The world of any child is filled with the things he needs: pyramids, various toys, cartoons and shooting games. This is not surprising, because for a preschooler the most important activity remains play. Of course, parents are obliged to know what and how to entertain their baby, so that at the same time this activity contributes to his development and brings benefits.

The role of play in child development

Playing is a mandatory activity for a child.

• It liberates him, so the baby plays with pleasure and without coercion. From the first weeks of life, the baby is already trying to interact with the rattles suspended above his crib.
• In preschool age, play activities teach children order and observance of rules.
• During the game, children strive to demonstrate all their skills (especially when playing with peers).
• Passion appears, many abilities are activated, the game creates an environment around the baby, helps to find friends and establish contacts.
• While playing, the child learns to find a way out and solve problems.
• The rules of the game teach him to be honest, and when they are violated, there follows general indignation among the players.
• A child can show qualities in play that are invisible in everyday life.
• In addition, the game reveals rivalry between children, which will help them defend their position and survive.
• Games have a beneficial effect on the development of imagination, thinking and wit.
• Gradually, through play activities, the child prepares to enter adulthood.

Functions of gaming activities

Any activity has one or another functional purpose, and gaming activity is no exception.

• The main function of the game is entertainment. The game should arouse the child’s interest, give pleasure, and inspire him.
• The communicative function of the game is that in its process the child develops a speech mechanism in the process of searching for a common language with partners.
• The function of self-realization is hidden in the choice of a playing role. A child who has chosen a role with additional actions is more active and has the makings of a leader.
• Overcoming various difficulties in the game (which arise everywhere) is its therapeutic function.
• Thanks to the diagnostic function, the baby can better understand his abilities, and at the same time, the teacher will determine the possible presence of deviations from the child’s normal behavior.
• Through play you can carefully adjust your personality structure. In addition, in the game the child learns the rules of human society, values, accustoms himself to socio-cultural norms, and integrates into the system of social relations.

Types of gaming activities

Initially, all games can be divided into two large groups, differing in the form of children’s activity and the participation of adults in them.
The first group of independent games includes activities in which adults do not directly participate in the preparation and conduct of which, and the activity of the children themselves comes to the fore. They set the goals of the game themselves, develop it and act independently. In such games, children can take initiative, which increases the level of development of their intelligence. This also includes story-based and educational games aimed at developing children's thinking.
The second group includes educational games that require the participation of an adult who sets the rules of the game and directs the children’s work until the desired result is achieved. The purpose of these games is to educate, educate and develop the child. This group includes dramatization games, entertainment games, outdoor games, didactic games, and musical games. From educational games, the child’s activity is easier to smoothly transfer to the learning process. In this group of educational games, there are many varieties with different goals and scenarios.

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Characteristics of preschooler play activities

The world of a child copies the adult world. The baby endows his toys with real and imaginary properties. Through play, it is easier for him to get used to the society around him, to comprehend its roles, relationships and cultural traditions.
Typically, preschoolers have several phases in the structure of play activity:

• sensorimotor;
• director's;
• figurative role-playing and plot play, which also includes musical and gaming activities;
• playing by the rules.

The beginning of knowledge of the surrounding world is associated with familiarity with toys that are pleasant to the touch and make sounds, as well as various household items, bulk materials and liquids. It is best for parents to buy toys whose functions are similar to the functions of objects that the child will come into contact with in life. In preschool age, children should be guided through their play activities unobtrusively. It is useful for parents to involve children in everyday activities, introducing them to new subjects, and at the same time gradually instilling in them useful habits and introducing them to responsibilities.
Having matured a little, the child moves on to director's play: he himself endows objects with arbitrary properties and controls their actions. Even later, preschoolers begin to develop role-playing play activities. Children, copying the adult world, organize “hospitals”, “families”, “shops”, etc. If previously a child could play alone, then, having matured, he is already drawn to communication and interaction with peers. This once again demonstrates the importance of play in shaping a child into a social unit. Then team games become competitive in nature and are surrounded by a list of rules.

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Didactic games

The most important importance of play activity is the development of children in its process. Didactic games conducted by teachers directly serve this purpose. These games are specially invented for training and education; they have certain rules and a specific result is expected. In fact, a didactic game is a synthesis of a form of learning and play. It sets didactic tasks, defines rules and game actions, and predicts the result. The didactic task refers to the educational impact and purpose of learning. It is well demonstrated by games that reinforce the ability to form words from letters or counting skills. The task in a didactic game is carried out through game actions. The game is based on the play actions carried out by the children themselves. The more interesting these actions are, the more effective and exciting the game will be.
The teacher who controls the behavior of children sets the rules of the game. When the game ends, it is necessary to sum up its results. This may mean determining the winners who completed the task best, but at the same time it is necessary to encourage each participant in the game. Adults use didactic games as a way of learning, allowing a smooth transition from gaming to educational activities.

Play and development of children's speech

Play even significantly influences the development of a child’s speech. A minimum level of communication skills is necessary so that the child can confidently connect to a gaming situation. Thanks to the need to communicate with other children, the development of coherent speech is stimulated. In play, which is the leading form of activity at this age, the sign function of speech intensively develops due to the replacement of one object with another. Placeholder objects serve as symbols for missing items. Any real object that replaces another object can serve as a sign. The proxy object transforms the verbal definition by associating the word with the missing object.
Thanks to play, the child begins to perceive individual and iconic signs. In iconic signs, the sensory properties are virtually close to the object being replaced, and the sensory nature of individual signs has little connection with the designated object.
Games are also important for developing reflective thinking. For example, a child playing hospital cries and suffers like a patient, although internally he enjoys playing the role.

The influence of play on the development of a child’s psyche

Increasing the complexity of play activities contributes to the development of the child’s psyche. With the help of the game, the mental qualities and personal characteristics of the child are formed. Over time, other activities sprout from the game and become important in a person’s subsequent life. The game perfectly develops memory and attention, since in it the child needs to focus on details in order to successfully immerse himself in a game situation. Role-playing games develop imagination. Trying on different roles, the child creates new situations and replaces some objects with others.
The influence of gaming activities on the development of the personality of a child, who acquires communication skills, learns to establish contacts with peers, and studies the behavior and relationships of adults, has been noted. Drawing and designing are very close to play activities. At the same time, they also include preparation for work. The child tries, doing something with his own hands, but he is not indifferent to the result. During these activities, he should definitely be praised, because praise will become a new incentive for him to achieve perfection.
In a child’s life, play is as important as work for an adult or study for a schoolchild. Educators know this, but it is important for parents to understand this as well. Children's interests need to be developed in every possible way, their focus on achieving better results and victory should be encouraged. As the baby grows, he needs to be offered toys that will help him progress mentally. Parents should sometimes play with their child, because he perceives joint play as more important.

Pedagogical conditions and means of child development in play activities

Information support for the topic:Play occupies an important place in a child’s life and is the predominant type of his independent activity. In domestic psychology and pedagogy, play is considered as an activity that is of great importance for the development of a preschool child: it develops actions in the representation, orientation in relationships between people, initial skills of cooperation (A.V. Zaporozhets, A.N. Leontyev, D. B. Elkonin, L.A. Wenger, A.P. Usova).

Exploring the meaning of children's games S.A. Shmakov, identified the following functions: the sociocultural purpose of the game, the function of interethnic communication, the function of the child’s self-realization in the game as a testing ground for human practice, the communicative function of the game, the diagnostic function of the game, the game-therapeutic function of the game, the correction function in the game, the entertainment function of the game.

The essence of the game phenomenon lies in the following provisions (S.A. Shmakov):

• Game favors an independent speciesdevelopmental activities of children of different ages, the principle and method of their life activities, the method of cognition of the child and the way of organizing his life and non-play activities;
• Game means an activity, relaxation, amusement, amusement, amusement, joy, competition, exercise, training, during which the educational requirements of adults for children become their requirements for themselves, which meansan active means of education and self-education;
• Game is the main sphere of communication children; it solves problems of interpersonal relationships, compatibility, partnership, friendship, camaraderie. In the game, social experience of relationships between people is learned and acquired;
• Game, possessing synthetic property, absorbs many aspects of other types of activities, acts as a multifaceted phenomenon in a child’s life;
• Game is a need a growing child: his psyche, intellect, biological foundation. Game is a specific, purely childish world of a child’s life. Play is a practice of development. Children play because they develop, and they develop because they play;
• Play is a child’s way of finding himself in teams comrades, in the whole society, humanity, in the Universe, access to social experience, culture of the past, present, future;
• Game – freedom of self-disclosure, self-development based on the subconscious, mind and creativity. The product of the game is the enjoyment of its process, the end result is the development of the abilities realized in it.

It is now generally accepted that play is the leading activity of a preschool child. A.N. Leontiev considered the leading activity to be one that has a special impact on the development of the child at a given age. He highlighted the main provisions due to which the game is called the leading activity of a preschooler:

• It satisfies the child's basic needs

The desire for independence, active participation in the lives of adults;

The need for knowledge of the surrounding world;

Need for active movements;

Need for communication.

• In games, other types of activities arise and are differentiated:

Educational activities:

Labor activity.

• The game promotes:

The formation of the child’s neoplasms, the development of his mental processes;

Development of children's imagination;

Development of the ability to transfer the functions of one object to another that does not have these functions.

There are many definitions of play in pedagogy. “Game... what is played with and what is played: fun, established according to the rules, and the things that serve for this (V. Dahl “Explanatory Dictionary”living Russian language). « A game is an activity that has no practical purpose and serves for entertainment or amusement, as well as the practical application of certain arts (“Big Encyclopedia”). “We call a game a series of successive additional transactions with a clearly defined and predictable outcome... but with hidden motivation; in short, this is a series of moves containing a trap, some kind of catch (E. Bern).

Gaming activity is a special sphere of human activity in which a person does not pursue any other goals other than obtaining pleasure, pleasure from the manifestation of physical and spiritual forces (O.S. Gazman).

As noted in the pedagogical literature, children's games are a heterogeneous phenomenon, which allowed scientists to make repeated attempts to study and describe each type of game, taking into account its functions, and to classify games.

F. Frebel based the classification on the principle of the differentiated influence of games on the development of the mind (mental games), external senses (sensory games), and movements (motor games).

K. Gros classified games according to their pedagogical significance: games of movement, mental, sensory, developing the will - “games of ordinary functions”; family games, hunting games, courtship games - “games of special functions.”

The modern classification of games was made by S.L. Novoselova. She singled out the child's initiative as the basis for classification:

• Games initiated by children:

Amateur games - experimentation;

Amateur story games (plot-display, plot-role-playing, director's, theatrical);

• Games initiated by an adult:

Educational (didactic, plot-didactic, mobile);

Leisure (fun games, entertainment games, intellectual games, festive and carnival games, theatrical productions);

• Games determined by the initiative of the ethnic group: ritual, leisure, training.

N.A. Korotkova, N.Ya. Mikhailenko classifies games based on freedom of action: creative (role-playing, theatrical, director's) and games with rules (games for physical competence, mental competence, games of luck). N.A. Korotkova identifies specific features of games with rules and creative games.

Games with rules

Creative games

The basis is a set of formalized rules that are binding on all participants. These rules are impersonal, the same for everyone, and stable throughout the game. 2 .Actions are real and unambiguous. 3.Always joint activities. 4. There is an end result. This is the result of the actions of each player, correlated with the results of other children. The result is a win. The moment the game ends is determined by the winning criteria. 5. The process of activity is cyclical, each type of game ends with a win and resumes again. 6. Type of relationship between the players - competitive relationship

1. Basis - an imaginary situation that manifests itself in conditional, substitute actions. All actions have a personal meaning, each player has his own understanding of the imaginary situation. 2.Conditional substitution actions are outwardly ambiguous. 3.The game can be either individual or joint. 4. The game process does not have an end result; the moment of its completion is determined by the desires of others. 5. The process of activity is characterized by a progressive nature, the imaginary situation is constantly evolving. 6.The type of relationship between the players is a relationship of complementarity and participation.

By studying different approaches to the classification of children's games, it is possible to create a reference diagram of play activity.

Classification characteristics	Characteristics
Types of games	Subject. Role-playing. Role-playing. Didactic. Theatrical. Movable. Experimentation. Fun and entertainment.
Game Features	Cognition. Experimentation. Exercise. Study. Forecasting. Modeling. Self-knowledge. Rest. Fun. Display. Relaxation. Compensation. Realization of needs.
Initiative in the emergence of the game	From a child. From an adult. From other children
Game item	Ready-made toys. Deputies. Imaginary objects and images. Word. Drawing. Computer program. Natural materials and phenomena.
By number of players	Individual. Near. Microgroups. Collective. Massive.
By dynamics	Static. Sedentary. Movable.
By way of solving game problems	Intelligent. Social. Motor.
Gaming techniques	Competition. Dramatizations.
According to the degree and nature of creation	Ready. Reproductive. Creative. Improvised.
By place of development	Indoors: game card, table, sheet of paper, screen, podium, group space. Outdoors: playing field, playground, entire area. In the imagination
By time of creation and development	Archaic. Traditional. Modern. Situational. Long lasting. With a fixed time.

All studies of creative games (D.B. Elkonin, D.B. Mendzheritskaya, R.I. Zhukovskaya, N.Ya. Mikhailenko, N.A. Korotkova, etc.) are united by:

Assessment of play as a powerful means of education, formation of a child’s personality, development of his various content aspects;

Understanding that play is a child’s life, his joy, an activity necessary for him;

The idea of ​​play as a social activity. In the game, the preschooler learns social experience, but does not copy the life around him, expresses his attitude to what he sees and hears, and this is associated with the development of creative imagination

Understanding the specifics of role-playing games, which consists in the fact that the child is especially independent in it, he is free to choose the theme of the game, the plot, the role, to change the content, the direction of the game, to choose playmates, game materials, to determine the beginning and ending the game.

Role-playing games

Throughout preschool age, the most characteristic type of activity is role-playing play.

Games in which, on the basis of life or artistic impressions, children creatively reproduce social relationships or material objects independently or with the help of adults, are called plot-role games (O.S. Gazman).

As N.A. Korotkova and N.Ya. Mikhailenko note, free story play is the most attractive activity for preschool children. Its attractiveness is explained by the fact that in the game the child experiences an internal subjective feeling of freedom, the subordination of things, actions, and relationships to him. But in addition to the momentary subjective feeling of permissiveness, emotional comfort, story-based play is of great importance for the mental development of the child, so to speak, a long-term effect. It is the exceptional combination of the objective developmental significance of the game and the subjective feeling of the child’s inner freedom in it that forces it to be given an important place in the pedagogical process of the kindergarten.

A role-playing game has the following structural components: plot, content, role.

• The plot of the game - This is the sphere of reality that is reproduced by children, a reflection of certain actions, events from the life and activities of others.
• Game Contents –this is what is reproduced by the child as a central and characteristic moment of activity and relationships between adults in their everyday and social activities.
• Role – game position, the child identifies himself with any character in the plot and acts in accordance with ideas about this character.

The genesis of gaming activity is revealed in the works of D.B. Elkonin:

1. The concept of the game, setting game goals and objectives:

2-3 years – the choice of game is determined by the toy, not thought out in advance;

3-4 years – independently set game tasks, but cannot always understand each other, need the help of an adult;

4-5 years - the implementation of the plan occurs by solving several game problems, the methods for solving them become more complicated, they themselves agree before starting the game;

5-6 years - the ideas of games are stable, developing, they jointly discuss the concept of the game, consistency and planning are combined with improvisation, they take into account the point of view of the partner, reach a common decision, a long-term perspective of the game appears.

2-3 years – the main content is action with objects;

3-4 years – plot-display turns into plot-role, reflecting not only the purpose of objects, but also relationships;

4-5 years - reflect various relationships between people, actions with objects are relegated to the background;

5-6 years – create models of various relationships between people.

3. Game plot

2-3 years – everyday stories, few, monotonous, unstable;

3-4 years - everyday stories predominate, but they are less static, more often they use episodes from well-known fairy tales;

4-5 years – the plots are developed and varied, social plots appear, children combine episodes from fairy tales and real life;

5-6 years old - episodes from fairy tales and social life occupy a significant place, children combine knowledge gleaned from observations, fairy tales, films in games, the ability to jointly build and creatively develop a plot is improved.

3.Playing a role and interacting in the game

2-3 years - they begin to denote a role with a word, children talk to toys as play partners, gradually the role of partners is transferred to their peers, and they move on to playing together;

3-4 years - they take on a role, but do not name themselves according to the role, emotionally convey role behavior, role dialogue develops, and gravitate towards joint games, which become longer;

4-5 years – role-playing dialogue, role-playing interaction is longer and more meaningful, a variety of means of expression are used;

5-6 years - role interaction is meaningful, expressive, there are favorite roles, there are many roles, the essence of role relationships is revealed through speech.

4.\Game actions, game items

2-3 years - perform actions with substitute objects, imaginary objects, replace actions with words, move on to generalized actions, the conventions of the game are available, gradually the functions of the players are divided;

3-4 years old – use a variety of objective methods of reproducing reality, come up with various substitutions, have a good command of plot-shaped toys, imaginary objects, and substitute objects;

4-5 years – independently select substitute objects, imaginary objects, easily give them verbal designations;

5-6 years - the game action is replaced by a word, auxiliary material is widely used, objects are selected or replaced during the game.

5. Rules of the game

2-3 years – children are attracted by the action itself, the rules do not serve as a regulator;

3-4 years – rules regulate the sequence of actions;

4-5 years – rules regulate role relationships, children follow the rules in accordance with the role they take on, monitor the implementation of the rules of the game by other children;

5-6 years - children realize that following the rules is a condition for fulfilling the role.

S.L. Novoselova in her works defines the stages of development of role-playing games:

• The first stage is an introductory game.An adult organizes the child’s object-based play activities using a variety of toys and objects
• The second stage is a display game.The child’s actions are aimed at identifying the specific properties of the object and achieving a certain effect with it.
• Third stage – plot-display game.Children actively reflect impressions received in everyday life.

In role-playing games, favorable conditions are created for the formation of relationships between children (A.P. Usova):

• Level of disorganized behaviorwhich leads to the destruction of other children's games
• Singles level.The child does not interact with other children, but does not interfere with their play
• The level of games is nearby.Children can play together, but each acts in accordance with his own play goal
• Level of short-term communication. The child subordinates his actions to the general plan for some time
• Level of long-term communication– interactions based on interest in the game content
• Level of constant interactionbased on common interests, selective sympathies

L.S. Vygotsky, analyzing play activity, identified the paradoxes of play, thanks to which it ensures the development of the child:

The child gets pleasure from the game, i.e. acts along the line of least resistance, but learns to act along the line of greatest resistance. The game is a school of will.

The game is a school of morality. Usually a child experiences obedience to a rule as a situation of refusal of what he wants, and in a game, obedience to a rule is the path to maximum pleasure.

The child likes replacing objects, but he also likes natural objects.

Interaction of real and game relationships.

Play is a creative activity, but developmentthe game involves managing it.

Thus, L.S. Vygotsky formulated the basic law of the game: “The game evolves from a previously open game role, an imaginary situation and a hidden rule to an open rule and a hidden imaginary situation and role.”

One of the most important problems of pedagogy is the problem of managing role-playing games. Currently, there are several technologies for managing and facilitating role-playing games in kindergarten.

Game technology is a certain sequence of actions of the teacher in selecting, developing, preparing games, including children in gaming activities, implementing the game itself, summing up the results of gaming activities.

Technology formation of gaming activitiesR.I. Zhukovskaya, D.V. Mendzheritskaya is represented by three areas of leadership: enriching children’s ideas, developing play activities, nurturing friendly relationships and personal qualities. According to the authors, the main way to influence the game is to influence its content, i.e. on the choice of theme, plot development, distribution of roles and the implementation of game images. The teacher must enter the game, taking on one role, as a partner.

Technology comprehensive guidancegame (E.V. Zvorygina, S.L. Novoselova). This method is a set of interrelated stages and pedagogical components. The stage of providing pedagogical conditions for the development of play is represented by the following components: enriching children with knowledge and experience of activities, transferring the gaming culture to the child. The stage of pedagogical support for amateur games consists of the following components: a developing object-based play environment, activation of problematic communication between an adult and children. All components of comprehensive management of play development are interconnected and equally important when working with children of different ages. O.A. Skorolupova, L.V. Loginova proposed an option for methodological support for children’s games, which will help in systematizing the material in the methodological room, according to the components of the method.

• Systematic enrichment of knowledge and experience

Full texts of works of fiction for reading

Options for educational conversations with children

Variants of the teacher’s stories about what he saw or heard, interesting stories

Possible stories from a teacher about how he played the same game when he was little

• Transferring gaming culture to a child

Didactic games on a selected topic

Options for entering and exiting the game

Options for gradual self-removal by an adult and transfer of the leading role to a child

List of roles that can be used in the game

List of actions that can be performed in the game

• Developmental subject-game environment

Decoration of play corners

List of possible attributes for the game

• Activation of problematic communication between adults and children

Sample game scenarios

Didactic exercises

Complicating plots by attracting companion games

Problem situations

Technology formation of gaming skillsdeveloped by N.A. Korotkova, N.Ya. Mikhailenko. They highlighted n pedagogical principles for organizing gaming activities:

The teacher must:

Play with children;

At each stage, expose children to a more complex way of constructing the game;

Orient the child to carry out and explain the meaning of the play action to partners.

When starting work on developing a story-based game, the teacher must proceed not only from the children’s passport age, but also take into account the child’s general level of development, his experience of life in kindergarten, as well as the gaming experience acquired in the family.

The technology represents the following stages of gaming development. Stageformation of conditional game actionsmake up the conditions: creating situations of substantive interaction; creation of an object-game environment; formation of conditioned actions with toys; use of game situations. At this stage, the teacher’s task is to develop in the child the ability to develop conditioned actions with a plot toy, a substitute object and an imaginary object, connect two or three game actions into a semantic chain, verbally designate them, continue the action started by the adult partner in meaning, and then and peer. Stageformation of role behavior are: appropriate selection of roles; minimum number of toys; telephone games; games based on fairy tales; use of multi-character plots; there are more roles than game participants. The teacher’s task is to develop role behavior in the game, develop the ability to change it in accordance with the different roles of partners, the ability to change the game role and indicate their new role for partners in the process of unfolding the game. Plot stage conditions: fantasy play together with an adult. The task of the teacher isto form the child’s ability to build new sequences of events, combine events in the overall plot during the game, and use different contextual roles.

At each age stage, the pedagogical process of organizing play should be two-part in nature, including moments of developing gaming skills in joint play between the teacher and children and creating conditions for independent children’s play..

Under the influence of the systematic formation of gaming skills, the independent play of preschoolers changes. First of all, there is an attitude towards inventing a new, interesting game, the plots become more varied, many actions with objects are curtailed, moments of verbal interaction become more frequent, the number of participants and their initiative increases, the ability to listen to partners develops, connect their plans with your own, the number of conflicts in the game decreases .

Technology facilitating role-playing gamesN.F. Tarlovskaya is described in the educational program "Rainbow".

The first section of the program and technology for promoting role-playing games was called “Playing with Children” (1st group). This section highlights:

1. Game during the adaptation period.

Goal: To establish a trusting relationship with each child, to give the kids moments of joy, to evoke a positive attitude towards the kindergarten.

Games are promoted within the framework of traditional plots: “I’m going to visit with gifts” (boxes, candy wrappers, pebbles, toys...); “Look through my window” (I’ll show you something, treat you to something); “We walked and walked and found something (an umbrella, a saucepan, a ball); “Come visit me” (I will treat you, we will have fun, we will dance together). The specificity of these plots is that:

1. All have a ritual origin.
2. The games are not long (5-7 minutes) and are emotional.
3. The child is addressed by name.
4. The same items are used for everyone.
5. Game characters are not used, since there is communication with the child.

2. Formation of purposeful activity.

Goal: To reveal the possibilities of using substitute objects, to teach how to perform conditional actions with them, to involve in an independent search for original ways to achieve game goals.

This task is revealed within the framework of the plots:

1. Feeding.

2. Travel by transport.

3. On a visit.

The sequence of playing scenes is presented in this diagram. Its difference from traditional technology is that the teacher’s actions are immediately aimed at the child, and not at the toy:

1. The teacher’s play actions are aimed at children (“I’ll feed you”):

V D

2. Children’s play actions are aimed at the teacher (“feed me”):

D V

3. Children’s play actions are aimed at toys (“feed the dog”):

D I

3. Preparing to take on the role.

Goal: to formthe ability to “turn into someone else.”

Sequence of transformations: 1) Known animals and birds; 2) Interesting moving objects; 3) Adults whose profession has characteristic external attributes. The technique is a series of sequential, algorithmic actions:

1. The teacher identifies himself and enters the character (appearance, environment, food, habits):

I have; I eat; I live; I love.

2. Encouraging children to accept the image.

3. The belief that the child has accepted the image.

4. Plot development.

5. Completion of the plot.

In the 2nd junior group, in the section “How to play with children,” the following lines of assistance in role-playing play are implemented:

1. Continue to prepare to take on the role.

Goal: demonstration of the social significance of the profession and the system of inherent goals, the relationship between game actions and the role.

Methodology:

• Organized observation of professional activities of adults:

Specificity and expressiveness of clothing;

Set of professional actions;

Brightness and expressiveness of the technique of demonstrating professional actions and speech;

The final result of the work;

Attributes for role play that children will receive upon completion of observation.

• Teacher’s observation of children’s independent games:

Using gaming techniques that encourage you to take on a role;

Encouraging children who have identified their roles with attributes;

Emotional commentary on the child’s play actions and correlating them with the name of the role.

2. Enrichment of role behavior.

Goal: enriching role-playing behavior with game goals, conveying expressive methods of game actions, saturating the subject-game environment.

Methodology:

• Acceptance of a parallel role by an adult:

- observing and analyzing the child’s independent play;

Admiration for the game and clarification of who the child is playing;

Obtaining permission to assume a parallel role;

Duplicating the child’s play actions, setting one’s own goals that are different from those that the child realizes in the game;

Repeating 1-2 play actions after the child;

Ending the game.

• Introduction of new attributes into the child’s game:

Copies;

Attributes reflecting external signs.

3. Expanding the range of roles.

Goal: introduction to new roles.

Methodology:

• A joint game between an adult and several children at the same time:

An adult designates his role with some attribute and organizes a simple play environment;

Invites 4-5 children to the game;

Names his role and briefly explains what game actions it is associated with;

Encourages children to engage in joint play;

Helps you accept a new role;

Starts a joint game with play actions known to children;

Invites children to set their own game goals;

Returns children to familiar play activities;

Encourages children to participate in the game.

4. Preparing children for role interaction.

Goal: familiarization with forms of role interaction, demonstration of examples of role dialogue.

Methodology:

• An adult playing with children:

Demonstration of examples of meaningful role-playing dialogue, reflecting the social relations of adults in role-playing actions known to children

In the “Children’s Games” section in the senior group, the following areas of interest in managing the process of developing role-playing games are of interest:

1. Help in organizing the interaction of children in joint play.

Goal: to reveal the content, connections and relationships of the roles played, familiarization with the main points of organizing the game, using the game to improve the child’s position in the group of peers.

Methodology:

• Hidden control of the game by the teacher in the role of a dispatcher or sorceress:

Hint for game actions;

Hint on the event side of the game;

Techniques for improving the situation of children in a group

1. Enriching the content of role-playing games.

Goal: introducing and encouraging children to add new content to games.

Methodology:

• Enrichment by the teacher of the event side of the game in the role of a dispatcher;
• Creating conditions for children to independently invent new events through thematic books;
• Stories from a teacher from personal experience in organizing games:

• Fixing children's attention on the fact that the game has a beginning;
• A story about how roles were assigned and conflicts were resolved;
• A story about who will do what in the game;
• A story about how the game environment was created;
• A story about the actual content of the game;
• The story of how the game ended.

3. Creation of a gaming environment.

Toy

• A toy is a specially made item intended for play.
• A toy is “the material basis of the game” (A.S. Makarenko)

An object-game environment is a set of material and social means that functionally model the content.

Criteria related to the safety of the child, protection from the negative effects of toys on the health and emotional well-being of the child apply if the toys:

• provoke the child to act aggressively;
• cause cruelty towards the characters of the game, played by playing partners or toys
• provoke game plots associated with immorality and violence;
• cause an unhealthy interest in sexual problems that go beyond age-related competence;
• provoke a child to have a dismissive or negative attitude towards racial characteristics and physical disabilities of people
• gaming activity (S.L.Novoselova)

Criteria related to the qualities of a toy aimed at ensuring the development of a child:

• multifunctionality, promoting the development of children's creativity;
• the possibility of using toys in joint activities;
• didactic properties of the toy, necessary for the intellectual development of children, enriching them with knowledge;
• aesthetic value, the toy’s belonging to arts and crafts that help children discover the world of art, master artistic perception, and develop creative abilities

• Didactic games are educational games that are aimed at assimilation and consolidation of knowledge, skills and abilities by children, development of their mental abilities
• Standalone game
• Reception training
• Special lesson
• Combination of educational content and game form
• Specifics of the game structure
• - didactic task
• - game task
• - game actions
• - rules
• Game relationships between teacher and children
• Board-printed games
• - lotto
• - domino
• - paired pictures
• - cut pictures
• - labyrinths
• - puzzles
• Word games
• Playing with objects and toys
• Board-printed games
• - lotto
• - domino
• - paired pictures
• - cut pictures
• - labyrinths
• - puzzles
• Word games
• Musical and didactic games
• Preparing for a didactic game
• How to play the game:
• - motivation to play
• - familiarization with the content and didactic material
• - explanation of the move and rules
• - display of game actions
• - defining the role of the teacher
• - activation techniques
• Summing up, analysis

Sociology, social work and statistics

A game is a set of some norms and rules of necessary details and accessories that are needed to organize gaming activities. There are general requirements for games that are fulfilled at certain stages of their organization and provision. The game should be voluntary and free for those who play.

The concept of “game” and “game activity”. Leading signs of gaming activity.

A game is a set of certain norms and rules, necessary details and accessories that are needed to organize gaming activities. There are general requirements for games that are met at certain stages of their organization and implementation.

Gaming activity is emotional, intellectual and physical efforts aimed at achieving a gaming task. The phenomenon of gaming activity is manifested in the fact that pleasure is not the result, but the process.

Signs of gaming activity: 1. The game should be voluntary and free for those who play. 2. Game activities. goes according to the rules. 3. Games. activities Must be accompanied by tension (the more tension, the more recreational forces it carries within itself)

Assignments must be adequate.

The concept of play has always had a difficult fate in the humanities - philosophy, sociology, cultural studies, and psychology.

First of all, a game, since we are talking about the games of a person and a child, is a meaningful activity, that is, a set of meaningful actions united by a unity of motive. E.A. Arkin, L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin developed an approach to the game as a phenomenon of socio-historical nature. In particular, children's games are considered by them as a form of inclusion of a child in the world of human relations, as a desire for harmonious coexistence with the world of adults, as the formation of a child's voluntary behavior, his socialization.

There are a number of types of gaming activities:

a) sports, contributing to the development of human physical and intellectual strength;

b) role-playing, reproducing the actions of other people, animals, etc.; c) artistic, nature, mood, etc.;

d) didactic, formative skills;

e) business, recreating the subject and social content

professional activity, modeling a system of relationships characteristic of a certain type of activity;

f) military personnel predicting the course of the battle.

All designated types of play activities throughout the history of pedagogy have been productively used in the education of the younger generation, which allows children to relatively easily and naturally get to know themselves and the world around them, and organically enter into it.

The travel game arouses interest in obtaining new information and broadens the horizons of those playing.

A quiz game (riddle game, rebus game, etc.), which has many modifications with possible use as a specially prepared multi-stage game and as an impromptu game.

A dramatization game can organically fit into a wide variety of leisure activities, making them more creative and awakening children’s initiative. So, when working on staging a dance of the Cossacks, participants in an amateur association can be asked to “revive” some picture in a choreographic miniature. And so the children create, argue and, as a result, the choreographic picture “Zaporozhian Sich”, which is nothing more than a dramatization of I.E. Repin’s painting “The Cossacks Write a Letter to the Turkish Sultan.”

Improvisation games should accompany every children's event, because it takes children out of a state of enslavement, develops imagination, and leads to witty and original discoveries.

The game can be used as a pedagogical technique for developing or developing certain qualities, abilities and skills.

One of the central tasks of gaming activity is to develop in children a focus on mastering and observing moral universal human values. According to D.B. Elkonin, play can become a source of development of a child’s morality, moreover, a school of morality, and not morality in imagination, but morality in action.

Game activity, carried out in the process of group interaction, is the most important social task of forming an orientation toward others.

The game concentrates experience and forms a culture of interpersonal relationships. In play, a child learns to live, focusing on others, trying to conform to social norms, learns to follow the rules, and the ability to objectively evaluate the actions of his peers. The very structure of the game, its order and rules are a source of positive emotional experiences that generate mutual assistance, feelings of friendship, camaraderie, cooperation, and success in achieving a common cause. The game gives children the opportunity to feel like adults, penetrate into the “big world”, learn to make decisions in difficult situations that they have not yet encountered in real life, and build “role-playing” relationships with peers. This is exciting for children and it is necessary for their future life in society.

GAME, GAME ACTIVITY

(English) play) - one of the types of activity of humans and animals. I. is a form of life activity of young animals that arises at a certain stage in the evolution of the animal world (see. ). Children's I. - a historically emerged species activities, which consists in children reproducing the actions of adults and the relationships between them in a special conditional form. I. (by definition A.N.Leontyev) is leading activities a preschool child, i.e., such activity, thanks to which the most important changes occur in the child’s psyche and within which mental processes develop that prepare the child’s transition to a new, higher stage of his development.

History is studied by various sciences - history culture, ethnography, pedagogy, psychology,ethology etc. He was the first to conduct a special study of animals and humans. scientist Karl Groos, who noted exercise function I. According to his data, I. occurs in those animals in which instinctive forms of behavior are insufficient to adapt to changing conditions of existence. In I. these animals undergo preliminary adaptation ( warning) instincts to future conditions of the struggle for existence.

A significant addition to this theory was the work TO.Bühler. He believed that the desire for I., repetition of the same actions is supported "functional pleasure" received from the activity itself. F. Buytendijk associated the main features of I. with characteristic behavioral features characteristic of a growing organism: 1) undirected movements; 2) impulsiveness; 3) the presence of affective connections with others; 4) timidity, timidity and shyness. These traits of a child’s behavior under certain conditions give rise to I. These theories, despite their differences, identify I. of animals and humans.

I. in animals is a form of manipulative sensory-motor activity in the period immediately preceding puberty, with biologically neutral objects or partners. In animals, sensory-motor components and coordination of basic species-specific acts of behavior are improved. And. in animals, g.o. is common. in higher mammals, especially carnivores and primates. In its highest forms, intelligence is combined with orientation-exploratory behavior.

Much attention is paid to children's I. by supporters psychoanalysis. In line with this direction, I. is considered as an expression of unconscious tendencies in symbolic form. At the same time, it is believed that I.’s development in preschool childhood is determined by a change in the main stages of the child’s psychosexual development ( oral,anal, phallic). Developmental disorders at each stage necessarily manifest themselves in I. In connection with this, it was developed and became widespread as a form of correctional work with children (expression of suppressed tendencies and the formation of an adequate system of relations between the child and adults).

The central question of the theory children's I. is the question of its historical origin. The need for historical research to build a theory of history was noted by E. A. Arkin. D.B.Elkonin showed that I. and, above all, I. role-playing arises in the course of the historical development of society as a result of a change in the child’s place in the system of social relations. The emergence of education occurs as a result of the emergence of complex forms of division of labor, which made it impossible for children to be included in productive labor. With the emergence of role intelligence, a new, preschool period in the child’s development also begins (see ). In domestic science, the theory of I. in the aspect of elucidating its social nature, internal structure and significance for the development of the child was developed L.WITH.Vygotsky, Leontyev, Elkonin, N. Ya. Mikhailenko and others.

I. is the most important source of development consciousness child, the arbitrariness of his behavior, a special form modeling them relationships between adults, fixed in the rules of certain roles. Having taken on a particular role, the child is guided by its rules and subordinates his impulsive behavior to the fulfillment of these rules.

I.’s motivation lies in the very process of performing this activity. The basic unit of I. is.

In addition to the role, the structure of play includes play action (action to fulfill a role), playful use of objects (), and relationships between children. In I. the plot and content are also highlighted. As plot is the sphere of activity that the child reproduces in I. Contents The same is true for the relationships between adults reproduced by the child in I.

I. usually wears group(joint) character. of playing children acts in relation to each individual participant as an organizing principle, authorizing and supporting the fulfillment of the role taken by the child. In I., real relationships between children (between participants in I.) and play relationships (relationships in accordance with accepted roles) are distinguished.

I. goes through various stages in its development. According to Elkonin, first appears subject I., when a child reproduces the objective actions of adults. Then I comes to the fore. role-playing(including role-playing), aimed at reproducing relationships between adults. At the end of preschool childhood, I appears. with rules- a transition is made from I. with an open role and a hidden rule to I. with an open rule and a hidden role. Mikhailenko identifies 3 gradually more complex methods of I.: 1) deployment and designation of conditional objective actions in I.; 2) role behavior - designation and implementation of a conditional playing position; 3) plotting - the development of a sequence of integral situations, their designation and planning.

Let us give a more detailed description of the various types of I. in preschool children.

Role-playing I. is the main form of I. in preschool children, arising at the border of early and preschool childhood and reaching its peak in the middle of preschool age. Role-playing is an activity in which children take on the roles of adults and, in a play situation, recreate the actions of adults and their relationships. A feature of the gaming situation is the playful use of objects, in which the meaning of one object is transferred to another object, and it is used in connection with the new meaning given to it. The role of an adult, which a child takes on, contains hidden rules governing the performance of actions with objects and the establishment of relationships with other children in accordance with their roles. Role-playing evokes in a child deep emotional experiences associated with the content of the roles performed, the quality of the role performed by each child, and the real relationships that children enter into in the process of collective role-playing in the implementation of its general plan. In role-playing I. the development of the most important neoplasms preschool age: imagination, formation of elements of voluntary behavior, development of symbolic function.

Director's I. - a type of individual I., when a child acts out a certain plot with the help of toys. In the director's play, the child performs both the function of the director (holding the play's plan) and the function of the actors (performing certain role-playing actions to implement the play plan).

Didactic I. - a type of I. organized by an adult to solve a learning problem. Didactic I. m. b. both role-playing and I. with rules. Didactic I. are main form of education preschool children.

From the beginning learning at school, the role of I. in the mental development of the child decreases, but even at this age, a significant place is occupied by various I. with rules - intellectual And movable(sports). The role of plot points becomes smaller, but does not disappear completely. (O. M. Dyachenko.)

Large psychological dictionary. - M.: Prime-EVROZNAK. Ed. B.G. Meshcheryakova, acad. V.P. Zinchenko. 2003 .

See what “GAME, GAME ACTIVITY” is in other dictionaries:

GAME- play activity, one of the types of activities characteristic of animals and humans. In the ontogenesis of animals, I. is one of the forms of specific development. types of behavior. According to the theory of “excess strength” (F. Schiller and G. Spencer), I. arises in... ... Russian Pedagogical Encyclopedia

Glass bead game- Prophetically utopian model of the elite culture of the future, created by G. Hesse in the novel of the same name. Following many of the greatest thinkers of the first half. XX century feeling the cultural crisis that is really unfolding, thinking about possible ways out... ... Encyclopedia of Cultural Studies

A form of recreating the substantive and social content of professional activity, modeling systems of relationships characteristic of a given type of practice. Carrying out an activity is the deployment of a special (game) activity... ...

GAME- – activity of the body, aimed at conditional modeling of unfolded activity. The emergence of I. in the process of evolution of the animal world is due to the complication of species’ life activity and the need to assimilate the experience of the species community... ... Encyclopedic Dictionary of Psychology and Pedagogy

Game mechanics- Gameplay (eng. gameplay) in-game mechanics, a set of certain methods of interaction between the game and the player. The term takes place exclusively in the field of computers and video games. Also the gameplay is the gameplay itself. Etymologically, the term can be ... Wikipedia

Etymology. Comes from the Greek. therapy treatment. Category. A form of communication psychotherapy. Specificity. Based on the use of role-playing games as one of the most powerful forms of influence on personality development. At the origins of this direction... ... Great psychological encyclopedia

Material overview

Play and example are the oldest means of transferring experience from generation to generation. The game began to function in this capacity long before the advent of schools. Human play was formed as a natural means of transferring experience and development. According to D.I. Uznadze, “serious activity is based on the forces developed in the conditions of the game.”

J. A. Komensky included games in the routine of his pansophical school, and in his “Great Didactics” he called for leading schoolchildren to the heights of science without shouting, beating and boredom, but as if playing and joking.

The artificial displacement of play from school can be traced back to the era of Comenius (playful entertaining problem books by Leonardo Fibonacci - 1228, Bache de Mezirac 1312), being a consequence of the academic tendency towards systematic presentation, “concern” for decency, etc. The consequences of this separation of play from school have not yet been completely overcome. In pedagogical practice, attempts were made to change the situation. So dumb. teacher Froebel widely disseminated his idea of ​​a school of play, but the idea was discredited by the fact that the game was combined with the direct authority of the leader (teacher), i.e. turning the game into patterned manipulation.

The modern surge of interest in the game is still associated with the natural possibilities that are contained in the game and which have repeatedly manifested themselves in the results of advanced pedagogical practice (M. Montessori, G. Dupuis, R. Prudhomme, Sh. A. Amonashvili, etc.)

In the process of pedagogical organization of students' gaming activities, many difficulties arise. The teacher needs to determine such parameters of the game as rules, roles, logic of plot development, time frame, material resources - these and other tasks relate to the field of methodological support for the child’s play activity. The methodology for organizing any pedagogical phenomenon is associated with the definition of specific and effective methods of pedagogical interaction... But is it possible to reduce a child’s play to clear and unambiguous parameters?

Game concept

Analysis of the literature indicates the absence of a clear definition of the game as a scientific phenomenon. Game as a multidimensional and complex phenomenon is considered in studies by psychologists, educators, biologists, ethnographers, anthropologists and even economists. In the course of analyzing numerous studies, it is not difficult to identify a certain contradiction, which is due to the very nature of the game phenomenon.

On the one hand, the word game itself is so generally accepted that its use, whether in everyday speech, in literary works or scientific works, is not accompanied by a definition. The concept of play in general is expressed in the polyphony of folk ideas about jokes, laughter, joy, fun, and children's amusements.

On the other hand, human play is multifaceted and multi-valued. Its history is the history of the transformation of a trifle, of fun, into a toolkit, first of all, of culture and, further, into a philosophical category of a high degree of abstraction of ontological and epistemological significance, similar to such categories as truth, beauty, goodness, into the category of worldview and attitude, into the universe of culture.

Thus, the nature of the game is sacred and hides the origins of not only children’s, sports, and commercial games, but also such areas of intuitive artistic activity as painting, music, literature, cinema and theater, and even more so, politics and war. Indeed, human play cannot be understood with the help of simple diagrams, short formulas, and clear expressions.

However, the definition of any concept is the identification of the limits and boundaries of this concept. The search for the limits of play as a concept is very complex and is associated with the logical separation of play as an activity from other types of child activity (work, communication, learning, etc.).

A game is a type of unproductive human activity, where the motive lies not in its result, but in the process itself. However, unproductivity as a sign of play needs some clarification. A game can be considered an unproductive activity only insofar as the product it is aimed at creating does not have any consumer value outside the conditional situation of the game. During the game, a material or ideal product always arises (this can be speech products, texts, objects or combinations thereof). But as soon as an object created during the game begins to be used, acquiring real rather than conditional consumer value, we are faced with the problem of whether this activity is a game in the full sense.

Game is a type of non-utilitarian human activity associated with the process of free manifestation of spiritual and physical forces.

A game is a make-believe activity that not only develops the dexterity necessary for future serious affairs, but also enlivens, makes visible options for a possible future, and helps to form a set of ideas about oneself in the future.

Game is a form of activity in conditional situations aimed at recreating and assimilating social experience recorded in socially fixed ways of carrying out objective actions, in cultural and scientific objects (Psychological Dictionary \ Edited by A.V. Petrovsky and M.G. Yaroshevsky, 1990 ).

A game, as a human activity in a conditional situation, creates an “as if” effect. However, an element of convention, one way or another, is present in all types of human activity and cultural phenomena (J. Huizinga). Therefore, identifying a conditional situation as such will not yet solve the “game-non-game” problem.

The game is attractive and simultaneously denotes convention, seriousness, joy, and fun. One of the mechanisms of the stimulating and developmental impact of the game is to ensure the connection between the phenomena of reality and the emotional sphere of a person.

That. an activity that combines a conditional situation and an objectively valuable output product can be characterized as a transitional phenomenon: labor with signs of play or play with signs of labor (acting in the theater, business games, etc.).

Play and learning activities have many common features:

In the process of playing and studying, the experience accumulated by previous generations is mastered;

In play and learning, similar mechanisms of this assimilation of experience operate (for example, overcoming artificial obstacles).

As a result of such an analysis of the definitions of a game, we can derive a definition of an educational game if the teacher is faced with the tasks of developing the student as a subject of educational activity, orienting him towards lifelong education, and creating motives for conscious learning in the game. At the same time, from “make-believe learning” for younger schoolchildren, we can have a transition to forms of education for middle and high school students (the “game-study-work” type), where additional motivation for educational tasks is used.

An educational task and a didactic game are a means of organizing educational activities. Their main purpose is to create a difficult (sometimes problematic) situation, to build an “obstacle course.” The student's steps through these obstacles constitute the learning process. It is important that a student completing a learning task or participating in a didactic game always solves a specific problem. A task is a part of a goal given in certain conditions of activity.

Theoretical approaches to explaining the game phenomenon.

At the present stage of research into the phenomenon of play, we can talk about various scientific theories of play: the theory of excess strength, compensatory nature; instinctiveness; rest in the game; pleasure, realization of innate drives; spiritual development in the game; the relationship between play and art and aesthetic culture; connections between play and work; recapitulation and anticipation and so on.

To consider the problems of organizing children's play, one should turn to the appropriate scientific approaches:

Processual - “game as a process”: “the goal of the game lies in itself...” (A. Vallon, P.F. Kapterev, etc.);

Activity - “game as an activity”: “game is a type of unproductive human activity...” (K.D. Ushinsky, A.N. Leontyev, etc.);

Technological - “game as a pedagogical technology”: “game activity is associated with the activation and intensification of students’ activities” (P.I. Pidkasisty, Zh.S. Khaidarov, etc.).

Structure of the game as a process:

1. Roles taken on by the players.

2.Game actions as a way to realize these roles.

3. Game use of objects, replacement of real things with game - conditional ones.

4. Real relationships between the players.

5. Plot, content - the area of ​​reality conditionally reproduced in the game.

Structure of the game as an activity:

1. Motivation, which is ensured by voluntary participation in gaming activities, the opportunity to choose, competition, satisfaction of needs and self-realization.

2. Goal setting.

3.Planning.

4. Realization of the goal.

5.Analysis of the results in which the individual is realized as a subject of activity.

Definition of the concept of “gaming technology”.

The concept of a game as a process, activity or technology is very conditional and is caused by the need for scientific clarification of the parameters of the phenomenon under consideration. Within the framework of these approaches, play, along with work and learning, is understood as a type of developmental activity in situations of conditional recreation and assimilation of social experience, in which self-control of human behavior is formed and improved.

“Game technologies” in pedagogy mean a fairly extensive group of methods and techniques for organizing the pedagogical process in the form of various pedagogical games. Unlike games in general, a “pedagogical game” has an essential feature - a clearly defined goal and a corresponding pedagogical result, which can be justified, highlighted in an explicit or indirect form and are characterized by an educational and cognitive orientation (G.K. Selevko).

Any technology has means that activate and intensify human activity. The use of games as a means of teaching and education has been known since ancient times. The game is widely used in folk pedagogy, in preschool and out-of-school institutions. To characterize the game as a developmental pedagogical technology, it is necessary to establish the main distinctive features of the game as a method and technique in the pedagogical process. In modern school, the game method is used in the following cases:

As an independent technology for mastering concepts, topics and even a section of an academic subject;

As part of a larger technology,

Like technologies for extracurricular activities.

The implementation of gaming techniques occurs in the following areas:

The pedagogical goal is set for students in the form of a game task;

As motivation, an element of competition is introduced, which transforms the pedagogical task into a game one;

The educational activities of schoolchildren are subject to the rules of the game;

The educational material is used as a means of play;

Successful achievement of pedagogy. goals are associated with the game result.

However, when talking about the game in the educational activities of junior schoolchildren and adolescents, we must take into account its indirect influence on the development of the psyche (i.e., no longer VTD) and assume the area of ​​​​optimal functioning of the game as a didactic tool. Optimal use of the game m.b. is determined by the following conditions if: cognitive activity is activated, the situation of success in the educational game is a prerequisite for cognitive activity.

Didactic properties of the game:

Duality is a combination of convention and reality in a game situation (imagination and creative consciousness are involved);

The uncertainty of the outcome is the opportunity for the player to influence the situation, i.e. the player’s capabilities are updated – moves from a potential state to an actual one;

Voluntariness – promotes the growth of internal organization;

Multifunctionality is the reproduction of the characteristics of various types of activities and, as a consequence, the expansion of possibilities for varying the conditions for personal development.

Principles for designing educational games:

Determining the pedagogical goals of using the game;

Correlation between the student’s gaming goals and the teacher’s pedagogical goals;

Determining the need to use a game in this particular case, and not another pedagogical means;

Selection of educational objectives, the achievement of which is advisable to organize in a game form;

Planning the organizational structure of the game;

Selection and subsequent adaptation to the existing specific conditions of the rules of the educational game;

Creating a game based on one or another game scheme, formulating the conditions of the game.

Classification of gaming technologies in pedagogy.

A child’s games, at each age stage, are unique. The use of gaming technologies in the pedagogical process can be divided into several stages associated with the age periods of teaching and raising a child:

Gaming technologies in preschool age;

Gaming technologies in primary school age;

Gaming technologies in middle and high school age.

Classification of games in the educational process:

By the nature of cognitive activity:

Games of perception

Reproductive,

Comprehension,

Search engines,

Fastenings,

Tests.

According to the degree of independence: various types of didactic games.

Methods of methodological support for the play activities of children and adolescents.

In the process of personality formation, the game will be able to stimulate:

awareness of one’s own growth, advancement in knowledge of the world;

the joy of mastering more advanced methods of activity;

pleasure from the process of cognitive activity;

self-esteem;

pride in the success of a comrade.

The process of inclusion in the game can unfold according to various patterns, depending on the position that one or another participant occupies in relation to the game as a whole. Developing readiness to play involves:

Development of external interest in the game as a whole (name of the game, its participant, prize);

Development of internal interest (the content side of the game (with whom, how, how much to interact);

Preliminary search for ways to complete a game task and predicting one’s ability to implement them;

Formation and decision making to enter the game. All this must be taken into account by the teacher when organizing games in the educational process.

Teachers begin to turn to gaming pedagogical technologies during the period of education and training of preschoolers. The program of play activities for a preschooler is built from a set of educational games, which, with all their diversity, are based on the general idea of ​​​​connecting construction, labor and technical games with the child’s intelligence and have characteristic features.

Psychophysiological justification: by the third year of life, the child has already mastered role-playing play, becomes familiar with human relationships, begins to distinguish between the internal and external aspects of phenomena, the child actively develops imagination and the symbolic function of consciousness, which allow him to transfer the properties of some things to others, an orientation in his own feelings and the skills of their cultural expression are formed - all this allows the child to be involved in collective activities and communication.

Pedagogical principle: we managed to combine one of the basic principles of learning “from simple to complex” with the very important principle of creative activity “independently according to ability.”

Solving pedagogical problems: in educational games the following pedagogical tasks are achieved:

development of the child’s creative abilities from a very early age;

game tasks-steps influence the advanced development of the child’s abilities (according to L.S. Vygotsky, the zone of proximal development is involved);

the child’s activities are accompanied by an atmosphere of free, joyful creativity;

the child’s activities are accompanied by a situation of success.

The teacher’s use of gaming technologies at primary school age helps participants experience certain elements of the educational process in a game-like way. Action according to the game rules transforms the usual positions of the teacher into an assistant, organizer, and accomplice of the game action. is explained by the following reasons.

Psychophysiological rationale: The development of a child in primary school age is associated with the enrichment and consolidation of everyday vocabulary, coherent speech, improvement of mental processes, the formation of numerical and abstract concepts, and the like. Children of primary school age are characterized by spontaneity of perception, ease of entering into images, children quickly become involved in activities, especially play.

Pedagogical principle: In primary school pedagogy, game-based developmental technologies are called didactic games. The effectiveness of didactic games depends on their systematic use, on the purposefulness of the game program in combination with regular didactic exercises.

Solving pedagogical problems: The results of the game act in a dual sense - as both a gaming and educational-cognitive result:

identify the main characteristic features of objects, compare and contrast them; generalize objects according to certain characteristics;

distinguish real events from unreal ones;

control yourself, etc.

The most important role in this technology belongs to the final retrospective discussion (reflection), in which students jointly analyze the course and results of the game, the course of educational and game interaction.

Gaming technologies in the teaching and upbringing of children of middle and high school age are distinguished by their qualitative originality.

Psychophysiological justification: In the behavior and activities of adolescent children, there is an intensification of the need to create their own world, the desire for adulthood, the rapid development of imagination, fantasy, and the emergence of spontaneous group games. Features of the play of adolescent children are the child’s focus on self-affirmation in front of society, a humorous coloring of events, a desire for practical jokes, and a focus on speech activity.

Pedagogical principle: As a rule, teachers turn to this type of game as “business games” as educational gaming technologies. Various modifications of business games are used in the educational process: simulation, operational, role-playing business games, business theater, psycho- and sociodrama. To effectively organize pedagogical interaction, the teacher’s tactics can be built in accordance with certain stages of the business game: preparation, introduction to the game, conducting and analyzing the progress of the game.

Solving pedagogical problems: Game technologies are used to achieve complex pedagogical tasks: mastering new and consolidating old material, developing general educational skills, developing creative abilities, etc. Game technologies in the upbringing and teaching of adolescent children, on the one hand, contribute to the development of mature social attitudes of a teenager, on the other hand, they help compensate for information overload and organize psychological and physiological rest.

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