Yulia Sharnina
Play in a child's life
GAME IN A CHILD'S LIFE
early age group
A game is important in child's life, it also matters what kind of activity an adult has, work or service. What child at play, this is how he will be in many ways at work. Therefore, the education of a future leader occurs, first of all, in the game.”
A. S. Makarenko
Target: studying the importance of play as a leading activity baby.
Tasks:
Develop gaming activities;
Study methodological literature on this topic;
Introduce basic norms and rules to relationships with peers and adults;
Develop consultations (questionnaires) for parents.
Satisfy children's curiosity and engage baby in the active development of the surrounding world, helping him master the ways of knowing the connections between objects and phenomena will allow a game. Reflecting impressions from life phenomena in the images of play, children experience aesthetic and moral feelings. A game contributes to children’s in-depth experience and expansion of their understanding of the world.
Environmental (dmdactic) games:
"Guess what's in your hand"
“Find what I’ll name”
"Wonderful bag"
“What do we take in the basket?”
Russian national (movable) games:
"Raise your palms"
"Bunny"
"Cucumber"
"By the Bear in the Forest"
Fun outdoor games are our childhood. Who doesn’t remember the constant hide-and-seek, blind man’s buff, catch-up, and tag?
When did these games originate? Who invented them? It is probably impossible to find an exact answer to these questions. These games, like songs and fairy tales, were created by the people.
Questionnaires for parents.
"How play with the child»
TARGET: get parents interested in the game baby, show its value in children's lives, in education. Give recommendations on organizing games in the family and purchasing toys.
1. How do you understand the meaning of the game? child's life? ___
2. Who does he love with? play your child? ___
3. What are his favorite roles and games? ___
4. Do you have a games corner at home? ___
5. How often and for what reason do you buy toys? ___
6. Do you talk often? to kid that are busy when he asks you play with him? ___
7. What interests you about the problem of children's play? ___
8. Do you have permanent roles? baby? Are they positive or negative? ___
9. Are you able to influence child through play? ___
10. Do you play with your child?? What games? ___
11. Observe their children's games.
What and how they play which sides lives reflect? ___
Consultation for parents: « Play with me»
« Play with me!» - how often do we hear this request from our children.
And how often do they hear answer: "Once, we'll play later» . Maybe it comes from the fact that we adults don't understand the world baby? Or we just don’t want to and can’t play?
But a game for a child is the real world where he lives "Now", but not "Then". And in this world everything is true, not fiction...
….Remember that everything except your favorite toy must be changed and updated periodically. If you notice that your baby does not pick up a toy for a long time, it means that he simply does not need it now. Hide it away, and after a while, its appearance will arouse new emotional or cognitive interest in the child.
Publications on the topic:
Music in a child's life Municipal preschool educational institution Kindergarten No. 275, Ufa “Music in a child’s life” Price Yulia Fanilevna Introductions.
Consultation for parents “Game in a child’s life. Playing with your child"“Don't interfere! Go play!” - how often parents say this phrase. Modern parents know what children of primary preschool age have.
Consultation for parents “Game in your child’s life” Very often, parents worry about buying their children as many toys as possible, and, moreover, complex, expensive, decorated in every possible way.
Healthy lifestyle of a preschool child. Basic aspects of a healthy lifestyle for a preschooler CONSULTATION: “Healthy lifestyle for a preschool child. Basic aspects of a healthy lifestyle for a preschooler" Currently.
Goal: development of professional self-awareness, creative potential of the individual, development of communicative competence of teachers, development.
Preschool childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct behavior, and develops a character.
The main activity of preschool children- a game during which the child’s spiritual and physical strengths develop: his attention, memory, imagination, discipline, dexterity, etc. In addition, play is a unique way of learning social experience, characteristic of preschool age.
In the game, all aspects of the child’s personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of a preschooler.
A special place is occupied by games created by children themselves. 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 a child’s personality, and therefore is an important means of education.
The game is a reflection of life. Everything here is “as if”, “make-believe”, but in this conditional environment, which is created by the child’s imagination, there is a lot of reality: the actions of the players are always real, their feelings and experiences are genuine and sincere. The child knows that the doll and the bear are just toys, but he loves them as if they were alive.
A game- independent activity in which children first interact with peers. They are united by a common goal, joint efforts to achieve it, common interests and experiences.
Children choose the game themselves and organize it themselves. But at the same time, in no other activity are there such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal and helps to cultivate purposefulness.
In play, the child begins to feel like a member of a team and fairly evaluates the actions and actions of his comrades and his own. The teacher’s task is to focus the attention of the players on goals that would evoke a commonality of feelings and actions, and to promote the establishment of relationships between children based on friendship, justice, and mutual responsibility.
Creative collective play is a school for educating the feelings of preschoolers. Moral qualities formed in the game influence the child’s behavior in life, at the same time, the skills developed in the process of children’s everyday communication with each other and with adults are further developed in the game. It takes great teacher skill to help children organize a game that would encourage good deeds and evoke better feelings.
The knowledge gained in kindergarten and at home finds practical application and development in the game. Reproducing various life events, episodes from fairy tales and stories, the child reflects on what he saw, what was read and told to him; the meaning of many phenomena, their meaning becomes more clear to him.
Translating life experiences into a game is a complex process. Creative play cannot be subordinated to narrow didactic goals; with its help, the most important educational tasks are solved. Children choose their playing role in accordance with their interests and their dreams about their future profession. They are still childishly naive and will change more than once, but it is important that the child dreams of participating in work that is useful to society; gradually, through play, the child develops general ideas about the meaning of work and the role of various professions.
Most games reflect the work of adults: children imitate the household chores of their mother and grandmother, the work of a teacher, doctor, teacher, driver, pilot.
Consequently, games instill respect for all work and affirm the desire to take part in it.
Play and work often naturally come together. You can often observe how long and enthusiastically children craft, preparing for the game in a certain image: sailors build a ship, make life preservers, doctors and nurses equip a clinic. Sometimes the child introduces a playful image into real work. So, putting on a white apron and scarf to make cookies, he turns into a worker at a confectionery factory, and when cleaning the site, he becomes a janitor.
The game develops moral qualities: responsibility to the team for the assigned task, a sense of camaraderie and friendship, coordination of actions in achieving a common goal, the ability to fairly resolve controversial issues.
Life in kindergarten also provides rich material for play activities, especially in younger groups, when the child receives many new experiences. The game reflects the daily life of the kindergarten and extraordinary joyful events: the New Year tree, a visit to the puppet theater, the zoo.
The vast majority of games are dedicated to depicting the work of people of different professions. In all kindergartens, children drive trucks, travel on trains, on ships, and fly on airplanes. Thus, through play, children’s interest in different professions is consolidated and deepened, and respect for work is fostered.
The teacher’s task is to help the children organize these games, make them exciting and action-packed. And also help the child choose from the mass of life experiences the most vivid ones, those that can serve as the plot of a good game.
In order to make an interesting game, it is not enough that children only see how they build a house, transport goods, sew clothes, etc. If we limit ourselves to only this, the children will imitate only the actions of adults, not realizing the significance of their work.
Spectacles have a strong influence on the game, especially television, which has become firmly established in the everyday life of every family. TV shows provide interesting material for games. Many games arise under the influence of special children's programs.
Based on the children's interests and their ideas, the teacher guides the choice of games. Using various techniques, he recalls to the children’s memory what they saw and what they were read about. For kids, for example, a visual reminder is important - toys, a toy piano suggests a music lesson, toy animals resemble a familiar fairy tale. Sometimes, to give children an idea for a game, you can show them a puppet theater or toy theater performance. Repeating the dramatization, the kids basically remake it, combining what was shown with their personal experience: for example, Doctor Aibolit treats not animals, but dolls who are sick with the flu.
Young children usually start playing without thinking about the purpose of the game and its content. However, experience suggests that already in the fourth year of life, preschoolers are able to choose the theme of the game and set a specific goal. Before the game starts, the teacher asks: “What will you play? What will you build? Where will you go by train? Who will you be? What toys do you need? These questions force children to think and outline the main plot, which may change in the future.
Gradually the game becomes more and more purposeful, becomes more meaningful and interesting. In older preschool age, greater play experience and a more developed imagination help children to come up with various interesting stories themselves. The teacher only needs a verbal reminder about an excursion, a book, or a movie for the idea of a new good game to be born. An important motivator for the game is also a conversation in which the meaning of what was seen and read, the characters of the characters, and their experiences are revealed. If you manage to captivate children with the plot, the game arises naturally even without the teacher’s suggestion. But the teacher can also advise the children on the topic of the game if he knows that it will interest them.
If in younger groups it is important only to teach children to deliberately choose a game, then with older preschoolers it is necessary to jointly discuss not only the theme of the game, but also outline a plan for the development of the plot in general terms, and determine the activities of each of the players. Of course, the game plan can only be indicative; as the plot develops, many new things are introduced into it, but everyone’s invention is subordinated to a common goal. The teacher, therefore, manages the game, directs its content, and influences the children’s relationships.
The organization of a play group and the formation of the personality of each child in this group is one of the most important and very difficult issues in childhood pedagogy. This complexity is caused by the dual nature of the experiences and relationships of the players. Performing his role with enthusiasm, the child does not lose his sense of reality, remembers that in fact he is not a sailor, and the captain is only his comrade. Showing outward respect to the commander, he may experience completely different feelings - he condemns him, envies him. If the game greatly captivates the child, if he consciously and deeply enters into the role, the gaming experience overcomes selfish impulses.
When organizing a game, the teacher faces difficult questions: every child wants to be in charge, but not everyone knows how to take into account the opinions of their comrades or resolve disputes fairly. Choosing an organizer requires a lot of attention. Not everyone can cope with this role, but all children need to be taught activity and organizational skills.
It is especially difficult for a teacher to lead a game when it has already begun. While the plot is being discussed and the children have not yet entered into the character, the teacher can give advice without changing the children’s plan. Careless interference during role-playing can destroy the image created by the child. If the teacher understands the children’s plans and their experiences, then in order to offer a new interesting episode, to give the game a new direction, he must enter the game in some role and address the children as actors.
By properly organizing games, the teacher helps each child find his place in the play group, raises him to be a good friend, fair, and modest.
Every child needs an individual approach, even if his behavior in the game does not cause any concern to the teacher. Children who are timid and unsure of themselves require special attention, and because of this they seem uninitiative. The child’s apparent passivity is mostly explained by the fact that it is difficult for him to immediately enter the life of the group, and adults do not help him in this, do not understand his interests. Many facts show how such a child is transformed if he finds the support of a teacher, how his creative abilities and organizational skills blossom.
A teacher has many difficulties with children who are overly lively, courageous, and proud. For the most part, they are the ringleaders of the games, and the guys willingly obey them. While supporting and developing the organizational skills of these children, it is necessary to instill in them modesty, a sense of responsibility, respect for comrades, and the habit of taking into account the opinions of other people.
During the game, there are many moments that require the teacher to have keen observation and resourcefulness, and the ability to unite children.
To implement the plan, the child needs toys and various objects that help him act in accordance with the role he has taken on. If the necessary toys are not at hand, children replace them with others and endow them with imaginary characteristics. This ability to see non-existent qualities in an object constitutes one of the characteristic features of childhood.
The older and more developed children are, the more demanding they are of the objects of play, the more similarities they look for with reality. This naturally gives rise to the desire to do the necessary things ourselves. One of the trends in the development of the game is its increasing connection with labor. The teacher’s task is to support the child’s desire to make toys independently and help him in this.
Thus, play creativity develops under the influence of upbringing and training, its level depends on the acquired knowledge and instilled skills, on the formed interests of the child. In addition, in the game, the individual characteristics of children are especially evident, which also influence the development of creative ideas.
Zaviryukha S.B. teacher of MBDOU No. 48, Meget village
article
Play in a child's life
Recently, in pedagogy, as well as in many other areas of science, there has been a restructuring of practices and methods of work, in particular, various types of games are becoming increasingly widespread.
What is the reason for the increased interest of teachers in the use of game methods in the learning process?
First of all, the introduction of gaming techniques into practice is directly related to a number of general sociocultural processes aimed at finding new forms of social organization and culture of relationships between the teacher and students.
The need to increase the level of communication culture among students in the didactic process is dictated by the need to increase the cognitive activity of schoolchildren and stimulate their interest in the subjects being studied.
The growth rate of educational material volumes dictates the conditions for the use of teaching methods for younger schoolchildren. And these methods are often aimed at the quantity of absorbed material, and not at all at its quality.
This approach, naturally, does not contribute to the successful assimilation of program material and increasing the level of knowledge. On the contrary, material that is poorly mastered by students cannot be a reliable basis for mastering new knowledge.
The solution to this problem lies in the use of teaching methods for younger schoolchildren, based on advanced concepts of child psychology. And here the game should come to the aid of teachers - one of the most ancient, and, nevertheless, relevant teaching methods.
Long before play became a subject of scientific research, it was widely used as one of the important means of raising and teaching children.
In a variety of educational systems, play has a special place. And this is determined by the fact that the game is very in tune with the nature of the child. From birth to adulthood, a child pays great attention to games. A game for a child is not just an interesting pastime, but a way of modeling the external, adult world, a way of modeling its relationships, during which the child develops a pattern of relationships with peers. Children are happy to come up with games themselves, with the help of which the most banal, everyday things are transferred into a special interesting world of adventure. “Play is a need of a growing child’s body. Play develops the child’s physical strength, a stronger hand, a more flexible body, or rather the eye, intelligence, resourcefulness, and initiative develop. In play, children develop organizational skills, develop self-control, the ability to weigh circumstances, etc.” , - wrote N.K. Krupskaya.
In play, a child makes discoveries about things that have long been known to adults.
Currently, a whole direction in pedagogical science has emerged - game pedagogy, which considers the game to be the leading method of raising and teaching children of preschool and primary school age and therefore the emphasis on the game (game activities, game forms, techniques) is the most important way to include children in educational work , a way to ensure an emotional response to educational influences and normal living conditions.
The role of play in personality development.
In the system of educational means, play clearly occupies a place that is not equal in comparison with other educational means - communication, work, learning -. Even if it has a very significant significance, it is only during a certain short period of an individual’s life - from the age of approximately one and a half to two years and before entering school. This, of course, does not mean that before and after this time the child and adult do not play. A child begins to play very early, when he is a month and a half old, and then continues to play all his life.
However, in the first one and a half to two years of life, it is not play that is the main activity, but cognitive activity (intellectual work) and learning activity. At this time, he learns a lot: to recognize, move, communicate, and also play, and after entering school, the child has no time to play, and interests gradually shift to the sphere of organized education and work." And only communication does not lose its importance at any time from periods of life and development of an individual.Only its content, forms, and the degree of involvement in other types of activities change.
For play, the most important means of education is the short period of childhood, only four to five years, when the results of individual development and socialization of the individual really depend on its diversity, content, emotional and intellectual richness. In games, the child masters the surrounding objective world and the relationships of adults. But he not only masters ready-made methods of action, but also experiments, adapts objects to his needs, and uses them in accordance with his developing imagination. The same is typical for mastering relationships in the adult world: a child, reproducing adult relationships in play, experiences them in his own way and transforms them in accordance with his fantasy: emerging ideas about goodness and justice. Through himself in the game, the child begins to understand another person, just as through another he begins to understand himself.
Such active participation in the development of the objective world and the world of human relations contributes to the development of children’s creative abilities: “The two main mental new formations of preschool age that are formed in play - orientation to the position of another person and creative imagination - are closely related to each other. One might even say “that these are two sides of the same principle in a child, namely, the creative principle.”
It is not easy to give a reasonable assessment or even imagine the real role of play in the formation of personality, especially in comparison with other means of education. Let's try to do this, using information from the history of the development of educational systems and modern examples of the use of games in educational work.
Play is the first activity of a child that is noticeable to adults.
Until the child starts playing, he doesn’t seem to be doing anything. And when he starts playing, he seems to be able to engage only in this type of activity for a long time. Adults do not notice the child’s work in recognizing and recognizing, learning to coordinate their actions, expressing feelings, states, etc.
Most likely, it is even good that, at least at this age, adults pay more attention to organizing games with children - the type of activity in which the targeted development of the child’s body is most possible.
A game is most often defined as an activity performed not to obtain any result, but for the sake of the activity itself, for fun. This is precisely the meaning contained in the definitions of game in dictionaries: “a game is fun, established according to the rules; to play is to joke, amuse oneself, have fun, have fun, spend time having fun, do something for fun, out of boredom, idleness” (Dal V.I. Explanatory dictionary of the living Great Russian language.); “...to play - frolicking, having fun, having fun” (Ozhegov S.I. Dictionary of the Russian Language.); “...game is a type of unproductive activity, the motive of which lies not in its results, but in the process itself” (Soviet Encyclopedic Dictionary).
Similar ideas about play are reflected in theories of play as a waste of excess strength (Spencer), as preparation for performing productive activities (Gros), as a break from more serious matters (Steinthal, Lazarus), etc. Together, these theories quite satisfactorily explain the essence of many games, including adult games. Analyzing them, G.V. Plekhanov came to the conclusion that from the point of view of an individual, the game is older than utilitarian activity. It is a means of preparation for work, copying the activities of adults in order to master it. Historically, play is the child of labor.
However, such an idea of the game cannot fully satisfy the educator or, especially, the researcher of the pedagogical process. In fact, why do adults consider the activity of a child who, playing in the sandbox, builds a “city” with “streets”, “cars”, “squares”, to be an unproductive activity for the sake of fun, relaxation or preparation for future work? True, everything created by a child is not real, a toy. But adults also make toys in factories, but they consider this activity productive, although they produce not real, but toy objects.
K.D. Ushinsky saw a child’s play as a serious activity in which he masters and transforms reality: “For a child, play is reality, and reality is much more interesting than the one that surrounds him. It is more interesting for a child precisely because it is more understandable; and it is more understandable to him because it is partly his own creation... In real life, a child is nothing more than a child, a creature that does not yet have any independence...; in play, a child, already a maturing person, tries his strength and independently disposes of his own creations." Here we see a deeper understanding of play than even in modern definitions, in which its essence is seen only in children’s copying of the actions of adults: “Children’s play is a historically emerged type of activity consisting in children reproducing the actions of adults and the relationships between them and aimed at understanding the environment reality"?
Such definitions, emphasizing the non-utilitarian nature of children’s play actions and the presence of analogues in reality, are inappropriate in describing children’s play. Don't the actions of adults have any analogues in real life? Moreover, the main “product” of a child’s play is one change or another, the development of emerging personal qualities, a certain new personality formation. In games with objects, role-playing and plot games, sports, construction, design, etc., children become more dexterous, stronger, smarter, kinder, attentive, capable of cooperation, etc.
Thus, for a teacher and psychologist, a game (children's game) appears in a completely different capacity than it is presented in common dictionaries and reference books - it is the activity of a pupil, the motive of which is the process itself or actions with imaginary objects in imaginary or real situations, aimed at cognition, mastery and transformation of reality and used in the pedagogical process as a means of education. In other words, this is a means of education in which the teacher, as an instrument for shaping the student’s personality, uses his free (play) activity in imaginary and real situations, directing it to the development of positive personality traits.
S.L. Rubinstein argued that a game is an expression of a certain attitude of a person to the surrounding reality: “The essence of human play is the ability to reflect and transform reality. Manifesting for the first time in a game, this most universal human ability is formed in a game for the first time. In a game for the first time the child’s need to influence the world is formed and manifested - this is the main, central and most general meaning of the game.”
Children begin to play very early - in fact, from the first days of their lives. In past times, the game occupied a special place in the life of Russians. Its significance in education was enormous, the world of the game - “... it was a vast, special and completely independent world. It permeated all life, penetrated into every soul, forming a life style. And although this world existed separately, it was fused with folklore , the working and everyday world, and they all mutually enriched each other."
In early childhood, the first months of a child's life, games are very simple. The child cannot yet move independently, he is still learning to coordinate his actions, and receives the very first impressions of the objects in his environment. Play actions are expressed in facial movements, movements of the arms and legs, and in manipulations with objects. P.F. Kapterev, who at one time gave the best pedagogical description of children's games in Russian science, called such games fun, nursery rhymes. He drew attention to the importance of using tactile sense fun (pleasant irritation of children's skin - stroking, patting), muscular sense (moving arms, legs), auditory and visual fun (using rattles, music, colored objects - toys) in raising babies. In these games, which J. Piaget called sensorimotor, children’s senses develop, coordination of movements is improved, and initial familiarization with the world around them and its development are carried out.
At this stage of play activity, the child mainly perceives influences, since he himself is not yet able to act. Therefore, when amusing a child, adults must ensure that his organs are affected accordingly: soft harmonic sounds must affect his hearing; his vision should develop in the perception of bright spots of color; muscle strengthening should be facilitated by gentle movements of the arms and legs, etc. Particular attention should be paid to three circumstances that determine the measure of the positive impact of fun games on the development of a child:
a certain regularity of fun (both its excessive frequency and insufficiency are harmful);
strict limitation of the strength of exposure to stimuli and their duration (not only a two- to three-month-old child, but also a two- to three-year-old child can be frightened by a strong sound, bright light, or sudden movement); excessive force of influence, as well as an excessive variety of impressions, has an extremely adverse effect on the still weak psyche of the child;
ensuring simultaneous impact on several organs for the purpose of their coordinated harmonious development.
As the child grows up, accumulates information about objects and phenomena, develops feelings and physical capabilities, children's games become more complex. The continuation and development of fun games, according to P. F. Kapterev, is entertainment. They act not only on external feelings, but also on memory, thinking, and cause more complex experiences compared to fun. Looking at pictures depicting objects, manipulating with model toys, looking at plot pictures develops children's thinking and evokes a certain emotional attitude towards recognizable objects, knowable phenomena and events.
The division of entertainment games by P.F. Kapterev into three groups is of practical interest even today:
entertainment that develops, first of all, memory (looking at pictures depicting famous objects, letters, numbers);
entertainment that provokes mental activity (looking at pictures of the plot, comparing objects according to various criteria, visiting easily understandable exhibitions and excursions);
entertainment aimed primarily at stimulating feelings (looking at pictures with funny scenes, comic expressions, touching relationships).
The pedagogical conditions for the positive educational influence of entertainment are the same as for fun: regularity, rational dosing of the strength and duration of influence, versatility of simultaneous influence. However, given the increased capabilities of children, it is necessary to slowly and gradually, but constantly increase both physical and intellectual stress, taking every possible care to provide the child with independence in all types of activities, to create conditions for the development of amateur performances.
From one and a half to two years old, listening to fairy tales, stories, presentations of events and incidents becomes an important entertainment for children. First, this is the telling of short fairy tales and stories about characters and objects known to the child, and then longer and more complex plots. Acquaintance with children's books arouses interest in reading, which in the future can become a wonderful entertainment that contributes to spiritual enrichment.
In the practice of family education (and sometimes public education - in kindergarten, at school), concern for increasing physical and intellectual stress is often manifested in an excessive variety of material and impressions: a large number of expensive toys, pictures and books depicting objects and phenomena that the child is not yet I haven’t seen frequent excursions with an abundance of new impressions, etc. The educational value of such entertainment is questionable, despite the great work of educators and the appearance of activity of students. Children are interested in playing with simple toys, not even with toys that cannot be changed, but with materials that can easily be transformed by a child into something new. That is why the baby plays with great pleasure and for quite a long time with a piece of cotton wool, which he tears into pieces, observing the result, and refuses seemingly beautiful toys. In the same way, older children play for a long time and with pleasure with plasticine, cubes, paper, paints and play for a short time with expensive toys, appreciating their qualities other than play. And only at school age is there a conscious desire for complex toys, close in structure to real objects (working models of cars, moving toys with remote control, etc.), although it is obvious that this desire begins at an age when the child is not satisfied with the complexity of the toy. He is interested in the real object. The toy does not become a substitute for an object and quickly becomes undernourished, but the child continues to play with simple ones.
Developing imagination allows a child, in play, to endow objects with functions that are not at all characteristic of them, to model complex life relationships using the most primitive materials (a chair - a car, passengers - toys, etc.). J. Piaget called such games symbolic. They are most typical for children aged 2 to 6 years, although children of both earlier and later ages play them. Approval of these games, encouragement of the roles assumed by the child and the nature of their performance, tactful correction and direction of activity, as well as the participation of adults in children's games are an indispensable condition for their educational effectiveness.
The need to master the system of human relationships and the desire to participate in these relationships - the relationships of adults - lead a growing child to use games with more and more mental content. The reproduction of encountered objects and persons in movements and actions is replaced by the reproduction of interactions, relationships, and characters. Children begin to play role-playing and role-playing games. The second ones are more complex than the first ones and are characterized not only by the presence of a role (roles), but also by a developing plot with a beginning, some variety of actions and their completion with some result (they cured a patient, flew to an imaginary planet, grew and harvested crops, etc.). P.).
Compared to sensorimotor and symbolic (fun and entertainment), role-playing and role-playing games require the child to have significantly greater knowledge about the imaginary objects involved in the game and cause deeper experiences. This is their developing power. Therefore, it is important that the child plays them systematically. At the same time, the content of games should gradually become more complex and enriched. The complication of the content of children's role-playing and role-playing games depends on the enrichment of children's ideas about the world around them, from knowledge about plants and animals, about people and machines, about relationships between people.
Therefore, in order for games to be varied and meaningful, it is necessary to provide a variety of children's observations, and then unobtrusively help the child learn in the game, reproduce the impressions, ideas, knowledge received and thereby truly assimilate them, make them his property.
Ensuring a variety of impressions, ideas and knowledge about the world and the versatility of their use in play is also important in terms of updating that knowledge and methods of activity for using it, where the child has the greatest success and in which the greatest interest accordingly develops. The manifestation and development of individuality is facilitated by the variety of games: “trying out” oneself in various types of play activities, in various roles allows the child to find what is most interesting and feasible for him.
Many researchers also identify this type of children's games as construction games. Indeed, children love to build, to create something complex from simple elements. These games develop motor skills, contribute to the improvement of the thinking apparatus, and foster independence, inquisitiveness, and creative orientation of the individual. Observations indicate that there are certain differences in the attitude of boys and girls to construction games, especially to the choice of material for them. Boys more often choose construction, mechanics, and generally play these games more often. Girls pay more attention to designing clothes, cooking, etc. The division into traditionally male and female activities becomes noticeable quite early. This is facilitated by the atmosphere consciously or unconsciously formed by adults, which orients the child in the world of things and phenomena in a very certain way. But these different directions of development of “women’s” and “men’s” games do not have fundamental differences in relation to the formation of initiative and creativity of the developing personality.
Encouraging children to play, providing materials for construction and design, adults’ own participation in children’s games and encouraging initiative and initiative - these are the pedagogical conditions that ensure the high educational effectiveness of these games.
Literature used when writing the article:
Magazines: "Preschool education", "Child in kindergarten".
V.P. Shashkina "The role of games in personality development."
Perhaps there is nothing more natural and positive than children playing. For a child, play is considered not only entertainment, but also a real need of life.
Only through gameplay do children acquire important skills – both everyday and social. Let's find out what else the role of play is in a child's life.
The developmental effect of games is impossible without the participation of parents. The younger the baby, the more actively adults should be involved in the gameplay.
It is mom and dad who are the main partners of little children, initiating games or supporting the initiative of the little ones. But in older preschool age, the parent is assigned the position of an outside observer and “consultant.”
The influence of games on child development: main aspects
It is possible to comprehensively develop a baby only through games. A child's psyche, motor skills - without toys, a child cannot become a full-fledged person. Let's take a closer look at the importance of play activities in the lives of children.
- Cognitive development. In the game, children begin to explore the surrounding reality, learn the purpose and properties of objects. In parallel with the assimilation of new knowledge, mental processes are actively developing: all types of memory, thinking, imagination, attention. Previously acquired skills (the ability to analyze, remember and reflect) will be useful to the child when studying at school.
- Improving physical skills. While playing, the baby masters various movements, learns to coordinate and coordinate them. With the help of outdoor games, children get to know their body, develop dexterity, and strengthen their muscle corset, which is extremely important for a growing baby.
- Development of imagination. During the gameplay, children endow objects with completely new, sometimes unusual properties. Moreover, the “players” themselves understand that everything is not happening seriously, but in fact they see a horse in a stick, banknotes in birch leaves, and pie dough in clay. Making non-standard decisions develops imaginative thinking and imagination in children.
- Speech development. Role-playing games are an excellent opportunity to improve speech and communication skills. The child pronounces his actions, acts out dialogues, distributes roles, and agrees on game rules.
- Development of moral and moral qualities. During the game, the child draws certain conclusions about actions and behavior, learns to be courageous, honest, and friendly. However, to form moral aspects, an adult is required who will help draw the right conclusions from the current situation.
- Emotional development. Kids will be able to learn to sympathize with their peers, support and feel sorry for them, rejoice and empathize. While playing, children work through their emotional troubles - fears, anxiety and aggressiveness. That is why play therapy is one of the leading methods for correcting child behavior.
What is more important - play or learning?
The baby must play. We are sure that no one will dispute this statement.
However, for some reason many mothers and fathers forget about this, preferring modern methods of early education and development.
But experts are confident that all mental processes develop, first of all, in the game, and only then through targeted training.
Even 20-30 years ago, when school taught reading and writing, children devoted all their free time to games.
Now, in order to enter a prestigious educational institution, children have to pass difficult tests. Therefore, parents try to purchase educational toys and enroll their children in educational courses.
Even in kindergartens, the main emphasis is on preparing children for school, and games remain in the background.
Psychologists are concerned not only that learning is replacing play activities, but also that children are being left alone with toys.
Very soon the child loses interest in dolls and cars, because play is an important process, and not the number of gaming accessories.
At an early age, it is necessary to teach your child to play, otherwise he simply will not understand what a ball and a children's railway are for.
Types of games and age of the child
The type and nature of play activities largely depend on the age of the children. It is important to remember the age characteristics of the child, only in this case the games will be developmental in nature. So:
- For a child under 1.5 years old, object games are necessary. Toys during this age period are absolutely any objects that fall into their hands. The main game operations are running, walking and throwing;
- For children from 1.5 to 3 years old, sensory-motor play is important. The child touches objects, interacts with them, manipulates and moves. By the age of three, the baby already knows how to play hide and seek and tag, learns to ride a bicycle, and loves playing with a ball;
- For a child from 3 to 5 years old, transformations are needed. The baby transfers certain properties of objects to each other. For example, a chair becomes a ship, and a blanket becomes a tent. Children at this age also love to “parody,” that is, imitate and mimic the people around them.
- For preschoolers over 5 years old, absolutely all types of games are suitable - role-playing, action, dramatic, according to the rules. However, they all have one thing in common - they are structured and ordered, and include elements of well-developed imagination, fantasy and creativity. Older preschool children can already occupy themselves independently.
So, games do not arise on their own; children need to be taught game actions and rules. Thus, the main task of parents is to arouse a genuine interest in toys and games in the child.
Despite the fact that adults are equal gaming partners, they should not turn the management of games into strict instructions and orders.
A child must have freedom of choice - what to play and what to do.
Respect his right, do not impose games that are educational and useful in your opinion. And even more so, do not reproach your child for playing “wrongly, not like other children.”
Don't forget that targeted learning and computer games can never replace spontaneous children's play.
Of course, real entertainment with huts made of pillows and blankets is not always convenient for parents and leads to chaos and noise.
And yet, one should not limit the little fidget in his fantasies and imagination, because childhood is a time for games and fun.
The most important significance of games for children's development is that after playing enough, the child successfully moves to the next level - he is ready to become a schoolchild.
The importance of play for the emotional and intellectual development of a child cannot be overestimated. The game not only reflects all stages of such development, but equally gives the growing person the opportunity to express all his joys, sorrows, and feelings.
WITH in the first months the child begins to walk, coo, emit some other sounds, throw objects, waiting for the reaction of adults. The game immediately becomes for him a type of activity, the sole purpose of which is pleasure and building relationships with others, and no one has to pay anything for this pleasure.
By the end of the first year of life the ability to let go of an object or throw it reflects a decisive stage in the child’s development: now he can play with adults, exchanging something with them. The game of hide and seek or “here I come!”, when the baby seems to be hiding under a blanket or curtain, and then - either at the parents’ signal “cuckoo!”, or being able to “cuckoo” himself - has approximately the same tasks. with a joyful laugh he crawls out and jumps out of there.
Play allows a child to explore the world and gain experience, and this, in turn, stimulates the development of his intellect.
Up to two years Children, even in nurseries, play either alone or with one of the adults. Nevertheless, games in which first one child or another becomes the leader, the initiator of the game, appear already in the nursery.
At three years old that is, at the age when a child enters kindergarten, he is already quite capable of playing with other children.
From four to five years old boys and girls are grouped separately, and children divide games into "boy" and "girl" games (see Gender Identity), unwilling to participate in those they feel are not appropriate for their gender. However, in parallel with games that promote socialization, the child must learn to play alone - this is beneficial for his psychological development.
Education in kindergarten is unthinkable without games, and it is undesirable to contrast play and work. It is easiest for a child of this age to learn something through play, and later, in the learning process, play sometimes turns out to be much more useful and productive than other methods.
Your child needs to play with you: The games you share, as well as the stories you tell him, are extremely important to your relationship.
The baby doesn't know how to play alone, he calls you all the time
A child's ability to play alone is a reflection of his ability to tolerate loneliness or separation from you for short periods of time.
The child needs to feel that you are nearby, even if you do not participate in his games.
Is your child used to by two years handle different objects using ingenuity and creativity?
If you are always there, if you take care of the baby, if every now and then you suggest what is best to do, being in constant fear: “Oh, if only my little one doesn’t get hurt or hurt!” - in a word, if you constantly control him in one way or another, the child will decide that he cannot do without you and will call every minute.
Try as early as possible to find an opportunity for your child to play alone in a safe place, so that you don't have to keep it in sight all the time.
When you play with a baby who not yet two or three years old, Teach him games that require imagination, ones in which he can show his creativity. Do not stop him from improvising, inventing games on his own with objects found at hand - a piece of string or a piece of cardboard. Remember that a child also needs games that help develop his independence and autonomy.
By the age of four, a child develops “inner speech”, thanks to which he tells himself different stories.
— Baby's imaginary world- a resource from which he will draw the ability to play alone.
- In addition, he will be able to use the experience of his memorable games with you.
— A child of this age never really plays alone, because internal dialogue gives him the ability to make other characters or imaginary interlocutors come alive.
Your child is turning into a screenwriter and director. If he now asks you to play with him, it is only because he needs real-life actors, roles for which, most likely, he has already invented.
- If now you don’t have time to play with him, there is no need to reproach yourself or specially free up time for this, the baby can play perfectly well alone.
— If you're busy, invite him to play next to you or just in the same room- everyone will do their own thing, but both you and the child will have the feeling that you are together.
— If he’s still bored, that’s okay. Doing nothing is also an important period in life: do not neglect the time that you can devote to dreams.
From age five The feeling of boredom can become quite familiar to a child.
If you now hear your child less often complaining that he has nothing to do, television probably plays a significant role in this. Nevertheless, you should not be afraid of the “box” and think that it is all to blame - boredom also has its advantages.
— When a child is not busy with anything, he has time for imagination and creative activity.
- A child will be bored for a while, and some idea will suddenly appear in his head - this is proof of the connection between boredom and desire.
—Ask yourself: why don’t I like it when my child is bored? Françoise Dolto said that adults use the time of doing nothing to think about their problems. So is it worth always doing something while avoiding the opportunity to think?
No one knows exactly why a child becomes hyperactive, but could similar reasoning lead to hyperactivity?
If you don't really like to play with your child
Not every adult is able to play with a child: to do this, you need to be able to “go back” and get the same pleasure from the game that you got in childhood.
- Don’t force yourself, offer your child games that are interesting to you.
- Don’t feel obligated to do something at any cost, rather think about why you are not inclined to play.
— Don’t the child’s endless questions serve as a reflection of your own inability to pose them to yourself?
Different ways to play
When your baby about a year and a half, you can sit in the same room with him and let him run between you and his toys. Child psychiatrist Greenspan advises finding opportunities for quiet time with your child, calling it “floor time.”
If the child two to three years you can stay close to him without doing or reading anything, there is no need to interfere with his games, you just need to keep your eyes open.
Four year old offer to look at the clouds - it’s crazy what children can’t see in them!
- In order to teach your child not to do anything, you need to be able to do it yourself.
— In order to play for real, you need to find the space between the imaginary and the real. The richness and diversity of this world of dreams and creativity depend on everyone's ability to endure loneliness.
What questions might you have about games?
A game is always a field of wider possibilities than what we can implement in reality, an opportunity to cross the boundaries of acceptable behavior and methods of action. In psychology, this phenomenon is called transgression*: you can play war and kill, because it’s all “for fun”!
If your three- or four-year-old son likes to dress up as a girl, or your daughter the same age likes to dress up as a boy, there's nothing wrong with that.
Each gender needs to discover a different side of their personality. Every boy and every man has feminine traits, just as every girl and woman has masculine traits.
This is completely different from the constant desire to wear clothes accepted for the opposite sex.
Sometimes you may be concerned about the sexual content of some of your child's games, sometimes you may be concerned about the violence that appears in his games.
— Play is not always a means to resolve internal conflicts or cope with difficulties, but always a means to bring them to the surface.
Your four or five year old son suddenly says he wants a gun...
...and you respond by doing your best to dissuade him, out of fear that the child will grow up to be a killer or a gun lover.
Calm down! It is not those who played with a plastic gun in childhood who become murderers; most criminals, on the contrary, are characterized by the lack of exchange of toys in childhood, as well as the lack of games and toys themselves.
— Playing with a plastic pistol is, first of all, playing, that is, learning to “pretend.”
— A child who plays war and brandishes a “gun” (it could just be a piece of wood of a suitable shape) manipulates, first of all, a symbol of his early manhood, his belonging to the male sex.
“It’s not the nature of the game and the toy that you should worry about!” You should sound the alarm if a child does not know how or does not want to play, because this may be a sign of depression.
The child does not tolerate losses
When children come to kindergarten, they are already able to wait their turn and follow some rules of the game, but no child likes to lose.
Different children perceive loss differently, and their ability to tolerate it depends more on personality traits than on age.
Games with rules, or according to the rules - the British call them “games” - differ from spontaneous games, games of imagination or games with symbols - “plays”.
Two or three year old The baby, although it is still difficult for him to follow the rules, is capable of imitation and can pretend to play, for example, football or other ball games. In such cases, it is quite possible to let him win.
At four years old everything is different now. A four-year-old child - especially if it is a boy - considers himself “the most powerful in the world” and declares the score 10:0... whatever the actual result may be. It is becoming increasingly difficult for him to accept losing.
At an age when a child is already able to understand the real rules of the game, the “giveaway” system, in which he is always a winner, can affect his gaming communication with friends. Either he will not understand what they want from him, or he will begin to invent his own rules.
— If the baby gets too nervous when losing, choose games in which he is able to win according to the rules.
“There’s nothing special about a four-year-old wanting to be stronger than everyone else.” but this desire may also indicate a lack of self-confidence.
— The desire to constantly beat dad- that is, to carry out the symbolic murder of the father - indicates that the child is experiencing a stage of development called in psychoanalysis the Oedipus complex. It is characterized by an unconscious desire, having surpassed the parent of the same sex in everything, to become a more attractive partner for the parent of the opposite sex.
- Nevertheless a boy of this age always wants his father to be the strongest and served as a model for admiration and imitation.
Child five to six years already knows that losing one game does not mean losing at all and that this is a loss according to the rules of the game, and not some kind of real loss.
He learns to respect the rules, understands that he cannot cheat, and restrains his own behavior, checking his behavior with the behavior of his parents and other people older than himself.
Such a reasonable child may even, as an exception, give in to a younger brother or sister in a game, provided that there is no fierce rivalry between them and the stakes are not too high.
— Invite the older child to come up with fair rules of the game himself. with the younger one, but do not demand that he give in all the time if the child himself does not want it.
It becomes easier to play but this does not mean that from time to time the rules are not broken, even if just a little... but we know that accepting the possibility of losing and loving losing are completely different things!
Transgression- one of the key concepts of philosophy, psychology and a number of other fields of knowledge, denoting the phenomenon of crossing an impassable border, first of all, the border between the possible and the impossible.
