Game as the leading form of organizing the educational process. Play as a form of organizing a child’s life activity

Play is a form of organizing children's life.

A special form of social life for preschoolers is play, in which they unite at will, act independently, carry out their plans, and explore the world. Independent play activities contribute to the physical and mental development of the child, the development of moral and volitional qualities, creativity.

According to federal state requirements, gaming activities are included in the educational field of “socialization.” Content educational field“Socialization” is aimed at achieving the goals of mastering initial ideas of a social nature and including children in the system of social relations through solving the following tasks:

Development of children's play activities;

Introducing basic generally accepted norms and rules of relationships with peers and adults (including moral ones);

Formation of gender, family citizenship, patriotic feelings, a sense of belonging to the world community.

Games are used in educational activities, V free time children enthusiastically play games they have invented. Researchers (L.I. Vygotsky, D.V. Elkonin, L.A. Venger, etc.) note that it is independent forms of play that have the most important for the development of the child. In such games, called “life laboratory”, the child’s personality is most fully revealed, therefore the game is a means of all-round development (mental, aesthetic, moral, physical).

In theory, the game is viewed from various perspectives. From the point of view of a philosophical approach, a child’s play is the main way of mastering the world, which she passes through the prism of her subjectivity. A person who plays is a person who creates his own world, which means he is a creative person. From the perspective of psychology, the influence of the game on the general mental development of the child is noted: on the formation of his perception, memory, imagination, thinking; to the development of its arbitrariness. Social aspect is manifested in the fact that play is a form of assimilation of social experience, its development occurs under the influence of the adults around children.

K.D. Ushinsky defined play as a feasible way for a child to enter into all the complexity of the adult world around him. Through imitation, the child reproduces in play attractive, but so far inaccessible to him, forms of behavior and activity of adults. By creating a game situation, children learn the basic aspects of human relationships that will be realized later. The basis of gaming activity, according to D.V. Mendzheritskaya, is the following provisions: the game is designed to solve general educational problems, the first priority among

Which is the development of moral and social qualities; the game should be developmental in nature and take place under the close attention of the teacher; The peculiarity of play as a form of life for children is its penetration into different kinds activities (work, study, everyday life).

Conventionally, games can be divided into two main groups; role-playing (creative) games and games with rules.

Games with rules include didactic games (games with objects and toys, verbal didactic games, printed board games, musical and didactic) and moving (plot-based, non-plot-based, with sports elements).

Role-playing games are games based on household topics, with a production theme, construction games, games with natural materials, theatrical games, fun games, entertainment.

According to teachers and psychologists, plot-based games have the greatest developmental effect. The main purpose of this game is social development child, i.e. mastering the norms and rules of behavior in society, certain skills and social skills. Preschoolers who have extensive play practice cope more easily with real problems.

The plots of children's games reflect the spheres adult life- the child tries himself in different roles. It conveys the internal state of the one in this moment depicts. Since children's play is at the junction of the real and conventional worlds, the child learns to treat the invented (conventional) world as if it were the real one.

First, in the game, children reflect the objective activities of adults, then the focus of their attention is on the relationships between adults and, finally, the rules by which these relationships are built

In independent children's games, there is often not enough imagination, creativity, activity, or coordination of joint actions. Despite a wide range of knowledge and impressions about the surrounding life and activities of adults, children often lack gaming skills. In order for a role-playing game to fulfill its developmental functions, we must teach the child ways to construct it, which gradually become more complex:

Conditional-subject method - at an early age;

Role-playing - average;

The plot structure is in the older one.

If the images are focused on conveying general method games for all children of a certain age, the opportunity for a child to realize his own preferences and individual abilities in developing the plot is to a greater extent associated with the organization of subject matter - gaming environment.

The subject-developmental gaming environment is analyzed from two positions:

1. children's use of play environments in play;
2. transformation of the gaming environment.

In organized play at a young and middle age, children use a ready-made subject environment; at an older age they make small transformations through the introduction of new objects.

In independent play, opportunities are revealed for transforming the finished environment: children create new buildings, introduce new objects, and invent unusual functions and properties for them.

In organized play, substitute objects are used more than in independent play; preference is given to real toys. Older children use conventional objects more in play, while younger and middle-aged children almost never use substitutes.

We can conclude:

IN independent games the level of transformation of the subject-spatial gaming environment is higher than in organized play.

Insufficient use of substitute objects in early and middle age.

For younger and middle ages:

Introduce substitute objects into the game along with toys, as well as unusual objects, giving them unusual functions (an umbrella-rocket).

In organized play, think through an environment that allows children to simulate game situations, an environment with a minimum of objects (most of them are substitutes), which encourages the development of the plot and creativity;

Make extensive use of dissimilar substitute items;

Plan a combination of items for the game, which always encourages the development of new stories.

Widely use techniques aimed at enriching children’s play activities;

Make the transition to the stage of joint management of the game (when the teacher shares the main roles or transfers them to other children during the game);

Leading foreign and domestic teachers consider the game as one of the most effective means organizing children's lives and their joint activities. The game reflects the internal need of children for active activity, it is a means of understanding the world around them; In play, children enrich their sensory and life experiences and enter into certain relationships with peers and adults.

In pedagogical literature Special attention is given to play as a means of education, because It is the game that is the activity in which personality is formed. On the one hand, play is an independent activity of children, and on the other hand, it cannot be carried out without an adult. Also the most important means education is a toy that shapes taste, develops moral qualities, and forms ideas about the world around us. Many studies show that play enhances creativity. “Play is learning for them, play is work for them, play is a serious form of education for them” (N.K. Krupskaya). In Game:

1. relationships that are determined by the content of the game (students obey the teacher, children obey their parents), and the rules of the game.

2. real relationships that are determined in relation to the game (conspiracy to play, distribution of roles, way out of conflict, establishment of rules). At favorable conditions children master skills social behavior.

Children's games are extremely diverse in content, character, and organization.

E.A. Arkin classifies games according to their content (military, everyday, industrial).

P.F. Lesgaft based the classification on the age principle, although he divides games into “family” or “imitation” and school games, which have a clearly defined form, goals, and rules.

Most often in pedagogy, games are divided into 2 large groups: creative games and games with rules (D.Z. Mendzheritskaya, T.L. Markova, etc.)

Classification creative games: director's games (the main difference between director's games is that these are predominantly individual games, in which the child controls the imaginary situation as a whole, acting simultaneously for all participants); role-playing; games with building material; theatrical.

Classification according to the nature of children’s association in games:

From the point of view of children’s attitude to play, Parten identified 6 types of behavior and, accordingly, 6 types of games for preschoolers.

1. Non-play behavior: the child does not play, but is busy with something that arouses his quickly passing interest.

2. observation game: the child watches how others play, often asks them questions, gives them advice, but rarely joins the game himself.

3. Playing alone: ​​the child plays with toys alone, only occasionally talking to other children.

4. Parallel play: the child plays alone, but not in close proximity to other children playing.

5. Related play: the child communicates with peers engaged in a similar game, but everyone acts as he wants. Typical for such situations is not joint play, but only the exchange of toys.

6. Joint play: children unite in groups to achieve some common goal or obtaining a certain result.

Parten concluded that the first three types (so-called isolated games) are more typical for children aged one to three years, and social games (connected and joint) - for preschoolers. The increase in the number of group games and games with the reproduction of everyday genre scenes (dramatic games) among older preschoolers is most likely associated with their more developed ability to switch attention from themselves to others and an awareness of involvement in the affairs of their peers.

One of the provisions of the pedagogical theory of play is the recognition of play as a form of organizing the life and activities of preschool children. The first attempt to organize the lives of children in the form of games belonged to F. Froebel. He developed a system of games, mainly didactic and active, on the basis of which educational work was carried out in kindergarten. The entire time the child was in kindergarten was scheduled according to different types games. Having completed one game, the teacher involved the children in a new one.

In domestic pedagogy, the idea that the life of a kindergarten should be filled various games, persistently developed N.K. Krupskaya. Noting the exceptional importance of games for preschool children, N.K. Krupskaya wrote: “... play for them is study, play for them is work, play for them is a serious form of education. Play is a way for preschoolers to learn about their surroundings.” Therefore, according to the deep conviction of N.K. Krupskaya, the task of the teacher is to help children organize games, to unite them in the game.

The scientific basis for play as a form of organizing the life and activities of children in kindergarten is contained in the works of A. P. Usova. In her opinion, a teacher should be at the center of a child’s life, understand what is happening, delve into the interests of children at play, and skillfully guide them. In order for the game to perform an organizing function in the pedagogical process, the teacher needs to have a good idea of ​​what tasks of education and training can be solved with the greatest effect in it.

Based on the characteristics of the type of game, the tasks that can be solved with its help, the level of development of play activity in children, the teacher determines the extent of his participation in it, management techniques in each specific case.

I direct the game in the direction of solving educational problems; one should always remember that it is a kind of independent activity of a preschooler. In play, a child has the opportunity to demonstrate independence to a greater extent than in any other activity: he chooses the plot of the game, toys and objects, partners, etc. It is in play that he is most fully activated. public life children. The game allows children to independently use certain forms of communication already in the first years of life.

During the game, two types of relationships develop between children:

• - relationships that are determined by the content of the game (students obey the teacher, children obey their parents, the engineer supervises the workers), the rules of the game;
• - real relationships that manifest themselves regarding the game (conspiracy to play, distribution of roles, way out of the conflict that has arisen between the players, establishment of rules).

Real relationships, being personal, are formed not only in the game, but also throughout the child’s entire life in kindergarten. Having selective sympathy for someone, the child strives to communicate with him: he talks, plays. Due to liking and interest in a peer, the child is able to give up the toy, take on a not very attractive role, i.e. sacrifices his interests for the sake of communication with his partner. Thus, on the basis of real relationships, children develop the qualities of “sociality”: the ability to enter a group of children at play, act in it in a certain way, establish connections with partners, obey public opinion. In other words, the qualities of “sociality” allow the child to successfully interact with other children.3

Under favorable conditions, children master social behavior skills. A.P. Usova rightly noted that the ability to establish relationships with peers in play is the first school of social behavior. Social feelings and habits are formed on the basis of relationships; the ability to act collaboratively and purposefully develops; comes an understanding of common interests; the foundations of self-esteem and mutual assessment are formed. The high importance of play activity lies in the fact that it has the greatest potential for the formation of a children's society.

However, without the help of an adult, the path to developing social behavior can be long and painful, especially for children with developmental problems (children who are shy, aggressive, inactive, with speech impairments, etc.). In influencing children’s behavior and their relationships with each other, the teacher must take them into account individual characteristics, development trends. But all preschoolers, without exception, must be encouraged to desire to be independent, to develop skills that will actually ensure independence.

As a form of organizing the life and activities of children, play should have its own specific place in the daily routine and in the pedagogical process in general. There must be a time in the daily routine when children can calmly play games, knowing that they will not be distracted or rushed. The teacher must think about what routine processes can be put into the form of a game in order to arouse children’s interest, increase their activity, and evoke heightened emotions.

The educational potential of the game increases if it is combined with any other type of activity. It is most advisable to connect the game with labor, visual and constructive activities.

Thus, the teacher, organizing life and activity in the form of a game, consistently develops activity and initiative, and develops self-organization skills in the game.

Currently all preschool educational institutions operate within the framework of the transition period for the introduction of federal government requirements. Federal government requirements generally reflect modern approaches to the development of a general education program for preschool education.

Educational tasks are solved in the joint activity of an adult and children and in the independent activity of children within the framework of direct educational activities, during routine moments in accordance with the specifics of preschool education and involve the construction educational process in forms of working with children adequate for preschool age.

In the domestic psychological and pedagogical literature, play in preschool childhood is considered as a leading activity, as a form of personality development, but at present it is advisable to say about play as the main form of work with preschoolers, because teaching children in FGT conditions is structured as an exciting problem-based game activity that ensures the child’s subjective position and the constant growth of his independence and creativity.

Play, being a simple and close way for a child to understand the surrounding reality, should be the most natural and accessible way to mastering certain knowledge, skills and abilities.

Game as a cultural phenomenon teaches, educates, develops, socializes, entertains, provides relaxation, introduces various plots and themes into the life and activities of a child, while maintaining its intrinsic value.

Russian writer Yu. Nagibin, paying special attention to children's games, noted: “The game reveals the child’s character, his views on life, his ideals. Without realizing it, children in the process of playing are getting closer to solving complex life problems.”

Attempts to unravel the mystery of the origin of the game have been made by scientists for many hundreds of years. A little about the importance of preschoolers’ play according to researchers?

Games, according to Freud, cleanse and heal the psyche, relieve traumatic situations, which are the cause of many neurological diseases.

Researchers such as Schaler, Patrick, Steinthal considered the game not so much compensatory as balanced, and therefore relaxing. The game allows you to engage previously inactive organs and thereby restore vital balance.

Konstantin Dmitrievich Ushinsky argues that play is a kind of activity, moreover, free and necessarily conscious, by which he understood the desire to live, feel, act. “We must not forget,” writes K.D. Ushinsky, that a game in which a child’s soul works independently is also a child’s activity.”

Vasily Aleksandrovich Sukhomlinsky believed that the game arises in the light of spirituality and serves as a source spiritual development child. His statement confirms this: “There is nothing more complex and richer in the world than the human personality.”

Yan Kamensky rightly considered children's play as a form of activity necessary for a child. He demanded that parents not interfere with children’s games, but take part in them themselves, wrote: “Let children be those ants who are always busy: rolling, carrying, dragging, folding something; you just need to help the children so that everything that happens happens wisely.”

According to Alexandra Platonovna Usova, the teacher must be at the center of the child’s life, understand what is happening, delve into the interests of the children at play, and skillfully guide them.

According to Alexandra Usova, the understanding of play as a form of organization is based on pedagogical process children are subject to the following provisions:

The game is designed to solve general educational problems, among which the tasks of forming the moral qualities of the child are of primary importance. The teacher should take into account the specifics of each type of game;

game, especially in older preschool age, should be of an amateur nature and increasingly develop in this direction, subject to proper pedagogical guidance;

An important feature of play as a form of children’s life is its penetration into various types of activities: work, routine processes, and others.

The game performs certain functions in the pedagogical process: organizing, educational, educational, but in order for it to perform an organizing function, the teacher needs to have a good idea of ​​what tasks can be solved in it. It is advisable to plan tasks that apply to the whole group (teaching children to unite in a familiar outdoor game), and tasks that concern individual children (to involve shy Seryozha in outdoor play).

There are various types of children's games (didactic, role-playing, theatrical, experimental games). Based on the characteristics of the type of game, the tasks that can be solved with its help, the level of development of play activity in children, the teacher determines the extent of his participation in it, management techniques in each specific case.

Yes, new didactic game the teacher explains and plays with the children himself: first as a leader, and then as an “ordinary” partner, for example, seeing that the family game has reached a dead end, he will take on the role of a mother who will help swaddle the baby doll; boys arguing about who will play with white and who with black checkers will be reminded of the existence of lots.

However, when directing the game towards solving educational problems, one should always remember that it is a kind of independent activity of a preschooler. In play, the child has the opportunity to demonstrate independence to a greater extent than in any other activity: he chooses the plots of the game, toys and objects, and partners.

The game most fully activates the social life of children. It is play activity that allows children to independently use certain forms of communication.

During play, two types of relationships develop between children :

Relationships that are determined by the content and rules of the game;

Real relationships that manifest themselves in relation to the game (distribution of roles, way out of conflict). Real relationships, being personal, are formed not only in the game, but also throughout the child’s entire life in kindergarten. Thus, with qualified guidance of the game on the part of the teacher, the qualities of “publicness” are formed in children. Alexandra Platonovna Usova considered the quality of “publicness” as: “The ability to enter a group of children playing, to act in a certain way, to establish connections with partners, to obey public opinion. In other words, the qualities of “sociality” allow the child to successfully interact with other people. Social feelings and habits are formed on the basis of relationships; the ability to act collaboratively and purposefully develops; comes an understanding of common interests; the foundations of self-esteem and mutual assessment are formed.”

The high importance of play activity lies in the fact that it has the greatest potential for the formation of a children's society.

Let's consider the game as a form of organizing the pedagogical process of children containing two principles: cognitive and playful (entertaining). The teacher is both a teacher and a participant in the game. He teaches and plays, and children, while playing, learn. However, the methods of guiding the game are different in different age groups.

In early preschool age children need to be “taught” to play, otherwise the game will not develop properly. The teacher creates a play environment, an imaginary situation, directly communicating with children, and primarily uses methods of direct influence. At the same time, there is also an indirect impact, but not yet through a children’s group, but through toys and simple staging. Already in early preschool age, children are instilled with the habit of maintaining order in the “toy household”, observing the rule “When you play, clean up after yourself”, they are involved in the work of cleaning the doll corner, washing toys through play activities.

In older preschool age Methods of direct guidance continue to be used: in the form of suggesting a theme for the game, recommendations on its development, and involving certain children in the selection of game materials. The specificity of managing the game is that the methods of organizing it must be closely related to the game task and the imaginary situation, and the teacher must take the position of a benevolent accomplice. Older children develop the habit of being responsible and careful with toys and play materials. On their own initiative, boys repair toys, and girls wash doll clothes.

Thus, the teacher is gradually able to use the method of indirectly influencing the play and relationships of children through the emerging team.

Let us consider in more detail the characteristics of each component of the game proposed by A.P. Usova.

Children's play has potential. The educational tasks of the game increase if it is organically connected with any other type of activity. It is most appropriate to associate it with labor, productive and constructive activities and others. In the process of play activity, the need arises to make a new toy (scales, binoculars) and to design the attributes differently.

We can conclude that the teacher, organizing the life and activities of children in the form of a game, consistently develops activity and initiative, and develops self-organization skills in the game. Children try to be like adults: they lose life situations, imitate relationships. Play is a preparation for work and is gradually replaced by work. Thus, through well-organized play activities, preschoolers are taught to overcome difficulties, work effort, and the desire to win; as a result, preschoolers of our preschool educational institution become laureates and winners in various competitions.

No matter how widely and interestingly the game is used as a means of education, it will not and cannot become an expression of the interests of children, their needs, and cannot fully satisfy the child’s passion for

game. This passion can be satisfied when they fully live the game, in the game. This means that in games the child finds a company of children that is interesting to him, experiences joy, sorrow, and disappointment. This is where sympathy and friendship are born. A game is an activity accessible to every child: it also serves as a unique common language for all children. In games, children can understand each other, regardless of nationality or knowledge of language.

Play is important primarily because it can organize a child’s life. This is her most important life force that must be used. It is important to transform the game from a spontaneous phenomenon into an organized phenomenon.

Soviet theorist preschool education E.A. Arkin expressed this requirement as follows: “In a child’s life, play does not perform one specific, closed, isolated function. Play for a child: work, thinking, art, reality, fantasy, and relaxation - a source of joy. Play gives a child the fullness of life that he craves. From here the enormous educational significance of the game inevitably follows; it follows that it is the game that should be the lever of preschool education.”

With the development of play as a form of organizing children's lives, the object of educational influence will be the children's collective. For the game, as was said, participants are needed. Influencing the children's team in the game requires a special approach that ensures better formation not only the collective, but also the individual in all aspects of its development.

It is important to carefully study the relationships characteristic of the life of children's groups. It is in the game as a form of organizing the life and activities of children that all existing shades of relationships are reflected; They should be organized using the game. In the first place, in our opinion, will be the education of such social qualities as friendship, the ability to live together, act together, mutual assistance, which is already possible for children of this age, and personal qualities - justice, cheerfulness, initiative, ingenuity.

ka, dexterity. Planned great prospects moral education associated with the fundamental interests of children, organizing their consciousness and shaping their behavior.

Each of the tasks, from the simplest, such as the ability to play side by side, to such a complex one, as mutual assistance, can only be solved in a group of children. In this case, age interests must be taken into account. It is imperative to take into account the level at which play can take place in a children’s group and among individual children, take into account the dynamics of children’s interests, the course of general development, which invariably affects the child’s games.

The role of play in raising children. Ed. A.V. Zaporozhets. – M.: Education, 1976. – 96 p.