The development of play activities of preschoolers. The influence of play on the comprehensive development of children

The game is one of those types of children's activities that is used by adults to educate preschoolers, teaching them various actions with objects, methods and means of communication. In the game, the child develops as a person, he forms those aspects of the psyche, on which the success of his educational and labor activities, his relationships with people will subsequently depend.

For example, in the game such a quality of the child's personality is formed as self-regulation of actions, taking into account the tasks of quantitative activity. The most important achievement is the acquisition of a sense of collectivism. It not only characterizes the moral character of the child, but also significantly restructures his intellectual sphere, since in the collective game there is an interaction of various meanings, the development of event content and the achievement of a common game goal.

It is proved that in the game children get the first experience of collective thinking. Scientists believe that children's games spontaneously, but naturally, arose as a reflection of the labor and social activities of adults. However, it is known that the ability to play does not arise by automatically transferring into the game learned in everyday life.

Children need to be involved in the game. And on what content will be invested by adults in the games offered to children, the success of the society in transferring its culture to the younger generation depends.

It should be emphasized that fruitful assimilation of social experience occurs only under the condition of the child's own activity in the process of his activity. It turns out that if the educator does not take into account the active nature of the acquisition of experience, the most perfect at first glance methodological methods of teaching the game and controlling the game do not achieve their practical goal.

The tasks of comprehensive education in the game are successfully implemented only if the psychological basis of the game activity is formed in each age period. This is due to the fact that the development of the game is associated with significant progressive transformations in the child's psyche, and, above all, in his intellectual sphere, is the foundation for the development of all other aspects of the child's personality.

Mental education of children in the game

In the game, the formation of perception, thinking, memory, speech takes place - those fundamental mental processes, without the sufficient development of which it is impossible to talk about the education of a harmonious personality.

The level of development of the child's thinking determines the nature of his activity, the intellectual level of its implementation.

The teacher must remember that any activity of children is aimed at solving a specific problem. The main task has many intermediate ones, the solution of which will make it possible to transform the conditions and thereby facilitate the achievement of the goal. Practical tasks that a child must solve differ from educational ones. The content of game tasks is dictated by life itself, the environment of the child, his experience, knowledge.

The child gains experience in his own activities, learns a lot from educators, parents. A variety of knowledge, impressions enrich his spiritual world, and all this is reflected in the game.

Solving game problems with the help of objective actions takes the form of applying more and more generalized game methods of cognizing reality. The child feeds the doll from a cup, then replaces it with a cube and then simply brings his hand to the doll's mouth. This means that the child solves game problems at a higher intellectual level.

It happens in practice and so, the educator, not understanding the meaning of the generalized play actions of the children's thinking, requires them to take collective actions as close as possible to practical ones.

Firstly, if everything that happens to the child in everyday life is transferred to the game, then it will simply disappear, because its main feature will disappear - an imaginary situation.

Secondly, the game, displaying a well-known, but little generalized life situation, involuntarily comes to a standstill. At the same time, it is known that in everyday life children receive not only clear, concrete knowledge, but also unclear, hypothetical ones. For example, a child knows who a sailor is, but he does not understand what he does. In order to clarify his ideas, during the game he asks questions and, having received an answer, acquires quite clear knowledge, but new information raises new questions. So there is a continuous course of knowledge. It is done in practice and in play. The game is a special form of knowledge of the surrounding reality. The specificity of game tasks lies in the fact that in them the goal is presented in an imaginary, imaginary form, which differs from the practical goal in the uncertainty of the expected result and the optionality of its achievement.

A very important point is to establish continuity of content outside of the gaming experience and the game. This is not about copying real objective actions in the game, but about their understanding and transfer to the game. A more generalized game action transfers the game itself to a qualitatively new intellectual basis.

The substitution of a game action with a word is especially indicative. The motive of the game is not the action with objects, but the communication of children with each other, which reflects the interactions and relationships of people.

When the necessary level of thinking is formed, the child is able to replace the image of another person - to take on a role and act in accordance with its content.

Formation of game activity of a preschooler

as a psychological and pedagogical problem

1. The value of the game for the comprehensive development of the child's personality.

2. Stages of development of children's play activities.

3. Features of the play activity of mentally retarded children.
1.1. The value of the game for the comprehensive education of the child.

In order to achieve a game that is genuine, emotionally rich, including an intellectual solution to the game problem, the teacher needs to comprehensively manage the formation, namely: to purposefully enrich the child’s tactical experience, gradually transferring it into a conditional game plan, to encourage the preschooler to creatively reflect reality during independent games.

In addition, a good game is an effective means of correcting disorders in the emotional sphere of children brought up in unfavorable families.

Emotions cement the game, make it exciting, create a favorable climate for relationships, increase the tone that every child needs to share his spiritual comfort, and this, in turn, becomes a condition for the preschooler's susceptibility to educational actions and joint activities with peers.

The game is dynamic where the leadership is aimed at its phased formation, taking into account those factors that ensure the timely development of gaming activities at all age levels. Here it is very important to rely on the personal experience of the child. The game actions formed on its basis acquire a special emotional coloring. Otherwise, learning to play becomes mechanical.

All components of a comprehensive guide to the formation of the game are interconnected and equally important when working with young children.

As children grow older, the organization of their practical experience also changes, which is aimed at actively learning the real relationships of people in the process of joint activities. In this regard, the content of educational games and the conditions of the subject-game environment are being updated. The focus of activating communication between an adult and children is shifting: it becomes business-like, aimed at achieving joint goals. Adults act as one of the participants in the game, encouraging children to joint discussions, statements, disputes, conversations, contribute to the collective solution of game problems, which reflect the joint social and labor activities of people.

So, the formation of play activity creates the necessary psychological conditions and favorable ground for the comprehensive development of the child. Comprehensive upbringing of children, taking into account their age characteristics, requires the systematization of games used in practice, the establishment of links between different forms of independent play and non-play activities that take place in a playful form.

As you know, any activity is determined by its motive, that is, by what this activity is aimed at. Play is an activity whose motive is in herself. This means that the child plays because he wants to play, and not for the sake of getting some specific result, which is typical for household, work and any other productive activity.

The game, on the one hand, creates a zone of proximal development of the child, and therefore is the leading activity in preschool age. This is due to the fact that new, more progressive types of activity and the formation of the ability to act collectively, creatively, and arbitrarily control one's behavior are born in it. On the other hand, its content is fueled by productive activities and ever-expanding life experiences of children.

The development of the child in the game occurs, first of all, due to the diverse orientation of its content. There are games that are directly aimed at physical education (moving), aesthetic (musical), mental (didactic and plot). Many of them at the same time contribute to moral education (plot-role-playing, dramatization games, mobile, etc.).

All types of games can be combined into two large groups, which differ in the degree of direct participation of an adult, as well as in various forms of children's activity.

First group- these are games where an adult takes an indirect part in their preparation and conduct. The activity of children (subject to the formation of a certain level of game actions and skills) has an initiative, creative character - the guys are able to independently set a game goal, develop the game plan and find the necessary ways to solve game problems. In independent games, conditions are created for children to show initiative, which always indicates a certain level of intelligence development.

Games of this group, which include plot and cognitive games, are especially valuable for their developmental function, which is of great importance for the overall mental development of each child.

Second group- these are various educational games in which an adult, telling a child the rules of the game or explaining the design of a toy, gives a fixed program of actions to achieve a certain result. In these games, specific tasks of education and training are usually solved; they are aimed at mastering certain program material and rules that players must follow. Educational games are also important for the moral and aesthetic education of preschoolers.

The activity of children in learning to play is mainly of a reproductive nature: children, solving game problems with a given program of actions, only reproduce the methods for their implementation. Based on the formation and skills of children, independent games can be started, in which there will be more elements of creativity.

The group of games with a fixed program of action includes mobile, didactic, musical, games - dramatization, games - entertainment.

In addition to the games themselves, it should be said about the so-called non-gaming activities that do not take place in a playful form. These may be the initial forms of child labor organized in a special way, some types of visual activity, familiarization with the environment during a walk, etc.

The timely and correct use of various games in educational practice ensures the solution of the tasks set by the “program of education and training in kindergartens” in the most acceptable form for children. It should be noted that games have a significant advantage over specially organized classes in the sense that they create more favorable conditions for the active reflection of socially established experience in children's independent activities.

The search for answers to emerging gaming problems increases the cognitive activity of children and real life. The processes of a child's mental development achieved in the game significantly affect the possibilities of his systematic learning in the classroom, contribute to the improvement of his real moral and aesthetic position among peers and adults.

The progressive, developing value of the game is not only in realizing the possibilities of the child's comprehensive development, but also in the fact that it helps to expand the scope of their interests, the emergence of a need for classes, the formation of a motive for a new activity - learning, which is one of the most important factors in the child's psychological readiness for learning. At school.
1.2. Stages of development of children's play activities.

1.3. Features of the play activity of mentally retarded children.

Play should be the leading activity that provides the zone of proximal development, and has a developing effect on the formation of the psychological make-up of a mentally retarded child.

Among the many reasons that hinder the independent, consistent formation of the game in a mentally retarded child, it is necessary, first of all, to highlight the main one - the underdevelopment of the integrative activity of the cerebral cortex, leading to a delay in the timing of mastering static functions, speech, emotional and business communication with an adult in the course of an approximate and subject activity.

The so-called deprivation, which occurs especially often in cases where a mentally retarded child is in a closed institution at preschool age, has a detrimental effect on the formation of the game and the lack of the necessary pedagogical conditions for the development of the child.

Being deprived of the necessary influx of fresh emotional impressions, the preschooler-oligophrenic receives an idea only of a narrow circle of persons and objects; his life takes place in limited monotonous circumstances. Thus, a depleted and sometimes distorted image of the surrounding world is superimposed on the organic defect he has.

Small mentally retarded children entering special preschool institutions, as a rule, do not know how to play at all, they manipulate toys in the same way, regardless of their functional purpose. So the child can absolutely equally knock for a long time with a cube, a duck, a typewriter.

Particularly noteworthy in this case is the attitude towards the doll, which is usually perceived in the same way as other toys. The doll does not cause adequate joyful emotions and is not perceived as a substitute for a person. In relation to toys - animals, a mentally retarded preschooler also does not cause an interested emotional attitude.

His actions with them resemble manipulations with cubes and cars. It is important to note that among untrained, mentally retarded preschoolers there are also children who like to taste the toy. They try to bite off a piece of a colored cube, lick the matryoshka. Such actions with toys are mainly typical for children suffering from a profound intellectual impairment, however, in some cases, they are simply caused by the inability to act with toys, lack of experience and use in accordance with the functional purpose.

In a significant part of mentally retarded children, along with manipulations, there are also so-called procedural actions, when the child continuously repeats the same game process: removes and puts clothes on a doll, builds and destroys a building from cubes, takes out and puts dishes in their place.

A distinctive feature of the games of untrained mentally retarded preschoolers is the presence of so-called inadequate actions. Such actions are not allowed either by the logic or the functional purpose of the toy, and in no case should they be confused with the use of substitute objects, which are often observed in the game of a normal child. An ordinary preschooler willingly uses a stick instead of a spoon, a cube instead of soap, etc. Such actions are determined by the needs of the game and indicate a high level of development. But just such actions with the use of objects - substitutes are never found in mentally retarded preschoolers when they enter special preschool institutions.

It has been observed that during the game, oligophrenics act silently with toys, only occasionally making separate emotional exclamations and pronouncing words denoting the names of some toys and actions. An untrained mentally retarded child is quickly satiated with toys. The duration of his actions usually does not exceed fifteen minutes. This indicates a lack of genuine interest in toys, which, as a rule, is excited by the novelty of the toy and quickly fades in the process of manipulation.

Without special training, play cannot take a leading place among the mentally retarded and, consequently, have an impact on mental development. In this form, the game is not capable of serving as a means of correcting and compensating for defects in the development of an abnormal child. The “Game” section did not happen; it was given a central place in the program of education and training of the mentally retarded. This emphasizes the paramount importance of this activity for enriching child development, correcting and compensating for various defects in the psyche of an abnormal child, and preparing for schooling.

It is known that the child's play activity is very multifaceted, just as games are diverse. For all that, the leading role-playing games are among them. It is this type of games that embodies the most significant and essential features of the game as an activity. Taking into account its special significance for child development, the program places special emphasis on the gradual formation of a complex mechanism of a role-playing game in a mentally retarded child.

The defectologist teacher is faced with the task of gradually introducing the mentally retarded into the world of the game, teaching him various game techniques, and using various means of communication with peers. In order for a mentally retarded child to have a desire to play in a place with children, he must be prepared.

In addition to the role-playing game, the mentally retarded learn didactic and outdoor games.

Given the need for children to move, fragments of outdoor games can also be widely used.

Thus, the "Game" section includes three areas: teaching role-playing games, mobile and didactic.

Classes in the first direction are conducted by a defectologist and an educator, and in the other two - mainly (in special classes) to educators.

Literature.

1. “The game of a preschooler” (edited by S. L. Novoselova) Moscow “Enlightenment” 1989.

2. D. V. Mendzheritskaya "Educator about children's play" Edited by T.A. Markova Moscow "Enlightenment" 1982.

3. Usova A. P. "The role of play in the upbringing of children" Edited by A. V. Zaporozhets. Moscow "Enlightenment" 1976.

4. "Guidelines for the games of children in a preschool institution" Compiled by: E. N. Tveritina, A. S. Barazkova. Edited by M. A. Vasilyeva. Moscow "Enlightenment" 1986.

5. Elkonin "Psychology of the game"

6. Gavrilushkina. Sokolov. "Education and education of mentally retarded preschoolers". Moscow "Enlightenment" 1985.

9. Journal of Defectology 1972 No. 2 Article by Sokolova "Features of game actions."

The game is one of those types of children's activities, which is used
adults in order to educate preschoolers, teaching them various
actions with objects, ways and means of communication. child in play
develops as a personality, he forms those aspects of the psyche, from
which subsequently will depend on the success of his educational and labor
activities, his relationship with people.
For example, in the game such a quality of the child's personality is formed as
self-regulation of actions, taking into account the tasks of quantitative activity.
The most important achievement is the acquisition of a sense of collectivism. It
not only characterizes the moral character of the child, but also restructures
essentially its intellectual sphere, since in the collective
game, there is an interaction of various meanings, the development of an event
content and achieve a common game goal.
It is proved that in the game children get the first experience of collective thinking.
Scientists believe that children's games spontaneously, but naturally, arose as
a reflection of the labor and social activities of adults. However
it is known that the ability to play does not arise through automatic transfer, in
game learned in everyday life.

Children need to be involved in the game. And from what content will be
adults invest in the games offered to children, the success of the transmission depends
society of their culture to the younger generation.
It should be emphasized that the fruitful development of social experience
occurs only under the condition of the child's own activity in the process of
activities. It turns out that if the teacher does not take into account the active
the nature of the acquisition of experience, the most perfect at a glance
methodical methods of teaching the game and controlling the game do not reach their
practical purpose.
The tasks of comprehensive education in the game are successfully implemented only when
condition of the formation of the psychological basis of gaming activity in
every age period. This is due to the fact that the development of the game
associated with significant progressive transformations in the child's psyche, and,
especially in his intellectual sphere, is the foundation for
development of all other aspects of the child's personality.
Mental education of children in the game.
In the game, the formation of perception, thinking, memory, speech - those
fundamental mental processes, without sufficient development
which cannot be said about the education of a harmonious personality.
The level of development of the child's thinking determines the nature of his activity,
intellectual level of its implementation.

The teacher must remember that any activity of children is aimed at
solution to a specific problem. The main task has many
intermediate, the solution of which will transform the conditions and themes
make it easier to achieve the goal. practical tasks,
which the child must decide are different from educational ones. Content
game tasks are dictated by life itself, the environment of the child, his
experience, knowledge.
The child gains experience in his own activities, learns a lot from
educators, parents. A variety of knowledge, impressions enrich him
spiritual world, and all this is reflected in the game.
Solving game problems with the help of objective actions takes the form
application of increasingly generalized
game ways of cognition
reality. The child feeds the doll from a cup, then replaces it with a cube
and then simply brings his hand to the doll's mouth. This means that the game tasks
the child decides at a higher intellectual level.
It happens in practice and so, the educator, not understanding the meaning of generalized
game actions of children's thinking, requires them to act collectively
as close as possible to practice.
Firstly, if everything that happens to a child in everyday life,
transferred to the game, then it will simply disappear, because its main
feature imaginary situation.

Secondly, the game, displaying a well-known, but little generalized
life situation, involuntarily comes to a standstill. However, it is known that in
everyday life, children receive not only clear, specific knowledge, but also
not clear, hypothetical. For example, a child knows who a sailor is, but he
it is not clear what he is doing. In order to clarify their views, during
games, he asks questions and, having received an answer, acquires quite clear knowledge,
however, new information raises new questions. This is how it goes
continuous progress of knowledge. It is done in practice and in
game. The game is a special form of knowledge of the environment
reality. The specificity of game tasks is that they aim
presented in an imaginary, imaginary form, different from
practical purpose uncertainty of the expected result and
the inevitability of achieving it.
A very important point is to establish continuity
content outside of the gaming experience and the game. It's not about copying in game
real objective actions, but about their comprehension and transfer to the game. More
generalized game action translates the game itself to a qualitatively new
intellectual foundation.
The substitution of a game action with a word is especially indicative. Game motif
becomes not an action with objects, but the communication of children with each other, in
which reflects the interactions and relationships of people.

When the necessary level of thinking is formed, the child is able to
replace the image of another person take on a role and act in
according to its content.
Formation of moral relations in the game.
The educational possibilities of the game are most fully realized with skillful
pedagogical guidance that provides the necessary level
development of gaming activities.
So gradually, in the game, the development of moral norms by children goes on,
responsibility for taking action. Psychologist D. B. Elkonin singled out 3
stages of this process.
1. The child is focused on the knowledge of the properties and qualities of objects,
opportunities to deal with them. Satisfying your interest in subjects,
the child begins to pay attention to the actions of other children playing
near. That. This stage lays the foundation for further development
children's relationships.
2. The interest of children moves into the sphere of adult relationships.
The teacher, leading the game, aims children at the development of moral standards,
serving as the basis of humane human relations.
1.
Object actions, even the most attractive ones, baby
subordinates the main game goal determined by the game role. Center
attention becomes another person. Game actions are performed in
situations of using their result for the benefit of other people, i.e.

the activity of preschoolers acquires a social orientation.
The main way to enrich the game with moral content lies through
familiarization of children with the phenomena of social life and education
positive relationship with them.
Ensure the assimilation of the norms governing moral relations,
at the same time preserve the creative, amateur nature of the game,
possible only with the right pedagogical guidance.
With the help of game appeals, you can activate the formed in children
moral relations and replenish the developed plot with numerous
episodes. The teacher easily achieves the required goal if he enters with the children into
role relationships. Tips, suggestions, questions, adult reminders
should be addressed to the child - the performer of a certain role. teacher
directs the game, activating and improving the moral experience
preschooler. As a result, independent communication in the game takes place on
a sufficiently high moral level and is characterized by duration,
coherence of relations between all children.
Emotional development of children in the game.
The game of a preschooler is saturated with a wide variety of emotions, surprise,
excitement, joy, delight, etc. This makes it possible to use
game activity not only for the development and education of the personality of the child,
but also for the prevention and correction of his mental states.

The existence of a special, emotional game plan was paid attention to
many Soviet psychologists. They emphasized that the main meaning of the game
lies in the diverse experiences that are significant for the child, which in
During the game, there is a profound transformation of the original,
affective tendencies and designs that have developed in his life experience.
The relationship between play and the emotional state of children appears in
two plans, the establishment and improvement of gaming activity affects
on the emergence and development of emotions, formed emotions affect
development of a game of a certain content.
The different nature of the experiences that arise in the course of the game allows
identify two types of emotional behavior in young children.
Emotionally active people have a pronounced interest in the game in general and in
actions with one or more objects. They play during
long time. Commit
with lots of toys
actions, many of which end in immediate, bright
pronounced reactions: laughter, surprise, delight, etc.
In emotionally passive children, the game is in the nature of a runaway,
superficial acquaintance with toys. The total time of their activity
not for long.

emotional
manifestations are extremely poor. There is no pronounced joy or
surprise.

The development of emotions that arise in the course of actions with characters is important for
development of the game, and for the education of his moral qualities of the individual.
A necessary condition for the emergence of a full-fledged game is
deployment in it of the social content of the content of communication,
interactions and relationships between characters. Watching
the game makes it possible to determine how relations develop with
peers. The range of emotions addressed to a playmate can be
extremely wide: from complete indifference and ignoring to
interest and support of emotional contacts, meaningful
communication and interaction. Emotional manifestations in
a specific game situation, are able to consolidate and generalize,
the teacher should organize the game in such a way as to prevent
the emergence and development of negative emotions, the manifestation of inattention,
aggressiveness.
It should be especially emphasized that the level of emotional orientation
child to a peer, the nature of emotional responsiveness reveals
close relationship with the level of development of the game. Negative emotions flourish
most often when children do not know how to organize and deploy the game.
However, greater efficiency can be achieved with the participation of the
teacher in the game. By taking on a role, an adult indirectly controls the game,
taking children out of a conflict situation and warning them. This is especially
succeeds in cases where the educator is well aware of life situations and

play interests of children and delicately, unobtrusively uses his knowledge to
maintain a positive attitude towards the game and partners.
Determining the importance of children's play for the comprehensive development of personality
child, it is necessary to consider those different historical approaches to
the study of the child's play activities, which are presented in the available
literature.

1.1. Various historical approaches to the study of gaming
child's activities.
The word “game”, “play” in Russian is extremely ambiguous. Word
“game” is used in the meaning of entertainment, figuratively “playing with fire” and
something unusual “a game of nature” or an accidental “game of fate”. Word
“play” is used in the sense of entertainment, the performance of some
a piece of music and a role in a play, figuratively
pretending to “play comedy”, etc. It is difficult to determine what kind
activities and their signs were included in the original meaning of these words and
how, along what lines it was saturated with more and more new meanings.
The earliest

1.2.
Stages of formation of children's play activity.
The first stage in the development of gaming activity is the Familiarization
a game. According to the motive given to the child by an adult with the help of a toy item,
it is a play activity. Its content
constitute the actions of manipulation carried out in the process of examination
subject. This activity of the infant very quickly changes its content:
examination is aimed at identifying the features of the object of the toy and
therefore, it develops into action-oriented operations.

The next stage of gaming activity was called the Display
game in which individual subject-specific operations turn into
the rank of actions aimed at identifying the specific properties of an object
and to achieve a certain effect with the help of this item. This
the climax of the development of the psychological content of the game in
early childhood. It is he who creates the necessary ground for the formation of
the child of the relevant subject activity.
At the turn of the first and second years of a child's life, the development of play and
objective activity closes and simultaneously diverges. Now
Differences begin to show up in the way they act
comes
the next stage in the development of the game: it becomes a story
representative. Its psychological content is also changing: actions
the child, remaining objectively mediated, is imitated in a conditional
the form of using the object for its intended purpose. So gradually get infected
prerequisites for a role-playing game.
At this stage of the development of the game, word and deed merge, and role-playing
behavior becomes a model of meaningful relationships between children
people. The stage of self-role-playing game begins, in which the players
model familiar to them labor and social relations of people.
Scientific understanding of the phased development of gaming activity gives
the ability to develop clearer, more systematic recommendations

on the management of the gaming activities of children at various ages
groups.
In order to achieve a game that is genuine, emotionally rich, including
intellectual solution of the game task, the teacher needs
comprehensively manage the formation, namely: purposefully
enrich the tactical experience of the child, gradually translating it into a conditional
game plan, during independent games, encourage the preschooler to
creative reflection of reality.
In addition, a good game is an effective means of correcting violations in
emotional sphere of children brought up in unfavorable families.
Emotions cement the game
make it exciting
create
favorable climate for relationships, increase the tone, which
every child needs a share of his spiritual comfort, and this, in its
turn, becomes a condition of susceptibility
preschooler to
educational activities and joint activities with peers.
The game is dynamic where the guide is aimed at its phased
formation,
taking into account the factors
which provide
timely development of gaming activities at all age levels.
Here it is very important to rely on the personal experience of the child. formed on
on its basis, game actions acquire a special emotional coloring.
Otherwise, learning to play becomes mechanical.

All components of a comprehensive game formation guide
are interrelated and equally important when working with young children.
As children grow older, the organization of their practical experience also changes.
which is aimed at active knowledge of the real relationships of people
in the course of joint activities. As a result, updated
the content of educational games and the conditions of the subject gaming environment.
The focus of activating communication between an adult and children is shifting: it
becomes businesslike, aimed at achieving common goals.
Adults act as one of the participants in the game, encouraging children to
joint discussions, statements, disputes, conversations, contribute to
collective solution of game problems, which reflect the joint
social activities of people.
And so, the formation of gaming activity creates the necessary
psychological conditions and fertile ground for a comprehensive
child development. Comprehensive education of people, taking into account their age
features requires the systematization of games used in practice,
establishing links between different forms of independent play and
non-gaming activity that takes place in a playful way. As is known,
any activity is determined by its motive, that is, by what this
activity is directed. Play is an activity whose motive
lies within herself. This means that the child plays according to what he
I want to play, and not for the sake of getting some kind of specific result,

which is typical for household, labor and any other productive
activities.
The game, on the one hand, creates the zone of proximal development of the child, and
Therefore, it is the leading activity in preschool age. This
due to the fact that new, more progressive types of
activities and the formation of the ability to act collectively, creatively,
arbitrarily control their behavior. On the other hand, its content
fuel productive activities and ever-expanding
children's life experiences.
The development of the child in the game occurs, first of all, due to the various
direction of its content. There are games directly aimed at the physical
education (mobile),
aesthetic (musical), mental
(didactic and plot). Many of them at the same time contribute
moral education
(plot-role,
dramatization games,
mobile, etc.).
All types of games can be combined into two large groups that differ
a measure of the direct participation of an adult, as well as various forms
children's activity.
The first group is games where an adult takes an indirect part in their
preparation and implementation.
Children activity
(given that
formation of a certain level of game actions and skills)
has an initiative
creative character guys are capable

independently set a game goal, develop the idea of the game and find
appropriate ways to solve game problems. In standalone games
conditions are created for children to show initiative, which is always
indicates a certain level of intelligence development.
Games of this group, which include story and educational,
are especially valuable for their developmental function, which is of great importance
for the overall mental development of each child.
The second group is various educational games in which an adult,
telling the child the rules of the game or explaining the design of the toy, gives
a fixed program of action to achieve a certain
result. These games usually solve specific tasks of education and
learning; they are aimed at mastering a certain program
material and rules that players must follow. Important
educational games also for moral aesthetic education
preschoolers.
The activity of children in learning to play is mainly reproductive
character: children, solving game problems with this program of action, only
reproduce the ways of their implementation. Based on formation and
children's skills can start independent games in which there will be
more creative elements.
In the group of games with a fixed program, actions include mobile,
didactic, musical, dramatization games, entertainment games.

In addition to the games themselves, it should be said about the so-called non-gaming
activities that do not take place in the form of a game. It might be special
organized early forms of child labour, some types of
visual activity, familiarization with the surroundings on a walk and
etc.
Timely and correct use of various games in educational
practice provides a solution to the problems set by the “program
upbringing and education in kindergartens” in the most appropriate form for children.
It should be noted that games have a significant advantage over
specially organized classes in the sense that they
more favorable conditions for the manifestation of active
reflections in children's independent activities in social
established experience.
Finding answers to emerging gaming problems increases cognitive
activity of children and real life. Processes achieved in the game
mental development of the child significantly affect the ability of his
systematic training in the classroom, contribute to the improvement
his real moral and aesthetic position among his peers and
adults.
The progressive, developing value of the game lies not only in the implementation
opportunities for the all-round development of the child, but also in the fact that it
contributes to the expansion of the sphere of their interests, the emergence of the need

in the classroom, the formation of a motive for new educational activities, which is
one of the most important factors in the psychological readiness of the child for
learning at school.
1.3. Features of play activity of mentally retarded children.
Play should be the leading activity providing the zone
immediate development, which has a developing impact on
the formation of the psychological make-up of a mentally retarded child.
Among the many reasons hindering independent, consistent
the formation of play in a mentally retarded child follows, first of all,
highlight the main one - underdevelopment of the integrative activity of the cortex
of the brain, leading to a delay in the timing of mastering
static functions, speech, emotional and business communication with
adult input indicative and substantive activities. pernicious
is reflected in the formation of the game and the lack of necessary pedagogical
conditions for the development of the child, the so-called deprivation that occurs
especially often in cases where a mentally retarded child is
at preschool age in a closed institution. Being deprived
the necessary influx of fresh emotional impressions preschooler -
the oligophrenic gets an idea only about a narrow circle of persons, objects;
his life takes place in limited monotonous circumstances. So

images on the existing organic defect is superimposed
a depleted and sometimes distorted image of the surrounding world.
Small mentally retarded children entering special
preschool institutions, as a rule, do not know how to play at all, they
manipulate toys in the same way, regardless of their functional
destination. So the child can knock for a long time in exactly the same way
cube, duck, typewriter.
Particularly noteworthy in this case is the attitude towards the doll,
which is usually perceived in the same way as other toys. doll not
causes adequate joyful emotions and is not perceived as
human substitute. In relation to toys - animals mentally
a retarded preschooler also does not arouse an interested
emotional relationship. His actions with them resemble manipulation
with cubes and cars. It is important to note that among the untrained,
mentally retarded preschoolers there are also such children who
like to taste the toy. They try to bite off a piece of
colored cube, lick the matryoshka. Such actions with toys in
are mainly characteristic for children suffering from deep intellectual
violation, but in some cases they are caused simply by the inability to
act with toys, lack of experience and use in
accordance with the functional purpose.

In a significant part of mentally retarded children, along with manipulations
there are also so-called procedural actions, when a child
continuously repeats the same gameplay: taking off and putting on
clothes on a doll, builds and destroys a building from cubes, takes out and
puts the dishes back.
A distinctive feature of the games of untrained mentally retarded
preschoolers is the presence of so-called inadequate actions.
Such actions are not allowed not by logic, nor
functional
the purpose of the toy, they should in no case be confused with the use
substitute items that are often observed in the game of normal
child. An ordinary preschooler willingly uses a stick instead of a spoon,
a cube instead of soap, etc. Such actions are determined by the needs of the game
and speaks of a high level of its development. But just such actions with
the use of objects - substitutes is never found in
mentally retarded preschoolers upon their admission to special
preschool institutions.
It has been noticed that during the game oligophrenics act silently with toys,
only occasionally uttering separate emotional exclamations and uttering
words denoting the names of some toys and actions. Untrained
a mentally retarded child is quickly satiated with toys. Duration
his actions usually do not exceed fifteen minutes. This testifies
about the lack of genuine interest in toys, which, as a rule,

excited by the novelty of the toy and in the process of being manipulated quickly
fading away.
Without special training, the mentally retarded cannot play
leading place and therefore have an impact on the mental
development. In this form, the game is not capable of serving as a means of correction and
compensation for defects in the development of an abnormal child. The "Game" section is not
happened, given a central place in the program of education and training
mentally retarded. This emphasizes the importance
this activity to enrich child development, correction and
compensation for various defects in the psyche of an abnormal child,
preparation for school.
It is known that the child's play activity is very multifaceted, as well as
varied and games. For all that, the main importance is given to
among them, role-playing games. It is this type of game that embodies
the most significant and essential features of the game as an activity. Considering
its special significance for child development, the program makes a special
emphasis on the gradual formation of a mentally retarded child
folded mechanism of a role-playing game.
The defectologist teacher is tasked with the gradual introduction
mentally retarded into the world of games, teaching it a variety of games
techniques, the use of various means of communication with peers. For

in order for a mentally retarded child to have a desire to play in a place
with children, it must be prepared.
In addition to the role-playing game, the mentally retarded learn
didactic and outdoor games.
Given the need for children to move, can also be widely used
fragments of mobile games. Thus, the “Game” section includes three
directions: teaching plot
role-playing games, mobile and
didactic. Classes in the first direction are conducted by a defectologist and
educator, and for the other two - mainly (in special classes)
educators.

Alina Drozd
The role of play in the all-round development of children. Types of games.

The role of play in the comprehensive development of children. Types of games.

The game of towers is one of those types of children's activities that are used by adults in order to educate preschoolers, teaching them various actions with objects, methods and means of communication. In the game baby develops as a person, those aspects of the psyche are formed in him, on which success in Educational and labor activities, his relations with people will subsequently depend.

The most important achievement is the acquisition of a sense of collectivism. It characterizes the moral character of the child. In the game, children get the first experience of collective thinking, since the future is connected with social useful work, requiring its participants to jointly solve problems aimed at obtaining a socially useful product.

For the emergence and development of the game is necessary, firstly, to provide children play material Secondly, to conduct appropriate game training.

No less important the role of the story game in the formation of moral qualities children, as well as their physical development.

With the appropriate organization of the subject-game environment, it is possible to achieve great mobility in story games. children, combined with orientation in space.

Story games has an impact on aesthetic education children. This is ensured primarily by the selection of toys and attributes that meet the requirements of high artistic taste, as well as the appropriate design of subject play areas in the room and on the site of the kindergarten. Equally important is the eastetic content of the games themselves. At preschool age, individual or joint games. They reflect the general level of knowledge children about various phenomena of the surrounding life, and carry elements of the productive creativity of the organization, is a kind of reflection children over that is close to their interests.

In gaming activities, the necessary psychological conditions are created and fertile ground for comprehensive development of preschoolers. But some plot games cannot provide a solution to all problems and third-party education children playing. This can be achieved only if there is a proportional combination of different types of games in the educational process. (plot role-playing, didactic, mobile, etc.).

Design is one of the productive activities. At the same time, the construction of building materials is closely related to the game - children build a house for dolls, a garage for a car.

Development The child in the game occurs primarily due to the diverse orientation of the content. If games directly aimed at physical education (gentle, aesthetic (musical, mental (didactic and plot-role-playing) many of them contribute to moral education.

All kinds games can be combined into two large groups, which differ in the degree of direct participation of an adult, as well as in different forms of children's activity.

The first group is games where an adult takes an indirect part in their preparation and conduct. Games in this group, which include plot and cognitive, especially valuable developing function, which are of great importance for the general psychological development of each child. As you grow older children educational games should take up more and more space in game practice. However, the possibilities of these games, which also include various constructive games,games aimed at developing intelligence, on the knowledge of the properties of natural material. The second group is various educational games in which adults are telling the child the rules games or explaining the design of the toy. In these games, specific tasks of education and training are usually solved. They are aimed at mastering certain program material and rules. This group includes mobile, didactic, musical, dramatization games, games entertainment, folk games.

progressive, value-developing games consists not only in the realization of the possibilities all-round development of children, but also in the fact that it contributes to the expansion of their sphere of interest, the emergence of a need for knowledge, the formation of a motive for a new activity - educational, which is one of the most important factors in the psychological readiness of a child to study at school

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"The role of the educator in organizing children's games" A modern child is a small citizen who is aware of himself in the modern space of the country and the city, and the game is the most beloved and natural.

Didactic games with natural material. Types of didactic games, complexity and variety depending on the age of children Didactic games with natural material. These are games using various objects of nature (vegetables, fruits, flowers, leaves, cones,.

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Anna Syuvatkina
The value of the game for the comprehensive development of the child's personality

« The value of the game for all-round development

child's personality»

The game is one of those types of children's activities that is used by adults in order to educate preschoolers, teaching them various actions with objects, ways and means of communication. In Game child develops as a person, those aspects of the psyche are formed in him, on which the success of his educational and labor activities, his relations with people will subsequently depend.

For example, in the game such a quality is formed child's personality, as self-regulation of actions, taking into account the tasks of quantitative activity. The most important achievement is the acquisition of a sense of collectivism. It not only characterizes the moral character of the child, but also significantly restructures his intellectual sphere, since interaction takes place in a collective game. different meanings, development event content and achievement of a common game goal.

It is proved that in the game children get the first experience of collective thinking. Scientists believe that children games spontaneously, but naturally arose as a reflection of the labor and social activities of adults. However, it is known that the ability to play does not arise by automatically transferring into the game learned in everyday life.

Children need to be involved in the game. And on what content will be invested by adults in those offered to children games depends on the success of the transfer of society's culture to the younger generation.

It should be emphasized that the fruitful assimilation of social experience occurs only under the condition of one's own activity. child in the course of his work. It turns out that if the educator does not take into account the active nature of the acquisition of experience, the most perfect at first glance methodological methods of teaching the game and controlling the game do not achieve their practical goal.

Tasks comprehensive upbringing in the game is successfully implemented only if the psychological basis of the game activity is formed in each age period. This is because game development associated with significant progressive transformations in the psyche child, and, above all in his intellectual sphere, is the foundation for development all other sides of the nursery personalities.

Mental education of children in the game.

In the game, the formation of perception, thinking, memory, speech takes place - those fundamental mental processes, without sufficient development which cannot be said about the education of harmonious personalities.

Level development the child's thinking determines the nature of his activity, the intellectual level of its implementation.

The child gains experience in his own activities, learns a lot from educators, parents. A variety of knowledge, impressions enrich his spiritual world, and all this is reflected in the game.

Solving game problems with the help of objective actions takes the form of applying more and more generalized game methods of cognizing reality. The child feeds the doll from a cup, then replaces it with a cube and then simply brings his hand to the doll's mouth. This means that the child solves game problems at a higher intellectual level.

It happens in practice and so, the teacher does not understand values generalized game actions of children's thinking, requires them to take collective actions as similar as possible to practical ones.

Firstly, if everything that happens to a child in everyday life is transferred to the game, then it will simply disappear, because its main feature will disappear - an imaginary situation.

Secondly, the game, reflecting a well-known, but little generalized life situation, involuntarily comes to a standstill. At the same time, it is known that in everyday life children receive not only clear, concrete knowledge, but also unclear, hypothetical ones. For example, a child knows who a sailor is, but he does not understand what he does. In order to clarify their views, during games he asks questions and, having received an answer, acquires quite clear knowledge, but new information raises new questions. So there is a continuous course of knowledge. It is done in practice and in play. The game is a special form of knowledge of the surrounding reality. The specificity of game tasks lies in the fact that in them the goal is presented in an imaginary, imaginary form, which differs from the practical goal in the uncertainty of the expected result and the optionality of its achievement.

A very important point is to establish continuity of content outside of the gaming experience and games. This is not about copying real objective actions in the game, but about their understanding and transfer to the game. A more generalized game action transfers the game itself to a qualitatively new intellectual basis.

The substitution of a game action with a word is especially indicative. motive games becomes not an action with objects, but the communication of children with each other, which reflects the interactions and relationships of people.

When the necessary level of thinking is formed, the child is able to replace the image of another person - to take on a role and act in accordance with its content.

Formation of moral relations in the game.

educational opportunities games are most fully realized with skillful pedagogical guidance, which provides the necessary level development gaming activity.

So gradually in the game children master moral norms, and responsibility for performing actions grows. Psychologist D. B. Elkonin identified 3 stages of this process.

The child is focused on the knowledge of the properties and qualities of objects, the possibility of action with them. Having satisfied his interest in objects, the child begins to show attention to the actions of other children playing nearby. That. This stage lays the foundation for further development of children's relationships.

Children's interest moves to the sphere of adult relationships.

The teacher, leading the game, aims children at the development of moral norms that serve as the basis for humane human relations.

Objective actions, even the most attractive ones, are subordinated by the child to the main play goal determined by the play role. The focus is on the other person. Game actions are performed in a situation where their result is used for the benefit of other people, i.e., the activities of preschoolers acquire a social orientation. The main way to get rich games moral content lies through the familiarization of children with the phenomena of social life and the education of positive attitudes towards them.

Ensure the assimilation of the norms governing moral relations, while maintaining a creative, amateur character games only possible with the right pedagogical guidance.

With the help of game appeals, you can activate the moral relations formed in children and replenish developed story in multiple episodes. The teacher easily achieves the required goal if he enters into role-playing relations with the children. Advice, suggestions, questions, reminders of an adult should be addressed to to kid- the performer of a certain role. The teacher directs the game, activating and improving the moral experience of the preschooler. As a result, independent communication in the game takes place at a fairly high moral level and is characterized by a long, harmonious relationship between all children.

emotional development of children in the game.

The game of a preschooler is saturated with a wide variety of emotions, surprise, excitement, joy, delight, etc. This makes it possible to use game activities not only for development and education of the personality of the child but also for the prevention and correction of his mental states.

On the existence of a special, emotional plan games drew the attention of many Soviet psychologists. They emphasized that the main meaning games consists of a variety of experiences, meaningful to the child that's in progress games there is a profound transformation of the original, affective tendencies and ideas that have developed in his life experience. The relationship between play and the emotional state of children acts in two ways, the restoration and improvement of play activity affects the emergence and development of emotions formed emotions affect game development certain content.

Different the nature of the experiences that arise along the way games, allows us to distinguish two types of emotional behavior of young children.

Emotionally active people have a pronounced interest in the game as a whole and in actions with one or more objects. They play for a long time. They perform a large number of actions with toys, many of which end in direct, pronounced reactions: laughter, surprise, delight, etc.

In emotionally passive children, the game is in the nature of a cursory, superficial acquaintance with toys. The total time of their activity is short.

Emotional manifestations are extremely poor. There is no pronounced joy or surprise.

Development of emotions arising in the course of actions with characters is important for game development and to nurture his moral qualities personalities.

A necessary condition for the emergence of a full-fledged games is deployment it has social content - the content of communication, interaction and relationships between characters. Watching the game provides an opportunity to determine how relationships develop with peers. The range of emotions addressed to a playmate can be extremely broad: from complete indifference and ignoring to interest and support for emotional contacts, meaningful communication, mutual actions. Emotional manifestations that arise in a specific game situation are able to consolidate and generalize, the educator must organize the game in such a way as to prevent the emergence and development negative emotions, manifestation of inattention, aggressiveness.

It should be especially emphasized that the level of a child's emotional orientation towards a peer, the nature of emotional responsiveness reveals a close relationship with the level game development. Negative emotions thrive most often when children fail to organize and expand the game.

However, greater efficiency can be achieved with the participation of the teacher himself in the game. Taking on the role, the adult indirectly controls the game, leading the children out of the conflict situation and warning them. This is especially successful in cases where the educator is well aware of the life situations and play interests of the children and delicately, unobtrusively uses his knowledge to maintain a positive attitude towards the game and partners.

Having defined the importance of children's play for the comprehensive development of the child's personality, it is necessary to consider those various historical approaches to the study of the child's play activity, which are presented in the available literature.

Stages of formation of children's play activity.

First step development game activity is an introductory game. Based on the motive given to kid adults with the help of a toy object, it is an object-play activity. Its content consists of manipulation actions carried out in the process of examining an object. This activity of the infant very quickly changes its content: the survey is aimed at identifying the features of the object-toy and therefore develops into oriented actions-operations.

The next stage of play activity is called display activity. games in which individual subject-specific operations pass into the rank of actions aimed at identifying the specific properties of an object and achieving a certain effect with the help of this object. This is the climax development psychological content early childhood games. It is he who creates the necessary ground for the formation of child relevant subject activity.

At the turn of the first and second years of life child development game and objective activity closes and at the same time diverges. Now the differences are beginning to emerge, and the next step in the way of doing things is coming. game development: it becomes plot-representative. Changes in her psychological content: the child's actions, while remaining objectively mediated, imitate in a conditional form the use of an object according to appointment. This is how the prerequisites of the plot-role play gradually become infected. games.

At this stage game development words and deeds merge, and role-playing behavior becomes a model of relationships between people meaningful to children. The role-playing stage is coming games, in which the players simulate the labor and social relations of people familiar to them.

Scientific understanding of the phased development game activity makes it possible to develop more clear, systematized recommendations for managing children's play activities in different age groups.

To achieve genuine games, emotionally rich, including an intellectual solution to the game problem, the teacher needs to comprehensively manage the formation, and exactly: purposefully enrich the tactical experience of the child, gradually transferring it to a conditional game plan, during independent games to encourage the preschooler to creatively reflect reality.

In addition, a good game is an effective means of correcting disorders in the emotional sphere of children brought up in unfavorable families.

Emotions cement the game, make it exciting, create a favorable climate for relationships, increase the tone that everyone needs. to kid the share of his spiritual comfort, and this, in turn, becomes a condition for the preschooler's susceptibility to educational actions and joint activities with peers.

The game is dynamic where the management is aimed at its phased formation, taking into account those factors that ensure timely development gaming activities at all age levels. Here it is important to rely on child's personal experience. The game actions formed on its basis acquire a special emotional coloring. Otherwise, learning to play becomes mechanical.

All components of a comprehensive formation guide games are interrelated and equally important when working with young children.

As children grow older, the organization of their practical experience also changes, which is aimed at actively learning the real relationships of people in the process of joint activities. In this regard, the content of educational games and the conditions of the subject-game environment are being updated. The focus of activating adult communication is shifting with children: it becomes businesslike, aimed at achieving joint goals. Adults act as one of the participants games, encouraging children to joint discussions, statements, disputes, conversations, contribute to the collective solution of game problems, which reflect the joint social and labor activities of people.

And so, the formation of gaming activity creates the necessary psychological conditions and fertile ground for. Comprehensive education of people, taking into account their age characteristics, requires the systematization of games used in practice, the establishment of links between different forms of independent gaming and non-gaming activities, which takes place in a playful way. As you know, any activity is determined by its motive, that is, by what this activity is aimed at. Play is an activity whose motive lies within itself. This means, What child plays on that he wants to play, and not for the sake of obtaining some specific result, which is typical for everyday, labor and any other productive activity.

The game, on the one hand, creates a zone of the nearest child development, and therefore is the leading activity in preschool age. This is due to the fact that new, more progressive types of activity and the formation of the ability to act collectively, creatively, and arbitrarily control one's behavior are born in it. On the other hand, its content is fueled by productive activities and ever-expanding life experiences of children.

The development of the child in the game takes place primarily due to the diversity of its content. Eat games, directly aimed at physical education (moving, aesthetic (musical, mental (didactic and plot). Many of them at the same time contribute to moral education. (plot-role-playing, dramatization games, mobile, etc.).

All types of games can be combined into two large groups, which differ in the degree of direct participation of an adult, as well as in various forms of children's activity.

The first group is games where an adult takes an indirect part in their preparation and implementation. The activity of children (subject to the formation of a certain level of game actions and skills) has an initiative, creative character - the guys are able to independently set a game goal, develop the idea of the game and find the right ways to solve game problems. In independent games, conditions are created for children to show initiative, which always indicates a certain level of intelligence development.

Games in this group, which include plot and cognitive, are especially valuable for their developing function, which has a large meaning for general mental development of each child.

The second group is various educational games in which the adult, telling the child the rules games or explaining the design of the toy, gives a fixed program of actions to achieve a certain result. In these games, specific tasks of education and training are usually solved; they are aimed at mastering certain program material and rules that players must follow. Educational games also for the moral - aesthetic education of preschoolers.

The activity of children in learning to play is mainly reproductive character: children, solving game problems with a given program of action, only reproduce the ways of their implementation. Based on the formation and skills of children, independent games, which will have more elements of creativity.

The group of games with a fixed action program includes mobile, didactic, musical, games - dramatizations, entertainment games.

Timely and correct application various games in educational practice provides a solution to the tasks set "The program of education and training in preschool" in the most appropriate form for children. It must be noted that games have a significant advantage over specially organized classes in the sense that they create more favorable conditions for the manifestation of active reflection in children's independent activities of socially established experience.

The search for answers to emerging gaming problems increases the cognitive activity of children and real life. Psychic processes achieved in the game child development significantly affect the possibilities of his systematic training in the classroom, contribute to the improvement of his real moral and aesthetic position among peers and adults.

progressive, value-developing games consists not only in the realization of the possibilities all-round development of the child, but also in the fact that it contributes to the expansion of their sphere of interests, the emergence of a need for classes, the formation of a motive for a new activity - educational, which is one of the most important factors in psychological readiness child to school.