Abstract Didactic games and aids used by educators in the development of preschoolers.

The role and place of play in the educational process of preschool educational institutions in the context of the introduction of the Federal State Educational Standard

Nevertheless, play is an extremely important activity for a child’s development, since it shapes the qualities of a future worker. With a properly organized game, a future citizen is formed and the qualities necessary for social life are acquired.

The game teaches the child to correctly evaluate the behavior of people around him, forms the first elementary concept of official duty, develops the ability to behave in a certain way in society, to help the weak, to be organized and disciplined.

Play is also important for the physical development of a child. A good game creates a cheerful mood, increases the vital activity of the body, and promotes the development of movements. Creativity, initiative, and humor associated with children's games quite often leave a mark on a person's entire subsequent life and activity.

Children's games are characterized by the following features:

1. The game is a form of active reflection by the child of the people around him. 2. A distinctive feature of the game is the very method that the child uses in this activity. 3. The game, like any other human activity, has a social character, so it changes with changes in the historical conditions of people's lives. 4. Play is a form of creative reflection of reality by a child. 5. Play is the manipulation of knowledge, a means of clarification and enrichment, a way of exercise, and therefore the development of a child’s cognitive and moral abilities and strengths. 6. In its expanded form, the game is a collective activity. 7. By developing children in many ways, the game itself also changes and develops.

According to the Federal State Educational Standard

(clause 2.9)
“children’s development should be carried out in all five complementary educational areas.”
GAME is a specific children's activity, varied in its content, degree of independence of children, form of organization, game material, and each type has a certain impact on the development of the child and has many options. Therefore, through the game, various aspects of integration are realized, including the integration of the content and objectives of educational areas.

There are many classifications of games. In kindergarten we use the following classification of games:

Creative games;

Games with rules;

Folk games.

Each of the listed classes of games, in turn, is represented by types and subtypes.

Thus, the concept of “creative play”

covers role-playing games, dramatization games, construction games. The content of creative games is invented by the children themselves. Freedom, independence, self-organization and creativity of children in this group are especially fully manifested. Various life experiences are not copied, they are processed by children, some of them are replaced by others, etc.

Consultation for teachers “Organization of outdoor games in preschool educational institutions”

Plot-based outdoor games reflect a life or fairy-tale episode in a conventional form. The child is captivated by playful images. He creatively embodies himself in them, depicting a cat, a sparrow, a car, a wolf, a goose, a monkey, etc.

Story-based outdoor games contain motor game tasks that are interesting for children and lead to achieving a goal. These games are divided into:

- games such as dashes, “traps”;

— games with elements of competition (“Who can run to their flag the fastest?”, etc.);

- games - relay races (“Who will pass the ball sooner?”);

- games with objects (balls, hoops, serso, skittles, etc.).

- when working with the youngest children, they use games and fun (“Ladushki”, “Horned Goat”, etc.)

A prerequisite for successful outdoor games is taking into account the individual characteristics of each child. Behavior in the game largely depends on existing motor skills and typological characteristics of the nervous system.

The selection of outdoor games depends on the working conditions of each age group: the general level of physical and mental development of children, their motor skills; the health status of each child, his individual typological characteristics; season; daily routine; places for children's games and interests.

When selecting plot-based outdoor games, one should take into account the children’s developed ideas about the plot being played out.

A prerequisite for preparing a teacher to conduct outdoor games is preliminary learning of the movements of both imitation and physical exercises, actions that children perform in the game. The teacher pays attention to the correct, relaxed, expressive performance of motor actions.

To better understand the game plot, the teacher carries out preliminary work:

- reads works of art,

— organizes observations of nature, animals, the activities of people of various professions (drivers, athletes, etc.),

- watching videos, films and filmstrips, presentations,

-conversations.

- the teacher pays significant attention to preparing the attributes of the game - he makes the attributes together with the children or in their presence (depending on age).

Before you start explaining the game, you need to place the participants so that they can clearly see the teacher and hear his story. It is best to line up the players in the starting position from which they will start the game. If the game is played in a circle, the explanation takes place in the same circular formation. The teacher takes a place not in the center, but in a row of players or, if there are a large number of players, slightly ahead of them. You cannot stand in the center of the circle, because then half of the players will be behind the teacher. If the players are divided into two teams and lined up one opposite the other at a great distance, to explain it is necessary to bring them closer together, and then give the command to retreat to the boundaries of the “houses”. In this case, the teacher, explaining the game, stands between the players in the middle of the court, at the side border, and addresses first one or the other team. If the game begins with scattered movement, you can line up the players when there are few of them, or group them near you, but so that everyone can clearly see and hear him. The presentation of the game must be accompanied by a demonstration. Visualization helps to better understand the game, and after the explanation the participants do not have any questions.

MAGAZINE Preschooler.RF

The organization of didactic games by the teacher is carried out in three main directions:

preparation for conducting a didactic game; its implementation and analysis.

Preparation for conducting a didactic game includes:

• selection of games in accordance with the objectives of education and training: deepening and generalizing knowledge, developing sensory abilities, activating mental processes (memory, attention, thinking, speech), etc.;
• establishing compliance of the selected game with the program requirements for the education and training of children of a certain age group;
• Determining the most convenient time for conducting a project. games (in the process of organized learning in the classroom or in free time from classes and other routine processes);
• choosing a place to play where children can play quietly without disturbing others;
• determining the number of players (the whole group, small subgroups, individually);
• preparing the necessary educational material for the selected game (toys, various objects, pictures...);
• preparing the teacher himself for the game: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;
• preparing children for play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life necessary to solve a game problem.

Conducting didactic games includes:

• familiarizing children with the content of the game, with the material that will be used in the game (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas about them are clarified);
• explanation of the course and rules of the game. At the same time, the teacher pays attention to the children’s behavior in accordance with the rules of the game, to the strict implementation of the rules;
• demonstration of game actions, during which the teacher teaches children to perform the action correctly, proving that otherwise the game will not lead to the desired result (for example, if one of the children is spying when you need to close your eyes);
• determining the role of the teacher in the game, his participation as a player, fan or referee. The degree of direct participation of the teacher in the game is determined by the age of the children, their level of training, the complexity of the task, and the game rules. While participating in the game, the teacher directs the actions of the players (with advice, questions, reminders);
• summing up the game is a crucial moment in its management, because Based on the results that children achieve in the game, one can judge its effectiveness and whether it will be used with interest in children’s independent play activities. When summing up the results, the teacher emphasizes that the path to victory is possible only through overcoming difficulties, attention and discipline.

At the end of the game, the teacher asks the children if they liked the game and promises that next time they can play a new game, it will be also interesting. Children usually wait for this day. The analysis of the game is aimed at identifying the methods of preparing and conducting it: what methods were effective in achieving the goal, what did not work and why. This will help improve both the preparation and the process of playing the game, and avoid subsequent mistakes. In addition, the analysis will allow us to identify individual characteristics in the behavior and character of children and, therefore, correctly organize individual work with them. Self-critical analysis of the use of the game in accordance with the goal helps to vary the game and enrich it with new material in subsequent work.

Guide to didactic games

Successful management of educational games primarily involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interaction with other games and forms of education. It should be aimed at developing and encouraging children’s cognitive activity, independence and initiative, their use of different ways to solve game problems, and should ensure friendly relations between participants and a willingness to help their comrades.

When playing with toys, objects, materials, small children should be able to knock, rearrange, rearrange them, disassemble them into their component parts (collapsible toys), put them back together, etc. But since they can repeat the same actions over and over again, the teacher needs to gradually transfer the children’s play to a higher level.

For example, the didactic task “teach children to distinguish rings by size” is implemented through the game task “assemble the turret correctly.” Children have a desire to know how to do it right. Demonstration of a method of action contains both the development of a game action and a new game rule. By choosing ring after ring and putting it on the rod, the teacher gives a clear example of the game action. He runs his hand over the put-on rings and draws the children’s attention to the fact that the turret becomes beautiful, even, and that it is assembled correctly. Thus, the teacher clearly demonstrates a new game action - check the correctness of assembling the turret -

invites the children to do it themselves.

The development of interest in didactic games and the formation of play activities in older children (4-6 years old) is achieved by the fact that the teacher sets increasingly more complex tasks for them and is in no hurry to suggest play actions. The play activity of preschoolers becomes more conscious; it is more aimed at achieving a result, and not at the process itself. But even for older preschoolers, the management of the game should be such that the children maintain an appropriate emotional mood, ease, so that they experience the joy of participating in it and a sense of satisfaction from solving the assigned tasks.

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

For young children did. play is the most suitable form of learning. However, already in the second, and especially in the third year of life, children are attracted to many objects and phenomena of the surrounding reality, and intensive assimilation of their native language occurs. Satisfying the cognitive interests of children of the third year of life and the development of their speech require a combination of educational games with targeted training in GCD, carried out in accordance with a specific program of knowledge, skills, and abilities. On GCD, methods of learning are also formed more successfully than in the game: voluntary attention, the ability to observe, look and see, listen and hear the instructions of the teacher and carry them out.

It should be taken into account that in did. the game requires the right combination of clarity, the words of the teacher and the actions of the children themselves with toys, play aids, objects, etc. Visibility includes:

1) objects that children play with and which form the material center of the game;

2) pictures depicting objects and actions with them, clearly highlighting the purpose, main characteristics of objects, properties of materials;

3) visual demonstration, explanation of game actions in words and implementation of game rules.

Special did types have been created. games: with paired pictures, such as picture lotto, dominoes with thematic series of pictures, etc. Initial demonstration of game actions by the teacher, trial run, incentive-control badges, chips - all this is also included in the fund of visual aids that are used to organize and guide games .

With the help of verbal explanations and instructions, the teacher directs the children's attention, organizes, clarifies their ideas, and expands their experience. His speech helps to enrich the vocabulary of preschool children, master various forms of learning, and contribute to the improvement of play actions.

When leading games, the teacher uses a variety of means of influence on preschoolers. For example, acting as a participant in the game, he directs the game unnoticed by them, supports their initiative, and empathizes with them the joy of the game. Sometimes the teacher talks about an event, creates the appropriate gaming mood and maintains it during the game. He may not be involved in the game, but as a skillful and sensitive director, preserving and preserving its amateur character, he guides the development of game actions, the implementation of the rules and, unnoticed by the children, leads them to a certain result. When supporting and awakening children's activity, the teacher most often does this not directly, but indirectly: he expresses surprise, jokes, uses various kinds of playful surprises, etc.

We must remember, on the one hand, the danger of over-strengthening the teaching moments, weakening the beginning of the game, and imparting a did. game is the nature of the activity, and, on the other hand, being carried away by the fun, escape from the task of learning.

The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of performing game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content, new game actions, rules and the beginning of the game, its pace is naturally slower. Later, when the game unfolds and the children get carried away, its pace quickens. By the end of the game, the emotional upsurge seems to subside and the pace slows down again. Excessive slowness and unnecessary acceleration of the pace of the game should not be allowed: an accelerated pace sometimes causes confusion in children, uncertainty, untimely execution of game actions, and violation of the rules. Preschoolers do not have time to get involved in the game and become overexcited. The slow pace of the game occurs when overly detailed explanations are given and many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional uplift.

In did. The game always has the opportunity to unexpectedly expand and enrich its concept in connection with the initiative, questions, and suggestions shown by the children. The ability to keep a game within a set time is a great art. The teacher compresses time primarily by shortening his explanations. Clarity and brevity of descriptions, stories, and remarks are a condition for the successful development of the game and the completion of the tasks being solved.

When finishing the game, the teacher should arouse children’s interest in continuing it and create a joyful prospect. Usually he says: “The new game will be even more interesting.” The teacher develops versions of games familiar to children and creates new ones that are useful and exciting.

Pedagogical value of didactic games

• In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties.
• They promote the development of sensations and perceptions in preschoolers, the formation of ideas, and the assimilation of knowledge. These games make it possible to teach children a variety of economical and rational ways of solving certain mental and practical problems. This is their developing role.
• It is necessary to ensure that didactic play is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child and serves to shape his abilities.
• The didactic game helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

When planning you need to:

• Create the required conditions for organizing games indoors and on the site; equip the pedagogical process with games and gaming material in accordance with the age, development and interests of children.
• Observe the time allotted for games during the day; contribute to ensuring that their organization provides children with an interesting, meaningful life.
• In the process of joint play activities, cultivate persistence, endurance, and form positive relationships between children: friendliness, mutual assistance, and the ability to follow the rules.
• Systematically develop gaming skills in children, promote the transformation of play into their independent activity, and encourage the expression of initiative.

Recommendations for planning didactic games

Planning didactic games should occupy a significant place in the planning of all educational work with children. Being an effective teaching tool, they can be an integral part of educational activities, and in an early age group they can be the main form of organizing the educational process. In addition, during the hours allocated for games, games are planned and organized both in joint and independent activities of children, where they can play at will as a whole team, in small groups or individually. The plan should provide for the selection of games and material for them in accordance with the general plan of pedagogical work.

Observations of children’s independent games make it possible to identify their knowledge, their level of mental development, and behavioral characteristics. This can tell the teacher what games are useful for children, what they are strong in, and what they are lagging behind.

• Didactic games are short-term (10-20 minutes);
• It is very important to maintain the child’s enthusiasm for the gaming task throughout the game, to try to ensure that the mental activity of the players does not decrease during this time, and interest in the task at hand does not fall.

It is necessary to provide children with the opportunity to play at different times of the day: in the morning before breakfast, between breakfast and ECD, during breaks between ECD, during a walk, in the afternoon. Games in the morning help create a cheerful, joyful mood in children for the whole day. Everyone can play their favorite games and team up with friends if they wish. It is not uncommon for children to come to kindergarten with certain play intentions and continue the game they started the day before. If breakfast interrupts the game, it is necessary to give the children the opportunity to return to it again after breakfast, during the break between games. In this case, the nature of the upcoming GCD should be taken into account. Before physical education, quiet games are preferable, and if the activity requires a monotonous position, more active outdoor games or verbal games with a motor component are desirable. It is necessary that the time allocated for games be completely devoted to the game. Sometimes, due to children being overloaded with organized educational activities or due to irrational use of time, play time is reduced. This must not be allowed!

When planning didactic games, teachers need to take care of complicating the games and expanding their variability (possibly coming up with more complex rules).

The classes use those games that can be played frontally, with all children. They are used as a method of consolidating and systematizing children's knowledge.

When planning d/games in the educational process, it is necessary that new games taken on GCD are then held in a block of joint activities with children and used by children in their independent activities, being the highest indicator of the ability to engage in activities that require the application of mental effort .

D/games in most cases are held when children have already acquired certain knowledge and skills in classes, otherwise it will be quite difficult to implement the game.

For example, a child, only on the basis of knowledge, can by touch identify an object in a “magic bag” and name it or find similar or different qualities of objects depicted in pictures. These games rely on children's ability to consciously remember and reproduce what they have perceived. It is necessary that all children achieve certain results in children's games, and not just those who are most active.

D/games can also be used to test children’s knowledge and skills. An important indicator of learning outcomes is the assimilation of what has been covered in classes by all children.

Most often, this is checked by playing a game, during which the teacher determines to what extent not only capable, but average and weak children have correctly understood and mastered the content of the GCD. Having identified the level of knowledge and skills of children, it is necessary to outline further work to eliminate deficiencies.

D/game is a practical activity with which you can check whether children have acquired knowledge in detail or superficially and whether they know how to apply it when needed. Children acquire knowledge the more fully the more widely it can be applied in practice in various conditions. It often happens that a child acquires certain knowledge in a lesson, but does not know how to use it in changed conditions.

Due to the fact that e-games are an indispensable means of overcoming various difficulties in the mental development of children, it is necessary to plan the use of e-games in individual work with children. How often and how much? As needed, very individually, depending on the needs and level of development of the children. Individual work with children using d/games can be planned for all types and types of games. Individual games organized by the teacher create favorable conditions for direct contact with the child, help to better understand the reasons for the child’s lag, and contribute to more active practice in the educational material.

In the d/game, knowledge acquired in educational activities is applied, information obtained through personal experience is generalized, cognitive processes are activated and the level of mental development of lagging children is increased.

D/games contribute to the development of all aspects of the human personality. If they are conducted lively and by a skilled teacher, children react to them with great interest and bursts of joy, which certainly increases their significance.

A.M. Gorky, defending the child’s right to play, wrote: “A young child demands games, fun, and his demand is biologically justified and legal. He wants to play, he plays with everyone and learns about the world around him first of all, and most easily in the game, by playing.”

Education should be such that it causes an effort of thought, but does not require tension, does not cause fatigue, fear and reluctance to learn before the child comes to school.