Play is an independent activity for children at an early age. Consultation on the topic: Independent play activities of preschool children

The independent activity of older preschoolers is manifested in a variety of play forms, in conducting observations and experimenting. At the age of 5–6 years, children's sphere of interests expands significantly; their curiosity goes beyond the study of objects in their immediate environment. In children's conversations, activities and games, thoughts and fantasies about space flights, pirate adventures, the era of dinosaurs, and travel to distant lands appear.

Organization of independent activities of older preschoolers

By the age of 5–6 years, important changes occur in the behavior and quality of children’s mental and physical actions. This is due to the formation of the basic processes of the nervous system, the development of various types of memory and thinking abilities. When preparing conditions for independent activity and thinking through methods for organizing children's activities, the teacher of the senior group takes into account the age characteristics of the students:

• In children 5–6 years old, attention is more stable than in younger preschoolers. At this age, the basic processes of the nervous system improve, self-regulation of behavior occurs, and children are less likely to become overtired. Children are able to observe any object or process for a long time, create large-scale buildings from a construction set, and assemble a mosaic from a significant number of parts.
• Children are capable of intentional memorization. Listening to the teacher’s explanations and instructions, students record the stages and methods of action in their memory and reproduce them later in independent studies: for example, they conduct experiments in the research corner or create crafts in the creativity center.
• The intellectual capabilities of children are improved. At the age of 5–6 years, a child quickly makes assumptions and predicts the results of actions. He independently establishes cause-and-effect relationships and navigates the temporal and spatial relationships of objects. Conscious experimentation, independently planned and executed, becomes possible. If a child wants to experiment with substances, he must first tell the teacher the safety rules. The teacher observes from the sidelines the children’s independent experimentation in the mini-laboratory.
• Cognitive interests expand, children study distant objects: planets, spaceships, depths of the sea, dinosaurs; Children create drawings based on new information. Gaming activities become more complex: role-playing games are built according to rules discussed in advance, and roles are distributed among the participants.
• Fine motor skills are developed, children work and play with small objects: they assemble construction sets from small parts, make jewelry from beads and seed beads.
• Children willingly cooperate within the group. They like to independently choose partners for experiments, games and conversations, and discuss topics that interest them.

Older preschoolers are able to cooperate with each other during research and play activities

The development of independence is one of the conditions of the educational process in preschool educational institutions, aimed at raising a comprehensively developed personality. The Federal State Educational Standard (FSES) does not call children’s independent activities as a separate area of ​​learning and pays more attention to the joint work of the teacher and students. However, the target for each developmental area (cognitive, physical, social-communicative, speech, artistic and aesthetic) is to encourage initiative in children's activities (mental or practical), stimulate independence in choosing methods of activity and their implementation. Forming a research type of thinking and creating positive motivation for creative solutions to problem situations creates a solid basis for successful learning at school. The goal of organizing independent activities in kindergarten is to develop the child as an independent creator and researcher.

Developing the skill of independently searching for information is one of the target foundations of education in preschool educational institutions

Tasks of organizing independent activities in the senior group

• Formation of strong-willed qualities: psychological resistance to the influence of external factors (street noise, voices of other children) and other people’s opinions, the desire to bring the plan to the final result. Older preschoolers begin to develop the ability for self-analysis and evaluation of completed actions.
• Improving self-regulation processes: the ability to calculate energy expenditure to perform planned actions, feel the need to change the type of activity or rest. At the age of 5–6 years, the processes of the nervous system actively develop: the child has perseverance, reacts positively to advice and constructive comments.
• Development of the ability to independently build a game plan, observation, research, employment; the desire to fulfill plans without the help of adults.
• Strengthening self-care skills. The actions of dressing and undressing, observing the rules of personal hygiene and cleanliness of the room should be brought to automaticity.
• Development of independence through carrying out work assignments: duty in the dining room, play area, bedroom, etc.

When planning classes for the development of independent activity, the age and individual characteristics of children, their interests and passions, consistency with thematic planning for educational activities and creative activities, and the material base for play and children's experimentation are taken into account. The subject-spatial environment in the group room should be developmental. Children receive positive emotions from independent activity and acquire new knowledge about the properties of objects and the connections between them. This environment is organized by the teacher, and children are free to choose ways of acting in its conditions. The principles of functioning of children's activity centers: accessibility, safety, enrichment with temporary materials (for example, in the center of cognitive activity you can organize an exhibition for Cosmonautics Day, in a corner of nature in the spring you can display boxes with bulbs of hyacinths or tulips, supplement the play area with a set of road signs while studying traffic rules on ECD classes and walks).

Drawing up a duty schedule - a technique for developing self-service skills through work assignments

Forms of organization of the subject-spatial environment

• Center for educational and research activity: science center, knowledge corner, experimental workshop, laboratory, experimentarium. Equipped with a selection of encyclopedias and albums with educational illustrations, diagrams, cards, models and figures of objects to study, materials (including natural ones) and tools for conducting experiments. Before independently conducting any experiment in the laboratory, students must seek permission from the teacher and first discuss the safety rules. For public holidays and events in the kindergarten, temporary exhibitions are organized in the research corner: “Taking care of the planet”, “Secrets of the Solar system”, “Structure of a volcano”, “How primitive people lived”.

  

  At the center of cognitive and research activities, students participate in the search for new knowledge

• Game center: areas with sets of toys and costumes for role-playing games (“Traffic officer and drivers”, “Hospital”, “Grocery store”, “Kitchen”), a center for educational games (shelves with board and educational games, puzzles). To consolidate and improve self-service skills, play corners are supplemented with materials on relevant topics: clothes for toys with various types of fasteners, items for acting out problem situations (“Who made a mess in the kitchen”, “Doll Katya, put things in order in the closet”, “The bear is going to the kindergarten").

  

  In a playful way, children reproduce what they have learned during classes

• Sports section. The physical activity center can be equipped with special equipment: hoops, balls of different sizes, jump ropes, elastic bands for jumping, sets for playing small towns, skittles.

  

  The physical activity center provides children with equipment for outdoor games and exercises

• Center for environmental activities: a corner of nature, a living corner, a winter garden, a mini-vegetable garden (boxes with soil on the windowsill for growing herbs and vegetables). Pupils of the senior group independently conduct long-term observations of plant growth, engage in labor activities with knowledge of the characteristics of representatives of the plant world: water, moisten leaves, loosen the soil, monitor the light and temperature conditions in a corner of nature.

  

  Senior preschoolers independently care for plants in a group

• Center for art/artistic and aesthetic activities: a corner of art or folk crafts (reproductions of paintings, small copies of architectural and sculptural objects; toys, dishes and interior items in folk style), a theater corner (scenery for staging fairy tales, puppet and finger theater, masks and character costumes for children, face painting), a productive creativity zone (materials for modeling, drawing, paper construction, including origami), a musical island (a collection of audio recordings - children's and holiday songs, sounds and voices of nature with instrumental accompaniment, musical instruments - xylophone, tambourine, children's synthesizer, castanets, balalaika, etc.).

  

  Dramatizing episodes of favorite stories and improvising in acting out various plots is one of the forms of independent activity of preschoolers

• Psychological comfort center: relaxation corner, quiet zone, magic room (tent, marquee, hammock, sofas where children can relax and chat quietly). Children independently choose ways to relax: looking at a book, quietly playing with a doll, calm conversation with each other.



In the group it is necessary to organize a place where the child can be a little quiet and relax



Game activity remains one of the leading types of activity in older preschool age

Motivating start to class

Children's independent activity manifests itself in various routine moments during the day: upon arrival at the garden in the morning, on a walk, during leisure time in the afternoon. In order for children to be able to use their imagination and a set of skills to occupy themselves in their free time in employment centers, the teacher must achieve the effectiveness of children's activity during educational classes. Interacting with students, the teacher, by directly showing verbal instructions, forms and develops in his students the ability to highlight the main thing - a question or problem. Those activities will be the most interesting and productive, which were aimed at achieving a specific result (making crafts, experimenting, compiling a complete story from pictures, completing a work assignment, playing a sports game). Having mastered the algorithm of actions and methods of implementation, children transfer the forms of activity worked out with the teacher into individual activity.

It is important not to occupy the time allocated for children's games with other activities. Play for older preschoolers still remains a way to consolidate practical skills, relieve mental stress, and interact with peers.



A game for preschoolers is not only entertainment, but also a form of communication

The structure of independent activity of preschoolers consists of three stages:

• motive;
• action;
• result.

The role of the teacher is to create motivation for further actions of students in the conditions of the subject-spatial environment organized by the teacher. The desire to work independently can be of different natures: playful, cognitive, volitional, social and emotional. Creating a friendly and trusting atmosphere is an indispensable condition for the children’s successful activities. The teacher makes sure that each child is in a good mood before and during the lesson. The social orientation of motives for work is expressed in a positive attitude towards collective activity, the desire to discuss what is being studied or created, and the ability to listen to the opinions and desires of classmates. Volitional motivation means the direction of a child’s actions towards achieving a specific goal, interest in demonstrating his abilities. Playful and educational motives often arise spontaneously, but the teacher can initiate these types of motivation by predicting the independent activities of students within the framework of thematic planning.



Using a motivational start to the lesson, the teacher predicts children’s independent activity in games

Motivating start to class	Predicted independent activity of pupils
Studying visual material. The teacher examines with the children a model of the earth in prehistoric times: dinosaurs reign on earth, in water and in the sky. The guys name the differences between ancient lizards and determine the structural features (plates, spines, partial plumage, powerful claws).	Search for information, expanding ideas about dinosaurs in the cognitive center: consideration of an illustrated encyclopedia. Game with dinosaur figures.
Conducting a conversation. - Guys, what do we do before we sit down at the dinner table? - Wash your hands. - Why are we doing this? - To wash away dirt, to protect yourself from germs from unwashed hands entering the body while eating. - When else during the day should you wash your hands and face? - In the morning after waking up, upon returning from the street, after working with dirty materials or playing with pets, before going to bed.	Playing with dolls and a washbasin, stylized as Moidodyr from the poem by K. I. Chukovsky.
Conducting an experiment. The teacher demonstrates the ability of salt to dissolve in water.	Research activities in an experimental laboratory to expand understanding of the ability of substances to dissolve in water (sugar, food coloring, sand, clay).
Surprise moment. The group receives a package from a fairy-tale character, in which the students find a kit for creating a puppet theater.	Dramatization in a playful form of fairy tales known to the pupil (“Teremok”, “Kolobok”, “The Hare and the Fox”, “The Fox and the Wolf”).
Reading poems, riddles. The teacher asks the children riddles about toys and for each correct answer reads the corresponding poem by A. Barto from the “Toys” series.	Activity in the play area with artistic and speech activities.
Attraction to the game. The teacher shows the children a rubber band and asks what methods of jumping over it and game options they know (“Olympics, mom’s lipstick,” “Confusion,” etc.). Instead of a rubber band, you can offer jump ropes for the game.	Outdoor games with a rubber band.



If you invite children to show how they can play with a familiar object, they are drawn into the game

Examples of independent activities in the senior group of kindergarten

We invite you to familiarize yourself with the options for independent activity of older preschoolers in various regime moments.

Role-playing game “Polyclinic”: video

Senior game - free activity (outdoor game): video

https://youtube.com/watch?v=VGWJizeFsro Video can’t be loaded: Senior group. Free activity. (https://youtube.com/watch?v=VGWJizeFsro)

Game activities on traffic rules: video

Conditions for organizing independent activities during a walk: video

https://youtube.com/watch?v=MmcGZcJuSvM Video can’t be loaded: Independent activity while walking.avi (https://youtube.com/watch?v=MmcGZcJuSvM)

Theatrical activities: video

https://youtube.com/watch?v=SKKfsa5y6kI Video can’t be loaded: Theatrical activities in kindergarten (https://youtube.com/watch?v=SKKfsa5y6kI)

Independent activities (didactic games): video

https://youtube.com/watch?v=vZcA9e5k7pE Video can’t be loaded: Children’s independent activities (https://youtube.com/watch?v=vZcA9e5k7pE)

Corner of solitude in the senior group: video

https://youtube.com/watch?v=5UeNc-kax-s Video can’t be loaded: Corner of solitude in the senior group (https://youtube.com/watch?v=5UeNc-kax-s)

Self-care lesson in the senior group of kindergarten

Children 5–6 years old have well-developed fine motor skills and coordination of movements. They master the skill of dressing and undressing, and remember the sequence of actions. Children are familiar with the rules of personal hygiene. While eating, older preschoolers skillfully handle cutlery. At this age, more attention should be paid to the rules of behavior at the table, strengthening the skill of monitoring one’s appearance, the condition of the working and sleeping space.

At older preschool age, children understand the teacher's instructions and follow verbal instructions. Self-care is recognized by methodological research as the simplest and at the same time one of the main elements of a child’s work activity. Examples of work assignments for self-service: “Pull away the dishes and tidy up the table”, “Please turn your turtleneck inside out and hang it up to dry”, “Vova, your shoelace is untied, sit on the bench and tie a bow”, “Katya, in front of During the dance class, you need to tie your hair up with an elastic band/braid it.” The first self-service instructions should be presented visually, for example, in the form of mnemonic cards - a sequence of pictures on a specific topic.

In the older group, you can draw up a duty schedule in order to develop in the children the ability to set the table, monitor order and cleanliness in the dining and play areas, bedroom, and locker room. Positive emotions come from being on duty in a corner of wildlife, where the children are tasked with monitoring the condition of animals and plants and caring for them.



The children enjoy watching plants and animals and carrying out tasks to care for them.

Card index of topics on developing self-service skills: table

Self-Care Topic	Educational and training tasks	Techniques for independent activities of children
"Eating"	Strengthening the skills of cultural eating and handling cutlery. Cultivating a sense of neatness: take garbage to a specially designated place, check the cleanliness of the table after finishing the meal. Conscientiously perform the duties of cafeteria attendants.	Games with doll dishes and toys, didactic games for learning the rules of cultural eating, carrying out work assignments while on duty.
"Dressing and Undressing"	Generalization and consolidation of the skills of consistent dressing and undressing, neat hanging and folding of removed items. Improving the ability to cope with different types of fasteners and laces.	Games for fine motor skills with fasteners, didactic games for memorizing the algorithm for the correct sequence of actions when dressing/undressing, games with doll clothes.
"Rules of personal hygiene"	Strengthening cultural and hygienic skills: using the bathroom and toilet, washbasin, handkerchief. Consolidation of dental care skills (teeth brushing algorithm, use of dental floss).	Conducting conversations about the importance of maintaining hygiene rules, the need to take care of your body, conducting training games like “Teach your baby how...”.
“Keeping shoes and clothes, sleeping place, work tools, etc. in order.”	Improving the skill of noticing and independently eliminating disorder in your appearance (correcting your hair, clothes, cleaning your shoes in a timely manner). Consolidating the skill of making the bed, keeping the bed clean and tidy. Fostering a caring attitude towards things: items of clothing and shoes, accessories, work tools (pencils, brushes, outdoor equipment), toys, books. Involvement in general cleaning of the premises.	Conducting game trainings “Hairstyles”, “Describe how a friend is dressed”, didactic games “Name what is wrong in the character’s appearance”, “What is out of place”, competitions for the neatest workplace/locker.



Older preschoolers need to be taught to conscientiously perform the duties of the duty officer

Summary of a self-care lesson in the senior group on the topic “Water is our good friend”: table

Goals	1. To consolidate children’s knowledge about the rules of personal hygiene (hand care). 2. Consolidate knowledge about hand skin care products. 3. Consolidate knowledge about the hand washing algorithm. 4. Introduce children to the three “golden” rules for hand care: wash hands after using the toilet, after a walk, before eating. 5. Activate and enrich children’s vocabulary through the use of nursery rhymes, poems, words: transparent, clean, calm. 6. Strengthen the skills of differentiating mouth and nasal breathing (game “It’s time to get up”). 7. Develop communication skills.
Preliminary work	1. Introduction to hand care products. 2. Introducing and reviewing the “Hand Washing” and “Three Golden Rules” algorithms. 3. Observations in nature of rain and snow. 4. Conducting experiments with snow, experiments confirming the moisture needs of plants. 5. Work on onomatopoeia: the song of the water - s-s-s; rain - drip-drip-drip. 6. Carrying out breathing exercises. 7. Learning nursery rhymes about water. 8. Speech games: “What kind of water?”, “What is water for?” 9. Sensory games to develop thermal sensations: “What kind of water?” 10. Games with water: “Get the toy with a spoon, strainer”; “Find out what it is?” (with eyes closed). 11. Reading fiction: V. Mayakovsky. "What is good and what is bad?"; A. Barto. “Greasy girl”; K. Chukovsky. "Moidodyr".
Material	Hand washing items; strainer, spatula, watering can, bucket of water; doll, bunny and other toys; algorithms: “Washing hands” and “Three golden rules”.
Progress of the event	Organizing time. The teacher enters the group with the children. Children sit on chairs (“sleep”). Game "Time to Get Up" Teacher (speaks in a whisper). - My children, my children, My kids are fast asleep. My children, my children They snort little by little. Like this! The teacher takes a noisy breath in through his nose, then exhales through his mouth with the sound ho-o-o-o. Children imitate. Educator (loudly). - Sun is up! Stop sleeping! Stop sleeping! It's time to get up! Children “wake up” and, standing on their toes with their arms raised, take a breath. Then, throwing your arms along your body and lowering yourself onto your full foot, exhale. Educator. - Oh, we woke up! Smile! Hello! (drawn out) Children. - Sun is up! Stop sleeping! Stop sleeping! It's time to get up! Hello! (drawn out) Game “Who knows how to wash clean?” Educator. - Today we are going to visit our toys. Let's see if they can be friends with water. We know that... You definitely need to wash Morning, evening and afternoon, Before every meal After sleep and before bed. Knock, knock, who lives here? (Sima doll!) At the slut Sima's Life is unbearable: Sima doll walks Always in a dirty dress, On brother Mishka Dirty panties Here is a stocking, and there is a shoe Is it possible to do this? - Children, which of you knows how to wash your face? Let's show the toys how to do it right wash. The game is accompanied by the movements indicated in the text. Who knows how to wash clean? Who isn't afraid of water? Who doesn't want to be dirty? Does he wash his ears well? This is us! This is us! This is us! Children raise their hands up. We know how to wash ourselves We wash our neck with a washcloth. Like this! Like this! And just like that! Children pretend to rub their neck with a washcloth. And then we’ll wash it deftly We are over the basin head. Like this! Like this! And just like that! Children pretend to wash their hair. To wash your feet clean, We'll wash them a little. Like this! Like this! And just like that! Children pretend to wash their feet. We washed ourselves like big kids That's how clean we are. Look! Look! Look! Children clap their hands. 4. Consolidating children’s knowledge about the rules of personal hygiene. - Who lives here? (Bunny.) How white he is, and how clean he is, look: The bunny washes himself - Going to the kids: I washed my nose and my tail. I washed my ear and dried it. - And now we’ll teach Sima how to wash herself. Let him take an example from the bunny. Sima, wash your face and neck Wash yourself thoroughly with soap, Don't spill the water, Wipe your hands dry. - Look, guys, our Sima: I combed my hair and washed my face, I bowed to all the kids, She wanted it again Have fun and dance. Well, guys, come out. Dance with Sima. Children performing the dance “Ay-da, kids...”. Game "Find the necessary objects." - Guys, find the items necessary for washing your hands. Children are offered the following items to choose from: a strainer, a spatula, a watering can, a bucket of water, a towel, and soap. - To always be clean, People all need water! - What kind of water is in the bucket? (Transparent, clean, calm). - Guys, what is this? White foam It flew in flakes - Picked it up Mila Fragrant... (soap). - Children, look at this fragrant soap. Why do we need soap? - And what's that? Soft, fluffy, Clean is clean. We wipe our hands on it And we put it back in place. (Towel). - Why do we need a towel? 7. Consolidating children’s knowledge about the hand washing algorithm. - Guys, I suggest you make friends with some water - wash your hands. - Where will we wash our hands? (In the washroom, under the tap). Reading "The Wash Song". Silver water Flows from the tap. And there is fragrant soap, Just like home in our bathroom. - Silver water, How did you get here? - Through dewy meadows I ran to kindergarten. - Silver water, Why did you run to us? - May you all be clean, May everything sparkle for you! A. Abelyan - Children, what kind of water comes from the tap? (Clean, transparent, gurgling). - How does the water gurgle? What song is she singing? (Ssssssss...) Reading a nursery rhyme while washing your hands: Ay, okay, okay, okay, We are not afraid of water, We wash ourselves clean, We smile at all the kids! Clean water Wash Lena's face, Lidochka - palms, Fingers - Antoshka! - We washed our hands with soap. Did you forget to wipe them? - How will we wipe our hands? (Use a fluffy, soft towel). Reading a nursery rhyme while wiping your hands: One two three four five! We'll wipe our hands. Your fingers will become dry - Like this, like this! - Well done, guys! Your hands are clean - So everything is fine! 8. Low mobility game “Round Dance”. Children form a circle and hold hands. The teacher, together with the children, begins to move in a circle while reading the text. Let's take our friends' hands, Let's start our round dance. We tried, washed ourselves, They dried themselves and combed their hair. And now lunch awaits us: Borsch, compote and vinaigrette. Now everyone will go to bed On a cozy bed. Children stop, put their hands under their cheeks, palm on palm (“fall asleep”). 9. Summary of the lesson. - Well done, guys! I am very happy for you that you know so many useful things. When you come home in the evening, tell your moms and dads about your good friend - water, don't forget to show how you know how to wash and wipe your hands clean.



Algorithms for the sequence of self-care actions should hang in the toilet room, bedroom, locker room, dining room

Self-care lesson time plan: table

Educational and training tasks of forming and consolidating self-service skills are implemented in ECD classes, the duration of which in the senior group is no more than 20 minutes. Educational classes have a structure consisting of various forms of work to attract the interest of students and prevent fatigue.

Lesson topic	Organizing time	Motivating start	Development of thinking abilities	Physical activity	Independent activity	Summarizing
"Parsley doesn't know how to clean"	1 minute	Creating a problematic situation. The character Petrushka comes to the group and reports that he was suspended from the art club because he did not take care of his work place. Parsley asks the guys for help. 2–3 minutes	A conversation about the importance of maintaining cleanliness. 3 minutes	Outdoor game "Parsley on the bench." 4 minutes	Putting things in order in the art workshop. 10–12 minutes	2 minutes
“Everything in a person should be beautiful”	2 minutes	Surprise moment. The group receives a package by mail from the director of the puppet theater. He put the dolls in a box so that the guys could help him put them in order. 3 minutes	A conversation about a person’s appearance, when an appearance attracts the eye, and when it repels. 4 minutes	Finger gymnastics about dolls. 3 minutes	Playful activity of dressing up and combing dolls' hair. 10–12 minutes	2 minutes

Independence is demonstrated by older preschoolers in all areas of the educational process. The teacher’s task is to be extremely attentive to the activities of students, identify difficulties in independent work and timely correction. Having positive motivation to do research, play games and create crafts without the help of an adult is an important component of the personality of a future first-grader.

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B5B1 The structure of the pedagogical process in a preschool educational institution, its components, their relationship

The activities of any educational institution are carried out as an integral pedagogical (teaching, educational, educational) process.

The pedagogical process is a purposeful, organized, meaningful interaction between the pedagogical activities of adults and children. The word “process” indicates a time extension, and the word “pedagogical” indicates a focus on transforming the child’s personality.

The pedagogical process is a system in which the integration of the processes of formation, development, education and training occurs. The holistic system of the pedagogical process includes subsystems embedded in one another: the educational process, the educational process, the communication process, the self-development process, etc.

Within the framework of the pedagogical process, two interconnected and at the same time relatively independent processes closely interact:

training - transfer to the younger generation of the body of knowledge, skills and abilities accumulated by humanity;

education - the younger generation’s mastery of the norms and rules of behavior accepted in society.

The integration of the processes of teaching and upbringing in the structure of the holistic pedagogical process is expressed in several aspects:

both of these processes take place within the same educational institution, are carried out by the same person (teacher) and are aimed at achieving a common goal - preparing the individual for active life in society;

education always contains elements of learning, and learning, in turn, is always educational in nature.

The distinctive features of the processes are clearly manifested when choosing forms and methods of achieving the goal.

If in training predominantly regulated forms of work and methods of influencing the cognitive sphere are used, then in education various types of children's activities (art, play, work, communication) dominate and the influence is carried out on the motivational sphere.





B12Game

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

The program defines the tasks of developing and improving all types of games, taking into account the age of children: the ability to independently organize a variety of games, negotiate, distribute roles, play together, following the established rules of the game.

The strategy of the program in the field of development of children's play activity is based on the research of domestic scientists (L. S. Vygotsky, D. B. Elkonin, A. P. Usova, N. Ya. Mikhailenko, etc.), who considered play as the most important and most effective in early and preschool childhood, a form of socialization of the child.

In accordance with the content of the program, children master the skills and abilities necessary for full mental and personal development in organizing role-playing, didactic and outdoor games with rules, dramatization games, as well as play actions with toys and substitute objects.

B 12 Play is of great importance in the system of physical, moral, labor and aesthetic education of preschool children.

A child needs active activities that help improve his vitality, satisfy his interests and social needs. Games are necessary for a child’s health; they make his life meaningful, complete, and create self-confidence. No wonder the famous Soviet teacher and doctor E. A. Arkin called them a mental vitamin.

The game is of great educational importance; it is closely connected with learning in the classroom and with observations of everyday life.

While playing, children learn to apply their knowledge and skills in practice and use them in different conditions. In creative games there is a wide scope for invention. Games with rules require the mobilization of knowledge and independent choice of solution to a given problem.

A game is an independent activity in which children interact with peers. They are united by a common goal, joint efforts to achieve it, and common experiences. Play experiences leave a deep imprint on the child’s mind and contribute to the formation of good feelings, noble aspirations, and collective life skills. The teacher’s task is to make each child an active member of the play group, to create relationships between children based on friendship and fairness.

Children play because it gives them pleasure. At the same time, in no other activity are there such strict rules, such conditioning of behavior, as in the game. That is why the game disciplines children, teaches them to subordinate their actions, feelings and thoughts to the goal.

The game cultivates interest and respect for the work of adults: children portray people of different professions and at the same time imitate not only their actions, but also their attitude towards work and people.

Each game contains a task, the solution of which requires a certain mental work from the child, although it is perceived by him as a game.

The timely and correct use of various games in educational practice ensures that the tasks set by the “Program of Education and Training in Kindergarten” are solved in the most acceptable form for children.

The progressive, developmental significance of the game lies not only in the realization of opportunities for the comprehensive development of children, but also in the fact that it contributes to expanding the scope of their interests, the emergence of a need for knowledge, and the formation of a motive for new activities - educational, which is one of the most important factors in a child’s psychological readiness to learn At school.

Thus, the game is connected with all aspects of the educational and educational work of the kindergarten. It reflects and develops the knowledge and skills acquired in the classroom, and establishes the rules of behavior that children are taught to follow in life.

The game occupies a leading place in the system of physical, moral, labor and aesthetic education of preschool children. It activates the child, helps to increase his vitality, satisfies personal interests and social needs.

Despite the invaluable role of play in the life of a preschooler, organization of gaming activities in preschool educational institutions requires improvement. She never took her rightful place in the lives of children, which is explained by teachers’ underestimation of her role in the diversified development of preschoolers. In many kindergartens, an appropriate play environment has not been created; insufficient attention is paid to the formation of children's ideas about the world around them and to their amateur games. Subordinating play to learning tasks causes double harm to students: it leads to the removal of amateur games from the life of a kindergarten and reduces cognitive motivation, which is the basis for the formation of educational activities. The importance of developing play skills in children has almost completely fallen out of the sight of educators. Sometimes the time allocated for gaming activities is used for educational activities, clubs, preparation for holidays, matinees, etc.

To eliminate these shortcomings, it is necessary to take care of the appropriate organizing gaming activities in preschool educational institutions. It should be remembered that play as a specific activity is not homogeneous; each type of play performs its own function in the development of the child.

There are three types of games:

1) child-initiated games(creative)

2) adult-initiated games o with ready-made rules (didactic, outdoor games)

3) folk games(created by the people).

Let's look at each of these types.

Creative games make up the richest typical group of games for preschoolers. They are called creative because children themselves determine the purpose, content and rules of the game, mainly reflecting the life around them, human activities and relationships between people.

A significant part of creative play is role-playing games"into someone" or "into something." Children portray people, animals, the work of a doctor, a builder, etc. Realizing that the game is not real life, the kids, meanwhile, truly experience their roles, openly reveal their attitude to life, their thoughts and feelings, perceive the game as important matter. Saturated with vivid emotional experiences, role-playing games leave a deep imprint in the child’s mind, which affects his attitude towards people, their work, and life in general. Role-playing games also include games with elements of labor and artistic and creative activities.

A type of creative play activity is theatrical activity. It is associated with the perception of works of theatrical art and the reproduction in a playful form of acquired ideas, impressions, and feelings. Key concepts of theatrical activity: plot, script, play based on the plot of a literary work, theatricalization, fairy tale translation. Theatrical games Depending on their type and specific plot-role content, they are divided into two main groups: director's games and dramatization games.

In a director's play, the child, as a director and at the same time a “voice-over,” organizes a theatrical playing field in which the actors and performers are puppets. Otherwise, the children themselves act as actors, scriptwriters, and directors, who during the game agree on who will play what role and what to do.

Dramatization games are created based on a ready-made plot from a literary work or theatrical performance. The game plan and sequence of actions are determined in advance. Such a game is more difficult for children than imitating what they see in life, since one must well understand and feel the images of the characters, their behavior, and remember the text of the work (the sequence of actions, the characters’ remarks). This is the special significance of dramatization games - they help children to better understand the idea of ​​a work, feel its artistic integrity, and contribute to the development of expressive speech and movements.

Another type is construction games (in the literature they are sometimes mistakenly called constructive). These creative games direct the child’s attention to various types of construction, contribute to the acquisition of organizational design skills and bring children closer together, introducing them to work. In construction games, children’s interest in the properties of an object and the desire to learn how to work with them are clearly demonstrated. The material for these games can be construction sets of different types and sizes, natural material (sand, clay, cones), from which children create different things according to their own ideas or on the instructions of the teacher. It is important that the teacher helps students make the transition from aimless accumulation of material to the creation of a thoughtful idea.

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

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

Didactic games They contribute mainly to the development of the child’s mental abilities, since they contain mental tasks, the solution of which is the meaning of the game. They also contribute to the development of the child’s senses, attention, memory, and logical thinking. Note: that a didactic game is an effective method of consolidating knowledge, it should not at all turn into a learning activity. The game captures the child only if it gives joy and pleasure.

An indispensable condition for a didactic game are rules, without which the activity becomes spontaneous. In a well-designed game, it is the rules, not the teachers, that control children's behavior. The rules help all participants in the game to be and act in the same conditions (children receive a certain amount of game material, determine the order of actions of the players, and outline the range of activities of each participant).

Outdoor games are important for the physical education of preschoolers, since they contribute to their harmonious development, satisfy children’s need for movement, and contribute to the enrichment of their motor experience. Two types of outdoor games are carried out with preschool children - story games and game exercises (non-story games).

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

Game exercises are characterized by specific motor tasks in accordance with the age characteristics and physical fitness of children. If in plot-based outdoor games the main attention of players is aimed at creating images, achieving a specific goal and accurately following the rules, which often leads to ignoring precision in the execution of movements, then during game exercises preschoolers must flawlessly perform basic movements (hitting the ball at the target, crawling under rope, etc.).

Because the game exercises and story games are used in all groups of preschool institutions, organization and methods of their implementation have much in common. The optimal conditions for achieving positive results in the development of movements in preschoolers are a combination of specific motor tasks in the form of play exercises and story-based games, during which the movements acquired by children earlier are improved. According to the degree of physical activity, movements of high, medium and low mobility are distinguished.

In outdoor games played with preschoolers, it is not necessary to determine the winner. At the end of the game, the teacher evaluates the conditions and its progress, the children’s compliance with the rules, and their attitude towards each other. Only in older groups do they gradually begin to introduce elements of competition and compare the strengths of teams and individual players.

Sports games occupy an important place in older preschool age: gorodki, table tennis, badminton, basketball, hockey, football, etc.

Folk games are games that originate from ancient times; they are built taking into account ethnic characteristics (round dances, fun, games with folk toys, etc.). They are an integral part of a child’s life in a modern preschool institution, an important source of assimilation of universal human values. The developmental potential of these games is ensured not only by the presence of appropriate toys, but also by the special creative aura that an adult must create.

Folk games reflect the life of people, their way of life, national traditions, they contribute to the education of honor, courage, courage, etc. To this end, children are asked to ask their mothers, fathers, and grandparents what games they played as children. There are individual, collective, story-based, everyday, theatrical games and outdoor fun games.

Particularly popular among children are games without a specific plot, built on game tasks that contain a lot of educational information.
material (games “magic wand”, “Zhmurki”, “Geese-geese”, etc.). In these games, the child is required to react quickly and correctly.

Folk toys occupy a special place in the lives of children. Its simplicity, expressiveness and expediency play an important role in the mental, moral, and aesthetic development of the child. A folk toy is characterized by rhythmic forms, decorative painting, ornamentation, brightness, and restraint in the selection of colors. These are loud-voiced whistles, figurines of people, animals, birds, dolls, and gurneys made of various materials. When choosing toys for children, one should proceed from the extent to which they reflect the national flavor, contribute to the activity and initiative of children, and broaden their worldview.

To organize games, it is important to create an object-based gaming environment. An important requirement is the developmental nature and compliance with such principles as the child’s exercise of the right to play (free choice of a toy, theme, plot of the game, place and time of its implementation); the universality of the subject-game environment, so that children, together with teachers, can prepare and change it, transform it according to the design of the game, content, and development prospects; systematicity, that is, the optimal relationship between the individual elements of the game and other objects, etc.

The subject-play environment includes: a large playground, play equipment, toys, a variety of play paraphernalia, and play materials. All these gaming tools are not located in an abstract space, but in a playroom, gym, or playground. There should be nothing unnecessary in the interior; all play equipment should be safe for children.

To conduct games, game cells are created: general (a set of different types of toys), dramatic (sets of equipment, simple decorations, clothing items and costumes for dramatization games, staging) for board and construction games (construction sets: wooden, plastic, metal, boxes, pads and other materials, tools and auxiliary equipment). All equipment should be convenient and easy to transform. Children can independently choose a game, change the center, moving from one game to another.

The leading place in children's play is given to toys. First of all, they should be safe, interesting, attractive, bright, but simple. And not only to attract the child’s attention, but also to awaken and activate his thinking.

All toys can be divided into three types:

1) ready-made toys (cars, planes, dolls, various animals, etc.);

2) semi-finished toys (blocks, pictures, construction sets, building material, etc.);

3) materials for making toys (sand, clay, wire, twine, cardboard, plywood, wood).

With the help of ready-made toys, children are introduced to technology, the environment, and certain images are created. While playing with them, children reproduce their impressions, experience vivid feelings, activate their imagination, and adjust the content of the games.

Semi-finished toys are used primarily for didactic purposes. Manipulating them requires activation of mental activity in order to complete the tasks set by the teacher: arrange the cubes by size, in order of increasing or decreasing, select a pair from the picture, make some kind of building from the details of a construction set, etc.

Material for creating toys provides great opportunities for developing children's creative imagination. So, depending on their age, they build steamships, houses, cars from sand, from twigs collected on a walk, “break out” a small garden in a sandbox, sculpt dishes and animals from clay. Scraps of wood, twine, and colored paper make a nice car decorated with flags, etc.

It is advisable to combine all three types of toys, because this greatly expands the possibilities for creativity.

A special group includes theatrical toys and costumes for different characters, attributes that complement the created images. This is theatrical play material (toys, dolls, flat figures, finger characters), costume elements (hats, various hats, collars, cuffs, etc.). In kindergartens, doll characters and decorations made by teachers and children themselves are actively used.

Organization of play activities during the day

During the day, children can play four times: before breakfast (5-40 min), between breakfast and classes (5-7 min), outdoors (1 hour-1 hour 30 min), after nap (20- 40 min).

Games before breakfast begin when the child arrives at kindergarten, are interrupted by breakfast and continue until the start of classes. The teacher’s task during this period is to rationalize the pedagogical process in such a way as to organize children’s play in effective forms and actively influence its course and the children’s relationships.

In the younger group, preference is given to games in which children could most fully satisfy their needs in play without complex personal relationships. These are games, for example, with sand and water, which can be played at any time of the year in a room or in an open area, simple construction games, during which the need may arise not only for individual, but also for joint actions, coordination of plans. These games require materials and toys that encourage children to move. In the second half of the year, role-playing games of a formal nature begin, which kids really like.

Pupils in the middle group have much more experience in play activities; they bring toys from home, diversify and complicate the games. Children quickly understand each other, realizing their plans. Games and toys shape children's feelings and thoughts, so children should be given ample opportunity to play whatever they want. The teacher corrects the game without disturbing it, preserving its amateur and creative nature, the spontaneity of experiences, and the child’s faith in the veracity of what is happening.

Pupils of the senior group are provided with ample opportunities to play role-playing, construction, didactic and outdoor games, both individually and collectively.

Children's games after breakfast should be consistent with the nature and content of further activities. So, before classes in speech, mathematics, and drawing, games to develop thinking, attention, and imagination would be appropriate. We provide games with a different focus if the following activities require children to move (choreography, physical education). Therefore, the management of games must be coordinated with the pedagogical process. It is important to move away from templates. In no case should you force something on children, thereby causing them to resist, quit the game or stop playing. Questions, advice, and recommendations would be appropriate here.

Games between classes. For all groups of children, games are selected that involve little mental stress - with small toys, a ball, and a simple construction set. There is no need to regulate these games too much, but it is desirable that they give the child the opportunity to move. During breaks between classes, playing as a whole group should be avoided. This tires children. New games that require lengthy and complex explanations will also be inappropriate. The transition from play to practice should be calm and relaxed.

Outdoor games. Children can continue a game they started earlier (before or between classes) if they are interested in it, or come up with something new. It is advisable to diversify these games in every possible way, since there is a large space for active movements, so these conditions should be used as fully as possible so that the pupils can run, jump, and just have fun.

When organizing outdoor games, you should definitely take into account such an important factor as seasonality. In cold weather, they should provide sufficient load, but it does not provide for maintaining the same pace for all children, lengthy preparation, great effort, and attention. Games should quickly warm up children, but without harming their health. Requirements for them must be individualized, taking into account the health status of each student and weather conditions.

Younger preschoolers are quite active, they move a lot, but their experience of motor activity is still small and monotonous. To increase activity and enrich the movements of children, appropriate conditions should be created and various objects and toys (balls, balls, cubes, jump ropes, etc.) should be used. So, in the spring you can organize various races, starting with the simplest ones (“Horses”, “Grasshoppers”, “Catch up with the ball”, “Bring an object”, “Step wider”, etc.); jumping and jumping (“Jump higher”, “Touch the ball”, “Catch a butterfly”), climbing and crawling (crawl along a board, bench), the game “Hoop and chickens” Exercises with a hoop, riding a swing, riding a bicycle, games - fun (“Hide and Seek”, “Blind Man’s Bluff”, “Soap Bubbles”, etc.).

More targeted games at this age with sand, a building material, are the beginning of design activity. The teacher must teach children to play, create a game situation, and communicate directly with students using direct influence methods. Time also has an indirect influence through a toy, simple dramatization, etc. Kids of this age like role-playing games on everyday topics related to everyday life (for example, girls play with dolls, boys play with cars).

In the middle group, didactic games related to movement are carried out. These are riddle games where children use their movements to depict some object or action. It is advisable to carry them out after running or other active physical activity. The enrichment of role-playing games (“drivers”, “family”, “shop”, “railroad”, “hospital”, “zoo”, etc.) continues. Alternating games with and without rules contributes to the development and variety of games and their educational impact on children. Constant contact between the teacher and children, both indirect and direct, is important. Although the ability to self-organize games in the middle group is still small, it is worth relying on them, adjusting the content and conditions of the game if necessary.

In the older group, you can invite preschoolers to agree on what and how they will play before going to the playground. This will immediately give direction to their activities. Some games (sailors, pilots, astronauts) can last for weeks, gradually developing. Dramatization games (if the game plan and sequence of actions are determined in advance), didactic, plot-role-playing, and outdoor games are appropriate. The teacher's intervention should be limited to advice on how best to implement the planned game. For this, passing remarks while getting ready for a walk are enough. For better self-organization, it is desirable that the children in the group know several games and know how to play them. The way children are organized is also important. For example, they can choose the leader of the game themselves using a counting rhyme, or the teacher will appoint him.

Games after naps in all groups take place in the room or outdoors. It is advisable to give the room in which children play completely at their disposal: the arrangement of furniture and toys is subject to the game. The teacher directs children's amateur activities, participates himself, and introduces preschoolers to a new game. If they play different types of games, educational tasks are more varied and individualized.

In the evening you can continue with construction and role-playing games created in the open air. Children accumulate enough images to play different roles, build structures, etc. The level of these games increases significantly if the teacher offers tasks. You can conduct didactic games with children, the content of which is very diverse. The combination of didactic games with other types makes it possible to achieve significant success in the comprehensive development of children. Currently, musical games in which the teacher plays a significant role would be appropriate. These are round dance games with songs, outdoor games, games to music, riddle games. The role of the educator should also be active in dramatization games.

A significant role in a child’s life is played by play-work using the products of labor and artistic and creative activity. However, if the task is also to teach certain skills (embroidery, gluing, cutting, etc.), this reduces the level of the game itself, and in many cases leads to its termination. Therefore, for these games it is better to engage in activities that children already possess.

In the summer, when children's knowledge and experience have been significantly enriched, less time is spent on dressing, undressing, and getting ready for a walk, it is possible to more fully satisfy children's needs in play.

In the summer, creative games using natural materials should be actively introduced in middle and senior groups. Dramatization games should not be ignored either, since children already have enough knowledge and experience to dramatize familiar literary works. Older preschoolers can be offered didactic games, which in content are related to the curriculum on speech development, familiarization with the outside world, learning to count, and the like. Guessing riddles, finding parts of an object and composing it should be actively introduced, carried out both with the whole group and with individual children. On rainy days, children willingly play board games (checkers, chess, maze games, dice games, table hockey, etc.).

Fun games are quite popular among older children. But you should think carefully about the content of these games, make sure that they not only entertain, but also serve pedagogical purposes.

Children love construction games. Therefore, materials for them should always be in a specially designated place so that children have the opportunity to start various games - construction, story-based, which last several days (for example, “Building a house”, which is “converted” many times and can turn into another structure where children conduct electricity, telephone, near which they build a bathhouse, etc.).

The day ends with a variety of interesting games. The teacher reminds that it is necessary to put things in order among the toys, to put everything in its place. Cleaning can be given the appearance of a game, while the teacher teaches children to be consistent, follow established rules, and maintain order. “Where are our workers,” the teacher asks, “They probably went to dinner. - But we need to take the materials to the site in order to finish the “construction” tomorrow. Hearing such words, the “workers” quickly and willingly collect materials. “And you, Mr. Driver,” asks the teacher, “where are you taking the toys? - Into the cupboard. “Hurry up, take it, the working day is ending, we need to put the car in the garage.”

Teacher of GB preschool educational institution No. 6 of the Kolpinsky district of St. Petersburg

Smirnova M.N.

“Play is the way for children to understand the world in which they live and which they are called upon to change.” .

A.M. Bitter

Supporting children's initiatives, as well as the individualization of preschool education, are one of the leading principles according to the Federal State Educational Standard, helping the integrated development of children's personalities. Therefore, children's initiative is considered as the basis for the development of cognition, activity, and communication. All this is precisely reflected in children's play activities.

Play, the most important type of children’s activity, plays a huge role in the development and upbringing of a child. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the game fulfills his need to influence the world.

An adult - a teacher, a parent-mediator between children and culture - must and is able to support the child’s self-determination in play, as in other activities.

The educational significance of the game largely depends on the professional skill 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 clear organization and conduct of all kinds of games. An important aspect of this is the development of children’s creative potential, which is especially evident when teaching children role-playing games and creative games.

All this contributes to the development of the creative imagination of children, works in creating a game concept, forming a culture of their relationships, the influence of the surrounding life, literary works, fine arts, figurative toys, and various observations. To a large extent, the above points determine the choice and preference for the themes of games and roles.

Creative play most fully shapes a child’s personality, because In these games, children reproduce in roles what they see around them in the life and activities of adults. Therefore, creative play is an important means of education.

Guiding creative games is one of the most difficult sections of preschool education methods. The teacher cannot foresee in advance what the children will come up with, because a game is always improvisation, and how they will behave in the game. The unique nature of children's activities also requires unique management techniques.

The most important condition for successfully leading creative games is the ability to gain the trust of children and establish contact with them.

The main way of education in the game is to influence its content, i.e. on the choice of theme, plot development, distribution of roles and the implementation of game images. It is important that the teacher be able, without disturbing the children’s plans, to successfully intervene in the course of the game in order to make the game exciting and useful.

By creating a game image, the child not only expresses his attitude towards the chosen hero, but also shows his personal qualities. Therefore, the roles may be the same, but the game characters are always individual.

For example, playing with dolls as daughters and mothers has existed at all times, naturally, because the family gives the child the first impressions of the life around him, children imitate their parents first of all. By observing a child at play, one can judge the relationships between adults in his family and their treatment of children. The life of the kindergarten, various joyful events - performances, holidays - are reflected in the child’s play.

Through play, children show their interest in different professions. At the same time, the teacher of the younger group directly organizes games, because children must learn to combine their existing ideas in order to express their thoughts and feelings. The teacher takes part in the game in order to influence the children by example, to instill in them the skills of playing together and communicating with toys. Offering ready-made game plans means suppressing children’s creative imagination, their imagination, independence, and spontaneity. And K.D. Ushinsky, and A.S. Makarenko considered the game as an independent creative activity of children.

The only correct way for adults to influence the game is to create interest in a particular life event through the imagination and feelings of children.

Experience shows that already in the fourth year of life, preschoolers are able to choose the topic of the game and set a specific goal. The teacher can guide them with questions: “What will you play? What will you build? Where will you go by train? Who will you be? What toys do you need? These questions force children to think and outline the main plot, which may change in the future.

If the teacher understands the children’s plans and their experiences, then in order to offer a new interesting episode, to give the game a new direction, he must enter the game in some role and address the children as characters.

However, a teacher with timid, indecisive children may encounter many difficulties - it is important to help children find "my" role, to help unleash their creative potential. It is also important to be able to warn children from imitating bad things they accidentally see. It is equally difficult for teachers with overly active, excitable students. Often he has to resolve controversial issues in the game, bring the role parties to mutual agreement, offering options for solutions acceptable to all: variation in roles, for example. Involving children in group games should not exclude giving children the opportunity to play alone. After all, excitable children, for example, often get tired of the company of their peers.

To develop independent creative initiative, it is very important to involve children in joint activities to create a subject-development environment. In our group, a project was implemented for this purpose “Creating a toy from waste material” .

The goal of the project was: first of all, the development of artistic and aesthetic activities, the enrichment of the group’s object-play environment, and the involvement of parents in supporting children’s creative initiatives in the form of doing homework with children to create toys from waste material. Preliminary work included reading Russian folk tales "Cat, Rooster and Fox" , "Mitten" , subsequent description of the characters of fairy tales with elements of theatricalization, discussion of the plot points of the fairy tale.

The children enjoyed making their bunnies (individual work) and chanterelles and other animals (on your own initiative in your free time together with the teacher) based on the proposed blanks using the appliqué technique, then they painted on the details of the faces - eyes, mouth and mustache. They wanted, among other things, to emphasize the gender of the toy. So, boys glued butterfly bows to their toys, and girls glued bow-tails to theirs.

The children made the missing animals for the fairy tale heroes with their parents at home.

In principle, no restrictions were declared on the initiative of parents in this project. Therefore, the exhibition of the final works included toys knitted from threads and toys based on toilet paper rolls. The main condition was the creation of characters for theatrical activities, for role-playing games - in this case, primarily for playing "A toy shop" .

We must not forget that joint creativity with parents probably brought great pleasure to the children, and gave parents a sense of involvement in the child’s creative activity, with the transfer of experience to the kids, their emotional support and psychological stability in the family.

Unconditional encouragement for all work and participants - mandatory completion of the project process. Now we could be sure that children would take care of the new toys they made, because this was the result, first of all, of their work and efforts. Such toys will be desired and in demand. And, besides, they will be useful - they will be indispensable in the game.

The final and long-awaited role-playing game in "A toy shop" also brought variety to children’s free play activities. Children tried to buy their own toys, made personally. At the same time, everyone tried to be a salesman, to stand behind the cash register window.

In addition, you could now safely be in a group with your personal toy, bringing it into any game or making it your companion throughout the entire game time. And this also had a positive psychological effect on children.

For each lexical topic in our work, we try to offer creative tasks for children, including homework, more actively involving parents in the educational process. This is how adults themselves learn firsthand in practice the capabilities of their child, paying attention to his strong qualities, relying on which, he can more successfully implement the educational process, both in independent and in collective activities in a group. Moreover, the creative component of children’s character can be used in any type of activity. You can also help parents in this regard by suggesting and offering games at home and on a walk, while traveling on public transport, when, for example, children are forced to remain static, in order to make any pastime entertaining and useful. In this regard, I found the tips for parents of the publishing house very interesting "Karapuz" series "Little Man" ("Games for a walk" , "I love Montessori" and etc.).

It must also be remembered that the importance of creative games is invaluable for preparing children for school, for laying the foundation of the personal qualities necessary for every successful member of society.

Literature:

1. Federal State Educational Standard for Children Education in the game: A manual for kindergarten teachers Comp. A.K. Bondarenko, A.I. Matusik. – 2nd ed., revised. and additional – M.: Education, 1983.
2. Children's initiative is the basis for the development of cognition, activity, and communication. – St. T. Alieva, G. Uradovskikh - f "Pre-school education" , No. 9. – M.: Publishing house. House "Raising a preschooler" , 2015.
3. Games that heal - A. Galanov – M.: Shopping Center "Sphere" , 2001.
4. Development of children's creative thinking. A popular guide for parents and teachers. – A.E. Simanovsky. - Yaroslavl: Gringo, 1996.
5. Sensorimotor development of preschool children. From work experience. Comp. N.V. Nishcheva. – St. Petersburg. OOO PUBLISHING HOUSE "CHILDHOOD-PRESS" , 2011.
6. 400 ways to occupy a child from 2 to 8 years old. – Feldcher Sh., Liberman S. – St. Petersburg: Peter Press, 1996.
7. I'm going for a walk. Walking with children on a day off. A guide for parents. – M.: Karapuz, 2011.
8. I love Montessori. A guide for parents. - M.: Karapuz, 2011.

The development of children’s independent activity depends on the content and form of direct communication between the teacher and each child. This communication, no matter what pedagogical techniques it is carried out, must take place in the form of equal, benevolent cooperation between an adult and children. It should guide children to independently reproduce knowledge, skills, and methods of operating with objects acquired in classes and in joint activities with an adult. The teacher should encourage children to show activity, initiative and imagination.

Planning a system of pedagogical activities, on the one hand, should direct children to display in the game various phenomena of the surrounding reality that are new to them, on the other hand, it complicates the ways and means of reproducing this reality. Children's knowledge about the life around them, obtained from various sources, determines the content of game tasks and the theme of the plot. The formation of the game itself depends on the skillful complication of methods and means for solving game problems.

Expansion of children's knowledge is provided in classes or during special observations. At the same time, a connection is established between children’s past experiences and new knowledge. The acquired information and impressions of children are taken into account when planning work on managing the game.

The educational significance of the 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.

Imitating adults in play is associated with the work of the imagination. The child does not copy reality; he combines different impressions of life with personal experience.

Children's creativity is manifested in the concept of the game and in the search for means for its implementation. How much creativity is required to decide what journey to take, what ship or plane to build, what equipment to prepare! In the game, children simultaneously act as playwrights, prop makers, decorators, and actors. However, they do not hatch their idea, do not prepare for a long time to perform the role, like actors. They play for themselves, expressing their dreams and aspirations, thoughts and feelings that possess them at the moment. Therefore, a game is always improvisation, and therefore a developmental activity.

Creative collective play is a school for cultivating feelings in children. Moral qualities formed in the game influence the child’s behavior in life, at the same time, the skills developed in the process of children’s everyday communication with each other and with adults are further developed in the game. It takes great skill and skill to help children organize a game that would encourage good deeds and evoke better feelings.

Reproducing various life events through play - episodes from fairy tales and stories, the child reflects on what he saw, read and heard about; the meaning of many phenomena, their meaning becomes more clear to him.

In play, children's mental activity is always associated with the work of their imagination; you need to find a role for yourself, imagine how the person you want to imitate acts, what he says or does. Imagination also manifests itself and develops in the search for means to accomplish what is planned; Before you go on a flight, you need to build an airplane; You need to select suitable products for the store, and if there are not enough of them, make them yourself. This is how the game develops the creative abilities of a younger schoolchild, the abilities of a child.

Interesting games create a cheerful, joyful mood, make children's lives complete, and satisfy their need for active activity. Even in good conditions, with adequate nutrition, the child will develop poorly and become lethargic if he is deprived of exciting play.

Most games reflect the work of adults; children imitate the household chores of their mother and grandmother, the work of a teacher, doctor, teacher, driver, pilot, astronaut. Consequently, games instill respect for all work that is useful for society, and affirm the desire to take part in it ourselves.

Play and work often naturally come together. You can often observe how long and enthusiastically children prepare for the game in a certain way; sailors are building a ship, making life preservers, doctors and nurses are equipping a clinic. Sometimes the child introduces a playful image into real work. So, putting on a white apron and scarf to make cookies, he turns into a worker in a confectionery factory, and when cleaning the site, he becomes a janitor.

The main way of education in the game is to influence its content, i.e. on the choice of theme, plot development, distribution of roles and the implementation of game images. The theme of the game is the phenomenon of life that will be depicted: family, kindergarten, school, travel, holidays. The same theme includes different episodes depending on the interests of children and the development of imagination. Thus, different stories can be created on the same topic. Each child portrays a person of a certain profession (teacher, captain, driver) or family member (mother, grandmother). Sometimes the roles of animals and characters from fairy tales are played. By creating a play image, the child not only expresses his attitude towards the chosen hero, but also shows personal qualities. All girls are mothers, but each gives the role its own individual characteristics. Likewise, in the role played as a pilot or astronaut, the features of the hero are combined with the features of the child who portrays him. Therefore, the roles may be the same, but the game images are always individual.

Game is a multifaceted phenomenon; it can be considered as a special form of existence of all aspects of human and collective life without exception. Just as many shades appear during the use of games in the pedagogical guidance of the educational process.

A game is a form of activity in conditional situations. Real actions performed during the game, often requiring complex mental work, specific skills and abilities, occur in a situation of conditional reality, recognized as such by the player himself.

The teacher’s skill is most clearly demonstrated in organizing children’s independent activities. How to direct each child to useful and interesting play without suppressing his activity and initiative? How to alternate games and distribute children in a group room, on an area, so that they can play comfortably without disturbing each other? How to eliminate misunderstandings and conflicts that arise between them? The comprehensive upbringing of children and the creative development of each child depend on the ability to quickly resolve these issues.

In preschool pedagogy, there are many methods and techniques for influencing children, the choice of which depends on the specific situation. Sometimes educators, when becoming acquainted with advanced pedagogical experience (in print, while watching open classes, games), discover new techniques for managing and designing play areas and mechanically transfer them to their work, without obtaining the desired result.

Methodological techniques bring results in cases where the teacher applies them systematically, takes into account the general trends in the mental development of children, the patterns of the activity being formed, if the teacher knows and feels each child well.

The main attention in the works of leading didactic teachers is drawn to plot-based role-playing creative play and those pedagogical conditions in which the meaningful play activity of children and their relationships are most effectively formed. Games invented by children are designated in preschool pedagogy as creative, plot-role-playing, plot-role-playing creative. D.V. Medzheritskaya consistently defended the name “creative games”, relying on L.S. Vygotsky, who noted the emergence of a plan in the play activities of preschool children, in the implementation of which the child reflects social reality, but does not copy it, but combines his ideas about it, conveys his attitude to what is depicted, i.e. creates. Defending the legitimacy of the concept of “creative game,” Medzheritskaya drew attention to the fact that the term “role-playing” leads to inaccurate characterization, since many outdoor and didactic games also have a plot and roles. It was from these positions that she studied the pedagogical conditions that contribute to the development of a preschooler’s play intention, creativity, and fantasy.

She never ceased to prove that it is in close connection with the development of creative abilities that all aspects of a child’s personality are formed, that from the first years of life a child does not copy, but transforms reality through the prism of his imagination. Therefore, she was interested in games that reflected modernity.

Game is a multifaceted phenomenon; it can be considered as a special form of existence of all aspects of the life of a group without exception. Just as many shades appear with play in the pedagogical management of the educational process.

Play, the most important type of children’s activity, plays a huge role in the development and upbringing of a child. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the game realizes the need to influence the world.




INTRODUCTION

Classification of games

1 Age targeting of games

2 Role-playing game

3 Methods for conducting role-playing games

Requirements for playing the game

Game planning

Organization of subject-spatial environment for organizing gaming activities

1 Toy safety

CONCLUSION

BIBLIOGRAPHY




INTRODUCTION




“The game, like a mirror, reflects the picture of the child’s understanding of the external world, his relationship to it - that is, the child’s inner world. It reveals his ability to interact with the environment, to transform it and himself.”

Preschool childhood is an age stage that decisively determines the further development of a person. L.I. Bozovic, G.M. Breslav, K. Bühler, L.S. Vygotsky, A.V. Zaporozhets, G.G. Kravtsov, A.N. Leontyev, M.I. Lisina, J. Piaget, S.L. Rubinstein, D.B. Elkonin recognize that this is the period of the birth of personality, the initial revelation of the child’s creative powers, independence and the formation of the foundations of individuality. The most important condition for the development of children's individuality is mastering the position of the subject of children's activities. Play is one of the leading activities of a child in preschool childhood. In the game, the child himself strives to learn what he does not yet know; in the game, direct communication with peers occurs, and moral qualities develop.

Play is an intrinsically valuable form of activity for a preschool child.According to L.S. Vygotsky, O.M. Dyachenko, E.E. Kravtsova, replacing play with other types of activity impoverishes the imagination of a preschooler, which is recognized as the most important age-related neoplasm. V.V. Vetrova, M.I. Lisina, E.O. Smirnova L.M. Clarina, V.I. Loginova, N.N. Poddyakov believe that replacing play with other types of activity slows down the development of communication both with peers and with adults and impoverishes the emotional world. Therefore, the timely development of gaming activities and the child’s achievement of creative results in them is especially important.

Goal of the work- study the forms of play activities in the MKDOU kindergarten “Malinka”, modern requirements for the organization of play activities.

Tasks:

1)study pedagogical literature on the research problem;

)highlight the features of organizing gaming activities in different age groups;

)determine the methods of work of senior education in assisting educators in the development of children’s play activities.

Research methods- study of literature, analysis of play activities in the MKDOU kindergarten “Malinka”.

Object of studyis a gaming activity in the MKDOU kindergarten "Malinka".

Subject of researchare the features of the construction and organization of play activities of children of different age groups

The game is a cross-cutting mechanism for the development of a child (clause 2.7. Federal State Educational Standard for Education), through which the content of five educational areas is implemented:

“Social and communicative development”;

"Cognitive development";

“Speech development”;

“Artistic and aesthetic development”;

"Physical development".




1. Features of organizing gaming activities in preschool educational institutions




Play is the main activity of children, as well as a form of organizing children's activities.The specific content of play activities depends on the age and individual characteristics of children, is determined by the tasks and goals of the Program, this is reflected in the Standard of Preschool Education. In paragraph 2.7. The Federal State Educational Standard for Preschool Education defines the features of the development of a child’s play activity:

V infancy(2 months - 1 year) direct emotional communication with an adult, manipulation with objects...;

V early age(1 year - 3 years) - object-based activities and games with composite and dynamic toys... communication with an adult and joint games with peers under the guidance of an adult...;

for children preschool age(3 years - 8 years) - gaming activities, including role-playing games, games with rules and other types of games, communicative (communication and interaction with adults and peers).

For the development of a child, it is important to develop play activities, since this will allow him to achieve formation of social-normative age characteristics (clause 4.6 of the Federal State Educational Standard for Education):

the child masters the basic cultural methods of activity, shows initiative and independence in various types of activities - play, communication, cognitive and research activities, design, etc.;

is able to choose his occupation and participants in joint activities;

the child actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;

the child has a developed imagination, which is realized in various types of activities, and above all in play;

the child knows different forms and types of play, distinguishes between conventional and real situations, knows how to obey different rules and social norms;

the child has a fairly good command of oral speech, can express his thoughts and desires, can use speech to express his thoughts, feelings and desires, and construct a speech utterance in a communication situation.




2. Game classifications




Classification of games of preschool children (according to E.V. Zvorygina and S.L. Novoselova).

1.Games initiated by the child(ren):

Stand alone games:

Game - experimentation

Standalone story games:

Plot - display

Plot - role-playing

Director's

Theatrical

2.Games initiated by an adult:

Educational games:

Plot-didactic

Movable

Musical and didactic

Leisure games

Games - entertainment

Intelligent

Festive - carnival

Theatrical - staged

) Games coming from historically established traditions:

Traditional or folk.




1.1 2.1Age targeting of games




Games Age-specific (children's years of life) Classes Types Subtypes 12345671234 Games arising on the initiative of the child Experimentation games With animals and people With natural objects Communication with people With special toys for experimentation Story-based amateur gamesStory-reflective games Plot - role-playing Director's Theatrical Games related to the original initiative of the adult Educational games Autodidactic subject Plot - didactic Movable Musical Educational and subject didactic Leisure games Intellectual Fun Entertainment Theater Festive and carnival Computer Folk games coming from the historical traditions of the ethnic group Ritual games Cult Family Seasonal Training gamesIntellectual Sensorimotor Adaptive Leisure gamesGames Quiet AmusingEntertaining




1.1 2.2Role-playing game




D.B. Elkonin called a role-playing game a creative activity in which children take on roles and, in a generalized form, reproduce the activities and relationships of adults, using substitute objects. Mastering first actions with objects, then with substitutes, the child gradually begins to think internally in play.

Researchers identify various structural elements of the game - the main ones, and the transition to a plot-role-playing game occurs at the moment when the child takes on roles. At the age of 3 to 5 years, children are at the initial stage of development of role-playing games. Children enjoy depicting everyday episodes from family life in their games. With the enrichment of ideas about the world around us, games increasingly display the activities of adults. Thus, the main component of a plot-role-playing game is the plot; without it, there is no plot-role-playing game itself. The plot of the game is the sphere of reality that is reproduced by children.

Depending on this Role-playing games are divided into:

games based on everyday themes: “home”, “family”, “holiday”, “birthdays” (a lot of space is given to dolls).

games on industrial and social topics, which reflect the work of people (school, store, library, post office, transport: train, plane, ship).

games on heroic and patriotic themes, reflecting the heroic deeds of our people (war heroes, space flights, etc.).

games on themes of literary works, films, television and radio programs: “sailors” and “pilots”, based on the content of cartoons, films, etc.

Before starting to play, children come up with a plan, in which ideas about various events are embodied. Younger preschoolers quite often still need the help of an adult in order for the idea of ​​the game to emerge. The teacher creates a game situation and introduces a new toy. As children gain more gaming and life experience, they begin to determine for themselves what they will play.

So, the complication in the development of gaming skills is expressed in the following:

At first, the idea of ​​the game appears on the initiative of an adult;

then - with the help of an adult;

In the future, the child determines the concept of the game on his own initiative.

The ideas for children's games can be both monotonous and varied. The more diverse the ideas, the more interesting the games, and this directly depends on impressions of the world around us. Consequently, in order for the ideas of the games to be diverse, and the games to be meaningfully interesting, a serious approach to planning and carrying out work to familiarize themselves with the outside world is required (educational area “Cognitive Development” (clause 2.6 of the Federal State Educational Standard for Education).

Cognitive development involves the development of children's interests, curiosity and cognitive motivation; formation of cognitive actions; formation of consciousness, development of imagination and creative activity; formation of ideas about oneself, other people, objects of the surrounding world, etc.). The teacher’s solution to the problems of this educational area will allow children to successfully master the content of other educational areas in integration, including the OO “Socio-communicative development”: communication and interaction in role-playing games, the ability to be attentive to the feelings and emotions of others, etc. .




2.3 Methods for organizing role-playing games




As the main method of organizing role-playing games, you can use a comprehensive method of pedagogical support for amateur games (E.V. Zvorygina and S.L. Novoselova). The content of the work is organized in accordance with the age of the students:

Early childhood group - introducing children to different games:subject (including with composite and dynamic toys), the simplest plot, moving; translation of objective actions into semantic actions in the context of a game situation.

-I younger group - enriching children's gaming experience through joint games with adults(individual and small subgroups), the formation and development of game actions, the simplest game interaction, understanding the conventions of the game situation.

Middle group- mastering and developing role-playing behavior, supporting children's play associations, enriching play interaction, expanding the thematic focus of story games, enriching children's play experience through familiarization with games with rules (active, leisure, theatrical, folk games).

Senior group- enriching the gaming experience by developing and complicating the game plot, organizing the subject space of one’s own game through joint games with the teacher in subgroups; creating conditions and supporting children’s amateur play, introducing children to different types of games (active, with rules, leisure, didactic, folk, intellectual, etc.)

Preparatory group- formation and pedagogical support of the children's team as a playing children's community, support for independence and initiative in the choice and implementation of different types of games by children; support for the transition to dialogue games, fantasy games, games in a home-made subject environment.

3.Requirements for playing the game




When playing with children, an adult can have two main strategies.An adult can organize the game himself based on a pre-thought-out general direction of the plot and prepared subject-game materials, or he can join the children already playing. He participates with the children in the game on an equal basis and can influence the content and general course of the game in the same ways that other players use. In a story game, he can come up with a plot for the game, come up with an interesting proposal for its plot continuation, introduce a new character into the game, create a problematic situation, etc.




Directions for managing the game Tasks for managing the game Enriching the content of the game 1. Encourage the transfer of events from everyday life into the game and thereby master the purpose and properties of objects. 2. Promote the ability to pose a variety of game problems. Formation of objective methods for solving game problems 3. Enrich detailed game actions with toys with a variety of content. 4. Timely form game actions with substitute objects. 5. Encourage the use of play actions with imaginary objects. 6. Lead to an understanding of the replacement of individual game actions with words. 7. Encourage children to use a variety of subject-based methods to solve assigned game problems. Development of independence 8. Develop each child’s independence in setting a variety of game problems. 9. Encourage children to independently choose various subject methods for solving assigned game problems. Encouragement to interact in the game 10. Encourage interest in peer games. 11.Teach them to play without interfering with each other.

By older preschool age, the child’s play becomes “polythematic.” The game becomes an independent activity. Children always determine the concept of the game themselves or support the proposal of their peers. They set game tasks on their own.

Since gaming methods of displaying the world around them are sufficiently developed, children can easily cope with the choice of the most appropriate objective and role-playing methods for solving game problems for a specific gaming situation.

Role-playing actions in the game are accompanied by role-playing speech, at the initial stage of the plot-role-playing game - by role-playing statements (area “Speech development”, “Social and communicative development”, clause 2.6 of the Federal State Educational Standard for Education). As life experience enriches the development of sound and intonation culture of speech, role-playing actions become more diverse, which directly depends on children’s ideas about the world around them.

It is not recommended to specifically teach children certain game actions.It is important that children themselves come up with what role-playing actions to include in the game, only in this case the game will be truly creative.

Role-playing actions must be expressive, which is ensured by the performance of characteristic movements, gestures, and facial expressions.

For example, in the role of a mother, one girl demonstrates that her mother is affectionate and cheerful, while another girl in the same role is gloomy and strict. At the same time, both expressively perform the accepted role, but their means of expression are different.

Thus, during the period of formation of role actions, attention is paid to both the variety and emotional expressiveness of movements, gestures, and facial expressions.

Plot-based role-playing game involves cooperation with other players, so it is necessary to teach children to address their partner with role-playing statements.

An increase in the number of role-playing statements gradually leads to the emergence of a role-playing conversation. An adult can initiate the conversation.

Based on the increasing complexity in the development of the game, the tasks of managing the game are supplemented by the following:

Encourage children to take on a variety of roles.

Encourage children to use a variety of emotionally expressive role-playing actions when performing a role.

To promote the formation of the ability to accompany role-playing actions with role-playing statements addressed to a toy - a partner, an imaginary interlocutor, an adult and a peer.

In older preschool age, play becomes an independent activity. Players try to independently resolve conflicts that arise regarding the game.

The complexity of the game management tasks is presented in Table 1.




Table 1

Directions for managing the game Tasks for managing the game Enriching the content of the game 1. Enrich the themes of the games, promote the emergence of interesting ideas, and set reproductive and proactive game tasks for their implementation. 2.Encourage to display in games a variety of adult actions, relationships, communication between people. Methods of solving game problems 3.Encourage originality and independence in the use of objective methods for solving game problems. 4. Strengthen emotional expressiveness and diversify the role-playing actions used to display the role taken. 5. Encourage to take initiative in communicating with adults and peers about the game, promote the emergence of role-playing statements and role-playing conversation. Interaction in the game 6. Encourage setting gaming tasks for peers. 7. Teach children to accept play tasks set by their peers, or tactfully refuse them, and agree on play interaction. 8. Maintain long-term interaction in the game Independence 9. Continue to develop independence in choosing diverse, interesting ideas and in setting various game tasks for their implementation. 10. Encourage the choice of original subject and role-playing ways to implement ideas in the game. 11.Teach yourself to negotiate with peers in the game

4. Game planning

game age role-playing story

Planning a game by type of activity throughout the entire educational process can be organized as follows:

Continuous direct educational activities will include a variety of didactic games in accordance with the content of educational work in relevant areas.

Educational activities during the day involve the organization of leisure, active, theatrical games, games with rules, as well as the organization of story-based games together with the teacher, which help enrich the gaming experience of children. Here the teacher acts as a play partner, a bearer of play culture, which he passes on to children in the process of joint activities.

Independent activity is accompanied by the organization of pedagogical support for amateur children's games (role-playing, directorial, experimental games), as well as games with rules, outdoor, leisure, and folk organized on the initiative of the children themselves. The teacher encourages the manifestation of a variety of play activities, initiative, and independence; provides the opportunity to freely choose topics, partners, methods and means of implementing one’s own activities. This creates conditions for the formation of age-related neoplasms.




5. Organization of a subject-spatial developmental environment for organizing gaming activities




One of the basic principles of preschool education (clause 1.4 of the Federal State Educational Standard for Preschool Education) is the amplification (enrichment) of the conditions for the development of preschool children. Therefore, in the third section of the Standard - “Requirements for the conditions for the implementation of the basic educational program of preschool education”, among the conditions necessary to create a social situation for the development of children corresponding to the specifics of preschool age (clause 3.2.5), the following is emphasized:

creating conditions for children to freely choose activities and participants in joint activities;

supporting children's initiative and independence in various types of activities (play, research, design, cognitive, etc.);

supporting spontaneous play of children, enriching it, providing play time and space.

This is the most important part of the work of teachers, the implementation of which determines the successful development of the child, which will allow the teacher to achieve the formation of target guidelines outlined in the Standard.

The requirements of the Federal State Educational Standard for Educational Education for a developing subject-spatial environment (clause 3.3.) define (clauses 3.3.1 to 3.3.3) that:

1.The developing subject-spatial environment ensures maximum realization of the educational potential of the space of the Organization, Group, as well as the territory adjacent to the Organization or located at a short distance, adapted for the implementation of the Program (hereinafter referred to as the site), materials, equipment and inventory for the development of preschool children in accordance with the characteristics of each age stage: For third childrenyears of life is a free and large space where they can be in active movement - climbing, riding. On fourth yearIn life, a child needs a developed center of plot-role-playing games with bright features of attributes. IN middle - seniorIn preschool age, there is a need to play with peers, to create your own world of play (director's play: small toys, construction sets, models, etc.), in addition, in a subject-development environment, the formation of psychological formations in different years of life should be taken into account.

2.A developing subject-spatial environment should provide the opportunity for communication and joint activities of children (including children of different ages) and adults, physical activity of children, as well as opportunities for privacy.

The subject-spatial development environment must meet the requirements of the DL Standard (clause 3.3.3).

1.A developing subject-spatial environment must be content-rich, transformable, multifunctional, variable, accessible and safe.

1) SaturationThe environment must correspond to the age capabilities of the children and the content of the Program. Toys are of great importance. Their thematic diversity is directly related to children’s existing impressions of the world around them and their gaming interests. Ideas about the world around us are gradually enriched, and in accordance with this, the set of imaginative toys gradually expands. Therefore, play corners should not be stocked with the same toys from the beginning of the school year to the end. We should not forget about such a simple technique in equipping the play environment, when some toys are removed for a while and then returned again. A newly appeared familiar toy makes you want to play with it. In groups of educational organizations, centers for role-playing games are created: “Home”, “Shop”, “Hospital”, “Hairdresser”, “Workshop” and other theatrical centers; various types of theaters; screens; attributes, a acting center, a music center, upholstered furniture, toys: dolls, cars, etc. Small toys for stage games, printed board games, lotto, dominoes. Different types of construction sets, cubes, building material. Didactic material for educational activities. Layouts, maps, models, dummies, group diagrams, substitute items.

) Transformabilityspace implies the possibility of changes in the subject-spatial environment depending on the educational situation, including the changing interests and capabilities of children; the possibility of varied use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.

) Multifunctionalitymaterials implies: the possibility of varied use of various components of the object environment, for example, children's furniture, mats, soft modules, screens, etc.; the presence in the Organization or Group of multifunctional (not having a strictly fixed method of use) items, including natural materials, suitable for use in various types of children's activities (including as substitute items in children's play). So, along with figurative toys, generalized material should be presented, first of all, substitute objects. Their combination allows children to realize their wildest ideas in the game.

) Environmental variability suggests: the presence in the Organization or Group of various spaces (for play, construction, privacy, etc.), as well as a variety of materials, games, toys and equipment, ensuring the free choice of children; periodic change of play material, the emergence of new objects that stimulate the play, motor, cognitive and research activity of children.

) Environment Availabilityassumes: accessibility for pupils, including children with disabilities and children with disabilities, of all premises where educational activities are carried out. Using large game materials, children replace not just one object in the game, but a whole complex of objects, for example, they built a ship, and cubes or plates - boats or ice floes. Removable panels - paintings add variety to the design and help in realizing the plan.

It also means free access for children, including children with disabilities, to games, toys, materials, and aids that provide all basic types of children’s activities; serviceability and safety of materials and equipment.

) SafetyThe subject-spatial environment assumes that all its elements comply with the requirements for ensuring the reliability and safety of their use: cases of falling from a height, falling out of the side surfaces of products, blows and bruises as a result of the instability of the latter, injuries from sharp corners, etc. are excluded.




5.1Toy safety




The safety of the toy is indicated by the presence of a certificate. In any case, the toy should not have obvious mechanical or chemical signs of danger to the child’s health. The toy should not contain obvious signs that provoke the child to aggression and cruelty or cause fear and anxiety.

The toy or its description should not contain crude naturalism, including sexual context that goes beyond the child’s age competence. The toy should not humiliate human dignity or offend religious feelings, or cause a negative attitude towards people’s racial characteristics and physical disabilities. The toy should not cause psychological dependence to the detriment of the child’s full development.

The organization independently determines the teaching aids, including technical, relevant materials (including consumables), gaming, sports, recreational equipment, inventory necessary for the implementation of the Program.

A thoughtful selection of gaming material helps children’s games become thematically diverse. The expansion of gaming interests leads to the fact that children strive to display more and more diverse events in games.

It is important to support children’s spontaneous play in a timely manner, to enrich it, and to provide time and space for preschoolers to play.




CONCLUSION




The state’s social order for the education system is formulated in the main regulatory documents, in the Law of the Russian Federation “On Education”, the Federal State Standard for Preschool Education - this is the education of an initiative, responsible person, ready to make independent decisions in a situation of choice. Each type of activity of a preschool child has a unique impact on the development of different components of independence, for example, play contributes to the development of activity and initiative. Initiative and independence are most clearly manifested in games with rules. According to A.N. Leontyev, mastering a rule means mastering one’s behavior. Therefore, the teacher’s task is to motivate children’s play actions by directly participating and emotionally becoming involved in children’s games. In the role of the organizer of the game, the teacher introduces rules into the child’s life, and in the role of a detached observer, he analyzes and controls the children’s actions. Only the combination of these roles can ensure the development of will, volition, and independence of preschoolers as the main social and normative age characteristics of children at the stage of completion of preschool education.




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indicating the topic right now to find out about the possibility of obtaining a consultation.