The essence of play activities in kindergarten
Play in a preschool educational institution (DOU) is a form of social life of a child that promotes his physical, mental and intellectual growth, as well as cultivating strong-willed, moral qualities and creative abilities.
Through play, children learn to be creative
Goals
Based on the definition of play activity, it is possible to compile a list of target guidelines that determine its significance in kindergarten.
Educational
This group includes:
- organization of cognitive activity (as follows from practice, children quickly learn new knowledge in a playful way);
- broadening one's horizons (new types of activities or other forms of already familiar games reveal some unknown phenomena and facts for children, for example, by conducting a research game on growing a flower in a preparatory group, the children get acquainted with the concept of “cutting”, understand such a phenomenon as “anabiosis” etc.);
- the formation of skills and abilities (for example, during games on a walk, children learn by helping the janitor to remove snow from the paths, while the game task consists not only of the quality of cleaning, but also of speed, which fosters a sense of healthy competition).
Developmental
In this case, the mission of the game is to develop:
- attention (in order to be an equal participant in the game, the child needs not only to carry out his actions, but also to monitor what the other participants are doing);
- memory (the game requires memorizing not only the content of the game action, but also the rules, as well as a list of necessary attributes, variant conditions, etc.);
- speech (active interaction with each other replenishes the active and passive vocabulary of children);
- thinking (game activity includes all thinking processes through the need to compare, contrast, analyze);
- fantasies (children have the opportunity to try on different social roles - mother, teacher, doctor, etc., which is also important for determining their range of interests);
- feelings of responsibility for one’s physical condition;
Games help children understand the culture of a healthy lifestyle
- motivation of educational activities (children perceive didactic material not as a set of dry facts, but as an important component of fun).
Educational
Part of the triad of the target component of education in the game is implemented by education:
- independence (in the process of play activity, children 6–7 years old not only perform play actions themselves, but also come up with rules, for example, for role-playing fun);
- self-regulation (children learn not to give up what they start, to finish things, and not to give in to momentary feelings);
- sociability (interaction in most games involves communication with each other and with adults);
- feelings of cooperation;
- moral and aesthetic positions.
Tasks
In the context of achieving the set goals, by organizing and conducting games, the teacher solves the following tasks:
- teaches children a heuristic approach to acquiring knowledge (for example, in a didactic game of putting together puzzles with images of exotic birds, the teacher invites the children to find images of these birds in the reference book in order to get an idea of their appearance);
- develops the imagination of children, offering not a ready-made set of rules, for example, for an outdoor game, but only a basis so that children can figure out the plot of the fun themselves;
- improves coordination and fine motor skills (even in the preparatory group, games with mosaics are in great demand; to make it more difficult, you can lay out your own scenes with chips instead of ready-made pictures);
- fosters patience and a tolerant attitude towards comrades.
In the process of playing in small groups, children learn to be patient with their friends.
Self-care lesson in the preparatory group of kindergarten
A child of seven years of age improves and consolidates self-care skills. He follows the rules of eating, skillfully handles cutlery, and maintains cleanliness and neatness. Knows the sequence of dressing for a walk, knows how to handle different types of fasteners. Takes care of the order of personal belongings and his appearance. This is how a child ideally graduates from kindergarten - an independent person. At the beginning of the school year, the teacher should monitor the level of independence of all students. If difficulties in performing any actions or insufficient development of one of the skills are identified, the teacher takes corrective measures.
Older preschoolers love to care for indoor plants on their own
Pupils in the preparatory group understand the teacher's instructions and follow verbal instructions. The main form of strengthening self-service skills in children 6–7 years old is work assignments: “We need to collect snow in the right place so that the janitor can fill the slide for us,” “Wipe the window sills with a damp cloth, please,” “Help the nanny put the fruit in a vase.” For the children of the preparatory group, a list of duties in the dining room, bedroom, and corner of nature is compiled.
The introduction of duties for cleaning and monitoring the condition of the premises disciplines the children, instills in them respect for the work of others and responsibility in carrying out assignments.
Duty activates the work activity of children and evokes a sense of pride in their work
Table: card index of topics on self-care in the preparatory group
| Self-Care Topic | Developmental and educational tasks | Options for work assignments as the main method of motivating students |
| "Duty roster" |
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| “Keeping shoes and clothes, sleeping place, work tools, etc. in order.” |
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| "Rules of personal hygiene" |
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| "Spring-cleaning" |
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Self-care and hygiene skills are reinforced in the preparatory group
Photo gallery: examples of organizing a duty corner
The duty schedule for kindergarten students should be clear
The distribution of duty officers according to areas of responsibility develops various self-service skills in children.
The duty officers' corner can be decorated in an interesting way
Aprons and hats must be prepared for those on duty in the dining room.
The duty officers' corner should be a pleasant place; performing work duties is not a routine
Motivating start to class
Independent activity of preschoolers begins with the emergence of a motive - interest in a topic, the emergence of a problematic situation, a desire to communicate with peers. Practical actions are carried out using the child’s existing knowledge and abilities. The result of the activity is assessed by the pupil of the preparatory group; he tells the teacher about the implementation of experiments and research, improving his speech skills.
The role of the teacher is to create motivation for further actions of students in the conditions of the subject-spatial environment organized by the teacher. Interest in independent activity can be playful, communicative, creative, or cognitive in nature. The teacher makes sure that a friendly atmosphere is maintained in the group and that each student has a positive, even emotional background.
The teacher creates interesting situations, predicting the independent activities of students within the framework of thematic planning and the individual characteristics and preferences of the children.
The plot game reflects the new knowledge of pupils and helps to fix it in the form of images of long-term memory
Table: examples of a motivating start to a lesson
| Option for a motivating start to the lesson | Predicted independent activity of pupils |
| Conducting cognitive and heuristic conversations. — Guys, where are the dishes stored at your home? — In the kitchen: in cupboards and on shelves. — Does your mother put clean dishes in the closet mixed together? - No. There are drawers with compartments for cutlery, shelves for pots and pans, hanging shelves for cups and plates, hooks for a ladle, colander, vegetable peeler, etc. - Why does mom put the dishes on the shelves in this order? — That it’s easy to find the item you need. Every thing has its place! — What other categories of objects, besides dishes, should be placed in their designated places? - Shoes - in the shoe rack, clothes - in the wardrobe, books and magazines - in the bookcase, writing instruments - in the desk drawers. |
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| Studying visual material. The teacher invites the children to study the model of the solar system: how many planets are there, what size they are, what features are noticeable (craters, mountain peaks, clouds, rings, the presence of satellites). |
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| Creating a problematic situation. The group receives a letter from Dunno. He writes that he recently dropped a coin into the river and it drowned. Since then, Dunno has been tormented by the question: “Why did a small metal coin sink, but large metal ships do not sink?” |
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| Attraction to the game. The teacher brings a set for playing small towns to the physical education center and asks the children if they remember the rules. | Collective discussion of the rules of the game, outdoor game. |
| Reading during leisure time the fairy tale “The Three Little Pigs.” |
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Reading literary works encourages games and dramatizations of fairy-tale plots
Lesson time plan
Educational and training tasks of developing and consolidating self-service skills are implemented in ECD classes, the duration of which in the preparatory group is no more than 30 minutes. Educational classes have a structure consisting of various forms of work to attract the interest of students and prevent fatigue. It is recommended to include work assignments in routine classes that are not dedicated to educational activities themselves (walking, leisure).
Table: examples of temporary lesson plans on different topics
| Lesson topic | Organizational moment | Motivating start | Development of thinking abilities | Physical activity | Practical work | Summarizing |
| "Book Repair" | 1 minute | Creating a problematic situation. Dunno comes to the group and reports that he was suspended from classes in the first grade. The children ask what happened. Dunno answers that at home he and his friends played war games and fired back at imaginary enemies with shells from textbooks. At school, the teacher saw that the covers of the textbooks were torn off, the pages were torn, and told the careless student not to come to class until he learned how to properly handle books. 4 minutes. | Conducting a conversation about caring for books. 4 minutes. | Physical education 4 minutes. | Repairing damaged books in the library corner: gluing pages, repairing covers. 15 minutes. | 2 minutes. |
| "Big Wash" | 1 minute | Inclusion in a game situation. The teacher invites preschoolers to collect dolls to play with children from another group. While the children are collecting dolls, the character Chumazik runs into the room and dirty the doll's clothes. 4–5 minutes. | Conducting a conversation about the need to maintain neatness and cleanliness. Talking through the procedure for washing clothes (the children got acquainted with this on a preliminary excursion to the laundry). 4 minutes. | Outdoor games “Doll plays ball”, “Tumbler doll”. 4 minutes. | Washing doll clothes, hanging the washed clothes on the clothesline. 15 minutes. | 1 minute. |
Washing doll clothes is fulfilling a work assignment in a playful way
Table: example of a lesson summary on developing self-service skills in a preparatory group
| Author | Gordienko M.K., teacher at MBDOU D/s No. 48, Achinsk, Krasnoyarsk Territory. |
| Name | “Every thing has its place” |
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| Equipment |
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| GCD move | The teacher reads L. Voronkova’s story “Masha the Confused” to the children and conducts a conversation on its content:
Conversation about order. The teacher asks questions:
Children: We put the toys away, hang the clothes in the locker, put them on the high chair before going to bed, put the shoes on the shelf, set the table, remove the glasses from the table after eating. V.: Well done, everyone is attentive and helps maintain order in the group! We will now go on a tour of the group and see if all the things are in place. If someone does not put the toy back in its place, then the toys may become offended and hide from you. The teacher approaches the sports corner and asks the children to name what is missing. (Spins and ball). The teacher approaches the music corner with the children and asks them to name what is missing. (Drum, in the art activity corner - coloring books). V.: You see, children, many things have been hidden. But I will tell you who will help you find them. You know this hero. This is Brownie, he lives in every house and knows everything that happens in it. The teacher shows the children Brownie, pays attention to his appearance and says that he is kind, attentive, caring, and in his hands he has a bag in which there may be missing toys. V.: The little brownie wants to play with you. Game "Wonderful bag". The teacher calls one child at a time and asks them to take any item out of the bag. The child takes out the object, names it and takes it to its place. After the game, the teacher talks with the children:
V.: You know where each of the things should be. But in every group and home there are many small items and they should also have their place. Brownie suggests playing the game “Every thing has its place.” There are many small items on the table: sewing supplies, pencils, ribbons, hairpins, elastic bands, decorations for dolls and boxes, boxes, baskets, cups. The teacher asks one of the called children to find a place for each item. After the game, he rewards the children with stars for their help. |
In a playful way, children reinforce the skill of storing things in their proper places
Techniques
In organizing children’s play activities, the teacher uses three groups of techniques.
Verbal
Children 6–7 years old already have a good command of speech, but they simply need to hear an adult’s speech, as this makes it possible to form their own communicative image both with a rich vocabulary and a set of non-verbal components (facial expressions, gestures). Four types of techniques are used for games.
Explanation
The teacher describes in detail all the game actions, comments on the role of each participant, gives recommendations and instructions as the fun progresses.
Explanation must always be present in class
Puzzles
Usually the teacher uses this technique to motivate the children. Riddles are especially often used before didactic and outdoor games.
For example, in my practice, when considering the topic “Electrical Appliances,” I offer the game “What’s Broken,” the essence of which is that children look at a picture from a puzzle depicting equipment and determine which part is missing. Before starting the fun, it’s worth repeating what devices exist and what they are used for.
- He has a huge trunk. The robot loves cleanliness and hums like a TU airliner. He willingly swallows dust, does not get sick, does not sneeze. (TV);
- In Linen Country A steamboat is sailing along the Sheet River, back and forth. And behind him there is such a smooth surface - Not a wrinkle to be seen! (Iron);
- The whole Universe lives in it, And it’s an ordinary thing. (Iron).
Short fairy tales
Short stories are considered the most convenient motivational technique. They can directly affect the plot of the game.
For example, before the didactic game “Artists”, I tell you that an old artist came to the group, who is very suffering from the fact that an evil witch has wiped out all the beautiful buildings in his city. I invite the children to help the poor fellow and draw new beautiful buildings on a city layout sheet. Or the task can be organized like this: during the lesson, the children complete all the tasks suggested by the fairy-tale guest, and he, in turn, as a thank you for the quality work, invites the kids to play and play.
Reading should be accompanied by a demonstration of pictures, so that the child develops a complete image of the character, and not a fragmented one.
Reading
At the age of 6–7, most children can already read, so before the game you can give tasks related to reading excerpts or descriptions of the game situation that are relevant to the theme of the game. This technique especially often precedes folk games.
Visual
In preschoolers, figurative-visual perception is predominant, therefore, as in any other activity, it is important for children to see:
- pictures depicting children performing play actions;
- demonstration of all actions presented by the teacher.
Practical
As already noted, gaming actions are the practical implementation of this type of activity. However, after the game, the children can materialize images and impressions in modeling, drawings, and appliqué.
The product of gaming activity is, first of all, the game process itself.
Card file of games in the preparatory group
For the convenience of drawing up notes on a lesson or leisure activity, games are included in separate calendar plans for each type of fun. The teacher, having a complete list of fun activities, selects them to suit the skill, ability, stage of the lesson or topic being practiced. The last criterion is the most productive.
Table: example of planning play activities in a preparatory group
| Topic (or stage of work in class) | Type of game | Name | Goals | Progress of the game |
| Any (mainly lexical, that is, related to vocabulary replenishment) | Didactic | "Field of Dreams" |
| Children quickly answer questions from the qualifying round. So the first three are invited to the game, who guess the word by letter, after turning the reel. Based on the results of the game of three triples, the final is held, and then the super final with the winner. |
| Summarizing the material | Didactic | "What? Where? When?" | Children, united in a team of six people, are asked questions that they must answer in 1–2 minutes. The game goes to six points. | |
| “Precipitation” (or as a physical education break) | Movable | "Rain" |
| The “cloud” children stand in a circle with plumes in their hands. The guys run away to the music, the “rain” tries to wet them. At the leader’s signal, they gather in a round dance again, while the “rain” is playing one musical excerpt, it tries to touch the “clouds” with its plume, after the end of the musical excerpt, everyone counts together how many “clouds” the “rain” has touched. |
| Entertainment, consolidation of learned material, open lesson. | Different types of play activities | "Journey through the stations" |
| During the game, the children end up at different “stations” and play the games offered there. |
| “Bread is the head of everything” | Didactic | "Bread" |
| Children, individually or in teams, lay out a sequence of cards depicting the process of growing bread, commenting on each stage. |
| "Birds of our region" | Movable | "Crows and Sparrows" |
| The team of “sparrows” calmly flies around the site. At the “crow’s” signal, the birds must quickly sit down in their places, otherwise the “crow” will get dirty. |
| "Word-forming suffixes" | Didactic | "A look into the future" |
| The teacher gives the children a list of names from which the children form patronymics. |
| Description of the location of objects in space | Finger | "Furniture" |
| This is a chair - they sit on it (the left palm in a fist is pressed against the right, fingers extended upward). This is a table - people sit at it (the left hand is in a fist, the right open palm lies on top). Here is a bed - they are lying on it (arms bent at the elbows in front of the chest, lying one on top of the other). We put things away in the closet (imitation of folding things). We all walk for a walk (the fingers of both hands walk along the knees). |
| "Rules of etiquette" | Role-playing | "A Lesson in Politeness" |
| The fairy invites the children to role-play the following situation. One of the children portrays a grandmother, the other her grandson. A grandmother, her grandson and two children are walking towards each other through a narrow door made of cubes. The children are in a hurry, trying to squeeze through the door as quickly as possible. The rest watch the game and answer questions about the culture of behavior in this situation. All the guys draw the right conclusion: elderly and sick people, small children, people with heavy and large bags need to give way. Another group of children played out the same situation; they let the grandmother and grandson pass, but did it silently, and they themselves stopped in the aisle, creating inconvenience for those passing by. Talking about politeness again. As a result, the next group of players acts correctly. |
Game activities (preparatory group)
Game activities (preparatory group)
Objectives for the development of gaming activities:
— Support the manifestations of activity, independence and creativity of children in different types of story games; enrich the gaming experience of each child through participation in integrative activities (cognitive, speech, productive), including play;
— To develop the ability not only to follow ready-made game rules in didactic, active, educational games, but also to independently create new rules.
— Enrich ways of gaming cooperation with peers, develop friendly relationships and promote the formation of microgroups of children based on interest in different types of games.
Role-playing games.
Developing interest in depicting in role-playing games a variety of events related to their direct experience (visiting a hypermarket, cafe, hairdresser), impressions received from watching television programs, reading fiction, and expectations associated with the prospect of entering school. Participation in project-type games, in which, taking on roles, children create a specific product that can later be used in other games; the desire for games with a “continuation” of the plot over several days.
Independent use of plot composition together with peers, the transition from making changes to a familiar fairy tale plot (introducing a new role, action, event) to composing new creative plots. Participation in the preparatory stage of role-playing games: independently inventing new storylines, combining and coordinating plot development options with peers. Active use of the technique of verbal transmission of imaginary game events, the scene of action (“Here is the sea. This is a ship, - it is sailing to the wizard’s castle”) by the technique of conditionally playing out part of the plot - “as if.”
Showing initiative and activity in using children’s productive activities to create the necessary attributes for the game (making advertising posters for the game “Circus”, collages, coupons for the lottery, prizes for competition winners, etc.), participating in the creation of collections of items for various games ( a collection of New Year's decorations for the game "New Year's Bazaar to the Hypermarket", a collection of school supplies for the games "School", "School Bazaar").
Participation in coordinating the overall game plan using a variety of methods (counting tables, lots, contracts at will), establishing an agreement on the development of the plot and choosing roles during the game.
The independent desire of children, together with partners, to distribute roles, address a partner by the name of the game character, enter into various role-playing dialogues with peers, convey the character and mood of the role-playing character using intonation, facial expressions, gestures, change the intonation of the voice depending on the role, character and mood game character.
Director's games.
Showing interest in displaying the content of familiar literary works, animated films in director's games, creatively combining events from different books, cartoons, and independently invented events in the plot.
Participation in individual and joint director's games, control of 1-2 toys, coordination of actions with the actions of peers, changing the intonation of the voice depending on the created image, moving a toy across the playing field, imitating the movement of a character, using onomatopoeia, commenting on events occurring in the plot of the director's game , assessment of the actions of game characters. Demonstration of a desire to coordinate the plot with peers, conduct dialogues on behalf of game characters, and improvise as the plot develops.
Independent creation of the environment for a director's game: selection of the necessary toys and substitute items, design of the playing field (forest, magic meadow, house, etc.), use of ready-made multifunctional game material, taking the initiative in creating new multifunctional game material through productive activities.
Fantasy game.
Showing children's interest in imagining together with their peers, taking initiative in proposing the theme of the game, plot lines, developing the plot in an imaginary speech plan, as well as complementing each other's plans (“When we went into the cave, this is what happened to me...”, “We They saw that a terrible giant was approaching you, and decided to deceive him...").
Independent use of various means of inventing a plot: a map of a fairy-tale country, your own drawings, pictures depicting heroes. Composing new game plots using the technique of partial transformation of the finished plot (changing the scene, replacing the hero, changing the character of the character), coordinating invented events with the plans of peer partners.
Joint participation with the teacher in fantasy games of various contents (local history, natural history, etc.), 95
creating story products together with children, recorded in different ways (drawings, pictograms, maps of a fairyland, etc.).
Game-experimentation with different materials.
The content of these games is similar to the content in the older group. When organizing them, children show greater independence; the teacher supports the children’s initiative in choosing games, materials, and cleaning the group space at the end of the game.
Didactic and educational games. Games with ready-made content and rules.
Contents: Games for composing a whole from parts, from 10-12 parts or more: “Patchwork”, “Puzzles”, “Assemble a magic pattern”, “Create a flying carpet”. Games for mastering the “whole-part” relationship: “Transparent Square”, “Miracle Flower”, “Geokont”, “Cord-entertainer”, “Little Designer”. Games for grouping items and objects based on essential characteristics (living - inanimate; real - fantastic; domestic - wild animals), for dividing a set of objects into groups simultaneously according to 2-3 inherent properties (color, shape, size): “Add in cart”, “Fill in the cells”, “What does not apply”. Games for comparing objects based on several criteria: “Find five differences”, “Common and different”, “Find identical gnomes”, “Help me find the right house”, “Identical photos”. Games for establishing a sequence according to the degree of increasing or decreasing of a characteristic: “Establish the order”, “Arrange according to the brightness of the colors”, “From sweet to sour”, “From hard to soft”. Games to find the missing figure in a row: “Find what’s missing”, “Lost”, “Guess who’s hiding”, “Who is this letter for”. Games for recognizing objects by description, or by questions (“Guess what they are up to?”; “Ask a question and find out”, “What the object tells about itself”, “Guess and find the same one.” Games related to orientation according to the diagram, model, plan, conventional signs, signals (“Find the way to Aladdin’s cave”, “Find the treasure according to the diagram”; “Labyrinth”). Plane modeling games: puzzles: “Tangram”, “Columbus Egg”, “Wonderful Circle”, “Three rings.” Games for three-dimensional modeling: “Cubes-entertainers”, “Transformer”, “Assembly”, “Tetris” (volumetric). Games for the implementation of control and verification actions: “How many mistakes did the artist make”, “Correct the mistakes” , “Controller”, “Confusion”, “Who will find all the mistakes faster”. Folk games. Speech games. (“Gardener”, “Paints”, “A bag rolled from a high hump”). Games with prohibitive actions and rules (“Forfeits” ", "Black and white", "Don't say yes and no"). Various types of lotto. Checkers. Chess. Tic-tac-toe.
Conscious acceptance of a game task, performing game actions according to the rules, the ability to achieve the correct result, and demonstrating 96
persistence in finding solutions and achieving results. Manifestation of the desire to reason, analyze, reflect on one’s moves and actions, explain and comment on one’s actions during the game.
Mastering the ability to explain to a teacher or peers the content and rules of the game, and answer questions about the game. An active desire to act in a cooperative game in a coordinated manner, observe the order of actions, and show restraint; control your actions and the actions of other players based on the rules, correct mistakes. Understanding that it is not nice to laugh at a losing peer. Showing initiative in organizing several familiar games (speech, movement, developmental, cognitive, etc.).
Independently inventing new rules in familiar games, adding variety to their content by including new game actions. Together with the teacher, and then independently inventing new games by analogy with familiar ones: designing the playing field using drawings or ready-made pictures, designating the route using arrows, symbols - obstacles; agreeing on the general rules of the game, winning conditions, coming up with a name for the game (“Journey through the Land of Fairy Tales”, “Dangerous Route”, “Space Adventures”).
Showing initiative in the process of creating a game library in the group, maintaining order, caring for games and game materials.
Play activities are organized taking into account the “Childhood” program throughout all educational activities.
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Timing game plan
As already mentioned, in the preparatory group the game lasts on average about 15 minutes. At the same time, the timing depends on the type and content of the game: for example, for some didactic games, 5 minutes will be enough, but theatrical ones will definitely not fit into such time periods.
The time required to play the game depends on the content and form of the fun.
Table: timing of stages of different types of games
| Type of game | Introductory | Familiarization with the rules | Game + complication | Final |
| The teacher announces the name and motivates participation. | The teacher describes in detail the actions of each participant in the plot | The actual gameplay. After 2-3 repetitions, the teacher complicates the game (if the game is new, this stage is skipped). | The adult thanks the children for their work and highlights those who distinguished themselves. Children evaluate their work and the activity of the group as a whole. | |
| Didactic | 2 minutes | 1 minute | 10–12 minutes | 2 minutes |
| Role-playing | Half a minute | 15 minutes | 2–3 minutes | |
| Movable | 2 minutes | 10 minutes | 2 minutes | |
| Theatrical | 3–5 minutes | 2–4 minutes | 15–20 minutes | 3 minutes |
| Finger | Half a minute | 1 minute | Half a minute | |
Table: example of a summary of the didactic game “First-grader” in the preparatory group
Author - Zyryanova A., teacher at MBDOU "Kindergarten No. 65", Kamensk-Uralsky, Sverdlovsk region.
| Stage | Content |
| Introductory | - Guys, I have a little surprise for you, come to me. — Today Dunno came to visit us. Guys, you will soon go to school, and Dunno is getting ready for school. But he doesn't know what to take with him. Guys, look: Dunno has already tried to pack his briefcase for school, let's see if he did it correctly. (I take out items from my briefcase) - Guys, let's help Dunno figure out what items are needed at school and why? |
| Familiarization with the rules | - Now I will show the subject, you will raise your hands, come to me and tell me in complete sentences what kind of subject it is, whether it is needed at school and what it is for. |
| A game | Showing school supplies and other items. If necessary, I correct the children’s answers. On behalf of Dunno, I praise the children. - And now, together with Dunno, we will learn how to quickly, correctly and accurately pack school supplies into briefcases. For this I need: one boy and one girl. (I choose two children). - Now the guys and I will count, and you will begin to collect items in briefcases. (One, two, three, start collecting your briefcase) (the game is played 3 times) After each game, we analyze the actions performed (Did we choose the items correctly, did we place them neatly). If necessary, I correct the children’s actions. On behalf of Dunno, I praise the children. They raise their hands, go out and talk about the objects. They begin to collect their briefcases. |
| The final stage | — Guys, Dunno is very glad that he came to visit you. Now he knows what school supplies are and what they are needed for. Knows what to take with you to school and what not to. He says thank you, goodbye, see you at school! They say goodbye. |
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Diagnostics of gaming activity
Educational activities in kindergarten are carefully analyzed. Moreover, the analysis of the components of the educational process is carried out by the teacher himself, methodologists and colleagues. Self-analysis is necessary to identify and correct shortcomings in the organization and conduct of games, and third-party commentary is needed to draw up an overall assessment of the teacher’s competence in organizing the educational process. If we talk about a general assessment of the play activity of children in a group, then the teacher prepares such a report at the beginning and end of the school year. To do this, he uses an algorithm, which can be seen here https://yadi.sk/i/h9xM3BE53SLSwU
Since the child plays not only in preschool, but also at home, parents are involved in the analysis of the child’s play activity. The analysis scheme in the form of a questionnaire for moms and dads can be found here https://yadi.sk/i/K5T4siNu3SLSwk
To formulate conclusions regarding the level of development of the child’s play activity, the teacher uses the results obtained, describing them in free form based on the data obtained.
Diagnostics of gaming activity, among other things, helps determine how quickly children get involved in the game
Play activity is the leading activity for a child in the preschool period. That is why all elements of the educational process in preschool educational institutions fit into the game form. This makes it possible to realize a wide range of goals and objectives in preparing children 6–7 years old for the next stage of education—school. At the same time, the responsibility for choosing the content and form of the game, as well as preparing, conducting the fun and drawing up diagnostic cards for the level of development of gaming activity falls on the shoulders of the teacher.
Motivating start to class
The independent activity of children in the preparatory group begins with the creation of a main motivator - interest in a certain topic, solving a problem, or the desire to communicate with other preschoolers.
Actions of a practical nature can be carried out based on the child’s own skills or abilities.
The immediate result of learning is assessed not only by the teacher, but also by the preschooler, so he talks about his own experience and observations to the teacher. This also allows you to develop your communication skills even more effectively.
The main role of the teacher is aimed at creating the necessary motivation for the actions of preschoolers , which he organizes based on the subject or spatial environment of a particular group. Such interest in activities can have both a playful and creative, cognitive nature.
The teacher must create interesting cases within the framework of a specific plan in order to predict the student’s independent work in relation to a certain topic, as well as based on the individual characteristics of the preschooler.
The motivating beginning should be characterized by an increase in interest in learning itself , which is best developed through gaming activities. Various games, performances or any other creative aspects are well integrated into any task: from cognitive and creative, to motor or labor.
