Article on the topic: “Game as a leading activity” (use of gaming technologies in kindergarten)

Play is the main activity of a child.

Play as the main activity in kindergarten.

A kindergarten is an institution where a child is helped to learn a lot about the world around him. It should be noted that a child absorbs a lot of information primarily during the process of play, and therefore it must be emphasized that play is the leading type of activity in preschool children. It is in the game that the most complete development of all processes occurs, which help to master additional information when studying. During the game, every child learns the norms of human life and activity. Play is the most accessible type of activity for children, a way of processing impressions received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication. An interesting game increases the child’s mental activity, and he can solve a more difficult problem than in class. But this does not mean that classes should be conducted only in the form of games. Play is only one of the methods, and it gives good results only in combination with others: observations, conversations, reading and others. While playing, children learn to apply their knowledge and skills in practice and use them in different conditions. Play is an independent activity in which children interact with peers. They are united by a common goal, joint efforts to achieve it, and common experiences. Play experiences leave a deep imprint on the child’s mind and contribute to the formation of good feelings, noble aspirations, and collective life skills.

The game occupies a large place in the system of physical, moral, labor and aesthetic education. A child needs active activities that help improve his vitality, satisfy his interests and social needs. The game is of great educational importance; it is closely connected with learning in the classroom and with observations of everyday life. They learn to solve game problems on their own, find the best way to implement their plans, use their knowledge, and express it in words. Often a game serves as an occasion for imparting new knowledge and broadening one’s horizons. With the development of interest in the work of adults, in social life, and in the heroic deeds of people, children begin to have their first dreams of a future profession and the desire to imitate their favorite heroes. All this makes play an important means of creating a child’s orientation, which begins to develop in preschool childhood.

Gaming activities perform the following functions:

entertaining (this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);

communicative: mastering the dialectics of communication;

self-realization in the game as a testing ground for human practice;

game therapy: overcoming various difficulties that arise in other types of life activities;

diagnostic: identifying deviations from normative behavior, self-knowledge during the game;

correction function: introducing positive changes into the structure of personal indicators;

interethnic communication: the assimilation of socio-cultural values ​​common to all people;

socialization: inclusion in the system of social relations, assimilation of the norms of human society.

There are three types of games:

1) games initiated by the child (creative)

2) games initiated by an adult with ready-made rules (didactic, outdoor games)

3) folk games (created by the people).

Creative games make up the richest typical group of games for preschoolers. They are called creative because children themselves determine the purpose, content and rules of the game, mainly reflecting the life around them, human activities and relationships between people. A significant part of creative games are role-playing games “at someone” or “at something”. Children depict people, animals, the work of a doctor, a builder, etc. Realizing that the game is not real life, the kids, meanwhile, truly experience their roles, openly reveal their attitude to life, their thoughts and feelings, and perceive the game as an important matter. Saturated with vivid emotional experiences, role-playing games leave a deep imprint in the child’s mind, which affects his attitude towards people, their work, and life in general. Role-playing games also include games with elements of labor and artistic and creative activities.

Games with rules. These games provide an opportunity to systematically train children in developing certain skills; they are very important for physical and mental development, character development and will. Without such games, it would be difficult to carry out educational work in kindergarten. Children learn games with rules from adults and from each other. Many of them are passed down from generation to generation, but educators, when choosing a game, must take into account the requirements of modern times. Based on the content and methods of playing games with rules, they are divided into two groups: didactic and mobile.

Didactic games contribute mainly to the development of the child’s mental abilities, since they contain mental tasks, the solution of which is the meaning of the game. They also contribute to the development of the child’s senses, attention, memory, and logical thinking. Note: that a didactic game is an effective method of consolidating knowledge, it should not at all turn into a learning activity. A game captivates a child only if it gives joy and pleasure. An indispensable condition for a didactic game are rules, without which the activity becomes spontaneous. In a well-designed game, it is the rules, not the teachers, that control children's behavior. The rules help all participants in the game to be and act in the same conditions (children receive a certain amount of game material, determine the order of actions of the players, and outline the range of activities of each participant).

Outdoor games are important for the physical education of preschoolers, as they contribute to their harmonious development, satisfy the children’s need for movement, and help enrich their motor experience. Two types of outdoor games are carried out with preschool children - story games and game exercises (non-story games). Story-based outdoor games are based on the child’s experience, his idea of ​​the world around him (the actions of people, animals, birds), which they reproduce with movements characteristic of one image or another. The movements that children perform during the game are closely related to the plot. Most story games are collective, in which the child learns to coordinate his actions with the actions of other players, not to be capricious, and to act in an organized manner, as required by the rules.

Folk games are games that originate from ancient times; they are built taking into account ethnic characteristics (round dances, fun, games with folk toys, etc.). They are an integral part of a child’s life in a modern preschool institution, an important source of assimilation of universal human values. The developmental potential of these games is ensured not only by the presence of appropriate toys, but also by the special creative aura that an adult must create. Folk games reflect people’s lives, their way of life, national traditions, they contribute to the education of honor, courage, courage, etc. To this end, children are asked to ask their mothers, fathers, and grandparents what games they played as children. There are individual, collective, plot-based, everyday, theatrical games and outdoor fun games. Particularly popular among children are games without a specific plot, built on game tasks that contain a lot of cognitive material (games “magic wand”, “Blind Man’s Bluff”, “Geese”) geese", etc.). In these games, the child is required to react quickly and correctly.

To organize games, it is important to create an object-based gaming environment. An important requirement is the developmental nature and compliance with such principles as the child’s exercise of the right to play (free choice of a toy, theme, plot of the game, place and time of its implementation); the universality of the subject-game environment, so that children, together with teachers, can prepare and change it, transform it according to the design of the game, content, and development prospects; systematicity, that is, the optimal relationship between the individual elements of the game and other objects, etc.

The subject-play environment includes: a large playground, play equipment, toys, a variety of play paraphernalia, and play materials. All these gaming tools are not located in an abstract space, but in a playroom, gym, or playground. There should be nothing unnecessary in the interior; all play equipment should be safe for children.

To conduct games, game centers are created: general (a set of various types of toys), dramatic (sets of equipment, simple decorations, clothing items and costumes for dramatization games, staging) for board and construction games (construction sets: wooden, plastic, metal, boxes, pads and other materials, tools and auxiliary equipment). All equipment should be convenient and easy to transform. Children can independently choose a game, change the center, moving from one game to another.

The issues of organizing play activities for preschoolers and preparing teachers for pedagogical management of play have always occupied a leading place in the work of any preschool institution. In kindergarten, children's games are given a significant place in the daily routine. Educators are constantly focused on updating the educational environment, selecting play equipment, and children's fiction. But this is not enough for children to play. Practice shows that while a child is not very independent, he does not know how and does not like to play. Independence in play even among older preschoolers is relative; the gaming culture is not always high. Therefore, children need support in developing ideas, clarifying game actions, and assigning roles. And here there is nothing better than the teacher himself becoming a playing partner. Teachers need to support the principle of organizing play: play together with children, play with children throughout preschool age. In kindergarten, teachers use games when working with students that help correct children’s behavior, rather than using punishments, prohibitions, or moralizing.

The main tasks of the teacher in relation to all children in connection with their upbringing in the game are as follows: to develop and direct the child’s play activity, determination, influence the content of his games, the choice of role; help everyone join the team, establish good relationships with comrades; monitor the child’s behavior and feelings in the game, evoke positive emotions and experiences. Unity of educational work is required in play and other activities in the classroom and in everyday life. In the game, moral habits and norms of behavior developed in life are applied and developed. Group play skills transfer to other activities; for example, in collective work, children independently agree on the distribution of responsibilities and are divided into groups, as they are used to doing in a game.

MAGAZINE Preschooler.RF

1. What does the statement mean that “game is a form of organizing children’s lives .

The main type of independent activity of a preschooler is play. Play is an activity in its own right for a preschooler, providing him with a sense of freedom, control over things, actions, relationships, allowing him to realize himself most fully “here and now” , achieve a state of emotional comfort, and become involved in a children's society built on the free communication of equals. Play is also of great importance for the development of a child. It develops the ability to imagine, voluntarily regulate actions and feelings, and acquire experience of interaction and mutual understanding. It is the combination of the subjective value of play for a child and its objective developmental value that makes play the most suitable form of organizing children’s lives. (No. 4 p. 19)

The understanding of play as a form of organizing the life and activities of children is based on the following provisions.

• The game is designed to solve general educational problems, among which the tasks of forming the moral and social qualities of the child are of primary importance.
• Play, especially in older preschool age, should be amateur in nature and increasingly develop in this direction, subject to proper pedagogical guidance.
• An important feature of play as a form of organizing children’s lives is its penetration into various types of activities: work and play, educational activities and play, everyday household activities associated with the implementation of the regime, and play. (No. 6 p. 7)

Occupying a certain place in the lives of adults, play has a special meaning for children. It is customary to call her “childhood companion . For preschool children, it constitutes the main content of life, acts as a leading activity, closely intertwined with work and learning. Many serious matters for a child take the form of play. All aspects of the personality are involved in it: the child speaks, moves, perceives, thinks; During the game, his imagination and memory actively work, emotional and volitional manifestations intensify. The game acts as an important means of education. (No. 2 p.93)

One of the provisions of the pedagogical theory of play is the recognition of play as a form of organizing the life and activities of preschool children. The first attempt to organize the lives of children in the form of games belonged to F. Froebel. He developed a system of games, mainly didactic and active, on the basis of which educational work was carried out in kindergarten. The entire time the child was in kindergarten was scheduled with different types of games. Having completed one game, the teacher involved the children in a new one.

In Russian pedagogy, the idea that the life of a kindergarten should be filled with a variety of games was persistently developed by N.K. Krupskaya. Noting the exceptional importance of games for preschool children N.K. Krupskaya wrote: “... play for them is study, play for them is work, play for them is a serious form of education. Play is a way for preschoolers to learn about their surroundings . Therefore, according to the deep conviction of N.K. Krupskaya, the teacher’s task is to help children organize games, to unite them in play.

The scientific basis for play as a form of organizing the life and activities of children in kindergarten is contained in the works of A.P. Usova. According to A.P. Usova, the teacher must be at the center of the child’s life, understand what is happening, delve into the interests of the children at play, and skillfully guide them.

However, when directing the game towards solving educational problems, one should always remember that it is a kind of independent activity of a preschooler. In play, the child has the opportunity to demonstrate independence to a greater extent than in any other activity: he chooses the plots of the game, toys and objects, partners, etc. It is in play that the social life of children is most fully activated. The game allows children to independently use certain forms of communication already in the first years of life.

During the game, two types of relationships develop between children:

• relationships that are determined by the content of the game (students obey the teacher, children obey their parents, the engineer directs the workers), the rules of the game (at a signal, the heron goes out to catch frogs, and they hide, freeze, then the heron stands motionless in the swamp, and the frogs jump and frolic; c You can't argue with a heron that caught a frog)
• real relationships that manifest themselves regarding the game (conspiracy to play, distribution of roles, way out of the conflict that has arisen between the players, establishment of rules).

Under favorable conditions, children master social behavior skills. A.P. Usova rightly noted that the ability to establish relationships with peers in a game is the first school of social behavior. Social feelings and habits are formed on the basis of relationships; the ability to act collaboratively and purposefully develops; comes an understanding of common interests; the foundations of self-esteem and mutual assessment are formed. The high importance of play activity lies in the fact that it has the greatest potential for the formation of a children's society. (No. 3 pp. 272-275)

Subject to the purposeful development of gaming skills and control over children’s independent play, play becomes a form of organizing children’s life.

2. Characteristics of methods for constructing a story game and features of the manual.

ON THE. Korotkova, N.Ya. Mikhailenko propose to consider the management of a role-playing game as a process of gradually transferring to preschoolers increasingly complex ways of constructing a game. The transfer of methods is carried out in a joint game between an adult and children.

There are the following ways to build a game:

• a sequence of object-game actions with the help of which children imitate a real object action using appropriate objects and toys (early and junior preschool age)
• role-playing behavior, with the help of which the child imitates the actions characteristic of the character, using speech and objects (middle preschool age)
• plotting, through which the child builds individual elements of the plot into a holistic event (senior preschool age).

Each stage is valuable in itself and is a significant means of its development. Children master the first method of constructing a game (object-based play actions) in joint activities with adults. The other two methods (role behavior, plotting) require the participation of an adult. (No. 3 p. 308)

Mikhailenko N.Ya. and Korotkova N.A. found that in the age range of 1.5-3 years, a child can carry out conditioned actions with toys and substitute objects, building them into a simple semantic chain, entering into short-term interaction with a peer; at 3-5 years old – can accept and consistently change play roles, implement them through actions with objects and role-playing speech, enter into role-playing interaction with a peer partner; at 5-7 years old - unfold various sequences of events in the game, combining them according to one’s own plan and the plans of two or three peer partners, implement plot events through role-playing interactions and objective actions. (No. 7 pp. 11-12)

The management of role-playing games is carried out in two directions:

• formation of the game as an activity
• the use of games as a means of educating a child and forming a children's team.

The formation of a game as an activity assumes that the teacher influences the expansion of the themes of role-playing games, deepens their content, and promotes children’s mastery of role-playing behavior.

Techniques for managing a game in order to form it as an activity can be divided into traditional ones (developed by R.I. Zhukovskaya, D.V. Mendzheritskaya) and new ones, studied in recent years (N.A. Korotkova, N.Ya. Mikhailenko). (No. 3 p. 303)

In the game management techniques developed by R.I. Zhukovskaya. and Mendzheritskaya D.V. There are two groups of techniques:

• methods of indirect influence, i.e. management of the game is carried out by enriching children's knowledge about the surrounding life, updating game materials, etc., i.e. without direct intervention in the game. This preserves children's independence during play. One of the methods of indirectly influencing children’s games is to introduce toys and create a play environment before the game begins. This technique is used to arouse interest in a new theme of the game or enrich the content of an existing one.
• direct leadership techniques, i.e. role-playing participation in the game, participation in the collusion of children, explanation, help, advice during the game, suggesting a new topic for the game, etc. Direct guidance techniques make it possible to purposefully influence the content of the game, the relationships of children in the game, and the behavior of the players. The main condition for their use is the preservation and development of children’s independence in play. (No. 2 p. 120-122)

The rule should be taken into account: as children grow in activity and independence, it is advisable to use mainly indirect methods of influence (reminders of children’s past games, what they saw; leading questions, timely changes in the play environment, organization of visual, labor, constructive activities that can encourage to the game). (No. 3 p. 305)

3. Classification of games, criteria and authors.

Children's games are a heterogeneous phenomenon. Games are varied - in their content, the degree of independence of children, forms of organization, and game material. In pedagogy, repeated attempts have been made to study and describe each type of game, taking into account its functions in the development of children, and to give a classification of games.

Due to the diversity of children's games, it turns out to be difficult to determine the initial basis for their classification. Each game theory proposes criteria that meet a given concept. Thus, F. Frebel, being the first among teachers to put forward the position of play as a special means of education, based his classification on the principle of the differentiated influence of games on

• development of the mind (mental games)
• external senses (sensory games)
• movements (motor games).

Classification of games by the German psychologist K. Gross:

1. “Games of ordinary functions” - games that are active, mental, sensory, and develop the will;
2. “Games of special functions” - games that are exercises for the purpose of improving instincts (family games, hunting games, courtship, etc.)

In domestic preschool pedagogy, a classification of children's games has developed, based on the degree of independence and creativity of children in the game. Initially, P.F. approached the classification of children's games according to this principle. Lesgaft, later his idea was developed in the works of N.K. Krupskaya.

P.F. Lesgaft divided children's games into two groups:

• imitative (imitative)
• active (games with rules).

P.F. Lesgaft believed that preschool age is a period of imitation of new impressions and their awareness through mental work. In the first 6-7 years of life, a child’s desire to reflect and comprehend impressions about the life around him is satisfied in games that are imitative in content and independent in organization, without unnecessary regulation on the part of adults. During school years, on the contrary, children are more willing to play specially created games in which activities are regulated both in content and form.

In the works of N.K. Krupskaya’s children’s games are divided into two groups according to the same principle as P.F. Lesgaft, but are called a little differently:

• creative games (independent) - invented by the children themselves
• games with rules invented by adults.

Like any classification, this classification of children's games is conditional.

Classification of games Mendzheritskaya D.V., Zhukovskaya R.I.

• creative games: role-playing games, dramatization games, games with building materials
• games with rules: didactic games, outdoor games.

Based on the classification of children's games developed by S.L. Novoselova, lies the idea of ​​whose initiative games arise (a child or an adult).

There are three classes of games:

1. games arising at the initiative of the child (children):

• experimentation game
• independent games: independent plot games (plot-display, plot-role-playing, director's, theatrical)

2. games that arise on the initiative of an adult who introduces them for educational and educational purposes:

• educational games (didactic, plot-didactic, active)
• leisure games (fun games, entertainment games, intellectual games, festive carnival games, theatrical performance games)

3. games coming from the historically established traditions of the ethnic group (folk), which can arise on the initiative of both an adult and older children:

• traditional or folk (historically they form the basis of many educational and leisure games). (No. 3 p.278-279)

4. Types of construction games and researchers.

Construction games are a type of creative game. In them, children reflect their knowledge and impressions about the surrounding objective world, do various things independently, erect buildings and structures, but in a very generalized and schematized form.

In construction games, some objects are replaced by others: buildings are erected from specially created building materials and construction materials, or from natural materials (sand, snow). All this gives reason to consider such activity as one of the types of creative play. (No. 2 p. 127)

In a preschool institution, children are taught to design using play building materials, paper, soft cardboard, and natural materials. The type of material determines the type of design.

There are three types of design:

• construction from building materials.
• design from paper and additional materials.
• construction from natural materials. (No. 5 p. 8-9)

Researchers of construction-constructive games, their features and significance are Lishtvan Z.V., Nechaeva V.G.

4. Types of construction and constructive games and researchers.

Construction and constructive games are a type of creative game. Children reflect knowledge and impressions about the objective world, do various things independently, but in a generalized, schematized form.

Types of design.

1) By designing according to a model, children develop various skills, master general methods of action, master the sequence of operations, and learn the constructive capabilities of building materials.

2) Design on a given topic is a creative embodiment of the task, but the limits of its solution are limited by the topic.

• For kids, the theme is building furniture and equipment for the site
• In the middle group, the topic is vehicle design
• In the older group - topics such as military or construction equipment; people's homes, museums, theaters of our city, etc.
• In the preparatory group, it is advisable to carry out thematic construction using constructors of various types.

3) Design according to one’s own plan is a complex type of design; the child himself decides, sets a goal, plans, selects materials, and implements the plan.

4) Design according to conditions contains great developmental opportunities. Children should already be able to build this or that object, a building. Certain parameters are set, and the child will decide for himself. Research on this species was carried out by N.N. Poddyakov, L.A. Paramonova – mental activity influences the formation of generalized ideas.

5) “Construction based on models” - developed by A.R. Luria. The child is offered a model of the building with hidden outlines of the constituent elements of the structure. The child first analyzes the model and then selects the shapes needed to recreate it. The child begins to mentally combine.

The content of games with building materials is creation, reproduction of the surrounding reality using various materials.

Types of building material:

• specially created (floor, tabletop building material, sets such as “Young Architect” , “Ancient Castle” , construction sets).
• natural (sand, snow, clay, stones).
• utility room (boards, boxes, boxes, etc.).

“...Children do not like toys that are stationary, finished, well-finished, which they cannot change according to their imagination... the best toy for a child is one that he can make change in the most varied ways...” . K. D. Ushinsky.

In the history of pedagogy, games with building materials have been described quite a long time ago and are represented in many systems (F. Froebel’s system, “Waldorf pedagogy” , K.K. Schleger’s system, etc.).

Studied in domestic preschool pedagogy (V.G. Nechaeva, Z.V. Lishtvan, A.N. Davidchuk, L.A. Paramonova).

In the studies of N.N. Poddyakova, L.A. Paramonova has proven that games contribute to the development of thinking and spatial imagination.

Literature:

1. Preschool pedagogy / Ed. V. I. Loginova, P. G. Samorurova. - M.: Education, 1983. - 288 p.
2. Kozlova S. A., Kulikova T. A. Preschool pedagogy - M.: "Academy" , 1998. - 432 p.
3. Z.V. Lishtvan “Games and activities with building materials in kindergarten” , M., 1971.
4. The place of didactic games in the pedagogical process.

In preschool pedagogy, many specialists have been studying and conducting didactic games (Usova A.P., Sorokina A.I., Udaltsova E.I., Avanesova V.N., etc.). Moreover, some consider the game only a means of consolidating the knowledge acquired in the classroom, while others rightly object to such a narrow understanding of the meaning of the game, consider it one of the forms of learning, an important means of educational work. This view of the didactic game is determined by the educational objectives that schools and kindergartens face: not only to give children a certain amount of knowledge, but also to teach them to master this knowledge, equip them with mental work skills, and develop activity and independent thinking. (No. 6 p. 115-116)

A didactic game as a gaming approach is considered in two types: game-activities and didactic, or autodidactic, games. With the help of games-activities, the teacher not only conveys certain knowledge, forms ideas, but also teaches children to play. The didactic game is used in teaching children mathematics, their native language, familiarization with nature and the surrounding world, and in the development of sensory culture. A didactic game as a form of teaching children contains two principles: educational (cognitive) and gaming (entertaining). The teacher is both a teacher and a participant in the game. He teaches and plays, and children, while playing, learn. The didactic game as an independent gaming activity is based on the awareness of this process. Independent play activity is carried out only if children show interest in the game, its rules and actions, if these rules have been learned by them. Children can play educational games on their own both in and outside of class. Didactic games develop children’s sensory abilities, develop children’s speech and thinking, cultivate children’s moral feelings and attitudes, develop children’s respect for working people, arouse interest in the work of adults, and a desire to work themselves. The game creates a positive emotional uplift and makes you feel good. Many didactic games develop cultural and hygienic skills. In play, children clearly express their social feelings and strive to do everything together.

So, a didactic game is a multifaceted, complex pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of education, an independent gaming activity, and a means of comprehensive education of a child’s personality. (No. 1 p. 4-10)

List of used literature:

1. Bondarenko A.K. Didactic games in kindergarten: Book. for a kindergarten teacher garden — 2nd ed., revised. – M.: Education, 1991
2. Preschool pedagogy. Textbook manual for pedagogical students. Inst. In 2 hours. Part 2/ Ed. IN AND. Loginova, P.G. Samorukova. – 2nd ed., rev. and additional – M.: Education, 1988.
3. Kozlova S.A., Kulikova T.A. Preschool pedagogy: textbook. aid for students avg. ped. textbook establishments. – M.: Publishing House, 1998.
4. Preschool education concept. // DV No. 5 1989, p. 10.
5. Lishtvan Z.V. Construction: A manual for kindergarten teachers. – M.: Education, 1981.
6. Mendzheritskaya D.V. To the teacher about children's play: A manual for teachers of children. garden / Ed. T.A. Markova. – M.: Education, 1982.
7. Mikhailenko N.Ya., Korotkova N.A. Organizing a story-based game in kindergarten: a guide for teachers. – 3rd ed., rev. – M.: LINKA-PRESS, 2009.

Article “The role of play activities in early preschool age”

“The role of play activities in early preschool age”

Understanding the Atom is Child's Play

compared to understanding children's play

H. Hoagland

This is not the first year I have been working with children of primary preschool age. Observing the developmental characteristics of children, relationships with peers and adults, and studying specialized literature, I realized how great the need is for effective methods of raising children at an early age. Understanding the intrinsic value of this period of childhood, the importance of development at a young age for the subsequent formation of the child’s personality, prompted me to search for new forms, methods and techniques for raising and educating children.

I turned to the research of outstanding teachers of the past and present, who pay great attention to play as a leading activity. Play is an indispensable companion of childhood, a unique way for children to master life. “Understanding the atom is a child’s game compared to understanding a child’s game”—this figurative statement by the physiologist expresses great respect for the problem of children’s play, and a clear understanding of the extreme complexity of this problem. Research by scientists such as D.B. Elkonina, E.E. Shulezhko, M.F., Komarova, A.V. Novoselova, A.V. Kalinchenko helped me in my work, helped me review the organization of the developing subject-spatial environment of childhood, accumulate and systematize methodological, didactic and gaming material.

In my work, I take into account the age characteristics of children of primary preschool age - the immaturity of the system of adaptation mechanisms when entering a children's educational institution, rapid fatigue, inattention in classes and in free activities.

Taking into account the above problems, focusing on the given basis of development and the specifics of work in a group of children of primary preschool age, I turned to the topic: “The role of play activities in early preschool age.”

The game helps:

- create an atmosphere of emotional warmth, security and peace in the group;

- remove excessive organization and neuroticism in children;

- serves as a source of joy;

— develops mental processes (imagination, imaginative thinking, memory, speech) and promotes the comprehensive development of children;

- is a means of adaptation to living conditions in a preschool institution, to the environment of peers;

— allows each child’s individuality to reveal itself;

— develops skills of collective activity, the ability to live in society.

So the game

helps me correct and eliminate existing negative problems, becomes a universal tool that provides a solution to a wide range of psychological and pedagogical influences on the processes of development, training and upbringing of children.

This process allowed me to:

- move away from traditional forms of organizing various types of children's activities and organize work in such a way that, with the help of play, children easily adapt to living conditions in preschool education, perceive new knowledge, acquire knowledge and skills without increasing the load on the child's body, while receiving versatile and full development ;

- through play, unite children of different ages, different levels of intellectual development, while creating conditions under which each of them will be able to realize themselves, taking into account their capabilities and abilities;

- actively interact with parents for the purpose of the child’s social development during the game as an individual.

When organizing work with children, developing a system of integrated education and upbringing of children, I take into account the interests of the child and am guided by the thesis: “Game is a developing and developing activity.” The game has two goals: educational, which is pursued by the adult, and play, for which the child acts. Therefore, when using the game, I try to build it so that these two goals complement each other and ensure the comprehensive development of the developing personality.

Every day of a child’s life in preschool should be a bright, memorable event. My task is to make it multifaceted, colorful, eventful, so that every day brings small victories. I try to make the process of learning and education joyful, because I am convinced that boringly presented information and rote memorization will not bring much benefit. Knowledge obtained in ready-made form is poorly absorbed and does not develop. In order for my students to better assimilate the material being studied, I conduct classes in a playful way. Games, entertaining tasks, riddles, surprise moments, various game characters make activities interesting for kids, unobtrusively teach children, force them to think, analyze, compare imagination and creative activity.

Thus, the significance of the game and game moments in the system of educational activities is great. The game promotes:

- relieving psychological stress;

- easy switching from one type of activity to another;

- increasing overall performance.

But children’s independent play activities are extremely important and have great developmental potential. In organizing it, I set the following tasks:

- so that the child really plays, composes, builds, combines;

- so as not to rush from one task to another without finishing the first; — — to bring the activity to completion;

- to see a certain value in each toy, store it, maintain order in the play corner;

- so that the game combines all types of toys.

The leading type of game during early preschool age is plot-display game. For the emergence of a more complex form - a plot-role-playing game, I consider it necessary:

- structure the work so that in a play situation the child perceives the adult as a play partner who stimulates the child to flexible role behavior;

- achieve a variety of plots as a reflection of the diversity of surrounding life;

- show children new sources for creating a plot (conventional and symbolic toys, actions with imaginary objects and faces).

— learn to display the emotions and state of game characters;

- it is necessary to develop speech accompaniment of the game - denoting actions with words and dialogues with the toy.

In order to not only intelligently “saturate” the day when organizing work with children outside of class, but also ensure the integrity of the educational process, I use a cyclogram that takes into account all types of activities of a younger preschooler, all types of games.

All this helps me comprehensively solve the main task of preschool education - nurturing cognitive interest in preschool children.

Working on the topic: “The role of play in early preschool age,” I came to the conclusion that in order to determine the prospects, it is necessary to diagnose children’s play activities. Using the research of N.F. Komarova “Diagnostics of children’s play” and the methodological manual “Development of play activity of preschool children” edited by A.V. Kalinchenko, I developed a pedagogical diagnosis of the level of development of plot-based play. Using diagnostic results in practice allows me to work based on the personal development indicators of each child. Identifying the specifics of the content of children's games, ways to solve game problems, features of children's interaction, the degree of independence in gaming activities, allows us to identify problem areas and outline measures for their correction to the group teachers and give the necessary recommendations to the parents of our students.

I am convinced that in order to solve any educational problems, constant and continuous interaction with parents is necessary, developmental cooperation is necessary.

A survey conducted in the group on the topic: “The role of an adult in managing play” showed that all adults believe that there are enough toys at home, but not everyone thinks about the pedagogical value of the toys they purchase; only 30% of parents take part in the game proposed by the child. Many parents have problems organizing and developing play activities.

In this regard, in working with parents, I outline the following goals:

— explain the importance of play activities for improving all mental functions and further development of the child’s personality;

- pay attention to the fact that the game, like nothing else, provides the opportunity to communicate with peers and how important it is for children to have a community for the development of communication skills;

— to promote educationally valuable games and toys among parents;

— explain the negative impact of certain types of toys on the psyche and development of children;

— ask parents how their children play at home. Compare the results of your observations of children playing in a group and share your impressions with parents.

In my work I use a variety of methods: workshops, trainings, presentations, round tables, surveys, consultations on organizing and managing games at home, question and answer evenings.

I am convinced that working closely with colleagues and parents will lead me to achieve the goal of my work: raising an emotionally prosperous, well-rounded, happy child.

And the fact that children come to kindergarten with pleasure, not with tears, but with a smile, open the door, say hello and say: “I missed you” - I see the main result of my work. This means that the child’s life in the group is interesting and rich, a favorable atmosphere has been created, play activities are properly organized, emotional contacts “child - adult”, “child - child” have been formed.

In the future, I plan to continue working on the topic “The role of play in early preschool age”, to implement the principle of developmental learning through play (according to D.B. Elkonin), using the strategy and tactics of playful interaction between an adult and children (N. Mikhailenko, N. Korotkova “ Interaction between an adult and children in play”). I plan to summarize my experience on the topic “Game activity during the adaptation period.”

I dream of creating a model of a children's team in which all the kids will feel comfortable, learn kindness and responsiveness towards others, will communicate and grow up healthy, emotionally prosperous, kind, open, responsive, smart - the way we would like to see our own children .

Informational resources:

1. Komarova N.F. Comprehensive guidance of role-playing games in kindergarten / N.F. Komarova. - M.: Scriptorium, 2010.

2. Mikhailenko N.Ya., Korotkova N.A. Interaction between an adult and children in play // Preschool education. 1993. No. 3.

3. Mikhailenko N.Ya., Korotkova N.A. Organization of a story game in kindergarten. M.: GNOM i D, 2000.