First step - introductory game... According to the motive given to the child by the adult with the help of the object of the toy, it is an object-play activity. Its content is made up of manipulation actions carried out in the process of examining an object. This activity of the infant very soon changes its content: the examination is aimed at identifying the characteristics of the toy object and therefore develops into oriented actions - operations.

Second phase - imaging game, in which individual subject-specific operations are transferred to the rank of actions aimed at identifying the specific properties of an object and at achieving a certain effect with the help of this object. This is the culmination of the development of the psychological content of play in early childhood. It is he who creates the necessary ground for the formation of the corresponding objective activity in the child.

At the turn of the first and second years of a child's life, the development of play and objective activity merges and diverges at the same time. Now, differences are beginning to show in ways of doing things.

Third stage - plot-display... Its psychological content also changes: the child's actions, while remaining objectively mediated, imitate, in a conventional form, the use of an object for its intended purpose. This is how the prerequisites of a plot-based role-playing game are gradually infected.

At this stage in the development of play, word and deed come together, and role behavior becomes a model of relationships between people that children understand.

Fourth stage - role-playing game, in which the players simulate the labor and social relations of people familiar to them.

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

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

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

Second group are different educational games , in which an adult, telling the child the rules of the game or explaining the construction of the toy, gives a fixed program of actions to achieve a certain result. These games usually solve specific problems of education and training; they are aimed at assimilating certain program material and rules that players must follow. Educational games are also important for the moral and aesthetic education of preschoolers.


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

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

First level.

1) the central content of the game is action with objects;

2) there are roles, but they are determined by the nature of the actions, and do not determine the action;

3) actions are monotonous and consist of a number of repetitive operations;

4) the logic of actions is easily broken without protests from children.

Second level.

1) the main content of the game is the action with the object, but the correspondence of the game action to the real one is brought to the fore;

2) the roles are called children, the division of functions is outlined, the performance of the role is reduced to the implementation of actions associated with this role;

3) the logic of actions is determined by their sequence in reality;

4) violation of the sequence of actions is not actually accepted, but not contested, rejection is not motivated by anything.

Third level.

1) the main content is the performance of the role and the actions arising from it, among which special actions begin to stand out, conveying the nature of the relationship to other participants in the game;

2) the roles are clearly delineated and highlighted, the children name their roles before the start of the game, the roles determine and direct the child's behavior;

3) the logic and nature of actions is determined by the role assumed, actions become diverse, a specific role-playing speech appears, addressed to a playmate in accordance with his role and the role played by the comrade;

4) violation of the logic of actions is protested by reference to real life.

Fourth level.

1) the main content of the game is the performance of actions related to the attitude towards other people, the roles of which are played by other children (the role of the educator: "Until you eat the soup, you will not get the pie");

2) the roles are clearly delineated and highlighted, throughout the entire game the child clearly leads one line of behavior, the role functions of children are interrelated, speech is clearly role-based;

3) actions unfold in a clear sequence that strictly recreates real logic, they are diverse, rules that refer to real life are clearly defined;

4) violation of the logic of actions and rules is rejected not just by reference to real life, but also by an indication of the rationality of the rules.


DIAGNOSTICS

GAME SKILLS OF PRESCHOOLERS

Study guide

Nikolaevsk-on-Amur

Nikolaev-on-Amur Pedagogical College of Indigenous Minorities of the North - a branch of the regional state budgetary educational institution of secondary vocational education

Compiled by T.A. Krivolesova

DIAGNOSTICS

GAME SKILLS OF PRESCHOOLERS

Study guide

Nikolaevsk-on-Amur

Published by the decision of the Scientific and Methodological Council

Nikolaev-on-Amur Pedagogical College of the Indigenous Peoples of the North - a branch of the KGBOU SPO KPK

Reviewer: Salnikova T.G., methodologist of NnAPK KMNS

– branch of KGBOU SPO KPK

Diagnostics of the playing skills of the preschooler: teaching aid / Comp. T.A. Krivolesova - Nikolaevsk-on-Amur: Publishing house of NnAPK KMNS branch of KGBOU SPO KPK, 2013.

The proposed teaching aid describes the methods of studying the formation of playing skills in children aged 2 to 7 years. The manual meets the requirements of the State standard of secondary vocational education in the specialty 050144 "Preschool education" - PM 2 "Organization of various activities and communication of children", MDK 02.01 "Theoretical and methodological foundations of the organization of play activities of children of early and preschool age."

The materials of the manual are intended for students of pedagogical colleges of full-time and part-time forms of education. They may also be of interest to teachers of preschool educational organizations.

Publishing house NnAPK KMNS - branch of KGBOU SPO KPK, 2013

Introduction .............................................................................................7

Section 1. Criteria and indicators for assessing the play activity of children ........................................................................10

Game skills as a criterion for assessing the game activity of a preschooler .......................................... ........ten

junior preschool age (1.5-3 years) (TN Doronova) .................................. ......................................12

Indicators of the level of development of playing skills in childrenmiddle preschool age (4-5 years) (TN Doronova) .................................... ....................................13

Indicators of the level of development of playing skills in childrensenior preschool age (6-7 years) (TN Doronova) .................................... ....................................15

Criteria and indicatorsthe formation of playing skills in older preschool children ............... 16

Section 2. Diagnostics of the child's play skills in the process of pedagogical guidance and independent play activity ................................... ................................................. 18

Studying the level of development of playing skills in older preschool children ........................................ .eighteen

Learning the ability to reproduce the sequence of actions in the game (2-3 years) ..................................... ............... 24

Conversation "Studying game preferences" ...................... 25

Observation of the features of independent role-playing game of children (2-7 years old) ............................... 25

Experiment "Playroom" (5-7 years old) ......................... 29

Observation of the formation of play skills in preschoolers ............................................ .............................thirty

Observing the performance of the role in the game ................................. 32

Role-playing and real relationships in the game .................... 33

Section 3. Diagnostics of the preschooler's play in a family environment.......................................................................................35

Questionnaire "What and how children play at home" ....................................... ................................................ 35

Test "Place of play in family education" ...................... 36

Questionnaire "Adult's initiative in play communication with a child" ....................................... ..................... 39

Bibliography ……...............................................................40

INTRODUCTION

Educational standards of the third generation pose new challenges for vocational educators. When performing them, teachers of secondary schools first of all face the problem of methodological support of new disciplines. One of such disciplines for students studying in the specialty 050144 "Preschool education" is the discipline "Theoretical foundations of the play activity of children of early and preschool age and the methodology of their organization."

This study guide was developed on the basis of the program of this discipline in accordance with the state educational standard for secondary vocational education in the specialty 050144 "Preschool education" (professional module 2 "Organization of various activities and communication of children", MDK 02.01 "Theoretical and methodological foundations of the organization of play activities of children of early and preschool age ").

The most famous educational publications in the field of preschool children play ("Preschool pedagogy" by S.A. Kozlova S.A. and T.A. Kulikova; "Organization of plot games in kindergarten" by E.E. Kravtsova, N.Y. Mikhailenko, Korotkova .A.), "The game of a preschooler" (under the editorship of S.L. Novoselova; "How to play with a child" by N.Ya. Mikhailenko, N.A. Korotkova and others), mainly questions of the theory and methodology of play are revealed. But at the same time, no attention is paid to such an important issue as the diagnosis of the playing skills of a preschooler.

At the same time, in the course of laboratory and practical classes (2 course), industrial practice (2, 3 course), as well as during research work in the framework of FQP (4 course), students experience difficulty in choosing diagnostic tools that allow them to study the playing skills of children. ...

Therefore, the purpose of this manual was to meet the educational needs of students of pedagogical colleges and preschool teachers to study the game skills of preschoolers.

The proposed methods and content of diagnostic techniques are determined by the understanding of the essence game skills. Under them usually the set of mastered ways of playing activity is understood: to propose the idea and plot of the game, to carry out role-playing actions and role-playing speech, to build role-playing and real relationships with partners in the game.

As N. Ya emphasizesMikhailenko and N.A. Korotkova in the pedagogical process in relation to play, it is necessary to distinguish between two closely related components: joint play of the educator with children, in the process of which new play skills are formed, and independent children's play, in which the educator is not directly involved, but only provides conditions for its activation and use by children already available in their arsenal of gaming skills.

This manual allows you to diagnose play skills both in the process of the guidance of the educator, and in the process of independent activities of children. In addition, the list of methods includes questionnaires of parents, allowing you to get an idea of ​​the peculiarities of a child's play in a family environment.

For studyingthe ability to reproduce the sequence of actions in the game, game preferences, the level of formation of game skills and the level of aspirations in the game, the characteristics of an independent role-playing game, the development of moral qualities in the game, assessment of game skills, playing a role in the game, game and real relationshipsa set of techniques is proposed, united in a section, conventionally called "The game of preschoolers in kindergarten."

Another section - "The game of preschoolers in the family" - contains methods aimed at studying the plots and content of the play activities of children at home,places of play in family education, adult initiatives in play communication with a child.

For diagnostics, it is not necessary to use absolutely all the presented methods. At the same time, it should be borne in mind that only the use of a set of techniques can give a holistic and complete picture of the subject under study.

As determined by the Federal State Educational Standard of preschool education, the specificity of preschool childhood (flexibility, plasticity of the child's development, a wide range of options for its development, its immediacy and involuntariness), as well as the systemic features of preschool education (the optional level of preschool education in the Russian Federation, the inability to impute any responsibility to the child for the result) make the requirements of a child of preschool age unlawful for specific educational achievements and make it necessary to determine the results of mastering the educational program in the form of targets.

The target guidelines of the Federal State Educational Standard and the Federal State Technical University for the social and psychological characteristics of the child's personality suggest that at the stage of completion of preschool education:

The child owns different forms and types of play;

Knows how obey different rules and social norms,

Knows how to distinguish between conventional and real situations, including game and educational.

Mastering the basic educational program is not accompanied by intermediate and final certification of pupils. The complex we offer will allow the educator to competently plan and carry out individual work with each child.

Section 1. Criteria for assessing the play activity of children

Play skills as a criterion for assessing the play activity of a preschooler

Play occupies a very important, if not central, place in the life of a preschooler, being the predominant type of his independent activity. In Russian psychology and pedagogy, play is viewed as an activity that is very important for the development of a preschool child; it develops actions in representation, orientation in relations between people, initial skills of cooperation (A. V. Zaporozhets, A. N. Leontiev, D. B. Elkonin, L. A. Venger, A. P. Usova, etc.).

By itself, the thematic content cannot serve as a criterion for the level of the game. For example, a three-year-old child can play “astronaut”, repeating two or three game actions: putting on a helmet, getting into the “rocket” and turning the steering wheel. And six-year-old children can play “mothers and daughters”, deploying role-based dialogues, moving from “lunch” to visiting the circus (becoming for a minute no longer “mother” and “daughter”, but circus performers), and then to a trip to the sea and etc. In this case, if we focus only on the topic, our judgment about the levelchildren's play will be perverse, superficial - after all, of course, as such, the topic "Space" is more complicated than the topic "Family".

The fact is that a plot game, regardless of the topic (or on the same topic), in its simplest form can be constructed as a chain of conditional actions with objects, in a more complex form - as a chain of specific role-playing interactions, in an even more complex - as a sequence of various events. These increasingly complex ways of constructing story play require more and more sophisticated play skills from children. The more fully all methods of constructing a plot game are presented in the child's activity, the wider the repertoire of his playing skills, the more diverse thematic content he can include in it, and the more freedom he has in self-realization.

Therefore, the main criterion for assessing the level of children's play activity should beplay skills - the child's predominant way of constructing play and the potential opportunity to use various methods (the child's ability, depending on his own intention, to include in the game both conditional actions with the subject, and role-based dialogues, to combine various events) ... Children who are fluent in various ways of constructing a game are characterized by "multi-dark" plots, and this is not a drawback of the game (as is commonly believed), but an indicator of its high level.

The goal of pedagogical influences in relation to the game should not be "collective study of knowledge" (or "themes" - "Construction", "Space", "Shop", etc.), but the formation of play skills that ensure independent creative play of children, in which they, of their own free will, implement a variety of content, freely coming into contact with peers in small game associations.

On the basis of numerous studies, it has been established that in the age range of 1.5-3 years, a child can carry out conditioned actions with toys and substitute objects, building them into a simple semantic chain, entering into short-term interaction with peers.

At 3-5 years old, he can accept and consistently change play roles, implement them through actions with objects and role speech, enter into role interaction with a peer partner.

At 5-7 years of age, deploy various sequences of events in the game, combining them according to your own idea and the plans of 2-3 peer partners, to realize plot events through role interactions and subject actions. However, a high level of play may not be achieved if the child does not have the opportunity to timely master the gradually becoming more complex play skills.

Indicators of the level of development of playing skills in childrenjunior preschool age (1.5 - 3 years old)

(T.N.Doronova)

Game actions are varied. The child reflects a plot of several related actions. He willingly plays with the teacher, reproduces the game actions and speech of the teacher in an independent game. Accepts proposals for the use of substitute items in the game, uses them in the game. In games - imitations expressively conveys a game image. Observes with interest the play actions of other children, joins in the game with a peer, but has difficulty in coordinatinggame action.

The child reflects different plots in games. Uses substitute items on his own. Names his play role and play actions. In a game with a tutor, he enters a game situation, takes a game initiative, and with interest engages in a game dialogue. In an individual game, he speaks a lot out loud, changes the intonation of his voice. He willingly communicates with children and makes suggestions about games. Names favorite games. He is well versed in the rules of familiar games.

Indicators of the level of development of playing skills in childrenmiddle preschool age (4 - 5 years old)

(T.N.Doronova)

The child gravitates towards monotonous elementary game plots, finds it difficult to independently come up with a new version of the plot or new game actions. In the general game, he enters into conflicts, does not try to delve into the general plan. Needs constant help from an educator to establish play interaction with peers. In the game with the teacher, he shows interest in his game actions, but experiences difficulties in role-based dialogue. In games with rules, it confuses the sequence of actions, comes into play before the signal. It is difficult to name your favorite games.

The child gains gaming experience. Plays various scenes. The game plot reflects a number of logical plot episodes. Identifies himself in a play role, shows interest in play interaction. They can play different roles in the same game.

In a game setting, he uses real objects and their substitutes. Maintains a friendly relationship with playmates. Knows several outdoor games and round dances.

In games with rules, he accepts a game problem, shows interest in the result, win, sometimes breaks the rules (weak self-control).

The child independently plays a variety of games. She willingly answers questions about her favorite toys. Interacts well in a subgroup of children, initiates new ideas and roles. Shows creativity in creating a game environment and plot development. He is attentive to the implementation of the rules by other players, defends their implementation. Reflects the content of literary works in games. He is active in role-based dialogue, loves games of cognitive content with elements of competition. Knows different games: active, round dance, desktop printed, verbal, etc.

Indicators of the level of development of playing skills in childrensenior preschool age (6-7 years old)

(T.N.Doronova)

Short

Average

High

Games are monotonous. The child gravitates towards stereotyped game plots and actions. In the playing role, it is not expressive. Speech activity is reduced. Focuses on repetitive action with toys. The role repertoire is poor. In joint games, there is an inability to coordinate the game interaction with the general game concept. He accepts proposals from other players to change the plot, but finds it difficult to change his functions. Often leaves a shared game before it ends. Knows few games, finds it difficult to explain the rules, being carried away by the process of the game. Possibilities of self-regulation from the standpoint of game rules are reduced

The child willingly participates in games. Deploys various plots. He selects toys and objects in accordance with the role. Participates in creating a gaming environment. Identifies the role and roles of other participants in the game. Acts in the accepted role, trying to convey not only the system of actions, but also the character of the game character. Participates in the joint plot of games based on familiar fairy tales. At the suggestion of the educator, she uses generally accepted methods of distributing roles in case of disputes (rhymes, order).

The child has a variety of play interests. In games, he takes the initiative. Comes out with proposals for creating a game environment, enriching the plot, game roles. Imagines, combines the real and the fantastic in the game. Invents 2 games with a sequel ”, is active in role-based interaction and role-based dialogues.

He is friendly to peers, shows interest in the plans of other children. Participates in games as a host and in other roles. Knows a lot of outdoor and other games. In games with ready-made content of the rules, he controls the actions of other players, willingly acquaints children with games. Explains and shows them the game actions. Comes up with new versions of games, acting by analogy with the known ones.

Criteria and indicatorsthe formation of playing skills in older preschool children

Based on the structure of the game proposed by D. B. Elkonin, the following criteria and indicators of the formation of playing skills in older preschool children can be distinguished (Table 1).

Table 1

Criteria and indicators of the formation of playing skills in older preschool children

Indicators

1. The idea of ​​the game

    Ability to propose an idea for the game;

    Ability to develop an idea during the game;

    Ability to create a subject-play environment (use of attributes, substitute items).

2. The plot of the game

    Ability to choose a plot.

3.Role

    The designation of the role by a word;

    Directing the role of the child's behavior;

    Compliance of the content of the role with the real behavior of the character;

    The interconnectedness of the role functions of children

4. Role-playing actions

    Ability to coordinate role-playing actions with those of a game partner;

    Ability to correlate role actionscharacter character.

5. Role speech

    Ability to build role-based dialogue.

    Ability to choose verbal (intonation) and non-verbal (gestures, facial expressions, movements) means for creating a game image.

Section 2. Diagnostics of the child's play skills in the process of pedagogical guidance and independent play activity

Studying the level of development of playing skills in older preschool children

In accordance with the data in Table 1, we offer a description of the levels of formation of gaming skills (Table 2). In the course of observing the play activity of children, a certain number of points is assigned to each criterion. The total amount of points will determine the general level of development of gaming skills:

High level –13-15 points;

Average level - 8-12 points;

Low level - 7 or less points.

table

Development levels

1. The idea of ​​the game

Low level -1 point

Lack of a preparatory stage of the game (play "on the move"). The impulse to play is a toy that comes into the child's field of vision. The use of substitute objects causes difficulty, the child prefers to act with real objects.

Average level - 2 points

A preparatory period is distinguished in the structure of the game: children agree on the theme of the game, clearly identify and distribute roles, and discuss the main direction of the plot development. A place for the game is chosen in accordance with the plot, toys and objects are selected in accordance with the role. Substitutes are actively used.

High level - 3 points

The preparatory stage is clearly distinguished in the game: the choice of a topic, active, interested participation in a joint plot formation, an agreed distribution of roles... The child hasthe manifestation of initiative and creativity in creating a game environment in accordance with the theme of the game and taking into account the opinions of partners in the game, the use of various attributes, substitute items, homemade products, supplementing the game environment during the game.

2.The plot of the game

Low level -1 point

The central content of the game is monotonous actions with certain objects without observing the correspondence of the game action to the real one (the “mother” feeds the “daughter”). The child reproduces elementary game plots, finds it difficult to independently invent a new version of the plot.

Average level - 2 points

Reproduction of plots of different content with a reflection of a number of plot logical episodes. The content of the game is the execution of actions arising from the role. The presence of a variety of special actions that convey the nature of the relationship to other participants in the game.

High level - 3 points

Plots using the motives of familiar fairy tales. Custom stories based on personal impressions. Creative plot formation: new ideas, the manifestation of initiative in the development of plot logical episodes. The main content of the game is actions related to the transfer of relationsTo

3.Role

Low level -1 point

Average level - 2 points

The roles are clearly delineated and highlighted. Children name their roles before they start playing. Roles define and guide the child's behavior. In the same game, a child can play different roles.

High level - 3 points

The roles are clearly delineated and highlighted. Throughout the game, the child leads a line of behavior that reflects the role. The role functions of children are interrelated. The child freely moves from one role to another, depending on the game concept and the development of the plot.

4. Role-playing actions

Low level -1 point

Actions are monotonous, consist of a series of repetitive operations that do not logically develop into other following actions. The logic of actions is easily broken without protests from the children.

Average level - 2 points

Actions become varied. In the accepted role, the child conveys the system of actions and the character of the play character.

High level - 3 points

The actions are varied and reflect the richness of the actions of the person portrayed by the child. Actions aimed at different characters in the game are clearly highlighted. Actions unfold in a sequence that strictly recreates real logic. Violation of the logic of actions and rules is rejected.

5. Role speech

Low level -1 point

There are cues accompanying the performed play actions with the toy partner. Separate non-role dialogues with a child playing next to them.

Average level - 2 points

Specific role-playing speech addressed to a playmate in accordance with his role and the role played by a friend. At the same time, there is also non-role speech.

High level - 3 points

Speech has an active role-playing character, determined by both the role of the speaker and the role of the person to whom it is addressed.

Treatment data:

A high level (13-15 points) of the formation of playing skills is characterized by the fact that before the start of the game, the child thinks over the concept of the game,chooses the theme of the game, takes an active, interested participation in the joint plot formation, in the distribution of roles.

The child hasthe manifestation of initiative and creativity in creating a game environment in accordance with the theme of the game and taking into account the opinions of partners in the game, the use of various attributes, substitute items, homemade products, supplementing the game environment during the game. The child proposes to play with southern tales using motifs of familiar fairy tales or non-standard plots based on personal impressions, i.e. it is characterized by a creative plot formation: new ideas, the manifestation of initiative in the development of plot logical episodes.

The main content of the game is actions related to the transfer of relationsTo other people, acting against the background of all actions related to the performance of the role.

The role played by the child is clearly delineated and highlighted. Throughout the game, the child leads a line of behavior that reflects the role, he freely moves from one role to another, depending on the game design and the development of the plot. Game d The actions of the child are very diverse and reflect the richness of the actions of the person (character) portrayed by the child in the game.

Game actions directed towards different characters of the game are clearly identified; they unfold in a sequence that strictly recreates the real logic or the logic of the plot of the work (fairy tale). Violation of the logic of actions and rules by the child is categorically rejected.

The child's speech has an active role-playing character, determined both by the role of the speaker and the role of the one to whom it is addressed.

Average level (8-12 points) the formation of play skills is characterized by the fact that the child agrees on the topic of the game, clearly identifies his role, and discusses with other children the main directions of the plot development. The child, together with other children, chooses a place for play, toys and objects in accordance with the role in accordance with the plot.

In play baby reproduces plots of different content, reflecting a number of plot logical episodes. The content of the game is the performance of the game actions arising from the role.

The child has a record of the presence of a variety of special actions that convey the nature of the relationship to other participants in the game.Child's chosen pThe role determines and directs the child's behavior in play. In the same game, a child can play different roles. In the accepted role, the child conveys the system of actions and the character of the play character.The child is characterized bySpecific role-playing speech addressed to a playmate in accordance with his role and the role played by a comrade, in parallel there is also extra-role speech - communication with other children not according to the plot of the game.

Low level (7 points or less) the formation of playing skills is characterized by the fact that the child starts playing "on the go", there is no preparatory stage of the game.The use of substitute objects causes difficulty, the child prefers to act with real objects. The central content of the game is monotonous actions with certain objects without observing the correspondence of the game action to the real one (the “mother” feeds the “daughter”, the driver drives the car back and forth, etc.).

The child reproduces elementary game plots, finds it difficult to independently invent a new version of the plot.The role is only called a child and some division of actions is outlined, according to the role. This role is implemented by a limited number of actions associated with it.

The child's play actions are monotonous, consist of a series of repetitive operations that do not logically develop into other following actions. The logic of actions is easily broken without protests from the children.

Role-playing speech is not presented, there are separate remarks accompanyingperformed play actions with a partner-toy and separate out-of-role dialogues with children playing next to the child.

Learning the ability to reproduce the sequence of actions in the game (2-3 years)

Preparation : play equipment for feeding dolls.

Diagnostics is carried out individually with children 2-3 years old. The series is conducted with the same children at intervals of 2-3 days.

1 series: the teacher shows the child a doll, says that she is hungry, offers to feed her.

Episode 2: the teacher feeds the doll, and helps the child to feed the other.

3 series: the teacher shows the child detailed game actions / prepares dinner, puts it on plates and feeds the doll first with the first dish, then with the second and third /. Then he invites the child to feed the doll.

4 series: similar to 3, but the teacher explains them in detail. Then he invites the child to feed the doll.

5 series: the teacher takes a doll, gives another to the child and offers to feed them, i.e. he acts in parallel with the child.

Data processing: analyze the ability of children to consistently reproduce actions, use toys and play objects in the game, naming them with a word, the presence of speech addressed to the doll, introducing a new one into the game, addressing an adult, the ability to use missing objects in the game / soup in a plate, compote in a cup.

Conversation "Study of gaming preferences"

Conducted in the form of an individual conversation.

Questions for children:

    Do you like to play? Where do you like to play most: at home, in a group, on a walk? Why?

    What games do you play? What games do you like to play the most and why? What games would you like to play?

    What do you do in games? What is your favorite thing to do in games? Why? What would you like to do in games?

    What are you in games? Why? Who would you like to be in games?

    What toys do you have? Which ones are your favorites and why? How would you play with them?

    Who do you play with most often and why?

Data processing . The children's responses are compared with the observation of the child's play. They make a conclusion about the supposed and actually preferred roles, plots, actions with toys.

Observation of the features of independent role-playing game of children (2-7 years old)

Observation of the independent role-playing game of children 2-7 years old is carried out in natural conditions

Data processing:

    The idea of ​​the game, setting game goals and objectives

How the concept of the game arises (it is determined by the playing environment, the proposal of peers, it arises at the initiative of the child himself);

Does the intention of the game discuss with a partner, whether it takes their point of view into account;

How robust the game’s intent is. Does the child see the perspective of the game;

Whether the concept is static or evolves as the game progresses. How often improvisation occurs in the game;

He is able to formulate a game goal, a game task verbally and offer it to other children.

What is the main content of the game (actions with objects, everyday or social relationships between people);

How diverse is the content of the game. How often games with the same content are repeated. What is the ratio of objective, everyday games that reflect social relations?

    The plot of the game:

How varied are the plots of the games. Indicate their name and quantity;

What is the stability of the game's plot, i.e. how much the child follows one plot;

How many events does the child combine into one plot;

How far the plot unfolds. Does he represent a chain of events or at the same time the child is a participant in several events included in the plot;

How does he show the ability to jointly build and creatively develop the plot of the game;

What are the sources of the plot of the game.

    Role fulfillment and interaction of children in play:

Does the word indicate the role being played and when / before the game or during the game /;

What means it uses to interact with a game partner (role-playing speech, object-related actions, facial expressions and pantomime);

What are the distinctive features of role dialogue / individual remarks, phrases, duration of role dialogue, orientation towards toys, real or imaginary partner /;

Does it convey and what characteristic features of the character;

How is involved in the distribution of roles. Who manages the distribution of roles. What roles does he often perform: major, minor. How does it relate to the need to play secondary roles;

What he prefers: to play alone or to be a member of a gaming association. Give a characteristic of this association: number, stability, the nature of the relationship;

Are there favorite roles and how many roles he can play in different games.

    Game actions and game items:

Does the child use substitute items in the game and which ones. By what principle does the child choose substitute items and transform them for use in the game;

Does the verbal designation of objects give substitutes how easy it does;

Who is the initiator of the choice of the subject-substitute;

Does the game use figurative objects and toys? How often. Do you have any favorite toys?

Characteristics of game actions: the degree of generalization.

    Game rules:

Do the rules function as a regulator of the game? Whether the child is aware of the rule;

How does the child correlate the implementation of the rules with the assumed role;

Does other children follow the rules. How he reacts to violation of the rules by partners in the game;

How does it relate to the partner's comments on the implementation of the rules.

    Achieving the result of the game

    Conflicts in the game:

About what arise;

Resolution methods.

    Game environment:

Prepares the play environment in advance or picks up toys during play;

Does it use the suggested gaming environment.

    The role of an adult in guiding the game:

How often a child turns to an adult;

Does it offer to play.

Experiment "Playroom" (5-7 years old)

It is aimed at identifying the features of children's communication in the process of play activities

Instruction. "Imagine that a wizard flew to you and invited you to his castle. This castle has a magic room, which contains all the games and toys that are in the world. You can come to this room and do everything in it that you want. But there are two conditions. You must not come there alone. Take with you two whoever you want. And one more thing: everything that you do there, you will offer yourself. "

Then the child is asked the question: "Who will you take with you?" (It is important to clarify the names of the children, their age). After that, the child is told: "Now you have come to the magic room, what do you propose to do there?"

After the child's answer, it is necessary to clarify how the game will go, what the children will do. Then the experimenter continues: "Okay, everyone played, and then they said that they were tired of it all, and they will not play it anymore. What do you suggest next?" The child's second proposal is discussed, after which the adult asks to suggest something else to do.

After the child has made the third proposal, he is told: "You offered, but the guys don't want to play like that. What are you going to do?"

In conclusion, the child must be told that he thought of everything very well, and the wizard will probably still invite him to his castle.

Data processing:

When analyzing data obtained using this technique, the following parameters can be considered:

    initiative and position in communication,

    well-being of communication,

    development of gaming skills, ways of resolving a conflict situation.

It must be remembered that the results obtained using any projective methods do not always directly and unambiguously correlate with the peculiarities of communication and interaction of children. The technique allows only to build hypotheses about such features that need to be tested using other techniques, and observation of the real behavior of children.

Observation of the formation of play skills in preschoolers


№


Observation Questions


Yes


No


Partially


1.

Do they know how to navigate a game task?







Does the child know how to build according to a drawing?











Do they know how to reflect real facts or events, knowledge about the profession of adults?








4.


Do they know how to regulate their desires during the game?








5.


Do children know how:

    analyze

    generalize

    reason

    draw conclusions, inference








6.

Is creativity manifested in the creation of the game (choice of themes)








7.


Do they know how to set a goal for themselves, find the means for its implementation, overcome difficulties?







Does the child have a sense of responsibility for fulfilling the assigned role?








9.


Are new variations born during the game?








10.

Do children follow ethical standards of behavior while playing:

    benevolence

    responsiveness

    aggressiveness

    inability to negotiate

    confidence

    empathy

    mutual aid

    truthfulness

Justice







Do you use a spatial environment to deploy the game?








12.


Do the abilities to control their behavior shape?








13


Do the game environment change in the light of practical and game experience?







Observing features playing a role in a game


P / p No.


Questions

Levels of development of gaming activity

D. B. Elkonin identified and characterized four levels of development of play activity.

First the level of development of the game.

The central content of the game is actions with certain objects aimed at a participant in the game. These are the actions of the "mother" or "educator" aimed at the "children." The most essential thing in fulfilling these roles is feeding someone. In what order the feeding is done and what exactly is done, it makes no difference.

Roles actually exist, but they are determined by the nature of the actions, and not themselves determine the action. As a rule, they are not named even if there is a role-playing division of functions in the game and the roles are called, for example, one child portrays a mother, and the other - a father or one child - a teacher, and the other a kindergarten cook, the children actually do not become each other. a friend in a relationship typical of real life.

The actions are monotonous and consist of a series of repetitive operations (for example, feeding while moving from one dish to another). From the side of action, play is limited only to acts of feeding, which do not logically develop into others, followed by the following actions, just as they are not preceded by other actions, for example wash hands, etc.
The logic of action is easily broken without protest from the children. Dinner order is not essential.

Second the level of development of the game.

The main content of the game is the action with the object, but the correspondence of the game action to the real action is already brought to the fore.

Roles are called children. Separation of functions is outlined. Fulfillment of a role is reduced to the implementation of actions associated with it.

The logic of actions is determined by the life sequence, that is, by their sequence in reality. The number of actions expands and goes beyond any one type of action. Feeding is associated with the preparation and serving of food. The end of feeding is associated with subsequent actions according to the logic of life.
Third the level of development of the game.

The main content of the game becomes the fulfillment of the role and the actions arising from it. Special actions are highlighted that convey the nature of the relationship to other participants in the game related to the performance of the role, for example, an appeal to the cook: “let's go first,” etc.

The roles are clearly delineated and highlighted. Children name their roles before they start playing. Roles define and guide the child's behavior.

The logic and nature of the actions are determined by the role assumed. Actions become diverse: not only the actual feeding, but also reading a fairy tale, going to bed, etc .; not only vaccination, but also listening, dressing, measuring temperature, etc. A specific role-playing speech appears, addressed to a playmate in accordance with his role and the role played by the comrade. But sometimes the usual out-of-game relationships break through.

Violation of the logic of actions is protested, the protest is usually reduced to a reference to the fact that “this does not happen,” a rule of behavior is singled out, to which children subordinate their actions. Moreover, violation of the rule of order of actions is noticed better from the outside than by the person performing the action. The reproach for breaking the rules upsets the child, and he tries to correct the mistake and find an excuse for it.

Fourth the level of development of the game.

The main content of the game becomes the performance of actions related to the relationship to other people, the roles of which are played by other children. These actions clearly stand against the background of all actions related to the performance of the role.

The roles are clearly delineated and highlighted. Throughout the game, the child clearly leads one line of behavior. The role functions of children are interrelated. Speech is clearly role-playing, determined by both the role of the speaker and the role of the person to whom it is addressed.

Actions unfold in a clear sequence that strictly recreates real logic. They are varied and reflect the variety of actions of the person portrayed by the child. Actions aimed at different characters in the game are clearly highlighted.

Violation of the logic of actions and rules is rejected, which is motivated not simply by reference to reality, but also by an indication of the rationality of the rules. The highlighted levels of development of the game are, according to D. B. Elkonin, and the stages of its development.

Municipal budgetary preschool educational institution "Combined Kindergarten No. 20", Sergiev Posad, Moscow Region.

Material prepared by:

senior educator Vinogradova G. Yu.

educator Fedorova E.V.

At an early age, the basis for the formation of a personality is subject-play activity. Having passed it, it is impossible to count on a full-fledged growing up of a person.

Games for children are a complex, multifunctional and educational process, and not just entertainment or fun pastime. Thanks to games, the child develops new forms of response and behavior, he adapts to the world around him, and also develops, learns and grows up.

Through play, the child develops physically, mentally and emotionally. Through play, he again creates his real life experience, acquired in communication with an adult, in observing his life, in his own practical activity.

Game activity goes a long way of development. Elements of the game appear in infancy, over time, its higher forms are formed, in particular, the role-playing game.

Play is born as a subject-play activity. The game with elements of an imaginary situation is preceded by the stages of the baby's play: introductory and reflective. In the first year of life, a toy for a child acts in the same capacity as any other object that can be manipulated: the baby shifts it from place to place, knocks it, puts it into various containers - and studies its physical properties. If an adult does not transfer these actions to a higher, playful level, the child gets stuck on this way of using objects for many years. If the child is shown how to play, the meaning of the plot game is revealed to him, then at the end of the first year of life he begins to assimilate the play value of objects: he feeds the doll, puts her to bed. At first, the child acts with a small number of toys, most often with those that the adult demonstrated to him. This is the culmination of the development of the psychological content of play in early childhood. It is he who creates the necessary ground for the formation of the corresponding objective activity in the child.

In the second year of life, the circle of toys expands, there is a transfer of actions from one object to another, similar to it. For example, if a one-year-old baby puts only the doll that his mother lulls to sleep, then at the age of one and a half he begins to rock both the bear and the dog that are in his play corner. Before us, albeit very simple, but already generalized actions, in which the child acts as a mother, although he does not yet realize this. This is the so-called "Role in Action", the full realization of which will occur later, already in preschool age. In the second year of life, such a transfer is made only within the framework of a visual situation: if, for example, you ask a baby to give a doll a candy that is not on the table, he will most likely answer that it is not here, while a third year child will immediately find a wand or a ball and without hesitation will say: "Here is a candy, eat it."

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

In general, the second year of life is the period of the emergence of interest in the game, the formation of simple play skills in joint play with an adult, and the gradual transfer of play actions to new objects.

At the end of the second and throughout the third year of life, the range of actions displayed in the game expands, an increasing number of objects are included in it. The changes are not only quantitative, but also qualitative. Game actions are no longer random, are increasingly linked by meaning, logically follow one from the other. The actions are gradually generalized and become conditional: the child shakes the doll for some time, and, believing that she is already asleep, moves on to another play action - puts it in bed. Or, the child first prepares food for the doll, then feeds it, then puts it to bed and, finally, washes the dishes. The child constantly compares his actions with those of an adult. It is important that the emergence of play goals is possible only if the child has developed an image of an adult and his actions. At this stage in the development of play activity, another cardinal change in play appears - the introduction of substitutions.

Substitution occurs in a problematic situation: what to do when the doll wants to eat, but there is no spoon? With the help of an adult, the child finds a suitable object - a pencil will be instead of a spoon. Initially, the use of substitutions is purely imitative: the child uses only those objects with which the adult acted. As a rule, this continues for up to two and a half years. Gradually, the baby begins to vary the play of an adult, to introduce elements of novelty into it. True substitution arises only when the child names the substitute object in accordance with its new function, that is, gives it a consciously new meaning. But the main condition is that with a substitute object it is possible to perform the same function as with a substituted object. The use of substitute objects enriches children's play, expands the possibilities of modeling reality and contributes to the development of the sign-symbolic function of consciousness.

The role of the word in the development of substitute actions with toys should be emphasized. Initially, the transfer of action from one object to another occurs at a non-verbal level: the child can carry out a substitution, but is not yet able to name it correctly. So, he can diligently stir objects in a saucepan, obviously engaged in cooking, but when an adult asks what he is doing, answer: "There are pyramids and sticks," so the playful use of the object and its realistic name do not coincide. The child is dimly aware of the meaning of the substitution. Gradually during the third year of life, this awareness increases, but it manifests itself after the action. For example, an adult asks a child who picks the top of the pyramid with a stick and feeds the doll: “What does the doll eat? "The baby looks uncertainly at the object and says after some silence:" Cookies. " Then he quickly corrects himself: "Testicle." After that, having clearly defined what she is feeding the doll, she quickly takes a spoon, hits it on the testicle, cleans it of the shell, blows on it, saying: "Hot testicle, it needs to cool down." Awareness of substitution makes the action with the object richer and more varied.

By the age of three, children are already playing so freely that they can abandon the plot offered to adults and develop their own, dictated not by the situation, but by a plan that allows you to completely restructure the field of perception. The appearance of elements of role behavior also belongs to this age.

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

Role-playing game has a social nature and is based on the child's ever-expanding and increasingly complex understanding of the life of adults. The motives, meanings of life and activities of adults become a new sphere of reality, which is mastered by the child in this game. The child's behavior in play is related to the image of another person. The child takes the point of view of different people and enters into relationships with other players that reflect the real interaction of adults.

A role-playing game always involves the creation of an imaginary situation that makes up the plot. The plot is the sphere of reality that is modeled by children in the game. Therefore, the choice of the plot is always based on certain knowledge. That is why, throughout the preschool age, games in the "Family" are favorite for children, since they themselves are daily involved in such relationships, which means they have the most complete idea of ​​them.

Thus, it is shown that the game arises as an object-game activity, passing through the introductory and reflective stages, when actions with objects are of a manipulative nature. With the child's interest, aimed at obtaining a result from actions with an object, the stage of object-play activity comes. The action becomes conditional, and its result is imaginary. This means that the colt moves to the plot-reflective stage of the game's development. As the child's more and more expanding understanding of the life of adults, the complication of the plot of the game takes place, an imaginary situation is more and more often created in games - this is evidence of the emergence of a role-playing game.

Scientific ideas about the stage-by-stage development of play activity make it possible to develop clearer, more systematic recommendations for guiding the play activity of children in different age groups. To achieve a genuine, emotionally rich game, including an intellectual solution to a game problem, the teacher needs to purposefully enrich the child's tactile experience, gradually translating it into a conditional game plan, during independent games to encourage the preschooler to creatively reflect reality.

Thus, play is an easy and joyful activity for a child. At the same time, it is the most natural and productive way of teaching young children, since the assimilation of various knowledge and skills is carried out in an attractive and motivated activity for them. It creates the most favorable conditions for the development of visual-figurative thinking, speech, lays the foundations for creativity and the prerequisites for the formation of role-playing game - the leading activity in preschool age.

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Stages of development of game activity.

Stages of development of game activity. - section Psychology, DEVELOPMENTAL PSYCHOLOGY AND AGE PSYCHOLOGY Introductory Game. According to the Motive Set by the Child Growing up ...

Introductory game. According to the motive given to the child by the adult with the help of the object of the toy, it is an object-play activity. Its content is made up of manipulation actions carried out in the process of examining an object.

This activity of the infant very soon changes its content: the examination is aimed at identifying the features of the toy object and therefore develops into action-oriented operations.

Fine game in which individual subject-specific operations are transferred to the rank of actions aimed at identifying the specific properties of an object and at achieving a certain effect with the help of this object. This is the culmination of the development of the psychological content of play in early childhood. It is he who creates the necessary ground for the formation of the corresponding objective activity in the child.

At the turn of the first and second years of a child's life, the development of play and objective activity merges and diverges at the same time. Now the differences begin to manifest themselves and in the methods of action 3/4 the next stage in the development of the game begins: it becomes plot-reflective.

Its psychological content also changes: the child's actions, while remaining objectively mediated, imitate, in a conventional form, the use of an object for its intended purpose. This is how the prerequisites gradually become infected role-playing game.

At this stage in the development of play, word and deed come together, and role behavior becomes a model of relationships between people that children understand. The stage comes proper role-playing game, in which the players simulate the labor and social relations of people familiar to them.

General characteristics of role-playing activity.

The structure of the game.

The unit of play is the role that the child takes on.

  • Playful actions are actions that are free from the operational and technical side, they are actions with meanings that are symbolic in nature.
  • Communication in the course of the game - attitude towards playmates, as well as interaction within the framework of accepted roles.
  • Rules of the game. In play, the child develops a new form of satisfaction - the joy that he acts by the rules.

In role-playing games, children satisfy their desire for living together with adults and, in a special, playful way, reproduce the relationships and work activities of adults.

138. Development of play activity in preschool childhood - subject-manipulative, specific-role play and play-dramatization.

Object-manipulative games - these are games with little toys.

Introduction

Play is the most accessible type of activity for children, a way of processing impressions received from the world around them. In the game, the peculiarities of the child's thinking and imagination, his emotionality, activity, and the developing need for communication are clearly manifested.

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, the skills and habits of correct behavior are developed, character is formed.

And in the preschool age, play, as the most important type of activity, plays a huge role. Play 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 play.

It causes a significant change in his psyche. The most famous teacher in our country, AS Makarenko, described the role of children's games in this way; "Play is important in the life of a child, it is also important what an adult's activity is, work, service. What a child is in play, so in many ways he will be in work. Therefore, the upbringing of a future actor takes place, first of all, in play."

Considering the crucial importance of play in the life of a preschooler, it is advisable to study the features of the child's play activity. Therefore, the topic of this course work - "Features of the game activity of preschool children" - is relevant and practice-oriented.

Purpose of the study: to identify and substantiate the specific features of the play activity of preschool children.

Object of study: play activity of preschoolers

Subject of study: features of the game activity of preschool children

Hypothesis: play activity of preschoolers has its own characteristics.

Research objectives:

Analyze psychological and pedagogical literature on a given topic.

To study the features of games in a preschool institution.

Determine the essential characteristics of the play activity of preschoolers.

1. Theoretical analysis of the play activity of preschool children

1.1. The concept and essence of the game. The theory of play activity in Russian pedagogy and psychology

Play is a multifaceted phenomenon, it can be considered as a special form of the existence of all aspects of the life of a team without exception. The word "play" is not a scientific concept in the strict sense of the word. Perhaps it is precisely because a number of researchers have tried to find something in common between the most diverse and varied-quality actions designated by the word "play", and we still do not have a satisfactory distinction between these activities and an objective explanation of different forms of play.

The historical development of the game is not repeated. In ontogenesis, role-playing is the first chronologically, serving as the main source of the formation of a child's social consciousness in preschool age.

Psychologists have long been studying the games of children and adults, looking for their functions, specific content, comparing them with other types of activity. The game can be triggered by the need for leadership, competition.

Play can also be viewed as a compensatory activity, which in a symbolic form makes it possible to satisfy unfulfilled desires. Play is an activity that is different from everyday everyday activities.

Mankind again and again creates its own invented world, a new being, which exists next to the natural world, the natural world. The bonds that connect play and beauty are very close and diverse. Any game, first of all, free, free activity.

The game proceeds for its own sake, for the sake of satisfaction, which arises in the very process of performing a game action.

Play is an activity that depicts the relationship of a person to the world that surrounds him. It is in the world that the need to influence the environment is formed for the first time, the need to change the environment. When a person has a desire that cannot be realized immediately, the prerequisites for play activities are created.

The independence of the child in the middle of the game plot is unlimited, she can return to the past, look into the future, repeat the same action many times, which also brings satisfaction, makes it possible to feel significant, omnipotent, desired . In play, the child does not learn to live, but lives his own true, independent life.

The game is the most emotional and colorful for preschoolers. The well-known researcher of children's play D. B. Elkonin very rightly emphasized that in play, the intellect is guided by an emotionally-effective experience, the functions of an adult are perceived, first of all, emotionally, there is a primary emotional-effective orientation in the content of human activity.

The importance of play for the formation of personality can hardly be overestimated. It is no accident that L. S. Vygotsky calls play "the ninth wave of child development."

In play, as in the leading activity of the preschooler, those actions are carried out that he will be capable of in real behavior only after some time.

Performing an act, even if this act loses, the child does not know a new experience that is associated with the fulfillment of an emotional impulse, which was immediately realized in the action of this act.

The preface of the game is the ability, the transfer of some functions of the object to others. It begins when thoughts are separated from the thing, when the child is freed from the cruel field of perception.

Playing in a fictitious situation frees you from situational communication. In play, the child learns to act in a situation that requires cognition, and not only directly experienced.

Action in a fictitious situation leads to the fact that the child learns to control not only the perception of an object or real circumstances, but also the meaning of the situation, its meaning. A new quality of man's relationship to the world arises: the child already sees the surrounding reality, which not only has a varied color, variety of forms, but also knowledge and meaning.

A random object, which the child divides into a concrete thing and its imaginary meaning, an imaginary function becomes a symbol. A child can recreate any object for anything, he becomes the first material for imagination.

It is very difficult for a preschooler to detach his thought from a thing, therefore he must have support in another thing, in order to imagine a horse, he needs to find a stick as a fulcrum. In this symbolizing action, mutual penetration, experience and fantasy take place.

The child's consciousness separates the image of a real stick, which requires real action with it. However, the motivation for a playful action is completely independent of the objective result.

The main motive of classical play lies not in the result of the action, but in the process itself, in the action that brings pleasure to the child.

The stick has a certain meaning, which in the new action acquires new, special play content for the child. Children's fantasy is born in the game that stimulates this creative path, the creation of their own special reality, their life world.

In the early stages of development, play is very close to practical activity. In the practical basis of actions with surrounding objects, when the child comprehends that she is feeding the doll with an empty spoon, the imagination already takes part, although the expanded play transformation of objects has not yet been observed.

For preschoolers, the main line of development lies in the formation of non-objective actions, and play arises as a frozen process.

Over the years, when these types of activity change places, play becomes the leading, dominant form of the structure of one's own world.

Not to win, but to play - this is the general formula, the motivation for children's play. (O. M. Leontiev)

A child can master a wide, directly inaccessible circle of reality only in play, in the form of play. In this process of mastering the past world through play actions in this world, both play consciousness and play unknown are included.

Play is a creative activity, and like every real creativity cannot be realized without intuition.

In play, all aspects of the child's personality are formed, a significant change occurs in his psyche, preparing for the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of preschoolers.

A special place is occupied by games that are created by the children themselves - they are called creative, or plot-based role-playing. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully shapes the personality of the child, therefore it is an important means of education.

Play is a reflection of life. Here everything is "as if", "pretend", but in this conditional environment, which is created by the child's imagination, there is a lot of the present: the actions of the players are always real, their feelings, experiences are genuine, sincere. The child knows that the doll and the bear are only toys, but loves them as if they were alive, understands that he is not a "correct" pilot, or a sailor, but feels like a brave pilot, a brave sailor who is not afraid of danger, is truly proud of his victory ...

Imitation of adults in play is associated with the work of the imagination. The child does not copy reality, he combines different impressions of life with personal experience.

Children's creativity is manifested in the concept of the game and the search for means for its implementation. How much invention it takes to decide which journey to go, which ship or plane to build, which equipment to prepare!

In the game, children simultaneously act as playwrights, props, decorators, and actors. However, they do not nurture their intentions, do not prepare for a long time to play the role as actors. They play for themselves, expressing their own dreams and aspirations, thoughts and feelings that dominate them at the moment.

Therefore, the game is always improvisation.

Play is an independent activity in which children first interact with their peers. They are united by a common goal, joint efforts to achieve it, common interests and experiences.

Children choose the game themselves, organize it themselves. But at the same time, not in any other activity there are such strict rules, such conditionality of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal, helps to educate purposefulness.

In the game, the child begins to feel like a member of the team, to fairly evaluate the actions and deeds of his comrades and his own. The task of the educator is to focus the attention of the players on such goals that would cause a community of feelings and actions, to help establish relations between children based on friendship, justice, and mutual responsibility.

The first proposition, which determines the essence of play, is that the motives of the game consist in diverse experiences that are significant for the player from the sides of reality. Play, like any non-play human activity, is motivated by an attitude towards goals that are significant for the individual.

In the game, only actions are performed, the goals of which are significant for the individual according to their own inner content. This is the main feature of play activity and this is its main charm.

The second - characteristic - feature of the game lies in the fact that the game action realizes the diverse motives of human activity, without being bound in the implementation of the goals arising from them by the means or methods of action by which these actions are carried out in a non-play practical plane.

Play is an activity that resolves the contradiction between the rapid growth of the child's needs and demands, which determines the motivation of his activity, and the limitations of his operational capabilities. Play is a way of realizing the needs and demands of a child within the limits of his capabilities.

The next, outwardly most striking distinctive feature of play, which is actually a derivative of the above-mentioned internal features of play activity, is the possibility, which is also a necessity for the child, to replace, within the limits determined by the meaning of the play, objects functioning in the corresponding non-play practical action with others capable of serve to perform a game action (stick - horse, chair - car, etc.). The ability to creatively transform reality is first formed in play. This ability is the main meaning of the game.

Does this mean that the game, passing into an imaginary situation, is a departure from reality? Yes and no. In the game there is a departure from reality, but there is also a penetration into it.

Therefore, there is no escape, no escape from reality in a seemingly special, imaginary, fictitious, unreal world. Everything that the game lives with and what it embodies in action, it draws from reality. The game goes beyond the limits of one situation, is distracted from some aspects of reality in order to reveal others even more deeply.

In domestic pedagogy and psychology, the theory of play was seriously developed by K. D. Ushinsky, P. P. Blonsky, G. V. Plekhanov, S. L. Rubinstein, L. S. Vygotsky, N. K. Krupskaya, A. N. Leontiev , D. B. Elkonin, A. S. Makarenko, M. M. Bakhtin, F. I. Fradkina, L. S. Slavina, E. A. Fleerina, V. A. Sukhomlinsky, Yu. P. Azarov, V S. Mukhina, O.S. Gazman et al.

The main scientific approaches to explaining the causality of the appearance of the game are as follows:

The theory of excess of nerve forces (G. Spencer, G. Schurz);

The theory of instinct, exercise function (K. Gross, V. Stern);

The theory of functional pleasure, realization of innate drives (K. Buhler, Z. Freud, A. Adder);

The theory of the religious principle (Huizinga, Vsevolodsky-Gerngross, Bakhtin, Sokolov, etc.);

The theory of rest in the game (Steintal, Shaler, Patrick, Lazarus, Valdon);

The theory of the spiritual development of a child in play (Ushinsky, Piaget, Makarenko, Levin, Vygotsky, Sukhomlinsky, Elkonin);

The theory of influencing the world through play (Rubinstein, Leontiev);

Connection of play with art and aesthetic culture (Plato, Schiller);

Labor as the source of the emergence of play (Wundt, Plekhanov, Lafargue, etc.);

The theory of absolutization of the cultural meaning of the game (Huizinga, Ortega y Gasset, Lem).

1.2. The value of play in shaping the personality of a preschooler

Long before the game became

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The main stages of play activity in preschool age - Studopedia

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Game and toys

While playing, the child not only has fun, but also develops. At this time, the development of cognitive, personal and behavioral processes takes place.

Children play most of the time. During the period of preschool childhood, play goes through a significant path of development (Table 6).

Table 6

Younger preschoolers play alone. The game is subject-manipulative and constructive. During the game, perception, memory, imagination, thinking and motor functions are improved.

In the role-playing game, the actions of adults are reproduced, followed by the child. Parents and close friends serve as role models.

V middle period of preschool childhood the child needs a peer to play with. Now the main direction of the game is imitation of relationships between people.

The themes of the role-playing games are different; certain rules are introduced, which the child strictly adheres to. The focus of the games is varied: family games, where the heroes are mom, dad, grandmother, grandfather and other relatives; educational (nanny, kindergarten teacher); professional (doctor, commander, pilot); fabulous (goat, wolf, hare), etc. Both adults and children can participate in the game, or they can be replaced with toys.

V senior preschool age role-playing games are distinguished by a variety of topics, roles, game actions, rules. Objects can be conventional, and the game turns into a symbolic one, that is, the cube can represent various objects: a car, people, animals - everything depends on the role assigned to it. At this age, during the game, some children begin to show organizational skills, become leaders in the game.

During the game, develop mental processes, in particular, voluntary attention and memory. If the child is interested in the game, then he involuntarily focuses on the objects included in the game situation, on the content of the actions being played out and the plot.

If he is distracted and incorrectly fulfills the role assigned to him, then he can be expelled from the game. But since emotional encouragement and communication with peers are very important for a child, he has to be attentive and remember certain moments of play.

In the process of playing activities, they develop mental capacity. The child learns to act with a substitute object, that is, he gives it a new name and acts in accordance with this name.

The appearance of a substitute item becomes a support for development thinking. If at first, with the help of substitute objects, the child learns to think about a real object, then over time, actions with substitute objects decrease and the child learns to act with real objects. There is a smooth transition to thinking in terms of ideas.

In the course of the role-playing game, it develops imagination. From replacing some objects with others and the ability to take on various roles, the child moves on to identifying objects and actions with them in his imagination.

For example, six-year-old Masha, examining a photograph of a girl with her cheek resting on her finger and pensively looking at a doll sitting next to a toy sewing machine, says: "The girl thinks as if her doll is sewing." According to this statement, one can judge the girl's way of playing.

The game also affects personal development child. In the game, he reflects and tries on the behavior and relationships of significant adults, who at this moment act as a model of his own behavior. The basic skills of communication with peers are formed, feelings and volitional regulation of behavior are developing.

Begins to develop reflective thinking. Reflection is a person's ability to analyze his actions, deeds, motives and correlate them with universal human values, as well as with the actions, deeds and motives of other people.

The game contributes to the development of reflection, because it makes it possible to control how the action, which is part of the communication process, is performed. For example, while playing in the hospital, the child cries and suffers as a patient. He gets satisfaction from this, because he believes that he played the part well.

Interest arises in drawing and designing. First, this interest is manifested in a playful way: the child, while drawing, plays out a certain plot, for example, the animals drawn by him fight among themselves, catch up with each other, people go home, the wind blows away the apples hanging on the trees, etc. Gradually, the drawing is transferred to the result of the action , and a drawing is born.

Inside the game activity begins to take shape educational activities. Elements of learning activity do not appear in the game, they are introduced by an adult. The child begins to learn by playing, and therefore treats learning activities as a role-playing game, and soon masters some learning activities.

Since the child pays special attention to the role-playing game, we will consider it in more detail.

Role-playing game Is a game in which the child performs his chosen role and performs certain actions. Children usually choose plots for games from life. Gradually, with a change in reality, the acquisition of new knowledge and life experience, the content and plots of role-playing games change.

The structure of the expanded form of the role-playing game is as follows.

1. The unit, the center of the game. This is the role that the child chooses. In children's play there are many professions, family situations, life moments that made a great impression on the child.

2. Game actions. These are actions with meanings, they are pictorial in nature. During the game, meanings are transferred from one object to another (an imaginary situation). However, this transfer is limited by the possibilities of showing the action, since it obeys a certain rule: an object can only be replaced by an object with which at least a drawing of the action can be reproduced.

Is gaining in importance the symbolism of the game. D. B. Elkonin said that abstraction from the operational and technical side of objective actions makes it possible to model the system of relations between people.

Since the system of human relations begins to be modeled in the game, it becomes necessary to have a friend. One cannot achieve this goal, otherwise the game will lose its meaning.

In play, the meanings of human actions are born, the line of development of actions goes as follows: from the operational scheme of action to a human action that makes sense in another person; from a single action to its meaning.

3. Rules. During the game, a new form of pleasure for the child arises - the joy that he acts as the rules require. While playing in the hospital, the child suffers as a patient and rejoices as a player, content with the performance of his role.

D. B. Elkonin paid great attention to the game. Studying the games of children 3–7 years old, he identified and characterized four levels of its development.

First level:

1) actions with certain objects aimed at an accomplice in the game. This includes actions by a “mother” or “doctor” directed at a “child”;

2) the roles are determined by the action. Roles are not named, and children in play do not use real relationships between adults or between an adult and a child relative to each other;

3) actions consist of repetitive operations, for example, feeding with the transition from one dish to another. In addition to this action, nothing happens: the child does not replay the process of cooking, washing hands or dishes.

Second level:

1) the main content of the game is an action with an object. But here the correspondence of the game action to the real one comes to the fore;

2) the roles of children are called, and the division of functions is outlined. The fulfillment of a role is determined by the implementation of actions associated with this role;

3) the logic of actions is determined by their sequence in reality. The number of actions is expanding.

Third level:

1) the main content of the game is the performance of actions arising from the role. Special actions begin to stand out that convey the nature of the relationship to other participants in the game, for example, an appeal to the seller: "Give me bread," etc .;

2) the roles are clearly delineated and highlighted. They are called before the game, define and direct the child's behavior;

3) the logic and nature of actions are determined by the role assumed. Actions become more varied: cooking, washing hands, feeding, reading a book, going to bed, etc. There is a specific speech: the child gets used to the role and speaks as required by the role. Sometimes in the course of the game, real-life relationships between children can manifest themselves: they begin to call names, swear, tease, etc .;

4) the violation of logic is protested. This is expressed in the fact that one says to the other: "This does not happen." The rules of behavior are determined to which children must obey.

The incorrect performance of actions is noticed from the outside, this causes grief in the child, he tries to correct the mistake and find an excuse for it.

Fourth level:

1) the main content - the performance of actions related to the relationship to other people, the roles of which are played by other children;

2) the roles are clearly delineated and highlighted. During the game, the child adheres to a certain line of behavior. The role functions of children are interrelated. Speech is clearly role-playing;

3) actions take place in a sequence that clearly recreates real logic. They are varied and reflect the richness of the actions of the person portrayed by the child;

4) violation of the logic of actions and rules is rejected. The child does not want to break the rules, explaining this by the fact that it really is, and also by the rationality of the rules.

During the game, children actively use toys. The role of the toy is multifunctional. It acts, firstly, as a means of the child's mental development, secondly, as a means of preparing him for life in the modern system of social relations, and thirdly, as an object serving for fun and entertainment.

V infancy the child manipulates the toy, it stimulates him to active behavioral manifestations. Thanks to the toy, perception develops, that is, forms and colors are captured, orientations to the new appear, preferences are formed.

V early childhood the toy plays an autodidactic role. This category of toys includes nesting dolls, pyramids, etc. They provide opportunities for the development of manual and visual actions. While playing, the child learns to distinguish between sizes, shapes, colors.

The child receives many toys - substitutes for real objects of human culture: machines, household items, tools, etc. Thanks to them, he masters the functional purpose of objects, masters tool actions. Many toys have historical roots, such as bow and arrow, boomerang, etc.

Toys, which are copies of objects that exist in the everyday life of adults, introduce the child to these objects. Through them, an awareness of the functional purpose of objects occurs, which helps the child psychologically enter the world of permanent things.

Various household items are often used as toys: empty spools, matchboxes, pencils, scraps, strings, as well as natural material: cones, twigs, chips, bark, dry roots, etc. These items in the game can be used for differently, it all depends on its plot and situational tasks, so in the game they act as multifunctional.

Toys are a means of influencing the moral side of a child's personality. A special place among them is occupied by dolls and soft toys: bears, squirrels, bunnies, dogs, etc. First, the child performs imitative actions with the doll, that is, does what the adult shows: shakes, rolls in a stroller, etc. Then a doll or soft toy acts as an object of emotional communication. The child learns to empathize with her, patronize, take care of her, which leads to the development of reflection and emotional identification.

Dolls are copies of a person, they have a special meaning for a child, as they act as a partner in communication in all its manifestations. The child becomes attached to his doll and through it experiences many different feelings.

Material studopedia.ru

Elkonin identifies four levels of development of role-playing games, reflecting the dynamics of its development throughout preschool childhood:

1st level: the central content of the game is predominantly object-related actions. Roles actually exist, but they do not determine the actions, but they themselves arise from the nature of the actions performed by the child. Like the 3rd level: the main content of the game is the fulfillment of the role and the actions associated with it. Play actions appear that convey the nature of the modeled social relations. The roles are clear and distinct, named by the children before the start of the game. The role determines the logic and nature of the actions. Actions become varied. Specific role-playing speech appears.

Level 2: Objective actions remain the central content of the game.

Roles are called children. The logic of actions is determined by their sequence in real life. The real relationship between children is the relationship between them as partners in joint play activities.

Functions real relationships include planning the plot of games, distribution roles, play items, control and correction of the development of the plot and the performance of roles by peer partners. In contrast to "role", that is, play relationships, which are determined by the content of the roles performed, real relationships are determined by the characteristics of the child's personal development and the nature of interpersonal relationships between peers. According to A.P. Usova, S.N. Karpova and L.G. Lysyuk, real relationships play an essential role in the development of the child's communicative and social competence in his moral development. In plot-role relations, moral and ethical norms of behavior are revealed to the child, here the orientation in these norms is carried out, and in real relations, the actual assimilation of these norms takes place.

The third component of the game is action play. These are actions that are free from the operational and technical side, these are actions with meanings, they are of a pictorial nature. According to D. B. Elkonin, abstraction from the operational and technical side of objective actions makes it possible to model the system of relations between people. The game, wrote DB Elkonin, is sensitive to the sphere of human relations and social functions. In the game, the action is carried out by children for the sake of something and for someone. The game recreates the general meaning of human labor, norms and ways of human relationships. It reproduces in an ideal form the meaning of human activity and the system of those relationships that adults enter into in their real life. Play is of great importance for the development of a child's personality. The game develops not so much around the operational side as around the motivational and semantic sphere of human activity. This is facilitated by minimizing the operational and increasing the symbolic side of the activity in the game. The meaning of symbolism lies not only in the fact that it creates a field of meanings for the child, but also allows him to reproduce in the game the system of relations of adults, the system of moral relations, abstracting from the material and operational aspects. Transferring meanings in play is the path to symbolic thinking. Obedience to the rules in the game is a school of voluntary behavior. But these two aspects of the psyche can develop in a child not only in play, but, for example, in the process of drawing, designing, etc.



4th level: the main content of the game is the execution of actions, reflecting the attitude towards other people. The roles are clear and distinct. Throughout the game, the child clearly follows one line of behavior

Game indicator Level I II level III level IV level
The main content of the game Actions with certain objects aimed at an accomplice in the game In actions with objects, the correspondence of the game action to the real is brought to the fore Fulfillment of the role and the actions arising from it, among which actions that convey the nature of relations to other participants in the game begin to stand out Performing actions related to the relationship to other participants in the game
The nature of the playing role In fact, there are roles, but they are not named and are determined by the nature of the actions, and do not determine the action. With role-based division of functions in play, children do not become to each other in relationships typical of real life. Roles are named. Separation of functions is outlined. Fulfillment of a role is reduced to the implementation of actions associated with this role Roles are clearly delineated and highlighted, named before the start of the game. Role-playing speech appears to a playmate, but normal non-play relationships sometimes break through Roles are clearly identified and delineated, named before the start of the game. The role functions of children are interrelated. Speech is role-playing
The nature of the game action Actions are monotonous and consist of a series of repetitive operations The logic of action is determined by the life sequence. The number of actions expands and goes beyond any one type of action The logic and nature of the actions are determined by the role. The actions are very varied Actions clearly, consistently recreate real logic. They are very diverse. Actions directed towards other characters in the game are highlighted
Relationship to rules The logic of action is easily broken without protest from the children. There are no rules Violation of the sequence of actions is not actually accepted, but not contested, rejection is not motivated by anything. The rule is clearly not yet isolated, but it can already defeat immediate desire in the event of a conflict. Violation of the logic of actions is contested by the reference to the fact "that this does not happen." A rule of behavior is singled out, to which children subordinate their actions. It does not yet completely determine behavior, but it can overcome the immediate desire that has arisen. Breaking the rules is better noticed from the outside Violation of the logic of actions and rules is rejected not just by reference to reality, but also by an indication of the rationality of the rules. The rules are clearly outlined.