Games as a reflection of life were first expressed. Origin and essence of the game. The influence of play on the mental and personal development of a child

The game has long attracted the attention of psychologists and teachers.

How and when did play emerge as a special type of human activity?

G.V. Plekhanov, theorist and propagandist of Marxism, proves that in the life of society, work precedes play and determines its content. The games of primitive tribes depict war, hunting, and agricultural work. There is no doubt that first there was a war, and then a game depicting war scenes. First there was the impression made on the savage by the death of a wounded comrade, and then there was a desire to reproduce this impression in dance. Thus, the game is also connected with art; it arose in primitive society along with various types of art. The savages played like children; the game included dances, songs, elements of dramatic and visual arts. Sometimes games were credited with magical effects.

In the life of an individual, the opposite relationship is observed: the child first imitates the work of adults in play and only later begins to take part in real work. Plekhanov proves the regularity of this phenomenon: play serves as a means of preparation for work, a means of education.

Studying the origin of play as a special type of human activity makes it possible to determine its essence: play is a figurative, effective reflection of life; it arose from labor and prepares the younger generation for work.

In pedagogical literature, the understanding of play as a reflection of real life was first expressed by the great teacher

K. D. Ushinsky. The environment, he says, has a strong influence on play, “it provides material for it that is much more varied and effective than that offered by a toy shop.”

K. D. Ushinsky interestingly describes the games of his time, and shows that children of different social groups had different games. “One girl’s doll cooks, sews, washes, irons; in another, he is lounging on the sofa, receiving guests, rushing to the theater or to a reception; the third - beats people, starts a piggy bank, counts money. We happened to see boys whose gingerbread men had already received ranks and taken bribes.”

K. D. Ushinsky proves that the content of the game influences the formation of the child’s personality. “Do not think that all this will pass without a trace with the period of play, will disappear along with broken dolls and broken drums: it is very likely that associations of ideas and a string of these associations will arise from this, which over time, if some strong, passionate direction of feeling and thoughts will not be torn apart and remade in a new way, they will be connected into one vast network that determines the character and direction of a person.”

N.K. Krupskaya considers play to be a need of a growing organism and explains this by two factors: the child’s desire to learn about the life around him and his inherent imitation and activity. The same idea is expressed by A. M. Gorky: “Game is the way for children to understand the world in which they live and which they are called upon to change.” These statements are confirmed by physiological data. I.M. Sechenov speaks about the innate property of the neuropsychic organization of a person - an unconscious desire to understand the environment. In a child, this is expressed in questions with which he usually turns to adults, as well as in games. The child is also encouraged to play by his tendency to imitate.

N.K. Krupskaya put forward a fundamentally new position about children’s play as a purposeful, conscious, creative activity: “It is very important not to stereotype games, but to give scope to children’s initiative. It is important that children come up with games themselves, set goals for themselves: build a house, go to Moscow, cook dinner, etc. The process of the game is to achieve the set goal; the guys develop a plan, choose the means to implement it... As the guys develop, their consciousness grows, the goals become more complex, the planning becomes clearer, little by little the game turns into social work.”

Play is a way of understanding the environment and at the same time it strengthens the child’s physical strength, develops organizational skills, creativity, and unites the children’s team.

Children do not have a line between play and work, like adults; Their work is often of a playful nature, but gradually play leads children to work.

In the articles of A. S. Makarenko. He proves that in a good game there is work effort and mental effort. Only that game is appropriate in which the child actively acts, thinks independently, builds, combines, and overcomes difficulties. This connects play with labor and makes it a means of preparing for labor.

A. S. Makarenko gave a deep analysis of the psychology of the game, showed that the game is a meaningful activity, and the joy of the game is “creative joy”, “the joy of victory”.

Children feel responsible for achieving the set goal and for fulfilling the role that the team assigns to them.

The understanding of play as an activity determined by social conditions underlies many studies by foreign scientists: I. Launer, R. Pfütze, N. Christensen (GDR), E. Petrova (Bulgaria), A. Vallon (France), etc.

Idealistic theories, created at different times and by different authors, are united by the understanding of play as an activity independent of social conditions. Such theories include the biologization theory of the German psychologist K. Groos and his follower V. Stern, the theory of the Austrian psychologist Z. Freud, the similar compensation theory of A. Adler, etc. All these theories lead to the conclusion that the choice of an object of imitation in the game is explained by first of all, by the power of awakening instinct, subconscious drives.

Domestic pedagogy solves the question of the origin and essence of the game from other positions: the game is a social activity that arose in the course of historical development from labor processes; the game always reflects real life, so its content changes with changing social conditions; play is a conscious, purposeful activity that has much in common with work and serves as preparation for work.

Relevance, purpose, objectives.

Russian science emphasizes, first of all, the social nature of the game as a reflection of real life. K.D. Ushinsky defined play as a feasible way for a child to enter into all the complexity of the adult world around him. The figurative reflection of real life in children’s games depends on their impressions and the emerging value system.

According to A.V. Zaporozhets, N.Ya. Mikhailenko et al., the game is social in the ways it is implemented, since it is not invented by a child, but is given by an adult who teaches how to play (how to use a toy, build a plot, obey the rules, etc.). The child generalizes play methods and transfers them to other situations. This is how the game acquires self-propulsion and becomes a form of its own creativity, and this determines its developmental effect.

According to L. S. Vygotsky, “play is a source of development and creates a zone of proximal development.” Essentially, the child’s development progresses through play activities. Only in this sense can play be called a leading activity, i.e. determining the development of children.

A. N. Leontiev believed that the sign of leading activity is not purely quantitative indicators; leading activity is not just the activity that most often occurs at a given stage of development, but the activity to which the child devotes the most time. The game is qualitatively heterogeneous; there are various types of it: creative, games with rules, entertainment games, etc.

D. B. Elkonin proposed to consider as role-playing game leading the child’s activity.

A game as an activity is distinguished by:

Its unproductive nature, i.e. its focus is not on achieving a higher goal, but on the process of the game itself;

In a game, the imaginary plan prevails over the real one, so game actions are carried out not according to the logic of the objective meanings of the things involved in the game, but according to the logic of the game meaning that they receive in an imaginary situation.

How the game activity has the following structural components:

motives- they can be different: vivid impressions of life events, new toys, the motive of friendship, the desire to become the subject of one’s own activities;

target in the game depends on its type - if these are creative games, then the children set goals (for example: “sail on a ship to the island”), if they are didactic games, then they must fulfill both the game goal and the didactic goal, etc.;

actions in the game they have a dual character: they can be both real and game;

result depends on the type of game - in creative games it is subjective, in games with rules it can be a win.

Classification of games

Traditionally games are divided into two types: creative(plot-role-playing, theatrical, construction-constructive) and games with rules(didactic, active, folk, fun).

In modern studies of the game, new classifications of it appear. So S. L. Novoselova proposes to highlight games that arise at the initiative of the child(experimentation, plot-display, director and theatrical games); games that arise on the initiative of an adult and older children(didactic, mobile, computer, entertainment, etc.); And games coming from the historically established traditions of the ethnic group(folk games).

There are different approaches to the classification of children's games:

From the point of view of development and education (games are aimed at mental,

physical development...);

Taking into account the age approach (games for preschoolers, primary schoolchildren, etc.);

From a socio-psychic point of view (mass, group,

individual);

From the point of view of game management (spontaneous, pedagogically controlled);

By origin (amateur, didactic, etc.);

By the nature of the reflection of reality (reproductive, creative);

By venue (attractions, musical, tabletop and printed...);

The raw materials from which they are made (soft, wooden...).

IN modern preschool pedagogy classification of games was adopted (S. A. Kozlova, T. A. Kulikova):

- creative games(role-playing, theatrical, dramatization games, director's, construction);

- didactic games(games with objects, board-printed, verbal);

- outdoor games.

Creative games reflect:

Children's desire for activity and independence;

Children's imitation;

Satisfying the need for the realization of life and artistic

impressions;

The originality of interaction in a children's team.

From the child’s point of view, in the process of creative play, something new and original is created.

Didactic games are created specifically for children with educational tasks and game action of an educational nature.

Outdoor games require active motor actions from the players, aimed at achieving a conditional goal.

There are various types of games in a child’s life, therefore, in all its varieties, play is the predominant activity and becomes a form of organizing children’s life activities.

Attempts to organize the lives of children in the form of play were present both in many pedagogical works and in the practice of kindergarten (F. Frebel, M. Montessori, A. Simonovich, etc.). The scientific basis for play as a form of organizing the life and activities of children is contained in the works of A.P. Usova. In her opinion, a teacher should be at the center of a child’s life, understand what is happening, delve into the interests of children at play, and skillfully guide them. In order for the game to play an organizing role in the pedagogical process, the teacher needs to have a good idea of what tasks of education and training can be solved with the greatest effect in it. However, when directing the game towards solving educational problems, it should be remembered that it is a kind of independent activity of a preschooler.

As a form of organizing the life and activities of children, play should have its specific place in the daily routine and in the pedagogical process as a whole. There must be time in the daily routine for children to independently engage in play activities.

Thus, being the main activity, play occupies a leading place in a child’s life.

Main types of creative games. Role-playing game as the main activity of preschool children. Game structure and management of role-playing games in different age groups.

The concept of “creative play” covers role-playing games, construction games and theatrical games. These games reflect children’s impressions of the life around them, the depth of their understanding of certain life phenomena. Freedom, independence, self-organization and creativity in this group of games are especially fully manifested. Various life events are not copied by children, but processed, some are replaced by others, rearranging events. The child in the game is both an artist and a director, he himself composes the words and actions of his role, draws the scenery, makes costumes, selects toys and materials. Of course, children's creativity in play is still imperfect, but it allows them to better understand the world around them, gives them some life experience, and evokes the need to express it in their activities. The joy of creative play transforms children's lives, filling it with fairy tales and magic.

The most important condition for play as an exciting activity is that the child has knowledge about the objects around him, about events and phenomena of the social and natural world, while it is necessary to consciously assimilate knowledge and accumulate practical experience in its use.

Role-playing game- the main type of play for a preschool child, it has all the main features of the game to the greatest extent possible.

The role-playing game has the following structural components: plot, content, role.

The main component of a role-playing game is plot, without it there is no plot-role-playing game itself. Game plot - this is the sphere of reality that is reproduced by children. The plot is the child’s reflection of certain actions, events, relationships from the life and activities of others. At the same time, his playful actions (turning the steering wheel of a car, preparing lunch, teaching students to draw, etc.) are one of the main means of realizing the plot.

The plots of the games are varied. They are conventionally divided for household(family games, kindergarten), production, reflecting the professional work of people (games of hospital, store, livestock farm), public(games to celebrate the city’s birthday, to the library, to school, to fly to the moon).

Throughout the history of mankind, the plots of children's games change because they depend on the era, economic characteristics, cultural, geographical, and natural conditions. But, in addition, in every era there were serious, sometimes extreme events that significantly affected people's lives and evoked an emotional response in children and adults. In the history of mankind, there are also “eternal” plots of children’s games that seem to connect generations of people: games with family, school, treating the sick, etc.

Depending on the depth of the child’s ideas about the activities of adults, the content of the games also changes.. For example, children in the younger group, pretending to be a doctor in the game, repeated the same actions many times: they measured the temperature, looked at the patient’s throat. After the kids were vaccinated, new actions were added to the game image of the doctor. Children from the older group, when agreeing to play hospital, specified which specialists would treat the patients: a surgeon, an ophthalmologist, a pediatrician. Depending on the doctor’s specialization, each player performed specific actions, while the doctors spoke kindly to the patients, persuaded them not to be afraid of injections, operations, dressings, and to take medications more boldly. Thus, the content of the game expresses different levels of the child’s penetration into the activities of adults. Initially, only the external side of the activity is “grabbed” in real life and reflected in the game (with which a person acts: “a person is an object”). Then, as the child understands the relationship of a person to his activity, the elementary comprehension of the social meaning of work, the games begin to reflect the relationships between people (“person - person”), and the objects themselves are easily replaced (a cube is a bar of soap, bread, an iron, a machine) or They only imagine themselves (“as if I had scuba gear and was sinking to the bottom of the ocean”).

By content The games of children of primary preschool age differ from the games of older children. These differences are associated with the relative limitations of experience, features of the development of imagination, thinking, and speech. The child cannot imagine the game before it starts and does not grasp the logical sequence between real events. Therefore, the content of the games, as noted by A.P. Usov, fragmentary, illogical. Children often repeat in play actions with toys shown by adults and related to everyday life: fed the bear - put it to bed; I fed him again and put him to bed again. A.P. Usova characterized such games as action games. Moreover, interest in actions often dominates, so the goal of the game escapes the child’s field of vision. For example, Olya sat her daughters down at the table, went to cook dinner, got carried away with working with pots and pans, and her daughters remained unfed.

However, at the border between the third and fourth years of life, games become more meaningful, which is associated with the expansion of children’s ideas about the world around them. Preschoolers begin to combine different events, including in games episodes from their own experience and from literary works that were read to them or, which is especially valuable, shown through plot-didactic games, illustrations in books, table theater, and filmstrips.

In the fourth and fifth years of life, the integrity of the plot and the interconnectedness of the reflected events are observed in children’s games. Preschoolers develop an interest in certain scenes that they have played with before (family, hospital, construction workers, transport, etc.). Children respond vividly to new experiences, weaving them like storylines into familiar games. At this age, generalization and truncation of situations depicted in the game begin, which are well mastered by the child in real life and do not arouse much interest in him. So, if children, playing in kindergarten, eat for a long time and drink from cups, then children of the fifth year of life finish lunch barely raising a spoon to their mouth.

Children of senior preschool age thoughtfully approach the choice of plot, discuss it in advance, and plan the development of the content at an elementary level. New stories are appearing that are inspired by impressions gleaned outside the preschool: based on cartoon series, books read at home, stories from parents, etc. Travel games, including space games, have now become widespread: the scope of displaying the work of adults has expanded (service work in bank, transport, security and law enforcement services, etc.).

In older and preschool age, generalization of play situations continues; in addition to conditional and symbolic actions (put his head on his palm - he fell asleep), children actively use verbal comments (“Everyone seemed to have slept - and we’ll immediately go to the hall for the holiday!”; “Let’s do this: we’ve already arrived in Africa!”). These speech comments are a verbal replacement of any events. Children resort to them so as not to violate the logic of the unfolding of the game’s content.

Thus, throughout preschool childhood, the development and The complexity of the game content is carried out in the following areas:

Strengthening the focus, and therefore the consistency and coherence of what is depicted;

A gradual transition from an expanded game situation to a collapsed one, generalization of what is depicted in the game (the use of conditional and symbolic actions, verbal substitutions).

The variety of content of role-playing games is determined by children’s knowledge of those aspects of reality that are depicted in the game, the consonance of this knowledge with the interests, feelings of the child, and his personal experience. Finally, the development of the content of games depends on the child’s ability to identify characteristic features in the activities and relationships of adults.

For a child, a role is his playing position: he identifies himself with a character in the plot and acts in accordance with his ideas about this character. Every role contains its own rules of behavior, taken by the child from the surrounding life, borrowed from relationships in the adult world. So, the mother takes care of the children, prepares food for them, puts them to bed; The teacher speaks loudly and clearly, is strict, demands that everyone listen to her and not be naughty in class. Submission of the child to the rules of role-playing behavior is the most important element of role-playing play. Deviation of any of the players from these rules causes protests from the playing partners: “You can’t argue with the captain!” or: “The captains give orders loudly, and you ask the sailor to wash the deck!” Thus, for preschoolers, a role is an example of how to act. Based on this sample, the child evaluates the behavior of the participants in the game, and then his own.

The role appears in the game at the border of early and preschool age. In the third year of life, the child’s emancipation from the adult is observed. At the same time, the preschooler’s desire to act independently, but like an adult, grows. Then, while playing, the baby begins to perform individual actions characteristic of an adult (putting the doll to sleep, like a mother), although he does not call himself by the adult’s name. These are the first beginnings of the role. One more sign should be included among them: the child “voices” the toy, speaking on its behalf.

Throughout preschool childhood The development of a role in a role-playing game occurs from the performance of role-playing actions to role-images. For younger preschoolers, everyday activities predominate: cooking, bathing, washing, driving, etc. Then role designations associated with certain actions appear: I am a mother, I am a driver, I am a doctor. The role taken gives a certain direction and meaning to actions with objects: the mother chooses toys or objects for play that are necessary for preparing dinner, bathing the child; the doctor selects a pencil thermometer for treatment, tears up papers for mustard plasters, pours imaginary medicine from a bottle, etc. Thus, playing the role, children of primary preschool age use toys, real objects (spoon, basin for bathing a doll), as well as substitute objects(a pencil or stick becomes a knife, spoon, thermometer, syringe in the game). Role-playing interaction between the players is carried out through object-based game actions: the doctor treats the patient by measuring the temperature, giving injections, etc.

In middle preschool age, playing a role becomes a significant motive for play activity: the child develops a desire not just to play, but to fulfill one or another role. The point of the game for a 4-5 year old preschooler is the relationships between the characters. Therefore, the child willingly takes on those roles in which the relationships are clear to him (the teacher takes care of the children, the captain steers the ship, makes sure that the sailors work well and that the passengers are comfortable). The child depicts these relationships in play using speech, facial expressions, and gestures. At this age, role speech becomes a means of interaction.

In older preschool age, the meaning of the game lies in the typical relationships of the person whose role is played by the child with other persons whose roles are taken on by other children. In games, role-playing dialogues appear, with the help of which the relationships between characters are expressed and game interaction is established. For the quality of role performance, the child’s attitude towards it is important. Therefore, it should be borne in mind that older preschoolers are reluctant to perform roles that, in their opinion, do not correspond to their gender. Thus, boys refuse to play the role of a teacher, the head of a preschool institution, and in the game of school they agree to be only a physical education teacher. When performing a role, the child takes into account not so much the external logic, the sequence of actions (there is a free runway at the airfield, which means the plane can land), but the meaning of social relations (the runway is free, but you need to ask the dispatcher so that an accident does not happen).

The management of role-playing games is carried out in two directions:

Formation of the game as an activity;

Using games as a means of educating a child and forming a children's team.

The formation of a game as an activity assumes that the teacher influences the expansion of the themes of role-playing games, deepens their content, and promotes children’s mastery of role-playing behavior.

Features of the development of children's play activities

Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication.

In this work we address the issues of play as a means of educating and developing young children. Games for children are a complex, multifunctional and educational process, and not just entertainment or a fun pastime. Thanks to games, a child develops new forms of response and behavior, he adapts to the world around him, and also develops, learns and matures. Therefore, this topic is relevant, since the importance of games for young children is very great, since it is during this period that the main processes of child development occur.

From the first years of his life, a child should be able to play. Many parents who use modern methods of early child development forget about this today. Parents try to teach their child, who has not even learned to sit, to read early, thinking that he will grow up smart and intelligent. However, it has been proven that speech, memory, ability to concentrate, attention, observation and thinking are developed precisely in games, and not in the learning process.

Just two or three decades ago, when there were not so many educational toys, and school played the main role in teaching children, it was here that they were taught to read, write, count, and games were the main factor in the development of a child. Since then, everything has changed dramatically and now, in order for a child to be accepted into a good and prestigious school, he sometimes has to pass difficult exams. This gave birth to a fashion for educational toys and educational programs for preschool children. In addition, in preschool institutions the main emphasis is on preparing the child for the school curriculum, and games, which are the basis of child development, are given a secondary role.

Modern psychologists are concerned that learning penetrates more and more into a child's life, sometimes taking up the bulk of his time. They call for preserving children's childhood and the opportunity to play games. One of the reasons for this trend is that there is no one with whom the child can constantly play, and games are not as interesting when played alone. Parents spend most of their time at work, if there are brothers or sisters, then they can also be, for example, at school, the child is left to his own devices, and even if he has thousands of toys, he will soon lose interest in them. After all, play is a process, not a number of toys. Children's games occur not only with the use of toys; children's imagination will help turn an airplane or bird into a flying horse, and a folded sheet of paper into a house.

The rules are not unimportant in games for children; in the game they explain to the child that there are special rules that determine how one can and cannot play, how one should and how one should not behave. Accustomed from childhood to playing according to the rules, the child will continue to try to comply with social norms in the future, but a child who has not developed such a habit will find it difficult to adapt to them, and he may not understand why adhere to such strict restrictions.

In the game, the child reveals those possibilities that have not yet been realized in real life. It's like a look into the future. In play, a child is stronger, kinder, more resilient, and smarter than in many other situations. And this is natural. The child must necessarily correlate his desires with the desires of other children, otherwise he simply will not be accepted into the game. He can be stubborn with his parents and teachers, but not with his play partners. The game develops the child’s communication skills and the ability to establish certain relationships with peers.

But the game affects not only the development of the individual as a whole, it also shapes individual cognitive processes, speech, and arbitrariness of behavior. In fact, we all know how difficult it is for a child to control himself, especially his movements, when it is necessary, for example, to sit still for at least a few minutes or stand, maintaining the same position. It turned out that in the game, playing the role of a sentry, children can maintain the same position for up to 9–10 minutes. It is often enough to tell a clumsy child who stubbornly refuses to move easily that he is now a bunny and must jump without the fox hearing how all his movements become light, soft, quiet.

Play, especially collective play, requires the child to mobilize all his strengths and capabilities: both physical and mental. The game makes high demands on the development of a child’s speech: after all, he must explain what and how he would like to play, agree with other children on who can play what role, be able to pronounce his text so that others understand it, etc.

In the game, the child’s imagination rapidly develops: he should be able to see a spoon instead of a stick, an airplane instead of 3 chairs, and a house wall instead of cubes. The child thinks and creates, planning the overall line of the game and improvising as it progresses.

Thus, we see that play is not inherent in the child. She herself is a product of the development of society. The game does not arise spontaneously, but develops in the process of education, thereby being a powerful means of raising and developing a child.

Origin and essence of the game

What is a game? How is it similar, for example, to the work activity of an adult?

Here are some interesting facts. Archaeologists during excavations of Troy, the Roman city of Pompeii, which perished during the eruption of Vesuvius, found dolls and other toys in Bronze Age graves, in Scythian burial mounds. The Soviet psychologist concluded on this matter: games and toys are something common that characterizes childhood among all peoples and at all times. Apparently, the game has existed as long as humanity has existed. And, we must assume that play in a child’s life has the same significance as work had for a person at the dawn of his formation millions of years ago.

The game is a child of labor. This is what the famous Soviet psychologist thought. He believed that the game in its content goes back to the work of adults. Children play salesmen, doctors, drivers - and won’t such games help children in 10-12 years determine their future profession and master it? You should not think that the child will become exactly what he likes to play with most. There cannot be a hard connection here. But some general skills, the ability to navigate the relationships of adults, knowledge about the motives and meaning of the activities of adults, of course, will be useful to him in the future.

The understanding of play as a reflection of real life in pedagogical literature was first expressed by the great Russian teacher. He said that the environment has the strongest influence on the game, it is it that provides the material for the game. proved that the content of the game influences
formation of the child's personality.

Plays an important role in the study of the game during the Soviet period. She considered the reasons for the child’s need for play, its essence, the connection between play and work, and the importance of play for the comprehensive development of children. considered play to be a need of a growing organism and explained this by two factors: the child’s desire to learn about the life around him and his inherent imitation and activity. “Game for preschoolers is a way of learning about the environment.”

The words also confirm the statements “Game is the way for children to understand the world in which they live and which they are called upon to change.” Gorky, in turn, is confirmed by physiological data. spoke about the innate property of the neuropsychic organization of a person - an unconscious desire to understand the environment. In a child, this is expressed in the questions with which he addresses adults, as well as in games. A child's tendency to imitate also encourages him to play.

Early age is the initial stage of assimilation of social experience. A child develops under the influence of upbringing, under the influence of impressions from the world around him. He develops an early interest in the life and work of adults. Play is the most accessible type of activity for a child, a unique way of processing received impressions. It corresponds to the visual-figurative nature of the child’s thinking, emotionality and activity. By imitating the work of adults and their behavior in play, children never remain indifferent. The impressions of life awaken in them various feelings, dreams of becoming such adults themselves, treating the sick, teaching children, driving a bus. The game reveals the child’s experiences and attitude towards life.

Thus, it is natural that play appears in a child’s life at the earliest stages of his development. Children are encouraged to play by the desire to get acquainted with the world around them, to act actively in communication with peers, to participate in the lives of adults, and to fulfill their dreams. Modern scientists believe that the content of play goes back to the work of adults. The game reflects reality, and it becomes one of the most significant ways for a child to understand the world around him.

Development of play in early childhood

Gaming activity goes through a long development process. Elements of the game first appear in infancy; over time, its highest forms develop, in particular the plot-based role-playing game. Let us trace the stages of development of play activity in early childhood.

The game originates as an object-based gaming activity. Play with elements of an imaginary situation is preceded by stages of baby play: familiarization and display. Actions with toys or other objects are manipulative in nature. The motive is given through an object - a toy. The next stage occurs when the child himself or with the help of an adult discovers some of its properties in the toy (the ball rolls, it is elastic and smooth). Gradually, children learn ways of operating with different toys related to their physical properties. The motive of such objective-game activity lies in the possible nature of the result of the game action (the ball can be thrown or pushed away from oneself). Displayive object-play actions are typical for a child from 6 months of age. up to 1 year 6 months

In the second half of the second year of life, the child’s sphere of interaction with the outside world expands. The child’s need for joint activities with adults is growing. Observing the world of adults, the child highlights their actions. The experience gained in actions with toys and in everyday life gives the child the opportunity to reflect the actions of adults with objects in accordance with the purpose accepted in society (for example, the process of bathing, feeding). Now actions are directed not at obtaining a result, but at fulfilling a clear conditional goal. Thus, the action becomes conditional, and its result imaginary. The child moves on to the plot-display stage of game development.

In the third year of life, the child begins to strive to realize the game goal. The actions described above take on a certain meaning: feeding the doll to give it lunch. Actions are gradually generalized and become conditional: the child rocks the doll for a while and, believing that she is already asleep, moves on to another play action - putting her to bed. The child constantly compares his actions with the actions of an adult. It is important that the emergence of play goals is possible only if the child has formed an image of an adult and his actions.

In a plot-based game, children convey not only individual actions, but also elements of adult behavior in real life. In children's games, a “role in action” appears. The child performs the function of a character, “plays a role,” but at the same time does not name himself in accordance with this function. And to the adult’s question: “Who are you?” answers: “I am Lena (Katya, Dima).” In such games, actions with plot-shaped toys are very similar to real practical actions with objects and gradually become generalized, turning into conditional ones. Then the child begins to act with imaginary objects: he feeds the doll non-existent candy.

The development of play actions is facilitated by an adult when he shows play actions or encourages the child to perform them: “Feed the bunny.” Some time later, the children themselves transform objective actions into playful ones.

As the game's actions become more complex, the game's plot also becomes more complex. First, plots describe the actions of one character with certain objects in one or more sequentially changing situations. For example, a girl prepares dinner and feeds her daughter. The plots then involve multiple characters with a set of specific connections. And by the end of the third year of life, in children’s games, plots are observed in which, along with a set of actions, there are also some relationships between the characters. Children's relationships develop through play. Their playful interaction is developing.

Thus, already in the third year of life, the prerequisites for a role-playing game are formed, which will develop intensively throughout preschool childhood.

The plot-role-playing game is of a social nature and is based on the child’s ever expanding and more complex understanding of the life of adults. The new sphere of reality that the child masters in this game becomes the motives, meanings of life and activities of adults. The child’s behavior in the game correlates with the image of another person. The child takes the point of view of different people and enters into relationships with other players that reflect the real interaction of adults.

Considering the structure of a role-playing game, he showed that its central component is the role - the way people behave in various situations, corresponding to the norms and rules accepted in society.

Fulfilling a role puts the child in front of the need to act not as he wants, but as prescribed by the role, obeying social norms and rules of behavior. Compliance with the rules and the child’s conscious attitude towards them shows how deeply he has mastered the sphere of social reality reflected in the game. It is the role that gives the rule meaning and clearly shows the child the need to follow it. Failure to follow the rules leads to the collapse of the game. Moreover, the rules are more successfully followed in group games, since peers monitor how partners fulfill them.

The fulfillment of the role occurs through certain game actions. Mastering a variety of game actions allows the child to most fully and accurately realize the role. Games gradually appear in the imaginary plane, when the child moves from playing with real game objects to playing with imaginary ones.

In play, the child uses a variety of game objects, in particular substitute objects. Substitution arises in a problematic situation: what to do when the doll wants to eat, but there is no spoon? With the help of an adult, the child finds a suitable object - a pencil instead of a spoon. True substitution occurs only when the child names an object - a substitute in accordance with its new function, that is, consciously endows it with a new meaning. But the main condition is that with the substitute object one can perform the same function as with the replaced object. The use of substitute objects enriches children's play, expands the possibilities of modeling reality and contributes to the development of the sign-symbolic function of consciousness.

A plot-based role-playing game always involves the creation of an imaginary situation that makes up its plot. The plot is the sphere of reality that is modeled by children in the game. And, therefore, the choice of plot is always based on certain knowledge. That is why, throughout preschool age, “family” games are favorites for children, since they themselves are involved in such relationships every day, and therefore have the most complete understanding of them.

Thus, it is shown that the game originates as an object-based gaming activity, going through introductory and display stages, when actions with objects are manipulative in nature. With the child’s interest aimed at obtaining results from actions with an object comes the stage of object-based play activity. The action becomes conditional, and its result is imaginary, which means the child moves on to the plot-display stage of game development. As the child’s understanding of the life of adults increasingly expands, the plot of the game becomes more complex; an imaginary situation is increasingly created in games - this is evidence of the emergence of a role-playing game.

Characteristics of types of games

Children's play activities are not limited to role-playing games, although they are most typical for preschool children. A variety of plot-role-playing games are construction games and dramatization games. This group of games is sometimes called creative. In them, children do not simply copy certain aspects of the lives of adults. Children creatively comprehend them, reproducing them using roles and play actions. Another group of games are games with rules, specially created by adults for educational purposes. These include didactic and outdoor games. The basis of these games is clearly defined program content and educational tasks. An adult teaches children such games, and only then do they play them on their own.

Construction games.

Construction games help a child understand the world of structures and mechanisms created by human hands. Therefore, the prerequisites for their occurrence are the same as for the plot-role-playing game. These two types of games are closely interrelated. The need for buildings may arise during the course of a role-playing game. But the plot-role-playing game itself often stimulates construction play. For example, first the children built a house, and then began to play family. It should be noted that if in a role-playing game the relationships between people are simulated, then in a construction game the creation of architectural structures is simulated.

Any construction game contains the task “How to build?”, which the child solves using various materials and actions. Experiencing difficulties in achieving the desired result, the preschooler realizes that he does not possess the necessary skills. Then there is a desire to learn how to build, to acquire new skills.

In a construction game, children get a real result in the form of a building. This unites construction games with productive activities such as designing and drawing, and at the same time distinguishes them from role-playing games.

Expanding children's ideas about the surrounding man-made world, acquiring communication skills and technical, “construction” skills leads to the emergence of collective construction games. In such games, children distribute functions in advance.

Construction games, like role-playing games, reflect the professional activities of adults. In the process of mastering them, children develop a position of creation and transformation of reality, just as in their work activities.

Outdoor games.

The structure of outdoor games includes game actions, rules and material, and often also a role and plot. The rules in such games are highlighted before the game starts and are open to the child. Although outdoor games are directly aimed at developing basic movements and the formation of motor qualities, they influence many aspects of the child’s mental development. First of all, this concerns the moral-volitional sphere of the individual. In collective outdoor games, the child’s organizational and communication skills are developed.

Didactic games.

A special type of gaming activity is a didactic game. It is created by adults specifically for educational purposes, when learning proceeds on the basis of a gaming and didactic task. In didactic play, the child not only gains new knowledge, but also generalizes and consolidates it. Preschoolers develop cognitive processes and abilities, they assimilate socially developed means and methods of mental activity.

The structure of the didactic game is formed by basic and additional components. The first ones include the didactic and game task, game actions, rules, result and didactic material. The second is the plot and role.

The main goal of any didactic game is educational. Therefore, the main component in it is the didactic task; it is hidden from the child by the game task. The child is simply playing, but in its internal psychological meaning it is a process of unintentional learning. The originality of a didactic game is precisely determined by the rational combination of two tasks: didactic and gaming. If the educational task predominates, then the game turns into an exercise, and if it is a game, then the activity loses its educational value.

Learning in the form of a didactic game is based on the child’s desire to enter an imaginary situation and act according to its laws, that is, the didactic game corresponds to the age characteristics of children.

Compliance with the rules is an indispensable condition for solving gaming and didactic tasks. The rules in the didactic game perform various functions. They direct the game along a given path, combining didactic and game tasks, determine the sequence of game actions, increase the entertainment of the game, allow the teacher to manage it, regulate the relationships of the participants and form interpersonal relationships. Thus, without rules, the didactic game would develop spontaneously, and the didactic task would not be solved.

Game and didactic tasks are realized in game actions. The means of solving a didactic task is didactic material. The result of a didactic game is the solution of gaming and didactic problems. Solving both problems is an indicator of the effectiveness of the game.

A didactic game acts simultaneously as a type of play activity and a form of organizing interaction between an adult and a child. This is where its originality lies.

The difference between plot-role-playing and didactic games is in the content of the sphere of reality that they reflect. A didactic game, like a role-playing game, is social in origin. But if in role-playing play the child masters the meaning of human activity, then in didactic play - socially developed methods of mental activity. The components of such games differ. In a role-playing game, this is a role that fixes the function of an adult; in a didactic game, it is a didactic task that involves the formation of means and methods of cognition.

Dramatization games.

Dramatization games can be included in the pedagogical process. Dramatization games are used as one of the methods for enriching independent games and forming positive relationships.

Dramatization games can be performed using a puppet theater. Various scenes and sketches based on scripts help children form a definite opinion about the behavior of the characters and their attitude towards their actions.

Thus, play is the leading activity of children, and this activity is quite diverse. At their discretion, children are free to choose any game, be it a role-playing game, or a game with, or a dramatization game, a fun game, an outdoor game, an adult will offer a didactic game - what a variety of types of games! But this variety is not just pampering for a child - it is pleasant and entertaining work, learning, and upbringing.

Literature

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Svetlana Mettick
The game is a reflection of life

Game is a reflection of life. Imitating adults in play is associated with the work of the imagination. The child does not copy reality, he combines different impressions life with personal experience. A game- This is an independent activity in which children first interact with peers. They are united by a common goal, joint efforts to achieve it, common interests and experiences. A game– a multiple phenomenon, it can be considered as a special form of existence of all parties without exception child's life activity.

The teacher's task is to focus attention playing for such purposes, which would evoke a commonality of feelings and actions, contribute to the establishment of relationships between children based on friendship, justice, and mutual responsibility.

A game- an important means of mental education of a child; in play, children’s mental activity is always associated with the work of their imagination. In play, all aspects of a child’s personality are formed in unity and interaction.

Management games one of the most difficult sections of preschool education methods, the teacher cannot foresee in advance what the children will come up with and how they will behave in the game. Therefore, the uniqueness of children's activities requires unique management techniques. Essential Conditions for Successful Leadership games - the ability to win, children's trust, establish contact with them.

Should the teacher intervene in the game? - yes, if this is required in order to give the game the right direction, but an adult’s intervention will only be successful when he enjoys sufficient respect and trust from children, when he knows how, without violating their plans, to make the game more exciting.

The main way of education in a game is to influence its content, the choice of topic, the development of the plot, the distribution of roles and the implementation of game images.

Tasks of the teacher during the organization games: - help organize games - make them fun - make them action-packed - help the child choose from the crowd life the most vivid impressions that can serve as the plot of a good game

Mistakes teachers make when organizing games - imposing ready-made games - games according to a specific plan - pattern of games - restricting the child’s initiative

“We must influence the guys, and influence them very strongly, but in such a way as to give a certain development to their strengths, not to lead them by the hand, not to regulate every word, but to give them the opportunity for comprehensive development through play, communication, and observation of the environment.” Makarenko A. S.

To resolve the issue of methods of influencing children’s play activities, it is necessary to understand what guides them in choosing a game. The experience of teachers shows that the only correct way to manage the game is to create interest in a particular event life, influence on the imagination and feelings of children. Based on the interests of children and their ideas, the teacher can guide the choice of games. Taking all this into account, gradually a game becomes more and more focused, more meaningful, more interesting.

Publications on the topic:

Methodological development “Game is great” Municipal budgetary preschool educational institution kindergarten "Rodnichok" "Game is great!" Outdoor games for preparatory school.

Lesson summary “Mom is the sun! Mom is the light! Mom is happiness! There’s no better mom!” (preparatory group) Goal: To develop a conscious understanding of the importance of mothers in the lives of children, families, and society. To instill in children a sense of mercy, caring.

Appearance as a reflection of a teenager’s state of mind Every age is important for human development. And yet adolescence ranks first in psychology. This is the most difficult and complex of.

Dear teachers! I bring to your attention an exciting game about the seasons for children five to six years old “when it happens” Tasks: Determine.

Purpose: to familiarize children with winter and summer sports. Objectives: To form initial ideas about some sports, to form.

Master class for educators “Game in a child’s life. Game in the life of an adult" Today we will talk about how to organize a child’s play activities. It seems that it is very simple: give the child a toy, and...

Plush toys are liked by a child who loves new sensations and experiences; he is very impressionable, emotional and dependent on relationships.

5 Lecture on the theoretical foundations of the development of play activity in preschoolers

Theoretical and methodological foundations for organizing play activities with preschool children.

Play is a special activity that blossoms in childhood and accompanies a person throughout his life.

In modern pedagogical theory, play is considered as the leading activity of a child - a preschooler. The leading position of the game is determined not by the amount of time that the child devotes to it, but by the fact that: it satisfies his basic needs; in the depths of the game other types of activities arise and develop; Play contributes most to a child’s mental development.

Problems of development of gaming activity.

Ø Parents try to teach their child to read early.

Ø The desire to get into a prestigious school.

Ø One reason is that there is no one to play with all the time, and games are not as interesting when played alone. Parents spend most of their time at work, if there are brothers or sisters, then they can also be, for example, at school, the child is left to his own devices, and even if he has thousands of toys, he will soon lose interest in them .

After all, play is a process, not a number of toys.

The Soviet psychologist E. A. Arkin concluded on this matter: game and toy - this is something common that characterizes childhood among all peoples and at all times.

Apparently, play has existed as long as humanity has existed. And it must be assumed that play in a child’s life has the same significance as work had for a person at the dawn of his formation millions of years ago.

The game is a child of labor. I thought so famous Soviet psychologist D. B. Elkonin.He believed that play in its content goes back to work adults.

Children play salesmen, doctors, drivers - and won’t such games help children in 10-12 years determine their future? learning profession and master it? You should not think that the child will become exactly what he likes to play with most. There cannot be a hard connection here. But some general skills, the ability to navigate adult relationships, knowledge about the motives and meaning of activitiesadults, of course, will be useful to him in the future

Understanding the game as a reflectionreal life inpedagogical literaturewas first expressed by the great Russian educatorgom K.D. Ushinsky. He said that the environment hasthe strongest influence on the game, it is she who provides the material for the game.K. D. Ushinsky argued that the content of the game influences
formation of a child's personality

An important role in the study of the game in the Soviet period belongs to N.K. Krupskaya. She considered the reasons for the child’s need for play, its essence, the connection between play and work, and the importance of play for the comprehensive development of children.N.K. Krupskaya considered the game a need for a growing organizationnism and explained this by two factors: the child’s desireto experience the life around him and the imitator characteristic of himactivity and activity. “Game for preschoolers is a way of learning knowledge of the environment"

Words N.K. Krupskaya is also confirmed by the statements of A.M. Gorky“Play is the way for children to understand the world in which they live and to which are called upon to change.”The statements of A.M. Gorky, in turn, are confirmedphysiological data.

The importance of gaming activities

Play is the most accessible type of activity for children, way of processing impressions received from the surrounding world andknowledge. The game clearly demonstrates the peculiarities of thinking and imagination.the child’s behavior, his emotionality, activity, and developing need for communication.

1) Sociocultural purpose of the game. Play is the strongest means of socialization of a child, which includes both socially controlled processes of their purposeful influence on the development of personality, the acquisition of knowledge, spiritual values and norms inherent in society or a peer group, and spontaneous processes that influence the formation of a person. The sociocultural purpose of the game can mean the synthesis of a person’s assimilation of the wealth of culture, the potential of education and the formation of him as an individual, allowing him to function as a full member of the team.

2) Function of interethnic communication . Games provide an opportunity to simulate different life situations, look for a way out of conflicts without resorting to aggressiveness, and teach a variety of emotions in the education of everything that exists in life.

3) The function of human self-realization in the game . This is one of the main functions of the game. For a person, play is important as a sphere of self-realization as an individual. It is in this regard that the process of the game itself is important to him, and not its result, competitiveness or achievement of any goal.

4) Communication game . The game is a communicative activity, although according to the game rules it is specific.

5) Game diagnostic function . Diagnostics - the ability to recognize the process of making a diagnosis. The game is predictive; it is more diagnostic than any other human activity: firstly, the individual behaves in the game at the maximum of manifestations (intelligence, creativity); secondly, the game itself is a special “field of self-expression”.

6) Game therapy function of the game. The game can and should be used to overcome various difficulties that a person has in behavior, in communicating with others, in learning. Maria Montessori example, Keyboard game

7) In-game correction function . Psychological correction in the game occurs naturally if all children have mastered the rules and plot of the game, if each participant in the game knows well not only their role of their partners, if the process and goal of the game unite them. Corrective games can help children with deviant behavior, help them cope with experiences that interfere with their normal well-being and communication with peers in the group.

8) Entertainment function of the game . The entertainment function is associated with the creation of a certain comfort, a favorable atmosphere, and spiritual joy. The game has magic that can feed the imagination and lead to entertainment.

Thus, it is natural that play appears in a child’s life at the earliest stages of his development. Children are encouraged to play by the desire for familiarityinteract with the outside world, be active in communicating with peers, participate in the lives of adults, carry out their dreams . Modern scientists believe thatthe game in its content goes back to workadults. Reflection occurs in the gamereality, and it is precisely this that becomes for the child one of the most significant ways of learning knowledge of the surrounding world.

Gaming activity goes through a long development process. Elements of the game first appear in infancy; over time, its highest forms develop, in particular the plot-based role-playing game.

The age period up to one year is characterized by the formation of the first types of games.

Development of play in early childhood.

The age period up to one year is characterized by the formation of the first types of games. From 3-4 months. arise playing with your body. Their first content consists of twitching of legs and arms. finger play, head movement. Problems to be solved: self-knowledge through affective and motor experiences, exercises.

From about 6 months. games with objects arise.The game originates as an object-based gaming activity.Actions with toys or other objects that carry manaipulative character. The motive is given through the object - a toyku. These include rolling, grabbing, and hitting objects. Problems to be solved: knowledge of the properties of objects,the child discovers some of its properties in the toy(the ball is rolling, it is elastic and smooth). PostChildren gradually learn how to operate with different toys kami associated with their physical properties. The motive of such object-game activity lies in the possiblethe nature of the result of the game action (the ball can be thrown or pushed away from you).

By the end of the first year games with others of an emotional nature arise. Their main content is the construction of such interaction with close adults, the result of which is an emotionally sensual experience (fear, curiosity, joy). For example, “Horned Goat”, “Peek-a-boo”, “Over the hummocks over the hummocks”.

The next period is from one to two years. Walking makes a revolution in a child's life. He runs, jumps, explores space. He throws objects, up, into the water, and moves them. Problems to be solved: expanding one’s own abilities and connections with the world.

This social development situation corresponds to a new type of child's leading activity, namely subject activity, associated with the mastery of socially developed ways of acting with objects.

Objective activity is leading because it is in it that the development of all aspects of a child’s life occurs. It is also where the main neoplasms of early age arise.

Development of visual and effective thinking. A young child thinks primarily by using his hands.

Difference subject activity from simple manipulation of surrounding objects, characteristic of infants, is that the child’s actions and ways of handling objects begin to obey the functional purpose of these objects in the life of a cultured person.

In second half of the second year Throughout life, the child’s sphere of interaction with the outside world expands. Demand is growingthe child’s ability to engage in joint activities with an adult.

Observing the world of adults, the child highlights their actions.Experience gained in activities with toys and in everyday lifelife, gives the child the opportunity to display actionsadults with objects in accordance with the purpose accepted in society (for example, the process of bathing, feeding). Now do itactions are directed not at obtaining a result, but at fulfilling a clear conditional goal. Thus, deyThe action becomes conditional, and its result imaginary. The child goes to plot-depictive mu stage of game development. The child performs the function of a mother-hairdresser without identifying himself in accordance with this function. And to the adult’s question: “Who are you?” answers: “I am Yulia (Lena, Andryusha).” In such games, actions with plot-shaped toys are at first very similar to real practical actions with objects and gradually become generalized, turning into conventional ones. Then the child begins to act with imaginary objects: he feeds the doll non-existent candy.

On third year life child begins to strive to realize the game goal. The steps described above willmelt a certain meaning: feeds the doll to feedher lunch. Actions are gradually generalized and become conditional: the child rocks the doll for a while and, counting,that she is already asleep, moves on to another play action - puts her to bed. Child constantly compares his actions with the actions of adultslogo It is important that the emergence of game goals is possiblebut only if the child has formed an image of an adult and his actions.

In the plot-display game, children convey not onlyindividual actions, but also elements of adult behavior in real life. In children's games, a “role in action” appears. The child performs the function of a character, “plays a role,” but, at the same time, does not identify himself withresponsibility with this function. And to the adult’s question: “Who are you?” answers: “I am Lena (Katya, Dima)”. In such games, actions withthe plot-shaped toys are very similarto real practical actions with objects and graduallybecome generalized, turning into conditional. Then the rebbenok begins to act with imaginary objects: feedsdoll with non-existent candy.

Development of game actionspromotes adult when showsintroduces play actions or encourages the child to perform them: “Feed the bunny.” Some time later, the children themselves transformtactical actions in games

As the game's actions become more complex, the game's plot also becomes more complex.First, the plots describe the actions of one characterwith certain objects in one or more sequenceschanging situations. For example, a girl prepares dinner and feeds her daughter. Then the plotyou include several characters with a set of specific connections. And by the end of the third year of life I observeThere are such plots in which, along with a set of actions, there are alsosome relationships between characters. Relationships developtey in the game. Happening the formation of their play interaction.

Thus, already at In the third year of life, the prerequisites for the plot and role are formed howl game,which will develop intensively throughout preschool no childhood.