Game is a multifaceted phenomenon; it can be considered as a special form of existence of all aspects of the life of a group without exception. Just as many shades appear with the game in the pedagogical manual educational process. Play, the most important type of children’s activity, plays a huge role in the development and upbringing of a child. She happens to be effective means formation of the preschooler’s personality, his moral and volitional qualities, the game realizes the need to influence the world. The educational significance of the game largely depends on the professional skills of the teacher, on his knowledge of the child’s psychology, taking into account his age and individual characteristics, on the correct methodological guidance of children’s relationships, on the precise organization and conduct of all kinds of games.
Preschool childhood is a short but important period of personality development. During these years, the child acquires initial knowledge about the life around him, he begins to form a certain attitude towards people, towards work, develops skills and habits of correct behavior, and develops a character. The main activity of preschool children is play, during which the child’s spiritual and physical strength develops; his attention, memory, imagination, discipline, dexterity. In addition, play is a unique way of learning social experience, characteristic of preschool age. In the game, all aspects of the child’s personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of play, which psychologists consider the leading activity of a preschooler.
Play is a creative activity.
A special place is occupied by games that are created by children themselves - they are called creative or role-playing games. In these games, preschoolers reproduce in roles everything that they see around them in the life and activities of adults. Creative play most fully shapes a child’s personality, and therefore is an important means of education. What gives the right to call play a creative activity? The game is a reflection of life. Everything here is “as if,” but in this conventional setting, which is created by the child’s imagination, there is a lot of reality; the actions of the players are always real, their feelings and experiences are genuine and sincere. The child knows that the doll and the bear are just toys, but he loves them as if they were alive, he understands that he is not a real pilot or sailor, but he feels like a brave pilot, a brave sailor who is not afraid of danger, and is truly proud of his victory. Imitating adults in play is associated with the work of the imagination. The child does not copy reality, he combines different impressions of life with personal experience. Children's creativity is manifested in the concept of the game and in the search for means for its implementation. How much creativity is required to decide what journey to take, what ship or plane to build, what equipment to prepare! In the game, children simultaneously act as playwrights, prop makers, decorators, and actors. However, they do not hatch their plan, do not prepare long time to perform a role, like actors. They play for themselves, expressing their dreams and aspirations, thoughts and feelings that possess them at the moment. Therefore, the game is always improvisation.
Play is an independent activity in which children first interact with peers. They are united by a common goal, joint efforts to achieve it, common interests and experiences. Children choose the game themselves and organize it themselves. But at the same time, in no other activity are there such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal and helps to cultivate purposefulness. In play, the child begins to feel like a member of a team and fairly evaluates the actions and actions of his comrades and his own. The teacher’s task is to focus the attention of the players on goals that would evoke a commonality of feelings and actions, to promote the establishment of relationships between children based on friendship, justice, and mutual responsibility.
Creative collective play is a school for educating the feelings of preschoolers. Moral qualities formed in the game influence the child’s behavior in life, while at the same time the skills developed in the process everyday communication children with each other and with adults receive further development in the game. It takes great teacher skill to help children organize a game that would encourage good deeds and evoke better feelings.
Life is in the game.
Play is an important means of mental education for a child. The knowledge gained in kindergarten and at home finds practical application and development in the game. Reproducing various life events, episodes from fairy tales and stories, the child reflects on what he saw, what was read and told to him; the meaning of many phenomena, their meaning becomes more clear to him. Translating life experiences into a game is a complex process. Creative play cannot be subordinated to narrow didactic goals; with its help, the most important educational tasks are solved. Children choose their playing role in accordance with their interests, their dreams of future profession. They are still childishly naive and will change more than once, but it is important that the child dreams of participating in work useful to society. Gradually, through play, the child develops general ideas about the meaning of work and the role of various professions. In play, children's mental activity is always associated with the work of their imagination; you need to find a role for yourself, imagine how the person you want to imitate acts, what he says. Imagination also manifests itself and develops in the search for means to accomplish what is planned; Before you go on a flight, you need to build an airplane; You need to select suitable products for the store, and if there are not enough of them, you need to make them yourself. This is how the game develops Creative skills future school student.
Interesting games create a cheerful, joyful mood, make children's lives complete, and satisfy their need for active activity. Even in good conditions, at good nutrition the child will develop poorly and become lethargic if he is deprived exciting game. In play, all aspects of a child’s personality are formed in unity and interaction. Organize Friendly team, it is possible to cultivate comradely feelings and organizational skills in children only if it is possible to captivate them with games that reflect the work of adults, their noble deeds, and relationships. In turn, only with a good organization of the children's team can the creative abilities of each child and his activity be successfully developed.
Most games reflect the work of adults; children imitate the household chores of their mother and grandmother, the work of a teacher, doctor, teacher, driver, pilot, astronaut. Consequently, games instill respect for all work that is useful for society, and affirm the desire to take part in it ourselves.
Play and work often naturally come together. You can often observe how long and enthusiastically children craft, preparing to play in a certain image; sailors are building a ship, making life preservers, doctors and nurses are equipping a clinic. Sometimes the child introduces a playful image into real work. So, putting on a white apron and scarf to make cookies, he turns into a worker confectionery factory, and when cleaning the area, he becomes a janitor. Moral qualities are formed in the game; responsibility to the team for the assigned task, a sense of camaraderie and friendship, coordination of actions in achieving a common goal, the ability to fairly resolve controversial issues. The game is closely related to the artistic creativity of preschoolers - drawing, modeling, design. Despite the different means of reflecting the impressions of life, thoughts, feelings, these types of children's activities have much in common; you can see the same themes in the game and in the drawing; During the course of the game plot, children often sing, dance, and recall familiar poems.
Thus, creative play as an important means comprehensive development children is associated with all types of their activities. This determines its place in the pedagogical process of kindergarten. The "Education Program in Kindergarten" states that play is an independent, most important activity that has great importance for the development of individuality and the formation of a children's team. For each group, educational tasks are defined, which are solved with the help of games.
Game management.
Guiding creative games is one of the most difficult sections of preschool education methods. The teacher cannot foresee in advance what the children will come up with and how they will behave in the game. But this does not mean that the role of the teacher in creative play is less active than in classes or in games with rules. However, the unique nature of children's activities also requires unique management techniques. The most important condition for successfully leading creative games is the ability to gain the trust of children and establish contact with them. This can only be achieved if the teacher takes the game seriously, with sincere interest, and understands the children’s plans and their experiences. Children willingly tell such a teacher about their plans and turn to him for advice and help. The question is often asked; Can and should the teacher intervene in the game? Of course, he has such a right if this is required in order to give the game the desired direction. But the intervention of an adult will only be successful when he enjoys sufficient respect and trust from children, when he knows how, without violating their plans, to make the game more exciting. The game reveals the characteristics of each child, his interests, good and bad character traits. Observations of children during this type of activity provide teachers with rich material for studying their students and help them find the right approach to each child. The main way of education in the game is to influence its content, i.e. on the choice of theme, plot development, distribution of roles and the implementation of game images. The theme of the game is the phenomenon of life that will be depicted: family, kindergarten, school, travel, holidays. The same theme includes different episodes depending on the interests of children and the development of imagination. Thus, different stories can be created on the same topic. Each child portrays a person of a certain profession (teacher, captain, driver) or family member (mother, grandmother). Sometimes the roles of animals and characters from fairy tales are played. By creating a play image, the child not only expresses his attitude towards the chosen hero, but also shows personal qualities. All girls are mothers, but each gives the role its own individual characteristics. Likewise, in the role played as a pilot or astronaut, the features of the hero are combined with the features of the child who portrays him. Therefore, the roles may be the same, but the game images are always individual. The content of the games is varied: they reflect the life of a family and kindergarten, the work of people of different professions, social events that are understandable to the child and attract his attention. The division of games into household, industrial and social is conditional. The same game often combines elements of everyday life, work and social life: a mother takes her doll daughter to kindergarten, and she herself hurries to work; parents and children go to a party, to the theater. But in every game there is a predominant motive that determines its content, its pedagogical significance. Playing with dolls as daughters and mothers has existed at all times. This is natural: the family gives the child the first impressions of the life around him; parents are the closest, beloved people whom, first of all, one wants to imitate. It is also natural that dolls attract mainly girls, because mothers and grandmothers take more care of children. However, if boys are not instilled with contempt for such games (“why do you need a doll, you’re not a girl”), and they are happy to be dads, perform household chores, and carry babies in a stroller. By observing a child’s behavior in play, one can judge the relationships between adults in the family and their treatment of children. These games help instill in children respect for parents, elders, and a desire to take care of children. Imitating homework adults, children learn some housekeeping skills: they wipe dust from doll furniture, sweep the floor in their “house,” and wash doll clothes. Life in kindergarten also provides rich material for play activities, especially in junior groups when the child gets a lot of new experiences. The game reflects the daily life of the kindergarten and extraordinary joyful events: the New Year tree, a visit to the puppet theater, the zoo. The vast majority of games are dedicated to depicting the work of people of different professions. In all kindergartens, children are carried on airplanes. Construction is underway everywhere in our country, and children are tirelessly building houses and new cities. These games contain the specifics of work and life of each republic, each region.
Thus, through play, children’s interest in different professions, respect for work is fostered. The teacher’s task is to help the children organize these games, make them exciting and action-packed. Children should not be offered ready-made game plots developed by the teacher. In play, children imitate the activities of adults, but do not copy it, but combine their existing ideas and express their thoughts and feelings. And if they are asked to act according to the teacher’s plan, to copy these images, then this will suppress their imagination, independence, and spontaneity. To resolve the issue of methods of influencing children’s play activities, it is necessary to understand what guides them in choosing a game, why they imitate a particular character, depict a given event. Numerous observations show that the choice of game is determined by the strength of the child’s experiences. He feels the need to reflect in the game both everyday impressions associated with the feelings he has for loved ones, and unusual events that attract him with their novelty. The teacher’s task is to help the child choose from the mass of life experiences the most vivid ones, those that can serve as the plot of a good game. The experience of the best teachers convinces us that the only correct way to manage a game is to create interest in a particular life event and influence the imagination and feelings of children. In order to succeed interesting game, it is not enough for children to just see how a house is built and loads are transported. If we limit ourselves to this, children will imitate only the actions of adults, not realizing the significance of their work. As a result, the game will be poor and lacking in content. It is necessary to deeply excite children with life events and labor feats, so that they want to imitate them. Influence of art and fiction on the formation of a child’s personality is extremely important. The book opens up for children new world, for the first time makes you think about “what is good and what is bad.” Book heroes often become game heroes. However, it is necessary to help children understand their characters, understand the motives of their actions, so that the children have a desire to embody the images of heroes in the game literary works.
Spectacles have a strong influence on the game, especially television, which has become firmly established in the everyday life of every family. TV shows provide interesting material for games. Many games arise under the influence of special children's programs, as well as programs about the events that live in our country. Based on the interests of children and their ideas, the teacher guides the choice of games. Using various techniques, he recalls to the children’s memory what they saw and what they were read about. For kids, for example, a visual reminder is important - toys: a toy piano makes them want to conduct a music lesson, toy animals remind them of a familiar fairy tale. Sometimes, to give children an idea for a game, you can show them a puppet theater or toy theater performance. Repeating the dramatization, the kids basically remake it, combining what was shown with their personal experience: for example, Doctor Aibolit treats not animals, but dolls who are sick with the flu.
Young children usually start playing without thinking about the purpose of the game and its content. However, experience shows that already in the fourth year of life, preschoolers are able to choose the topic of the game and set a specific goal. Before the game starts, the teacher asks: “What will you play? What will you build? Where will you go by train? Who will you be? What toys do you need?” These questions force children to think and outline the main plot, which may change in the future. Gradually the game becomes more and more purposeful, becomes more meaningful and interesting. In senior preschool age greater gaming experience, a more developed imagination helps children to come up with interesting and different stories themselves. The teacher only needs a verbal reminder about an excursion, a book, or a movie for the idea of a new good game to be born. An important motivator for the game is also a conversation in which the meaning of what was seen and read, the characters of the characters, and their experiences are revealed. If you manage to captivate children with the plot, the game arises naturally even without the teacher’s suggestion. But the teacher can also advise the children on the topic of the game if he knows that it will interest them. The organization of a play group and the formation of the personality of each child in this group is one of the most important and very complex issues pedagogy of children's age. This complexity is caused by the dual nature of the experiences and relationships of the players. Performing his role with enthusiasm, the child does not lose his sense of reality, remembers that in fact he is not a sailor, and the captain is only his comrade. While showing outward respect to the commander, he may experience completely different feelings - he condemns him, envies him. If the game greatly captivates the child, if he consciously and deeply enters into the role, the gaming experience overcomes selfish impulses. The task of the teacher is to educate children using the best examples from the lives and activities of people that contribute to the formation of positive feelings and motives. When organizing a game, the teacher faces difficult questions: every child wants to be in charge, but not everyone knows how to take into account the opinions of their comrades or resolve disputes fairly. Choosing an organizer requires a lot of attention. Not everyone can cope with this role. But all children need to be taught activity and organizational skills.
Thus, play plays a big role in the life and development of children. In play activities, many of the child’s positive qualities, interest and readiness for upcoming learning are formed, and his cognitive abilities develop. Play is important both for preparing a child for the future and for making it real life full and happy.
Development of creative abilities.
Psychological and pedagogical research, as well as the practice of our kindergartens, prove that the beginning of the development of children's creative abilities falls on preschool age, when the nature of their activities changes compared to early childhood. The imagination of older preschoolers becomes more and more active, and they develop the ability for creative activity. A deep and complex process of transformation and assimilation of life impressions occurs in games. The creative principle is also manifested in the idea - the choice of the theme of the game, the drawing, in finding ways to implement the plan, and in the fact that children do not copy what they see, but with great sincerity and spontaneity, without caring about the audience and listeners, they convey their attitude to what is depicted, their thoughts and feelings.
Unlike adults, children are not able to think through the upcoming work or game in all details; they outline only a general plan that is implemented in the process of activity. The teacher’s task is to develop the child’s creative abilities, purposeful imagination, and encourage him to move from thought to action in any activity.
Children's creativity is based on imitation, which serves as an important factor in the development of the child, in particular his artistic abilities. The teacher’s task is, based on children’s tendency to imitate, to instill in them the skills and abilities without which creative activity is impossible, to cultivate in them independence, activity in the application of this knowledge and skills, to form critical thinking and focus. Education plays a huge role in the “reasonable creative activity” of a child. With proper training, children's creativity reaches a relatively high level. Thus, in preschool age, the foundations of a child’s creative activity are laid, which are manifested in the development of the ability to conceive and implement it, in the ability to combine their knowledge and ideas, in the sincere transmission of their feelings. The child’s creative imagination is especially clearly manifested and developed in play, concretized in a purposeful game plan.
Thus, in the games of preschoolers, the idea receives significant development - from an accidental, by association, emerging goal to a consciously conceived theme of the game, from imitation of the actions of a particular person to the transfer of his experiences and feelings. Playful creativity also manifests itself in the search for means to depict what is planned. Children realize their plans with the help of speech, gestures, facial expressions, using various objects, structures, buildings. The older and more developed children are, the more demanding they are of the objects of play, the more similarities they look for with reality. This naturally gives rise to the desire to do the necessary things ourselves. One of the trends in the development of the game is its increasing connection with labor. The teacher’s task is to support the child’s desire to make toys independently and help him in this. Thus, play creativity develops under the influence of upbringing and training, its level depends on the acquired knowledge and instilled skills, on the formed interests of the child. Besides. In play, the individual characteristics of children are especially evident, which also influence the development of creative ideas.
Games
IN middle group Children's games are becoming more diverse. The development of speech and a sufficient supply of knowledge of pupils allow teachers to develop more complex skills in various types of games: role-playing games, didactic games, and movement games. Children begin to distinguish the characteristic features of each type of game and use appropriate gaming methods and means in their activities.
Children's play achieves full development only when the teacher systematically and purposefully shapes this activity, practicing all its main components. Thus, during a role-playing game, he highlights for the children, against the background of a holistic plot, the content and methods of role-playing interaction; in didactic games, it helps them identify and understand the rules, determine the sequence of actions and the final result; during the organization and conduct of outdoor games, it introduces them to the content of the rules and requirements for game actions, reveals the meaning of game symbols and the functions of game attributes, and helps evaluate the achievements of peers. Along with this, the teacher also guides the children’s independent games, carefully guiding them in the right direction by organizing a play space and special preparatory stage games.
1. Plot- role-playing games
In the first half of the school year, the teacher intensively develops play skills and mainly role-playing behavior in children. He includes the guys in a joint game or offers a plot in the form a short story. In younger groups, children have already developed basic gaming skills that allow them to deploy a number of interconnected conditional objective actions during the game and relate them to a specific character (role). The teacher is faced with the task of stimulating the creative activity of children in play. This is facilitated by the deployment of the game with the inclusion of various roles: from different areas social life, from various literary works, fairy tales, as well as a combination of fairy-tale and real characters. For example, a kindergarten teacher and police officers, a fireman and Baba Yaga, Pinocchio and a doctor. The inclusion of such roles in the overall plot activates children’s imagination, their imagination, encourages them to come up with new unexpected turns of events that unite and make meaningful the coexistence and interaction of such different characters. At the same time, the teacher takes into account the children’s gaming interests, which often cannot be realized in ordinary joint games. The teacher, in a joint game with the children, must show how the plot can be developed with such seemingly incompatible roles. He strongly encourages children who introduce new situations, events and characters into the preliminary game plan, as this is an indicator of the child’s fluency in gaming methods of activity and creative activity.
Creating a setting for a role-playing game or constructing missing objects during an already unfolding plot helps to more clearly define the game situation, make it more interesting to carry out game actions, and more accurately coordinate the concept of the game between its participants. Typically, ready-made toy parts are used for this purpose. At the same time, it is important to remember that the environment should not only be convenient for play, but also similar to the real one, since not all children can immediately perceive a purely symbolic, imaginary situation. This especially applies to group games, where it is important for all participants to identify the game situation and objects.
2. Theatrical games
Theatrical games, in contrast to role-playing games, offer the presence of spectators (peers, younger children, parents). In their process, children develop the ability to accurately reproduce the idea of a work of art and the author’s text using visual means (intonation, facial expressions, gesture). This complex activity requires the mandatory participation of an adult, especially during its preparatory period. In order for theatrical games to become truly spectacular, it is necessary to teach children not only methods of expressive performance, but also to develop in them the ability to prepare a place for performances. All this is not an easy task for children of middle preschool age.
3. Educational games
In the middle group, the teacher organizes and conducts didactic games, both in class and outside of them, exercises for children in recognizing, distinguishing and determining shape, size, color, space, sounds. And with the help of didactic games, children learn to compare and group objects, as external signs, and according to their purpose, to solve problems; They develop concentration, attention, perseverance, and develop cognitive abilities.
4. Musical and didactic games
Musical and didactic games are mastered by children gradually. Familiarization with new game occurs mainly during music lessons. The teacher introduces the children to the rules of the game and sets them a certain didactic task. Initially, the teacher is the initiator of the game in a group, on a walk or in other routine processes. Subsequently, children can play independently without the help of a teacher, choosing a leader among their friends. The skills acquired by children in the process of learning musical and didactic games allow them to more successfully complete tasks related to various types musical activity.
Marina Popova
The role of play in the development of preschool children
MEANING GAMES FOR CHILD DEVELOPMENT.
Preschool childhood is a large period of a child’s life. Living conditions at this time are rapidly are expanding: the boundaries of the family are expanded to the limits of the street, city, country. The child discovers the world of human relationships, different types activities and social functions of people. He is experiencing desire to be included in this adult life, to actively participate in it, which, of course, is not yet available to him. In addition, he strives no less strongly for independence. From this contradiction a role-playing game is born - an independent activity children, simulating the life of adults.
Entire life preschooler is associated with the game. Mastering the things around him, relationships between people, understanding the meanings that social life carries, the work and responsibilities of adults - he gets acquainted with all this while playing, imagining himself in the role of mom, dad, and so on.
The role of play in the mental development of a child.
Game is the leading activity in preschool age, it has a significant impact on child development.
In play activities, the mental qualities and personal characteristics of the child are most intensively formed. The game develops other types of activities, which then acquire independent meaning.
The game affects all aspects of the psyche development, which has been repeatedly emphasized by both teachers and psychologists. So, A. S. Makarenko wrote: "The game has important in a child’s life, has the same meaning as activity, work, service has in an adult. What a child is like at play, so in many ways he will be at work when he grows up. Therefore, education occurs primarily in play.
The entire history of an individual as an actor or worker can be represented in game development and in its gradual transition to work.
Gaming activity influences the formation of arbitrariness of mental processes. So, in the game the child begins develop voluntary attention and voluntary memory. In conditions games Children concentrate better and remember more. The conscious goal stands out to the child earlier and easier in the game. The conditions themselves games require the child to concentrate on the objects included in the game situation, on the content of the actions being played out and the plot. If a child does not want to be attentive to what the upcoming game situation requires of him, if he does not remember the conditions games, then he is simply expelled by his peers.
At the same time, the child’s experience of gaming and especially real relationships in role-playing games forms the basis special properties thinking allows you to take the point of view of other people, anticipate their future behavior and build your own behavior on this basis.
Role play has a certain meaning for development of imagination.
Influence development games The child’s personality lies in the fact that through it he becomes acquainted with the behavior and relationships of adults, who become a model for his own behavior, and in it he acquires basic communication skills and qualities necessary for establishing contact with peers.
Productive activities of the child - drawing, design - at different stages preschool childhood closely merge with play. Interest in drawing and design initially arises as a playful interest aimed at the process of creating a drawing or design in accordance with the game plan. And only in middle and older preschool age interest is transferred to the result of the activity and is free from influence games.
Within the gaming activity, educational activity also begins to take shape, which later becomes the leading activity. Teaching is introduced by an adult; it does not arise directly from games. But preschooler begins to study while playing - he treats learning as a kind of role-playing game with certain rules. However, by following these rules, the child unnoticed masters basic learning activities.
The game has a very big influence on speech development. The game situation requires each child included in it to have a certain level development verbal communication . The need to explain things to peers stimulates development of coherent speech. In the game, children learn to fully communicate with each other. Juniors preschoolers They still don’t know how to truly communicate with their peers.
IN developed role-playing game with its intricate plots and complex roles, creating quite a wide scope for improvisation, children is being formed creative imagination.
The game contributes to the development of voluntary memory; it overcomes the so-called cognitive egocentrism.
IN preschool age play becomes an independent activity of the child, he masters different types games, through games preschooler"included in different areas social reality, expanding the possibilities of knowledge of these areas.”
Thus, the game has a positive impact on the formation of interaction and relationships children. Games remove psychological barriers, instill confidence in own strength, improve communication children with peers and adults.
TOYS IN LIFE CHILDREN.
Today, a toy for a child has become an indispensable and faithful friend, companion and the most important active object in children's fun and games. Toys help a child develop logical thoughts, and also give a chance to find out all the opportunities that exist in environment with all its reality. The most important thing is that toys are perceived by a child primarily aesthetically; a child with a toy cultivates good qualities. Even at the moment when a toy loses its true interest and play value in a child, the child still has his own attitude towards the toy. It’s not for nothing that our favorite toys remain in our lives for a long time and decorate our everyday life with their presence, even if the toy has ceased to be the object of its purpose for us.
Educational value toys:
This is an indispensable companion to children's games;
Participate in the creation games, influence the child’s personality;
Meet the child's needs for active activity, various movements,
They help you realize your plan, enter into role, make the child’s actions real;
Often they suggest an idea games, remind you of what you saw or read, influence the child’s imagination and feelings;
Accustom the child to meaningful, purposeful activities, develop thinking, memory, imagination, attention, develop endurance, cultivate strong-willed qualities;
They help educate children's interest in work, inquisitiveness, curiosity;
Contribute to cultivating a sense of patriotism, sympathy, and respect for people of different nationalities;
Unite children, requiring joint efforts and coordinated actions.
Requirements for toys:
They should give a correct idea of objects, their characteristics, purpose in life, broaden the child’s horizons, develop an interest in technology, to work;
Promote the education of the basis of personality, form the values of knowledge, transformation;
Have dynamic properties that ensure their multifaceted use in game: mobility of parts and components, sound mechanisms, additional materials to reveal game functions;
Correspond age peculiarities of perception children;
Must be safe and hygienic;
- develop cognitive interests, intensify communication;
Accustom to collective activity, develop organizational skills;
Awaken creative imagination and ingenuity.
What kinds of toys are there?
IN modern literature More often there is a classification that corresponds to the use of toys in various play activities.
Plot-shaped: toys: dolls, animal toys, household items that contribute to development of role-playing games.
Tech toys: water, land, air and space transport; toys reflecting household, agricultural and military equipment, industrial equipment, electronic toys, etc.
Construction and structural toys: sets of geometric solids (cubes, prisms, pyramids, cylinders, plates, architectural or thematic sets including different blocks (walls, columns, arches, roofs); mixed building material.
Didactic toys: nesting dolls, inserts, eggs, towers, pyramids; so-printed toys (lotto, paired pictures, cut pictures).
Funny toys: with mechanisms, with surprises, light and sound effects.
Motor toys: balls, hoops, skittles, serso, jump ropes.
Musical and theatrical toys: tambourine, piano, metallophone, decorations and attributes for various types theater and independent theatrical and play activities.
Homemade toys: made of wood, fabric, paper, natural and waste material; complement ready-made toys and perform developing and educational functions.
Made up:
Popova M. N., Deputy Head of SMR
MBDOU – kindergarten for supervision and health improvement No. 333
Introduction........................................................ ........................................................ ..2
Mental development of a child in preschool age.................................... 3
Neoplasms of preschool age................................................................... ..6
The importance of play for the development of a preschooler’s psyche.................................................. 8
The social nature of a preschooler’s role-playing game.................................................... 10
Units of Analysis and psychological characteristics preschooler role-playing game................................................................... ........................................................ ....................... 13
Development of role play in preschool age.................................................... 18
Types of games and other forms of activity of a preschooler.................................... 21
Conclusion................................................. ............................................... 27
Bibliography................................................ ........................... 29
Preschool age covers the period from 3 to 6 – 7 years. Last year– approximately – preschool age can be considered a transitional period from preschool to primary school age.
Preschool childhood is a very special period of child development. At this age, the child’s entire mental life and his relationship to the world around him are restructured. The essence of this restructuring is that in preschool age, internal mental life and internal regulation of behavior arise. If at an early age the child’s behavior is stimulated and directed from the outside - by adults or by the perceived situation, then in preschool the child himself begins to determine his own behavior. The formation of internal mental life and internal self-regulation is associated with a number of new formations in the psyche and consciousness of a preschooler. L.S. Vygotsky believed that the development of consciousness is determined not by an isolated change in individual mental functions (attention, memory, thinking, etc.), but by a change in the relationship between individual functions. At each stage, one or another function comes out on top.
In preschool age, the number of activities that the child masters increases, the content of the child’s communication with the people around him becomes more complex, and the circle of this communication expands. Peers begin to occupy an important place in the child’s life.
In preschool age, consciousness acquires the characteristics of indirectness and generality, and its arbitrariness begins to form. At this age, the child’s personality is mainly formed, i.e. the motivational-need sphere and self-awareness are formed.
At preschool age, elements of work and educational activity also develop. However, the child has not yet fully mastered these types of activities, since the motives typical for a preschooler do not yet correspond to the specifics of work and learning as types of activity. The work of children consists in the fact that they carry out instructions from adults, imitate them, and express interest in the process of activity. Elements of educational activity are manifested in the child’s ability to hear and listen to an adult, to follow his instructions, to act according to a model and according to the rule, in an awareness of how to perform actions. Elements of educational activity initially arise within other types of activity in the form of a child’s desire to learn something. However, children are not yet able to separate the educational task from the practical one; they do not have a special attitude towards an adult as a teaching person.
The breadth of the range of activities of a preschool child shows that he masters a variety of subject content. The sphere of communication with adults is also expanding and becoming more complex. The leading motives for communication are cognitive and personal. The child turns to an adult as a source of knowledge about the natural and social world. The preschooler asks adults questions about the world around him, about people, their relationships and about himself.
Peers play an important role in the life of a preschool child. Children develop relatively stable sympathies and develop joint activities. Communication with a peer is communication with an equal; it gives the child the opportunity to get to know himself.
Typical motives for the behavior of preschoolers are the desire to be like an adult, the desire to establish positive relationships with adults, motives of pride and self-affirmation, and cognitive motives. At preschool age, a system of motives is already formed, i.e. main and subordinate motives are distinguished, and motives of a higher order - socially mediated - begin to come to the fore. An adult makes moral demands on a preschool child. The child begins to master the sphere of morality, both at the level of consciousness and at the level of behavior. Emotions and feelings and the emerging assessment of oneself are of great importance in this process. However, in preschool age, moral behavior lags behind moral consciousness, which indicates the assimilation of moral norms mainly at a known level.
Increasing complexity of activities and communication, expanding the circle of contacts lead to the formation of self-awareness. The child becomes aware of himself, first of all, at the level of the subject of action. He develops a stable positive attitude towards himself, determined by the need for recognition from others. The child recognizes himself as a bearer of individual characteristics - physical appearance and gender, as a person changing over time, having his own past, present and future. Self-esteem of a preschooler appears in special situations that require the child to evaluate himself, but in content it is situational and reflects the assessment given to the child by adults. By the end of preschool age, a specific self-esteem is formed; the child can evaluate himself non-situationally and reasonably.
In preschool age, mechanisms for managing one’s behavior develop: the assimilation and application of norms and rules of behavior, the subordination of motives, the targeted organization of activities, the ability to foresee the consequences of actions. However, these psychological formations do not yet fully perform their regulatory functions, and in this sense, preschool children are attributed to a lack of volitional development. One of its manifestations is the conformity of children in relation to adults and peers, the degree of which noticeably decreases towards the end of preschool age.
During preschool age, significant changes occur in the child’s cognitive sphere. He assimilates sensory standards through which he perceives objects and their properties, which allows him to purposefully and voluntarily examine these objects. The figurative nature of thinking, specific to preschool age, is determined by the fact that the child establishes connections and relationships between objects, primarily on the basis of direct impressions. The use of socially developed means to establish connections and relationships between objects, the assimilation of elementary concepts allows the child to move on to indirect knowledge of the world around him. Mediocrity allows the child to voluntarily perceive the world. One of the main lines of development of cognitive processes in preschool age is the transition from involuntary mental processes to voluntary ones.
During preschool age, all functions and types of speech develop. The nominative function of speech reflects the concrete-figurative nature of the child’s thinking; he cannot yet separate the name of an object from its properties. Egocentric speech, which performs a planning function, moves to the internal plane and becomes inner speech. The communicative function is performed by contextual and situational speech, as well as explanatory speech. Speech, in addition, acquires features of arbitrariness; the child uses it depending on the tasks of communication. Written speech arises from visual arts, with the help of which the child depicts the process of speaking.
The result of a child’s development in preschool age is the emergence of fundamental psychological formations: internal plan actions, arbitrariness, imagination, generalized non-situational attitude towards oneself. The child develops a desire to perform socially significant, socially valued activities. The child is burdened by his position as a preschooler.
At an early age, the main mental function is perception. The most important feature of preschool age, from the point of view of L.S. Vygotsky, is what develops here new system mental functions, the center of which is memory.
The memory of a preschooler is the central mental function that determines other processes. The thinking of a preschool child is largely determined by his memory. For a preschooler, thinking means remembering, i.e. rely on your previous experience or modify it. Thinking never shows such a high correlation with memory as at this age. The task of the mental act for the child is not the logical structure of the concepts themselves, but the specific memory of his experience. For example, when a child answers what a snail is, he says that it is small, slippery, like a spiral with horns, and lives in a shell; if he is asked to say what a bed is, he will answer that it has a soft seat. In such responses, the child gives a brief account of his memories of this object.
The fact that memory becomes the center of the child’s consciousness leads to significant consequences that characterize mental development preschooler. First of all, the child acquires the ability to act in terms of general ideas. His thinking ceases to be visually effective, it breaks away from the perceived situation, and, consequently, the opportunity opens up to establish such connections between general ideas, which are not given in direct sensory experience. The child can establish simple cause-and-effect relationships between events and phenomena. He has a desire to somehow explain and organize the world around him. Thus, the first outline of a holistic child’s worldview appears. From the age of five, the real flowering of the ideas of “little philosophers” begins. When building his picture of the world, the child invents, invents, imagines.
The role of play in the life of a preschool child
INTRODUCTION………………………………………………………………3
CHAPTER 1. GENERAL CHARACTERISTICS OF THE GAME………………………..6
- The concept of the game, types of games…………………………………………….7
General characteristics of the game……………………………………………………….11
AGE ………………………………………………………………...16
2.1. Leading activities of preschool children………...16
2.2. The influence of play on the development of a preschool child…………...........19
CONCLUSION……………………………………………………………25
REFERENCES………………………………………………………...29
NOTE ………………………………………………… ………....31
INTRODUCTION
About twenty years ago, most children went to school unable to read, write, or count. Children learned all this at school, and their intellectual development did not suffer at all from this. Now the situation has changed.
In order for a child to be accepted into a good school (and therefore, in order for him to receive a decent education, and then successfully settle in our difficult life), at the age of 6 he needs to pass a solid “readiness” exam.
Therefore, parents are in a hurry to start his education as early as possible. The so-called “early development” is very popular and fashionable these days. Children are taught almost from birth to read, count to 100 and back, learn a foreign language, logic, rhetoric, grammar, mathematics, etc. And parents are willing to pay a lot of money for such preschool education - after all, nothing is spared for the future child!
As a result, the preschool education system is increasingly turning into a lower level schooling. Despite the progressive and humanistic concepts of scientists and calls to preserve childhood, fear of the future takes its toll and “readiness for school” becomes main goal parents, teachers and even psychologists working in kindergartens.
This trend is not only unjustified - neither from a pedagogical nor from a psychological point of view, but also very dangerous, bringing with it unpredictable social consequences. The fact is that, due to their psychological characteristics, children of preschool age (up to 7 years) are not capable of conscious and purposeful educational activity. 19
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Children cannot learn just because adults want them to. And not because they are lazy and naughty, but because they are children. And the trouble is not that they gain nothing from such premature education, but that they lose the incredibly important opportunities that preschool childhood opens up for them.
Preschool age is a unique and decisive period in the development of a child, when the foundations of personality emerge, will and voluntary behavior are formed, imagination, creativity, and general initiative actively develop. However, all these most important qualities are formed not in educational activities, but in the leading and main activity of a preschooler - in play. The advantage of play over any other children's activity is that in it the child himself, voluntarily obeys certain rules, and it is the implementation of the rules that gives maximum pleasure. This makes the child’s behavior meaningful and conscious, transforms it from spontaneous to strong-willed. Therefore, play is practically the only area where a preschooler can show his initiative and creative activity. 19
The study of the features of play in the activities and education of modern preschoolers and its influence on their personal development is an extremely urgent task.
The purpose of this work is to study the role of play in the development of modern preschoolers
The object of this study is the game, its types and varieties.
Research hypothesis: modern changes in socio-cultural
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19 Electronic resource. Access mode: http://adalin.mospsy.ru/
children's living conditions entail a change in the selection of games and gaming materials, the content of role-playing games, as well as their level of development.
The objectives of the study were as follows:
1. Analysis of scientific literature.
2. Identification of the specifics of games and the content of role-playing games in modern preschoolers.
3. Investigate the influence of games on the development of mental processes in preschool children.
4. To identify the level of development of role-playing games in modern preschoolers.
CHAPTER 1. GENERAL CHARACTERISTICS OF THE GAME
Turning to the history of studying the game, one can find that humanity went a long way before recognizing any “useful functions” for the game. It is no coincidence that most researchers considered it, first of all, as an activity that brings pleasure and enjoyment and was opposed to “work.” This state of affairs was due to the fact that they were looking for the “instant” usefulness of the game. And indeed, they found it only in the fact that the game simply kept the child busy.
Perhaps one of the first to point out the promising usefulness of play was the German scientist Karl Groos, who proposed considering children's play as an instinctive preparation for future “adult” life: girls playing with dolls is an exercise of maternal instinct, boys playing war is a manifestation of hunting. instinct. K. Gross calls games the original school of behavior. For him, no matter what external or internal factors motivate the games, their meaning is precisely to become a school of life for children.
Modern scientists are far from attributing an instinctive nature to children's play and equating it in this sense to the play of animals, as K. Groos did, but the assumption he made about the enormous significance of play for the entire future life of the child is now accepted by researchers around the world as an axiom.
Game is one of those types of children's activities that is used by adults to educate preschoolers, teaching them various actions with objects, methods and means of communication. In play, a child develops as a personality, he develops those aspects of his psyche on which the success of his educational and work activities, and his relationships with people will subsequently depend.
8 Mikhailenko N., Korotkova N. Why does the child play? // Preschool
education, 1995. No. 4. 21-24s.
- Concept of game, types of games
Elkonin believed that the games that preschool children usually play can be divided into three main groups. The first pear is outdoor games. These include various games with a ball, with a jump rope, tag, hide and seek, etc. In such games there are rules that all players must obey. Outdoor games are very important for the development of a child. They are an excellent means of physical education for preschoolers; During games, children learn to obey the rules and develop team behavior skills. 17
The second group includes games of lotto, spillikins, multi-colored pyramids, etc. Each such game has its own educational task. In these games, children get acquainted with various objects and phenomena of reality, children form ideas, develop observation, perception, memory, and thinking. Such games are of great importance for mental development preschool children. 9
The third group consists of the most typical and at the same time creative role-playing games that are important for the development of preschool children. In these games, children portray adults whose activities for some reason attract them. In a role-playing game, the child wears special ones created by himself
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9 Mendzheritskaya D.V. To the teacher about a children's game. M., 1982. - 128s
17 Elkonin D. B. Psychology of play M., Education 1987
playing conditions, independently reproduces the social and labor functions of adults. Role-playing play, in which children reproduce the lives of adults, is one of the forms of their participation in the lives of adults in preschool age.
By definition, a game is a type of activity in situations aimed at recreating and assimilating social experience, in which self-control of behavior is developed and improved.
In human practice, gaming activity performs the following functions:
- Entertaining (this is the main function of the game - to entertain, give pleasure, inspire, arouse interest);
Communicative: Mastering the dialectics of communication;
Self-realization: In the game as a testing ground for human practice;
Game therapy: Overcoming various difficulties that arise in other types of life activities;
Diagnostic: Identification of deviations from normative behavior, self-knowledge during the game;
Correction function: Making positive changes to the structure of personal indicators;
Interethnic communication: Assimilation of socio-cultural values common to all people;
Socialization: Inclusion in the system of social relations, assimilation of the norms of human society.
- imagination and fantasy
communication skills
ability to symbolize and transform
generalization function
voluntary behavior (willpower)
perfect plan
ability to think, etc.
- in move
in communication
in cognition
in self-realization, freedom, independence. 14
14 Shatsky S. T. Selected pedagogical works. In two volumes. Volume 1; 1980 Second-hand book edition.
- in joy, pleasure
the need to be “like an adult.”
1.2. General characteristics of the game
For preschool children, play is the main activity. Some spontaneous games of preschoolers have a pronounced resemblance to the games of representatives of the animal world, but even such simple games like catch-up, wrestling and hide-and-seek are largely cultural. In games, children imitate the work activities of adults and take on various social roles. Already at this stage, differentiation by gender occurs. Specially designed educational and therapeutic games occupy a special position.
The games reveal the individual and age characteristics of children. At the age of 2-3 years they begin to master a logical-figurative representation of reality. While playing, children begin to give objects contextually determined imaginary properties and replace real objects with them (make-believe games).
In play, the child first discovers the relationships that exist between people in the process of their work, their rights and responsibilities. Responsibilities towards others are what the child feels necessary to fulfill, based on the role he has taken on. When playing the role of a buyer, for example, a child understands that he cannot leave without paying for what he has chosen. By performing duties, the child receives rights in relation to persons whose roles are performed by other participants in the game. Thus, the buyer has the right to be given any goods available on the toy counter and to be treated in the same way as other buyers.
Role in story game It is precisely to fulfill the duties that are imposed by the role and to exercise rights in relation to other participants in the game. 20
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20 Electronic resource. Access mode:http://ru.wikipedia.org/wiki/ Game
Compliance with the rules and the child’s conscious attitude towards them shows how deeply he has mastered the sphere of social reality reflected in the game. The child's attitude towards rules changes throughout preschool age. At first, the baby easily breaks the rules and does not notice when others do this, because he does not understand the meaning of the rules. Then he records the violation of the rules by his comrades and opposes it. He explains the need to follow the rules, relying on the logic of everyday connections: this does not happen. And only then the rules become conscious and open. The child consciously follows the rules, explaining that following them is necessary. This is how he learns to manage his behavior. “The game is a school of morality, but not morality in performance, but morality in action,” wrote D.B. Elkonin.
In play, the child uses a variety of game items: toys, attributes, substitute items. The last group deserves special mention. Substitution arises in a problematic situation: what to do when the doll wants to eat, but there is no spoon? With the help of an adult, the child finds a suitable object - a stick instead of a spoon. True substitution occurs only when the child names a substitute object in accordance with his new feature, i.e. gives deliberately new meaning. The main condition is that with the substitute object one can perform the same function as with the one being replaced. Therefore, a spoon can be a stick, a pencil, even a thermometer. But the ball cannot be used instead of a spoon, as it will not scoop up food. The use of substitute objects enriches children's play, expands the possibilities of modeling reality and contributes to the development of the sign-symbolic function of consciousness. 17
The game always involves the creation of an imaginary situation, which constitutes its plot and content. The plot is the sphere of reality that is modeled by children in the game. And, therefore, the choice of plot is always
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17 Elkonin D. B. Psychology of play M., Education 1987.
relies on certain knowledge. That is why, throughout preschool age, “family” games are favorites for children, since they themselves are involved in such relationships every day, and therefore have the most complete understanding of them.
Gradually, preschoolers begin to introduce stories from their favorite fairy tales and films into their games. The games intertwine real and fairy-tale plots, and the reconstructed sphere of reality continues to expand as the child is included in more complex social relations. Everyday stories are joined by professional ones, and then social ones. The richness and variety of plots is closely related to the richness of children's imagination. At the same time, creating game plots stimulates the development of children's imagination and creative activity.
For the youngest children, the plot is suggested by a toy or attribute that came into their field of vision and attracted their attention. The children's play does not last long, the plots are very unstable and monotonous. They usually consist of one, or less often two, storylines. For example, a mother and daughter are cleaning the house or washing the dishes.
With the development of gaming skills and the complication of game plans, children begin to engage in longer-term communication. The game itself demands this and promotes this. The desire to reproduce adult relationships in play leads to the fact that the child begins to need partners who would play with him. Hence the need arises to come to an agreement with other children and organize a game together that includes several roles.
In playing together, children learn the language of communication, mutual understanding and mutual assistance, and learn to coordinate their actions with the actions of others.
Bringing children together to play together helps to further enrich and complicate the content of games. Each child's experience is limited. He is familiar with a relatively narrow range of actions performed by adults. In the game there is an exchange of experience. Children learn from each other and turn to adults for help. As a result, games are becoming more diverse. The complication of the content of games leads, in turn, not only to an increase in the number of participants in the game, but also to the complication of real relationships, and to the need for clearer coordination of actions.
Drawing. 2. Parents’ assumptions about their children’s readiness to study in preschool educational institutions
Children's play activities are not limited to role-playing games, although they are most typical for preschoolers.
A special type of gaming activity is a didactic game. It is created by adults specifically for educational purposes, when learning proceeds on the basis of a gaming and didactic task. In didactic play, the child not only gains new knowledge, but also generalizes and consolidates it. 16
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16 Elkonin D.B. Creative role-playing games for preschool children. Publishing house of the Academy of Pedagogical Sciences. – 1985 – 180 p.
Preschoolers develop cognitive processes and abilities, they assimilate socially developed means and methods of mental activity.
The main goal of any didactic game- educational. Therefore, the main component in it is a didactic task, which is hidden from the child during play. The child is simply playing, but in its internal psychological meaning it is a process of unintentional learning. The originality of a didactic game is precisely determined by the rational combination of two tasks: didactic and gaming.
CHAPTER 2. THE ROLE OF GAME IN THE LIFE OF A PRESCHOOL CHILD
AGE
2.1. Leading activities of preschool children
By the end of early childhood, new types of activities begin to take shape that determine mental development. This is a game and productive activities (drawing, modeling, designing).
In the 2nd year of a child’s life, play is procedural in nature. Actions are one-time, unemotional, stereotypical, and may not be interrelated. L. S. Vygotsky called such a game a quasi-game, which implies imitation of an adult and the development of motor stereotypes. The game begins from the moment the child masters play substitutions. Fantasy develops, therefore, the level of thinking increases. This age is different in that the child does not have a system according to which his play would be structured. He can either repeat one action many times, or perform them chaotically, randomly. For a child, it does not matter in what sequence they occur, because there is no logic visible between his actions. During this period, the process itself is important for the child, and the game is called procedural.
By the age of 3, a child is able to act not only in a perceived situation, but also in a mental (imaginary) one. One object is replaced by another, they become symbols. The child’s action becomes between the substitute object and its meaning, and a connection appears between reality and imagination. Game substitution allows you to separate an action or purpose from a name, i.e., from a word, and modify a specific object. 7
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7 Loschenkova Z.B. Age-related psychology. Moscow; 2009 – 118 p.
When developing play substitutions, the child needs the support and help of an adult.
.
Stages through which a child is included in the replacement game:
1) the child does not respond to the substitutions that an adult makes during the game, he is not interested in words, questions, or actions;
2) the child begins to show interest in what the adult is doing and repeat his movements independently, but the child’s actions are still automatic;
3) the child can perform substitute actions or imitate them not immediately after the adult’s demonstration, but after a lapse of time. The child begins to understand the difference between a real object and a substitute;
4) the child himself begins to replace one object with another, but imitation is still strong. For him, these actions are not yet of a conscious nature;
5) the child can independently replace one object with another, while giving it a new name. For play substitutions to be successful, an adult needs to be emotionally involved in the game.
By the age of 3, the child should have developed the entire structure of the game:
- strong gaming motivation;
game actions;
original game replacements;
active imagination.
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17 Elkonin D. B. Psychology of play M., Education 1987.
understand your new situation - all the positive components of visiting kindergarten. Collective games, I help the child in the adaptation period to get to know the group of children, the kindergarten staff, etc.
- Figure 3. Comparative diagram of the adaptation period of children in preschool educational institutions.
All children's activities are syncretic, that is, to a certain extent, united and inseparable. This unity arises thanks to an imaginary, conditional situation in which the process of children's creativity takes place. The game synthesizes the child’s cognitive, labor and creative activity. Any new knowledge or skill encourages him to take action with it. The nature of this action is playful, as it is the closest and most understandable for children from their previous experience.
Some psychologists believe that children's games cannot be considered a creative activity, since nothing new is created in them. This is true, if we approach children's play with the same standards as the activities of an adult, then the term “creativity” is truly inappropriate. But it is justified if you approach the issue from the point of view of child development.
The creative nature of the game is confirmed by the fact that the child does not copy life, but, imitating what he sees, combines his ideas. At the same time, he conveys his attitude towards the depicted, his thoughts and feelings. This relates play to art, but the child is not an actor. He plays for himself, and not for the audience, he does not learn the role, but creates it as he plays. When a child enters the image, his thoughts are active, his feelings deepen, and he sincerely experiences the events depicted.
etc.................
Have you ever wondered why children love to play? What does play give to a child? To paraphrase S. Mikhalkov’s famous poem about his mother, let’s say: “Different games are needed, different games are important...”. Because the role of play in a child’s development is enormous! A single definition of the concept of “game” has not yet been developed by science and practice. A game is a type of activity and a form of activity, it is life as it is and an imitation of life, it is a competition and construction, etc. A game is a special form of mastering reality by reproducing it and modeling it. In play, a child learns about the world and people through substitutes, models of real objects - toys.
What is the role of play in a child's development? early age?
For a child from one to three years old, play is manipulating with objects. Through playing with objects, a child learns about his surroundings objective world. Playing in the kitchen while mom cooks, the child learns the purpose of various kitchen utensils and the names of your favorite (or least favorite) foods. Playing with educational toys (pyramids, inserts, cubes, etc.) with mother, the child’s fine motor skills, thinking, memory, and attention develop. This game also teaches children to communicate about toys and activities, enjoy success, persistently achieve results, follow the instructions of adults, and correlate their actions with the actions of their parents.
What is the role of play in the development of a preschool child?
For a preschooler, play is the most important look activities. At this age, the child lives in play. In addition to playing with objects at this age, another the right type games – plot-role-playing game. This game is very popular and loved by children, it prepares them for their future life. It is called so because its main elements are the game concept, the development of the script (plot), the actual game actions, the choice and distribution of roles. This is a type of creative game that is created by the children themselves; they themselves come up with the rules for it. For a child, this is a way of self-realization, in the game he can become what he dreams of being in real life: doctor, driver, pilot, etc. For example, these are games of “mothers and daughters”, “shop”, “hospital”, “school”. The main task of such a game is to “play the role” correctly, i.e. conform to adult behavior patterns. These games are a direct reflection of what children see in their Everyday life. One girl, playing the role of a mother, gently strokes the child before bed, and the other yells at him for spilling tea on the table.
It is in role-playing games that such important qualities for a child develop as the ability to manage one’s attention and memory, remember and adhere to rules, plan one’s activities and foresee the result, and develop observation and imagination. And the plot-swarm game is a huge field for the manifestation of bright emotions of a preschooler, as well as the opportunity to look at the world through the eyes of another, which is important for overcoming children's egocentrism.
So, what is the role of play in a child's development? Huge! Large-scale! Therefore, there is no need to look at the game as fun or an empty pastime, according to the principle “whatever the child enjoys…”.
Play in a child’s life plays the role of the main instrument of development and education (on the part of the parents) and the soil, basis, fabric of life itself (for the child himself). In order for a child to develop in play, it is necessary to avoid overprotection of the child and provide him with more space and independence. Children whose desire for independence is not sufficiently developed do not know how to play or play reluctantly, little and poorly.
What is the role of play in a child's development? Play seriously with your child and you will find out.
Poshkrebneva Elena Petrovna