Object and play activities of a child at an early age. Play activities at an early age
Playing and acting with objects are the main activities of children in the second and third years of life. This activity of a child differs from classes in that it arises on the initiative of the child himself. Play takes a big place in a child's life: all the time, not busy sleeping, feeding, or doing, the baby is playing.
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Play activity of young children, its features.
“Play is important in a child’s life, it also matters what an adult’s work, service has. What a child is like in play, so in many ways he will be in work. Therefore, the upbringing of a future figure takes place, first of all, in play ... "
A.S. Makarenko.
The mental development of a child is formed in the process of his activity. Playing and acting with objects are the main activities of children in the second and third years of life. This activity of a child differs from classes in that it arises on the initiative of the child himself. Play takes a big place in a child's life: all the time, not busy sleeping, feeding, or doing, the baby is playing. This is his natural state. The game gives him a lot of joy, is accompanied by positive emotions: he is surprised, rejoices at receiving new information, achieving the desired result, communicating with adults and peers. Play is the way for children to learn about the world around them.
The child in the game gets acquainted with the properties of objects, while a lot of "experiments", shows initiative, creativity. During the game, attention, imagination, memory, thinking are formed, such important qualities as activity, independence in solving game problems develop. It is in the game that the first positive relationships with peers are formed: interest in the games of other children, the desire to join their game, the first joint games, and in the future the ability to reckon with the interests of peers.
During independent activity, children develop positive relationships and emotional-business ties with adults. They are drawn to those who are engaged with them, play; quickly adopt the tone of an adult's attitude towards them (attention, affection, sympathy) and themselves begin to show mutual feelings. Already in the second year of life, children very sensitively listen to the teacher's assessment of their activities and are guided by it.
For a teacher, the organization of independent play activities of children is one of the most difficult sections of work, since, on the one hand, he must, without suppressing the child's initiative, skillfully guide his play, on the other hand, teach the child to play independently. The educator will be able to properly organize independent play activity only if he knows well not only the peculiarities of the mental development of the child of the age with which he works, but also the peculiarities of the development of the children of the entire group.
Children are busy with games and other types of independent activities all the time, free from classes and other compulsory activities.
The independent activity of children in the second year of life includes different types of games (plot, mobile, didactic, with building materials, fun games); independent walking, running, climbing; examining books, pictures; observing others; communication with adults, with children; elementary practical (labor) actions; the first attempts at visual activity.
The educator must ensure that during wakefulness each child is engaged in a variety of activities, switch them from one type of activity to another in a timely manner, avoiding overwork, pedagogically correctly lead both the entire group and the activities of each child.
In order to properly organize the independent activity of children, it is necessary to think over and create conditions in the group for all its types. In the group room and on the site, play areas should be allocated. The game material in these zones is systematically updated and complicated. Each type of toy and aids should be kept in a specific location. This teaches children to be organized, order and self-reliant.
To master walking and other types of movements while awake, children should be encouraged to outdoor games with balls, carts, wheelchairs, etc.
A quiet place in the group should be reserved for playing with didactic toys. Didactic toys, books should be kept in an open cabinet, next to the tables where children play. More complex didactic games and toys, as well as fun toys, should be visible to children, but it is better if they lie on the shelf a little higher than the child's height, so that an adult can help take the toy and at the same time follow the game.
With didactic toys and aids, children can play under the supervision of a teacher after appropriate training in the classroom (pyramids, inserts, ballbros, aids for distinguishing and grouping objects by shape, size, color, etc.). Children consolidate the knowledge gained in the classroom, learn to independently use didactic toys.
It is necessary to set aside space in cabinets for storing large and tabletop building materials of various shapes with corresponding shaped toys in size, and nearby provide space for playing on the floor and on tables.
To view illustrations, pictures, you need a small, but quiet and well-lit area. Pictures, the first books are good to store on a low shelf, and next to put a table at which children can look at familiar illustrations in books.
A relatively large area is allocated for games with large doll furniture and plot-shaped and transport toys.
It is better to store materials for visual activities (pencils, paper, crayons, etc.) in a closed cabinet, since children on their own do not yet know how to use these objects for their intended purpose (for drawing), but introduction to drawing is unusually beneficial for raising interest in children of this age to visual activity. It is necessary to encourage children to observe the drawing, modeling of the teacher. You can invite children to "draw" with colored crayons on the blackboard, on the asphalt; with a stick - on the sand, in the snow, "print" on the ground with the help of molds images of objects, animals, birds.
In the warm season, organizing games with water, sand, and in winter - with snow, molds, the teacher encourages children to independently use molds, stencils of animals, birds, as well as simple tools (scoop, rake, shovel, etc.).
During the second year of life, children, with the help of adults, begin to master the basic play methods, namely: play actions of varying degrees of complexity, the first speech utterances that complement and sometimes replace play actions. As means for the game, they learn to use different plot-shaped toys, substitute objects, as well as the first words denoting those absent in this moment, imaginary toys-objects. Children themselves begin to prepare the conditions for the game. They begin to master and emotionally expressive means.
The same life situation, which determines the content of the plot of the game, children can display with pleasure throughout the year, if at the same time the game methods and means change and become more complicated. For example, when feeding a doll, children first use only two (suggested by the teacher!) Toys (a doll and a spoon), then willingly resort to replacing the spoon with a stick or straw. Later, they can name imaginary food, prepare some conditions for treating dolls, toy animals themselves (they put them at the table, distribute spoons, plates, pour soup, etc.).
The teacher should involve children as widely as possible not only in observing others, but also in their feasible participation in solving practical problems available to the child (in everyday life, on the site during a walk, in the classroom). Only then will the children themselves be able to truly understand the purpose of objects, the meaning of actions with them.
However, children of the second year of life themselves cannot translate their knowledge of life into a conventional play plan. An adult should help them in this regard by organizing educational games (demonstrations, performances, didactic games, etc.). If acquaintance with the environment and educational games create the basis for play, then the independent play itself, its content, the way children solve game problems are determined by the appropriate selection of toys and directed problematic (encouraging the independent solution of game problems) communication between the adult and the child during the game.
Emotionally expressive displays of simple and understandable life situations (feeding dolls, bears, riding a horse, typewriter, etc.) arouse children's interest, a desire to reproduce what they have seen. At the same time, in dramatization, the educator isolates the most important thing in those events in which the child was an observer and participant, consolidates the experience gained in everyday life or in the classroom, understanding the purpose of objects, the meaning of actions with them. In educational games, children should not be outside observers of the actions of adults. Educational games are actually joint games between the teacher and the children, in which the adult plays the leading role.
As the child's experience enriches in the performances, it is recommended to use 3-4 interconnected objects (doll, table, plate, spoon). The number of actions also increases, they are interdependent, aimed at preparing for solving a game problem: before feeding the doll, they sit it at the table, scoop food from the doll's plate with a spoon, etc.
For children after a year and a half, the shows include 2-3 episodes, contain elements of didactic games aimed at clarifying the name, purpose of some objects, their properties, etc. It is important to involve children in the joint fulfillment of the game task. This can be a question (“The doll is crying - what to do?”), A surprise moment (“The doll hid - where is she?”), The character's address to children, etc. An adult's speech should be emotionally expressive, unhurried, clear. Each word should convey information that children can understand: the name of toys, their properties, actions. It is necessary to monitor the reaction of children, to encourage statements, emotional manifestations, and actions.
For educational games, toys of medium size (15-20 cm) are used, they must be proportionate in size, beautiful. You cannot use substitute objects or imaginary objects if the child has insufficient experience with real objects. However, for children who are good at playing with toys, some substitute objects should be offered in shows, and later imaginary objects instead of familiar toys, or the word denotes the imaginary states of dolls, toy animals (instead of an apple, give a ball, a stick instead of a spoon, say that the doll is laughing or wants to sleep, what's in a cup of tea, in a saucepan of soup, etc.). Similar toys are given to children for independent play.
The most important thing in these games is not teaching specific actions according to a model, but for the children to understand the meaning of the play situation that the adult was demonstrating, to show interest in it, the desire to reproduce it in their play.
Educational games are repeated until they arouse keen interest in children, become more complex in a timely manner and are replaced by a new plot that is close to the child from personal experience, or a new content of the game problem, new ways of solving it.
Didactic games occupy a relatively large place among other types of independent games for young children.
They require close adult guidance. One of the main components of this guide is the correct selection of didactic toys and materials, their placement in the group room, and the order in which they are available to children.
The selection of play material should be made taking into account the understanding of the functional purpose of each type of didactic toys and manuals, the correlation of the content of independent didactic games of children with the program material that they learn in the classroom.
The teacher should guide the independent didactic play of children, come to the rescue in case of difficulties, take into account their skills learned in the classroom, correct wrong actions, kindly maintain independence in the game, encourage children to play side by side and, if possible, together, while protecting the individual initiative of each child.
Children should always have at their disposal a desktop building material and a larger one that can be played on the floor. Building kits should include appropriate-sized story toys. Along with wooden building kits, you should also have plastic ones, with parts of various sizes.
The sets of building materials consist of both those elements that the children were introduced to in the classroom, and of new ones, such as cones, cylinders and hemispheres of various sizes. These parts are used by children along with familiar cubes, bricks, planks and prisms.
When leading independent games, the educator should help each child to take up their construction next to other children, but not interfering with them. The teacher should draw the attention of children to building materials, build with them, suggesting the theme of construction, help the child recognize this or that image in his own building. It is necessary in the process of joint play to introduce plot toys, figures of people and animals, to encourage the independent use of plot toys by children.
At the end of the second year of life, substitute items can be included in the construction game of children, which can represent passengers in the car, treats for dolls on the table, etc. Large forms are used to organize the play space, and additional details (flags, heads of horses on a stick ), attached to them, create a bright festive atmosphere, encourage children to take joint action.
In the summer, games with moistened sand are organized, during which the teacher must teach children to pour sand into a bucket and a mold, make a "pie" out of raw sand, and also hammer pegs into the sand with a wooden mallet, fix wooden stencils of animals and birds in it. It is necessary to draw the attention of children to the fact that you cannot pour sand out of the box, stain their clothes.
You should have portable inflatable pools, large basins, etc., which in summer are used for various games with water on the site. With the help of the simplest objects-tools (a net and a scoop), children catch floating celluloid fish, ducks, balls.
By the end of their second year, children should be able to use buckets to scoop and carry water. You can give them watering cans with water to moisten the sand, watering.
In autumn, during the fall of leaves, it is necessary to show the children on a walk how you can use a plastic rake to rake the fallen leaves from the paths into piles. This labor action in a playful way is available to kids, forms not only useful skills, but also causes pleasant satisfaction with the results of their actions.
Fun games have a significant impact on the formation of the emotional sphere of a young child, his motor activity and ability to communicate with an adult, and later with peers. They are carried out in different periods of wakefulness with a subgroup of children, and, if necessary, individually (for example, during the reception of children or in a situation where the child has difficulty parting with his mother).
Entertainment - dances, familiar outdoor games, movements accompanied by reading a funny nursery rhyme, etc. - do not require special learning, are quickly and emotionally perceived by children, induce physical activity, and raise their spirits.
With young children, entertainments with a detailed storyline are conducted, accompanied by the teacher's singing or CD zamis. By dramatizing songs using toys, the teacher engages children in active actions. They greet the characters in the performance, clap their hands when they dance. Children are entertained by sounding clockwork toys, figurative and musical top type.
Bibliography
1. Education and training of young children. / Ed. By L.N. Pavlova. - M .: Education, 1986.
2. Pechora K.L. Young children in preschool institutions. - M .: Education, 2006.
3. Guidance of children's games in preschool institutions. / Ed. By M.А. Vasilyeva. M .: Education, 1986.
4. First steps. / Comp. K. Belova. - M .: Linka - Press, 2009.
5. Didactic games and activities with young children / Ed. S. L. Novoselova. M, 2008.
Introduction
Play as a form of human activity has long attracted the attention of teachers, psychologists, philosophers, biologists, and sociologists. Play is a special kind of human activity. Scientists study the games of children and adults, looking for their specific and distinctive features.
In the studies of L.S. Vygotsky, A.N. Leontyeva, A.V. Zaporozhets, D.B. Elkonin's play is defined as the leading type of child's activity, which does not arise through spontaneous maturation, but is formed under the influence of the social conditions of life and upbringing. The game creates favorable conditions for the formation of the ability to perform actions in the mental plane, to carry out psychological replacements of real objects. In the studies of L.S. Vygotsky, D.B. Elkonina, E.V. Zvorygina speaks about the use of play actions with toys, substitute objects. It is impossible to study the psychological aspects of a child's activity without analyzing it as a personality activity (D.B. Bogovlyanskaya, T.N. Ovchinnikova). Of particular interest are works that study the problems of intellectual activity, the structure of which includes both qualitative abilities and motivational factors. Intellectual initiative leads to the establishment of new patterns. Already in early childhood, we find in children creative processes that are best expressed in games (L.S.Vygotsky). For the educator, managing the game is one of the most challenging aspects of their job. He must be able to direct the game based on the child's capabilities, without suppressing his initiative and interests. One of the most effective methods of guiding play is to create a problematic situation for adults that makes play more difficult. Research N.A. Menchinskaya, A.M. Matyushkin showed the advantage of the method of problem learning.
The basic requirements for the management of the game of young children are also revealed in the works of N.M. Askarina, F.A. Fradkina, S.L. Novoselova, E.V. Zvorygina and others, in which, in addition to comprehensive management of the game, the method of creating problem situations is also considered. However, these studies do not reflect the sequence of application of increasingly complex problem situations. In practice, educators and parents often use the method of direct instructions, while children can solve more complex and interesting problems in the game.
The problem of organizing pedagogical conditions for the development of play activity at an early age is relevant, since, in our opinion, it has been less studied. Its study would help to solve the problems of the development of play activity at an early age, would make it possible to use new methods and techniques of upbringing and teaching children in the process of play activity.
The object of the research is the process of play activity of children at an early age.
The subject of the research is the pedagogical conditions for the development of play activity in children at an early age.
The purpose of the research is to study the pedagogical conditions for the development of play activity in children at an early age.
Research hypothesis - it can be assumed that the development of play activity in young children will be more effective if the following pedagogical conditions are created:
Involving the child in play activities, attracting him to active communication and to active play actions;
The use of problem situations and verbal instructions in the process of studying with children and their independent activities;
Enriching the child's play experience in independent activity, in the classroom, at home with parents;
The inclusion of parents in the pedagogical process of organizing play activities with young children in preschool and family settings, their pedagogical education.
In accordance with the hypothesis of the study, the tasks and methods of the study were determined.
Research objectives:
1. To study and characterize the current state of the problem of the development of the play activity of children at an early age through the creation of various pedagogical conditions.
2. To identify the psychological and pedagogical features of the development of play activity in children at an early age.
3. To develop and experimentally determine the level of formation of play activity of young children, to check the effectiveness of creating pedagogical conditions for stimulating and developing play activity of children at an early age.
4. To develop materials for working with parents in order to educate them and organize a playful developmental environment at home.
The methodological basis of the study is the leading provisions of psychological and pedagogical science about modern possibilities for the development of play activity, about the role of play and the peculiarities of the age-related development of young children, about the humanization of the pedagogical process in preschool educational institutions.
In the process of research and solving the set tasks, a number of methods were used: analysis of psychological, pedagogical and scientific-methodical literature, study of pedagogical experience of working with young children in organizing play activities, observation of the play activities of children and the work of a teacher, conversation, questioning. The leading method of our research was experimental work with young children.
The practical significance of the study lies in the determination and development of pedagogical conditions for the development of play activity in children at an early age in a family and in a preschool educational institution.
The approbation was carried out at preschool educational institution No. 16 in Ust-Labinsk, the course and results of the study were discussed at meetings of the preschool educational institution's methodological council.
This final qualifying work consists of an introduction, two chapters, a conclusion, a bibliography and an appendix.
Theoretical foundations of the development of gaming activity
young children
Educational and educational opportunities for gaming activities
at an early and preschool age
Play is one of the types of children's activities that are used by adults to educate preschoolers, teach them various actions with objects, methods and means of communication. In the game, the child develops as a person, he forms those aspects of the psyche, on which the success of his educational and work activities, his relations with people will subsequently depend.
For example, in the game, such a quality of the child's personality is formed as self-regulation of actions, taking into account the tasks of collective activity. The most important achievement is the acquisition of a sense of collectivism. It not only characterizes the moral character of the child, but also restructures his intellectual sphere in a significant way, since in a collective game there is an interaction of various ideas, the development of event content and the achievement of a common game goal. It has been proven that in play, children get their first experience of collective thinking. This circumstance is of fundamental importance, since the child's future is closely connected with socially useful work, which requires its participants to jointly solve problems aimed at obtaining a socially useful product.
When organizing a game in a preschool institution, a modern teacher takes into account the specifics of its formation and the general laws of the development of children. Domestic psychologists (L.S.Vygotsky, A.N. Leontyev, D.B. Elkonin) argue that a child's development occurs only if he himself is actively involved in different types of activity (subject, game, educational, labor) ... Each age period corresponds to the most accessible and important type of activity for upbringing and psychological development. Only a child who knows how to communicate and actively learns the most significant features of objects is able to move on to the game. In preschool age, there are great opportunities for play to become the child's leading activity.
The game has long been used for training and education. Domestic pedagogy skillfully applied it to the upbringing of children of different ages. In some games, the tasks of mental education came to the fore, in others - physical, thirdly - artistic.
In modern preschool pedagogy, different types of games are distinguished, transferring certain knowledge and skills to children: didactic, active, dramatization games, musical games - fun. In them, game actions are provided in advance by the rules of the game, toys.
In many of these games (games - dramatization, plot-musical, plot-didactic and plot-moving), the content of learning is, as it were, intertwined with a game plot that is interesting and close to children in their life experience.
The proposed game plot (theme of the game, sequence of events) provides for such behavior of children, which ensures the assimilation of new knowledge, skills, moral rules. Children, acting in an imaginary situation, solving game problems within a given game plot, imperceptibly for themselves assimilate the educational material inherent in them. So in the mobile game "Sparrows and Cars" they learn to run without bumping into each other, to act on a signal. The narrative-didactic game "Let's teach a doll to undress" helps them remember the sequence of undressing, teaches them to carefully hang and fold clothes, encourages them to use the names of clothing items and actions in speech. Having learned such games from their elders, children can play them themselves, repeating or creatively changing their content, but preserving their teaching basis and rules of the game. So, in educational games of a plot nature, children act in accordance with the rules within a predetermined game plot, assimilating specific material on mental, moral, aesthetic and physical education.
The game that children create themselves, reproducing in it what is close and interesting to them, has a special character. The theme of these games is based on the experiences of children. Such games are called creative, role-playing. They lay the foundation for collective activity, game cooperation, communication and joint solution of game problems, the transition to the display of human relationships in the game. Displaying life impressions in the game, the child consolidates, refines and expands knowledge about the environment. The value of such a game for the further mental development and harmonious upbringing of the child lies in the fact that
In the child's mind, the imaginary situation is being improved, with a gradual transition from "objective" play to games of an internal, mental plan;
The child in his development smoothly passes from individual games to collective games;
A new level of comprehension of the surrounding reality expands the creative possibilities of the child.
It is important to skillfully use all types of games in the educational process. An independent story game is closely related to educational games. Some types of games are mutually enriching for others.
Already in the play of young children, favorable conditions are created for the development of abstract thinking and speech, imagination, thinking, creativity, and speech develop. A good game is a guarantee of good mood and good health.
At the first stages of development, the plot game fosters the moral and volitional qualities of the individual: the ability to arbitrarily control their actions, to empathize, and assist. The first play together fosters a sense of friendship in children.
In games nearby, in the first business contacts, interest is brought up not only in actions, but also in the personality of another child. In individual and in the first joint games, children transmit, consolidate and deepen their social experience, which reflects the relationships and communication of different people, fairy-tale characters. In games, children show their attitude to reality, give moral and emotional assessments (the fox is cunning, the wolf is evil).
Play is a school of voluntary behavior (D.B. Elkonin). Let's try to make the child stand still - he won't stand even for two seconds. But if this action is included in the game context, the goal will be successfully achieved. Let's remember: “The sea is agitated - one, the sea is agitated - two, the sea is agitated - three. Freeze! " After all, even the most restless boys and girls freeze and stand, even on one leg.
Play is a school of morality in action (A.N. Leontiev). You can explain to the child as much as you like at home, “what is good and what is bad,” but only a fairy tale and a game are capable of teaching through emotional empathy, through putting oneself in the place of another, to teach to act and act in accordance with moral requirements. Psychological studies have shown that if “enemies” are included in a game interaction, in which they are forced to work together, caring for each other, mutual hostility will soon disappear, and vice versa - for friends who turn out to be game rivals, excitement and desire to win are often stronger than friendship.
Play is a leading activity in preschool age, an activity that determines the development of a child's intellectual, physical and moral strengths.
According to the Russian historian and philosopher Vasily Zenkovsky, "play is free creativity, the most important manifestation of the aesthetic principle in man", a means of penetrating into the sphere of meanings, comprehending the unity of the world and its Creator.
K.D. Ushinsky noted how important it is to observe children's play in order to determine the general and intellectual health of children. If the child does not express interest in games; passive or plays stereotypically and primitively for his age - this is a serious signal for an adult: such a child requires special attention, this is a “special” child - it may be a genius, or it may be dysfunctional.
With the help of the game, the child's education is more effective, and the upbringing is more enjoyable. Play is a means of diagnosing a child's mental state, his personal development, but it is also an excellent method for correcting certain defects, deficiencies, and developmental delays. Play psychotherapy is one of the youngest psychological methods.
Thus, play, if properly formed, solves important problems of mental, moral, aesthetic, physical development of every child, starting from an early age. In the game, from the first stages of its development, the personality of the child is formed, the qualities that he will need in educational activities, in work, in communication with people are developed. Correct guidance of the game and awareness of the value of the play activity of children at an early and preschool age reveals enormous educational and educational opportunities for the mental and personal development of each child.
Features of the development of play activities at an early and preschool age
The theoretical foundations of play, as the most important means of the all-round education of children, were laid by the research of such scientists as E.P. Fleerina, E.A. Arkin; later the works of R.Ya. Lekhtman-Abramovich, N.M. Aksarina, A.P. Usova, V.P. Zalogina, T.A. Markova, P.F. Kapterev and others.
One of the main provisions of the pedagogical theory of children's play is that play is of a historical, not biological nature. This understanding of the nature of play and the patterns of its development was reflected in the research of psychologists L.S. Vygotsky, A.N. Leontyev, D.B. Elkonin and their followers. Scientists believe that children's games spontaneously, but naturally arose as a reflection of the labor and social activities of adults.
It would be a big mistake to believe that full-fledged play can develop without the influence of the environment and some guidance from adults. This only achieves the goal when the factors that form the actual play activity, as well as the internal laws of the development of this activity, are taken into account. Without knowing the internal laws governing the development of a game as an activity, attempts to control it can destroy its natural mechanisms.
The tasks of harmonious upbringing in play are successfully realized only if the psychological basis of play activity is formed in each age period of preschool childhood. This is due to the fact that significant transformations in the child's psyche and his intellectual sphere are associated with the development of play, which is the foundation for the development of all other aspects of the child's personality.
A.V. Zaporozhets pointed out the need to study children's play, starting from early childhood, to identify the driving causes and patterns of its development, the originality of its content and structure at different age levels.
According to S.L. Novoselova, play activity in preschool age goes through a number of stages.
The first stage in the development of gaming activity is an introductory game. According to the motive given to a child by an adult with the help of an object - a toy, it is an object-play activity. Its content is made up of manipulation actions carried out in the process of examining an object. This activity of the baby soon (by the age of five or six months) changes its content: the examination is aimed at identifying the features of the toy object and therefore develops into orienting actions-operations.
The next stage of the game activity is called the reflective game, in which individual subject-specific operations are transferred to the rank of actions aimed with the help of a given object to achieve a certain effect. This is the culmination of the development of the psychological content of play in early childhood. It is he who creates the necessary ground for the formation of the child's own objective activity.
In the context of meaningful communication with an adult, the child practically learns the name and purpose of the object, and he transfers this new knowledge into his game. At the turn of the first and second years of a child's life, the development of play and objective activity merges and diverges at the same time. Until that time, play practically coincided in its effective content with objective activity, diverging from it only in terms of motive and the intended result of actions. Now, differences are beginning to appear in the modes of action - the next stage in the development of the game begins: it becomes plot-reflective. Its psychological content of the child's actions also changes, while remaining subject-consistent, imitate, in a conditional form, the use of the object for its intended purpose.
In the plot-reflective play of a child (2-3 years old), as if invisibly there is the one who uses the object for its intended purpose. This is how the preconditions for a plot-based role-playing game are gradually emerging.
The ability for role-playing behavior in play is formed not only on the basis of imitation or learning, but also, which is especially important, thanks to the child's understanding of the purpose of the subject, i.e. thanks to the practical assimilation of possible actions with him. It’s not far before accepting the role, and the baby is happy to do it.
At this stage in the development of play, word and deed come together, and role behavior becomes a model of relationships between people that children understand. The stage of the role-playing game itself begins, in which the player simulates the labor and social relations of people familiar to him.
The content of children's play activity at the stage of role play development is contradictory. Theoretically, every child can take on any role, say: mother, daughter, driver, cook, doctor ... However, taking on the role, he must realize it through communication with others. In the psychological core of role play, a contradiction arises between the desire to implement certain role actions and the knowledge and experience of children. In order to communicate with comrades, so that the partners correctly understand the playing child, reckon with him, and so that everyone is interested, the child must know how, why and in connection with what in the role he has chosen to behave this way and not otherwise. If the partners in the game do not have the necessary amount of knowledge, the game breaks down. It can be assumed that this contradiction gives rise to the need to acquire knowledge, the source of which is adults and various media.
The scientific understanding of the step-by-step development of play activity makes it possible to develop more clear systematized recommendations for guiding the play activity of children in different age groups.
If the life experience of children is gradually expanding due to a deeper understanding of interesting, new phenomena, the specific purpose of objects, the essence of human relationships, then this contributes to the enrichment of the content of children's games.
In educational games, the teacher isolates the main thing in the events, the participants and observers of which were the pupils. Children learn to translate their life experience into a conditional game plan, to solve and set the necessary game tasks in different ways. When communicating with children who differ in age and level of development of the game, the gaming experience is transmitted spontaneously.
Gaming experience transfer can be organized in two forms:
1) special educational games;
2) play by educators with children, when the teacher's participation can be lengthy or fragmentary.
The transfer of gaming experience combines both an imaginary situation and an interesting event side. Depending on the stage of the game, the methods of reproducing reality that are most significant for the subsequent development of the game come to the fore.
Playful problem situations are of great importance, which put children in front of the need to use previously received impressions and encourage children to search for new knowledge. Timely change in the playing environment encourages the child to play independently.
Due to the interconnection of all components, play from its first stages is organized as an independent activity of children. Gradually, it becomes more and more creative, and the main components of an integrated approach to the formation of a game are preserved at all stages of its development. Only the role of each component in the general system of pedagogical influences changes.
For example,
at the stage of the formation of introductory object-play activity, the main component of the management of the game is the selection of toys with certain properties and communication between an adult and a child;
at the stage of the display game, educational games, in particular, the demonstration of the game action, come to the fore;
at the stage of forming a plot-reflective game - the organization of practical experience and problem communication between an adult and a child during the game.
When children switch to role-playing behavior, the value of joint games with the teacher increases again, demonstrating role-playing relationships between the players.
Psychological and pedagogical features of development
young children
One of the regularities in the development of children from the first years of life is the rapid pace of the formation of leading skills, which are important both at a given age period and in the zone of proximal development. This applies to both the physical and the neuropsychic development of the child.
A child is born helpless, but every month of life gives him something new. By the age of one, he already walks independently, understands simple expressions of an adult, can “speak” himself (although his vocabulary includes only 8-12 words), actively gets acquainted with toys and household items, begins to use them for their intended purpose.
The rate of development and formation of skills in the second year of a child's life slows down somewhat, which makes it possible to mark his main achievements by quarters and semesters. At the same time, the intensity of development allows the child to demonstrate his own considerable success.
In the second year, the child improves already mastered movements and masters new ones, including elements of the basic types of movements.
He understands the speech of an adult quite well, and the active vocabulary is already 200-300 words: a child on various occasions can turn to adults, become, in the words of NM Schelovanov, a "pleasant companion."
Throughout the entire second year of life, especially its second half, thanks to the developing abilities for observation and imitation, the child reproduces several interrelated actions in the reflective game, masters the elements of construction, and engages in didactic toys for a long time. The level of his independence in various types of self-service is increasing. The child masters the elementary ways of behaving and addressing peers. He has an increasing need to communicate with an adult for any reason.
Young children are easy to learn. When teaching a child, the main thing is that by the age of three he has mastered the primary picture of the world around him, the approximate content of which is presented in the programs of education and training in kindergarten.
At an early age, the emotional state of children is unstable: they are easily excitable, sensitive to the mood of other children.
Psychologist M.I. Lisina and her collaborators found that the need for attention and kindness from an adult that arises in infancy does not disappear with age. A third-year-old child, just like younger children, needs to know and feel that an adult is always ready to support and protect him, help him, that he appreciates and loves him.
Psychologists A.G. Ruzskaya and T.V. Ermolova note that children of the beginning of the third year of life tend to do the same thing that an adult close to them is doing at the moment - washing dishes, sweeping the floor, shoveling snow or leaves.
Unlike older children, they do not play with washing dishes, sweeping the floor, etc., but strive to do it for real, using real tools. However, they are more trying to act with objects like you, than to get the result that an adult needs.
Moreover, deep down in their hearts, children believe that this is the most important thing - to swing a broom, knock with a hammer, rinse a cup in water. And since they do not strive for a result, then without an adult these activities soon end.
Coming to kindergarten, the child immediately finds himself in a large children's society - at least 14 peers.
L.N. Galiguzova, who studied the communication of young children for a long time, found that in the third year the child still retains curiosity about his peer as a very interesting object.
Research has also proven that a toy, and even more so an adult, is much more attractive to a child than a peer.
It is still difficult for children to engage in common business. But they watch each other with interest and are always ready to imitate a peer, especially if he takes an unusual posture or performs unusual movements. Children willingly dance, holding hands, or jump, looking at each other and becoming infected with the fun of a comrade.
Two-year-old children have a great interest in the surrounding objects and enthusiastically "explore" them, subjecting them to various manipulations. At the same time, children not only "study" the objects themselves, but also strive to master the actions that adults perform with them, enthusiastically imitating their elders.
Own manipulations with objects and imitation of adults lead to the fact that the child has mental representations, both about objects and actions with them. The ability to imagine absent at the moment, but familiar from past experience, things and events appears.
Thanks to such mental representations, the ability to transfer actions from one object to another arises, which stimulates the intensive development of object-manipulative play at the beginning of a given age period. But still, throughout the year, there is such a feature as the extreme attachment of children to the specific situation in which they are and act.
Sensory perception of the world around them is crucial for 2-year-olds. They perceive the world with all their senses, but they perceive integral things, and not distant sensory properties, that is, for example, a large beautiful ball, and not distantly a size, a separate color, a separate form. A very important, although outwardly subtle, feature is the emergence of interaction in the work of different senses. Sight and touch begin to interact with the perception of form, size and spatial relationships.
Hearing and speech-motor systems begin to interact with the perception and discrimination of speech. Phonemic hearing is developing intensively. But this positive phenomenon (without phonemic hearing, the development of speech is impossible) gives a negative side effect - the development of pitch hearing is somewhat inhibited. Visual acuity gradually increases and the ability to distinguish colors increases.
The attention of young children is very different from what we see in adults. The child simply does not understand what it means to force himself to be attentive, i.e. arbitrarily direct and hold your attention on some object. Children are attentive not because they want it, but because the object attracts their attention. In other words, the sustainability of a child's attention depends on his interest in the object. Even such young children can concentrate on a matter of interest to them for 27 minutes. But he does not tolerate any violence from their attention. To direct the child's attention to something by verbal instructions “look” or “listen” - it is very difficult to switch attention to another object with the help of verbal instructions only if it is repeated many times. That is why it is so difficult for children of this age to immediately fulfill requests to bring something, remove toys, etc. The attention span of a child is very small. If an adult can simultaneously keep up to six different objects in his field of attention, then the baby is only one - the only one.
Memory at this age is manifested mainly in the recognition of previously perceived things and events. Nothing deliberately, especially children of this age can not remember. To want, and even more so to try, so that they remember something, is a waste of their mental strength. And at the same time, kids perfectly remember what they liked, what they listened to with interest or what they watched. The child remembers what was remembered by itself.
Much changes in a child between two and three years of age. In his psyche, such features appear that were previously either completely absent, or were, as it were, in an embryonic state, and now they are flourishing in lush color.
The main changes that should occur between two and three years include the following:
ü intensive development of speech;
ü the emergence of purposefulness;
ü the beginning of self-awareness.
Studies carried out in different countries have shown that a child's vocabulary increases significantly in the period from two to three years. If at two years old it averages 270 words, then at two and a half - already 450 and at three - 800, and for well-developed children - more than 1000. However, for this, appropriate conditions must be created: it is necessary for the child to hear a variety of speech adults and willingly and a lot talked to them myself. Otherwise, perfectly normal children begin to lag behind in speech development, and their vocabulary can be 50 words at two years and no more than 300 at three years.
The formation of purposefulness in the third year of life does not occur at all in the order in which a purposeful action is carried out by an adult. As you know, we start by setting a goal, and the result appears at the end.
Purposefulness in children arises with the emergence sometimes for the child himself of a meaningful and definite result. Here he piles up cubes, not intending to create anything. But the question of an adult: "What have you built?" - gives rise to a vague idea in him that this incomprehensible structure may be something, for example, a machine that he liked so much in life. And if an adult has not yet praised the building, and the kid puts the wheel on, perhaps he himself will believe that the car has made. Next time, he will already declare with some certainty that he built the car. And after a while, taking the cubes, he will say that he is going to build a car.
Note. It was you who defined the goal for the child, showing that his actions led to a meaningful result and approving both the result and the action, and himself. Therefore, when communicating with children, it is so important to constantly be unobtrusively interested in what they are doing, suggest the result, and, of course, approve of it.
So, by the age of three, the child can already in his mind imagine the result that he wants to get, has started any business. This is a huge leap in his mental and psychological development, which marks the transition from semi-random manipulations to purposeful actions.
An adult should facilitate this transition by constantly wondering what the child has done, what he is doing, and what he is going to do, helping the children to bring their plans to the end, approving the result.
The most favorable for the mental development of a child of an early age is the situation of upbringing in a family where he is surrounded by loved ones who take care of him. In kindergarten, the situation is complicated by the presence of a large number of very different children, which is why an adult cannot give each child as much attention as he needs. Therefore, the group should not have more than 15 children.
It is important that the teacher thoughtfully distributes his forces and correctly outlines tasks for his work, the solution of which will ensure the creation of conditions in the group that will contribute to the full mental development of each child.
Methodological foundations of the organization of gaming activities
in young years
The practice of work in modern conditions shows that the organizational position of play in kindergarten is, unfortunately, not clear enough. The time allotted for games is often a long breakfast, afternoon tea; children are distracted by medical procedures; an educator who is busy organizing meals, preparing classes, dressing children after sleep, etc., does not have time to guide the players. It is quite understandable to what extent this is inconsistent with the requirements and objectives of the upbringing of preschool children.
In order for the pedagogical process in kindergarten to meet the requirements of preschool children and provide the best conditions for upbringing, it is necessary to make play the leading link in the organization of children's life.
To fulfill this important task, it is necessary to solve a number of organizational issues, namely: determination of the place of play as a form of organizing the life of children in kindergarten, among other forms of education and training; fixing time for games in kindergarten mode and determining the content of children's play activities; Finally, the question of equipment of games in accordance with their changes during the day and year, the interests of children and their age, becomes of great importance.
"The program of upbringing in kindergarten" edited by M. Ya. Vasilyeva solves these issues as follows.
Considering the importance of play not only as a means of upbringing and educational work, but also as a form of organizing the life of children in kindergarten, the program consolidates the role and place of play among other forms of children's activity.
By the time the games are organized: in the morning before breakfast and after it; in the intervals between classes, they are widely deployed in the air and, finally, occupy a leading place after a nap. In general, the games are given up to about three hours.
All this makes play one of the most significant forms of organization of children and practically ensures such a situation when they will spend a significant amount of time in kindergarten in games. Organizational strengthening of the game puts forward the requirement of its harmonious combination with other forms: gymnastics, exercises, nutritional processes, hygienic and medical procedures.
The kindergarten upbringing program "Krokha", this is how the game is considered.
Play is not an empty fun, but a very important activity for a child. A child's development largely depends on what and how he plays. In order for the plot-reflective play to develop in the right direction, it is necessary to create conditions for the child's visual cognition of the world around him: through observation of the actions of adults, natural phenomena, and animal habits. It is important that the child has suitable plot-like toys in his field of vision. It is useful for the child to transfer play actions with some toys to others, and then transfer familiar actions with toys to various play situations. The result of the development of play by the end of the third year of life should be the child's ability to independently reflect the adult's actions that interest him, combining them into a simple plot and taking on the appropriate role.
Thus, comparing the programs described above, we can say the following: the educational system of the kindergarten is strengthened due to such an important link as the systematic use of the game.
But the child is brought up by the whole system of educational influences. Strengthening this or that link (or weakening it) leads to the strengthening (or weakening) of the educational system as a whole. Strengthening play allows for greater links between play and work education. In the process of games, various labor processes should be developed. While playing, children will become more accustomed to doing this or that task, acquire the habit of work, and master the available skills. Work in the forms of play, as experience shows, has great educational power for young children.
At preschool age, such forms of organization of children as games and activities are closely related to each other. In kindergartens, where games are well organized, the organization of classes is also greatly facilitated: where the organization of classes is at a high level, games are also noticeably improved. Classes, the meaning and place of which is determined in kindergarten, play their role, solve their problems. By strengthening games, we can achieve even greater influence on the formation of interests, the all-round development of children.
Determining the place of the game and the time allotted for the games is of great importance, but this cannot be limited to only this. If children in kindergartens simply get more free time to play, then this may even have a negative meaning. Therefore, it is important to determine how to ensure that the games are meaningful, interesting, fill the lives of children with joy and activity, develop them comprehensively, and ensure the formation of children's groups.
All this determines the interests of children that color today.
Games begin in the morning, upon arrival of children in kindergarten, are interrupted by breakfast and continue for another 10-15 minutes before the start of classes. This period of play needs to be taken care of most in the early age groups, as the play interests of these children prevail over the responsibilities.
Well-organized play is a prerequisite for proper parenting. It will take "some reorganization of the conditions under which the educator could organize the children's play in the most expedient manner, actively influence the course of the games and children's relationships."
The restructuring of the pedagogical process and the introduction of play as a form of organizing the life of children requires changes and responsibilities of the junior educator. These responsibilities may include the following:
in the organization of food - it is possible to alternate the use of food by children in a group (taking into account different situations in the daily routine). The junior educator can observe the food of individual children and help them, while the teacher leaves the table to play children;
in the organization of classes - arrange tables and chairs, arrange the material prepared by the teacher (clay, pencils, paper, etc.), after the lesson remove the material in place. Under these conditions, the educator gets the opportunity not only to monitor how children play, but also to be active in the choice of toys by children, to influence the unification of children, to direct individual games;
in the performance of regime moments - alternating performance of cultural and hygienic skills, dressing children for a walk, for classes, etc.
With the right pedagogical work, games occupy a prominent place in the organization of children's life in the morning.
Of course, such an order of development of games is important, which best organizes the life of children during this period of time, taking into account, firstly, the interest of the children themselves and, secondly, the upcoming classes. Particular attention should be paid to games in which children can most fully express their needs, where complex relationships do not yet arise.
Many games can be customized. These are games with sand and water at any time of the year, in the room and in the air, and the initial construction games, in which there is a need for not only individual, but also joint actions, coordination of the concept; playing with toys that encourage children to move, useful for every age.
Gradually, games acquire a rather formalized character and begin to occupy a certain place in the organization of children's lives: significantly more groups of players appear, groups become stronger, interests are more definite.
Outdoor games are also important for children’s lives. To intensify movement games, it is necessary to attract and direct actions with toys. You need carts, strollers, large and small platforms with a quiet ride, a device for playing in the room. Give children some balls. Children play with pleasure, but careful guidance and even demonstration of these games is required. In these games, it is necessary to introduce such an element of the plot, the concept, which encourages the development of movements.
Particular attention should be paid to the nature of the games after breakfast. First of all, it is necessary to provide conditions so that children can still play for 8-10 minutes before the start of classes, and those for whom the day in kindergarten starts early would continue their games.
The direction of games after breakfast should largely provide for the nature and content of the upcoming activities. One direction of games will be in the case when classes in the native language, counting, drawing and everything that requires a relatively sedentary posture are coming. Another direction should be given to games if activities require children to move (movements to music, physical education, etc.). Therefore, the management of games cannot be divorced from the tasks of the day, it cannot follow a template.
Experience also convinces us that before activities that require attention from children, you should not play with the whole group. During this period, play with toys and story games are encouraged. But it was noticed that children play these games without moving, without diversifying their movements. If this is not harmful before activities that contain a lot of movement, then in the case of "sedentary" activities, such games contribute to the fatigue of children.
Outdoor games (after class). According to the daily routine, a walk is held in the kindergarten after school. They organize excursions, work with children, but the main role belongs to games. The duration of the game period is from 1 hour to 1 hour and 20 minutes. The fact that so much time is allotted to games obliges us to treat the organization of their pedagogical process with special responsibility.
Seasonality is one of the leading principles of organizing games on the site. When choosing outdoor games and conducting them for a walk, the teacher should take into account how the children are dressed. In addition, the requirement for playfulness should be individualized taking into account the health status of the children.
Educators choose outdoor games in accordance with the conditions, the state of the weather. In cold weather, games should give a sufficient load, do not require compliance with the pace common to all children, long preparation, a lot of attention; they must quickly warm children, give them rest.
Building games also have a lot to do with the season. In the summer, for example, a variety of natural materials can be used; water and sand should be provided in abundance for children.
Didactic games are also organized on the site. Some of them are associated with movement, for example: playing riddles, when children move to represent what they have in mind; games with flags, in "planes", where each plane must find its own house.
Educators should take care of the selection of such games that would best organize the lives of children. The alternation of free games and games with rules ensures the correct development of children. In this case, constant contact between the educator and the playing children is necessary. The direction of the games is lively: there is both conversation, which guides the efforts of children in the games, and the participation of an adult in the game.
Correct organization of outdoor play is an important stage in the development of children in play. Children get the opportunity to spend two hours in the open air; change of games, their variety ensure the correct upbringing of the child.
Games in the evening. Sleep during the day provides children with complete rest, so the conditions for playing in the evening are extremely favorable.
It is legitimate to set here a task of a broad educational nature: deepening the interests of children in connection with certain types of games, expanding moral ideas and attitudes, enriching aesthetic impressions and experiences, and teaching them to work. The teacher must be prepared to lead many types of games, direct children's amateur performances in some types of games, participate in other games himself, introduce children to a new game. If several types of games unfold, educational tasks become diverse and individualized.
This period of play in winter and autumn usually takes place indoors, but in some cases ends outdoors. If the daytime rest takes place in a separate room, then the room where the children play should be completely at their disposal; the arrangement of furniture, toys must be subordinated to the task of developing games.
It is necessary, first of all, to say about the plot-display games that children love so much. The teacher can organize these games both in the morning and in the afternoon. It is possible that in the evening the children will want to continue the games they started earlier. The teacher should only support the initiative of the children. Such games can be varied: children accumulate a lot of impressions, and in the evening there is enough time to develop them.
Our observations of the games of children show that the plot-reflective game takes up to 10-15 minutes, subject to the direct participation of the educator. There are usually children in the children's team who are especially fond of such games. These games are rich in a variety of ways to shape children's feelings and attitudes.
Didactic games can also be used in the evening. They reveal the child's outlook, his mental interests. For their successful implementation, it is necessary to familiarize children with the rules, the plot of the game. Didactic games can be conducted individually or with a small subgroup of children, from 2-3 people.
Unfortunately, the least attention is paid to musical games; outside of musical pursuits, they almost do not exist. Meanwhile, they contain a lot of value for the development of children. The teacher must participate in these games.
The role of the educator in dramatization games should also be active. They can be carried out with a small number of children, sometimes involving the entire group of children. The teacher organizes games with singing, round dances, helps children in didactic games.
In the process of fulfilling work assignments, learning in the classroom, children learn useful skills and abilities. In play-labor, everything accumulated acquires a real value in the eyes of children. At the same time, the game-work and its needs stimulate the labor efforts of children in the forms that are closest and most interesting for children, and increase interest in the content of the classes. In the evening, the teacher can conduct a lot of different games, taking into account their varied content and great educational value.
So, play takes an important place in organizing the life of children, first of all in the morning: 10-15 minutes before breakfast and 10-15 minutes after breakfast, in older groups the time for playing increases. Outdoor games (1 hour-1 hour 20 minutes) are characterized by more complex forms of organizing children's life. The focus of outdoor games is closely related to the tasks of physical education. After a nap of sleep, games are given a significant amount of time, approximately 1 hour to 1 hour and 20 minutes.
We believe that the creative attitude of the educator to the organization of children's games during the day, taking into account the conditions in the age group, the state of the playing group, the needs and interests of each child are important prerequisites for the pedagogical process in the preschool educational institution. The leading type of activity and the basis for the formation of the personality of a young child is plot-reflective play. With children of this age, games-lessons are most often conducted, using game techniques and surprising moments in which the assimilation of the material proceeds in practical activity unnoticed by the children.
Each child has its own characteristics and living conditions are different in different families, so there can be no universal advice and recommendations for the parents of any child. However, parents' understanding of the basic laws of children's development, the timely implementation of educational influences make it possible to solve many problems related to the formation of a child's health, to prevent early deviations in his development.
Studying the formation of children's play activity
early age
To study the formation of play activity in young children, we chose a diagnostic technique that, in our opinion, is most suitable for use in the study.
Conducting research. Observation of the independent plot-reflective play of young children is carried out in natural conditions.
Data processing. The analysis of the protocols is carried out according to the scheme:
c) the plot is stable (that is, the child follows one plot).
2. Fulfillment of the assumed role.
a) denotes the role taken on by a word (before the game or during the game).
b) uses role-based dialogue, aimed at a toy, at a real or imaginary partner.
c) conveys the characteristic features of the character.
3. Implementation of game actions and game items.
a) game actions are varied, their actions are coordinated with the actions of a partner in the game, the word has a meaning in the implementation of game actions.
b) uses figurative toys, substitute objects in the game.
c) is the initiator of the choice of toys.
4. Interaction of children in the game.
a) to interact with a game partner uses such means as speech, object actions, facial expressions.
b) the child prefers to play alone.
c) the child prefers to play in game associations.
Pedagogical conditions stimulating the development of play activities in children of the third year of life
The goal is to develop and create pedagogical conditions for the development of play skills and play activities of children of this group.
Based on the theoretical positions of the scientists A.A. Lyublinskaya, A.V. Zaporozhets, V.V. Davydov, the research of practicing teachers and our own experience, we believe that the following positions can serve as conditions for the development of gaming activity:
Selection of a variety of didactic toys to enrich sensory experience and clarify children's ideas about ways of acting with various objects and toys;
Organization of various games-lessons on sensory education and individual games with a child, showing these lessons to parents;
Using folk and story toys in working with children;
Using problem situations, verbal (simple and complex) instructions, conflict situations, substitute items in working with children.
Based on this, we have identified the stages of the formation of the play space and play activity of children of primary preschool age:
Stage 1 - enrichment of the subject developmental environment by creating conditions for games and activities for children in the daily routine;
Stage 2 - work with children in the following areas:
b) fulfillment of the assumed role;
c) the implementation of game actions;
d) the relationship of children in the game.
Stage 3 - work with parents to organize and conduct play activities with children in kindergarten and at home.
We believe that object-play activity is the leading one for a young child and has a special impact on his development. The sensory experience of children is the foundation of cognitive development. The didactic toys, which were selected for the children of our group, develop visual-effective thinking, enrich the child's sensory experience, teach them to think and reason. Toys for the development of fine motor skills, make them want to experiment, perform various constructive actions. Playing with objects helps the child to remember and reproduce the methods of action that we showed children in the classroom and in independent activities.
The main task in the work of the educator is to activate the child's attention to the various properties of objects, to teach him to perform tasks for the selection of objects and small toys based on similarities and differences. For children, toys were selected that differ in color, shape, size, quality and quantity.
In the younger group, a wide variety of toys were selected for organizing games-classes for sensory development:
- for stringing objects of various shapes with a through
hole a variety of pyramids, cones, etc .; - for pushing and inserting objects of various shapes into appropriate
holes; - for rolling objects along the paths, wheelchair toys, etc .;
- figurative figures with lacing, with fastening and sticking elements (buttons, laces, buttons, Velcro, zipper);
toys and figures of different sizes, shapes, colors for comparing and laying out objects that differ sharply in shape (cube), etc.
In the practical actions of children to connect, disconnect, string objects, mental operations of analysis, synthesis, and generalization develop.
The group has a collection of folk toys (nesting dolls, eggs, horses, rocking chairs, etc.) made of wood, clay, glass, bright illustrations of folk crafts. In conversations with parents, we talk about the role of toys made from natural materials and warn them against buying various robots, military toys, "horror stories" (currently prevailing on the market) for children, etc.
For the development of plot-reflective play in the group, there are various plot toys (dolls, cars, animals, household items, etc.), furniture, constructors, modules.
In terms of upbringing a healthy and physically developed child, we conduct various outdoor games in order to prevent flat feet, posture disorders, coordination of movements and the development of various types of motor activity.
Games for the development of speech are of particular importance in the development of young children, since at this age its formation is taking place. If an adult speaks little to a child, then this toddler may not get enough speech perception experience to learn how to speak. In our work, we take into account the child's speech abilities, select and conduct a variety of games for the speech development of young children.
Thus, the life of a young child, in our group, passes with the obligatory inclusion of the game. We play games throughout the day: in the process of performing regime moments, during a walk, in class, in independent activities, games - classes in the afternoon, games with parents (at parent meetings) and games at home. For the correct organization of children's play activities at home, we have developed recommendations for parents "How to play and communicate with a small child."
In the research of N.N. Poddyakova notes that the child appropriates knowledge that is not always clear and completely correct. The scientist notes that it is they, the unformed knowledge of children, that are the basis of active children's activities. An adult's hint in the form of a problem situation gives children the opportunity to actively search for solutions to play problems.
In our work on the development of pedagogical conditions for the play activity of young children, we use the method of problem situations and a system of gradually becoming more complex verbal instructions in the process of play actions of children.
In the first stage, children are given direct instructions. For example: "Let the doll drink from the cup." This verbal instruction encourages the child to active play activity. Moreover, the game situations themselves may vary in complexity. The simplest one can be considered the one in which the objects are next to the child. For example, he is holding a doll in his hands, a cup is next to him, on the table. A more difficult situation is when the toys must be found first. At the same stage, a direct instruction is given, which becomes more complicated due to the fact that it does not reveal the method of action (for example, "Let the doll drink").
At the age of up to 2 years, children can perform play actions with a problem situation, based on their own experience. Direct instruction or instructions from an adult can be replaced with an indirect one: "The doll is thirsty." The child hears only the names of the action and the object and must decide for himself what to do next and what needs to be done.
We gradually complicate problem situations and verbal instructions. Substitutes or imaginary objects are introduced into the game. For example, a stick is a thermometer, pencil, spoon, another cube object - soap, a telephone. We consider these situations to be simple problem situations.
The most difficult are conflict situations when the game character does not want to do something, "cries". Often, not knowing how to solve such a problem, children shy away from solving it.
For example, to the appeal of an adult: "The doll does not want to drink milk - it is hot," - Anya D. (2 years 6 months) replied: "She wants hot." V in this case the girl solved the problem using her practical experience.
Katya (2 years 9 months), playing with a doll, dropped it. After the teacher's address: “She is crying,” she raised the doll and wiped her tears. And then she took a punch from the first-aid kit to measure the pressure, put it to her lips like a microphone, and began to sing a song to the doll.
Sasha K. (3 years old) was crumpling a toy bear in his hands. In response to the words of an adult: "He is in pain, he does not want to be crushed like that," he spanked the bear and shook his finger at him. Apparently, such is the child's life experience.
The analysis of numerous play situations offered to children aged 1.5 to 3 years in our group showed that the use of problem play situations is an effective pedagogical condition that stimulates the development of play activities in children at this age.
With age, the possibilities for organizing children's games and forms of guiding the game can be more diverse. Problematic situations are gradually becoming more complicated, they already require more active use of substitute items. Children 2-3 years old begin to set themselves problems and solve them either on their own or with the help of an adult. For example: Olya (2 years 11 months) plays with a doll: puts a sheet of paper on her back. The teacher asks him: "Are you sick?" Olya nods. He takes a pencil, looks at it like a thermometer, says: “Tall, let him sleep. I'll go by bus. " Asks the teacher: "Where are the tickets?" She takes the sheets of paper herself, gets into the toy car. Turns to the educator: "An accident - you need to paint." He drives around the car with a pencil, like with a brush: "That's it, I fixed it."
Marina (2 years 10 months) cooks soup for the doll. Leads the balls with a pencil (peels the potatoes), reports: "These are bad." Places a pot of balls on the stove. Puts the doll into the stroller: "I'm going for a walk." Carries a stroller. Turns to the teacher: "The soup ran away." The teacher advises: "We need to turn down the fire." Anya tries the soup with a pencil. Educator: "Is there little salt?" The girl takes salt from the air with a pencil and pours it into the pan. Turns to the educator: "You need to sew." The teacher gives an imaginary needle. Anya "takes" it and makes movements, as if sewing: "I sewed this hat."
The use of substitute items by children for a period of up to 2 years is sporadic. In the play of 3-year-old children, substitute items become multifunctional:
One substitute item replaces several items (stick - knife, spoon, thermometer, pen, needle; paper - towel, ticket, recipe, blanket);
Children can independently suggest any item (cylinder) and its replacement for other items (ice cream, bread).
Our studies have shown that by the age of 2 years, children are looking for substitute items used in play at the request of an adult. For example, "Take a spoon," an adult suggests. The child finds a stick that "eats" the soup. In the future, the children themselves name substitute objects and the functions that they perform in the game. At the same age, children begin to use imaginary objects.
Thus, problem management of the game at an early age stimulates the play activity of children, their intellectual activity, initiative, the ability to independently make decisions based on life experience. The pedagogical conditions for the development of play activity in children of the 3rd year of life include:
Using various techniques and forms of integrated game management;
Creation of a varied, multifunctional gaming environment;
Enriching the play experience of children through observation, screenings, joint games;
Inclusion of problem situations (simple and complex) and verbal instructions in the pedagogical process;
Pedagogical education of parents on the organization of children's play activities at home.
Of particular importance is the active participation of the child himself in the game, the adult only evokes proactive actions, gradually complicating the game tasks.
Conclusion
Experimental work on the organization of play activities with children of the third year of life allows us to draw the following conclusions:
1. Play, as a leading type of activity for children of primary preschool age, should find wider application in upbringing and educational work during the day of a preschool educational institution and in the life of children at home. The various types of games that are in sufficient quantity in kindergarten, more than other activities and types of children's activities, correspond to the ideas of upbringing and developmental education for young children.
2. The use of various games during the day, in the classroom and in independent activity, will allow the teacher in a relaxed manner to activate thought processes, develop thinking, memory, speech, imagination, bring up his initiative, benevolence, and diligence.
3. Pedagogical support and work with parents must be carried out along with the work that is carried out in the group. Involving parents in play activities, in the manufacture of manuals and play attributes, the correct choice of toys for their child are the most important pedagogical conditions for the development of play at home. It is important to show and explain to parents the value and importance of the correct organization of play activities at home and in a preschool educational institution.
4. One of the most effective ways of developing play activity is the use of problem situations and verbal instructions in working with children of primary preschool age. Direct and complex verbal instructions, problem and conflict situations are available and understandable to children of the third year of life. Their use for pedagogical, didactic and educational purposes stimulates the play activity of children, their intellectual activity, initiative, and the ability to make decisions on their own.
5.timely changes in the play environment, selection of toys and play material that contribute to the consolidation in the child's memory of recent impressions received when meeting others, as well as in educational games, aim the child at an independent, creative solution to play problems, encourage different ways of reproducing reality in the game. The subject-play environment must be changed taking into account the practical and play experience of children. It is important not only to expand the theme of toys, but also to select them with varying degrees of generalization of the image.
With the right influence on the formation of play, by the age of three, children begin to play with enthusiasm, reflecting the everyday life around them. They independently set game tasks and implement them. For this, the children use different objective methods of reproducing reality: they are good at actions with plot-shaped toys, they begin to freely use substitute objects in the game, adapt to imaginary objective situations, switch to designating and replacing objects and actions with a word. This indicates that the plot-reflective game has reached perfection and there is every reason to transfer it to a qualitatively new stage of development - to the stage of plot-role-playing game.
List of applications
"Pedagogical conditions for the development of gaming activities
in children of the third year of life ".
1. Studying the features of the role-playing game
3. The main indicators of the play actions of a young child in periods of 2 years 6 months - 3 years.
4. Development of a summary of the parent meeting
"A game in the life of a preschooler." MBDOU No. 16, Ust-Labinsk.
5. Questionnaire for parents "Features of the play activity of young children." Analysis and results of a questionnaire survey of parents.
8. Registration of data according to the diagnostic method "Study of the formation of play activity in young children."
9. Registration of data using the diagnostic technique after the experiment.
How to play and communicate with a small child?
- 1. Talk with your child about what you are doing with him, about what he sees and hears around, about your plans for today.
- 2. For the kid the simplest instructions and elementary tasks (put the ball in the box, bring the red ball). Ask him to repeat simple sentences.
- 3. Help your child expand vocabulary and learn new speech constructions by reading and reviewing picture books with him, encouraging him to repeat what he has read or told.
- 4. a good listener. Give your child time to finish what he wants to say. Try not to interrupt him, correcting the pronunciation and word order, because he himself, by ear, will eventually perceive the correct speech.
- 5. Be sure to look at the child when he speaks, showing that you are listening carefully and that his words are not indifferent to you.
- 6. Show a genuine interest in your child's actions.
- 7.With any action with a child or communication with him, the most important thing is a benevolent attitude, attentive communication with him. An adult is required not only to give the child some knowledge, skills and abilities, but also to provide him with a sense of psychological security and trust.
8. Pay attention not only to your fame, but also to the sound of your voice, facial expressions, gestures, posture. Your face should be friendly, smile when communicating with your child.
The main indicators of the play actions of a young child in periods of 2 years 6 months, 3 years
|
Game actions 2 years 6 months story game |
Game action, 3 years start role play |
|
1. imitates her sex: a girl - a mother, a boy - a father (in an independent game); 2. displays the plot (reflective plot actions), performs 2-3 consecutive actions (like a mother, like a doctor, without naming a role): at the suggestion of an adult, without showing; in independent play; 3. begins to play together with a peer; 4. imitates the play actions of another child. Uses several substitute items (shows imagination). Builds a house of different sizes and shapes from cubes, a fence: at the request of an adult; in independent play; according to the sample; 5.Uses buildings for a board game with story toys 6.participates in outdoor games with a group of children (remembers simple rules of the game) |
1. shows initiative in the game (creativity). Can "take a role" (calls himself in the game "mom", "doctor", etc.) Is aware of his role in the game; 2. fantasizes in the game (introduction of a fairy-tale character); 3. Plays calmly together with other children, using substitute items; 4. imitates other children (in any games); 5. follows the rules in outdoor games; 6. builds a house, a fence, a car, a bridge, etc. with bricks (according to a model, according to a drawing, according to a speech instruction, according to a concept); 7. Uses various volumetric geometric shapes in building games and design, plays with buildings with toys. |
1 to 2 years old: At this age, children move a lot. It is necessary to remove the tables to the wall, the table from the table at a distance of 50-70 cm, children learn to walk from object to object (from 1 to 1.5 years), later the tables are removed further away.
For the development of motor skills, motor activity of children, a slide is needed. It should be by the window, but so that you can walk around it. There must be balls so that the children can take them themselves (4-5 pieces, 2 small and 3 large). Small ones they wear, and big ones roll to each other and to the adult. The place for the balls is certain, it is necessary to teach children to put them in place.
Wheelchairs, strollers that can be rolled in front of you.
From 2 to 3 years old: There should be a garage, various cars.
Didactic games - the number is limited (from 1 year to 1.5 years). Matryoshka dolls of 2 contrasting sizes, pyramids are one-color, one-size, then different colors, rings 3-4 pcs. , kegs, surprise boxes.
Split loto: 1-1.6 years - into two parts, from 1.6-2 years - into four parts of subject pictures, and in the 3rd year - into four parts of subject pictures.
Builder: at the end of the year we give a brick, show how to play with it. From 1 year to 1.5 years - put 2 bricks and 2 cubes in a small box. Children should take the box on their own, and it is not the teacher who turns the whole mountain of the “builder”, as a result of which the children row themselves and drop them. From 1.5 to 2 years old - 2 cubes, 2 bricks and 1 prism, also in a box (4-5 per group). From 2 to 3 years old - also a box, but it contains 8-10 cubes, 2 bars, a prism, and additional material is possible: Christmas trees, small toys.
Inflatable toys: (logs) 1 light, and the second weigh 0.5 kg with sand.
Working with a book: from 1 year to 1.5 years - object images on cardboard of animals, toys. From 1.4 to 1.6 - plot pictures on thick cardboard.
The play corner is the child's personal space, where he has the opportunity to freely act.
First of all, for the play corner you will need a children's table, with a flat wooden or plastic surface, large enough (optimal size 50-70 cm) for free placement of a board game, drawing paper, a designer, etc. You need two children's chairs (one for a child, another for an adult who, if necessary, can easily join the child).
Mandatory elements of the play corner are an open low rack or whatnot (of 2-3 shelves, in height accessible to the child's hand), several large plastic or cardboard containers for play material. It is also necessary to provide for a free space on the floor where the child can arrange toy furniture, build a building from cubes, and leave it all for a while. It is advisable to designate this "floor" part of the play corner with a rug.
The "filling" of the play area is associated with activities that can be given to a child aged 2 to 6-7 years old, alone or with a close adult, or with a friend of the same age.
The child is 2 years old, and the play corner needs to be filled correctly. Let's start with the core materials - the required minimum, which will form its basis.
For a story game, these are a medium-sized doll (in the clothes of a boy or a girl, depending on the gender of the child) and a soft animal (in the classic version). Such toys-characters usually become a kind of companions of the child, objects of his emotional affection. A must-have toy utensils, a doll-sized bed, a stove, a folding stroller for girls and a truck for boys.
For construction, you will need a large construction set made of wood. For drawing and sculpting: plasticine, a stack of paper, crayons and pencils, a box of gouache paints, thick and thin brushes (these materials should be replenished all the time with use).
We will supplement the corner with several board games that stimulate research activity: mosaics, loto with pictures, folding cubes.
We will set aside space on the shelf for children's books (listening to books and looking at illustrations gives a powerful impetus to the development of a child).
This rod, as it were, the "backbone" of the play corner, assembled at 2 years old, will serve the child throughout the preschool age.
1. The theoretical part - play activity at an early age.
2. Practical part - personal experience in organizing game activities in a group.
Conclusion.
Bibliography.
Introduction
"For preschool children, games
are of exceptional importance: the game
for them study, play for them is work,
the game is serious for them
education "
N. K. Krupskaya
The game has long been used for education and training. Folk pedagogy skillfully applied it for different ages. In some games, the tasks of mental education came to the fore, in others - physical, thirdly - artistic.
In many of the games, the content of the training, as it were, translates into a game plot, interesting and close in their life experience. The proposed game plot provides for such behavior of children, which ensures the assimilation of new knowledge, skills, moral rules. Children, acting in an imaginary situation, solving game problems within a given game plot, are not noticeable for themselves, they learn the educational material inherent in them. So, in the mobile game "Sparrows and the Car" they learn to run, to act on a signal. The narrative-didactic game "Let's teach a doll to undress" helps them remember the sequence of undressing, teaches them to carefully hang and fold clothes, and encourages them to use the names of clothes in speech.
Play is a vital need for a child and a means of all-round development. In the game, children become active, rejoice, laugh. Communicating with children, the child learns to play together, give in, help a friend, and share toys. As a result of the game, endurance is brought up. Play is the most important part of a child's life and refers to play, you need to be very careful. Through play, the child learns the world around him.
In preschool age, play is the leading activity for children. The child spends a lot of time in the game. Playing for a child is a very serious occupation. There can be no healthy development without an active, interesting life. The child leads such an active, exciting life in a free game, created by himself, or games with rules. Play is the only form of child's activity, which in all cases corresponds to his organization. Play, being a form of children's independence, has its own laws of development. In the game, memory, sensory processes, motor skills, many abilities, personality traits are formed, and it is formed, sometimes easier than in work and study. In play, all aspects of the child's psyche are forced, he plays because he develops, and develops because he plays. Play is a developmental practice.
1. The theoretical part - play activity at an early age
The kid learns the game with the guidance and direct participation of adults (in kindergarten - educators, at home - parents, grandmothers ...). Of course, a child can learn to play on his own, looking at the playing peers on the playground, watching the games of older brothers and sisters, having at his disposal toys that his parents generously supply him with. But experience shows that the spontaneous mastery of the game is very slow and incomplete, especially in cases where the child is the only one in the family, and adults are more concerned about his physical well-being and hygiene than about mental well-being and emotional well-being. The introduction of a small child (from 1.5 to 3 years old) to the plot game does not require great efforts from adults, but it ensures full development, gradually increasing "islands" of the child's self-employment (that is, facilitating his "detachment" from adults who are not can do it continuously).
How to start forming in a child? The basis of story play, which should be laid in early childhood, is action play. To make our further recommendations clearer, let us show by an example what a game action can be, compare it with a real, real one.
A child eats porridge with a spoon - this is his real action, which has a tangible result. But, he scoops "porridge" from a toy plate (empty) and brings a spoon to the doll's mouth, bears - this is already a game action, fake, "pretend". Such an action has no real result. However, the play action can be very similar to the real one (both by the object and by the movement itself), or it can be very generalized, conditional (the object is absent altogether or is replaced by something only vaguely reminiscent of the real one, and only a characteristic gesture or designating it remains from the movements word). For example, you can feed a doll not with a toy spoon that copies a real one, but with a stick; "Steer" not with a toy steering wheel, but with nothing, turning an imaginary steering wheel with your hands and accompanying this characteristic gesture with a hum. At first, it is easier for a small child to learn a play action that copies the present in detail and is performed with a toy that looks like a real object (it is clear that this action should be well known to the child from his own experience). However, the main task of the parents is to gradually transfer the child to generalized, conditional play actions. How can such actions be induced in a child? How to make them necessary and meaningful for him (after all, bringing a wand to the doll's mouth is a rather meaningless act)? The meaningfulness of a conditional play action (i.e. action with an object - a substitute or an imaginary object) is provided by an adult, who includes this action in an integral semantic context-plot (in other words, accompanies this action with an explanatory story). He can do this in two ways: first, by playing with toys himself and involving a child in his play; secondly, explaining with a story (commenting on and interpreting individual play actions that arise in the child). Let's consider both methods in more detail. In the first method, a toy-character (doll, bear, bunny, etc.) should be in the center of the adult's game. An adult performs simple actions with her (feeds, puts her to sleep, dresses, etc.) he does it naturally, emotionally, he is sure to talk with a doll; playing, explains the meaning of his actions. Let us illustrate this with an example. Alyosha (1 year 7 months) woke up after a nap, his mother picked him up and dressed him, and draws his attention to the bear, which is laid in a toy bed and covered with a blanket, which can be used as any flap, handkerchief, etc.
Mom: My son has already got up, and the bear is still asleep. Here is a sleepyhead! We need to raise it. Get up, Bear! (To Alyosha) Let's wash him.
In the course of such a game, an adult not only attracts the child to perform individual play actions after him, but also draws his attention to the need to perform play actions, play (realistic) objects for which there are no.
- We need to wash Mishka's paws. Ged we have soap? Let's soap the Bear's paws. Give me this (cube). This is our soap. Let's soap the Bear's paws.
Next time the child can simply ask: "Give me some soap, we will wash Mishka's paws!" The child can bring the same substitute object used by the adult or offer another - this is already an indicator of the assimilation of the conditioned play action. If the child fixes attention on the substitutes offered by the adults, then it makes sense to remove these objects before playing and gradually expand their range, offering new ones each time. The introduction of substitute objects can be alternated with the introduction of an imaginary object: "Here's an apple for you (an adult puts an imaginary apple in the child's palm), feed Mishka!" At the same time, it must be remembered that for the baby there is a simultaneous substitution of objects that set the game situation, it should be realistic (if the Bear is washed with a soap-cube, then the basin or bath should look like real ones; if the doll is fed with a stick, then there should be a plate or cup etc.) only gradually move to the simultaneous use of several substitutes.
Joint play with a baby can last up to 15-20 minutes. After that, the adult must tactfully exit the game (in no case abruptly interrupting it), presenting the child with the opportunity to continue on his own. This can be done by switching the child's attention to other toy characters, pointing to unwashed or unfed dolls.
- Look, we fed Mishka, and we have a hungry bunny. Oh, how he wants to eat. Will you feed him yourself?
About once a week, an adult should introduce a new plot into the game (act out a new event with the child) so that the game does not turn into a stereotypical repetition of the same actions. For self-study, it is advisable to give the child toys used by adults and in previous joint games. This will stimulate in independent play the transition from one plot to another, their connection by the child, the inclusion of new actions in them, i.e. elementary creative activity of the child.
The second way of introducing a semantic context is commenting and semantic interpretation of the play actions that arise in the child's independent activity (a kind of ascribing meaning to a simple objective action), carried out by an adult through a remark, a story.
This method complements the joint play with the child described above. Indeed, the mother (or other close relatives) cannot play with the baby all the time. She should do other things, but at the same time, among household chores, it is necessary to choose moments for partial inclusion in the child's play at the speech level - to give a reply in time, interpret the action, ask a question, i.e. show interest in the child's activities.
For example, a mother ironing clothes, and a two-year-old toddler immediately drives his car, pulls its wheels, etc. without interrupting her work, a mother can fill the child's actions with meaning.
- The car went for the bricks? Shall we bring bricks to build a house? Where is your brick?
This, which is carried out from time to time for an adult, supports and lengthens the child's independent play. Game plots introduced by an adult should be based on events, actions familiar to the child from his own experience; initially, it is a plot built on an event (feeding, bathing, etc.), then the plots become two-phase, it already includes two related events, for example, bathing and going to bed. Gradually, you can make a transition from plots related to events, where the child is a direct participant, to the events that he only observes. In this case, the plot can be built around the child himself. In such cases, the adult, explaining his play actions, stimulates the child to such actions.
- We drove into the forest (the car could be an overturned highchair). Tu-tu! Stop. We leave. Alyosha and I will collect flowers in the forest.
The independent work of a child 1.5-3 years old largely depends on how adults organize the subject-play environment (i.e., on the selection of toys and their location).
There are opinions among many parents that the more toys a child has, the better he will play and the freer the adults themselves will be. In fact, this is far from the case. The abundance of toys, their inadequacy for age (clockwork or even controlled cars, moving dolls, etc.) lead only to mechanical manipulation with them, scatter the child's attention. Many times we had to observe children, whose rooms are literally crammed with toys, aimlessly manipulating one or the other toy and eventually moving to the kitchen, where you can play with saucepan lids and attract mother's attention. It makes no sense to give strict recipes regarding a set of toys for a young child, but you can roughly outline the range of necessary items and the principles of their combination. These are, first of all, toys-characters that imitate the child himself in the game and replace living partners (doll, bear, hare and other toys that have an anthropomorphic appearance), a set of dishes, a toy basin, a small truck, a set of plastic or wooden cubes of various sizes (or building set), a crib for a doll. In addition to cubes, as substitute items, you can take sticks, rings from pyramids or some household items that, at the discretion of the parents, can be put at the disposal of the child. A highchair (upside down is a great car), an empty box (a garage or a house, or a crib for a large doll), a cushion, or something else can be used to indicate the play space. Much here depends on the ingenuity of adults, and from them the ability to use any object in the game will gradually pass to the child. Even with a small set of toys and substitute items, you can build many game plots.
The transfer of play actions from playing with adults to the child's independent activity requires that the subject-play situation created by the adult persist for some time. Therefore, it is important to take care of the child's permanent play area, where the doll's furniture and toys can be positioned appropriately. To create a play situation, you can also use a children's table, if the mother removes toys or the child does not have a permanent place to play, his independent activity is more difficult to organize. With a large number of toys (and this is a very common phenomenon, since every guest who comes to a family where the network is a small child, as a rule, considers it his duty to fill the house with a new toy), it is advisable to divide them into several equal sets and change them periodically ( once every 1-2 months), removing unnecessary toys from the child's field of vision.
Even if the baby is not yet 3 years old and does not go to a nursery school, parents should think that soon he will have to join in a joint game with other children in the kindergarten, on the playground, therefore, care should be taken to ensure that the child has mastered the elementary ways of game understanding, interaction.
To do this, parents must create situations where the child would feel that the adult is not only a role model (albeit in a game), but also an equal partner. In this invaluable service can be provided by toys that allow the exchange of identical actions by partners in the game - balls, symmetrical wheelchairs, carriages, etc.
- Come on, let's roll the ball, - the adult suggests, - get up there, and I'm here. The ball rolled towards you. And now - to me ... roll it to me.
When organizing such game interaction, roll a ball or cart along a chute, bench, track, where it is easy to designate places for the players and the direction of action.
In such, at first very simple situations, requiring only a mirror image of the adult's actions, the child for the first time gets the experience of alternating reciprocal actions that form the basis of a more complex game interaction. Without this foundation, it will be difficult for him to establish play contacts with peers.
By analogy, an adult can organize other games - the interaction of building a tower from cubes (I’ll put the first cube. And now you’ll put the next one on it. And now again I ... Bah! The tower fell. Let's build again), pyramids, etc.
On a walk, such interaction games can be organized with two children - your toddler and another child walking with his mother. In the future, this elementary object-related interaction can be complicated and diversified, including in it the exchange of not only the same, but also various actions, accompanying it with a story (i.e., introducing a plot semantic context here as well), translating object actions into a conditional plan:
- I will immerse the bricks and send it to Vasya (an adult loads the bricks into the truck and rolls it back to the child). Vasya, unload the bricks! Now send the car back to me. The car came to me already empty. I'll send you more bricks. Then we will build from them!
The formation of conditioned play actions and elementary play interaction in the child will allow him to bring him to the end of the third year of life to more complex forms of plot play, in the center of which is the play role and role interaction with peers.
Forming a conditional play action and organizing the conditions for an independent plot play, one should not forget about another type of play that provides independent lessons for a small child - didactic play. Didactic play is aimed at developing the general sensory and mental abilities of the child. For young children, there is a whole class of toys that have the property of autodidactism - the play material itself contains the rule of actions with it. These are various kinds of pyramids, nesting dolls, insert boxes, boards with inserts of different shapes, cut pictures, etc. Studying with them, the child masters the color, size, shape of objects, exercises in movements.
However, during the initial development of such toys, the participation of an adult is still advisable. For example, if for the first time you give a child a pyramid, he will collect it, not paying attention to the size of the rings. For him, at first, the very process of stringing the rings onto the rod is important. After the baby has practiced this for two or three days and has mastered the actions of removing and stringing rings, an adult should draw his attention to the fact that the pyramid must be folded in a special (way) way so that it turns out to be even and neat.
- Run the pen along the pyramid. It turned out to be uneven. Take off the rings, I will teach you how to assemble a beautiful pyramid. Look, there are big rings and small ones. First, we'll put on the biggest one. What's the biggest? (It is necessary to help the child choose the right one from the rings laid out in front of him). Let's put it on. Now let's find the biggest one again. What ring shall we wear?
It is good if a mother, having bought a toy, will work out with her child two or three times. By the same principle, it is necessary to teach the child to play with matryoshka dolls, insert boxes, split pictures, etc.
So, in order for 1.5-2-year-old children to fully develop, adults must systematically play with them; as well as to stimulate independent actions of children with various objects and toys. Mastering the elementary game skills, which we wrote about in the article, creates the necessary prerequisites for the transition to more complex forms of the game.
2. Practical part - personal experience in organizing game activities in a group
I have been working in a nursery group for 30 years. Every year I recruit a new group of children. Children leave home disorganized. Breaking away from home, mothers, fathers, children fall into the team. And their adaptation period depends on how I meet them here. One of the main tasks of the adaptation period is the formation of a sense of confidence in the environment. For this, I believe, it is necessary to acquaint children with the environment, which is mainly organized in the form of educational games, where knowledge and fulfillment of certain conditions are required from an adult. The first thing I do is create a favorable microclimate in the group.
To do this, with my own hands and with the help of parents, I create a developing environment: children's games, study guides, decorate play areas (D / and "What kind of shape?", "Pick by color", "Find by color" and many others). These games give children an idea of the objects of the immediate environment, teach them to name parts of objects, their details, to establish the relationship between some phenomena in life. In order to develop friendly relations with each other in the game, I organized a family corner in the group, where I placed: a hairdresser, a kitchen, a bedroom, a laundry room, a corner of nature, where I teach them to form play actions, combine them with a simple plot ("Put the doll to sleep", "Let the bear tea ”,“ We will brush the doll Masha ”,“ Let's stroke the doll's dress ”, etc.). for self-regulation of the mental state in the reception room, in each locker she made an application of self-adhesive paper "Mother's palms", which contributes to emotional stress in children. Similarly, in the group room, I made applications of children's hands from colored self-adhesive paper - "Hello, I came."
At the beginning of the school year, children come mostly with impaired physical development. To make children feel confident, I often play outdoor games with them ("Cats and Mice", "Shaggy Dog", "Catch Me", etc.). At first, not all children join the game, some play, others watch. But then they begin to take an active part, express a desire to play this or that game with me. I believe that all of these games allow children to feel confident and equal among their peers.
In the group, I organized a subject-development environment:
1. theatrical activity corner - the dressing-up corner
A beautiful screen for showing performances, toys of the BI-BA-BO series (cat, dog, hare, fox, wolf, bear), tabletop plane theater for the fairy tales “Turnip”, “Kolobok”, “Ryaba Chicken”. Various theatrical costumes, hats, crowns, scarves, caps, wreaths, animal masks, aprons, beads and other decorations.
2. sensory development corner
Material for the development of kids' ideas about the shape, color, size, nature of the surface of objects (pyramids, nesting dolls, boxes of different colors, insert toys, a set of "small and large", mosaic, abacus with labyrinths). Various didactic games for mastering actions with certain subjects, teaching the culture of communication
3. construction corner
Various building materials: soft modules, wooden cubes, "bricks", plates, building material sets.
4. sports section
Bright multi-colored balls of different sizes, pins, soft stuffed cubes, rolling toys, jump ropes (children step over or jump over them). Dry pool with lots of multicolored soft massage balls. Sports inflatable complex.
5. art corner
Here the child can sculpt and draw on his own. The corner contains large stencils of various animals, vegetables, dishes, clothes, fruits and pencils, coloring books, plasticine, crayons, felt-tip pens and a "magic screen"
6. music corner
Rattles, maracas (also made from "kinder surprises"), wooden spoons, trumpet, tambourine, drum, guitar, accordion, piano. Boys love steering wheels.
7. artistic speech corner
Bright pictures, books.
8. ecological corner
Houseplants. Dry aquarium. A box of sand, small toys, pebbles.
I believe that play is a peculiar form of a child's thinking about the world. The depth and versatility of this reflection can be judged by the content of the game. Throughout the school year, I conduct conversations, consultations, joint games with parents. I explain to parents that young children cannot always express in words what is in their souls.
At the age of 2 to 6 years, the most basic personality traits of a little man are formed, therefore it is very important for parents to notice in time any peculiarities or possible deviations in the character of your child. And for this you just need to carefully look at what games he plays. What are your kid's games talking about?
Game type. The child expresses concern for the doll or teddy bear that is "in pain", pats the head and regrets.
Possible value. Perhaps your son or daughter is playing an episode that he watched somewhere recently.
Or maybe he is playing "mom" by copying your behavior. This suggests that the baby loves you and depends on you.
But, perhaps, for one reason or another, your child needs more love, care and tenderness, and, pitying and calming the doll, tries to compensate for what he lacks.
Game type. Toy cars collide now and then, the child constantly knocks or hits the lid on the pan.
Possible value. Maybe he just likes noise and unusual sounds.
But this kind of play also means there are conflicts that he may have in a relationship with you, a father, brother, sister, or playmate. Expressing anger, he thus “discharges” and calms himself, and this makes him feel better in his soul.
Game type. The child pretends to eat candy or do something forbidden.
Possible value. This can be a manifestation of rebellion, an internal protest against prohibitions.
But perhaps this is just a healthy way to deal with the frustration of not being able to do what he wants to do. Instead of being capricious or throwing a tantrum, he calms himself down by doing "make-believe" what he is not allowed to do for real.
Game type. The child scolds and / or punishes a doll or other toy for being guilty of something.
Possible value. Raising a toy, the child recognizes and to some extent accepts the prohibitions and restrictions that he receives from you.
Game type. The child plays as a hero or other super-hero.
Possible value. He feels powerful and confident, able to help the weak and protect the wronged. Thus, the baby demonstrates his readiness to influence the outside world. playing super hero builds and strengthens his self-confidence.
Unfortunately, in my personal observation of the play of young children, I very often observe that most children do not know how to play.
There are several reasons for this phenomenon. First of all, the position of the parents themselves, who do not encourage children to play, considering it an unnecessary and stupid activity. It is known that a modern family, as a rule, has one child, so the gaming experience is not passed on from older children to younger ones. Parents do not consider it necessary to teach children how to play, they are convinced that play can arise on its own, but life shows that expanded play without the experience of older children, without special training, is born by itself only in a minority of children.
I believe that the lack of play activity in preschool children is largely due to the total influence of television on their lives. On average, statistics show that preschoolers watch TV 2 hours a day, and moreover, they attend kindergarten. Almost all their free time children sit in front of the coveted screen. There is no time to play at home.
Usually, when a child has some developmental difficulties and parents feel that they are losing contact with their own child, they turn to a caregiver, teacher or psychologist for help. However, I believe, in most cases, the baby craves for understanding, interest in his personality. Understanding him as he is. And in this he can be helped by a parent who plays with him according to a special method.
Once or twice a week, mom (or dad) for an hour completely belongs to the child, playing with him in the same empathic manner, i.e. sharing the feelings of the child. Since the parent does not initiate or direct play activity, but only reflects the child's feelings, giving him the opportunity to show his creative potential and at the same time experience a sense of responsibility, the baby gains self-confidence, calms down, and establishes new joyful relationships with parents.
During the game you should not:
- Criticize the child;
- Praise the child;
- Asking leading questions;
- Interrupt the lesson;
- Load the child with information and teach him, read notations;
- Offer any activity;
- Be indifferent or passive.
Necessary:
- Decorate the interior with a set of toys;
- Letting your child lead you;
- Track his child;
- Set restrictions;
- Encourage the child's energy and efforts;
- To take part in the game, giving the initiative to the reenk;
- Show speech activity.
Conclusion
Play is a way for a child to explore and navigate in the real world. By being involved in the process of play, children comprehend the meaning and values of human life. Play is a way of reacting to unpleasant, difficult situations. When children play, they express their own personality and develop inner personality traits.
Play is the real and eternal value of the culture of leisure, the social practice of people in general. She stands on an equal footing with work, knowledge, communication, creativity, being their correspondent. Games teach children the philosophy of comprehending the difficulties, contradictions, tragedies of life, they teach, not yielding to them, to see the light and joyful, to rise above the troubles, to live profitably and festively "playfully".
The spiritual life of a child is full only if
when he lives in the world of games, fairy tales, music,
fantasy, creativity. Without this, he is a dried flower.
V.A. Sukhomlinsky
Bibliography:
- N.K. Krupskaya "The role of play in kindergarten".
- Raising Children in Play, edited by Mendzheritskaya.
- Makarenko "Lectures on the upbringing of children."
- A.P. Usova "The role of play in raising children."
- Preschool education magazines.
- Shustov, section "The Game".
- N. Korotkova - candidate of pedagogical sciences.
- A. Mikhailenko - candidate of pedagogical sciences.
- Own experience.
Play is the leading type of activity of a preschooler child, which determines his further mental development, primarily because an imaginary situation is inherent in play. Thanks to her, the child learns to think about real things and real actions. This is also related to the emergence of an idea in the game.
The peculiarity of the game in an imaginary situation is the emotional involvement of children with the displayed events: “the girl is worried if the cutlets are burnt,” “the boy carefully takes the sick doll to the hospital”. Play is always associated with the development and education of children's feelings. The child truly experiences what he displays in the game, and he can think about what he previously emotionally perceived in life. The game arises from real life and develops in harmony with the needs of the child.
In the kid's game, the actions of adults are realized, those events in life that interested him.
Game actions have their origins. Play with elements of an imaginary situation is preceded by a period of the baby's play, which is characterized by two stages:
- Introductory;
- Fine.
At the first, introductory stage, object-play activity, actions with toys are manipulative in nature, the child acts with her as his inept hands allow him. Then the baby himself or with the help of an adult discovers certain properties in the toy (the rattle sounds, moves). This is how the stage of reflective object-play activity begins. Children learn ways of acting with different objects, toys related to their physical properties: knocking, throwing, moving, rolling, correlating one object with another.
Gradually, children begin to display in the game not only physical properties, but also the social purpose of individual objects (a car and a stroller - they roll, carry a load, a doll). Representative object-play actions are characteristic of children from 5-6 months to 1-1.6 years.
With the generalization of the experience gained in actions with toys and in real everyday life, the child gets the opportunity to more often reflect the actions of people with objects for their purpose, accepted in society. He can convey familiar situations in the game: feeding, treatment, building a house.
The plot-reflective stage of the play of children of the second and third years of life creates an opportunity for the transition to a plot-role-playing game. Children begin to transfer in the game not only individual actions, but also elements of the behavior of those persons who performed these actions in life. A role appears in the action, for example: “the girl, laying the table, clearly imitates her mother, to the question:“ Who are you? ” answers: "I am Julia." Children begin to denote the role they play in the game: I am the driver, you are the mother.
Game actions in a plot-display and plot-role-playing game undergo significant changes. They become more generalized, turning into conditional actions. Some of the toys are gradually being replaced by substitute toys and imaginary objects. Thus, by the age of three, a child becomes aware of the conventionality in play, a playful imaginary situation, declaring: “it’s as if”, “it’s for fun”. A child can show himself as a bunny, a bear, a chanterelle, in the room of the group “to swim”, “to be like skiing”, etc.
A third year child has two sources of play goals.
The first source is the actions of an adult, which aroused a flash of interest in the baby, attracted his attention and prompted him to take similar actions. For example, a girl fries eggs for several days in a row, like her mother.
The second source of play goals can be goals for a child that are specifically set for him by an adult. This source is very important for the development of the baby, because, as noted above, the children's own play goals are still very limited (the child only does what he drives the car), and for some they are completely absent.
How to encourage a child to accept a new play goal set by an adult and begin to realize it on his own?
As the first step on this path, the adult performs a play action with respect to the child himself, and not the toy. An adult pretends to feed the baby, wash his hands, and roll him around in a car. In such a game, the baby is relatively passive and enjoys not eating, washing, but communicating with an adult.
The second step along this path is the role reversal. Now the adult invites the children to carry out the same actions in relation to him (feed, wash their hands ...). Riding an adult in a car, etc. the child receives an incomparably more interesting and grateful partner than a doll or bear. The main task in these games is to ensure that the play actions that children carry out relative to an adult give them maximum pleasure and allow them to experience a feeling of success. The positive emotions that a child can experience by performing new play actions for an adult will induce the child to repeat them in relation to toys.
Preparing a child for taking on a role begins at 2 years 6 months and coincides with the beginning of the development of his self-awareness. What is this preparation?
Taking on a role means being able to imagine and designate yourself as someone else - a bunny, a driver, a train, etc. For a child, this situation is quite difficult. On the one hand, I am myself, on the other, I am not me, but someone else. The ability to “transform into another” appears in a child by the age of three, if appropriate pedagogical work is carried out. Otherwise, as practice shows, it appears much later.
Forming the child's ability to “transform into another” is the first and most important step towards the formation of role play.
If, while preparing children for taking on a role, an adult will open before the kids a fan of images that are understandable and interesting to him, into which the child can reincarnate, then from an early age he will orient children towards an exciting extraordinary game.
Sequence of transformations:
- Animals and birds known to children and attractive to them (kitty, sparrow);
- Items of interest to kids, primarily moving ones (steam locomotive, plane);
- Adults whose profession has characteristic external attributes (doctor, cook).
At the initial stage of working with children, images of animals and birds seem to us the most appropriate. The fact is that each animal has its own distinctive external features. The fox has a luxurious fluffy tail, the hedgehog has needles, and the hare has long ears. The baby easily remembers such images, they are attractive to him. The natural interest and attraction of children to animals and birds contribute to the readiness to enter these images. The child agrees with pleasure to imagine himself as a squirrel, bird, hedgehog. And, having imagined himself as someone, he is much more aware of himself as “another”, takes the first steps towards accepting the role.
It is also important that animal games do not require special attributes.
The first part of the game begins with the teacher showing the children how to enter into someone's image. For the kid to want and be able to enter the image of the “other”, to show how easy and interesting it is. First of all, the teacher very clearly defines his role, names the image, for example: “Let's play. I will be a fox. " Then he reveals the image: describes the appearance of the character, emphasizing only the most characteristic features of his appearance (needles for a hedgehog, beak and wings for a bird, fluffy tail for a squirrel, etc.)
Further, the teacher tells where the character lives, what kind of house he has, what it is called (hollow, hole, den ...). It is useful to show the kids a picture that shows a character next to his house. This will clarify the children's ideas from the story.
Now you can tell what the animal (bird) eats, what it especially loves (squirrel - nuts, bunny - carrots ...)
Basic information can be supplemented with a story about what the character likes to do (play, jump). Having finished telling the character in soi, the teacher briefly, in two or three phrases, informs the children that he was left without cubs (foxes, kittens, rabbits ...), that he misses them, really wants them to be with him again, what will he do for them something pleasant (give gifts, play with them, treat ...). At the end of this little story, the teacher asks the question: “Who wants to be my fox (squirrel)?”. The main stage is over. The educator encouraged the children to adopt play roles.
Now it is necessary to find out from the children how well they imagined themselves to be “different”, and at the same time help them to establish themselves in a new quality. For this, the question is asked: “Fox cubs, where are your ears? Do you have ponytails? Can you sniff? Show me how you can smell. " For the first time, questions are enough. There is no need to demand from children in the first games the same complete characterization of the character's image. The kid cannot immediately imagine and reproduce everything that was said to him, therefore, overloading with questions causes a reverse reaction - it will reduce children's interest in being in a playful image. This concludes the first part.
In the second part of the game, the task is to prolong the stay of the children in the adopted or role. Further, a number of simple and rather interesting play actions are played out with the kids: “Foxes went to visit the bunnies. It is necessary to cross the bridge (bench). Or: we climbed into the burrow of the rabbits, drank tea with them. ” It is necessary to organize the logical conclusion of the game: “The hares presented a book to the foxes. And now the fox mom honors her to her foxes ”.
This concludes the game.
Here are some tips for playing the game:
- You don't have to play the entire game. At the initial stages, you can limit yourself to only the first part, i.e. provide entry into the image.
- In the course of the second part of the game, just as in the first part, it is necessary to call the children foxes (squirrels ...). However, do not seek to constantly impose this role on them. It is difficult for a small child to keep himself in a playful way for a long time. Some children may show their personality and switch to another character that is most attractive to them. Therefore, playing "fox", the child can suddenly say: "And now I am a bear cub."
- When organizing the second part of the game, do not delay it in time. Kids should enjoy playing, communicating with a teacher.
- It is not at all necessary for all children to be involved in the game. After all, some children join the game much later.
We must not forget that it would be impossible to organize children into plot roles in games without teaching them to communicate and play at the initial stage during the adaptation period, when many children find it difficult and lonely in a new, unusual environment for them. It is the game that can brighten up the first time a child is in kindergarten.
The main task of playing with children during the adaptation period is to establish trusting relationships with each child, to give the kids minutes of joy, to try to evoke in them a positive attitude towards kindergarten. To solve this problem, the educator must, in a playful way, express his benevolent attitude to each child. Therefore, the main game goal that the teacher sets for himself should be the goal: to show care, benevolence and attention to everyone (“I will hide you all from the rain” - an outdoor game “Sun and Rain”). Sometimes communication goals in play can be combined with practical goals. So, if porridge is being cooked for children, then when treating them, the teacher must definitely find a friendly word expressing affection for the child (“I tried so hard to make you delicious porridge. And this, Kostya, is porridge for you”).
When playing with children, the teacher sets not only simple play goals known to children. Children can pick flowers together with the teacher, ride the steam train ... If possible, it is necessary to offer the children the same items. Equality shows them that an adult does not distinguish anyone, and treats everyone equally well.
There is no need to worry about the fact that playing with adults does not give the child room for his own activity. Many children are not yet ready for its manifestation in the first weeks of kindergarten. But, thanks to these games, the teacher proves his kind-hearted attitude towards children, becomes an interesting partner for them, contributes to the accumulation of play experience in the kids. Games during the adaptation period should not be too long. It is better to play with children several times a day, but little by little.
So, the plot play of children in the second and third years of life goes a long way of development: from single actions of one child with one toy to the expanded individual and joint play of children in an imaginary situation, including a number of episodes that convey different actions of people and their relationships. The game is becoming more independent and creative. The kid masters independent play, feels really happy.
We bring to your attention practical developments:
- Plan-grid of plot - display games in 1 junior group (Appendix 1)
- A detailed plan for conducting plot - display games at an early age (Appendix 2)
- Synopsis of the plot-display game with children of 2-3 years of age "Cat and kittens" (Appendix 3)
- Synopsis of the plot-display game with children of 2-3 years of age "Hen and Chickens" (Appendix 4)
Used Books:
- Zvorygina E.V. The first story games for toddlers. - M., 1988.
- Rainbow. Program and guidance for teachers of the first junior group of kindergarten. - Comp. T.N. Doronova. - M., 1993.
Municipal budgetary preschool educational institution
"Kindergarten number 36"
Generalization of experience on the topic:
"Development of play activities in children
early age "
Completed by the educator
MBDOU d / s No. 36
Gogoleva S.P.
Arzamas, 2014
Self-education work plan
Topic: "Development of play activity in young children" Purpose: to reveal the psychological characteristics of play activity in children from one to three years old.
Tasks:
Study of special literature on this issue;
Establish how effective it is in shaping the personality of a young child;
Generalization of research results
- Create game situations with building materials (track and car, house of small cubes and a set of large cubes)
- To consolidate the skills gained in the classroom with tools and didactic toys. To do this, leave the material from the lesson for free use as long as the children remain interested in it.
- Encourage children to look at illustrations in books, change books 2 times a week with a repeat in a week
- In the puppet corner, change characters 2 times a week, using familiar toys from other corners
Generalization of experience
Playful activity for a child very quickly becomes an important part of life, and accordingly plays a role in the development of the child.
A child will not immediately begin to separate toys from other objects, he also learns the method of action with an object from an adult. Model toys (toy cups, chairs, cars, etc.) are "real objects" for a child.
At the first stage of the development of play activity, the child will begin to transfer actions from one toy object to another; several features of such a game can be distinguished:
1) monotony and fragmentation of actions.
Example:
A child endlessly performs the same action, or several actions, but without a logical connection - feeding the doll, putting it to bed, feeding it, combing its hair again, etc.
2) imitation of an adult.
Example:
The kid simply copies the actions of adults with different toys.
3) the child is not involved in the game.
Example:
Often distracted, plays without emotion
This stage in the development of play activity is named - procedural play.
At the age of three years, the child is at the mercy of the real situation and this is manifested in everything. Only after three years of age the child's type of behavior will change - he will begin to act in a thinkable, in an imaginary situation. The child will be able to endow objects with any properties and names - a pencil can become a magic wand, a rocket, etc.
Such “play substitutions” are called symbolic, and the transition from procedural to symbolic play is taking place very rapidly.
What is the catalyst for such a dramatic leap in development that allows the child to switch to the symbolic type of play?
The answer lies in a qualitative change in thinking and behavior.
As mentioned earlier, in order for the child to be able to separate consciousness from the real situation, he needs to improve his speech. Free consciousness will affect thinking, and as a result, the child's behavior.
But how does fantasy appear in the child's thinking? By what principle does he begin to replace some objects with others?
At an early age, in children, the word is very strongly associated with the subject, so children cannot speak freely, and as a result, fantasize.
Scientists psychologists conducted experiments with children 3-4 years old and asked them to jokingly call objects in other words. Later they offered children a "quest" where children had to "read" the instructions of adults in terms of new names of objects.
It turned out at this age that children can substitute one object for another, but it is necessary that the substitute object has a "similar way of action" and there is no real object nearby.
For example:
If you ask a child to call a pencil a knife, and a cube - bread, then he can calmly “cut a cube with a pencil”, but if there is bread or a knife nearby, he will with great difficulty follow the instructions of an adult or will not be able to complete it at all.
And if, you ask the child to call the pencil a dog or a cat, and ask him to stroke it, then the child will not accept such a substitution.
Do not think that the child will learn to play by himself, in general, the entire development of the child is the result of joint activities with an adult!
The development process of play activities can be divided into five stages:
1. Observing an adult's play.
The child observes the play of an adult who plays a "symbolic game" but does not show interest in the game. When asked by an adult to find a substitute item, the child says that there is no such item here.
2. Joint play - the child joins the adult to the game.
The child begins to play a "symbolic game", but uses substitute objects, automatically, mechanically, I do not pay special attention to this.
3. Imitation.
The child begins to play independently in the "symbolic game", but in the game there is a complete copying of the adult's actions, does not use independent substitutions, and moreover, refuses to accept new substitutions from the adult.
4. The appearance of the first replacements.
The child begins to make the first variations of the substitution, but does not depart from the plot of the adult's play. The child still answers the leading questions of an adult with the names of real objects.
For example, a kid cooks soup from cubes and rings in a saucepan, to the answer of an adult, what kind of soup you are cooking, he will answer - "soup from cubes and rings", there are also double words - a cube-potato, a ring-cabbage, etc. ...
5. The emergence of independent game replacements.
The child introduces play substitutions and, unexpectedly for himself, begins to ascribe new substitutions to substitute objects. At this moment, children experience a sense of discovery - children discover a new way of acting with objects.
They begin to revive various situations, introduce new and new substitutions, at this moment the word gradually begins to separate from the object, and the child's fantasy begins to develop rapidly - it is this process that allows the child to make a qualitative leap in the development of speech, and, as a result, into consciousness and thinking ...
The substitution function, like any other mental function:
"First, it exists in an interpsychic state, and then passes into an intrapsychic state."
Let's sum up development of the child's play activity:
At an early age, there is a separation of tool and play activities.
After a year, the nature of the child's play has a procedural bias.
From two to three years old, the child begins to master the "symbolic game", his motivation to play increases. This process separates the word from the object, thereby causing a rapid growth in the development of the child - a qualitative leap in the development of speech, thinking, behavior, the ability to fantasize appears. an imaginary situation is inherent in the game. Thanks to her, the child learns to think about real things and real actions. This is also related to the emergence of an idea in the game.
The peculiarity of the game in an imaginary situation is the emotional involvement of children with the displayed events: “the girl is worried if the cutlets are burnt,” “the boy carefully takes the sick doll to the hospital”. Play is always associated with the development and education of children's feelings. The child truly experiences what he displays in the game, and he can think about what he previously emotionally perceived in life. Play arises on the basis of real life and develops in unity with the needs of the child.
In the kid's game, the actions of adults are realized, those events in life that interested him.
Game actions have their origins. Play with elements of an imaginary situation is preceded by a period of baby play, which is characterized by two steps:
Introductory;
Fine.
At the first, introductory stage, object-play activity, actions with toys are manipulative in nature, the child acts with her as his inept hands allow him. Then the baby himself or with the help of an adult discovers certain properties in the toy (the rattle sounds, moves). This is how the stage of reflective object-play activity begins. Children learn ways of acting with different objects, toys related to their physical properties: knocking, throwing, moving, rolling, correlating one object with another.
Gradually, children begin to display in the game not only physical properties, but also the social purpose of individual objects (a car and a stroller - they roll, carry a load, a doll). Representative object-play actions are characteristic of children from 5-6 months to 1-1.6 years.
With the generalization of the experience gained in actions with toys and in real everyday life, the child gets the opportunity to more often reflect the actions of people with objects for their purpose, accepted in society. He can convey familiar situations in the game: feeding, treatment, building a house.
The plot-reflective stage of the play of children of the second and third years of life creates an opportunity for the transition to a plot-role-playing game. Children begin to transfer in the game not only individual actions, but also elements of the behavior of those persons who performed these actions in life. A role appears in the action, for example: “the girl, laying the table, clearly imitates her mother, to the question:“ Who are you? ” answers: "I am Julia." Children begin to denote the role they play in the game: I am the driver, you are the mother.
Game actions in a plot-display and plot-role-playing game undergo significant changes. They become more generalized, turning into conditional actions. Some of the toys are gradually being replaced by substitute toys and imaginary objects. Thus, by the age of three, a child becomes aware of the conventionality in play, a playful imaginary situation, declaring: “it’s as if”, “it’s for fun”. A child can show himself as a bunny, a bear, a chanterelle, in the room of the group “to swim”, “to be like skiing”, etc.
A third year child has two sources of play goals.
The first source is the actions of an adult, which aroused a flash of interest in the baby, attracted his attention and prompted him to take similar actions. For example, a girl fries eggs for several days in a row, like her mother.
The second source of play goals can be goals for a child that are specifically set for him by an adult. This source is very important for the development of the baby, because, as noted above, the children's own play goals are still very limited (the child only does what he drives the car), and for some they are completely absent.
How to encourage a child to accept a new play goal set by an adult and begin to realize it on his own?
As the first step on this path, the adult performs a play action with respect to the child himself, and not the toy. An adult pretends to feed the baby, wash his hands, and roll him around in a car. In such a game, the baby is relatively passive and enjoys not eating, washing, but communicating with an adult.
The second step along this path is the role reversal. Now the adult invites the children to carry out the same actions in relation to him (feed, wash their hands ...). Riding an adult in a car, etc. the child receives an incomparably more interesting and grateful partner than a doll or bear. The main task in these games is to ensure that the play actions that children carry out relative to an adult give them maximum pleasure and allow them to experience a feeling of success. The positive emotions that a child can experience by performing new play actions for an adult will induce the child to repeat them in relation to toys.
Preparing a child for taking on a role begins at 2 years 6 months and coincides with the beginning of the development of his self-awareness. What is this preparation?
Taking on a role means being able to imagine and designate yourself as someone else - a bunny, a driver, a train, etc. For a child, this situation is quite difficult. On the one hand, I am myself, on the other, I am not me, but someone else. The ability to “transform into another” appears in a child by the age of three, if appropriate pedagogical work is carried out. Otherwise, as practice shows, it appears much later.
Forming the child's ability to “transform into another” is the first and most important step towards the formation of role play.
If, while preparing children for taking on a role, an adult will open before the kids a fan of images that are understandable and interesting to him, into which the child can reincarnate, then from an early age he will orient children towards an exciting extraordinary game.
Sequence of transformations:
Animals and birds known to children and attractive to them (kitty, sparrow);
Items of interest to kids, primarily moving ones (steam locomotive, plane);
Adults whose profession has characteristic external attributes (doctor, cook).
At the initial stage of working with children, images of animals and birds seem to us the most appropriate. The fact is that each animal has its own distinctive external features. The fox has a luxurious fluffy tail, the hedgehog has needles, and the hare has long ears. The baby easily remembers such images, they are attractive to him. The natural interest and attraction of children to animals and birds contribute to the readiness to enter these images. The child agrees with pleasure to imagine himself as a squirrel, bird, hedgehog. And, having imagined himself as someone, he is much more aware of himself as “another”, takes the first steps towards accepting the role.
It is also important that animal games do not require special attributes.
The first part of the game begins with the teacher showing the children how to enter into someone's image. For the kid to want and be able to enter the image of the “other”, to show how easy and interesting it is. First of all, the teacher very clearly defines his role, names the image, for example: “Let's play. I will be a fox. " Then he reveals the image: describes the appearance of the character, emphasizing only the most characteristic features of his appearance (needles for a hedgehog, beak and wings for a bird, fluffy tail for a squirrel, etc.)
Further, the teacher tells where the character lives, what kind of house he has, what it is called (hollow, hole, den ...). It is useful to show the kids a picture that shows a character next to his house. This will clarify the children's ideas from the story.
Now you can tell what the animal (bird) eats, what it especially loves (squirrel - nuts, bunny - carrots ...)
Basic information can be supplemented with a story about what the character likes to do (play, jump). Having finished telling the character in soi, the teacher briefly, in two or three phrases, informs the children that he was left without cubs (foxes, kittens, rabbits ...), that he misses them, really wants them to be with him again, what will he do for them something pleasant (give gifts, play with them, treat ...). At the end of this little story, the teacher asks the question: “Who wants to be my fox (squirrel)?”. The main stage is over. The educator encouraged the children to adopt play roles.
Now it is necessary to find out from the children how well they imagined themselves to be “different”, and at the same time help them to establish themselves in a new quality. For this, the question is asked: “Fox cubs, where are your ears? Do you have ponytails? Can you sniff? Show me how you can smell. " For the first time, questions are enough. There is no need to demand from children in the first games the same complete characterization of the character's image. The kid cannot immediately imagine and reproduce everything that was said to him, therefore, overloading with questions causes a reverse reaction - it will reduce children's interest in being in a playful image. This concludes the first part.
In the second part of the game, the task is to prolong the stay of the children in the adopted or role. Further, a number of simple and rather interesting play actions are played out with the kids: “Foxes went to visit the bunnies. It is necessary to cross the bridge (bench). Or: we climbed into the burrow of the rabbits, drank tea with them. ” It is necessary to organize the logical conclusion of the game: “The hares presented a book to the foxes. And now the fox mom honors her to her foxes ”.
This concludes the game.
Here are some tips for playing the game:
You don't have to play the entire game. At the initial stages, you can limit yourself to only the first part, i.e. provide entry into the image.
In the course of the second part of the game, just as in the first part, it is necessary to call the children foxes (squirrels ...). However, do not seek to constantly impose this role on them. It is difficult for a small child to keep himself in a playful way for a long time. Some children may show their personality and switch to another character that is most attractive to them. Therefore, playing "fox", the child can suddenly say: "And now I am a bear cub."
When organizing the second part of the game, do not delay it in time. Kids should enjoy playing, communicating with a teacher.
It is not at all necessary for all children to be involved in the game. After all, some children join the game much later.
We must not forget that it would be impossible to organize children into plot roles in games without teaching them to communicate and play at the initial stage during the adaptation period, when many children find it difficult and lonely in a new, unusual environment for them. It is the game that can brighten up the first time a child is in kindergarten.
When playing with children, the teacher sets not only simple play goals known to children. Children can pick flowers together with the teacher, ride the steam train ... If possible, it is necessary to offer the children the same items. Equality shows them that an adult does not distinguish anyone, and treats everyone equally well.
There is no need to worry about the fact that playing with adults does not give the child room for his own activity. Many children are not yet ready for its manifestation in the first weeks of kindergarten. But, thanks to these games, the teacher proves his kind-hearted attitude towards children, becomes an interesting partner for them, contributes to the accumulation of play experience in the kids. Games during the adaptation period should not be too long. It is better to play with children several times a day, but little by little.
So, the plot play of children in the second and third years of life goes a long way of development: from single actions of one child with one toy to the expanded individual and joint play of children in an imaginary situation, including a number of episodes that convey different actions of people and their relationships. The game is becoming more independent and creative. The kid masters independent play, feels really happy. Gradually, by the third year of the child's life, he develops an understanding of the meaning of adult activities, which is the basis of the role-playing game.
In the process of life, a child develops different types of activity: associated with regime processes specially organized by adults, games and activities; play independence. Play independent activity should be separated from its other types. So, the child's activities related to the organization of regime processes (dressing, hygiene procedures, feeding, bathing, getting ready for bed, etc.) takes up the bulk of the child's time and is of great importance. The important needs of the baby are satisfied, his ability to navigate in the world around him is formed, skills, coordination of hand movements are developed, and the child's labor actions begin.
Activities related to teaching a child in games and activities organized by adults, due to the characteristics of the baby, takes a short time, but it is of great importance in his development.
Playful independent activity should take up a significant part of a child's life, because if he does not eat, does not sleep, does not engage with an adult, then he plays, and this is his natural state. However, unfortunately, in most preschool educational institutions the child simply has no time to play, and the teacher does not have time for this. And when parents come for the children, you can often hear that the children do not want to leave: "I have not played yet." For the educator, organizing the game is one of the most difficult areas of work.
What are the main differences between a child's independent play and classes conducted by a teacher?
The main difference is that a lesson organized by an adult has a narrow goal, where the leading role belongs to the educator with the active participation of children. And if the game arises on the initiative of the child, then, for sure, he is interested in it. The adult's role is to create a playful environment that encourages the child to be active and to guide it without overwhelming the child's initiative.
At the age of 1 year, the child just gets on his feet and masters walking, which is one of his types of activity, which is stimulated by the objects around him. Therefore, on the one hand, a sufficient area is needed for the child's motor activity, on the other hand, benefits that stimulate this activity: a slide for rolling, balls, cars, carts, which he will be lucky in front of him.
Cognitive activity is associated, first of all, with orientational activity, observation of the environment, therefore, the group should contain a variety of objects for viewing - paintings, models depicting some actions (a doll sledges, a doll feeds a dog, etc.), book corner.
Actions with objects - the leading type of cognitive activity, which can be represented in the form of direct actions with objects (auto-developing didactic toys) and instrumental actions with additional objects - tools (spoon, stick, cup, etc.).
Constructive and pictorial activity in the 2nd year of a child's life appears as objective, when he reproduces buildings, imitating an adult, leaves a trace on paper with a pencil. Later, in connection with the development of hand coordination, ideas about the world around, mastery of technical methods, specific types of activity are formed - constructive and visual. Already at the beginning of the 2nd year of life, children have a game with plot toys.
The first stage is typical for children aged 11 months. up to 1 year 3 months - This is the reproduction of learned actions, when the child reproduces actions directly or delayed on the basis of imitation of the actions of an adult.
The child's actions at the second stage (from 1 year 3 months to 1 year 6 months) are expressed in the fact that he easily imitates the actions of an adult and transfers familiar actions to new objects.
At the third stage, on the basis of the above actions of the child, a new stage appears - a leap in the development of the child's play - individual reflective actions. Unlike previous actions, they arise not on the basis of imitation, but on the basis of displaying those actions that the children saw themselves, observing the actions of adults (for example, a baby wipes the floor with a rag using his foot, as dad does).
In the future, the play of children in the period of the 2nd year begins to have a plot character. Several interrelated actions appear. So, a 2-year-old girl, seeing how her mother puts her to bed, displays these actions in the game: she puts the doll on the bed, covers it with a blanket, "shakes" - shakes the bed with all her might, then quietly walks away and speaks, pressing it to her lips finger: "Hush, hush", and again comes back, because the floorboards creaked under her mother's feet, and the girl herself woke up from this.
And already at the seventh stage, at the 3rd year of the baby's life, the story game prevails, which is of a varied nature. By this time, the first role-playing games appear, when the child not only reflects someone's actions, but takes on the role of those about which he himself formed the first ideas: mom, dad, bus driver, district doctor of a children's clinic.
A number of studies note that in the play of young children, especially favorable conditions are created for the formation of the ability to perform actions in the mental plane, there is a connection between thinking and the development of various aspects of the child's personality (D.B. Bogoyavlenskaya, D.B. Godovikova, T.N. Ovchinnikov).
A completely special place is occupied by the manifestation of initiative in the game, when the child not only creates a play situation, but in its course his cognitive activity is manifested, understood as the child's desire to independently find a solution to play problems. In the studies of E.V. Zvorygina developed similar methods, which provide for such moments as the phase of preparing the game, the number of play actions, the use of toys or their substitutes (Table 5).
The level of solving game problems depends on the degree of generalization of the child's real and play experience. At the same time, there is a progressive transformation of play actions into more abstract ones - with toys, to more generalized actions with substitute objects and imaginary objects, to replacing these actions with verbal signs, a word. It is a great joy for children to include an adult in their game. For example, in acting out a scene with a doll that came to see a doctor, the role of which was assumed by a child.
So, the activity of the educator in organizing the play independent activity of children is aimed at the following points:
management of the game and other activities;
the formation of certain rules of behavior in the game (to teach where and with what toy it is convenient to play, and after the game to remind them to be removed to their place);
positive relationships between children;
maintaining a positive emotional state in children;
stimulation of speech activity of children.
The level of development of play depends to a large extent on the methods of leadership carried out by adults. They can be indirect in nature - getting various impressions (observing the actions of others), conducting special games that contribute to the enrichment of the child's experience. Timely changes in the gaming environment are also important. Of particular importance is the meaningful communication between the adult and the child during the game, which forms new progressive ways of the child's actions.
What methodological techniques contribute to this?
When teaching children of the beginning of the 2nd year of life to act with objects, the kinesthetic method is most effective, when an adult seems to direct the child's hand to certain actions: "Open, close the nesting doll." At the same time, the muscles and ligaments of the baby's hand remember this path. In the future, the main method for teaching any actions will be a demonstration accompanied by a word. But very early, the baby begins to act according to the adult's word, when he first follows a direct instruction, for example, "wiggle the doll," which he is holding in his hands. In the future, he will be ready to perform more complex verbal instructions, which in response will require several actions, for example: "Put the doll to sleep on the crib." In this case, the baby must find a doll, a crib and perform an action.
One of the most effective methods of managing a game is the creation of problematic situations in it, which encourage the child to independently, proactively solve game problems, which contributes to the development of thinking (E.V. Zvorygina, HA Menchinskaya, S.L. Novoselova, NN Poddyakov, K. JI. Pechora). Our research has shown that children already at the 2nd year of life solve problem situations based on their life experience: “the doll has a dirty nose, here's a handkerchief”, “the dog is thirsty”, “the doll is dirty”. Then "more complex" problems arise: "the doll got sick," "the car broke down." Further, conflict situations are resolved: “crying”, “does not want something,” etc. It is important for an adult to put the child in front of such a task that would be interesting to him, which he would like to solve on his own. If the game problem posed to the child relies on his experience and lies in the zone of "proximal development", the child solves this problem. At the same time, his cognitive activity manifests itself, which is expressed in the fact that he himself poses problems in the game and solves them, going beyond the limits of the game task set by the adult.
In the play of children of the 3rd year of life, substitute objects become multifunctional when one substitute object replaces various objects: a stick - a knife, a spoon, a thermometer, a pen, a needle; cylinder - ice cream, bread; paper - towel, ticket, recipe, blanket.
It should be noted that by the age of two, children find substitute objects used in play by the word of an adult. For example, when asked: "Give me a knife," they find a stick, with which, before giving it to an adult, they "cut off" something. In the future, children give these substitute objects the names of the objects, the functions of which they performed in the game.
In her thesis, student V.V. Veshchikova determined the importance of the teacher's use of the method of problem situations in the conditions of a preschool educational institution. At the same time, the manifestation of various forms of initiative of children in the game at the age from 1 to 10 months was revealed. up to 3 years, with which the study was conducted during the year (Table 6).
The data in the table shows how the number of children showing initiative in the game is increasing. Their use of such forms of intellectual activity as substitute objects, imaginary objects, as well as the ability to solve problems in a game at the suggestion of an adult and independently, at the same time going beyond a given game task - all this is formed as a result of the teacher's use of the method of problem situations when organizing play independent activity of children.
The data for the table are provided by V.V. Veshchikova. From early childhood, adults acquaint the child with the surrounding reality, through communication, transfer to him certain experience and knowledge regarding actions with objects and relationships with people.
The consolidation of elementary experience, the reflection of the first ideas occurs in the game: while playing, the child has the opportunity in many variants to repeat actions that are understandable to him, achieving this or that result. The acquired knowledge is becoming more and more generalized. The kid can widely use them in specific conditions. Play activity is enriched, which in turn contributes to the all-round mental development of the child.
The study used following methods: conversation; observation The relevance of the problem raised is caused by the need of psychologists, teachers, parents in improving methods of psychological and pedagogical influence on the developing personality of a child in order to develop intellectual, communicative and creative abilities and to prove the effectiveness of play activities for the psychological development of young children.
The object of the research is children from one to three years old.
The subject of the research is the play activity of young children
Chapter 2
2.1 Play activities as a practical definition of the mental development of young children
As a teacher of a preschool educational institution, I actively use games in my work, since games have a huge impact on the formation of the child's psyche, help him prepare for "adult" life. A variety of games help develop memory, thinking, the child's quick wit, quick reaction and the ability to think logically. In addition, games teach toddlers to communicate. Easier to adapt to the children's team.
To determine the level of mental development of young children, I used pedagogical observation and conversations. Children of the first younger group were observed.
The main purpose of the observation is how effective the use of games is for the development of the mental development of a young child.
The first task that I gave the children was the game "Get the toy". The level of development of a child's thinking determines the nature of his activity, the intellectual level of its implementation. For example: they put a toy on the table, asked a two-year-old to get it. The first one climbed onto a chair with his legs and climbed across the table, took out a toy. Another slid off the chair and, going around the table, took out a toy. The third, without getting up from his chair, took a nearby rod from the pyramid and advanced the toy with the rod. Each person solved the problem depending on his or her existing experience: 1) by reaching for the toy; 2) bypasses the obstacle; 3) uses the experience of the targeted impact of one subject on another, namely, such actions should correspond to the level of intellectual development of children in the second year of life.
Game "What has changed?" She put 5 different objects on the table (book, doll, cube, etc.), asked the kids to look at them carefully, remember and turn away or leave the room. I remove or add one item. Upon returning, the child must say what has changed on the table, or rather, what object has appeared. This game teaches the child to orientate correctly, develops visual memory and attention. Game: Find the Lost Toy. The aim of this game is to develop attention
An interesting feature of this age is the child's idea of the constancy of the object: the child remembers a toy that has been hidden at the moment. Before that, the object that was removed from the eyes of the child seemed to cease to exist for him. How is this ability formed?
If you just hide the toy under the diaper, the child does not try to look for it. I tried this experiment. I let the child watch as I put the toy under one of the two diapers lying in front of him. The kid began to study them, as if trying to figure out what kind of toy.
The concentrated expression on his face shows that he is trying to remember where she was hidden. Finally, the child rips off the diaper and will be extremely happy that he was not mistaken.
When this experiment is repeated several times, the toy is always placed under the same diaper, and then the toy is hidden under another in front of the baby's eyes. And, although he saw everything perfectly, nevertheless for some time the baby will look for a toy in the same place.
This happens because this particular variant is fixed in his memory. For a child for a year and a half, the search time is reduced: now the baby remembers where you put the toy, or even notices a bulge and can figure out what is under the diaper.
A child who has well-developed sense of smell, hearing, sight, touch, taste, has every chance of gaining a developed intellect. Next, I explored how, by playing fun games with your child, you can help him learn about the world.
Alarm clock game
This game can be played with one or more children. One child leaves the room. While he is outside the door, you need to set the alarm so that it rings in two or three minutes, and then hide it (in a desk drawer, behind a sofa - depending on the child's age). Then the driver comes back, the alarm clock starts ringing, and the child looks for him by the sound. A very simple game that trains your hearing, you can even play it with little ones.
Auditory lotto
It is necessary to record different sounds on a cassette: how the car starts up, the door creaks, the train leaves, strikes a match, etc. Cut out the corresponding picture from old magazines for each noise and stick it on cardboard. Whoever is the first to find a card with an image suitable for a particular sound, keeps it for himself. The one who collects the most cards wins. During this game, children learn to establish connections between phenomena and remember them.
Rainbow
The air seems clear. Children can be shown that behind what they see is a bright, colorful world: for example, if you look at faceted glass beads hanging in a sunny place. You can make a rainbow with a garden hose. In both cases, the light is split into beams of different colors. This piques their curiosity.
Games for the hungry
Put on the table several plates with different products - something sweet, salty, thick, sour. Of your choice. Let the children see what is on the table first. Then one of them is blindfolded. Other children will choose a plate and give it to the tasting. The driver needs to guess what he is eating.
Games for sensual natures
By touch, without looking! Take a bag, the bag will do - the main thing is that it is opaque, and put various objects there, which the children will then have to identify by touch. This can be, for example, a plank, a brush, a toy car, a banana - anything that comes to hand, a ball of yarn.
On the road barefoot
Make a path by laying out pieces of polypropylene on it with various materials glued to them (felt, sandpaper, woolen yarn, foil), put buckets of sand or water between them. You need to walk along the path barefoot with your eyes closed and identify the materials.
Game for training memory and attention
Playing with multi-colored cubes, rings and building a tower or pyramid with him, I name the colors, ask the kid to submit a cube of one color or another.
At first, the child remembered contrasting colors: red and green, yellow and black. Then you can move on to more similar colors: yellow and orange, purple and black, green and blue.
With the help of play activities, the child learns to learn about the world around him and exchange impressions. For a baby, not only words are important, but also gestures, facial expressions, intonation. Indeed, even before the baby learns to speak, with the help of gestures and facial expressions, he will be able to achieve understanding of others and establish contact with them.
The first step in the development of visual play is that the child begins to transfer the actions shown to him with toys or those actions that he learned to perform with real things to other objects.
Example.
Dima (1g. 1m.) Walking along the corridor with a spoon in his hand. I saw a plastic can and started rolling it on the floor. Then he sat down beside him on the floor and began to pretend to be food: to put a spoon alternately into the can and into his mouth.
The transfer of actions to new objects leads to the fact that the child begins to act with such objects that cannot be used at all to obtain a real result: "washes his hands with a cube", "measures the temperature" with a stick. These are game substitutes for real things.
Substitute items are used in place of real items. But at first, the child does not give them game names. If he is asked what subject he uses, he names the deputy.
The use of substitute objects turns into pictorial play when the child begins to give them the names of substituted objects and to act with imaginary, non-existent objects.
Conclusion
In connection with the above, it can be concluded that play is a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of implementing objective actions, in the subjects of science and culture. In play, as a special historically emerging form of social practice, they reproduce the norms of human life and activity, the subordination to which ensures the cognition and assimilation of objective and social reality, the intellectual and moral development of the individual. The game gives you the ability to navigate real life situations, playing them repeatedly and, as it were, for fun in your fictional world. The game gives psychological stability. Develops an active attitude towards life and dedication to achieving the set goal. The game gives joy in communicating with like-minded people. So, play is the leading activity in young children.
Play is of great importance for the social and personal development of a child. In folk pedagogy, play has long been used to educate and educate children. In nursery rhymes, in songs and rhymes, accompanied by a variety of movements and sounds, kids are attracted by the simplicity and ease of action, the combination of the familiar and the unexpected, the atmosphere of joy from playing together with an adult. The works of children's poets and writers provide rich opportunities for this kind of games.
The very first games of adults with children - "Hide and Seek", "Okay" and many others include elements of convention, combining verbal designation and simple actions of the character, which adults repeatedly address to the kid. He does not immediately perceive such games as conditional, at first he is attracted to them by a bright emotional coloring, the ability to run, jump, special tactile and vestibular sensations that arise at the moment when an adult bothers, shakes, tosses the baby. Together with these pleasant experiences, pretend actions with various objects and toys gradually enter the child's life, a procedural game arises, which permeates various types of children's activities.
In modern pedagogy, the following are distinguished: fun games, didactic games, games with plot toys, dramatization games.
Fun games include folk: nursery rhymes ("Ladushki", "Magpie", "Let's go," "Sheep-ram", etc.), round dance ("Loaf", "Bubble", etc.) games (hide and seek, tag, "the third extra", "trickle", etc.). All of them are brightly emotionally colored, include rhythmically repetitive movements, combined with expressive sounds and words. In them, as a rule, direct emotional contact of the participants in the game is carried out. Fun games include imitation games in which children, with expressive movements and sounds, depict animals, birds, insects, a car, a steam locomotive, etc.
The allocation of didactic games into a separate group is due to the fact that, as a rule, a specific pedagogical task is posed in them. For example, it can be games aimed at developing mental actions, perception of form, color, etc. This includes games with nesting dolls, pyramids, inserts, board games - loto, dominoes, mosaics, etc.
In games with plot toys, children simulate various situations reflecting the child's own life experience, impressions obtained from observations of the environment, children's books and stories from adults. Story toy games include procedural games and dramatization games. In procedural (or display) games, children, as a rule, reproduce various everyday situations (feeding, bathing, visiting a store, a doctor, etc.).
In dramatization games, episodes of fairy tales, stories, and rhymes are played out.
Often different types of games are combined with each other. For example, a didactic game can either include elements of a plot or fun games, or itself becomes a part of them. Dramatizing games are often intertwined with imitation games and the like. All of them can be mobile and calm, individual and group.
The importance of play in the development of a child can hardly be overestimated. Each one makes a certain contribution to its development and, from this point of view, performs a didactic function. So, in games-amusements and outdoor games, the emotional sphere, the child's motor activity, the ability to coordinate their actions with the actions of partners develop. Almost all games contribute to the development of attention, perception, thinking, imagination, speech. Narrative and dramatic games contribute to the social development of children. By depicting the interactions of the characters in the game, they learn to understand the feelings and states of others, to empathize with them. Through his own experiences, the baby learns moral norms, gets acquainted with the concepts of “good”, “evil”, “brave”, “cowardly”, “greedy”, etc .; in the process of collective and joint games, he learns to communicate with others, to coordinate his desires and actions with them.
From what has been said it follows that:
Elements of the game should be included in all types of interaction between a teacher and children;
Play should be the main form of organizing various types of children's activities;
During the day, there should be special times for a variety of games.
The inclusion of play episodes and nursery rhymes in daily procedures (washing, changing clothes, laying, feeding, children coming and going) makes them more attractive for kids, removes possible negative experiences, contributes to the establishment of friendly relations between the child and the teacher, maintaining a favorable emotional atmosphere in the group ...
Carrying out work aimed at the physical, social and personal, cognitive-speech and artistic-aesthetic development of children, teachers should use play as the main form of organizing children's activities (subject, visual, musical, theatrical, physical education, etc.) and not replace her lessons on the model of a school lesson. In domestic pedagogy, a lot of special games have been developed, with the help of which it is possible to solve a number of educational problems facing pedagogy of an early age. Elements of the game are also included in observation, children's experimentation, everyday activities (table setting, maintaining order in group rooms and on the site, etc.).
Educators should set aside dedicated time every day to organize children's games; strive to interest all children in them, teach them new ones; offer children a choice of one or another collective game: hide and seek, a round dance, horses, a small train and carriages, etc. Children who cannot play can observe the play of their peers, gradually becoming involved in it. If someone is engaged in some interesting activity, the adult does not interrupt his studies, does not insist on participating in the game. At the same time, he will try to find time and a way to involve the child in the game later. The teacher must also support the initiative of children in the deployment of a particular game. In addition to collective games, it is necessary to organize individual ones. By joining the child's play, the teacher does it unobtrusively, taking the position of an equal partner. For an individual game with everyone, nursery rhymes, didactic games, games with plot toys are best suited.
The development of procedural play in children is a special task of teachers. To solve it, educators must create certain psychological and pedagogical conditions.
Organization of the subject environment for story games
The object environment in the group should be organized in such a way as to encourage children to play. In the playroom, zones are organized specially designed for this. Toy dishes are placed on the table; corners for cooking, bathing and putting toys to bed are being set up. Cars and building materials are placed in certain places, sets of toys for playing the "hospital", "hairdresser", "store", etc. are stored. The play space should be comfortable for children, giving them the opportunity to play both alone and in a small group. All toys must be accessible.
It is most convenient for children to play in the play areas. However, you should not severely limit the playing space. Play is a free activity and every child has the right to play where he likes. Mastering a wider space makes it possible to vary the conditions of the game, opens up scope for children's imagination.
The group room should be equipped with different types of toys.
One of them is realistic toys that reproduce the appearance of people, animals, the features of real objects; for example, dolls with eyelashes, closing eyes and moving parts of the body, dishes and furniture, including their detailed components, for example, a stove with burners and an opening oven, etc.
Another type of toys - prototypical - only conditionally reproducing the details of an object, for example, a doll with a painted face or a stove on which burners and an oven are painted.
The third type of toys is substitute items that have no resemblance to real things, but are convenient for use in a conventional meaning. Sticks, cubes, balls, rings from a pyramid, parts of constructors, pebbles, buttons, shells, shells from walnuts, empty figure coils, etc. can be used as substitutes. spent a lot of time looking for them and was not distracted from the game.
Dolls are an indispensable attribute of story games. They must be in sufficient quantity, of different sizes and materials (plastic, rubber, rags, knitted, etc.), with moving parts of the body. Large dolls are convenient to feed and comb, but difficult to hold, bathe and lull. It is convenient to bathe and swaddle naked dolls. It's good if the dolls have different facial expressions. It is also desirable that the group includes dolls that carry the distinctive features of the peoples (have characteristic facial features, skin color, clothing). To play out various plots, puppets representing the profession are needed: a doctor, a policeman, a firefighter, a cook, a clown, an astronaut, a racer, toy soldiers, etc.
In addition, children should have toy animals (cats, dogs, bears), birds (chicken, cockerel), etc., made of different materials, having different sizes and bright colors.
It should be remembered that young children can only reflect in play what they are familiar with. Therefore, for the emergence of a game, it is necessary to create a full-fledged development environment for babies, to enrich their experience. To do this, you should:
Organize their observation of the behavior of adults, peers, older children, comment on their actions;
Discuss adult household chores with children;
To involve them in their feasible participation in the life of the group: to carry out the instructions of the teacher, to help adults and peers;
Enrich children's extra-situational experience: reading books to them, viewing and discussing pictures together, telling stories from the lives of adults, other children, etc.
Person-centered communication between the educator and the children
The quality of play interaction between an adult and a child and the very development of a child’s play depend to a large extent on the nature of the relationship between partners. The distant attitude of the educator towards the child will hinder the full development of play activities. To awaken a child's interest in play, an adult must establish an emotionally positive contact with him, inspire confidence and a desire to act together.
It is important to remember that play is not a formal activity, that, first of all, it should give the child pleasure. The teacher can interest him in the game only when he is emotionally involved in it. By showing imagination in the game, the teacher will create a favorable atmosphere for the development of the creative play of children.
In the course of the game, he should strive for an equal partnership even with the smallest, address them with questions, requests, suggestions, adjust his actions to the actions of the child. An adult does not lecture him, does not make remarks to him.
Watching the game, he shows interest in the actions of the baby, encourages them, enjoys how well he plays. The benevolent attention and encouragement of an adult stimulates the playful initiative of children.
The special work of the educator, aimed at the development of procedural play in children, involves the use of a variety of methodological techniques.
When organizing a game with plot toys, he must take into account the child's age, his desire and ability to play. The younger he is, the greater the adult's share in his game.
Involvement of the child in an imaginary situation can be facilitated not only by specially organized games, but also by playing out any object-related actions. For example, if he rolls a car, he can be offered to ride a bunny on it, if he shifts the bear from place to place or picks his eyes, you can sympathize with the bear cub whose eyes "hurt" and show the baby how to drip the droplets into the bear. Thus, any action with objects can be transformed into a conditional one, into a "make-believe" action.
The first play actions can be addressed not only to toys, but also to an adult, a peer, or the child himself. Kids love it very much when an adult asks them to "feed" him, immediately transfer this action to themselves, then to a doll, to another child who is nearby, etc. You can take turns looking in the mirror, combing each other's hair, "giving an injection." Performing such actions amuses children, diversifies the game.
To make the game more meaningful, it is important from the very beginning to help the kid "build" it as an integral situation in which all actions are interconnected and are carried out in a certain logical sequence. The teacher helps him build chains of a series of sequential play actions, with the help of verbal designation, he fixes the transitions from one group of actions to another (“let's first cook the porridge, and then feed Lyalya”), the completion of each stage of the game (“the soup was cooked”, “the dolls took a walk "). This method helps the child to better understand the meaning of his actions, learn to plan them, and develop a game plot.
The introduction of substitute objects into the game significantly expands its horizons, makes it more interesting, meaningful, and creative. Having at hand substitute items, it is easy to turn the lid of a can into a mirror, a string into a worm or a snake, a ribbon for the road or a river, a stick into a bridge or boat, pebbles into sweets, etc. With each of these magically transformed objects, you can organize small game episodes.
When a baby begins to use substitutions on his own, an adult only needs an indirect appeal to him to stimulate play actions.
Preparing to take on the role
Actually role-playing behavior in the game with plot toys appears only at the end of an early age, but its foundations should be laid already in the second year of life.
The most natural way for children to "enter the role" is through fun games. Role-playing behavior is also stimulated by author's poems written for the little ones. In the course of such games, the movements of the child and the adult depict the actions of the characters, and the accompanying rhymes express their emotional state and explain the meaning of the game.
A good way to stimulate role behavior is comparing a child with baby animals, encouraging them to imitate their movements and sounds. Role-playing behavior is also stimulated by games in which children can depict objects of animate and inanimate nature, objects of the man-made world (snowflakes, flowers, an airplane, a steamer, etc.).
Imitation of movements and sounds stimulates the creation of images-representations, which form the basis for the formation of role-playing behavior. These games are good for playing with several children.
Stimulation of role behavior can also be carried out by means of a playful interpretation of the child's usual actions, giving them a playful meaning: “Come on, Dasha, you’ll sleep like a bear cub, tightly, now I’ll cover you with a blanket, as if you’re in a den”, “And you, Denis , will you sleep like a kitten? Moore-moor, meow, sleep, my cat, my baby "and so on.
In the third year, children begin to take on the role of an adult, and also to distribute roles between the characters in the game. At this age, the baby is able to correlate his actions with the actions of an adult, calling himself by his name ("Katya - mom", "Sasha - dad", "doll - daughter"). However, it is possible to start creating conditions for the child's acceptance of role behavior much earlier, at first only limiting himself to comments on the child's play actions, linking them to the role. For example, a teacher says to a girl playing with a doll: “How are you, Helen, you rock Lyalu well, like a mother. You are a mother, and a doll is a daughter. " Another technique is the adoption of a role by an adult, naming the role of a character in the course of joint play with the child. For example, the teacher says: "I am a mother, and this is my son" or "I am a doctor, and this is a patient" and refers to the character: "Son, it's time to swim" or "Sick, you need to get an injection." The child himself can become a character of such games. In this case, the teacher calls himself a mother, and a child a daughter or son. If the child already knows how to take on some roles in the course of joint play with an adult, he may suggest that he switch roles.
In the process of such games, the child gradually masters different role relationships, learns to build dialogues, communicate with a play partner.
Game activity - let's summarize
The social and personal development of a child involves the formation of a positive attitude towards himself, social skills, the development of play activities, communication with peers.
To form and support a child's positive attitude towards himself, it is important to make the child feel that he is important to others: to show attention to the wishes and preferences of the baby, to be sensitive to all his experiences. Adults should contribute to the development in the child of an idea of his appearance, capabilities, abilities and actions, and encourage all his successes. Already at an early age, attention should be paid to the formation of his gender-role identification.
An important part of the pedagogical process is the formation of social skills in children. In the course of the regime procedures, they gradually master the skills of self-service: they can eat, dress and undress themselves, wash themselves, and use the toilet. Teachers teach kids to take care of their appearance, to things and toys, to help the teacher in everyday life, to follow the elementary rules of etiquette. When developing social skills, it is important to organize cooperation with children, taking into account the individual characteristics of each.
Play is of great importance for the social and personal development of a child. Its elements should be included in all types of interaction between the teacher and children, and the game itself should become the main form of organizing various types of children's activities. During the day, educators organize fun games and didactic games with children; a special task is the development of procedural play in children, during which children simulate various situations reflecting their life experience, impressions obtained from observations of the environment, from children's books and stories of adults. Games are organized both with a group of children and individually with each child.
Educators create conditions for the development of communication with peers in children, help to establish positive relationships with each other. To this end, they maintain children's interest in their peers, stimulate emotional contacts that bring them closer to each other, organize various types of joint games, and tactfully resolve emerging conflicts. Adults bring up in kids a respectful attitude towards children, regardless of race and nationality, language, personal and behavioral originality. Development of the game is one of the main achievements of an early age. The game -
one of the important means of knowing the world around and
favorite kind of child's activity. Inside the game develops
visual-figurative thinking, imagination, speech,
ability to be creative. Children with well-developed
imagination have a higher intelligence, better
orientate themselves in non-standard situations, learn more successfully.
At an early age, the child masters the subject
activities that most contribute to
his mental development.
In the process of actively mastering object-related activity in a child
a contradiction arises between the rapid development of the need for action with
subjects, on the one hand, and development
operations performing these actions (i.e. methods
actions) - on the other.
The child wants to drive the car himself,
the boat, but he cannot carry out this action,
because it does not independently own those operations,
which are required for this. How is this resolved
contradiction? It can only be resolved in play.
D. N. Leontiev and D. B. Elkonin explain this by the fact that the game is not
productive activity, its motive lies not in its result, but in
Play actions arise in a child by observing activities
adults and carryover. In the course of the development of the game, two types of transference arise. V
In some cases, the mastered action is transferred to other conditions. For example,
having learned to comb himself, the child begins to comb his hair
doll, toy horse, bear. In other cases, the action
transferred to some objects - substitutes for real objects.
For example, a child is not combing the doll's hair with a comb, but with a wooden stick.
Or first he puts only the doll to sleep, and later the bear, the dog,
stick, cube and still says: "Buy, buy." Typical for the use of substitutes
items in the game is that unformed
items (sticks, chips, cubes) are brought into
the game as additional material to the plot
toys (dolls, animals) and act as
means of performing an action with
basic plot toys.
At the very beginning, the game is
elementary action with one item. This action can be repeated
many times. The same elementary one-act action can be performed
with various toys: the objects of the actions change, and the action itself
repeats without changes, toys with which it acts change
child, but the action remains the same, does not become more complicated, its structure is not
is changing.
The next stage in the development of the plot is represented by games consisting of
a number of different elementary actions that are not yet related to each other, but
which were once produced. For example, playing with a doll (feed,
wrapped, rocked). Only towards the end of early childhood can one observe
separate games reflecting such a chain of actions.
The logic of game actions begins to reflect the logic of a person's life. IN 2-
2.5 years the first imaginary appears
situations.
On the emergence of playful, imaginary situations
speaks and naming imaginary states
dolls, properties of objects (hot soup, jelly
delicious, etc.).
Thus, the development of the structure of the game
action at an early age is a transition from action, unambiguously
determined by the subject, through the diverse use of the subject to
actions reflecting the logic of real life relationships.
An adult takes charge of the development of the game plot - he
prompts the action, offers a toy to the child when his play
is a series of elementary, unrelated actions
(1.5 years). Such a technique also turns out to be effective - an adult suggests
a new toy associated with the child's action, but pushing
a new action without saying anything. So, when the child "bathes" the doll, the adult puts a towel next to it and the child wipes the doll. Then
an adult transfers the child to a game consisting of 2-3 actions related to
without destroying it, complicates the plot.
At first, N. Mikhailenko and I. Pantina suggest giving children
ready-made plot - simple in structure and accessible by topic; creating
the game environment, first completely, then partially. For example, children up to
1 year 6 months the plot "The bear and the doll are having lunch" is proposed: at the table
sitting doll, bear, placed cups, plates. The girl took a spoon and
began to feed the doll, and then the bear. The adult praises her.
An effective way to unfold the plot is a sample game,
offered to adults. Involve the child in the game as if by accident,
in passing: "Help me to tie a napkin" or "Hold the bear, I
I'll put another chair. "
Great opportunities for creating the plot of games are provided by children's
stories, fairy tales, poems, songs, jokes.
Thus, the main thing in the development of the game
the development of a young child
plot as the child masters the properties
objects and a variety of actions with them.
The direction of the development of the story game should
ask adult. Playful activities go a long way of development. For the first time, its elements appear in infancy, and in preschool, higher forms are formed, in particular, role-playing game.
In the second half of the second year of life, the sphere of interaction of the baby with the environment expands. The child's need for joint activities with an adult is growing.
Closely observing the world of adults, the kid highlights their actions. The experience gained in actions with toys and in everyday life gives the child the opportunity to reflect the actions of people with objects in accordance with the purpose accepted in society (for example, the process of feeding, treatment). Now actions are directed not at obtaining a result, but at fulfilling a conditional goal that is understandable from past experience.
In the third year of life, the baby begins to strive for the realization of the play goal, therefore, these actions take on a certain meaning: he feeds the doll in order to feed her lunch. The actions are gradually generalized, become conditional: the child brings the spoon several times to the doll and, considering that the dinner is over, proceeds to another play action. The kid constantly compares his actions with the actions of an adult.
Let us emphasize that the emergence of play goals is possible if the child has developed an image of an adult and his actions.
In a plot-and-display game, children convey not only individual actions, but also elements of adult behavior in real life. A role-in-action appears in games. The child performs the function of a mother-hairdresser, without naming himself in accordance with this function. And to the question of an adult: "Who are you?" answers: "I am Julia (Lena, Andryusha)." In such games, actions with plot-like toys at first are very similar to real practical actions with objects and gradually become generalized, turning into conditional ones. Then the child begins to act with imaginary objects: feeds the doll with non-existent candy.
The transition of the child's objective actions into playful ones is facilitated by an adult when he shows playful ones or encourages the child to perform them: “Feed the bear. Shake the lyalu. " Later, children themselves turn objective actions into play ones.
First, the plots describe the actions of one character with certain objects in one or sequentially changing situations. Characters, objects and actions with them are rigidly fixed and repeated, as it were, according to the same pattern. For example, a girl cooks dinner, feeds a bear. Then the plots include several characters with a set of specific connections. The connection of the characters is set by their inclusion in the general situation of the role through a sequential exchange of actions. Three options are possible here. The first assumes two fixed characters, one of which is the object of the action of the other, for example, a hairdresser and a client. The second consists of independent actions included in the general situation, for example, the driver and passengers. In the third, the characters exchange actions: the buyer chooses the product, and the seller weighs it. By the end of the third year of life, plots are observed in which, along with a set of actions, some relationships between the characters are also set. For example, the relationship of leadership and subordination in the game "kindergarten", when the teacher leads the lesson, and the children listen. Or a combination of leadership and subordination with an equal exchange of actions, when in the same game a musical director comes to replace the teacher, then the parents take the children away.