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Games and their types. Types of games and their classification in pedagogy

Children's games are very diverse. They differ in content and organization, rules, the nature of children’s manifestations, the impact on the child, the types of objects used, origin, etc. All this makes it difficult to classify games, but for proper management of games, grouping them is necessary. Each type of game performs its own function in the development of a child. The blurring of lines between amateur and educational games observed today in theory and practice is unacceptable. In preschool age, there are three classes of games:

Games that arise on the child’s initiative are amateur games;

Games that arise on the initiative of an adult who introduces them for educational and educational purposes;

Games that come from the historically established traditions of an ethnic group are folk games that can arise both on the initiative of an adult and older children.

Each of the listed classes of games, in turn, is represented by types and subtypes. So, the first class includes:

1.Creative role-playing games. The concept of “creative play” covers role-playing games, dramatization games, and construction games. The content of creative games is invented by the children themselves. Freedom, independence, self-organization and creativity of children in this group are especially fully manifested. Various life experiences are not copied, they are processed by children, some of them are replaced by others, etc.

Role-playing game is the main type of play for a preschool child. It has the main features of the game: emotional richness and enthusiasm of children, independence, activity, creativity. The first story games proceed as role-less games or games with a hidden role. Children's actions acquire a plot character and are combined into a chain that has vital meaning. Actions with objects and toys are carried out by each of the playing children independently. Joint games are possible with the participation of an adult.

Dramatization games. They have the main features of creative games: the presence of a plan, a combination of role-playing and real actions and relationships, and other elements of an imaginary situation. Games are built on the basis of a literary work: the plot of the game, roles, actions of the characters and their speech are determined by the text of the work. Dramatization play has a great influence on a child’s speech. The child assimilates the riches of his native language, its means of expression, uses various intonations that correspond to the character of the characters and actions, and tries to speak clearly so that everyone understands him. The beginning of work on a dramatization game consists of selecting a work of art. It is important that it interests children and evokes strong feelings and experiences. The teacher takes part in the conspiracy and preparation of the game. Based on the content of the work, the plot of the game is drawn up with the children, roles are assigned, and speech material is selected. The teacher uses questions, advice, re-reading the work, conversations with children about the game and thus helps to achieve the greatest expressiveness in the depiction of the characters.

Construction games are a type of creative game. In them, children reflect their knowledge and impressions about the world around them. In construction games, some objects are replaced by others: buildings are erected from specially created building materials and construction materials, or from natural materials (sand, snow). All this gives reason to consider such activity as one of the types of creative play. Many construction games take the form of role-playing games. Children take on the role of construction workers who are erecting a building, drivers deliver construction materials to them, during breaks the workers have lunch in the canteen, after work they go to the theater, etc. During the game, the child’s orientation in space, the ability to distinguish and establish the size and proportions of an object, and spatial relationships are formed and developed. Thus, in construction-constructive play there is a multifaceted development of children’s mental activity.

Two games with ready-made content and rules are designed to form and develop certain qualities of a child’s personality. In preschool pedagogy, it is customary to divide games with ready-made content and rules into didactic, active and musical.

2. Educational games- this is a type of games with rules, specially created by a pedagogical school for the purpose of teaching and raising children. Didactic games are aimed at solving specific problems in teaching children, but at the same time, the educational and developmental influence of gaming activities appears in them.

A didactic game has a certain structure that characterizes the game as a form of learning and gaming activity. The following structural components of the didactic game are distinguished:

1) didactic task;

2) game actions;

3) rules of the game;

4) result.

The didactic task is determined by the purpose of teaching and educational influence. It is formed by the teacher and reflects his teaching activities. For example, in a number of didactic games, in accordance with the program objectives of the relevant educational subjects, the ability to compose words from letters is reinforced, and counting skills are practiced. The game task is carried out by children. The didactic task in a didactic game is realized through a game task. It determines play actions and becomes the task of the child himself. Game actions are the basis of the game. The more diverse the game actions, the more interesting the game itself is for children and the more successfully cognitive and gaming tasks are solved.

In different games, play actions differ in their focus and in relation to the children playing. These are, for example, role-playing activities, solving riddles, spatial transformations, etc. They are related to the game concept and come from it. Game actions are means of realizing the game plan, but also include actions aimed at fulfilling the didactic task.

In a didactic game, the rules are given. With the help of rules, the teacher controls the game, the processes of cognitive activity, and the behavior of children. The rules also influence the solution of the didactic task - they imperceptibly limit the actions of children, direct their attention to the implementation of a specific task of the academic subject.

Summing up – the result is summed up immediately after the end of the game. This could be scoring; identifying children who performed the game task better; determination of the winning team, etc. At the same time, it is necessary to note the achievements of each child and emphasize the successes of lagging children.

The relationship between children and the teacher is determined not by the learning situation, but by the game. Children and teacher are participants in the same game. This condition is violated, and the teacher takes the path of direct teaching.

Thus, a didactic game is a game only for a child, but for an adult it is a way of learning. The purpose of didactic games is to facilitate the transition to learning tasks and make it gradual. All didactic games can be divided into three main types:

1) in games with objects (toys, natural materials), toys and real objects are used. By playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality. The games solve problems involving comparison, classification, and establishing sequence in solving problems. As children acquire new knowledge about the subject environment, the tasks in games become more complicated: younger schoolchildren practice identifying an object by any one quality, combining objects according to this characteristic (color, shape, quality, purpose...), which is very important for the development of abstract, logical thinking.

2) the teacher uses games with natural materials when conducting such didactic games as “Whose traces? “, “Which tree is the leaf from?”, “Arrange the leaves in descending order,” etc. In such games, knowledge about the natural environment is consolidated and mental processes are formed (analysis, synthesis, classification).

3) printed board games are varied in type: paired pictures, various types of lotto, dominoes. When using them, various developmental tasks are solved. For example, a game based on matching pictures in pairs. Students combine pictures not only by external features, but also by meaning.

Selection of pictures based on a common feature - classification. Here, students are required to generalize and establish connections between subjects. For example, in the game “What Grows in the Forest?”

Compiling cut pictures is aimed at developing in children the ability to form a whole object from individual parts and logical thinking.

The description, story based on the picture, showing actions and movements is aimed at developing speech, imagination, and creativity in primary schoolchildren. In order for the players to guess what is drawn in the picture, the student resorts to imitation of movements (for example, an animal, a bird, etc.)

In these games, such valuable qualities of a child’s personality are formed as the ability to transform, to creatively search for the creation of the necessary image.

3. Word games built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge about new connections in new circumstances. Children independently solve various mental problems: describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group objects according to various properties and characteristics; find illogicalities in judgments, etc.

With the help of verbal games, children develop a desire to engage in mental work. In play, the thinking process itself is more active; the child easily overcomes the difficulties of mental work, without noticing that he is being taught.

For ease of use of word games in the pedagogical process, they can be conditionally divided into four main groups. The first group includes games with the help of which they develop the ability to identify essential features of objects and phenomena: “Guess it,” “Shop,” etc.

The second group consists of games used to develop the ability to compare, juxtapose, and give correct conclusions: “Similar - not similar,” “Who will notice the most fables,” and others.

Games that help develop the ability to generalize and classify objects according to various criteria are combined in the third group: “Who needs what?” “Name three objects”, “Name in one word” In a special fourth group, games for the development of attention, intelligence, and quick thinking are highlighted: “Colors”, “Flies, does not fly” and others.

4. Outdoor games. They are based on various movements - walking, running, jumping, climbing, etc. Outdoor games satisfy the growing child’s need for movement and contribute to the accumulation of diverse motor experience. The child’s activity, joyful experiences - all this has a beneficial effect on well-being and mood, creating a positive background for overall physical development. Outdoor games include complexes of various types of movements. These games develop the ability to act together, foster honesty and discipline. Children learn to come to agreements, unite to play their favorite games, take into account the opinions of their partners, and fairly resolve conflicts that arise.

5. Traditional or folk games. Historically, they form the basis of many educational and leisure games. The subject matter of folk games is also traditional, they themselves, and are more often presented in museums rather than in children's groups. Research conducted in recent years has shown that folk games contribute to the formation in children of universal generic and mental abilities of a person (sensorimotor coordination, arbitrariness of behavior, symbolic function of thinking, etc.), as well as the most important features of the psychology of the ethnic group that created the game.

"types of gamesand their role in life,EDUCATIONand training

childrenJUNIOR preschool age"

A game occupies a strong place in the system of physical, moral, labor and aesthetic education of preschool children. It activates the child, helps increase her vitality, satisfies personal interests and social needs. Considering the invaluable role of play in the life of preschoolers, I would like to dwell on this issue in more detail.

The problem of the game is widely covered in scientific and methodological literature (in the works of D.V. Mendzheritskaya, D.B. Elkonin, L.S. Vygotsky, L.P. Usova, A.I. Sorokina, R.I. Zhukovskaya, L.V. Artyomova and other classic authors)

A child’s personal qualities are formed in active activities, and above all in those activities that become leading at each age stage and determine his interests, attitude to reality, and the characteristics of relationships with people around him. In preschool age, such a leading activity is play. Already at early and junior age levels, it is in play that children have the greatest opportunity to be independent, to communicate with peers at will, to realize and deepen their knowledge and skills. The older children become, the higher the level of their general development and education, the more significant is the pedagogical focus of the game on the formation of behavior, relationships between children, and the development of an active position. The game gradually develops purposefulness of actions. If in the second and third years of life children begin to play without thinking, and the choice of game is determined by the toy that catches their eye and by imitation of their friends, then later children are taught to set goals in construction games, and then in games with toys. In the fourth year of life, the child is able to move from thought to action, i.e. able to determine what he wants to play, who he will be. But even at this age, children often have a predominant interest in action, which is why the goal is sometimes forgotten. However, already at this age, children can be taught not only to deliberately choose a game, set a goal, but also to distribute roles. At first, the prospect of the game is short - arrange a Christmas tree for the dolls, take them to the dacha. It is important that the imagination of every child is aimed at achieving this goal. Under the guidance of the teacher, children gradually learn to determine a certain sequence of actions and outline the general course of the game.

The development of gaming creativity is also reflected in how various life experiences are combined into the content of the game. In the fourth year of life, children can be observed that they combine different events in play, and sometimes include episodes from fairy tales, mostly those that were shown to them in the puppet theater. For children of this age, new, vivid visual impressions that are included in old games are important. Reflecting life in a game, repeating life impressions in different combinations helps the formation of general ideas and makes it easier for the child to understand the connection between different life phenomena.

There are several classes of games:

creative(games initiated by children);

didactic

(games initiated by adults with ready-made rules);

folk(created by the people)

Creative games constitute the most saturated typical group of games for preschoolers. They are called creative because children independently determine the purpose, content and rules of the game, most often depicting the life around them, human activities and relationships between people.

Creative games are essential for the all-round development of the child. Through playful activities, children strive to satisfy their active interest in the life around them and transform into adult heroes of works of art. Thus creating a playful life, children believe in its truth, are sincerely happy, sad, and worried.

For the idea of a game to emerge, vivid, exciting impressions are necessary. However, the emergence of a plan does not mean that the child is able to independently implement it in the game, since he does not yet have the skills and abilities to independently plan his actions. But already from early preschool age, the teacher must develop play creativity in children. Creative play teaches children to think about how to implement a particular idea. Creative play develops valuable qualities for a future student: activity, independence, self-organization.

Creative games:

Plot-role-playing (with elements of labor, with elements of artistic and creative activity).

Theatrical activities (directing, games - dramatization)

design

Plot-role-playing creative game- the first test of social forces and their first test. A significant part of creative games are plot-based - role-playing games with “someone” or “something”. Interest in creative role-playing games develops in children from 3 to 4 years old. The child’s reflection of the surrounding reality occurs in the process of his active life, by taking on a certain role, but he does not imitate completely, because he does not have real opportunities to actually perform the operations of the accepted role. This is due to the level of knowledge and skills, life experience at a given age stage, as well as the ability to navigate familiar and new situations. Therefore, in a creative plot-role-playing game, he performs symbolic actions (“as if”), replaces real objects with toys or conditionally with those objects that he has, attributing to them the necessary functions (a stick is a “horse”, a sandbox is a “steamer”, etc.). d.) Children portray people, animals, the work of a doctor, hairdresser, driver, etc. Understanding that the game is not real life, children at the same time truly experience their roles, openly show their attitude to life, their thoughts, feelings , perceiving the game as an important and responsible matter.

The structure of a role-playing game, according to D.B. Elkonin, includes the following components:

The roles that children take on during the game.
Play actions through which children realize the roles they have taken on and the relationships between them.
Playful use of objects, conditional replacement of real objects at the child’s disposal.
Real relationships between playing children, expressed in various remarks, through which the entire course of the game is regulated.

Saturated with vivid emotional experiences, role-playing game leaves a deep imprint in the child’s mind, which will be reflected in his attitude towards people, their work, and life in general. Under the influence of enriching the content of games, the nature of relationships between children changes. Their games become cooperative, based on a common interest in them; the level of children's relationships increases. For children at play, coordination of actions, preliminary selection of a topic, a calmer distribution of roles and game material, and mutual assistance during the game become characteristic.

In addition, increasing the level of role relationships helps to improve real relationships, provided that the role is performed at a good level.

However, there is also a feedback - role relationships become higher under the influence of successful, good relationships in the group. The child fulfills his role in the game much better if he feels it. That the children trust him and treat him well. This leads to a conclusion about the importance of choosing partners, the teacher’s positive assessment of the merits of each child, and programming the children’s future role relationships.

Theatrical activity is one of the types of creative play activity, which is associated with the perception of works of theatrical art and the depiction of received ideas, feelings, and emotions in a playful form. Lyubov Artyomova divides theatrical games depending on their type and specific plot-role content into 2 main groups: director's games and dramatization games.

IN director's acting the child, as a director and at the same time a voice-over, organizes a theatrical playing field in which dolls are the actors and performers. In another case, the actors, scriptwriters and directors are the children themselves, who during the game agree on who plays what role and what they do.

Dramatization Games are created based on a ready-made plot from a literary work or theatrical performance. The game plan and sequence of actions are determined in advance. Such a game is more difficult for children than inheriting what they see in life, because you need to well understand and feel the images of the characters, their behavior, remember the text of the work (sequence, unfolding of actions, character remarks), this is the special meaning of games – dramatization – they help children better understand the idea of a work, feel its artistic value, and have a positive effect on the development of expressive speech and movements.

Children's creativity is especially evident in games - dramatizations.

In order for children to be able to convey the appropriate image, they need to develop their imagination, learn to put themselves in the place of the heroes of the work, to be imbued with their feelings and experiences.

Children of four years old depict fairy tales in games not only as shown, but also as told. Dramatization games help children better understand the idea of a work, feel its artistic value, and contribute to the development of expressive speech and movements. In games, children of the younger group enthusiastically act out individual episodes of a fairy tale (“Rock Hen”, etc.), transform into familiar animals (games: “Hen and Chicks”, “Bear and Cubs”, etc.), but independently they cannot develop and play out plots. Children only imitate them, copying them externally, without revealing their behavior. Therefore, it is important to teach children to follow the pattern: chicks flap their wings, bear cubs walk heavily and clumsily.

In classes and in everyday life, you can act out scenes from childhood life - for example, with a doll or a teddy bear. You can organize games on the themes of literary works: “Toys” by A. Barto, nursery rhymes, lullabies, etc. The teacher is an active participant in such games. It shows how diverse intonations, facial expressions, gestures, gait, and movements can be. Games with imaginary objects are also interesting for kids, for example: “Imagine a ball, take it,” etc. The children develop an interest in puppet shows, plane shows, and literary works, especially fairy tales and nursery rhymes.

In the process of work, children develop imagination, speech, intonation, facial expressions, and motor skills (gestures, gait, posture, movements). Children learn to combine movement and speech in roles, develop a sense of partnership and creativity.

Another view - construction games. These creative games direct the child’s attention to different types of construction, contribute to the acquisition of organizational design skills, and attract them to work. In construction games, children’s interest in the properties of an object and their desire to learn how to work with it are clearly demonstrated. The material for these games can be construction sets of different types and sizes, natural material (sand, clay, cones, etc.), from which children create various things, according to their own plans or on the instructions of the teacher. It is very important that the teacher helps students make the transition from aimlessly piling up material to creating thoughtful structures.

In progress construction games the child actively and constantly creates something new. And he sees the results of his work. Kids should have enough building material, different designs and sizes.

Material for construction games:

Natural material (leaves, cones, snow, clay, sand)

Artificial material (mosaic, paper, modular blocks, construction sets of various types and sizes)

In younger groups, the teacher takes on the role of an organizer, an active participant in the game, gradually introducing a variety of shapes and sizes. Playing with building materials develops the child’s imagination, his constructive abilities, thinking, and accustoms him to concentrated, persistent activity. They promote a culture of movement and spatial orientation. The building material introduces geometric shapes, size, and develops a sense of balance. Work must begin with simple buildings, gradually complicating them. Children who are not active in work should be united with those who love to build and who produce good buildings. It is necessary to establish connections between construction and plot-role-playing games to maintain the game setting and develop creative thought. To make the games more exciting, you can organize competitions on the speed of completing a task. Adults can also participate. At different times of the year, children are taught to work with natural materials, showing techniques for working with them and developing their ideas and imagination.

With all the variety of creative games, they have common features: children, independently or with the help of an adult (especially in dramatization games), choose the theme of the game, develop its plot, distribute roles among themselves, and choose the necessary toys. All this should happen under the tactful guidance of an adult, aimed at activating children’s initiative and developing their creative imagination.

Games with rules. These games provide an opportunity to systematically train children in developing certain habits; they are very important for physical and mental development, character development and willpower. Without such games, it would be difficult to carry out educational work in kindergarten. Children learn games with rules from adults and from each other. Many of them are passed down from generation to generation, but educators, when choosing a game, must take into account the requirements of our time.

Didactic games They contribute mainly to the development of children’s mental abilities, since they contain a mental task, the solution of which is the meaning of the game. They also contribute to the development of senses, attention, and logical thinking. A prerequisite for a didactic game are rules, without which the activity becomes spontaneous.

In a well-designed game, it is the rules, not the teachers, that guide children's behavior. The rules help all participants in the game to be and act in the same conditions (children receive a certain amount of material, determine the sequence of actions of the players, and outline the range of activities of each participant).

Didactic game is a multifaceted, complex pedagogical phenomenon: it is a game method of teaching preschool children, a form of education, an independent game activity, and a means of comprehensive education of a child.

Didactic games, as a gaming method of teaching, are considered in two forms:

Games - activities;

Didactic (autodidactic) games.

In a game-activity, the leading role belongs to the teacher, who, in order to increase children’s interest in the activity:

Uses a variety of gaming techniques that create a gaming situation;

Creates a game situation;

Uses a variety of components of gaming activities;

Transfers certain knowledge to students;

Forms children's ideas about the construction of a game plot, about various game actions with objects, teaches them to play;

Creates conditions for transferring acquired knowledge and ideas into

Independent creative games.

The didactic game is used in teaching children, in various classes and outside of them (physical education, mental education, moral education, aesthetic education, labor education, development of communication skills)

Types of didactic games:

Ø GAMES WITH OBJECTS;

Ø BOARD AND PRINTED GAMES;

Ø WORD GAMES.

IN games with objects toys and real objects are used. By playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality. They solve problems of comparison, classification, and establishing sequence in solving problems. As children acquire new knowledge about the subject environment, tasks in games become more difficult in identifying an object by this characteristic (color, shape, quality, purpose, etc.), which is very important for the development of abstract, logical thinking. Children of the younger group are given objects that differ sharply from each other in properties, since kids cannot yet find subtle differences between objects

A variety of toys are widely used in educational games. All toys are divided into five types.

Types of toys: ready-made toys (cars, dolls, etc.), folk toys, theatrical toys, semi-finished toys (blocks, pictures, construction materials, construction materials), materials for making toys (sand, clay, rope, twine, cardboard, plywood, wood and so on.)

Toys should be safe, interesting, attractive, colorful, but simple; they should not only attract the child’s attention, but also activate his thinking. All toys, regardless of their purpose, must be grouped so that they correspond to the child’s height. So, while sitting at the table, it is more convenient for the baby to play with small toys, but for playing on the floor, larger toys are needed, commensurate with the child’s height in a sitting and standing position.

In younger groups, when children have a weak imagination, teachers introduce children to toys and show options for their use. Toys are the primary organizing principle in creative games, therefore in younger groups there should be more toys, their assortment more diverse (in several copies), since children of this age are prone to imitation.

Board - printed games- an interesting activity for children. They are varied in type: paired pictures, lotto, etc. The developmental tasks that are solved when using them are also different.

Word games built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since these games require the use of previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group objects according to various properties and characteristics; find illogicalities in judgments, etc.

In younger groups, games with words are aimed mainly at developing speech, cultivating correct sound pronunciation, consolidating and activating vocabulary, and developing correct orientation in space.

With the help of verbal games, children develop a desire to engage in mental work. In the game, the thinking process itself proceeds more actively, the child easily overcomes the difficulties of mental work, without noticing that he is being taught.

The game not only reveals the individual abilities and personal qualities of the child, but also forms certain personality traits. The game method gives the greatest effect with a skillful combination of play and teaching.

Outdoor games are important for the physical education of preschool children, because they contribute to their harmonious development, satisfy the children’s need for movement, and contribute to the enrichment of their motor experience. There are outdoor games : with running, with jumping, with changing formations, with catching, with throwing, with climbing.

According to the method of E. Vilchkovsky, two types of outdoor games are carried out with preschool children - story games and game exercises(non-story games)

The basis story-based outdoor games based on the child’s experience, his representations of movements characteristic of a particular image. The movements that children perform during the game are closely related to the plot. Most story games are collective, in which the child learns to coordinate his actions with the actions of others about the world around him (the actions of people, animals, birds), which he represents the players, not to be capricious, to act in an organized manner, as required by the rules.

Game exercises are characterized by specific motor tasks, in accordance with the age characteristics and physical fitness of children. If in plot-based outdoor games the main attention of the players is aimed at creating images, achieving a certain goal, and accurately following the rules, which often leads to ignoring the clarity in the execution of movements, then while performing game exercises, preschoolers must flawlessly perform basic movements.

Folk games - these are games that came to us from very ancient times and were built taking into account ethnic characteristics. They are an integral part of a child’s life in modern society, providing an opportunity to assimilate universal human values. The developmental potential of these games is ensured not only by the presence of appropriate toys, but also by a special creative aura that an adult must create.

Folk games as a way of raising children were highly appreciated by K.D. Ushinsky, E.M. Vodovozova, E.I. Tikheeva, P.F. Lesgaft. Ushinsky emphasized the pronounced pedagogical orientation of folk games. In his opinion, every folk game contains accessible forms of learning; it encourages children to engage in playful activities and communicate with adults. A characteristic feature of folk games is the educational content, which is presented in a playful form.

It is difficult to overestimate the enormous role that national games play in the physical and moral education of children. Since ancient times, games have been not only a form of leisure and entertainment. Thanks to them, such qualities as restraint, attentiveness, perseverance, organization were formed; strength, agility, speed, endurance and flexibility developed. The set goal is achieved through various movements: walking, jumping, running, throwing, etc.

The folk game reflects the life of people, their way of life, national traditions, they contribute to the education of honor, courage, masculinity... There are individual, collective, plot, everyday, seasonal - ritual, theatrical games, games - traps, games of fun, games - attractions.

The specificity of folk games is their dynamism. They necessarily contain a game action that encourages the child to be active: either to simply inherit actions from the text, or to perform a set of actions in a round dance.

In their structure, most folk games are simple, one-dimensional, complete; in them the word is combined into a single whole. Movement, song.

When introducing Ukrainian folk games to Russian-speaking children in our region, it is necessary to take into account the age, physical and psychophysiological characteristics of children’s development, clearly indicating the purpose of the game. For children of primary preschool age, who have very little experience, Ukrainian outdoor games of a plot nature with basic rules and a simple structure are recommended. In the second younger group, children have access to active round dance games: “Chicken - Chubarochka”, “Kizonka”, “Where are our hands?” and others.

Folk games should take an appropriate place in the system of education and teaching the Ukrainian language to children of the Donetsk Russian-speaking region, introducing them to the origins of national culture and spirituality.

Game, according to P. Lesgaft, is a means by which children demonstrate their independence during the distribution of roles and actions during the game. The child lives in the game. And the task of teachers is to become a guide and link in the child-game chain, tactfully supporting the leadership to enrich the children’s gaming experience.

Children's games- a heterogeneous phenomenon. Due to the diversity of these games, it is difficult to determine the initial basis for their classification. Thus, F. Frebel, being the first among teachers to put forward the position of play as a special means of education, based his classification on the principle of the differentiated influence of games on the development of the mind (mental games), external senses (sensory games), movements (motor games ). The German psychologist K. Gross also has a description of types of games according to their pedagogical significance. Games that are active, mental, sensory, and develop the will are classified by him as “games of ordinary functions.” The second group of games according to his classification are “games of special functions”. They are exercises aimed at improving instincts (family games, hunting games, weddings, etc.).

P.F. Lesgaft divided children's games into two groups: imitation (imitative) and active (games with rules). Later N.K. Krupskaya called the games, divided according to the same principle, a little differently: creative (invented by the children themselves) and games with rules.

In recent years, the problem of classifying children's games has again begun to attract close attention from scientists. C.J.I. Novikova developed and presented in the “Origins” program a new classification of children’s games. It is based on the principle of initiative of the organizer (child or adult).

There are three classes of games.

1. Independent games (game-experimentation, plot-display, plot-role-playing, director's, theatrical).

2. Games that arise on the initiative of an adult, who introduces them for educational and educational purposes (educational games: didactic, plot-didactic, active; leisure games: fun games, entertainment games, intellectual, festive-carnival, theatrical production) .

3. Games that come from the historically established traditions of the ethnic group (folk), which can arise on the initiative of both an adult and older children: traditional, or folk (historically, they form the basis of many educational and leisure games).

Another classification of children's games was given by O.S. Gazman. He distinguishes outdoor games, role-playing games, computer games, didactic games, travel games, errand games, guessing games, riddle games, and conversation games.

In our opinion, the most comprehensive and detailed classification of games by S.A. Shmakova. He took human activity as a basis and identified the following types of games:

1. Physical and psychological games and trainings:

Motor (sports, mobility, motor);

Ecstatic;

Impromptu games and entertainment;

Therapeutic games (game therapy).

2. Intellectual and creative games:

Subject fun;

Plot-intellectual games;

Didactic games (curricular, educational, educational);

Construction;

Labor;

Technical;

Design;

Electronic;

Computer;

Slot games;

Game teaching methods.

3. Social games:

Creative plot-role-playing games (imitative, directorial, dramatization games, daydream games);

Business games (organizational-activity, organizational-communicative, organizational-mental, role-playing, simulation).

G. Craig describes the most typical children's games.

Sensory games. The goal is to gain sensory experience. Children examine objects, play with sand and make Easter cakes, and splash in the water. Thanks to this, children learn about the properties of things. The child’s physical and sensory capabilities develop.

Motor games. The goal is awareness of your physical “I”, the formation of body culture. Children run, jump, and can repeat the same actions for a long time. Motor games provide an emotional charge and promote the development of motor skills.

Romping game. The goal is physical exercise, stress relief, learning to manage emotions and feelings. Children love brawls and make-believe fights, understanding perfectly well the difference between a real fight and a make-believe fight.

Language games. The goal is to structure your life with the help of language, experiment and master the rhythmic structure of the melody of the language. Games with words allow a child to master grammar, use the rules of linguistics, and master the semantic nuances of speech.

Role-playing games and simulations. The goal is to become familiar with social relationships, norms and traditions inherent in the culture in which the child lives, and to master them. Children play out various roles and situations: they play mother-daughter, copy their parents, and pretend to be a driver. They not only imitate the characteristics of someone’s behavior, but also fantasize and complete the situation in their imagination.

The listed types of games do not exhaust the entire range of gaming techniques, however, as correctly emphasized, in practice these are the games that are most often used, either in their “pure form” or in combination with other types of games.

D.B. Elkonin identified the following functions of gaming activity:

A means of developing the motivational-need sphere;

Means of cognition;

A means of developing mental actions;

A means of developing voluntary behavior. The following functions of the game are also highlighted: educational, developmental, relaxation, psychological, and educational.

1. Functions of a child’s self-realization. Play is a field for a child in which he can realize himself as an individual. The process itself is important here, and not the result of the game, since it is this that is the space for the child’s self-realization. The game allows you to introduce children to a wide range of different areas of human practice and formulate a project for relieving specific life difficulties. It is not only implemented within a specific playground, but is also included in the context of human experience, which allows children to learn and master the cultural and social environment.

2. Communication function. A game is a communicative activity carried out according to the rules. She introduces the child to human relationships. It forms the relationships that develop between the players. The experience that the child receives in the game is generalized and then implemented in real interaction.

3. Diagnostic function. The game is predictive; it is more diagnostic than any other activity, since in itself it is a field of children’s self-expression. This function is especially important since survey methods and tests are difficult to use when working with children. It is more adequate for them to create experimental game situations. In the game, the child expresses himself and expresses himself, therefore, watching it, you can see his characteristic personality traits and behavioral characteristics.

4. Therapeutic function. The game acts as a means of autopsychotherapy for the child. In play, a child can return to traumatic experiences in his life or circumstances in which he was not successful, and in a safe environment, replay what hurt, upset or frightened him.

Children themselves use games as a means of relieving fears and emotional stress. For example, various rhymes, teasers, and horror stories, on the one hand, act as carriers of the cultural traditions of society, on the other hand, they are a powerful means of demonstrating emotional and physical stress. Assessing the therapeutic value of children's play, D.B. Elkonin wrote: “The effect of play therapy is determined by the practice of new social relationships that a child receives in a role-playing game... The relationships in which the game puts the child both with an adult and with a peer, relationships of freedom and cooperation instead of relationships of coercion and aggression, lead to ultimately to a therapeutic effect."

5. Correction function, which is close to the therapeutic function. Some authors combine them, emphasizing the correctional therapeutic capabilities of game methods, others separate them, considering the therapeutic function of the game as an opportunity to achieve profound changes in the child’s personality, and the correctional function as a transformation of types of behavior and interaction skills. Along with teaching children communication skills, play can help shape a child’s positive attitude towards himself.

6. Entertainment function. The entertaining possibilities of the game attract the child to participate in it. Play is a finely organized cultural space of a child, in which he moves from entertainment to development. Play as entertainment can promote good health, help establish positive relationships between people, provide overall satisfaction with life, and relieve mental stress.

7. Function of implementing age-related tasks. For preschoolers and primary schoolchildren, play creates opportunities for emotional responses to difficulties. For teenagers, play is a space for building relationships. Older schoolchildren typically perceive play as a psychological opportunity.

The presence of a large number of functions presupposes the objective need to include games and elements of gaming activities in educational and extracurricular processes. Currently, a whole direction has even emerged in pedagogical science - game pedagogy, which considers games to be the leading method of teaching and raising children.

Play is the leading activity only in preschool age. In the figurative expression of D.B. Elkonin, the game itself contains its own death: from it the need for real, serious, socially significant and socially valued activity is born, which becomes the most important prerequisite for the transition to learning. At the same time, throughout all years of schooling, play does not lose its role, and especially at the beginning of primary school age. During this period, the content and focus of the game change. Games with rules and didactic games are beginning to occupy a large place. In them, the child learns to subordinate his behavior to rules, his movements, attention, and ability to concentrate are formed, that is, abilities that are especially important for successful learning at school are developed.

"Types of gamesand their role in life,educationand trainingchildrenpreschool age"

Target: increasing the level of knowledge and skills of educators when organizing role-playing games; improve the ability to find a way out of difficult pedagogical situations, expand teachers’ understanding of methods and techniques for managing role-playing games; develop a creative approach in organizing and managing the game, improve the pedagogical skills of educators and their creativity.

The problem of the game is widely covered in scientific and methodological literature (in the works of D. V. Mendzheritskaya, D. B. Elkonin, L. S. Vygotsky, L. P. Usova, A. I. Sorokina, R. I. Zhukovskaya, L. V. Artyomova and other classic authors).

There are several classes of games:

creative (games initiated by children);
didactic (games initiated by adults with ready-made rules);
folk (created by the people) .

Creative games make up the most rich typical group of games for preschoolers. They are called creative because children independently determine the purpose, content and rules of the game, most often depicting the life around them, human activities and relationships between people.

Creative play teaches children to think about how to implement a particular idea. Creative play develops valuable qualities for a future student: activity, independence, self-organization.

Creative games:

Plot-role-playing (with elements of labor, with elements of artistic and creative activity).

Theatrical activities (directing, games - dramatization).

Design.

Story-based role-playing creative game- the first test of social forces and their first test. A significant part of creative games are plot-based role-playing games of “someone” or “something”. Children develop interest in creative role-playing games from the age of 3-4 years. The child’s reflection of the surrounding reality occurs in the process of his active life, by taking on a certain role, but he does not imitate completely, because he does not have real opportunities to actually perform the operations of the accepted role. This is due to the level of knowledge and skills, life experience at a given age stage, as well as the ability to navigate familiar and new situations. Therefore, in a creative plot-role-playing game, he performs symbolic actions (“as if”), replaces real objects with toys or conditionally with those objects that he has, attributing to them the necessary functions (a stick - a “horse”, a sandbox - a “steamer”, etc.). d.) Children portray people, animals, the work of a doctor, hairdresser, driver, etc. Understanding that the game is not real life, children at the same time truly experience their roles, openly show their attitude to life, their thoughts, feelings , perceiving the game as an important and responsible matter.

The structure of a role-playing game, according to D.B. Elkonin, includes the following components:

The roles that children take on during the game.
Play actions through which children realize the roles they have taken on and the relationships between them.
Playful use of objects, conditional replacement of real objects at the child’s disposal.
Real relationships between playing children, expressed in various remarks, through which the entire course of the game is regulated .

In addition, increasing the level of role relationships helps to improve real relationships, provided that the role is performed at a good level.

However, there is also a feedback - role relationships become higher under the influence of successful, good relationships in the group. A child performs his role in the game much better if he feels that the children trust him and treat him well. This leads to a conclusion about the importance of choosing partners and the teacher’s positive assessment of the merits of each child.

Theatrical activity is one of the types of creative play activity, which is associated with the perception of works of theatrical art and the depiction of received ideas, feelings, and emotions in a playful form. They are divided into 2 main groups: director's games and dramatization games.

In a director's game, the child, as a director and at the same time a voice-over, organizes a theatrical playing field in which dolls are the actors and performers. In another case, the actors, scriptwriters and directors are the children themselves, who during the game agree on who plays what role and what they do.

Dramatization games are created based on a ready-made plot from a literary work or theatrical performance. The game plan and sequence of actions are determined in advance. Such a game is more difficult for children than inheriting what they see in life, because you need to well understand and feel the images of the characters, their behavior, remember the text of the work (sequence, unfolding of actions, character remarks), this is the special meaning of games - dramatization - they help children better understand the idea of a work, feel its artistic value, and have a positive effect on the development of expressive speech and movements.

Children's creativity is especially evident in games - dramatizations.

In the process of work, children develop their imagination, form speech, intonation, facial expressions, and motor skills (gestures, gait, posture, movements). Children learn to combine movement and speech in roles, develop a sense of partnership and creativity.

Another type is construction games. These creative games direct the child’s attention to different types of construction, contribute to the acquisition of organizational design skills, and attract them to work. In construction games, children’s interest in the properties of an object and their desire to learn how to work with it are clearly demonstrated. The material for these games can be construction sets of different types and sizes, natural material (sand, clay, cones, etc.), from which children create various things, according to their own plans or on the instructions of the teacher. It is very important that the teacher helps students make the transition from aimlessly piling up material to creating thoughtful structures.

In the process of construction games, the child actively and constantly creates something new. And he sees the results of his work. Children should have enough building material, different designs and sizes.

Material for construction games:

Natural material (leaves, cones, snow, clay, sand)

Artificial material (mosaic, paper, modular blocks, construction sets of various types and sizes).

Games with rules. These games provide an opportunity to systematically train children in developing certain habits; they are very important for physical and mental development, character development and willpower. Without such games, it would be difficult to carry out educational work in kindergarten. Children learn games with rules from adults and from each other. Many of them are passed down from generation to generation, but educators, when choosing a game, must take into account the requirements of our time.

Didactic games mainly contribute to the development of children’s mental abilities, since they contain a mental task, the solution of which is the meaning of the game. They also contribute to the development of senses, attention, and logical thinking. A prerequisite for a didactic game are rules, without which the activity becomes spontaneous.

A didactic game is a multifaceted, complex pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of education, an independent gaming activity, and a means of comprehensive education of a child.

Didactic games, as a gaming method of teaching, are considered in two forms:

Games - activities;

Didactic games.

In a game-activity, the leading role belongs to the teacher, who, in order to increase children’s interest in the activity:

Uses a variety of gaming techniques that create a gaming situation;

Creates a game situation;

Uses a variety of components of gaming activities;

Transfers certain knowledge to students;

Forms children's ideas about the construction of a game plot, about various game actions with objects, teaches them to play;

Creates conditions for transferring acquired knowledge and ideas into

independent creative games.

Stages of the didactic game:

Types of didactic games:

GAMES WITH OBJECTS;
BOARD AND PRINTED GAMES;
WORD GAMES.

A variety of toys are widely used in educational games. All toys are divided into five types.

Types of toys: ready-made toys (cars, dolls, etc.), folk toys, theatrical toys, semi-finished toys (cubes, pictures, construction materials, building materials), materials for making toys (sand, clay, rope, twine, cardboard, plywood, wood, etc.)

Board and printed games are an interesting activity for children. They are varied in type: paired pictures, lotto, etc. The developmental tasks that are solved when using them are also different.

They can be individual, collective, plot, everyday, seasonal - ritual, theatrical games, trap games, fun games, attraction games.

Folk games are games that came to us from very ancient times and were built taking into account ethnic characteristics. They are an integral part of a child’s life in modern society, providing an opportunity to assimilate universal human values. The developmental potential of these games is ensured not only by the presence of appropriate toys, but also by a special creative aura that an adult must create.

Outdoor games are important for the physical education of preschool children, because they contribute to their harmonious development, satisfy the children’s need for movement, and contribute to the enrichment of their motor experience. There are outdoor games: running, jumping, changing formations, catching, throwing, climbing.

According to the method of E. Vilchkovsky, two types of outdoor games are carried out with preschool children - story games and game exercises (non-story games)

The basis of plot-based outdoor games is the child’s experience, his representations of movements characteristic of a particular image. The movements that children perform during the game are closely related to the plot. Most story games are collective, in which the child learns to coordinate his actions with the actions of others about the world around him (the actions of people, animals, birds), which he represents the players, not to be capricious, to act in an organized manner, as required by the rules.

The folk game reflects the life of people, their way of life, national traditions, they contribute to the education of honor, courage, and masculinity. There are individual, collective, plot, everyday, seasonal - ritual, theatrical games, games - traps, games - fun, games - attractions.

In their structure, most folk games are simple, one-dimensional, complete; in them the word is combined into a single whole. Movement, song.

When introducing Ukrainian folk games to Russian-speaking children in our region, it is necessary to take into account the age, physical and psychophysiological characteristics of children’s development, clearly indicating the purpose of the game. For children of primary preschool age, who have very little experience, Ukrainian outdoor games of a plot nature with basic rules and a simple structure are recommended. In the second younger group, children have access to outdoor round dance games: “Chicken”, “Kitten”, “Where are our hands?” and etc.

According to P. Lesgaft, play is a means by which children demonstrate their independence during the distribution of roles and actions during the game. The child lives in the game. And the task of teachers is to become a guide and link in the child-game chain, tactfully supporting the leadership to enrich the children’s gaming experience.

Literature:

Brynzarei, Yu.G., To the teacher about the game of a preschooler: a manual for teachers of preschool education institutions / Yu.G. Brynzarei; S.N. Galenko.-Mozyr: White Wind, 2014
Play in the life of a preschooler: a manual for teachers of preschool education institutions / E.A. Panko; by ed. Y.L. Kolominsky, E.A. Panko.-Mozyr: White Wind, 2014 - 184

3. Mendzheritskaya D.V. To the teacher about children's play./Ed. Markova T. A. - M.: Education, 2002.-42p.

Oksana Tsybulko
Types of games in kindergarten and their developmental significance

Types of game Goals and objectives Methods of implementation

(by age) Specific characteristics Developmental value

1) Creative (child-initiated games) ;

children independently determine the goal, content and rules games, most often depicting the surrounding life, human activities and relationships between people.

constitute the most saturated typical group of games for preschoolers. Creative play teaches children to think about how to implement a particular idea. In creative play are developing valuable for the future student quality: activity, independence, self-organization.

have the most important importance for the comprehensive development of the child. Through playful activities, children strive to satisfy their active interest in the life around them and transform into adult heroes of works of art. Thus creating a playful life, children believe in its truth, are sincerely happy, sad, and worried.

1.1. Plot-role-playing (with elements of labor, with elements of artistic and creative activity).

Under the influence of enriching the content of games, the nature of relationships between children changes. Their games become joint, based on a common interest in them; level rises children's relationships. Interest in creative role-playing games develops in children from 3-4 years of age. Role structure games, according to D. B. Elkonin, includes the following Components:

1. Roles that children take on in the process games.

2. Play actions through which children realize the roles they have taken on and the relationships between them.

3. Playful use of objects, conditional replacement of real objects at the child’s disposal.

4. Real relationships between playing children, expressed in various remarks, through which the entire course is regulated games.

For children at play, coordination of actions, preliminary selection of a topic, a calmer distribution of roles and game material, and mutual assistance in the process become characteristic. games.

In addition, increasing the level of role relationships helps to improve real relationships, provided that the role is performed at a good level.

However, there is also a feedback - role relationships become higher under the influence of successful, good relationships in the group. Child much He performs his role in the game better if he feels that the children trust him and treat him well. This leads to the conclusion that the importance of choosing partners, positive assessment by the teacher of the merits of each child

1.2. Theatrical activities as directors games and games - dramatizations.

they help children better understand the idea of a work, feel its artistic value, and have a positive effect on development expressiveness of speech and movements. Interest, the role of the child in this game should gradually become more complex with his age; they are created according to a ready-made plot from a literary work or theatrical performance. Plan games and the sequence of actions is determined in advance. Such a game is more difficult for children than inheriting what they see in life, because you need to well understand and feel the images of the characters, their behavior, remember the text of the work (sequence, deployment of actions, character lines) So that children can convey the appropriate image, they need develop imagination, learn to put yourself in the place of the heroes of the work, to be imbued with their feelings and experiences.

In the process of working with children imagination develops, speech, intonation, facial expressions, and motor skills are formed (gestures, gait, posture, movements). Children learn to combine movement and words in roles, develop sense of partnership and creativity.

1.3. Design games direct the child's attention to different types of construction, contribute to the acquisition of design skills of the organization, attracting them to work Interest develops from an early age, the child’s role in this game should gradually become more complex with his age. In the process of construction games, the child actively and constantly creates something new. And he sees the results of his work. Children should have enough building material, different designs and sizes.

In construction games, children’s interest in the properties of an object and their desire to learn how to work with it are clearly demonstrated. The material for these games can be construction sets of different types and sizes, natural materials (sand, clay, pine cones, etc., from which children create various things, according to their own plans or on the instructions of the teacher. It is very important that the teacher helps students make the transition from aimless piling up material to create thoughtful buildings.

2. Didactic (games on the initiative of adults with ready-made rules);

contribute mainly development mental abilities of children, since they contain a mental task, the solution of which makes sense games. They also contribute development of sense organs, attention, logical thinking. A prerequisite for didactic games are the rules, without which activity takes on a spontaneous character.

Didactic games are used in teaching children of different ages, in various classes and outside of them (physical education, mental education, moral education, aesthetic education, labor education, development of communication skills).

When organizing didactic games for children, it should be taken into account that from the age of 3 to 4 years the child becomes more active, his actions are more complex and varied, his desire to assert himself increases; But at the same time, the baby’s attention is still unstable, he is quickly distracted. Solving a problem in didactic games requires greater stability of attention and enhanced mental activity than in other games. This creates certain difficulties for a small child. They can be overcome through entertaining learning, i.e. the use of didactic games. A didactic game is a multifaceted, complex pedagogical phenomenon: it is both a game method of teaching preschool children, and a form of education, and an independent play activity, and a means of comprehensive education of the child. Playing with objects uses toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects and their signs: color, size, shape, quality. They solve problems of comparison, classification, and establishing sequence in solving problems. As children acquire new knowledge about the subject environment, tasks in games become more complex in identifying an object based on this characteristic (color, shape, quality, appointment, etc.., which is very important for development of abstract, logical thinking.

3. Movable games are important for the physical education of preschool children, because they contribute to their harmonious development, satisfy children's need for movement, contribute to enriching their motor experience Game exercises are characterized by the specificity of motor tasks, in accordance with the age characteristics and physical training of children 1. The basis of plot-based outdoor games is the experience of the child, his ideas of movements characteristic of a particular image, his ideas about the surrounding world about the surrounding world (the actions of people, animals, birds, which he reflects

2. Non-story games are characterized by specific game tasks that correspond to the age-specific physical fitness of children.

4. Folk (created by the people).

Thanks to them, such qualities as restraint, attentiveness, perseverance, organization are formed; developed strength, agility, speed, endurance and flexibility. The goal is achieved through a variety of movement: walking, jumping, running, throwing, etc. In younger groups games with words aimed mainly at speech development, education of correct sound pronunciation, consolidation and activation of vocabulary, development correct orientation in space.

For children of primary preschool age, who have very little experience, Ukrainian moving toys are recommended. games plot-based with basic rules and a simple structure. In the second younger group, children have access to moving round dances games: "Hen", "Kisonka", “Where are our pens?” This games, which came to us from very ancient times and were built taking into account ethnic characteristics. They are an integral part of a child’s life in modern society, providing an opportunity to assimilate universal human values. Developmental The potential of these games is ensured not only by the presence of appropriate toys, but also by the special creative aura that an adult must create.

increase the child’s interest in activities, and, above all, in a didactic toy that attracts attention with its brightness and interesting content. Important meaning The game combines a mental task with the active actions and movements of the child himself.

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