Methodology for organizing didactic games. Methodological development on the topic: Methodological development “Didactic games as a means of comprehensive education of preschool children”
Inna Shtepina
Target: formation of knowledge about forest wealth, seasonal changes in the forest; nurturing a love for inanimate nature and the ability to care for it; develop interest in native land
Tasks:
1. Introduce 10 deciduous and coniferous trees.
2. Talk about different types forests
3. Form a friendly attitude towards inanimate nature.
4. Teaching to comply with the norms and rules of behavior in nature.
5. Influence the emotional and spiritual world of the child.
6. Develop mental processes: imagination, creative thinking, memory, attention.
7. Activate the child’s vocabulary, introducing new words.
8. Develop positive communication skills and an active life position.
Equipment for the game “Discover the Forest”:
Play area “Nature Corner” (includes: samples of twigs, fruits of trees and shrubs, visual material, etc.)
Didactic material in the form of cards with images of trees, fruits, etc.
Samples of twigs, leaves, and fruits of trees intended for children to play with.
Type of game: game on a social issue.
Pedagogical relevance.
As in society as a whole, and in children’s groups in particular, issues of moral and spiritual education are very acute. One of the main tasks of the teacher is the ability to instill in the child moral and moral qualities, goodwill, love for the country, nature, etc.
Since the main activity of the guys in kindergarten is a game, then the best implementation of the task will be through the means of the game.
Since a didactic game promotes the formation of new knowledge and skills, as well as the consolidation of those already acquired, and reflects the phenomena of the surrounding reality, the creation of a didactic game using natural materials is the most optimal option for a children's game intended for this purpose.
The game “Discover the Forest” is relevant for middle and older children preschool age. Through it, they will become acquainted with new types of trees for the first time, learn what fruits grow on them, learn the characteristics of deciduous and coniferous trees, learn how the forest changes throughout the year, etc. They will study, repeat and reinforce the rules of behavior in nature. They will learn to talk about the beauty of forest wealth, ask questions, and strengthen their skills in playing in a team or group.
Children, together with their parents, occasionally go out into nature, so children’s knowledge about the world around them and the ability to behave in the forest is not sufficient, or even very superficial. Because of this, conducting a didactic game with natural material “Learning about the forest” will help both children and parents in acquiring new knowledge, skills, broadening their horizons, etc.
Game option 1: “Winter - Summer”
Target:
the ability to see seasonal changes in nature, establish the relationship between these changes, and develop interest.
Tasks:
1. Tell children how they change deciduous trees with the arrival of winter.
2. Show the differences between coniferous trees and deciduous trees.
3. Develop attention and intelligence, train children’s memory.
Materials:
cards with images of various trees in summer and winter period s.
Progress of the game:
First, the teacher talks about the seasonal changes that occur in the trees. Then he shows a card with a picture of a tree in summer and winter. He talks about it, talks about the fruits. This introduces you to all the trees. The next step is that the teacher shows a card with a picture of a tree in summer, and the children must find the same tree from the proposed winter pictures and name it.
Game option 2: “On which branch does what grow?”
Target:
development of knowledge about tree fruits.
Tasks:
1. Tell the children which trees have which fruits and varieties, as well as leaves.
2. Show both pictures and samples of tree fruits, seeds and leaves.
3. Develop attention, memory, expand the vocabulary and horizons of children.
Materials:
cards with images of fruits and leaves of trees, as well as samples of fruits and twigs.
Progress of the game:
First of all, the teacher talks about how fruits ripen on the trees in the fall. These can be cones, berries, seeds. At the same time, showing both the cards with the image and the fruits themselves. The next step is to match the fruits of one tree with the branches and leaves of the same tree. Discussing features during the game.
Game option 3: “Nature Lotto”
Target:
consolidate knowledge about trees; develop the ability to work in a coordinated manner.
Tasks:
1. Clarify children’s knowledge about trees.
2. Develop the ability to play in a team.
Materials:
cards showing 4 trees, separate cards with each tree for the leader in a bag, chips for the players.
Progress of the game:
The leader has cards in a bag with a picture of each tree. The players (5 children + the leader can play at the same time) have cards with 4 pictures of trees. The presenter takes out cards one by one and shows them, naming the tree, and the players cover this tree in their cards with chips. The first one to cover all the pictures wins. For the first time, a teacher can act as a presenter to demonstrate the game.
Game option 4: “Collect a tree”
Target:
Consolidation of acquired knowledge about the structure of a tree, its fruits and leaves (needles).
Tasks:
1. Show the children what a tree is made of, what fruits it has, and what leaves it grows.
2. Tell that needles are modified leaves.
3. Show the differences and similarities between deciduous and coniferous trees.
4. Train children’s memory, thinking, and intelligence.
Materials:
cards with a picture of a whole tree, its fruit and a leaf (or pine twig) - 10 pieces, a bag containing cards with pictures of trees, leaves, fruits - 30 pieces.
Progress of the game:
The presenter takes out cards with different images one by one. Whoever has this fruit/leaf/tree on the card raises his hand, the presenter gives this card. The player closes the corresponding picture on himself. The winner is the one who is the first to cover all the images on his card, thereby “assembling the tree”
Game option 5: “Magic bag”
consolidating children's knowledge about trees and fruits based on sensory examination.
Tasks:
1. Teach children to distinguish natural objects, in particular the fruits and seeds of trees.
Materials:
“magic bag”, fruits and seeds of trees, cards with their images.
Progress of the game:
Taking turns, the children try: 1. to find an object in the bag at the request of the teacher or another player, without peeking; 2. guess what exactly is in the magic bag.
To complicate the game, you can add objects of “inanimate” nature, that is, made by human hands, telling how they differ.
Organization: MADOU "Kindergarten No. 20 "Olesya"
Locality: Republic of Tatarstan, city of Naberezhnye Chelny
Play is the most accessible type of activity for children, a way of processing received impressions from the surrounding world. The game clearly reveals the child’s thinking and imagination, his emotionality, activity, which develops the need for communication.
An interesting game increases the child’s mental activity, and he can solve a more difficult problem than in class. Play is just one method, and it gives good results only in combination with others: observation, conversations, reading, etc.
While playing, children learn to apply their knowledge and skills in practice, to use them in different conditions. A game is an independent activity in which children interact with peers. They are united by a common goal, joint efforts to achieve, and common experiences. Playful experiences leave a deep imprint on the child’s mind and contribute to the formation good feelings, noble aspirations, skills of collective life. The game occupies a large place in the system of physical, moral, labor and aesthetic education. A child needs active activities that help improve his vitality, satisfy his interests and social needs.
The leading activity of preschool children is play. A didactic game is a verbose, complex, pedagogical phenomenon: it is both a gaming method of teaching preschool children, and a form of teaching children, and With independent play activity, and a means of comprehensive education of the child.
Objectives of didactic games:
Develop children's perception and thinking, attention and memory;
Develop children's imagination and creativity;
Activate the cognitive activity of children, teach them to think outside the box;
To develop their perseverance and intelligence, the ability to find original solutions;
Consolidate acquired knowledge and skills, practice applying them to other types of activities, new environments;
Develop qualities such as independence and initiative.
In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions in preschoolers, the formation of ideas, and the assimilation of knowledge. These games make it possible to teach children a variety of economical and rational ways of solving certain mental and practical problems. This is their developing role. It is necessary to ensure that didactic play is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child and serves to shape his abilities. The didactic game helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.
The object-based play environment should be developmental, i.e. games and toys should help the child to develop himself even without the intervention of an adult.
In accordance with the Federal State Educational Standard of Preschool Education and the general education program of the preschool educational institution, a developing subject-spatial environment is created by teachers to develop the individuality of each child, taking into account his capabilities, level of activity and interests.
To develop the subject-spatial environment of the group, I propose a didactic game:
"Musical instruments"
Didactic tasks:
1. Fix the names of musical instruments
2. Learn to classify musical instruments (according to the method of producing sounds).
2. Develop visual memory.
3. Foster persistence in achieving goals and independence.
Game tasks: The winner is the one who is the first to collect all 6 instruments - correctly classify musical instruments (wind, strings, electronic noise, percussion, keyboards).
Rules of the game: The presenter takes only one from the deck of cards and calls the name of the instrument.
Organizational and disciplinary: The game involves 4–6 children. The game begins at the signal of the teacher or presenter.
Used Books:
1. Avanesova V.N. Didactic game as a form of organizing learning in kindergarten. – In the book: Mental education of a preschooler. M.: Education, 1991.
2. Boguslavskaya Z.M., Smirnova E.O. Educational games for children of primary preschool age: Book. For the teacher of children. garden. - M.: Education, 1991.
3. Bondarenko. A.K. "Didactic games in kindergarten" - M., 1991.
4. Bodrachenko I.V. Diversity of forms of work of a music director with parents // Modern kindergarten. – 2011. – No. 3. – P. 49.
5. Gubanova N.F. Play activities in kindergarten. – M.: Mosaika-Sintez, 2009.
6. Gubanova N.F. Development of gaming activities. System of work in the second junior group of kindergarten. – M.: Mosaika-Sintez, 2009.
7. Karabanova O.A., Alieva E.F., Radionova O.R., Rabinovich P.D., Marich E.M. Organization of a developing subject-spatial environment in accordance with the federal state educational standard preschool education. Guidelines for teaching staff of preschool educational organizations and parents of preschool children / O.A. Karabanova, E.F. Alieva, O.R. Radionova, P.D. Rabinovich, E.M. Marich. – M.: Federal Institute for Educational Development, 2014. – 96 p.
8. Pirskaya T.B. New approaches to organizing the educational process in preschool educational institutions // Modern kindergarten. – 2010. – No. 3. – P. 43.
1. http://www.rusedu.ru/subcat_40.html Educational portal. Archive curricula and presentations.
Methodological developments
The role of didactic games in the development of elementary mathematical concepts of preschoolers
(from the work experience of Svetlana Vyacheslavovna Sikorskaya – teacher of kindergarten No. 13 “Topolek”)
“Without play there is not and cannot be full-fledged mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts flows into the child’s spiritual world. The game is a spark that ignites the flame of inquisitiveness and curiosity.”
V.A. Sukhomlinsky.
In preschool age, play is of utmost importance in the life of a small child. The need for play in children continues and occupies a significant place even during the first years of their schooling. In games there is no real conditioning by circumstances, space, time. Children are the creators of the present and the future. This is the charm of the game.
In every era social development children live what the people live.
But the world perceived differently by a child than by an adult. The child is a “newbie”, everything is full of novelty for him.
In play, a child makes discoveries about things that have long been known to adults.
Children do not set any other goals in the game than to play.
“Play is a need of a growing child’s body. The game evolves physical strength child, a firmer hand, a more flexible body, or rather an eye, develops intelligence, resourcefulness, and initiative,” wrote the outstanding Soviet teacher N.K. Krupskaya.
She also pointed out the possibility of expanding impressions, ideas in play, children’s entry into life, and the connection between games and reality, with life.
For preschool children, play is of exceptional importance: play for them is study, play for them is work, play for them is a serious form of education. Play for preschoolers is a way of learning about the world around them.
The need for play and the desire to play among schoolchildren must be used and directed in order to solve certain educational problems. The game will be a means of education if it is included in the holistic pedagogical process. By directing the game, organizing the life of children in the game, the teacher influences all aspects of the development of the child’s personality: feelings, consciousness, will and behavior in general.
In the game, the child acquires new knowledge, skills and abilities. Games that promote the development of perception, attention, memory, thinking, development creativity, are aimed at the mental development of the preschooler as a whole.
Mathematics plays a huge role in mental education and in the development of intelligence. Currently, in the era of the computer revolution, the common point of view expressed in the words: “Not everyone will be a mathematician” is hopelessly outdated.
Today, and even more so tomorrow, mathematics will be needed by a huge number of people in various professions. Mathematics contains enormous opportunities for the development of children’s thinking, in the process of their learning from the very beginning. early age.
Working in kindergarten, I always set myself the following pedagogical goals: to develop children’s memory, attention, thinking, and imagination, since without these qualities the development of the child as a whole is unthinkable.
Children middle group who came to me, mostly had not attended kindergarten before, so while conducting classes, I noticed that they rarely answer questions, doubt their answers, attention and memory are poorly developed.
As a teacher, this alarmed me very much, and I decided to conduct a cross-section of knowledge, with the help of which I was able to identify children who especially needed my help. The children made mistakes in counting, could not navigate time, and many did not know geometric figures. Studying new literature, I came to the conclusion that by using various didactic games and entertaining exercises in my work, I could correct the knowledge gaps in children. Since last year, I have been working in depth on the topic: “The influence of didactic games on the development of mathematical abilities in preschool children.”
I divided all the didactic games into several groups:
1. Games with numbers and numbers
2. Time travel games
3. Games for orientation in space
4. Games with geometric shapes
5. Logical thinking games
Currently I am continuing to teach children how to count straight and forward. reverse order, I get children to correctly use both cardinal and ordinal numbers. Using a fairy tale plot and didactic games, she introduced children to the formation of all numbers within 10 by comparing equal and unequal groups of objects. Comparing two groups of objects, she placed them either on the bottom or on the top strip of the counting ruler. I did this so that children would not have the misconception that the larger number is always on the top band, and the smaller number on the bottom.
Using games, I teach children to transform equality into inequality and vice versa - inequality into equality. Playing educational games such asWHAT NUMBER IS MISSING?, HOW MUCH?, CONFUSION?, CORRECT THE ERROR, REMOVE THE NUMBERS, NAME THE NEIGHBORS, children learned to freely operate with numbers within 10 and accompany their actions with words.
Didactic games such as THINK OF THE NUMBER, NUMBER WHAT IS YOUR NAME?,MAKE A PLATE, COMPLETE A NUMBER (Appendix N), WHO WILL BE THE FIRST TO NAME WHICH TOY IS MISSING? And many others. I use it in class free time, with the aim of developing children's attention, memory, and thinking.
Such a variety of didactic games and exercises used in classes and in free time helps children learn program material. To reinforce the ordinal counting, tables with fairy-tale characters heading to visit Winnie the Pooh help. Who will be first? Who comes second, etc.
In the older group, I introduced the children to the days of the week. She explained that each day of the week has its own name. In order for children to better remember the names of the days of the week, we marked them with a circle different color.
We carry out observations for several weeks, marking each day with circles. I did this specifically so that the children could independently conclude that the sequence of the days of the week is unchanged. She told the children that the names of the days of the week indicate which day of the week it is: Monday is the first day after the end of the week, Tuesday is the second day, Wednesday is the middle of the week, Thursday is the fourth day, Friday is the fifth. After such a conversation, I suggested games to reinforce the names of the days of the week and their sequence. Children enjoy playing the game LIVE WEEK. To play, I call 7 children to the board, count them in order, and give them circles of different colors, indicating the days of the week. Children line up in the same order as the days of the week. For example, the first child with a yellow circle in his hands, indicating the first day of the week - Monday, etc.
Then, she complicated the game by having children line up starting from any other day of the week. Used a variety of didactic games NAME IT FAST,DAYS OF THE WEEK, SAY THE MISSING WORD, ALL YEAR ROUND,TWELVE MONTHS, which help children quickly remember the names of the days of the week and the names of the months, their sequence.
Children's spatial representations are constantly expanding and strengthened in the process of all types of activities. Children master spatial concepts: left, right, above, below, in front, behind, far, close.
I set myself the task of teaching children to navigate in specially created spatial situations and determine their place according to given condition. Children freely perform tasks like: Stand so that there is a closet to your right and a chair behind you. Sit so that Tanya sits in front of you, and Dima sits behind you. With the help of didactic games and exercises, children master the ability to determine in words the position of one or another object in relation to another: There is a hare to the right of the doll, a pyramid to the left of the doll, etc. At the beginning of each lesson, I spent a playful minute: I hid any toy somewhere in the room, and the children found it, or I chose a child and hid the toy in relation to him (behind his back, to the right, to the left, etc.). This aroused the children's interest and got them organized for the activity. While performing orientation tasks on a piece of paper, some children made mistakes, then I gave these children the opportunity to find them on their own and correct their mistakes. In order to interest children, so that the result is better, object games with the appearance of some fairy-tale hero. For example, the game
FIND A TOY - “At night, when there was no one in the group,” I tell the children, “Carlson flew to us and brought toys as a gift. Carlson likes to joke, so he hid the toys and wrote in the letter how to find them.”
I open the envelope and read: “You need to stand in front of the teacher’s desk and walk 3 steps, etc. " Children complete the task and find a toy. Then, when the children began to navigate well, I made the tasks more difficult for them - i.e. The letter did not contain a description of the location of the toy, but only a diagram. According to the diagram, children must determine where the hidden object is located. There are many games and exercises that promote the development of spatial orientation in children: FIND A SIMILAR ONE, TELL US ABOUT YOUR PATTERN. WORKSHOPCARPET ARTIST, TRAVEL AROUND THE ROOM and many other games. While playing with the children, I noticed that they began to cope well with all tasks and began to use words to indicate the position of objects on a sheet of paper on the table.
To consolidate knowledge about the shape of geometric figures in order to repeat the material of the middle group, she invited children to recognize the shape of a circle, triangle, and square in surrounding objects. For example, I ask: What geometric figure does the bottom of the plate resemble? (table top surface, sheet of paper, etc.)
In order to consolidate knowledge about geometric shapes. I played a game like LOTTO. I offered the children pictures (3-4 each), in which they looked for a figure similar to the one I demonstrated. Then, she invited the children to name and tell what they found. While working with children, I realized that children who had just come back to kindergarten did not know geometric shapes well, so I worked with them mainly individually, giving the children simple exercises first, and then more complex ones. Based on previously acquired knowledge, she introduced the children to the new concept of QUADAR. At the same time, I used preschoolers’ ideas about a square. Later, to consolidate knowledge, in their free time from classes, the children were given tasks to draw different quadrangles on paper, draw quadrilaterals in which all sides are equal and say what they are called, fold a quadrilateral from two equal triangles, and much more.
In my work I use a lot of didactic games and exercises of varying degrees of difficulty, depending on the individual abilities of the children. For example, games such as FIND THE SAME PATTERN, FOLD A SQUARE, EACH FIGURE IN ITS PLACE, SELECT BY SHAPE, WONDERFUL BAG, WHO CAN NAME THE BEST.
I use the didactic game GEOMETRIC MOSAIC in classes and in my free time, in order to consolidate knowledge about geometric shapes, in order to develop attention and imagination in children.
At preschool age, children begin to develop elements logical thinking, i.e. The ability to reason and make your own conclusions is formed. There are many didactic games and exercises that influence the development of creative abilities in children, as they have an effect on the imagination and contribute to the development of non-standard thinking in children. Games such as FIND A NON-STANDARD FIGURE, WHAT IS THE DIFFERENCE?, MILL, and others. They are aimed at training thinking when performing actions.
Before the game starts, I divide the children into two teams according to the level of their skills. I give teams tasks of varying difficulty. For example: a) Compiling an image of an object from geometric shapes (working from a ready-made dissected sample) b) Working according to a condition (assembling a human figure, a girl in a dress) c) Working according to your own plan (just a person)
Each team receives the same sets of geometric shapes. Children independently agree on ways to complete the task and the order of work. Each player in the team takes turns participating in the transformation of the geometric figure, adding his own element, making up a separate element of the object from several figures. In conclusion, children analyze their figures, find similarities and differences in solving a constructive plan.
For each lesson I try to make a new interesting table. And I used some tables several times, but gave more complex tasks, different in color, shape and size. A task of this nature:
What is the largest triangle?
What color is the smallest figure?
Name all the squares, starting with the smallest, etc.
Children perform the same tasks in their free time from classes, only the geometric shapes were laid out on the table or on the floor. The use of didactic games in classes and in free time helps to consolidate children's memory, attention, and thinking. Therefore, in the future I will continue to use various didactic games and exercises in my work.
At preschool age, children begin to develop elements of logical thinking, i.e. The ability to reason and make your own conclusions is formed. There are many didactic games and exercises that influence the development of creative abilities in children, as they have an effect on the imagination and contribute to the development of non-standard thinking in children. Games like FIND AN UNSTANDARD FIGURE THANDIFFERENT? MILL, and others. They are aimed at training thinking when performing actions.
In order to develop children's thinking, I use various games and exercises.
These are tasks for finding a missing figure, continuing a series of figures, signs, and finding numbers. Getting acquainted with such tasks began with elementary tasks on logical thinking - chains of patterns. In such exercises there is an alternation of objects or geometric shapes. The children were asked to continue the series or find the missing element.
In addition, she gave tasks of the following nature: to continue the chain, alternating squares, large and small circles of yellow and red in a certain sequence. After the children have learned to perform such exercises, I make the tasks more difficult for them. I suggest completing tasks in which you need to alternate objects, taking into account color and size at the same time.
Later I switched to abstract subjects. Children are very interested in games like: WHO IS MISSING? I invite children to imagine what shape cosmic creatures could be. Then I show a poster depicting space “men”. Children find which “person” is missing, analyze and prove it. Such games help develop children's ability to think logically, compare and contrast, and express their conclusions.
A special place among mathematical games is occupied by games for compiling planar images of objects, animals, birds from figures. Children enjoy composing an image based on a model, they are happy with their results and strive to perform tasks even better.
To consolidate the knowledge gained in class, I give children homework in the form of didactic games and exercises. For example: COLLECT BEADS, FINDERROR, WHAT NUMBERS ARE LOST?, etc.
Children try to complete their task correctly, without making mistakes, in order to receive cheerful sunshine for this, and not a gloomy cloud with rain.
Parents also take homework with their children very seriously. In the corner for parents I display a folder with educational games, explaining the purpose and course of the game.
Using various didactic games in working with children, I was convinced that when playing, children better absorb program material and correctly complete complex tasks. This is confirmed by a cross-section of knowledge.
The use of didactic games increases the effectiveness of the pedagogical process; in addition, they contribute to the development of memory and thinking in children, having a huge impact on the mental development of the child. When teaching young children through play, I strive to ensure that the joy of play turns into the joy of learning.
Learning should be joyful!
Subject: Didactic games in kindergarten
Introduction
Theoretical part
The pedagogical significance of didactic games in the development of preschool children
2. The concept of a didactic game, its structure, specific features and place in the pedagogical process of a preschool institution
Classification of didactic games
Guidance of didactic games in different age groups
Practical part
Observation of the didactic game “Collect a picture” in the group “Pochemuchki” (4-5 years old)
Conclusions and conclusions
Literature
Application
Introduction
Preschool childhood is a period of play. At this age, the child strives to learn everything through play. The game is a reflection by children of the adult, real world. It contains great opportunities for teaching children in preschool institutions. In a didactic game, cognitive tasks are combined with gaming ones. Through play, in particular didactic games, a child learns while playing.
Many scientists, teachers and psychologists have been and are studying the problem of play in teaching preschool children. F. Froebel and M. Montessori were at the origins of the study of didactic play as the basis for teaching children. K.D. paid a lot of attention to the didactic game. Ushinsky, P.F. Lesgaft, L.N. Tolstoy, E.I. Tikheyeva, L.A., Wenger, A.P., Usova, V.N. Avanesova and others.
Also, many scientists emphasized the important role of educational games, which allow the teacher to expand practical experience children, consolidate their knowledge, skills and abilities in various fields of activity. (A.S. Makarenko, U.P. Usova, R.I. Zhukovskaya, D.V. Mendzheritskaya, E.I. Tikheyeva)
During the game, children's knowledge and ideas are clarified and deepened. In order to fulfill one or another role in the game, the child must translate his idea into play actions. The game not only consolidates the knowledge and ideas children already have, but is also a unique form of active cognitive activity, during which they, under the guidance of the teacher, acquire new knowledge and serves as a good means of preparing children for school.
Didactic games are varied in content, form of organization, and type of learning tasks. In pedagogy, there are different views on the classification of didactic games. And, of course, an important point is the guidance of didactic games used in working with preschool children by the teacher.
I will try to reflect all the main points regarding the use of didactic games in preschool age in this work.
pedagogical didactic game preschool
Theoretical part
1. The pedagogical significance of didactic games in the development of preschool children
Game is one of those types of activities that is used by adults to educate preschoolers, teach them various actions with objects, methods and means of communication. In play, a child develops as a personality, those aspects of his psyche are formed on which the success of educational, labor, and communicative activities will depend. This is due to the fact that play in preschool age is a leading activity (L.S. Vygotsky, A.V. Zaparozhets, A.N. Leontiev, E.O. Smirnova, D.B. Elkonin) and the main means of raising and teaching children . Among the variety of games for preschoolers, a special place belongs to didactic games, as one of the most acceptable forms of education and training. Many scientists note the important role of educational games, which allow the teacher to expand the practical experience of children and consolidate their knowledge about the world around them (A.S. Makarenko, U.P. Usova, R.I. Zhukovskaya, D.V. Mendzheritskaya, E.I. Tikheyeva
The use of didactic games for the purpose of raising and teaching children was reflected in the works of scientists and in the practical activities of many teachers. Essentially, in every pedagogical system of preschool education, didactic games occupied and still occupy a special place. F. Frebel developed a system of didactic games, which was the basis of educational work in kindergarten. He emphasized that the task of primary education is not learning in the ordinary sense of the word, but organizing play. (3, p. 334) for the first time in the history of pedagogy, he singled out play as a special means necessary for the development of preschool children.
M. Montessori also attached great importance to play. She argued that play should be educational, otherwise it is an “empty game” that has no impact on the child’s development. Author of one of the first domestic pedagogical systems preschool education E.I. Tikheyeva announced a new approach to didactic games. In her opinion, they are only one of the components of educational work with children. But the effectiveness of didactic games in raising and teaching children depended on the extent to which they were in tune with the interests of the child, brought him joy, and allowed him to show his activity and independence.
Much attention was paid to the use of didactic games in kindergarten by the following teachers: L.A. Wenger, A.P. Usova, V.N. Avanesova, A.K. Bondarenko, A.A. Smolentsova, E.I. Udaltsova and others.
Let us dwell in more detail on the importance of didactic games in the development of preschool children.
Didactic game is an important means of mental education of a child. Educational games contribute to the development of children's mental cognitive processes, mental operations. Important didactic game is that it develops the independence and activity of children’s thinking and speech.
For example, many didactic games for the formation of mathematical concepts in children are aimed at developing logical thinking in children; with their help, children learn to compare and group objects, both by external features and by their purpose, learn to analyze, synthesize, and solve problems. Didactic games help adults give preschoolers basic scientific knowledge that is necessary for learning at school, consolidate it and teach children to put into practice everything they have been taught. The game teaches you to purposefully and consistently reproduce knowledge, to implement it in game actions and rules. This means that with the use of didactic games, preschoolers are being prepared for school.
Didactic games play a major role in the development of children’s speech. During the game, the child comments on his actions, talks about how he completed the task or how he found a way out. problematic situation, answers adult questions, communicates with peers. A variety of word games promote speech development. In the methodology of speech development, didactic games are widely used, aimed at solving the main tasks of children's speech development: enriching the vocabulary, forming the grammatical structure of speech, education sound culture, development of monologue and dialogic speech skills, teaching children the Belarusian language. From this we can conclude that didactic games are one of the means of developing the speech of preschool children.
It is impossible not to note the great importance of didactic games in the aesthetic education of children. This is facilitated not only by didactic games, the educational task of which is aimed at introducing children to works of art and theater. A colorfully designed game in accordance with hygienic requirements instills in the child a sense of beauty and develops aesthetic taste.
The didactic game helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.
In the game, all aspects of the child’s personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of the game.
A didactic game, as one of the diverse games of a preschooler, is effective means formation of the preschooler’s personality, his moral and volitional qualities, it realizes the need to influence the world. Thanks to didactic games, the child develops independence, the ability to complete a task started, self-control, children learn to interact in a team, they develop a sense of mutual assistance (competition games, board-printed games in which several children can take part, for example, “Collect picture”, “Puzzles”, “Loto”, “Dominoes”, etc.), learn to accept defeat and victory in games with dignity.
The positive results achieved by a child during educational games build his self-confidence, self-esteem, and desire to achieve success.
Of course, the educational value of a didactic game largely depends on the professional skills of the teacher, on his knowledge of the child’s psychology, taking into account his age and individual characteristics, on the correct methodological guidance of children’s relationships, on the precise organization and conduct of all kinds of games.
Properly used didactic games help to develop in children perseverance, the ability to inhibit their feelings and desires, and to obey the rules. For example, the game “Connect the parts, you get the whole” develops perseverance, concentration, and requires intelligence and observation. (6)
Many games introduce preschoolers to the work of adults; children learn the features of a particular profession. The children, together with the teacher, can participate in the production of didactic games and attributes for them together. Consequently, through didactic play, respect for any work that is useful for society is cultivated, and the desire to take part in it is affirmed.
Interesting games create a cheerful, joyful mood, make children’s lives full, which has a positive effect on the child’s health.
From all of the above, we can conclude that didactic games have positive influence on all aspects of child development, and above all, they are one of the main methods of teaching preschool children.
2. The concept of a didactic game, its structure, specific features and place in the pedagogical process of a preschool institution
Didactic games are a type of games with rules. Games with rules have ready-made content and a predetermined sequence of actions; the main thing in them is the solution of the task at hand, compliance with the rules. (4)
A didactic game is one of the means of teaching preschool children. It makes it possible to carry out the tasks of education and training through an accessible and attractive form of activity for children.
It has two functions in the learning process (A.P. Usova, V.N. Avanesova). The first function is improvement and consolidation of knowledge. At the same time, the child does not simply reproduce knowledge in the form in which it was learned, but transforms, transforms it, learns to operate with it depending on the game situation. Essence second function didactic game is that children acquire new knowledge and skills of different content. (3, p. 207)
Main features of didactic games:
1.Didactic games are educational games. They are created by adults for the purpose of raising and educating children.
.For children taking part in the game, the educational value of the didactic game does not appear openly, but is realized through the game task, game actions, and rules.
.The cognitive content of a didactic game is determined by the program content and is always combined with a game form.
4.Didactic games have a unique structure. (3.6)
A didactic game is a complex phenomenon, but it clearly reveals a structure, that is, the main elements that characterize the game as a form of learning and gaming activity at the same time. (5)
Most educational researchers and psychologists identify the following structural components in a didactic game:
· didactic task (goal), consisting of gaming and educational;
· game rules;
· game actions;
· end of the game, summing up.
Didactic (educational) task- this is the main element of the didactic game, to which all the others are subordinated. For children, the learning task is formulated as a game task. It is determined by the goals of teaching and raising children. The selection of cognitive tasks for games is carried out in accordance with the sections of the Praleska program, taking into account the age characteristics of children. The presence of a didactic task emphasizes the educational nature of the game and the focus of its content on the development of children’s cognitive activity. In contrast to the direct formulation of a problem in the classroom, in a didactic game it also arises as a game task for the child himself, it excites the desire and need to solve it, activates play actions. The game task can be included in the name of the game, for example, “What shape”, “Continue the sentence”, “Who lives in which house”, etc. “The didactic task is realized throughout the game through the implementation of the game task, game actions, and the result of its solution is revealed in the finale. Only under this condition can a didactic game fulfill the function of teaching and at the same time develop as a play activity.”(5)
Game actions- this is the basis of the game, a way of demonstrating the child’s activity for gaming purposes; Without them, the game itself is impossible. They are like a picture of the plot of the game. The more varied the play activities, the more interesting the game itself is for the child and the more successfully cognitive and play tasks are solved. Playful activities should evoke joy and a sense of satisfaction in children; they are the ones who make learning emotional and entertaining. Children need to be taught play actions. Only under this condition does the game acquire an educational character and become meaningful. Teaching game actions is carried out through a trial move in the game, showing the action itself, revealing an image, etc. Game actions are not always of a visible nature. These are mental actions expressed in the processes of purposeful perception, observation, comparison, sometimes recalling what was previously learned, and thinking. They vary in complexity and are determined by the level of cognitive content and game task, and the age characteristics of the children. In different games, game actions are different and are implemented through different forms.
Game actions are not always practical external actions when you need to carefully consider something, compare, disassemble, etc. These are complex mental actions expressed in the processes of purposeful perception, observation, comparison, recall of previously learned things - mental actions expressed in thinking processes.
In different games, game actions differ in their focus and in relation to the players. In games in which all children participate and perform the same roles, the game actions are the same for everyone. When children are divided into groups in a game, the game actions are different.(5)
Rules of the gameensure the implementation of game content, and also make the game democratic. Their content and focus are determined by the cognitive content, game tasks and game actions. In a didactic game, the rules are given. They help the teacher manage the game. The rules also influence the solution of the didactic task - they imperceptibly limit the actions of children, directing their attention to completing a specific task, i.e. they determine what and how the child needs to do in the game and indicate the path to achieving the didactic task. The rules of the game perform the following functions:
.Educational, which consists in the fact that the rules help to reveal to children what and how to do; correlate with game actions, strengthen their role, and clarify the method of execution. Rules organize children’s cognitive activity: consider something, think, compare, find a way to solve the problem posed by the game.
.Organizing, it determines the order, sequence and relationships of children in the game.
3.Disciplining. The rules stipulate exactly what needs to be done, what and why not to do. Some games have rules prohibiting any actions and provide penalties for non-execution (for example, skipping a move)
4.Compliance with the rules during the game necessitates the manifestation of effort, mastering the methods of communication in the game and outside the game and the formation of not only knowledge, but also a variety of feelings, the accumulation of good emotions and the assimilation of traditions.
Summarizingtakes place immediately after the end of the game. The form can be varied: scoring, praise, determining the best child, the winner, the overall result of the implementation of the task. If a didactic game is organized outside of class, the game can be completed simply by summing up the results, or other types of activities can be used: visual, speech development, etc., but the topic must correspond to the content of the game. (3.6)
Didactic games are used in classes and in children’s independent activities. Being an effective teaching tool, they can be an integral part of the lesson (for consolidating and systematizing the material), and in early preschool age - the main form of organizing the educational process (for example, the game “Katya the doll goes for a walk”). (3, p. 335)
Didactic games can be used in all sections of the program. Educational games can be planned during a walk, in the morning and evening hours, during classes, before and after classes, it all depends on the didactic purpose of the games. Didactic games are held everywhere; up to 20-30 games can be scheduled per month. Didactic games occupy a special place at the end of the year and during the summer health period, when the knowledge acquired by children during the school year is repeated and consolidated. The main condition for using didactic games in children’s lives and in the classroom is adherence to the principles of learning.
The teacher must remember that didactic games have their own classification; this will allow the use of various types of games in the educational process and will make the children’s learning much more interesting and varied. Let us dwell on the classification of didactic games in more detail.
3. Classification of didactic games
Didactic games have their own classification. The classification of didactic games is different. In preschool pedagogy, a traditional division of didactic games has developed into games with objects, board and printed games, and verbal games. (3, p. 337) This division of games can be classified according to the use of material.
Didactic games also differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children in the game, and the role of the teacher. (5)
·mathematical
·sensory
· speech
musical
· natural history
· to get to know your surroundings
Math games are aimed at developing elementary mathematical concepts in preschoolers. They allow the teacher to make the process of teaching children to count (didactic games “What is the count?”, “One - many”, “What is more?”, “Name the number”, etc.), solving arithmetic problems (games “Entertaining problems”, “ How much will it be?”, etc.), mastering quantities, simple dependencies and measuring activities (these games “Who is taller?”, “Ladder”, “Ribbons”), children’s perception of spatial and temporal relationships and orientations (didactic games “What time is it” , “Travel”, “When does this happen?”, etc.) more exciting and interesting.
Sensory gamesare aimed at teaching children to examine objects and forming ideas about sensory standards. Many of them are associated with the examination of an object, with the distinction of signs, requiring verbal designation of these signs (“Wonderful bag”, “How are they alike and not alike”, “Multi-colored paths”, “Where, whose bow?”, etc.). In some games, the child learns to group objects according to one quality or another (“Buttons for dolls,” “Service,” etc.). Children compare objects with similar and different characteristics and identify the most significant ones. In this way, children are led to mastery of sensory standards with the help of didactic games.
Speech gamespromote speech development in children. The content of such games is also varied and depends on the purposes for which the teacher uses them. “Travelling around the room”, “Who is doing what?”, “Say it in one word”, “Say it differently”, “Complete the sentence”, “Daily routine”, “Who needs a treat?”, “Zoo”, “Compare objects” ", "Talking on the phone", "What happens... What happens…”, “What first, what then”, “Guess who it is?”, “Living words”, etc.
Music gamesare aimed at solving the problems of musical education in accordance with software requirements. When working with preschoolers, games such as “Who is louder?”, “Which instrument sounds?”, “Repeat after me”, “What song sounds”, “What do I play”, “Sunshine and rain”, “Who sings like” are used ?”, “Merry Notes” and others.
Games natural historycontribute to instilling in children a love of nature. Through play, in particular didactic games, a child, while playing, learns to understand the patterns that occur in nature, the interconnection of everything in the world, learns a lot about natural communities and phenomena, about the role of man in nature and more (games “When it happens”, “What first, what then”, “Describe the seasons”, “Find out by description”, “Migratory and non-migratory birds”, “Who lives where” ?”, “Paired pictures”, “Make up a story”, “What’s the weather like?”, “Find the artist’s mistake” and many others).
To get to know your surroundingsvarious didactic games are also used - “Who is doing what?”, “What first, what then?”, “Who needs what for work?”, “Daily routine”, “Riddles”, “What’s in the picture?”, “Tea Party”, “On a Walk”, “At the Theatre”, “Shop”, etc.
· Didactic games in visual artswere introduced into the educational process of preschool institutions relatively recently, but their importance is very great for the development of preschool children, the formation of their knowledge, skills and abilities in visual arts, arts and crafts. “Color according to the model”, “What is drawn”, “Complete the drawing”, “Collect the flower”, “Draw differently”, “What does the leaf look like”, “What has changed?”, “What is missing?”, “What the painting?”, “Whose ornament?” - this is a small part of didactic games that can be used in working with preschool children.
All listed species didactic games are organized by the teacher in accordance with program requirements.
Based on didactic materialeducational games are divided into:
verbal
· desktop-printed
· with objects and toys
with pictures
· computer educational games
Word gamesdiffer in that the process of solving a learning task is carried out in a mental way, based on ideas and without relying on visualization. Therefore, word games are carried out mainly with children of middle and mainly older preschool age. Among these games there are many folk games associated with nursery rhymes, jokes, riddles, and shapeshifters, some of which are also accessible to children due to the imagery of speech, built on dialogue, and the content being similar to childhood experience. Besides speech development, formation of auditory attention using word games an emotional mood is created, mental operations are improved, reaction speed and the ability to understand humor are developed. The basis of verbal games is the accumulated experience of children and their observations. The purpose of these games is to systematize and generalize. They are used at the stage of consolidating and repeating children’s knowledge (“It flies - it doesn’t fly”, “The third wheel”, “Say it in one word”, “Who needs what?”, etc.).
Didactic games with objects and toysvery diverse in game materials, content, and organization. Toys, real objects, natural objects, etc. can be used as teaching materials. They are more often used in early preschool age, since visual-figurative thinking predominates in children of this age. Games with objects make it possible to solve various educational tasks: expand and clarify children’s knowledge, develop mental operations (analysis, synthesis, comparison, discrimination, generalization, classification), improve speech (ability to name objects, actions with them, their qualities, purpose ; describe objects, compose and guess riddles about them; correctly pronounce speech sounds), cultivate arbitrariness of behavior, memory, attention (3, p. 336). Among games with objects, plot-didactic games and dramatization games occupy a special place. In plot-based didactic games, children perform certain roles.
Games with picturesused in all age groups. For games, a variety of pictures and series of pictures can be used, in accordance with the program requirements.
Board-printed gamesAlso varied in content, learning objectives, and design. They help clarify and expand children’s ideas about the world around them, systematize knowledge, and develop thought processes, help broaden the horizons of children, develop intelligence, attention to the actions of a friend, orientation in the changing conditions of the game, and the ability to foresee the results of one’s move. Participation in the game requires endurance, strict adherence to the rules and brings children a lot of joy. Board games include various games:
· manuals, such as pictures, subject lotto, dominoes, thematic games (“Where does what grow?”, “When does this happen?”, “Who needs it,” etc.);
· games that require physical activity and dexterity (Flying Caps, Gooseneck, Hit the Target, etc.);
· mosaic type games;
· board motor games (“Billiards”, “Hockey”);
· intellectual - checkers, chess, puzzle games.
All of these games differ from games with toys in that they are usually played at tables and require 2-4 partners.
In lotto, a child must match the picture on a large card with identical images on small cards. Lotto themes are varied: “Zoological Lotto”, “Flowers are Blooming”, “We Count”, “Fairy Tales”, etc.
In dominoes, the principle of pairing is implemented through the selection of cards during the turn order. The theme of dominoes covers different areas of reality: “Toys”, “Geometric Shapes”, “Berry”, “Cartoon Characters”, etc.
Labyrinth-type games intended for children of senior preschool age use a playing field, chips, and a counting cube. Each game is dedicated to a theme, sometimes a fairy tale (“Aibolit”, “The Labors of Perseus”, “The Golden Key”). Children travel around playing field, taking turns throwing the dice and moving your chips. These games develop spatial orientation and the ability to foresee the outcome of actions.
Printed board games designed on the principle of cut-out pictures, folding cubes, and puzzles in which the depicted object or plot is divided into several parts are common. These games promote the development of logical thinking, concentration, and attention. (3)
Computer educational gamesare a means of laying the foundations of computer literacy in children and familiarizing them with programming languages. Computer games are used as a didactic tool in teaching in a wide variety of areas of the educational process. There are many such games, the teacher’s task is to choose the necessary one, in accordance with the task, the child’s age and program requirements. There are even entire programs consisting of didactic games, systematized according to certain program objectives and areas of the educational process.
Sorokina proposed a classification of didactic games by the nature of game actions:
· travel games
· guessing games
· guessing games
· errand games
riddle games
Conversation games
· outdoor didactic games
Target travel games- to strengthen the impression, to give the cognitive content a slightly fabulous unusualness, to draw children’s attention to what is nearby, but is not noticed by them. The travel game reflects real facts or events, but reveals the ordinary through the unusual, the simple through the mysterious, the difficult through the surmountable, the necessary through the interesting. All this happens in play, in play actions, it becomes close to the child and makes him happy. In a travel game, many ways of revealing cognitive content are used in combination with gaming activities: setting problems, explaining how to solve them, sometimes developing travel routes, solving problems step by step, the joy of solving them, meaningful rest. The travel game may include songs, riddles, gifts and much more. This includes games such as “Journey to the Fairytale Forest”, “Our Train is Going to a Far Country”, “Visiting the Baker”, etc.
Errand gameshave the same structural elements as travel games, but they are simpler in content and shorter in duration. They are based on actions with objects, toys, and verbal instructions. The game task and game actions in them are based on a proposal to do something: “Gather all the red objects (or toys) in a basket,” “Arrange the rings by size,” “Take out round-shaped objects from the bag.”
Guessing Games“What would happen..?”, “What would I do...”, “Who would you like to be and why?”, “Who would you choose as a friend?” etc. The didactic content of the game lies in the fact that children are given a task and a situation is created that requires comprehension of the subsequent action. The game task is inherent in the name itself, and game actions are determined by the task and require from children expedient intended actions in accordance with or with the set conditions and created circumstances.
These games require the ability to correlate knowledge with circumstances and establish causal relationships. They also contain a competitive element, for example, the game “Who can figure it out faster?” (Sorokina)
Riddle games- these games are based on the principle of making and guessing riddles; games can be very diverse in content and organization. As you know, the content of riddles is the surrounding reality: social and natural phenomena, objects of labor and everyday life, plant and animal world, they reflect the achievements of science, technology, and culture. The main feature of the riddles is the logical task. The methods for constructing logical tasks are different, but they all activate the child’s mental activity. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason, draw conclusions, and draw conclusions. (“Guess the riddle - show the answer”, “Find where it’s hidden”, “Journey”, “Chest with a secret” and others).
Conversation games(dialogues) ? The basis of the games is communication between the teacher and the children, the children with the teacher and the children with each other. This communication has a special character of play-based learning and play activities for children. Its distinctive features are the spontaneity of experiences, interest, goodwill, belief in the “truth of the game,” and the joy of the game. In a game-conversation, the teacher often starts not from himself, but from a character close to the children, and thereby not only preserves playful communication, but also increases his joy and desire to repeat the game. The educational and educational value lies in the content of the plot - the theme of the game; the cognitive content of the game does not lie “on the surface”: it needs to be found, obtained - made a discovery and as a result learned something. The value of the conversation game is that it makes demands on the activation of emotional and mental processes: the unity of words, actions, thoughts and imagination of children, develops the ability to listen and hear the teacher’s questions, children’s questions and answers, the ability to focus attention on the content of the conversation, and complement what is said , express judgment, develops the ability to participate in conversation. This includes games such as “Let’s sit side by side and talk well”, “Dunno is our guest”, “Tell about yourself”, “What happened to us...”, “How did you spend the weekend”, “Where have you been, what saw”, etc.
Outdoor didactic gamescontain three types of tasks: educational, gaming, and physical education tasks. During such games, tasks are solved to develop children’s physical qualities and skills, and they also consolidate the material acquired in other classes - “Run to the named tree”, “Secret”, “Journey”, “Guess the riddle - show the answer” and other.
Didactic games can also be classified by number of participants in them:
·collective
· group
· individual
Collective games are organized with the whole group, group games with a subgroup of children, and individual games with 1-3 children.
We have examined the main types of didactic games, now we will focus on the teacher’s guidance of didactic games in different age groups, since only competent guidance from an adult will help to achieve the tasks set by the game.
4. Guidance of didactic games in different age groups
Being an exciting activity for preschoolers, play is at the same time the most important means of their education and development. But this happens when it is included in an organized and controlled pedagogical process. Didactic games are very difficult for management.
By including play in the pedagogical process, the teacher teaches children to play and create, according to A.S. Makarenko, “good game.” Such a game is characterized by the following qualities: educational and cognitive value of the content, completeness and correctness of the reflected ideas; expediency, activity, organization and creative nature of game actions; obedience to the rules and the ability to be guided by them in the game, taking into account the interests of individual children and all players; purposeful use of toys<#"justify">1.It is necessary to arouse children's interest in the game: creating a surprise moment, a game situation, through the use of some fairy-tale characters. During didactic games, the teacher must maintain a playful mood in children: interesting material, jokes, laughter, teacher's tone. Children should not experience the educational nature of the game. Every game should contain an element of novelty.
2.It is necessary to create conditions for games: select appropriate didactic material and didactic toys and games. Think about how to place teaching materials and toys so that children can use them freely; provide a place for games. Teach children to carefully handle educational toys and games, and carefully fold them at the end of the activity. Printed board games require special attention from the teacher, from which chips, cubes, cards and other attributes are easily lost.
.The management of a didactic game consists in the correct definition of didactic tasks - cognitive content; in defining game tasks and implementing didactic tasks through them; in thinking through game actions and rules, in anticipating learning results. The teacher needs to ensure that all children are active, especially in group games: every child must understand and accept the didactic task
.The teacher must monitor compliance with the game rules, correct the children’s mistakes, and remind them of the existence of the rules if the children deviate from them. Care should be taken to continually enrich children's play experiences. To do this, it is advisable to teach play actions with didactic toys, performing these actions together with the child, and organize mutual learning situations for children
.A didactic game as one of the forms of learning is carried out during the time allocated for classes. It is important to establish the correct relationship between these two forms of learning, to determine their relationship and place in a single pedagogical process. Didactic games sometimes precede classes; in such cases, their goal is to attract children's interest in what will be the content of the lesson. The game can alternate with classes when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in play activities, summarize, and generalize the material studied in class.
.When finishing the game, the teacher should arouse children’s interest in continuing it and create a joyful prospect. Usually he says: “Next time we will play even better” or: “The new game will be even more interesting.” The teacher develops versions of games familiar to children and creates new ones that are useful and exciting.
The teacher must prepare to conduct educational games. The teacher’s preparation consists of choosing the purpose of the game, selecting the game itself, determining the method of organization and location, and preparing the necessary material. The teacher thinks through its structure, carefully and comprehensively develops an action plan to achieve the task set in the game. In this plan, you must determine your actions, the actions of the group, identify the children you need to pay attention to, select game material and estimate the timing. When selecting games, the teacher proceeds from what program tasks he will solve with their help, how the game will contribute to the development of children’s mental activity, the education of the moral aspects of the individual, and the training of sensory experience. Does the didactic task of the game correspond to the program content that is studied in the classroom?
Makes sure that in the chosen game children consolidate, clarify, expand knowledge and skills and at the same time do not turn the game into an activity or exercise. The teacher thinks in detail about how, while carrying out the program task, to maintain the play action, a high pace of play (senior preschool age) and to ensure that each child has the opportunity to actively act in a play situation. Also when guiding a didactic game, the teacher must remember that children’s participation in it is voluntary; a child cannot be forced to play, one can only arouse his desire to play, create an appropriate gaming mood and support him during the game. When conducting didactic games, it is necessary to pay special attention to those children who have not gone to kindergarten for a long time. (6)
The management of didactic games, depending on the age of the children, is carried out differently, since each age has its own psychophysiological characteristics.
Group "Kids"
At this age, didactic games help children better recognize the objects around them, distinguish and name their color, shape and possible actions with them. They promote coordination of movements, development of the eye, and mastery of spatial orientation. They teach children to hear a word and relate it to a specific toy, object, or action.
Features of guiding didactic games for children in the “Toddlers” group:
· In children of primary preschool age, excitement prevails over inhibition, visualization has a stronger effect than words, so it is more advisable to combine an explanation of the rules with a demonstration of a game action. The teacher explains the rules of the game in full and in detail and shows them during the game itself, taking the leading role in the game. The teacher plays with the children.
· The surprise moment should come first in organizing games; it is necessary, first of all, to arouse children’s interest in the didactic material and teach them to play with it. Games must be conducted in such a way that they create a cheerful, joyful mood in children, teach children to play without interfering with each other, and gradually lead them to the ability to play in small groups and realize that playing together is more interesting.
· When conducting didactic games with children of primary preschool age, the teacher’s activity is needed in teaching children the techniques of play actions. Teach children to correctly arrange objects in the game (take them in their right hand and place them from left to right).
· During the game, the teacher uses questions, gives advice and suggestions, encourages children, and controls the children's actions.
Group "Pochemuchki"
At this age, it is necessary to pay attention to didactic games aimed at consolidating and generalizing children’s existing knowledge and the ability to use acquired knowledge in practice.
Features of guiding didactic games for children in the “Pochemuchki” group:
· Children of middle preschool age have some experience of playing together, but even here the teacher takes part in didactic games. She is a teacher and participant in the game, teaches children and plays with them, strives to involve all children, gradually leads them to the ability to monitor the actions and words of their comrades, that is, she is interested in the process of the entire game. Gradually, as the children gain experience, the teacher begins to play a secondary role in the game, i.e. perform the role of a leader, but if any problems arise in the game, he is included in it again.
· The rules of the game are explained by the teacher before the game and shown using a “trial move”. By example, the teacher prevents children from acting incorrectly. During the game, the teacher carefully monitors compliance with the rules.
· During the game, the teacher also asks the children questions of a suggestive or problematic nature, makes remarks, gives advice, and encourages. At this age stage, the teacher gradually, focusing on individual characteristics children, can evaluate gaming activities and games.
Group "Fantasers"
Children of senior preschool age have significant gaming experience and are so developed thinking that they easily perceive purely verbal explanations of the game. Only in some cases is a visual demonstration required. With children of this age, didactic games are held with the whole group, with small groups. They, as a rule, develop collective relationships based on joint games. Therefore, with the “Dreamers” groups, elements of competition can already be used in the game.
Didactic games for children of senior preschool age reflect life phenomena that are more complex in content (the life and work of people, technology in the city and the countryside). Children classify objects according to material and purpose (for example, the game “Where is it hidden”).
Word games that require a lot of mental effort are widely used at this age. Children of this age show more voluntary attention and independence in solving a given task and following the rules in didactic games. The guidance should be such that the game promotes mental and moral education and at the same time remains a game. It is also necessary at this age to preserve the emotional mood of children, the experience of joy from the progress of the game and satisfaction from the result, i.e., solving the problem. By leading printed games, the teacher develops in children the ability to distinguish, recognize, and remember. Based on the excitation and inhibition of the nervous system, it exercises children's attention, since pictures unexpectedly quickly replace each other and new visual images evoke auditory and verbal images in children. Children practice speed, accuracy and strength of memorization, and the safety of reproducing these images.
Features of guiding didactic games for children in the “Dreamers” group:
· At this age, the rules are explained before the game, as a rule, without showing their implementation. Most often this is a verbal explanation, but if the game is complex or new, then you can offer the children a “test run.”
· The teacher does not take part in the games, but monitors compliance with the rules of the game, progress of the game,
· In didactic games, educators put the child in such conditions (games) when he is forced to remember what he was told in practice, during excursions, and this is very important when preparing a child for school.
· Knowing the individual characteristics of the children, the teacher advises them to distribute roles in the game among themselves in such a way as to place the child, who has not formed moral standards of behavior, in such game conditions when, while fulfilling the role, he will have to show attention, goodwill, concern for his friend, then transferring these qualities into daily life. The teacher widely uses the example of a peer, guides the game, using advice and reminders. In the game, children must show persistence in following the rules and remember certain events from the life around them.
· When finishing the game, the teacher should remind the children the name of the game, individual game rules, and support the children’s interest in continuing the game. Gives an assessment of the actions of children, but it should be remembered that not every game requires assessment, since the assessment can be concluded as a result of the game or violate good mood children.
· When playing the game again, the children learn the full order, game rules and methods of action. The need for repetition of the game is also determined by the fact that not all its participants equally successfully master all the elements of didactic games to such an extent that they turn into their independent activities. As a rule, in order to increase children’s activity in the game and maintain long-term interest in it, when it is repeated, didactic and gaming tasks become more complicated. To do this, the teacher uses the introduction of new game material, the introduction of additional roles, the replacement of visual didactic material with verbal, etc.
Thus, we can say that managing didactic games requires a lot of knowledge from the teacher, high level pedagogical skill and tact.
Practical part
. Observation of the didactic game “Collect a picture” in the group “Pochemuchki” (4-5 years old)
In the “Pochemuchki” group, the teacher organized a didactic game to familiarize preschoolers with seasonal changes in nature “Collect a picture” (see Appendix 1).
This didactic game can be classified as the following types of games: a nature game, a game with pictures, a printed board game.
The teacher prepared for the game with the children: the game was planned, was prepared required material, the placement of children was thought out (children sat at tables, the necessary material was laid out in front of them). The game was played with a subgroup of children (4 children) in the afternoon.
The game offered to the children contained the main structural components: a didactic task, consisting of a game and an educational one; game rules; game actions; end of the game, summing up.
Objectives of the game: to consolidate children’s knowledge about the main characteristic features of the seasons; practice putting together a whole from parts; develop perception, imagination, attention, memory; generate interest in the game. To achieve this goal, the teacher used techniques such as reminders, clarification, problematic questions, and the example of a peer. The teacher clearly formulated the rules of the game before it started: listen carefully to other children, do not interrupt each other, you can help another if he needs help. The children tried to follow the rules, although they did not always succeed; in these cases, the teacher reminded the children how to behave during the game.
Game actions consisted of looking at pictures, children’s answers to the teacher’s questions, and putting parts of pictures into a whole picture. The children behaved actively, answered questions, put together pictures with interest, and helped each other.
At the end of the game, the teacher summed up the game (clarified the actions that the children performed during the game) and praised the children.
The goal of the game was fully realized: all the children described the seasons in the pictures given to them. The children were satisfied with the game, asked to continue the game, and began to exchange pictures in order to collect another one. I believe that the teacher competently supervised the children’s play.
Conclusions and conclusions
1.Didactic play is a valuable means of cultivating children’s mental activity; it activates mental processes and arouses a keen interest in the process of cognition in preschoolers. In it, children willingly overcome significant difficulties, train their strengths, develop abilities and skills, and prepare for school.
.A didactic game is one of the means of teaching preschool children, it has its own characteristics and functions, and stands out from large quantity games with their structure.
.Educational games are classified into various areas. The classification of didactic games helps the teacher to make teaching children with their help more interesting and exciting, and to avoid duplication in working with children.
.Didactic games are very difficult for management. Each age group of a preschool institution has its own leadership characteristics.
Literature
1. Anikeeva N.P. Education through play: A book for teachers. - M.: Education, 1987.
2. Raising children through play: A manual for kindergarten teachers/comp. A.K. Bondarenko, - M.: Education, 1983.
3. Kozlova S.N., Kulikova S.N. Preschool pedagogy - Moscow, 2000.
4. Mendzhiritskaya D.V. To the teacher about a children's game?
5. Sorokina A.I. Didactic games in kindergarten - Moscow, 1987
6. Udaltsova E.I. Didactic games in the education and training of preschoolers<#"center">Application
Plan for a didactic game to familiarize preschoolers with seasonal changes in nature "Collect a picture"
group “Pochemuchki” (4-5 years old)
Task:consolidate children's knowledge about the main characteristic features of the seasons; practice putting together a whole from parts; develop perception, imagination, attention, memory; generate interest in the game.
Game plan:
. Invite the children to play, tell them the rules of the game.
2. Look at pictures with the children depicting the seasons, clarify how the children determined that this is exactly that time of the year, using the questions: “What is shown in the picture?”, “What time of the year?”, “How did you know that it is winter ( Spring Summer Autumn)?".
3. Give the children cut pictures and invite them to fold them using a game technique: the evil sorceress tore the pictures and they need to be folded.
4. Summarize the game.
Tutoring
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Municipal autonomous preschool educational institution "Kindergarten No. 10 "Dubravushka"
"Didactic games as a means of comprehensive education of preschool children."
Educator: Melnikova T.N.
Nyagan 2015
1 Contents Introduction……………………………………………………………..……………………… 3 Chapter 1 Didactic games as a means of developing the cognitive abilities of preschool children………. ......................................... 7 1.1 Didactic game as a form of teaching children…… ………… ………… 7 1.2 Didactic game as an independent gaming activity………. 9 1.3 Didactic game as a means of comprehensive education of the child’s personality………………………………………………………….. 12 Conclusion. ……………………………………………………………………. 17 Literature……………………………………………………………………. 19
“Play is the free activity of a child...
All aspects of the human soul are formed in it,
His mind, his heart, his will.”
K.D. Ushinsky
Introduction.
Game is one of those types of children's activities that are used by adults to educate preschoolers, teach them various actions with objects, methods and means of communication. In play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and work activities, and his relationships with people will subsequently depend. For example, in the game such a quality of a child’s personality is formed as self-regulation of actions taking into account the tasks of collective activity. The most important achievement is the acquisition of a sense of collectivism. It not only characterizes the moral character of the child, but also significantly rebuilds his intellectual sphere, since in a collective game there is an interaction of various plans, the development of event content and the achievement of a common game goal. It has been proven that children gain their first experience of collective thinking through play. This circumstance is of fundamental importance, since the child’s future is connected with socially useful work, requiring participants to jointly solve problems aimed at obtaining social benefits. useful product. Play, on the one hand, creates a child’s zone of proximal development and is therefore the leading activity in preschool age. This is due to the fact that new, more progressive types of activity (for example, educational) are born in it and the ability to act collectively, creatively, and arbitrarily control one’s behavior is formed. On the other hand, its content is nourished by productive activities and the ever-expanding life experiences of children. At present, not all games that have developed in the practice of education, folk games, and those developed by scientists in our country and abroad have been identified, classified and evaluated from an educational point of view. They conceal untapped reserves for the comprehensive education of children. The development of a child in play occurs primarily due to the varied orientation of its content. There are games directly aimed at physical education (moving), aesthetic (musical), mental (didactic and story-based). Many of them, at the same time, contribute to the moral education of preschoolers (role-playing games, dramatization games, action games, etc.). All types of games can be combined into two large groups, which differ in the degree of direct participation of an adult, as well as different forms of children's activity. The first group is games where an adult takes an indirect part in their preparation and conduct. The activity of children (subject to the formation of a certain level of game actions and skills) is of an initiative, creative nature - children are able to independently set a game goal, develop the concept of the game and find the necessary ways to solve game problems. In independent games, conditions are created for children to show initiative, which always indicates a certain level of intelligence development. Games of this group, which include plot and educational games, are especially valuable for their developmental function, which is of great importance for the overall mental development of each child. Story-based games represent the basis for the formation of play activities in early and preschool childhood. On initial stage in these games, the child, with the help of an adult, learns the features of toy objects (introductory games), ways of acting with them (display games), and then the role-playing relationships of people (plot-role-playing games) and, finally, their work and public relations(role-playing games). IN story games Thematic toys (dolls, animals, etc.) and technical toys (transport, building materials, etc.) are widely used. Cognitive games in the first year of children’s lives are aimed at independently examining toys, recognizing their physical properties, and realizing the opportunity to act with them in different ways. As children grow older, educational games should occupy everything bigger place in gaming practice. However, the possibilities of these games, which also include various constructive games, games aimed at developing intelligence, learning the properties of natural materials, etc., have not yet been sufficiently studied. The second group is various educational games in which an adult, telling the child the rules of the game or explaining the design of a toy, gives a fixed program of actions to achieve a certain result. These games usually solve specific problems of education and training; they are aimed at mastering certain program material and rules that players must follow. Educational games are also important for the moral and ethical education of preschool children. The group of games with a fixed program of action includes active, didactic, musical, dramatization games, entertainment games. Outdoor games, as already noted, contribute to the improvement of basic movements, the development of moral and volitional qualities, and indirectly affect the mental and aesthetic education of preschool children. They can be plot or non-plot. Musical games, which can be choral, plot or plotless, often combine elements of didactic and outdoor games. They significantly influence not only the aesthetic education of children, but also their physical and mental development. Theatrical games are also important for the aesthetic education of children. Entertainment games, recommended mainly for children of early and early preschool age, increase emotional and positive tone, promote the development of motor activity, and nourish the child’s mind with unexpected and vivid impressions. It is important that fun games create favorable conditions for establishing emotional contact between an adult and a child. Teachers use didactic games (games with didactic toys with similar materials, verbal, plot-didactic, board-printed) mainly for the purpose of mental education of children. At the same time, in these games, children learn to coordinate actions, obey the rules of the game, and regulate their desires depending on common goal etc. Didactic games occupy a large place in the work of preschool institutions. They are used in classes and in children’s independent activities.
Chapter 1.
Didactic games as a means of developing the cognitive abilities of preschool children.
1.1Didactic game as a form of teaching children.
Performing the function of a teaching tool, a didactic game can serve as an integral part of the lesson. It helps to assimilate, consolidate knowledge, and master the methods of cognitive activity. Children master the characteristics of objects, learn to classify, generalize, and compare. The use of didactic games as a teaching method increases children's interest in classes, develops concentration, and ensures better assimilation of program material. These games are especially effective in classes to familiarize yourself with the environment, teach your native language, and form elementary mathematical concepts. In a didactic game, educational and cognitive tasks are interconnected with gaming ones, therefore, when organizing the game, special attention should be paid to the presence of entertaining elements in the lessons: searching, surprise, guessing, etc. When teaching children, mainly of older preschool age, along with didactic games, exercises with didactic materials are used. When teaching children of early and primary preschool age, a significant place is given to activities with didactic toys: nesting dolls, turrets, balls, mushrooms, etc. Children’s actions with didactic toys take on a playful character: the children make up a whole matryoshka doll from several parts, select parts by color, size, and play with the resulting image. the presence of playful content in activities with didactic toys gives the right to combine them with didactic games and call this type of activity for young children didactic games-activities. Justifying the need for educational games, the Soviet scientist N.M. Aksarina pointed out: in the conditions of public education, it is impossible to ensure the diversified development of all children, using only individual communication in the process of their independent activities. It is necessary to conduct special classes with a small group of children. In games-activities, the teacher purposefully influences the children, thinks through the content of the games, methodological techniques for conducting them, and ensures that the didactic tasks are accepted by all children. Systematically complicating the material taking into account the requirements of the program, the teacher, through games and activities, communicates accessible knowledge, forms required skills, improves mental processes (perception, thinking, speech, etc.). The peculiarity of didactic games and activities is that children’s acquisition of knowledge and skills occurs in practical activities in the presence of involuntary attention and memorization, which ensures better assimilation of the material. All games and activities are carried out under the direct supervision of an adult. Based on the nature of the material used, didactic games are usually divided into games with objects and toys, board-printed and verbal.
1.2 Didactic game as an independent gaming activity. Independent play activity is carried out only if children show interest in the game, its rules and actions, if these rules have been learned by them. How long can a child be interested in a game if its rules and content are well known to him? Children love games that are familiar to them and enjoy playing them. This can be confirmed by folk games, the rules of which are known to children: “Colors”, “We won’t tell you where we were, but we’ll show you what we did”, “On the contrary”, etc. Each such game contains interest in game actions. For example, in the game “Paints” you need to choose a color. Children usually choose their favorite and fabulous colors: gold, silver. Having chosen a color, the child approaches the driver and whispers the name of the paint in his ear. “Jump along the path on one leg,” says the driver to the one who named the paint, which is not among the players. There are so many interesting play activities for children here! That's why children always play such games. The teacher’s task is to ensure that the children play independently, so that they always have such games in stock, so that they themselves can organize them, be not only participants and fans, but also fair judges. The teacher takes care of complicating the games and expanding their variability. If children’s interest in the game wanes (and this applies more to board and printed games), it is necessary to come up with more complex rules with them. For example, in the game “Loto for Kids”, according to the rules of the game, the winner is the one who correctly selects the cards and covers the cells on the large map with them. Children play this game with interest until all the cards become well known to them and they learn to correlate the image with the plot of the picture. To maintain interest in this game, the teacher organizes the children’s actions and tells them: “Now let’s play like this: I have icons (circles) - red, green and blue (according to the number of children playing). We will play and find out who will quickly and correctly complete the task - be the first to close the cells on a large map - he will be the winner, he will receive this icon - a red circle, the second - green, and whoever is last will receive a blue circle. Vasya will give a signal when to start the game: he will hit the cube on the table twice.” The game starts with all children at the same time. You can play several times by exchanging cards. Everyone wants to get a winner's badge, so the children ask their partners: “Let's play again!” Independent play activities do not exclude control by an adult. The participation of an adult is indirect: for example, the teacher, like all participants in the Lotto game, receives a card and tries to complete the task on time, participates in the search for the necessary items, rejoices if he wins, i.e. is an equal participant in the game. When determining the winner, the teacher gives the children the opportunity to evaluate the actions of the players and name the best. But in the presence of a teacher, this stage of the game also takes place in a more organized and clear manner, although he himself does not influence the assessment, but can only, like each participant in the game, express his “for” or “against”. Thus, in games, in addition to the formation of independence and activity of children, an atmosphere of trust is established between children and the teacher, between the children themselves, mutual understanding, an atmosphere based on respect for the child’s personality, attention to his inner world, to the experiences that he experiences during the game. . This is the essence of collaborative pedagogy. Children can play educational games on their own both in and outside of class. The classes use those didactic games that can be played frontally with all children. They consolidate and systematize knowledge. But a wider scope for developing independence in didactic play is provided to children during the allotted play hours. Here children are independent not only in following rules and actions, but also in choosing a game, a partner, in creating new game options, in choosing a driver. Didactic games, especially in younger age groups, are considered in preschool pedagogy as a method of teaching children role-playing games: the ability to take on a certain role, follow the rules of the game, and develop its plot. For example, in the didactic game “Let’s put the doll to sleep,” the teacher teaches children of the younger group the sequence of actions in the process of undressing the doll - carefully folding clothes on a nearby chair, treating the doll with care when putting it to sleep, singing a lullaby. According to the rules of the game, children must select from the objects lying on the table only those that are needed for sleep. At the request of the teacher, the kids take turns taking the items they need for sleep and putting them in the bedroom, which has been prepared in advance for the doll in the play corner. This is how a bed, a high chair, bedding, a nightgown or pajamas appear. Then, under the guidance of the teacher, the children perform sequential steps of undressing the doll before going to bed: they put on her pajamas and put her to sleep in a crib prepared for this purpose. Everyone sings a soft lullaby: “Bay-bayu-bayu, rocking the doll. The doll is tired, she has been playing all day.” Such games in junior groups ah, several are held: “Katya’s doll’s birthday”, “Let’s dress Katya for a walk”, “Katya is having lunch”, “Katya’s bathing”. Playing with a doll is an effective method of teaching children independent creative role-playing games. Didactic games are of great importance for enrichment creative games older children. Games such as “Smart machines”, “Who can put the artist in his national costume faster?”, “Dairy farm”, “Who needs what for work”, “Who built this house?”, “From grain to bun”, etc. can leave the children indifferent, they have a desire to play builders, grain growers, milkmaids.
1.3 Didactic game as a means of comprehensive education of a child’s personality.
Mental education.The content of didactic games forms in children the correct attitude towards phenomena public life, nature, objects of the surrounding world, systematizes and deepens knowledge about the Motherland, the army, people of different professions and nationalities, and an idea of work activity. The close connection between education and the life of the people is the source of the ideological orientation of education. Knowledge about the surrounding life is given to children according to a certain system. Thus, the introduction of children with difficulty takes place in the following sequence: children are first introduced to the content of a certain type of labor (builders, grain growers, vegetable growers, etc.), then - with machines that help people in their work, making work easier, with the stages of production in creating the necessary objects, products (building a house, growing bread), after which the meaning of any type of labor is revealed to the children. Many didactic games are aimed at assimilation, clarification, and consolidation of this knowledge. Games such as “Who built this house?”, “Where did the table come from?”, “Who made the shirt?” etc., contain didactic tasks, in solving which children must demonstrate specific knowledge about the work of builders, grain growers, carpenters, weavers, etc., about the machines that help them in their work, about the stages of production. With the help of didactic games, the teacher teaches children to think independently, to use the acquired knowledge in different conditions in accordance with the task. Many didactic games set children the task of rationally using existing knowledge in mental operations: finding characteristic features in objects and phenomena of the surrounding world; compare, group, classify objects according to certain criteria, draw correct conclusions, generalizations. The activity of children's thinking is the main prerequisite for a conscious attitude towards acquiring solid, deep knowledge and establishing reasonable relationships in a team. Didactic games develop children's sensory abilities. The processes of sensation and perception underlie the child’s cognition of the environment. Familiarizing preschoolers with the color, shape, and size of an object made it possible to create a system of didactic games and exercises for sensory education aimed at improving the child’s perception of the characteristic features of objects. Didactic games develop children’s speech: the vocabulary is replenished and activated, correct sound pronunciation is formed, coherent speech develops, and the ability to correctly express one’s thoughts. The didactic objectives of many games are designed to teach children to compose independent stories about objects, phenomena in nature and in social life. Some games require children to actively use generic and specific concepts, for example, “Name in one word” or “Name three objects.” Finding antonyms, synonyms, words that sound similar, the main task many word games. If a child gets the role of a guide in the game “City Trip,” then he will willingly tell tourists about the sights of the city. This is how the child’s monologue speech develops. During many games, the development of thinking and speech is carried out in an inextricable connection. For example, in the game “Guess what we’re up to!” It is necessary to be able to pose questions to which children answer with only two words: “yes” or “no.” Speech is activated when children communicate in games and resolve controversial issues. The game develops the ability to give reasons for one’s statements and arguments. Moral education. Preschoolers develop moral ideas about caring for objects around them, toys as products of adult labor, norms of behavior, relationships with peers and adults, positive and negative qualities personality. In nurturing the moral qualities of a child’s personality, a special role belongs to the content and rules of the game. When working with young children, the main content of didactic games is the children’s acquisition of cultural and hygienic skills and a culture of behavior. These are well-known games: “Let’s put the doll to bed”, “Doll’s breakfast”, “Mashenka’s (doll’s) birthday”, “Let’s dress the doll for a walk”, etc. The very name of the games directs the teacher’s attention to ensuring that children, while playing, learn culturally - hygiene skills, norms of behavior, so that they develop positive play relationships. The use of didactic games in working with older children solves slightly different problems. The teacher’s focus is on instilling moral feelings and attitudes in children: respect for working people, defenders of our Motherland, love for the Motherland and native land. Observing the behavior of children in games, the teacher notes their actions. For example, when playing a board game, one of the players (let's call him Dima) wins all the time. Then he becomes uninterested in playing and wants to quit the game. “Let's play again,” his friend asks. “Please, Dima, play a little more.” And Dima joins the game again, helping his friend with advice on how to play in order to win. Finally, he also became the winner of the game. Both are happy. The teacher tells the children how well the two boys played together. “Dima was a good friend: he helped Vova, taught him to play,” the teacher ends the story. The children then volunteer to help the kids during the game, give them a gift in the form of a new didactic game, teach a new one to play a game familiar to the children, etc. Labor education. Many didactic games develop in children respect for working people, arouse interest in the work of adults, and a desire to work themselves. For example, in the game “Who built the house?” children learn that before building a house, architects and designers work on a drawing, then builders get to work: masons, plasterers, plumbers, painters and other workers. Children learn about what machines help people build houses. This is how children awaken interest in people of these professions and have a desire to play building houses, bridges, railway etc. Children acquire some labor skills in the production of material for didactic games. Senior preschoolers select illustrative, natural material, make cards, chips, boxes, Board games for children of younger groups. If the guys themselves prepare the attributes for the game, they then treat them more carefully. So, along with ready-made (factory-made) games, you can work with children on useful materials for work. In addition, this is a good means of instilling initial hard work and careful attitude towards the products of labor. Aesthetic education. Didactic material must meet hygienic and aesthetic requirements: toys must be painted with bright colors, artistically decorated, and placed in boxes and folders that are convenient for storage. Bright, beautiful educational toys attract children's attention and make them want to play with them. All material for didactic games is stored in the group in a certain place accessible to children for its use. Physical education. The game creates a positive emotional upsurge, causes wellness and at the same time requires a certain tension in the nervous system. Children's physical activity during play develops the child's brain. Games with didactic toys are especially important, during which the small muscles of the hands develop and strengthen, which also has a beneficial effect on mental development children, on preparing the child’s hand for writing, for visual activities, i.e. future schooling.
Conclusion.
In play, children clearly express social feelings and strive to do everything together. The game strengthens collective emotions, collective experiences. But in order to successfully carry out all educational work with children, you need to know well the individual characteristics of each pupil. In didactic games, the character traits of each participant are clearly revealed, both positive - perseverance, determination, honesty, etc., and negative - selfishness, stubbornness, boastfulness. During the game, the teacher notes that some children know a lot, answer boldly, act confidently, while others know less and stay somewhat aloof, withdrawn. It also happens that a child knows a lot, but does not show ingenuity or resourcefulness, while another, with less knowledge, is quick-witted and characterized by quick and flexible thinking. It is more difficult to identify individual characteristics in children who are withdrawn and inactive. Such children often like to remain in the role of observers of the game, fans. They are afraid that they will not cope with the game task. Indecision and self-doubt are overcome in the game. The teacher, playing with the children, quietly gives them easier questions and tasks. Successful decisions, following one after another in different games, instill confidence in the children in their abilities and gradually help them overcome their shyness. Games also reveal such character traits of the child that can serve as an example for others: camaraderie, responsiveness, modesty, honesty, etc. The teacher draws the attention of the players to these qualities, doing this very carefully. Thus, with the help of games, the individual characteristics of children are revealed, and through these same games, the teacher eliminates undesirable manifestations in the character of his pupils. Not only the didactic rules of the game, but also the rules of communication are of great importance; do not always demand a leading role, remember that others also want to be leaders; do not disturb your comrades if they are busy playing; if you want to play together, ask permission; when you play with friends, think about how you can help them; try to fulfill your role and rules in the game well and clearly; if you started the game with friends, do not leave it without their consent; remember that materials for games must be treated with care, since the loss of chips and cards leads to the fact that you will no longer be able to play, so when you finish the game, put everything in the box, check if you forgot to put anything in, put the box away in place. These rules are not specifically taught to children, but adults take constant care to create conditions for their assimilation.
Literature:
1. Bondarenko A.K. Didactic games in kindergarten. – M., 1990.
2. Zhukovskaya R.I. Raising a child in the game. - M., 1963.
3. “Preschooler’s Game” / Edited by Abrahamyan L.A. – M. “Enlightenment”, 1989.
4. “Preschooler’s Game” / Edited by Novoselova S.A. – M. “Enlightenment”, 1989.
5. “Management of children’s games in preschool institutions” / Edited by Vasilyeva M. A. - M. “Prosveshchenie”, 1986.
6. Sklyarenko T. “Game is the main type of children’s activity, during which the child’s personality is formed” / Magazine “ Preschool education"No. 7, 1983
