Methodological development “Formation of prerequisites for play activities of young children.”

Methodological development “Formation of prerequisites for play activities of young children.”

Municipal Budgetary Preschool Educational Institution "Zvezdochka" No. 5

Experience on the topic:

“Formation of prerequisites for play activities of young children.”

Prepared by: Klavdiya Viktorovna Koneger

Teacher of the first
qualification category
in Okha

2020

Content

Introduction 3

Chapter I Theoretical foundations for the development of play activity in young children. 4

1. The concept and essence of gaming activity.
2. Psychological and pedagogical features of play activity of young children.
3. Stages of development of play activity in young children.

Chapter II. Stages of formation of play activity of young children.

1. Characteristics of pedagogical conditions for play activities of young children.
2. Analysis of the results of work on the development of play activities in young children.

Conclusion

Bibliography

Introduction.

The game occupies a leading position in preschool education. Play activity creates a zone of proximal development and itself acts as a source of development. It is determined not by the amount of time the child devotes to it, but by the fact that it satisfies his basic needs. In gaming activities, other types of activities originate and develop. Play contributes to the greatest extent to the mental and mental development of a child.

Early age is a very important period in a child’s life, primarily because in the process of everyday communication with adults, he must gradually master a variety of actions with objects. Play becomes the leading activity in the preschool period of childhood. This is perhaps the most serious activity for preschoolers, in which the child learns a lot.

I.
_ Theoretical foundations for the development of play activity in young children.

1. The concept and essence of gaming activity.

Let's consider the concept of “game”. This is the leading activity of a preschooler, determining his further mental development, primarily because play is characterized by an imaginary situation and it is “a source of development and creates a zone of proximal development” (L.S. Vygotsky). Thanks to play, the child learns to think about real things and real actions. We can say that a game is a method of understanding reality.

The essence of play as one of the types of activity is that children reflect in it various aspects of life, features of relationships between adults, and clarify their knowledge about the surrounding reality.

The influence of play activities on the development of a child’s personality is especially clearly revealed when carefully studying and using hidden play mechanisms. During the game, children have three types of goals. The first goal is the most general - enjoyment, pleasure from the game. It can be expressed in two words: “I want to play!” The second goal is the actual game task, i.e. a task associated with following the rules, playing out a plot, a role. It exists in the form of a “must” requirement: “You have to play this way, not another way!” The third goal is directly related to the process of completing a game task, which essentially constitutes creativity and at the same time puts forward the third postulate - “I can!” With the help of this three-step motivation “I want! - necessary! - Can!" play becomes a means of translating the demands placed on the child by adults into the demands that the child makes on himself.

At an early age, the child begins to distinguish between the objective actions that the baby performs while caring for him and the objective actions that make up the content of his introductory play with toys. Play, like other forms of contact between a child and others that ensure the accumulation of his life experience, does not develop spontaneously, but as a result of the purposeful activity of an adult.

By one year, the child’s independent activity with objects and toys begins to take place primarily in the form of display play. Individual subject-specific operations move to the rank of actions aimed at identifying the specific properties of an object and achieving a certain effect with the help of this object. For example, if an eight-month-old child takes a doll in his hands, looks into its face, examines its clothes and hair, that is, gets acquainted with it as an object, then a one-year-old child already hugs the doll to himself, rocks it, imitating the actions of an adult.

1. Psychological and pedagogical features of play activity of young children.

Domestic psychologists: L.S. Vygotsky, O.V. Zaporozhets, D.B. Elkonin, O.M. Leontyev, S.L. Rubinstein in their research emphasizes that in order to fully develop and educate a child, it is advisable to use those means, forms and methods of pedagogical influence that are adequate for his age; they must be organically combined with special, specific activities that are characteristic of a given age period.

Play is a leading activity defined as an activity, with the development of which major changes occur in the child’s psyche and within which mental processes develop that prepare the child for a new, higher stage of his development. It creates a positive emotional background against which all mental processes occur most actively.

A feature of the game in an imaginary situation is the children’s emotional involvement with the events being depicted: “a girl worries if the cutlets burn,” “a boy carefully takes a sick doll to the hospital.” Play is always associated with the development and education of children’s feelings. The child truly experiences what he displays in the game, and he can think about what he previously emotionally perceived in life. The game is based on real life and develops in unity with the needs of the child. In the child’s play, the actions of adults and those events in life that interested him are realized.

Play in young children is a multifaceted process. The difficulty lies in the fact that the psychological mechanisms necessary for the game, mental processes, are in their infancy. The game improves the child’s speech, imagination, and visual-figurative thinking, which is why it is so important to create conditions for its systematic, consistent development. Inattention to play on the part of an adult leads to the fact that the moment of natural pedagogical influence on the formation of play activity is missed. Independent activity is devoid of playful forms, is significantly impoverished and does not contribute to the harmonious development of the child. As a result, at a later stage the baby has to be taught to play, and this requires a lot of effort and often turns out to be ineffective and similar to training.

The teacher should also keep in mind that children of the third or fourth year of life, due to their psychophysiological characteristics, are not yet capable of long-term concentration; they are characterized by a constant desire for physical activity. Therefore, frequent movement of children around the group room, changing their activities while briefly concentrating on a story-based game is a normal picture during the period of independent activity.

Early childhood consists of two stages - infancy (from birth to one year) and early childhood (from one to three years).

In infancy, there is complete dependence on an adult, who provides adequate feeding and sufficient hygienic care. Emotional, direct communication is the leading TYPE of activity at this age. The tasks of an adult are to create all conditions for the normal psychophysical development of children.

After a year, the leading activity is subject-based, where methods of action with objects are mastered. In the studies of N.M. Shchelovanova, N.L. Figurin, N.M. Aksarina, D.A. Fonarev, O.L. Pechora, S.L. Novoselova, L.P. Pavlova, E.G. Pilyugina, G.G. Filippova and other psychological and pedagogical features are considered from the point of view of the importance of communication between a child and an adult in objective activities. At an early age, a differentiation occurs between object-based practical and play activities with objects. Process play develops as an independent type of child activity.

Distinctive features of early age are:

- the rate of growth and physical development of the child is slightly reduced compared to infancy;

— the sensory and motor zones of the cerebral cortex are intensively maturing, the relationship between physical and neuropsychic development is more clearly manifested;

— the mobility of nervous processes increases, their balance improves;

- the period of active wakefulness increases (up to 4 - 4.5 hours);

- the body adapts better to environmental conditions; masters basic vital movements (walking, running, brushing, handling objects);

— masters basic hygiene and self-care skills;

- is actively interested in the world around him, asks questions, experiments a lot and actively, observes; the foundations are laid visually -

figurative and symbolic thinking.

— masters the native language, uses basic grammatical categories and a vocabulary of colloquial speech.

- shows interest in another person, has confidence in him, strives to communicate and interact with adults and peers;

- realizes his gender (“I am a boy”, “I am a girl”);

- the child experiences an increased need for emotional contacts with adults, clearly expresses his feelings;

— a fundamental characteristic of a 3-year-old child appears (“I myself,” “I can”), which is expressed in independence and initiative;

Children develop a desire to achieve a result, a product of their activity.

The end of this period is marked by a crisis of 3 years, in which the child’s increased independence and purposefulness of his actions are striking.

1. Stages of development of play activity in young children.

Let us consider the main stages of development of the structure of play action at an early age. This is characterized by a transition from an action uniquely determined by an object, through the diverse use of an object, to actions that reflect the logic of real life relationships.

The adult takes control of the development of the game plot - he prompts the action, offers a toy to the child when his game is a series of elementary, unrelated actions (1.5 years). This technique also turns out to be effective - the adult offers a new toy that is associated with the child’s action, but prompts a new action, without saying anything. So, when a child “bathes” a doll, an adult places a towel nearby and the child wipes the doll. Then the adult takes the child to a game consisting of 2-3 actions related in content. He picks up the independent play started by the child and, without destroying it, complicates the plot. At first, you need to give children a ready-made plot - simple in structure and accessible in theme; creating the game environment, first completely, then partially. For example, children under 1 year 6 months are offered the plot “A bear and a doll are having lunch”: a doll and a bear are sitting at the table, cups and plates are arranged. The girl took a spoon and began to feed the doll, and then the bear. The adult praises her. An effective way to unfold the plot is through a sample game offered to adults. Involve the child in the game as if by chance, in passing: “Help me tie a napkin” or “Hold the bear, I’ll give him another chair.” Children's stories, fairy tales, poems, songs, and jokes offer great opportunities for creating game plots.

Thus, the main thing in the development of a young child’s play is the development of the plot as the child masters the properties of objects and the variety of actions with them. An adult should set the direction for the development of a story-based game.

M.V. Leikina gives outdoor games a central place in working with preschool children. She emphasizes the advisability of using imitation games in younger groups, more complex games with rules and a heavy load in the middle group, and games of a competitive nature in the older group.

Mastery of actions with objects in preschool childhood continues. A child of this age is already familiar with the use of basic household items - clothing, dishes, furniture, etc., but the technique of using them is still quite imperfect. The same applies to the use of a spatula, scoop, pencil, brush, i.e. the simplest tools. The improvement of the technical form of actions with objects continues: the child learns to fasten buttons, tie shoelaces, dig, and use a pencil correctly. Such actions are learned more successfully if they are included in activities that attract the preschooler. He is much more willing to fasten the buttons on a doll's dress than on his own, learns to hold a pencil while drawing, etc. Actions with simple, familiar objects cease to be of interest. Now the baby is attracted to complex, unfamiliar objects and actions with them. He tries to understand their structure and purpose: he asks adults questions, and if possible, resorts to independent “experimentation.” Sometimes it ends tragically: the doll’s eyes are gouged out, the winding machine breaks down, but in general this is an indicator of the child’s growing curiosity, his interest in the things around him. Thus, objective activity, changing, gives rise to curiosity, which is very important for mental development.

On the other hand, objective actions begin to be assimilated and performed in connection with basic self-service, helping adults in performing household duties.

During the game, children have three types of goals. The first goal is the most general - enjoyment, pleasure from the game. It can be expressed in two words: “I want to play!” The second goal is the actual game task, i.e. a task associated with following the rules, playing out a plot, a role. It exists in the form of a “must” requirement: “You have to play this way, not another way!” The third goal is directly related to the process of completing a game task, which essentially constitutes creativity and at the same time puts forward the third postulate - “I can!” With the help of this three-step motivation “I want! - necessary! - Can!" play becomes a means of translating the demands placed on the child by adults into the demands that the child makes on himself. This constitutes the main mechanism of its influence on the child’s personality and the process of his self-education.

So, the leading activity of preschool children, by universal recognition, is play, “which is a form of active participation in the surrounding social life, accessible to the child, and active knowledge of the actions and relationships of adults.”

II . Stages of formation of play activity of young children

Game actions have their origins. Play with elements of an imaginary situation is preceded by a period of infant play, which is characterized by two stages:

1. Introductory;
2. Reflective.

At the first, introductory stage, object-play activity, actions with toys are manipulative in nature, the child acts with them as his inept hands allow him. Then the baby himself or with the help of an adult discovers individual properties in the toy (the rattle sounds, moves). This is how the stage of display object-game activity begins. Children learn ways of acting with different objects and toys related to their physical properties: knocking, throwing, moving, rolling, relating one object to another.

Gradually, children begin to display in play not only the physical properties, but also the social purpose of individual objects (a car and a stroller - they roll, they carry a load, a doll). Displayive object-play actions are typical for children from 5-6 months to 1-1.6 years.

With the generalization of experience acquired in actions with toys and in real everyday life, the child gets the opportunity to more often reflect the actions of people with objects according to their purpose accepted in society. He can convey familiar situations in the game: feeding, treatment, building a house.

The plot-display stage of play for children of the second and third year of life creates the opportunity for the transition to plot-role play. Children begin to convey in play not only individual actions, but also elements of the behavior of those individuals who performed these actions in life. A role in the action appears, for example: “the girl, setting the table, clearly imitates her mother, to the question: “Who are you?” answers: “I’m Julia.” Children begin to use words to describe the role they play in the game: I am the driver, you are the mother.

Game actions in plot-display and plot-role-playing games undergo significant changes. They become more generalized, turning into conditional actions. Some toys are gradually replaced by substitute toys and imaginary objects. Thus, by the age of three, a child is aware of the conventions in the game, the imaginary game situation, declaring: “it’s as if,” “it’s make-believe.” A child can show himself as a bunny, a bear, a fox, in a group room he can “swim”, “go skiing”, etc.

A child of the third year of life has two sources of play goals.

The first source is the actions of an adult, which caused a flash of interest in the baby, attracted his attention and prompted him to take similar actions. For example, a girl fries eggs for several days in a row, just like her mother.

The second source of play goals can serve as goals for the child that are specifically set for him by an adult. This source is very important for the child’s development, because, as noted above, children’s own play goals are still very limited (the child does nothing but roll the car), and some have no goals at all.

How to encourage a child to accept the new game goal set by an adult and begin to independently realize it.

As a first step on this path, the adult performs a play action in relation to the child himself, and not to the toy. The adult “pretends” feeds the baby, washes his hands, and gives him rides in the car. In such a game, the baby is relatively passive and receives pleasure not from eating or washing, but from communicating with an adult.

The second step on this path is a role change. Now the adult invites the children to carry out the same actions regarding him (feed, wash their hands...). Riding an adult in a car, etc. the child receives an incomparably more interesting and grateful partner than a doll or a bear. The main task in these games is to ensure that the play actions that children perform in relation to an adult give them maximum pleasure and allow them to experience a feeling of success. The positive emotions that a child can experience when performing new play actions in relation to an adult will encourage the baby to repeat them in relation to toys.

The teacher’s task is to develop in a child by the age of three the ability to develop conditional actions with a plot toy, a substitute object, and an imaginary object, linking two or three game actions into a semantic chick, verbally designate them, continue the meaningful action started by an adult partner, and then by a peer .

An adult should introduce new toys into a child’s life. You need to not just give the child a doll, but play with it, interest it, and encourage them to interact with the new toy. “Look how beautiful the doll is, let’s play with her.” A toy for a child is full of meaning. At the beginning of the third year of life, the baby does not take on a role, but actually fulfills it, performing in relation to toys (dolls) those actions that are characteristic of a certain person. There is no obvious communication with anyone, the child plays alone, but at the same time his actions are inspired by imaginary communication and reflect the activities of adults.. The child, manipulating the doll, copies the actions of adults.

A toy is not a substitute for an adult. You need to find games that both adults and children would like, you need to learn how to play with your child. By doing this, the adult will not only share his joys, but will be included in his life.

A toy is both a means of communication, a way to organize joint play, and an object of help. Which can explain so much! It is absolutely certain that the best toy is one that an adult and a child play with together.

Play actions arise in the child through observation of adult activities and transference. As the game progresses, two types of transference occur. In some cases, the mastered action is transferred to other conditions. For example, having learned to comb his own hair, a child begins to comb the hair of a doll, toy horse, or bear with a comb. In other cases, the action is transferred to some objects - substitutes for real objects. For example, a child combs a doll’s hair not with a comb, but with a wooden stick. Or at first he puts only a doll to bed, and later a bear, a dog, a stick, a cube, and still says: “Bai, bye.”

2.Analysis of the results of work on the development of play activities in young children.

The main problems of game management are taking into account the age characteristics of children when solving game problems, the development of game activity is dependent on a number of conditions that contribute to the reflection of experience in the game. Children's life and play experiences help them creatively reproduce reality. This is possible with comprehensive management of the game, a systematic approach to its formation. Each age stage requires changes in the content of work with children.

What is the essence of the integrated game management method?

Components of an integrated method.

- Systematically enriching the life experience of children.

-Joint educational games between the teacher and children aimed at imparting gaming experience to children and gaming skills.

-Timely change of the gaming environment taking into account the enriching life experience and gaming experience.

— Activating communication between an adult and children during their play, aimed at encouraging children to independently use new ways of solving game problems and reflecting new aspects of life in the game.

In the development of gaming activity, two periods can be distinguished. Subject-based play activity of a young child, the content of which is actions with objects and role-playing game of a preschooler, the content of which is communication.

At 3-4 months, the baby begins to form the first indicative actions such as examining an object.

At 4-5 months he is already capable of independent actions with a toy, which in form is familiarization with the game.

The first stage in the development of object-based play activity (introductory play) can drag on until the end of the first year of life, and sometimes longer, if the teacher does not take measures for its further development. During the baby's waking hours, an adult should not only attract his attention with bright, large objects, but also occasionally place them in his hands, and give children over 3-4 months the opportunity to take the toy themselves. During the game, an adult should be close to the baby and maintain his emotionally high spirits. At 5-6 months, he notices a groove or bulges on the rattle, rattles it, squeezes and unclenches the rubber sounded toy, causing it to squeak. At 9-10 months, the child’s independent activity with objects and toys takes place mainly in the form of display play. In the doll, the child already sees a living image, presses it to himself, begins to rock it, imitating an adult.

With the correct organization of educational work, already in the first half of the second year of life, children begin to move from actions based on the properties of objects to reflecting practical connections between them, i.e., to playing out scenes from life that are understandable to the child. The baby’s actions acquire a new quality; they become not only objectively specific, but also objectively mediated, that is, actions performed by a hand equipped with some object to achieve a practical or play goal.

Essentially all human activity is objectively mediated. That is why it is so important to formulate these actions in a timely manner in early childhood and ensure that they are strengthened and generalized in independent play. The independent play activity of a 2-3 year old child takes place in the form of plot-based play. In the transition from display to plot-based play, the decisive importance is not the mechanical formation of connections between individual actions, but the semantic unity of the entire chain of actions. These connections should be understandable to the child and close to him in everyday life. However, the teacher cannot count on the fact that a child of the second year of life is able to independently discover and reproduce this semantic practical plot in the game. It is necessary to consolidate the impressions the child receives when familiarizing himself with the environment and in everyday life in special didactic classes, which take place not only in the form of observing the actions of an adult, but also in the form of joint play between an adult and a child or a group of children. In the process of such an activity, the child learns a familiar plot and, what is especially valuable, becomes a character himself.

The formation of a story-based game should be carried out against the backdrop of the teacher’s constant (throughout the year) organization of conditions for elementary substantive interaction of children with each other. You can begin to form the simplest interactions between children by using any rolling objects (ball, cart) that stimulate children to mutually imitative mirror actions directed at each other.

Organizing conditions for joint object-based activities very quickly gives results - the emotional atmosphere of the group changes, tears and screaming disappear, quarrels over a game object become less frequent, children easily come into contact on their own initiative. Such work on organizing the interaction of children at a level accessible to them allows them to ensure greater independence, focus on their peers, and lay the foundation for playing together in the future.

In parallel with the formation of objective interaction in pairs of children, the teacher must solve the problem of forming a conditional play action that replaces real action with “real” things. A conditional action always includes two plans - what the child actually does, and what this action means, what meaning it has. The same semantic content can be realized in conditional actions of different types.

To successfully develop gaming skills in young children, it is necessary:

1. Involve the child in carrying out the conditional action necessary within the meaning of the game with story toys; stimulate him to continue, to complement the meaning of the play action of the adult partner.
2. Involve the child in carrying out conditional actions with substitutes and imaginary objects.
3. Orient the child towards continuations and additions to the game action.

Initially, the teacher solves the problem of developing conditioned actions in children with story toys. To do this, he develops a story-based game for children, animating dolls or other toy characters. This is easiest to do by attributing to them some desires that are close and understandable to children. After the children have learned to develop a game with story toys, connect to the play actions of a partner - an adult, and complement them with their own actions, the teacher moves on to the next task - the formation of a play action with a substitute object. During this period, the teacher, along with story toys - similarities to real things (toys, pots, cribs, irons...) uses substitute objects in verbal play with children (for example, a stick instead of a spoon, a cube instead of soap, etc.) When introducing substitute objects, the teacher should not only carry out play actions with him, but also verbally indicate the conditional meaning of the object, do this repeatedly during the game, so that the convention of the play, object and action would be more fully apparent to the child. It is during this period that verbal comments from an adult are especially necessary, since without them the conditional action may remain incomprehensible to the child. At the same time, children themselves should be encouraged to designate play actions with the word: “What do you feed your doll?” “Oh, is this your bread?”

One should also take into account the fact that children, especially at a young age, need realistic object supports to develop the game: plot toys that copy real things. If you provide a child with only substitute objects without story toys, it will be difficult for him to grasp the meaning of the game situation even in a joint game with an adult, and his independent activity with him will lead to simple manipulation of objects. Therefore, the substitute item should always be combined with a plot toy (if bread is replaced by a cube, then the plate on which it lies should be “like a real one”; if soap is replaced by a bar, then a toy basin is needed in which to do laundry)

As already mentioned, in a teacher’s game with children, plot toys are first used, and then substitute objects are added to them, but some element of the play situation is always imaginary (porridge, water...). However, this is not an object with which actions are directly performed in the game (the object of orientation is not porridge, but a spoon, not water, but soap...).

The child’s mastery of actions with substitute objects, imaginary objects, and their independent inclusion in a simple play situation indicates that the child has learned the basics of story-based play. As children master conventional play activities, the teacher can move from playing together with 1-2 children to combining such activities with a game that allows the inclusion of a large number of children - all those who want to respond to offers to play with him. In such a game with several participants, you can do without character toys, developing the plot in such a way that children direct conditional actions with substitutes to themselves, and not just to dolls (this is important for the further development of the game). Children learned to independently develop play actions, to complement the meaning of the adult’s actions when playing together with him. Now the teacher participates in the game, develops the plot in such a way that the action of one of the kids is addressed to a peer.

The teacher can check the progress of children in mastering gaming skills by observing their independent activities. If children, in independent play, develop chains of 2-3 actions with story toys, including individual substitute objects in the game, naming actions with them, and can, with the help of a toy or a short verbal address, evoke a response play action from a peer, we can assume that the simplest play actions they have formed.

CONCLUSION

In the first year of a child’s life, one should distinguish between the objective actions that the baby performs while caring for him and the objective actions that make up the content of his introductory play with toys. This game, like other forms of contact between a child and others that ensure the accumulation of his life experience, does not develop spontaneously, but as a result of the purposeful activity of an adult.

The game also affects the development of children's independence, creativity, and personal qualities. The game creates a positive emotional background, against which all mental processes occur most actively. Play does not arise spontaneously, but develops in the process of education. Being a powerful stimulus for the development of a child, it itself is formed under the influence of adults. In the process of a child’s interaction with the objective world, necessarily with the participation of an adult, not immediately, but at a certain stage in the development of this interaction, truly human children’s play arises.

The significance of the game in the development and education of the individual is unique, since the game allows each child to feel like a subject, to express and develop his personality. There is reason to talk about the influence of play on the life self-determination of preschoolers, on the formation of the communicative uniqueness of the individual, emotional stability, and the ability to be included in the increased role dynamism of modern society.

We can say that a game is a method of understanding reality.

Bibliography.

"Learning through play." R.R. Fewell, P. F. Vadasi. St. Petersburg - 2005

"Education and development of children from 1 year to 2 years." (Methodological manual for teachers of preschool educational institutions). M.: “Enlightenment”, 2007.

Development of play in early childhood.

Gaming activity goes through a long development process. Elements of the game first appear in infancy; over time, its highest forms develop, in particular the plot-based role-playing game.

The age period up to one year is characterized by the formation of the first types of games. From 3-4 months. arise . Their first content consists of twitching of legs and arms. finger play, head movement. Problems to be solved: self-knowledge through affective and motor experiences, exercises.

From about 6 months. games with objects arise. The game originates as an object-based gaming activity. Actions with toys or other objects are manipulative in nature. The motive is given through an object - a toy. These include rolling, grabbing, and hitting objects. The tasks being solved are cognition of the properties of objects; the child discovers some of its properties in the toy (the ball rolls, it is elastic and smooth). Gradually, children learn ways of operating with different toys related to their physical properties. The motive of such objective-game activity lies in the possible nature of the result of the game action (the ball can be thrown or pushed away from oneself).

By the end of the first year, games with others of an emotional nature arise. Their main content is the construction of such interaction with close adults, the result of which is an emotionally sensual experience (fear, curiosity, joy). For example, “Horned Goat”, “Peek-a-boo”, “Over the hummocks over the hummocks”.

The next period from one to two years - Walking makes a revolution in the child's life. He runs, jumps, explores space. He throws objects, up, into the water, and moves them. Problems to be solved: expanding one’s own abilities and connections with the world.

In the second half of the second year of life, the child’s sphere of interaction with the outside world expands. The child’s need for joint activities with adults is growing. Observing the world of adults, the child highlights their actions. The experience gained in actions with toys and in everyday life gives the child the opportunity to reflect the actions of adults with objects in accordance with the purpose accepted in society (for example, the process of bathing, feeding). Now actions are directed not at obtaining a result, but at fulfilling a clear conditional goal. Thus, the action becomes conditional, and its result imaginary. The child moves on to the plot-display stage of game development.

In the third year of life, the child begins to strive to realize the game goal. The actions described above take on a certain meaning: feeding the doll to give it lunch. Actions are gradually generalized and become conditional: the child rocks the doll for a while and, believing that she is already asleep, moves on to another play action - putting her to bed. The child constantly compares his actions with the actions of an adult. It is important that the emergence of play goals is possible only if the child has formed an image of an adult and his actions.

In a plot-based game, children convey not only individual actions, but also elements of adult behavior in real life. In children's games, a “role in action” appears. The child performs the function of a character, “plays a role,” but at the same time does not name himself in accordance with this function. And to the adult’s question: “Who are you?” answers: “I am Lena (Katya, Dima).” In such games, actions with plot-shaped toys are very similar to real practical actions with objects and gradually become generalized, turning into conditional ones. Then the child begins to act with imaginary objects: he feeds the doll non-existent candy.

The development of play actions is facilitated by an adult when he shows play actions or encourages the child to perform them: “Feed the bunny.” Some time later, the children themselves turn object-based actions into playful ones.

As the game's actions become more complex, the game's plot also becomes more complex. First, plots describe the actions of one character with certain objects in one or more sequentially changing situations. For example, a girl prepares dinner and feeds her daughter. The plots then involve multiple characters with a set of specific connections. And by the end of the third year of life, in children’s games, plots are observed in which, along with a set of actions, there are also some relationships between the characters. Children's relationships develop through play. Their playful interaction is developing.

Thus, already in the third year of life, the prerequisites for a plot-based role-playing game are formed, which will intensively develop throughout preschool childhood.

As a result of constantly growing cognitive needs during this period, games arise - experimentation. Their content is extremely diverse; the field of activity includes interest in what is unknown: how an object gets wet, what and where it leaves marks. how substances mix

In a plot-based game, children convey not only individual actions, but also elements of adult behavior in real life. In games, a “role in action” appears.

The child performs the function of a mother-hairdresser without identifying himself in accordance with this function. And to the adult’s question: “Who are you?” answers: “I am Yulia (Lena, Andryusha).” In such games, actions with plot-shaped toys are at first very similar to real practical actions with objects and gradually become generalized, turning into conventional ones. Then the child begins to act with imaginary objects: he feeds the doll non-existent candy.

In the third year of life, children's relationships in play develop . At first they arise for a non-play reason - a place or toy that attracts the child. Then children who continue to play alone develop the ability to play with toys, show interest in the activities of their peers and imitate their actions. Relationships also arise for non-game reasons. The child complains if one of the children interferes with his play or takes away a toy. The baby protests against the interference of another child in his play. He can take away the toy he needs for play, not give it up, share the joy of owning it, his small achievements in the game (he dressed up the doll beautifully).

Thus, the prerequisites for a role-playing game are being formed, which will develop intensively in preschool childhood. Let us list these prerequisites:

The plot-role-playing game is of a social nature and is based on the child’s ever expanding and more complex understanding of the life of adults. The new sphere of reality that the child masters in this game becomes the motives, meanings of life and activities of adults. The child’s behavior in the game correlates with the image of another person. The child takes the point of view of different people and enters into relationships with other players that reflect the real interaction of adults

The fulfillment of the role occurs through certain game actions. Mastering a variety of game actions allows the child to most fully and accurately realize the role.

Games gradually appear in the imaginary plane, when the child moves from playing with real game objects to playing with imaginary ones.

In play, the child uses a variety of game objects, in particular substitute objects. Substitution arises in a problematic situation: what to do when the doll wants to eat, but there is no spoon? With the help of an adult, the child finds a suitable object - a pencil instead of a spoon.

True substitution occurs only when the child names an object - a substitute in accordance with its new function, i.e. gives deliberately new meaning. But the main condition is that with the substitute object one can perform the same function as with the replaced object. The use of substitute objects enriches children's play, expands the possibilities of modeling reality and contributes to the development of the sign-symbolic function of consciousness

A plot-based role-playing game always involves the creation of an imaginary situation that makes up its plot. The plot is the sphere of reality that is modeled by children in the game. And, therefore, the choice of plot is always based on certain knowledge. That is why, throughout preschool age, “family” games are favorites for children, since they themselves are involved in such relationships every day, and therefore have the most complete understanding of them.

Thus, it is shown that the game originates as an object-based gaming activity, going through introductory and display stages , when actions with objects are manipulative in nature. With the child’s interest aimed at obtaining results from actions with an object comes the stage of object-based play activity. The action becomes conditional, and its result is imaginary, which means the child moves on to the plot- display stage of game development. As the child’s understanding of the life of adults increasingly expands, the plot of the game becomes more complex; an imaginary situation is increasingly created in games - this is evidence of the emergence of a role-playing game.

Gaming technologies

Play is perhaps the most ancient teaching method.

Unlike games in general, pedagogical games have an essential feature - a clearly defined learning goal and a corresponding pedagogical result, an educational-cognitive orientation.

The game form of classes is created using game techniques and situations that make it possible to intensify the cognitive activity of students. When planning a game, the didactic goal turns into a game task, the educational activity is subject to the rules of the game, the educational material is used as a means for the game, an element of competition is introduced into the educational activity, which transforms the didactic task into a game task, and the successful completion of the didactic task is associated with the game result.

Literature

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2.Boguslavskaya Z.M., Smirnova E.O. Educational games for preschool children. - M.: Education, 1992. - 143 p.

3.Bolotina L.R. Preschool pedagogy / L.R. Bolotina. - M.: Education, 1997. - 163 p.

4.Raising young children. A manual for nursery workers. Under. ed. G.M. Lyamina. - M.: Education, 1974. - 240 p. with ill.

5.Galanov A.S. Mental and physical development of a child from one year to three years: A manual for employees of preschool educational institutions and parents. M.: ARKTI, 2002.- 64 p.

6.Gerbova V.V. Classes on speech development for children 2-4 years old (younger mixed age group): Book. for a kindergarten teacher. - M.: Education, 1993. – 127 p.

7.Gorky A.M. About youth. – M., 1949. – 344 p.

8.Gubanova N.F. Play activities in kindergarten. - M.: Mozaika-Sintez, 2006. - 198 p.

9.Didactic games and activities with young children: A manual for kindergarten teachers. garden / E.V. Zavorygina, N.S. Karpinskaya, I.M. Kononova and others; Ed. S.L. Novoselova. – M.: Education, 1985. – 144 p. with ill.

10.Zvorygina E.V. Children's first story games. - M.: Education, 1988. - 96 p.: ill.

11.Korotkova E.P. Teaching preschool children storytelling: A manual for kindergarten teachers. garden - M.: Education, 1982. -128 p., ill.

12.Krupskaya N.K. Ped. op. – M., 1959. – 421 p.

13.Kudryavtsev V. Folk outdoor game as a source of spiritual and physical growth in preschool age // Preschool education.-1998.-No. 11.-S. 67.

14.Laizane S.Ya. Physical education for kids: Book. for a kindergarten teacher garden.- M.: Education, 1987.- 160 p.: ill.

15.Leontyev L.Ya. Psychological foundations of preschool play // Izbr. psychologist. works: In 2 volumes - M.: Education, 1983. - T.1. — P. 303-323.

16.Litvinova I.N. Children's folk outdoor games. - M.: Education, 1995. - 84 p.

17.Mendzheritskaya D.V. To the teacher about children's play: A manual for teachers of children. garden / Ed. T.A. Markova. – M.: Education, 1982. 128 p. : ill.

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23.Smirnova N. Game community of preschoolers // Preschool education. - 2009. - No. 1. - P. 35-39.

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Section 3. Study of the theoretical and methodological foundations of organizing the work activities of preschool children

Topic 3.1 Theoretical foundations for the development of labor activity in preschool childhood

Goal: get acquainted with the theoretical foundations of labor education for preschool children, develop mental activity, develop the ability to express one’s own opinion, give reasons for an answer, motivate students to use electronic educational resources (presentations) in working with children and parents.

What do you think this is connected with? The concepts of “Labor”, “Labor education”.

Exercise

Based on the definitions of “labor” and “education”, as well as your understanding of the content of the concept, try to create your own definition of the concept “Labor education”.

We consider the options for definitions compiled by students and form a general definition.

Labor education is a joint activity of the teacher and pupils, aimed at developing general labor skills and abilities, psychological readiness for work, the formation of a responsible attitude towards work and its products, and a conscious choice of profession.

The importance of labor as a factor in the development of a child’s personality is reflected in the history of Russian pedagogy: the works of P.P. Blonsky, N.K. Krupskaya, A.S. Makarenko, V.A. Sukhomlinsky, ST. Shatsky and others.

The theoretical justification for the labor education of youth with practical recommendations is covered in the works of P.R. Atutova, A.A. Akhmatova, S.Ya. Batysheva, K.N. Katkhanova, V.A. Polyakova and others.

Issues of the creative attitude of schoolchildren to work, education of activity, moral qualities of the individual, optimization of educational and cognitive activity are covered in the works of scientists Yu.K. Babansky, O.S. Bogdanova, A.Ya. Zhurkina, I.I. Zaretskaya, V.M. Korotova, T.N. Malkovskaya, I.S. Maryenko, T.I. Shamova, I.F. Svadkovsky and others. They find practical implementation in the work of educational institutions at the present stage.

In the works of leading psychologists, the problem of personality and the importance of activity in the process of its formation received a clearer solution (B.G. Ananyev, A.G. Asmolov, L.I. Bozhovich, L.S. Vygotsky, V.V. Davydov, A. V. Zaporozhets, V.T. Kudryavtsev, A.N. Leontyev, A.V. Petrovsky, S.L. Rubinshtein, D.B. Elkonin, etc.).

To date:

— the place of labor in the pedagogical process of kindergarten was determined, its content was developed (E.I. Korzakova, V.G. Nechaeva, E.I. Radina, etc.);

— forms of organization of children in labor are highlighted (Z.N. Borisova, R.S. Bure, A.D. Shatova);

— the process of forming a positive attitude towards the work of adults is studied (V.I. Glotova, V.I. Loginova, YaZ. Neverovich, A.G. Tulegenova, M.V. Krulekht, etc.);

— the features of labor education of preschool children in the family are considered (D.O. Dzintere, L.V. Zagik, T.A. Markova);

— the influence of work on the development of moral and volitional qualities of children, their relationships is studied (R.S. Bure, G.N. Godina, A.D. Shatova, etc.).

Of no small importance are the studies of Ya.Z. Neverovich, T.A. Markova, who showed that the main motive that encourages children to work is their desire to help adults. In preschool pedagogy, three ways of bringing children closer to the work of adults are identified: observation of work, partial assistance from children to adults, and organization of joint activities of adults and children (V.I. Glotova, L.V. Zagik, S.M. Kotlyarova, G.N. Leskova, E.I. Radina, D.V. Sergeeva and others).

A.V. Zaporozhets wrote: “The central link of this entire system (meaning the system of comprehensive education of preschoolers), as if tying into a single unit all the educational work of the kindergarten, should be the moral and labor education of preschoolers, which is intended to be laid already in The first years of a child’s life are the foundations of an active life position, understanding of one’s responsibilities and readiness to fulfill these responsibilities.”

V. A. Sukhomlinsky drew attention to the other side of the educational influence of work on children: “Give children the joy of work! This joy comes from success, awareness of his skill and the significance of the work he does, and the opportunity to bring joy to others.”

Within the framework of modern pedagogical views on labor education, the emphasis should be transferred to the personal development of the child: what styles of behavior and attitudes towards different aspects of the social environment, including work, can be appropriated by the child and how they enrich the personality. How to take into account the needs and interests of a preschooler? How, in meeting them halfway, can we develop in a child independence, activity, initiative, creativity, self-confidence, and responsibility for his actions? How to create in him the need to become a member of the children's society, jointly solve issues of organizing work and achieving positive results?

By teaming up with peers in work, preschoolers gain experience in relationships, learn to see the emotional state of a peer, his sorrows and joy. All this encourages the provision of help, support, and the manifestation of humane feelings: empathy, sympathy. But such opportunities can be realized only if certain conditions are met: the teacher creates an emotional environment when organizing children’s work, demonstrates to them their interest in the upcoming activity, participates in it as a partner, and encourages children’s desire to participate in joint activities. At the same time, the main goal of the teacher is to cultivate in preschoolers a positive attitude towards work, to develop the desire to learn, to become independent, skillful, able to cope with emerging difficulties and provide help and support to others if necessary.

Along with the achievements in the labor education of children in preschool institutions, there are still many problems and unresolved issues.

Not all preschool institutions provide interaction between an adult and a child at the level of co-creation, assistance in play, work and cognitive activities. There are difficulties in selecting objects of labor activity, the scope of work of preschool children is limited. Neither educators, teachers, nor parents have a sufficiently complete understanding of the essence of hard work. Labor education of preschool children has not yet become a leading direction in the educational process of preschool educational institutions.

Often, teachers in older groups, when organizing the joint work activities of children, do most of the work themselves. And the children are left with only individual tasks - bring, serve, help, hold, which, naturally, does not arouse their interest in the work process. There is also another extreme in practice, when educators give inflated work assignments without taking into account the children’s capabilities. Children also get tired when they spend a long time doing one thing, stay in one position, use equipment that does not correspond to their age capabilities, and perform a large amount of work at a fast pace. In some preschool institutions there is no plan and systematicity in organizing children's work, in teaching them labor skills, and they participate in work from time to time. Those educators who, during the work process, are too protective of children, dictate to them what to do, and do not give them the opportunity to show activity and independence, also act badly. Unfortunately, you can often observe how a nanny or teacher in front of children redoes what they have done: washes the table, sweeps the floor, puts away books, rearranges chairs, etc. And finally, an important condition in labor education is knowledge of the characteristics of family education.

There are also objective problems that make it difficult to instill hard work in preschoolers: the economic crisis, which is intensifying the breakdown of the family, satiety with amenities, and the outflow of children from preschool institutions; decreased attention to the formation of hard work (in comparison with the physical, mental, aesthetic development of the individual) on the part of parents and educators; the desire of preschoolers for self-actualization in the children's community with little social experience.

Thus, contradictions have been identified:

— between the social significance of developing hard work and the insufficient implementation of this pedagogical task in preschool institutions;

- between the need to prepare a teacher, preschool teacher to develop the hard work of children and the lack of development of the theoretical foundations and organizational and pedagogical conditions for the development of this basic quality of the child;

— articles on the problem of labor education are rarely found on the pages of professional journals. This trend is fraught with danger associated with a delay in the development of the child’s personality.

Thus, scientists have made a significant contribution to the development of the problem of identifying the signs and components of hard work in preschool children. However, the problem of instilling hard work in preschoolers as the main personality quality has not yet been sufficiently developed.

The program tasks of labor education of preschool children can be combined into several groups.

v The first group includes the tasks of cultivating a positive attitude towards the work of adults, the desire to provide them with all possible assistance, and an interest in the results of work. At the same time, children form ideas about the need for work in life, about the attitude of adults to work.

v The second group consists of tasks aimed at developing work skills and their further improvement, gradually expanding the content of work activity, as well as mastering the ability to work accurately, deftly, and at a fairly fast pace.

v The third group of tasks is aimed at developing in children some personal qualities: habits of work effort, responsibility, care, thrift, readiness to take part in work.

v The fourth group consists of the tasks of developing skills in organizing one’s own and general work - the ability to prepare everything necessary in advance, put away tools.

v The fifth group includes the tasks of forming positive relationships between children in the labor process - the ability to work in harmony.

Do you think the work of adults differs from the work of children? How? (Give reasons for your answer.)

The originality of the work of preschool children. Differences between the work of adults and children.

The meaning of work activity.

Firstly, it presupposes the presence of certain

practical skills (for example, the ability to use the simplest

tools), as well as familiarization with the properties of certain materials.

Secondly, it requires the development of intellectual qualities, for example

ability to plan their actions and foresee their results.

· Thirdly, it presupposes a certain level of development of children's will

sustainable desire to achieve a set goal, to obtain

a product presented in advance and the ability to subordinate one’s behavior

set goals.

· In the work of a preschooler, a connection with play is clearly revealed.

· In the game, the first manipulative actions are carried out, reminiscent of labor in nature: they contain imaginary labor operations.

But this is not the only thing that exhausts the meaning of the game, in which the child, in role-playing actions, reflects the work of adults. Taking on the role of an adult, he becomes imbued with an emotional attitude towards the actions being performed: he worries about the patient, pays attention to passengers, etc. He experiences emotional uplift, excitement, joy, his feelings correspond to the feelings of a worker, although they are not associated with labor efforts.

Preschool pedagogy identifies the following main tasks of labor education of children:

1. Familiarization with the work of adults and instilling respect for it;

2. training in simple labor skills;

3. fostering interest in work, hard work and independence;

4. education of socially oriented motives for work, the ability to work in a team and for a team.

In kindergarten, in the family, in the public environment available to him - everywhere the child encounters the work of adults and takes advantage of its results.

At first, children's attention is attracted only by external aspects: the process of labor actions itself, the movement of mechanisms and machines.

Consistently familiarizing children with the work of adults in their immediate environment, and then outside the kindergarten, allows them to form an idea of ​​the essence and significance of labor actions, to explain, using specific examples, the attitude of adults to work and its social significance.

The knowledge of preschoolers about the work of adults should have a great influence on the formation of their correct attitude towards work, however, it can remain formal if familiarization with work activities is not combined with the work of the children themselves.

The “Kindergarten Education Program” reveals the scope of labor skills and abilities that children of each age group must master.

So, for example, when developing in younger preschoolers the skills and abilities of household work, the teacher teaches them to wipe toys with a damp cloth, rinse clothes, etc.

In the middle group, children rinse and wring out a cloth used to wipe toys, soap doll clothes, and wash them.

Older preschoolers wash toys with a sponge and soap, wash small items, prepare the necessary equipment for classes, work, games, and then put it in order.

When determining the content and sequence of teaching children labor skills, the educator must take into account the characteristics of their age, the availability of the proposed labor content, its educational value, as well as the sanitary and hygienic requirements for its organization.

In the course of teaching labor skills, the teacher creates in children the desire to do independently everything that they can do, coming to help whenever they need it. Preschoolers should not be allowed to experience disappointment from unsuccessful attempts to independently cope with the proposed task, since in these cases, self-doubt and reluctance to work are born. It is necessary to remember that work should bring children joy: from the results achieved, from their usefulness to others. In kindergarten, the task of developing in children the ability to work in a team is solved. This happens gradually, by uniting children in the labor process into small groups with a common task (if they already have experience working together, then a group of 6-7 participants can perform the common task).

In the process of such work, the teacher forms in children the idea of ​​shared responsibility for the assigned task, the ability to act independently and in a coordinated manner, to distribute work among themselves, coming to each other’s aid and striving to achieve results through joint efforts. All this enriches their experience of relationships in activities and gives them a positive character.

Components of work activity

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The leading activity in early childhood is object activity (sometimes called object-tool or object-manipulative activity. Its difference from simple manipulation of surrounding objects, characteristic of infants, is that the child’s actions with objects begin to obey the functional purpose of these objects An adult teaches a child how to use a spoon and a cup, how to hold a pencil in his hand and how to use a scoop, what to do with toys - drive a car, rock a doll, blow a pipe.

In joint activities with a child, an adult performs several functions at once: 1) gives the child the meaning of actions with an object, its social function; 2) organizes the child’s actions and movements, transfers to him technical techniques for carrying out actions; 3) through encouragement and reprimand, controls the progress of the child’s actions.

In the second year of life, the child reproduces the actions of adults with objects, and he develops object-based imitation games . They represent the first steps towards mastering the norms and forms of behavior of adults, and then towards the formation of certain personal qualities in the child. For example, a child puts a doll to bed, feeds it, pushes a stroller, strokes it, vacuums it, prepares food, etc.

At an early age, the child begins to develop consciously controlled voluntary actions. They manifest themselves in drawing, design, and other types of creative activity. These actions are called voluntary because they do not arise under the influence of external stimuli in the form of a reaction to them, but as a result of an internal plan that guides the child’s actions. Voluntary actions are purposeful actions; in young children they can be unstable. Having started to perform them with a specific goal, the child soon becomes distracted and forgets about it under the influence of random external circumstances.

At an early age, symbolic play arises and develops . For the development of such a game, the appearance of symbolic or substitute actions is important. When, for example, a doll is placed on a wooden block instead of a bed, this is substitution. When a child, turning the doll upside down, shakes it and says that he is pouring salt from a salt shaker, these are even more complex substitution actions.

A two-year-old girl hands her mother a pebble: “Here’s some candy for you, eat it!” (pebble is used to mean candy). The ability to substitute is considered one of the most important prerequisites for the development of the game. Sometimes the replacement turns out to be unformed even by the end of early childhood. In this case, when asked to feed the doll, the child, having examined the table with toys, replies that there is nothing to feed - there is no bread, no tea, no sugar. Such children need special attention; we need to find out what is causing the delay in the formation of symbolic (substitute) actions, and provide them with help.

By the end of early childhood, children play a lot with various objects, primarily toys, and not just by manipulating them, but by designing them, building something new out of them.

At the end of the second - beginning of the third year of life, the phenomenon of “role in action” can be observed in the child’s behavior . A child, reproducing the actions of a specific adult from his environment, is not aware of this, but readily agrees when this is reported to him (“You drive the car like dad. Vanya is dad”). Later, he himself notices the similarity of his actions with the actions of an adult and calls himself by his name. A one-and-a-half-year-old boy takes a broken electric razor, sticks a fork into the holes in the child's seat, runs the razor over his cheeks for a long time, saying: “I am dad.”

The listed stages of development of object-based play simultaneously constitute the prerequisites for role-playing play: renaming objects, the child identifying his actions with the actions of an adult, calling himself by the name of another person. The child needs help, keen interest, and practical advice from adults. An adult, with his suggestions, gradually complicates and adds variety to the game; provides the material side of the game: selects toys and materials (dishes, furniture, rags, clothes, tools, etc.).

In the early period of time, the first attempts to turn to visual activity appeared in the form of drawing on paper. First, children draw doodles that can represent anything: a cat, a dog or a person, or any other object familiar to the child. In the third year of life, children's drawings already show more similarities with the depicted object.

Thus, drawing in early childhood goes through 3 stages: 1) scribbles; 2) recognition of an object in a random combination of lines; 3) an image according to design, according to a verbally formulated intention (the actual visual activity).

For the further development of visual activity, it is necessary to enrich the child’s perceptions and ideas and form graphic images.

In the first year of life, there is practically no direct interaction between children. Babies treat each other like living toys: they babble something, pull their hair, touch their eyes with their fingers, etc. At the age of 18-20 months, children begin to interact with play partners. Starting at this age, children tend to play more with each other.

Later, a role-playing game . Its occurrence is associated with a number of circumstances.

Firstly, by this time the child’s symbolic function must have reached a high level of development; he must learn to use objects not only for their intended purpose, but also in accordance with the intent of the game. Secondly, the child must have a need to copy the actions of adults. Thirdly, he must learn to interact with other people (children and adults) in the game.

In role-playing games, the child copies the ways people handle objects and the ways people communicate with each other in various social situations. Thus, the child better learns objective actions, communication norms, as well as role behavior. From a functional point of view, role-playing play can be considered as preparing a child to participate in public life in various social roles.

Irina Bazan

Source: https://psihogrammatika.ru/?p=386

Series of messages “Child Psychology”:
Part 1 - Mental development of children during the newborn period. Part 2 - Mental development of children during infancy (from 2 months to 1 year). ... Part 6 - Crisis of 3 years Part 7 - Crisis of 7 years Part 8 - Object and play activities in early childhood Part 9 - The phenomenon of the imaginary friend

Play as the main type of activity for a preschooler

It is at this stage that it is possible to develop play creativity under the influence of education and training, since its development depends on the acquisition of knowledge and skills, on the cultivation of interests. The teacher can replace the child’s individual characteristics that manifest themselves in the game. At the same time, it is observed that the same child exhibits different levels of play creativity depending on the content of the game, the role performed, and relationships with friends

1.3 CHARACTERISTICS OF THE MAIN TYPES OF GAMES AND THEIR CLASSIFICATION

Children's games are very diverse. They differ in content and organization, rules, the nature of children’s manifestations, the impact on the child, the types of objects used, origin, etc. All this makes it difficult to classify games, but for proper management of games, grouping them is necessary. Each type of game performs its own function in the development of a child. In preschool age, there are three classes of games:

- games that arise on the child’s initiative - amateur games;

- games that arise on the initiative of an adult who introduces them for educational and educational purposes;

- games that come from the historically established traditions of the ethnic group - folk games that can arise both on the initiative of an adult and older children.

Each of the listed classes of games, in turn, is represented by types and subtypes. So, the first class includes:

1.Creative role-playing games.

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

- role-playing game

- This is the main type of game for a preschool child. It has the main features of the game: emotional richness and enthusiasm of children, independence, activity, creativity. The first story games proceed as role-less games or games with a hidden role. Children's actions acquire a plot character and are combined into a chain that has vital meaning. Actions with objects and toys are carried out by each of the playing children independently. Joint games are possible with the participation of an adult. [14, p.14]

- dramatization games

. They have the main features of creative games: the presence of a plan, a combination of role-playing and real actions and relationships, and other elements of an imaginary situation. Games are built on the basis of a literary work: the plot of the game, roles, actions of the characters and their speech are determined by the text of the work. Dramatization play has a great influence on a child’s speech. The child assimilates the riches of his native language, its means of expression, uses various intonations that correspond to the character of the characters and actions, and tries to speak clearly so that everyone understands him. The beginning of work on a dramatization game consists of selecting a work of art. It is important that it interests children and evokes strong feelings and experiences. The teacher takes part in the conspiracy and preparation of the game. Based on the content of the work, the plot of the game is drawn up with the children, roles are assigned, and speech material is selected. The teacher uses questions, advice, re-reading the work, conversations with children about the game and thus helps to achieve the greatest expressiveness in the depiction of the characters.