Pedagogical guidance of play activities of preschool children. Kindergarten teachers, school teachers and educators

Pedagogical guidance of play activities for preschool children

Natalya Valentinovna Tretyakova

Pedagogical guidance of play activities for preschool children

The relevance of this topic is beyond doubt, since some educators pay little attention to play activities , being overly carried away by either passive teaching methods, or being passive observers of children's games. For learning through play to be effective, adults must not take a passive position. The advantage of the game over any other activity is that during its course the children themselves voluntarily obey certain rules, open or specified by the role. This is practically the only area where preschoolers can show their initiative and creativity. And at the same time, it is in the game that they learn to control and evaluate themselves, understand what they are doing, and act correctly.

Since the leading activity in preschool age is play , in his work with children, the leader of children's groups should place the main emphasis on play. Since the game is based on sensorimotor activity in the early period , and then more on verbal thinking and communication in older childhood, I will briefly dwell on the condition of a person’s success in effective mental and psychomotor activity .

Therefore, the game has recently received a lot of attention. The game is a school of morality, intellectual development, a school of personal and psychological qualities and the sphere of socialization of a child. In order for these aspects to be successfully resolved, it is necessary to reconsider the role of the teacher in leading gaming activities .

1. The role of the teacher in the development of children’s play activities

“Without the help of an adult, the path to developing social behavior can be long and painful, especially for children with developmental problems. In influencing children's and their relationships with each other, the teacher must take into account their individual characteristics and developmental trends. But all preschoolers , without exception, need to be encouraged to want to be independent, to develop skills that will actually ensure independence. The teacher must think about what routine processes can be put into the form of a game in order to arouse children’s interest , increase activity, and evoke positive emotions.” (S. A. Kozlova, 2001.)

Considering the fact that the entire life of preschool age is spent in play, this begs the question about the essence of the game. There are many theories on this subject, the most significant of which are the theories of Piaget, Freud, and Montessori. Piaget considers the essence of play to be that a child plays not because he wants to play, but because of his way of thinking. According to Piaget, play is a child’s way of thinking, a form of his existence. Freud has a different approach to play. For him, a game is a symbolic activity with a specific object, and a dream is symbolism in its purest form. He assumed that the game expresses the child’s connection with life, adults and everything around him in the same way, in the form of symbols, as the dreams of an adult. Freud is sure that play has two tendencies: one is the desire to be an adult, the second is a tendency to repeat, and repeat until the tension associated with playing on a given topic . That is, according to Freud, play acts as a psychotherapeutic tool that relieves traumatic stress. This is true for mentally traumatized children as a means of diagnosis and treatment. However, not only offended, traumatized children love to play. And for children's play activity it is not necessary to offend and injure children , since play is a healthy children's activity . The most successful preschool children's natural inclinations combined with management, specific materials and personal experiences.

Preschoolers play different games: role-playing, active, didactic, games with rules. Role-playing is an activity in which children take on the roles of adults and, in a generalized form, reproduce the activities of adults and the relationships between them. Games with rules. The peculiarity of these games is that they seem to accumulate all other types of games and become the dominant game form in older preschool age . In these games, the child plays out the role of an adult, with the conditions of the game gradually becoming more difficult. However, it should be noted that along with games with rules, children continue to play functional, symbolic, and role-playing games. Games with rules arise from role-playing games with imaginary situations. Their content is a rule and a task. The motive of these games is contained in the game process itself, but is already mediated by a specific task.

Outdoor games can be divided into five groups:

1. Intellectual procedural games and elementary games - exercises with objects.

2. Dramatized games based on this plot.

3. Story-based games with simple rules.

4. Games with rules without a plot.

5. Sports games and games-exercises focused on certain achievements.

These games with rules include not only outdoor games, but also didactic games. The purpose of these games is to develop the child’s cognitive activity through the child’s solving didactic problems. Depending on the material used, there are games with objects (toys, natural materials, etc., board - printed and verbal games.

According to the Federal State Educational Standard, the teacher must create in a group room and in the play area a content-rich, aesthetically attractive, transformable, multifunctional, variable, accessible and safe subject-spatial environment that provides the opportunity for communication and joint activities of children and adults , motor activity of children , as well as opportunities for privacy. Periodically update and enrich the subject-spatial environment with new toys, gaming and teaching aids, and equipment. In the daily routine, allocate time for active independent interaction of children with the subject-spatial environment. (N. E. Veraksa, 2014, p. 209)

In recent years, the role of the teacher . From a passive observational function, she moved on to tactical management of the development of games and the formation in their process of moral qualities and intellectual skills of children . It should be noted that intervention in children's play presupposes that the teacher the necessary knowledge and skills, as well as authority, respect and trust among children . Otherwise, a negative effect will occur.

Children's play activities are based on knowledge , skills and abilities acquired by children in the past. The teacher should try to see the world through the eyes of a child, understand what he knows, and in accordance with this, encourage the child to overcome his ignorance or inability through play. Adults are expected to behave in ways that help children feel knowledgeable and confident in their ability to overcome challenges. Making a game a means of education means influencing its content and teaching children ways to fully communicate. (S. A. Kozlova, 2001.)

In order for the process of awareness and cognition not to stand still, the teacher is required to :

- the ability to observe the game, analyze it, assess the level of development of gaming activity , and, in accordance with this level, plan techniques aimed at its development;

— for the further development the game the children’s impressions ;

- in order to diversify the plot of children's games, it is necessary to draw children's to various impressive aspects of children's ;

— the teacher is required to be able to organize the beginning of the game, to interest children in the plot of any game;

— the teacher must be able to create favorable conditions for the game to move to a higher level;

- establish playful relationships with children ;

- be able to teach the game in direct ways (showing, explaining, telling)

;

-use indirect methods of guiding the game (questions, advice, reminders that activate his experience, mental processes, problem situations;

- be able to get involved in the game yourself in the main or secondary roles;

- offer new roles, game situations , game actions for the further development of the game;

- an important point in resolving relationships and resolving conflicts that arise during the game should also be taken on by the teacher .

The teacher required children in the game , offering them bright game roles , to include shy , insecure, inactive children , and disabled children .

To consolidate positive aspects, for a deeper understanding and assimilation of any qualities and actions acquired during the game, an adult must teach children to discuss the game and evaluate it.

2. Pedagogical conditions for effective management of play activities of preschoolers

The word educator means “one who brings out the best in a student.” And in order to identify and develop the best in a student, you need to know how to structure the educational process so that the child perceives the necessary information and takes it into account. Game management should not be reduced to purely indirect or direct methods. It is necessary to create such optimal conditions that would contribute to achieving more effective management of children's play activities .

In a group setting, it is necessary to create a favorable emotional background (the teacher must treat all children kindly, encourage children to be sensitive to each other , and suppress hostility, aggression, and rudeness in the group). It is necessary to establish a trusting, friendly relationship between the teacher and the students (only under this condition can we talk about an effective pedagogical process ). In the process of upbringing, it is necessary to pay primary attention to the positive, and not the negative, qualities of the child (focus more attention on the positive aspects in the lives of children , voice positive manifestations of character). Respect the individuality in each child (give children the opportunity to express their selfhood, the uniqueness of their character traits; a very serious point in educational work is not to frighten off a child’s attempt to express himself somewhere, to try himself in something). Show your children that you appreciate their work, even if it's just trying (trying adds up to action)

.
Do not criticize or dampen the enthusiasm of children (criticism kills any desire, any attempt; remove criticism from the pedagogical process ). Help children cope with difficulties so that they do not oppress them (the accumulation of difficulties creates a feeling of powerlessness, which lowers the child’s self-esteem). Support children in their endeavors (the main thing is to create confidence that the child will cope with the task assigned to him, to give an incentive to complete this task).
When children feel respect, interest, love, psychological help from the teacher trust in , when they internally accept the teacher as an older comrade, an authoritative adult, in a word, “one of their own,” only then can we talk about effective leadership from this teacher.

Among other things, it is necessary to pay attention to the material equipment of play areas , which would stimulate and encourage children to play activities . The main principle is the indispensable connection of the knowledge acquired by children with the content of the gaming environment , that is, its correct organization. It is necessary to think over a reasonable combination of toys, role-playing attributes, substitute objects with the knowledge that children have already received and to introduce such attributes that would stimulate the cognitive activity of children , excite their imagination, and encourage the emergence of a play situation . Substitute items are necessary for the development of play at any age . The developing environment should act as a dynamic space, mobile and easily changeable. When designing an object environment, one must remember that a frozen object environment will not be able to fulfill its developmental function due to the fact that it ceases to stimulate the child’s imagination. (N. E. Veraksa, 2014, p. 211)

Children must be given sufficient time to engage in play activities . “An important condition for the development of play activity is not only the availability of all types of toys, but also the correct determination of the time for games in the daily routine of the child care institution.” This is the time before exercise, during a walk, after sleep, in the evening. You cannot abruptly stop children's if the time has come for another activity . If children are playing a large role-playing game, it is advisable to leave the attributes in place until the next free time to continue it.

The more a child is inferior in development to other children, the poorer his play potential . The child does not play not because he does not want to, but because he is poor in knowledge and experience. Therefore, it is necessary to pay great attention to such aspects as enriching children with knowledge about the world around them, new impressions, the formation of practical experience and the development of their individual abilities. To do this, it is necessary to pay great attention to classes to familiarize yourself with the surrounding world, where it is necessary to provide sufficient material about nature for a given age ; phenomena of social life (the work of adults - to reveal the essence of various professions)

;
family relationships. Conduct conversations to consolidate the material covered, various holidays that enrich the experience of children .
Great teachers such as A. S. Makarenko, N. K. Krupskaya, A. P. Usova argued that the game should be a form of organizing the life and activities of children in kindergarten , since games perform various functions: educational, organizing, educational. “As a form of organizing the life and activities of children, play should have its specific place in the daily routine and in the pedagogical process as a whole .” (S. A. Kozlova, 2001.)

It is unacceptable to use the time allocated for games for any other activity . Children's games must be approached very seriously, carefully monitor the progress of the game and try not to miss the opportunity for educational work during the game. Children's games are distinguished by their diversity “in their content, the degree of independence of children , forms of organization, and game material .” Depending on the type of game and its objectives, it is necessary to carefully consider the degree of participation of the teacher in it , techniques and methods for managing this game . “To manage a child’s play requires tact, the ability to determine the measure of intervention in the game, to see how children behave in play situations .” (S. A. Kozlova, 2001.)

However, you cannot completely take on the functions of a game organizer, which is acceptable in early preschool age . It is necessary to create conditions for children to be game organizers themselves, since children often wander around the group, not knowing how to organize a game on their own, without the participation of an adult. It is necessary to encourage children to be independent in playing games .

So, independent games. Of course, they cannot arise out of nowhere. For their occurrence, a lot of and painstaking work is carried out by the teacher to enrich children with knowledge , experience, and to broaden their horizons. For the successful implementation of role-playing games, it is necessary to continuously deepen children’s knowledge about the world around them and introduce them to modern events. Observation, reading, conversations about radio and television programs, stories from adults encourage an understanding of what the child sees and hears and the creation of prerequisites for the emergence of games. Of all the variety of independent games throughout preschool childhood, role-playing games are the main ones in children’s play activities . The development of role-playing games “does not occur spontaneously, but depends on the living conditions and upbringing of the child, that is, on social influences.” (S. A. Kozlova, 2001.)

We can say that the plot-role-playing game is independent in its essence, but this independence is relative, since it contains indirect pedagogical guidance . The plot-role-playing game goes through several stages of development: from the direct work of the teacher to enrich children with knowledge and experience to independent play, where this experience and knowledge is transformed by children in accordance with personal experience and their emotional relationship to the environment.

Guidance on play activities remains , but it moves away from direct methods (showing, explaining)

to indirect methods
of guiding the game , activating the child’s mental processes, his experience, problems (questions, advice, reminders, etc.)
.
Direct instructions and comments addressed to a child at play are unacceptable, as this can take him out of the state of involvement in the image or game. Previously, in younger groups, the teacher directly taught children how to play - showed how to play with a toy, explained why this toy or thing is needed, how it can be used in a game, independently composed a simple plot of the game, distributed roles, played with children, demonstrating images of roles and plots, then by older age children independently come up with a plot, distribute roles, choose game material , create a play space , bring their own vision of the situation into the game, unfold the event in accordance with their social experience. Sometimes, when children become fixated on one content, “you can use the hidden instruction method
.
(S.A. Kozlova, 2001.)
Its essence is that the teacher in a hidden , unobtrusive form offers new plots, roles, game actions through a story with a modified plot for a given game situation , or children suddenly receive a letter, the situation of which is contained you can play around, or come up with a trip, an excursion somewhere, etc.

Sometimes you can “save” the situation by taking on the role of a new character and encouraging the further development of the plot with your remarks and actions. But this approach to guiding the game is acceptable if the children accept the teacher as an older friend , if he is respected and has authority. Role-playing games should be spontaneously organized by the children themselves. As a rule, the organizer of the game becomes its leader, the distribution of roles occurs according to interests (who wants to be who, if difficulties arise, the adult offers to discuss candidates. The content of the game is transformed and enriched thanks to the individual experience of each child. Therefore, sometimes it is advisable to replace the performer of a specific role. During games, you can apply such replacement of roles as “vacation”, “moving”, “hiring”, “change of position”, “introducing a second employee”.

As practice shows, play is determined by the desire for independence, the desire to obtain the final result of one’s actions, communication with peers, and the desire to satisfy various cognitive and artistic interests. The progress of the game at an older age is greatly influenced by the formation of the children's team, the teacher's positive assessment of the relationship between children, friendship, as well as the children's mutual assessment of each other , since at this age relationships come to the fore in the game. The teacher should voice approval of such manifestations in the game as care, mutual assistance, and respectful attitude towards each other. Praise is a very strong stimulus in childhood , so any manifestation of initiative to include a new storyline in the game is a good approach to stimulating the game. As interest in the game fades, the teacher introduces complication into the game: diversifies the options, comes up with more complex rules, changes the game task , introduces a measure of encouragement, uses the method of replacing some items with others. includes new characters. includes new game activities . The attractiveness of didactic games is the opportunity to win. But for this you need to have certain knowledge, skills and abilities. However, there are children who are both active and liberated, and those who are passive, timid, and unsure of their abilities. It is these children that the teacher should pay special attention to. The teacher's guidance of the game should always be combined with an individual approach to children.

CONCLUSION

N.K. Krupskaya emphasized the polar influence of play on a child’s development, depending on the content of the activity : through play you can raise a beast, or you can raise a wonderful person needed by society. (S. A. Kozlova, 2001)

The development of a child’s body is a condition for the development of intelligence. Piaget understood intelligence as the progressive adaptation of the organism to the environment. This adaptation is an ongoing process. The instrument of intelligence is thinking. The development of thinking is determined by the development of speech. Speech is the expression of conscious thought.

The body interacts with reality. And when a person grows, the body develops and interacts with the environment. Through this interaction, social relationships develop. Social relationships are the foundation in the development of thinking, intelligence and speech. Words and activities contribute to the development of thinking.

Any activity of children in a preschool institution takes place under

Under the supervision and direct guidance of a teacher , a deep and complex process of transformation and assimilation of life impressions occurs in games, the basic concepts of human relationships are formed, the personal qualities of children , the children's team unites, and the adaptability of children in interpersonal relationships increases. Therefore, the role of the teacher in implementing these processes is enormous.

BIBLIOGRAPHICAL LIST

1. Veraksy N. E., Komarova T. S., Vasilyeva M. A., From birth to school. - M.: Mosaika-Sintez, 2014.

2. Barkan I. Daily routine and activities in kindergarten. M. 2007;

3. Zaporozhets A.V., Neverovich Ya.Z., Kosheleva A. D., Emotional development of a preschooler : A manual for kindergarten teachers. garden /A. V.Z - M.: Education, 1985

4. Zebzeeva V. A. Organization of regime processes in preschool educational institutions. — M.: Sphere shopping

, 2007.

5. Kozlova S. A., Kulikova T. A. Preschool pedagogy . - M.: Academy, 2009.

6. Kozlova S. A., Kulikova T. A., Preschool pedagogy . – M.: publishing house

, 2001.

7. Mukhina V. S. Developmental psychology : phenomenology of development, childhood, adolescence - 5th ed., stereotype. – M.: Publishing House

, 2000

8. Podlasy I.P., Pedagogy : 100 questions – 100 answers. – M.: Vladospress Publishing House, 2006.

MAGAZINE Preschooler.RF

Guiding children's play activities

The children's play activities are supervised by the teacher. The effectiveness of his leadership depends on taking into account the number and age of children, their individual characteristics, interests, behavior of the participants in the game and the type of game itself. In addition, the teacher must have communication skills. Working with children, doing even the most difficult work, he must maintain a good mood. In order for the game to serve as an emotional means of physically educating children, the teacher must conduct it with joy and pleasure.

First you need to get the children together for the game. To do this, you can use a variety of techniques.

This can be a conditioned signal (clap your hands, whistle, pipe).
In early preschool age, you can interest children with a toy, a bright attribute, or a mask for games.
You can start the game with several children, and the rest join later.
You can instruct the child, call other children, or use a little counting rhyme: “Come on, come on, kids, run quickly out of the yard, it’s time to start the game .

In order to arouse children's interest in the game, the teacher can ask children questions about the characters in the game, using riddles, poems, fairy tales, legends, and tales about them.

Next is the goal of the game task; This includes an explanation of the game, an introduction to the plot and course of the game, an explanation of the rules and their repetition, and showing the teachers certain motor actions. The explanation of the game should be clear, specific and intelligible. Long-term explanations and teaching tire children. This leads to them losing interest in the game.

The next stage is the distribution of roles between the players, the appointment of assistants, if these are games - competitions. Assigning a child to the role of leader is an important technique for increasing his activity. Each age group has its own characteristics.

In the younger group, you cannot choose a child to play the role of leader at will. At this age, children cannot yet objectively assess their capabilities. Therefore, the teacher first plays the role of leader himself, and from the second half of the year in the second junior group he assigns children to the role of leader. In the middle group, the teacher can already assign children to the role of leader.

In elementary and middle preschool age, if the game is new, and even with an element of catching, then the child plays the role of the leader twice in a row. The first time he tries, and the second time he plays. If the game is played three times, then the first child is the leader twice, and the second is the leader once. When choosing a child to play the role of leader, one must take into account whether the child chooses the rules of the game fairly. Children sometimes present themselves to the leader, so that next time he will be caught. The teacher must treat all children with respect, know their personal qualities and appoint not only the fastest and most active children to the role of leaders. A child who tries very hard, but at the same time is slow, must also be chosen for the role of leader, so that the child can try himself in this role.

The teacher must know each child, his capabilities, physical qualities, temperament and motor experience. When assigning a leader to the role, you need to clearly think through the differentiation of tasks, taking into account the individual capabilities of the child.

Even if the child has not identified any opportunities in the game, all the same, for his own self-affirmation, he must be assigned the main role in the game. This helps the child find his place among his peers and feel more confident. The teacher must remember that even the distribution of roles in the game has great educational significance, and treat it with respect, be fair and tolerant towards all children.

What techniques should a teacher use when choosing presenters? A technique such as the “arrow” enhances the game moment. Children like it when the teacher, with his eyes closed and his arm outstretched, like an arrow, draws along the line. Then he stops at someone - that child will be the leader.

At the end of the middle group and in senior preschool age, children can choose to play the role of leader on their own. To do this, they will need this little counting rhyme:

We are preschool children, we love to run and play. Well, try to catch up with us: - One, two, three - you will catch us!

You can use counting rhymes from rhythmic works of art, for example: “Our Tanya” by A. Barto, “Moidodyr” by K. Chukovsky.

You can use lots to distribute children into teams. Children take turns pulling chestnuts or acorns from the box. Pre-prepared pieces of paper or sticks of different sizes are used. An interesting technique for children would be the command: “Pay off on the first, pay off on the second ,” where 2 teams are formed by rearranging. Another technique is to hold a competition with formation of units: “Whose unit will assemble faster?” When assigning children to teams for games, it should be borne in mind that there are competitions in which it is important to assemble teams so that they are equal.

Kritskaya Natalya Grigorievna, physical education instructor, Armyansk, Republic of Crimea

Next >

Preparing a teacher to lead creative games of preschoolers.

The article analyzes the problem of preparing a teacher to guide the independent activities of children, in particular, one of the types of creative games - dramatization games; the pedagogical conditions for preparing teachers to guide the play activities of preschoolers are revealed, and the possibilities of musical play-dramatization are explored. The causes of difficulties encountered by preschool teachers and ways to eliminate them at the stage of studying at a university have been studied. Methods are given for teaching students how to interact with children in games during classes on the course “Development of play activities in kindergarten.”

The problem of pedagogical guidance of the play activities of preschool children is relevant in connection with the significant role that this activity plays in the life of every child, the potential that it contains and, of course, in connection with the negative trends and realities that we have in kindergarten practice, namely: the loss of teachers’ skills in playing together with a child and the ability to create conditions for independent children’s activities. There is a contradiction between the low demand for games as such in the educational process of a preschool educational organization (PEO), on the one hand, and the proven significant role of games in the development of a child’s personality, on the other.

Play in a modern kindergarten, according to scientists (E.E. Kravtsova, N.Ya. Mikhailenko, N.A. Korotkova, E.O. Smirnova, etc.), is being replaced by other types of activities, the most important from the point of view of practicing teachers (rehearsals, preparation for school, etc.). In the works of V.S. Sobkin examined the professional positions of educators in relation to children of early and preschool age, regarding the responsibilities of a teacher, the style of relationships, and methods of controlling the child’s behavior. It was found that a teacher working with young children is more focused on the child’s adaptation to living conditions in the children’s community; the main form of organizing his activities is play. The older the child, the more attention the teacher pays to educational tasks related to speech development, learning to read and write, and counting; the game remains as a form of organizing children's activities, but is not the main one. When interacting with children in the preparatory group, the teacher’s concern for preparing children for school comes to the fore [9, p. 55].

The educational process in preschool educational institutions is scheduled in such a way that children do not have time for free activities; in conditions of “full employment” (clubs, projects), children do not have time to play. But the gameplay itself can sometimes be viewed as detrimental to children’s development.

The trend towards an increase in the number of games with monster toys worries modern scientists, teachers and parents; special studies are appearing related to the psychological and pedagogical examination of gaming equipment, in particular, studies by E.O. Smirnova and her collaborators on children’s games with Monster High dolls, in which the scientist draws conclusions about the erosion of moral and aesthetic ideals and norms in the process of a child’s interaction with such a toy, and also raises the question of the need to specifically form the image of a person and his qualities (internal and external beauty , social roles played by him, kindness, etc.) in the process of playing and communicating with children [8, p. 43].

Meanwhile, in theory, scientific approaches to the development of a child in the bosom of specific children's activities (play, communication, work, cognitive, artistic and aesthetic) have been developed, and play occupies a central place among them. It is recognized as the leading activity in a child’s life, shapes his view of the environment, has a beneficial socializing influence, and awakens creative activity; Science has developed forms and methods of accompanying and supporting children’s play activities, and comprehensive guidance of preschool children’s games [1; 5; 7]. It is amateur forms of play that have a positive impact; in such a game, the child acts as a subject of his own activity, he reveals his capabilities as a creator and creator, but, at the same time, acts in the game for its own sake - the goal of the game is not to reflect the world, but the desire to play, reflecting the world; this is how the “element of life” is naturally woven into the game (M.M. Rubinstein). Play as a creative activity, on the one hand, provides scope for ideas and development of plots; on the other hand, the child’s behavior in it is constrained by the rules dictated by the role itself. D.B. Elkonin points out that the child’s conscious attitude to the role reflects the depth of mastery of the surrounding life, and role behavior becomes the core of the role [10, p. 287]. Role is one of the central structural components of creative games. To enter a role means to be able to take the position of the Other with the help of an imaginary situation, which is quite accessible to a preschool child.

It is known that the greatest developmental value for preschoolers is a role-playing game in which the plot action takes place “here and now.” An adult, when supervising the play activities of children, can be in three positions in relation to the playing child: as an observer, partner or adviser. The main role of the teacher in relation to children's play is that of an observer. The game takes place in the natural conditions of a preschool group, and the teacher can, through observation, assess the level of its development (the child’s setting of game tasks, entering into a role, using substitute objects, etc.). In the role of a partner, the teacher is in a position “on equal terms”, which implies the active participation of both co-players in the game, the transfer of initiative from one to the other. An adult acts as an adviser when a child turns to him for help. It happens that the game comes to a dead end, and the children cannot continue it, then an adult can advise what to do or directly intervene, connect to the children's game.

We can observe that in the practice of preschool educational institutions, not only role-playing games are not used fully by teachers, but also other types of games are not sufficiently introduced into the pedagogical process and do not exist as independent games. It is not often possible to see children independently playing theatrical (or didactic) games, and using not only well-known ready-made plots (fairy tales, stories, films), but also those specially composed during the interaction; how children come up with rules, change them, create a new game scenario. Meanwhile, the developmental potential of such games manifests itself only if they are done on their own.

Creative games look quite organized in kindergarten practice, especially theatrical ones, in which the teacher is the initiator of all actions (distributing the text of the plot; teaching what movements to accompany each moment of the dialogue, etc.). If a teacher, when working with children, only reaches the stage of learning a ready-made plot and working it out and stops there, then true creativity does not occur; It becomes clear that adults see the purpose of theatrical play (dramatization) as staging a performance, using one but “true” method for this - rehearsal. This reduces the creative possibilities of play and the children themselves. As a rule, difficulties in providing targeted pedagogical guidance to children's creative games lie in the teacher's lack of competence in the field of psychology and pedagogy of children's games, as well as due to inexperience. When using theatrical games, the teacher needs to show children their expressive, artistic beginnings. This type of game engages the child’s emotional sphere and reveals his aesthetic and artistic qualities. The teacher, using a variety of expressive means (music, visual arts, plastic movements), immerses the child in an artistic image. However, not every teacher succeeds in this.

It is necessary to train a teacher in playful communication with children at the stage of receiving education at a higher educational institution. At the student's bench, the student gets acquainted with the variety of children's games and studies the theory of raising children through play. If full-time students in the learning process encounter the problem of children's play for the first time as future teachers, then part-time students already have some experience in managing children's games.

However, in educational activities, most of the practicing correspondence students encounter a number of difficulties (how to involve a child in the game; what he can reflect in it; how to track the degree of progress of the child in the game, etc.). The task of the university is to equip the teacher with ways of interacting with children in play, to highlight the conditions for the teacher’s readiness to lead play activities, which, in our opinion, have not been sufficiently developed in science. For this purpose, we conducted a study. We included the following as key tasks:

determine the level of teachers’ mastery of skills in organizing children’s games;
show the preferential methods of pedagogical guidance of children's creative games;
to identify the potential of musical games in the aesthetic education of preschool children, the formation of their musical and creative abilities;
give informed recommendations to teachers in the field of guiding children’s play activities.

Pedagogical education" at the pedagogical faculty of the State University of State University (profile "Preschool education"), working in kindergartens as a teacher, with whom we conducted a survey, gave diagnostic tasks, and provided subsequent training.

At the diagnostic stage, we found that 90% of the answers indicate some awareness of teachers in the field of various games, and 70% of educators are confident in their own competence, and at the same time they say that they do not have enough time for a full game. We believe that such answers indicate the teacher’s inability to plan play during the day and provide a place and time for play. In 8% of responses, teachers indicate that information on the game is not available to them; 2% contain formal answers.

Among the reasons that impede the implementation of role-playing games in leisure time are: underestimation by the management of the kindergarten (heads, methodologists) of the distribution of free time during the day in favor of children’s independent games, lack of space and equipment for play. In the course of interacting with students in classes on the course of the academic discipline “Development of play activity of preschoolers,” we used methods and techniques of play-based learning that made it possible to significantly diversify the activities of students, instill in them knowledge from the field of psychology and pedagogy of play and the ability to organize children’s games; equip with ways to attract preschoolers and include teachers themselves in the game. At the same time, we noted that the teacher, when working with children, builds his own individual style of interaction, the style of his own activities. An individual style of activity is defined by a number of scientists as “an interconnected set of individual characteristics of the methods and nature of carrying out a certain activity, ... acting as a dynamic stereotype”; a person, scientists believe, is one way or another aware of his individual characteristics, and can organize his own activities in accordance with them [6, p. eleven]. We were able to observe how the teacher gets involved in activities, interacts with children, and understands his individual style in working with them.

We used one type of creative game - a musical dramatization game, in which music serves as “research material”. L.V. Goryunova believes that music tells a lot; the listener’s task is to follow the musical thought and the alternation of images in order to understand it [2, p. 35]. We used the technique of “following the thread of a musical story” so that students could find a game plot in the musical content. In our understanding, the musical dramatization game is one of the varieties of the traditional dramatization game, based on the integration of various types of children's artistic and creative activities and the intonation-role-playing embodiment of the artistic and playful image by means of various types of art, among which music acts as the core [3, p. . 103]. We used musical dramatization games in student productions at test events (the course “Festive Culture in Kindergarten”), introduced them into children’s parties during student practice, and used them as homework in practical classes. As the most effective forms, various game-situations were introduced as special circumstances into which the teacher should immerse the child; events that contribute to the creation of a certain atmosphere of interaction, stimulate the creative manifestations of children [4, p. 6 6]. As a result, we were convinced that the musical dramatization game is an effective form and, at the same time, a method for teaching future teachers how to interact with children through play, since it:

has a pronounced artistic origin;
contains opportunities to awaken various types of creativity by stimulating the imagination;
being a collective game, it unites participants in a common ideological plan and emotional impulse;
is a multifunctional tool that promotes the effective development of mental functions and needs in artistic and play activities.

Pedagogical conditions for the teacher’s readiness to guide children’s creative games were identified: the basis is the general cultural competence of the teacher, theoretical preparedness in the field of children’s play activities, artistry and mastery of methods of play communication with the child. As a result, we saw that teachers, in the course of teaching practice, began to interact more competently with children in play, mastered the basic methods and techniques of play communication, showed their artistic and creative qualities, and skillfully planned play activities during the day.

Game as a leading activity in the social and personal development of preschool children

Literature: 1. Vasilyeva O.K. Pedagogical support for role-playing games for children: a manual for teachers of preschool educational institutions with Belarusian and Russian languages of instruction. Mozyr: Assistance, 2013.152 p. 2. Goryunova L.V., Shkolyar L.V. Development of artistic and imaginative thinking of children in music lessons // Music at school. 1991. No. 1. P. 30-38. 3. Gubanova N.F. Formation of creative activity of preschoolers in the process of play-dramatization: monograph. Kolomna: GSGU, 2016. 221 p. 4. Gubanova N.F., Gubanov M.V. Sociocultural development of a child’s personality: monograph. Kolomna: GSGU, 2022. 220 p. 5. Komarova N.F. Comprehensive guidance for role-playing games in kindergarten. M.: Publishing house "Scriptorium 2003", 2010. 160 p. 6. Kryazheva E.V., Vinogradskaya M.Yu. Features of the individual style of professional activity of teachers // Advances in modern science and education. 2016. No. 10. Volume 4. P. 7 – 12. 7. Mikhailenko N.Ya. How to play with a child. M.: Linka-Press, 2015.176 p. 8. Smirnova E.O., I.A. Orlova, M.V. Sokolova, S.Yu. Smirnova. What children see and don’t see in Monster High dolls // Modern preschool education. Theory and practice. 2016. No. 2 (64). P. 34 – 43. 9. Sobkin V.S. On the issue of the professional position of the teacher // Modern preschool education. Theory and practice. 2016. No. 7 (69). P. 46 – 55. 10. Elkonin D.B. Psychology of the game. M.: Humanitarian Center Vlados, 1999. 360 p. 236

Author: Gubanova Natalya Fedorovna, State Educational Institution of Higher Education of the Moscow Region "State Social and Humanitarian University", Department of Primary and Preschool Education Russia, Kolomna

Photos: Pexels

Tags: Gubanova N.F. Development of young children Role-playing games

Hover your mouse over the image to stop the presentation or move it aside to continue

1/7

Slide 2

“What is a child's game?”

Play is an activity that gives a child pleasure and is characterized by emotional upsurge. But in modern kindergarten this does not always happen. Children often play because they “need” to play now, but, unfortunately, they are not happy about it. And if there is no joy, then there is no game itself.

A game is an activity that takes place on two levels. On the one hand, the game takes place in a conditional situation and contains a number of conditional elements. The child says “as if” and finds himself in a completely different world - a magical forest, a space rocket, a television studio... The mystery of the game is that the child believes that he is in the magical world of the game, and, at the same time, understands that he is “here and now”.

A game is a symbolic activity, since real objects in it are replaced by symbols - objects or actions that replace real ones. In play, your favorite doll turns into either a cheerful or a capricious child. According to many scientists, the ability to use symbols in one’s activities is one of the universal human abilities, and its development occurs in the game.

Play is an activity in which a child recreates other types of human activity. Taking on real social roles, the child masters a complex system of human relationships through play. If appropriate play practice is not accumulated in preschool childhood, the child's social development may be complicated.

Play is a voluntary activity and carries with it a sense of freedom. Perhaps for preschoolers this is the only activity in which he enjoys freedom and can choose what to play, with whom to play, how long to play, what toys to take. But, unfortunately, adults are increasingly encroaching on a child’s freedom in play. Teachers are confident that they know better what, how and when children should play.

In addition, there is experimental data on the development in the game of voluntary control of behavior, initial forms of intentional memorization, activity, and organization. It is also generally accepted that the game develops knowledge about the phenomena of social life, the actions and relationships of adults, etc.

Slide 3

So, we all know how important play is for preschool children, we are all aware of the fact that the development of children in preschool is ineffective outside of play.

And yet, we are forced to admit that play is “moving away” from kindergarten; children practically do not play. And there are several reasons for this.

Children have few impressions, emotions, holidays, without which the development of play is impossible. Children receive most of their impressions from television programs, the quality of which, unfortunately, leaves much to be desired.

A game is a reflection of the life of adults: while playing, a child imitates them, models various sociocultural situations and relationships. But, perhaps, for the first time in many years, educators in large cities, in particular Moscow, are faced with the fact that children do not know what their parents are doing. Mysterious abbreviations appear in the “Information about parents” column, and in the “position” column - realtors, managers, dealers, agents, referents, etc. Parents cannot clearly explain to their child what they are doing. Only the activities of adults that are directly observed in life remain. But there are very few of them.

The professions of salesman, postman, tailor and cutter have left children's direct observation. Meanwhile, the conditions for the day of these games are created; in many kindergartens there are artificially created play areas. But the attributes for these games gather dust on the shelves, not arousing much interest among children,

Also, one of the good reasons for the departure of the game from preschool educational institutions is our desire to “please” parents, as a result of which teachers do nothing but “work” with children, trying to tell them as much information as possible. There is practically no time left to play. In this case, such a common phrase as “social order” is used.

In fact, this notorious social order is used by many as an excuse, dictated by the reluctance and inability to organize children's play.

Meanwhile, there is time to play preschool educational institutions. It is included in any comprehensive preschool education program. Having analyzed the programs and the daily routines proposed in them, as well as the instructional and methodological letter “On Hygienic Requirements...” and the new Sanitary Regulations and Regulations, we came to the conclusion that in the daily routine of children in kindergarten, time is allocated for play. Children of different age groups are given from 3 hours 15 minutes to 3 hours 30 minutes to play during the day. The main goal of teachers is to use this time correctly, encouraging children to play independently, participating in them and helping children learn new ways of playing.

Slide 4

Currently, there are three main methods of guiding children's play.

The first method of guiding children's story games was developed by Deborah Vladimirovna Mendzheritskaya. In her opinion, the main way a teacher influences children’s play and raising children in play is by influencing its content, i.e. on the choice of theme, plot development, distribution of roles and the implementation of game images. And in order to show children new playing techniques or enrich the content of an already started game, the teacher must enter the game, taking on one of the roles, as a partner.

The second method - the method of forming a game as an activity - belongs to Nineli Yakovlevna Mikhailenko and Nadezhda Aleksandrovna. Korotkova. It is based on the implementation of three basic principles.

The first principle of organizing a story game in kindergarten: in order for children to master gaming skills, the teacher must play with them. An important point that determines how children are “drawn into the game” is the very nature of the adult’s behavior. This should be the position of a “playing partner” with whom the child would feel free and equal in the opportunity to enter and exit the game.

The second principle: the teacher should play with children throughout preschool childhood, but at each age stage, develop the game in a special way, so that the children immediately “discover” and assimilate a new, more complex way of constructing it.

The third principle: starting from an early age and further at each stage of preschool childhood, when developing gaming skills, it is necessary to simultaneously orient children both to the implementation of a gaming action and to explaining its meaning to partners - an adult or a peer.

The principles of organizing a story game formulated above are aimed at developing children’s gaming abilities and skills that will allow them to develop independent play (individual and joint) in accordance with their own desires and interests.

The third method of organizing an independent plot game is called the method of comprehensive guidance. It was proposed by Elena Vladimirovna Zvorygina and Svetlana Leonidovna. Novoselova.

Currently, in the practice of preschool institutions, this method is often used in the presence and interrelation of the following pedagogical conditions: active activity of children aimed at familiarizing themselves with the environment; educational games; timely change of the subject-game environment; activating communication between the teacher and children during the game itself.

Slide 5

Systematic enrichment of children's experience. In everyday life, in class, on a walk, while reading books, watching TV programs, the child learns the purpose of objects, the meaning of people’s actions, the essence of their relationships, and his first emotional and moral assessments are formed. All this can serve as a source for the emergence of the game’s concept and the constant enrichment of its content.

To translate real experience into a game, conditional plan, for children to learn ways to reproduce reality in a game, educational games (didactic, theatrical, etc.) are used. They must contain elements of novelty, introduce children into a conditional situation, and emotionally involve them in the process of acquiring knowledge.

Timely changes in the play environment, selection of toys and play material that help to consolidate in the child’s memory recent impressions received while getting to know the environment, as well as in educational games, aim preschoolers at independent, creative solving of play problems, and encourage different ways of reproducing reality in play. The object-game environment needs to be changed taking into account the practical and play experience of children. It is important not only to expand the theme of toys, but also to select them according to the principle of varying degrees of generalization of the image.

To consolidate the activity experience acquired by children in independent initiative play, it is necessary for them to communicate with an adult during the game process. Communication should be aimed at developing progressive (for each age period) ways of solving game problems. To do this, the teacher organizes the activities of preschoolers in increasingly complex problem game situations, taking into account their specific practical experience, as well as the game environment.

All components of comprehensive guidance in the development of play are interconnected and equally important when working with children of different ages. The level of game development achieved as a result of such guidance at this age stage allows the teacher to go further, taking into account the new capabilities of his students.

Slide 6

Kindergarten teachers have a stable term “game management”. Let's think about how legitimate it is? Play is by its nature a free activity, and its developmental effect becomes maximum when it becomes an independent child activity. It turns out that the nature of children's play comes into conflict with the approach that has developed in history and practice - “leading the game.”

A transition from a pedagogical support strategy helps resolve this contradiction.

The peculiarity of pedagogical support for children’s play activities is that when interacting with children, the teacher flexibly changes his position depending on the degree to which the children demonstrate independence and creativity, and actively cooperates with them.

Accompanying interaction helps the child actualize the gaming experience as a result of playing together with the teacher, and apply it in various situations that arise outside the boundaries of the gaming activity specially organized by the teacher.

Accompanying game interaction has certain difficulties.

Teachers are accustomed to the fact that children need to be purposefully educated and developed all the time. But when playing with children and taking the position of a partner, it is impossible to specifically develop and educate. As soon as the “element of education” appears, the position of the teacher immediately ceases to be a partnership and immediately becomes “educating” or, what is even worse for children, “teaching”. The naturalness of the game is immediately disrupted. Consequently, the teacher needs to develop the ability to be a player, a child’s play partner. This quality is called the play position of the educator.

The teacher’s play position is based on the general principles of the game (self-worth, non-utilitarianism, voluntariness, gaming equality, etc.) and involves mastering the in-game language expressed in gesture, facial expressions, and plasticity. The teacher’s playing position includes:

The teacher’s pronounced interest in children’s games;

Reflection as the ability to see a real situation from the outside and identify game opportunities in it;

Infantilization as the ability to establish a trusting relationship with others;

Empathy as the ability to feel the game states of other people;

Creativity as the ability to find non-standard ways to achieve a goal.

The formed play position of the teacher ensures his inclusion in children's play and allows him to have a positive influence on its development.

The playful position of the teacher is one of the surest paths to achieve closeness with preschoolers, penetration into their inner world.

Having mastered the play position, it is easier for the educator to use the game and its rich opportunities for the development of their students and their relationships.

The play position requires the teacher to have a certain degree of infantilization - the ability to temporarily turn into a child, to act according to the laws by which playing children live and act.

In kindergarten practice, it is sometimes possible to observe when the teacher ignores the child’s initiative and his creative imagination. He “dictates” the game, tactlessly interferes, and suggests the content to the child. Such a teacher intrusively places a toy or materials on him and thereby destroys the child’s creative initiative and independence.

But the opposite phenomenon is also observed. “They play freely,” declares the teacher and remains on the sidelines, does not contribute to the rich development and organization of the game, but directs, does not lead, and does not even monitor the game. In practice, it turns out that elements of the most brutal suppression of children’s initiative are combined with no less harmful elements of “free upbringing.”

In preschool practice, there are also various examples of suppressing children’s initiative under the guise of “stimulated play”, “dictation play”: a ban on touching a toy until the teacher allows it, mechanical distribution of toys among children, etc. Such a leadership system breeds disorganizers and children dissatisfied, and on the other hand, passive, lacking initiative.

One of the most important tasks of communist education and the primary responsibility of a teacher is the education of a creative, active personality. The teacher must remember that 90% of the so-called difficult children are created by us ourselves through our inept pedagogy.

Basic things - respect for the child, attention to his needs. It is necessary to help the child realize his thoughts and feelings in action: in play, in creating an image in fine art, in design. After all, unrealized thoughts and feelings remain in the child as dead capital, not processed, half-thought out, unfelt. This is a very serious moment in the education of a child’s social personality. If a child does not learn to realize his thoughts, interests, and intentions in a specific action, he will subsequently not be able to become an active, useful member of society.

The lack of children's initiative and activity, as well as the lack of a variety of materials and toys for children's creative activities, make the child's life boring and lacking in substance. This leads to passivity, inhibits the child’s development, and makes him “difficult to educate.”

It often happens like this: there are no materials, there are no toys, there is nothing to do, or there are toys, but the teacher does not give the opportunity to use them creatively, and so the child begins to figure out where to put his energy: he becomes overly mobile, noisy, nervous, causes trouble for the children and adults.