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).

Game of preschool age- one of the favorite activities of children. 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.

Opportunity to develop in preschoolers Creative skills in the game and attracts the teacher’s attention to this type of children’s activity, allowing him to use gaming techniques in visual arts 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: motor, practical action, reproducing the external picture of the 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 this team, and in individual work- and 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 the children's game. visual arts. 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.

Didactic games for preschoolers

Didactic games in art classes in kindergarten»

Matveeva Evgenia Aleksandrovna, teacher of the preschool educational institution – kindergarten No. 16 “Malyshok”, Serpukhov, M.O.

Sometimes it can be very difficult to explain some material to a child. And of course it’s even more difficult to explain it so that he remembers it. And here they come to the aid of the teacher didactic games. They are used in educational process from the very beginning of teaching a child to draw. I bring to your attention examples of such games that I use in my work.

1. Game “Colored baskets”

The first game is used with very young children and is called "Colored Baskets".
Purpose of the game: the game is aimed at learning colors by children 2.5-3.5 years old, memorizing the names of primary colors, developing the speech skills of preschoolers, developing observation and memory.
Progress of the game: children are asked to collect mixed up objects in baskets, the child draws any card, but he must put it in a basket of the same color, while loudly calling out the color and the object he chose.

2. Game “Bottom of the Sea”

Purpose of the game: development of artistic composition skills, speech development, logical thinking, memory.

A very common game that can be used not only in art activities, but also in other educational areas. The children are shown the seabed (empty), and it must be said that everything sea ​​inhabitants wanted to play Hide and Seek with us, and to find them you need to guess riddles about them. The one who guessed correctly puts the resident in the background. The result is a complete composition. The teacher motivates children to perform visual activities. (Good to use with middle and older groups). In the same way, you can study with children other themes of plot compositions: “Summer Meadow”, “Forest Dwellers”, “Autumn Harvest”, “Still Life with Tea”, etc. You can invite several children to the board and ask them to make different compositions from the same objects. This game develops intelligence, reaction, and compositional vision.

3. Game “Painted Horses”

When consolidating knowledge folk paintings or when conducting monitoring in senior and preparatory groups You can use this simple game.
Goal: to consolidate knowledge of the main motifs of Russian folk paintings (“Gzhel”, “Gorodets”, “Filimonovo”, “Dymka”), to consolidate the ability to distinguish them from others, to name them correctly, to develop a sense of color.
Progress of the game: the child needs to determine in which clearing each of the horses will graze, and name the type of applied art based on which they are painted.

4. Game “Magic Landscape”

One of the most difficult topics is, of course, the study of perspective in a landscape - distant objects seem smaller, near ones larger. It is also more convenient to use the game for this.
Purpose of the game: to teach children to see and convey the properties of spatial perspective in drawings, to develop the eye, memory, and compositional skills.
Progress of the game: The child needs to place trees and houses in pockets according to their size, in accordance with their prospective distance. (preparatory group).

5

Game "Collect a landscape"

Using the example of a landscape, it is also convenient to develop a sense of composition and knowledge of phenomena. surrounding nature. To do this, it is convenient to use this didactic game.
Purpose of the game: to develop compositional thinking skills, consolidate knowledge of seasonal changes in nature, consolidate knowledge of the concept of “landscape,” develop observation and memory.
Progress of the game: the child is asked to compose a landscape of a certain season (winter, spring, autumn or winter) from a set of printed pictures; the child must select objects that correspond to this particular time of year and, using his knowledge, build the correct composition.

6.Game “Arrange and count the nesting dolls”

Purpose of the game: to consolidate knowledge about the Russian nesting doll, develop the ability to distinguish this type of creativity from others, develop ordinal counting skills, eye, and reaction speed.
Progress of the game: There are pieces of paper with drawn silhouettes of nesting dolls hanging on the board, three children are called and they must quickly sort the nesting dolls into cells and count them.

7. Game “Matryoshkin’s sundress”

Purpose of the game: to develop compositional skills, consolidate children’s knowledge about the basic elements of painting a Russian nesting doll, and consolidate knowledge of Russian national clothing.
Progress of the game: Silhouettes of three nesting dolls are drawn on the board, the teacher calls three children in turn, they each choose to wear their own nesting doll.

Each of these games can be drawn by yourself or made using a computer and a color printer.

Didactic game on artistic and aesthetic development for preschoolers 5-7 years old “Let’s decorate the service”

Game description:
The didactic game for artistic and aesthetic development “Let’s decorate the service” is complex and consists of several options that allow you to use it with children different levels development, as well as maintain long-term motivation of children for this game.
Children's age: The game is intended for children from 5 to 7 years old.
Purpose of the game: introduction to fine arts; development of aesthetic perception, figurative representation, creative imagination, artistic taste and sense of harmony; promoting the development of independence and creative activity of children; inducing a joyful mood, an emotionally positive state.
Tasks:
- expand children’s cognitive abilities in designing a tea set;
- develop the ability to find dishes for each individual set;
- decorate objects according to the model;
- enrich children’s understanding of the variety of decoration methods;
- encourage you to come up with new types of decorations for dishes;

Initiate children’s independent choice of artistic images and composition options;
- develop the ability to decorate a service, taking into account the chosen style and plot;
- to develop an interest in drawing and experience in artistic activity based on mastering the “language of art” and general manual skill.
Materials:
- cards with a picture of a tea set;
- separate pictures with a teapot, sugar bowl, saucers and cups from identical sets;
- pictures with a silhouette of dishes from a tea set;
- various decorations cut out of paper and fabric (flowers, circles, squares, butterflies, bows, and so on).
- scissors, colored paper or cardboard, fabric for creating decorative elements yourself;
- chips for correct answers.

Progress of the game:

1 game option:

Children look at pictures of tea sets with different style decorations and plot (with flowers, peas, animals). Children are asked to name the dishes included in the tea set (cup, saucer, teapot, sugar bowl). Then the teacher asks to highlight the main features of each set (by color, plot, size, location of the image). For correct answers, children receive a chip. The one who has the most at the end of the game wins.
Purpose of the game: familiarization with the concept of a set, determining the characteristics of its classification, highlighting the artistic and aesthetic features of the design of dishes from the same set.

Game option 2:

Objects from different tea sets are laid out in front of the children. All items are mixed and lie in a mass in the center of the table. Children independently select items for identical sets, explaining their actions. The teacher asks some children to tell about their set.
Purpose of the game: developing the ability to classify objects according to artistic and aesthetic design; development mental operations analysis, comparison and generalization; improving the ability to reason, prove, and justify your decisions.

Game option 3:

Children decorate the silhouette of the dishes according to the proposed samples, using ready-made decorations.
Purpose of the game: to develop the ability to design a tea set according to a model.
In this version of the game, children gradually begin to develop imagination, changing the design of objects according to at will(changing color scheme, arrangement of decorative elements).

Game option 4:

Children decorate the tea set, lay out patterns according to their own ideas, creating original design solutions.
Purpose of the game: development of creative imagination in decorating objects; consolidation of knowledge that in one set the dishes should be similar in plot and design style.

Game option 5:

Children independently create decorative elements for their service and decorate it.
Purpose of the game: to develop imagination in creating jewelry and using it to decorate objects; continued consolidation of knowledge that in one set the dishes should be similar in plot and design style.

Methodological value of the game: The developed didactic game “Let's decorate the service” complies with the Federal State Educational Standard for Education. She in play activity develops the child’s creative potential, imaginative and associative thinking, independence and creative activity. Its relevance lies in the fact that, in accordance with the Federal State Educational Standard preschool education in the presented game the main tasks of the artistic and aesthetic development of children are solved: the development of prerequisites for the value-semantic perception and understanding of works visual arts; the formation of an aesthetic attitude towards the surrounding world; implementation of independent creative activities of children (visual, constructive and model). In the game, one can highlight the main directions of artistic and aesthetic development of the Federal State Educational Standard for Education: introduction to art; visual and constructive-modular activities.
The game “Let’s Decorate the Service” uses a variety of means of implementation educational field“Artistic and aesthetic development”:
- organizing an atmosphere of creativity and motivation for play;
- age-appropriate types of artistic and creative activities;
- accounting individual characteristics children;
- careful attitude to the process and result of children's activities.
Thus, the game promotes the relationship between artistic and productive activity and other types of children's creative activity (play and construction).
With the help of the didactic game “Let's Decorate the Service,” children first of all learn to draw. It develops creativity in children, which is so necessary in life.

DIDACTICAL

selected by an art teacher

MBDOU "CRR - kindergarten No. 166"

Voronezh

Tsitsilina M.G.

D/I “Guess what happens?”

Target: Develop imagination, fantasy, creativity.

Material: Sheet of paper, pencils.

Exercise: The teacher invites one of the children to start imitating

object (line), but not completely. The next one says that this may be and draws another line. The next one must come up with something else and finish it in accordance with his plan. This continues until one of the players can no longer change the drawing in his own way. The one who made the last change wins.

D/I “Magic Palette”

Target: Develop a sense of color.

Material: Gouache. Palette.

Exercise: The teacher invites the children to play with the palette and paints. By mixing paints you can get different shades of colors. You can suggest depicting how the sky brightens at dawn using blue and white paints. You need to whiten the blue paint on a palette, gradually adding white and successively applying strokes to a sheet of paper. The main thing is to ensure that the shades change as evenly as possible. Invite the children to draw how the sun sets (from orange to red), how the leaves turn yellow in the fall (from green to yellow).

D/I “What doesn’t happen in the world?”

Target:

Material: Colour pencils. Paper.

Exercise: The teacher asks the child to draw something that does not exist in the world. Then he asks to tell what he drew and discuss the drawing: whether what is depicted on it really does not occur in life.

D/I “What could this be?”

Target: Develop imagination.

Material: Gouache. Palettes.

Exercise: The teacher invites children to draw sweet, round, fragrant, fresh, fragrant, salty, green, etc. The game can be repeated several times, using each time new material.

D/I “Tell me about their mood”

Target: Develop perception, attention, imagination.

Material: Illustrations depicting people's faces expressing different emotional states. Paper. Colour pencils.

Exercise: The teacher suggests looking at a picture depicting a person’s face and talking about his mood. Invite children to draw a face - a riddle. The game can be repeated with different materials.

D/I “Let’s help the artist”

Target: Develop creative imagination.

Material: Colour pencils. Paper.

Target: The teacher invites the children to draw an unusual car that will take them to a magical land. Draw and tell about your car.

D/I “Invent it yourself”

Target: Develop imagination and fantasy.

Material: Paper. Paints. Palettes. Markers.

Exercise: The teacher invites the child to imagine that he has flown to another planet and draw what he could see there. When the drawing is ready, you can invite the child to come up with a story.

D/I “Magic Pictures”

Target: Teach children to create images based on a schematic representation of an object.

Material: A piece of paper with an unfinished image. Colour pencils.

Exercise: Complete the picture. Mark the most interesting pictures when the guys come up with something of their own, unlike other pictures.

D/I “Merry Palette”

Target: Develop a sense of color.

Material: Cards with objects. Palettes with shades of colors.

Exercise: Name each picture and show its color on the palette. Pick up all the pairs: lemon - lemon... (etc.) Now try to guess what other colors can be called. Find the carrot among the pictures and the matching one on the palette. What is the name of this color? (Orange.) But you can say it in another way - carrot. Show beet color on your palette. Lilac. Olive. If it’s difficult, compare with images of fruits and flowers. What would you call the color of plum? (Purple, or otherwise plum.) Than yellow different from lemon? (Lemon is a shade of yellow with a slight hint of green.)

D/I "Klubochki"

Target: To develop in children the ability to perform circular movements when drawing a ball in a closed circle, relying on visual control and eyes closed.

Material: Picture "Kitten with a ball." Sheets of paper. Pencils.

Exercise: The teacher invites the children to look at a picture of a kitten playing with a ball of thread. Then he invites the children to collect the threads into a ball and shows how the threads are collected into a ball, imitating with the movements of a pencil winding the threads into a ball. Periodically, the teacher invites children to close their eyes and perform movements with their eyes closed.

In order for children to show interest in work, you can give them the opportunity to draw a lot of balls, arrange a competition: who can draw the most balls.

D/I “Symmetrical objects”

Target: Reinforce with children the idea of ​​symmetrical objects and familiarization with the profession of a potter.

Materials: Templates of jugs, vases and pots, cut along the axis of symmetry.

Exercise: The potter broke all the pots and vases that he had made for sale at the fair. All the fragments were mixed up. We need to help the potter collect and “glue” all his products.

D/I "Cheerful Dwarf"

Target: Teach children to create images based on the perception of a schematic image of an object.

Material: A picture depicting a gnome with a bag in his hands and several bags cut out of paper different shapes, which can be applied to the drawing and changed in the hands of the gnome.

Exercise: The teacher shows the children a picture and says that a gnome came to visit the children; he brought gifts, but what the children must guess and draw.

D/I "Wonderful Forest"

Target: Teach children to create situations in their imagination based on their schematic representation.

Material: Sheets of paper on which several trees are drawn and unfinished, unformed images are located in different places.

Colour pencils.

Exercise: The teacher hands out sheets of paper to the children and asks them to draw a forest.

full of miracles, and then come up with and tell a story about it.

D/I "Shifters"

Target: Teach children to create images of objects in their imagination based on the perception of schematic images of individual parts of these objects.
Material: Pencils. Sheets of paper with the image of half of an object.

Exercise: The teacher invites the children to draw whatever they want to the figure, but so that it turns out to be a picture. Then you need to take another card with the same figure, put it upside down or sideways and turn the figure into another picture. When the children complete the task, take cards with another figure.

D/I “Make a portrait”

Target: To consolidate knowledge about the genre of portraiture. Develop a sense of proportion.
Material: Various modifications of facial parts. Paper. Colour pencils.

Exercise: The teacher invites children to make a portrait from different parts of the face.

Determine the mood and draw a portrait.

D/I "Underwater World"

Purpose of the game: Strengthen children's knowledge about the inhabitants underwater world. Teach children to carefully examine the shape, color, and structural features of underwater inhabitants. Learn to create a multifaceted composition using underpainting. Develop fine motor skills. Activate children's vocabulary.

Material: Illustrations depicting the inhabitants of the underwater world. Paper. Watercolor.

Exercise: Together with the teacher, children remember who lives in the seas and oceans, clarify their body structure and coloring. Then, in the underpaintings, children create a picture of the underwater world, arranging objects in a multifaceted manner. The chip goes to the child who created a more interesting picture, the one who used a lot of details to create a picture of the underwater world.

D/I “Draw a warm picture”

Target: Clarify with children the concepts of “warm and cool colors”; continue to learn how to compose a picture from memory, using warm colors when coloring.
Material: 4 pictures depicting simple plots, geometric shapes found in these pictures, colored pencils, felt-tip pens, sheets of white paper.

Exercise: Having carefully examined the uncolored sample picture, at the teacher’s signal, turn it over, depict the scene you saw on your sheet of paper, and color it, adhering to a warm palette.

D/I “Who will draw the most oval-shaped objects?”

Target: Strengthen children's ability to quickly find similarities between ovals located horizontally, vertically or diagonally with whole objects flora or parts thereof, complete the images.
Material: Cards with images of ovals in different positions, colored and simple pencils, felt-tip pens, crayons.

Exercise: The teacher invites children to draw at least 5 images of plants in ovals, color them in the appropriate color, while combining various visual materials to complete the resemblance to the original.

D/I "Stained Glass"

Target: Develop imagination, sense of color and shape.

Material: Paper. Markers. Colour pencils. Gouache.

Exercise: The teacher asks the children to draw an image on a piece of paper with their eyes closed. Then look at the resulting image, figure out what it looks like and color it with paints.

Didactic games on art activities for preschoolers.

On the website "Country of Masters" there is a very interesting page of Elena Sergeenko. From her works, I bring to your attention a selection of didactic games on art activities to develop the perception of color shades, logical thinking, and creative imagination.

1. I have been working in kindergarten for almost 20 years. During this time, many didactic games on art activities, made by hand, have accumulated. These games can be used in individual work with children, reinforce the topic covered and in diagnostics. I offer you several games. Games to develop color vision. We collect a bouquet for the Snow Maiden (cold) and for the Sunbeam (warm).

2. Game "Collect the caterpillar". Several game options for of different ages. You can assemble a caterpillar from cold (or warm) flowers; or starting from the very dark color until the brightest.

3. Another option: among the many colors, find green and its shades (for small children).

4. Similar game. Choose the favorite colors of the Snowman (cold) and the Sun (warm).

5. And these are cards - arithmetic examples for composing additional colors from the main ones.

6.Examples can also be based on subtraction.

7. Another version of arithmetic examples.

8. The artist painted autumn (or other seasons), mixed paints on the palette. You need to find this palette based on the combination of colors.

9. "Name the colors of autumn, summer..."

10.For the little ones. 2 - 3 years.

11. "Find the colors with which the cockerel is drawn." Children choose from the proposed color cards the colors that are on the cockerel.

12.Games to consolidate knowledge of painting genres.

13. "Draw a portrait." Children “draw” emotions (joy, fear, etc.)

14. From the proposed cards, children choose those that can be taken to draw a still life (or landscape).

16. "Assemble a still life." children choose objects and beautifully create a still life.

18. Arts and crafts games. Select elements of Gorodets painting (there are also non-Gorodets elements) and

lay out the pattern on the board.