This is a complex, multifaceted activity, since much of the game happens internally. The structure of the game (D.B. Elkonin) is the structural components, elements of the game, namely: plot, role, game actions, game and real relationships, game rules. The plot of the game is a chain of interrelated events that are transmitted in the game. The role, according to D.B. Elkonin is the main element in creative games. The formation of the game (N.Ya. Mikhailenko) is a systematic process of pedagogical influence aimed at transferring the ways of playing activity to children.
Game management (N.Ya. Mikhailenko) - creating conditions for the game, indirect methods of influencing the game.
Game Guide- the direct participation of the teacher in the game together with the children.
Pedagogical game technology- consistent use in practice of a pre-designed educational process using different types of games.
Pedagogical support of the game- a set of methods and techniques aimed at enriching the content of games, relationships, developing creativity, creating conditions for games.
Game creativity- independence, initiative of children in the choice of partners in the game, toys for the game, distribution of roles, choice, plot construction.
Game culture- this is a meaningful, psychological, moral, aesthetic aspect of it.
playing position(N.N. Poddyakov) - children have a playful, humorous attitude to life.
The theoretical, scientific foundations of the game include methodological, psychological, biological, social and pedagogical foundations.
Philosophy considers the game as a natural form of human activity associated with the expression of emotions; the game contributes to the development of personality. In the game, the child experiences positive emotions. The main one is joy. Freedom brings joy when the child himself chooses the plot, toys, partners. In phylogeny, in the development of human society, labor arose first. The game is the "child" of labor; it is also the "embryo" of art. In ontogeny, play first appears in a person's life, then work. These are the basic philosophies underlying game theory.
The psychological foundations are the research data of domestic psychologists A. Leontiev, D. Elkonin, L. Vygotsky, N. Poddyakov.
Their main provisions are as follows:
1. The game is the leading type of activity for preschoolers, since intensive development of the personality takes place in it, new mental formations appear; within play activity, other activities are born.
2. The game is an introgenous activity, i.e. The child's behavior in the game is determined not only and not so much by external, but also by internal factors (motives, need for communication). Needs, desires, inclinations depend on the creative capabilities of the individual. Creativity depends on the level of development of memory, thinking, imagination.
3. In the game, the socialization of the child is intensive. Children master orientation in the world around them, in the world of human relations, people's activities.
4. The game is a means of self-development of the child, self-renewal, self-improvement, self-education, self-regulation, processing of impressions.
5. The game has a psychotherapeutic effect, since there are two planes of emotions in it. For example, a child cries like a sick child; rejoices like a player; when certain negative features of aggressiveness are eliminated with the help of the game.
The biological foundations of the game are the provisions that:
The game is the destiny of a young organism;
The child plays thanks to the imitation of adults, other children and the impressionability of the nervous system;
The child enjoys the game.
The social bases of the game include moments:
The game is a reflection of the surrounding reality, the social environment, the nationality;
Society designs the content of children's play through the creation of toys, their production;
The society prepares teachers who professionally manage children's play activities.
The pedagogical foundations of the game are based on the recognition of the unity of the social and biological foundations of the game activity. There are several game theories.
Among them:
1. Theory of Z. Freud, a form of overcoming barriers, secret desires.
2. The theory of K. Gross exercise, prevention and preparation.
3. The theory of S. Hall includes the position that the game is the desire for freedom, autonomy.
4. The theory of D. Elkonin states that the game is a special form of reflection of the surrounding reality, a means of socialization. 5. N. Poddyakova functions of development and self-development, in which the phenomena of the child's psyche are positively manifested.
6. K.D. Ushinsky understood iggra as a reflection of real life. 7. A. S. Makarenko, play is a meaningful activity, and the joy of play is “creative joy”, “the joy of victory”. The similarity of play is hardly expressed in the fact that children feel responsible for achieving the set goal and for fulfilling the role assigned to them by the team.
Play as the leading activity of a preschooler.
The leading activity in preschool age is the game. A game is a form of activity in which a child reproduces the basic meanings of human activity and learns those forms of relationships that will be realized and carried out later. He does this by substituting some objects for others, and real actions - reduced.
D.B. Elkonin argued that the game is a symbolic-modeling type of activity in which the operational and technical side is minimal, operations are reduced, objects are conditional.
The subject of the game is an adult as a carrier of some social functions, entering into certain relationships with other people, adhering to certain rules in his activities.
In the game, an internal plan of action is formed. It happens in the following way. The child, playing, focuses on human relationships. In order to reflect them, he must internally play not only the entire system of his actions, but also the entire system of the consequences of these actions, and this is possible only when creating an internal plan of action.
As shown by D.B. Elkonin, the game is a historical education, and it occurs when the child cannot take part in the system of social labor, because he is still small for this. But he wants to enter adult life, so he does it through the game, touching a little with this life.
The value of the game in the upbringing and development of the child (R.I. Zhukovskaya, E.V. Zvorygina, Mendzheritskaya and others).
R.I. Zhukovskaya considered the game as a means of education. In her opinion, the game is a form of individual, creative reflection of reality, its conditional transformation, a means of comprehensive education. R.I. Zhukovskaya developed a theory and methodology for the development of children's speech in games; development of the imagination; formation of children's interests, strong-willed character traits, such as purposefulness, independence; education of strong-willed character traits in children who are timid, absent-minded, undisciplined; fostering a sense of community.
D.V. Mendzheritskaya, defining the game as a social practice of the child, his real life in the society of peers, emphasized the relevance of the problem of using the game for the purpose of comprehensive education, and, first of all, the formation of the moral side of the personality. At the same time, she notes that in the role-playing game, children reproduce in a visual-figurative, effective form the work and relationships of people, and this allows them to better understand and experience this reality more deeply, and is also a powerful factor in the development of thinking and creative imagination, the education of high human qualities.
E.V. Zvorygina, noting the role of the plot game in the educational process, points out that the value of such a game for the further mental development and comprehensive education of the child is not only in obtaining, consolidating and expanding knowledge about the environment, but in the fact that the game improves the imaginary situation with a gradual transition from object play to games of an internal, mental plan, the transition from individual to collective, a new level of comprehension of reality expands the creative possibilities of children.
Pedagogical conditions for organizing play activities for young children:
Games environment, includes didactic, figurative toys related to razdvig; one game equally.
The teacher-organizer didakt, mobile, fun games, builds, games with sand, in the third year - role-playing games.
Preschool age:
Involving children in changing, creating a play environment;
Stimulation of independent play of children;
The use of tactics of selective interaction of the educator with children in the game;
The use by the teacher of different positions in the management of the game (organizer, partner, referee);
Use of different game development technologies;
The use of alternations of all types of children's games.
Subject to the above conditions, adults form in children a culture of emotions (a rich aspect of positive emotions), trust in others, self-confidence. Organizational, partnership abilities are formed, the ability to control one's behavior, influence the behavior of others, better know oneself, the world around; develop creative contacts between adults and children in the game; the optimal style of playing activity is formed.
At early junior preschool age, didactic toys (turrets, inserts) are required;
figurative; rolling toys that develop movements; fun toys.
At senior preschool age, attributes for role-playing games, for theatrical games, various constructors, educational games, multifunctional toys-modules (environment-forming objects) are needed. Substitute items are selected by children and adults to use in the game (coils, shreds, boxes, waste material).
For the middle group, open space is used for playing, the entire area of the group room, where toys are stored in places accessible to children. In the older group, toys are stored in themed cabinets and drawers.
In pedagogy, there were several classifications of children's games.
Classification K.D. Ushinsky. The classic proposes to single out games with rules, folk games, games for education.
Currently, several classifications of games are used in preschool pedagogy:
1. Games with open rules (didactic, mobile, fun games). These games are designed for children by adults. Games with hidden rules (creative games). The authors of these games are children.
2. N. Mikhailenko, I. Korotkova offer a classification of games taking into account the activities of children: games that are used in the classroom; games organized jointly with adults and children; games initiated by children.
3. S.L. Novoselova proposed in the 90s of the twentieth century. the following classification of preschool games, depending on the initiator of the game:
1st grade - games initiated by children (theatrical, role-playing);
2nd grade - games initiated by adults (educational games, fun games);
3rd class - folk games (leisure, training, ritual, archaic).
4. Avdulova T., analyzing the current state of the game of preschoolers, highlights their varieties: role-play, relationship game, action game; notes the "gaming dystrophy" of modern preschoolers - the game is losing its traditional meaning, perhaps for objective reasons.
A significant group of games are didactic games. They are called educational, intellectual competence games. Conventionally, they are divided into didactic games with toys (objects), with pictures, verbal (desktop-printed). There are didactic games associated with the development of speech, with the formation of elementary mathematical concepts, musical and didactic games, didactic games to get acquainted with nature, games of ecological content.
Didactic games based on learning tasks:
Desktop-printed (puzzles, task games);
Verbal (riddles, logical tasks);
Verbal-mobile (exercises, competitions);
Structural (volumetric and planar);
Games in the classroom;
Games with special didactic materials (maps, diagrams, computer programs);
Games for independent activities of children.
The group of outdoor games is also diverse: plot-based, plotless, attraction games, elements of sports games (hockey, volleyball, badminton, checkers, chess).
Musical games: round dances, fun games, plotless musical games.
Each of the types of games has its own specifics, educational and developmental impact. It is necessary that all types of games be used in the educational process of the kindergarten.
The problem of development and education of preschoolers in the game involves two sides:
1. Development of the game as an activity. The stages of game development were identified by S.L. Novoselov (objective, reflective, plot-reflective, actually role-playing). N.Ya. Mikhailenko proposes to distinguish between the following stages: subject-role, role-playing action, the stage of plot formation. E. Kravtsova points out that directorial games first appear in the lives of children, then role-playing games, after playing with the rules, and again directorial games at a higher level. D. Elkonin distinguishes 4 levels of development of the role-playing game, regardless of the biological age of the children.
2. The development of various aspects of the child's personality (intellectual, emotional, development of independence, sociability, humane feelings, mental processes). The plot of the game has an educational effect. The team of children playing has a developmental influence. The game in the educational process of the preschool educational institution acts as a method, a means of teaching, educating, a form of organizing the life of children. Creative games have the greatest impact on the development of imagination, mental and creative abilities. Games with rules develop speech, attention, memory, movements.
The main structural elements of the game: goal, motives, means of implementing actions, results and their characteristics
The game is a kind of children's activity and, like any activity, has its own structure. All components of the activity structure are inherent in it: motive, goal, planning, means of implementation, game actions, result. The role-playing game, being creative, imposes its specificity on the structural components.
T.A. Kulikova distinguishes the following structural components in the plot-role-playing game: plot, content, roles, game actions.
The plot of the game is a reflection by the child of certain actions, events, relationships from the life and activities of others.
One of the main means of realizing the plot are game actions. V. I. Loginova, P. G. Samorukova distinguish two types of game actions: operational and visual - “as if”.
Numerous studies of domestic teachers and psychologists (D. V. Mendzheritskaya, P. G. Samorukova and D. B. Elkonin) have shown that the main content of role-playing games is the social life of adults in its various manifestations: the actions and attitudes of adults to objects, the content of their work, the relationship and communication of people in everyday life, work, etc.
The role is the main core of the role-playing game. The presence of a role in the game means that in his mind the child identifies himself with this or that person and acts in the game on his behalf, using certain objects in an appropriate way, entering into various relationships with other players.
D. B. Elkonin dealt with the problems of the development of the role in the game. Based on research, he concluded that the central role in the game is the fulfillment of the role taken by the child. In the course of development, the child's awareness of his role changes, a critical attitude towards playing this role or playing roles by playmates appears, the content of the role changes - from displaying actions to depicting relationships between people.
V. I. Yadeshko, V. Ya. Sokhin also single out such components of a role-playing game: game design, rules. Play intent is a general definition of what and how children will play: in the store, in kindergarten, etc.
The rules during the game are set by the children themselves, and in some games by adults, they are designed to determine and regulate the behavior and relationships of the players. They give the game organization, stability, consolidate the content and determine the further development, the complication of relations and relationships.
An analysis of various literary sources on the problem allows us to distinguish the following structural components in role-playing games: game design, plot, content, roles, game actions, rules. These components, their unfolding by children in joint activities with adults and other children form a variety of role-playing games that occupy a significant place in the lives of children at all stages of preschool childhood.
Obviously, it is not always possible to unequivocally attribute a child's play to one level or another. Structural components of a higher level appear in the game gradually, changing the nature of game actions, enriching the content of the game and bringing it to a higher level.
The criterion for evaluating the game is the prevailing background of game actions and the content of the role. D. B. Elkonin outlined the main transitions from one level of development of the game to the next. In the transition from the first to the second level, the driving force is the correlation of objective actions with reality. The next step is carried out by enriching actions and including them in the logic of life, i.e. obedience to the rule. The third level differs qualitatively from the previous ones in the predominance of the social plan of action, which displaces the objective plan. The transition to the last, fourth stage is associated with the correlation of the logic of game actions with real social relations and their social meaning.
The dynamics of changing attitudes towards a rule in a role-playing game is extremely important.
- At the first level of game development, as shown in Table. 2, the rules are still missing, since in fact there is still no role that sets the guidelines for behavior. So, for example, when playing "salesman", the child cannot part with attractive objects and continues to sort through them or manipulate the "cash desk" without actually performing the seller's actions.
- At the second level, the rule does not yet appear explicitly, but in a situation of conflict between the requirements of the role and the immediate desire to act with the object, the rule wins. The three-year-old "passenger" of the game engine clearly does not want to leave the station. But after the “driver” re-announces that this station is the final one, the child gets out and happily declares: “The next train will arrive soon!”
- The real rule begins to appear at the third level of development of the role-playing game. The norms of behavior in accordance with the accepted role are singled out, become obligatory, but the child can still violate them under the influence of impulsive desire. For example, by choosing the role of a "dog" in a game based on the fairy tale "Zayushkina's hut", a child can get carried away and try to drive the fox out of the house. When a violation of the rules is indicated, the behavior returns to the framework of the accepted role.
- At the fourth level, the rule appears explicitly, impulsive desires are controlled, the child enjoys following the rule and building behavior in full accordance with the chosen role. The six-year-old "mother" of the naughty "baby" patiently feeds him, dresses and exhorts him, maintaining patience and a positive attitude towards the "baby" in accordance with the role, despite the numerous "provocations" of the playmate.
Another direction of the age-related change in the structure of the role-playing game is the use of substitute objects. G.D. Lukov showed, using the experimental technique of double renaming in the game, how the name of the item determines the way it is used.
The double renaming technique consisted in the fact that in the experiment the number of objects was specially limited and the children were asked to reuse substitutes chosen not by the child himself, but by the experimenter. Children of different ages used the objects initially according to their own renaming (for example, a toy horse served as a child), and then with the experimenter's renaming (the horse turned into a cook).
Each game has its own game conditions – participating children, dolls, other toys and objects. The game at the younger preschool age mainly consists of monotonously repetitive actions, reminiscent of manipulations with objects.
for example , a three-year-old child, rearranging objects, laying them out in size or shape, he explains that he plays "cubes", "so simple." He can then play "cooking dinner" by himself, manipulating plates and cubes. If the play conditions include another person (a doll or a child) and thus lead to the appearance of an appropriate image, manipulations have a certain meaning. The child plays with the preparation of dinner, even if he forgets to feed it to the doll sitting next to him.
Plot - that sphere of reality, which is reflected in the game. At first, the child is limited by the framework of the family, and therefore his games are mainly connected with family, everyday problems. Then, as he masters new areas of life, he begins to use more complex plots - industrial, military, etc. The forms of playing on old plots, say, in “mothers and daughters”, are also becoming more diverse. In addition, the game on the same plot gradually becomes more stable, longer. If at 3-4 years old a child can devote only 10-15 minutes to it, and then he needs to switch to something else, then at 4-5 years old one game can already last 40-50 minutes! Older preschoolers are able to play the same game for several hours in a row, and some of their games stretch over several days.
Those moments in the activities and relationships of adults that are reproduced by the child constitute content games. Younger preschoolers imitate objective activities - they cut bread, rub carrots, wash dishes. They are absorbed in the very process of performing actions and sometimes forget about the result - for what and for whom they did it. The actions of different children do not agree with each other, duplication and sudden change of roles during the game are not excluded. For middle preschoolers, the main thing is the relationship between people, they perform game actions not for the sake of the actions themselves, but for the sake of the relationships behind them. Therefore, a 5-year-old child will never forget to put “sliced” bread in front of the dolls and will never mix up the sequence of actions - first dinner, then washing dishes, and not vice versa. Parallel roles are also excluded, for example, two doctors will not examine the same bear at the same time, two drivers will not drive one train. Children included in the general system of relations distribute roles among themselves before the start of the game. For older preschoolers, it is important to obey the rules arising from the role, and the correct implementation of these rules is strictly controlled by them.
Game actions are gradually losing their original meaning. Actually objective actions are reduced and generalized, and sometimes they are generally replaced by speech ("Well, I washed their hands. Let's sit down at the table!").
The plot and content of the game are embodied in roles . Rdevelopment of game actions, roles and rules of the game occurs throughout preschool childhood along the following lines: from games with a detailed system of actions and roles and rules hidden behind them - to games with a collapsed system of actions, with clearly expressed roles, but hidden rules - and, finally, to games with open rules and hidden their roles. In older preschoolers, the role-playing game merges with games by the rules.
Thus, the game changes and reaches a high level of development by the end of preschool age. There are 2 main phases or stages in the development of the game. The first stage (3-5 years) is characterized by the reproduction of the logic of people's real actions; the content of the game are objective actions. At the second stage (5-7 years), real relations between people are modeled, and the content of the game becomes social relations, the social meaning of the activity of an adult.
The game is the leading activity in preschool age, it has a significant impact on the development of the child. First of all, in the game, children learn to fully communication together. Younger preschoolers do not yet know how to really communicate with their peers.
Example : This is how the railway game goes in the younger group of the kindergarten. The teacher helps the children make up a long row of chairs, and the passengers take their seats. Two boys who wanted to be a machinist sit down on the outermost chairs in the row, hum, puff and "lead" the train to differentwithtorons. Neither drivers nor passengers are embarrassed by this situation and do not cause a desire to discuss something. According to D.B. Elkonin, younger preschoolers "play side by side, not together."
Gradually, communication between children becomes more intense and productive.
Example : a dialogue between two 4-year-old girls, in which a clear goal and successful ways to achieve it can be traced.
Liz: "Let's pretend it's my car."
Jane: "No."
Liz: "Let's pretend it's our car."
Jane: "Okay."
Liz: "Can I drive our car?"
Jane: "You can" (smiling, gets out of the car).
Liz turns the steering wheel and imitates the noise of the engine.
In the middle and older preschool years, children, despite their inherent egocentrism, agree with each other, preliminarily distributing roles, as well as in the process of the game itself. A meaningful discussion of issues related to roles and control over the implementation of the rules of the game becomes possible due to the inclusion of children in a common, emotionally rich activity for them.
If, for some serious reason, a joint game breaks up, the communication process also goes wrong. Example . In an experiment by Kurt Lewin, a group of preschool children were brought into a room with “incomplete” toys (the phone didn’t have a receiver, there wasn’t a pool for a boat, etc.). Despite these shortcomings, the children played with pleasure, communicating with each other.
The second day was the day of frustration [frustration is a state caused by insurmountable difficulties that arose on the way to achieving the goal]. When the children entered the same room, the door to the next room was open, where there were full sets of toys. The open door was covered with a net. With an attractive and unattainable goal before their eyes, the children dispersed around the room. Someone was shaking the net, someone was lying on the floor, contemplating the ceiling, many were angrily scattering old, already unnecessary toys. In a state of frustration, both the play activity and the communication of children with each other were destroyed.
The game contributes to the formation of not only communication with peers, but also arbitrary behavior child. The mechanism for controlling one's behavior - obedience to the rules - is formed precisely in the game, and then manifests itself in other types of activity. Arbitrariness implies the presence of a pattern of behavior followed by the child, and control. In the game, the model is not moral norms or other requirements of adults, but the image of another person, whose behavior is copied by the child. Self-control only appears towards the end of preschool age, so initially the child needs external control - from his playmates. Children control each other first, and then each of himself. External control gradually falls out of the process of controlling behavior, and the image begins to regulate the child's behavior directly.
The transfer of the arbitrariness mechanism that is being formed in the game to other non-game situations during this period is still difficult. What is relatively easy for a child in the game, much worse is obtained with the corresponding requirements of adults. for example When playing, a preschooler can stand in the posture of a sentry for a long time, but it is difficult for him to complete a similar task to stand straight and not move, given by the experimenter. Although the game contains all the main components of voluntary behavior, control over the performance of game actions cannot be completely conscious: the game has a bright affective coloring. However, by the age of 7, the child is increasingly beginning to focus on norms and rules; the images regulating his behavior become more generalized (in contrast to the image of a specific character in the game). With the most favorable options for the development of children, by the time they enter school, they are able to control their behavior as a whole, and not just individual actions.
The game develops motivational-need sphere child. There are new motives of activity and goals associated with them. But there is not only an expansion of the circle of motives. Already in the previous transitional period - at the age of 3 - the child had motives that went beyond the situation immediately given to him, due to the development of his relations with adults. Now, in the game with peers, it is easier for him to give up his fleeting desires. His behavior is controlled by other children, he is obliged to follow certain rules arising from his role, and has no right either to change the general pattern of the role or to be distracted from the game by something extraneous. The emerging arbitrariness of behavior facilitates the transition from motives that have the form of affectively colored immediate desires to motives-intentions that are on the verge of consciousness.
In a developed role-playing game with its intricate plots and complex roles that create a fairly wide scope for improvisation, children develop creative imagination. The game promotes the formation arbitrary memory in it overcome so-called cognitive egocentrism.
Example : To explain the latter, let's use the example of J. Piaget. He modified the well-known “three brothers” problem from the tests of A. Binet (Ernest has three brothers - Paul, Henri, Charles. How many brothers does Paul have? Does Henri? Have Charles?). J. Piaget asked a preschool child: “Do you have brothers?” “Yes, Arthur,” answered the boy. “Does he have a brother?” - "Not". “And how many brothers do you have in your family?” - "Two." - "You have a brother?" - "One". “Does he have brothers?” - "Not". “Are you his brother?” - "Yes". “Then he has a brother?” - "Not".
As can be seen from this dialogue, the child cannot take a different position, in this case, accept the point of view of his brother. But if the same problem is played out with puppets, he comes to the right conclusions.
In general, the position of the child changes radically in play. While playing, he acquires the ability to change one position to another, to coordinate different points of view. Thanks to the decentration that occurs in a role-playing game, the way is opened for the formation of new intellectual operations - but already at the next age stage.
The game is a criterion for the normal development of the child, by the way he plays, you can learn a lot about him. Play is also important for the emotional development of children. It helps to cope with fears generated by traumatic situations (nightmares, horror stories, long hospital stays). On the basis of the game, special psychodiagnostic procedures were built, methods of correction and psychotherapy were developed - game therapy.
The accumulation of individual experience at preschool age is carried out not only in the game, but also in many other, purely children's activities: drawing, designing, feasible work, self-service activities, communication with peers. The experience of success and failure in these activities undoubtedly contributes to the child's attitude towards himself, and hence to his personal development.
Subject - that area of reality that the child reproduces in the game (ʼʼfamilyʼʼ. ʼʼhospitalʼʼ. ʼʼcanteenʼʼ, ʼʼshopʼʼ, ʼʼBaba Yaga and Ivashechkaʼʼ, ʼʼSnow White and the Seven Dwarfsʼʼ, etc.). Most often, the topic is taken from the surrounding reality, but children ʼʼborrowʼʼ and fabulous, book themes.
Plot - built according to the theme. Plots refer to a certain sequence of events played out in a game.
Classification of games by plot
1. Domestic- family life, garden, school.
2. Industrial- construction, industrial, agricultural, craft games.
3. Socio-political- demonstrations, rallies, games of war.
Despite the fact that some plots are found throughout preschool childhood, there is a certain regularity in their development(according to D.B. Elkonin).
First of all, the development of plots goes from everyday games to games with industrial plots and, finally, to games with socio-political plots. This is due to the expansion of the horizons of the child and his life experience.
Secondly, the development of plots also proceeds along the lines of the variety of forms of play within the same group of plots.
For younger preschoolers, games with everyday plots are very monotonous (mostly family games), they consist of one, less often two storylines (for example, mother and daughter clean the house or wash the dishes). For older preschoolers, it is more diverse (games in the buffet, hairdresser, hospital, kindergarten, etc.).
Research shows that play does not emerge and develop spontaneously. This requires three conditions: the presence of a variety of impressions from the surrounding reality; the presence of various toys and educational aids and frequent communication of the child with adults.
The third line of development of the plots of role-playing games concerns the increase in the stability of games on the same plot. Younger preschoolers quickly and easily move from one story to another. For middle and older children, the same plot is played out for a longer time (for 3-4-year-old children, the duration of the game is approximately 10-15 minutes, for children 4-5 years old - 40-50 minutes, and for older preschoolers - from several hours up to several days).
Games on the same topic are represented by different plots. So, for example, the game in ʼʼfamilyʼʼ, in ʼʼdaughters-mothersʼʼ is realized by playing the plots of a walk, dinner, washing, receiving guests, washing a child, his illness, etc.
At a younger preschool age, the plot is prompted by a toy, an attribute that came into the child's field of vision attracted his attention. Next, the children begin to plan the plot before the start of the game in accordance with their interests. Older preschoolers begin to combine games with different plots (ʼʼtoy workshopʼʼ+ ʼʼshopʼʼ+ ʼʼkindergartenʼʼ).
Role - it is a way of behavior of people in various situations, corresponding to the norms and rules accepted in society, modeling of real relationships that exist between people.
DB Elkonin calls the role the central unit of the game.
The fulfillment of a role makes it extremely important for the child to act not as he wants, but as prescribed by the role. Within the same plot, a child can perform different roles (today a mother, tomorrow a daughter). For younger preschoolers, the number of roles is 1-2, for older ones - up to 10, of which 2-3 become favorites.
Game rules - form the core of the role. Compliance with the rules and a conscious attitude to them is an indicator of the depth of the sphere of social reality reflected in the game.
Failure to follow the rules leads to the disintegration of the game. The rules are more successfully observed in collective games, because partner control.
At a younger preschool age, children easily break the rules, do not notice when others do it, because. do not understand their meaning. Then they begin to fix the violation of the rules by comrades and oppose it. The need to follow the rules is explained by everyday observations: this does not happen. In older preschool age, the rules become conscious, open. The child learns to control his behavior.
Game actions - contribute to the fulfillment of the role: ʼʼdoctorʼʼ injects ʼʼsickʼʼ, ʼʼsellerʼʼ weighs ʼʼbuyerʼʼ ʼʼsausageʼʼ, ʼʼteacherʼʼ teaches ʼʼstudentsʼʼ ʼʼwriteʼʼ, etc.
With age, game actions become more complicated: from simple imitation of adults to a generalized, conditional nature. Can be replaced by words (ʼʼThe laundry has already been washedʼʼ). Mastering a variety of game actions allows the child to most fully and accurately realize the role.
Content of the game - what the child identifies as the main point of reality or adult relationships. Children of different age groups, when playing with the same plot, introduce different content into it: for younger preschoolers - repeated repetition of any action with an object (ʼʼpump the dollʼʼ - ʼʼdaughters-mothersʼʼ, ʼʼtreat the teddy bearʼʼ - ʼʼhospitalʼʼ); for the average, this is modeling the activities of adults and emotionally significant situations, playing a role; for seniors - compliance with the rules in the game.
game material - toys, attributes and a variety of other items with which children play out the plot and roles. A feature of the game material is that in the game the object is used not in its own meaning (sand, tiles, shreds, buttons, etc.), but as deputies other objects that are practically inaccessible to the child (sugar, paving blocks, carpets, money, etc.). Substitution always arises in a problematic situation: what to do when the doll wants to eat, but there is no spoon? With a substitute object, you can perform the same function as with a replaced one (a spoon should be a stick, a pencil, even a thermometer, and not a ball, because they cannot scoop up food).
Role-playing and real-life relationships - the former reflect the attitude to the plot and the role (specific manifestations of the characters), and the latter express the attitude to the quality and correctness of the performance of the role (they allow you to agree on the distribution of roles, the choice of the game and are implemented in game ʼʼremarksʼʼ like ʼʼyou need to do thisʼʼ, ʼʼyou spell it wrongʼʼ, etc. .P.). If the children fail to agree on the distribution of roles, then the game breaks up or one of the guys leaves it. In choosing partners for games, children rely on their sympathies, distinguish moral qualities valued in their peers. Game skills, as well as the presence of attractive game items.
Real relationships may be contrary to the game. The older the child, the more often the conflict between real and role relationships, which is resolved in favor of real ones.
Structural components of the role-playing game. - concept and types. Classification and features of the category "Structural components of the role-playing game." 2017, 2018.
The game is the leading activity of preschoolers
1. The value of play activities in the life of a child. The originality of the game as an activity
Game as a means of education and development of children
Types of games.
In the development of the child and the team of children, a huge role belongs to the main type of children's activity in the preschool period - the game.
Philosophers, historians, ethnographers, psychologists, teachers study the origin of the game, its place in the life of a child, the possibility of effective use of games to solve educational problems.
Marxist-Leninist pedagogy, in developing the theory of play, proceeds from the position of its socio-historical foundations: play is conditioned, first of all, by the circumstances of the child's social life, by his assimilation of the experience of older generations.
N. K. Krupskaya made a significant contribution to game theory. Emphasizing the social nature of children's games, the reflection in them of the phenomena of life, she primarily saw in the game a means of expanding impressions and ideas about the surrounding reality, connection with it. “For children of preschool age,” she wrote, “games are of exceptional importance: the game for them is study, the game for them is work, the game for them is a serious form of education. The game for preschoolers is a way of knowing the environment.
The social nature of the content of games and play activities is due to the fact that the child lives in society. Already from the first months of life, he strives to communicate with others, gradually mastering the language - a powerful means of communication and assimilation of social experience. The child wants to be an active participant in the life of adults, but this need does not yet correspond to his capabilities. In the game, imitating the actions of the elders, empathizing with their joys and sorrows available to him, he joins the surrounding life in such a peculiar way.
Highly appreciating the educational role of children's games, A. S. Makarenko wrote: “The game is important in the life of a child, it has the same meaning as activity, work, service in an adult. What a child is in play, such is in many respects he will be in work when he grows up. Therefore, the upbringing of the future figure takes place primarily in the game.
Long-term observations of games, the study of their content in children of different nations and at various historical stages of social development allow us to conclude that the main source is the social life of people, the conditions in which the child lives, his family. In pre-revolutionary Russia, the children of the propertied classes played masters and subordinates, while the sons and daughters of the poor reflected in their games the hard work of adults, fear of the master, the master, the policeman. In the games of the workers' children we find a display of strikes, strikes, demonstrations. The games of peasant children reflected rural labor, the need and deprivation of the horseless and landless poor.
The Great October Socialist Revolution changed the social system of Russia, the attitudes and ideology of the people. The content of children's games began to reflect the events of the revolution and the civil war, a new life. The heroes of the games were Budyonnovsk, the legendary Chapaev. In their games, the children saved the Chelyuskinites, fought enemies, flew into space. Children's games reflect the attitude of Soviet people to work - labor prowess, the desire to work for the common good, their new relationship - friendship, camaraderie, mutual assistance, respect for each other, care for children. The content of the games reflects both the fraternal friendship of the peoples of the USSR and friendly relations with the peoples of the world.
The originality of the game as an activity of children
The main feature of the game is that it is a reflection of the surrounding life by children - actions, activities of people, their relationships in an environment created by children's imagination. In the game, a room can be a sea, a forest, a subway station, or a railroad car. Children give the environment the meaning that is due to the design and content of the game.
This nature of the game distinguishes it from all other types of children's activities and to some extent makes it related to art, with a figurative reflection of reality. The reproduction of real actions in the game is not an exact copy, a mirror image of them. Children are not bound by all the specific conditions of the real situation, by time, by a strict sequence of actions.
Another feature of gaming activity is its amateur character. Children are the creators of the game, its creators. They, as already mentioned, reflect in it their knowledge of life phenomena and events known to them, express their attitude towards them.
A feature of children's play is also the combination and interconnection of the image, game action and word. These are not its external signs, but its very essence. In the game, the child lives by the actions and feelings of the portrayed hero. Sometimes the image captures the child so much that he does not even respond to the usual appeal to him: "I am not Seryozha, I am the captain." At the same time, he willingly acts in accordance with the image reflected in the game.
Children do not play silently. Even when the child is alone, he talks with the toy, engages in a dialogue with an imaginary participant in the game, speaks for himself and for his mother, for the patient and the doctor, etc. The word is, as it were, an accompaniment to the game action and more fully reveals the image, attitude towards him the child himself.
Verbal communication during the game plays a huge role. Communicating, children exchange thoughts, experiences, clarify the idea and content of the game. Verbal collusion in the game performs an organizing function, contributes to the emergence and strengthening of mutual understanding and friendship between children, the same attitude to certain facts and phenomena of the surrounding life.
The relationship of the image, the game action and the word is the core of the game activity, serves as a means of reflecting reality.
The main structural elements of the game are: game concept, plot or its content; game actions; roles; rules that are dictated by the game itself and are created by children or suggested by adults. These elements are closely interrelated and define the game as a kind of children's activities.
Game design is a general definition of what and how will be played. children: to the “shop”, to the “polyclinic”, to the “pilots”, to the “mother-daughters” (to the “family”), to the “kindergarten”, etc. It is formulated in speech, reflected in the game actions themselves , is formed in the game content and is the core of the game. According to the game design, games can be divided into more or less typical groups: a) reflecting everyday phenomena (games in the "family", "kindergarten", "polyclinic", etc.); b) reflecting creative work (construction of the subway, the work of collective farmers, the construction of houses, factories, stadiums, etc.); c) reflecting social events, traditions (holidays, demonstrations, welcoming guests, travel, etc.). Such a division of them, of course, is arbitrary, since the game can include a reflection of various life phenomena.
The plot, the content of the game - this is what makes up its living fabric, determines the development, diversity and interconnection of game actions, the relationship of children. The content of the game makes it attractive, arouses interest and desire to play.
The structural feature and center of the game is the role that the child performs. According to the value that belongs to the role in the process of playing, many of the games are called role-playing or role-playing. The role is always correlated with a person or animal, his imaginary deeds, actions, relationships. The child, entering into their image, becomes the one whom he imitates, i.e., plays a certain role. But the preschooler does not just play this role, he lives in the image and believes in its veracity. Depicting, for example, a captain on a ship, he does not reflect all of his activities, but only those features that are necessary during the game: the captain gives commands, looks through binoculars, takes care of passengers and sailors.
In the process of playing by the children themselves (and in some games by adults) establishes rules that define and regulate behavior and the relationship of the players. They give the games organization, stability, fix their content and determine the further development, the complication of relations and relationships. At the same time, the rules of the game help timid, shy children to be active participants in the game.
All these building blocks of the game are more or less typical, but they have different meanings and are related differently in different types of games.
