Preschool children are able to perceive information better than others, and parents should not waste this time. New knowledge and skills are easily acquired with the help of various outdoor and board games. At the ages of 3 to 7 years, children try to copy the actions of adults and imitate animals and birds. At this time, parents need to guide their child on the right path of understanding life.
With the help of active games you can achieve success in this matter. The classification of outdoor games is quite diverse: by complexity, by degree of load, taking into account the age of the child, by the use of equipment, etc. Adults need to help their child adapt to life. However, we must not forget about the independence of the child. You can complicate the game a little, change its direction, but you shouldn’t tell your child how to act.
The value of outdoor games
Many experts in the field of raising children, including Froebel, Leontiev, Reich, noted the importance of outdoor games for a child. They argued that active games can develop children both physically and mentally. In addition, during these classes, children are always in the movement that they need.
Outdoor games for preschoolers are indispensable, as they can improve the child’s attentiveness and physical condition, his plasticity and understanding of the environment. In the process of playing, children learn about the world from a new perspective, and in addition, they strengthen and improve their skills.
It is difficult to overestimate the importance of active games for a child, since here, among other things, imagination and fantasy, speech and memory develop. In addition, outdoor games are very good for health, especially in the fresh air. Children jump, run, play with a ball, which promotes normal blood circulation and increased breathing. This has a positive effect on the body, especially the growing one.
"Moveable story games and their role in the development of preschool children"
North-Western District Education Department
Department of Education of the City of Moscow
State budgetary educational institution of Moscow
"Lyceum No. 000"
Preschool department No. 2
"Moveable story games
and their role in the development of preschool children"
Educator
In my speech, I would like to combine three areas in the work of a teacher with children - outdoor games, speech development in preschoolers and theatrical activities.
The game has been a companion of man since time immemorial. Progressive Russian scientists and teachers (and many others) have revealed the role of play as an activity that promotes qualitative changes in the physical and mental development of a child, which has a diverse impact on the formation of his personality.
During the game, memory and ideas are activated, thinking and imagination are developed. Children learn the meaning of the game, remember the rules, learn to act in accordance with their chosen role, creatively use existing motor skills, and learn to analyze their actions and the actions of their comrades.
An outdoor game, like any didactic game, is aimed at achieving certain educational and training goals. It refers to those manifestations of play activity in which the role of movements is clearly expressed.
Outdoor games are divided into elementary and complex. Elementary ones, in turn, are divided into plot and non-plot games, fun games, and attractions.
Story-based games have a ready-made plot and firmly fixed rules.
Outdoor play is characterized by active creative motor actions motivated by its plot.
The plot reflects the phenomena of surrounding life (work activities of people, traffic, movements and habits of animals, birds, etc.). Game actions are related to the development of the plot and the role played by the child.
The plot of the game and the rules determine the nature of the movement of the players. The movements are imitative in nature. Children start, stop or change movements in accordance with the rules of the game. The plot in games can be figurative (“Bear and the Bees”, “Hares and the Wolf”, “Sparrows and the Cat”)
Games of this type are used in all age groups, but they are especially popular in early preschool age (“The gray bunny is washing itself”, “Shaggy dog”, “Dog and sparrows”, “The little white bunny is sitting”, etc.)
Outdoor games are often accompanied by songs, poems, counting rhymes, and game starters. Such games replenish vocabulary and enrich children's speech.
Children of primary preschool age imitate everything they see in play. However, in the outdoor games of children, first of all, it is not communication with peers that is reflected, but a reflection of the life that adults or animals live (they fly with pleasure like “sparrows”, flapping their arms like “butterfly wings”, etc. .).
The desire to spiritualize inanimate nature is explained by the child’s desire to give the image depicted in the game a living character, and when he gets used to the image, his empathy mechanisms are activated, that is, understanding the emotional state of another person through empathy. Due to the developed ability to imitate, most outdoor games of children of primary preschool age are plot-based.
In the fifth year of life, the nature of children's play activities changes. They begin to be interested in the result of outdoor play, they strive to express their feelings, desires, implement their plans, and creatively reflect the accumulated motor and social experience in their imagination and behavior.
However, imitativeness and imitation continue to play an important role in older preschool age. Outdoor games are characterized by the presence of moral content. They foster goodwill, a desire for mutual assistance, organization, and initiative.
A game, like a fairy tale, teaches a child to penetrate the thoughts and feelings of the people depicted, going beyond the circle of everyday impressions into the wider world of human aspirations and heroic deeds.
The creative nature of play activity is manifested in the fact that the child is, as it were, reincarnated into the person he is portraying, and in the fact that, believing in the truth of the game, he creates a special play life and is sincerely happy and sad as the game progresses.
The child satisfies his active interest in the phenomena of life, in people, animals, and the need for socially significant activities through play activities.
In games with characters, game actions are determined by the reproduction of the phenomenon, actions and relationships of the characters, and there are also elements of creativity.
The source of outdoor games with rules are folk games, which are characterized by brightness of concept, meaningfulness, simplicity and entertainment.
A special group consists of round dance games. They are accompanied by a song or poem, which gives a specific flavor to the movements, replenishes the vocabulary and enriches the children’s speech (“Dudar”, “Teremok”, “The Wolf and the Seven Little Goats”, etc.)
In recent years, unfortunately, there has been an increase in the number of children with speech disorders. And clear and correct speech is the key to productive communication, confidence, and success.
The specificity of work in speech therapy groups is the development of speech in all types of activities. Starting from the younger group, it involves solving one of the main tasks - to make children want to speak, to push them to make verbal contacts. The teacher should strive to encourage children to imitate speech activity and expand their understanding of speech and vocabulary.
The process of speech development involves mastering not only the content, but also the figurative, emotional side of the language. Psychologist, philosopher
He considered the expressiveness of speech as a qualitative characteristic of speech, which is closely related to the manifestation of a person’s individuality.
The expressiveness of speech develops throughout the entire preschool age: from involuntary emotional speech in children to intonation speech in children of middle groups and to linguistic expressiveness of speech in children of older preschool age.
The concept of “speech expressiveness” is integrated and includes verbal (intonation, vocabulary and syntax) and non-verbal (facial expressions, gestures, posture) means.
The role of outdoor games is invaluable not only for the development of coordination of movements, speed of reaction, attention, memory, perception, formation of ideas about the world around us, but also for coordinating the activities of the auditory and visual analyzers (“At the bear in the forest”, “Recognize by voice”, “Whose little voice”, etc.).
Due to all the above factors, outdoor games and exercises help accelerate speech development, which is especially valuable not only for children with speech disorders.
The most popular and exciting area in preschool education is theatrical activities. Theatrical activities are an effective means for the social adaptation of children, as well as the development of their communication skills.
It is theatrical activities that make it possible to solve many pedagogical problems related to the formation of the expressiveness of a child’s speech.
By participating in theatrical games, children become participants in various events from the lives of people, animals, and plants, which gives them the opportunity to better understand the world around them. Theatrical games promote the assimilation of elements of verbal communication (facial expressions, gestures, posture and gait, intonation, voice modulation) (“Teremok”, “Recognize by Voice”, “The Gray Bunny is Washing”).
Theatrical activities teach children the ability to improvise.
Games allow children to be involved in a game plot, activate auditory perception, encourage motor and intonation imitation, imaginative role-playing, and teach expressive facial expressions and movements. (“Teremok”, “Pea”, “Shepherd and Flock”, etc.)
believes that theatrical games are performance games in which a literary work is acted out in faces using such expressive means as intonation, facial expressions, gesture, posture and gait, i.e., specific images are recreated.
The significance of theatrical activity is that it:
• helps to master the native language and its means of expression
• improves the articulatory apparatus
• dialogical, emotionally rich speech is formed
• the assimilation of the content of the work, logic and sequence of events improves
• children receive an emotional boost
• promotes the development of elements of speech communication: facial expressions, gestures, pantomime, intonation, voice modulation
• allows you to form the experience of social behavior
• stimulates active speech
Active play with a pronounced emotional character is one of the most favorite activities of preschoolers.
To create an emotional mood for the game, it is convenient to use folk or modern rhymes.
The teacher should not lose sight of the fact that a game becomes a game not at the moment when the teacher conducts it, but when the children begin to play it themselves.
Bibliography:
Arushanova and children’s verbal communication: A book for kindergarten teachers. - M.: Mosaika-Sintez, 1999. Children's folk outdoor games. Compiled by: , - M.: Education, 1995. Doronova children from 4 to 7 years old in theatrical activities // Child in kindergarten. – 2001. – No. 2. Litvinov folk outdoor games. Ed. - M.: Education, 1986. , , Furmina and children's entertainment in the air. – M.: Education, 1983. Stepanenkova of outdoor games. For classes with children 2-7 years old. Federal State Educational Standard. – M.: Mosaika-Sintez, 2014.
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Methodology for conducting active games
Children of preschool age are in most cases extremely active, and therefore there is no need to be very surprised if the child does not stand still for even a minute. They constantly run, jump, roll a ball, wrestle, and play with their peers. The child must act and play independently; for this, the teacher or teacher must create all the conditions.
The adult’s task is to direct and provide everything necessary for the play area. Firstly, you need as much free space as possible so that the child does not feel cooped up. Secondly, you need to provide all the necessary toys that promote physical activity in children.
All children are different: some like to play alone, some are too active, and some, on the contrary, are calmer. The teacher needs to consider all this and indirectly guide the game process. But you cannot do this in an authoritative and strict manner; you need to push the child to the right decision. Some need to be helped and played with, and others need to be offered a different game. The teacher should remember that almost all children in younger groups prefer to play alone. He should try to instill in children a love of playing together. It is necessary to properly organize and present the game, thereby arousing interest. This is the method of outdoor games.
Action and story games
Author: Pivnyk Yulia Yurievna
MOVEMENT AND STORY-STAGED GAMES
It is very important at an early stage of childhood to lay the foundations of positive artistic perception, to raise our kids to be dexterous, smart, cheerful and sociable. Games solve these problems perfectly, you just need to follow the principle: do not focus children’s attention on leadership, instill in them a taste not for the result, but for the process itself. Games are also necessary in the classroom as an element of relaxation: relax, exercise, have fun. At the same time, they can serve as a powerful incentive - “You worked out well, now you can play!”
Some games such as “Spider and Flies”, “Frogs and Heron”, etc., are essentially skits where everyone plays their role. In this case, what is important for the teacher, and what is interesting for the children, is images, plasticity, facial expressions, and the goal of catching up or hiding becomes conditional.
In the games “Train”, “Brave Rider”, etc., to some extent, there is a spirit of competition, and here the teacher should smooth out this moment, paying more attention to the children’s correct execution of movements, the ability to hear music, navigate, act according to the idea, figuratively.
In the games “I am an artist”, “Cinema-photo”, “Monkeys”, etc., it is very important for the teacher to promptly notice, encourage, and praise even the most timid attempts at improvisation and creative independence of the child.
Spider and flies
One of the children is a spider, all the others are flies.
The spider sits down on a chair in the center of the hall, closes its eyes and falls asleep. At this time, the flies are flying around the hall (running on their toes, arms bent at the elbows, hands flapping like wings).
Night falls, the music changes. The spider opens his eyes and stands up, the flies freeze (so that he does not notice them in the dark). The spider slowly walks around the hall, and, not finding anyone, returns to its house (on a chair).
Brave Rider
Starting position – each child sits on a chair astride a horse.
The introduction to the music sounds, everyone stands next to the chair and takes the “reins” (arms extended in front of them and clenched into fists).
Children jump at a straight gallop, with a little spring in their arms.
The music stops abruptly, and everyone must run as quickly as possible and sit on a chair (in the starting position).
Comment – the task can be changed: sit only in your own chair or in the nearest free chair.
I'm an artist
Everyone takes their seats - We are the spectators.
The first artist enters the “stage” (stands in the center of the hall) and orders music that matches the image invented in advance (fast, slow, cheerful, sad, smooth, energetic, etc.).
He dances, and everyone watches attentively. The artist’s task is for the audience to guess who he is portraying. After the performance, the audience applauds, then the teacher asks: Who do you think the artist portrayed?
The teacher listens to the children’s suggestions and says his own. If someone guessed first, he becomes an artist, if no one, the next one comes out in turn or at will.
The artist can portray anyone, but if he finds it difficult to choose, the teacher can quietly help him. You can depict, for example: animals, snowflakes, flowers, a robot, etc.
Monkeys
One child is a zoo visitor, all the rest are monkeys. The visitor can perform any actions, movements, make faces, and the monkeys must repeat everything exactly after him.
Recommendation for the presenter: you must try to show the movements clearly, without rushing.
Ogonyok
Everyone stands in a circle. Music sounds, and a red handkerchief begins to be passed around in a circle - Do not hold the Light in your hands, otherwise you will get burned.
The music suddenly stops. And the one who has the handkerchief in his hands goes to the center of the circle and dances with him to the accompaniment. Everyone supports him, clapping in unison.
Then he stands up and the game continues.
Owl
One of the participants is an owl. All the rest are inhabitants of the forest (animals, birds).
Day -
an owl sits on a tree (chair). The rest move around the hall, imitating some small animal.
Night -
the owl wakes up and flies out to hunt, everyone quickly crouches down and freezes. The owl smoothly circles around the hall, flaps its wings widely or soars.
Day -
the owl flies away, the forest comes to life
Recommendation. The task can be changed: each child must come up with an image for himself (any animal) or the teacher gives everyone one general task (bunnies, mice, titmice).
Train
Cars
in
the depot:
everyone is sitting on chairs.
One of the children becomes a locomotive.
He walks across the hall towards those sitting (raises his knees, bends his arms at the elbows, makes circular movements, imitating the rotation of wheels).
The locomotive
pulls up to the first
car
and gives it a signal with its horn and
hooks it
to itself.
He puts his hands on his shoulders and they continue moving. Thus, the composition is assembled.
The locomotive
leads the train
in a bizarre way to the music. Suddenly, three warning signals sound in the music, and during this time everyone must run to their places.
The composition has been disbanded.
When older children are playing,
a carriage
that did not make it to
the depot
may be
put in for repairs,
i.e., miss one trip.
Sunshine and rain
Starting position – children squat in front of chairs facing the seats.
Rain –
They drum their palms on the chair, imitating the sound of rain (the more often, the better).
Gradually the rain subsides.
Let's check, has the rain stopped? –
They move their hand with their palm up and look at the “sky.”
Sun! –
everyone jumps out of the houses, has fun, jumps, dances.
Who came to us
Children sit in a semicircle.
If desired, one of the participants starts the game. The teacher offers him a choice of upside down cards with images of animals. The child takes out any card and, without showing it to anyone, puts it aside.
The teacher says: “Who came to us?”
The child, without voicing, imitates the chosen animal. Children guess. After this you can show the card.
Recommendation: it is necessary to familiarize children in advance with the plastic features of the animals that are depicted on the cards.
Circus
Strongmen
Children stand in a circle. The teacher announces:
“There are strong men in the arena!” –
put your feet shoulder-width apart, firmly grab an imaginary barbell with your hands and squeeze upward with great effort.
Hold the barbell!
(all muscles are very tense).
Abandoned -
throw the barbell, relaxing all the muscles -
relax...!
The audience applauds -
everyone claps.
Equilibrists
Stretch the jump rope (rope) on the floor and tie it to the legs of the chairs.
The spectators, who are also artists, stand in a line nearby.
Everyone takes turns walking along this “tightrope” on their toes, back straight, arms to the sides for balance (do not sway!).
The one who has passed the rope to the end raises his hands, greeting the audience. The audience applauds, the artist bows
and joins the audience.
Tricks
Teacher: “Let’s start the show.”
Participants stand in a circle and hold hands - this is
a magic bag.
Any of the children becomes the center.
Someone says: “Only we have the best magic trick in the world.”
Everyone converges towards the center and casts a spell:
aben, trabene, boome!
Then the circle diverges, and the child in the center depicts, at his own request, the one he was turned into (profession, animal, flower, tree, ...).
The audience applauds.
The one in the center bows and stands in a circle. Game continues.
Frog and Heron
Small hoops called swamps are laid out on the floor throughout the hall.
One of the participants becomes a heron and moves aside. All the rest are frogs.
Frogs jump after mosquitoes or between swamps (sitting on their haunches, knees open to the sides, palms on the floor, jumping up, straightening their legs and croaking).
The music changes and a heron comes out. Frogs quickly (frog-like) hide: each one occupies any free swamp. They press their body lower to the floor, pull their heads into their shoulders, fall silent and freeze.
The heron walks around the hall (raising its knees high and flapping its wings expressively), and, without catching anyone, leaves.
Cats and dog
There are tree chairs all over the hall.
One of the participants is a dog, all the rest are cats.
The dog sits in a kennel (squats down and holds a hoop vertically in front of him or lies on his stomach under a chair).
At this time, cats and kittens are walking around the hall (soft, springy step, “paws” folded in front of them or making sliding movements).
The music changes and a dog jumps out of its house (the child quickly crawls through a hoop or crawls forward from under a chair).
Cats and cats instantly climb trees (sit on chairs and tuck their legs).
The dog runs from tree to tree and barks at cats and kittens, who hiss expressively and show their claws.
Tired, the dog returns to the kennel.
Fox and ducklings
On the floor in the center of the hall, a small space is fenced off with jump ropes so that all the children can fit in it; this is a lake.
One of the participants is a fox, all the others are ducklings.
The fox hid (hides behind the back of the chair) and listens.
At this time, the ducklings are walking around the lake and looking for worms (they walk in small steps, waddling from foot to foot; arms are extended down and slightly pulled back).
The music is changing. A fox jumps out from its hiding place.
The ducklings quickly (don’t get out of character!) hide in the lake.
The fox walks around the lake, eagerly looking at the ducklings (soft, springy step, holding its clawed paws in front of it), the ducklings stay on the opposite edge of the lake and press against each other. Having walked around the lake a couple of times, the fox again hides in cover.
Bubble
Starting position - all participants are freely positioned around the hall and stand in the center of their hoop.
I blow bubbles -
(the teacher draws more air into his chest and blows), the children squat down, grab the edges of the hoop on both sides with their hands and stand up.
The wind blew -
The teacher smoothly waves his hands.
Let's fly -
children run around the hall on their toes
(flying without colliding!).
Burst -
(the teacher claps his hands) the children stop, unclench their fingers and release the hoop from their hands.
Film-photo
A director is chosen and he commands:
Movie -
participants move freely around the hall: dance, imitate something, improvise plastically.
Photo -
everyone suddenly freezes (freeze frame).
Movie -
everyone continues their movement, etc.
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Active games during the day
Every day, teachers need to conduct outdoor games with children. Before breakfast, you need to let the children play on their own without distracting them. To do this, you need to take out the toys and encourage the kids to go to class. Outdoor games for preschoolers are not appropriate immediately after breakfast or any other meal. When choosing games, you need to consider the activities that came before them. For example, after lessons in drawing or the Russian language, it is necessary to offer active games in order to move more.
It is recommended to use outdoor games while walking, in the fresh air. You should only go indoors if the weather is unsuitable, such as heavy rain or wind. If the weather outside is just like this, you need to play in a large hall where there is enough space for everyone.
In the evening it is also recommended to play games, but with little mobility. Singing with round dances is good. This activity should last about 10 minutes. The most favorable time of year for playing games is, of course, summer. Since outdoor games during a walk in the summer are quite easy to implement. On hot days, it is advisable to conduct activities with moderate or low activity so that children do not overheat. And on cooler days, it is better to use games with the highest activity.
It is most difficult to play outdoor games in winter and autumn. Children usually wear warm clothes and bulky shoes, which makes their physical activity difficult. In this case, classes with simple movements that will not tire the kids are ideal.
Outdoor games in a preschool educational institution (preschool educational institution) in the fresh air and in the hall contribute to a significant increase in physical and mental abilities. Kindergarten is a place that is one of the key in shaping the views and interests of a child.
Classification of outdoor games
Experts in this field note that the wide variety of active games has led to the need to divide them. As already mentioned, they are classified by complexity, degree of mobility, etc.
In the most general version, games can be divided into simple and complex. Simple ones are classified into plot, plotless, attractions and fun games.
Story-based games are characterized by a clearly developed scenario with fixed rules. They are characterized by thoughtful actions of all participants in the events; deviation from the plot seems impossible. Games of this type are popular in all groups, especially for younger ones.
Plotless games are characterized by the absence of a script, but require children to be attentive, quick and independent. During the lesson, the child must repeat a certain motor action, most often presented in the form of a competition.
Attractions and fun games also require the completion of a specific task in the form of a competition. The difference from plotless ones is that some of the children participate in the game, and the other part are spectators. These outdoor games are very popular in preschool educational institutions, as they delight children.
Almost all sports games are classified as difficult. This includes football, basketball, volleyball, and hockey. Of course, young children cannot participate in these adult competitions, and therefore classes are conducted according to a simplified system.
Active games can also be distinguished by motor content: running, jumping, projectile throwing, etc. There is a classification of outdoor games according to the degree of mobility. Examples of such games can be very diverse. There are classes of high, medium and low activity. The first group includes those activities in which the majority of children take part, most often running or jumping. The second group includes games in which all the children also participate, but the tasks are calmer, for example, walking or passing shells. In games of low mobility, the action is low-intensity and has a slow pace.
Text of the book “Collection of outdoor games. For working with children 2-7 years old"
Collection of outdoor games. For working with children 2-7 years old
Methodology for conducting outdoor games
Outdoor play as a means of harmonious development of a child
An outdoor game with rules is a child’s conscious motor activity, characterized by the accurate and timely completion of tasks related to the rules that are mandatory for all players. According to P. Lesgaft’s definition, outdoor play is an exercise through which a child prepares for life. The exciting content and emotional richness of the game encourage the child to make certain mental and physical efforts.
The specificity of outdoor play is the child’s lightning-fast, instant response to the signals “catch!”, “run!” “stop!” and etc.
Outdoor play is an indispensable means of replenishing a child’s knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities. When conducting outdoor play, unlimited opportunities are created for the integrated use of various methods aimed at shaping the child’s personality. During the game, not only the exercise of existing motor skills occurs, their consolidation and improvement, but also the formation of personality qualities.
Many domestic scientists have been searching for ways to harmoniously develop children. Thus, in the system of physical education created by P. Lesgaft, the principle of harmonious development was fundamental, and the physical and spiritual forces of a person were considered as qualitatively different aspects of a single life process, allowing the formation of people of the “ideally normal type.” According to P. Lesgaft, harmonious development is possible only with a scientifically based system of physical education and upbringing, in which the principle of awareness prevails.
Awareness of movements provides the opportunity to use them rationally and economically, perform them with the least expenditure of effort and with the greatest effect, and also contributes to the spiritual development of a person.
Numerous studies prove that a person’s character, thoughts, and feelings are reflected in the form of a “muscular shell” on the body (M. Alexander, V. Reich, M. Feldenkrais, etc.), therefore, in order to achieve the goals of harmonious development, it is important to understand how our body works . The teacher must teach children to move naturally, gracefully, in accordance with the constitution of the body and individual abilities.
Harmonious development occurs with a holistic, integrated, balanced realization of all human potential. One-sided development is detrimental to the individual and often borders on psychological or physical illness.
The child realizes freedom of action in outdoor games, which are a factor in the formation of physical culture. In pedagogical science, outdoor games are considered as the most important means of a child’s comprehensive development. The deep meaning of outdoor games lies in their full role in physical and spiritual life, their significance in the history and culture of every nation. Outdoor play can be called the most important educational institution, promoting both the development of physical and mental abilities and the development of moral norms, rules of behavior, and ethical values of society.
Outdoor games are one of the conditions for the development of a child’s culture. In them he comprehends and learns about the world around him, in them his intellect, fantasy, imagination develop, and social qualities are formed. Outdoor games are always a creative activity that demonstrates the child’s natural dexterity in movement and the need to find a solution to a motor problem. While playing, a child not only learns about the world around him, but also transforms it.
Children of primary preschool age imitate everything they see in play. However, in the outdoor games of children, what is primarily reflected is not communication with peers, but a reflection of the life of adults or animals: they fly with pleasure like sparrows, flapping their arms like a butterfly with its wings, etc. The desire to spiritualize inanimate nature is explained by the child’s desire to give The image depicted in the game has a living character. When he gets used to the image, the mechanisms of empathy are turned on and, as a result, morally valuable personal qualities are formed: empathy, complicity, involvement. Thanks to the developed ability to imitate, most outdoor games of younger preschoolers are plot-based.
In the fifth year of life, the nature of children's play activities changes. They begin to be interested in the result of outdoor play, they strive to express their feelings, desires, implement their plans, and creatively reflect the accumulated motor and social experience in their imagination and behavior. However, imitativeness and imitation continue to play an important role in older preschool age.
Outdoor games are characterized by the presence of moral content. They foster goodwill, a desire for mutual assistance, conscientiousness, organization, and initiative. In addition, playing outdoor games is associated with great emotional uplift, joy, fun, and a sense of freedom. Outdoor games of different content allow us to trace the variety of approaches to finding ways for the harmonious development of children. Conventionally, we can distinguish several types of outdoor games that contribute in different ways to the comprehensive development of preschool children and carry different social orientations. Games like “Traps” are characterized by a creative nature, based on passion, motor experience and strict adherence to the rules. By running away, catching up, dodging, children mobilize their mental and physical strength to the maximum, while they independently choose methods that ensure the effectiveness of game actions and improve psychophysical qualities.
Games that require inventing movements or instantly stopping an action at a game signal encourage children to individual and collective creativity (inventing combinations of movements, imitating the movements of vehicles, animals).
Such games are at the same time an exercise for will, attention, thought, feeling and movement. Particular attention is paid to the expressiveness of actions invented by children, which activate mental processes, carry out sensory corrections, role training, form the psychosomatic and emotional spheres, developing the mechanisms of empathy. Children convey the character and images of the game characters, their moods, and relationships. At the same time, facial and large muscles are trained, which contributes to the release of endorphins (the hormone of joy), which ensures an improvement in the condition and functioning of the body.
Ball games play a particularly important role when working with children. While playing, a child performs various manipulations with the ball: aiming, hitting, throwing, throwing, combining movements with claps, various turns, etc. These games develop the eye, motor coordination functions, and improve the activity of the cerebral cortex. According to A. Lowen, hitting a ball improves mood, relieves aggression, helps get rid of muscle tension, and causes pleasure. Pleasure, in his opinion, is freedom of body movement from muscle tension.
Games with elements of competition require proper pedagogical guidance, which requires compliance with a number of conditions:
Each child participating in the game must be proficient in the motor skills (climbing, running, jumping, throwing, etc.) in which the game is competed. This principle is also fundamental in relay games. It is also important to objectively evaluate the activities of children when summing up the results of the game: it is necessary to evaluate the child’s achievements in relation to himself, that is, his own achievements, because each child has his own characteristics, his own capabilities, determined by his state of health, sensory and motor experience.
In games like “Blind Man's Bluff” and “Guess by Voice”, analyzer systems are improved and sensory corrections are carried out.
Thus, by playing and implementing various forms of activity, children learn about the world around them, themselves, their body, their capabilities, invent, create, while developing harmoniously and holistically.
In the formation of a child’s diversified personality, active games with rules are given the most important place. They are considered as the main means and method of physical education. Outdoor games have a healing effect on the child’s body - he practices a wide variety of movements: running, jumping, climbing, climbing, throwing, catching, dodging, etc. At the same time, breathing and metabolic processes in the body are activated, this, in turn, has a beneficial effect on mental activity. The healing effect of outdoor games is enhanced when played outdoors.
It is extremely important to take into account the role of growing tension, joy, strong feelings and undying interest in the results of the game that the child experiences. Passion for the game not only mobilizes his physiological resources, but also improves the effectiveness of movements. Play is an indispensable means of developing and improving movements; formation of speed, strength, endurance, coordination of movements. In outdoor play as a creative activity, nothing fetters the child’s freedom of action; he is relaxed and free.
The role of outdoor play in mental education is great: children learn to act in accordance with the rules, act consciously in a changed game situation and learn about the world around them; master spatial terminology. During the game, memory and ideas are activated, thinking and imagination are developed. Children learn the meaning of the game, remember the rules, learn to act in accordance with their chosen role, creatively use existing motor skills, and learn to analyze their actions and the actions of their comrades. Outdoor games are often accompanied by songs, poems, counting rhymes, and game starters. Such games replenish vocabulary and enrich children's speech.
Outdoor games are also of great importance in the moral education of preschool children. Children learn to act in a team and obey common requirements. The guys perceive the rules of the game as law; conscious implementation of them forms the will, develops self-control, endurance, and the ability to control one’s actions and behavior. Honesty, discipline, and justice are formed in the game. Outdoor play teaches sincerity and camaraderie. By obeying the rules of the game, children learn to be friends, empathize, and help each other.
Skillful, thoughtful management of the game by the teacher contributes to the development of an active creative personality. In outdoor games, the aesthetic perception of the world is improved. Children learn the beauty of movements, their imagery; master poetic, figurative speech; they develop a sense of rhythm.
Outdoor play prepares for work: children make play attributes, arrange and put them away in a certain sequence, and improve their motor skills necessary for future work.
Thus, outdoor play is an indispensable means of replenishing a child’s knowledge and ideas about the world around him; development of thinking, ingenuity, dexterity, dexterity, valuable moral and volitional qualities. When conducting outdoor play, there are unlimited possibilities for the integrated use of various methods aimed at shaping the child’s personality. During the game, not only the exercise of existing skills occurs, but also the formation of new mental processes, new personality traits.
Outdoor games as a means of physical education contribute to the child’s health through playing in the fresh air, and also activate creative activity, independence, manifestations of looseness, and freedom in solving gaming problems.
As a method of physical education, outdoor play helps to consolidate and improve the child’s movements.
Features of outdoor games
Outdoor games are classified by age, by the degree of mobility of the child in the game (games with low, medium, high mobility), by types of movements (games with running, throwing, etc.), by content (outdoor games with rules and sports games) .
In the theory and methodology of physical education, the following classification of games is accepted.
Outdoor games with rules include plot and non-story games. Sports games include basketball, gorodki, table tennis, hockey, football, etc.
Plot-based outdoor games reflect a life or fairy-tale episode in a conventional form. The child is captivated by playful images. He creatively embodies himself in them, depicting a cat, a sparrow, a car, a wolf, a goose, a monkey, etc.
Story-based outdoor games contain motor game tasks that are interesting for children and lead to achieving a goal. These games are divided into games such as dashes, traps; games with elements of competition (“Who will run to their flag the fastest?”, etc.); relay games (“Who will pass the ball sooner?”); games with objects (balls, hoops, serso, skittles, etc.). When working with the youngest children, they use fun games (“Ladushki”, “Horned Goat”, etc.).
The methodology for conducting outdoor games includes unlimited possibilities for the integrated use of various techniques aimed at shaping the child’s personality and skillful didactic guidance of the game.
Of particular importance are the professional training of the teacher, pedagogical observation and foresight. By stimulating a child’s interest in play, engaging him in play activities, the teacher notices and highlights significant factors in his development and behavior; determines (sometimes in individual strokes) real changes in knowledge, skills and abilities. It is important to help the child consolidate positive qualities and gradually overcome negative ones. Pedagogical observation and love for children allow the teacher to thoughtfully choose methods for guiding their activities, correct the child’s behavior and his own; create a joyful, friendly atmosphere in the group. The children's joy that accompanies play contributes to the formation of the child's physical, mental, spiritual, aesthetic and moral qualities.
The method of conducting outdoor play is aimed at educating an emotional child who consciously acts to the best of his abilities and has a variety of motor skills. Under the benevolent, attentive guidance of the teacher, a creatively thinking person is formed who knows how to navigate the environment, actively overcome the difficulties encountered, show a friendly attitude towards comrades, endurance, and self-control.
A prerequisite for successful outdoor games is taking into account the individual characteristics of each child. Behavior in the game largely depends on existing motor skills and typological characteristics of the nervous system. Active motor activity trains the child’s nervous system and helps balance the processes of excitation and inhibition.
The selection of outdoor games depends on the working conditions of each age group: the general level of physical and mental development of children, their motor skills; the health status of each child, his individual typological characteristics, time of year, daily routine, place of play, children’s interests.
When selecting plot-based outdoor games, one should take into account the children’s developed ideas about the plot being played out. A prerequisite for preparing a teacher to conduct outdoor games is preliminary learning of the movements of both imitation and physical exercises, actions that children perform in the game. The teacher pays attention to the correct, relaxed, expressive performance of motor actions. To better understand the game plot, the teacher carries out preliminary work: reads works of fiction, organizes observations of nature, animals, the activities of people of various professions (drivers, athletes, etc.), watching videos, films and filmstrips, conversations. The teacher pays considerable attention to preparing the attributes of the game - he makes the attributes together with the children or in their presence (depending on age).
It is important to organize the game correctly in terms of content and order of tasks. The game can be played simultaneously with all children or with a small group. The teacher varies the ways of organizing games depending on their structure and nature, and the location of the movements. Thinks through ways to gather children for the game and introduce game attributes.
Introducing children to a new game is carried out clearly, concisely, figuratively, emotionally and lasts 1.5–2 minutes. An explanation of the plot-based outdoor game, as already noted, is given after preliminary work on the formation of ideas about game images.
The themes of plot-based outdoor games are varied: these can be episodes from people’s lives, natural phenomena, or imitation of animal habits. In the course of explaining a new game, a game goal is set for children, which helps to activate thinking, understand the rules of the game, and form and improve motor skills. When explaining the game, a short figurative storyline is used. It changes in order to better transform the child into a playful image, develop expressiveness, beauty, graceful movements, fantasy and imagination. The plot story is similar to a fairy tale, which evokes in children a reconstructive imagination - a visual perception of all play situations and actions that stimulate them to emotional perception.
The plot of the story and its content should be understandable to children, therefore the use of this technique requires planning and thinking through the teacher’s previous work so that the children have an idea of the plot being played out. The teacher observes in nature, in a living area, the behavior of birds and animals; reads fiction, shows filmstrips, videos, films, creating ideas necessary for the successful implementation of the game. Instead of a situational explanation of the game, the teacher uses a little fairy tale or a plot story before the first game, which includes the rules of the game and a signal. Their explanation takes the same 1.5-2 minutes allotted by the technique, and sometimes less. The educational effect of such an explanation is high - children develop a recreating imagination and fantasy. The plot story helps to get into character and develop expressive movements. The rules and signal are woven into the explanation of the game.
Storytelling is used in all age groups. It is often difficult for a teacher to come up with an explanation for the game. To make the task easier, you can use poetry. For example:
A crested hen came out, with yellow chicks with her. The chicken clucks: “Ko-ko, don’t go far.”
The “chicken” children walk along the lawn, collect grains for the driver, and drink water from the puddle. Approaching the “cat” driver, the “chicken” (teacher) says:
On a bench, by the path, a cat lay down and dozed.
The “chickens” come close to the “cat”, the “hen” says:
The cat opens its eyes (Meows: “Meow-meow.”)
And catches up with the chickens.
When explaining a non-story game, the teacher reveals the sequence of game actions, game rules and signal. He indicates the location of the players and game attributes using spatial terminology (in younger groups with a focus on the object, in older groups without it). When explaining the game, the teacher should not be distracted by comments to the children. Using questions, he checks how the children understand the game. If the rules are clear to them, then the game is fun and exciting.
When explaining games with competition elements, the teacher clarifies the rules, game techniques, and competition conditions. Expresses confidence that all children will try to cope well with game tasks that require not only speed, but also high-quality execution (“Who can reach the flag faster”, “Which team will not drop the ball”). Correct execution of movements gives children pleasure, creates a feeling of confidence and a desire for improvement.
By uniting those playing in groups or teams, the teacher takes into account the physical development and individual characteristics of the children. Selects guys of equal strength for teams; to activate insecure, shy kids, it unites them with brave and active kids.
Children's interest in games with elements of competition increases if they wear a uniform and choose team captains, a referee and his assistant. Teams receive points for completing tasks correctly and quickly. The result of the calculation determines the assessment of the quality of task performance and collective actions of each team. Conducting games with elements of competition requires great pedagogical tact, objectivity and fairness in assessing the activities of teams, promoting friendliness and camaraderie in the relationships of children.
The teacher's guidance of outdoor play also consists of the distribution of roles. The teacher can appoint a driver, select using a counting rhyme, or invite the children to choose a driver themselves and then ask them to explain why they assign the role to this particular child; can take the leading role or choose someone who wants to be the leader. In younger groups, the role of leader is initially performed by the teacher, doing it emotionally and figuratively. Gradually, the role of the leader begins to be entrusted to children.
During the game, the teacher pays attention to the children’s compliance with the rules and carefully analyzes the reasons for their violation. A child may break the rules of the game if he did not understand the teacher’s explanation accurately enough, really wanted to win, was inattentive, etc. The teacher must monitor the movements, relationships, workload, and emotional state of the children in the game.
Considerable attention should be paid to options for outdoor games, which allow not only to increase interest in the game, but also to complicate mental and physical tasks; improve movements, increase the psychophysical qualities of the child.
Initially, the teacher comes up with game options himself or selects them from collections of outdoor games. In this case, the rules should be gradually complicated. For example, the teacher intonationally varies the interval of the signal: “One, two, three, catch!”, “One – two – three – catch!” etc.; it can change the arrangement of children and physical education aids in the game; choose several drivers; include rules in the game that require the child to have endurance, self-control, etc.
Children are gradually getting involved in creating options, which contributes to the development of children's creativity.
By leading the game, the teacher forms correct self-esteem, friendly relationships, friendship and mutual assistance, and teaches children to overcome difficulties. P. Kapterev called overcoming difficulties moral hardening, linking it with the formation of high spiritual potential. Correct pedagogical guidance of the game helps the child understand himself and his comrades, ensures the development and realization of his creative powers, and has a psychocorrective and psychotherapeutic effect.
Summing up the game, the teacher notes the children who performed their roles well, showed ingenuity, endurance, mutual assistance, and creativity.
Noting the actions of children who violated the conditions and rules of the game, the teacher expresses confidence that next time the children will try and play better.
Active game management
Preschool children love all outdoor games, but, of course, they cannot organize them on their own. The teacher comes to their aid with this. The teacher must remember that the main goal of such games is the improvement and development of the child’s physical and mental abilities. The ability to work in a team is also very important, which must be taught in childhood. The plan for outdoor games should be drawn up in such a way that children develop their skills and abilities during the lesson.
The teacher needs to take part in the games, thereby showing the child by his own example how interesting and exciting it is. Children love to play with adults, it makes them feel older. You need to use a cheerful tone in communication, this will captivate kids.
Organizing outdoor play is a rather difficult task, since all children are individual, and it is far from a fact that everything will go smoothly from the very beginning. You can often observe a situation where not all children want to take part in a group game due to their shyness. There is no need to put pressure on the child; you should give him a little time to get comfortable. If the baby is still shy and afraid to play with others, you can try to carefully involve him in the process. An offer to run or hide together would be an excellent way out of this situation for the teacher.
The teacher must competently manage the game and control it in order to avoid unpleasant situations. To suggest something, to encourage someone somewhere is a great option. If most children begin to play around and lose interest, it is necessary to stop the game and give the kids time to rest.
Federal State Educational Standard for Preschool Education
Since the beginning of 2014, a new document has come into force, which represents a set of mandatory requirements for preschool education. Speech and cognitive, as well as artistic and physical development are the areas in which the Federal State Educational Standard operates. Each of these areas has its own tasks that will help children understand the world and develop in all areas.
In addition, the Federal State Educational Standard regulates the following types of children’s activities: play, communication, cognitive, perception of fiction, self-service and household work, visual, musical and motor. To achieve certain goals, each type of activity is characterized by outdoor games. The Federal State Educational Standard is aimed at achieving certain goals:
- improving the status of preschool education;
- ensuring equal opportunities for every child;
- maintaining the unity of education in the Russian Federation, including preschool;
- ensuring high quality preschool education.
This document is an excellent innovation that is designed to regulate all preschool educational institutions for the correct execution of their actions. With the entry into force of the Federal State Educational Standard, preschool institutions have become more responsible in this matter. Now there is a clear plan of action, following which we can provide the highest quality education to the younger generation.
Outdoor games in kindergartens for the older group
Most children before school spend most of their lives in preschool educational institutions. Therefore, holding games in such institutions is mandatory. The classification of outdoor games involves division into two parts: for very young children and older children.
The preparatory group mainly plays games with the ball. For example, you need to find out who can run faster from start to finish by tossing a ball. In addition, such games as “Mousetrap”, “Owl”, “Shepherd and the Wolf” are popular. Let's look at each of them.
Mousetrap. Children are divided into two identical groups. The first is mice, which must line up in a column one after another. The other group should form three circles, holding hands. When the teacher says: “The mousetrap is open,” the children standing in a circle raise their hands, and the mice run in turn each circle. When the teacher gives the command: “Clap,” the children in the circle lower their hands. Those mice that are inside the circles are considered caught. The game continues until all the “mice” are caught.
Owl. Children are divided into two groups: butterflies and bugs. In addition, one baby is selected to act as an owl. A circle is drawn for him - a nest, and he stands there. When the teacher says: “Day,” all the butterflies and bugs walk freely around the playground, doing as they please. As soon as the teacher says: “Night,” everyone stops and the owl begins to wander around the playground. The owl takes those children who move with him to the nest. The game ends when there are several butterflies or bugs in the nest.
Shepherd and wolf. Two children are chosen to be the wolf and the shepherd, respectively. The rest are sheep. It is necessary to draw an area for the sheep's home and for the place where they will graze. The shepherd takes the sheep out to pasture, at the command: “Wolf,” everyone must run away. The wolf's task is to catch as many sheep as possible and take them to his lair, and the shepherd is called upon to protect his pets. The game ends when the wolf has caught a certain number of sheep.
Outdoor games for little ones
Here preference is given to games where you can observe a clear plot. It is advisable that each child has his own role. Also popular are games without a plot at all, which are the simplest, for example, “catch-up”. So, outdoor games for the younger group of kindergarten:
- Hen and chicks. To play this game you need a rope and two stands. A rope is pulled between them, on one side there is a hen’s house with chickens, on the other there are grains. When the hen goes to the other side, she calls the chickens “ko-ko-ko”. Having heard, the chickens run all over the territory, imitating the movements. On the command: “Home,” everyone goes on the other side of the rope.
- Brook. All children participate here, and there is no need to divide into teams. You need to draw a “stream” of small width and draw pebbles at a distance of 20-25 cm from each other. Children stand at the beginning and must cross the stream using pebbles. If a child stumbles, it means he has “get his feet wet” and needs to try from the very beginning.
- Sun - rain. For this game, you need to place chairs and hoops (improvised houses) around the entire perimeter of the site. When the teacher says: “Sunny, it’s time to go for a walk,” the children leave the houses and run around the playground. At the command: “It’s raining, it’s time to go home,” all the children run back.
The purpose of outdoor games in kindergarten is, first of all, the development of personal and physical qualities, as well as teaching children to be friends and work in a team. It is generally accepted that school educates people. However, education begins in kindergarten. Thanks to active games, children perceive information more easily and quickly develop the necessary skills.
The role of outdoor games in raising a child
In pedagogy, outdoor games are widely used, in which, in addition to the basic movements, others are used, for example, rhythmic clapping, stamping, etc. When conducting them, the teacher can pursue different goals depending on the stage of the children’s physical development. Advanced Russian scientists P.F. Lesgaft, E.A. Pokrovsky, V.V. Gorinevsky, taking into account the important role of outdoor games in the development of a child’s physical strength and in acquiring certain skills, paid a lot of attention to the collection and study of such games. They explained their importance for the physical development of children and advocated their practical implementation in the system of education of the younger generation. Subsequently, these progressive ideas were reflected in the works of scientists who developed the theory and methodology of outdoor games in different parts of the physical education system.
Thematic outdoor games
Classes with a specific scenario instill in children a sense of responsibility and composure. Story games are very diverse, let's look at some of them.
- Sparrows and a car. All children sit on chairs or benches on one side of the playground. Here they play the role of sparrows who sit in their nests. On the opposite side stands the teacher, represented as a car. When the teacher says: “The sparrows have flown,” all the children get up and run or walk on the playground. On the command: “The car is moving,” all children return to their nests as quickly as possible.
- Aircraft. The teacher names certain children in the amount of 3-4, who stand on the opposite side from the others. At the command: “Get ready for flight, start the engines,” children make rotational movements with their arms in front of their chests. When the teacher says: “Let’s fly,” the children spread their arms to the sides, imitating an airplane, and run to the other side. At the command “Landing,” children land in their seats. Then the next group of kids is selected.
- Bubble. The children and the teacher form a small circle, holding hands. When the teacher says: “Blow up your bubble, blow up big,” the children slowly move back, forming a large circle. After the teacher says: “The bubble burst,” the children should lower their hands and squat down, saying “Clap.” After this, you need to stand up and form a small circle again.
- Birds are flying. Children stand on some hill on one side of the site. After the words “The sun is shining,” the children run out onto the playground and begin to look for and peck improvised grains. When the teacher says: “It’s raining,” the children return back to the hill.
Outdoor games for children from 1.5 to 3 years old
Outdoor games for children of the first junior group of a preschool educational institution
Author: Oksana Evgenievna Lashkova, teacher of the private educational institution “kindergarten No. 4” of JSC “Russian Railways”, the city of Bologoe, Tver region. Description of work : I offer you a selection of outdoor games for children of primary preschool age. This material can be used by educators and parents for conducting outdoor games in a group room, at home and on a walk, with children from 1.5 to 3 years old. This material is aimed at developing children’s interest in gaming activities, at developing such qualities as coordination of movements, speed of reaction, spatial orientation, attention. Outdoor games comprehensively develop the child and evoke positive emotions from the actions performed. Goal : To introduce kids to a variety of outdoor games.
Increase physical activity and health of children. Develop attention, coordination of movements, and the ability to navigate in space. Play occupies a significant place in the life of every child. From an early age, while playing, a child first learns to manipulate objects and studies them. With age, he looks for their connections. When playing, a child develops not only motor skills, but also thinking, imagination, and fantasy. While playing, the child builds logical chains, thinks, reflects. It is impossible to imagine a child's childhood without play. It is not for nothing that it has been noted that the way a child behaves in a game, the same way he will behave in society. Many great teachers have developed and successfully implemented a huge number of games into programs. I work with the smallest children, from one to three years old. And over the years, I have collected a card index of games, which I use in my work. These are mobile, developmental and didactic. The benefits of outdoor games in a child’s life cannot be underestimated. During active movement, metabolic processes in the body, blood circulation, and breathing are activated. In addition, outdoor games develop coordination of movements, attention and speed of reactions, train strength and endurance, and relieve impulsiveness. I suggest you familiarize yourself with the few, but my kids’ favorite, outdoor games that can be played both in a group room and on a walk. I hope this will be useful to someone in a noble cause, in the education and formation of our infinitely beautiful younger generation. Outdoor games for children from 1.5 to 3 years old.
"Sunny bunnies"
Objectives: increase motor activity, develop dexterity; evoke positive emotions from the actions performed. Having gathered a group of children around him, the teacher uses a mirror to shoot sunbeams onto the wall and say: Sunbeams are playing on the wall, lure them with your finger, they will come running to you. After a pause, he gives the signal: “Catch bunnies!” Children run to the wall and try to catch the bunny slipping from under their hands.
"Catch the ball"
Objectives: to encourage action on a signal, to improve running in combination with actions, to enjoy joint actions. The teacher shows the children a basket with balls and invites them to stand next to him along one side of the playground. Then, with the words “catch up with the ball,” he throws them out of the basket, trying to make them roll in different directions, away from the children. Children run after the balls, take them and put them in the basket. The game repeats itself.
"Collect the balls"
Objectives: increase physical activity; contribute to the emergence of positive emotions from joint actions. For the game, balls (wooden or plastic) of different colors are selected. Having put them in a basket, the teacher invites the children to see how beautiful the balls are, telling them what color they are. Then he pours them out with the words: “That’s how the balls rolled... Catch up with them and put them back in the basket.” Children run after the balls and take them to the basket. When repeating the game, the teacher names who brought which ball: red, yellow, and so on. The teacher makes sure that the children do not bunch up, but run around the entire playground (each child runs at his own pace). At first, the game is played with a small group of children, gradually the number of players increases.
"Catch me"
Objectives: improve running in a certain direction; learn to navigate in space. “Catch up with me,” the teacher suggests and runs to the opposite wall of the room. Children run after the teacher, trying to catch him. Then the teacher again says: “Catch up with me,” and runs in the opposite direction, the children catch up with him again. After two runs, the children sit on chairs and relax. Then the game resumes. It is better to play the game with small groups of children: while one group of children plays, another watches, then the children change roles.
"Cat and Mice"
Objectives: increase physical activity; develop imitation movements; arouse interest and desire to perform actions in accordance with the text. The game is played with a small group of children in the playroom or on a walk. Using a cord, a place for mice is fenced off. A cat is chosen. She sits on a chair or stump. Mice sit in minks. The teacher says: The cat is guarding the mice, Pretending to be asleep. The mice crawl out of their holes and start running. After a while, the teacher says: Hush, mice, don’t make noise, you won’t wake up the cat…. This is a signal to the cat; she gets off the chair, gets on all fours, arches her back, loudly says “meow” and begins to catch the mice as they run into their holes. The game can be repeated 3-4 times, with other cats.
"Shaggy Dog"
Objectives: enrich motor experience; encourage children to follow the basic rules of the game; encourage independence; evoke a feeling of pleasure from communicating with adults and peers, as well as from performing movements. One of the children portrays a dog; he lies down on the mat, resting his head on his outstretched arms in front of him. The rest of the children quietly approach him, and the teacher at this time says: Here lies a shaggy dog, with his nose buried in his paws, Quietly, quietly, he lies, either dozing or sleeping. Let's go up to him, wake him up and see if something happens. The dog jumps up and starts barking. The children run away. The dog is chasing them. When all the children run away and hide, the dog lies down on the rug again. The game is repeated with a new driver.
"By the Bear in the Forest"
Objectives: learn to act on the teacher’s signal, improve running in a certain direction; teach orientation in space One of the children depicts a bear; he sits on a chair, hands folded under his cheek, pretending to be asleep. The rest of the children quietly approach him, bending over, as if picking mushrooms and berries, and at this time the teacher says: From the bear in the forest, I take mushrooms and berries, But the bear does not sleep, He keeps looking at me. And then he growls. And he will run after us. The bear jumps up and runs after the children. The children run away. The bear is chasing them. When all the children run away and hide, the bear sits down on the chair again. The game is repeated with a new driver.
"Chicks and the Cat"
Objectives: improve running; develop the ability to imitate, be attentive and act on a signal; encourage independent action; evoke a feeling of joy from joint actions, teach children to run in a certain direction. The teacher depicts a chicken, the children - chickens. A cat is selected as a counting machine. The cat sits on a chair to the side. The hen and chicks walk around the room. The teacher says: A crested hen came out, There are yellow chicks with her, The hen clucks: “Ko-ko, Don’t go far.” Approaching the cat, the teacher says: On the bench by the path, the cat has laid down and is dozing... The cat opens its eyes and catches up with the chickens. The cat opens its eyes, meows and runs after the chickens, which run away to a certain corner of the room - the “house”, to the mother hen. The teacher (chicken) protects the chickens, spreading his arms to the sides, and says at the same time: “Go away, cat, I won’t give you chickens!”
"Sun and Rain"
Objectives: to develop in children the ability to run in all directions without bumping into each other, to quickly respond to a signal, to teach them to carry out actions according to an adult’s word; encourage children's independence and initiative; evoke a feeling of joy from joint actions. Children squat down behind the chairs, located at some distance from the edge of the platform or the wall of the room, and look out the “window” (into the hole in the back of the chair). The teacher says: “The sun is in the sky! You can go for a walk." Children run all over the playground. To the signal: “Rain! Hurry home! — run to their seats and sit behind the chairs. The teacher says again: “Sunny! Go for a walk,” and the game repeats.
"Blow up the bubble"
Objectives: encourage children to act in accordance with words; learn to coordinate your actions with the actions of other children; consolidate the ability to stand in a circle, gradually expanding and narrowing it; develop physical activity. Children stand close together in a circle, holding hands. Together with the teacher they say: Blow up, bubble, Blow up big, Stay like that, Don’t burst. By reciting poems, children gradually expand the circle. When the teacher says: “The bubble has burst,” all the children lower their hands, saying in unison: “Pop,” and squat down. The teacher offers to inflate a new bubble: the children stand up, form a small circle again, and the game resumes.
"Train"
Objectives: teach to move in a certain direction, coordinate actions with other children, encourage independent actions. The teacher offers to play “train”: “I will be the locomotive, and you will be the carriages.” Children stand in a column one after another, holding onto the clothes of the person in front. “Let’s go,” says the teacher, and everyone begins to move, saying: “Choo-Choo.” The teacher drives the train in one direction, then in the other, then slows down, finally stops and says: “Stop.” After a while, the whistle sounds again, and the train sets off again. Where is the bell hiding? Objectives: learn to navigate in space; develop the ability to run in different directions; evoke a feeling of joy from joint actions.
Children stand facing the wall. The nanny hides at the other end of the room and rings the bell. The teacher tells the children: “Listen to where the bell is ringing and find the bell.” When the children find the bell, the teacher praises them and then asks them to turn to the wall again. The nanny rings the bell again, hiding in a different place.
"My funny ringing ball"
Objectives: teach children to jump on two legs; learn to listen carefully to the text; evoke a feeling of joy from active actions. Children sit on chairs placed in different places in the room. The teacher is in the center. He takes a large ball and begins to hit it with his hand on the ground, saying: “My cheerful, ringing ball...”. The teacher calls the children to him and invites them to jump like balls. Children jump at the same pace. The teacher puts the ball down and repeats the poem, moving his hand as if he were hitting the ball, and the children jump. Having finished the poem, the teacher says: “I’ll catch up!” The children run away.
"The little white bunny is sitting"
Objectives: improve running; develop the ability to imitate, be attentive and act on a signal; encourage independent action; evoke a feeling of joy from joint actions. On one side of the site the places of the hares are marked. Everyone falls into place. At the teacher’s signal “Run in a circle!” all the children gather in a circle, and one of the hares, whom the teacher appoints, stands in the middle. Children with a teacher recite poems and perform movements to the text: The little white bunny sits and wiggles his ears - the children stand in a circle, Like this, this is how he wiggles his ears! – move their hands, raising them to the head. It’s cold for the bunny to sit, he needs to warm his paws, Clap-clap, clap-clap, he needs to warm his paws - they clap their hands. It’s cold for the bunny to stand, the bunny needs to jump hop-hop, hop-hop, hop-hop, the bunny needs to jump - they jump on 2 legs in place. Someone scared the bunny, the bunny jumped and galloped away! – the teacher claps his hands, the children run away to their homes.
"Birds in Nests"
Objectives: enrich motor experience; encourage children to follow the basic rules of the game; encourage independence; evoke a feeling of pleasure from communicating with adults and peers, as well as from performing movements. On one side of the playground, hoops (“nests”) are laid out freely according to the number of children. Each child (“bird”) stands in his own “nest”. At the teacher’s signal, the children - “birds” run out of the hoops - “nests” - and scatter throughout the entire playground. The teacher imitates feeding the “birds” at one or the other end of the playground: the children squat down, hitting their knees with their fingertips - they “peck” at the food. “The birds have flown to their nests!” - says the teacher, the children run to the hoops and stand in any free hoop. The game is repeated, jump twice.
"Geese - geese"
Objectives: improve running in combination with hand actions; evoke a need to imitate; enjoy joint activities. Children pretend to be geese, standing at one end of the room, and an adult stands at the other end. They take turns saying: Adult: Geese, geese! Children: Ha-ha-ga! Adult: Do you want something to eat? Children: Yes, yes, yes! Adult: Come to me! The geese children fly towards the adult, flapping their wings, hissing: “Sh-sh-sh.” Then the adult says: “Ksh! Run into the field!” The geese run back to their place.
"Birds and Cars"
Objectives: improve walking in different directions, on a limited surface; develop attention and the ability to respond to signals; encourage active interaction with peers. All children pretend to be birds. The role of the car is initially played by the teacher. He says: “The birds have flown out for a walk.” Bird children fly around the group, flapping their wings, pecking at grains. At the teacher’s signal “Car!” The birds quickly run away from the road. One part of the children is placed on one side of the group; the playgrounds are birds. On the other side there is another part of the children - these are cars. The teacher says: “The birds are flying!” — the birds fly, flap their wings, squat, peck grains. At the signal “Cars have left!” children pretending to be cars drive onto the road, and birds fly away to their nests. Cars drive along the road, avoiding obstacles (benches, cubes). When repeating the game, children change roles.
"Carousels"
Objectives: develop balance, learn to coordinate your actions with the words of the text, with movements with each other and the rhythm of the text; develop attention; evoke positive emotions. Children take hold of the hoop and, following the words of the teacher, move in a circle, first slowly, then faster and faster, and then gradually slow down. Barely, barely, barely, barely The carousel spun, And then, then, then Everyone ran, ran, ran. Hush, hush, don't rush, stop the carousel. One-two, one-two, The game is over.
"Present"
Objectives: to cultivate friendly, benevolent relationships; learn to imitate movements characteristic of a particular toy; develop imagination. The teacher invites the children to form a circle and calls to him the one who will be the first to choose a toy. The child goes to the middle of the circle, and the teacher and the children dance in a circle to the words: We brought you gifts, Whoever wants it will take it, Here is a doll with a bright bow, A horse, a top and an airplane. When the words end, the children stop. The teacher turns to the child in the center of the circle and asks which gift (from those listed) he wants to receive. If he chooses a horse, then all the children, following the words of the teacher (our horse gallops chok-chok-chok, you can hear the clatter of fast legs), pretend to be a horse (jump), if a doll, then everyone dances like dolls (doll. Doll dance, wave a bright ribbon ) if the top (this is how a top spins, it buzzes and rolls) - everyone spins. The teacher invites the child to choose the best “gift” from among the children. The selected child changes the previous one in the center and the game repeats.
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Plotless outdoor games
They are designed to teach children agility, speed and spatial orientation.
- Find color. The teacher gives each child a flag of a different color. Typically the color scheme consists of red, yellow, green and blue. Four children stand with flags next to a specific flag of a similar color. When the teacher gives the command: “Go for a walk,” the rest of the children scatter around the playground in a chaotic manner. After the words: “Find your color,” children need to run to the flag of their color as quickly as possible.
- Do not be late. The teacher lays out some rattles in the shape of a circle. At his command, the children scatter around the room away from them. When the teacher says: “Don’t be late,” the children run back to the center of the room.
- Find your home. Children are divided into several groups, each of them stands near a certain tree. It is their home. At the teacher's command, the children scatter in all directions. When the teacher says: “Find your house,” the children should gather in certain groups near the trees where they stood at the beginning of the game.
The classification of outdoor games is designed to highlight those that are necessary for a child at a certain age. The most popular is the division into plot and non-plot. Both are called upon to develop children, to instill in them certain qualities. Outdoor games are necessary for the normal development of every child, and their importance should not be underestimated.
