Types of games and their classification in pedagogy. Game, types of games, educational and methodological material on the topic Contents and types of games

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Let us briefly look at the classification of educational games-tasks

1. Educational games for preschoolers' sensory abilities. These include games for the development of color perception, visual and tactile perception, recognition of geometric shapes and sizes, and quite complex configurations.
2. Games that develop fine motor skills. For example, sketching and tracing shapes and different patterns. This can be done using various stencils. It is also appropriate to note educational games of a graphic nature.
3. Tasks and exercises for the development of basic mental processes, which include memory and attention. These could be modifications of the game “What has changed?”
4. Games that develop a child's thinking. In such a series of games, the preschooler develops the ability to analyze, synthesize, spatial imagination, and logical thinking. In such games, as a rule, mathematical concepts are laid down at the initial stage, and mental operations such as classification and generalization are developed. In full swing, in the process of games that are aimed at inventing a variety of symbols, abstract thinking is formed.
5. You can also note educational games that shape imagination, speech, etc.

Educational games for the development of fine motor skills in older preschoolers

Game "Stringing".
Goal: develop fine motor skills.

Game material and visual aids: pictures with animals, game clocks.

Description: children sit in a circle, receiving a picture each, without showing them to each other. Everyone must describe their animal, without naming it, according to this plan:

1. Appearance.
2. What does it eat?

The game uses a "game clock". First, turn the arrow. Whoever she points to starts the story. Then, by rotating the arrows, they determine who should guess the animal being described.

Game "Compare objects".

Goals: develop observation skills; expand the vocabulary due to the names of parts and parts of objects, their qualities.

Playing material and visual aids: things (toys) that are the same in name, but differ in some characteristics or details, for example: two buckets, two aprons, two shirts, two spoons, etc.

Description: the teacher reports that a package was brought to the kindergarten: “What is this?” He takes out his things: “Now we will look at them carefully. I will talk about one thing, and some of you will talk about another. We’ll tell you one by one.”

For example:

1. I have a smart apron.
2. I have a work apron.
3. It is white with red polka dots.
4. Mine is dark blue.
5. Mine is decorated with lace frills.
6. And mine is with a red ribbon.
7. This apron has two pockets on the sides.
8. And this one has one big one on his chest.
9. These pockets have a flower pattern on them.
10. And this one has tools drawn on it.
11. This apron is used to set the table.
12. And this one is worn for work in the workshop.

Game "Who was who or what was what."

Goals: activate vocabulary; expand knowledge about the world around us.

Description: Who or what was the chicken before? (Egg.) And a horse (foal), frog (tadpole), butterfly (caterpillar), boots (leather), shirt (cloth), fish (egg), wardrobe (board), bread (flour), bicycle (iron), sweater (wool), etc.?

Game “Name as many objects as possible.”

Goals: activate vocabulary; develop attention.

Description: children stand in a row and are asked to take turns naming the objects that surround them.

The one who named the word takes a step forward. The winner is the one who pronounced the words correctly and clearly and named the most objects without repeating himself.

Game "Pick a Rhyme".

Goal: to develop phonemic hearing.

Description: the teacher explains that all words sound different, but some of them sound similar. Offers to help you choose a word.

There was a bug walking along the road,

Sang a song in the grass... (cricket).

You can use any verses or individual rhymes.

Game “Name the parts of an object.”

Goals: enrich vocabulary; develop the ability to relate an object and its parts.

Game material and visual aids: pictures of a house, truck, tree, bird.

Description: the teacher shows pictures:

1st option: children take turns naming parts of objects.

2nd option: each child receives a drawing and names all the parts himself.

Educational games for teaching literacy to senior preschoolers

Game “Find out who makes what sounds?”

Game material and visual aids: a set of subject pictures (beetle, snake, saw, pump, wind, mosquito, dog, locomotive).

Description: the teacher shows a picture, the children name the object depicted on it. To the question “How does a saw ring, a beetle buzz, etc.” the child answers, and all children reproduce this sound.

Goal: to develop auditory perception.

Description: the driver turns his back to the children, and they all read a poem in chorus, the last line of which is pronounced by one of the children at the direction of the teacher.

If the driver guesses it, the specified child becomes the driver.

Sample material:

1. We'll play a little while you listen and find out.
   Try to guess who called you, find out. (Name of the driver.)
2. A cuckoo flew into our garden and was singing.
   And you, (driver’s name), don’t yawn, guess who’s crowing!
   Cuckoo!
3. The rooster sat on the fence and crowed throughout the yard.
   Listen, (driver’s name), don’t yawn, find out who our rooster is!
   Ku-ka-riku!

Game "Guess the sound."

Goal: to practice clarity of articulation.

Description: the presenter pronounces the sound to himself, clearly articulating. Children guess the sound by the movement of the presenter's lips and pronounce it out loud. The first one to guess becomes the leader.

Game “Who has good hearing?”

Goal: to develop phonemic awareness, the ability to hear sounds in words.

Game material and visual aids: a set of subject pictures.

Description: the teacher shows a picture and names it. Children clap their hands if they hear the sound they are studying in the name.

At later stages, the teacher can silently show the picture, and the child pronounces the name of the picture to himself and reacts in the same way.

The teacher marks those who correctly identified the sound and those who could not find it and complete the task.

Game “Who Lives in the House?”

Goal: to develop the ability to determine the presence of sound in a word.

Game material and visual aids: a house with windows and a pocket for putting pictures, a set of subject pictures.

Description: the teacher explains that only animals (birds, pets) live in the house, the names of which contain, for example, the sound [l].

We need to put these animals in a house. Children name all the animals depicted in the pictures and choose among them those whose names contain the sound [l] or [l’].

Each correctly chosen picture is scored with a game chip.

Sample material: hedgehog, wolf, bear, fox, hare, elk, elephant, rhinoceros, zebra, camel, lynx.

Game "Who is bigger?"

Goal: to develop the ability to hear the sound in a word and relate it to the letter.

Game material and visual aids: a set of letters already known to children, object pictures.

Description: Each child is given a card with one of the letters known to the children. The teacher shows the picture, the children name the depicted object. The chips are received by the one who hears the sound corresponding to his letter. The one with the most chips wins.

Game "Helicopter".

Goal: to develop the ability to select words starting with a given sound.

Game material and visual aids: two plywood disks superimposed on each other (the lower disk is fixed, letters are written on it; the upper disk rotates, a narrow sector, the width of a letter, is cut out of it); chips.

Description: Children take turns spinning the disk. The child must name the word starting with the letter where the slot sector stops.

The one who completes the task correctly receives a chip. At the end of the game, the number of chips is counted and the winner is determined.

Game "Logo".

Goal: to develop the ability to isolate the first sound in a syllable and relate it to the letter.

Game material and visual aids: a large lotto card, divided into four squares (three of them contain images of objects, one square is empty) and cover cards with the studied letters for each child; for the presenter a set of separate small cards with images of the same objects.

Description: The presenter takes the top picture from the set and asks who has this item.

The child, who has this picture on the lotto card, names the object and the first sound in the word, and then covers the picture with the card of the corresponding letter. The first one to cover all the pictures on the lotto card wins.

Approximate material: stork, duck, donkey, tail, catfish. rose, lamp, etc.

Game "Chain".

Goal: to develop the ability to identify the first and last sounds in a word.

Description: one of the children names a word, the person sitting next to him selects a new word, where the initial sound will be the last sound of the previous word. The next child in the row continues, etc.

The task of the series is not to break the chain. The game can be played as a competition. The winner will be the row that “pulled” the chain the longest.

Game “Where is the sound hidden?”

Goal: to develop the ability to establish the place of sound in a word.

Game material and visual aids: the teacher has a set of subject pictures; Each child has a card divided into three squares and a colored chip (red with a vowel, blue with a consonant).

Description: the teacher shows a picture and names the object depicted on it. Children repeat the word and indicate the location of the sound being studied in the word, covering one of the three squares on the card with a chip, depending on where the sound is located: at the beginning, middle or end of the word. Those who correctly place the chip on the card win.

Game "Where is our home?"

Goal: to develop the ability to determine the number of sounds in a word.

Game material and visual aids: a set of subject pictures, three houses with pockets and a number on each (3, 4, or 5).

Description: children are divided into two teams. The child takes a picture, names the object depicted on it, counts the number of sounds in the spoken word and inserts the picture into a pocket with a number corresponding to the number of sounds in the word.

Representatives of each team come out in turn. If they make a mistake, they are corrected by the children of the other team. For each correct answer, a point is counted, and the row whose players score the most points is considered the winner. The same game can be played individually.

Approximate material: lump, ball, catfish, duck, fly, crane, doll, mouse, bag.

Game "Wonderful bag".

Game material and visual aids: a bag of colorful fabric with various objects, the names of which have two or three syllables.

Description: children approach the table in order, take an object out of the bag, and name it.

The word is repeated syllable by syllable. The child names the number of syllables in a word.

Game "Telegraph".

Goal: to develop the ability to divide words into syllables.

Description: the teacher says: “Guys, now we are going to play telegraph. I will name the words, and you will transmit them one by one by telegraph to another city.”

The teacher pronounces the first word syllable by syllable and accompanies each syllable with clapping. Then he names the word, and the called child independently pronounces it syllable by syllable, accompanied by clapping.

If a child completes the task incorrectly, the telegraph breaks down: all the children begin to slowly clap their hands; a damaged telegraph can be repaired, that is, pronounce the word correctly syllable by syllable and clap.

Educational games in mathematics for older children

Game "Be careful".

Goal: to consolidate the ability to distinguish objects by color.

Game material and visual aids: flat images of objects of different colors: red tomato, orange carrot, green Christmas tree, blue ball, purple dress.

Description: children stand in a semicircle in front of a board on which flat objects are placed.

The teacher, naming the object and its color, raises his hands up. Children do the same. If the teacher names the color incorrectly, children should not raise their hands up.

The one who raised his hands loses the forfeit. When playing forfeits, children can be given tasks: name a few red objects, say what color the objects are on the top shelf of the closet, etc.

Game "Compare and fill".

Goals: develop the ability to carry out visual-mental analysis; consolidate ideas about geometric shapes.

Game material and visual aids: a set of geometric shapes.

Description: two people play. Each player must carefully examine his or her board with images of geometric shapes, find a pattern in their arrangement, and then fill in the empty cells with a question mark, placing the desired shape in them.

The one who completes the task correctly and quickly wins. The game can be repeated by arranging the figures and question marks differently.

Game "Fill the Empty Cells".

Objectives: to consolidate the idea of ​​geometric shapes; develop the ability to compare and contrast two groups of figures, find distinctive features.

Game material and visual aids: geometric shapes (circles, squares, triangles) in three colors.

Description: two people play. Each player must study the arrangement of the figures in the table, paying attention not only to their shape, but also to the color, find a pattern in their arrangement and fill in the empty cells with question marks.

The one who completes the task correctly and quickly wins. Players can then exchange signs. You can repeat the game by arranging the figures and question marks in the table differently.

Game "Wonderful Cup".

Goal: to learn to determine the place of a given object in a number series.

Game material and visual aids: 10 yogurt cups, a small toy that fits in the cup.

Description: stick a number on each glass, choose the driver, he must turn away. During this time, hide a toy under one of the glasses. The driver turns and guesses which glass the toy is hidden under. He asks: “Under the first glass? Under the sixth? Etc. until he guesses right.

You can answer with prompts: “No, more,” “No, less.”

Game "Holiday at the Zoo".

Purpose: to teach to compare the number and quantity of objects.

Game material and visual aids: soft toys, counting sticks (buttons).

Description: Place animal toys in front of the child. Offer to “feed” them.

The teacher names the number, and the child places the required number of sticks (buttons) in front of each toy.

Game "Long-length".

Purpose: to consolidate the concepts of “length”, “width”, “height”.

Game material and visual aids: strips of paper.

Description: the teacher makes a wish for some object (for example, a closet) and makes a narrow strip of paper equal to its width.

To find the answer, the child will need to compare the width of different objects in the room with the length of the strip. Then you can guess another object by measuring its height, and the next one by measuring its length.

Game "Pass through the gate."

Game material and visual aids: cards, “gates” with numbers.

Description: Children are given cards with different numbers of circles.

To go through the “gate”, everyone needs to find a pair, that is, a child, whose number of circles, added to the circles on their own card, will give the number shown on the “gate”.

Game "Numbers Talk".

Goal: to consolidate direct and reverse counting.

Game material and visual aids: cards with numbers.

Description: children who are “numbers” receive cards and stand one after another in order. “Number 4” says to “number 5”: “I am one less than you.” What did “number 5” answer to “number 4”? What did “number 6” say?

Game "Don't Yawn!"

Goals: to consolidate knowledge of counting from 1 to 10, the ability to read and write numbers.

Game material and visual aids: number cards, forfeits.

Description: children are given cards with numbers from 0 to 10. The teacher tells a fairy tale in which different numbers appear. When a number is mentioned that matches the number on the card, the child must pick it up.

Whoever did not have time to quickly perform this action loses (he must give forfeit).

At the end of the game, a “redemption” of forfeits is carried out (solve a problem, a joke problem, guess a riddle, etc.).

Material from Summer Camp

Man is a “playing man,” homo ludens.

GAME - One of the types of human activity. Play can be thought of as unintentional self-learning.

The main functions of the game in human life

• Exercise. The game involves indicative and research activities that allow one to determine and consolidate optimal forms of behavior in various life situations. The game serves as an exercise in all types of human activity - physical, artistic, intellectual, social, educational, etc.
• Changing relationships with reality. The game simulates conditions that differ from the conditions of activity in reality. In reality, a person carries out real activities with real responsibility for its results. For a child, the game provides the opportunity to choose and accept responsibility, which is the most significant thing for him in the game. The phenomenon of this quality of play is that for children the game creates the opportunity to simulate the conditions of reality, and for adults, on the contrary, it gives the opportunity to “escape” these conditions.
• A way to manage your emotional state. Emotions reflect the degree to which a person's needs are satisfied. At the same time, emotional states can be created without direct involvement in activity. Play is one of the most effective ways to manage your emotional state. Due to its significant functions in a person’s life, play is a powerful means of influencing him.

The meaning of the game for a child

• Introspection. In play, the child constantly compares himself with other children, compares, analyzes and, based on this analysis, adjusts his behavior. This applies not only to his physical qualities, but also to such qualities as intelligence, courage, and sociability.
• Achieving emotional intimacy. Play provides more opportunities to achieve emotional intimacy, which is important for the child, by involving him in joint meaningful activities.
• Development of predictive functions. During play, a child develops important predictive functions of behavior. It is very difficult for a child to predict the results of his actions and activities in general, since basically their results are assigned to an indefinite future, while the result of the game is known in the “near future.”
• Gaining social experience In play, the child gains experience in resolving conflicts, equitable distribution of the results of joint activities, and experience in the distribution of social roles.
• Development of imagination. The game develops the child's imagination. This game feature is especially important for preschool children. Imagination allows the child to gain experience by establishing relationships between objects and phenomena of reality.
• Overcoming complexes and fears. In play, it is easier for children to overcome their own fears, since the simulated reality is controlled by those who model it.
• Feeling of completeness of one's own existence. One of the most important problems for a teenager is his alienation from the adult world. This world is incomprehensible, mysterious, forbidden and at the same time attractive. The game helps children create their own special world, different from the world of adults. This world has its own rules, traditions, its own language, secrets, mysteries, special relationships. In an emotional and psychological sense, the presence of such a special world equalizes adults and children.

The meaning of the game for an adult

Among the meanings of the game for an adult, in addition to those listed, one should indicate the possibility manipulative influence on other people. The game often becomes a tool in the hands of scammers and adventurers. Also stands out game component in real activity adult. The game component refers to actions that only imitate genuine, real, responsible relationships with the outside world.

Classification of games

• By location and conditions. Outdoor movable, indoor, computer, etc.
• By purpose. Educational, testing, training, developmental, entertaining, gambling, etc.
• Complex games.
  • Role-playing games. These games are based on a certain scenario, a plot, according to which roles are distributed between the participants. Such a game can be based on book plots.
  • Themed role-playing games. Games in which the plot develops independently, and only the theme of the game is given (for example, a game of “war”).

Small games

Game features:

• Free developmental activity
• With a creative purpose.
• Emotional elation.
• The presence of direct and indirect rules.

Game classification:

• According to the content of the tasks:
  1. for acquaintance
  2. for unity
  3. practical jokes
  4. educational
  5. entertaining
• Form: - dancing
  1. intellectual
  2. relay races
  3. trainings
• By location:
  1. on air
  2. in water
  3. in room
• By number of participants:
  1. individual
  2. team
• By composition of participants:
  1. age
  2. by gender
• By speed and time:
  1. seasonal
  2. minute games
  3. short-term
  4. long-term
• By degree of activity:
  1. sedentary
  2. movable
  3. "sedentary"
• According to the availability of props
  1. with props
  2. no props
• By level of organization:
  1. spontaneous
  2. managed
  3. spontaneous

Game objectives:

• The joy of communication
• Development of imagination
• Nurturing Determination

Play occupies a special place in the life and activities of children, facilitates the process of transferring socially valuable relationships, allows them to engage in communication, and provides an opportunity to learn how to play out difficult life situations that they will encounter in the future. Through the game, a team is created; through the game, rules of behavior and relationships in the team are built. Games develop creativity, the game is an excellent tool for you in working with children's temporary team, and the main thing is to learn how to use this tool. To choose the right game you need to answer a number of questions:

1. What is the purpose of the game or, in other words, why are you playing it:

• creation and development of a team;
• identification and development of talents and abilities (intellectual and educational games, sports games, exercises for removing clamps);
• take a break.

2. Age for which you are going to play the game:

• Jr,
• middle junior,
• middle senior,
• teenage.

Many games that are interesting for older children will seem very difficult to little ones and, conversely, many games that kids enjoy playing will not be interesting for older ones.

3. The conditions you have to play the game:

• room or street,
• territory of movement,
• opportunity to sit in a circle,
• Assembly Hall,
• playground.

4. At what stage is the formation of the team?

• acquaintance,
• building a structure,
• change or confirmation of structure,
• decay.

Agree, it is unreasonable to play dating games in the middle of a shift, and at the first meeting conduct elements of a ropes course.

5. Number of game participants:

• up to 10 people,
• up to 20 people,
• up to 30 people,
• up to 40 people and more...

6. What stationery and sporting goods do you have:

• paper, pen, paper clips, markers
• balls, hoops, jump ropes
• sand, seaweed, pebbles

7. How much free time do you have to play the game:

• 5 minutes,
• 10 minutes,
• 30 minutes,
• 2 hours

8. What outcome of the game do you need:

• winners,
• nominations,
• OK,
• deep Scan.

You can select a game for any of the given parameters. There are games that require preparation and therefore, when planning your work with a partner, select games for the next day in advance and do not forget to allow time for preparation, if necessary. The ability to correctly plan a shift, a day, a game will become an important assistant for you not only in your work as a leader, but also in life.

All games can be grouped according to several parameters, creating a specific system for classifying games. The classification of games makes it possible to clarify the systems for matching games for one purpose or another, and allows one to navigate the variety of game objects and their meaningful use.

The nature of the game is determined by its main aspects. A game is a convention that can manifest itself as a convention of competition, a convention of performance. The functioning of the game as an independent phenomenon is ensured by a system of rules that define norms. The game, as an independent cultural phenomenon, occupies a certain place and has a special embedding mechanism. The essence of the game is to test, consolidate, and identify certain norms of relationships between people.

In tourism activities, games are reaching a new level, including variety of use and effectiveness. The classification of games is based on human activity, reflected in games with its vertical and horizontal connections from leisure to intellectual activity, interpenetrating each other, having their own models, structures, functions, elements and results (Fig. 6.2).

Games can be classified according to external characteristics: content, form, location, composition and number of participants, degree of regulation and management, availability of game accessories.

The defining aspect of the game as such is the content, which can be the basis for the classification of games (Fig. 6.3). The content gives grounds to subdivide games into original (integral) and complex ones, organically uniting games of different types.

Some games are separated into independent typical groups: children's games of all types; games-festivities; gaming folklore; play theatrical performances; trainings and exercises; questionnaires, questionnaires, tests; variety game competitions, relay races and starts; wedding rituals, gaming customs; hoaxes, practical jokes, surprises, carnivals, masquerades; game auctions, etc. At the same time, there are many other classification criteria that allow you to combine games on certain grounds:

according to the time of the game - seasonal (winter, spring, summer, autumn);

by duration - long-term, temporary, short-term, minute games;

by venue - table (table), indoor, street, courtyard, outdoor, outdoor, festive, pop;

by composition of participants (by gender and age) - for preschoolers and primary schoolchildren, for students, for girls and boys, for men and women, youth;

by the number of participants - single, individual, pair, group, team and mass;

according to the degree of regulation and management - planned (organized by a manager), spontaneous, improvised (organized by a sports instructor), impromptu (spontaneous);

according to the availability of accessories - games without objects and with objects, computer games, slot games, attraction games.

The classification based on the internal characteristics of the game is based on the individual’s ability to play (imagination, imitation, isolation, competition, transference, repetition, merging with nature, improvisation, imitation, risk, intensity of behavior in the game).

Physical games, built on movement, can be divided into two groups: active (games that differ in content, organization and complexity of rules, among which we can distinguish plot and plotless games, fun games) and sports (towns, badminton, basketball, table tennis, football, hockey, etc.).

TO show games include competitions (relatively intellectual games built on questions and answers and age-specific - for schoolchildren, youth and adults) and quizzes (an intellectual game in which several people - a team - can answer questions; the quiz questions contain cognitive information, indicating that the participants have a certain erudition.Quizzes vary in the composition of participants - family, individual, group, as well as in subject matter - musical, literary).

The game is the most popular type of psychological work with both children and adult tourists. It is difficult to combine all the elements of the game in one game action and to embrace its full potential. There are five types of play spaces, which, according to certain parameters, can be intertwined with each other:

game shells, when the game is used as some kind of framing, the general background of any work (train travel from station to station, internal movements from level to level, an international tourism conference with master classes taking place within its framework);

game-experience- a more complex type of game, associated with the need to get involved in relationships, build them, turn to your own “I” (for such a game you can come up with many game spaces - a desert island, fantasy worlds of men and women, an undeveloped planet, prehistoric time, using theatrical and stage attributes);

drama game, which can be used in hotels, tourist centers, and campsites, in which a significant part of the time is spent getting the participants accustomed to their role and the situation using a wide variety of techniques (external surroundings, costume elements, room decoration, theatrical scenery, lighting and musical effects, determination by participants of plot role statuses);

business games, aimed at mastering and understanding instrumental tasks associated with constructing real activities, achieving specific goals, structuring a system of business relations between participants (they can be of a simple plot nature, solving purely instrumental problems, or take the form of an “organizational seminar”, “organizational game”; a promising direction are “project games”, the task of which is to develop the participants’ design thinking and the ability to work with the problem posed);

psychological action - a gaming environment created in the space of a team for a certain time, the peculiarity of which is unobtrusiveness and unusualness (has its own content, its own rules and intended result, the motto of which can be encapsulated in the expression “life is richer than you perceive it”).

A special, creative process is the creation of a large psychological game, starting with awareness of the problem and the psychological tasks arising from it, determining the type of game taking into account the characteristics of the group, the experience of the players in participating in psychological procedures, the degree of trust in each other and the leader, etc. The key to the success of the game is creation, search, selection of a suitable plot and construction of a game script, the course of which depends on the experience of the animator. Plots can be magical (immersing game participants in worlds similar to the real world), metaphorical (immersing game participants in worlds similar to the real world), real (based on the logic of our own world, in which there is no magic, no “alien” logic, paradoxes).

By accepting the role and some rules of behavior in the game, the logic of actions or their consequences, players are immersed in the game.

In holding holidays as animation programs, the use of folk games. Folk games are the most accessible form of development of artistic creativity. In game situations, song, folklore, dance creativity and elements of folk theater are formed, in them character and temperament are clearly demonstrated, costumes, jewelry, and folklore attributes are demonstrated.

Folk games are classified according to location (indoors, outdoors, stadium, etc.), seasonality (spring, summer, winter, autumn), age and category. They are:

active (running, jumping, physical exercise);

attributive (with various objects - toys, balls, ropes, hoops, sticks);

traditional (which are based on verbal formulas, jokes, sayings, jokes, sayings);

dramatic (assume the presence of an artistic image, action, dialogue, movement);

sports (competitions, competitions, dance moves, yoga, physical ability training);

Ornamental (accompanied by songs, musical compositions, the main genre of which is round dance);

production or business (depiction of various episodes of production activity and pastime - hunting, fishing, service);

everyday (a distinctive feature is the presence of song, music and dance accompaniment, which gives the character of a round dance; they are divided into public, reproducing historical events and military actions, and family, reflecting scenes of family life, love suffering, etc.);

Intellectual games (chess and checkers).

The modification of games is based on social changes in the structure and behavior of various social groups, but their classification can be based on three main levels:

demographic (in terms of composition and number of participants - children, adults, singles, doubles, groups, etc.);

psychological and pedagogical (based on the principle of dominant abilities - intellectual, competitive, computer, etc.).

Gaming activities represent a multifaceted palette of possibilities for manifestation in various spheres of life and culture, especially on the basis of conducting animation programs in the spirit of the people (on the principle of folk holidays, the features of which are associated with the folk calendar and were discussed earlier).

In preschool pedagogy, a traditional division of didactic games has developed into games with objects, board-printed, and verbal.

Didactic games with objects are very diverse in terms of game materials, content, and organization. Toys, real objects (household items, tools) are used as teaching materials.

labor, works of decorative and applied art, etc.), objects of nature (vegetables, fruits, cones, leaves, seeds). Games with objects make it possible to solve various educational tasks: expand and clarify children’s knowledge, develop mental operations (analysis, synthesis, comparison, discrimination, generalization, classification), improve speech (ability to name objects, actions with them, their qualities, purpose ; describe objects, compose and guess riddles about them; correctly pronounce speech sounds). By playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects: color, size, shape, quality. The games solve problems involving comparison, classification, and establishing sequence in solving problems. As children master new knowledge about the subject environment, the tasks in the games become more complex: the children practice identifying an object by any one quality, combining objects according to this characteristic (color, shape, quality, purpose, etc.), which is very important for development abstract, logical thinking.

Among games with objects, plot-didactic games and dramatization games occupy a special place. Dramatization games help clarify ideas about various everyday situations (“The doll Natasha is sick,” “Let’s arrange a room for the doll”), about literary works (“11u-trip to the land of fairy tales”), about norms of behavior (“What is good and what is bad ", "Visiting the doll Masha").

For children in the younger group, objects are given that differ sharply from each other in properties, since children in this group cannot yet find subtle differences between objects.

In the middle group, items are taken for use in the game where the difference between them becomes less noticeable. In games with objects, children perform tasks that require conscious memorization of the number and location of objects, and finding a missing object. While playing, children acquire the ability to put together a whole from parts, string objects, and lay out patterns from various shapes.

In playing with dolls, children develop cultural and hygienic skills and moral qualities, for example, a caring attitude towards their doll play partner, which is then transferred to their peers, older children.

A variety of toys are widely used in educational games.

In toys, their color, shape, purpose, size, and material from which they are made are clearly expressed. This allows the teacher to train children in solving certain didactic tasks, for example, selecting all the toys made of wood (metal, plastic, ceramics), or toys necessary for various creative games: for playing family, builders, hospital, etc. Here there is an activation of knowledge about the material from which toys are made, as well as knowledge about the objects that people need in their various activities, which children reflect in their games. With the help of didactic games with similar content, the teacher manages to arouse children’s interest in independent play. Tell them the idea of ​​the game with the help of selected toys.

Games with natural materials always arouse keen interest in children and a desire to play. Plant seeds, leaves, various flowers, pebbles, shells - all this is constantly used by the teacher in working with children when organizing and conducting didactic games. The teacher conducts some games during a walk, directly in contact with nature: trees, shrubs, flowers, seeds, leaves, while children’s knowledge about their natural environment is consolidated, mental processes and operations are formed (analysis, synthesis, classification) and at the same time a love for nature and a caring attitude toward it are fostered.

Playing with didactic toys is especially important, during which the small muscles of the hands develop and strengthen. Which also has a beneficial effect on the mental development of children, on preparing the child’s hand for writing, visual arts, i.e. for future schooling.

Desktop-printed Games help broaden children's horizons, develop intelligence, attention to the actions of a friend, orientation in changing conditions of the game, and the ability to foresee the results of their move. Participation in the game requires endurance, strict adherence to the rules and brings children a lot of joy.

For children of older groups, board and printed games are interesting, which reflect natural phenomena and present different types of transport. These and similar games require children to remember and apply knowledge learned in class during observations on excursions. Valuable and interesting for older children are games whose content, game actions and rules contain an element of competition in dexterity, accuracy, speed, and intelligence. Every kindergarten should have a wide variety of games and create conditions for children to have free access to them during the time allotted for independent activities.

A special group consists of fun games. They clearly express the element of the unusual, unexpected, and funny; they contain jokes and harmless humor. Their main purpose is to amuse, amuse children, and make them happy.

Printed board games are a fun activity for children. They are varied in type: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different.

Selection of pictures in pairs. The simplest task in such a game is to find two completely identical ones among different pictures: two hats, identical in color and style, or two dolls, outwardly no different from one another. Then the task becomes more complicated: the child combines pictures not only by external features, but also by meaning: for example, find two airplanes and two apples among all the pictures. Both the airplanes and the apples depicted in the pictures may be different in shape and color, but they are united by belonging to the same type of object, making them similar.

Selection of pictures based on common characteristics (classification). Some generalization is required here, establishing connections between objects. For example, in the game “what grows in the garden (in the forest, in the vegetable garden)?” Children select pictures with corresponding images of plants, correlate them with the place where they grow, and combine pictures based on this feature. Or the game “What happened then?”: children select an illustration for a fairy tale, taking into account the sequence of development of plot actions.

Memorizing the composition, quantity and location of pictures. Games are translated in the same way as with objects. For example, in the game “Guess which picture was hidden,” children must remember the contents of the pictures and then determine which of them was turned upside down. This game is aimed at developing memory, memorization and recall.

The game didactic tasks of this type of games are also to consolidate in children the knowledge of quantitative and ordinal counting, the spatial arrangement of pictures on the table (right, left, below, side in front, etc.), the ability to talk coherently about the changes that have occurred with pictures and their content.

Making cut pictures and cubes. The purpose of this type of game is to teach children logical thinking, to develop their ability to form a whole object from individual parts; the complication in these games can be an increase in the number of parts, as well as the complication and content of the plot of the pictures. If in the younger group the pictures are cut into 2-4 parts, then in the middle and older groups the whole is divided into 8-10 parts. At the same time, for games in the younger group, one object is depicted in the picture: a toy, items of clothing, etc. for older children, the picture already depicts a plot from fairy tales and works of art familiar to children. The main requirement is that the objects in the pictures be familiar to children. Having the whole picture makes solving the problem easier. Therefore, for younger groups, it is necessary to give children a whole picture to look at before they are given the task of putting the whole picture together from its parts.

Description of the story about the painting showing actions and movements. In such games, the teacher sets a teaching task: to develop not only children’s speech, but also imagination and creativity.

Here, often the child, in order for the players to guess what is drawn in the picture, resorts to imitating the movements of, say, a worker, or imitating the movements of an animal, its voice. These are games for young children.

In older groups, more complex problems are solved: some children depict the movement depicted in the picture, others guess who is depicted in the picture, what people are doing there.

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

Word games

Verbal didactic games are of great importance in the speech development of children. They form auditory attention, the ability to listen to the sounds of speech, repeat sound combinations and words. Children learn to perceive works of folk art: nursery rhymes, jokes, fairy tales. The expressiveness of speech acquired during these games is transferred to an independent plot game,

Game actions in verbal didactic games encourage repeated repetition of the same sound combination, which exercises the correct pronunciation of sounds and words.

The teacher ensures that the children listen carefully, name objects accurately and correctly, and teaches them to determine by volume, for example, who the voice belongs to - an adult animal or its baby.

The cognitive experience of young children acquired in the process of didactic games has a significant impact on both the enrichment of their knowledge about the properties and purpose of objects and the expansion of ideas about the world around them. In didactic verbal games, children acquire a very pedagogically valuable experience of dramatization, emotional empathy and experience.

Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen knowledge about them, since it requires the use of previously acquired knowledge in new connections, in new circumstances. Children must independently solve a variety of mental problems: describe objects, highlighting their characteristic features, guess from the description, find signs of similarity and difference, group objects according to various properties, signs, find illogicalities in judgments, etc.

Verbal games are more often used to develop mental activity and independence in problem solving. These didactic games are carried out in all age groups, but they are especially important in the upbringing and teaching of children of senior preschool age, as they help prepare children for school: they develop the ability to listen carefully to the teacher, quickly find the right answer to the question posed, and formulate accurately and clearly your thoughts, apply knowledge in accordance with the task.

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

Among these games there are many folk games associated with nursery rhymes, jokes, riddles, and shapeshifters, some of which are also accessible to children due to the imagery of speech, built on dialogue, and the content being similar to childhood experience. In addition to speech development and the formation of auditory attention, with the help of verbal games an emotional mood is created, mental operations are improved, reaction speed and the ability to understand humor are developed.

New types of word games are being created for children aged 4-6 years. Interesting games are in which children solve a game problem (find out the season and distinguish its signs in the game “What time of year?”; name professions in the game “Who should I be?”, determine this or that event in the game “When does this happen?” and etc.) when perceiving fragments from literary works (poems by A.S. Pushkin, I. Nikitin, I. Surikov, S. Marshak, D. Rodari), which he reads (by heart). Such games are valuable because they teach, listen to, poetic text, cultivate aesthetic experiences, and develop imaginative thinking.

Riddle games, guess-and-me games (“What would happen if?..”), developed by A. I. Sorokina, are of no less pedagogical importance: they stimulate the imagination, develop logical thinking and speech. In the book “What Doesn’t Happen in the World?” (edited by O.M. Dyachenko, E.L. Agayeva. M., 1991) presents word games that will help a child learn to write fairy tales (“The Box of Fairy Tales”, “What We’ll Write About.””), and understand real and unrealistic situations (“It happens, it doesn’t happen?”).

So, according to the nature of the material used, didactic games are divided into three groups: games with objects, printed board games and word games.

The value of playing with objects is that with their help children become familiar with the properties of objects: color, size, shape, quality. The games solve problems involving comparison, classification, and establishing sequence in solving problems.

As children master new knowledge about the subject environment, the tasks in the games become more complex: the children practice identifying an object by any one quality, combining objects according to this characteristic (color, shape, quality, purpose, etc.), which is very important for development abstract, logical thinking.

Board and printed games are varied in content, educational tasks, and design.

They help clarify and expand children’s ideas about the world around them, systematize knowledge, and develop thought processes.

Research has also proven the effectiveness of using verbal didactic games in developing independent thinking. By activating thinking, the game affects children's emotions. The importance of verbal didactic games in nurturing the individual qualities of a child in his mental activity is shown.

Municipal autonomous preschool educational institution

kindergarten No. 10 Belochka"

CONSULTATION FOR TEACHERS

“TYPES OF GAMES AND THEIR ROLE IN THE LIFE, EDUCATION AND TEACHING OF PRESCHOOL CHILDREN”

Teacher E.L. Samoilova

2014

A child’s personal qualities are formed in active activities, and above all in those activities that become leading at each age stage and determine his interests, attitude to reality, and the characteristics of relationships with people around him. In preschool age, such a leading activity is play. Already at early and junior age levels, it is in play that children have the greatest opportunity to be independent, to communicate with peers at will, to realize and deepen their knowledge and skills. The older children become, the higher the level of their general development and education, the more significant is the pedagogical focus of the game on the formation of behavior, relationships between children, and the development of an active position. The game gradually develops purposefulness of actions. It is important that the imagination of every child is aimed at achieving this goal. Under the guidance of the teacher, children gradually learn to determine a certain sequence of actions and outline the general course of the game.

There are several classes of games:

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

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

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

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

Creative games, in turn, are divided into:

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

Theatrical activities (director's games, dramatization games).

Design.

Plot-role-playing creative game- the first test of social forces and their first test. A significant part of creative games are plot-based - role-playing games with “someone” or “something”. Moreover, in the game these actions or events are reproduced “for fun”, in an imaginary situation. Toys and the most ordinary objects help to create it, which, as if with the wave of a magic wand, acquire a playful meaning. A chair can become a train or a plane, scraps of paper can become food or money, an old mother’s robe can become a wizard’s cloak, and so on.

Role-playing is a way to master meanings and enrich a child’s feelings.

What happens to a child when he plays mom or dad? Becoming a mother in the game, the child tries on not only the actions of the mother (for example, rocking the baby), but also her feelings and emotional relationships: care and tenderness, affection and severity. A child always empathizes with the hero whose role he plays, and therefore he seems to live in his imagination the events that happen to the hero, and joins his experience, absorbs it into his soul.
Feelings experienced in the game enrich the child’s repertoire of emotional responses - having experienced them “for pretend” in the game, he acquires the ability to experience these feelings in “real” life. Once the baby feels like someone who cares about others in the game, it will be easier for him to show care in everyday life. Thus, the game turns out to be the first school of human feelings. To denote such a game transformation into another person, the term identification was introduced in psychology, i.e. identifying oneself with someone. By identifying with the one whose role he plays, the child, as it were, absorbs into his “I” his modes of behavior, his goals and meanings of action, his feelings and experiences.By identifying himself with someone, the child develops an internal, semantic plan of action, thereby enriching his “I” and building his consciousness. Therefore, it will not be an exaggeration to say that in role-playing play the child builds himself.
Play as a way to experience emotionally intense situations
Another very important function of role-playing play is that in it the child has the opportunity to process the emotional impressions that overwhelm him and “play out” emotional stress.
By acting out something that greatly excited, delighted, or even frightened and angered him, the child takes possession of this impression and integrates it into his picture of the world. The good thing about the game is that it allows the child to transform the situation: for example, to take the place of a scary character, defeat the offender, prolong or repeatedly reproduce a joyful event.
Play plays a special role in processing any emotional stress. By playing a little bunny who is afraid of a fox, but successfully runs away from it, the baby lives out his real fears (for example, the fear of the dark) and, overcoming them in the game, learns to cope with them in “real” life. After all, although all events are played out “for fun”, the emotional experience that the child accumulates in this case is quite real.
Role-playing games - school of communication
Role-playing games teach the child the basics of three very important types of human communication - role-playing, business and friendly.

Role communication - this is the communication of people as bearers of certain social roles: seller and buyer, doctor and patient, client and bank employee, and so on. This communication is built according to clearly defined rules and norms that determine how to make contact, what is appropriate to say in a given situation, and how to end communication.
While playing mother-daughter, going to the store, going to school, visiting the doctor, or receiving guests, the child becomes familiar with many everyday roles. And thanks to this, he feels more confident with real guests or with a real doctor, and it becomes easier for him to communicate in real situations of role-playing interaction.
Business conversation - this is the ability to negotiate with other people, convince them and find mutually acceptable solutions to controversial issues.
When playing role-playing games with other children, the child must agree with them - about what to play and who will be who in the game, about how events will develop and how it will all end. The more complex the game, the more points there are on which it is necessary to negotiate and find common solutions. As a rule, the more a child plays role-playing games with other children, the more business communication skills he has and the more confident he feels in situations where he needs to convince someone and negotiate with someone. However, there are exceptions - primarily in cases where a child, playing with other children, gets used to obeying more assertive partners. That is why it is so important that children’s joint play should first be organized by an adult who would teach the children to negotiate, moderate the ardor of those who always strive to command, and help the more timid to express their opinions.
Role-playing games teach children another very important type of communication - friendly .
This is communication in which people enter not for the sake of achieving some goals, but for its own sake, for the pleasure of emotional closeness with another person and the opportunity to share their feelings with him, for the joy of joint activities and the feeling that you are understood, accepted and, If necessary, they will support you. Of course, by playing role-playing games with other children, the child is just beginning to learn how to communicate in a friendly manner, but this beginning is very important. For it is precisely this that lays the need for friendly communication and encourages us to strive for it in relationships with other people.

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

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

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

Children's creativity is especially clearly manifested in games - dramatizations. In order for children to be able to convey the appropriate image, they need to develop their imagination, learn to put themselves in the place of the heroes of the work, to be imbued with their feelings and experiences. In the process of work, children develop their imagination, form speech, intonation, facial expressions, and motor skills (gestures, gait, posture, movements). Children learn to combine movement and words in roles, develop a sense of partnership and creativity.

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

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

Material for construction games:

• Natural material (leaves, cones, snow, clay, sand)
• Artificial material (mosaic, paper, modular blocks, construction sets of various types and sizes).

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

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

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

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

A didactic game is a multifaceted, complex pedagogical phenomenon: it is a play method of teaching preschool children, a form of education, an independent play activity, and a means of comprehensive education of a child (physical education, mental education, moral education, aesthetic education, labor education, development of communication).

Types of didactic games:

• games with objects;
• printed board games;
• word games.

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

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

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

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

Verbal games are especially important for children of senior preschool age, as they contribute to the formation of mental activity and independence in solving problems: they develop the ability to listen carefully to an adult, quickly find the right answer to the question posed, accurately and clearly formulate their thoughts, and apply knowledge in accordance with the task. With the help of verbal games, children develop a desire to engage in mental work, which is important in preparing preschoolers for school.

Verbal games are the most complex: they are not associated with the direct perception of an object; in them, children must operate with ideas. These games are of great importance for the development of a child’s thinking, since in them children learn to express independent judgments, draw conclusions and conclusions without relying on the judgments of others, and notice logical errors.

When organizing didactic games for children, it should be taken into account that from the age of 3 to 4 years the child becomes more active, his actions are more complex and varied, his desire to assert himself increases; But at the same time, the baby’s attention is still unstable, he is quickly distracted. Solving problems in didactic games requires greater stability of attention and enhanced mental activity than in other games. This creates certain difficulties for a small child. They can be overcome through engaging learning, i.e. the use of didactic games that increase the child’s interest in classes, and, above all, a didactic toy that attracts attention with its brightness and interesting content. It is important to combine the mental task in the game with the active actions and movements of the child himself.

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

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

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

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

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

Folk games - these are games that came to us from very ancient times and were built taking into account ethnic characteristics. They are an integral part of a child’s life in modern society, providing an opportunity to assimilate universal human values. The developmental potential of these games is ensured not only by the presence of appropriate toys, but also by a special creative aura that an adult must create. The folk game reflects the life of people, their way of life, national traditions, they contribute to the education of honor, courage, and masculinity. They can be individual, collective, plot, everyday, seasonal - ritual, theatrical games, trap games, fun games, attraction games.

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

Ushinsky emphasized the pronounced pedagogical orientation of folk games. In his opinion, every folk game contains accessible forms of learning; it encourages children to play and communicate with adults. A characteristic feature of folk games is the educational content, which is presented in a playful form.

It is difficult to overestimate the enormous role that national games play in the physical and moral education of children. Since ancient times, games have been not only a form of leisure and entertainment. Thanks to them, such qualities as restraint, attentiveness, perseverance, organization were formed; strength, agility, speed, endurance and flexibility developed. The set goal is achieved through various movements: walking, jumping, running, throwing, etc. Slide 2

“Play is a huge bright spot through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and curiosity.” V. A. Sukhomlinsky

Game classes creative games initiated by children didactic games initiated by adults with ready-made rules folk created by the people

Creative games CONSTRUCTION DIRECTOR WITH ELEMENTS OF ARTISTIC AND CREATIVE ACTIVITIES GAMES - DRAMATIZATIONS WITH ELEMENTS OF LABOR PLOT - ROLE-PLAYING THEATER ACTIVITIES

Role-playing game Role-playing game is a way to master the meanings and enrich the child’s feelings Game as a way of experiencing emotionally intense situations Role-playing games - a school of communication Role-playing games teach the child the basics of three very important types of human communication - role-playing, business and friendly.

Theatrical games Directing games: 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 dolls; The actors, scriptwriters and directors are the children themselves, who during the game agree on who plays what role and what they do. Dramatization games are created based on a ready-made plot from a literary work or theatrical performance; the game plan and sequence of actions are determined in advance; the teacher is an active participant in such games

Construction games Material for construction games NATURAL ARTIFICIAL leaves cones snow Clay, sand, stones modular blocks constructors of various types and sizes mosaic paper

GAMES WITH RULES DIDACTICAL MOVEMENT Games with formations and changes Games with throwing and catching Games with running Games with climbing Games with jumping Board-printed games games with objects verbal games

Didactic game - a means of comprehensive personality education Physical education Mental education Moral education Labor education Development of communication Aesthetic education

FOLK GAMES individual collective story-based everyday games - traps games fun seasonal - ritual games - attractions Theatrical games

GAME POSITION OF THE TEACHER I STAGE PLAY PARTNER II STAGE ASSISTANT III STAGE OBSERVER

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