of activity of the teacher and the student: the teacher, as a rule, acts as the author of the game, and the student is left with the creative enrichment of the content of the game. This is how a new level of cognitive activity appears - not just creativity, but the joint creativity of a teacher and a student, which allows not only to master the content space of the studied subject, but also ways to solve problems of interpersonal relations. In play, the child develops as a person, he forms those aspects of the psyche, on which the success of his social practice will subsequently depend.

The game develops speech, memory, attention, logical thinking, visual memory. The culture of behavior and communication skills are strengthened. Games can be conducted individually with each child and with groups of children. Games are planned in advance. The task is determined, the game equipment is thought out (handout). The organization of the game is also thought out. When choosing games, it is necessary to take into account that the game should stimulate mental and creative activity in children.

In an intellectual and cognitive game, there will certainly be educational tasks, but it must remain a game. It is necessary to use the correct intonation in the game, to think over how to interest children in the game. At the end of the game, the result is necessarily summed up. V primary school the game can be conducted as part of the activity. At the beginning of the game, you need to interest the children, then there is an explanation, and then execution in progress necessary actions by children. The leader must control that the tasks are fulfilled in the game and all requirements are met.

The characteristic features of intellectual games are that they are created by adults for the purpose of teaching and educating children, as well as to identify erudite children.

It is necessary to introduce new, complicated elements of the game gradually.

Rules play an important role in the intellectual game. They determine what and how each child should do in the game, show the way to achieve the goal. The rules educate children in the ability to restrain themselves, to control their behavior.

If we analyze cognitive and didactic games from the point of view of what occupies and fascinates children in them, it turns out that children are primarily interested in play. It stimulates activity, makes children feel satisfied. A didactic task veiled in a play form is solved by a child more successfully, since his attention is primarily directed to the development of play action and the fulfillment of the rules of the game. Unbeknownst to himself, without much stress, playing, he performs a didactic task.

Due to the presence of game actions, didactic games used in the classroom at the institution additional education, make learning more entertaining, emotional, help to increase the voluntary attention of children, create the prerequisites for a deeper mastery of knowledge, skills and abilities.

Such games contribute to the formation of mental qualities in children: attention, memory, observation, ingenuity. They teach children to apply existing knowledge in different play conditions, activate a variety of mental processes and bring emotional joy to children.

Game leadership requires a lot teaching excellence; ... Selecting games, the manager proceeds from what program tasks he will solve with their help. Does the didactic task of the game correspond to the program content? First, the teacher examines the game from the point of view of its structure: a didactic task, content, rules, game action. Ensures that in the chosen game children reinforce, clarify, expand their knowledge and skills, and at the same time do not turn the game into activities or exercises. The teacher thinks over in detail how, while performing the program task, to maintain the game action, a high pace of the game and ensure the opportunity for each child to actively act in a game situation.

It is necessary to carefully prepare for the game: think over a clear, clear, laconic explanation of the content, rules, outline tasks, as well as which children should be addressed during the game Special attention.

Educational games need to be carefully matched to specific program content.

For the correct planning of games, the teacher, first of all, himself must be convinced of their invaluable benefits in the mental and moral education of children. Only in this case, didactic play can be an ally in all educational work with children.

By organizing and directing the cognitive activity of children, the teacher helps them to streamline the accumulated experience, enriches them with new knowledge, fosters curiosity, observation, develops a desire to learn more about the world around them. This is one of the means of forming oral speech in children; ...

In the process of didactic games of natural history, not only the speech, thinking and attention of children develop, but favorable conditions are created for mastering deeper knowledge about nature in general, about characteristic features animals and plants. Children are more fully aware of the changes that occur in nature during these periods in the life of animals and the plant world.

Didactic games are a kind of intellectual and cognitive game. The first didactic games were created by folk pedagogy.

In Russian pedagogy, many specialists have been and are engaged in the study and methods of conducting didactic games. Moreover, some consider play only a means of consolidating the knowledge gained in the classroom, while others rightly object to such a narrow understanding of the meaning of play, consider it to be one of the forms of learning, an important means of educational work. Such a view of didactic play is determined by the teaching tasks that a school or kindergarten faces: not only to give children a certain amount of knowledge, but also to teach them to own this knowledge, equip them with mental work skills, develop activity, independent thinking. The didactic game is fraught with great opportunities in this regard.

The essence of didactic play lies in the fact that children solve mental problems offered to them in an entertaining game form, find solutions themselves, overcoming certain difficulties. The child perceives a mental task as a practical game, this increases his mental activity.

The importance of didactic play is very important for mental education, for the development of logical thinking and the ability to express one's 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 can only be the case if children have specific knowledge about objects and phenomena that make up the content of the game.

Fascinating didactic games create an interest in schoolchildren in solving mental problems: the successful result of mental effort, overcoming difficulties bring them satisfaction. Passion for the game increases the ability to voluntary attention, sharpens observation, helps fast and strong memorization.

Mental education in play is closely related to moral education. Solving didactic problems always serves as an exercise of will. Compliance with the rules of the game requires endurance, self-control, discipline from children.

In the process of games, many complex phenomena are divided into simple ones and, on the contrary, individual ones are generalized, therefore, analytical and synthetic activities are carried out. The more meaningful the game actions and the rules of the games, the more actively the child acts. And this gives the teacher the opportunity to form the relationship of children: the ability to take turns in accordance with the rules of the game, to reckon with the wishes of the participants in the game, to help comrades in difficulties. In the course of the game, there is an opportunity to achieve the manifestation of initiative by each child in achieving the set goal. However, these personality traits are not brought up in a child by themselves, they need to be gradually, patiently formed. The content of didactic games helps to form moral ideas and concepts.

Playing with natural materials contributes to the accumulation of sensory experience, at the same time helps the aesthetic education of children.

Understanding the meaning of cognitive games implies the following requirements for them:

• 1. Each game should provide exercises that are useful for the mental development of children and their upbringing.
• 2. The game must have an exciting problem, the solution of which requires mental effort, overcoming some difficulties. A.S. Makarenko said: “Play without effort, play without vigorous activity - bad game ”.
• 3. 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.

Any game is a multifaceted, complex pedagogical phenomenon: it is both a play method of teaching children and a form of teaching, and an independent play activity, and a means of comprehensive education of the child's personality.

Didactic play as a form of teaching children contains two principles: educational (cognitive) and play (entertaining). The teacher is both a leader and a participant in the game. He teaches and plays, and children learn by playing.

The element of competition is very important in the conduct of games. It is he who excites in children moral incentives, the desire to be the first, collectivism, a sense of duty and responsibility to comrades. Therefore, conducting games in which personal qualities and individual abilities are manifested, special emphasis should be placed on collective games that educate children in a team spirit.

The organizer takes care of complicating the games, expanding their variability. If the children are losing interest in the game, it is necessary to come up with more complex rules. The organization of didactic games by the teacher is carried out in three main directions: preparation for the game, its implementation and analysis.

The preparation for the game includes:

• Selection of the game in accordance with the tasks of education and training; deepening and generalization of knowledge, activation of mental processes, etc .;
• Ш establishing the correspondence of the selected game to the program requirements of upbringing and teaching children;
• Ш determination of the most convenient time for the game (at what stage of the lesson, after school hours, etc.);
• Determination of the number of players (the whole team, subgroup, individually);
• Preparation of the necessary didactic material for the selected game (various objects, pictures, natural materials, blanks for a crossword puzzle or puzzles);
• Preparation of the teacher himself for the game: he must study and comprehend the entire course of the game, his place in the game, methods of guiding the game.

The conduct of the game includes:

• Ш acquaintance of children with the content of the game;
• Ш an explanation of the course and rules of the game. At the same time, the organizer draws attention to the behavior of children in accordance with the rules of the game, to the strict observance of the rules (what they prohibit, permit, prescribe);
• Ш summing up the results of the game. When summing up the results, the teacher emphasizes that the path to victory is possible only through overcoming difficulties, attention and discipline.

At the end of the game, the teacher asks the children if they liked the game, and promises that next time you can play a new game, it will also be interesting. Children usually look forward to this day.

The analysis of the performed game is aimed at identifying the techniques for its preparation and conduct: what techniques were effective in achieving the set goal, what did not work and why. This will help to improve both the preparation and the process of the game itself, to avoid mistakes later. In addition, the analysis will reveal individual characteristics in the behavior and character of children and, therefore, correctly organize individual work with them. Self-critical analysis of the use of the game in accordance with the set goal helps to vary the game, enrich it with new material in subsequent work.

Among the didactic games, role-playing games stand out. The term "role-playing game" is very ambiguous. Role-playing games can be classified according to various criteria related to consciousness and the conduct of games. Games are divided into classes depending on the method and location. Here are the most accessible ones:

• 1. Board role-playing games (indoor games). The player only needs paper and a pen, as well as a developed system of rules and information cards.
• 2. Role-playing games on the ground (games on the street). These are the most difficult games in terms of requirements, especially when they are played in a forest, park, by a pond, by a river, etc.

Methods of organizing intellectual and cognitive games

Intellectual and educational games (also known as erudition, quizzes) - today one of the most popular forms of work with children.

Interest in games of this kind is increasing every year. Today, thanks to television, there are dozens of games - competitions in erudition, known throughout the country. These are: "The weak link", "The finest hour", "Own game", "The smartest", "Who wants to become a millionaire", "Clever and clever men"; ; ; ; ...

How to come up with a new game, how to develop its rules and a game plot, how to choose the right questions for the game, will now be discussed.

Name.

Names such as "tournament of experts", "battles of intellectuals", "competition of erudites" ideally reflect the essence of the phenomenon: the first word indicates the competitive nature of what is happening. and the second specifies what exactly the participants are competing in - in erudition, in the ability to think. It is appropriate to use such terms in a school or other childcare institution, but when adults participate in such competitions-tournaments, it is advisable to apply some other, more sedate and respectable name to their intellectual amusements.

The phrases "intellectual game" and " cognitive game"Taken separately, are of little use to denote competitions in erudition and logic. After all, preference and chess can be referred to as "intellectual games", and in recent years it is often said about football: "Today, football players demonstrate a very intellectual game."

Cognitive games incorporate the whole variety of board, educational games. Even when these two adjectives are taken together, the resulting new term "intellectual-cognitive games" remains broad enough, it does not fit into the definition and can denote games that are not competitions in erudition. The concept of "intellectual and cognitive games" is larger than "erudition", "quiz" or "tournament of erudites". The main reason that has tipped the scales in favor of this term is the word "game". In recent decades, close, increased attention has been paid to human play activity, play is no longer perceived as something from the life of preschoolers, play methods are used to solve very serious problems, even “innovative”, “productive”, “positional”, “ imitation ", etc. games. Against the background of these sonorous names, the term "intellectual and cognitive games" will also look quite modern and solid. Along with the names of other business games, it is easier for this term to win a place in the sun, that is, in numerous textbooks on the theory and methodology of organizing the game. What term will be assigned to the described phenomenon in the future - time itself will show. In the meantime, in the future, the names "erudition", "tournament of erudites", "intellectual-cognitive game" will be used as synonyms.

The presence of a name allows one to group phenomena of the same order into a kind of integrity and study this very integrity, and not its separate, isolated manifestations. In other words, thanks to the name, one can speak of the “methodology for organizing intellectual-cognitive games” and not consider separately the methodology of organizing, for example, the games “Brain-ring” or “Intellectual hockey”, etc. In addition, having a name and understanding that all various intellectual games are variations of the same phenomenon, you can find new variations of this phenomenon, that is, inventing new intellectual and cognitive games (they will, of course, be "new" only in relation to already existing). Thus, having a name is not only theoretically necessary, but also practically useful.

From the point of view of pedagogy, intellectual and cognitive games have enormous educational potential. Of course, the potential of one individual erudition is insignificant. One game does not allow solving any educational problems (with the exception of one - to keep the child busy during the game). But when intellectual and cognitive games are organized as a system, when long-term teams and clubs of experts arise, then erudition can give children a lot.

First, the system of such games stimulates the child's cognitive interest, forms the desire to constantly replenish the baggage of knowledge.

Secondly, the moment of competition allows the child to assess his capabilities, and in case of victory, to establish himself in the eyes of his peers.

In 1989, the publishing house "Russian language" published a book by P. M. Baev "We Play in the Lessons of the Russian Language: A Guide for Teachers of Foreign Schools". The author gives the basic concept of the game as a learning tool and draws the following conclusions:

• 1. Play is an effective means of developing cognitive interests and enhancing the activity of students;
• 2. Correctly organized, taking into account the specifics of the material, the game trains memory, helps students to develop speech skills;
• 3. The game stimulates the mental activity of students, develops attention and cognitive interest in the subject;
• 4. Play is one of the techniques for overcoming the passivity of students;
• 5. As part of the team, each student is responsible for the entire team, everyone is interested in the best result their team, everyone strives to cope with the task as quickly and successfully as possible. Thus, competition helps to enhance the performance of all students.

Thirdly, the presence of a team or club contributes to the development in children of the skills of collective thinking activity, joint search for a solution to a problem ...

You can continue this list and note how erudition is useful for children "fourth", "fifth" and "sixth". But it must always be remembered that any educational potential may not be realized, the possible becomes valid only with competent organizational work on the part of those. who prepares and conducts erudition.

All intellectual and cognitive games, as already mentioned, regardless of their names, have similar features, and their preparation and implementation are carried out according to the same organizational algorithm. But before revealing this algorithm, it is necessary to highlight similar features that are inherent in all eruditions without exception. After all, it is precisely what unites all games that will have to be paid the main attention during the preparation of the game.

Here are three key features of any cognitive play:

• 1. The presence of special questions that should be answered during the game by its participants.
• 2. The presence of special rules, adhering to which you should answer the questions.
• 3. The presence of a game plot, game intrigue, which is the outer "shell" of the game.

Each of these components should be discussed in more detail.

Questions.

Not every question is suitable for an intellectual and cognitive game. Unfortunately, this seemingly obvious truth is very often neglected by many game organizers. Sometimes in a particular game there are incorrect questions, and this leads to disputes and conflicts between the participants and the presenter. Sometimes in this or that game there are banal, boring, and even downright stupid questions, and this leads to the extinction of the players' excitement, to a drop in interest in such games in general. For questions that are undesirable for erudition, see Appendix 3.

Rules.

Each intellectual and cognitive game has its own rules, and we can even say that they differ from each other, first of all, by the rules. But although the rules are different, upon closer examination, you can find a certain pattern. It lies in the fact that all the rules are, in fact, answers to the same organizational questions. There are ten of these questions or organizational problems.

• 1. Who takes part in the game: teams or individual participants?
• 2. If teams are playing, how many people are they made up of?
• 3. How many teams (individual participants) take part in the game at the same time?
• 4. Who asks the questions: the presenter or the participants to each other "?
• 5. How are the questions asked: all participants at the same time, sequentially, or according to the principle of drawing lots (there may be other options)?
• 6. How long does it take to prepare a response?
• 7. How should participants demonstrate a willingness to respond?
• 8. Who evaluates the correctness of the answer?
• 9. How are points (points) awarded for an answer?
• 10. How long does the game continue: until the questions are over, until the time expires, until a certain amount of points is accumulated?

Sometimes in games there are several rounds, and the rules for each new round change ("Happy Chance"). But here, too, all of the above organizational issues do not lose their relevance, they are simply now attached to each round separately.

If, when developing the rules, the organizers miss at least one organizational question, do not decide on the answer to them, then the rules of the game will turn out to be incomplete, and this can lead to misunderstandings or even conflicts.

The rules of erudition are usually communicated to the players in advance, but at the beginning of the game they must be publicly repeated again. In this case, the rules are dressed in play clothes, that is, from a boring set of instructions they turn into a play plot.

Game plot.

To demonstrate what a game plot is, you can use the following example. Suppose that a decision has been made to conduct an erudition on motoring (the history of the car, the device of the car, the modern car market, motorsport).

Several dozen interesting ones have been prepared for this game. competent questions. The rules of the game are simple: two teams of 5 people play, the leader asks them questions in turn, the first team to score 10 points wins,

If the game is left as it is, then it is. of course, it can pass (there are questions and rules - and this is the main thing), but there will be no expressiveness, excitement, "zest". For all this to appear, you need to enter a plot.

For example:

1. Two teams are two crews participating in the most difficult rally. The route to be overcome is only 10 miles, but what a crumple!

It is quite possible that some crew will not be able to reach the finish line at all. Covering every mile is the answer to one question. There is no answer - it means that there was a breakdown on the way or an insurmountable obstacle arose. Whoever is the first to be able to drive 10 miles, overcoming all obstacles and avoiding breakdowns, is the winner.

At the same time, it is possible to make a demonstration board diagram showing the route and two cardboard cars that will show the location of the crews. Movement of layouts according to the scheme is equivalent to the appearance of numbers on a regular board.

2. Imagine that two teams are two car enthusiasts' clubs who decided to assemble a car with their own hands. To assemble a car, they need wheels, a steering wheel, a body, an engine, a gearbox, etc. There are ten large and small parts of the car in total. To purchase each unit or part, you need to answer a question (the questions can be of different levels of complexity - depending on the importance of the part).

Each club has the right to start purchasing parts with what they like best. The main thing is that by the end of the game there is a complete set of components. Whoever is the first to acquire all the parts needed for assembly is the winner.

At the same time, it is better to make demonstration stands and cardboard auto parts in advance in the required quantities. Each new purchase can be attached to the stand so that everyone can see what the car assembly success is.

3. Imagine that the two teams are two private car rental businesses. Each company has built a garage for 10 cars, but the cars themselves have not yet been purchased. To buy a car, you need to answer one question (questions may be varying degrees difficulty - depending on the car brand). If there is no answer to the question, it means that the company did not have enough money to purchase it. The company that fills the garage faster is the winner in the competition.

In this case, you can prepare twenty toy cars for the game. Better if these are exact miniature copies of cars of different brands. It is possible that the mini-cars purchased by the "garage enterprise" will become a prize for the team.

As you can see from the examples, from one set of questions and the same rules, three seemingly dissimilar games arose. Their dissimilarity is the result of a new plot superimposed on the questions and rules. The external novelty of games will help maintain children's interest in games in general.

But the game plot allows you not only to "invent" games. Above all, the game story provides the dynamism of the game. The presence of the plot makes it possible for the presenter to brightly and colorfully comment on the events, play on the feelings of participants and fans, bring communication and emotionality into a rather boring question-and-answer form

Thus, we can already formulate the first three points of the organizational algorithm, which is the same for all intellectual and cognitive games. They can look like this:

ь development of game questions;

ь development of the rules of the game;

ь development of a game plot.

These points are not marked with numbers, since they can be implemented in any sequence: you can first come up with questions, and then do everything else, but you can start preparing and defining the rules.

Other stages of organizing an intellectual and cognitive game will be:

ь creation and preparation of teams;

ь registration of the venue of the game;

ь preparation of the necessary details;

ь technical support of the game;

ь inviting fans;

ь purchase of prizes for participants;

ь choice of the jury;

work with the host.

That is, with the exception of the first three points, the organizational algorithm of the intellectual-cognitive game is no different from the organizational algorithm of competitive programs

The fact that a game between actions teaches, - of this, apparently, everyone could be convinced. So let's try to include in the games the fulfillment of those tasks that the child must learn. The child happily and willingly completes tasks in the game. And since the child is ready to play such a game many times, he easily and firmly assimilates the necessary material. Changing the material, you can come up with a lot suitable games... It is important to observe the following rules. First, the game should interest the child, be so attractive to him that he wants to play more and more. Otherwise, it will not be a game, but the same uninteresting activity. Secondly, the assimilation of the necessary material should become a condition for winning. In order to encourage children to work actively, to search for new answers, the following rule can be introduced: for the correct answer, the child receives a prize, and for the wrong one, he gives one of the prizes. Thus, he wins only if he gives the right answer right away. This technique makes the child immediately start active work, and not try to guess the answer first.

As already mentioned, it is necessary that the game is interesting and attractive for the child. This is achieved, firstly, by the fact that the adult with whom the child is playing shows interest himself, plays with enthusiasm and rejoices at every achievement of the child, every correct answer. Secondly, the fact that every correct answer of the child has a positive reinforcement.

You need to try so that the child does not lose too often. After all, the main interest in the game creates success, a win. If the child does not succeed in the game, and he often loses, interest in it quickly disappears. You cannot blame the child during the game (and after it, of course), shame him for mistakes, for the fact that he does not know something or is not able to. It will not do any good and will only cause additional unpleasant experiences, and he will simply refuse to play.

So, play is the leading activity for the development of cognitive abilities in children of primary school age. Play is an independent form of human activity, imitating certain practical situations, one of the means of enhancing the educational process. She teaches, shapes, changes, educates. The game, as the outstanding Soviet psychologist L.S. Vygotsky, leads development. This allows us to conclude that play is of great importance and plays a huge role in the development of a younger student.

Play is also a means of initial education, the assimilation of "science before science" by children. In play, children reflect the life around them and learn certain facts and phenomena available to their perception and understanding. Using play as a means of acquaintance with the surrounding world, the teacher has the opportunity to direct the children's attention to those phenomena that are valuable for expanding the range of ideas. And at the same time, it nourishes the interest of children, develops curiosity, the need and awareness of the need to assimilate knowledge to enrich the content of the game, and through play, in the process of playing, forms the ability to dispose of knowledge in various conditions. Leading the game, the teacher fosters an active desire to do something, to learn to seek, to exert effort, and to find, enriches the spiritual world of children. And all this contributes to mental and general development. The prepared games serve this purpose.

The value of play as an educational tool lies in the fact that by influencing the collective of playing children, the teacher through the collective influences each of the children. By organizing children's life in play, the teacher forms not only play relationships, but also real ones, fixing useful habits in the norms of children's behavior in different conditions and outside of play. Thus, with the correct guidance of children, play becomes a school of upbringing, a means of developing the cognitive abilities of schoolchildren.

CONCLUSIONS ON THE FIRST CHAPTER

The need for play is one of the basic needs of a person in general and a child in particular. The amusement of the conditional world of the game makes the monotonous activity of memorizing, repeating, consolidating or assimilating information positively emotionally colored, and the emotionality of the game action activates cognitive processes and the functions of the child. Another positive side the game is that it promotes the use of knowledge in a new situation, i.e. the material assimilated by students passes through a kind of practice, brings variety and interest in educational process.

Including the game or elements of the game in the educational process, the teacher must take into account age features pupils. The game must be accessible to children of this age.

Cognitive processes: attention, memory, thinking, speech, perception, imagination must be developed at primary school age. With the skillful use of games in the classroom with children of this age, the formation of these processes is possible.

Having studied the theoretical concepts: "cognitive processes", "game"; Having examined the peculiarities of the development of children of primary school age and having become acquainted with the methods of play, with the help of which the development of cognitive processes is carried out, we proceed to experimental work. It will allow us to get the results and make a conclusion about the confirmation of the hypothesis put forward.

One of the leading directions in the modernization of education is the achievement of a new modern quality preschool education... There is a need to develop and search for innovative methods, correctional and educational solutions.

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Municipal autonomous educational institution

"Kindergarten No. 92 of general developmental type"

Self-education

Theme :

Kravchenko Irina Vladimirovna

educator uncategorized

Higher education

Date of start of work on the topic: September 2016

Estimated end date: May 2017

Theme :

"Developing games as a means of forming cognitive abilities of older preschoolers"

The urgency of the problem:

One of the leading directions in the modernization of education is the achievement of a new modern quality of preschool education. There is a need to develop and search for innovative methods, correctional and educational solutions.

The concept for preschool education, the requirements for updating the content of preschool education outline a number of fairly serious requirements for the cognitive development of preschoolers. All acquired knowledge and skills are consolidated in educational games, which need to be paid great attention. Kindergarten fulfills an important function of preparing children for school. The success of his further education largely depends on how well and on time the child will be prepared for school. Great value in mental education and in the development of intelligence have educational games. They contribute to the development of memory, speech, imagination, emotions; forms perseverance, patience, creative potential personality. I was interested in problem : is it possible to increase the motivation of preschoolers in the formation of cognitive abilities through the use of developmental games. The use of game techniques and methods, their sequence and interconnection will contribute to solving this problem. Based on this, I formulated the following working hypothesis: the development of cognitive abilities in preschoolers through developmental games will be effective if used play methods and techniques in the educational process.Object of study- cognitive abilities in preschoolers;Subject of study- developing games in the formation of cognitive abilities in preschoolers;

In the formation of children's cognitive abilities in work, I use an entertaining game material... I include this material in the course of the event itself or use it at the end of it, when there is a decrease in the mental activity of children. In my direct educational activities, I use various didactic games.

Carry out their work on this topic in close contact with parents:

Introduce entertaining and educational games;

Conduct consultations, individual conversations;

Involve parents in replenishing the center"Educational games"

Goal and tasks :

1. Study of the relevance of the use of play techniques in the formation of cognitive abilities in preschoolers.

2. To actively influence the comprehensive development of children:

enrich with new ideas and concepts; to consolidate knowledge; intensify mental activity.

3. Creation of conditions for the development of cognitive abilities in preschool children through developmental games.

4. Raise your own level of knowledge by studying the necessary literature. Get acquainted with innovative techniques, technologies.

5. Analyze the psychological and pedagogical literature on this issue.

6. Explore gaming technology in the development of cognitive abilities.

7. Make a selection of educational games

8. Give a general description of the content of the concept of cognitive abilities

9. To investigate the effectiveness of using educational games for the formation of cognitive abilities in older preschoolers.

Cognitive abilities, sources of knowledge - natural means of knowledge, which are the individual qualities of a person. K P.S. relateFeel , representation, perception , intelligence, will , intelligence, talent,intuition , memory, imagination,deduction , induction , analogy , analysis, synthesis. http://ponjatija.ru/

Term cognitive abilityunderstood as abilities that include sensory abilities(perception of objects and their external properties) and intellectual abilities that ensure the productive mastery and operation of knowledge, their sign systems.

What are the main indicators of the formation of cognitive abilities? Let's single out the most important of the mental mechanisms underlying any effective cognitive activity: attention (especially voluntary), various types of memory (visual, auditory, kinetic), imagination, thinking. Let's dwell on them in a little more detail.

Attention largely determines the success of any activity. It depends on its characteristics whether a child can quickly enough move from one type of work to another, how long he can deal with the same material, how clearly he manages to isolate an object and examine, study it for a long time. The difficulty in the formation of purposeful attention is primarily due to the fact that involuntary attention is characteristic of preschool and primary school age, which gradually turns into voluntary. The student most often needs to make an effort, force himself to be attentive. Create the necessary conditions To overcome the shortcomings in the manifestation of this important quality and the further development of its properties, it is possible only if you know well the peculiarities of attention that are characteristic of a particular student, and purposefully form the missing links.

Memory - this is the basis on which the brain "creates". By the beginning of schooling in children, along with involuntary memory, voluntary memory arises, which, according to psychologists, reaches such a level of development, which is characterized by the presence of a goal to remember or recall something, as well as the use of mnemonic methods aimed at implementing this goal.

Development process perception was investigated in detail by L.A. Vanger. By the time they start school, the child, as a rule, is already mastering sensory standards. Such reference samples for the perception of the shape of objects, for example, can serve as well-known geometric figures (line, angle, triangle, rectangle, circle, etc.); when perceiving color - the spectrum and various shades of its primary colors in terms of saturation and brightness; when perceiving the size of objects - differences in sizes (length, area, volume) Having introduced the child to these standards, he must be taught to use them in practice to establish the corresponding properties of perceived objects, that is, to teach perceptual actions. The improvement of perceptual actions, the mastery of new types of such actions, according to L.A. Vanger, provides an improvement in perception with age, the acquisition of greater accuracy, dismemberment and a number of other qualities inherent in the developed perception of an adult. The high quality of perception, in turn, forms the basis for the formation of abilities.

By the beginning of school, children have elements of arbitrary imagination. In process mental images the child relies on the ideas he has, their transformations and combinations.

All the cognitive processes that are outlined above serve as the basis for the development of thinking, which is very important for life, for the formation of an independently thinking personality, the cognitive process, which is the highest stage of human cognition.

As you know, abilities, including cognitive ones, are not only manifested, but also developed in the process of educational activity. The development and improvement of cognitive processes will be more effective with purposeful work in this direction, which will entail the expansion of the cognitive capabilities of children. This means that the development of cognitive abilities must be controlled. However, these opportunities are often not implemented in the best way. According to psychological research, the greatest shift in child development occurs in the first year of schooling. Further, the pace of mental development of students slows down, and interest in learning falls, due to insufficient attention to the developing side of learning.

Enhancing the cognitive activity of students is one of the main tasks of the teacher. Among all the motives for learning activities, the most important is the cognitive interest that arises in the learning process. He not only activates mental activity at the moment, but also directs it to the subsequent solution of various problems, develops the student's abilities. In the process of educational activity, I use entertaining material, didactic games, tasks with the aim of forming ideas, acquaintance with new information. In this case, an indispensable condition is the use of a system of games and exercises.

Children are very active in perceiving joke tasks, puzzles, logical exercises. They are persistently looking for a course of solution that leads to a result. In the case when an entertaining task is available to the child, he develops a positive emotional attitude towards it, which stimulates mental activity.

From all the variety of entertaining material greatest use find didactic games. They have the opportunity to form new knowledge, acquaint children with methods of action, expand, clarify, consolidate educational material.

In an integrated approach to education and training, I use not only didactic games, but also educational games and tasks. They are interesting for children, emotionally capture them. And the process of solving, searching for an answer, based on interest in the problem, is impossible without active work thoughts. Systematic exercise in solving problems, in this way develops mental activity, independence of thought, creative attitude to the learning task, initiative.

Let us dwell in more detail on the tasks that are classified according to the main cognitive processes. To improve various aspects of attention and increase the volume of voluntary attention, the "Labyrinth" task is performed. It includes defining moves, performing graphic tasks in labyrinths, solving arithmetic "letters" in them. To target attention, didactic games are held: "Multiply or divide?" ", "Find differences". You can also offer a game for training attention "Draw, counting correctly and moving in the right direction." For the development of visual and auditory memory, it is effective to use dictations, for example, "Word chain", the game "Remember mathematical terms."

The main types of tasks for the development and improvement of perception are tasks for the development of form perception: it is proposed to impose either sticks or wire on geometric figures in order to perceive the difference in their forms; draw and sketch various geometric shapes; will enlarge (reduce) the shape. Among the tasks for the development of perception, much attention is paid to the tasks for the development of the eye.

The development of voluntary imagination goes on, of course, in all subjects. Let us note the more typical tasks for this group. A good exercise for developing your imagination will be tasks to find a pair of identical figures, the exercises "Find and count objects", "Rebuild and transform the figures." The simplest tasks in topology, in which it is proposed, without lifting the pencil from the paper and without drawing the same line, to draw the figures twice, are of very great interest among students. Effective for the development of children's imagination is tasks in which one of the given parts must be selected in order to restore the whole object, composing a given whole from two given, but not obvious parts. For example: how many pears, similar to the pattern, can you make from the sketched pieces? An interesting variation is the game "What is a dog?" You can ask the child to imagine a dog and tell as much as possible about it: what kind of coat I have, what it likes to eat, what shape its tail and ears are, what its character is, etc. "Draw by description." You read the following text: “There was a white house. Its roof is triangular. Big window red and a little yellow. The door is brown. The text should be read again at a slow pace, one sentence at a time. Children at this time with their eyes closed should imagine this house, and then draw it.

Particular attention with purposeful work on the development of cognitive processes is paid to the development and improvement of mentaloperations: comparison, analysis, synthesis, generalization and classification, solving logical problems. Much attention is paid to meaningful and logical tasks: "Continue the series", "Divide into groups", "Compare", "Find the pattern". New non-standard tasks are introduced. They require increased attention to the analysis of the condition and the construction of a chain of interconnected logical reasoning.

Regular use of a system of special tasks and tasks aimed at developing cognitive abilities in the classroom broadens the horizons, contributes to the development of the child's personality, improves the quality of readiness in the subject, allows children to more confidently orient themselves in the simplest patterns of reality around them. It is the management of the development of cognitive abilities that will allow the teacher to form in children the mental strength and cognitive processes, flexibility and breadth, independence of thought. All this is necessary for a person not only for the application of knowledge in work, but also for the fullness of spiritual life.

The development of cognitive abilities and cognitive interest of preschoolers is one of the critical issues education and development of a young child. The success of his studies at school and the success of his development in general depend on how well the child's cognitive interest and cognitive abilities are developed. A child who is interested in learning something new and who succeeds in it will always strive to learn even more - which, of course, will have the most positive effect on his mental development.

How to develop the cognitive abilities of preschoolers?

From 5 to 7 years old

At this age, the development of the cognitive abilities of preschoolers includes the knowledge " big world”, As well as understanding and implementation of such concepts as humanity, kindness, politeness, caring, compassion, etc. At this age, children no longer simply perceive information and establish relationships between phenomena, but are also able to systematize the knowledge gained, remember it and use it for its intended purpose. At this age, respect to a world based on ideas about moral values.
Now the child not only compares, but also draws conclusions, independently identifies patterns in phenomena and is even able to predict certain results. In a word, if earlier the child perceived ready-made solutions, now he seeks to come to some result himself and shows interest in finding solutions to a particular problem.

Features of classes for the development of cognitive abilities of preschoolers

Naturally, intensive development cognitive abilities of preschoolers is impossible without special classes with children. But these should not be uninteresting and boring activities that will not bring any benefit to the child, but, rather, on the contrary, completely deprive him of any desire to learn anything. The main activity for the development of the cognitive abilities of preschoolers should be the most important species child's activity - a game. It is a game with learning elements that is interesting for a child that will help you develop the cognitive abilities of a preschooler.

When choosing educational games for a child, remember that the most important factor in the development of the cognitive abilities of preschoolers is the example of adults. It's no secret that children learn something new by imitating their elders. Moreover, this applies to both positive aspects and negative examples. Wouldn't it be better if the child had more positive role models in front of their eyes?

For example, a child can learn the names of cutlery, but the parents must show him that soup is eaten from a plate with a spoon. The same applies to new games - how to roll a car with a string, how to build a house from blocks - a child should learn all this from a joint game with an adult. In the development of the cognitive abilities of preschoolers, it is not an explanation that is important, but a positive example to follow.

Don't ask your toddler to remember something instantly. For a new skill to take hold, a sufficient number of repetitions of the same action is necessary. It is not for nothing that children love when they are repeatedly read the same fairy tale or play the same game with them. This is how children develop and each time they feel more confident when they need to do a new action for themselves. But remember that in classes with older children, on the contrary, it is necessary to constantly introduce some new element into the game - while not changing the essence of the game.

When choosing material for the development of the cognitive abilities of a preschooler, take into account the level of his development and his experience so that the child can do certain tasks. For example, if a preschooler has already seen cars on the street, you can start teaching him to carry a typewriter on a string. But if the child is not yet familiar with some concepts, it is necessary either to first introduce the baby to them, or to postpone the games where they are mentioned for later.

Carrying out developmental activities with your child, in no case make excessive demands on him. Surely take a stand little child it can be difficult - but that is why you and the parent are to perform difficult tasks for the good of the baby. Judge for yourself: if a child understands that the task is beyond his powers, what kind of interest in developing play can we talk about here?

When playing an educational game with your child, remember that despite the game moments, this is still an educational activity. Therefore, its duration must be clearly regulated. As soon as you see that the child is tired, quit the game and keep him busy with something else. On average, one educational game should last about 15-20 minutes. By the way, the most effective games include changing activities. Such games help to keep baby attention and stimulate increased interest in the child.

And, of course, do not forget to praise the child and stimulate the use of the knowledge gained during the lessons in Everyday life... The development of the cognitive abilities of schoolchildren will be effective only if the knowledge gained is applied by them in practice.

Examples of activities for the development of cognitive abilities of preschoolers

Depending on the age and level of training of the child, the following examples of activities for the development of the cognitive abilities of preschoolers can be cited.

From 5 to 7 years old

At this age, the development of cognitive abilities in a preschooler, to a greater extent, is carried out through experiments and experiments. A child at this age should learn to draw conclusions and inferences, as well as predict certain results. It is with the aim of teaching a child such things that it is necessary to conduct such classes.

In addition, at this age, games aimed at finding non-standard solutions and the expression of creativity. In connection with the formation of basic moral values ​​in a child, during this period it is very useful to show him films and cartoons that promote certain values. The same is true for thematic books.

Due to the fact that the beginning school life at this age is just around the corner, it is necessary to pay special attention to the development of the child's speech. conduct conversations with him, be sure to ask the child's opinion regarding the book he read or the movie he saw. In short, stimulate him to develop speech and apply the acquired skills in daily life.

For the development of the cognitive abilities of preschoolers to be effective, it is necessary not only to choose the right games and activities for this, but also to interest the child in one way or another. Only in this case, the development of the cognitive abilities of your preschooler will proceed at a rapid pace, and the child's interest in the world around him will never fade away!

posobie.info

Under cognitive abilities of preschool childrenit should be understood the activity shown in the process knowledge ... It is expressed in the interested acceptance of information, in the desire to clarify, deepen their knowledge, in the independent search for answers to questions of interest, in the manifestation of elements of creativity, in the ability to learn way of knowing and apply it to other material.Cognitive abilities developfrom the need for new experiences, which is inherent in every person from birth. Vpreschool agebased on this need, in the process development orientation and research activities, the child develops a desire to learn and discover as much new as possible. Researchers believe thatcognitive abilityare one of important qualities characterizing mentalpreschooler development. Cognitive abilityformed duringpreschool childhoodare an important driving forcecognitive development of the child, which determined the choice of the topic of the final work "Ways of developing cognitive abilities in older preschool childrenwithin the framework of the model of the organization of the educational process"Joint activity of the teacher and children ".

"Without a game, no , there can be no full-fledged mental development.

The game is a spark that ignites the spark of inquisitiveness and curiosity. "

V. A. Sukhomlinsky.

Didactic games are a type of games with rules specially created by the pedagogical school for the purpose of teaching and educating children. Didactic games are aimed at solving specific problems in teaching children, but at the same time, the educational and developmental influence of play activities appears in them. Using didactic games as a learning tool junior schoolchildren is determined by a number of reasons: - reliance on play activities, game forms and techniques are the most adequate way to include children in educational work; - mastering learning activities, the inclusion of children in it is slow; - contribute to the development of mental processes in children; - cognitive motivation is insufficiently formed. The didactic game largely contributes to overcoming these difficulties. It has a certain structure that characterizes play as a form of learning and play activity. The following structural components of a didactic game are distinguished: a didactic task; game actions; rules of the game; result. The didactic task is determined by the goal of teaching and educational impact. It is formed by the teacher and reflects his teaching activities. 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. In different games, the game actions are different in relation to the players. They are related to the game intent and proceed from it. Playful actions are the means of realizing a game concept, but they also include actions aimed at completing a didactic task. The rules of the game, their content and orientation are determined by the general tasks of forming the child's personality, cognitive content, game tasks and game actions. In a didactic game, the rules are given. With the help of the rules, the teacher controls the process of cognitive activity, the behavior of children, and imperceptibly organizes the actions of children. Summing up - the result is summed up immediately after the end of the game. This can be: scoring; identification of children who have completed the play task; determination of the winning team, etc. At the same time, it is necessary to note the achievements of each child, to emphasize the successes of the lagging children. All structural elements must be preserved in the course of the games. Since it is with their help that didactic tasks are solved. The relationship between children and the teacher is determined not by the learning situation, but by play. Children and the teacher are participants in the same game. Thus, didactic play is a game only for a child, and for an adult it is a way of learning. The purpose of didactic games is to facilitate the transition to educational tasks, to make it gradual. From the above, we can formulate the main functions of didactic games: - the formation of a stable interest in learning and the release of stress associated with the process of adaptation of the child to the school regime; - the formation of mental neoplasms; - the formation of general educational skills, skills of independent educational work; - formation of skills of self-control and self-esteem; - the formation of adequate relationships and the development of social roles. Thus, didactic play is a complex, multifaceted phenomenon. All didactic games can be divided into three main types: games with objects (toys, natural material) desktop printed word

Komarova N. V., Rybakina L. A., Fatkullina S. F. Developing games as a means of personality development [Text] // Theory and practice of education in the modern world: materials of the Intern. scientific. conf. (St. Petersburg, February 2012). - SPb .: Renome, 2012 .-- S. 190-192.

b games Nikitin

Toys, games are one of the most powerful educational tools in the hands of society. The game is usually called the main activity of the child. It is in the game that different aspects of his personality appear and develop, many intellectual and emotional needs are satisfied, and character is formed. Do you think that you are just buying a toy? No, you are projecting a human personality!

B.P. Nikitin

Nikitin's games "Fold a Pattern", "Fold a Square", "Fractions", "Cubes for All"

Nikitin's games are remarkable in that they can be played with the whole family. Age is determined only by the degree of difficulty of the tasks. Some tasks are within the power of children from one year old (and even for very little ones, you can also come up with tasks!), And some are not easy even for adults to cope with. It is all the more pleasant when kids, who started playing these games early, successfully complete difficult tasks!

In addition, these games have great potential in the development of creative abilities of children. Indeed, from the proposed set of parts, you can come up with an infinite number of games on your own.

Fold the Pattern Game

consists of a set of 16 cubes, the edges of which are painted in different colors, and is aimed at the formation of elementary mathematical skills. B.P. Nikitin recommends starting to play it from a year and a half.

To get started, just look at the blocks with your child. Pay attention to the kid in what colors they are painted. Here are the first games with cubes for very little ones: we learn and fix colors; counting cubes - we learn the concept of quantity, we form the initial skills of counting.

Then you can show how to build paths from the cubes. Wait for the child to want to join you and keep playing with him.

First, we build one-color paths: "Look, I got a yellow path, a squirrel jumps along it cheerfully (use your baby's favorite toys). Now, maybe you can try to build a green path for a bunny?" (While doing this, we repeat and fix the colors.)

When the child can confidently cope with this task, invite him to make colorful paths. This opens up a lot of space for studying the concepts of regularity and sequence: "Look what path I built. What do you notice? - Yes, one cube is yellow, the other blue, yellow, blue, yellow, what will the next cube be? Continue the path. Now come up with himself a multi-colored path for his bunny. "

After mastering these steps, you can proceed directly to drawing up patterns from cubes. First, there will be patterns and the order of action "like mom's", then move on to drawing up the patterns proposed in the manual. Later, the most interesting thing will be: self-inventing patterns.

While playing, the kid will learn to understand schemes, recognize real objects in abstract drawings, and create new combinations from existing elements.

Game guide "Fold square"

made up of squares cut into pieces of various shapes... The game is represented by three levels of difficulty, and the higher the level, the more components in the square. At the first level, you need to add a square of only 2-3 parts. On subsequent levels, the shape and number of parts of the squares change. When all these tasks are mastered, you can complicate the game by pouring and mixing parts of two or three sets. In this case, the child will need to take into account that each square (respectively, and its parts) is painted in its own color - pay attention to this at the very beginning of the game.

You can start getting to know the game from 9-10 months and later. To begin with, use the details of the squares to learn color, develop counting skills. Do not forget to describe and name the figures that make up the squares: "This is a triangle (trapezoid, etc.), it is blue. Let's count how many angles it has ... and sides?" (while studying the shape, names and properties of the figures). Show that triangles and other shapes are of different sizes (mastering the concept of "size, size"). Also, the details of the game can be used to collect not only squares, but also other various shapes and forms - while introducing the concepts of "whole" and "part".

The game will help develop the child's spatial imagination, logical thinking, the ability to analyze and synthesize - the understanding that a square or other figure can be divided into different parts and a square can be folded from several parts. In addition, fine motor skills of fingers develop - after all, for babies it is still not so easy to neatly and accurately fold a square out of small parts; as well as fantasy, creative and combinatory abilities of children.

Unikub

These versatile cubes introduce your toddler to the world of three-dimensional space. The development of spatial thinking will allow the child in the future to master drawing, stereometry, descriptive geometry. A wide range of tasks of "Unicuba" can captivate children from 2 to 15 years old. The game provides tremendous opportunities for the development of children. The child can analyze the patterns of the color of the cubes. The first impression is that there are no equally colored cubes, all 27 are different, although only three colors are used, and the cube has 6 faces. Then it turns out that, in addition to the only ones, there are 8 triads, according to the number of faces of each color, but are they relative position?

The game teaches clarity, attentiveness, accuracy, accuracy. To offer a child this game, parents need to imagine whether he distinguishes colors, whether he can find a cube with two faces of the same color or not, whether he adds a "train" and a "tower" from the cubes, whether he can lay a "platform", build a "house" or a "ladder".

Tasks in "Unicub" are difficult and therefore require a lot of time and effort for the child, and you can't give a lot of them. Sometimes one task is enough, and less often 2-3, depending on the capabilities of the kid.

Tasks can be given to children both through drawing and orally. At first, children understand the drawing better than a verbal explanation, but this does not mean that one must agree with such one-sidedness. Where the task can be given verbally, this should be used. Only when you are convinced that the baby can fold both the "small cube of blue" (of 8 "blue treshki") and the "large cube of red" (of 27 cubes) in one verbal assignment, you can weaken attention to the problem, as ask the task: verbally or graphically. In other words, it is necessary to bring the child to a position where he equally well perceives tasks both orally and in the form of a drawing.

TRIZ technologies.

The purpose of TRIZ is not just to develop the imagination of children, but to teach them to think in a systematic way, with an understanding of the ongoing processes. To give educators and parents a tool for concrete practical education of children's qualities, a creative personality, capable of understanding the unity and contradiction of the world around them, and solving their little problems.

TRIZ is the theory of inventive problem solving. This program aims to enhance creative imagination, thinking, on the development of the ability to find sometimes unusual solutions to various problems.

Wonderful Things game

Purpose of the game: come up with and describe new object with unusual properties.

Age : from 4.5 years old, it is best to start playing with one or two picture-properties

Ask : we develop imagination and speech, variability of thinking, creativity, interest in inventing new things

Preparation:

There are four series of cards in this game: "movement", "material", "sound", "smell". On the "shirts", respectively, their own color, inscription or image-symbol. And on the front side of the cards are various objects that show how an object can move, what it can be made of, what it will smell like and how it will sound.

Let's play!

An arbitrary object is taken, you can start with a man-made world, and then transfer unusual properties to everything. Then cards with properties - smell, material, mode of movement, sound - are selected one by one. The property that is encrypted on the card is transferred to the object. The presenter, together with the players, discusses what the subject turns out to be, what is good in it, what is bad, how this bad can be changed by turning it into good.

When the game is mastered, I advise you to add cards with empty pictures so that you can come up with what property to endow the object with.

How it works?

First, let's come up with an unusual animal, useby combining and combine the zebra and the turtle, it turns out zebra turtle (an example of a dialogue is taken from the manual by L.E.Belousova).

Educator ... This beast is fantastic, there are no such things in life. What kind of animal is it? The game Wonderful Things will help us find out.

Educator ... How does our animal know how to move? (Lays out play cards from the "movement" series in front of the children.)

Child (chooses a card with a ball drawn on it). He will jump high and low like a ball.

Child ... When the zebra turtle jumps up, it will see both its friends and its enemies, it will be able to get any fruit from a tall tree.

Educator. What material is it made of? (He offers to choose a card from the "material" series, the child chooses a "spoon" card.)

Child ... It is made of wood.

Educator. Why is this good?

Child. Nobody will eat it, it tastes bad. She does not sink In water. She's beautiful.

Educator. What sounds does it make? (Lays out playing cards from the "sounds" series.)

Child (chose beep). Knows how to buzz.

Educator ... Why is it good?

Child ... She has good hearing... Can amuse Others, warn friends about danger with their beeps. Deceive enemies. They will think that the locomotive is going.

Educator. What does she smell like? (Suggests to choose a card from the "smell" game series.)

Child (chose a card with an apple). Fruit.

Educator. Why is this good?

Children ... It freshens the air, awakens the appetite, puts you to sleep.

Educator ... Why is that bad?

1st child. It's bad that the zebra turtle is jumping like a ball, because if it loses something, it will be difficult for it to find it. A hunter can see her if she jumps very high.

2nd child. It is bad that it is made of wood, as it can hit or scratch it when it collides with another beast. Wood knocking prevents other animals from sleeping. It can be gouged by a woodpecker or someone else.

3rd child ... It's bad that it hums like a pipe - it interferes with calmness. It's boring to listen to the same melody.

4th child ... She smells of fruit all the time - her friends can get tired of this smell, her head aches, interrupts all other smells (for example, she will eat herring, but she smells like fruit, this is unpleasant).

Educator. How can you help her?

1st child ... We must teach her to jump both high and low, and wrap the tree with iron so that no one can eat her.

2nd child ... Make her secret buttons so that you can turn off the sound and smell.

After discussing a wonderful thingit is very important to securein any artistic way to fix what you have invented: draw, dazzle, make a collage.