The role of play in the development of a child in preschool age

The importance of games for the development of a preschooler’s psyche

All the most important new formations originate and initially develop in the leading activity of preschool age - role-playing play. Role-playing play is an activity in which children take on certain functions of adults and, in specially created playful, imaginary conditions, reproduce (or model) the activities of adults and the relationships between them. That is, in a role-playing game, the need to be like an adult is satisfied. Role-playing game is the most complex look activities that a child masters during preschool age. The main characteristic of the game is the presence of an imaginary situation. Along with the role-playing game, other types of games are also developing, genetically related to the latter.

In the game, all the mental qualities and personality traits of the child are most intensively formed.

Game activity influences the formation of arbitrariness of behavior and all mental processes - from elementary to the most complex. Performing a play role, the child subordinates all his momentary, impulsive actions to this task. Children focus better and remember more when playing than when given direct instructions from an adult. The conscious goal - to concentrate, to remember something, to restrain impulsive movement - is the earliest and easiest to be identified by a child in play.

Play has a strong influence on the mental development of a preschooler. Acting with substitute objects, the child begins to operate in a conceivable, conventional space. The substitute object becomes a support for thinking. Gradually, play activities are reduced, and the child begins to act internally, mentally. Thus, the game contributes to the child’s transition to thinking in terms of images and ideas. In addition, in the game, performing different roles, the child takes on different points of view and begins to see the object from a different perspective. different sides. This promotes the development of the most important human thinking ability, which allows you to imagine another view and a different point of view.

Role play is critical to developing imagination. Game actions take place in an imaginary, imaginary situation; real objects are used as other, imaginary ones; the child takes on the roles of imaginary characters. This practice of acting in an imaginary space helps children acquire the ability to imagine creatively.

A preschooler’s communication with peers unfolds mainly in the process of playing together. While playing together, children begin to take into account the desires and actions of others, defend their point of view, build and implement joint plans. Therefore, play has a huge impact on the development of children’s communication during this period.

In the game, other types of child’s activities develop, which then acquire independent significance. Thus, productive activities (drawing, design) are initially closely merged with play. While drawing, the child acts out this or that plot. The construction of cubes is woven into the course of the game. Only by older preschool age does the result of productive activity acquire independent significance, and it is freed from play.

The enormous importance of play for the development of all mental processes and the child’s personality as a whole gives reason to believe that this activity is the leading one in preschool age.

However, this children's activity is very exotic and mysterious for psychologists. In fact, why, how and why do children suddenly take on the roles of adults and begin to live in some kind of imaginary space? At the same time, of course, they remain children and perfectly understand the conventions of their “reincarnation” - they only play at being adults, but this game brings them incomparable pleasure. Determine the essence of the plot role playing game not easy. This activity contains incompatible and contradictory principles. It is both free and strictly regulated, direct and indirect, fantastic and real, emotional and cognitive.

Not a single prominent psychologist could pass by this amazing phenomenon. Many of them tried to create their own concept of a children's game. In Russian psychology, the most prominent theorist and researcher of children's play is D.B. Elkonin, who in his works continued and developed the traditions of L.S. Vygotsky.

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Preschool childhood (from 3 to 7 years) is a period of a child’s life when the boundaries of the family expand to the limits of the street, city, and country. If during the periods of infancy and early childhood a child, being in the family circle, received the necessary conditions for his development, then in preschool age the range of his interests expands. The child discovers the world human relations, different types of activities of adults. He feels a great desire to join adult life and actively participate in it. Having overcome the crisis of 3 years, the child strives for independence. From this contradiction, role-playing game is born - an independent activity of children that models the life of adults.

Role-playing play is the leading activity of preschool age (one of the fundamental principles of the work), so the book is certainly intended for psychologists and teachers working with preschoolers. Nevertheless, it will be very useful for a school psychologist for several reasons.

Firstly, based on the level of development of a child’s play actions, one can determine his readiness for schooling, because, according to the author, the main prerequisites for the transition to educational activities are formed within the framework of a role-playing game.

Secondly, in order to understand a younger schoolchild, you need to know the features of the mental life of a preschooler.

Thirdly, the formation of a specialist’s psychological worldview occurs as a result of familiarization with fundamental psychological research, to which this publication belongs.

Fourthly, the game does not end in preschool age, and the germs of the so-called game with rules appear in the plot-role-playing game.

Role-playing play, or creative play as it is also called, appears in preschool age. Play is an activity of children in which they take on “adult” roles and, in play conditions, reproduce the activities of adults and the relationships between them. A child, choosing a certain role, also has an image corresponding to this role - a doctor, a mother, a daughter, a driver. The child’s play actions also follow from this image. The figurative internal plan of the game is so important that without it the game simply cannot exist. Through images and actions, children learn to express their feelings and emotions. In their games, mother can be strict or kind, sad or cheerful, affectionate and tender. The image is played, studied and remembered. All children's role-playing games (with very few exceptions) are filled with social content and serve as a means of getting used to the fullness of human relationships.

The game takes its origins from the child’s object-manipulative activity during early childhood. At first, the child is absorbed in the object and actions with it. When he masters action, he begins to realize that he is acting on his own and as an adult. He had imitated an adult before, but did not notice it. In preschool age, attention is transferred from an object to a person, thanks to which the adult and his actions become a role model for the child.

At the border between early and preschool childhood, the first types of children's games appear. One of the types of games of this period is figurative role-playing game. In it, the child imagines himself to be anyone and anything and acts in accordance with this image. A child can be surprised by a picture, an everyday object, a natural phenomenon, and he can become one for a short period of time. A prerequisite for the development of such a game is a vivid, memorable impression that evokes a strong emotional response. The child gets used to the image, feels it with both soul and body, and becomes it.

Imaginative role-playing play is the source of plot-role-playing play, which clearly manifests itself from the middle of the preschool period. The game action is symbolic in nature. When playing, a child means another by one action, and another by one object. Without the opportunity to handle real objects, the child learns to simulate situations with substitute objects. In-game item surrogates may bear very little resemblance to real items. The child can use the wand as a telescope, and then, as the story progresses, as a sword. We see how in role-playing play a sign enters the life of a child and becomes a means of organizing his activities, just as in the life of an adult.

A child usually receives a lot of toys, which are substitutes for real objects of human culture: tools, household items (furniture, dishes, clothes), cars, and so on. Through such toys, the child learns the functional purposes of objects and masters the skills of using them.

To trace the development of the game, let's consider the formation of its individual components.

Each game has its own gaming tools: children participating in it, dolls, toys and objects. Their selection and combination are different for younger and older preschoolers. In early preschool age, the game may consist of monotonous, repetitive actions, sometimes reminiscent of manipulations with objects, and the composition of the participants in the game may be limited to one or two children. For example, a three-year-old child can “cook dinner” and invite a “guest” to dinner or “cook dinner” for his doll daughter. The playing conditions for children of senior preschool age may include a large number of game participants. Each participant can have several additional items and toys to more fully reveal their image. During the game, sometimes a complex pattern of transfer of toys and objects from one participant to another develops, depending on the development of the game plot.

Children's play begins with an agreement. Children agree on the start of play activities, choose a plot, distribute roles among themselves and build their actions and behavior in accordance with the chosen role. By taking on a role, the child begins to accept and understand the role's rights and responsibilities. So, for example, a doctor, if he is treating a patient, must be a respected person; he can demand that the patient undress, show his tongue, take the temperature, that is, demand that the patient follow his instructions.

In role play, children reflect their the world and its diversity, they can reproduce scenes from family life, from relationships between adults, work activities, and so on. As the child grows up, the plots of their role-playing games become more complex. For example, a game of “mother-daughter” at 3-4 years old can last 10-15 minutes, and at 5-6 years old - 50-60 minutes. Older preschoolers are able to play the same game for several hours in a row, that is, along with an increase in the variety of plots, the duration of the game also increases.

The game plot, as well as the game role, are most often not planned by a child of primary preschool age, but arise situationally, depending on what object or toy is currently in his hands (for example, dishes, which means he will play house ). Quarrels in children of this age arise due to the possession of an object that one of them wanted to play with.

Role-playing among older preschoolers is subject to the rules arising from the role taken on. Children plan their behavior, revealing the image of the role they have chosen. Quarrels among children of senior preschool age, as a rule, arise due to incorrect role behavior in a gaming situation and end with either the termination of the game or the expulsion of the “wrong” player from the gaming situation.

There are two types of relationships in the game - gaming and real. Game relationships are relationships based on plot and role, real relationships are relationships between children as partners, comrades who perform a common cause. In playing together, children learn the language of communication, mutual understanding, mutual assistance, and learn to subordinate their actions to the actions of other players.

Play is the leading activity in preschool age; it has a significant impact on the development of the child. In play, the child learns the meaning of human activity, begins to understand and navigate the reasons for certain people’s actions. By learning the system of human relations, he begins to realize his place in it. The game stimulates the development of the child’s cognitive sphere. By acting out fragments of real adult life, the child discovers new facets of the reality around him.

In play, children learn to communicate with each other and the ability to subordinate their interests to the interests of others. The game contributes to the development of the child’s voluntary behavior. The mechanism of controlling one’s behavior and obeying the rules develops precisely in a role-playing game, and then manifests itself in other types of activities (for example, in educational activities). In a developed role-playing game with its complex plots and roles, which create wide scope for improvisation, children develop a creative imagination. The game promotes the development of voluntary memory, attention and thinking of the child. The game creates real conditions for the development of many skills and abilities necessary for a child to successfully transition to educational activities.

Report to the teachers' council. Preschool age is the initial stage of assimilation of social experience. A child develops under the influence of upbringing, under the influence of impressions from the world around him. He develops an early interest in the life and work of adults. Play is the most accessible type of activity for a child, a unique way of processing received impressions.

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The importance of play in preschool age.

Preschool age is the initial stage of assimilation of social experience. A child develops under the influence of upbringing, under the influence of impressions from the world around him. He develops an early interest in the life and work of adults. Play is the most accessible type of activity for a child, a unique way of processing received impressions.

Children are encouraged to play by the desire to get acquainted with the world around them, to be active in communication with peers, to participate in the lives of adults, and to fulfill their dreams.

Role-playing games are games that are created by the children themselves; the activity in children’s games is aimed at fulfilling the plan and developing the plot.

Any game contributes to the development of not one, but several qualities, requires the participation of various organs and mental processes, and causes a variety of emotional experiences. The game teaches the child to live and work in a team, develops organizational skills, will, discipline, perseverance, and initiative.

The importance of role-playing play for the comprehensive development of a child requires systematic, skillful influence on it. But role-playing play is an independent activity of children, and the teacher cannot foresee in advance all the techniques for guiding it, as is done when preparing for classes and games with rules.

In the game, as in any activity of children, the teacher plays a leading role. In the game, adults teach children a lot and shape their moral qualities. However, attempts to teach children the plot of the game planned by the teacher, playing a role according to show leads to a boring pattern, suppresses the imagination of children, and deprives the game of its pedagogical meaning.

The most difficult and important thing is to think about the tasks and techniques of raising children through play: how to help unite children, how to teach them to distribute roles, and bring their plans to completion. At the same time, tasks are set both for the entire team and for individual children.

The first condition for successful management of games is the ability to observe children, understand their game plans, their experiences. This is not easy: a child, especially in early preschool age, is not always able, and sometimes does not want, to share his intentions with adults. The teacher needs to gain the trust of children and establish contact with them. This is easily achieved if the teacher takes children's play seriously, with sincere interest, without offensive condescension, to which children are very sensitive. Children willingly tell such a teacher about their plans and turn to him for advice and help.

It is known that play occurs when a child has vivid, concrete ideas about some event or phenomenon that is interesting to him and which has a great emotional impact on him. Therefore, the main way to influence the choice of the theme of the game is to create such ideas in children. Getting to know the work of adults, the events of social life, reading and telling works of art, fairy tales, watching films provide material for play and make the imagination work. Often good games arise at the initiative of children. In this case, it is important to support in time interesting idea, direct the efforts of preschoolers to its implementation.

The role of the teacher during the development of the game’s plot is especially complex. During preparation for it, when the children have not yet entered into their roles, when the plot of the game is just being outlined, the teacher respects the participants’ plans, can give them advice, and guide their behavior, like an adult children. It’s a different matter during the game, when careless intervention can destroy the image created by the child. Children do not always listen to the advice of adults when playing. The teacher cannot be an indifferent spectator; he expresses sympathy for the mother whose daughter is ill, and listens with interest to the sailors' story about the dangerous difficulties of their journey. Such a teacher can give advice on the further development of the game, and the child listens to his words, especially when he is addressed as a character. You can advise your mother to go with her sick daughter to the doctor. Such advice enriches the design of the game.

Sometimes the teacher becomes a participant in the game, takes on some role, often not the main one, an episodic one, but even in this role he can quietly lead the game, guide it, awaken the imagination of the children, as a result of which new episodes arise, about which the children themselves we didn’t realize it before. For example, in the role of a spectator at a theater, he asks where tickets are sold, and thus suggests the idea of ​​making a ticket office; like a buyer in a store, he asks about goods that the sellers have not yet prepared - tomorrow they will probably appear on the counter.

Sometimes a game that is good on the topic takes on an undesirable direction, the children’s behavior does not correspond to the role: the teacher is rude to the children, the soldiers are undisciplined. The reasons for this phenomenon are different. Perhaps the child has a poor understanding of the activity, the character of the person being depicted and endows him with qualities that he has observed in other people. Or maybe his own shortcomings, rudeness, indiscipline are revealed. In both cases, it is necessary to influence the child through the image, to give him an idea of ​​how the person he portrays acts, how he relates to his work, to people. The teacher can influence by example and become a participant in the game. In other cases, observations and reading a book on a given topic come to the rescue.

Children encounter in life not only good people and noble deeds. Sometimes games are started in which children pretend, for example, to be drunk or quarrels between neighbors. This cannot be allowed to happen. It is necessary to distract children from such a game, create interest in another topic, and most importantly, arouse in them a negative attitude towards the bad, so that they themselves do not want to portray it in the game.

When leading a game, the teacher must always remember that it is necessary to develop the initiative and independence of children, to preserve their spontaneity and the joy of play. Any kind of coercion should be excluded from the methods of managing the game, never fantasize for the child, do not invent a game for him. It is necessary to very delicately influence the development of interests, the feelings of children, and direct the work of their thoughts and imagination. Only with such guidance does gaming creativity develop successfully. Slide 8.

To find the right way influence on children's play, you need to understand it, be able to observe children playing. Studying the game and raising children in the game are inextricably fused in a single pedagogical process. We study the game so we can lead it better.

The teacher’s participation in children’s role-playing games cannot be limited to organizing the environment and selecting game materials. He should show interest in the game process itself, give children new words and expressions associated with new situations; talking to them about the essence of their games, influence the enrichment of their language. By guiding the observations of children when familiarizing them with the environment, the teacher must help ensure that the observed life stimulates them to reproduce in play, and therefore in language, their positive, best sides.

Thus, pedagogical activities in organizing role-playing games for children come down to the following:

Organize a play area that is appropriate for the age and number of children playing on it.

Consider the selection of toys, materials, manuals and constantly monitor their updating in accordance with the needs of the developing game process and the general development of children.

Guiding the observations of children, promote the display in the game of the positive aspects of social and work life.

Make sure that grouping children in the game (by age, speech development, speech skills) promotes the growth and development of the language of weaker and lagging children.

Show interest in children’s games through conversations based on their content, guide the game and, in the process of such guidance, exercise the children’s language. Slide 9.

In the children's day mode, a certain time should be allocated for role-playing games, corresponding to their significance. Teachers must master the methodology of organizing role-playing games, primarily in the interests of children's development.

Theoretical foundations of organizing and managing role-playing games.

1.1. General characteristics of the role-playing game

Role-playing game is the main type of game for a preschool child. Describing it, S.L. Rubinstein emphasized that this game is the most spontaneous manifestation of a child and at the same time it is based on the interaction of a child with adults. It has the main features of the game: emotional richness and enthusiasm of children, independence, activity, creativity.

Role-playing game by its nature is a reflective activity. The main source that fuels a child’s play is the world around him, the life and activities of adults and peers.

The basis of the role-playing game is an imaginary or imaginary situation, which consists in the fact that the child takes on the role of an adult and performs it in a play environment created by him. For example, when playing school, he depicts a teacher teaching a lesson with students (peers) in the classroom (on the carpet).

Children's independence in role-playing games is one of its characteristic features. Children themselves choose the theme of the game, determine the lines of its development, decide how they will reveal the roles, where the game will unfold, etc. Each child is free to choose the means of embodying the image. At the same time, nothing is impossible: you can, sitting in a chair - a “rocket”, find yourself on the Moon, using a stick - a “scalpel” - to perform an operation. Such freedom in realizing the concept of the game and flights of fantasy allow the preschooler to independently engage in those areas of human activity that in real life will not be available to him for a long time. By uniting in a role-playing game, children choose partners of their own free will, set the game rules themselves, monitor their implementation, and regulate relationships. But the most important thing is that in the game the child embodies his view, his idea, his attitude towards the event that he is acting out.

Thus, in a role-playing game, the child’s knowledge and impressions do not remain unchanged: they are replenished and refined, qualitatively changed, transformed. This makes the game a form of practical knowledge of the surrounding reality. Like any creative activity, role-playing game is emotionally rich and brings joy and pleasure to every child by its very process.

1.2. Structural components: plot, content, role.

A role-playing game has the following structural components: plot, content, role.

The main component of a role-playing game is the plot; without it, there is no role-playing game itself. The plot of the game is the sphere of reality that is reproduced by children. The plot is a child’s reflection of certain actions, events, relationships from the life and activities of those around him. At the same time, his game actions (turning the steering wheel of a car, preparing dinner, teaching students to draw, etc.) are one of the main means of realizing the plot.

The plots of the games are varied. Conventionally, they are divided into household (family games, kindergarten), industrial, reflecting the professional work of people (games to the hospital, store, etc.), public (games to celebrate the city’s birthday, to the library, school, etc. .).

Depending on the depth of the child’s ideas about the activities of adults, the content of the games also changes. For example, children junior group, pretending to be a doctor in the game, repeated the same actions many times: they measured the temperature, looked at the patient’s throat. After the kids were vaccinated, new actions were added to the game image of the doctor. Children from the older group, when agreeing to play hospital, specified which specialists would treat the patients: a surgeon, an ophthalmologist, a pediatrician. Depending on the doctor’s specialization, each player performed specific actions, while the doctors spoke kindly to the patients, persuading them not to be afraid of injections, operations, dressings, and to take medications more boldly. Thus, the content of the game expresses different levels penetration of the child into the activities of adults. Initially, only the external side of the activity is “grabbed” in real life and reflected in the game (with which a person acts: “a person is an object”). Then, as the child understands the relationship of a person to his activity, the elementary comprehension of the social meaning of work, the games begin to reflect the relationships between people (“person - person”), and the objects themselves are easily replaced (a cube is a bar of soap, bread, an iron, a machine) or They only imagine themselves (“as if I had scuba gear and was sinking to the bottom of the ocean”).

In terms of content, the games of children of primary preschool age differ from the games of older children. These differences are associated with the relative limitations of experience, features of the development of imagination, thinking, and speech. A child cannot imagine a game before it starts without grasping the logical sequence between real events. Therefore, the content of the games, as noted by A.P. Usov, fragmentary, illogical. Children often repeat in play actions with toys shown by adults and related to everyday life: fed the bear - put it to bed; I fed him again and put him to bed again. A.P. Usova characterized such games as action games. Moreover, interest in actions often dominates, so the goal of the game escapes the child’s field of vision. For example, Olya sat her daughters down at the table, went to cook dinner, got carried away with working with pots and pans, and her daughters remained unfed.

However, at the border between the third and fourth years of life, games become more meaningful, which is associated with the expansion of children’s ideas about the world around them. Preschoolers begin to combine various events, including in games episodes from their own experience and from literary works that were read to them or, which is especially valuable, shown through plot-didactic games, illustrations in books, and tabletop theater.

In the fourth and fifth years of life, the integrity of the plot and the interconnectedness of the reflected events are observed in children’s games. Preschoolers develop an interest in certain scenes that they have played with before (family, hospital, construction workers, etc.). Children respond vividly to new experiences, weaving them, like storylines, into familiar games. The enrichment of the content is helped by the interaction of children in the game, when everyone wears something of their own, individual. At this age, generalization and truncation of depicted situations begin, which are well mastered by the child in real life and do not arouse much interest in him. So, if children, playing in kindergarten, eat for a long time and drink from cups, then children of the fifth year of life finish lunch, barely raising a spoon to their mouth. And sometimes they are limited to symbolic actions.

Children of senior preschool age thoughtfully approach the choice of plot, discuss it in advance, and plan the development of the content at an elementary level. New stories appear that are inspired by impressions gleaned outside preschool: based on animated series, books read at home, stories from adults, etc. Generalization of game situations continues; in addition to conditional and symbolic actions, children actively use verbal comments (“Everyone seems to have slept - and we’re going straight to the hall for the holiday!”; “Let’s do this: we’ve already arrived in Africa!”). These speech comments are a verbal replacement of any events. Children resort to them so as not to violate the logic of the unfolding of the game’s content.

For a child, a role is his playing position: he identifies himself with a character in the plot and acts in accordance with his ideas about this character. Every role contains its own rules of behavior, taken by the child from the surrounding life, borrowed from relationships in the adult world. So, the mother takes care of the children, prepares food for them, puts them to bed; The teacher speaks loudly and clearly, is strict and demands attention in her lessons. Submission of the child to the rules of role-playing behavior is the most important element of role-playing play. Deviation from the rules by anyone or those playing causes protests from the playing partners. That is, for preschoolers, a role is an example of how to act. Based on this sample, the child evaluates the behavior of the participants in the game, and then his own.

The role appears in the game at the border between early and preschool age. In the third year of life, the child’s emancipation from the adult is observed. At the same time, the preschooler’s desire to act independently, but like an adult, grows. Then, while playing, the baby begins to perform individual actions characteristic of an adult (putting the doll to sleep, like a mother), although he does not call himself by the adult’s name. These are the first beginnings of the role. One more sign should be included among them: the child “voices” the toy, speaking on its behalf.

Throughout preschool childhood, the development of role in role-playing games occurs from the performance of role-playing actions to role-images. U younger preschoolers everyday actions predominate: cooking, bathing, washing, driving, etc. Then role designations associated with certain actions appear: I am a mother, I am a driver, I am a doctor. The role taken gives a certain direction and meaning to actions with objects: the mother chooses toys or objects for play that are necessary for preparing dinner, bathing the child; the doctor selects a pencil thermometer for treatment, tears up pieces of paper for mustard plasters, pours out an imaginary medicine, etc. Thus, when playing a role, children of primary school age use toys, real objects (spoon, basin, etc.), as well as substitute objects (a pencil or stick becomes a knife, spoon, thermometer, syringe, etc. in the game .).

In middle preschool age, playing a role becomes a significant motive for play activity: the child develops a desire not just to play, but to fulfill one or another role. The point of the game for a 4-5 year old preschooler is the relationships between the characters. Therefore, the child willingly takes on those roles in which the relationships are clear to him (the teacher takes care of the children, the captain leads the ship, etc.). The child depicts these relationships in play using speech, facial expressions, and gestures. At this age, role-playing speech becomes a means of interaction. Since children develop a selective attitude towards certain roles, their distribution before the start of the game is a rather emotional process. The teacher's help is necessary.

In older preschool age, the meaning of the game lies in the typical relationships of the person whose role is played by the child with other persons whose roles are taken on by other children. In games, role-playing dialogues appear, with the help of which the relationships between characters are expressed and game interaction is established. For the quality of role performance, the child’s attitude towards it is important. Therefore, it should be borne in mind that older preschoolers are reluctant to perform roles that, in their opinion, do not correspond to their gender. Thus, boys refuse to play the role of a teacher, the head of a preschool institution, and in the game of school they agree to be only a physical education teacher. When performing a role, the child takes into account not so much the external logic, the sequence of actions, but the meaning of social relations.

Thus, the main structural components creative role-playing games are the plot, which is a child’s reflection of the reality around him; content is what is reproduced by the child as a central and characteristic moment of activity and relationships between adults in their activities, and the development and complication of which is carried out in the following directions:

strengthening the purposefulness, and therefore the consistency and coherence of the depicted;

a gradual transition from an expanded game situation to a collapsed one, generalization of what is depicted in the game (the use of conditional and symbolic actions, verbal substitutions);

role is a means of realizing the plot.

1.3. The main directions of development of story-based games for children of middle and senior preschool age.

The emergence of a collective game creates an opportunity for rapid development and change in both the themes and content, as well as the structure of the game. There is a certain pattern in the change in the themes of children’s games: from games on everyday topics (approximately 50-70% of children’s creative role-playing games younger age These are the games that make up) to games with a labor, production plot, and then to games that depict various social events and phenomena.

The content of the game is also evolving. In the games of older children, along with actions, various public relations, actions. The mother takes care of her daughter, and not only feeds, bathes, dresses, but also educates, reads books, and takes her to the doctor. In turn, the doctor not only gives injections and sets a thermometer, but also carefully persuades and reassures the patient. The change in the themes of games and their content is associated with the expansion of their sources. The games of younger schoolchildren are determined mainly by the impressions that children receive in the process of direct communication with others. Gradually, in the games of the older preschooler, everything bigger place Indirect experience begins to take over: knowledge gained from books, stories from adults (educators, parents). The nature of direct experience also changes (children reflect not only those events in which they themselves took part, but also those that they observed on excursions, walks, and in everyday life).

Expanding the themes of games and deepening their content lead to changes in the form and structure of the game. As the content of the game develops, a preparatory period is distinguished in its structure.

Initially, during the preparatory period, children only agree on the theme of the game (“What are we going to play?”), sometimes assigning roles. Gradually, in the process of agreement, the children begin to outline (discuss) the general line of development of the plot of the game (“First, let’s feed the children, take a walk, and then there will be a holiday”). This is already basic planning. It contributes to a more complete development of the content of the game and the establishment of correct relationships in the game. The need for collusion appears in connection with the development of the game. Babies do not yet have such a need. The wealth of life experiences of older children and the diversity of events reflected in games require prior agreement. Children's demands on the quality of the roles they perform also increase. By conspiring, children can discuss the distribution of roles, based on the interests of all those playing. Collusion requires many organizational skills and knowledge of each other's capabilities, so children who most often play together begin to conspire earlier.

In many cases, during the preparatory period, children prepare a play environment (select toys, make missing ones, build buildings, etc.). these skills are formed under the guidance of the teacher.

With age, the number of participants in the game increases. The games for children of younger groups involve 2-3 children, for older groups - 3-7 or more.

The development of play is characterized by a change in the demands that children place on the toy. A younger preschooler is attracted to a toy by the possibility of reproducing those actions that make up the main content of the game. A toy can be generalized and endowed with only a few striking features that make it possible to determine its purpose and the possibilities of action with it. The older children get, the more they place demands on whether the toy matches the game plan. The older preschooler prefers a more complex toy that is closer to a model of the object.

Thus, in older preschool age, collective play appears, which makes it possible to quickly develop and change the themes, content and structure of the game, which is associated with the expansion of their sources.

1.4. Organization of role-playing games

In order to truly transfer children to a new, higher level of story-based play, one must have a good understanding of its further evolution. One of the lines of development of story-based play for preschoolers is fantasy play. At primary school age, it can proceed primarily in the speech plane, with extremely limited objective actions. Let us remember “Dreamers” by N. Nosov, “Conduit and Shvambrania” by L. Kassil, which describe such joint games of children. Their meaning is the construction of new chains of events, an imaginary world that is interesting and attractive. Joint fantasy play develops imagination, creativity, enriches the emotional life of children, allowing them to more fully realize meaningful experiences. For such a game it is necessary to be able to combine various events, coordinating individual plans in the overall plot. Of course, preschoolers are not yet able to independently develop fantasy play in a purely verbal way (without relying on objective actions or roles), but the possibility of moving to this new level is already laid in older preschool age.

Older preschoolers are ready to master these skills for a number of reasons. The volume of knowledge about the environment increases, the interests of individual children in certain aspects of life, events that they learn about from observations, books, films, in which they would like to be participants, are determined and specified. Each of the children strives to realize their own, already quite complex, idea in the game. At the same time, the child’s desire to play with peers becomes increasingly stronger.

Of course, children could have played the game with peers before, but coordination in it was carried out due to the object-game environment, directing the actions of the participants in a common semantic direction, through the adoption of roles that were close in meaning, causing mutually complementary actions of the partners. The chain of events unfolded in the game as if automatically, as a general “memory” of one or another semantic sphere. The increasing complexity and diversity of children's ideas entails difficulties in building a joint game, which requires great effort to coordinate them.

A story game is not characterized by preliminary planning and strict adherence to a plan. This reveals its specific features - optionality, freedom of choice of actions. At the beginning of the game, children, as a rule, determine only its theme in general terms, and then the events in the plot gradually increase, like a snowball. The general plot is formed from the proposals of the participants already during the game itself. Coordinating ideas while playing in a group of more than 4 people is an impossible task even for older preschoolers. But even in a small group, the game often falls apart as soon as it begins, due to misunderstanding and the inability to correlate the participants’ multidirectional proposals, or it switches to the well-worn rails of a simpler plot: the desire to develop an interesting new game gives up before the pleasure of acting together and harmoniously with peers.

In order for children to realize their creative potential and act in concert, despite all the whimsical nature of individual plans, it is necessary to master a new, more complex way of building a game - joint plot composition. It includes the child’s ability to build new sequences of events, covering a variety of thematic content, and at the same time be oriented towards peer partners: indicate for them (explain) what event he would like to unfold at the next moment of the game, listen to the opinions of partners (after all, they can offer completely different events); the ability to combine events proposed by himself and other participants in the overall plot during the game.

How can these complex skills be developed in children? It turns out that an effective means of formation is joint play between an adult and children, but in a completely different form than at previous age stages.

As already mentioned, each new way of building a game (at this stage - a joint plot addition) is formed quite easily and quickly if it is separated from simpler, previously learned methods. It is possible to make joint plot composition the center of children’s attention in a special kind of game - a joint “invention game” with an adult, which takes place in a purely verbal way. Its natural prototype is the above-mentioned joint fantasy of younger schoolchildren. The game of invention allows an adult, being a partner of children, to unobtrusively and naturally stimulate them to combine and coordinate various plot events; Moreover, the invention and development of the general plot is not disguised here for children by objective and role-playing actions, but is revealed to them as if in a “pure” form.

Of course, for preschoolers such a game is available only as a joint activity with an adult. In their independent play, children again return to actions with toys, to roles, but the mastered skills of coming up with new stories together allow them to more fully and consistently implement play plans.

Having determined the form of joint play between an adult and children (inventive game), let us pose the following, far from idle question: what and how to “invent”? In order not to result in the autonomous fantasy of each participant “for themselves,” the game of invention initially needs semantic supports that promote the work of the imagination of all participants forward and direct it in a fairly broad, but still common direction. Such supports can be stories already known to children.

Joint play with children should begin not with inventing completely new plots, but with partial changes - “loosening” already known ones; Gradually, the adult leads the children to increasingly complex transformations of a familiar plot, and then to jointly inventing a new one.

When organizing the preparatory period, you can use the experience of inventive games already accumulated by children, where all participants, complementing each other, introduce new plot events that develop the chosen topic. The teacher approaches a group of children and asks: “What are you guys going to play?” Having received an answer, he suggests: “Let’s all figure out together how to play more interestingly, in a new way.” Based on the topic identified by the children, the teacher encourages them to introduce two or three options for the development of events; he offers additional option(like: “Maybe this way... Or maybe differently... How else is it possible?”). Unlike a make-believe game, in the preparatory period there is no need to strive to build a clear sequence of events. The main thing is to briefly express various proposals. Any initiative of the participants should be beyond the criticism of the teacher, then the children will feel freedom and pleasure from co-creation. After 6-7 events with options are proposed (within 3-5 minutes), the teacher says: “You see, how you can play in a new, interesting way,” and invites the children to play on their own.

Since the events were offered in different versions, children have new “ideas” for the game, but there is no ready-made plot that can only be played out. Moving on to an independent game, its participants start from invented events, choose one or another option, offer new collisions during the game, include new roles, i.e. creative collaboration continues. This just indicates that the preparatory period has fulfilled its functions.

All work on the formation of a joint addition plot can be started with children of the older group and continued in preparatory group kindergarten.

How does the independent story-based play of older preschoolers change under the influence of the systematic formation of new gaming skills in them? First of all, there is an attitude towards inventing something new, interesting game. The plots unfolded by children become more diverse and complex, acquiring a multi-themed character. They intertwine and combine events and roles belonging to a variety of semantic spheres in such a way that the game no longer fits into a simple definition such as “Construction”, “Mail”, etc. The dynamic build-up of events during the game leads to the curtailment of many actions with objects that are only indicated in speech; Role reversals are often used when new characters are introduced into the plot. Moments of purely verbal interaction become more frequent, when children only pronounce the next events (and do not “act out” them), and outline the further direction of the plot. The game is played in groups of up to 3-4 people, and the initiative of all participants increases; they are less dependent on the activity of one child leader. The ability to listen to partners and combine their ideas with your own leads to a reduction in conflicts in the game.

Thus, the success of role-playing games undoubtedly depends on the organizational activities of the teacher.

Firstly, the teacher needs conditions for the development of the game plot, the creation of an object-based game environment takes into account age and individual characteristics preschooler. The attributes for role-playing games should be colorful and aesthetic, since this is what the child will interact with.

The correct organization of an objective play environment also presupposes that the teacher fulfills the programmatic task of developing children's creativity in play activities.

Secondly, the plot-role-playing game will be successful only if the teacher organizes and carries out children’s play activities consistently and systematically, and not from case to case.

A teacher’s ability to observe children gives him material for thought, the ability to understand their play plans and experiences, and based on this, plan play activities with preschoolers.

And finally, thirdly, when organizing a role-playing game with children, the teacher must actively use methods and techniques for teaching children game actions, and in older preschool age, a game chain, according to the chosen role or game plot. The teacher’s influence on the choice of games and play activities is that he maintains interest in the game, develops children’s initiatives, teaching them to think about the theme of the game and independently choose the most interesting one. If the game fades, the teacher diversifies it with new characters or game actions. An experienced teacher often takes the child’s position and participates in play activities on an equal basis with the participants in the game. This brings the teacher closer to the children, and will allow him to realize the assigned tasks. Thus, successful implementation of gaming activities is possible with the skillful guidance of a teacher who is able to make role-playing games an exciting process. During which, the full development of the preschool child occurs.

Play is the most accessible type of activity for children, a way of processing impressions and knowledge received from the surrounding world. The game clearly reveals the characteristics of the child’s thinking and imagination, his emotionality, activity, and developing need for communication.

The literature presents the ontogenesis of the game; knowledge of this material allows us to understand the prerequisites for the emergence of a plot-role-playing game.

In the first two years of life, when the child’s imagination is not yet developed, there is no play in the real sense of the word. At this age, we can talk about the preparatory period of play, which is often called “objective activity.”

By the age of two, children's games display those features that clearly manifest themselves at a later age: imitation of adults, creation of imaginary images, the desire to actively act and get to know others.

In the third year of life, imagination begins to develop, and a simple plot appears in games. Thus, when working with children of this age, one of the important tasks is to develop the simplest skills of playing together. Therefore, it is necessary to help kids, develop the content of games that can unite two or three children.

To develop the content of children's games significant influence provides the production of homemade toys that make children’s play interests more sustainable and help them unite in play. When leading the game, we, however, should not suppress the initiative and independence of children.

What is typical for creative play in children aged 4–5 years? Firstly, the emergence of new topics related to knowledge obtained from fiction, adult stories, television and radio programs, etc. (travel games, sailors, military, construction, mail). Secondly, the interest in the book and the surrounding environment has arisen, contributing to the enrichment of the content of previous games. This increases interest in the relationships between people at work. Children begin to understand that in joint collective work it is necessary to help each other; they develop ideas about interaction. All this is reflected in the game.

Children of senior preschool age develop a deepening interest in the work of adults and its results; there is a feeling of admiration for the selfless actions of people, a desire to imitate them. Therefore, they are characterized by games with a heroic plot; a desire to play one’s role with greater imagination, imagination, and an interest in detail. To develop the content of the game, children successfully use technical skills, for example, creating a toy from a construction set. At this age stage, more complex ones appear both in content and means of displaying real life, and in organizing the game. These are story-driven role-playing games that continue long time, with gradual development and complication of content; games that deeply touch the feelings and interests of children

In play, the formulated sign function of the child’s consciousness is most clearly revealed. Its manifestation in the game has its own characteristics: game substitutes for objects may have significantly less resemblance to the objects themselves than, for example, a drawing with the reality depicted. However, game substitutes should allow you to act with them in the same way as with the replaced item. Therefore, by giving his name to the chosen object - the substitute - and attributing certain properties to it, the child also takes into account some of the features of the object itself - the substitute. When choosing substitute objects, the preschooler proceeds from the real relationships of the objects. He readily agrees that half a match will be a bear, a whole match will be a bear’s mother, and a box will be a bed for a bear. But he will never accept this option, where the teddy bear is a box, and the bed is a match. “It doesn’t happen like that,” is the child’s usual reaction.

Traditional classification of games

Conventionally, games are divided into two main groups: plot-role-playing (creative) games and games with rules.

Plot-role-playing games are games on everyday topics, with arbitrary themes, construction games with natural materials, theatrical games, games - fun, entertainment.

Games with rules include didactic games (games with objects and toys, verbal didactic games, plotless games, with sports elements).

Theatrical games are the acting out of a certain literary work in person and the display of specific images using expressive methods (intonation, facial expressions, gestures). Theatrical games, unlike role-playing games, offer the presence of spectators (peers, younger children, parents). In their process, children develop the ability to accurately reproduce an idea using visual means (intonation, facial expressions, gestures) work of art and the author's text. 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

The plot-role-playing game of a child goes through several stages in its development. Consistently replacing each other:

Introductory game,

display game,

Plot-display game, plot-role-playing game,

The game is dramatization.

Together with the game, the child himself develops: at first his actions with an object - a toy - are of a manipulative nature, then he learns various ways actions with objects that reflect his ideas about their essential properties.

At the stage of plot-display play, a young child directs his actions to fulfill a conditional goal, that is, instead of a real result, an imaginary one appears (cure a doll, transfer a load in a car). The appearance of generalized actions in the game, the use of substitute objects, the unification of objective actions into a single plot, the child calling himself by the name of the hero, the enrichment of the content of the game - all this indicates a transition to a plot-role-playing game, which begins to gradually develop from the second younger group. These games begin to reflect human relationships, norms of behavior, and social contacts.

D.B. Elkonin called plot-role play an activity of a creative nature in which children take on roles and, in a generalized form, reproduce the activities and relationships of adults, using substitute objects. Mastering first actions with objects, then with substitutes, the child gradually begins to think internally in play. Researchers identify various structural elements of the game - primary and secondary: plot, content, game situation, design, role, role-playing action, role-playing behavior, rules.

The plot (theme) of the game is, according to D.B. Elkonin, the sphere of reality that is reflected in the game.

A game (imaginary, imaginary) situation is a set of game circumstances that do not exist in reality, but are created by the imagination.

A plan is a plan of action conceived by the players.

A role is an image of a creature (person, animal) or object that a child portrays in a game.

Role-playing (play) action is the child’s activity in a role. A certain combination and sequence of role-playing actions characterize role-playing behavior in the game.

Role-playing (play) interaction involves the implementation of relationships with a play partner(s), dictated by the role, since a child who has taken on a role must also take into account the role of his play partner. Coordinating your actions with him.

Rules are the order, the prescription of actions in the game.

The structural elements of the game are closely interconnected, subject to mutual influence, and can be correlated differently in different types of games.

The plot reflects the events of the surrounding life, so it depends on the social experience of children and the degree of their understanding of human relationships. The plot determines the direction of the game actions, the variety of game content (with the same plot - different game content).

The idea of ​​the game, according to A.P. Usova, is not the fruit of the abstract imagination of children, but the result of their observation of what is happening around them. The idea of ​​the game in younger children is directed by the game object environment, a new storyline is built through the introduction of additional game material. The child goes from action to thought, while in older children, on the contrary, the plan ensures the creation of an environment for action (the child goes from thought to action).

In carrying out the plan, the child acts according to certain rules. These rules can be created by the children themselves, based on the general design of the game, or set by adults. The rules regulate the gaming behavior of the participants, organizing their relationships in the game, and coordinating the content of the game.

The famous psychologist D.B. Elkonin noted that the content of the game changes with age. First, in their play, children reflect the objective activities of adults, then the focus of their attention is on the relationships between adults and, finally, on the rules by which relationships are built. Consequently, the development of the content of a plot-role-playing game proceeds from expanded game actions through their reduction to expanded role-playing relationships, and from them to the rule, which gives an age-related picture of the development of the game.

The content of the game is determined by the age characteristics of the children. If the content of children's play reflects actions with objects - toys, then the games of older preschoolers reflect the relationships between people, showing the depth of children's penetration into the meanings of these relationships. The content of the game of older preschoolers depends on the interpretation of the role, building the role-playing behavior of the participants in the game, developing a specific game situation, established rules, and the direction of role-playing actions.

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 of 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 children’s creative activity 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 freehold playful ways of activity and creative activity of the child.

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.

1.2 Organization and content of conditions aimed at developing story-based role-playing games for preschool children

The content of games offered to children by educational programs is not always up-to-date for the rapidly changing interests of preschoolers. Of course, even today children love to play “Mothers and Daughters”, “Driver”, “Shop”, but in these traditional and beloved stories they take great pleasure in introducing their favorite characters Spider-Man, Batman, Hercules, Shrek, Cindy dolls , Barbie and Ken.

They accompany the actions of traditional characters: mom, dad, driver, salesman with songs from popular modern performers.

Today, children transfer many television programs and plots of popular series into their games, so completely independently, they can start playing “Star Factory”, “Field of Miracles”, even “Yeralash”, “Truckers”. From real life in the game “Supermarket”, " Beauty saloon". No matter how teachers protest against such games and are wary of new game characters, this is interesting to the child, which means it is necessary to take this into account and skillfully use this interest in solving professional problems. Children at all times, regardless of the opinions of adults, played what was interesting to them!

All children are very demanding about the objects they will play with, looking for similarities with reality in them. During play, children can replace toys with others that are more suitable for the design and endow them with imaginary properties. In older preschool age, children realize the importance of all games and distinguish games from reality. During the game you can often hear the following words: “As if, by chance, by truth, etc.” This independent work of children awakens curiosity and a desire to understand the life around them.

Before any educational game, the teacher must ask the children questions: “What will you play?”, “Who will you be?”, “What toys do you need?” These questions help children think about the theme of the game. If the teacher manages to captivate the children with an interesting conversation, then the game will reveal all the children’s experiences and characters.

The teacher must teach children how to skillfully approach the distribution of roles.

Many children want to play the main roles, so in such a situation it is important to pay attention to the secondary roles, which are no less significant, and to explain their importance and significance.

It is always difficult for an adult to lead a game that has already begun. Inappropriate interference can destroy the image presented by the child, so you must intervene in the game process very carefully.

During the games, teachers will need various visual aids and game materials. It is recommended to use toys and objects of various sizes, shapes and designs. These can be dolls representing girls and boys. They should have their own names, should be dressed differently, and their clothes should be easy to take off and put on. For some dolls, it is necessary to have a set of linen and dishes in order to accustom children to basic labor. The dolls should be such that several actions can be performed with the same doll.

Great importance in the development of the plot-role-playing game has a toy.

It is necessary to take care of toys so that the child can organize play. For children, first of all, we need dolls depicting adults of different professions, or characters from famous fairy tales. To play with a doll, you need furniture and dishes of a suitable size. Soft toys depicting animals. Cars and various transport.

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.

N.Ya. Mikhailenko proposed a new concept for the development of plot-based role-playing games in preschool age. The author identified fantasy as the main motive of the game. It is this, according to the author, that makes the child independent of external circumstances, allows him to combine events and change roles. In the game, children need not only to use special means, but also to indicate the meaning of their actions for their partner.

There are three ways to build a game: “The simplest is the deployment and symbols of objective actions in the game. The next most complex method is role behavior, associated with the designation and implementation of a conditional role position and subordinating objectively - game actions, the meaning of which is determined by the role. The third way of constructing a game is plot formation, associated with the deployment of a sequence of integral situations (defining game roles and the actions that implement them), their designation and planning. Each subsequent method is more complex in relation to the previous one and “rubs” it into itself. In relation to age, these methods can be presented as successive stages in the formation of play."

N.Ya. Mikhailenko and N.A. Korotkov consider the strategy and tactics of forming a game on different stages preschool childhood. The game strategy should be based on the following three principles:

1) the teacher plays with children throughout preschool childhood;

2) in a special way opens up a new, more complex way of building a game;

3) during the game, it simultaneously orients the child both to perform the game action and to explain its meaning to the partner.

An indicator of the effectiveness of formation is the transfer of gaming methods into children’s independent activities.

1. The use of multi-character plots, where one of the roles is connected with all the others (for example, captain, sailor, passenger, diver).

2. There should be more characters in the game than its participants, which allows you to change roles during the game. Initially, such a game is played individually with each child (7-10 minutes each) and he is offered the main role, which changes. The teacher plays several roles. For example, a child has chosen the role of a driver, and the teacher plays either the role of a passenger or the role of a policeman. Then the teacher takes on the main role, and the child is offered additional ones. After this, other children are involved in the game, who at first duplicate the role of the teacher. So several patients and passengers appear. Then the children, following the example of the teacher, also change roles. Role interaction arises with many children, and role dialogue is activated.

In the senior and preparatory kindergarten groups, children master the most complex way of constructing a game - joint plotting. New way is effectively absorbed by children in the game of invention, which is carried out verbally. First, already familiar plots are transformed, and then new ones are invented. The authors recommend using plots from fairy tales known to children. After children have mastered the basics of plotting and can combine the roles of different characters and events, the teacher organizes role-playing interaction. In the proposed concept pedagogical process appears in all its integrity and consistency. In the course of it, the game action, and then the role and plot, become more and more conventional.

2.1 Diagnosis of play interests of older preschoolers

Comprehensive development is mental, aesthetic, moral and physical development.

To determine the level of development of children of senior preschool age, we carried out:

1. Conversation with children of senior preschool age.

Objectives: 1. Identify the gaming interests of children in kindergarten and at home, children’s favorite stories and roles, children’s favorite toys.

2. Observations of independent and organizational play activities.

Goal: Find out: what types of games and plots children prefer, what gaming material they use. Pay attention to diversity

stability, dynamism of game plots, on the gaming skills and gaming interests of children.

3. Conversation with parents

Purpose: To pay attention to the content, duration and independence of children's games in the family; find out if they support gaming

interests of children, parents, nature of play interaction with family

toys.

4.Diagnostics to determine the gaming skills of children of senior preschool age.

Goal: To find out the ability to play with objects, replace real objects with conditional ones, build role-playing interactions, use role-playing dialogue, the ability to come up with a new original plot, varying a well-known game, the flexibility of changing the traditional course of the game, the ability to use a modified plot.

5. Observation of independent play activities of children of senior preschool age.

Goal: To find out how many children can act with substitute objects, the need for communication during play, and how developed reflection is.

Questions to talk with your child

1. Do you like to play? What are your favorite games, please name them.

2. Do you like the games you play with the kids in kindergarten? What about at home? What do you play at home?

3. Who are you most often in the game, what role do you play? Who else would you like to be?

4.Do you have any favorite toys? What toys do you like to play with, please show me? (the child is offered pictures or photographs of a variety of toys; you can walk around the group, examining all the toys in it).

5. Do you come up with games yourself or does someone help you? How do you do it, tell me?

When analyzing children's answers, we paid attention

On the gaming interests and preferences of children in kindergarten and at home;

For your favorite stories and roles;

For your favorite toys.

Before starting to study the play interests of children, we established emotional contact with the child and aroused a desire to communicate.

For this purpose, gaming techniques were used.

1. A crying Heel was brought into the group. The child naturally wonders what happened. And then the pig tells a sad story that the evil witch turned his beloved friend Winnie, Pooh, who was visiting him with sweets, into stone, since he ate all her supplies of honey, condensed milk and jam. And it can only be disenchanted if a very kind, good and obedient child answers the witch’s questions. Of course, the child immediately says that this is what he is and will be able to help break Vini’s spell. Piglet asks questions, the child answers them with pleasure. As soon as the preschooler finishes, happy Winnie the Pooh appears with sweets, thanks the child and treats him to sweets.

2. We approach the child at a convenient moment with a toy in our hands and tell a story: when I was the same age as you, I really loved to play, and my favorite toy was this teddy bear (a favorite toy can be used). He is an unusual bear cub, he was given to me by my grandmother, and by her great-grandmother, and he is already 100 years old. He knows how to talk and can tell you many interesting stories. Do you want to meet him?

Yes. Hello! What's your name, bear?

Hello! My name is Teddy. And you? (we are responsible for the bear ourselves, moving the toy as if it were alive).

Then the bear cub asks the prescribed questions, and the child answers them. During the conversation, Teddy also talks about his favorite toys and games, but only after the child talks about his own.

We used this game situation as the beginning of a diagnostic conversation in order to set the child up for dialogue, achieving emotional contact with him.

Observation Aspects:

Gaming interests (game plots and roles that are preferred);

Diversity, stability and dynamism of game plots;

Playing material used by the child (toys, play attributes);

Dependence of the use of gaming skills on gaming interests;

The nature of play interaction in conditions of an attractive, interesting role for the child.

child Game material (toys, game attributes) Variety, stability,

SAMPLE QUESTIONS FOR PARENTS

1.Does your child often play at home? What games do you play most often? Do you offer your child to play a specific game, do you insist if he does not express a particular desire? How do you do this? How do you choose games for your child?

2. How often do you offer your child a game plot that is new to him, or does he suggest it himself? Where do you think a child’s play stories come from?

3. Do you know which toys are most interesting to your child?

4. Do you choose toys for your child yourself, or do you take his wishes into account?

5.How much time a day does your child play independently?

6. Do you allow your child to play some games that are interesting to him, but which you don’t like?

When processing the results, special attention was paid to the content, duration and independence of children's games in the family; children play the same games at home, whether in kindergarten or not; whether parents support children’s gaming interests; the nature of play interaction with household toys.

We carried out diagnostics of the gaming skills of children of senior preschool age.

For this purpose, we used the gaming skills presented in the methodology of N. Ya. Mikhailenko: the ability to play with objects, replace real objects with conventional ones, build role-playing interactions, use role-playing dialogue, the ability to come up with a new original plot, varying a well-known game, flexibility in changing the traditional course of the game, ability to accept a changed plot [item 1].

To assess children's playful manifestations, criteria for the development of creativity developed by Torrance and Guilford were identified:

originality, which is manifested in the ability to propose a new idea for the game;

speed, as the ability to quickly adapt to the current situation;

flexibility, as the ability to propose a new use for a known object;

variability, i.e. the ability to offer different ideas in a given situation.

For analytical processing of the research results, we identified three levels of development of a preschooler’s creative abilities in play:

Level III – low. The child cannot come up with a new idea; he wants to play according to a known idea. Has difficulty accepting a gaming task (difficulty adapting to a new gaming task).

Uses a known variant.

Level II – intermediate. The child suggests an idea from a famous fairy tale or cartoon, but is not always ready to accept a new idea. Finds it difficult to suggest new uses for objects.

Level I – high. A child can come up with various new ideas and can quickly adapt to a game task or a new idea. Can offer more than one version of the plot, is able to suggest new uses for known objects and objects.

To summarize the research results, all material had to be presented in table form. The table recorded assessments of children’s ability to express themselves creatively. For this, a three-point system was chosen: a low level of creativity was assessed with one point, an average level with two points, and an average level with three points. high level(see Appendix 1).

To determine the level of creativity in the game, we offered the children the following tasks:

Task No. 1 “the ability to play with a toy in an original way.”

The toy “Alice the Fox” was brought into the group and the teacher invited the child to play with it. For example: “The fox Alice came to visit us today.” She is very bored and would like to play with you.

Three levels were allocated for the assessment of this task:

Level I - high - corresponds to the fact that the toy is played out in an original way, the child quickly and brightly begins to play with it, with the desire to accept the toy, examines it, addresses it in a special way, includes it in his own special plot.

Level II – intermediate. The child easily accepts the toy, examines it, uses an already known plot, does not offer a new option, and can use a plot proposed by an adult or other children.

Level III - low. The child accepts the toy, simply walks around with it, can perform some actions, does not include the toy in the plot, does not come up with new plot options, quickly gets tired of the toy and leaves it.

The assessment of the levels of playing with the toy was carried out according to the criteria for the development of creativity described above; high level indicators were assessed by three points, medium - two, low - one point.

The results were entered into the table (see Appendix No. 4).

Task No. 2.

The children were asked to come up with a plot according to the condition: “How would you play if Doctor Aibolit came to your family?”

Three levels were identified for assessing the task:

Level I – high. Ability to come up with an original story. Evaluated by three points.

Level II – intermediate. The plot is borrowed from adults or from cartoons - two points.

Level III – low. Lack of ability to come up with a plot. Evaluated by one point.

To set the level as accurately as possible, we used the criteria for the development of creativity described above; the results were also entered into the table (see Appendix No. 4).

The ascertaining experiment is an indicative study of the question of the influence of play on the development of creativity in children of senior preschool age.

For the ascertaining experiment, two groups of ten people were identified (see Appendix No. 3), one of which subsequently became experimental, and the other remained control.

It was necessary to conduct a survey of the game in order to identify the level of its development and manifestation of creative abilities.

2.2. Discussion of assignment results

The observation was carried out in natural conditions, which made it possible to see the influence of the gaming interests of children of senior preschool age on the course of the game, its duration, the development of gaming skills, the level of development of gaming activity

Based on the results of observations, we found out that not all children know how to act with toys and objects for their intended purpose, the plot is mostly monotonous, and the game is not always completed. Not all children's skills coincide with their interests. There are children who cannot find a common language with each other.

Based on the results of a survey of parents, it was found that children rarely play at home. Most of the time is spent at the computer and TV because... Parents are mostly busy, and if they offer their children to play, they offer their own plot. If children play, then the plot contains characters from cartoons, television programs, and fairy tales. Children play games they played in kindergarten. Girls mainly play “Daughters - Mothers”, “Hospital”, “Shop”, boys with robots, cars, soldiers, a toy - Spider-Man. The duration of the game depends on the child’s wishes. When buying a toy, many take into account the child's wishes. There are parents who believe that it is not always necessary to follow the child’s “lead”. I would like to note that parents still try to purchase games that develop logical thinking, memory, attention, speech and pay attention to children on weekends.

Observations of the organization of play activities of children in the older group showed that the role actions of children are not always coordinated, and the logic of creative recreation of life-motivated connections is often violated. There is a frequent intersection between the role-playing and real relationships of children playing; they express their disagreement, dissatisfaction with their partners, are distracted from the goal of the game and do not fully implement the plan.

The play of preschool children is characterized by a low level of development. This delays plot development as a promising level of game development. The game theme is monotonous. The role-playing behavior of game participants is characterized by a lack of novelty and variability. Children solve game problems in familiar ways.

Children get hooked on role-playing dialogue. In the games of preschoolers, there are rare role-playing dialogues that involve children communicating from their role. In the proposed tasks: “The ability to play with a toy in an original way” and “Create a plot according to the conditions,” children mainly use the plot proposed by adults and other children; they rarely offer new game options or new uses for a well-known object; do not always realize their plan of action. Only some children choose their own topic; are able to think through the proposed version of the plot; can captivate other children with their ideas; quickly adapt to the game task; can offer more than one plot option.

As a result of the work carried out at the ascertaining stage of the study, we noted that 20% of children act independently in the games we play, come up with new stories, fantasize, combining their knowledge from the world around them with their fantasies. These children show initiative in everything: they can independently choose the topic of productive play activities, think through the content of the work, are able to think through the proposed version of the plot, and easily realize their plans, coming up with something unusual and original. They can captivate the rest of the children in the group with their ideas, so we classified them as the first (highest) level of development of creative abilities. 60% of all children involved in the experiment were assigned to the second (average) level of creativity. These children can occasionally choose the topic of productive, playful activities, but more often they accept the topic of children - leaders, adults; in their independent activities they can borrow plots from famous fairy tales, films, and cartoons; do not always realize their plan of action.

And we classified 20% of preschoolers as the third (low) level. These children are unsociable and play alone almost all the time. They find it difficult to come up with a theme or plot for productive gaming activities, cannot complement the proposed option, and rarely express a desire to independently engage in productive gaming activities. They lack the ability to fantasize, to come up with something unusual and original. They accept the proposed topic without interest and often do not complete it (see Appendix 2).

We also carried out observations at the beginning of the experiment, where the goal was to identify what% of the need for communication among children of senior preschool age, what% of children can use substitute objects, as well as the development of reflection (see diagram) and at the end of the experiment (see diagram) .

Observation protocol for independent and organized play

Activities of older preschoolers

Child’s name Types of games and stories that are preferred

child Game material (toys, game attributes) Variety, stability,

Dynamic game plots Dependence of the use of gaming skills on gaming interests

Vika V. Games with rules (d/i and p/i), creative (theatrical) Jump ropes, hoops, costumes. Varied, plays regularly, the plot makes sense. Gaming skills do not match interests

Danil B. Creative (director's), low mobility small toys, robots - transformers, balls, dinosaurs. The games are monotonous and he rarely plays. Gaming skills match interests

Dima D. Creative (construction,

director's), small subdivision, d/i. Construction material, small toys, ring throws, balls, cars. Plays regularly, the games are monotonous, the plot is dynamic Game skills coincide with interests

Zhenya B. Creative (construction, plot-role-playing), p/i, d/i in the plot-role-playing game chooses the role of a driver, builder, dad Building material, construction set, cars, small toys, set

"builder", balls. The games are monotonous, the game has a leader, the plot is not always dynamic Game skills coincide with interests

Zhenya M. p/i of average mobility using objects. Dolls, jump ropes, balls. The games are monotonous, the plot does not follow through to the end. Gaming skills do not match interests

Lera U. Creative games (Theatrical, role-playing, p/i. d/i) Dolls, attributes for the game “Home”, “Barbershop”, “Hospital”, etc. The games are always varied with an unpredictable plot. Plays regularly. Gaming skills coincide with interests

Yana Ya. Creative games (director's, theatrical), p/i. Table theater, small toys, dolls, costumes. He doesn’t always complete the game; he prefers games with movements. Gaming skills do not match interests.

2.3. Main areas of work

The theoretical and methodological basis of the study are the forms and methods of organizing role-playing games proposed by scientists (D. V. Elkonin, L. S. Vygotsky, A. P. Usova, D. V. Mendzheritskaya, L. A. Venger, N. Ya Mikhailenko, etc.) They reveal the mechanism of game learning, which is based on the process of game interaction and technology of game learning (Zanko S. F., Tyunnikova Yu. S., Tyunnikova S. M.) Meanwhile, observations of the organization of game activities children show that the role actions of children are not always coordinated; the logic of the creative recreation of vitally motivated connections is often violated. There is a frequent intersection of role-playing and real relationships of children playing; they express their disagreement, dissatisfaction with their partners, are distracted from the goal of the game and do not fully implement the plan. The game theme is monotonous. The role-playing behavior of game participants is characterized by a lack of novelty and variability. Children solve game problems in familiar ways. In the games of preschoolers, there are rare dialogues that involve children communicating from their role.

Having studied the problem of organizing independent play activities of preschoolers. We decided to pay special attention to story-based role-playing games. Having studied the literature, using the experience of methodological associations, we decided that it was necessary to broaden the horizons of children, namely, to study professions. In order to encourage further playing out professions in games, we developed an algorithm for gradually involving children in the game.

Algorithm

1. Conversation about the profession

2. Looking at illustrations

3. Field trips

4. Conversation (Children’s impressions.)

5. Children's drawings

6. Production and acquisition of necessary paraphernalia

7. Playing with the help of a teacher

8. Independent play activity

We would like to stop at the excursion stage. For example, preparation for the role-playing game “Library”. Preliminary work was carried out: reading fiction. We looked at the illustrations. There was a tour to the bookstore and then to the library. Conversation (Impressions), preparing books for the game. In order to quickly find the right book, the children were asked to cover the spines of books with strips of colored paper. Books with poetic works - yellow stripe, fairy tales - purple, stories about children - red, books about nature - green, songs, nursery rhymes, riddles - blue. Then the books were arranged according to theme. Instead of shelves, we used baskets for books. Form cards were prepared for each child. The role of librarian was first ourselves, and then the children. A reading room was organized, the books in it were new. All the children joined the game with pleasure. The game was interesting. Thus, we consolidated the acquired knowledge and learned to play the role-playing game “Library”.

Fragment of the role-playing game “Library”

Educator: Tell me, why were libraries created? What professions do people work in the library? What are they doing? Can anyone work as a librarian?

The teacher puts up a “magic screen” on which pictures from the “Library” set are attached.

"Part of an object."

Can this happen: there is a library, but there is no librarian. (The library is closed at night, the librarian goes home)

There are books, but no library. (Books can be located in a bookstore, warehouse, or printing house.)

What books are in the library? How many are there? Where are they located? (Children's guesses)

How does a librarian find the right one among many books? Is it possible to keep a library book? for a long time? Why? (children's answers)

"Object location"

Where are libraries built and why? Is it possible to organize a library in a forest (village, city)? (Libraries are built where people live.) What institutions should libraries be built near? Why? (Near schools, institutes. Schoolchildren and students read a lot. They need books for their studies.)

"Object's Past"

Let's get into a time machine and go back in time.

Do you think there were libraries in ancient times? How did people store and transmit information when there were no books? Where were handwritten books kept? (Children's assumptions.)

In ancient times, only very rich people had their own libraries. After all, books were very expensive. Later, libraries began to appear at monasteries and universities. They kept mainly church and scientific books.

"Future of the object"

Do you think in a thousand years people will read? Why? I wonder if libraries will remain in the future? How will they differ from our libraries? (Children's assumptions.)

Or maybe there will be no libraries? Indeed, in the future, every person at home will have a computer on the screen of which you can read any book. Do you think a computer is a necessary thing? Why? Some people spend a lot of time in front of computer screens. Is it good? Why? What will happen if people stop reading, if all the books disappear? (Children's answers.)

Our group also has a small library. (Children approach book corner.) How do you keep order in the library? How do you take care of your books? (We carefully arrange the books. Treat them with care. Glue up damaged pages.) How do you find the book you need on the library shelves? (We take out the book, look at the cover, read the title.) In the library, books are arranged by topic. In order to quickly find the book you need, let's cover the spines of the books with strips of colored paper and make a card index.

Educator. Now you can not only quickly find the work you need, but also write down in the form which book you took to read.

Children sign the forms and put them in the box.

Educator. Let's play library. Lera will be a librarian. Who wants to choose a book?

Lera takes a seat at the librarian's table. Children come for books if they wish.

Sonya. Hello.

Lera. Hello. What book do you want to read?

Sonya. Do you have the fairy tale “Morozko”?

Lera. (looks through the file cabinet) Yes, there is. Will you take it with you or will you read it in the reading room?

Sonya. I'll take it with me.

Lera. Now let's write the book into the form. (Draws a purple rectangle on the girl’s card.) Please take it. Goodbye.

Dasha takes the book. Approaches Lera next child. Etc.

Complicating the game: conducting a tour of the library, receiving and decorating new books, children’s participation in preparing a thematic exhibition.

Having visited the Optics and the Pharmacy, the children began to distinguish the Optics from the Pharmacy and apply this knowledge in the game. To play hospital, we made sick cards. What helped get the kids interested. Using the dating algorithm, the children established what kind of stores there are by visiting different departments: “Shoe store”, “Household”, “Office”, “Haberdashery”, “Vegetables and fruits”, “Household appliances”. We visited a hairdressing salon, where the children saw the work of the masters of the men's and women's salons, and examined the tools that the masters use. We looked at magazines with fashionable modern hairstyles. Using excursions, taking into account modern times Using a gender approach, I managed to interest children in role-playing games. Children are happy to apply the acquired knowledge in their games, which they acquired at home and in kindergarten. Substitute objects are used. For example, having “bought” a bottle of juice in a store, playing up the moment of lunch, they already use a substitute object (a skittle).

We concluded for ourselves that the constant expansion of children’s knowledge about the life around them and the enrichment of their impressions is one of the most important conditions for the development of full-fledged play in a particular group of children. As a result of the work carried out, children began to play independently, inventing new stories, fantasizing, combining knowledge received from the outside world with their fantasies, pupils show initiative in everything: they can independently choose the topic of productive play activity, think through the content of the work, and are able to invent the proposed version of the plot . They can captivate the rest of the children in the group with their ideas. From the above, we can conclude that role-playing games are a school of feelings; the child’s emotional world is formed in it.

For the further development of children of senior preschool age, we

A development plan for the role-playing game “Library”, “Barbershop”, “Hospital”, etc. has been developed.

Classes were conducted to promote the comprehensive development of children (see Appendix 5).

Conclusions 1. Work with children and their parents has shown that children’s gaming experience does not contribute to the development of independent gaming activity (Appendix 1): many children do not know how to coordinate actions, there is a frequent intersection of role and real relationships of children playing, dissatisfaction with partners, and distractions from the goal of the game and do not fully realize the concept. This delays plot development as a promising level of development of plot-role-playing games.

2.The teacher’s step-by-step, systematic work with children allowed:

enrich children's ideas about the surrounding reality;

expand children's knowledge about certain professions (librarian, builder, shoe store salesperson, fireman, etc.);

navigate the emotional-effective relationships of adults;

understand the meaning of human activity.

Skills that contribute to the development of role-playing games (beginning)

Skills that contribute to the development of role-playing games (end

CONCLUSION

Role-playing game is the main type of game for a preschool child. What is its peculiarity? Characterizing her, S.L. Rubinstein emphasized that this game is the most spontaneous manifestation of the child and at the same time it is built on the interaction of the child with adults. It has the main features of the game: emotional richness and enthusiasm of children, independence, activity, creativity.

For children, play, which is commonly called a “childhood companion,” constitutes the main content of life, is a leading activity, and is closely intertwined with work and learning. All aspects of the personality are involved in the game: the child moves, speaks, perceives, thinks; During the game, all his mental processes actively work: thinking, imagination, memory, emotional and volitional manifestations intensify. The game acts as an important means of education.

The role is the main core of the plot-role-playing game. Most often, the child takes on the role of an adult. Having a role in the game means that in his mind the child identifies himself with this or that person and acts in the game on his behalf. The role is expressed in actions, speech, facial expressions, pantomime.

In the plot, children use two types of actions: operational and figurative - “as if.”

Along with toys, various things are included in the game, and they are given an imaginary, playful meaning.

In the plot-role-playing game, children enter into real organizational relationships (agree on the plot, distribute roles, etc.). At the same time, complex role relationships are simultaneously established between them (for example, mother and daughter, captain and sailor, doctor and patient, etc.). A distinctive feature of an imaginary play situation is that the child begins to act in a mental, rather than visible, situation: the action is determined by a thought, not a thing.

The most common motive for role-playing games is the child’s desire for a joint social life with adults. This desire collides, on the one hand, with the child’s unpreparedness for its implementation, and on the other, with the growing independence of children. This contradiction is resolved in a role-playing game: in it, a child, taking on the role of an adult, can reproduce his life, activities and relationships.

The originality of the content of the plot-role-playing game is also one of its the most important features. Play is an activity in which children themselves model social life adults.

The plot-role-playing game in its developed form, as a rule, is of a collective nature. This doesn't mean children can't play alone. But having a children's society is the most favorable condition for the development of role-playing games.

Our hypothesis was confirmed; if you organize a planned, systematic management of the game, then you can qualitatively improve the indicators of comfort, good manners, training, communication

skills of children of senior preschool age.

All qualities and properties of a person are formed in the active activity of those various types that make up the life of an individual, his social existence.

Play, as a type of activity, is aimed at the child’s knowledge of the world around him, through active participation in the work and daily life of people.

The data from our study showed that the process of developing the play activity of children of senior preschool age requires targeted pedagogical guidance, which consists of establishing influential ways to guide this process. By guidance, we mean a process in which such methods and techniques are used that would contribute to the better development of the playing abilities of children of older preschool age. We provided pedagogical guidance to the development of children's playing abilities through creative exercises and assignments. The practical value of the work lies in meeting the level of development of children's abilities and checking the effective use of creative exercises and tasks in practice.

The practical application of creative tasks in the experimental group contributed to the emergence of positive trends in this process. Children's creative imagination, imagination, and memory have improved. They can independently play, stage...

Creating an emotionally prosperous atmosphere in the kindergarten group;

Guarantee of freedom and independence in the child’s play under the pedagogical guidance of the teacher;

Special work carried out by adults to develop the creative abilities of older preschoolers in role-playing games;

was confirmed during the study.

The constant expansion of children’s knowledge about the life around them and the enrichment of their impressions is one of the most important conditions for the development of full-fledged play in a particular group of children.

Age characteristics of children of primary preschool age

At 2-4 years old, a child actively moves from objective interaction to the reproduction of human relationships; his play reflects the norms and rules of social contacts that affect the formation of his moral sphere. The crisis of three years is accompanied by the child’s desire to act more and more independently: to dress, choose food, make buildings, set rules in the game. The tendency towards independence reflects his desire to live a common life with an adult, to take an active part in it, and not just follow the will of others. At this stage, the teacher needs to establish new forms of interaction with the child and give him the opportunity to express himself.

An adult, despite the child’s need to act independently, is interesting to the child as a carrier of various information. Therefore, when playing independently, the child feels the need to constantly communicate with an adult so that he can look at and express his attitude towards its construction and actions: “Did I do a good job? How should it be done?”, “Where to make a path?”, “Where can I get bricks from?” etc.

In a story game using toys, its content is enriched by combining individual actions: the bear washes its paws - eats - sleeps. Using methods of direct and partially indirect guidance, the teacher promotes the development of short play chains. Game chains can grow and form various storylines. For example, a mother combs her daughter’s hair, her daughter puts on a dress, her mother feeds her daughter, she takes her daughter to kindergarten. Or in other words: mother combs her daughter's hair - prepares breakfast - feeds her daughter - mother goes to work - daughter plays at home. You can build such chains by asking leading questions (“What will your daughter do now? Does she need to clear the table? Why is mom in a hurry?”), appropriate organization of the subject environment and clarifying the game situation (“Here is a house, mother and daughter live here. Say, where are they going so early?”).

Through director's play, the child acquires the ability to act out plots, act for all the characters, and combine different storylines; his ability to take the character’s position improves. The director's games reflect the everyday life surrounding the child; there is an operation with concepts that are understandable to him. The baby is able to grasp the situation as a whole: the daughter doll has come from a walk, will undress, wash her hands, and her mother will feed her lunch. The ability to take on a role, speak on behalf of the character and reflect his mood and emotions gradually develops; the child masters role behavior.

At the very beginning of the development of role-playing play, the child does not yet call himself by the name of the character. For example, a child is carrying a horse, then takes a stick and knocks it on the floor: “Hey, horse, but, but!” In response to the question: “Who is carrying the horse?” - the child is called by his name: “Sasha is lucky.” Role-playing game allows children to take on a role and promotes the development of thinking in terms of images and ideas. To develop the ability to get used to the role, the teacher teaches children to empathize with a specific character, commenting on the game situation and clarifying their actions.

Modern children have a poor understanding of the productive and professional roles of adults. On television they show doctors recommending certain drugs, but they talk little about the professions of a doctor, teacher, worker and many others. People from dubious professions and heroes with an aggressive character often appear on the screen, from whom children copy their external behavior patterns. There are very few special television programs for children. In such an environment, it is difficult for a child to correctly grasp the “image of future adulthood.” Only an adult who is sensitive to the child’s needs can show that life is interesting, that it can be full of hobbies and useful activities.

Close contact between the teacher and parents is necessary. Jointly organized work to provide methodological support.

Next time, the children will look around the laundry room with interest and see how washing machines work, how laundry is loaded into them, how it, already clean and almost dry, is hung on a line to dry or placed in a drying cabinet. In the process of working to expand ideas about professional work, the teacher must select fiction on the topic, conduct conversations, discuss what he saw and read in order to identify the degree of knowledge acquisition and consolidate it, including children in a role-playing game in which they can reflect their impressions.

During play, a child of this age uses toys and materials necessary for play. You can often observe how educators, trying to protect toys from breakage, and also so that they “do not get dirty or gather dust in vain,” put toys in a closet or at a height inaccessible to children; They are not allowed to take new toys for walks. At the same time, children’s play becomes significantly impoverished; they get bored while walking and simply start running after each other; arise conflict situations. As a result of negative emotions, adults and children experience not joy in the process of communication, but irritation and bitterness. The teacher must remember that it is toys that enrich the lives of children, provide an influx of new emotions, give impetus to the emergence and development of role-playing games, determining its content. Experts advise periodically putting away toys that have served as the basis for play for a long time and taking out others to spark new play ideas. At the very beginning of the development of role-playing play, it is the toy that is the source of the child’s creative thought and serves as the organizing principle in the game. The more diverse the assortment of toys and play materials, the richer the play concept, and therefore, the stronger the imagination and the more active the creative manifestations of children.

The teacher must constantly observe the children’s games in order to notice in time the moment when the game reaches a dead end. In this situation, it is important to assess the state of the game and offer to continue it by introducing a new toy and causing a turn in storyline(“Look, grandma has come, it’s time to drink tea”), or start the game using a new substitute object, for example, a block taken instead of a hammer (“I saw that you have nothing to hammer a nail with”); in case of a conflict situation, calm the child and distract him.

Researchers believe that as they master the methods of play activity, the organization of the object-play environment becomes more complicated due to an increase in the number of toys and the use of multifunctional items. It is necessary to provide children with the opportunity to use attributes, objects and toys in play areas and corners. For games like shopping, going to the hospital, going to the hairdresser, traveling by ship, or by car, the designated areas can be equipped either permanently or temporarily and can be changed as a new game concept arises. In the second younger group there should be several stationary zones, since children gradually master one or another area of ​​the game and it is important for them that everything has a familiar place to continue the game next time. Dynamic zones imply mobility and changeability of game plans and solutions. In such areas, play modules (unshaped and multifunctional objects: bars, cubes, boards, pieces of paper, pieces of fabric, pebbles, parts of objects, toys) can be located, which can be used as improvised and substitute material. In these zones, you can quickly change the subject situation and create new conditions for the game. N. Ya. Mikhailenko believes that in managing the independent play of younger preschoolers, an important point is the preliminary organization by adults of the subject-play environment, its specific change and renewal, since the subject environment determines the plot of the game for children.

Children's ideas are not stable and fall apart as soon as they arise, so the teacher must constantly take care of developing in children the ability to play a game based on the idea. We need to start teaching them this as early as possible through object-based play activities. Children of the second younger group can understand the meaning of their activities. To determine the semantic content of the game, the teacher must, using clarifying questions, encourage children to further plan it, develop it, and provide verbal support (“Tell me, Vladik, where will your locomotive go? Who will be the driver? And where will the passengers waiting to board be accommodated?”).

In a joint game, the teacher must teach children to communicate, interact in specific situations, and explain the choice of role and action. It is when analyzing specific actions and situations that the child’s emotional attitude towards the plot or character being played out is revealed. Children of this age mostly continue to play “nearby,” but interest prompts them to increasingly turn to a friend, for example, to look at a neighbor’s playground to find out what he is doing. The kids try to exchange toys (“Give me a tractor, otherwise my car is slipping here”), ideas and advice (“You’d better put another board here”), and interact at the request of the teacher (“Mishenka, you’re a good driver! Please take me , bricks on Alyosha’s site”). The teacher acts as an organizer, coordinator and inspirer in their role-playing game. It directs the game that has begun in the right direction, helps to increase the number of roles in the game, eliminates conflict situations, and causes children’s speech activity in role-playing dialogue.

To develop role-playing behavior and interaction of children in role-playing games, the teacher must use literary and artistic material that promotes familiarization with various plots, developing the ability to analyze the actions of the characters, and catch by ear the peculiarities of intonation in role-playing dialogue in various situations. Each game contains the possibility of dramatization, therefore, embodiment in a role in a plot-role-playing game is impossible without experiencing the circumstances in which the child acts as a character. The development of emotional responsiveness is an objectively necessary process that influences the formation of the principles of a person’s general spiritual culture and contributes to the child’s introduction into a play situation and his entry into a role.

L. S. Vygotsky writes that a child’s play is not just a memory of what he has experienced, but a creative processing of experienced impressions. In the game, the child can show his creativity, which consists in the ability to create a product from various elements, combining old and new, and the very fact of accepting a role is already an act of creativity.

^ 1.3 Methods and techniques for developing gaming skills in children of primary preschool age

For the timely formation of a role-playing game, the most successful is to use the method of comprehensive guidance. The content of a comprehensive guide at the stage of formation of plot-based play for young children, developed by E. V. Zvorygina, is covered in the previous article. This article discusses one of the components of comprehensive play management - familiarizing children with their surroundings in activities.

When familiarizing themselves with the environment in accordance with the objectives of the program, we paid special attention to compliance with the following requirement: children should not be passive observers, they should always be included in active activities.

Children with great desire convey in their games well-known everyday processes (feeding, putting them to bed, walking, various activities in kindergarten), i.e. those life situations in which they themselves are constantly involved. In such games, children's play behavior is varied.

We hypothesized that if children develop a sufficiently high level of generalization in everyday games, it will be easier for them to transfer the learned methods of play behavior to other play situations. Therefore, the work began with complicating the ways and means of solving game problems in games that arise on the initiative of children, using for this the communication of an adult with a child.

Along with this, children were introduced to the work of adults by organizing excursions (to the medical office, catering department), and targeted walks to the roadway. Some excursions, for example to a store or a hairdresser, were offered to parents.

For each excursion, we developed questions that force children not just to list what they see, but to realize what they saw. During the excursions, children were included in active activities. So, in the medical office, the doctor put thermometers on several children, measured the height and weight of others, and listened to them with a phonendoscope. At the end of the visit, all children were given vitamins and empty medicine boxes so that the group could play with them.

After each excursion, a conversation is held, during which the information received by the children is supplemented and consolidated. During the conversations they remember character traits personality of a person in a particular profession. For example, a doctor is kind, polite, strict; The driver is serious, looking attentively at the road. It turns out why they need such qualities. In the future, this will help children more expressively convey role-playing images in games.

Much attention is paid to the inclusion of children in labor. Often in the morning, a small group of children observes the work of the nanny, noting how diligently and deftly she works, and gives feasible tasks to the children. For example, a nanny asks 3-year-old children to help her lay spoons on the tables and wipe the windowsill with a wet rag. Children 4 years old are put in a situation where they themselves must offer their help to the nanny. The nanny says: “I have a lot of work today: I need to wash the floor, go to the kitchen for breakfast, spread napkins on the tables.” If the children do not offer help, then the teacher turns to them with a request to help the nanny do part of the work. Together they determine what can be done.

Parents are advised to involve their children in feasible work at home. They are told about the volume of tasks a 3-4 year old child can complete and what requirements should be set for evaluating the results of his work. It is noted that the active participation of children in labor contributes to the emergence of new play actions (by analogy with labor operations), the game is enriched.

Teachers do not strive to provide children with a full range of knowledge about their surroundings through excursions and conversations; sometimes they do not specifically tell them about something in order to create a desire to acquire knowledge on their own. Often, noting that children clearly do not have enough knowledge to develop an interesting, meaningful game, they are encouraged to ask their parents about something, to see for themselves what happens in life, i.e. they are encouraged to independently find out what they don’t know about. know or have inaccurate knowledge.

For example, when playing shopping, some child shoppers themselves take food from the counter. Children are invited to watch their mothers shop in the store. Together with them, they find out that only in self-service stores do customers take the groceries themselves. They will equip the group with such a store for the game.

It is difficult for younger preschoolers to identify the main points in the observation process, so it is necessary to have a conversation with parents about how to introduce children to their surroundings: knowledge must be accessible, everything that an adult does must be explained, why he does it; Be sure to include children in active activities. For example, in a self-service store, involve children in making an informed choice of purchases, offer to put the selected purchase in the basket, and give something to take home on the way from the store. After visiting the hairdresser, talk to your child about the work of a hairdresser, why a beautiful haircut is needed; At home, offer to give the dolls beautiful hairstyles.

The next component of the comprehensive guide - educational games - are used to improve the means of expressiveness of the role. Dramatization games are used for this purpose. During native language classes, in their free time they dramatize simple nursery rhymes and short poems, paying attention to intonation and expressiveness of the voice. In music classes and outdoor games, they offer to expressively convey the movements of various characters: how a bear walks, how a bunny jumps, etc.

Sometimes we have to help 3-year-old children transfer knowledge about their surroundings into a game plan. If, for example, a child, without much desire, lays out dishes on the table, the teacher joined the game, making sure to take on some role, for example, a mother who cooks lunch for her daughters. In this case, during the game, the teacher names each game task and accompanies all game actions with a word so that their meaning is clear to the child. If the child is interested in the game, the teacher turns to him with some instructions based on the meaning of the game situation, for example, asks him to pour water into the kettle and put it on the stove or bake pies. The teacher specifically suggested such situations so that the child would include more generalized ways and means of solving game problems into the game. For example, you need to pour imaginary water into a toy teapot, and instead of pies, use substitute objects - pieces of paper.

When working with children of the fourth year of life, the adult gets involved in the game more selectively. If his activity is great, the child often stops the adult: “No need, I’ll do it myself.” In such cases, educational games are immediately excluded.

When organizing the environment for role-playing games, game material is introduced gradually, as children gain knowledge about the environment, so that the toys help them remember the events with which they have recently become acquainted. After consolidating and clarifying knowledge, they bring in some new toy or homemade attributes, and sometimes one real object, for example, a kitchen board (these objects should be safe for children). It is believed that real objects help you get into character better.

In equipping the gaming environment, a special place is given to substitute items. In the games of children of the third year of life, substitute objects are introduced in joint play, since an example of action with them was required. Children accept substitute objects with great pleasure, and later, on their own initiative, include them in their games. Children of the fourth year often turn to adults themselves with a request to give them the missing item. In such cases, they think together about what can replace it. For example, before pouring tea, girls ask each other: “Where is the tea leaves?” They turn to the teacher with the same question. They are invited to choose tea leaves made from natural materials. The girls take linden seeds, put them in cups and then pour tea. Sometimes children are specifically faced with the need to independently select a substitute object. The girls take their daughters to kindergarten, study with them and put them to bed.

Substitute objects diversify and enrich children's play activities. Once during the game, a girl, when asked what she fed her daughter, said that she fed her cutlets. At the same time, she took imaginary pieces of cutlets from the plate with a spoon and brought it to the doll’s mouth. The teacher asked: “Have you already prepared the minced meat for the cutlets?” Together they decided that a piece of paper would be meat. The game included a number of new game actions: the girl put a piece of paper in a meat grinder, twirled it, then took it out and tore it into small pieces. She laid out pieces of paper in a frying pan, put them on the stove to fry, carefully turned the cutlets over with a knife and fork, and only after that began to feed her daughter, but not with a spoon, but with a fork.

In order for children to be able to constantly include substitute objects in the game, boxes with natural materials, with pieces of cardboard of various shapes, pasted over with colored paper, with pieces of foam rubber, fur, and various boxes, are placed in the play corners. They mainly use small substitute objects, although the game also requires large substitutes, such as boards fastened on hinges, which can be shaped like a steamship, a car body, or used to fence off a doll's room. Substitutes need to replace those objects about which children do not have sufficiently clear ideas. If the object is familiar, then it is better to give toys that convey reliable details, or offer some real object.

When communicating with each child during the game, it is necessary to intensify his experience in such a way that he independently sets game tasks. To do this, it is suggested to remember what you saw on excursions. A ready-made solution to a game problem is given extremely rarely, mainly to show the result of the game.

During the game, it is necessary to achieve a more expressive transfer of the role, to remind people of the behavior of people of different professions. One day, a boy delivering blocks in a car drove so fast that he destroyed the building for which he was delivering blocks. The teacher turned to him: “When the driver is behind the wheel, he is very attentive, because he is carrying loads. And you drove your car so fast that you even broke the building.”

It is necessary that play actions not only correspond to the role being performed, but also lead children to role-based communication with each other.

Based on the published experience, we can conclude that with comprehensive guidance, children’s role-playing play is successfully formed. Children's independence in setting game tasks increases, which are solved in gradually more complex ways and using more generalized means. The game uses detailed and generalized play actions with substitute objects and imaginary objects. Children's interest in the role increases, they use a variety of means of expressiveness. Role-playing communication with each other begins.

Scientists understand the management of a role-playing game in different ways. G. N. Godina, N. P. Mikhailenko, E. T. Pilyugina propose to develop the game by showing and explaining the simplest play actions that are familiar to children from experience: feeding a doll or a bear, rocking them, putting them to sleep; consolidate these operations in joint play, encourage children to transfer the action to other toys.

E. V. Zvorygina, I. O. Ivakina, S. L. Novoselova recommend a comprehensive method of guidance, including interconnected components: familiarization with the environment in the active activities of children, enrichment of children’s play experience, organization of an object-play environment and activating communication between an adult and children . At the same time, familiarization with the surroundings is carried out with the active participation of children in the work of adults (children help the teacher pour water for the bird and pour grains, or hand out vitamins to the doctor); In this way, they develop playful ways of acting.

Toys are introduced into the game to varying degrees generalizations: realistic, conventional, substitute objects, actions with imaginary objects. The authors attach great importance to the organization of the gaming environment. Play corners are equipped with toys - furniture, cubes with holes and inserts, which are used in different meanings: like a table, chair, locomotive, ship, etc. Children’s behavior during play is also influenced by indirect methods of guidance: game situations, problematic questions, remarks: “the doll is hungry,” “the hedgehog is tired, wants to sleep.”

Problematic game situations are aimed at mastering more generalized game actions and leading to independent proactive solution of game tasks.

Game tasks are a system of conditions in which an imaginary goal is created, understandable to the child from his life experience, set to reproduce reality by playful methods and means.

The first group of problematic play situations includes conditions that dictate the need to master object-based play actions with figurative toys. This leads to (the development of the ability to solve game problems in a visual and effective way).

The second group of problematic play situations is aimed at mastering play actions that generalize familiar object-play actions or are well known to the child practical actions. This generalization leads to the formation of elements of the sign function of thinking.

The third group of game problem situations encourages children to set game tasks and then plan to complete them independently.

For the first game task, no more than two toys that are understandable to the child are used. The adult shows and emotionally names play actions (“Lala drinks, eats; let’s put Lyalya to bed”), as if emphasizing the imaginary result (“Lala ate so deliciously”). Then, turning, he offers the toy “Give Lyala a drink”).

In order to avoid object fetishism, when a child becomes attached to the object that an adult showed him for the first time in a game, it is necessary for the child to address his first play actions to several toys (two or three). For this purpose, toys of the same type are good, but different in imagery, for example, dolls made of different materials. The same game task can be offered in relation not only to toys, but also to the child himself, to an adult, to other children “Give Seryozha a drink, give me a drink”). The emotional response to this action, which emphasizes the imaginary result (“Oh, how delicious,” “Quiet! Lyalya is sleeping”), leads to a gradual awareness of the conventions in the game.

As they master the method of solving game problems in a game situation prepared by an adult, children should be offered game problem situations that would encourage them to independently prepare the conditions for the solution. For example, a baby is asked to feed a doll, but must find the feeding utensils himself in familiar places for storing toys.

Forming a chain of game actions, an adult lead-in! children so that they reproduce a series of actions interconnected by the logic of life. For example, before feeding a doll, a child not only puts it on a chair and puts one or two toys on the table, but also gradually includes new actions in the game: washes the doll’s hands, wipes them with a towel, pours tea from a teapot into a glass, puts sugar, stirs with a spoon. , then let the doll drink and wipe its mouth with a napkin.

In the third year of life, the number of activities and toys gradually increases. An adult creates a play situation when the child is forced to perform interconnected play tasks, for example, go to the grocery store or cook dinner. New game actions are, as a rule, extensive in nature and repeated; and the old and well-learned ones are collapsed, generalized, shortened, replaced by a gesture or a word (“That’s it, I’ve eaten, they eat themselves,” “I’ve already slept”).

The second group of play problem situations is aimed at confronting children with the need to operate with increasingly generalized play actions through the use of substitute objects and imaginary objects, qualities of phenomena named by words. To do this, the adult changes the usual plot situation, partially removing familiar toys, and poses a game problem that the child previously solved only with figurative toys. For example, there are no toy spoons or plates, but there are sticks and circles. And the child uses these substitute objects instead of known toys; he is forced to name them so that they are understandable to others.

New additional toys are added to the usual plot situation (for example, a small doll cotton wool or a chair - large dolls do not fit on them), the question is asked (“Who will sleep here?”), or an adult asks it. Together they look for toys. The teacher offers a small doll, made in front of the children from a piece of fabric or a block of building material. To develop the ability to act with imaginary objects, an adult asks questions: “What’s in your pan?”; “Is the tea sweet?”; “Why is the doll crying?” etc. Outside the plot situation, but in the presence of different dolls, the child is offered game problems that he must solve without relying on the object: “Flowers grow here, give the doll a flower.”

The third group of problem situations is aimed at developing the ability to independently accept game tasks. To do this, first use the direct formulation of the game task and the arrangement of toys in a prompting situation (“Put the doll to sleep”). Then, if there is game material, the game task is proposed in an indirect form (“The doll wants to sleep”). Later gaming problem is formed less specifically (“The doll is tired”).

N. N. Palagina understands gaming experience as the experience of simulating real scenes using toys. To develop plot-display play, she suggests mastering different sources of plots with children: from what the child perceives in the group and outside it; from ideas about what he saw before; from cartoons and books. Then the children’s play will become independent, proactive, and will not be a repetition of three or four learned plots. The development of play is also expressed in the fact that children’s actions begin to convey characteristic features and details observed in life. Such detail shows the ability to imagine events and get used to the game situation.

^ 2. 1 Diagnostics of the development of gaming skills in children of primary preschool age

Having analyzed the psychological and pedagogical literature on the problem of developing play skills in children of primary preschool age, we decided to study the level of development of play skills in children of the junior group of a preschool educational institution in the village. Pervomaisky, Orenburg region.

Experimental work was carried out from October to May 2007. 10 children of the younger group aged 3-4 years took part in the experimental study. Of these, 6 are girls and 4 are boys.

To diagnose the experiment, we used the criteria developed by N.F. Gubanova.

The ascertaining experiment involved solving the following problems:

Identifying the level of interaction with each other in a short joint game.

Demonstrating the ability to act out the simplest plots in a role-playing game.

To carry out this diagnosis, we have developed a number of criteria, complete and emotional actions which were marked with a “+” sign, and brief, restrained actions or lack thereof were marked with a “-”. The predominance of “+” signs determined a high level, “-” a low level.

For ease of data processing, we have identified the following criteria:

High;

average;

Short.

Here is a breakdown of each level:

High level. The child exhibits vivid emotional actions in playful interactions with adults and peers. Reflects actions with objects and relationships with others in the game; calls himself by the name of the hero; uses substitute objects and independently selects game material.

Average level. The child exhibits emotional actions in playful interactions with adults and peers. Reflects actions with objects and relationships with others in the game. Finds it difficult to use substitute items and cannot always select game materials on his own.

Low level. The child is quite restrained in emotions and has difficulty interacting with others. Tries to reflect in the game actions with objects and relationships with others. Finds it difficult to use substitute items and cannot always select game materials on his own.

The selected diagnostic tasks make it possible to determine the criteria for the development of gaming skills.

The purpose of this work is to analyze the development of gaming skills in young children based on the proposed game plot.

For diagnostics, 10 game situations are proposed, on the basis of which the development of gaming skills in children of primary preschool age is revealed:

Let's put the doll Katya to bed

Let's make soup for Katya's doll

Mom washes clothes

Mom treats daughter Katya

Mom and daughter ironing clothes

Mom and daughter go to the grocery store

Mom and daughter go for a walk

Mom and daughter greet guests

Mom plays with her daughter Katya

Mom and daughter cleaning the room

This diagnostic examination helps to see how developed gaming skills are and what difficulties certain plots of role-playing games cause in children.

Twenty years ago, most children went to school without knowing how 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!

And educators, in accordance with the laws of a market economy, willingly meet the consumer (i.e., parent) halfway and teach.

As a result, the preschool education system is increasingly turning into the lowest level of school education. 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 the main goal of parents, educators and even psychologists working in kindergartens.

This trend is not only unjustified - neither from pedagogical nor from psychological point vision, 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 learning activities.

Even having memorized some terms and formulations, children do not understand them and cannot use them. So, for example, having memorized the names of individual months or days of the week, they do not know what time of year it is, or, having memorized the names of prepositions in class (above, below, on top, etc.), they do not use them in their actions.

Such memorized knowledge, divorced from the real life of children, remains meaningless speech cliches. Despite the enormous efforts of teachers and the mental exhaustion of preschoolers, their readiness for school remains very doubtful.

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 training sessions, but in leading and main activity preschooler - in the game.

The most significant change, which is noted not only by psychologists, but also by the majority of experienced preschool teachers, is that children in kindergartens began to play less and worse, especially role-playing games decreased (both in number and duration).

Preschoolers practically do not know traditional children's games and do not know how to play. Lack of time to play is usually cited as the main reason. Indeed, in most kindergartens the daily routine is overloaded with various activities and there is less than an hour left for free play.

However, even during this hour, according to the observations of teachers, children cannot play meaningfully and calmly - they fidget, fight, push - therefore, educators strive to fill the children’s free time with quiet activities or resort to disciplinary measures. At the same time, they state that preschoolers do not know how and do not want to play.

This is true. The game does not arise by itself, but is passed on from one generation of children to another - from older to younger. Currently, this connection between children's generations has been interrupted (children's communities of different ages - in the family, in the yard, in the apartment - are found only as an exception). Children grow up among adults, but adults have no time to play, and they don’t know how to do it and don’t consider it important. If they deal with children, then they teach them. As a result, play disappears from the lives of preschoolers, and with it childhood itself disappears.

The curtailment of play in preschool age has a very sad effect on the general mental and personal development of children. As you know, it is in play that a child’s thinking, emotions, communication, imagination, and consciousness develop most intensively.

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 creativity.

And at the same time, it is in play that children learn to control and evaluate themselves, understand what they are doing, and (probably this is the main thing) want to act correctly. The attitude of modern preschoolers to play (and therefore the play activity itself) has changed significantly. Despite the preservation and popularity of some game plots (hide and seek, tag, daughters and mothers), children in most cases do not know the rules of the game and do not consider it obligatory to follow them. They cease to correlate their behavior and their desires with the image of an ideal adult or the image of correct behavior.

But it is precisely this independent regulation of his actions that turns the child into a conscious subject of his life, makes his behavior conscious and voluntary. Of course, this does not mean that modern children do not master the rules of behavior - everyday, educational, communication, traffic, etc. However, these rules come from the outside, from adults, and the child is forced to accept them and adapt to them.

The main advantage of the game rules is that they are voluntarily and responsibly accepted (or generated) by the children themselves, so in them the idea of ​​​​what and how to do is fused with desires and emotions. In a developed form of play, children themselves want to act correctly. The departure of such rules from the game may indicate that for modern children the game ceases to be a “school of voluntary behavior,” but no other activity for a child 3-6 years old can fulfill this function.

But voluntariness is not only acting according to the rules, it is awareness, independence, responsibility, self-control, inner freedom. Deprived of play, children do not gain all this. As a result, their behavior remains situational, involuntary, and dependent on the adults around them.

Observations show that modern preschoolers do not know how to organize their activities themselves, to fill them with meaning: they wander around, push, sort out toys, etc. Most of them do not have a developed imagination, lack creative initiative and independent thinking. And since preschool age is the optimal period for the formation of these most important qualities, it is difficult to harbor the illusion that all these abilities will arise by themselves later, at a more mature age. Meanwhile, parents, as a rule, are little concerned about these problems.

The main indicator of the effectiveness of the kindergarten and the well-being of the child is the degree of readiness for school, which is expressed in the ability to count, read, write and follow adult instructions. Such “readiness” not only does not contribute, but also hinders normal schooling: having become fed up with forced educational activities in kindergarten, children often do not want to go to school, or lose interest in studying already in the lower grades.

Advantages early education affect only in the first 2-3 months of school life - such “ready” children no longer need to be taught to read and count. But as soon as they need to show independence, curiosity, the ability to decide and think, these children give in and wait for instructions from an adult. Needless to say, such passivity, lack of interests and independence, internal emptiness will have very sad results not only at school.