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A game with rules. Pedagogical support for games with rules

1.3 Playing with rules

In the end, undergoing various changes, every role-playing game turns into a game according to the rules.

This game gives the child two necessary abilities. Firstly, following the rules in a game is always associated with their comprehension and reproduction of an imaginary situation. Imagination is also connected with meaning and, moreover, for its development it requires special tasks for comprehension. Secondly, playing with rules teaches you to communicate. After all, most games with rules are collective games. There are two kinds of relationships in them. These are relationships of a competitive type - between teams, between partners who have exactly the opposite goal (if one wins, then the other will lose), and relationships of true cooperation - between members of the same team. Such cooperation and participation in collective activities helps the child to “get out” of the situation and analyze it as if from the outside. It is very important. For example, a child plays “sorcerers”. He runs away from the “sorcerer” and, in addition, can “unsettle” and “revive” someone who has already been bewitched. It can be scary for a child to do this: he might be bewitched. But if you look at the situation from the outside, it turns out that if he disenchantes his comrade, then he will then be able to disenchant him himself. The ability to look at a situation from the outside is directly related to the most important component of imagination - a special internal position. After all, it is this position that gives the child the opportunity to bring meaning to the situation, to make the bad good, the terrible funny.

Thus, a game with rules, along with the director’s, figurative-role-playing and plot-role-playing games we have considered, is necessary condition development of imagination in preschool age.

Games with rules are usually divided into didactic and active.

Outdoor games are especially important nowadays, when all children “get sick” of video games, computer games, and board games. Much has been written about the dangers of a sedentary lifestyle, but it is also important that it is active games with rules that help children strengthen social connections, again develop imagination, the ability to strive, and cooperate.

These games are based on various movements: walking, running, jumping, racing, climbing, throwing, etc.

Outdoor games satisfy the growing body’s need for movement and have a beneficial effect on its emotional sphere, contribute to the accumulation of motor experience. Children learn to work together, trust each other, be even, and disciplined. Attention develops, reaction speed, intelligence, and resourcefulness increase. Following the rules contributes to the formation of strong-willed character traits and organization.

Most outdoor games are designed for the participation of a large number of children. Children learn to interact, negotiate, take into account the opinions of others, and resolve conflicts. Here they appear leadership skills individual children, the whole team strives to help those lagging behind in order to achieve victory. For an adult, this is an excellent opportunity to observe the level of interaction and highlight some warning signs.

For younger and middle children preschool age It’s most interesting to play story-based outdoor games, but older people like games where they can show courage, resourcefulness, etc.

IN Lately There was a tendency to replace outdoor games with sports activities. To some extent, this is normal, given the growing level of physical culture of the population. However, the game should remain a game - an exciting, varied activity. And sport involves monotonous honing of certain skills and movements. Sports have become more prestigious than games. Meanwhile, the outdoor game reflects the pedagogical talent of an entire people, and there is a lot of meaning in it. Let's say we have a boy who is talented at playing football as a striker. He is unlikely to become a goalkeeper or defender. Thus, one-sidedness and inflexibility of development appear. Lapta or dodgeball are some of the favorite games, but football is in this case becomes the only one.

Among didactic games, a distinction is made between games in the proper sense of the word and games-activities, games-exercises. The first ones are built on the basis of autodidactism and self-organization of children. The latter are organized and carried out by adults and do not exist without their participation.

A didactic game, like any other game with rules, is characterized by the presence of a game plan. Game tasks can be very different. Game actions are also varied: selecting objects or pictures, stringing, folding, moving, imitating movements.

An essential element of a didactic game are the rules. Compliance with the rules ensures the implementation of game content. The rules of the game are different: some of them determine the nature of game actions and their sequence, others regulate the relationships between the players. There are rules that restrict or prohibit certain behaviors and actions, or provide “punishments” for violating other rules and completely different actions. There is a close relationship between game design, game actions and rules. The game plan determines the nature of the game actions. The presence of rules helps to carry out game actions and solve the game problem. Thus, the child learns unintentionally through play. This property of the game is to teach and develop the child through the game concept, actions and rules - autodidacticism.

Didactic games contribute to children’s exercise in applying knowledge and their deeper assimilation. There are a large number of games aimed at systematizing knowledge.

In the process of didactic games they improve cognitive processes child. In games with folk didactic toys, the sensory culture of children is improved: the perception of color, size, and shape of an object develops. In some word games, thinking operations are improved: comparison, generalization, classification. A number of games develop intelligence and mental activity. Each didactic game requires long-term concentration; there are special games that develop attention.

In a didactic game, the ability to obey the rules is formed, since the outcome of the game depends on the accuracy of their observance. As a result, the game influences volitional behavior and voluntary concentration of attention.

Didactic games are a means of all-round development of a child. Moreover, given that play is always an exciting activity, it evokes involuntary attention, which greatly facilitates the perception of new skills and does not overload the child. It turns out that instead of forcing the child to engage in activities that are uninteresting to him, you can try to present this activity in the form of an exciting game.

It should be noted that the difficulty of the game should increase as children grow older. As soon as the child masters this version of the game, you need to show him new option, complicate the task. Preschoolers themselves are not able to use all the possibilities of toys.

Finally, we will outline the main types of didactic games.

Object games are games with folk didactic toys, mosaics, spillikins, and various natural materials. Folk didactic toys include: cones made of single-color and multi-colored rings, barrels, balls, nesting dolls, etc. The main play actions with them are: stringing, inserting, rolling, assembling a whole from parts. These games develop children's perception of color, size, and shape.

Board and printed games are aimed at clarifying ideas about the environment, systematizing knowledge, and developing thought processes and operations. The simplest example– folding pictures from cubes or cut pieces of cardboard, paired pictures – find identical pictures, differences in almost identical pictures.

Word games. This group includes a large number of folk games such as “Paints”, “Silence”, “Black and White” and other games that develop attention, intelligence, speed of reaction, and coherent speech.

Note also that games according to the rules sometimes include music games. Such games develop ear for music, sense of rhythm, etc.

A game according to the rules is often competitive in nature, which distinguishes it from a role-playing game. This is where losers and winners emerge. But a well-staged game can help even the most timid to take part in a universal activity.

In the end, undergoing various changes, every role-playing game turns into a game according to the rules.

Thus, playing with rules, along with the director's, figurative-role-playing and plot-role-playing games we have considered, is a necessary condition for the development of imagination in preschool age.

Games with rules are usually divided into didactic and active.

These games are based on various movements: walking, running, jumping, racing, climbing, throwing, etc.

Outdoor games satisfy the growing body's need for movement, have a beneficial effect on its emotional sphere, and contribute to the accumulation of motor experience. Children learn to work together, trust each other, be even, and disciplined. Attention develops, reaction speed, intelligence, and resourcefulness increase. Following the rules contributes to the formation of strong-willed character traits and organization.

Most outdoor games are designed for the participation of a large number of children. Children learn to interact, negotiate, take into account the opinions of others, and resolve conflicts. Here the leadership qualities of individual children are demonstrated; the whole team strives to help those lagging behind in order to achieve victory. For an adult, this is an excellent opportunity to observe the level of interaction and highlight some warning signs.

Children of primary and middle preschool age are most interested in playing story-based outdoor games, while older children like games where they can show courage, resourcefulness, etc.

Recently, there has been a tendency to replace outdoor games with sports activities. To some extent, this is normal, given the growing level of physical culture of the population. However, the game should remain a game - an exciting, varied activity. And sport involves monotonous honing of certain skills and movements. Sports have become more prestigious than games. Meanwhile, the outdoor game reflects the pedagogical talent of an entire people, and there is a lot of meaning in it. Let's say we have a boy who is talented at playing football as a striker. He is unlikely to become a goalkeeper or defender. Thus, one-sidedness and inflexibility of development appear. Lapta or dodgeball are some of the favorite games, but football in this case becomes the only one.

Didactic games help children practice applying knowledge and assimilate it more deeply. There are a large number of games aimed at systematizing knowledge.

In the process of didactic play, the child’s cognitive processes are improved. In games with folk didactic toys, the sensory culture of children is improved: the perception of color, size, and shape of an object develops. In some word games, thinking operations are improved: comparison, generalization, classification. A number of games develop intelligence and mental activity. Each didactic game requires long-term concentration; there are special games that develop attention.

A didactic game is a means of all-round development of a child. Moreover, given that play is always an exciting activity, it evokes involuntary attention, which greatly facilitates the perception of new skills and does not overload the child. It turns out that instead of forcing the child to engage in activities that are uninteresting to him, you can try to present this activity in the form of an exciting game.

It should be noted that the difficulty of the game should increase as children grow older. As soon as the child masters this version of the game, you need to show him a new version and complicate the task. Preschoolers themselves are not able to use all the possibilities of toys.

Finally, we will outline the main types of didactic games.

Subject games- these are games with folk didactic toys, mosaics, spillikins, and various natural materials. Folk didactic toys include: cones made of single-color and multi-colored rings, barrels, balls, nesting dolls, etc. The main play actions with them are: stringing, inserting, rolling, assembling a whole from parts. These games develop children's perception of color, size, and shape.

Board-printed games aimed at clarifying ideas about the environment, systematizing knowledge, developing thought processes and operations. The simplest example is folding pictures from cubes or cut pieces of cardboard, paired pictures - find identical pictures, differences in almost identical pictures.

Word games. This group includes a large number of folk games such as “Paints”, “Silence”, “Black and White” and other games that develop attention, intelligence, speed of reaction, and coherent speech.

Note also that games according to the rules sometimes include musical games. Such games develop an ear for music, a sense of rhythm, etc.

Games with rules, as opposed to creative games, are sometimes called closed games because the preschooler's ability to modify such games is limited. Most of these games are developed by adults who organize appropriate activities for children.

Outdoor games Preschoolers are often called the “school of randomness.” They attract children with their dynamism, opportunity physical activity, at the same time provide important influence on the development of their psyche and personality. Outdoor games belong to the group of games according to rules; their components are game actions, certain equipment (ball, hoop, flag, etc.), roles and plot. Adults introduce children to such games. Subsequently, the children, having mastered the rules well, act them out on their own initiative. The rules constitute an important condition for conducting outdoor games, due to which the child is required to appropriately regulate his behavior. Acquiring self-regulation skills becomes the basis for the child’s development of voluntariness as a personality trait. For example, in the game “The Wolf and the Little Goats” you need to carefully monitor the behavior and intentions of the “wolf”, and those who do not know how to do this will fall into his clutches.

Outdoor games also have a developmental impact on other aspects of the child’s psyche and personality. In their process, important intellectual qualities are formed: observation, attentiveness, imagination, memory. Decreased attentiveness leads to loss. The child must imagine the actions of his play partners in advance in order to “hide”, “freeze” and others in time. During the game you need to remember its rules. In outdoor games, children play together, which gives rise to motives for competition, rivalry, and the desire for better results. Children learn to play in a team, that is, to take into account the actions of their comrades, their successes and mistakes, help them, rejoice in their success, and feel proud of the results achieved.

Didactic (educational) games allow us to bring the learning process closer to the age characteristics of a preschooler. They closely intertwine gaming and educational goals, combining gaming and cognitive motivation. The child experiences interest and pleasure during such games. Just like learning, didactic play allows children to enrich their knowledge and consolidate it while performing various game tasks. The initiative in such games initially belongs to the adult, develops the rules, provides game material, and attracts children to the game. Playing out didactic games by children under the guidance of an adult simultaneously acts as special shape interaction between an adult and a child is of leading importance in the mental education of preschool children. Didactic games act, first of all, as a “school of the mind”, developing the intellectual processes of preschoolers: the ability to distinguish, combine, group, and observe similar things.

Didactic games also have a plot and a role, but here they are of secondary importance and act as optional components. Didactic and gaming tasks, rules, gaming actions based on the performance of certain mental operations (analysis, synthesis, comparison, analogy), the result and didactic gaming material come to the fore.

For an adult who organizes a didactic game, the main goal is educational. For a child, it is hidden behind the playroom. She is attracted by the opportunity to play and have fun while performing certain tasks included in the content of the game. At the same time, with age, children begin to understand educational effect Such games, their position in the game acquires a new nuance in connection with the desire to become a schoolchild and learn. The more clearly the play side appears in a didactic game for a preschooler and the greater the educational effect it provides, the more this game corresponds to the age characteristics of the child and the better it promotes learning.

Like any game, the didactic game contains an imaginary situation. Mastering the imaginary situation of a didactic game requires certain mental efforts from the preschooler associated with the requirement to guess, remember, imagine, supplement, remove unnecessary things, and the like.

The rules of a didactic game constitute its leading element; they are clearly explained to the child before the game begins, and are also reminded during its implementation. Avoiding the rules of a game makes it either uninteresting or turns it into other types of games. For example, playing "Plant Lotto" involves the use of such game material, like special cards divided in half, each half containing images of a different plant. Children must make a lotto by attaching cards in halves depicting identical plants. Requirements for the winner are specified; children know in advance that the one who makes the fewest mistakes when composing will win. To follow the rules of the game, children must compare images of plants with each other, look for what is common and different in them.

As G.A. Uruntaeva notes, there are conditions that ensure compliance with the rules in the didactic game, namely:

Collective organization of activities, players coordinate their actions and control the implementation of the rules by their peers;

Creation of associations of different ages, when older children pass on their gaming experience to younger ones and play the role of a teacher.

Today, didactic games based on computer programs have appeared.

Among computer games distinguish didactic, reactive entertaining games, competition games. All of them, according to V.V. Bezmenov, constitute a group of closed computer games, where all components are fixed quite rigidly. In open or creative games, there are different components that the child determines herself. This is, first and foremost, the goal of the game. Open play allows you to reproduce and develop the child’s image of the world, encourages children to communicate, and produces high self-esteem and reflective skills. Thanks to the computer, the child has the opportunity to see the product of his imagination in the game, to reconstruct the process of creating the game (I. A. Ivakina).

In closed games, the child actively acts alone with the computer, her activity is reproductive in nature, she withdraws from others, because the game itself requires high concentration from her. Such closed games pose a number of hierarchically arranged tasks for the preschooler, the solution of which ensures the assimilation of a variety of knowledge and computer control rules, promotes the development of thinking, attention, memory, etc., enriches the child’s cognitive experience through repeated exercises with a clearly fixed result.

Features of the use of computer games for children are the following provisions (E. V. Zvorygina, L. A. Yavoronchuk):

Computer games are a means of education, training, diagnostics and mental development children, effective remedy, formation and correction of gaming activity;

Computer games, along with traditional games, are included in the pedagogical process of kindergarten;

IN computer games those elements of knowledge that are in normal conditions difficult or impossible to understand and assimilate by ordinary means;

Computer games require special organization and can be combined with independent creative games, be an integral part of classes.

CONCLUSIONS about the features of the development of games with rules in preschool age:

Outdoor games act as a “school of arbitrariness”, form motor qualities, and also have a positive effect on other aspects of the child’s mental development (organizational and communication skills, cognitive processes, social emotions)

A didactic game is organized and created by an adult specifically for educational purposes, while learning occurs on the basis of the relationship between gaming and didactic tasks;

Didactic play serves as a means of shaping the child’s mental activity;

A new type of games for preschoolers is computer games, which can be open or closed; they open up new opportunities in the development of a preschooler.

In preschool pedagogy, playing with rules is used as a private didactic tool (allowing children to develop motor skills, sensory operations, giving andm new knowledge), organized and conducted by adults m main image om during training sessions.

However, in order for a game with rules to serve the goals of the general development of preschool children, it must be mastered in a timely manner by children in the entire complex of its specific features.characteristics, move from the rank of activity organized by the teacher to independentyu children's activities.

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Management and management of games with rules in different age groups

In preschool pedagogy, playing with rules is used as a private didactic tool (allowing children to develop motor skills, sensory operations, and give them new knowledge), organized and taught by adults mainly in training sessions.

However, in order for a game with rules to serve the goals of the general development of preschool children, it must be mastered in a timely manner by children in its entire complex. specific signs, move from the rank of activity organized by the teacher to independent activity children.

Studying the peculiarities of the development of a game with rules, determining the conditions that facilitate its development in preschool age, are necessary to develop ways of systematically guiding children’s independent activities, combining its various types, ensuring the most complete development of the child.

Games with rules are divided into two types: didactic (the main task is mental development child, enriching him with knowledge) and mobile (the main task is to improve movements, develop motor activity). However, outdoor games cannot be considered only as a method of physical education, and didactic games - only as mental development. In the first, thinking, speech, memory, imagination, and will develop; secondly, issues of improving motor skills are resolved and moral qualities are cultivated. Thus, games with rules serve as a means of shaping the child’s personality as a whole.

DIDACTIC GAME

Didactic play is also a form of learning that is most typical for young children. Its origins are in folk pedagogy, which created many educational games based on a combination of games with songs and movements. In nursery rhymes, play songs, in the games “Ladushki”, “The White-sided Magpie”, in games with fingers, the mother attracts the child’s attention to surrounding objects and names them.

A didactic game contains all the structural elements (parts) characteristic of children’s play activities: intent (task), content, play actions, rules, result. But they manifest themselves in a slightly different form and are determined by the special role of didactic games in the upbringing and teaching of preschool children.

The presence of a didactic task emphasizes the educational nature of the game and the focus of its content on the development of children’s cognitive activity. Important didactic game is that it develops independence and activity of thinking and speech in children.

For example, in the game “Let’s Reveal the Secret of Magic Caps” (senior group), the teacher sets the task of teaching children to talk about a subject and develop connected speech. The game's task is to find out what's under the cap. If the solution is correct, the child receives an incentive badge. The teacher, as a participant in the game, lifts the first cap and, talking about the toy under it (for example, a matryoshka doll), gives a sample of its description. If the playing child finds it difficult to give such a description or indicates few signs, the teacher says: “And the cap that Vova picked up said that Vova had not yet said much about what he was hiding the cap.”

The game task is sometimes included in the very name of the game: “Let’s find out what’s in the wonderful bag”, “Who lives in which house”, etc. Interest in it, the desire to fulfill it is activated by game actions. The more diverse and meaningful they are, the more interesting the game itself is for children and the more successfully cognitive and gaming tasks are solved.

Children need to be taught play actions. Only under this condition does the game acquire an educational character and become meaningful. Teaching game actions is carried out through a trial move in the game, showing the action itself.

In games younger children game actions are the same for all participants.

When children are divided into groups or when there are roles, play actions are different.

The volume of game actions also varies. IN junior groups- this is most often one or two repeated actions, in older ones there are already five or six. In games of a sports nature, the play actions of older preschoolers are divided in time from the very beginning and carried out sequentially. Later, having mastered them, children act purposefully, clearly, quickly, consistently and solve the game problem at an already selected pace.

One of the elements of a didactic game is the rules. They are determined by the task of learning and the content of the game and, in turn, determine the nature and method of game actions, organize and direct the behavior of children, the relationship between them and the teacher. With the help of rules, he develops in children the ability to navigate in changing circumstances, the ability to restrain immediate desires, and demonstrate emotional and volitional effort. As a result of this, the ability to control one’s actions and correlate them with the actions of other players develops.

The rules of the game are educational, organizing and disciplinary in nature. Teaching rules help to reveal to children what and how to do: they relate to game actions, strengthen their role, and clarify the method of execution; organizers determine the order, sequence and relationships of children in the game; disciplinarians warn about what and why not to do.

The teacher must use the rules carefully, not overload the game with them, and apply only the necessary ones. The introduction of many rules and forced implementation of them by children leads to negative results. Excessive discipline reduces their interest in the game and even destroys it, and sometimes causes cunning tricks to avoid following the rules.

It happens that there is no need to remind about a rule or introduce an additional one. It is enough to just slightly change the game actions and thereby correct the violation.

The rules of the game established by the teacher are gradually learned by the children. Focusing on them, they evaluate the correctness of their actions and the actions of their comrades, the relationships in the game.

The result of a didactic game is an indicator of the level of children’s achievement in mastering knowledge, in the development of mental activity, and relationships, and not just a gain obtained in any way.

Game tasks, actions, rules, game results are interconnected, and the absence of at least one of these components violates its integrity, reduces the educational impact.

Pedagogical value of didactic games

In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions, the formation of ideas, and the acquisition of knowledge in preschoolers. These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.

It is necessary to ensure that the didactic game is not only a form of assimilation of individual knowledge and skills, but also contributes to general development child, served to develop his abilities.

The didactic game helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

Leadership and management of educational games

Successful management of didactic games, first of all, involves selecting and thinking through their program content, clearly defining tasks, determining the place and role in the whole educational process, interaction with other games and forms of learning. It should be aimed at developing and encouraging children’s cognitive activity, independence and initiative, and their use of different ways solving game problems should ensure friendly relations between participants and a willingness to come to the aid of comrades.

When playing with toys, objects, materials, small children should be able to knock, rearrange, move them, disassemble them into their component parts (collapsible toys), put them back together, etc. But since they can repeat the same actions over and over again, the teacher needs to gradually transfer the children’s play to a higher level.

For example, the didactic task “teach children to distinguish rings by size” is implemented through the game task “assemble the turret correctly.” Children have a desire to know how to do it right. Demonstration of a method of action contains both the development of a game action and a new game rule. By choosing ring after ring and putting it on the rod, the teacher gives a clear example of the game action. He runs his hand over the rings that have been put on and draws the children’s attention to the fact that the turret is becoming beautiful, even, and that it is assembled correctly. Thus, the teacher clearly demonstrates a new game action - to check the correctness of assembling the turret - and invites the children to do this themselves.

The development of interest in didactic games and the formation of play activities in older children (from 4 to 6 years old) is achieved by the fact that the teacher sets increasingly more complex tasks for them and is in no hurry to suggest play actions. The play activity of preschoolers becomes more conscious; it is more aimed at achieving results, rather than at the process itself. But even for older preschoolers, the management of the game should be such that the children maintain an appropriate emotional mood, ease, so that they experience the joy of participating in it and a sense of satisfaction from solving the assigned tasks.

The teacher outlines a sequence of games that become more complex in content, didactic tasks, game actions and rules

Individual, isolated games can be very interesting, but using them outside the system cannot achieve an overall educational and developmental result. Therefore, the interaction between learning in the classroom and in the didactic game should be clearly defined.

For children early age didactic game is the most suitable form of teaching. However, already in the second, and especially in the third year of life, children are attracted to many objects and phenomena of the surrounding reality, intensive assimilation occurs native language. Satisfying the cognitive interests of children of the third year of life and the development of their speech require a combination of didactic games with targeted learning in the classroom, carried out in accordance with a specific program of knowledge, skills, and abilities. In classes, learning methods are also formed more successfully than in games: voluntary attention, the ability to observe, look and see, listen and hear the teacher’s instructions and carry them out.

It should be taken into account that in a didactic game, the correct combination of clarity, the words of the teacher and the actions of the children themselves with toys, play aids, objects, pictures, etc. is necessary. Visibility includes: 1) objects that children play with and which form the material center of the game; 2) pictures depicting objects and actions with them, clearly highlighting the purpose, main characteristics of objects, properties of materials; 3) a visual display of explanations in words of game actions and the implementation of game rules.

Special types of didactic games have been created: with paired pictures, such as picture lotto, dominoes with thematic series of pictures, etc. The initial demonstration of game actions by the teacher, a trial run, incentive-control badges, tokens, chips - all this is also included in the fund of visual aids that used to organize and manage games.

With the help of verbal explanations and instructions, the teacher directs the children's attention, organizes, clarifies their ideas, and expands their experience. His speech helps to enrich the vocabulary of preschool children, master various forms of learning, and contributes to the improvement of play actions.

When leading games, the teacher uses a variety of means of influence on preschoolers. For example, acting as a participant in the game, he directs the game unnoticed by them, supports their initiative, and empathizes with them the joy of the game. Sometimes, the teacher talks about an event, creates an appropriate gaming mood and maintains it during the game. He may not be involved in the game, but as a skillful and sensitive director, preserving and preserving its amateur character, he guides the development of game actions, the implementation of the rules and, unnoticed by the children, leads them to a certain result. When supporting and awakening children's activity, the teacher most often does this not directly, but indirectly: he expresses surprise, jokes, uses various kinds of playful surprises, etc.

We must remember, on the one hand, about the danger of overly reinforcing the teaching moments, weakening the beginning of the game, giving the didactic game the character of an activity, and, on the other hand, being carried away by the entertainment, escaping from the task of teaching.

The development of the game is largely determined by the pace mental activity children, more or less success in performing game actions, the level of mastery of the rules, their emotional experiences, degree of passion. During the period of assimilation of new content, new game actions, rules and the beginning of the game, its pace is naturally slower. Later, when the game unfolds and the children get carried away, its pace quickens. By the end of the game, the emotional upsurge seems to subside and the pace slows down again. Avoid excessive slowness and unnecessary acceleration of the pace of the game. The accelerated pace sometimes causes confusion in children, uncertainty, untimely completion of game actions, and violation of rules. Preschoolers do not have time to get involved in the game and become overexcited. A slow pace of play occurs when the game is given too much detailed explanations, many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional uplift.

In a didactic game, there is always the possibility of unexpected expansion and enrichment of its concept in connection with the initiative, questions, and suggestions shown by the children. The ability to keep the game within the set time is a great art. The teacher compresses time primarily by shortening his explanations. Clarity and brevity of descriptions, stories, and remarks are a condition for the successful development of the game and the completion of the tasks being solved.

When finishing the game, the teacher should arouse children’s interest in continuing it and create a joyful prospect. Usually he says: “Next time we will play even better” or: “The new game will be even more interesting.” The teacher develops versions of games familiar to children and creates new ones that are useful and exciting.

A didactic game as one of the forms of learning is carried out during the time allocated for classes. It is important to establish the correct relationship between these two forms of learning, to determine their relationship and place in a single pedagogical process. Didactic games sometimes precede classes; in such cases, their goal is to attract children's interest in what will be the content of the lesson. The game can alternate with classes when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in play activities, summarize, and generalize the material studied in class.

Board games

TO board games include a variety of educational games such as pictures, subject lotto, dominoes; thematic games (“Where does it grow”, “When does this happen”, “Who needs it”, etc.); games that require motor activity, dexterity, etc.

(“Flying caps”, “Hit the target”, “Goose”, etc.); mosaic type games. All of these games differ from games with toys in that they are usually played at tables and require 2-4 partners. Board and printed games help expand children's horizons, develop intelligence, attention to the actions of a friend, orientation in changing game conditions, and the ability to foresee the results of their move. Participation in the game requires endurance, strict adherence to the rules and brings children a lot of joy.

Kids need games with accessible content. Lotto cards, paired pictures, and screen books depict toys, household items, simple forms of transport, vegetables, and fruits. The selection of pictures in pairs, corresponding pictures to the main card, the name of the depicted object, of one quality or another, contributes to the development of vocabulary, brief explanatory speech (a red apple, an orange carrot, growing in a garden bed).

For children of older groups, board and printed games are interesting, which reflect natural phenomena, present different types transport (“Who rides what, swims, flies”), the characters of fairy tales act (“Pushkin’s Fairy Tales”, “The Brave and Dexterous”, etc.) These and similar games require children to remember and apply the knowledge learned in the classroom, during observations on excursions. Valuable and interesting for older children are games in which the content, game actions and rules contain an element of competition in dexterity, accuracy, speed, and intelligence (“Table Ring Thrower”, “Table Skittles”, “Top Top”, etc.)

A special group consists of fun games. They clearly express the element of the unusual, unexpected, and funny; they contain jokes and harmless humor. Their main purpose is to amuse, amuse children, and make them happy. The content and rules of many games require either quick game action or delayed action. Some of them cause a quick, often unexpected reaction, while others teach children to exercise volition. Fun games include such well-known ones as “Catch the Bunny”, “Blind Man’s Bluff with a Bell” (determining the direction by sound), “Who will collect the picture most quickly” (for coordination of movements), etc.

OUTDOOR GAMES

Outdoor games are primarily a means of physical education for children. They provide an opportunity to develop and improve their movements, practicing running, jumping, climbing, throwing, catching, etc. Various movements require active activity of large and small muscles, promote better metabolism, blood circulation, breathing, i.e. increasing the vital activity of the body.

Outdoor games also have a great influence on neuropsychological development child, formation important qualities personality. They evoke positive emotions and develop inhibitory processes: during the game, children have to react with movement to some signals and refrain from moving when others. These games develop will, intelligence, courage, speed of reactions, etc. Joint actions in games bring children together, giving them the joy of overcoming difficulties and achieving success.

The source of outdoor games with rules are folk games, which are characterized by brightness of concept, meaningfulness, simplicity and entertainment.

Running, jumping, climbing, etc. Games are selected taking into account age characteristics children, their ability to perform certain movements, and follow the rules of the game.

The rules in an outdoor game play an organizing role: they determine its course, the sequence of actions, the relationships between the players, and the behavior of each child. The rules oblige you to obey the purpose and meaning of the game; children must be able to use them in different conditions.

In younger groups, the teacher explains the content and rules as the game progresses, in older groups - before the start. Outdoor games are organized indoors and outdoors with a small number of children or with the whole group. They are also included in physical education classes. Once children have mastered the game, they can play it independently.

Management and management of outdoor games

The educational and educational functions of outdoor play can be successfully implemented only with skillful management, which involves managing the motor and moral behavior of children.

Game selection

To solve gradually more complex tasks of improving movements, you should select games based on the execution of movements already mastered by children, brought to a motor skill. Therefore, as a rule, for children younger age Games are available with running, jumping on two legs in place, and with moving forward, jumping, and crawling. As you know, it is easier to obey the rules hidden within the role, therefore in younger groups it is preferable to use plot-based outdoor games in which there are one or two rules (start and complete an action on a signal, perform a movement according to the rules: do not touch, do not bump into, etc. ), one or two roles (“Sunshine and Rain” - one role, “Cat and Mice” - two roles, etc.). In younger groups, games of a competitive nature can be used, aimed at improving the quality of movement in individual performance: “Who can run quietly” (children, at a signal, must run to the opposite side; the teacher sits in the middle with his eyes closed; if he hears heavy running, he opens his eyes, and the child who violated the rule leaves the game), “Who will jump off easily,” “Who will crawl up and not hit,” etc.

IN middle group you can use outdoor games not only with the above movements, but also with throwing (“Ball over the net”, “Catch, throw, don’t let you fall”, etc.). Children 4 years old can already freely obey the rules given in open form, so plotless outdoor games can be used quite widely. In games of a competitive nature, tasks are given for the speed of performing movements (“Who can run to the flag the fastest,” “Who is the most dexterous,” etc.). For children of this age, team games are available with elements of competition, based on running or climbing (“Planes”, “Colored Cars”, etc.). In the middle group, you can also use folk outdoor games, including simple basic movements.

In older preschool age, it becomes possible to choose games with standing long jumps, throwing and climbing. The capabilities of older preschoolers correspond to plotless games, but children still enjoy plot-based outdoor games. Games with competitive elements are built on various movements and their combinations, and can include both individual and team competitions. From the age of five, according to V. Pankov, you can use a variety of relay games that involve interaction between the players. It is advisable to continue learning outdoor games of both our own and other peoples.

Introducing a new game

It is more advisable for children of primary preschool age to be introduced to the content and rules of outdoor play during the game itself, game operations, become familiar with the signals by which movements should begin and end, and the requirements for their implementation.

For example, introducing the children to the game “Sunshine and Rain,” the teacher says: “Sunshine. Let’s go for a walk outside. Try to catch up with me! And now put your hands up to the sun. A cloud has arrived. Rain! Everyone ran home.” When playing the game again, the adult clearly pronounces the signal “Sunshine”, diversifies the children’s actions between signals, and after the word “Rain” gradually eliminates the prompting instructions.

Children 4-6 years old are able to understand and remember the content and rules of the game through their explanation before the start of action, if it is clear, concise, and expressive. To clarify the signals that players will act on, immediately after talking about the content of the game, several questions should be asked. For example, in the game “Colored Cars”: “When can you leave the garage? And what is the word to return to the garage? Remember: if the cars collide, they need to be sent to the workshop for repairs. You can’t go any further.” If the game involves speaking text, especially in the form of dialogue, it is better to learn it in advance; The quatrain is remembered quickly when spoken together during the game.

When playing games already familiar to children, the children themselves can recall the rules of the game by answering the questions posed.

Creating conditions for the game

In younger groups, it is more appropriate to place the aids used in the game before the explanation. Then it is easier for children to understand where and how they should be located; in addition, the explanation will be carried out during the game. For example, they put a bench, the children are asked to stand on it - the game begins ("Sparrows and the Cat") or they pull a rope, the children are placed near it ("The Mother Hen and the Chicks"). When playing with middle-aged and older children, the conditions for the game can be created by the children themselves. The teacher suggests setting up a bench, laying out the hoops, drawing the boundaries of the dash, etc. In the future, these skills can be useful in independent activities.

Distribution of roles

Most often, three roles can be distinguished in the game: the leader, who gives signals and controls the game; the driver, who catches, catches up with the players; the mass role that everyone else performs; As a rule, their task is not to get caught by the driver. The driver must master the basic movements, know the game rules well and strictly follow them. In games organized by the teacher, he himself plays the role of the leader.

In the younger group, the teacher initially plays all three roles himself. Gradually, as the content and rules of the game are mastered, the teacher transfers the role of driver to the child, using the assignment technique. To ensure that the players adapt to the conditions, he often pretends to catch. A child with an average level of movement skills is initially chosen to play the role of driver, so that most children can escape. Assigning children to the role of driver different levels activity in performing motor actions, the teacher can regulate the load. By the end of the year, all children should be able to play the role of driver in familiar games.

In the middle group, not only in the well-known, but also in new game The role of driver is assigned to the child. If the teacher is confident that anyone can cope with the role of a leader, you can resort to choosing a rhyme. As a rule, children like the role of driver, so assignment to this role can be used as a reward for successful actions or other qualities of the players.

In older preschool age, when choosing a driver, you can ask the children: “Who do we choose? The fastest? The most dexterous? Or the one who knows how to catch correctly, who has never been caught?” Etc.

To show children various successful actions of the driver, the teacher takes this role for himself. It should be noted that playing the role of a driver as an adult significantly enlivens the game and enhances its emotional impact.

Guidance during the game

During the game, the teacher must monitor the correct execution of movements, compliance with the rules of the game, the load and relationships of the children. The load is regulated by determining the number of repetitions of the game, increasing or decreasing the activity of the players by assigning children with different levels of movement development as drivers.

Resolving conflicts in relationships between children in younger groups is easier through play images. In the middle and older groups To do this, you can use an explanation, removal from the game, an apology.

Summarizing

The teacher or the players themselves evaluate the successes of the driver and other children, find out the reasons for successful actions, note various options, allowing to achieve positive results when solving a motor problem.

Conducting competitive games

Outdoor games with elements of competition arouse great interest among older preschoolers; they captivate them with their emotionality and the opportunity to measure their strength, skills, and abilities. In such games, the child mobilizes, directing efforts to achieve better results. The development of games of a competitive nature occurs from games with individual competition to collective competition.

In games with individual competition, as a rule, two children, upon a signal, simultaneously perform the same movement, and according to the results, either one of them is awarded a victory, or, if the result is the same, both ("Whoever runs to the flag faster", "Toss, catch me, don’t let me fall on the sofa”, etc.).

Then you can move on to team games, in which the victory of a team is determined by the sum of points received by its members. The game is designed so that each child can make a contribution to the victory equal to the contribution of the other child; It is enough just to complete the assigned task. This type of game is based on all children performing one basic movement in turn under the same conditions; Moreover, each child acts in isolation. In these games, the successes and failures of each player are clearly visible: they are clearly presented.

Such games can be built on performing different movements. If a child is unable to throw and jump, he can successfully play games to maintain balance, with climbing, etc. In this way, conditions will be created for everyone in one game or another to taste the joy of victory. The teacher himself can divide the children into teams; at the same time, he strives to create approximately equal in level physical fitness teams. You can involve captains in their compilation, who are appointed or elected and take turns selecting the players (the first captain chooses one child, and then the other uses the same right, etc.).

Of particular importance in working with preschoolers are team games, in which the actions of each subsequent participant are, as it were, a continuation of the actions of the previous child. In this case, the failures of one child are compensated by the even greater diligence of others. These games provide children with the opportunity to help out the team and “snatch” victory. The additional load on players who have good command of movement activates them even more and creates the prerequisites for further improvement of motor skills.

These games clearly celebrate not the success of each child, but the victory of the entire team. This is typical for relay games, which involve the sequential execution by all children of a command of the same movement (“Change the object”, “Capture the fortress”, “Whose team will knock out the most pieces”, etc.). The second and subsequent players of the team receive the right to perform motor actions either through the transfer of an object or through touch.

It is also worth mentioning relay games, which involve the sequential execution of several movements; each team member carries out only one of them. These games are sometimes called medley relays. They are interesting because they involve a distribution of activities between children, taking into account the interests and capabilities of each of them. In such games, the success of a team often depends on the correct balance of forces, taking into account the children’s abilities to perform various movements, the level of development of motor skills and physical qualities each player, their awareness of their physical characteristics (height, fatness, etc.).

Thus, despite the apparent simplicity of children's play, it is extremely important to take a serious approach to the organization and content of the play activity of a preschool child.

The leadership and management of games with rules in all age groups are designed mainly to solve mental problems of education and development, and not to form new ones. high ways activities.

In order for children to play independently, without the undue supervision of a teacher, and to be able to independently regulate the difficulties and disagreements that arise in them, simple, understandable rules are needed. Many existing games have ready-made rules, but they often do not cover the game as a whole and have significant omissions. Analyzing the existing literature on the game, we can say that one of the important structural components is the rule.

In order to provide conditions for children to play independently with rules, the teacher needs knowledge about the structure of games, the complexity or simplicity of their rules.

BIBLIOGRAPHY

Mikhailenko N.Ya., Korotkova N.A. Game with rules in kindergarten M. Academic Project, 4th ed. 2002
Penzulaeva L.I. Physical Culture in kindergarten: Mosaic-Synthesis, 2014
Pichugina N.O., Assaulova S.V., Aidasheva G.A. Preschool Pedagogy: Phoenix, 2002
Stepankova E.Ya. Methods of conducting outdoor games. A manual for preschool teachers// electronic version

Didactic games are educational games, the purpose of which is the mental development of the child, the development of his cognitive activity, intellectual operations, education of arbitrariness of behavior and moral-volitional qualities of the individual. They are held both at specially designated times during classes and at other times. regime moments life of children in kindergarten.

Based on the nature of the material used, didactic games are divided into games with objects and toys, board-printed and verbal. In didactic games with objects and toys, children master actions with objects and thereby learn their various properties: color, size, shape, quality. Board and printed games (paired pictures, lotto, dominoes) correspond to the peculiarities of visual and effective thinking of young children.

During these games, children learn and consolidate knowledge through practical actions not with objects, but with their images in pictures. The mental tasks solved in board-printed didactic games are also varied: consolidating knowledge about objects, their purpose, making pairs; children learn to compare two objects, find identical objects, and make a whole from parts.

In the third year of life word games in their “pure” form they are not carried out, but verbal-motor games are organized. Verbal-motor didactic games are built on the words and actions of the players and have great importance V speech development children. They form auditory attention, the ability to listen to the sounds of speech, repeat sound combinations and words. Children learn to perceive works folk art: nursery rhymes, jokes, fairy tales. The expressiveness of speech acquired during these games is transferred to an independent plot game.

A didactic game has a certain structure, and when compiling notes for didactic games, it is necessary to reflect in them the main structural components games: didactic task (educational), game task, game action and game rules..

Didactic task is determined by the purpose of teaching and raising children, taking into account the level of their mental development. Didactic tasks are varied. This could be: the development of ideas about the environment (animals and flora, about objects and toys, events in public life); speech development (consolidation of correct sound pronunciation, enrichment of vocabulary, development of coherent speech). A didactic task may be related to the child’s sensory development (teach children to distinguish and correctly name colors, distinguish geometric shapes, develop the ability to compare objects by external signs, by location in space), etc.

When defining a didactic task, one must first of all keep in mind what knowledge children have (about nature, surrounding objects, social phenomena) should be fixed and assimilated by children, what mental operations should be formed in this regard (comparison, generalization), what qualities of the child’s personality can be developed through this game (observation, perseverance in achieving the goal, activity, independence, honesty). For example, in the didactic game “Shop,” the didactic task can be formulated as follows: “Teach children to name objects, distinguish them by color, shape, size, select the specified object from others, ask questions; introduce forms of polite address: please, thank you”; in the didactic game “What is this?” a teaching task may sound like this: “Enrich children’s knowledge about subjects household items(teaware), explain the purpose of the cup and glass, indicate them features, form careful attitude to them”, etc.

In a didactic game, the learning task is carried out through game task, which determines play actions, becomes the task of the child himself, arouses the desire and need to solve it. Game tasks can be very diverse. So, in a game with a pyramid, the game task is to assemble it so that the edge is a straight line; when playing lotto, be the first to cover all the squares of a large card. The game task and the cognitive focus of the upcoming game action are sometimes included in the title of the game: “Find out what’s in the wonderful bag”, “Who lives in which house?”, “Guess by the description”, “Fill the picture”, etc. For example, in the game “Recognize an Object by Sound,” the educational task is to develop auditory perception, teach children to relate sound to object. And the children are offered a game task: listen to the sounds made by different objects and guess these objects by sound. Thus, the game task reveals the “program” of game actions and stimulates the desire to carry them out

The basis of the didactic game is game actions. Play activities are ways to demonstrate a child’s activity in gaming purposes: put your hand into the “wonderful bag”, feel for the toy, describe it; put the red ball in the red box; Give the big bear a large cup, the little one a small one; choose outfits for the doll; disassemble and assemble the nesting doll; guess by onomatopoeia who is screaming; depict how this or that animal screams; recognize and name an object, etc. In the games of children of early and primary preschool age, the game actions are simple. A child of primary preschool age is fascinated by the very action of play with objects. Playful action stimulates children's activity and gives children a feeling of satisfaction.

Game rules determine what and how each child should do in the game, indicate ways to achieve the goal. The rules in the game are varied: some of them determine the nature of game actions and their sequence, others regulate the relationships between the players. For example, in the game “What has changed?” The game rule is that only the child who is named by the matryoshka mother answers, and must answer loudly; in the game “Wonderful Bag” the game rule is that an object can be taken out of the bag only after you name it correctly, etc. The rules are educational, organizing and disciplinary in nature and are most often interconnected. The rules ensure the implementation of game content. They guide behavior and cognitive activity children, establish their sequence, regulate the relationship between the players.

Thus, in a didactic game, the presence and unity of all its components is mandatory: didactic and game tasks, game actions and rules, between which there is a close relationship: the game plan determines the nature of the game actions, and the game rules help solve the game problem. A child learns unintentionally through play.

Outdoor games are aimed at the comprehensive development of the motor sphere of children, promote mastery of the basics of motor culture, teach them to navigate in space, perform actions in accordance with the rules and text of the game, and teach children to respond to signals in motion. The use of outdoor games provides necessary for the body physical activity and satisfies children's need for movement.

The organization and methodology of conducting games with rules is carried out by the teacher in three main directions: preparation for the game, its conduct and analysis (see source No. 1). When playing games, it is important that the game is entertaining for the child, the goals are understood by the teacher, and the child accepts the game. Children should never be forced to play or punished while playing.

In the “Kids” group, according to the “Praleska” education and training program, outdoor games with walking and running can be played: “Visit the dolls”, “Who is quieter”, “I’ll catch up”, “Bubble”, “Sunshine and rain” , “Shaggy Dog”, etc., games with bouncing and jumping: “The little white bunny is sitting”, “My funny ringing ball”, “On a level path”, etc., games with creeping and crawling: “Vorottsa”, “Monkeys” , “Crawl to the Rattle”, “Rabbits”, “Hen and Chicks”, etc., games with throwing and catching: “Ball in a circle”, “Catch the ball”, “Knock down the pin”, etc., as well as didactic games, clarifying children’s ideas about objects and their qualities: “Collecting colored balls”, “Rolling balls”, “Find the same one and bring it”, “One and many”, etc.; games that clarify children’s ideas about the nature and work of people: “Who or what is this?”, “Who is doing what?”, “Who will find the same”, etc., as well as didactic games with movement: “I can walk (run, jump) ) so, and you?”

Didactic game

“WONDERFUL BAG”

Didactic task. Teach children to recognize objects by characteristic features ; activate children's speech; develop memory, concentration, endurance.

Game task. Find out what is in the bag, guess a familiar object by touch.

Game rules. You can take an object out of the bag and show it only after you have talked about it; the bag does not open if the item is not recognized by the description or is incorrectly named.

Game actions. Feel the object in the bag, name it and take it out of the bag.

Material. Objects and toys from the environment (doll, car, dishes, dummies of vegetables and fruits, etc.).

Progress of the game. When organizing the game, the teacher selects objects familiar to the children (cup, spoon, cucumber, tomato, pyramid, matryoshka). Having seated the children in a semicircle so that all objects are visible to the children, he conducts a short conversation, during which the name of the item (toy), its functional purpose, characteristic features. Then he asks several children to repeat the name of the object and answer what it is for.

The teacher says:

- Now we'll play. Whoever I call must guess what I will put in the bag. Nobody tells anyone

Vasya, look carefully at all the objects that are on the table.

Remember? Now look away! I'll put the toy in the bag, and then you

you can guess what I put in. (Places the item in the bag). Vasya, put your hand in the bag and feel the object. What's in there? (typewriter) You named the object correctly. This is a machine. Take it out of the bag. Now Vasya, choose someone who will come up to me and also find out what toy I put in the bag. (The child can choose not only the next player, but also a toy to put in the bag).

The game continues until all objects are named.

In order to complicate this game, another rule is proposed: several toys that were not discussed with the children in advance are placed in the bag. None of the children know about them. The called child, putting his hand into the bag and groping for one of the toys, talks about it. The bag will open if the children recognize the toy (item) by description.

Didactic game

“LET’S DRESS A DOLL FOR A WALK”

Didactic task: Strengthen children's ability to dress a doll according to the weather, correctly name items of clothing, and put them on in a certain sequence. Raise care for the doll.

Game task. Dress the doll for a walk.

Game actions. Dressing the doll.

Game rules. Choose the necessary clothes, name them correctly, dress the doll in a certain sequence. Take only one item of clothing.

Material. Doll, doll clothes, umbrella.

Progress of the game. I tell the children that the doll Katya has already recovered and needs to go for a walk. But you need to dress the doll for a walk so that it doesn’t catch a cold again / i.e. according to the weather/.

I invite the children to choose the necessary clothes one by one, clarify the name of the items of clothing and the sequence of dressing.

If it’s cloudy outside, then I ask: “What else does the doll need to take for a walk?” /umbrella/.

After the doll is ready to go outside, the children also get dressed. The Katya doll “reminds” the dressing sequence and “clarifies” the names of clothing items for some children.

Literature

1. Bondarenko A.K. Didactic games in kindergarten. – M., 1990.

2. Didactic games and activities with young children: A manual for kindergarten teachers / Ed. S.L. Novoselova. – M., 1984.

3. Didactic games and exercises for sensory education of preschool children / Ed. L.A. Wenger. – M., 1978.

4. Frolova A.N. Mental education of young children. – Kyiv, 1989.