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State Autonomous Professional Educational Institution of the Tyumen Region

"Tyumen Pedagogical College"

Course work

Using play techniques to teach children productive activities

Performed by student Tasakovskaya V.D.

Scientific supervisor Posokhova M.A.

Tyumen, 2016

Introduction

Chapter 1. Productive activities of children preschool age

1.1 The essence of the concept of “productive activity”

1.2 Specifics productive activity in different age groups of kindergarten

Chapter 2. The importance of game techniques for teaching productive activities to preschool children

2.1 Methods and techniques for teaching productive activities in kindergarten

2.2 Game techniques for teaching preschool children productive activities

Conclusion

Used Books

Introduction

Preschool age, as noted by many psychologists and teachers (V.S. Mukhina, L.S. Vygotsky, V.V. Davydov, A.P. Usova, A.V. Zaporozhets, A.N. Leontyev, D.B. Elkonin ), is a sensitive period for the development of many types of activities. Productive activities are very significant for a preschooler; they contribute to the comprehensive development of his personality, the development of cognitive processes (Imagination, thinking, memory, perception), and reveal their creative potential.

Formation creative personality- one of important tasks pedagogical theory and practice at the present stage. Its solution begins already in preschool age. Most effective remedy for this purpose, productive activities that affect the development of children's creative abilities in kindergarten. Productive activity is one of the most important means of understanding the world, the formation of knowledge of aesthetic perception, as it is associated with the independent, practical and creative activity of the child.

The upbringing, education and development of a child are determined by the conditions of his life in kindergarten and family. The main forms of organizing this life in kindergarten are: play and related forms of activity, classes, and subject-based practical activities.

V.A. Sukhomlinsky wrote: “In play, the world is revealed to children, Creative skills personality. Without play there is not and cannot be full-fledged mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts about the world around us flows into the child’s spiritual world. A game is a spark that ignites the flame of inquisitiveness and curiosity."

In the modern concept of preschool education, humanization of the goals and principles of educational work with children is highlighted as a key position for updating the kindergarten, and in this regard, the education of preschoolers is considered in the context play activity. It is the game that makes the learning process interesting and entertaining, and therefore successful.

Playing in preschool age is one of children's favorite activities. The opportunity to develop creative abilities in preschoolers through play allows teachers to use gaming techniques in visual arts classes. Playful creativity manifests itself in the search for means and ways to depict what is planned.

Game techniques are used by teachers willingly. Difficulties arise in their independent development. The main reason for this is ignorance of the features of game-based learning techniques. Game teaching techniques, like other techniques, are aimed at solving educational problems and are associated with the organization of games for classes.

Such techniques, built on a highly emotional basis, contribute to both solving educational problems and developing children’s interest in learning activities. Their use allows preschoolers to develop stability of attention and the ability for voluntary behavior, which is a prerequisite for the formation of moral and volitional qualities.

The relevance of research is that for children to successfully master productive activities, which actively influence the formation of the child’s mental abilities, which are so necessary for understanding the world around him and solving various kinds of practical problems, gaming techniques are essential. Their role is that they make the learning process interesting, make it possible to present an educational task that is uninteresting for children in an entertaining form, and provide the opportunity to repeatedly exercise children in the formation of any skill; play the role of a motive that encourages children to quality implementation tasks.

Object of study: the process of teaching productive activities to preschool children.

Subject of study: teaching preschool children productive activities through the use of play techniques.

Targetresearch: to study the role of gaming techniques in the process of teaching preschool children productive types of activities.

Research objectives:

1. Study and analyze the literature on the topic of using gaming techniques to teach children productive activities.

2. To study gaming techniques and their influence on the dynamics of teaching preschool children productive types of activities.

3. To study the influence of game-based teaching methods on the development of motivation for productive activities in preschoolers.

The study used the followingmethods: theoretical analysis of literary sources on the topic under study.

Theoretical and methodological basis of the study: Volkova A.A., Grigorieva G.G., Doronova T.N., Zaporozhets A.V., Istomina Z.M., Kazakova T.G., Komarova T.S., Neverovich Ya.Z. . , Rubinshtein M.M., Slavina L.S., Flerina E.A., Yakobson S.Ya.

Chapter 1. Productive activity of preschool children

1.1 The essence of the concept" productive activity"

Productive activity is an activity aimed at obtaining any product (construction, drawing, appliqué, stucco crafts, etc.) that has certain specified qualities (N.I. Ganoshenko).

Productive types of children's activities include designing, drawing, modeling, appliqué and creating various kinds of crafts and models from natural and waste materials. All these types of children's activities play an important role in the development of a preschool child.

Productive children's activity is formed in preschool age and, along with play, has during this period highest value for the development of the child’s psyche, since the need to create a product is closely related to the development of his cognitive processes, emotional and volitional sphere, skills, moral, aesthetic and physical education of preschool children.

These actions develop not only imaginative forms of thinking, but also such qualities as focus, the ability to plan one’s activities, and achieve a certain result.

The social and personal development of a child is facilitated by the opportunity for him to demonstrate creative activity, initiative in creating drawings, modeling, and crafts that he can use himself or show and give to others.

In the process of visual activity and design, children develop the ability for purposeful activity, volitional regulation behavior.

For the artistic and aesthetic development of a child, the modeling nature of productive activity plays an important role, allowing him to reflect the reality around him at his own discretion and create certain images. And this has a positive effect on the development of imagination, imaginative thinking, creative activity of the child.

It is important to cultivate in children an aesthetic attitude towards the environment, the ability to see and feel beauty, and develop artistic taste and creative abilities. A preschooler is attracted to everything bright, sounding, and moving. This attraction combines both cognitive interests and an aesthetic attitude towards the object, which is manifested both in evaluative phenomena and in the activities of children.

Productive activity plays a big role in nurturing the aesthetic senses of a preschooler. The specific nature of drawing classes provides ample opportunities for experiencing beauty and for developing children’s emotional and aesthetic attitude to reality. Productive activity shows a person the world of really existing beauty, shapes his beliefs, influences behavior, promotes the development of children’s creative abilities, which is possible only in the process of assimilation by preschoolers and practical application their knowledge, skills and abilities.

Productive activity is closely related to solving problems of moral education. This connection is carried out through the content of children's work, which reinforces a certain attitude towards the surrounding reality, and through the development in children of observation, activity, independence, the ability to listen and carry out a task, and bring the work started to completion.

In the process of depiction, the attitude towards the depicted is consolidated, since the child experiences the feelings that he experienced when perceiving this phenomenon. Therefore, the content of the work has a great influence on the formation of the child’s personality. Nature provides rich material for aesthetic and ethical experiences: bright combinations of colors, a variety of shapes, the beauty of many phenomena (thunderstorm, sea surf, blizzard, etc.).

When properly organized, productive activities have a positive effect on the child’s physical development, help raise overall vitality, and create a cheerful, cheerful mood. During classes, the correct training posture is developed, since productive activity is almost always associated with a static position and a certain posture. Performing applicative images promotes the development of hand muscles and coordination of movements.

In the process of systematic classes in designing, drawing, modeling, and appliqué, cognitive processes develop:

Children's visual representations of surrounding objects are clarified and deepened. A child’s drawing sometimes indicates a child’s misconception about a subject, but it is not always possible to judge from the drawing whether the child’s ideas are correct. The child’s idea is broader and richer than his visual capabilities, since the development of ideas outstrips the development of visual skills.

In the process of productive activity, the child’s visual memory is actively formed. As is known, developed memory serves as a necessary condition for successful cognition of reality, since thanks to memory processes, memorization, recognition, reproduction of cognizable objects and phenomena, and consolidation of past experience occur. Fine creativity is unthinkable without operating with images of the child’s memory and ideas obtained directly in the process of drawing. The ultimate goal for a preschooler is such knowledge of a subject that would make it possible to master the skill completely freely and depict it according to the idea.

The development of visual-figurative thinking occurs during the learning process. Research by N.P. Sakulina showed that successful mastery of image techniques and the creation of an expressive image require not only clear ideas about individual objects, but also the establishment of connections between the appearance of an object and its purpose in a number of objects or phenomena. Therefore, before starting the image, children solve mental problems based on the concepts they have formed, and then look for ways to solve it.

The fundamental point in design is the analytical and synthetic activity of examining objects. It makes it possible to establish the structure of an object and its parts, and take into account the logic of their connection. Based on analytical-synthetic activity, the child plans the course of construction and creates a plan. The success of the implementation of a plan is largely determined by the preschooler’s ability to plan and control its progress. preschool age productive

During classes in drawing, modeling, appliqué and design, children’s speech develops: the names of shapes, colors and their shades, spatial designations are learned, and their vocabulary is enriched. The teacher involves children in explaining tasks and the sequence of their completion. In the process of analyzing the work, at the end of the lesson, children talk about their drawings, modeling, and express judgments about the work of other children.

In the process of systematic design and application classes, children intensively develop sensory and mental abilities. The formation of ideas about objects requires the assimilation of knowledge about their properties and qualities, shape, color, size, position in space.

In the design process, preschoolers acquire special knowledge, skills and abilities. By constructing from building materials, they become familiar with:

1. with geometric volumetric shapes,

2. gain ideas about the meaning of symmetry, balance, proportions.

3. When designing from paper, children’s knowledge about geometric planar figures is clarified,

4. Concepts about side, angles, center.

5. Children get acquainted with the techniques of modifying flat shapes by bending, folding, cutting, gluing paper, as a result of which a new three-dimensional shape appears.

In the process of productive activity, such important personality qualities as mental activity, curiosity, independence, initiative, which are the main components of creative activity, are formed. The child learns to be active in observation, doing work, showing independence and initiative in thinking through content, selecting materials, and using a variety of means of artistic expression.

Equally important is education in the process of productive activity.

1. purposefulness in work, the ability to complete it,

2. accuracy,

3. ability to work in a team,

4. hard work,

According to teachers and psychologists, a child’s mastery of types of productive activities is an indicator high level his general development and preparation for school. Productive activities greatly contribute to the mastery of mathematics, work skills, and writing.

The processes of writing and drawing have superficial similarities: in both cases, they are graphic activities with tools that leave marks in the form of lines on paper. This requires a certain position of the body and hands, the skill of holding a pencil and pen correctly. Learning to draw creates the necessary prerequisites for successful mastery of writing.

During productive activities, children learn to use materials carefully, keep them clean and tidy, and use only the necessary materials in a certain sequence. All these points contribute to successful learning activities in all lessons.

1.2 Specifics of productive activity in different age groups of kindergarten

In each age group, classes have their own characteristics, both in terms of time and organization.

According to the Verax program "From birth to school", classes on productive activities are organized as follows:

With children of the second group early age drawing and modeling are carried out once a week for 8-10 minutes.

In the 2nd junior group, drawing is carried out once a week, modeling and applique once every 2 weeks for no more than 15 minutes.

IN middle group Drawing is carried out once a week, modeling and appliqué once every 2 weeks for up to 20 minutes.

In the older group, drawing is carried out 2 times a week, modeling and applique 1 time in 2 weeks for no more than 25 minutes.

IN preparatory group Drawing is carried out 2 times a week, sculpting and appliqué once every 2 weeks for no more than 30 minutes.

The number of design classes is not regulated.

Additional education classes, if provided for in the work plans of the preschool educational institution, are conducted in agreement with the parent committee. In the second junior group - 1 lesson, in the middle group - 2 lessons, in the senior group - 2 lessons, in the preparatory group - 3 lessons per week.

In accordance with the approximate daily routines and time of year, group classes are recommended to be held from September 1 to May 31. The teacher is given the right to vary the place of classes in the pedagogical process, to integrate the content various types classes depending on the goals and objectives of training and education, their place in the educational process; reduce the number of regulated classes, replacing them with other forms of training.

In early preschool age, games and activities are held with children. In the first early age group, children are taught individually. Due to the fact that in the first year of a child’s life, skills are formed slowly and their formation requires frequent exercises, games and classes are carried out not only daily, but several times during the day.

In the second early age group, 2 classes are held with children. The number of children participating in classes depends not only on their age, but also on the nature of the lesson and its content.

All new types of classes, until children master primary skills and master the necessary rules of behavior, are carried out either individually or with a subgroup of no more than 3 people.

A subgroup of 3-6 people (half the age group) conducts classes on teaching subject activities, design, physical education, as well as most classes on speech development.

With a group of 6-12 people, you can conduct classes with a free form of organization, as well as music classes and those where the leading activity is visual perception.

When combining children into a subgroup, it should be taken into account that their level of development should be approximately the same.

Lesson duration: 10 minutes for children over 1 year old. 6 months and 10-12 minutes for older people. However, these figures may vary depending on the content of the learning activity. New types of activities, as well as those that require more concentration from children, may be shorter.

The form of organizing children for classes can be different: kids sit at a table, on chairs arranged in a semicircle, or move freely around the group room.

The effectiveness of a lesson largely depends on how emotional it is.

An important didactic principle on which the methodology for teaching children of the 2nd year of life is based is the use of visualization in combination with words.

Teaching young children should be visual and effective.

In groups of older children, when cognitive interests are already well developed, a message about the topic or main goal of the lesson is sufficient. Older children are involved in organizing the necessary environment, which also contributes to interest in the activity. However, the content and nature of setting educational objectives are of primary importance.

Children gradually become accustomed to certain rules behavior in class. The teacher constantly reminds the children about them both when organizing the lesson and at the beginning of it.

At the end of the lesson with older children, the overall result is formulated cognitive activity. At the same time, the teacher strives to ensure that the final judgment is the fruit of the efforts of the children themselves, to encourage them to emotionally evaluate the lesson.

The end of the lesson in younger groups is aimed at enhancing positive emotions associated with both the content of the lesson and the children’s activities. Only gradually in the middle group is some differentiation introduced in assessing the activities of individual children. The final judgment and assessment is expressed by the teacher, from time to time involving the children in it.

The main form of training: developmental classes using methods, didactic games, and gaming techniques.

The main forms of organization of children of older groups in the classroom are frontal and subgroup.

In the younger group, fairy-tale characters come to children or go to visit them. For example, one day the kitten Fluff may come to visit the guys, who was so carried away by playing ball that he did not notice how he unwound it. Children will help the kitten. They wind the thread onto the ball. In joint activities with children, the technique of drawing is reinforced round shape in a spiral, color, size, appearance of the kitten and its habits.

A snowman can help in drawing a circle together. These techniques are easily learned by children through the introduction of game characters into joint activities. In the future, they can be used by children in other drawing classes - “Funny Chickens”, “Balloons”.

In middle age, children are given the opportunity to independently solve a given problem and find several solutions. Much attention is paid to working with a pencil. This age group uses joint artistic activities - travel, which allowed them to find themselves in different places: a fairy tale, a river, a forest, etc. During joint artistic activities, children read and listen to poetry, music, and their knowledge about the world around them is consolidated. For example, in the lesson “Journey to a Fairytale Forest,” the outdoor game “Burn, Shine Clear” is used; didactic game "House for a Butterfly"; transformation game Beautiful butterfly"All these play techniques help children in their further work, decorating butterfly wings. This joint activity will help children consolidate warm and cold tones, as well as get acquainted with the mirror image.

At an older age, previously acquired skills and abilities are consolidated. Possibility to draw different materials, get acquainted and use new drawing techniques in their work. The teacher introduces unusual means of representation: a candle, a comb. Toothbrush, cotton swabs, etc. This liberates children in the process of their activities and helps develop imagination and imagination.

Chapter 2. The importance of game techniques for teaching productive activities to preschool children

2.1 Methods and techniques for teaching productive activities in kindergarten

Training is carried out using various methods. Translated from Greek, “method” means a path to something, a way to achieve a goal. A teaching method is a system of consistent interconnected ways of working between the teacher and the children being taught, which are aimed at achieving didactic objectives. This definition of the method emphasizes the two-way nature of the learning process. Teaching methods are not limited to the activities of the teacher, but assume that he, with the help of special ways stimulates and directs the cognitive and related practical activities of the children themselves. Thus, we can say that teaching methods reflect the interconnected activities of the teacher and children, subordinated to the solution of the didactic task.

The success of education and training largely depends on what methods and techniques the teacher uses to convey certain content to children, develop their knowledge, skills, and abilities, as well as develop abilities in a particular area of ​​activity.

Methods of teaching visual activity and design are understood as a system of actions of a teacher who organizes the practical and cognitive activities of children, which is aimed at mastering the content defined by the “Program of Education and Training in Kindergarten”.

Teaching techniques are the individual details, components of the method.

Traditionally, teaching methods are classified according to the source from which children acquire knowledge, skills and abilities, and according to the means by which this knowledge, abilities and skills are presented. Since preschool children acquire knowledge in the process of direct perception of objects and phenomena of the surrounding reality and from the teacher’s messages (explanations, stories), as well as in direct practical activities(design, modeling, drawing, etc.), then the following methods are distinguished:

visual;

verbal;

practical.

This is the traditional classification.

IN Lately a new classification of methods has been developed. The authors of the new classification are: Lerner I.Ya., Skatkin M.N. it includes the following teaching methods:

informative - receptive;

reproductive;

research;

heuristic;

method of problematic presentation of material.

The information-receptive method includes the following techniques:

examination;

observation;

excursion;

example of a teacher;

teacher demonstration.

The verbal method includes:

story, art history story;

use of teacher samples;

artistic word.

The reproductive method is a method aimed at consolidating the knowledge and skills of children. This is a method of exercises that bring skills to automaticity. It includes:

reception of repetition;

work on drafts;

performing form-building movements with the hand.

The heuristic method is aimed at demonstrating independence at some point during the lesson, i.e. The teacher invites the child to do some of the work independently.

The research method is aimed at developing in children not only independence, but also imagination and creativity. The teacher suggests that you do not just any part, but all the work yourself.

The method of problem presentation, according to didactics, cannot be used in teaching preschoolers and primary schoolchildren: it is applicable only for older schoolchildren.

The game method is aimed at the fact that it arouses increased interest and positive emotions in children, helping to concentrate attention on the educational task, which becomes not imposed from the outside, but a desired, personal goal. Solving a learning task during a game involves less expenditure of nervous energy and minimal volitional efforts.

In his activities, the teacher uses various methods and techniques in drawing, modeling, appliqué and design.

Thus, the choice of certain methods and techniques depends on:

On the age of children and their development; on the type of visual materials with which children operate.

In classes where the focus is on the task of consolidating ideas about the environment, verbal methods are mainly used: conversation, questions to children, which help the child to recall what he has seen.

IN different types In visual arts, teaching methods are specific, since the image is created by different means. For example, the task of teaching composition in plot themes requires an explanation of the picture in drawing, showing in the drawing how distant objects are drawn higher and nearby ones lower. In modeling, this problem is solved by arranging the figures according to their action: next to or separately from each other, one after another, etc. No special explanation or demonstration of the work is required here.

Not a single technique can be used without carefully thinking through the tasks at hand, the program material of the lesson and the developmental characteristics of children in this group.

Separate methods and techniques - visual and verbal - are combined and accompany one another in a single learning process in the classroom.

Visualization renews the material and sensory basis of children's visual activity; the word helps create a correct representation, analysis and generalization of what is perceived and depicted.

Success of the solution educational objectives in visual activities is largely determined proper organization working with children and a clearly thought-out system for combining different types of activities.

2.2 Game techniques for teaching preschool children productive activities

Game techniques are ways of jointly (teacher and children) developing a plot-based game plan by setting game tasks and performing appropriate game actions aimed at teaching and developing children.

A distinctive feature of these techniques is that they are designed taking into account children’s mastery of the methods of role-playing play.

It is the advantages of story-based play in early preschool age that served as the basis for using them to solve two main problems in teaching children productive activities:

firstly, thanks to the game, turn learning into a conscious and interesting activity for the child;

secondly, to provide children with a natural transition from learning to play and to promote the formation of play.

The use of game moments in the process of visual activity refers to visual and effective teaching methods. How smaller child, those bigger place His upbringing and training should include play. Game teaching techniques will help attract children's attention to the task at hand and facilitate the work of thinking and imagination.

Learning to draw in younger age starts with game exercises. Their goal is to make the process of teaching children to create simple linear shapes and develop hand movements more effective. Children, following the teacher, first draw various lines in the air with their hand, then with their finger on paper, supplementing the movements with explanations: “This is a boy running along the path,” “This is how a grandmother shakes a ball,” etc. The combination of image and movement in a play situation significantly accelerates mastery skills to depict lines and simple forms.

The inclusion of playful moments in visual activities in the younger group continues when depicting objects. For example, a new doll comes to visit the children, and they make her a treat: pancakes, pies, cookies. In the process of this work, kids master the ability to flatten a ball.

In the middle group, children draw a teddy bear from life. And this moment can be successfully played out. The bear knocks on the door, greets the children, and asks them to draw him. At the end of the lesson, he takes part in viewing children's works, chooses the best portrait on the advice of the children and hangs it in the play corner.

Even with children of six years old, it is possible to use gaming techniques, of course, to a lesser extent than in the younger group. For example, while walking, children look at the landscape, trees, animals through homemade cameras, “take pictures,” and when they come to kindergarten, “develop and print them,” depicting what they perceive in a drawing.

When using game moments, the teacher should not turn the entire learning process into a game, as it can distract children from completing the educational task and disrupt the system in acquiring knowledge, skills and abilities.

Game techniques are specific for teaching preschool children, as they correspond to their age characteristics. In relation to the management of visual activities, the need to use gaming techniques has a special basis, which lies in the peculiar connections between play and artistic creativity.

The closeness of play and artistic activity as varieties of creativity is manifested in the commonality of the leading mental processes that underlie them (imagination, emotions). It is known that these processes most easily arise and develop in game conditions. This provides a basis for using playful moments in guiding children's visual activities.

The most direct connection between play and visual creativity is found in pronounced playful moments that manifest themselves in children's visual activity and occur even in the work of mature artists. The place and role of game elements in children's visual creativity revealed their relationship with the motives of this activity and the development of the image.

The existence of connections between play and artistic creativity allows us to assume that gaming techniques correspond not only to the age characteristics of children, but also to the specifics of children's visual activity and therefore contribute to optimizing the process of managing it.

Game techniques are defined as situations consisting of game actions, developed by the teacher taking into account the knowledge and interests of children and contributing to the solution of didactic and creative problems by creating game motives for children’s activities in the classroom.

The system of game teaching techniques is understood as a set of techniques characterized by common essential features (the presence of game actions, an imaginary situation, a focus on solving didactic problems), classified in a certain way; and included in modern methods of guiding children's visual activities. The identification, systematization, and development of methods for using game techniques were carried out on the basis of an analysis of the specifics of children's play, the nature, place and role of game manifestations in developing visual activity, the age characteristics of children and the tasks of managing this activity in kindergarten.

Game techniques influence the effectiveness of children’s learning and development in visual arts classes, shape children’s attitudes toward learning, contribute to the high-quality mastery of visual arts and the development of creativity. The influence of gaming techniques is carried out:

a) firstly, by creating with their help motives that direct children’s activities to perform images for some game characters. By their nature, such motives are close to socially oriented ones, inherent in mature artistic activity and having the greatest impact on the search for expressive means image creation and its quality.

In accordance with the content of the proposed motif, children's drawings (appliqués) are used in game plan. The emergence of such motives in children ensures their understanding and acceptance of the goal set by the teacher (creating a drawing), awareness of the requirements for the quality and methods of depiction, on the fulfillment of which the success of the playful use of children's works depends; evokes activity in the creation of images, and then their meaningful and interested analysis.

b) secondly, gaming techniques can create motives for specific actions of children in visual arts classes (perception of the depicted object, the teacher showing methods of action, etc.), arousing interest in game characters and actions with them.

In all cases, gaming techniques, influencing the motives of visual activity in the classroom, significantly restructure children’s attitude to learning: they cause activity to be focused on producing images of the required quality, interest, and various activities of children - mental, verbal, emotional. By awakening imagination and emotions, playful teaching methods activate the ability to “enter” the depicted circumstances, cause passion, capture by activity - qualities, the presence of creativity in children's artistic activities and activating volitional efforts in achieving a creative goal. Changing attitudes towards learning contributes to better mastery of visual skills and the development of creativity.

Conclusion

Productive activity is an important means comprehensive development children. Learning to draw, sculpt, appliqué, and design contributes to the mental, moral, aesthetic and physical education of preschool children.

The methods and techniques used in classes are aimed at developing children's independence and activity. When starting a lesson, children should be ready not only to watch, but also to be aware of what they see and hear.

Summarizing the statements made about the role of game techniques, we can define their educational function as follows: game techniques help the teacher make the learning process entertaining, appropriate for the age characteristics of preschoolers (especially for younger preschool age), they allow you to present an educational task that is uninteresting for children in an entertaining form; provide the opportunity to repeatedly exercise children in the formation of any skill; play the role of a motive that encourages children to perform a task well.

At the same time, it should be emphasized that all tasks presented to children in play situations veil the educational task; the child is not placed in conditions of awareness of the peculiarities of activity in the classroom (the need to apply effort, diligence; the ability to focus his attention on the proposed task, the desire to complete it as accurately as possible, to achieve a result that meets the set requirements). Therefore, gaming techniques should be combined with other techniques. Options for their combination should be determined by the content of the lesson, the age of the children, the degree of complexity of the educational material, as well as specific tasks of moral education that can be implemented in activities aimed at acquiring knowledge. If in the younger groups gaming techniques predominate, then in the older ones, since the task of instilling in children moral and volitional qualities and a responsible attitude to educational activities comes to the fore, they are replaced by others that allow preschoolers to realize that activity in the classroom is the fulfillment of educational tasks .

Consequently, the importance of gaming techniques in the classroom depends on the age of the children and the degree to which they have developed experience in educational activities; they dominate in younger groups and combine and interact with others in older groups. Children of senior preschool age's ever-increasing experience of activities in the classroom and interest in it allow the teacher to set an educational task for students in other forms that justify the need to complete tasks and apply effort.

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19. Podlasy I.P. Pedagogy. New course: Textbook for students of pedagogy. Universities: In 2 books. - M.: Humanite. ed. VLADOS center, 2000.

20. Slastenin V.A. and others. Pedagogy: Proc. manual for higher students ped. Educational institutions/ V.A. Slastenin, I.F. Isaev, E.N. Shiyanov; Ed. V.A. Slastenina. - M.: Publishing house. Center "Academy" 2002. - 576 p.

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A.V.Borgul Games 02 Sep 2016

Play is the child's work, and toys are his tools. Children need play no less than food and your love. In play, a child explores the world, so it is necessary to create a learning environment for him, with different toys and activities. It is also important that the child has his own space where he can play independently, fold a pyramid, lay

"Guess and Tell"

Target: To consolidate children's knowledge about folk toys as one of the forms of folk arts and crafts; recognize a toy by its image, be able to explain your choice, highlight the elements of painting, its color and the composition of the pattern on the product. Develop aesthetic taste.

"Gorodets patterns"

Target: To consolidate children’s ability to compose Gorodets patterns, recognize the elements of painting, remember the order of the pattern, choose their own color and shade for it, develop imagination, and the ability to use the acquired knowledge to compose a composition.

“Paint a scarf for mom”

Target:

"Art Crafts"

Target: To consolidate children's knowledge about folk arts and crafts; find the desired trade among others and justify your choice.

"Collect a Gzhel rose"

Target: To consolidate children’s ability to compose a Gzhel rose using appliqué based on Gzhel painting, to maintain interest in Gzhel craft.

"Collect a matryoshka doll"

Target:

“Complete the pattern”

Target:

Progress of the game:

"Find friends among the colors"

Target:

Progress of the game: Silhouettes of objects are drawn on sheets of paper. The teacher gives the task to find “friends” of yellow, green, blue, and red colors among the objects. Children find objects that match a certain color and color them.

“Make a still life”

Target:

Progress of the game:

"Finish the picture"

Target: discover the level of formation of perception and definition of an object behind its parts, be able to complete it; develop fantasy and imagination.

Progress of the game: Objects are partially drawn in the pictures (bunny, Christmas tree.). You need to recognize the subject, fill in the parts that are missing, and color it.

“Let’s prepare the table for the holiday”

Target: develop the ability to select shades of primary colors and create a beautiful color scheme.

Progress of the game: lie in front of the children different color(red, yellow, blue, green) cut out paper tablecloths and 4 - 5 shades of paper tableware of each color. The task is to match the main color to its shades. Select tableware so that the color matches the tablecloth.

Board game "Domino"

Target: To consolidate children's knowledge about arts and crafts - toys; the ability to find the right toy and justify your choice. To consolidate knowledge about the manufacture of folk toys and the features of each. Cultivate a love of beauty.

“Paint a scarf for mom”

Target: To consolidate children's knowledge about the art of the Russian shawl. To develop children's aesthetic taste, to teach them how to make simple patterns from various decorative elements (flowers, leaves, buds, twigs, etc.), and the ability to select the color scheme of a pattern.

"Art Crafts"

Target: To consolidate children’s knowledge about folk arts and crafts; find the desired trade among others and justify your choice.

"Collect a Gzhel rose"

Target: To consolidate children’s ability to compose a Gzhel rose using appliqué based on Gzhel painting, to maintain interest in Gzhel craft.

"Collect a matryoshka doll"

Target: To consolidate children's knowledge about the folk toy - matryoshka; the ability to assemble a nesting doll from parts using the mosaic method. Highlight decoration elements. To cultivate respect and love for folk art.

“Complete the pattern”

Target: The game is aimed at developing children's attention and memory, developing a sense of symmetry followed by coloring.

Progress of the game: The beginning of the pattern is drawn on a piece of paper. Children need to extend the pattern further and color it.

“Find friends among the colors”

Target: discover the level of children’s knowledge in choosing paint that matches the color of the object; draw in color

Progress of the game: Silhouettes of objects are drawn on sheets of paper. The teacher gives the task to find “friends” of yellow, green, blue, and red colors among the objects. Children find objects that match a certain color and color them.

“Make a still life”

Target: improve compositional skills, the ability to create a composition using a specific topic(still life), highlight the main thing, establish a connection by placing the image in space.

Progress of the game: The envelope contains images of various vegetables, fruits, as well as various vases, plates, dishes, and baskets. Children need to choose objects and create their own still life.

The need to use games in teaching preschool children is an undeniable truth. The fact that children easily learn “playfully” was noticed and proven by the great teacher K.D. Ushinsky, E.I. Tikheyeva, E.N. Vodovozova. Much credit for developing the problem belongs to E.A. Florina, N.A. Sakulina, R.I. Zhukovskaya, E.I. Radina, Z.M. Boguslavskaya and others.

In a number psychological research, carried out under the guidance of A.N. Leontyev and A.V. Zaporozhets, it was discovered that such mental processes like a feeling (G. V. Endovitskaya), perception (Z. M. Boguslavskaya), memory (L.I. Zinchenko), attention (Z. M. Istomina), imagination (G. D. Lu-kov), thinking processes (A.V. Zaporozhets, Z.V. Manuylenko, Ya.Z. Neverovich), proceed most successfully in the game. A.N. Leontyev emphasizes that educational activities preschoolers should rely on the “non-educational context” of activity, i.e. on the goals and motives of those activities that develop earlier.

Research by Z.M. Boguslavskaya, specially dedicated to the study of the learning characteristics of preschoolers, showed that interest, active attitude towards educational material It manifests itself most easily in children under 5 years of age if this cognitive material is included in playful, practical or visually productive activities. In this case, motives for “specific actions” arise. Moreover, gaming motives, as noted by Z.M. Boguslavskaya, turned out to be more effective than the motives of any other practical productive activity.

All researchers explain the educational effect of the game by the pronounced interest of children in the game. That is why the game can be used “... as a mechanism for translating the demands of an adult into the needs of the child himself” (L. I. Bozhovich).

Playing in preschool age is one of children's favorite activities. In the game, the child is brave, liberated, and can relive the events that especially worried him. Such an experience of events is possible because there is always an imaginary, imaginary situation in the game ("as if" situation). In play, the child creates.

The opportunity to develop creative abilities in preschoolers through play attracts the teacher’s attention to this type of children’s activity and allows him to use gaming techniques in art classes. Teachers, as a rule, willingly use gaming techniques in their work, but experience great difficulties in developing them independently. At first glance, it seems that it is not difficult to create such techniques, but in reality the implementation of such plans is characterized by monotony; They mistakenly include any technique that evokes an emotional response in children: songs, nursery rhymes, the use of visual aids, etc.

There may be several reasons for this phenomenon, but the most significant of them is the teacher’s ignorance of the features of game teaching techniques. This is probably why, when developing and applying them, the intuitive basis is not the features of gaming techniques, but the emotional response of children to them as the most striking and relatively easily manifested result of such influence.

What should a teacher be guided by when inventing and applying gaming techniques? First of all, you need to know their essential features and be able to distinguish them from other teaching methods and techniques. This allows the teacher to create truly playful situations in the process of organizing children’s artistic activities. In addition, when conducting games, children’s knowledge about the environment and their interest in various phenomena of life are taken into account. The teacher can come up with a game that is really interesting for children. It is also important to know and take into account children’s gaming experience and their ability to play. Finally, the teacher needs to clearly understand what specific tasks are being solved in the classroom when using one or another game technique. Let's consider these conditions in more detail.

So, what are the specifics of game-based learning techniques? Game teaching techniques, like other pedagogical techniques, are aimed at solving didactic problems and are associated with the organization of games in the classroom. The game is suggested by the teacher during the lesson, and this is how it differs from free play. The game in class should be similar to real game. Therefore, one of the signs of a gaming technique should be a gaming task.

The game task is the determination of the goal of the upcoming game actions by the teacher or children. For example, the teacher suggests to the children: “Let’s build a house for the bear,” “Let’s invite Parsley to visit,” “Think about how you can help the bunny cross the river.” By engaging in the proposed game situation, children themselves set game tasks. In the process of using a gaming technique, the number of gaming tasks may increase. Thus, the development of the game concept occurs.

Sometimes the teacher at the beginning of the lesson is limited to setting up a game problem. (“Let’s bake pancakes for the dolls”), and then continues with normal academic work. It turns out that the children were “promised” a game, but the game did not take place. This happened because such a gaming technique did not contain the most important thing - the gaming actions through which any game is carried out. Therefore, game actions are an indispensable, one of the most important features of game teaching methods. With their help, a game problem that is interesting for children is solved. So, to help the bunny cross the river, children make boats (applique), “put” bunnies in them, “float” along the river, “climb out” to the shore. Boats with “crooked sails” can capsize; “hares don’t want to get into them.” Children “repair” such boats, etc.

It is important that children are active when performing play activities. This develops their creative abilities.

A necessary condition for the activity of children is a certain stock of knowledge, the presence vivid impressions about this phenomenon. In these cases, children are captivated by the events taking place in class and come up with play actions and ways to perform them.

In the conditions of game action, an imaginary (imaginary)“as if” situation (A. N. Leontyev). The meaning of the action corresponds to the real (“Light the lights on the Christmas tree”…), and the operation that implements this action is performed in accordance with the available material (brush strokes and paints on paper). Under these conditions of discrepancy between the meaning of an action and the meaning of a specific operation, an imaginary situation is born.

External expression of actions (operations) can be represented in different ways: by motor, practical action, reproducing the external picture of productive (simulated) actions (waves his arms like a bird's wings, etc.); figurative action (rhythmic movements of the brush - strokes depicting snowfall); onomatopoeia (I’m a driver, I’m taking a brick to a construction site... beep beep).

Thus, gaming techniques are ways of sharing (teacher and children) development of a plot-game concept by setting game tasks and performing appropriate game actions aimed at the learning and development of children.

It is necessary to say about the content of game tasks and game techniques. When coming up with gaming techniques, teachers often focus only on children’s interest in the game. Indeed, guys usually respond to any game influence. The very opportunity to play in class is interesting. But often children’s interest is unstable, of a momentary nature, as it is determined by the novelty of the paraphernalia or the unusualness of the game situation itself.

This most often manifests itself when using gaming techniques to motivate a task. For example, children are asked to make a drawing or appliqué for some game characters. But because they quickly forget about these characters, are distracted in the process of work, and have little interest in the results obtained, it is clear that the interest that has arisen in them is shallow and unstable. This is explained by the fact that in children’s experience there is information that is interesting to them, helping them to understand and accept the connection between the content of the image and the person for whom they are intended.

Children's interest usually manifests itself in children's games. Accordingly, children have favorite toys, games, and characters. Therefore, the content of the game and the use of gaming techniques often depend on the composition of the children in the group and their favorite toys.

In this regard, an interesting fact is that teachers often bring new toys to classes, believing that children will be more interested in them. And indeed, the guys are attracted by the novelty. However, it turned out that the most effective play situations are possible with familiar, favorite toys, since many experiences that arise in natural games are associated with them. Children perceive familiar characters with interest in new ones. unexpected situations suggested by adults. The combination of the familiar with the new creates a more stable and deeper interest, a desire to get the job done.

Regular use of gaming techniques without taking into account the knowledge of children leads to their loss of interest in such activities, and in educators it causes a feeling of dissatisfaction and uselessness of gaming techniques in teaching. Therefore, when thinking through the content of gaming techniques, you need to use the experience of the children in your group, gained in different classes, in games, household and labor activity, situations that took place in a given team, and in individual work - the experience of a particular child.

When developing and applying gaming techniques, the level of play of children of a given age group and the motives of the game are also taken into account, i.e. the nature of those phenomena and events that are interesting to children of this age and which they strive to “experience” in the game. For the youngest children this is the world of various objects and actions with them, for older children it is people and their actions with objects, and then the interaction and mutual understanding of people. Focusing on the main drivers of play at this stage of children’s development, the teacher comes up with appropriate gaming techniques, gaming tasks and actions. A more effective technique when working with children is one that includes playful actions with a toy. (rolls a sculpted car), with older children - fulfilling one or another role and corresponding actions (as a driver, he transports passengers by car, makes stops and announces their names, communicates with passengers, etc.).

Invented interesting game actions should be accessible to children in terms of the method of execution. Game tasks can be presented in the form of detailed actions (imitation movements) or more generalized movements (gesture, word). If for some reason their implementation is inaccessible to the child, then his imagination will not be awakened, i.e. creative elements will be absent, although outwardly the child may look attentive and interested.

If children are more interested in relationships between people, then the methods of play actions can be more generalized, conditional, expressed by gesture and even indicated only by word. Therefore, games often use such a gaming technique as dialogue between game characters among themselves, with children, and the teacher.

The use of gaming techniques also depends on the material the teacher uses. Depending on the children’s playing skills, the teacher offers them three-dimensional and flat objects, toys, substitute objects or imaginary objects.

When developing game techniques, it is important to think not only about the content, compliance with their logic and meaning of real life situations, but also the logic of game actions. Otherwise, these techniques are far-fetched and unnatural. The more varied the content of the game actions, the more interesting and effective the gaming technique will be. A teacher’s good knowledge of the content of the reflected phenomena and the possible logic of the development of events is important for quickly coming up with a variety of game tasks and corresponding game actions and is the basis for game improvisation, which is extremely necessary for the teacher, in the classroom. This is sometimes required by the unforeseen development of a drawing, the unexpected quality of children's work.

It is necessary that the teacher himself emotionally and interestedly (as children) reacted to what was happening, showing a wide variety of feelings: surprise, admiration, joy or sympathy, grief, sadness (according to the content of the depicted situation). At the same time, one should remember about a sense of proportion in their manifestation, a reasonable combination of gaming and business relations, a smooth, imperceptible transition from play to direct learning and vice versa, that is, a culture of expressing feelings is necessary.

The teacher should remember that he uses games in the classroom not for the sake of entertainment, but for the purpose of guiding artistic activity, so that the learning process is joyful and contributes to the development of feelings, imagination, and creativity. Therefore, game teaching methods should be aimed at solving specific tasks classes and correspond to these tasks. Game techniques should not be complicated by unnecessary paraphernalia and game actions. The teacher must clearly understand the didactic tasks, possibilities and methods of solving them in the conditions of the game situation being used, only in this case the latter acts as an effective teaching method.

What gaming techniques can be used when guiding visual activities?

Game techniques are selected by the teacher taking into account the characteristics of children’s play, the logic of its development, on the one hand, and the characteristics of visual activity, on the other. Only in this case will management be painless and effective. This is especially necessary when directing creative activities, the impact of which should be as unnoticeable as possible for the child, gentle in the sense of preserving children’s feelings and mood.

All gaming techniques can be divided into two large groups:

• plot-game situations similar to director’s games;
• plot-game situations with role-playing behavior of children and adults.

Let us first consider how gaming techniques are differentiated according to the nature of the gaming material.

Plot-game situations, similar to director’s games, are developed in relation to a toy, any objects, waste material and other three-dimensional or flat objects. The child and the teacher act with them as if in director’s games. Other game situations of this type unfold around the drawing (a drawn image is more conventional, and the possibilities for active action with it are more limited). Children and the teacher act simultaneously in both cases as screenwriters, directors, and actors.

Method of playing with objects or toys (volumetric and planar), panoramic paintings, natural and waste materials are very common. You can even play with visual material (brushes, paints, pencils, etc.). After all, with a brush and pencils you can consult, talk, teach them to draw (“run” along a flat path, “ride” down a hill, “jump” like a bunny, “walk like a bear, etc.).

In the process of using this technique, the teacher sets game tasks for the children, encourages them to accept them and set them independently. Game actions can be very diverse in content and method of execution: find out what happened (conversation, dialogue); regret, stroke, “sprinkle grains” (gesture); imitation of movement with a toy.

The technique of playing with toys and objects is accepted by children, as it takes into account the child’s inherent interest in objects and actions with them.

Using this technique, you can take into account the gradually changing interests of children that become more complex with age and development. These are the interests that underlie natural games: towards a person, his actions (mother, grandmother, doctor, etc.); fairy-tale characters, popular cartoon characters and their actions; to communicate with your favorite images and heroes.

Therefore this technique (playing with toys) It may well be used in working with the oldest preschoolers. It should be remembered that while maintaining interest in the toy (subject) Among older preschoolers, interest in people’s communication and their interaction with each other prevails. This must be taken into account when playing with a toy. (subject).

What tasks of visual activity management can be solved using this technique? (playing with toys)?

As a rule, this technique is used immediately before the start of a lesson or in the first part of it during a conversation aimed at forming an idea for a future drawing. (applications). Playing with toys (items) helps to draw attention to the depicted objects; motivate, justify the task, interest in the upcoming work; explain image techniques; examine, examine the depicted object.

Another technique is to play with the image. Depending on whether a completed or unfinished image is being played out, one should distinguish between playing out a finished one (already completed) images and plot-figurative game with unfinished (created) image.

What is the technique of playing off a ready-made (completed) Images?

As a rule, this technique is used after finishing drawing. The resulting image is used as a kind of game object.

Thus, the content of game actions is determined by the content of actions carried out with this object in real life. And the methods for performing these actions can be different, to a greater extent they depend on whether the image is three-dimensional or planar. For example, if a movement pattern is being reproduced, the teacher picks up a craft made by the children and reproduces the rhythm and trajectory of the movement (the bunny is jumping, the plane is flying). The drawing can be played out with the help of toys. For example, a bunny galloped into a painted clearing with grass and flowers and tasted the delicious, juicy grass; a bee lands on beautiful flowers that the children have drawn, etc. With the help of speech and dialogue, the relationships between the depicted characters are conveyed. Sometimes game actions are externally expressed only in words. For example, the children drew an autumn park. The teacher invites them to go for a walk along the paths, sit in a clearing, listen to the birds, hide behind a bush, etc.

When using this technique, it is very important for an adult to think, based on the children’s gaming experience, which ways of performing the action are more interesting and accessible to children. It will be useful for kids to watch how a runaway bunny appears on the grass they have drawn, how he runs along the grass, trying the juiciest, greenest, thickest; gets upset if the grass is thin (it didn’t rain, it didn’t grow well); hiding in the grass, etc. Young children enjoy playing out their drawings after class using small toys. The oldest children can “travel” on a magic ship, moving to different seasons and even to other planets.

A specially organized performance of children's works allows the teacher to analyze and evaluate them in a lively, convincing and interesting way. It is extremely important that game actions not only arouse interest in the product of the activity, but also reveal its strengths and weaknesses, and help reveal the reasons for failures and successes. Even the smallest children understand why the bun “rolled” off the drawn path and got lost in the forest - the path turned out to be crooked. With this analysis, none of the children are offended; moreover, they not only understand that they did not succeed, but willingly repeat the image, correcting the mistake.

The teacher can also use such a technique as playing up the unfinished (still being created) Images. It can be called a plot-figurative game. This technique is aimed at guiding the image process, and therefore it seems to accompany it. The teacher sets the following tasks: game analysis of the created image, further development of the children’s idea, stimulation of the visual method of its implementation.

The ways to perform a game action in this case are varied. They can be expressed in words. The process of using this technique is, in essence, setting children a variety of game tasks, encouraging them to accept them and independently set new ones. As a result, partly joint, partly independent development of the plot and game concept occurs. The gaming technique stimulates not only the improvement of the plan, but also its implementation with specific, visual means. Thus, visual creativity is stimulated.

Therefore, an essential feature of this technique is the coincidence of a number of gaming actions with the actual visual ones, the latter being given a playful character.

Depending on the complexity of the image being created, game exercises vary, story game with an objective image, visual-game dramatization of the plot. Children's acceptance of the game exercise is due to their interest in the content of the reflected action, as well as in the rhythmic repetitions of movements. This technique can be used to exercise children in individual visual actions in order to develop visual skills. For example, children “sew” beads, round and oval, onto a dress; “put” cucumbers, large and small, on the plate; "fasten" the buttons on the dress and blouse.

In game exercises, the external pattern of a visual-game action in rhythm and direction often coincides with the pattern of a productive one. (portrayed) actions: snow is falling, a bunny is jumping, streams are flowing, etc.

In cases where a more complex image of an object is performed (not plot), the plot-figurative game takes on a detailed character, and the created picture (applique) as if included in an imaginary game plot unfolding in relation to the drawing being performed.

The teacher offers game tasks, the solution of which allows the child to enrich the concept and make the image more expressive. Captivated by the game, the child himself sets new game problems, solving them in a visual way. The process of such joint playing out of the image, associated with its analysis, is aimed at identifying the capabilities of children.

When performing a plot drawing (applications) The gaming technique stimulates the embodiment of the plot mainly through visual and playful actions. For example, children, drawing on the theme “Park”, “plant” trees, flowers, “lay” paths; grass “grows” in the park, birds “fly” there.

In directing visual activities, it is possible to use another group of gaming techniques with the role-playing behavior of children and adults. Children are offered the role of artists, photographers, builders, sellers, buyers; younger children - the role of bunnies, bears, etc. any technique in which children and adults act in one role or another (bunnies, birds, wizards, etc.), belongs to this group.

The identification of gaming techniques with elements of role-playing behavior is determined by the peculiarities of the development of the game. However, a child is attracted to a particular role by a variety of human actions (game character), or relationships. Depending on this, the content of the game technique is built. Taking into account the children’s knowledge, their interests, preferences, and level of play in the group, the teacher develops these gaming techniques.

First, the teacher arouses in the children an interest in the role and a desire to accept it. On the eve of class, older children can be shown a set for dolls, from which the kids have lost some of the dishes. Now they quarrel when they play: they want to play with the dishes, but there is not enough for everyone. The teacher invites preschoolers to think about how they can help the kids. After an independent or prompted decision to fashion the dishes, children can be invited to play masters. In the process of work, craftsmen can consult with each other and look at the work of others, if necessary. The teacher, leading the process, can sometimes take on the role of the main master and, on his behalf, advise, evaluate, and help children. At the craft exhibition at the end of the lesson, craftsmen talk about their dishes, evaluate the crafts of other children, decide who they would like to learn from, etc.

Children's fulfillment of educational and creative tasks, requirements imposed by the teacher, is an indispensable condition for achieving the game goals they have accepted.

All of the above techniques combine the main features of the game and the originality of children's visual activity. As a result, they are close and understandable to children and do not violate the naturalness of the visual process. In the real learning process, all types of gaming techniques are used in various combinations.

Elena Girdzijauskas

I think no one will argue with me that art has a beneficial effect on all people, especially children. To introduce children to art, we, of course, select reproductions and photographs, but this is not enough for the child to understand the topic and be interested. Therefore, in my work, as in educational activities, and in individual work with children, I use GAMES to introduce children to art. I would like to bring them to your attention.

GAMES TO INTRODUCE CHILDREN WITH GENRE PAINTING.

"Genres of Painting"

Goal: To consolidate children’s knowledge about the depiction of a landscape (portrait, still life, fairy-tale genre) and its characteristics. Find this genre among others and justify your choice.

"Collect a landscape"

Goal: To consolidate knowledge about the constituent elements of the landscape, about

signs of the season. According to your own plan, compose a composition according to a given plot (autumn, summer, spring,

"Seasons and Colors"

Goal: To consolidate knowledge about seasonal changes in nature, about color scheme inherent in a particular time of year. Choose color cards that are suitable for autumn, winter, spring, summer.

"Parts of the day and colors"

Goal: Determine which part of the day the proposed landscapes belong to. Choose colored cards with which this or that part of the day is associated.

“Make a still life”

Goal: To consolidate knowledge about the genre of still life. Compose a composition according to your own plan, according to a given plot (festive, with fruits and flowers, with dishes and vegetables, with mushrooms, etc.)

"Family portrait"

Goal: Name features male and female faces, young and old. Select parts of the face and make portraits of mom, dad, grandfather, grandmother, brother and sister.

“Design and assemble a portrait”

Goal: Compose a portrait from individual parts of the face according to your own choice and imagination.

"Portrait of a fairy-tale hero"

Goal: To consolidate children’s knowledge about the components of the face and their spatial location. Make portraits fairy-tale heroes from cut parts.

Salybaeva Angela Ramazanovna,

teacher,

MBDOU TsRR d/s "Tanyusha"

Surgut district, Fedorovsky village

The leading activity of preschool children is play. A didactic game is a verbose, complex, pedagogical phenomenon: it is both a gaming method of teaching preschool children, and a form of teaching children, and With independent play activity, and a means of comprehensive education of the child.
Didactic games contribute:
- development of cognitive and mental abilities: obtaining new knowledge, generalizing and consolidating it, expanding their existing ideas about objects and natural phenomena, plants, animals; development of memory, attention, observation; developing the ability to express one’s judgments and draw conclusions.
- development of children's speech: replenishment and activation of vocabulary.
- social and moral development of a preschool child: in such a game there is a cognition of the relationships between children, adults, living and inanimate nature, in it the child shows a sensitive attitude towards peers, learns to be fair, to give in if necessary, learns to sympathize, etc.
The structure of the didactic game form basic and additional components. TO main components include: didactic task, game actions, game rules, result and didactic material. TO additional components: plot and role.
Conducting didactic games includes: 1. Familiarize children with the content of the game, use didactic material in it (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas are clarified). 2.Explanation of the course and rules of the game, while strictly following these rules. 3. Showing game actions. 4. Defining the role of an adult in the game, his participation as a player, fan or referee (the teacher directs the actions of the players with advice, questions, reminders). 5. Summing up the game is a crucial moment in its management. Based on the results of the game, one can judge its effectiveness and whether it will be used by children in independent play activities. Analysis of the game allows us to identify individual abilities in the behavior and character of children. This means organizing it correctly individual work with them.

Education in the form of a didactic game is based on the child’s desire to enter an imaginary situation and act according to its laws, that is, it corresponds to the age characteristics of a preschooler.

Types of didactic games:

1. Games with objects (toys).

2. Printed board games.

3.Word games.

Didactic games – differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the teacher.

Games with objects - are based on the direct perception of children, correspond to the child’s desire to act with objects and thus get acquainted with them. IN In games with objects, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects, size, and color. When introducing children to nature in such games, I use natural materials (plant seeds, leaves, pebbles, various flowers, pine cones, twigs, vegetables, fruits, etc. - which arouses keen interest and an active desire in children to play. Examples of such games: “Don’t make a mistake”, “Describe this object”, “What is it?”, “What comes first, what comes next”, etc.
Board - printed games -This interesting activity for children when familiarizing themselves with the surrounding world, the world of animals and plants, phenomena of living and inanimate nature. They are varied in type: “lotto”, “dominoes”, paired pictures.” With the help of board and printed games, you can successfully develop speech skills, mathematical abilities, logic, attention, learn to model life patterns and make decisions, and develop self-control skills.

Word games - This effective method nurturing independent thinking and speech development in children. They built on the words and actions of the players, children independently solve various mental problems: they describe objects, highlighting their characteristic features, guess them from the description, find similarities and differences between these objects and natural phenomena.

IN In the process of games, children clarify, consolidate, and expand their ideas about natural objects and its seasonal changes.

Didactic games - travel - are one of the effective ways to enhance the cognitive activity of children.

Didactic game in experimental activities - contributes to the formation of children's cognitive interest in the environment, develops basic mental processes, observation, and thinking.

The joint activities of parents and teachers - individual counseling of parents, information stands, moving folders, thematic exhibitions with the proposed material - gives a more effective result in working with children.
To develop children’s knowledge about the world around them, systematize them, and cultivate a humane attitude towards nature, I use the following didactic games:

Material used:

Games with objects
"What it is?"
Goal: to clarify children’s ideas about inanimate objects.
Material: natural - sand, stones, earth, water, snow.
Progress of the game. Children are offered pictures and, depending on what is drawn on it, they need to arrange the natural material accordingly and answer what is it? And what is it? (Big, heavy, light, small, dry, wet, loose). What can you do with it?
“Who eats what?”
Target. Strengthen children's ideas about animal food.
Progress of the game. Children take out from the bag: carrots, cabbage, raspberries, cones, grains, oats, etc. They name it and remember what animal eats this food.
"Children on a Branch"
Target . To consolidate children's knowledge about the leaves and fruits of trees and shrubs, to teach them to select them according to their belonging to the same plant.
Progress of the game. Children look at the leaves of trees and shrubs and name them. At the teacher’s suggestion: “Children, find your branches” - the children select the corresponding fruit for each leaf. This game can be played with dried leaves and fruits throughout the year. The children themselves can prepare the material for the game.
“Find what I’ll show you”
Didactic task. Find an item by similarity.
Equipment. Place identical sets of vegetables and fruits on two trays. Cover one (for the teacher) with a napkin.
Progress of the game. The teacher points to a short time one of the objects hidden under the napkin, and puts it away again, then invites the children: “Find the same one on another tray and remember what it’s called.” Children take turns completing the task until all the fruits and vegetables hidden under the napkin are named.
“What first - what then?”
Target. To consolidate children's knowledge about the development and growth of animals.
Progress of the game. Children are presented with objects: an egg, a chicken, a model of a chicken; kitten, cat; puppy, dog. Children need to place these items in the correct order.
Printed board games
"It is when?"
Target. Clarify children's ideas about seasonal phenomena in nature.
Progress of the game. Each of the children has object pictures depicting snowfall, rain, a sunny day, cloudy weather, hail is falling, the wind is blowing, icicles are hanging, etc. and story pictures with images of different seasons. Children need to correctly arrange the pictures they have.
"Magic Train"
Target. To consolidate and systematize children’s ideas about trees and shrubs.
Material. Two trains cut out of cardboard (each train has 4 cars with 5 windows); two sets of cards with pictures of plants.
Progress of the game: On the table in front of the children there is a “train” and cards with pictures of animals. Educator. In front of you is a train and passengers. They need to be placed in the carriages (in the first - bushes, in the second - flowers, etc.) so that one passenger is visible in each window. The first one to place the animals correctly in the carriages will be the winner.
Similarly, this game can be played to consolidate ideas about various groups of plants (forests, gardens, meadows, vegetable gardens).
"Four Pictures"
Target. Strengthen children's ideas about surrounding nature, develop attention and observation.
Progress of the game. The game consists of 24 pictures depicting birds, butterflies, and animals. The presenter shuffles the cards and distributes them equally to the game participants (from 3 to 6 people). Each player must pick up 4 cards that are identical in content. The player who begins the game, having examined his cards, passes one of them to the person sitting on the left. If he needs a card, he keeps it for himself, and any unnecessary one also passes on to the neighbor on the left, etc. Having picked up the cards, each player places them face down in front of them. When all possible sets have been selected, the game ends. Participants in the game turn over the collected cards and lay them out four at a time so that everyone can see them. The one with the most correctly selected cards wins.
Word games
“When does this happen?”
Target. Clarify and deepen children's knowledge about the seasons.
Progress of the game.
The teacher reads alternately short texts in poetry or prose about the seasons, and the children guess.
“Find something to tell me about”
Didactic task. Find objects using the listed characteristics.
Equipment. Vegetables and fruits are laid out along the edge of the table so that the distinctive features of the objects are clearly visible to all children.
Progress of the game. The teacher describes in detail one of the objects lying on the table, that is, names the shape of vegetables and fruits, their color and taste. Then the teacher asks one of the children: “Show it on the table, and then name what I told you about.” If the child has completed the task, the teacher describes another object, and another child completes the task. The game continues until all children guess the item from the description.

“Guess who it is?”
Target. Strengthen children's ideas about characteristic features wild and domestic animals.
Progress of the game. The teacher describes the animal (its appearance, habits, habitat...) the children must guess about whom we're talking about.
“When does this happen?”
Target. Clarify children's ideas about seasonal phenomena.
Progress of the game. Children are offered leaves of different plants with different colors, cones, a herbarium of flowering plants, etc. depending on the time of year. Children need to name the time of year when there are such leaves, branches, flowers.
Outdoor games
“What do we take in the basket?”
Goal: to consolidate in children the knowledge of what crops are harvested in the field, in the garden, in the garden, in the forest.
Learn to distinguish fruits based on where they are grown.
To form an idea of ​​the role of people in conservation of nature.
Materials: Medallions with images of vegetables, fruits, cereals, melons, mushrooms, berries, as well as baskets.
Progress of the game. Some children have medallions depicting various gifts of nature. Others have medallions in the form of baskets.
Children - fruits, disperse around the room to cheerful music, with movements and facial expressions they depict a clumsy watermelon, tender strawberries, a mushroom hiding in the grass, etc.
Children - baskets must pick up fruits in both hands. Necessary condition: each child must bring fruits that grow in one place (vegetables from the garden, etc.). The one who fulfills this condition wins.
Tops - roots
Did. task: teach children to make a whole from parts.
Materials: two hoops, pictures of vegetables.
Game progress: option 1. Take two hoops: red, blue. Place them so that the hoops intersect. You need to put vegetables in the red hoop, the roots of which are used for food, and in the hoop of blue color– those that use tops.
The child comes to the table, chooses a vegetable, shows it to the children and puts it in the right circle, explaining why he put the vegetable there. (in the area where the hoops intersect there should be vegetables whose tops and roots are used: onions, parsley, etc.
Option 2. On the table are the tops and roots of plants - vegetables. Children are divided into two groups: tops and roots. Children of the first group take the tops, the second - the roots. At the signal, everyone runs in all directions. On the signal “One, two, three – find your pair!”, you need
Ball game "Air, earth, water"
Did. task: to consolidate children's knowledge about natural objects. Develop auditory attention, thinking, and intelligence.
Materials: ball.
Progress of the game: Option 1. The teacher throws the ball to the child and names an object of nature, for example, “magpie.” The child must answer “air” and throw the ball back. To the word “dolphin” the child responds “water”, to the word “wolf” - “earth”, etc.
Option2. The teacher calls the word “air”; the child who catches the ball must name the bird. For the word “earth” - an animal that lives on the earth; for the word “water” - the inhabitant of rivers, seas, lakes and oceans.
Nature and man.
Did. task: to consolidate and systematize children’s knowledge about what is created by man and what nature gives to man.
Materials: ball.
Progress of the game: the teacher conducts a conversation with the children, during which he clarifies their knowledge that the objects around us are either made by human hands or exist in nature, and people use them; for example, forests, coal, oil, gas exist in nature, but houses and factories are created by humans.
"What is made by man"? asks the teacher and throws the ball.
“What is created by nature”? asks the teacher and throws the ball.
Children catch the ball and answer the question. Those who cannot remember miss their turn.
Choose what you need.
Did. task: to consolidate knowledge about nature. Develop thinking and cognitive activity.
Materials: subject pictures.
Progress of the game: object pictures are scattered on the table. The teacher names some property or sign, and the children must choose as many objects as possible that have this property.
For example: “green” - these can be pictures of a leaf, cucumber, cabbage, grasshopper. Or: “wet” - water, dew, cloud, fog, frost, etc.
Where are the snowflakes?
Did. task: to consolidate knowledge about the various states of water. Develop memory and cognitive activity.
Materials: cards depicting different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
Game progress: option 1 . Children dance in a circle around cards laid out in a circle. The cards depict different states of water: waterfall, river, puddle, ice, snowfall, cloud, rain, steam, snowflake, etc.
While moving in a circle, the following words are said:
So summer has come. The sun shone brighter.
It's getting hotter, where should we look for a snowflake?
WITH the last word everyone stops. Those in front of whom the required pictures are located must raise them and explain their choice. The movement continues with the words:
Finally, winter has come: Cold, blizzard, cold.
Go out for a walk. Where should we look for a snowflake?
The desired pictures are selected again and the choice is explained.
Option 2 . There are 4 hoops depicting the four seasons. Children must distribute their cards to the hoops, explaining their choice. Some cards may correspond to several seasons.
The conclusion is drawn from the answers to the questions:
- At what time of year can water in nature be in a solid state? (Winter, early spring, late fall).
The birds have arrived.
Did. task: to clarify the idea of ​​​​birds.
Progress of the game: the teacher names only the birds, but if he suddenly makes a mistake, then the children must stomp or clap. For example. Birds arrived: pigeons, tits, flies and swifts.
Children stomp – What’s wrong? (flies)
- Who are these flies? (insects)
- Birds arrived: pigeons, tits, storks, crows, jackdaws, macaroni.
The children are stomping. - birds arrived: pigeons, martens...
The children are stomping. Game continues.
Birds have arrived: Tit pigeons,
Jackdaws and swifts, Lapwings, swifts,
Storks, cuckoos, even scops owls,
Swans, starlings. Well done to all of you.
Result: the teacher, together with the children, identifies migratory and wintering birds.
When does this happen?
Did. task: to teach children to distinguish the signs of the seasons. Using poetic words to show the beauty of different seasons, diversity seasonal phenomena and people's occupations.
Materials: for each child, pictures with landscapes of spring, summer, autumn and winter.
Progress of the game: the teacher reads a poem, and the children show a picture depicting the season mentioned in the poem.
Spring. In the clearing, blades of grass appear near the path.
A stream runs from a hillock, and there is snow under the tree.
Summer. And light and wide
Our quiet river. Let's run to swim and splash with the fish...
Autumn. The grass in the meadows withers and turns yellow,
The winter crops are just turning green in the fields. A cloud covers the sky, the sun does not shine,
The wind is howling in the field, the rain is drizzling.
Winter. Under blue skies
Magnificent carpets, Glistening in the sun, the snow lies;
The transparent forest alone turns black, And the spruce turns green through the frost,
And the river glitters under the ice.
Did. task: to clarify children’s knowledge about the flowering time of individual plants (for example, daffodil, tulip - in spring); golden ball, asters - in autumn, etc.; teach them to classify on this basis, develop their memory and intelligence.
Materials: ball.
Progress of the game: children stand in a circle. The teacher or child throws the ball, naming the time of year when the plant grows: spring, summer, autumn. The child names the plant.
What is made of what?
Did. task: to teach children to identify the material from which an object is made.
Materials: wooden cube, aluminum bowl, glass jar, metal bell, key, etc.
Progress of the game: children take different objects out of the bag and name them, indicating what each object is made of.
Guess what.
Did. task: to develop children’s ability to solve riddles, to correlate a verbal image with the image in the picture; clarify children's knowledge about berries.
Materials: pictures for each child with images of berries. Book of riddles.

Progress of the game: on the table in front of each child there are pictures of the answer. The teacher makes a riddle, the children look for and pick up the answer picture.
Edible - inedible.
Did. task: to consolidate knowledge about edible and inedible mushrooms.
Materials: basket, object pictures with images of edible and inedible mushrooms.
Progress of the game: on the table in front of each child there are pictures of the answer. The teacher makes a riddle about mushrooms, the children find and put down a picture of the answer. edible mushroom into baskets.
Place the planets correctly.
Did. task: to consolidate knowledge about the main planets.
Materials: belt with sewn rays - ribbons of different lengths (9 pieces). Caps with images of planets.
It's so hot on this planet
That it’s dangerous to be there, friends.

What is our hottest planet, and where is it located? (Mercury because it is closest to the sun).
And this planet was shackled by a terrible cold,
Her warmth sunbeam didn't get it.
-What kind of planet is this? (Pluto because it is farthest from the sun and the smallest of all the planets).
A child in a Pluto cap takes hold of the longest ribbon No. 9.
And this planet is dear to us all.
The planet gave us life... (all: Earth)
-In what orbit does planet Earth rotate? Where is our planet from the sun? (On the 3rd).
A child in an “Earth” cap takes hold of ribbon No. 3.
Two planets are close to planet Earth.
My friend, name them quickly. (Venus and Mars).
Children wearing “Venus” and “Mars” hats occupy the 2nd and 4th orbits, respectively.
And this planet is proud of itself
Because it is considered the largest.
-What kind of planet is this? What orbit is it in? (Jupiter, orbit No. 5).
The child in the Jupiter cap takes place No. 5.
The planet is surrounded by rings
And this made her different from everyone else. (Saturn)
Child - Saturn occupies orbit No. 6.
What kind of green planets are they? (Uranus)
A child wearing a matching Neptune cap occupies orbit #8.
All the children took their places and began to revolve around the “Sun”.
The round dance of the planets is spinning. Each has its own size and color.
For each, the path is defined. But only on Earth is the world inhabited by life.
Useful - not useful.
Did. task: to consolidate the concepts of healthy and harmful products.
Materials: cards with images of products.
How to play: Place what is useful on one table, and what is not useful on the other.
Healthy: rolled oats, kefir, onions, carrots, apples, cabbage, sunflower oil, pears, etc.
Unhealthy: chips, fatty meats, chocolate candies, cakes, Fanta, etc.

Used Books:

A.I. Sorokina “Didactic game in kindergarten”.

A.K. Bondarenko "Didactic games in kindergarten."

“Certificate of publication in the media” Series A No. 0002253, barcode (receipt No.) 62502669050070 Date of dispatch December 12, 2013

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