The influence of role-playing games on the development of children. The influence of role-playing games on preschool age

Antipyretics for children are prescribed by a pediatrician. But there are emergency situations for fever when the child needs to be given medicine immediately. Then the parents take responsibility and use antipyretic drugs. What is allowed to give to infants? How can you bring down the temperature in older children? What medicines are the safest?

S.T. Shatsky commented on these games in the following way: “A laid-back children's game that gives scope to the imagination reflects the life experience of children; its course depends not only on the speed, dexterity of movements and this or that degree of ingenuity, but also on the richness of the inner life that develops in the soul of the child.

In these games, although they take a limited time, the role of an adult is great. Accordingly, his position determines the pedagogical meaning of this game. The selection of situations and the development of the plot of the game itself is the main link, providing which, the adult also ensures the effective educational influence of the game.

In structure gaming activity the story as the main component of the game includes the character, life situation, actions and relationships of the characters.

The role-playing game in its developed form, as a rule, has a collective character. This does not mean that children do not play alone. But the presence of a children's society is the most favorable condition for the development of role-playing games. If the game reflects the relationship between people, then the presence of comrades provides a more complete implementation of the plot. So the content itself creates in children the need for joint, collective play. This need must be reinforced by the ability to play together. The needs of skill must be educated: they do not form themselves. The essence of the educational impact of the role-playing game in the acquisition and accumulation of social experience.

1.2 . The influence of role-playing games on the self-development of children of middle preschool age.

Pedagogy and psychology see such important features in the game as:

polyfunctionality - the ability to provide the individual with the position of the subject of activity instead of the passive "consumer" of information, which is extremely important for the effectiveness of the educational process.

The game refers to an indirect method of influence: the child does not feel himself an object of influence of an adult, he is a full-fledged subject of activity.

The game is a means where education turns into self-education.

The game is closely connected with the development of the personality, namely, during the period of its especially intensive development in childhood, it acquires special significance.

The game is the first activity that plays a particularly significant role in the development of personality, in the formation of properties and enrichment of its internal content.

In the early, preschool years of a child's life, play is the type of activity in which his personality is formed.

Entering the game, the corresponding actions are fixed over and over again; while playing, the child masters them better and better: the game becomes for him a kind of school of life. The child does not play in order to acquire preparation for life, but acquires preparation for life by playing, because he naturally has a need to act out precisely those actions that are newly acquired for him, not yet become habits. As a result, he develops during the game and receives preparation for further activities.

He plays because he develops and develops because he plays. Game-practice development. The game prepares children to continue the work of the older generation, forming, developing in it the abilities and qualities necessary for the activity that they will have to perform in the future.

In the game, the child develops an imagination that includes both departure from reality and penetration into it. The ability to transform reality in an image and transform it in action, to change it, are laid down and prepared in play action, and in play a path is laid from feeling to organized action and from action to feeling. In a word, in the game, as in a focus, all aspects of the mental life of the personality in the roles that the child, while playing, take on, expand, enrich, deepen the very personality of the child are collected, manifested in it and through it are formed.

In the game, to one degree or another, the properties necessary for learning at school are formed, which determine the readiness for learning.

At different stages of development, children are characterized by different games in regular accordance with the general nature of this stage. By participating in the development of the child, the game itself develops. The game is a complex socio-psychological phenomenon already because it is not an age-related phenomenon, but a personal one. The need of the individual in the game and the ability to join the game is characterized by a special vision of the world and is not related to the person's age.

The need for the game depends on the creative capabilities of the individual. After all, creativity is necessarily associated with the experience of joy from the very process of activity. In the works of L.S. Vygotsky, an age-related trend towards a decrease in spontaneously arising games is shown.

As a rule, by school age, interest in creativity curtails in children, the child begins to be critical of him.

“We see the same curtailment of childhood fantasy in the fact that the child loses interest in the naive games of earlier childhood.”

An adult who has already made a choice of one of the possible life paths lives in the sphere of a narrow channel of the funnel, and the game allows him to conditionally feel other possible life options that are not used in the real plan.

The ability of people to enter the game affects the emotional atmosphere of communication, creates a mood for others. The game is a complex socio-psychological phenomenon, with a sufficiently conscious attitude, it becomes a means of stress control, self-renewal, self-improvement, overcoming internal conflict, and also stimulating high spirits.

As noted above, the game is, first of all, a creative process,

But many have a stereotype that creativity is the lot of the elite, but L.S. Vygotsky, in his work Imagination and Creativity in Childhood, refutes this idea. If we understand creativity: “as a necessary condition for existence, and everything that goes beyond the limits of routine, and what it consists of, even an iota of new, it doesn’t matter whether it is created ... some thing of the external world or a well-known construction of the mind or feeling ... ". It is easy to see that creative processes are found in full force, both in the earliest childhood and in adults.

Arising on the border of early childhood and preschool age, the role-playing game develops intensively and reaches its highest level in the second half of it. In play, the role is the next link between the child and the rule. Assuming a role makes it much easier for a child to follow the rules.

The principles of gaming communication that ensure the self-development of the individual are as follows:

1.Self-integrity and self-worth. The essence of the game is in its process, and not in the product result, which, if it can take place in the game, is like an artifact that is not provided for and optional in the game plan.

2. The main motive for entering into gaming communication is the need of a person not as a biological or social being, but as a cultural being. The game in this vein develops mechanisms of self-development. A person in the game comprehends his life meanings, joins the highest life values of the team.

3. Volunteering. Roles in the game are not assigned, but are chosen by the players themselves, developed during the game.

4. The game has its own special space-time organization. The game is artificial, ideal because it is conditional. She has her own rules, her own roles, howling plot, howling game tasks. Outside the rules, the game is meaningless.

5. The game is always specific, situational, unique, inimitable.

6. Three-dimensionality. Each participant in the game combines at the same time a life position, a social function and a playing role. The latter is determined by the conditions of the game. The social function is given to the subject as a member of a certain society (each object in this case is a functionary). The position in life is not set by anyone and nothing, but is developed personally by each subject.

Of course, none of the above principles of gaming communication "works" in isolation from others.

1.3. Pedagogical conditions for self-development of children of middle preschool age by means of role-playing game.

To effectively educate preschoolers, it is not enough to know a set of games. The game, like any other means, becomes an educational factor only under certain conditions. The main one is the attitude of the teacher to the children, which is expressed with the help of game techniques. It can be called the game position of the teacher. It can be seen that if in relation to the child we speak of education by play, then in relation to the teacher this is a test by play. The game position of the teacher is, first of all, a special style of relations between adults and children. The very process of mastering the game pedagogical method is interesting. No stories about the game method will give this idea of the educational significance of the game, which can take shape almost instantly if the teacher himself includes himself in the system of game actions, starts to play. The game position of the teacher therefore turns the game into an educational factor, which contributes to the humanization of the relationship "educator-pupil". This is the main function of the teacher's playing position, which contributes to the creation of a creative atmosphere. So many games that are unsuccessful and do not interest children suffer from one drawback - the lack of a clearly thought-out role for each participant. Therefore, when organizing games, the teacher must skillfully distribute the roles between the participants, taking into account the individual characteristics and interests of the children. The conditions for the development of amateur games for preschoolers make it possible to understand why creative games organized by adults sometimes do not captivate children. Adults, when organizing play, must create that common, unified attitude in children towards play, which always already exists in a group of children united by independent play. An adult must himself ensure the intimacy, seriousness and commonality of attitudes towards the game among all the players. Otherwise, the game will not take place, and this is possible when he himself takes the game seriously and sensitively. This implies the first requirement that a specially organized game must satisfy. It consists in the fact that most of the children playing should be interested in its plot. The initiative in the game itself should belong to the children, even if it was suggested by an adult. In no case should an adult impose a game on children if they are not interested, because. this idea is not only doomed to failure, but also creates an unfriendly relationship between the teacher and the children. An adult can create the right attitude to a game specially organized for educational purposes only on the condition that he himself considers it a necessary and serious activity, is passionate about the idea of the game, its design and wants to captivate children with them. However, the idea of the game must always be in the interests of the children, otherwise they will not be carried away by it i.e. Great demands are placed on teachers. Often, when conducting role-playing games with preschool children, teachers are faced not with the lack of interest of children in any aspect of adult activity, not with the fact that it is difficult to arouse the desire to play on this plot, but with the difficulty of deploying the game itself. Therefore, the function of an adult should not end with a game plan developed jointly with the children, but only begin at that moment. The main business of an adult is not to start the game, but to conduct it. Moreover, to conduct it in such a way that during the game those educational tasks that the teacher sets in his work with this team are solved. If an adult does not fulfill the duties that come to him with the game, the game breaks up. Many believe that she broke up because the guys were not interested in her. This is how teachers console themselves, who themselves are not interested and do not want to waste their time, strength and energy on what, in the depths of their souls, apparently, they consider not so important. In fact, if an already started game falls apart or does not bring the expected effect, as a rule, the organizer of the game is to blame. The game becomes a valid means of education under the condition of purposeful pedagogical work. The content of the pedagogical guide to the game includes 3 stages. In the pre-game (preparatory) period, the teacher helps the children choose a game or come up with a new one, coordinate ideas, and distribute roles. In addition, it is important to help pick up details, understand the rules. During the game, the main thing is to promote the development of independence and creativity, to regulate the moral situation. The debriefing stage is important for all kinds of games. The focus of the teacher should be given a fair assessment of each child, determining the winner and the loser. In addition to relations imaginary or prescribed by the rules, real relations arise during the game: friendship or enmity, having arisen in games, can pass into the daily life of children. So it is impossible to conduct games-competitions in a conflict team. In the post-game period, the task of the teacher is to consolidate the positive manifestations that arise in the games and slow down the negative ones. The active use of children's play helps to increase the effectiveness of the educational process.

A. S. Vygotsky believed that the formation of a child takes place in special conditions, which he called the social situation of development creating a zone of proximal development. It is determined by the content of education, which makes it possible for the child and the adult to cooperate, and this, in turn, presupposes the activity of the child and the adult in mastering various contents that are supposed, and not imposed on adults. Such cooperation can be seen in the course of a role-playing game.

We can say that an important component for gaming activities is the gaming space.

The play space is a corner with your favorite toys, with the right play material. Unfortunately, children's games are not always positive, often games reflect the negative aspects of life. They arise on the basis and under the influence of the received impressions.

There are two periods in the development of the child's play activity:

a) subject-game - the content of which is actions with objects

b) role-playing game - the basis, which is communication.

A game for a child is a special form of social life of preschoolers, in which they unite at will, act independently, carry out their plans, and learn about the world. Game activity contributes to the physical and mental development of the child, the development of creative abilities.

An important part of the game is the conscious attitude of children to the implementation of the rules of role-playing behavior, which reflects the depth of assimilation of reality. The role encourages children to obey certain rules of behavior and follow social norms.

While playing, the child acquires new knowledge and skills, activates the vocabulary, develops curiosity, moral qualities, the beginnings of collectivism are formed. Displays what he saw, experienced, masters the experience of human activity.

The game for the child is not an empty fun, it is a desire to be included in the world of adults.

Actual in gaming activity is the problem of educating the prerequisites for femininity in girls and courage in boys. To cultivate these qualities, it is advisable to form girls' ideas about women's social roles and a positive emotional attitude towards them, to associate their ideas with games, and the ability to reflect them in games. You can read works where the main character is a female representative, talk about her, emphasize her positive qualities.

Boys can be interested in the roles of firefighters, border guards, rescuers, draw their attention to the positive qualities of representatives of these professions.

Children should not be allowed to choose games with negative content. You need to switch the game, giving it a positive content or stop, explaining why it should not be continued.

The game gives the child a lot of positive emotions, he loves when adults play with him. Do not deprive him of this joy.

Nesterova Lyudmila Viktorovna, teacher
GBOU d / s No. 455, Zelenograd, Moscow

Work description

The relevance of the problem raised is caused by the need of psychologists, teachers, parents for improving methods of psychological and pedagogical impact of gaming methods on the emerging personality of the child in order to develop intellectual, creative abilities, form moral qualities, positive relationships between children and peers, with relatives and people around them, reinforcing positive trends in the development of an older preschooler and ensuring moral and volitional readiness for schooling.

Introduction
Chapter 1. Theoretical aspects of studying the problems of the influence of role-playing games on
Emotional and personal development of children of senior preschool age

Chapter 2
2.1. Organization of the study of the influence of role-playing games on the emotional and personal development of children of senior preschool age
2.2 Conclusions and results of the study
2.3.Psychological recommendations
Conclusion
Bibliography
Applications

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The influence of role-playing games on the emotional and personal development of children of senior preschool age

Introduction

Chapter 1. Theoretical aspects of studying the problems of the influence of role-playing games on the emotional and personal development of children of senior preschool age

Features of the mental development of children of senior preschool age
Emotional and personal development of children of senior preschool age
The role of play in the mental development of older preschool children

Chapter 2

2.1. Organization of the study of the influence of role-playing games on the emotional and personal development of children of senior preschool age

2.2 Conclusions and results of the study

Conclusion

Bibliography

Applications

Introduction

Preschool childhood is a short but important period of personality formation. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, to work, skills and habits of correct behavior are developed, and character develops.

The whole life of a preschool child is permeated with the game, only in this way is he ready to open himself to the world and the world for himself. The game is one of the main forms of organizing the process of education, training and development in kindergarten.

The game is a valuable activity for a preschooler, providing him with a sense of freedom, subordination of things, actions, relationships, allowing him to fully realize the "here and now", achieve a state of complete emotional comfort, become involved in a children's society built on free communication of equals.

In the process of the role-playing game, the spiritual and physical strengths of the child develop; his attention, memory, imagination, discipline, dexterity. In addition, the game is a peculiar way of assimilation of social experience, characteristic of preschool age. All aspects of the child's personality are formed in the game, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational possibilities of the game, which psychologists consider the leading activity. The game is a multifaceted phenomenon, it can be considered as a special form of existence of all aspects of the life of the team without exception. Just as many shades appear with the game in the pedagogical management of the educational process.

The game is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the need to influence the world is realized in the game. Soviet teacher V.A. Sukhomlinsky emphasized that “play is a huge bright window through which a life-giving stream of ideas and concepts about the world around flows into the child’s spiritual world. The game is a spark that ignites the flame of inquisitiveness and curiosity. The educational value of the game largely depends on the professional skills of the teacher, on his knowledge of the psychology of the child, taking into account his age and individual characteristics, on the correct methodological guidance of children's relationships, on the precise organization and conduct of all kinds of games.

The object of research is a role-playing game.

The subject of the research is the study of the influence of the role-playing game on the formation of positive relationships among children of senior preschool age, the study of moral education and culture of behavior of children of this age.

The purpose of the study is the influence of the scientific foundations of the education of preschoolers, which contributes to positive socialization in preschool educational institutions.

In terms of influence, the following tasks follow from the goal:

1. to characterize the role-playing game and its educational value in shaping the relationship of an older preschooler;

2. study of the theoretical and practical base of work experience;

3. experimentally test the effectiveness of the influence of role-playing games on the formation of positive relationships among children of senior preschool age.

Research hypothesis: the analysis of psychological and pedagogical literature allowed me to assume that the role-playing game contributes to the formation of positive relationships between older preschool children and their peers with the indirect and direct participation of the teacher.

Research methods:

Research methods of the communicative and emotional sphere of older preschoolers;

Individual conversation;

observation.

Chapter 1. Theoretical aspects of studying the problems of the influence of role-playing games on the emotional and personal development of children of senior preschool age

The game, along with work and learning, is one of the main types of human activity, an amazing phenomenon of our existence. By definition G.K. Selevko - a game - is a type of activity in situations aimed at recreating and assimilating social experience, in which self-management of behavior is formed and improved. In psychology, the concept of “play” acts as the leading activity of a preschool child, which determines his further mental development, primarily because an imaginary situation is inherent in play. The successful solution of the problems of education requires close attention to the problems of children's play. The game is the most accessible type of activity for children, a way of processing impressions and knowledge received from the outside world. The game clearly manifests the features of the child's thinking and imagination, his emotionality, activity, and the developing need for communication.

The game is the true social practice of the child, his real life in the society of peers. Therefore, the problem of using the game for the purpose of comprehensive education, and primarily the formation of the moral side of the personality, is so relevant for preschool pedagogy. At present, preschool specialists are faced with the task of further studying the game as a form of organizing the life and activities of children. The following provisions are the basis for understanding the game as a form of organizing the life and activities of children:

The game is designed to solve general educational problems, among which the tasks of forming the moral social qualities of the child are of paramount importance;

The game should be of an amateur character and develop more and more in this direction, subject to proper pedagogical guidance;

An important feature of the game as a form of life for children is its penetration into various activities: work and play, learning activities and play, everyday household activities and play.

In human practice, gaming activity performs such functions as:

Entertaining (this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);

Communicative: mastering the dialectics of communication;

Self-realization in the game as a testing ground for human practice;

Game therapy: overcoming various difficulties that arise in other types of life;

Diagnostic: identification of deviations from normative behavior, self-knowledge during the game;

Correction function: making positive changes in the structure of personal indicators;

Interethnic communication: the assimilation of social and cultural values that are common to all people;

Socialization: inclusion in the system of social relations, the assimilation of the norms of human society.

Thus, the game is the form of organizing the life of a preschooler, in which the teacher can, using various methods, shape the personality of the child, its social orientation.

1.2 Characteristics of the main types of games and their classification

Children's games are very diverse. They differ in content and organization, rules, the nature of the manifestation of children, the impact on the child, the types of objects used, origin, etc. All this makes it difficult to classify games, but grouping them is necessary for the correct management of games. Each type of game has its own function in the development of the child. The blurring of lines between amateur and educational games observed today in theory and practice is unacceptable. At preschool age, three classes of games are distinguished:

Games that arise on the initiative of the child - amateur games;

Games that arise on the initiative of an adult who introduces them for educational and educational purposes;

Games coming from the historically established traditions of the ethnic group are folk games that can arise both on the initiative of an adult and older children.

Each of the listed classes of games, in turn, is represented by species and subspecies. So, the first class includes:

1.Creative role-playing games. The concept of "creative game" covers role-playing games, dramatization games, construction and constructive games. The content of creative games is invented by the children themselves. Freedom, independence, self-organization and creativity of children in this group is manifested with particular completeness. Various life impressions are not copied, they are processed by children, some of them are replaced by others, and so on.

The role-playing game is the main type of game for a preschool child. The main features of the game are inherent in it: emotional saturation and enthusiasm of children, independence, activity, creativity. The first story games run as roleless games or games with a hidden role. Children's actions acquire a plot character and are combined into a chain that has a vital meaning. Actions with objects, toys are carried out by each of the players independently. Joint games are possible with the participation of an adult. (10, p. 14)

Drama games. They have the main features of creative games: the presence of an idea, a combination of role-playing and real actions and relationships, and other elements of an imaginary situation. Games are built on the basis of a literary work: the plot of the game, roles, actions of the characters and their speech are determined by the text of the work. The game of dramatization has a great influence on the speech of the child. The child learns the richness of the native language, its expressive means, uses various intonations corresponding to the character of the characters and actions, tries to speak clearly so that everyone understands him. The beginning of work on a dramatization game consists in the selection of a work of art. It is important that it interests children, evokes strong feelings and experiences. The teacher takes part in collusion and preparation of the game. Based on the content of the work with children, the plot of the game is drawn up, roles are distributed, and speech material is selected. The teacher uses questions, advice, re-reading of the work, conversations with children about the game, and thus helps to achieve the greatest expressiveness in the image of the characters.

Construction and constructive games are a kind of creative game. In them, children reflect their knowledge and impressions about the world around them. In building and constructive games, some objects are replaced by others: buildings are built from specially created building materials and constructors, or from natural materials (sand, snow). All this gives grounds to consider such activity as one of the types of creative play. Many building and constructive games take the form of a role-playing game. Children take on the role of construction workers who erect a building, drivers deliver building materials to them, during a break the workers have lunch in the canteen, after work they go to the theater, etc. In the process of the game, the orientation of the child in space, the ability to distinguish and establish the size and proportions of an object, spatial relationships are formed and developed.

Two games with ready-made content and rules are designed to form and develop certain qualities of the child's personality. In preschool pedagogy, it is customary to divide games with ready-made content and rules into didactic, mobile and musical ones.

2. Didactic games are a kind of games with rules specially created by a pedagogical school for the purpose of teaching and educating children. Didactic games are aimed at solving specific problems in teaching children, but at the same time, the educational and developmental influence of game activity appears in them.

Plot - role-playing game - the leading activity of a preschooler

Preschool childhood - from 3 to 6-7 years old - is a very special period of a child's development. It is at this age that internal mental life and internal regulation of behavior arise. the inner life is manifested in the imagination of the child, in arbitrary behavior, in communication with adults and peers.

All these important qualities and abilities are born and developed not in conversations with an adult and not in classes with specialists, but in a role-playing game.

This is a game in which children take on the roles of adults, and in specially created game, imaginary conditions reproduce (or model) the activities of adults and the relationship between them.

In such a game, all the mental qualities and personality traits of the child are most intensively formed. Game activity affects the formation of arbitrariness of behavior and all mental processes - from elementary to the most complex. In fulfilling the role of play, the child subordinates to this task all his momentary, impulsive actions. In the conditions of the game, children concentrate better and remember more than on the direct instructions of an adult. A conscious goal - to concentrate, to remember something, to restrain an impulsive movement - is the earliest and most easily distinguished by a child in the game.

The game has a strong influence on the mental development of a preschooler. Acting with substitute objects, the child begins to operate in a conceivable, conditional space. The substitute object becomes a support for thinking. Gradually, play actions are reduced, and the child begins to act in the internal, mental plane. Thus, the game contributes to the fact that the child moves to thinking in terms of images and ideas.

In addition, in the game, performing various roles, the child takes on different points of view, and begins to see the object from different angles. This contributes to the development of the most important thinking ability of a person, which allows him to present a different view and a different point of view.

Role play is critical to the development of the imagination. Game actions take place in an imaginary situation; real objects are used as others, imaginary; the child takes on the roles of imaginary characters. This practice of action in an imaginary space contributes to the fact that children acquire the ability for creative imagination.

Communication between a preschooler and peers also unfolds mainly in the process of playing together. Playing together, children begin to take into account the desires and actions of another child, defend their point of view, build and implement joint plans. Therefore, the game has a huge impact on the development of children's communication during this period.

The great importance of the game for the development of all the psyche and personality of the child gives reason to believe that it is this activity that is leading in preschool age.

Features of the role-playing game of a preschooler

The central moment of the role-playing game is the role that the child takes on. At the same time, he does not just call himself the name of the corresponding adult (“I am an astronaut”, “I am a mother”, “I am a doctor”, but, most importantly, he acts as an adult, whose role he has taken on and thus as would identify with him.

It is the playing role in a concentrated form that embodies the connection of the child with the world of adults. The most characteristic moment of the role is that it is impossible without practical game action. The role of a rider, doctor or driver cannot be performed only in the mind, without real, practical game actions.

It is customary to distinguish between the plot and the content of the game.

The plot of the game- this is the area of reality that is reproduced by children in the game (hospital, family, war, store, etc.). The plots of the games reflect the specific conditions of the child's life. They change depending on these specific conditions, along with the expansion of the child's horizons and his acquaintance with the environment.

The main source of role-playing games is the acquaintance of the child with the life and activities of adults. If children are new to the surrounding world of people, they play little, their games are monotonous and limited. Recently, educators and psychologists have noted a decrease in the level of role-playing games among preschoolers.

Game content- this is what is reproduced by the child as a central moment in human relations. The specific nature of the relationships between people that children recreate in the game may be different and depends on the relationship of real adults surrounding the child. The same game in its plot (for example, a game with a family) can have completely different content: one “mother” will beat and scold her “children”, another will put on makeup in front of a mirror and rush to visit, the third will constantly wash and cook, the fourth - read books to children and engage with them, etc.

All these options reflect what "flows" into the child from the surrounding life. What a mother does with her daughter, the daughter will do with her doll (or playmate).

Human relations and the conditions in which a child lives determine not only the plots, but above all the content of children's games. Thus, the game arises from the conditions of the child's life and reflects, reproduces these conditions.

The nature of game actions

Acting out the role Development of the plot in an imaginary situation

3 - 4 years Separate game actions that are conditional in nature The role is actually carried out, but is not called Plot - a chain of two actions, an imaginary situation is held by an adult

4-5 years Interrelated play actions that have a clear role-playing character The role is called, children can change the role during the game A chain of 3-4 interrelated actions / children independently hold an imaginary situation

5 - 6 years old Transition to role-playing actions that reflect the social functions of people Roles are distributed before the start of the game, children adhere to their role throughout the game A chain of game actions united by one plot that corresponds to the real logic of adults' actions

6 - 7 years old Displaying relations between people in game actions (submission, cooperation). The technique of game actions is conditional Not only the roles, but also the idea of the game are spoken out by children before it starts. The plot is based on an imaginary situation, the actions are diverse and correspond to real relationships between people

Conditions and methods for the development of role-playing games in preschoolers.

The main tasks that the educator faces when managing role-playing games:

1) the development of the game as an activity;

2) the use of the game in order to educate the children's team and individual children.

The development of the game as an activity means the expansion of the theme of children's games, the deepening of their content. In the game, children should acquire a positive social experience, which is why it is necessary that it reflects the love of adults for work, friendship, mutual assistance, etc.

3. For the development of a role-playing game, a pedagogically appropriate selection of toys and game materials is necessary, which creates “the material basis of the game, ensures the development of the game as an activity.

The selection of toys should be carried out in accordance with the main theme of children's games in this age group, taking into account the immediate prospects for their development. For children of younger preschool age, a toy is needed that allows them to play in the family, kindergarten, etc. In groups of middle-aged and older children, the selection of toys should ensure the development of games on labor topics and games that reflect social events and phenomena.

4. Techniques for directing children's games can be conditionally divided into two groups: methods of indirect influence and methods of direct guidance.

Indirect play management is carried out by enriching children's knowledge of the surrounding social life, updating play materials, etc., that is, without direct intervention in the game. One of the methods of such an indirect influence on children's play is the introduction of toys and the creation of a play environment even before the start of the game. This technique is used to arouse children's interest in a new theme of the game or to enrich the content of an existing one. The introduction of new toys causes both playful and cognitive interest of children.

Direct management techniques: role-playing participation in the game, participation in the conspiracy of children, clarification, help, advice during the game, suggestion new topic games, etc. But we must not forget that the main condition for the use of these techniques is the preservation and development of children's independence in the game.

5. Three stages of the formation of a plot-role-playing game:

At the first stage(1, 5 - 3 years) the teacher stimulates the child to carry out conditional actions with objects.

At the second stage(3 years - 5 years) forms in children the ability to take on a role, to move from one role to another in the game. This can be done most successfully if you build a joint game with children in the form of a chain of role-playing dialogues between participants, shifting the attention of children from conditional actions with objects to role-playing speech.

At the third stage(5-7 years old) children should master the ability to come up with a variety of game plots. To do this, the teacher can develop a game together with the children - inventing, proceeding in a purely speech plan, the main content of which is inventing new plots that include a variety of events.

6. The main points of the methodology for using the role-playing game:

Game selection. It is determined by a specific educational task.

Pedagogical development of the game plan. When developing a game, the educator should strive to maximize its saturation with game content that can captivate the child. This is on the one hand. On the other hand, it is important to determine the expected roles and means of the game organization that would contribute to the fulfillment of the planned educational tasks.

Familiarize children with the game plan and jointly refine it. The teacher should strive to conduct a conversation in such a way as to involve children as much as possible in the discussion of the game plan, in developing the content of role-playing activities.

Creating an imaginary situation. Preschoolers always start role-playing games by endowing surrounding objects with figurative meanings: chairs - a train, bushes - a border, a log - a ship, etc. Creating an imaginary situation is the most important basis for starting a creative role-playing game.

Distribution of roles. The teacher should strive to satisfy the playing needs of children, that is, he gives everyone the desired role, offers the order of playing roles of varying degrees of activity, looks for opportunities to assert the position of the child in the team through the playing role.

Beginning of the game. To evoke a positive perception of the game in children, you can use some methodological techniques, for example, prepare a group of children to act out a game episode. Another methodological technique may be this: at the beginning of the game, the main roles are distributed among active children with a well-developed creative imagination. This allows you to set the tone, show the guys an example of interesting role-playing behavior.

Saving the game situation. There is some condition for maintaining a persistent interest in the game in children:

a) an adult is obliged to set the tone in dealing with playing children, using conditional game terminology (in paramilitary games - clarity and conciseness of commands, demand a response: “There is a comrade commander!” A report on the completed assignment);

b) the teacher should try to beat any business of the children's team

c) all measures of pedagogical influence on children - requirements, encouragement, punishments - the teacher must carry out in a game way without destroying the game situation;

d) in the course of a role-playing game, it is advisable to include detailed creative games or games on the ground with identical plots;

e) during the game, the teacher can organize a collective competition between small groups of the playing team.

The end of the game. By developing a game plan, the teacher outlines the intended ending in advance. It is necessary to take care of such an ending, a game that would make children want to preserve in the life of the team all the best that the game brought with it.

Thus, we can conclude that through the role-playing game, the child masters spiritual values, learns previous social experience. In it, the child receives the skills of collective thinking.

A role-playing game is the most accessible type of activity for children, a way of processing impressions and knowledge received from the outside world, because here the features of the child’s thinking and imagination, his emotionality, activity, and developing need for communication are clearly manifested.

Role-playing games can become the form of organizing the life of a preschooler, in which the teacher, using various methods, forms the personality of the child, its spiritual and social orientation.

www.maam.ru

The role of educational games in preschool age

Children look at the world around them with wide eyes. Often, parents are surprised by children's energy, and with it perseverance and stubbornness. The child is in constant search.

He searches and learns, studies and checks, collects and breaks, just gets angry, admires, rejoices and laughs. The child is developing, and your goal is to help him by directing his strength and energy in the right direction.

By the age of three, a child's brain is formed, or rather its structure, while all skills, abilities and properties have their own sensitive periods. For example, speech develops from 6 months to 3 years. If during this time the child does not hear human speech, he will not be able to learn it, and it will not be easy to catch up later.

Often you can come across an erroneous opinion about children's abilities and intelligence. The brain of a child is like a sponge, capable of absorbing a huge amount of information.

It should be remembered that children tend to memorize only what causes their curiosity and interest. It is this that serves as a great incentive for development. And what else besides the game can ignite genuine interest in a child?

It is the game that is assigned the role of a guide to the world of adults. And it depends on her how the personality of the child will be formed in the future.

The most effective method of education and training are games aimed at development.

Principles of developing games:

Combination of elements of the game with learning;

Gradual complication of the learning process and game conditions;

The growth of the child's intellectual activity in solving new problems;

Consistent connection and dependence between the mental activity of the child and the surrounding space, a step-by-step increase in the intensity of intellectual work;

Holistic influence of teaching and educational factors.

With the competent implementation of the above principles, conditions are formed that contribute to the development of the initial norms of self-esteem and self-control in children. This has a tremendous impact on their educational activities and life in the team.

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Continuation. (beginning: What is a role-playing game?)

The game of a preschool child develops under the influence of education and training, depends on the acquisition of knowledge and skills, on the education of interests. In play, the individual characteristics of the child are manifested with particular force, while it can be observed that the same child displays a different level of play creativity depending on the content of the game, the role played, and relationships with comrades.

Many domestic and foreign psychologists believe that no one will develop a child's creative abilities better than he himself. Therefore, first of all, the child needs to create conditions for spontaneous creative play.

It is possible to single out the main tasks that the educator faces in managing role-playing games: 1) the development of the game as an activity; 2) the use of the game in order to educate the children's team and individual children.

The development of the game as an activity means the expansion of the theme of children's games, the deepening of their content. In the game, the fly should acquire a positive social experience, which is why it is necessary that it reflects the love of adults for work, friendship, mutual assistance, etc.

The more organized the game, the higher its educational impact. The signs of a good game are: the ability to play with concentration, purposefully, take into account the interests and desires of your comrades, resolve conflicts in a friendly way, and help each other in case of difficulties.

However, the game can also be a source of formation and negative experience, when the same children act as organizers, take on the main roles, suppressing the independence and initiative of others; the game can reflect the negative aspects of adult life. Educators, leading the game, must ensure the accumulation of positive experience of social relations.

The constant expansion of children's knowledge of the life around them, the enrichment of their impressions is one of the most important conditions for the development of full-fledged play in a particular group of children.

Important for the development of the role-playing game is the pedagogically appropriate selection of toys and game materials, which creates the "material basis" of the game, ensures the development of the game as an activity.

The selection of toys should be carried out in accordance with the main theme of children's games in this age group, taking into account the immediate prospects for their development. For children of younger preschool age, a toy is needed that allows them to play games in the family, kindergarten, etc. In groups of middle-aged and older children, the selection of toys should ensure the development of games on labor topics and games that reflect social events and phenomena. When selecting toys, the educator should also take into account the nature of the requirements that children of this age place on the toy.

The teacher, organizing the storage of toys, must also take into account the development of play activities. AT junior groups it is most advisable to store toys so that they are in the child's field of vision - in the play corners: after all, the toy stimulates the child's play plan, so it should be visible and accessible.

In the middle and older groups, there is no such need, because the children in the selection of toys come from the idea of the game. But children must definitely know what toys are in the group, where they are stored and maintain the appropriate order.

In older groups, toys can be completed by topic(for example, to play the hospital, mail, travel, astronauts, etc.). The presence of such ready-made sets, consisting of the most necessary toys, allows children to quickly deploy the game, pick up additional game materials. Such a set of toys should be compiled by the teacher together with the children as the game develops, and given to children only in finished form. Children, together with the teacher, can make homemade toys themselves.

For the correct management of games, the educator needs to study the interests of children, their favorite games, the completeness and educational value of the games that exist in the group; know how children unite in the game: who likes to play with whom, what is the moral basis of these associations, their stability, the nature of the relationship in the game, etc. Watching the games, the teacher assesses the degree of development of independence and self-organization of children in the game, their ability to negotiate , create a playful environment, fairly resolve emerging conflicts, etc.

In domestic preschool pedagogy, D. V. Mendzheritskaya, R. I. Zhukovskaya, V. P. Zalogina, N. Ya. two groups: methods of indirect influence and methods of direct guidance.

The indirect management of the game is carried out by enriching the knowledge of the Children about the surrounding social life, updating the game materials, etc., i.e. without direct intervention in the game. This preserves the independence of children in the process of playing.

One of the methods of such an indirect influence on children's play is the introduction of toys and the creation of a play environment even before the start of the game. This technique is used to arouse children's interest in a new theme of the game or to enrich the content of an existing one. The introduction of new toys causes both play and cognitive interest of children.

Direct management techniques (role-playing participation in the game, participation in the collusion of children, clarification, assistance, advice during the game, suggesting a new topic for the game, etc.) make it possible to purposefully influence the content of the game, the relationship of children in the game, the behavior of the players, etc. But we must not forget that the main condition for the use of these techniques is the preservation and development of children's independence in the game.

Let us consider some aspects of the concept of N. Ya. Mikhalenko about the formation of a plot game in preschool childhood. It states that the development of children's independent play occurs much faster if the educator purposefully guides it, forming specific playing skills throughout preschool childhood.

Stages of formation of a story game

N. Ya. Mikhailenko singles out 3 stages of the formation of a story game.

At the first stage (1.5-3 years) the teacher, deploying the game, makes a special emphasis on the play action with toys and substitute objects, creates situations that stimulate the child to carry out conditional actions with the object.

At the second stage (3 years - 5 years) the educator forms in children the ability to take on a role, deploy role-playing interaction, and move from one role to another in the game. This can be done most successfully if you build a joint game with children in the form of a chain of role-playing dialogues between participants, shifting the attention of children from conditional actions with an object to role-playing speech (role-playing dialogue).

At the third stage (5-7 years) children must master the ability to come up with new diverse plots of games, coordinate game plans with each other. To this end, the educator can develop, together with the children, a kind of inventing game that takes place in a purely speech plan, the main content of which is the inventing of new plots that include various events.

The peculiarity of the process of formation of playing skills, according to N. Ya. Mikhailenko, is that the adult here is not a teacher, but an equal partner: he, as it were, takes the position of the child and plays with him, thereby preserving the naturalness of the game. At the same time, when deploying a joint game with children, the educator should, from an early age, orient the child to a peer, while teaching him to play interaction with a partner at an accessible level for him.

Conditions and methods for the development of a role-playing game in preschoolers

N. V. Krasnoshchekova

Source 5psy.ru

Conditions for the development of abilities in preschool age

Each period of childhood creates special favorable conditions for the manifestation and development of abilities. Most unique in this respect preschool age when all kinds of abilities are rapidly developing.

And yet there is a certain age-related dynamics in their manifestation. Artistic talent is revealed the earliest - first for music, then for drawing, later for science, and talent for mathematics manifests itself earlier than others.

Recall that abilities are manifested and formed only in activity. This means that only by properly organizing the activity of the child, it is possible to identify and then develop his abilities.

K. D. Ushinsky wrote: “The basic law of children’s nature can be expressed as follows: the child needs activity incessantly and gets tired not of activity, but of its monotony or one-sidedness.” It is important to include a preschooler in a variety of activities and, avoiding early specialization, allow all his inclinations and inclinations to manifest.

Let the kid try himself in all areas of activity. For this purpose, an objective environment is created, the baby is provided with all kinds of items: designers, materials, pencils, paints, paper, scissors, glue, etc.

All preschoolers draw, sing, dance. But why do children gradually stop doing this by the end of primary school age? One of the reasons is as follows.

Any activity requires certain technical skills and abilities, only then you can achieve an original result if you have mastered them. Children, not possessing the appropriate skills and abilities, see the low quality of their products and lose interest in activities.

The well-known psychologist N. S. Leites pointed out two most important properties of a gifted child. It is activity and self-regulation.

The kid is distinguished by indefatigable performance, which an adult must not only support, but also direct in the appropriate direction, developing cognitive interests and inclinations. Any activity requires the ability to set its goals, regulate and control one's behavior, as well as the ability to volitional effort.

The child must learn to bring the work begun to the end, to achieve results, despite the difficulties. The most important personal quality that should be formed in a baby is diligence.

In dealing with gifted, capable children, the correct position of an adult is important. On the one hand, adults often do not like the heightened curiosity of children, their desire to discuss "adult topics", a critical attitude towards parents and caregivers when they cannot answer the child's questions.

And on the other hand, gifted children require increased attention from adults, because they look at them as a source of various knowledge, erudite people who know the answers to all questions. And, finally, on the third hand, it is adults who form the child's assessment, attitude to his abilities, to the results achieved in his activity.

Therefore, in dealing with a gifted child, an adult should be patient with the ideas of the baby, which he thinks are strange, show sympathy for failures, try to answer all his questions, provide maximum independence and the opportunity to do things of interest. And at the same time, it should be remembered that a gifted child is still characterized by the same age indicators as an ordinary one. Therefore, he needs to be given time for play, preschool activities, help to avoid premature unilateral maturation.

Difficulties in such children are manifested not only in relationships with adults, but also in relationships with peers. Communication with peers is not always interesting for them, since their mental development is much ahead of the development of the latter.

Older children consider them small. An adult must find a peer of approximately the same level of psychological development for a gifted child.

Difficulties are observed in gifted children and in relation to themselves. Increased criticality leads to increased anxiety and vulnerability, to the fact that children are often not satisfied with the results of their activities, they are acutely worried if they cannot solve the problem, find an unambiguous answer to the question that has arisen.

And then the child must be helped to believe in himself, in his strength, to support him on the difficult path of knowledge. And at the same time, it is important to teach a preschooler to correctly and objectively evaluate himself, the result obtained.

Literature

Belova E., Ishchenko I. Gifted child. What can parents do for him / / Preschool education. - 1992. -№7-8. -FROM. 26-31.

Genesis of sensory abilities / Ed. L. A. Venger. - M., 1976.

Gilbukh Yu. Z., Garnets O. N., Korobko S. L. The phenomenon of mental endowment//Questions of psychology.-1990.-№4.-S. 147-155.

Karpinskaya N. S. Development of artistic abilities of preschoolers in the process of play-dramatization//Izvestiya APN RSFSR. - 1959. - Issue. 100. - S. 98-139.

Komarova T. S. On the development of abilities for visual activity//Preschool education. -1990. - No. 6. - S. 44-50.

Leites N. S. Ability and giftedness in childhood. -M., 1984.

The development of cognitive abilities in the process of preschool education / / Ed. L. A. Venger. - M., 1986.

Tarasova K. Ontogeny of musical abilities. - M., 1988.

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All the most important neoplasms originate and initially develop in the leading activity of preschool age - a role-playing game. A plot-role-playing game is an activity in which children take on certain functions of adults and, in specially created play, imaginary conditions, reproduce (or model) the activities of adults and the relationship between them.

In such a game, all the mental qualities and personality traits of the child are most intensively formed.

The role-playing game influences the formation of the arbitrariness of mental processes. So, in the game, children begin to develop voluntary attention and voluntary memory. In the conditions of the game, children concentrate better, remember more than in the conditions of laboratory experiments. A conscious goal (to focus attention, remember and recall) is allocated to the child earlier and most easily in the game. The very conditions of the game require the child to concentrate on the objects included in the game situation, on the content of the actions being played and the plot. If the child does not want to be attentive to what the upcoming game situation requires of him, if he does not remember the conditions of the game, then he is simply expelled by his peers. The need for communication, for emotional encouragement forces the child to purposeful concentration and memorization.

The game situation and actions in it have a constant impact on the development of the mental activity of a preschool child. In the game, the child learns to act with the substitutes for the object - he gives the substitute a new game name and acts with him in accordance with the name. The substitute object becomes a support for thinking. On the basis of actions with substitute objects, the child learns to think about a real object. Gradually, play actions with objects are reduced, the child learns to think about objects and act with them mentally. Thus, the game to a greater extent contributes to the fact that the child moves to thinking in terms of representations.

Role play is essential to the development of the imagination. In play activity, the child learns to replace objects, to take on different ways with other objects, to take on various roles. This ability underlies the development of the imagination. In the games of children of older preschool age, substitute objects are no longer required, just as many game actions are not required. Children learn to imply objects and actions with them, to create new situations in their imagination. The game can then proceed internally. Six-year-old Katyusha is looking at a photograph showing a girl resting her cheek on her finger and looking thoughtfully at the doll. The doll is planted near a toy sewing machine. Katyusha says: “The girl thinks as if her doll is sewing.” With her explanation, little Katya discovered her own way of playing.

Communication between a preschooler and peers unfolds mainly in the process of playing together. Playing together, children begin to take into account the desires and actions of another child, defend their point of view, build and implement joint plans. Therefore, the role-playing game has a huge impact on the development of children's communication during this period.

At the same time, the experience of play and especially real relationships of the child forms the basis of the properties of thinking, which makes it possible to take the point of view of other people, anticipate their future behavior and, on the basis of this, build one's own.

The role-playing game has a very great influence on the development of speech. The game situation requires from each child included in it a certain level of development of verbal communication. If a child is not able to clearly express his wishes regarding the course of the game, if he is not able to understand the verbal instructions of his playmates, he will be a burden to his peers. The need to communicate with peers stimulates the development of coherent speech.

The influence of the game on the development of the child's personality lies in the fact that through it he gets acquainted with the behavior and relationships of adults who become a model for his own behavior, and in it he acquires the basic communication skills, the qualities necessary to establish contact with peers. Capturing the child and forcing him to obey the rules contained in the role taken on, the game contributes to the development of feelings and volitional regulation of behavior. Krasnoshchekova N.V. Role-playing games for preschool children. - Rostov n / D .: Phoenix, 2006 - 55s.

Productive activities - drawing, design - at different stages of preschool childhood are closely merged with the game. So, while drawing, the child often plays out this or that plot. The animals drawn by him fight among themselves, catch up with each other, people go to visit and return home, the wind blows away hanging apples, etc. The construction of the cubes is woven into the course of the game. A child driver, he carries the blocks to construction, then he is a truck unloading these blocks, finally a construction worker building a house. In a joint game, these functions are distributed among several children. Interest in drawing, designing initially arises precisely as a playful interest aimed at the process of creating a drawing, design with a playful intent. And only in the middle and older preschool age is interest transferred to the result of the activity (for example, drawing), and it is freed from the influence of the game.

The importance of games for the mental and overall mental development of the child has been discussed above. However, the role of the plot game in the formation of moral qualities, as well as in their physical development. With the appropriate organization of the subject-play environment, it is possible to achieve greater mobility of children in story games, combined with orientation in space. This is facilitated by the use of light large-sized structures that imitate elements of the objective environment, which, depending on the design, children can freely move in space, creating the necessary conditions for the development of the game plot.

A flexible program of children's behavior in story games creates favorable conditions for satisfying their need for movement and maintaining an emotionally positive tone. It is also important that children can join or leave a game of this kind at will, which makes it possible to avoid overwork.

Story games also have an impact on the aesthetic education of children. This is ensured, first of all, by the selection of toys and attributes that meet the requirements of high artistic taste, as well as by the appropriate design of object and play areas in the room and on the site of the kindergarten. Equally important is the aesthetics of the content of the games themselves.

Within the play activity, learning activity begins to take shape, which later becomes the leading activity. The teaching is introduced by an adult, it does not arise directly from the game. But a preschooler begins to learn by playing - he treats learning as a kind of role-playing game with certain rules. However, by following these rules, the child imperceptibly masters elementary learning activities. A fundamentally different attitude of adults to learning than to play gradually, little by little, restructures the attitude towards it on the part of the child. He develops a desire and an initial ability to learn. Yakovleva N. G. Psychological assistance to a preschooler. T.Ts. Sfera 2008 - 88 p.

In this chapter, the essence and structure of the role-playing game were considered in detail.

The structure of the role-playing game includes: role, content, rules, plot. Through play, children learn to communicate with each other. The assimilation of the moral norm among preschoolers in various situations is also considered: 1) in the verbal plan; 2) in real life situations; 3) in a relationship about the game; 4) in plot-role relations.

Relationships with peers in the role-playing game have a significant impact on the development of the child's personality, contribute to the development of such personal qualities as mutual assistance, responsiveness, etc.

In play activity, the mental qualities and personal characteristics of the child are most intensively formed. In the game, other types of activity are added, which then acquire independent significance.