Recommendations for educators on play activities

Consultation for educators “Modern play activities of children in preschool educational institutions”

following rules that directly or indirectly reflect the logical sequence and meaningful design of the game.

Typology of play activity of preschoolers

Kinds:

Games initiated by the children themselves (independent games):

plot-display;

role-playing game;

director's production;

theatrical improvisation.

Games born on the initiative of adults. Games with a pronounced educational character:

didactic games with plot drawings;

experimental game, travel game with search elements;

outdoor games of different intensity levels;

didactic games with musical accompaniment.

Games that are a form of relaxation or change of activity:

entertaining games;

intellectual puzzles and competitions;

calendar and thematic holidays, carnival performances;

theatrical costumes;

folk games and folklore traditions that came to the modern world from the historical past.

Independent game.

At the age of three to five years, a child begins to discover the wonderful world of role-playing games, mastering the basics of role-playing, imitating the behavior of a character from the outside world. The basic basis of such a game is the plot; at this age, everyday scenes from family life become favorites. By first mastering the simplest manipulations with objects, later with their symbolic substitutes, then, imitating the social roles of adults, the child improves the mechanisms of abstract thinking and undergoes playful practice in studying various models of behavior in society.

Plot-display game.

Plot-based play appears from the age of three and precedes more complex plot-role play. The peculiarity of this game is that the child plays alone, the game actions are focused on the toy, but spiritually reflects the world of human relationships, emotions of joy or disappointment, lines of argument or approval, behavior of obedience or rebellion. Thus, the baby does not take on the role in full, but in play actions in relation to the toy he reproduces the model of behavior characteristic of a particular person. At the age of four or five years, the main characters in the game are still toys, but a more vivid emotional embodiment appears in gestures and facial expressions, dynamic poses of the child himself or the object. The so-called game attributes begin to acquire great importance, for example, a car for the driver, a pointer for the teacher, a doctor’s medical gown, a military cap, etc.

Director's play.

Director's play is the least studied phenomenon; it has an exclusively individual character, when the child, acting as a director and screenwriter at the same time, comes up with words for the characters and himself plays their roles, being the author and actor in one person. You can often observe how a child, completely absorbed in building a house or playing with his favorite doll, acts out scenes between fictional characters and, pronouncing their words, does not seem to notice those around him.

Game in the life of a preschooler

recommendations for educators on the development of play activities

Play is a way to acquire skills

inherent
in adults.
It is generally accepted that the main activity of a preschooler is PLAY. The game develops the ability to imagine, voluntarily regulate actions and feelings, and acquire experience of interaction and mutual understanding. The game promotes development, enriches life experience, and prepares the ground for successful activities in real life.

Games are a way for children to grow up and become big. With the help of toys, the child builds his own little world where he is independent. We need to get children involved in the game. And the success of society’s transmission of its culture to the younger generation depends on what content adults will invest in the games offered to children.

Recommendations for educators on the development of play activities in the younger group

• Remember! Play is an important and essential component of the life of children in kindergarten.
• Provide every child with the opportunity to realize their needs and interests.
• When playing with children, help them adapt to living conditions in kindergarten.
• Formation of children’s ability to accept and verbally designate a playing role.
• To develop in children the skills necessary for role-playing games: substantive “make-believe” actions.
• Rely on the interests of each of the children, develop themes close to them in the game (family life, kindergarten, traveling by transport, etc.), use motifs from familiar fairy tales.
• Lead the child to understand this or my role (he himself can be someone else in the game - a mother, a driver, a doctor, etc.).
• Encourage the child to use story toys, substitute objects (thermometer stick, etc.).
• Include episodes of “telephone conversations” and various characters into a game on any topic to activate role-playing dialogue.
• Encourage children's desire to bring toys to life. Play the role for yourself and the toy.
• When playing with children, take the position of an equal, interested partner.
• Induce in the child a feeling of emotional community with adults and peers, a sense of trust in them.

Recommendations for the teacher on the development of play activities in the middle group

• The teacher constantly uses a variety of themes for children's games based on famous fairy tale and literary stories.
• Provide conditions for free, independent individual play (director's play), support the emotional and positive state of the child.
• To develop in children more complex gaming skills, behavior in accordance with different roles of partners, and change the playing role.
• The teacher encourages children to play independently together in small subgroups.
• The teacher, if necessary, helps the child to join the play of his peers, finding a meaningful role for himself.
• The teacher places significant emphasis on role-playing dialogue
• The teacher should be included in the joint game as a partner.
• During the game, the teacher does not adhere to a rigid plan, but improvises, accepting the suggestions of the partner - the child regarding further events.
• Learn to develop a joint game in small subgroups, taking into account the plot plans of the partners.
• Teach children to relate their playing role to many other roles to develop an interesting plot.
• To develop children's interest in play, to develop the ability to independently engage themselves in play (individual and joint with peers).
• Use a minimum number of toys so that manipulation with them does not distract the child’s attention from role-playing interaction.
• To develop in children new, more complex ways of constructing role-playing games.

Recommendations for educators on developing play activities with older children

• Encourage children to use expressive means of speech and gestures when conveying the characters of the character being performed.
• Provide conditions for children's play activities.
• Give the child the opportunity to freely choose a game that suits his interests.
• The teacher encourages children's initiative.
• Can connect to the game, taking on a role that is not directly related to the plot-semantic context, can introduce a role from a different semantic context into the game (this forces children to develop the plot in a new direction).
• The teacher promotes the development in children of initiative and independence in play, activity in the implementation of play plans.
• Encourage the child’s desire to make the missing items for play with his own hands.
• Pay attention to developing in children the ability to create new and varied game plots, coordinate plans with partners, come up with new rules and follow them during the game.
• Contribute to the strengthening of children's play associations, to be attentive to the relationships that children develop in play.
• To orient children towards cooperation in joint play, to regulate their behavior based on creative play ideas.
• To develop children’s ability to independently organize joint play and fairly resolve conflicts that arise in the game. Use normative methods for this (queue, different types of lots).
• To develop in children the ability to widely use the role of the game to develop a variety of plots, to be included in a game coordinated with their peers.
• Improve children's ability to regulate behavior based on game rules.
• The teacher gradually develops in children the ability to creatively combine various events, creating a new plot of the game.
• The teacher supports children's interest in free improvisational play based on fairy tales and literary works, offering different forms: role-playing dramatization, puppet theater, and participating together with the children.
• The teacher organizes with small subgroups of children (6-7 years old) a dramatization game based on ready-made plots in the form of a short performance for younger children or peers.

REMEMBER!

• Start your morning in kindergarten with the words: “1,2,3,4,5 - we start playing!”
• Play together with your children throughout preschool!
• Pay great attention to the content of the game!

Dear teachers, devote more time to the game, because the game is the best and most effective tool for education and training!