The role of play in the development of cognitive interest. Cognitive interest is expressed in its development by various states

Development of cognitive interest of older preschoolers by means of didactic games

1.3 Didactic game as a means of development cognitive interest older preschoolers

Senior preschool age (5 - 7 years) is characterized by rapid development and restructuring in the work of both the physiological systems of the child's body and mental development: during this period of life, new psychological mechanisms of activity and behavior begin to form.

A. N. Leontiev called the preschool age the period of the initial warehouse of the personality. He noted: “at this time, the formation of the main personal mechanisms and formations takes place, emotional and motivational spheres closely related to each other develop, self-consciousness is formed” .

The patterns of mental development of preschool children have been studied by many domestic and foreign scientists, and their research is the methodological basis of our work. Among them are L. S. Vygotsky, J. Gilford, O. M. Dyachenko, Z. M. Istomina, T. V. Kudryavtsev, A. N. Leontiev, N. S. Leites, N. N. Poddyakov, S. L. Rubinshtein, E. P. Torrens, E. V. Filippova, D. B. Elkonin and many others.

At this age, the foundations of the future personality are laid: a stable structure of motives is formed; new social needs are emerging; a new (mediated) type of motivation arises - the basis of arbitrary behavior. The child learns a certain system of social values, moral norms and rules of behavior in society.

This period of preschool childhood is characterized by the final stage in the overall development of children, when in their first seven years the child goes through three main periods of development (infancy, early childhood, preschool childhood), each of which is characterized by a certain step towards universal human values ​​and new opportunities to learn world. At the senior preschool age, the potential for further cognitive, volitional and emotional development of the child is laid, the foundations of the symbolic function of consciousness are actively formed, sensory and especially intellectual abilities are developed. By the end of the period, the child begins to put himself in the place of another person, look at what is happening from the perspective of others and understand the motives for their actions, independently build an image of the future result of a productive action.

In addition, we should not forget that the period of senior preschool age is directly related to the preparation for entering school. It is, according to experts from all over the world, a period of rapid physical and mental development of the child, the active formation of physical and mental qualities, so necessary for a person throughout subsequent life, including the period of active formation of cognitive interest as a guarantee of a successful learning process.

As curiosity and cognitive interests develop, thinking is increasingly used by children to master the world around them; it goes beyond the scope of the tasks put forward by their own practical activities. The preschooler begins to set himself new cognitive tasks, looking for explanations for the observed phenomena. He resorts to a kind of "experiments to clarify questions of interest to him, observes phenomena, argues and draws conclusions" .

That is why it is so important to promote the active development of the cognitive interest of older preschoolers, to promote its sustainability. This is especially valuable because, as pointed out by a number of researchers, including N. G. Belous, L. I. Bozhovich, N. I. Nepomnyashchaya, L. S. Slavina, A. A. Smolentseva, A. A. Stolyar, T V. Taruntayeva, GI Shchukina, the education system that has developed in preschool institutions is insufficiently focused on the development of mental abilities and cognitive interests of children. This leads to a loss of interest, an indifferent attitude to learning and negatively affects the entire course of the child's development.

The game is still of paramount importance in the mental and intellectual development of the older preschooler, which in turn is confirmed by B. G. Ananiev, L. S. Vygotsky, A. N. Leontiev, S. L. Rubinshtein and many others.

The great importance and role of the game was noted by V. Hugo, L. N. Tolstoy, defining its features and traits. Deep judgments about the nature of children's games, about the right of children to play and its role as a powerful means of education belong to A. M. Gorky, I. M. Sechenov, K. D. Ushinsky. They regarded the game as "work, creativity." Leading the game, organizing the life of children in the game, "the teacher influences all aspects of the development of the child's personality: feelings, consciousness, will and behavior."

The interests of older preschoolers are characterized by a strongly pronounced emotional attitude to what is especially brightly and effectively revealed in the content of knowledge. Interest in impressive facts, in the description of natural phenomena, events in social life, history, and observation gives rise to interest in linguistic forms. At the same time, practical actions to an even greater extent expand the interests that develop one's horizons, encourage one to peer into the causes of the phenomena of the surrounding world.

The game gives the child the opportunity in a lively, exciting way to get acquainted with a wide range of phenomena of the surrounding reality, to actively reproduce them in their actions. Displaying in their games the life of the people around them, their various actions and various types of their work, children get the opportunity to more deeply understand, more deeply feel the environment. Correct understanding of the depicted events, correct execution appropriate actions receive constant, systematic reinforcement in the game due to the approval of the children's team to achieve the appropriate game result, a positive assessment of the educator. All this creates favorable conditions for the formation and consolidation of new temporary connections in children.

The game is a form of educational activity that imitates certain practical situations; the game is one of the means of forming cognitive interest, promotes mental development.

During the game program, the general game line develops in an ascending manner, that is, tension and interest increase. A huge role in the nature of the game, in its emotional saturation belongs to the host. He must have charm, a sense of humor and goodwill, have organizational, acting, directing abilities and creative imagination. This is where technology is very important. Game technology - a direction for identifying cultural, socio-psychological, pedagogical patterns, principles in order to determine the development and use in the game activity of a child and an adult or a child - effective game models of communication.

The game gives the child positive emotions, in it the child lives some certain periods, as if of an adult life, acquires skills, imitating adults.

The child plays both in the preschool period and with the arrival at school. But in educational activities, as well as in older preschool age, other games predominate - didactic.

Didactic game is a "child of labor", the most important means of mental and moral education of children. Didactic games help to make any educational material exciting, cause deep satisfaction in children, create a joyful working mood, and facilitate the process of mastering knowledge.

In Soviet pedagogy, the system of didactic games was created in the 60s. in connection with the development of the theory of sensory education. Its authors are well-known psychologists: L. A. Wenger, A. P. Usova, V. N. Avanesova, etc. recent times scientists call such games developing, and not didactic, as is customary in traditional pedagogy. In the history of foreign and Russian pedagogical science, there have been two directions for using the game in the upbringing of children: for comprehensive harmonious development and for narrow didactic purposes.

When selecting didactic games, it must be remembered that they should:

a) to promote the full, comprehensive development of the psyche of children, their cognitive abilities, speech, experience of communication with peers and adults;

b) to instill interest in training sessions and the material being studied;

c) to form the skills and abilities of educational activities;

d) help the child to master the ability to analyze, compare, abstract, generalize.

The main pedagogical possibilities of didactic games are associated with the formation of students' cognitive activity and value relations, expansion, deepening and creative application of the results of previous learning. The high motivational potential of didactic games ensures the involvement of children in the process of activity. Before offering a game to a child, the teacher reads the instructions for it. It is equally important to consider the educational purpose of the game, as well as its educational and developmental opportunities. After that, he determines the time of the game in the lesson in accordance with the stage at which it will be held. Then he establishes how the children will play - individually or in a group, as well as a way to check the results and summarize.

Based on the foregoing, a didactic game must necessarily have its own specific structure and include the main structural components. The main structural components of a didactic game are: "game design, rules, game actions, cognitive content or didactic tasks, equipment and results".

Game design is the first structural component of a didactic game, expressed, as a rule, in its name.

Each didactic game has rules that determine the order of actions and behavior of students during the lesson.

An essential side of the didactic game are game actions, which are regulated certain rules, contribute to the formation of cognitive interest of students, give them the opportunity to show their abilities, apply their knowledge, skills and abilities to achieve their goals.

The basis of the didactic game, which permeates the structural components, is cognitive content. It consists in the assimilation of the knowledge and skills that are used in solving the educational problem posed in the lesson.

The equipment of the didactic game includes the equipment of the lesson. It's presence technical means training, film positives, filmstrips, etc. This also includes various visual aids: tables, models, didactic handouts.

Any didactic game has a certain result, which is the final, completes the lesson.

When organizing a didactic game, it is necessary to adhere to the following conditions:

1. The rules of the didactic game should be simple, precisely formulated, and the content of the proposed material should be understandable for older preschoolers.

2. Didactic game should provide enough food for mental activity children.

3. The didactic material used during the didactic game must be easy to use, otherwise the didactic game will not give the desired effect.

4. When conducting a didactic game related to team competitions, control over its results by the entire team of preschoolers or selected individuals should be ensured. Accounting for competition results must be open, clear and fair.

5. Each child should be an active participant in such a game.

6. In the process of the didactic game, preschoolers should competently conduct their reasoning, their speech should be correct, clear, concise.

7. The didactic game must be completed when the desired result is obtained.

When organizing any didactic game, the educator needs to know both its structure and conditions.

In addition, it is important to remember that didactic games are divided into individual, where one person is involved in the game, and group games, where several individuals are involved in the game; subject, where any objects (lotto, dominoes, etc.) are included in the game activity, subject - verbal, verbal, plot, where the game unfolds according to a certain scenario, reproducing the plot in basic details, role-playing, where human behavior, limited to a certain role that he takes on in the game and games with rules that are regulated by a certain system of rules for the behavior of their participants.

To create a playful atmosphere, the teacher needs to remember some important points:

First, exclude censure and criticism during the game. The educator should show that the goal can be achieved in various, more or less productive ways. That there can be no "right" and "wrong", "better" and "bad" ways, and the atmosphere during the game should be friendly and calm.

Secondly, the educator must play a dual role. On the one hand, it is often enough to directly enter the game together with the pupils, to fulfill their role, and on the other hand, to remain an objective observer of what is happening and be responsible for the development of the interaction process.

Also, the educator should determine the choice of situations played out and their complexity, focusing on the age of the trainees, their organizational skills and the level of cognitive abilities. It is necessary to select not too time-consuming games that can later be used systematically.

By diversifying the process of upbringing and learning, games thus encourage children to be active. They help to make any material and activity more exciting, create a joyful mood, and facilitate the process of mastering knowledge.

When choosing games for a lesson, it is important to take into account the complexity and at the same time accessibility for children. When organizing it, you need to rely on the experience and knowledge of children, set specific tasks for them, clearly explain the rules, gradually complicating the task.

It is important to use games that not only develop mental cognitive processes (that is, contribute to the development of attention, memory, imagination, perception, thinking), but also form socio-cultural competence, a picture of the objective world, develop emotional and aesthetic experiences.

The correct inclusion of games in the development process helps to correct the work on the formation of the cognitive interests of older preschoolers, to make it more efficient and productive. The same game can be used at different stages of the lesson, but one should only remember that for all the attractiveness and effectiveness of the games, a “sense of proportion” must be observed, otherwise they will tire the children and lose the freshness of the emotional impact. Only taking into account all the above features of the use of didactic games, as a means of developing the cognitive interest of older preschoolers, an active educational and cognitive activity is formed.

Thus, the analysis of information allows us to draw fundamental conclusions that the senior preschool age is a period of active formation of physical and mental qualities, including a period of active formation of cognitive interest as a guarantee of a successful learning and development process in general.

The patterns of mental development of preschool children were studied by L. S. Vygotsky, J. Gilford, O. M. Dyachenko, Z. M. Istomina, T. V. Kudryavtsev, A. N. Leontiev, N. S. Leites, N. N. Poddyakov, S. L. Rubinshtein, E. P. Torrens, E. V. Filippova, D. B. Elkonin, etc.

Promoting the active development of the cognitive interest of older preschoolers, its stability is a particularly important and topical issue.

Play is still of paramount importance in the mental and intellectual development of the older preschooler (B. G. Ananiev, L. S. Vygotsky, A. N. Leontiev, S. L. Rubinshtein, K. D. Ushinsky, etc.).

A didactic game allows a child to get acquainted with a wide range of phenomena of the surrounding reality in a lively, exciting way, actively reproduce them in his actions, it is one of the most productive means of forming cognitive interest, and contributes to mental development. The correct inclusion of games in the development process helps to correct the work on the formation of the cognitive interests of older preschoolers, to make it more effective.

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Game as a means of effective development of the cognitive interest of younger students

The game is the eternal companion of childhood, the "perpetual motion machine" of creativity, activity, self-knowledge and self-expression.

At the origins of the development of game theory were such scientists as: E.A. Arkin, L.S. Vygotsky, A.N. Leontiev and others. The famous teacher-innovator Sh.A. Amonashvili through the game introduces the child into the most complex world of knowledge.

What is a game?

GAME is a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of implementing objective actions, in subjects of science and culture. In the game, as a special historical form of social practice, the norms of human life and activity are reproduced, the obedience to which ensures the knowledge and assimilation of objective and social activity, the intellectual, emotional and moral development of the individual. In preschool children, play is the leading type of activity.

The arrival of a child in school means entering a new age stage - primary school age and a new leading activity - learning.

Does this mean that the leading activity of preschool age (play) ceases to be desirable for him?

No, the game remains very important activity. It is she who helps to form a new leading activity - educational.

G.I. Shchukina in her book "Pedagogical Problems of Forming Cognitive Interests of Students" notes the following functionality of the game as one of the activities in learning:

The game contributes to the development of the cognitive forces of students;

Stimulates creative processes of their activity

Helps to relieve tension, relieves fatigue;

Creates a favorable atmosphere for learning activities, enlivens learning activities;

Promotes interest in learning.

But it must be remembered that not every game is educational. In order for the game to become a learning method, a number of conditions must be met:

1. The learning task must match the game.

2. The presence of a learning task should not "crush" the game task, it is necessary to save the game situation.

3. A single game does not give any learning effect, a system of games with a progressively more difficult learning task should be built.

Thus, from all the existing variety various kinds games, it is didactic games that are most closely connected with the educational process.

Didactic games belong to the type of “games by the rules”, which include mobile and music-related games. They are a vivid example of the synthesis of various types of pedagogical influence on students: intellectual, moral and emotional.

Didactic games consist of mandatory elements: a game plan, a didactic task, a game action and rules.

Game design and game action make the didactic game an attractive, desirable and emotional activity. The game idea can be expressed in the very name of the game and in the game task, by solving which children begin to understand the practical application of the knowledge they have received. The game concept determines the nature of the game action, and the game action gives children the opportunity to learn at the moment when they play.

The rules help guide the gameplay. They regulate the behavior of children and their relationships with each other. The results of the game are always obvious, concrete and visual. Compliance with the rules obliges children to independently perform game actions, and at the same time they develop a criterion for evaluating the behavior of their classmates and their own.

Work on a didactic task requires the activation of all mental activity of the child. Cognitive processes, thinking, memory, imagination develop. Improving mental activity, including holding various operations in their unity. Attention becomes more focused, stable, and the student has the ability to distribute it correctly. The development of cognitive abilities, observation, intelligence and curiosity is stimulated. In children, a strong-willed restraining beginning begins to appear. Compliance with the rules, which is the result of children's interest in the game, helps to educate important moral and volitional qualities, such as organization, restraint, goodwill, honesty, etc. In the process of practicing a didactic game, skills are formed to work independently, exercise control and self-control coordinate their actions and subordinate them.

There is no single classification of games. This classification of didactic games does not reflect all their diversity, however, it allows you to navigate in the abundance of games.

DIDACTIC

GAMES

by the nature of cognitive activity

according to the availability of game material

according to the degree of activity of children

by number of participants

by time

1. familiarization with the outside world

2. development of speech

3.development of mathematical representation

1.games require executive activities from children;

2.requiring reproduction of actions;

3. with the help of which children change examples and tasks into others logically related to them;

4. which include elements of search and creativity

1.games with toys;

2. demonstrative - visual

3.desktop - printed

verbal

Subject - verbal

1.without the participation of an adult

2. with the participation of an adult

a) a consultant

b) leader

1.Customized

2. group

3.collective

1. miniature games

2. games - episodes

3. games - activities

Thus, while working on the topic of the creative report, I came to the conclusion that when selecting and conducting games with younger students, it is necessary to rely on the following principles:

The learning task should match the game.

The system of games should be with a gradually becoming more difficult learning task.

Let's give examples. In the first grade in mathematics there is a topic: "Comparing objects by size." Children entering school, as a rule, do not have clear ideas about the size of objects. When comparing objects, they replace such features of objects as narrow, short, thin, with the word "small", thick - with the word "wide", thin - with the word "big".

Comparing objects by size is the most important skill necessary for measuring magnitude and for solving problems. Comparison of objects by size is easier to carry out by comparing two identical objects that differ in size. In the future, children will be able to compare objects that differ in different characteristics. Children realize the above signs more deeply with the help of games.

Game What has changed.

I use this game in the lesson explaining new material. Its purpose: to teach students to name the signs of objects related to comparing objects by size.

Teaching aids: thick and thin notebooks, wide and narrow tapes, long and short pencil, etc.

“Close your eyes,” I remove one of the objects. – Open! Tell me what has changed?

Having opened their eyes, the children determine which item is missing. In the answer, they must clearly indicate the sign of the value of the hidden object. For example: “There is not enough thick book”, “they removed the long ribbon”, etc.

In the future, I remove not one item, but two or three. Then the children themselves hide the objects one by one.

At the consolidation lesson on the same topic, the game "Find what is hidden" was held. Its purpose is to teach children to independently name objects and compare them.

Teaching aids: wide and narrow ribbons, long and short belts, thick and thin books, deep and shallow plates.

Why did the hoop stop at the closet? Perhaps there is something hidden there? Children take out hidden objects, name and show them. Further, the game is played in a similar way.

In the process of teaching children, it is extremely important that each child performs a play action by comparing the size of the object. To this end, the following game is played.

We will build houses and plant trees.

Didactic goal: generalization and systematization of quantitative and spatial representations in children, teaching them to compare objects according to different criteria.

Educational tools: 14 strips of colored paper for building houses and making a road, 7 green triangles for Christmas trees, 2 mushroom stencils (1 mushroom with a large hat on a thick stem and 1 mushroom with a small hat on a thin stem).

Game content. I suggest to the student on a magnetic board, to others on their tables to build (lay out of strips of paper) first a high house, then a low one. Near a high house to a low one, draw a road with two green strips of paper. This road widens near the tall house and becomes narrower near the low house. Place a mushroom with a large hat on a thick stem near a tall tree, near a low tree - a small mushroom on a thin stem

(see picture)

The game is played and tested in stages.

In the future, word games are held, the purpose of which is to include in the students' active vocabulary terms related to comparing objects by size. For example: the games "Ending", "On the contrary", "Berry-pick mushrooms" and others.

Taking into account the age characteristics of children and their preparation, I select games according to the nature of the cognitive activity of students.

At the very beginning, these are games that require performing activities from children. With the help of these games, children perform actions according to the model. For example, "Let's make a pattern", "Let's make a word."

Then games that require replay actions. These games are aimed at developing skills. In mathematics, these are “Mathematical Fishing”, “The Best Pilot; In Russian

“What sounds live in houses”, “Add a syllable”, “Chain”, “Telegraph” and others.

The above games are aimed at the reproductive nature of the activities of students. To help students reach constructive and creative levels of activity are called upon;

Games with which children change examples and tasks into others that are logically related to them (for example, "Chain", "Math Relay Race", "Language Relay Race", "Compilation of circular examples" and many others)

And games that include elements of search and creativity. This is "Guess the riddles of Pinocchio",

“Determine the course of the aircraft”, “Write a poem according to given rhymes”, compiling and solving charades, puzzles, etc.

The game "Dreamers" is interesting. To conduct this game, it is necessary to print the story in advance so that there is one copy on each table. LN Tolstoy's stories are good for this purpose, they are small in size and valuable in educational terms.

The text is divided into two parts and cut. There are two halves of one story on each table. At the request of the teacher, the children take the half that they got. Task: read to yourself; Guess who starts and who ends. Then we all listen to the reading of the beginning aloud. Children who have a beginning printed are tasked with coming up with an end. We all listen to their stories (4-5 people), then the student whose end is printed reads it aloud, we compare the children's work with the true end.

In the next story, the children switch roles: whoever had a beginning gets an end.

In addition, such work provides great opportunities for preparing elementary school children for a comprehensive text analysis.

Individual games help me organize work with weak students. For example: "Score a goal into the goal", "Compositor" and others.

In another case, I organize the game of a weak student paired with a strong one, who helps to complete the game action.

When conducting the game, I try to create a situation of expectation, mystery, I try to make all students feel free, at ease, feel satisfaction from their consciousness and independence.

Constantly being in the play environment created by the teacher, children usually seek to prolong the pleasure by organizing independent plot and role-playing games.

For the development of imagination - a process necessary for the effectiveness of learning, the game activity that is built by the participant himself is especially important, while the leadership from the adult can be accepted, or maybe rejected, if it is imposed.

One of the main elements of such play activity is creativity, creativity: the child himself manages the role he has taken on, sets the rules of the game and relationships with partners, unfolds the plot of the game and ends it, too, according to his own decision.

Each academic subject has the conditions for organizing a role-playing, theatrical, story game. It is these games that establish continuity between the leading activities of adjacent periods of age development.

I held such role-playing games as "Forest Meeting", "Meeting Guests", "March 8 Holiday" and others.

Thus, the presented games are the result of my searches, reflections, my work. Thanks to such didactic games, the mental abilities of students develop, imagination, memory, thinking, attention, and speech develop. Students themselves are busy, their hands, feelings, thoughts are working; children develop a sense of responsibility, discipline, character, will are brought up. When playing, the guys do not get tired so quickly, interest is maintained throughout the lesson.