Types of games and their role in the development of preschool children.pdf

Types of games and their role in the development of preschool
children.
Game management for preschoolers.
Role-playing games are created by the children themselves with some guidance
from the teacher. Their basis is children's amateur performance. Sometimes such
games are called creative plot-role-playing, emphasizing that children do not just
copy certain phenomena, but creatively comprehend and reproduce them in the
created images, game actions. A variety of role-playing games are dramatization
and construction games.
In the practice of education, games with rules are also used , created for children
by adults. Games with rules include didactic, outdoor, fun games . They are
based on a well-defined program content, didactic tasks, purposefulness of
training. In this case, children's independent activity is not excluded, but it is to a
greater extent combined with the guidance of the educator. When mastering the
experience of the game, developing the ability for self-organization, children also
play these games on their own.

STORY-ROLE GAMES.
Role-playing games are the most characteristic games of preschoolers and
occupy a significant place in their lives. A distinctive feature of the
plot-role-playing game is that it is created by the children themselves, and their
game activity is clearly amateur and creative. These games can be short-term
and long-term.
The amateur nature of children's play activity lies in the fact that they reproduce
certain phenomena, actions, relationships actively and in a peculiar way. The
originality is due to the peculiarities of the perception of children, their
understanding and comprehension of certain facts, phenomena, connections, the
presence or absence of experience and the immediacy of feelings. Active interest
in the phenomena of life, in people, animals, the need for socially significant
activities, the child satisfies through play activities.
In the development and enrichment of children's amateur performances, creative
reproduction and reflection of the facts and phenomena of the surrounding life, a
huge role belongs to the imagination. It is the power of imagination that creates
the situation of the game, the images reproduced in it, the ability to combine the
real, the ordinary with the fictional, which gives the children's game an
attractiveness that is inherent only in it.
In a role-playing game, the means of depiction are the role and game actions. By
their nature, they are most often imitative, close to real. Playing in the store,
children imitate the actions of the seller and the buyer, playing in the clinic - the
actions of the doctor and the patient.
A large place in the development of the game belongs to plot-shaped toys, which
are, as it were, auxiliary and at the same time necessary means of depiction.
Children more fully reflect certain phenomena, enter the role if it is possible to
use real objects: umbrellas, bags, clothes, dishes, conventional signs, etc., as
well as paintings, photographs, illustrations that enhance the situation of the

game. For example, departments of the store are indicated by the corresponding
images, which are like signs (fruits, vegetables, toys, clothes, etc.). Theatrical
costumes are also used as visual means.
However, fantasy itself, fiction, the ability to imagine, conjecture often make up
for the lack of real objects and means of depiction.
The management of this type of games requires great skill and pedagogical tact.
The educator must direct the game without destroying it, preserve the amateur
and creative nature of the children's play activity, the immediacy of experiences,
faith in the truth of the game.
The teacher influences the game idea and its development, enriching the content
of children's lives: it expands their ideas about the work and life of adults, about
people's relationships, and thereby concretizes the content of a particular game
role. All these methods do not directly affect the game, but are aimed at a deeper
disclosure of the sources from which children draw its content, at enriching their
spiritual world.
However, in expanding knowledge and ideas among preschoolers, it is
necessary to observe the measure. An overabundance of impressions can lead
to a superficial reflection in the games of the insignificant, random, to their
instability, lack of organization.
The teacher should not rush, encouraging children to quickly reproduce in the
game what they have learned during conversations, excursions, stories, etc. The
reflection of the surrounding life in the game does not represent a direct
reproduction of the learned content: it is, as it were, settled in the mind for some
time and feelings of children.
Pedagogical guidance during the game has its own characteristics: it contributes
to the development of its concept, expansion of content, clarification of game
actions, roles, and the manifestation of friendly relations. The educator should
strive to ensure that these relationships are consolidated, become real
relationships of children outside the game. In no case should the management of
the game be intrusive, cause preschoolers to protest, to leave the game. Leading
questions, advice, recommendations are appropriate.
The teacher has an educational impact through the roles performed by children.
For example, he asks a child who plays the role of a manager in a game of

shopping, where is the cash register, who is the cashier, why are certain items
not in the store, is it convenient for the buyer to choose what he wants to buy,
who will wrap the purchases, suggests that buyers thank the seller, and the seller
politely invites you to come back to the store for shopping.
The most effective way of leadership is the participation of the teacher himself in
the game. Through the role he performs, play actions, he influences the
development of the content of the game, helps to include all children in it,
especially timid, shy ones, awakens their confidence in their abilities, and
arouses a feeling of sympathy for them from other children. At the same time, the
participation of an adult in the game makes it possible to limit the leaders, who
sometimes suppress the initiative of their peers, impose their game plan, their
desires on the team.
At the end of the game, the teacher notes the friendly actions of the children,
attracts the elders to the discussion of the game, emphasizes the positive
relationship of its participants. All this contributes to the development of children's
interest in subsequent games.
The teacher should analyze the game, evaluate its educational impact on
children and consider ways to further guide the role-playing games of children in
their group.
DRAMATIZATION GAMES .
The peculiarity of dramatization games lies in the fact that, according to the plot
of a fairy tale or story, children play certain roles, reproduce events in exact
sequence. Most often, fairy tales are the basis of dramatization games. In the
fairy tale, the images of the heroes are most clearly outlined, they attract children
with the dynamism and clear motivation of actions, actions clearly replace one
another, and preschoolers willingly reproduce them. The folk tales "Turnip",
"Kolobok", "Teremok", "Three Bears", etc., beloved by children, are easily
dramatized.
play content by roles.

With the help of dramatization games, children better learn the ideological
content of the work, the logic and sequence of events, their development and
causality. United by common experiences, they learn coordinated actions, the
ability to subordinate their desires to the interests of the team.
For the deployment of dramatization games, it is necessary:

the excitement and
development of interest in them in children, their knowledge of the content and
text of the works, the presence of costumes, toys. The costume in the games
complements the image, but should not constrain the child. If you can’t make a
costume, you need to use its individual elements that characterize the distinctive
features of a particular character: a cockerel’s comb, a fox’s tail, bunny ears, etc.
It’s good to involve the children themselves in making costumes.
The guidance of the educator lies in the fact that he, first of all, selects works that
have educational value, the plot of which is easy for children to learn and turn
into a dramatization game.
With preschoolers, you should not specifically learn a fairy tale. Beautiful
language, a fascinating plot, repetitions in the text, the dynamics of the
development of the action - all this contributes to its rapid assimilation. When the
fairy tale is repeated, the children remember it well enough and begin to join the
game, playing the roles of individual characters. When playing, the child directly
expresses his feelings in a word,
Gesture, facial expressions, intonation.
In a dramatization game, it is not necessary to show the child one or another
expressive technique - the game for him should be just a game. Of great
importance in the development of the game-dramatization, in the assimilation of
the characteristic features of the image and their reflection in the role, is the
teacher's interest in it, his ability to use the means of artistic expression when
reading or telling. The correct rhythm, various intonations, pauses, some
gestures enliven the images, make them close to the children, arouse in them the
desire to play. Repeating the game over and over again, they need less and less
help from the teacher and begin to act independently. Only a few people can
participate in a dramatization game at the same time, and the teacher must do so

so that all children take turns participating in it.
When distributing roles, older preschoolers take into account the interests and
desires of children, and sometimes use a counting rhyme. But here, too, some
influence of the educator is necessary:

it is necessary to evoke a friendly attitude
of peers towards timid children, to suggest what roles they can be entrusted with.
So that the rest do not get tired of waiting, you can organize several
simultaneously playing groups, alternate the roles of spectators
and performers. Helping children to learn the content of the game, to enter the
image, the teacher uses the examination of illustrations for literary works, clarifies
some of the characteristic features of the characters.
BUILDING GAMES.
A building game is such an activity for children, the main content of which is the
reflection of the surrounding life in a variety of buildings and related actions.
The construction game is somewhat similar to the role-playing game and is
considered as its variety. They have one source - the surrounding life. Children in
the game build bridges, stadiums, railways, theaters, circuses and much more. In

building games, they not only depict the surrounding objects, buildings, copying
them, but also bring their own creative idea, an individual solution to constructive
problems. The similarity of role-playing and building games lies in the fact that
they unite children on the basis of common interests, joint activities and
are collective.
The difference between these games is that in the role-playing game, first of all,
various phenomena are reflected and relationships between people are
mastered, while in the construction game, the main thing is to get acquainted
with the corresponding activities of people, with the equipment used and its use.
It is important for the educator to take into account the relationship, interaction of
role-playing and construction games. Building often occurs in the course of a
role-playing game and is called by it. It seems to set the goal of the construction
game. For example, children decided to play sailors - they had a need to build a
steamship; playing the store inevitably requires its construction, etc. However,
the building game can also arise as an independent game, and this or that
role-playing game develops on its basis. For example,
children build a theater and then play actors.
In older groups, children have been building rather complex structures for a long
time, practically comprehending the simplest laws of physics.
Thinking and solving a particular construction problem contributes to the
development of constructive thinking. In the process of building games, the
teacher teaches children to observe, distinguish, compare, correlate some parts
of buildings with others, memorize and reproduce construction techniques, and
focus on the sequence of actions. Under his guidance, they master the exact
vocabulary that expresses the names of geometric bodies, spatial relationships:
high - low, right - left, up and down, long - short, wide - narrow, above - below,
longer - shorter, etc.

With the right guidance, building games contribute to solving the problems of
moral education. Children get acquainted with the noble work of builders, try to
make everything neat and beautiful in their buildings in order to please their
peers and adults, and help each other. Construction games contribute to the
aesthetic education and development of children. The educator on excursions,
during targeted walks, introduces them to new buildings, architectural features of
buildings that combine expediency, convenience, beauty. Watching the builders
at work gives children the material to creatively display the life around them in the
game. The teacher encourages beautiful buildings, the desire to add decorating
details, and this brings up the artistic taste of children.
Building games are also important for the physical education of preschoolers.
They manifest a variety of motor activity of the child, develop coordination of
movements. Of particular importance is the development of small muscles of the
hand, the eye. Constructing buildings from large parts, children make physical
efforts available to them, show endurance. For building games, special sets of
materials have been created, including a variety of geometric bodies (cubes,
bars, prisms, cylinders, cones, hemispheres), additional ones (plates, boards,
arches, rings, pipes, etc.) and auxiliary materials for decorating buildings.
In building games, ordinary, most often plot-shaped toys are also used. Natural
materials are also widely used: clay, sand, snow, pebbles,
cones, reeds, etc.

The educational and developmental impact of building games is achieved only
when the purposeful, teaching and guiding guidance of the educator is correctly
combined with the initiative and activity of children. In this case, the educator
performs the following tasks:
a) expanding the ideas of children and directing their attention to the work of
builders, the equipment they use;
b) teaching methods of construction, education and development of
independence and activity of thinking, constructive and creative abilities;
c) the formation of industriousness, the development of the correct relationship of
children, their unification into a friendly team.
The guidance of the educator is to create a play environment - the selection of
building material. Children are given cubes, bricks, prisms, later - connecting
boards, plates. The size of the cubes and bricks should be such that the kids can
grab them with their hands. When coordination of hand movements develops,
you can give larger cubes and bricks for buildings on the floor, on the site.
Preference should be given to sustainable building material made of wood.
Plastic building material is very light, slips in the hands, is unstable in buildings,
and therefore they collapse faster, which causes distress to children.
There should be enough material for everyone to play. In the games of children
2-3 years old there is no plan or plot. Toddlers are attracted to the material itself.
They dismantle cubes and bricks, transfer, shift them, pile one on top of the
other, destroy spontaneous buildings. Children seem to master the material. The

educator must be able to wait for a relatively short period of such primary
development, but not to delay it. It is necessary to prevent the unorganized use
of building material that does not correspond to its purpose, when some children
throw cubes, bricks, beat them, etc.
The game with building material must be given a meaningful character. The world
around children is still difficult for them. Therefore, for kids 2-3 years old, the
teacher offers an accessible world of toys for them. Building up toys is the
content of building games in younger groups. Children are encouraged to build
chairs, cribs for dolls, courtyards, fences for cockerels and horses, and games
are organized on this basis.
Young children do not yet have the experience of building, they cannot build
themselves. The educator tells them the plan of the work. For example, he shows
a familiar toy - a small doll, says that she is tired, and asks what needs to be built
from cubes for the doll so that she can rest (high chair, bed). From three cubes,
he immediately makes a high chair.
Each of the children (the lesson is held with a group of 4-6 kids) is given a
box-box containing toys - a doll, a small teddy bear and building material - cubes,
bricks in sufficient quantities to build two or three chairs, a bed. Children examine
toys and materials. After that, the teacher offers to build with him, showing the
sequence of techniques and actions, teaches the children not to rush, put the
cubes carefully, encourages the efforts of the children and expresses joy at their
success.

The teacher draws the attention of children to the surrounding objects and
buildings: benches in the garden, fences, playhouses on the site, ladders,
encourages them to reflect what they saw in building games.
In younger groups, children often play side by side. The teacher teaches them
not to interfere with each other, forms friendly relationships and, on this basis,
gradually teaches the kids to play in small groups of 2-3, 3-5 people, coordinate
their actions, enjoy joint results.
In the middle group, further development of children's interest in building games,
the use of created buildings in role-playing games, the development of the ability
to build not only according to the proposed model, but also according to the topic
outlined by themselves, and teaching more complex methods of work are
provided.
Children 4-5 years old are more connected with reality than the younger ones.
Under the guidance of an educator, they are able to reflect some impressions of

the environment in a building game. They already have the necessary
experience in its simplest forms, the ability to play in small groups, to distribute
building materials among themselves, to coordinate game actions, and to
achieve a common result. They are given a variety of building material, allowing
them to produce more
complex buildings.
The teacher on excursions, targeted walks draws the attention of children to
buildings, bridges, means of transport, streets, fences, etc., teaches them to see
the beauty of structures, to notice not only the common, but also the different, to
highlight individual parts. He draws the children's attention to the fact that some
buildings are high, multi-story, with many windows, entrances, others are two or
three stories high; some bridges are wide, fenced with railings, cars and
pedestrians go along them, and steamboats pass under them, others are narrow,
and only pedestrians move along them. Observing transport with children, the
teacher draws their attention to the general view and its individual parts, explains
their purpose.
Children 4-5 years old cannot yet independently reflect what they saw in the
construction game. The teacher, using a building model, explains that each
building has a foundation - a foundation on which walls are built. Together with
the children, the necessary material is selected, and they, under the guidance of
a teacher, lay the foundation. Next, walls are erected, windows are made, etc.
Constructing a building together with a teacher, preschoolers learn the general
basics of building not only buildings, but also bridges, cars, steamboats, etc. As
they master the basics of construction, he teaches them to choose a topic,
determine construction sequence: where to start, how
continue than finish it.
Children are encouraged to evaluate what has been done, to outline options for
using it in a role-playing game, to suggest the necessary changes and additions.
Thus, the management of building games for children of this age should ensure
the enrichment of their impressions of the environment, provide for the possibility
of using existing ideas in the game. It is advisable to teach children building
techniques by using a sample and building together with the teacher, exercises in

repeated familiar building games. The teacher should tactfully help children in
their own choice of plots for building games.
For the older group, the program provides for the expansion of collective building
games, teaching children their preliminary planning, setting the goal of the game,
determining participants by prior agreement, using constructive building skills not
only according to a visual model, but also according to drawings,
photographs of various structures.
The management of older children's games is more focused on a combination of
intellectual and practical activities. The teacher teaches them to think about the
upcoming game actions, compare one with the other, develops ingenuity,
encourages a guess, and encourages them to put the decision into practice.
For older preschoolers, a variety of building materials are recommended. They
should be shown how to use one or another of them, how to connect its
individual parts, blocks, how to make buildings mobile, durable, beautiful.

The development of the content of the game is determined by the richness,
clarity, distinctness of children's impressions of the life around them. Showing
them complex buildings (large residential buildings, stations, theaters, marinas,
etc.), the educator draws their attention to the general appearance of buildings,
reveals the correspondence of architectural features to their purpose, teaches
them to highlight individual parts, points out symmetry, contrasts. Preschoolers
are also taught to "read" images (photographs, drawings), i.e., to highlight in
them the general,
main, parts, etc.
Visual analysis helps children capture the features of the building in question, get
an idea about it, then use it as
Foundation in a building game.
In the older group, the word is of great importance. So, the source of the idea
and content of the construction game is sometimes the story of the educator. He
informs the children about the purpose of the game, the sequence of game
actions, the distribution of responsibilities, encourages their discussion of the
game plan, supports interesting suggestions, criticisms. This develops
independence of thought and search in children.
The correct management of the game and the active participation of all children
in it determine their satisfaction from it, their interest in it, and thus its duration.
With the children of the older group, it is possible to discuss the course of the
construction game, the quality of the actions of its participants, since they already
strive to perform the necessary actions well, enjoy well-deserved praise and are
able to take into account critical comments.
Thus, an important condition for the educational and educational impact of
building games is to guide them while maintaining the creative initiative of
children, developing their interest in technology, using visual aids (illustrations,
photographs, simple technical drawings), teaching how to translate a planar
image into a three-dimensional building.

The teacher pays great attention to the storage of building material, the use of it
by children, their participation in cleaning up the material after the game. Large
building material is stored in a specific, permanent location in the group room.
The parts fold neatly, stably, otherwise, if they fall apart with an accidental push,
they can hurt children. In the younger groups, children take the material and put it
after the game only with the help of the teacher and under his control. Older
preschoolers should know well how to store large building material and lay
him on his own.
Medium-sized material is stored on open shelves in racks so that children can
take it to play themselves. Small building materials for toddlers are best stored in
shallow drawers so that you can see all the details and easily reach them. In
older groups, small material is stored in deeper wooden boxes, where it is neatly
folded in several rows.
The teacher introduces children to the order of storage of building material,
teaches them to handle it carefully, and independently use it in games.

Preschoolers do not immediately learn all the requirements. The teacher teaches
them to follow the necessary order, encourages them to fulfill his requirements
correctly, checks how they put the material together after the game, and helps
them. Older children learn his instructions quickly, but do not always follow them.
The educator explains the inadmissibility of violating the rules for the storage and
use of building material, persistently demands that proper order be restored.
For building games in a preschool education institution, not only building
materials, but also natural materials are widely used: snow, water, sand,
pebbles, branches, cones, reeds, etc.
Sand is poured into a special box with sides or a table is used to play with water
and sand. Toddlers for games are usually given molds and small scoops, toys
with a stand that can be stuck in the sand. The place on the site where the sand
is stored is fenced off so that it does not crumble; sandboxes for the night and for
the time
when the children are not playing, they close the lids.
Playing with snow, younger children rake it with shovels, move colored ice
(pre-cooked) along the path, and pile up slides. Older preschoolers build houses,
fortresses, steamboats, boats, bridges from snow, decorate the site with ice and
snow sculptures. The teacher teaches them to make buildings out of snow in
different ways (from rolled snowballs, from snow bricks), encourages them to
take initiative and invent. Encouraging games with snow, he makes sure that
children move enough, do not freeze, and at the same time prevents excessive
motor activity.
Activity so they don't overheat.
The teacher teaches children to lay out patterns from pebbles on a path,
playground. For patterns, a sample can be given, a plot proposed, conditions for

the location of pebbles. Such games are useful for the development and
refinement of spatial orientations. Older children, under the guidance of a
teacher, make little men and animals out of cones, build buildings for them from
branches, reeds. Thus, building games, when properly managed, are an
important means of education and training. They develop in children the ability to
creatively display the phenomena of the surrounding life, interest in technology,
constructive thinking, artistic taste, form
friendly relationship.
DIDACTIC GAMES.
Didactic play is at the same time a form of learning most characteristic of young
children. A didactic game contains all the structural elements (parts) that are
characteristic of children's play activities: the idea (task), content, game actions,
rules, results. But they manifest themselves in a slightly different form and are
due to the special role of didactic play in the upbringing and education of
children.
preschool age.
The presence of a didactic task emphasizes the educational nature of the game,
the focus of its content on the development of children's cognitive activity. In
contrast to the direct formulation of the task in the classroom in the didactic
game, it also arises as a game task of the child himself. The importance of the
didactic game is that it develops the independence and activity of thinking and
speech of children.
The game task is sometimes embedded in the very name of the game: “Find out
what is in the wonderful bag”, “Who lives in what house”, etc. Interest in it, the
desire to fulfill it is activated by game actions. The more varied and meaningful
they are, the more interesting the game itself is for children and the more
successfully cognitive and game tasks are solved.
Children need to be taught how to play. Only under this condition the game
acquires an educational character and becomes meaningful. Teaching game

actions is carried out through a trial move in the game, showing the action itself,
revealing the image, etc.
Game actions are not always visible. These are mental actions expressed in the
processes of purposeful perception, observation, comparison, sometimes
recalling what was previously learned, reflection. In terms of their complexity,
they are different and are determined by the level of cognitive content and game
task, age
characteristics of children.
In the games of younger children, the game actions are the same for all
participants. When children are divided into groups or in the presence of roles,
game actions are different. For example, in the game "Shop" the game actions of
buyers are different from those of sellers, in games with guessing and guessing
riddles, the game actions of
guessers and guessers, etc.
The volume of game actions is also different. In the younger groups, these are
most often repeated actions (one or two), in the older ones - already five or six. In
games of a sports nature, the playing actions of older preschoolers are divided in
time from the very beginning and are carried out sequentially. Later, having
mastered them, the children act purposefully, clearly, quickly, in a coordinated
manner, and solve the game problem at an already worked out pace.
One of the elements of the didactic game are the rules. They are determined by
the task of teaching and the content of the game and, in turn, determine the
nature and method of game actions, organize and direct the behavior of children,
the relationship between them and with the teacher. With the help of rules, he
forms in children the ability to navigate in changing circumstances, the ability to
restrain immediate desires, and to show emotional and volitional effort. As a
result of this, the ability to control one's actions, to correlate them with the actions
of other players, develops. The rules of the game are educational, organizing and
disciplining. Teaching rules help to reveal to children what and how to do; they
correlate with game actions, reinforce their role, clarify the way they are
performed; organizers determine the order, the sequence and relationships of
children in the game; Discipliners warn about what and why not to do.

The teacher must carefully use the rules, not overload the game with them, apply
only the necessary ones. The introduction of many rules, their implementation by
children under duress leads to negative results. Excessive discipline reduces
their interest in the game and even destroys it, and sometimes causes cunning
tricks,
to avoid the rules.
It happens that there is no need to remind about the rule or introduce an
additional one. It is enough just to slightly change the game actions and thereby
correct the violation.
The rules of the game established by the educator are gradually assimilated by
the children. Focusing on them, they evaluate the correctness of the actions of
their and their comrades, the relationship in the game. Protesting against the
violation of the rules, the children say: "He is playing
not by the rules."
The result of the didactic game is an indicator of the level of children's
achievements in the assimilation of knowledge, in the development of mental
activity, relationships, and not just winning,
obtained in any way.
Game tasks, actions, rules, the result of the game are interconnected, and the
absence of at least one of these components violates its integrity, reduces
educational and educational impact.
In didactic games, children are given certain tasks, the solution of which requires
concentration, voluntary attention, mental effort, the ability to comprehend the
rules, the sequence of actions, and overcome difficulties. They contribute to the
development of sensations and perceptions in preschoolers, the formation of

ideas, the assimilation of knowledge. These games provide an opportunity to
teach children a variety of economical and rational ways to solve certain mental
and practical problems. This is their developmental role.
The didactic game contributes to the solution of the problems of moral education,
the development of sociability in children. The educator puts children in such
conditions that require them to play together, regulate their behavior, be fair and
honest, compliant and demanding.
Successful management of didactic games primarily involves the selection and
thinking through of their program content, a clear definition of tasks, the definition
of a place and role in a holistic educational process, and interaction with other
games and forms of education. It should be aimed at the development and
encouragement of cognitive activity, independence and initiative of children, their
use of different ways of solving game problems, should ensure friendly relations
between participants, readiness to help comrades.
Young children in the process of playing with toys, objects, materials should be
able to knock, rearrange, shift them, disassemble them into their component
parts (collapsible toys), re-compose, etc. But since they can repeat the same
actions many times, the educator need to gradually translate the game
children to a higher level.
The development of interest in didactic games, the formation of game activity in
older children (in the middle and older groups) is achieved by the fact that the
teacher sets increasing tasks for them, is in no hurry to suggest game actions.
Their gaming activity becomes more conscious, it is more aimed at achieving a
result, and not at the process itself. But even in the older groups, the
management of the game should be such that the children maintain an
appropriate emotional mood, ease, so that they experience the joy of
participating in it and a sense of
satisfaction from the solution of tasks.

In each group, the teacher outlines a sequence of games that become more
complex in content, didactic tasks, game actions and rules. Separate, isolated
games can be very interesting, but using them outside the system cannot
achieve a learning and developmental result. Therefore, the interaction of
learning in the classroom and in the didactic game should be clearly defined.
For young children, didactic play is the most appropriate form of learning.
However, already in the second, and especially in the third year of life, babies are
attracted by many objects and phenomena of the surrounding life, there is an
intensive assimilation of their native language. Satisfaction of the cognitive
interests of children of the third year of life, the development of their speech
require a combination of didactic games with purposeful learning in the
classroom, carried out in accordance with a specific program of knowledge, skills
and abilities. In the classroom, more successfully than in the game, methods of
teaching are also formed: voluntary attention, the ability to observe, look and see,
listen and hear the instructions of the educator and follow them.
In the older group, direct learning in the classroom is also associated with
learning in didactic games, but their ratio, especially in the preparatory group,
changes: learning in the classroom becomes the main thing, where children
acquire systematized knowledge, elementary forms of learning activity.
It should be borne in mind that in a didactic game, the correct combination of
visibility, the word of the educator and the actions of the children themselves with
toys, game aids, objects, pictures, etc. is necessary. Visualization includes:
1) objects with which children play and which constitute the material center of the
game;
2) pictures depicting objects and actions with them, clearly highlighting the
purpose, the main features of objects, the properties of materials;

3) a visual demonstration and explanation in words of game actions and the
implementation of game rules.
Special types of didactic games have been created: with paired pictures, such as
a picture loto, dominoes, with thematic series of pictures, etc. which are used to
organize and manage games.
With the help of verbal explanations, instructions, the educator directs the
attention of children, streamlines, clarifies their ideas, and expands their
experience. His speech contributes to the enrichment of their vocabulary,
mastery of various forms of learning, and contributes to the improvement of
gaming actions. Detailed and wordy explanations, frequent remarks and
indications of errors are unacceptable, even if they are caused by the desire to
straighten the game. Such explanations and remarks tear the living fabric of play
activity, and children lose interest in it.
Leading the games, the teacher uses a variety of means of influencing
preschoolers. For example, acting as a direct participant in the game, he
imperceptibly directs the game, supports their initiative, empathizes with them the
joy of the game. Sometimes the teacher talks about an event, creates an
appropriate game mood and supports it during the game. He may not be
included in the game, but as a skillful and sensitive director, preserving and
protecting its independent character, he directs the development of game
actions, the implementation of the rules, and imperceptibly for children leads
them to
a certain result.
Supporting and encouraging children's activity, the teacher most often does this
not directly, but indirectly: he expresses surprise, jokes, uses various kinds of
game
surprises, etc.
It is necessary to remember, on the one hand, the danger, excessively
strengthening the teaching moments, weakening the game principle, giving the

character of the lesson to the didactic game, and, on the other hand, being
carried away by entertainment, avoid the task of teaching.
The development of the game is largely determined by the pace of mental activity
of children, the greater or lesser success of their performance of game actions,
the level of assimilation of the rules, their emotional experiences, and the degree
of enthusiasm. During the period of assimilation of new content, game actions,
rules and the beginning of the game, its pace is naturally slower. In the future,
when the game unfolds and the children are carried away, its pace accelerates.
By the end of the game, the emotional upsurge seems to subside and the pace
of the game slows down again. Excessive slowness and unnecessary
acceleration, the pace of the game, should not be allowed. The accelerated pace
sometimes causes confusion in children, uncertainty, untimely performance of
game actions, violation of the rules. Preschoolers do not have time to get
involved in the game, they are overexcited. The slow pace of the game occurs
when overly detailed explanations are given, many small remarks are made. This
leads to the fact that game actions seem to be moving away, the rules are
introduced out of time, and children cannot be guided by them, commit violations,
and make mistakes. They get tired faster, monotony reduces emotional upsurge.
In a didactic game, there is always the possibility of an unexpected expansion
and enrichment of its concept in connection with the initiative shown by the
children, questions, suggestions. The ability to keep the game within the set time
is a great art. The educator condenses time primarily by shortening his
explanations. Clarity, brevity of descriptions, stories, replicas is a condition for the
successful development of the game and the fulfillment of the tasks to be solved.
Finishing the game, the teacher should arouse children's interest in its
continuation, create a joyful perspective: "The new game will be even more
interesting." The teacher develops variants of games familiar to children and
creates new ones that are useful and exciting.
A didactic game as one of the forms of learning is carried out during the time
allotted in the class mode. It is important to establish the correct relationship
between these two forms of education, to determine their relationship and place
in a single pedagogical process. Didactic games sometimes precede classes; in
such cases, their purpose is to attract the interest of children to 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 they learned in the game activity, summarize,
Summarize the material learned in class.
Didactic games are held in a group room, in a hall, on a site, in a forest, etc. This
ensures a wider physical activity of children, a variety of impressions, and the
immediacy of experiences and communication.
The material center of the didactic game are toys and game aids. For this
purpose, the teacher needs to pick up toys, pictures, various objects and store
them in a certain place.
Even E. I. Tikheeva recommended that every kindergarten have a didactically
equipped doll - with sets of all household items. The doll should be 40-50 cm in
size so that all the children in the group can see it during the game.
The following items are included in her everyday life:
a) linen: day shirts, panties, tights, socks;
b) dress: flannel, satin, silk; aprons; coat winter, demi-season, summer, ski suit;
c) hats: hat, panama, hat, handkerchief;
d) shoes: boots, shoes, sandals, soft slippers;
e) bed and table linen: mattress, pillow, blanket, sheet, duvet cover, pillowcase,
towel, tablecloth, napkin.
All these items must be of various colors and their corresponding shades (red,
yellow, green, light green, etc.), from materials of various qualities (thin, soft,
rough, shiny, matte, etc.), and fasteners, buttons, hooks, ties correspond to the
purpose and succumb to the efforts of children's hands. A variety of colors
creates great opportunities for using doll games for sensory education and
development of children's speech. The simplicity and expediency of jewelry forms
their aesthetic taste, the convenience of devices contributes to the improvement
of various actions with objects, the development of independence.
In addition to the doll, many other toys depicting vehicles, animals, birds, dishes,
etc. are included in the game. These toys constitute the mandatory equipment for
games with a "wonderful bag", games in the store, riddle games, when you need

to find out about the description from the description. which toy is said to pick up
toys on a particular basis. It is also necessary to use a variety of technical toys
and technical means. All of them meet the needs of the modern child, raise the
content of games to a higher level, diversify the rules and game actions and help
the teacher to solve problems more successfully.
didactic tasks.
Thus, the management of a didactic game consists in the correct definition of
didactic tasks - cognitive content; in the definition of game tasks and the
implementation of didactic tasks through them; in thinking through game actions
and rules, in anticipation of learning outcomes.
WORD GAMES .
Many so-called word games are played without toys or materials. They are based
on the use of the word and the ideas that children have. These are puzzle
games, opposition games, classification games, etc.
BOARD AND PRINT GAMES.
Board games include a variety of manual games such as pictures, object lotto,
dominoes; thematic games (“Where what grows”, “When it happens”, “Who
needs it”, etc.); games that require physical activity, skill, etc.
(“Flying caps”, “Goose”, “Hit the target”, etc.); puzzle games. All of these games
differ from toy games in that they are usually played at tables and require 2-4
partners. So-printed games help to expand the horizons of children, develop
ingenuity, attention to the actions of a friend, orientation in changing game
conditions, and the ability to foresee the results of their move. Participation in the
game requires endurance, strict adherence to the rules and gives children a lot of
joy.
Toddlers need games with accessible content. Toys, household items, the
simplest modes of transport, vegetables, and fruits are depicted on lotto cards,
paired pictures, screen books. Selection of pictures in pairs, corresponding

pictures to the main card, naming the depicted object, one or another of its
qualities contribute to the development of a dictionary, a short explanatory
speech (the apple is red, the carrot is orange, it grows in the garden).
Valuable and interesting for older children are games, in the content, game
actions and rules of which there is an element of competition in dexterity,
accuracy, speed, ingenuity (“Table Ring Throw”, “Table Skittles”, “White Spinning
Top”, spillikins, etc.) . Each kindergarten should have sets of a wide variety of
games and create conditions for children to have free access to them during the
time allotted for
independent activity.
FUN GAMES.
Fun games are a special group. They clearly express an element of the unusual,
unexpected, funny, contain a joke, harmless humor. Their main purpose is to
amuse, amuse children, please them. The content and rules of many games

require either a quick game action or a delayed one. Some of them cause a
quick, often unexpected reaction, while others teach children to show willpower.
Fun games include such well-known ones as "Catch a Bunny", "Blind Man's Bluff
with a Bell" (determining the direction by sound), "Who will collect the picture
faster" (for coordination
movements), etc.
OUTDOOR GAMES.
Outdoor games are primarily a means of physical education of children. They
provide an opportunity to develop and improve their movements, exercise in
running, jumping, climbing, throwing, catching, etc. A variety of movements
require vigorous activity of large and small muscles, promote better metabolism,
blood circulation,
breathing, i.e., increasing the vital activity of the organism.
Outdoor games also have a great influence on the neuropsychic development of
the child, the formation of important personality traits. They evoke positive
emotions, develop inhibitory processes: during the game, children have to react
with movement to some signals and refrain from moving with others. In these
games, will, ingenuity, courage, speed of reactions, etc. are developed. Joint
actions in games bring children together, give them joy from overcoming
difficulties and achieving success.
The source of outdoor games with rules is folk games, which are characterized
by clarity of intention, content, simplicity and entertainment.
The content of the game is determined by the movements that are part of it. The
program for each age group of children provides for outdoor games in which
movements of various types are developed: running, jumping, climbing, etc.
Games are selected taking into account the age characteristics of children, their
ability to perform certain
movements, follow the rules of the game.

The rules in an outdoor game play an organizing role: they determine its course,
the sequence of actions, the relationship of the players, the behavior of each
child. The rules oblige to obey the purpose and meaning of the game; children
should be able to use them in different conditions. In the younger groups, the
teacher explains the content and rules of the game in its very course, in the older
ones - before it starts. Outdoor games are organized indoors and on a walk with
a small number of children or with the whole group. They are also part of physical
education. After the children have mastered the game, they
can do it on their own.
The management of outdoor games with rules is as follows. When choosing an
outdoor game, the educator takes into account the compliance with the nature of
motor activity required by it, the availability of game rules and content for children
of this age. He makes sure that all children participate in the game, performing
the required game movements, but does not allow excessive physical activity,
which can
cause them to become overexcited and tired. Older preschoolers need to be
taught to play outdoor games on their own. To do this, it is necessary to develop
their interest in these games, to provide the opportunity to organize them for a
walk, during leisure hours, at holidays, etc.
COMPUTER GAMES.
The game of a preschooler in our time, in addition to the traditional one, in which
children use ordinary toys and play equipment, can be deployed on a computer
screen. The child solves the problem by converting the image indirectly, with the
help of computer tools - keyboard, joystick or mouse. Use computer programs for
regular games and activities with children from the age of 4, since at this age the
child is able to consciously choose a course of action, accept the special
conditions offered by computer technology. He can accept these conditions
because by the age of five, children have fully developed the symbolic function of
visual-figurative thinking, which becomes the main characteristic of the

achievements of mental development at this age. The development of computer
tools forms the prerequisites for theoretical thinking in preschoolers,
The computer-game complex in kindergarten is the most important basic
component of the developing subject environment. Developing computer
programs allow the educator to familiarize children with modern "technologies" of
activity, opening up scope for initiative in the game. Computer games can take
the form of a director's game and also be used as leisure games.
When planning games and computer classes, it is necessary to keep in mind the
multifunctionality of game computer programs, and also remember that computer
games do not replace ordinary ones, but only supplement them, enrich the
pedagogical process with new opportunities. They can be an integral part of
specially organized types of children's activities.
MUSICAL GAMES .
Musical games are a universal means of developing the musical and sensory
abilities of preschool children. They are based on the tasks of familiarization,
perception, discrimination and reproduction by a child in free musical
improvisations of the expressive means of the musical language: pitch, duration,
timbre, dynamics, mode, rhythm.
Practice shows that a child’s full perception of music is possible only if he
understands what it “tells” about, is able to compare what he heard with
something objective that he has already encountered in life. The peculiarity of the
perception of music by preschoolers requires the involvement of auxiliary,
"non-musical" means.
In this regard, special attention should be paid to the material equipment of
musical games for preschool children, which, depending on the goal, involves the
following types of visual material:
- children's musical instruments:
- with a sound of indefinite height (maracas, tambourine, drum, rumba, castanets,
rattle, etc.);

- built on the same sound (pipes, pipes, horns, etc.);
- with diatonic and chromatic scale (piano, grand piano, triola, xylophone,
cymbals, saxophone, clarinet, triangle, harp, etc.);
-Belarusian national musical instruments
-musical toys:
- not voiced (musical ladder, "sound" books and pictures, images of musical
instruments, etc.);
- sounded (a musical hammer, a music book, musical toys with a fixed melody,
figurative toys, sounded with sounds of different heights);
-musical and didactic aids: portraits of composers; paintings; various cards;
desktop musical and didactic games (“Musical Lotto”, “Recognize by Voice”, “Sad
and Fun”, etc.); multimedia aids;
- equipment for artistic and theatrical activities in kindergarten (screens, sets of
puppets of different types of theaters);
-attributes (decorations, sultans, "fireworks", caps-masks, etc.);
- suits and details of suits.
It must be remembered that if a child played a lot during preschool childhood,
fully communicated with peers and adults, if he was read books and encouraged
to engage in children's creativity, then by the beginning of primary school age he
will have educational motivation. The appearance of educational motivation
indicates that the game has fulfilled its role in the development of the child and
his further development will go on within the framework of educational activities.
The task of the leaders and teachers of preschool institutions is to think over and
organize the pedagogical process in such a way that the time allotted for playing

activities is not filled with anything else and in each group favorable conditions
are created for a variety of children's games.
The main educational task of the morning period is to find out the playing
interests and ideas of children, help in choosing games, create conditions for
playing activities, and a good playing mood. In accordance with this, it is
important to give children the opportunity to engage in those games that interest
them.
In this regard, the games before the lesson must be coordinated with the nature
of the upcoming activities of the children, and the games organized between
classes should give preschoolers the opportunity to relax. During a walk (as the
longest period of play activity), you should provide a variety of games, change
them, make sure that children move a lot and enjoy being outdoors.
In the evening, games should be aimed at deepening the interests of children. At
this time, children can continue role-playing, didactic, building games that they
started in the morning, or start new ones. The teacher facilitates drama games,
board games, etc.
The management of children's play activities requires pedagogical tact from
teachers, the ability to take into account the immediate motives and aspirations
of each child, and respect his personality.

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