Tasks. To form communicative competencies in children: to promote the mastery of effective ways of interacting with people around, joint activities in a group, different types of speech activity in communication situations. Learn to ask questions, conduct a correct dialogue, seek and find compromises.

Duty in a corner of nature.

Tasks. To update and teach children to use in practice the knowledge about caring for indoor plants. Learn to notice changes in plants. To cultivate a respectful attitude towards plants, arouse the desire to care for them, to observe their development.

Conversation about the sorceress - water.

Tasks. Invite the children to tell about the meaning of water in our life, to generalize, concretize and supplement the answers of the children. Tell where and in what form water exists.

Formation of cultural and hygienic skills: exercise "Napkins".

Tasks. Teach children to consciously follow the rules of behavior at the table, observe the norms of etiquette, teach how to use a table knife, a napkin. To foster a culture of behavior at the table.

№ 6. Preliminary work for the role-playing game "Library"; learn an excerpt from B. Zakhoder's poem "About books". During leisure hours, read your favorite books to children, organize various types of independent activities with a book: examining illustrations, exchanging opinions on the text read, retelling your favorite works, etc.

Tasks. Contribute to the enrichment of a familiar game with new solutions (adult participation, changing attributes, introducing substitute items or introducing a new role). To create conditions for the creative self-expression of the players, for the emergence of new games and their development.

№ 7. Song creation: learning to find song intonations for a given text: exercise "A Tale of a Cat".

Tasks. Teach children to improvise, create songs based on the text of a fairy tale, using dynamic shades.

Didactic game "Loudly and quietly binge".

Tasks. Remind children of familiar songs; form the need for music; to teach to accompany with singing the execution of simple work; use your favorite songs in game activities, arrange mini-concerts.

Walk

Activities

Observation: the appearance of primroses.

Tasks. Invite the children to consider the mother-and-stepmother plant, pay attention to the fact that the plant first has flowers and only then leaves. Help children to conclude on which areas the first flowers appear first.

Ball games "The ball in pursuit".

Tasks. Teach children to follow the rules of the game, accurately and quickly perform game actions. Develop dexterity, coordination of movements.

Labor in nature: preparing the garden for planting.

Tasks. To clarify the children's ideas about how to prepare a garden for planting plants, offer to choose and do a feasible job (remove last year's foliage, garbage, dig up the ground in the beds). Encourage the desire to work, be useful.

Recreational run on the territory of the kindergarten "Find your house".

Tasks. To improve the technique of performing the basic movements while running, to exercise in orienteering on the territory of the kindergarten, to develop the cardiovascular system of the child's body. Form a habit of leading a healthy lifestyle.

Independent activities of children.

INTRODUCTION

Game classification

1 Age-specific targeting of games

2 Role-playing game

3 Methods of conducting role-playing games

Requirements for playing the game

Game planning

Organization of a subject-spatial environment for the organization of gaming activities

1 Toy safety

CONCLUSION

BIBLIOGRAPHY

INTRODUCTION

“In play, as in a mirror, the picture of the child's understanding of the external world, his relationship to it - that is, the child's inner world, is reflected. It reveals his ability to interact with the environment, transform it and himself. "

Preschool childhood is an age stage that decisively determines the further development of a person. L.I. Bozovic, G.M. Breslav, K. Buhler, L.S. Vygotsky, A.V. Zaporozhets, G.G. Kravtsov, A.N. Leontiev, M.I. Lisin, J. Piaget, S.L. Rubinstein, D.B. Elkonin recognize that this is the period of the birth of the personality, the initial disclosure of the child's creative powers, independence and the formation of the foundations of individuality. The most important condition for the development of children's individuality is the development of the position of the subject of children's activities. Play is one of the leading activities of a child in preschool childhood. In the game, the child himself seeks to learn what he does not yet know how, in the game there is direct communication with peers, and moral qualities develop.

Play is an intrinsically valuable form of activity for a preschool child.According to L.S. Vygotsky, O.M. Dyachenko, E.E. Kravtsova, the replacement of play with other types of activity impoverishes the imagination of the preschooler, which is recognized as the most important age-related neoplasm. V.V. Vetrova, M.I. Lisina, E.O. Smirnova L.M. Klarina, B.I. Loginova, N.N. Poddyakov believe that replacing play with other types of activity inhibits the development of communication with both peers and adults, impoverishes the emotional world. Consequently, the timely development of play activities, the child's achievement of creative results in it is especially important.

purpose of work- to study the forms of play activities in the MKDOU kindergarten "Malinka", modern requirements for the organization of play activities.

Tasks:

1)study the pedagogical literature on the research problem;

)highlight the features of the organization of gaming activities in different age groups;

)to determine the methods of work of senior education in helping educators in the development of children's play activities.

Research methods- study of literature, analysis of play activities in MKDOU kindergarten "Malinka".

Research objectis a play activity in MKDOU kindergarten "Malinka".

The subject of researchare the features of the construction and organization of play activities of children of different age groups

The game is a cross-cutting mechanism of the child's development (clause 2.7. FSES DO), through which the content of five educational areas is realized:

"Social - communicative development";

"Cognitive Development";

"Speech development";

"Artistic and aesthetic development";

"Physical development".

1. Features of the organization of gaming activities in a preschool educational institution

Play is the main activity of children, as well as a form of organizing children's activities.The specific content of play activities depends on the age and individual characteristics of children, is determined by the objectives and goals of the Program, this is reflected in the Preschool Education Standard. In clause 2.7. Federal State Educational Standard of DO defines the peculiarities of the development of the child's play activity:

v infancy(2 months - 1 year) direct emotional communication with an adult, manipulating objects ...;

v early age(1 year - 3 years) - objective activity and games with composite and dynamic toys ... communication with an adult and joint games with peers under the guidance of an adult ...;

for kids preschool age(3 years - 8 years) - game activity, including role-playing game, game with rules and other types of game, communicative (communication and interaction with adults and peers).

For the development of the child, it is important to develop play activities, since this will allow achieving the formation of social and normative age characteristics (clause 4.6 of the Federal State Educational Standard of DO):

the child masters the main cultural methods of activity, shows initiative and independence in various types of activity - play, communication, cognitive research, construction, etc.;

able to choose his occupation, participants in joint activities;

the child actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of faith in himself, tries to resolve conflicts;

the child has a developed imagination, which is realized in various types of activity, and primarily in the game;

the child owns different forms and types of play, distinguishes between conventional and real situations, knows how to obey different rules and social norms;

the child has a good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, to build a speech utterance in a communication situation.

2. Classifications of games

Classification of games of preschool children (according to E.V. Zvorygina and S.L. Novoselova).

1.Games initiated by the child (children):

Independent games:

Play - experimentation

Independent story games:

Subject - reflective

Plot - role-playing

Directing

Theatrical

2.Adult-initiated games:

Educational games:

Subject-didactic

Movable

Musical and didactic

Leisure games

Games - entertainment

Intellectual

Festive - carnival

Theatrical - staging

) Games coming from historically established traditions:

Traditional or folk.

1.1 2.1Age-specific targeting of games

GamesAged for age (years of life of children) ClassesSpeciesSubspecies12345671234 Games initiated by the child Experimental games With animals and people With natural objects Communication with people With special toys for experimentation Subject amateur games Plot - role-playing Director's Theatrical Games related to the initial initiative of an adult Educational games Autodidactic subject Subject - didactic Movable Musical Educational - subject didactic Leisure games Intellectual Fun Entertainment Theatrical Festive carnival Computer Folk games originating from the historical traditions of the ethnic group Ritual games Cult Family Seasonal Training games Sensomotor Responsive Leisure games Quiet Entertaining

1.1 2.2Role-playing game

D.B. Elkonin called a plot-role play activity of a creative nature, in which children take on roles and in a generalized form reproduce the activities and relationships of adults, using substitute objects. Mastering first actions with objects, then with substitutes, the child gradually begins to think inwardly in play.

Researchers identify various structural elements of play - the main ones, and the transition to a plot-based role-playing game occurs at the moment when the child takes on roles. At the age of 3 to 5 years, children are at the initial stage of development of role-playing games. Children are happy to display everyday episodes from family life in their games. With the enrichment of ideas about the world around, the activities of adults are increasingly reflected in games. Thus, the main component of the role-playing game is the plot, without it there is no role-playing game itself. The plot of the game is that sphere of reality that is reproduced by children.

Depending on this role-playing games are subdivided into:

games based on everyday subjects: "home", "family", "holiday", "birthdays" (a lot of attention is paid to the doll).

games on industrial and social topics, which reflect the work of people (school, store, library, post office, transport: train, plane, ship).

games on heroic-patriotic themes reflecting the heroic deeds of our people (war heroes, space flights, etc.).

games on the themes of literary works, films, television and radio broadcasts: in "sailors" and "pilots", according to the content of cartoons, films, etc.

Before starting to play, children come up with an idea, in it they find the embodiment of ideas about various events. Younger preschoolers quite often still need the help of an adult in order for the concept of the game to appear. The teacher creates a playful situation, brings in a new toy. As the experience of play and life riches, children begin to determine for themselves what they will play.

So, the complication in the development of playing skills is expressed in the following:

first, the concept of the game appears on the initiative of an adult;

then - with the help of an adult;

in the future, the child determines the concept of the game on his own initiative.

The intentions of children's games can be either monotonous or varied. The more varied the ideas, the more interesting the games, and this directly depends on the impressions of the world around you. Consequently, in order for the ideas of the games to be diverse, and the games to be meaningfully interesting, a serious approach to planning and carrying out work on familiarization with the outside world is required (educational area "Cognitive development" (clause 2.6 of the Federal State Educational Standard).

Cognitive development involves the development of children's interests, curiosity and cognitive motivation; the formation of cognitive actions; the formation of consciousness, the development of imagination and creative activity; the formation of ideas about oneself, other people, objects of the surrounding world, etc.). The solution by the teacher of the tasks of this educational area will allow children to successfully master the content of other educational areas in integration, including the Public Association "Social and Communicative Development": communication and interaction in a role-playing game, the ability to be attentive to the feelings and emotions of others, etc. ...

2.3 Methods of organizing role-playing games

As the main method of organizing role-playing games, you can use a comprehensive method of pedagogical support for amateur games (E.V. Zvorygina and S.L. Novoselova). The content of the work is organized in accordance with the age of the pupils:

Early age group - involving children in different games:subject (including those with composite and dynamic toys), the simplest subject, mobile; translation of objective actions into meaningful actions in the context of a game situation.

- the younger group - enriching the play experience of children through joint games with an adult(individual and small subgroups), the formation and development of game actions, the simplest game interaction, understanding the conventions of the game situation.

Middle group- mastering and developing role behavior, supporting children's play associations, enriching play interaction, expanding the thematic focus of plot games, enriching the play experience of children through familiarizing with games with rules (mobile, leisure, theatrical, folk games).

Senior group- enrichment of the game experience for the development and complication of the game plot, for organizing the subject space of one's own game through joint games with the teacher by subgroups; creation of conditions and support for amateur play of children, introduction of children to different types of games (active, with rules, leisure, didactic, folk, intellectual, etc.)

Preparatory group- formation and pedagogical support of the children's collective as a playing children's community, support of independence and initiative in the choice and implementation of games of various types by children; support for the transition to games-dialogues, games - fantasies, games in a self-made object environment.

3.Requirements for playing the game

When playing with children, an adult may have two basic strategies.An adult can organize the game himself on the basis of a previously thought out general direction of the plot and prepared object-play materials, or he can join the children already playing. He participates in the game on an equal footing with the children and can influence the content and the general course of the game in the same ways that other players use. In a story game, he can come up with a plot of the game, come up with an interesting proposal for its plot continuation, introduce a new character into the game, create a problem situation, etc.

Directions of management of the game Objectives of management of the game Enrichment of the content of the game 1. To encourage the transfer of events from everyday life into the game and thereby master the purpose and properties of objects. 2. To promote the ability to set a variety of game tasks. Formation of objective ways of solving game problems. 3. To enrich the detailed game actions with toys with a variety of content. 4. Timely form play actions with objects - substitutes. 5. Encourage the use of play actions with imaginary objects. 6. Lead to the understanding of the replacement of individual game actions with a word. 7. To help children use a variety of objective methods to solve the set game problems. Development of independence 8. To develop independence in each child in setting a variety of game tasks. 9. Encourage children to independently choose various objective methods for solving the set game problems. Encouragement to interact in the game. 10. Encourage peers' interest in games. 11. To teach to play without interfering with each other.

By older preschool age, the child's play acquires "polythematism". Play becomes an independent activity. Children always determine the intention of the game themselves or support the proposal of their peers. They set game tasks on their own.

Since the game methods of displaying the world around them are sufficiently formed, children easily cope with the choice of the most appropriate object and role-based methods for solving game problems for a specific game situation.

Role-playing actions in the game are accompanied by role-playing speech, at the initial stage of the plot-role-playing game - by role statements (the area "Speech development", "Social - communicative development", clause 2.6 of the FSES DO). With the enrichment of life experience, the development of sound and intonation culture of speech, role-playing actions become more diverse, which directly depends on the children's perception of the world around them.

It is not recommended to specially teach children certain game actions.It is important that the children themselves come up with which role-playing actions to include in the game, only in this case the game will be truly creative.

Role-playing actions should be expressive, which is ensured by the performance of characteristic movements, gestures, facial expressions.

For example, in the role of a mother, one girl demonstrates that her mother is affectionate, cheerful, and the other girl in the same role is gloomy and strict. At the same time, both expressively perform the accepted role, but their means of expression are different.

Thus, during the formation of role-playing actions, attention is paid to both the variety and the emotional expressiveness of movements, gestures, and facial expressions.

Subject-based role-playing game involves cooperation with other players, therefore it is necessary to teach children to address their partner with role statements.

The increase in the number of role statements gradually leads to the emergence of role-based conversation. An adult can initiate a conversation.

Based on the complication in the development of the game, the tasks of managing the game are supplemented by the following:

Encourage children to take on a variety of roles.

Encourage children to use a variety of emotionally expressive role-playing activities in their role.

To promote the formation of the ability to accompany role-playing actions with role statements addressed to a toy - a partner, an imaginary interlocutor, an adult and a peer.

In older preschool age, play becomes an independent activity. The players try to independently resolve conflicts arising about the game.

The complication of game management tasks is presented in Table 1.

Table 1

Directions of management of the game Tasks of management of the game Enrichment of the content of the game 1. To enrich the theme of games, to promote the emergence of interesting ideas, to set reproductive and initiative game tasks for their implementation. 2. Encourage to display in games various actions of adults, relationships, communication between people Ways of solving game problems 3. Encourage for originality, independence in the use of substantive methods of solving game problems. 4. Strengthen emotional expressiveness and diversify the role-playing actions used to represent the taken role. 5. Encourage to show initiative in communicating with adults and peers about the game, promote the emergence of role statements and role-based conversation Interaction in the game 6. Encourage peers to set game tasks. 7. Teach children to accept the game tasks set by their peers, or tactfully refuse them, to negotiate about game interaction. 8. Maintain long-term interaction in the game. Independence. 9. Continue to develop independence in the choice of various, interesting ideas and in the formulation of various game tasks for their implementation. 10. Encourage the choice of original subject and role-based ways of translating ideas into play. 11. To teach to independently negotiate with peers in the game

4. Planning the game

game age role-playing storyline

Planning a game by type of activity throughout the educational process can be organized as follows:

Continuous direct educational activities will include a variety of didactic games in accordance with the content of educational work in the relevant areas.

Educational activities during the day involve the organization of leisure, outdoor, theatrical games, games with rules, as well as the organization of joint story games with the teacher, contributing to the enrichment of the children's play experience. Here the educator acts as a play partner, a bearer of play culture, which he passes on to children in the process of joint activities.

Independent activity is accompanied by the organization of pedagogical support for amateur children's games (plot-role, directorial, experimenting games), as well as games with rules, mobile, leisure, folk organized at the initiative of the children themselves. The teacher encourages the manifestation of a variety of game activity, initiative, independence; provides an opportunity to freely choose topics, partners, methods and means of implementing their own activities. This creates conditions for the formation of age-related neoplasms.

5. Organization of a subject-spatial developmental environment for the organization of gaming activities

One of the basic principles of preschool education (clause 1.4 of the Federal State Educational Standard of preschool education) is the amplification (enrichment) of the conditions for the development of preschoolers. Therefore, in the third section of the Standard - "Requirements for the conditions for the implementation of the basic educational program of preschool education" among the conditions necessary to create a social situation for the development of children, corresponding to the specifics of preschool age (clause 3.2.5), it is emphasized:

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

support of children's initiative and independence in various types of activities (play, research, project, cognitive, etc.);

support of spontaneous play of children, its enrichment, provision of play time and space.

This is the most important part of the work of teachers, on the implementation of which the successful development of the child depends, which will allow the teacher to achieve the formation of the targets outlined in the Standard.

In the requirements of the Federal State Educational Standard of Education for the developing subject-spatial environment (clause 3.3.) It is determined (clauses 3.3.1 to 3.3.3) that:

1.The developing subject-spatial environment ensures the maximum realization of the educational potential of the space of the Organization, the Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and inventory for the development of preschool children in accordance with with the characteristics of each age stage: For children of the thirdyear of life is a free and large space where they can be in active movement - climbing, skating. On fourth yeara child's life needs an expanded center of role-playing games with striking features of attributes. V middle - seniorIn preschool age, there is a need to play with peers, to create their own world of play (director's play: small toys, constructor, layouts, etc.), in addition, in the subject-developing environment, the formation of psychological formations in different years of life should be taken into account.

2.A developing subject-spatial environment should provide an opportunity for communication and joint activities of children (including children of different ages) and adults, physical activity of children, as well as opportunities for solitude.

The subject-spatial developmental environment must meet the requirements of the DO Standard (clause 3.3.3).

1.The developing subject-spatial environment should be rich in content, transformable, multifunctional, variable, accessible and safe.

1) Saturationthe environment must correspond to the age capabilities of children and the content of the Program. Toys are of great importance. Their thematic diversity is directly related to the existing impressions of the world around them and the play interests of children. The ideas about the surrounding world are gradually enriched, in accordance with this, the set of figurative toys is gradually expanding. Consequently, play areas should not be equipped with the same toys from the beginning of the school year to the end. We should not forget about such a simple technique in equipping the play environment, when some toys are removed for a while and then returned again. The newly appeared familiar toy makes you want to play with it. In the groups of the educational organization, centers for role-playing games are being created: "House", "Shop", "Hospital", "Hairdresser", "Workshop" and other center of theatricalization; various types of theaters; screens; attributes, mummy center, music center, upholstered furniture, toys: dolls, cars, etc. Small toys for director's games, board games, lotto, dominoes. Constructors of various types, blocks, building material. Didactic material for educational activities. Layouts, maps, models, dummies, group diagrams, substitute items.

) Transformabilityspace implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children; the possibility of various use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc.

) Multifunctionalitymaterials assumes: the possibility of various use of various components of the subject environment, for example, children's furniture, mats, soft modules, screens, etc .; the presence in the Organization or the Group of multifunctional (not having a rigidly fixed way of use) items, including natural materials, suitable for use in various types of children's activities (including as substitute items in children's games). So, along with figurative toys, generalized material should be presented, first of all, substitute objects. Their combination allows children to realize their wildest ideas in the game.

) The variability of the environment implies: the presence in the Organization or the Group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment that ensure the free choice of children; periodic change of play material, the emergence of new objects that stimulate play, motor, cognitive and research activity of children.

) Environment availabilityassumes: accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out. Using large play material, children replace not one object in the game, but a whole complex of objects, for example, they built a ship, and cubes or plates - boats or ice floes. Removable panels - paintings, add variety to the design and help in the implementation of the idea.

It is also free access for children, including children with disabilities, to games, toys, materials, manuals that provide all basic types of children's activities; serviceability and safety of materials and equipment.

) Securitythe subject-spatial environment assumes that all its elements meet the requirements for ensuring the reliability and safety of their use: cases of falling from a height, falling from the side surfaces of products, impacts and bruises as a result of instability of the latter, injury from sharp corners, etc. are excluded.

5.1Toy safety

The safety of the toy is evidenced by the presence of a certificate. In any case, the toy must not show any obvious mechanical or chemical signs of danger to the health of the child. The toy should not contain obvious signs that provoke the child to aggression and cruelty or cause fear and anxiety.

A toy or its description should not contain rough naturalism, including a sexual context that goes beyond the child's age-related competence. The toy should not humiliate human dignity or offend religious feelings, cause a negative attitude towards racial characteristics and physical disabilities of people. The toy should not cause psychological dependence to the detriment of the child's full development.

The organization independently determines the means of training, including technical, relevant materials (including consumables), play, sports, health-improving equipment, inventory, necessary for the implementation of the Program.

Thoughtful selection of play material contributes to the fact that children's games become thematically versatile. Expanding play interests lead to the fact that children tend to display more and more diverse events in play.

It is important to provide timely support for the spontaneous play of children, to enrich it, to provide time and space for the play of preschoolers.

CONCLUSION

The social order of the state to the education system is formulated in the main regulatory documents, in the Law of the Russian Federation "On Education", the Federal State Standard of Preschool Education - this is the upbringing of an initiative, responsible person who is ready to independently make decisions in a situation of choice. Each type of activity of a preschool child has a peculiar effect on the development of various components of independence, so play contributes to the development of activity and initiative. Initiative and self-reliance are most clearly manifested in games with rules. According to A.N. Leontyev, mastering a rule means mastering one's own behavior. Therefore, the task of the educator is to motivate the play actions of children, directly participating and emotionally involved in the games of children. In the role of the organizer of the game, the educator introduces the rules into the life of the child, and in the role of a detached observer, he analyzes and controls the actions of the children. Only the combination of these roles can ensure the development of will, arbitrariness, independence of preschoolers as the main social and normative age characteristics of children at the stage of completion of preschool education.

BIBLIOGRAPHY

1 Kotyrlo V.K. The role of preschool education in personality formation. Kiev, 2007.

Lavrentieva T.P. Communication culture of preschoolers. Kiev, 2005.

Interpersonal relationships of a child from birth to 7 years. M .;

4 Babaeva T.I., Rimashevskaya L.S. How to develop relationships and cooperation of preschoolers in kindergarten. - S.-Pb., Childhood-Press, 2012.

5 Psychology of formation and development of personality. M., 2001.

The development of social emotions in preschool children: psychological research / Ed. A.V. Zaporozhets, Ya.Z. Neverovich. M., 2006.

Smirnova E., Kholmogorova V. Games aimed at forming a benevolent attitude towards peers. // Preschool education. - 2003. - No. 8. - S. 73-77.

Smirnova E.O., Kholmogorova V.M. Interpersonal relationships of preschoolers. - M., 2003.

Smirnova E., Kholmogorova V. Preschool age: the formation of friendly relations. // Preschool education. - 2003. - No. 9. - S. 68-76.

with the indication of the topic right now to find out about the possibility of obtaining a consultation.

Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. In the game, the peculiarities of the child's thinking and imagination, his emotionality, activity, and the developing need for communication are clearly manifested. Play as a form of organizing children's life is important in that it serves the formation of the child's psyche, his personality

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Municipal autonomous educational institution

additional professional education

"Institute for Advanced Studies"

Department of Preschool Education

Independent play activity of children

preschool age

Methodical development

Performed:

Avdeeva

Galina Vasilievna,

listener PDA No. 26/1

Novokuznetsk

2013

Introduction
I. Play and play activity of preschoolers
1.1.	General characteristics of play activity
1.2.	Play as a leading activity for preschool children
II. Formation of independent play activity in preschool children
2.1.	The role of the educator in the formation of independent play activity
2.2.	Designing a subject-developing environment for independent activity of preschoolers
Conclusion
Bibliography
Applications

Introduction

For a long time, psychologists and teachers have called preschool age - the age of play. And this is no coincidence. They call almost everything that little children do, left to themselves, a game. Play occupies a very important, if not central, place in the life of a preschooler, being the predominant type of his independent activity. At present, experts in preschool pedagogy unanimously admit that play, as the most important specific activity of a child, must fulfill broad general educational social functions.

Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. In the game, the peculiarities of the child's thinking and imagination, his emotionality, activity, and the developing need for communication are clearly manifested.

Play as an independent child's activity is formed in the course of upbringing and teaching a child, it contributes to the development of the experience of human activity. Play as a form of organizing a child's life is important in that it serves the formation of the child's psyche, his personality.

1. Play and play activities of preschoolers

I.1. General characteristics of play activity

What is a "game"? According to the definition of the great Soviet encyclopedia, a game is a kind of meaningful unproductive activity, where the motive lies not as a result of it, but in the process itself. Also, the term "Game" is used to refer to a set of objects or programs designed for such activities.

Game 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.

The creation of situations typical for the profession and finding practical solutions in them is standard for management theory (business games - modeling a production situation in order to develop the most effective solutions and professional skills) and military affairs (war games - solving practical problems on the ground and using topographic maps) .Game is the main activity of the child. S. L. Rubinshtein noted that play preserves and develops the child's in children, that it is their school of life and the practice of development. According to D. B. Elkonin, “in play, not only individual intellectual operations are developed or re-formed, but the position of the child in relation to the world around him is radically changed and a mechanism for a possible change in position and coordination of his point of view with other possible points of view is formed” ...

Children's play is a historically emerging type of activity, which consists in the reproduction by children of the actions of adults and the relations between them in a special conditional form. Play (as defined by A. N. Leont'ev) is the leading activity of a preschooler child, that is, such an activity due to which major changes occur in the child's psyche and within which mental processes develop, preparing the child's transition to a new, higher stage of his development.

The central issue in the theory of children's play is the question of its historical origin. The need for historical research for the construction of a game theory was noted by E.A. Arkin. D. B. Elkonin showed that play and, above all, role play, arises in the course of the historical development of society as a result of a change in the place of the child in the system of social relations. The emergence of play occurs as a result of the emergence of complex forms of the division of labor, which made it impossible for the child to be included in productive labor. With the emergence of role play, a new, preschool period in the development of the child begins. In domestic science, the theory of play in the aspect of clarifying its social nature, internal structure and significance for the development of the child was developed by L. S. Vygotsky, Leontiev, Elkonin, N. Ya.Mikhailenko, and others.

Play is the most important source of the development of a child's consciousness, the arbitrariness of his behavior, a special form of modeling the relationship between adults. Having assumed the fulfillment of a particular role, the child is guided by its rules, subordinates his impulsive behavior to the fulfillment of these rules.

In preschool pedagogy, play is considered from different angles:

• as a means of upbringing and educational work, allowing children to give certain knowledge, skills, to bring up pre-planned qualities and abilities;
• as a form of organizing the life and activities of preschool children, when in a freely chosen and freely flowing game directed by a teacher, playing children's groups are created, certain relationships, personal sympathies and antipathies, social and personal interests are formed between children.

There are two main stages in the development of the game. At the first stage (3-5 years), the reproduction of the logic of real actions of people is characteristic; objective actions are the content of the game. At the second stage (5-7 years), instead of reproducing the general logic, real relations between people are simulated, that is, the content of the game at this stage is social relations.

An outstanding researcher in the field of Russian psychology, L. S. Vygotsky, emphasized the unique specifics of preschool play. It lies in the fact that the freedom and independence of the players is combined with strict, unconditional obedience to the rules of the game. Such voluntary obedience to the rules occurs when they are not imposed from outside, but follow from the content of the game, its tasks, when their fulfillment is its main charm.

I.2. Play as a leading activity for a preschooler

Psychological theory of activity in the framework of theoretical views. L.S. Vygotsky, A.N. Leontyeva identifies three main types of human activity - labor, play and educational. All types are closely related. The analysis of psychological and pedagogical literature on the theory of the origin of play as a whole allows us to imagine the range of its purposes for the development and self-realization of children. German psychologist K. Gross, the first at the end of the XIX century. who attempted a systematic study of play, calls play the original school of behavior. For him, no matter what external or internal factors the games are motivated by, their meaning is precisely to become a school of life for children. Play is objectively a primary spontaneous school, the seeming chaos of which provides the child with the opportunity to become familiar with the traditions of the behavior of people around him.

Children repeat in games what they treat with full attention, what is available to them to observe and what is available to their understanding. For this reason, play, in the opinion of many scientists, is a type of developmental, social activity, a form of mastering social experience, one of the complex human abilities.

D.B. Elkonin, a brilliant explorer of the gamebelieves that play is social in nature and immediate saturation and is projected onto the reflection of the adult world. Calling play the "arithmetic of social relations", Elkonin interprets it as an activity that arises at a certain stage, as one of the leading forms of development of mental functions and ways of a child's cognition of the adult world.

Domestic psychologists and teachers understood the development process as the assimilation of universal human experience, universal human values. L.S. Vygotsky: "There is no initial independence of the individual from society, just as there is no subsequent socialization."

At preschool age, the child's activity not only grows, but also takes on the form and structure of human activities. Play, work, learning, and productive activity in the form of construction and drawing are clearly distinguished.

Play is the leading activity in the development of a child, not only in time, but also in the strength of the influence it has on the forming personality.

Game theories emerged at the end of the 19th century. Philosophers F. Schiller, G. Spencer saw the reason for the emergence of play in the fact that after satisfying natural needs, "excess of strength itself prompts action." In this sense, play is an aesthetic activity, since it does not serve practical purposes. This theory of excess strength was developed later by K. Groos in his works "The Game of Animals" and "The Game of Man", emphasizing the similarity of one and the other.

Vygotsky gives a detailed elaboration of the theory of children's play in his lecture "Play and its role in the mental development of a child." His main ideas are as follows.

Play should be understood as an imaginary realization of desires unrealized at the present time. But these are already generalized desires that allow delayed realization. The criterion of the game is the creation of an imaginary situation. In the very affective nature of play there is a moment of an imaginary situation.

Playing with an imaginary situation always involves rules. What is imperceptible in life becomes the rule of behavior in the game. If the child plays the role of the mother, he acts according to the rules of the mother's behavior.

These can be the rules taught by adults, and the rules established by the children themselves (Piaget calls them the rules of internal self-restraint and self-determination). An imaginary situation allows the child to act in a cognizable, thinkable, and not a visible situation, relying on internal tendencies and motives, and not on the effects of surrounding objects; action begins from a thought, not from a thing.

In the structure of the game, D. B. Elkonin distinguishes the following components:

1) role,

2) game actions for the implementation of the role,

3) game substitution of items,

4) real relationships between playing children.

But these components are characteristic of a fairly developed role-playing game.

The idea and development of the plot have to be constantly coordinated with each other. Girls play in kindergarten, collecting a group of dolls. One says: "You and the children work out, and I will cook breakfast." A little later - another: "Now, while you feed, and I will prepare everything for drawing them", etc.

Often you have to rebuild on the go so that the game does not collapse. The girl invites: "Come on, I'll be a mom, you are a dad, and Katya is our daughter." “I don’t want to be a dad, I’ll be a son,” the partner replies. “So what, we won't have a dad? Come on, you will be a daddy. " - "I will not!" - the boy leaves. The girl followed him: “Son! Son, go, I'll cook you a meal now. " He is coming back. The game continues in a new direction.

Game communication polishes the characters, creates a business orientation of the personality, when, for the sake of developing the plot, you can agree and give in to your partner in some way.

The role-playing game develops in different directions; plots reflect more and more distant spheres of reality: travel, mail, ambulance, studio, cosmodrome, 911 service, concert, etc. home patronage, etc. The richer the game, the stricter the rules, otherwise the plot will disintegrate.

So, play is the language of a child, a form of expression of life impressions. This is a socially accepted way for a child to enter the world of adults, his model of social relations. The imaginary situation of the game and the role make it possible to construct behavior freely, according to its design, and at the same time to obey the norms and rules dictated by the role. The highest form of the game is a plot-based role-playing group game, which requires planning, coordination of actions, and the development of relationships both in the plot and in real terms. Children approach such a game if at an early age they have a playful attitude to objects, to their multifunctional use, if they have mastered the language of play - repetition on toys of those actions in which they themselves participate in real life, if communication skills are mastered with peers, the ability to coordinate ideas.

In addition to the plot game, outdoor games with rules have a great positive effect on children - they develop the will to win, competitiveness, and self-regulation of behavior.

The child spends a lot of time in the game. It causes significant changes in his psyche. The most famous teacher in our country, A. S. Makarenko, described the role of children's games in the following way: “Play is important in a child's life, it has the same meaning as an adult's activity, work, service. in work, when he grows up. Therefore, the upbringing of the future doer takes place, first of all, in the game ... "

Children love it when adults (parents, relatives) play with them. This means, first of all, moving noisy games and merry fuss. Rocking on bent legs, lifting, tossing, climbing up the bunks, imaginary wrestling on the couch (with giveaways) bring the child a lot of joy, fun excitement and physical fitness.

Playing for a child is a very serious occupation. Adults should see the elements of preparation for future labor processes in the baby's play and accordingly guide them, taking part in this.

Using play as a means of mental education, in unity with it, the educator forms the relationship of children to play. VA Sukhomlinsky, one of the greatest Russian educators, wrote: "The spiritual life of a child is full only when he lives in the world of play, fairy tales, music, fantasy, creativity. Without this he is a dried flower."

Some spontaneous games of preschoolers have a pronounced resemblance to the games of representatives of the animal world, but even such simple games as catch-up, wrestling and hide-and-seek are to a large extent domesticated. In games, children imitate the work activities of adults and take on various social roles. Already at this stage, gender differentiation occurs.

In games, the individual and age characteristics of children are manifested. At the age of 2-3 years, they begin to master a logical-figurative representation of reality. While playing, children begin to give objects contextually conditioned imaginary properties, to replace real objects with them (pretend play).

1. Formation of independent gaming activity

preschoolers

II.1. The role of the educator in the formation of independent play activity of preschoolers

Play is one of those types of children's activity that is used by adults to educate preschoolers, teaching them various actions with objects, methods and means of communication. In the game, the child develops as a person, he develops 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 quantitative 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 meanings, 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. Scientists believe that children's games spontaneously, but naturally arose as a reflection of the labor and social activities of adults. However, it is known that the ability to play is not an automatic transfer of knowledge and skills acquired in everyday life into the game.

It is necessary to involve children in the game. And the success of society's transfer of its culture to the younger generation depends on what kind of content adults will invest in the games offered to children.

It should be emphasized that the fruitful assimilation of social experience occurs only under the condition of the child's own activity in the process of his activity. It turns out that if the educator does not take into account the active nature of gaining experience, the most perfect, at first glance, methodological methods of teaching the game and controlling the game do not achieve their practical goal.

The tasks of comprehensive education in play are successfully implemented only if the psychological basis of play activity is formed in each age period. This is due to the fact that significant progressive transformations in the child's psyche are associated with the development of play, and, above all, his intellectual sphere, which is the foundation for the development of all other aspects of the child's personality.

What is self-reliance? It would seem that the answer lies on the surface, but we all understand it a little differently. Someone will say that independence is an action that a person carries out himself, without prompting and help. Someone will decide that this is independence from the opinions of others and freedom of expression of their feelings. And for some, independence is the ability to manage your time and your life.

It is difficult to object to these definitions. They accurately indicate the independence of a person and, by and large, the maturity of his personality. But how can these assessments be applied to a toddler, say, 2-3 years old? Almost none of them can be used without significant reservations.

There is no absolute, uniform independence for all. It can be different when evaluating the same action. If, for example, a 3-year-old toddler set out to tie his own shoes and succeeded in doing so, we will certainly admire his skill ... But it would never occur to us to admire a teenage son just because he laces his shoes. It's another matter if he prepares a scientific report or takes on some of the parental chores around the house. In other words, independence is not so much the ability to perform an action without outside help, but the ability to constantly break out of one's capabilities, set new tasks for oneself and find solutions.

An expanded game requires qualified guidance. In the old days, when children had courtyard companies of different ages, the gaming experience was learned from the elders, the stories were broadcast from generation to generation. Now that families are few in number and there are almost no courtyard communities left, adults take over the management of the game. Of course, the game does not tolerate directives. But an adult can enrich the impressions of children through excursions, reading books, telling about what he saw, asking questions. It is necessary to help understand and detail the characters, clarify their relationships, actions, remarks. Prepare attributes so that everyone can define their role. But the most important thing is to connect to the game on an equal footing, to submit ideas and offer options for the development of the plot from the role, to clarify the actions of children with questions, to give a sample of role responses. Play like children, only more inventive, and, supporting their initiative, maintain your presence. Show the role in action and pass it on to the child. Without the guidance of an adult, the game remains poor and monotonous: from day to day they give the dolls tea or give injections in a stereotyped manner, to everyone.

Independent activity in a preschool educational institution for older preschool children is an independent play activity in a group and on a walk, productive activity (graphic, design, modeling, labor).

Independent activity can be individual in nature, when the child alone plays, draws or designs. Sometimes children come together in two, three people and, having discussed their idea, they prepare a concert together, make elements of costumes, paint decorations, make attributes for the game, organize a theatrical game, build a city and an airplane from a construction kit. Signs of independent activity are that the child independently transfers what he has learned in the classroom, in communication with the teacher into his own new activity, and applies it to solve new problems. This is especially typical for older preschool age, when the child spends more and more time in independent activities.

Independent activity of preschoolers arises at the initiative of children to meet their individual needs. The child's independent activity is carried out without coercion and is accompanied by positive emotions. The teacher, without violating the child's plan, can help him if the need arises.

The formation of independence most effectively occurs in a role-playing game among peers. In the course of a detailed role-playing game, preschoolers discover the ability to solve assigned tasks not only by acting with toys or individual role statements, but also by fantasizing, certain actions, as well as logical, reasoned reasoning.

The formation of independent activity with the help of plot-based role-playing games leads to a more harmonious development of the personality, has a positive impact on all subsequent human activities in society. The game teaches the child to think, fosters purposefulness, perseverance, organization, independence.

The teacher must remember that any activity of children is aimed at solving a specific problem. The main task has many intermediate ones, the solution of which will transform the conditions and thereby facilitate the achievement of the set goal. The practical tasks that the child must solve are different from the educational ones. The content of the game tasks is dictated by life itself, the child's environment, his experience and knowledge.

The child gains experience in his own activities, learns a lot from educators and parents. Various knowledge and impressions enrich his spiritual world, and all this is reflected in the game.

The solution of game problems with the help of objective actions takes the form of using more and more generalized game methods of cognizing reality. The child drinks the doll from a cup, then replaces it with a cube and then simply brings his hand to the doll's mouth. This means that the child solves game tasks at a higher intellectual level.

It happens in practice, and so, the teacher, not understanding the meaning of the generalized play actions of the thinking of children, requires them to act collectively as much as possible similar to practical. Firstly, if everything that happens to a child in everyday life is transferred into a game, then it will simply disappear, because its main feature - an imaginary situation - will disappear. Secondly, the game, reflecting a well-known, but little generalized life situation, involuntarily reaches a dead end. At the same time, it is known that in everyday life children receive not only clear, concrete knowledge, but also not clear, hypothetical. For example, a child knows who a sailor is, but he does not understand what he is doing. To clarify his ideas, in the course of the game he asks questions and, having received an answer, acquires quite clear knowledge.

The formation of plot play in a preschooler makes it possible to recreate in an active, visual-effective form an immeasurably wider sphere of reality, far beyond the limits of the child's personal practice. In the game, the preschooler and his partners, with the help of their movements and actions with toys, actively reproduce the work and life of the surrounding adults, the events of their lives, the relationship between them, etc.

Perspective knowledge, systematizing specific and general ones, leads to the fact that in the game, based on the original plot, new storylines appear, new game tasks are posed. In the course of a detailed role-playing game, preschoolers discover the ability to solve assigned tasks not only through actions with toys or individual role statements, but also through logical, reasoned reasoning.

One of the important factors in the development of a child's personality is the environment in which he lives, plays, exercises and rests. The subject-developing environment in kindergarten should provide conditions for independent meaningful and useful activities of children.

II.2. Designing a subject-development environment for independent activity of preschoolers

In connection with the modernization of education, an important task of preschool educational institutions is to improve the educational process and increase the developmental effect of the independent activity of children in a subject-developing environment that ensures the upbringing of each child, allowing him to show his own activity and fully realize himself. This cannot but affect the development of the subject-developing environment as a part of the educational space and a component of the educational process. Therefore, special attention is paid to the construction of a developing subject-spatial environment, which provides for new approaches to its organization in the pedagogical process based on a personality-oriented model of interaction between adults and children and a complex thematic principle of planning educational work in a preschool educational institution.

Modern researchers (O.V. Artamonova, T.N. Doronova, N.A. Korotkova, V.A. Attention to the personality of each preschooler, support of his individuality, preservation of physical and psychological health are the most important tasks of modern pedagogy..

The concept of "developing environment" is an organized pedagogical space, within which there are favorable opportunities for the development of a child in a preschool educational institution. The developing environment in preschool pedagogy is considered as a subject-developing space. In the subject space, the main developing factor is real environmental objects.... The construction of a subject environment is an external condition of the pedagogical process, which makes it possible to organize the independent activity of a child.

Currently, the main pedagogical task in a preschool institution is to create conditions for independent activity, which are reflected in the subject-developing environment. At the same time, in order to create a subject-developing environment, it is necessary to adhere to certain program requirements, the peculiarities of the psychophysical development of children of a certain age, material and architectural-spatial conditions and general principles of constructing a subject-spatial environment. Despite the fact that there are general requirements for a subject-developing environment, the conditions of each preschool educational institution differ in their originality.

A well-thought-out design of a holistic model for constructing a subject-spatial environment should include three components: subject content, its spatial organization and change in time. The filling of the developing environment includes: games, objects and play materials, teaching aids, educational and play equipment.

It should be noted that at present the industry produces a large number of varied and high-quality equipment that attracts modern preschoolers, teachers and parents. But it is not so much their number that matters as the correct choice and use in the pedagogical process.

Children of younger and older preschool age perceive toys differently, reacting to their artistic image, external properties, details, functionality. The content and placement of these materials should vary according to the age and experience of the children.

It is advisable to provide for the possibility of transforming and changing the location of some pieces of furniture in the center as needed by using sliding partitions, screens, portable mats, easily movable transformable furniture, using space-forming materials. To create individual comfort, each child should be provided with a personal space: a crib with a high chair, a shelf in a rack, a pillow or rug on the floor. To activate subjective manifestations, create conditions for the manifestation of one's own "I", the development of reflection and self-esteem, it is necessary to provide an opportunity to demonstrate one's own childhood successes.

It is important to create a cozy, natural environment in the group, harmonious in terms of color and space. It is recommended to use light pastel colors for wall decoration, to select furniture in natural shades. It is desirable that the pieces of furniture are in harmony with each other, be decorated in the same style. To activate aesthetic impressions, you can use various "unexpected" materials, manuals: poster graphics, art photographs, objects of modern decorative art.

Conclusion

Thus, we can say that the independent play activity of a preschooler has nothing to do with spontaneous, chaotic behavior. Behind her is always the leading role and the requirements of an adult. However, as children develop, this impact becomes less and less open. Forced to constantly obey the demands of adults, the child begins to orient himself towards them as certain norms of behavior. Only on the basis of the corresponding developed habits - established stereotypes - that meet the requirements of elders, can genuine independence be brought up as the most valuable personality trait.

At present, experts in preschool pedagogy unanimously admit that play, as the most important specific activity of a child, must fulfill broad general educational social functions. This is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. In the game, the peculiarities of the child's thinking and imagination, his emotionality, activity, and the developing need for communication are clearly manifested.

An outstanding researcher in the field of Russian psychology, L. S. Vygotsky, emphasized the unique specifics of preschool play. It lies in the fact that the freedom and independence of the players is combined with strict, unconditional obedience to the rules of the game. Such voluntary obedience to the rules occurs when they are not imposed from outside, but follow from the content of the game, its tasks, when their fulfillment is its main charm.

Play as an independent child's activity is formed in the course of the child's upbringing and education, it contributes to the development of the experience of human activity, forms the foundations of the child's social behavior. Play as a form of organizing a child's life is important in that it serves the formation of the child's psyche, his personality.

The formation of independent play activity in a preschooler makes it possible to recreate in an active, visual-effective form an immeasurably wider sphere of reality, far beyond the limits of the child's personal practice. In the game, the preschooler and his partners, with the help of their movements and actions with toys, actively reproduce the work and life of the surrounding adults, the events of their life, the relationship between them, etc.

In the game, based on the original plot, new storylines appear, new game tasks are posed. In the course of a detailed role-playing game, preschoolers discover the ability to solve assigned tasks not only through actions with toys or individual role statements, but also through logical, reasoned reasoning.

Literature

1. Boguslavskaya 3. M., Smirnova EO Educational games for children of younger preschool age: Book. for the educator children. garden. - M., 1991.

2. Bondarenko A.K. Didactic games in kindergarten. M.: Education. -1985. - 190 p.

3. A large psychological dictionary. Compiled by Meshcheryakov B., Zinchenko V. Olma-press. 2004.

4. Gasparova EM Director's games // Games of the preschooler. - M., 1989.

5. Zaporozhets A.V. Game in the development of the child // Psychology and pedagogy of the preschooler's game. M.: Enlightenment. -1966

6. Zaporozhets A.V. Problems of pedagogy of children's play in the works of A.P. Usova. - M., 1976.

7. A preschooler's game / Ed. S.P. Novoselova. - M., 1989.

8. Game and its role in the development of a preschool child / Ed. N. Ya. Mikhailenko. - M., 1978.

9. Toys and manuals for kindergarten / Ed. V.M. Izgarsheva. - M., 1987.

10. Kireeva LG Organization of a subject-developing environment: from work experience / LG Kireeva. - Volgograd: Teacher, 2009 .-- 143 p.

11. Korotkova N.A., Mikhailenko N.Ya. How to play with your child. M.: Education. - 1990.

12. Kuraev G.A., Pozharskaya E.N. LECTURE 6. PRESCHOOL AGE (FROM 3 TO 7 YEARS) (Russian). - Developmental psychology: A course of lectures.

13. Lakutsnevskaya G.G. On the question of toys and for children's games. - M., 1978.

14. Leontiev A.N. Selected psychological works. T. 1. - M., 1983

15. Mendzheritskaya D.V. To the teacher about the children's game. - M., 1982.

16. Novoselova S.L. Developing subject environment / S.L. Novoselova. - M .: Center for innovations in pedagogy, 1995 .-- 59 p.

17. General psychology. Teaching aid / Under total. ed. M.V. Gameso. - M .: Os-89, 2008 - 352s.

18. Palagina N.N., Developmental psychology and developmental psychology

19. Sorokina A.I. Didactic games in kindergarten. M.: Pedagogy. - 1982

20. Spivakovskaya A.S. The game is serious. - M., 1981.

21. Usova A.P. The role of play in raising children. M.: Pedagogika.-1976.-180 p.

22. Urontaeva G. Preschool education. Didactic game as a means of developing voluntary figurative memory in older preschoolers. 1992

23. Flerina E.A. Game and toy. - M., 1973.

24 Elkonin D.B. Psychology of the game. M.: Pedagogika.-1978.-304 p.

25. Elkonin D.B. Play and mental development of the child - M., 1978

Electronic resources

26. Yandex.Dictionaries ›TSB, 1969-1978 Access mode: http://slovari.yandex.ru/game/BSE/Game

APPLICATION

PERSPECTIVE DEVELOPMENT PLAN

RPG GAMES

Role-playing game "Library"

• Excursion to the library (observation of the librarian and readers).
• The teacher's story about the work of a librarian.

• Show children how to play Library.
• Consideration:

Photos and reproductions of paintings on the theme: "Children and the book"

Illustrations for books Acquaintance of children with the works of children's writers and poets.

Lesson "The role of books in moral education based on the works of V. Oseeva" To cultivate a love of literature. To stimulate interest in the moral character of the heroes of literary works and to induce the activity of thinking.

Lesson “Travel to the world of K.I. Chukovsky "To consolidate the knowledge of the works. To teach children to feel the beauty and meaning of figurative expressions. To foster a love of literature in children. Using the example of works to educate courage and resourcefulness.

Quiz: "Where are these lines from?"

Contest of riddles (to develop intelligence and thinking) (1000 riddles, Mom's book.).

Conversations with children on the topic:

- "My favorite books";

- "Where did the book come from?"

• Show children how to repair the book;
• Production of forms;
• Decoration of shelves for books on the subject.

Educational area« Fiction"

• Competitions for the best poem performance:
  - "Autumn is a glorious time",
  - "Zimushka-winter",
  - "New Year at the Gates",
  - "Mom and grandmother are my friends",
  - "February 23 is the red day of the calendar",
  - "I'm going to school".

• Reading works of art about books.

A. Usachev "About reading"

V. Radin "Children and the Book"

G. Kublitsky "What book have been read by the most people in the world"

L. Krutko "Wonderful books"

N. Razak "Thank you ABC book"

S. Ilyin "Two books"

S. Marshak "First Pages of Books"

Role-playing game "Atelier"

Educational area "Socialization"

Role-playing game "Atelier", "Exhibition of doll clothes" (to clarify the idea of ​​the work of a cutter and an inspector, enrich communication skills, develop the ability to compose descriptive stories, ask questions) - Gerbova p. 91.

Game "Learning to embroider" (making a pattern using colored threads).

Game "We are fashion designers" (cutting out dolls and clothes for them).

Situation games:
- your dress is torn,
- you were invited by a friend to play with dolls, and the doll does not have a new dress,
- what would happen if a person did not have clothes.

Excursion to the kostelian's office.

Show the ways of cutting fabric;

Observing the work on the sewing machine.

Educational area "Communication"

Lesson on the development of speech with children 4-6 years old p. 75. Role-playing game "Shop of fabrics" (to improve the skills of verbal communication, enrich the duties of an employee of the cutting department in the shop "Fabrics") - Gerbova

Lesson drawing up stories on the topic "Clothes" (to learn to write a description of clothes, using a plan, to encourage an attempt to complete the role taken on oneself, to develop imagination) - Gerbova p. 76.

Educational area "Labor"

- performance of various seams.

- making patterns according to templates (learn to cut from fabric),
- a seamstress at work (ability to work with a needle),
- learn to sew on a button.

– work with beads (embroidery).

Contest "Fashion in Kindergarten".

Drawing models of dresses for dolls

Educational area« Fiction"

B. Zakhoder "Dressmaker"

M. Mikhalchik "The Hare and the Tailor"

T.Gusarova "Autumn of the seamstress"

Needle and thread

Learn the poem “You are a tailor, so skillful, sew a white apron for dolls. I could have sewn myself, but I am still small. "

Acquaintance with riddles:

The girlfriend is holding my ear,
One eyelid is running after me with a stitch. (O. Tarnopolskaya)

I am small, thin and sharp
I am looking for a way with my nose, I drag my tail behind me (A. Rozhdestvenskaya).

Lesson "Acquaintance with the properties of fabric." Didactic game "Atelier" (Gerbova). (To activate in the speech of children the words denoting the names and properties of fabrics, to teach to select fabric for clothes of different types, to distinguish and correctly name clothes for children).

Role-playing game "Mail"

Educational area "Socialization"

• Games using different situations:
  - you forgot to wish your friend a happy birthday,
  - newspapers disappear from the box,
  - you forgot to subscribe to newspapers and magazines.
• Show children how to play Mail:
  - how to send a valuable parcel,
  - you received a package,
  - congratulate mom on the holiday,
  - you send a transfer,
  - the postman works,
  - how to write a letter correctly.

Educational area "Communication"

• Conversation "Mail" (Gerbova p. 121). The goal is to clarify the knowledge of children about mail (at the post office you can buy envelopes, stamps, send and receive a letter, parcel post, parcel), trace the path of the letter from the mailbox to the addressee, help to realize how important and necessary people are the profession of a postman.

Educational area "Labor"

• manufacturing of envelopes;
• production of parcels;
• making mailboxes from waste material.

Educational area "Cognition"

Excursion to the post office (to acquaint with the work of the post office: receiving and issuing parcels, parcels, letters)

Educational area "Artistic creativity"

• drawing postcards;

Educational area« Fiction"

Reading

• S.Ya.Marshak "Mail" (reader on children's literature, p. 203).
• “Our mothers, our fathers” (a reader for older children, p. 221).
• Acquaintance with the poem: Letterbox on the wall, in a conspicuous place

Gathers news together and then its tenants fly to all ends.

Role-playing game "Gai"

Educational area "Socialization"

The Taxi game is to teach children to treat passengers politely.

Show the game "Bus" using situations "What would you do?":

• the bus stops at a bus stop,
• chauffeur, passengers are mutually polite,
• the chauffeur announced a stop,
• a woman with a child entered the bus.

Situation games:

• what happens if they jump out of the bus on the go,
• the driver's car broke down,
• the bus ran out of gas,
• they stepped on your foot,
• you pushed the person.

Role-playing game "Exhibition of cars"

Educational area "Physical culture"

Outdoor games: "Sparrows and the car", "Red, yellow, green".

Educational area "Communication"

• Conversation about transport and the work of the driver (to clarify the knowledge of children about vehicles, to replenish the active vocabulary at the expense of the names of cars, to clarify the idea of ​​preschoolers and freight and passenger transport, about the work of the driver).
• Conversation about transport (to clarify the idea of ​​transport, to emphasize the social significance of the work of a driver, driver, mechanic, to consolidate the idea of ​​freight and passenger transport. To learn to select related words for the words cargo, taxi, passenger, bus).
• Contest of riddles "Guess the car" (Mom's book, pp. 276 - 277. 1000 riddles).
• Car competition. (Name the brand of the car, what type of transport it belongs to, what work it does).
• Class. Teaching the story: (Gerbova p. 91). Teach children to compose stories - a description of various cars, ask questions and answer them, enrich them with words necessary for communicating with others, teach them to keep in accordance with the role assumed in the game.

Educational area "Cognition"

• Excursion through the city streets (to acquaint with trucks and cars)
• Excursion to the bus stop (observation of the chauffeur's work).
• Observing the unloading of the kindergarten products machine.
• Collective building games with a wooden constructor "Build a garage".

Educational area "Labor"

Manufacturing of cars for the game "Streets of our city".

Making a model of a microdistrict for a board game.

Educational area "Artistic creativity"

• Drawing "Me and the road", "City cars".
• Application "Your favorite car".

Examining illustrations from art books.

Educational area« Fiction"

S. Mikhalkov "Uncle Stepa is a policeman"

S. Prokofiev "My friend is a traffic light"

I. Plyatskovsky "Traffic light"

Ya. Pishumov "Look, sentry"

A. Dorokhov "Passenger", "Crossroads"

A. Ivanov "How inseparable friends crossed the road"

Aristova Irina Eduardovna
Position: nursery teacher
Educational institution: MBDOU No. 188 "Kindergarten of a compensating type"
Locality: Ivanovo city
Material name: Consultation for teachers and parents
Theme: Independent play activity of young children
Date of publication: 05.10.2018
Chapter: preschool education

INDEPENDENT GAME ACTIVITY

EARLY CHILDREN

(from personal experience)

Independent play activity is one of the most important ways

raising a child of an early age. In independent play, he improves what

what an adult taught him. The child has an expansion of knowledge about the environment

While playing, children develop independence in the choice of toys, in

the use of various methods of action with objects. Self-play

activity contributes to the formation of interests and the manifestation of individual

features ..

Mastering various methods of actions with objects, the child begins

display what he sees in his game. A plot-reflecting game was born. TO

Role-playing game appears at three years old.

Children themselves cannot learn to use the object correctly. Organize a game with

toys. Adults develop skills and abilities and guide the game.

In my work with children of the second year of life, I use didactic games. They

are used and carried out systematically, having a great impact on

independent play activity of children.

After carrying out educational activities, many children play on their own

reproduced actions with a doll (wrapped in a blanket, put to bed in a crib,

fed), with other toys (they built a house for a rooster and a bunny, rolled in a stroller),

they built various buildings from cubes and bricks (a house, a turret, a path, etc.).

For the correct organization of independent play, we create appropriate

conditions. In the daily mode, we set aside a special time for independent play

activities, it is free from regime processes and educational activities.

Independent games are held here both in the morning, in the afternoon and in the evening.

In my work, I draw the child's attention to those toys with which

educational activities were carried out. For this, toys were placed in prominent

places, it was necessary to interest the child.

Observing the game, I tried to find out not only what toys they were playing with

children, but also what actions they perform with them and what words they utter at the same time.

In the process of organizing independent play for children over one and a half years old, I help

to consolidate the actions previously mastered by them and I exercise the children. If a child does something

not right. I help him to correct the mistake, encourage the child to do the same.

During the period of independent play activity, I make sure that children do not

switched from one toy to another, and could play some

Some children prefer to play with a single toy (such as

doll or car) and do not play with building material at all. Maybe

on the contrary: the child plays for a long time, for example, with blocks, but does not play at all with

plot toys. But, given these individual characteristics, I switch it

attention to other toys. If a child plays with a doll, then I suggest together

build a chair for the doll, a table, put the doll on a chair, put dishes on the table and

feed the doll. If the child is fond of construction, then, using his buildings,

I encourage you to organize a game involving plot toys. For example, I help

build a house, put a dog, bear, bunny in the house, ask the child to feed them

and put to bed, etc.

We take into account the specifics of our preschool institution (compensatory garden

species), especially the development of children. There are children who are too excitable (due to

diseases): they are not assiduous in the classroom, are often distracted, cannot calmly

sit to the end, do not play with one toy for a long time, quickly lose interest in it,

methods of action in independent play are not reproducible. Such children are very mobile

impressionable, often cry.

The child needs to be switched from one toy to another to play with

different toys, prompting him to perform different actions with the same

a toy. To do this, I interest the child in those toys with which

actions were taken. I restrict physical activity and try to focus

his focus on something definite. For example, I involve in a joint

supervision of children who play in the area. You need such a child on time

switch to another type of game, such as a ball game.

Some children find it difficult to get used to playing together. Them gradually

you need to teach this, uniting with more calm children.

In actions with colored balls, colored bushings, I inculcate skills

exchange toys (for example, I give red bushings to Vadim and Anya, and blue ones -

Alina; after a while, on the contrary. As a result, in children

a calm attitude is developed to the fact that they have to give certain

toys, thus, in the process of playing activities, children learn to communicate

between themselves.

Independent play and educational activities are related

between themselves. The more diverse the content of educational activities, the richer

independent play activity of children. Watching the children play, I analyze it

improve the work.

28 11.2016

Hello, friends! I am very glad to meet you. Today's topic, I think, will not leave indifferent any of you. We'll play first. Do you agree?

So, put on the masks of kids and lambs, 2 kids and 2 lambs. Let's start playing:

“Two gray kids went for a walk by the river.

Two white sheep galloped up to them.

Now we need to know

How many animals came for a walk?

One, two, three, four, we have not forgotten anyone -

Two sheep, two kids, only four animals! "

Let's talk now. Please tell me how much is two plus two? Your answer is four. Right.

Which of the options did you like best? Play with masks or solve examples?

Now remember, how often does your child pester you with a request to play something with him? And if it doesn't bother, then what is he doing during the day? Drawing, playing alone or watching cartoons?

Play as the main activity is inherent in all preschool children. The games of young children, of course, will differ from the games of older preschoolers in structure, form, and content. To know what to play with children of different ages, psychologists identify the types of play activities of preschoolers.

N. B... Dear Parents! Try to be not only a mentor for your little ones, but also the first friend in games. First, you spend most of your time with him anyway. Secondly, a child needs to play for experience and development.

Thirdly, when playing with a child, you will be sure that his entertainment is not aggressive in nature, does not embody negative events and does not have a traumatic effect on the child's psyche.

Play as a necessity

The baby begins to play almost immediately after birth. Already at the age of 1-2 months, the baby is trying to reach the rattle, catch his mother's finger or hit a rubber toy. Kids actively learn about the world around them through play activities, which are usually called leading.

Each stage of life and development has its own type of leading activity:

• Playroom- preschool child
• Training- schoolboy and student
• Labor- after graduation from adolescence

The game changes its content, but always adheres to a single goal - development. We do not understand why the baby is so difficult and joyless to accept our requests to sit down and write sticks and hooks. And with what enthusiasm he takes up the same sticks if mom has played the problem in an interesting and fun way.

But do not think that this process is easy for a child. Everything needs to be learned, including the game.

Like any other process of development and cognition, play activity needs a foundation, a base. For this, a subject environment is created for the development of game activity. It is like organizing a joint or independent activity by using the necessary manuals and materials.

Well, let's look at what types of games are. Their classification is very extensive, so let's try to move from large parts to their components. They can be conditionally divided into four groups:

1. Role-playing
2. Movable
3. Theatrical or staged
4. Didactic

Now let's get to know each of these groups in more detail.

There is a plot, take roles

Role-playing game speaks for itself. But the child can go to it after mastering its simpler types. First, these are actions with objects aimed at familiarizing with them, studying their properties. Then comes the period of game-manipulation, when the object acts as a substitute for something from the world of adults, that is, the baby reflects the reality around him.

Preschoolers come to the role-playing game by 5-6 years, although its rudiments can be seen already at the age of about 3 years. By the beginning of 4 years of life, babies have an increase in activity, craving for knowledge and socialization, for joint activities and creativity.

Toddlers of younger preschool age cannot play for a long time, and their plots are unpretentious. But already at such a small age, we can appreciate the initiative, fantasy, the assimilation of moral norms and rules of behavior.

For convenience, all role-playing games are subdivided into subgroups by topic:

• Games with natural materials. They are aimed at direct acquaintance with the natural world, studying the properties and states of water, sand, clay. Such a game can captivate even the most restless toddler, it develops a respect for nature, inquisitiveness, thinking.
• Household games. They reflect the interpersonal relations in the child's family as well as possible, they play the events and situations that happened to the child, and the status relations between family members are consolidated.

N. B... If you closely follow the children's games in the "family", you can sometimes notice how children in the game try to realize their desires. For example, in the game "Birthday" you can understand how the kid sees the holiday, what gift he dreams of, whom he wants to invite, etc. This can serve as a hint for us to better understand our own children.

• "Professional" games. In them, kids display their vision of representatives of different professions. Most often, children play in "Hospital", "School", "Shop". The more proactive take on roles that require action and speech. They are often doctors, teachers, and salespeople.
• Games with a patriotic meaning. It is interesting for children to play in them, but it is difficult if they have little information. Here stories will come to the rescue at home and in kindergarten about the heroic periods of the country, about the events and heroes of that time. These can be reflections of a space or military theme.
• Games that embody the plots of literary works, movies, cartoons or stories. Kids can play Well Wait!, Winnie the Pooh or Rescuers Malibu

Salochki - skipping ropes

Movable games also take up a very large part of the time of a preschooler. At first, outdoor games are in the nature of chaotic chaotic movements of the arms and legs, the baby is given massage and gymnastics until he learns to stand. The "sliders" already have a favorite outdoor game - catch-up.

When the child already knows how to walk and move independently, this is where the era of outdoor games begins. Wheelchairs and rocking chairs, cars and balls, sticks and cubes are used. Outdoor games can not only improve health and develop physically, they also contribute to the upbringing of willpower, character development, and actions according to the rules.

Babies are all very different, so you need to play games with them that are aimed at different directions of development.

After a noisy game of "Cat and Mouse", where the mouse can not always run away from the cat, you can turn the children's attention to collective movement. In this case, the poor "mouse" will not have to be alone with a fast and dexterous "cat", and she can get lost in the crowd.

N. B... It happens that a physically poorly developed kid gets upset after playing and refuses to play further. For a child whose developmental features you know well, try to choose games with such movements in which he can show himself.

Maybe he is good at hanging on the horizontal bar for a long time, then the game "Above the feet from the ground" will do just fine. Or he knows how to do some great somersaults, then invite him to measure minutes in cubs in the game "Bunny, Bunny, what time is it?"

A feature of outdoor games at any age can be read about their positive effect on the mood and well-being of children. But do not include live and noisy games in the child's day regimen after dinner. Overexcitation of the nervous system can prevent your baby from falling asleep quickly and getting a good night's sleep.

Psychologists even note sleep disturbance in babies with the onset of a period of active physical development up to a year and during the development of the walking skill. And the older the child, the more varied his movements.

Stanislavsky would have liked ...

Staging and staging in preschool age take their place of honor in the series of games. Theatrical art has a huge impact on the psyche of kids, when staged, they get used to the image so much that they even begin to worry about their hero.

Preschoolers usually love theatrical performances when they are the main performers,

The main condition for carrying out theatrical games, dramatizations on the topic of a literary work, is the work of a director (adult) who needs to organize the children so that they are not bored, distribute roles and bring them to life.

In addition, the director monitors the relationship between the characters and must be ready to intervene if a conflict suddenly emerges.

Usually, for a play-dramatization, they take a work that has an educational character. In the process of playing, children more easily and deeper understand the essence and idea of ​​the work, imbued with meaning and morality. And for this, the attitude of the adult himself to the work and how it was presented to children initially, what intonations and artistic techniques it was filled with, is of great importance.

Costumes help children get closer to the image of their hero. Even if this is not a whole costume, but only a small attribute, this may be enough for a small actor.

Dramatization games and theatrical performances are held with children of middle and senior preschool age. At the age of 5-6, the child will already be able to work in a team, taking into account the significance and importance of each role in the overall activity.

"Correct" rules

Another great group of games for preschoolers ... This is a game in which the child comprehends certain knowledge, skills and reinforces skills. This is a game in which there are clear boundaries for the activities of each participant, there are strict rules, there is a goal and an obligatory end result. I think you guessed it that this section deals with didactic games.

These games can be played from an early age. As the kid grows up, the didactic game will be transformed, more complicated, new goals will be added.

The most important criterion for selecting and setting goals for didactic play should be the level of development of the child at a given moment in time. The adult leading the process should be at least half a step ahead in order to give the child the opportunity to show the effort, ingenuity, creativity and mental ability to solve the problem.

Didactic games always carry the seed of learning or reinforcement. To successfully master new knowledge, a child needs a start, a good start. This will help him in the future.

N. B... Based on my own experience of a teacher, psychologist and just a mother, every time I am amazed at how much the child, his behavior and perception of the words of an adult change, one has only to pick up a toy that suddenly turns to the baby.

What we cannot achieve with simple requests is easily achieved at the request of a favorite toy or fairy-tale character. And every time you are convinced that there is no better way to influence a child than play, and cannot be. That's for sure))

Children are created certain conditions in which they need to make decisions, give in to each other, act together, or, conversely, the result will depend on the actions of each.

With the help of didactic play, we can initiate children into the secrets of physical phenomena, speaking with them in simple accessible language, regulate character manifestations or correct behavior.

As a rule, they are welcomed by children, they like to see the results of their activities. Moreover, the kid will be able to rejoice at the result from the very beginning of the introduction of didactic games into his mode.

As you can see, play activity is simply necessary for a child in preschool childhood, for him it is his life, his everyday life. And it is in our power to make these everyday life not just filled with various tasks, but tasks-games, fun, informative, noisy and bright. After all, we all know that kids like everything bright and memorable.

The playing child is a happy child who lives his childhood, breathing deeply the aroma of love, entertainment, adventure and new interesting knowledge.

In conclusion, I would like to quote the words of the famous Soviet teacher and writer Vasily Sukhomlinsky... Listen to them and understand what play really means for a child.

“Play is a huge bright window through which a life-giving stream of ideas and concepts about the world around them pours into the child's spiritual world. The game is a spark that ignites the spark of inquisitiveness and curiosity "

There is nothing to add.

We offer only to watch the seminar of Ph.D. Smirnova E.O., and you will see exactly how important play is in the life of every child:

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Thank you for being with us. Goodbye!