Methodical manual "diagnostics of gaming skills in preschool children." Stages of formation of children's play activity and types of games Highest level of play activity

Children acquire the ability to play as they develop. A properly developing child is, without a doubt, a playing child. However, to be able to play, argued D.A. Colozza (1911), the child must first reach a certain stage of physical and mental development. If mental development is somehow delayed, then play cannot arise, since the effect is impossible without the cause that produces it.

In Russian psychological and pedagogical science, it is recognized that full-fledged play as a specifically children's activity can develop only under the educational influence of the environment and with the directed formation of play activity by adults. According to G.P. Shchedrovitsky (1966), play, acting as a special type of activity, is either directly given from the outside, or develops under the influence of external conditions at some early stage of the child’s development, gradually being replenished and unfolding due to more and more new external situations and the processes of his activity in them, situations that partly develop spontaneously due to random external circumstances, and partly are created by the child’s activity itself.

E. E. Kravtsova (2001) proposes to distinguish between two phenomena - game and play activity. Play is a certain attitude of the world to the child and the child to the world, the child to the adult and the adult to the child, the child to the peer and the peer to him. Gaming activity, compared to play, is a narrower concept; it presupposes special actions of children to model the world. Game activity, according to the researcher, is really formed and developed. As for the game, if normal living conditions are created for the child, he will begin to play on his own.

But what, in this case, is considered the beginning of individual children's play, its first stage? The answer to this question inevitably brings us back to the need to give a clear definition of children's play. If only its more complex forms are called a game, then the entire prehistory of the game, and at the same time the role-playing game itself, believes M. Yu. Kistyakovskaya (1966), may suffer. If we consider a small child as a biosocial being, then from the moment of his birth he moves from biological to social play and the social side of the game gradually becomes leading.

According to V. Stern (1915), the development of a child’s play goes through the same stages as his conquest of space: based on his own “I,” he extends his activity in concentric circles to ever wider areas. A child's play begins with his own body and focuses on it, notes E. Erikson (1996). He calls the original form of children's play autocosmic play, which consists of exploring the surrounding world through sensory perceptions, kinesthetic sensations, vocalizations, etc. Then the child begins to play with objects and masters the “microsphere” - a small world of obedient toys. Still later, "playfulness" extends to the "macrosphere" - the world shared with others.

Attempts to correlate the sequential change of games and the age of children have been made by many researchers. For example, at the beginning of the 20th century. D. Jackson (1913) compiled a periodization of children's games, according to which in the first period - from 0 to 3 years - the child's games are determined by the special needs and conditions of the developing brain and body. This is “sucking, grasping, drooling, mouthing, kicking and other movements of members; experiments using the senses: taste, touch, sight, hearing, smell, temperature; acquiring the ability to control the body; chatter, consisting of a series of meaningless sounds; imitation, crawling, climbing, walking, talking, remembering, repeating, remembering, exploring, creating and destroying..."

Games of the second period of child development (4-6 years) also reflect the characteristic features of his growth and development. They are characterized by free movement (mainly for the sake of movement itself, not for the sake of results), concentration on everyday objects and what can be done with them, as well as play of imagination and imitation (games of house, store, railroad, sewing, cooking ).

In the third period (7 - 9 years), the center also includes a variety of motor games: simple competition games, traditional (folk) games, pursuit games, as well as construction, dramatic and visual games, doll games, etc.

The fourth period of development of games (10-12 years) is characterized by the replacement of low-cooperative games with cooperative and predominantly active games.

A specific periodization of children's games can also be found in the works of D. A. Colozza, V. Stern, J. Piaget and others.

In Russia, attempts to identify and describe the various stages of development of children's play have been made by many researchers. It is of some interest, for example, to try

A. S. Makarenko (1955) also characterized the stages of development of play in comparison with the age of children. The first stage - from birth to 5-6 years - time for indoor play, time for toys. The child prefers to play alone and rarely allows one or two friends to participate. In the games of this period, the child’s personal abilities develop. At the second stage - from 5-6 to 11-12 years - the preference for solitary play gives way to interest in friends, in group play; the desire for active games in the fresh air and in the yard increases. The third stage characterizes the child as a member of not only a play group, but also an educational group: the game takes on more strict collective forms and gradually becomes a sports game, associated with the understanding and acceptance of collective interest and collective discipline.

Lately, the thesis has been increasingly heard that When characterizing the stages of development of children's play, one should proceed not only and not so much from the age of the children, but from the age of the game itself. Thus, already in L. S. Vygotsky (1933), the evolution of children's play is presented in the form of a movement from games with an obvious imaginary situation and hidden rules to a game with a hidden imaginary situation and explicit rules. The child first develops games with an imaginary situation, which is initially very close to the real situation, and the rules exist in a highly compressed form. The game is more like memory than imagination; it is memory in action. As the game develops, an awareness of its goal occurs, which becomes a decisive factor and determines the child’s affective attitude. At the end of the development of the game, “what was in embryo at the beginning clearly appears. The goal - the rules ... appears and ... a certain record, also very closely related to the goal.”

Summarizing the results of studies of various stages (stages) of game development, G. G. Kravtsov (1990) emphasizes the diversity of its types. To define the game more precisely, he identifies two main signs - unproductive nature and predominance of the imaginary plan over the real one (creation of an “imaginary situation”, in the terminology of L. S. Vygotsky). These features of the game can be considered as necessary and sufficient signs that make it possible to distinguish it from other types of activity. G. G. Kravtsov emphasizes that children's play is a way for a child to enter the human world. Its motivating forces lie in the space of the future, in the area of ​​internal freedom, and not in relations of causal necessity; in it, new forces and energies are awakened, the child is connected to semantic fields and the sources of human culture.

Since the unproductiveness of games throughout childhood is obvious, the researcher focuses more on the second sign of play - the imaginary situation. Initially, it is created not by a child, but by an adult in joint activities and communication with him. By the end of infancy - the beginning of early childhood, children already respond to specific actions and calls from close adults, provoking simple play. They develop a desire for play situations, but not yet able to actively create them, not fully mastering the imagination, they attract an adult and through him gain access to the world of play.

Among the first independent games of a child aged 2.5 - 3 years, G. G. Kravtsov names director's games. They are still very similar to object-manipulative activities, but this is already a real game, the defining characteristic of which is the special logic of the child’s actions with objects and endowing them with playful meaning. The initial forms of director's acting are distinguished by a certain primitiveness of the plot, monotony of manipulations with objects, comparative short duration, situational occurrence and episodic nature. All this sharply distinguishes them from fully developed directorial acting in older preschool and primary school age.

Almost simultaneously with director's play or a little later, in early preschool age, another type of independent children's play arises - figurative role-playing game. Its difference is that the child takes on a unique role, which is more correctly called a game character-image. The child imagines himself to be anyone and anything and, reproducing some specific action or even pose, behaves as the imaginary object is supposed to act.

The next type of children's play that arises and develops most intensively in middle preschool age is role-playing game. G. G. Kravtsov writes that its sources are the director’s and figurative role-playing games that preceded it. Thus, objective manipulation and control of toys in director’s games develops in children the ability to create plots, see the game situation as a whole, and the ability to look at the situation through the eyes of different characters. At the same time, the ability to identify, which develops in figurative role-playing play, is one of the fundamental general psychological abilities and is of great importance for the creative potential of the individual.

However, role-playing play is not the pinnacle of development of play activity in preschool age. By the end of the preschool period, another type appears - games with rules , during which the activities of children approach in nature to a fundamentally new activity - educational.

The presented sequence of changing games and developing play as a children's activity in general is logical and natural. All previously mastered types of children's play do not disappear; they continue to develop, becoming more complex and perfect. Each phase of the preschool period of child development is characterized by a certain set of coexisting types of play activities, among which only one is a new type of game that is emerging for the first time. “Only this type of game at this stage of development can rightfully be called a leading activity,” says G. G. Kravtsov. “In the next phase of development, another type of game has the status of a leading activity.”

DIAGNOSTICS

GAME SKILLS OF A PRESCHOOL CHILDREN

Educational and methodological manual

Nikolaevsk-on-Amur

Nikolaev-on-Amur Pedagogical College of Indigenous Peoples of the North - branch of the regional state-funded educational institution of secondary vocational education

Comp. T.A. Krivolesova

DIAGNOSTICS

GAME SKILLS OF A PRESCHOOL CHILDREN

Educational and methodological manual

Nikolaevsk-on-Amur

Published by decision of the Scientific Methodological Council

Nikolaev-on-Amur Pedagogical College of Indigenous Minorities - a branch of the KGBOU SPO KhPK

Reviewer: Salnikova T.G., methodologist of NnAPK indigenous minorities

– branch of KGBOU SPO KhPK

Diagnostics of preschooler’s gaming skills: educational and methodological manual / Comp. T.A. Krivolesova - Nikolaevsk-on-Amur: Publishing house of NnAPK KMNS branch of KGBOU SPO KhPK, 2013.

The proposed educational manual outlines methods for studying the formation of gaming skills in children aged 2 to 7 years. The manual meets the requirements of the State Standard of Secondary Vocational Education in the specialty 050144 “Preschool Education” - PM 2 “Organization of various types of activities and communication of children”, MDK 02.01 “Theoretical and methodological foundations for organizing play activities of children of early and preschool age.”

The materials of the manual are intended for students of pedagogical colleges of full-time and part-time forms of study. They may also be of interest to teachers of preschool educational organizations.

Publishing house NnAPK KIMNS - branch of the KGBOU SPO KhPK, 2013

Introduction .............................................................................................7

Section 1. Criteria and indicators for assessing children's play activities ........................................................................10

Playing skills as a criterion for assessing the play activity of a preschooler.................................................................... ........10

junior preschool age (1.5–3 years) (T.N. Doronova)................................. ......................................12

Indicators of the level of development of gaming skills in childrenmiddle preschool age (4-5 years) (T.N. Doronova).................................... ....................................13

Indicators of the level of development of gaming skills in childrensenior preschool age (6-7 years) (T.N. Doronova)................................... ....................................15

Criteria and indicatorsformation of gaming skills in children of senior preschool age....................................16

Section 2. Diagnosis of a child’s gaming skills in the process of pedagogical guidance and independent gaming activities.................................................... ................................................... 18

Studying the level of development of gaming skills in children of senior preschool age.................................................... .18

Learning the ability to reproduce a sequence of actions in a game (2-3 years)..................................................... ...............24

Conversation “Studying gaming preferences”.................................... 25

Observation of the features of independent role-playing play of children (2-7 years old)...................................................25

Experiment "Game room" (5-7 years old)..................................29

Observation of the development of gaming skills in preschool children.................................................... .............................thirty

Observation of playing a role in the game...................................32

Role-playing and real relationships in the game...................................33

Section 3. Diagnosis of a preschooler’s play in a family setting.......................................................................................35

Questionnaire “What and how children play at home”.................................................... ...................................................35

Test “The Place of Play in Family Education”................................................36

Questionnaire survey “An adult’s initiative in playful communication with a child.”................................................. ....................39

Bibliography ……...............................................................40

INTRODUCTION

Third generation educational standards pose new challenges for vocational education teachers. When implementing them, secondary school teachers first of all face the problem of methodological support for new disciplines. One of such disciplines for students studying in the specialty 050144 “Preschool education” is the discipline “Theoretical foundations of play activities of children of early and preschool age and methods of their organization.”

This textbook was developed on the basis of the program of this discipline in accordance with the state educational standard of secondary vocational education in specialty 050144 “Preschool education” (professional module 2 “Organization of various types of activities and communication of children”, MDK 02.01 “Theoretical and methodological foundations for organizing play activities of children of early and early childhood preschool age").

The most famous educational publications in the field of play for preschoolers (“Preschool pedagogy” by S.A. Kozlova S.A. and T.A. Kulikova; “Organization of story-based play in kindergarten” by E.E. Kravtsova, N.Ya. Mikhailenko, N. Korotkova .A.), “The Game of a Preschooler” (edited by S.L. Novoselova; “How to Play with a Child” by N.Ya. Mikhailenko, N.A. Korotkova, etc.) mainly addresses the issues of theory and methodology of play activity. But at the same time, no attention is paid to such an important issue as diagnosing the gaming skills of a preschooler.

At the same time, during laboratory practical classes (2nd year), industrial practice (2nd, 3rd year), as well as when conducting research work within the framework of the graduate work (4th year), students experience difficulty in selecting diagnostic tools that allow them to study the playing skills of children .

Therefore, the purpose of this manual was to meet the educational needs of students of pedagogical colleges and teachers of preschool educational institutions for studying the gaming skills of preschoolers.

The proposed methods and content of diagnostic techniques are determined by understanding the essence gaming skills. Usually under them is understood as a set of mastered methods of gaming activity: to propose the idea and plot of the game, to carry out role-playing actions and role-playing speech, to build role-playing and real relationships with game partners.

As N.Ya emphasizesMikhailenko and N.A Korotkova in the pedagogical process in relation to the game, it is necessary to distinguish between two closely related components: joint play between the teacher and the children, during which new gaming skills are formed, and independent children's play, in which the teacher is not directly involved, but only provides the conditions for its activation and use by children existing gaming skills in their arsenal.

This manual allows you to diagnose gaming skills both in the process of teacher guidance and in the process of children’s independent activity. In addition, the list of methods includes questionnaire surveys of parents, which allow one to get an idea of ​​the characteristics of a child’s play in a family environment.

For studyingthe ability to reproduce the sequence of actions in the game, gaming preferences, the level of development of gaming skills and the level of aspirations in the game, features of an independent plot-role-playing game, the development of moral qualities in the game, assessment of gaming skills, playing a role in the game, gaming and real relationshipsa set of techniques is proposed, combined into a section conventionally called “Game of preschoolers in kindergarten”.

Another section - "Preschoolers' play in the family" - contains methods aimed at studying the plots and content of children's play activities at home,places of play in family education, adult initiatives in playful communication with the child.

There is no need to use absolutely all of the presented methods for diagnosis. At the same time, it should be taken into account that only the use of a set of techniques can give a holistic and complete picture of the subject being studied.

As determined by the Federal State Educational Standard of preschool education, the specifics of preschool childhood (flexibility, plasticity of the child’s development, a high range of options for its development, its spontaneity and involuntary nature), as well as systemic features of preschool education (non-compulsory level of preschool education in the Russian Federation, the absence of the possibility of imputing any responsibility to the child for the result) make the demands from a preschool child for specific educational achievements unlawful and necessitate the determination of the results of mastering the educational program in the form of targets.

The GEF and FGT targets for the social and psychological characteristics of a child’s personality suggest that at the stage of completion of preschool education:

The child knows different forms and types of play;

Can obey different rules and social norms,

Able to distinguish between conditional and real situations, including gaming and educational situations.

Mastering the basic educational program is not accompanied by intermediate and final certification of students. The complex we offer will allow the teacher to competently plan and carry out individual work with each child.

Section 1. Criteria for assessing children's play activities

Playing skills as a criterion for assessing the play activity of a preschooler

Play occupies a very important, if not central, place in the life of a preschooler, being the predominant type of his independent activity. In Russian psychology and pedagogy, play is considered an activity that is very important for the development of a preschool child; it develops actions in representation, orientation in relationships between people, initial skills of cooperation (A. V. Zaporozhets, A. N. Leontyev, D. B. Elkonin, L. A. Wenger, A. P. Usova, etc.).

Thematic content alone cannot serve as a criterion for the level of play. For example, a three-year-old child can play “astronaut” by repeating two or three game actions: putting on a helmet, getting into the “rocket” and turning the steering wheel. And six-year-old children can play “mother-daughter”, developing role-playing dialogues, moving from “dinner” to visiting the circus (for a moment becoming not “mother” and “daughter”, but circus performers), and then to a trip to the sea and etc. In this case, if we focus only on the topic, our judgment about the levelchildren's games will be perverse, superficial - after all, of course, as such, the theme “Space” is more complex than the theme “Family”.

The fact is that a story game, regardless of the topic (or on the same topic), in its simplest form can be built as a chain of conditional actions with objects, in a more complex form - as a chain of specific role-playing interactions, in an even more complex - as a sequence of various events. These increasingly complex ways of constructing a story-based game require children to develop increasingly complex gaming skills. The more fully all the ways of constructing a story-based game are represented in a child’s activity, the wider the repertoire of his playing skills, the more diverse thematic content he can include in it, and the more freedom he has in self-realization

Therefore, the main criterion for assessing the level of children’s play activity should begaming skills - the child’s predominant way of constructing a game and the potential ability to use various methods (the child’s ability, depending on his own plan, to include in the game both conditional actions with an object and role-playing dialogues, to combine various events) . Children who are fluent in various ways of constructing a game are characterized by “multi-thematic” plots, and this is not a drawback of the game (as is commonly believed), but an indicator of its high level.

The goal of pedagogical influences in relation to the game should not be “collective development of knowledge” (or “topics” - “Construction”, “Space”, “Shop”, etc.), but the formation of gaming skills that ensure independent creative play of children, in which they, of their own free will, implement a variety of contents, freely coming into contact with peers in small gaming groups.

Based on numerous studies, it has been established that in the age range of 1.5-3 years, a child can carry out conditioned actions with toys and substitute objects, building them into a simple semantic chain, entering into short-term interactions with peers.

At 3-5 years old, he can accept and consistently change play roles, implement them through actions with objects and role-playing speech, and enter into role-playing interaction with a peer partner.

At 5-7 years old, develop various sequences of events in the game, combining them according to one’s own plan and the plans of 2-3 peer partners, implement plot events through role-playing interactions and objective actions. However, a high level of play may not be achieved if the child does not have the opportunity to timely master gradually more complex gaming skills.

Indicators of the level of development of gaming skills in childrenjunior preschool age (1.5 – 3 years)

(T.N. Doronova)

Game actions are varied. The child reflects a plot from several actions related in meaning. Willingly plays with the teacher, reproduces game actions and speech of the teacher in independent play. Accepts suggestions for using substitute items in the game and uses them in the game. In simulation games, it expressively conveys the game image. Watches with interest the play actions of other children, joins in the game with a peer, but has difficulty in coordinatinggame actions.

The child reflects different stories in games. Independently uses substitute objects. Names his game role and game actions. When playing with a teacher, he enters into a game situation, shows game initiative, and joins in the game dialogue with interest. In individual play he speaks a lot out loud and changes his voice intonation. Willingly communicates with children and makes suggestions for games. Names favorite games. Knows the rules of familiar games well.

Indicators of the level of development of gaming skills in childrenmiddle preschool age (4 – 5 years)

(T.N. Doronova)

The child accumulates gaming experience. Reproduces different scenes. The game plot reflects a number of plot logical episodes. Calls himself in a play role, shows interest in play interaction. In the same game they can play different roles.

In a gaming environment, uses real objects and their substitutes. Maintains friendly relations with playing partners. Knows several outdoor games and round dances.

In games with rules, he accepts the game task, shows interest in the result, winning, and sometimes breaks the rules (weak self-control).

The child plays a variety of games independently. Willingly answers questions about his favorite toys. Interacts well in a subgroup of children, initiates new ideas and roles. Shows creativity in creating game settings and developing the plot. Attentive to the implementation of the rules by other players, defends their implementation. Reflects the content of literary works in games. Active in role-playing dialogue, loves educational games with elements of competition. Knows different games: moving, round dancing, board-printed, verbal, etc.

Indicators of the level of development of gaming skills in childrensenior preschool age (6-7 years)

(T.N. Doronova)

Average

High

The games are monotonous. The child gravitates towards stereotyped game plots and actions. In a playing role he is inexpressive. Speech activity is reduced. Focused on monotonous actions with toys. The role repertoire is poor. In cooperative games, there is an inability to coordinate game interaction with the overall game plan. He accepts suggestions from other players to change the plot, but finds it difficult to change his functions. Often leaves the general game until it is completed. Knows few games, finds it difficult to explain the rules, getting carried away by the process of the game. The possibilities of self-regulation from the perspective of game rules are reduced

The child willingly participates in games. Deploys various plots. Selects toys and objects in accordance with the role. Participates in creating the game environment. Names the role and roles of other participants in the game. Acts in the accepted role, tries to convey not only the system of actions, but also the character of the game character. Participates in the joint plotting of games based on familiar fairy tales. At the teacher’s suggestion, he uses generally accepted methods of distributing roles in case of disputes (counting tables, turns).

The child has a variety of gaming interests. In games he takes the initiative. Makes proposals for creating a game environment, enriching the plot, and game roles. Fantasizes, combines the real and the fantastic in the game. Invents games with sequels”, is active in role-playing interactions and role-playing dialogues.

He is friendly to his peers and shows interest in the plans of other children. Participates in games both in leading and other roles. Knows a lot of outdoor and other games. In games with ready-made rules, he controls the actions of other players, and willingly introduces children to the games. Explains and shows them game actions. Comes up with new versions of games, acting by analogy with the known ones.

Criteria and indicatorsformation of gaming skills in children of senior preschool age

Based on the structure of the game proposed by D. B. Elkonin, the following criteria and indicators of the development of gaming skills in children of senior preschool age can be identified (Table 1).

Table 1

Criteria and indicators of the development of gaming skills in children of senior preschool age

Indicators

1. Game concept

Ability to propose a game idea;

The ability to develop an idea as the game progresses;

The ability to create an object-game environment (use of attributes, substitute objects).

2. Game plot

Ability to choose a story.

3.Role

Designating a role with a word;

Directing the role of the child's behavior;

Correspondence of the content of the role to the real behavior of the character;

Interconnectedness of children's role functions

4. Role-playing activities

The ability to coordinate role-playing actions with the actions of a playing partner;

Ability to relate role actionscharacter's character.

5. Role speech

Ability to build role-playing dialogue.

The ability to select verbal (intonation) and non-verbal (gestures, facial expressions, movements) means to create a game image.

Section 2. Diagnosis of a child’s gaming skills in the process of pedagogical guidance and independent gaming activities

Studying the level of development of gaming skills in children of senior preschool age

In accordance with the data in Table 1, we offer a description of the levels of development of gaming skills (Table 2). During observation of children's play activities, the child is assigned a certain number of points for each criterion. The total score will determine the overall level of development of gaming skills:

High level – 13-15 points;

Average level – 8-12 points;

Low level – 7 points or less.

Table

Levels of development

1. Game concept

Low level –1 point

Lack of preparatory stage of the game (game “on the fly”). The impetus for play is a toy that comes into the child’s field of vision. The use of substitute objects is difficult; the child prefers to act with real objects.

Intermediate level – 2 points

The structure of the game includes a preparatory period: children agree on the theme of the game, clearly designate and distribute roles, and discuss the main direction of plot development. A place for play is chosen in accordance with the plot, toys and objects are selected in accordance with the role. They actively use substitute items.

High level – 3 points

The game clearly distinguishes the preparatory stage: choice of topic, active, interested participation in the joint plotting, agreed distribution of roles. The child hasshowing initiative and creativity in creating a game environment in accordance with the theme of the game and taking into account the opinions of game partners, using various attributes, substitute items, homemade products, adding to the game environment as the game progresses.

2. Game plot

Low level –1 point

The central content of the game is monotonous actions with certain objects without observing the correspondence of the game action to the real one (“mother” feeds “daughter”). The child reproduces elementary game plots and finds it difficult to independently come up with a new version of the plot.

Intermediate level – 2 points

Reproduction of plots of different content, reflecting a number of plot logical episodes. The content of the game becomes the execution of actions arising from the role. The presence of special various actions that convey the nature of the relationship to other participants in the game.

High level – 3 points

Plots using motifs from familiar fairy tales. Non-standard stories based on personal impressions. Creative plotting: new ideas, taking initiative in the development of plot logical episodes. The main content of the game is actions related to the transfer of attitudesTo

3.Role

Low level –1 point

Intermediate level – 2 points

Roles are clearly defined and highlighted. Children name their roles before the game starts. Roles define and direct the child's behavior. In the same game, a child can perform different roles.

High level – 3 points

Roles are clearly defined and highlighted. Throughout the game, the child follows a line of behavior that reflects the role. The role functions of children are interconnected. The child freely moves from one role to another depending on the game plan and the development of the plot.

4. Role-playing activities

Low level –1 point

Actions are monotonous, consisting of a series of repeated operations that do not logically develop into other subsequent actions. The logic of actions without protests from children is easily violated.

Intermediate level – 2 points

Actions become varied. In the accepted role, the child conveys the system of actions and character of the game character.

High level – 3 points

The actions are varied and reflect the richness of the actions of the person portrayed by the child. Actions directed towards different characters in the game are clearly highlighted. Actions unfold in a sequence that strictly recreates real logic. Violation of the logic of actions and rules is rejected.

5. Role speech

Low level –1 point

There are cues that accompany the play actions being performed with a toy partner. Individual extra-role dialogues with a child playing nearby.

Intermediate level – 2 points

Specific role-playing speech addressed to a fellow player in accordance with one’s role and the role performed by the fellow. At the same time, extra-role speech is also present.

High level – 3 points

Speech has an active role character, determined both by the role of the speaker and the role of the one to whom it is addressed.

Treatment data:

A high level (13-15 points) of the development of gaming skills is characterized by the fact that before starting the game the child thinks through the concept of the game,chooses the theme of the game, takes an active, interested part in the joint plotting and distribution of roles.

The child hasshowing initiative and creativity in creating a game environment in accordance with the theme of the game and taking into account the opinions of game partners, using various attributes, substitute items, homemade products, adding to the game environment as the game progresses. The child offers for playing with plots using motifs from familiar fairy tales or non-standard plots based on personal impressions, i.e. he is characterized by creative plotting: new ideas, taking initiative in the development of plot logical episodes.

The main content of the game is actions related to the transfer of attitudesTo other people, acting against the background of all actions associated with the performance of the role.

The role played by the child is clearly defined and highlighted. Throughout the game, the child follows a line of behavior that reflects the role; he freely moves from one role to another depending on the game plan and the development of the plot. Gaming d The child’s actions are very diverse and reflect the richness of the actions of the person (character) portrayed by the child in the game.

Game actions directed to different characters of the game are clearly identified; they unfold in a sequence that strictly recreates the real logic or logic of the plot of the work (fairy tale). Violation of the logic of actions and rules by the child is categorically rejected.

The child’s speech is of an active role nature, determined both by the role of the speaker and the role of the one to whom it is addressed.

Average level (8-12 points) the development of gaming skills is characterized by the fact that the child agrees on the theme of the game, clearly defines his role, and discusses with other children the main directions of plot development. The child, together with other children, chooses a place to play, toys and objects in accordance with the role in accordance with the plot.

Child at play reproduces plots of different content, reflecting a number of plot logical episodes. The content of the game is the implementation of game actions arising from the role.

The child is recorded to have a variety of special actions that convey the nature of his relationship to other participants in the game.Chosen by the childIt determines and directs the child’s behavior in the game. In the same game, a child can perform different roles. In the accepted role, the child conveys the system of actions and character of the game character.It is typical for a child tospecific role speech addressed to a playmate in accordance with one’s own role and the role played by the playmate; in parallel, there is also extra-role speech - communication with other children not according to the plot of the game.

Low level (7 points or less) the development of gaming skills is characterized by the fact that the child begins to play “on the fly”; there is no preparatory stage of the game.The use of substitute objects is difficult; the child prefers to act with real objects. The central content of the game is monotonous actions with certain objects without observing the correspondence of the game action to the real one (“mother” feeds “daughter”, the driver drives the car back and forth, etc.).

The child reproduces elementary game plots and finds it difficult to independently come up with a new version of the plot.The role is only called a child and some division of actions is outlined, according to the role. This role is implemented by a limited number of actions associated with it.

The child’s play actions are monotonous, consisting of a number of repeated operations that do not logically develop into other subsequent actions. The logic of actions without protests from children is easily violated.

Role-playing speech is not presented; there are separate remarks accompanyingperformed play actions with a toy partner and individual extra-role dialogues with children playing next to the child.

Learning the ability to reproduce a sequence of actions in a game (2-3 years)

Preparation : play equipment for feeding dolls.

Diagnosis is carried out individually with children 2-3 years old. The series are conducted with the same children with an interval of 2-3 days.

Episode 1: the teacher shows the child a doll, says that she is hungry, and offers to feed her.

Episode 2: the teacher feeds a doll, and helps the child feed another.

Episode 3: the teacher shows the child detailed play actions /prepares lunch, puts it on plates and feeds the doll first with the first dish, then the second and third/. Then he invites the child to feed the doll.

Episode 4: similar to episode 3, but the teacher explains them in detail. Then he invites the child to feed the doll.

Episode 5: the teacher takes a doll, gives another to the child and offers to feed them, i.e. he acts in parallel with the child.

Data processing: analyze children’s ability to consistently reproduce actions, use toys and game objects in the game, naming them with a word, the presence of speech addressed to a doll, introducing something new into the game, addressing an adult, the ability to use missing objects in the game (soup in a plate, compote in a cup).

Conversation “Studying gaming preferences”

Conducted in the form of an individual conversation.

Questions for children:

Do you like to play? Where do you like to play most: at home, in a group, out and about? Why?

What games do you play? What are your favorite games to play and why? What games would you like to play?

What do you do in games? What's your favorite thing to do in games? Why? What would you like to do in games?

Who are you in games? Why? Who would you like to be in games?

What toys do you have? Which ones are your favorite and why? How would you play with them?

Who do you play with most often and why?

Data processing . Children's answers are compared with observation of the child's play. They draw conclusions about the expected and actually preferred roles, plots, and actions with toys.

Observation of the features of independent role-playing play of children (2-7 years old)

Observation of independent role-playing play of children 2-7 years old is carried out in natural conditions.

Data processing:

Game concept, setting game goals and objectives

How the idea of ​​the game arises (determined by the gaming environment, the proposal of peers, arises on the initiative of the child himself);

Does the game plan be discussed with a partner, does it take into account their point of view;

How sustainable is the game's concept? Does the child see the prospect of play;

Is the idea static or develops as the game progresses? How often is improvisation observed in the game?

Lit knows how to formulate a game goal, a game task verbally and offer it to other children.

What constitutes the main content of the game (actions with objects, everyday or social relationships between people);

How varied is the game's content? How often are games with the same content repeated? What is the ratio of objective, everyday games that reflect social relations.

Game plot:

How varied are the plots of the games? Indicate their name and quantity;

What is the stability of the game's plot, i.e. to what extent the child follows one plot;

How many events does the child combine into one plot?

How developed is the plot? Does it represent a chain of events or is the child simultaneously a participant in several events included in the plot;

How does he demonstrate the ability to jointly build and creatively develop the plot of the game;

What are the sources of the game's plots?

Fulfillment of the role and interaction of children in the game:

Does the role being performed indicate the word and when /before the game or during the game/;

What means does he use to interact with his playing partner (role-playing speech, objective actions, facial expressions and pantomime);

What are the distinctive features of role-playing dialogue / individual remarks, phrases, duration of role-playing dialogue, focus on toys, a real or imaginary partner/;

Does it convey and what characteristic features of the character;

How does he participate in the distribution of roles? Who manages the distribution of roles. What roles does he most often play: main, secondary. How do you feel about the need to play secondary roles?

What does he prefer: playing alone or being part of a gaming group? Give a description of this association: numbers, stability, nature of relationships;

Does he have any favorite roles and how many roles can he play in different games?

Game actions and game items:

Does the child use substitute objects in play and what kind? By what principle does the child select substitute objects and transform them for use in the game;

Does the verbal designation of objects give substitutes, how easily does it do this;

Who initiates the selection of a substitute item;

Does he use figurative objects and toys in play? How often. Do you have any favorite toys?;

Characteristics of game actions: degree of generalization.

Game rules:

Do the rules serve as game regulators? Is the rule understood by the child?

How does the child correlate the fulfillment of the rules with the role he has taken on;

Does he make sure other children follow the rules? How does he react to violation of the rules by his playing partners?

How do you feel about your partner’s comments about following the rules?

Achieving a game result

Conflicts in the game:

What do they arise about?

Resolution methods.

Game environment:

Prepares the play environment in advance or selects toys during the game;

Does it use the proposed gaming environment?

The role of an adult in guiding the game:

How often does a child turn to an adult?

Does he offer to play?

Experiment "Game room" (5-7 years)

It is aimed at identifying the characteristics of children’s communication during play activities.

Instructions. "Imagine that a wizard has flown to you and invited you to his castle. In this castle there is a magical room in which all the games and toys that there are in this world are collected. You can come to this room and do whatever you want in it. you want. But there are two conditions. You must not come there alone. Take with you two people you want. And one more thing: everything you do there will be offered by you."

Then the child is asked the question: “Who will you take with you?” (It is important to clarify the names of the children and their ages). After this, the child is told: “Now you have come to the magic room, what do you propose to do there?”

After the child’s answer, you should clarify how the game will play out, what the children will do. Then the experimenter continues: “Okay, everyone played, and then they said that they were tired of it all, and they would not play it anymore. What do you suggest next?” The child’s second proposal is discussed, after which the adult asks to suggest something else to do.

After the child has made the third proposal, they say to him: “You suggested, but the guys don’t want to play like that. What will you do?”

In conclusion, the child must be told that he thought of everything very well, and the wizard will probably invite him to his castle.

Data processing:

When analyzing data obtained using this technique, the following parameters may be considered:

initiative and position in communication,

well-being of communication,

development of gaming skills, ways to resolve conflict situations.

It must be remembered that the results obtained using any projective methods do not always directly and unambiguously correlate with the characteristics of children’s communication and interaction. The technique only allows us to build hypotheses about such features that need to be verified using other techniques, and to observe the actual behavior of children.

Observation of the development of gaming skills in preschool children

Questions to Observe

Yes

No

Partially

1.

Do they know how to navigate a game task?

Can the child build according to a drawing?

Are they able to reflect real facts or events, knowledge about the profession of adults?

4.

Do they know how to regulate their desires during the game?

5.

Can children:

analyze

generalize

reason

draw conclusions, inference

6.

Is there creativity in creating a game (choosing themes)

7.

Do they know how to set a goal, find the means to achieve it, and overcome difficulties?

Does the child have a sense of responsibility for fulfilling the role assigned to him?

9.

Are new options born during the game?

10.

Do children comply with ethical standards of behavior during play:

goodwill

responsiveness

aggressiveness

inability to negotiate

confidence

empathy

mutual assistance

truthfulness

justice

Is the spatial environment used to set up the game?

12.

Do they develop the ability to manage their behavior?

13

Is the subject-game environment changed taking into account practical and gaming experience?

Observation of features playing a role in the game

Questions

game child role plot

D.B. Elkonin identified individual components of games characteristic of preschool age. The components of the game include: game conditions, plot and content of the game.

Each game has its own playing conditions- children participating in it, toys, other items. Their selection and combination significantly changes play in early preschool age; play at this time mainly consists of monotonously repeating actions reminiscent of manipulating objects. For example, a three-year-old child “cooks dinner” and manipulates plates and cubes. If the game conditions include another person (a doll or a child) and thereby lead to the appearance of a corresponding image, the manipulations have a certain meaning. The child plays at preparing lunch, even if he forgets, then feed it to the doll sitting next to him. But if the child is left alone and the toys that suggest this plot are removed, he continues manipulations that have lost their original meaning. Rearranging objects, arranging them by size or shape, he explains that he plays “with cubes,” “so simple.” Lunch disappeared from the child’s imagination along with the change in playing conditions.

Plot- that sphere of reality that is reflected in the game. At first, the child is limited to the family, so his games are connected mainly with family and everyday problems. As the child masters new areas of life, he begins to use more complex plots - industrial, military, etc. The forms of games based on old stories (“mother-daughter”) are also becoming more diverse. The game with the same plot becomes more stable and longer. If at 3-4 years old a child can devote only 10-15 minutes to it, and then he needs to switch to something else, then at 4-5 years old one game can already last 40-50 minutes. Older preschoolers are able to play the same thing for several hours in a row, and some games last for several days.

Those moments in the activities and relationships of adults that are reproduced by the child constitute game content. Younger preschoolers imitate objective activities - cutting bread, washing dishes. They are absorbed in the very process of performing actions and sometimes forget about the result - why they did it, the actions of different children are not consistent with each other, duplication and sudden changes in roles during the game are possible. For middle preschoolers, relationships between people are important; they perform play actions not for the sake of the actions themselves, but for the sake of the relationships behind them. Therefore, a five-year-old child will never forget to place the “sliced” bread in front of the dolls and will never confuse the sequence of actions - first lunch, then washing the dishes, and not vice versa. Parallel roles are also excluded, for example, the same bear will not be examined by two doctors at the same time, two drivers will not drive the same train. Children included in the general system of relationships distribute roles among themselves before the game begins. For older preschoolers, it is important to obey the rules arising from the role, and the correctness of their implementation of these rules is strictly controlled.

The plot and content of the game are embodied in roles. Development of game actions, roles and rules of the game occurs throughout preschool childhood along the following lines: from games with an extensive system of actions and roles and rules hidden behind them - to games with a collapsed system of actions, with clearly defined roles, but hidden rules - and, finally, to games with open rules and hidden rules roles behind them. For older preschoolers, role-playing merges with games according to the rules.

Thus, the game changes and reaches a high level of development by the end of preschool age. There are two main phases or stages in the development of the game:

• 1. Children 3-5 years old. Reproducing the logic of real people's actions. The content of the game is objective actions.
• 2. Children 5-7 years old. Simulation of real relationships between people. The content of the game becomes social relationships, the social meaning of an adult’s activity.

Summarizing his research, A.P. Usova writes: “As a result of the study, we can state the following: plotting, as a characteristic feature of creative, i.e., games invented by the children themselves, is already inherent in the games of children in the junior group of kindergarten at the age of 3; 2-3; 4. These plots are fragmentary, illogical, and unstable. At an older age, the plot of a game represents the logical development of a theme in images, actions and relationships: the origin of plot in games should apparently be attributed to pre-preschool age.

The development of the plot goes from the performance of role-playing actions to role-images, in which the child uses many means of representation: speech, action, facial expressions, gestures and an attitude corresponding to the role.” “The child’s activity in the game develops in the direction of depicting various actions (swims, washes, cooks, etc.).

Considering some issues of managing children's games, A.P. Usova points out a number of features of the development of games, from which one should proceed when organizing them.

She notes that “children’s games already at the age of three are of a plot nature, and in this direction the game develops intensively until the age of 7”; establishes that “the driving principles that determine the game... consist in the child’s gradual mastery of the role played in a group of children.” “The plot of the game with its roles determines the children’s attitude towards the game... As they approach the age of 6-7 years, new elements have formed in the game. Initially, it consisted of everyday actions performed by children: cooking, washing, transporting (3-4). Then role designations appear, associated with certain actions: I am a mother, I am a cook, I am a driver. Here, in these designations, along with role-playing actions, role-playing relationships appear, and finally the game ends with the appearance of a role, and the child performs it in two ways - for the toy and himself... The experience of playing games shows how perspectives and plans begin to emerge in them instead of random and unformed actions... The unification of children in games, the development of social ties among them is entirely determined by the very development of the game.”

Play is the leading activity in preschool age; it has a significant impact on the development of the child. First of all, in the game children learn to fully communicate with each other. Younger preschoolers do not yet know how to truly communicate with peers and, as D.B. Elkonina, younger preschoolers “play side by side, not together”

Gradually, communication between children becomes more productive and intense. In middle and older preschool age, children, despite their inherent egocentrism, negotiate with each other, pre-distributing roles, as well as during the game itself. A meaningful discussion of issues related to roles and control over the implementation of the rules of the game becomes possible due to the inclusion of children in a common, emotionally rich activity for them. If for some serious reason the joint game breaks down, the communication process also breaks down. In an experiment by Kurt Lewin, a group of preschool children were brought into a room with “incomplete” toys (the telephone did not have enough handset, there was no swimming pool for the boat, etc.). Despite these shortcomings, the children played with pleasure and communicated with each other. The second day was a day of frustration. When the children entered the same room, the door to the next room was open, where there were full sets of toys. The open door was covered with mesh. Having an attractive and unattainable goal before their eyes, the children scattered around the room, many angrily throwing away old, no longer needed toys. In a state of frustration, both play activities and children’s communication with each other collapsed.

The game contributes to the development of not only communication with peers, but also the child’s voluntary behavior. The mechanism for controlling one's behavior - obedience to the rules - develops precisely in the game, then manifests itself in other types of activities. Arbitrariness presupposes the presence of a pattern of behavior that the child follows and control. In the game, the model is not moral standards or other requirements of adults, but the image of another person whose behavior the child copies. Self-control only appears towards the end of preschool age, so initially the child needs external control - from playmates. External control gradually falls out of the process of behavior management, and the image begins to regulate the child’s behavior directly. By the age of 7, the child begins to increasingly focus on the norms and rules governing his behavior; the patterns become more generalized (as opposed to the image of a specific character in the game). With the most favorable development options for children, by the time they enter school, they are able to manage their behavior as a whole, and not just individual actions.

The game develops the motivational-need sphere of the child. New motives for activity and goals associated with them arise. But not only the range of motives is expanding. The emerging arbitrariness of behavior facilitates the transition from motives that have the form of affectively colored immediate desires to motives-intentions that stand on the verge of consciousness

Developed role-playing provides a means for conveying feelings and resolving conflicts. “Toys equip the child with appropriate tools because they are the environment in which the child can express himself. In free play he can express what he wants to do. When he plays freely, he releases feelings and attitudes that have persistently sought to break free."

Feelings and attitudes that a child may be afraid to express openly can be safely projected onto a toy chosen at their own discretion. “Instead of expressing thoughts and feelings in words, a child may bury or shoot a dragon in the sand, or spank a baby brother doll.” Most children face problems in life that seem insoluble. But by playing them the way he wants, the child can gradually learn to cope with them. He often does this, using symbols that he himself cannot always understand - this is how he reacts to processes occurring in the internal plane.

The role of play in the development of a child’s psyche.

• 1) In the game, the child learns to fully communicate with peers.
• 2) Learn to subordinate your impulsive desires to the rules of the game. A subordination of motives appears - “I want” begins to be subordinated to “impossible” or “must”.
• 3) In the game, all mental processes intensively develop, the first moral feelings are formed (what is bad and what is good).
• 4) New motives and needs are formed (competitive, gaming motives, the need for independence).
• 5) New types of productive activities arise in the game (drawing, modeling, appliqué)

theory game self-realization

When people start a family, no one, with rare exceptions, even thinks about starting relationships on the side. And yet, according to statistics, families most often break up precisely because of infidelity. Approximately half of men and women cheat on their partners within a legal relationship. In short, the number of faithful and unfaithful people is distributed 50 to 50.

Before we talk about how to protect a marriage from cheating, it is important to understand

Breathing: theory and practice

Theory

It is important to understand that natural human breathing is calm, measured and deep breathing from the stomach. However, under the pressure of the modern high-speed rhythm of life, a person accelerates so much that he literally cannot breathe. In other words, a person begins to breathe quickly and shallowly, as if suffocating, and at the same time use the chest. This type of chest breathing is a sign of anxiety and often leads to hyperventilation syndrome, when the blood is oversaturated with oxygen, which is expressed in the opposite sensation: it seems to you that there is not enough oxygen, from which you begin to breathe even more intensely, thereby falling into a vicious circle of anxious breathing .

Relaxation: theory and practice

Theory

Frequent, prolonged, intense emotional experiences cannot but affect our physical well-being. The same anxiety always manifests itself in the form of muscle tension, which, in turn, sends a signal to the brain that it is time to worry. This vicious circle arises because the mind and body are inextricably linked. Being “educated” and “cultured” people, we suppress, and do not show (do not express, do not express) emotions, due to which the resulting muscle tension is not spent, but accumulates, which leads to muscle clamps, spasms and symptoms of vegetative-vascular dystonia. Paradoxically, it is possible to relax tense muscles through short but quite intense tension, which promotes better muscle relaxation, which is the essence of neuromuscular relaxation.

Large family: we live together

A big family is a real small state. Several generations meet under one roof every day. This is a place where you can find understanding and compassion. But maintaining peace is not easy.
The main advantages of a large family: its members develop self-confidence, the ability to overcome difficulties, and emotional stability. Such a family feeds with positive energy, but in return requires attention and strict adherence to general rules. It turns out that family ties are endless mutual obligations, in the sea of ​​which you can easily lose part of your “I”, as well as a good piece of personal space. A situation may arise when everyone in the family acts differently, hence quarrels and conflicts arise. To rectify the situation, you can gather a family council and discuss the rules of interaction with all family members. After a frank conversation, the reasons for quarrels most often disappear, and the tension in the relationship subsides.

How naive the ancient Greeks were, in particular the philosopher Theophrastus, who in his treatise “Characteristics” said: “Tactlessness is the inability to choose the right moment for communication, which causes trouble for the interlocutor. A tactless person has no malicious intent, but acts inappropriately and at the wrong time.”
Of course, one can assume that your neighbor, Aunt Raya, who, congratulating you on your birthday, will not fail to mention that the years go by, and work is not a wolf, in fact, ingeniously wishes you to get married as soon as possible and forget about your career. You can also justify a young nephew who frankly compares your eyes under glasses with the headlights of a brand new Volkswagen - his tactlessness is based on a lack of life experience. But in the modern world there are many more people who deliberately throw out a provocative phrase in order to enjoy your acute reaction - embarrassment, irritation or aggression. For example, a “friend” who, in front of a man who clearly cares about you, asks how your visit to the proctologist went. Or an employee, trying to set you up in front of her superiors, asks an “innocent” question about whether you managed to download the next episode of a fashion series - in the middle of the working day. These are none other than trolls. And if Aunt Raya’s behavior can be justified by a lack of education and simplicity, then trolls, as a rule, have a completely different motivation.

Elkonin identifies four levels of development of role-playing games, reflecting the dynamics of its development throughout preschool childhood:

1st level: The central content of the game is predominantly objective actions. In fact, there are roles, but they do not determine actions, but themselves stem from the nature of the actions performed by the child. As level 3: the main content of the game is the fulfillment of the role and the actions associated with it. Game actions appear that convey the nature of the simulated social relationships. The roles are clear and distinct and are called by the children before the game begins. The role determines the logic and nature of actions. Actions become varied. Specific role speech appears.

Level 2: the central content of the game continues to be objective actions.

The roles are called children. The logic of actions is determined by their sequence in real life. The real relationship between children is the relationship between them as partners in joint play activities.

Functions real relationships include planning the plot of games, distribution roles, game items, control and correction of plot development and role performance by peer partners. In contrast to “role-playing”, i.e., play relationships determined by the content of the roles performed, real relationships are determined by the characteristics of the child’s personal development and the nature of interpersonal relationships between peers. According to A.P. Usova, S.N. Karpova and L.G. Lysyuk, real relationships play a significant role in the development of a child’s communicative and social competence in his moral development. In plot-role relationships, moral and moral norms of behavior are revealed to the child, here orientation in these norms is carried out, and in real relationships the actual assimilation of these norms occurs.

The third component of the game is game actions. These are actions free from the operational and technical side, these are actions with meanings, they are of a figurative nature. According to D. B. Elkonin, abstraction from the operational and technical side of objective actions makes it possible to model a system of relations between people. The game, wrote D. B. Elkonin, is sensitive to the sphere of human relations and social functions. In the game, the action is carried out by children for the sake of something and for someone. The game recreates the general meaning of human labor, norms and ways of relating between people. It reproduces in ideal form the meaning of human activity and the system of relationships that adults enter into in their real lives. Play is of great importance for the development of a child’s personality. The game develops not so much around the operational side, but around the motivational and semantic sphere of people’s activities. This is facilitated by minimizing the operational side and increasing the symbolic side of activity in the game. The significance of symbolism lies not only in the fact that it creates a field of meaning for the child, but also allows him to reproduce in play the system of relations of adults, the system of moral relations, abstracting from the material and operational aspects. Transferring meanings in play is a path to symbolic thinking. Obedience to the rules in the game is a school of arbitrary behavior. But these two aspects of a child’s psyche can develop not only in play, but, for example, in the process of drawing, designing, etc.

4th level: The main content of the game is to perform actions that reflect the attitude towards other people. The roles are clear and precise. Throughout the game, the child clearly follows one line of behavior.