Play as the main activity of preschool children

Play as the main activity of preschool children

 For children, one of the main activities is play. The child lives by playing. Play is an independent activity in which children actively interact with peers. Children playing are united by a common goal, common experiences that contribute to the formation of personality. In the pedagogical process, play is used as the most effective means for solving many educational problems. The game takes place in the process of development and correction of cognitive abilities, personal qualities, spatial and temporal orientations. Play is not a way of expelling excess energy, but a form of developing the free manifestation of personality. Play is a type of activity that controls development, in which not only the child’s personal qualities are formed, but also his attitude towards activities and people. [1, p.22]

We can also consider play as the main form of self-affirmation and life of preschoolers. In her works, A.P. Usova emphasized the most important function of the game, pointing out that games provide an opportunity to organize not only a certain moment in life, but also to cultivate independence, activate the passive, and provide the opportunity to act as a leader. In the game, a child gains certain experience, the opportunity to apply it in his activities, gains some knowledge and skills, can choose the theme of the game and develop a plot on this topic, can choose partners who are impressed by his type and temperament, those with whom he enjoys communicate.

I have repeatedly observed how a child sincerely perceives the game, how he lives in the game, how he cries and does not leave the game. However, in order for a child to be able to play enthusiastically and independently, he needs to be helped to learn how to play, learn to imagine and fantasize, manipulate with toys and substitute objects. As A.V. Zaporozhets noted, a child of primary preschool age needs to be helped to learn some ways of playing reality, learn to use toys, acquire the ability to act out well-known plots, learn to obey and follow the rules of the chosen game. If a child has a need, motivated by an adult, to carry out play actions and all conditions have been created for this (toys, materials, substitute objects with which children can realize this need), then the play process becomes meaningful and interesting.

While playing, the child’s emotional state improves, which is very important during the period of adaptation of children of primary school age to the conditions of kindergarten; he receives great pleasure from the game, which balances his psyche and improves his physical health.

When working with children of primary preschool age, teachers face certain tasks:

a) Relieve emotional and muscle tension, teach children to consciously perceive their own emotions - feelings and experiences - as well as understand the emotional state of others;

b) Develop skills of constructive communication with adults and peers, teach methods of successful social interaction;

c) Correct personal characteristics by stimulating the mental, emotional and psychomotor development of the child in their unity.

These tasks are solved through the main type of activity, through the play activity of the preschooler. Children need to be involved in games, to promote the development of game plots that reflect the surrounding reality and the life of the child. The games show that the baby knows what is dear to him, and develops the ability to fantasize and speak. Children learn, in accordance with the chosen role, to come up with a simple plot, build simple buildings, and independently select toys based on the theme of the game. [3, p.36]

When working with three-year-old children, you must:

- animate a game character who, during the lesson, will act as the child’s partner when completing the task and in the subsequent game;

‒ use various plots to encourage children to more complex ways of constructing a game, the transition from conditional objective actions to role-playing behavior;

- carry out the “transformation” of some objects into others, use substitute objects, etc.

In the daily routine of a preschooler, there is not much time for independent play activities, but children play constantly, play out all types of activities carried out during the day, both in kindergarten and at home. At first, already known plots are used with the kids, for example, “pretend” to bring tea, tasting the “tea” and offering to “cool it” as if it were hot, then it turns out that the tea is not sweet - you need to put sugar in the cup... this is how the plot begins with already familiar ones actions that the child repeatedly repeats with pleasure. They play out stories with pleasure with a doll - bathing, dressing, giving tea, the doll is sick, subsequently several stories are combined together, the course of the game develops, in which the teacher advises, guides and prompts. Initially, the teacher takes an active part in all games, gradually transfers the leading role to the children, promotes independence, the ability to independently build a plot and develop it.

The teacher has an active influence on the choice of the theme of the game in various ways, this could be the selection of certain toys - dishes arranged together according to purpose (dining room, tea), according to color scheme, size, a doll with clothes that are easy to put on and take off can create a desire to play “family” "; the presence of various types of building materials and animal figures can encourage the development of the plot of building pens for animals, and if you add various cars, it will be possible to build garages, etc. Including a child in a game organized by an adult is much easier than teaching him to choose a certain one on his own theme and develop the plot. The path to developing children's play should not lie through edification and suppression of children's initiative; play cannot be replaced by “action according to instructions.”

The most effective areas of work with children of primary preschool age are those that involve the active, jointly played activity of the child himself. Such activity allows him to externalize the objects of self-expression. And a child’s self-expression is a way of self-knowledge and self-development. While playing, the child’s emotional state improves, he receives great pleasure from the game, which balances his psyche and improves his physical health.

Fradkina F.I. said: “The game must be taught especially in very early childhood - this should be stated quite boldly. But you can teach in different ways. You cannot build a standard - a model that will result from the development of the plot, and impose it on a child. First of all, it won’t work, and if it does, it won’t be a game - the game will turn into an activity.” Preschool children need time to “enter” the game, so there is no need to rush them and encourage them to new actions if they have not mastered the previous ones, otherwise this leads to fatigue and an explosive situation. During the game, it is necessary to strive to ensure that the child is able to feel joy from his activity, and, importantly, from the result of his activity. A.P. Usova wrote: “Every game, if the child is capable of it, puts him in a position where his mind works vividly and energetically, his actions are organized...”

In order for the baby to grow up not only healthy, but also smart and capable, it is recommended to play with the baby literally from the moment of birth, attracting his attention to surrounding objects, teaching him to perform basic play actions “where are the ears, hands, eyes, nose, cheeks?”, by showing actions with objects, eventually suggesting the plots of games, then answering children's questions, assistance in drawing, building structures from cubes.

Ushinsky K.D. wrote “A game for a child is not a game, but a reality, it is a universal and inalienable right of a child.” For younger preschoolers, independent and organized observation of the work and everyday activities of older children and adults plays a huge role in the development of children's games. Usually, the observation is structured in such a way that the focus of attention is on the person or object being observed: the driver brought food to the kindergarten, the janitor cleans the area, the nurse examines the children, etc. Such observations help to move from playing with an object to a game in which the child plays a specific role. Children need to be shown how they can use the acquired knowledge in the game, translating it into the language of the game - highlight and distribute roles, clarify their actions according to the chosen role, think about what toys and objects are needed for this game, a sample of drawing up the plot of the game is offered.

The direct emotionality of an adult, a trusting attitude towards children, and an attitude towards toys as partners helps to sincerely captivate the child, helps to immerse children in the atmosphere of the game, and focus on the process of the game itself. Children must feel the sincere attitude of an adult towards them, then it will be possible not only to properly guide the game, but also to find a way to the child’s heart. In no case should you allow such a formulation as “Look carefully at how I play now, and then you yourself will play the same way...”. If one of the children remains completely indifferent to what is happening, he needs to be involved, offered to provide all possible assistance, “rock the doll, bring her tea, check if it’s hot? Or bring the missing bricks to build a garage or castle.

Even very young children notice the attitude of adults towards both toys and children, and then copy them, copy gestures, words, actions. Imitation becomes a playful action and gradually develops into the game itself. The plot borrowed from the teacher becomes its own, can expand and grow from the plot - the model, other toys and actions from personal relationships and experience can be added. The wider the circle of communication with older children and adults, the more information the child receives from the outside world, from the life around him, the richer the child’s games, the wider his active vocabulary. During the game itself, you can clarify and expand the acquired knowledge, complicate the content of the game, develop imagination, thinking, and enrich your vocabulary.

In younger preschoolers, specifically imaginative thinking predominates; in independent play, the child takes on a certain image, he imagines himself as a car, a kitten, a puppy, an airplane - most of all he is interested in the external side of play actions, the connection with the intention of the game is not always traced. A toy is the organizing beginning of a game; small children play with a toy; a toy can also be a partner; active action with a toy develops the imagination. When a child sees a toy, a desire arises to manipulate it, and both an idea and a plot arise. A child sees a car - he needs to go somewhere, he sees cubes - he needs to load the cubes onto the car and take them away, he sees a cup - he needs to make tea, he sees a doll - he needs to give the doll some tea. In the process of a child’s play activity with toys and objects, imagination and fantasies are manifested, and often what is desired is presented as reality. Children's fantasies can arise in certain situations. Kids enjoy playing with substitute objects. (Once the children were asked to put away the cubes, one child did not take the cubes out of his pockets, and when asked: “Why didn’t he put them away?” he answered, “There are no cubes, these are a phone and a smartphone”). Children can transfer actions from one object to another.

The correct selection of age-appropriate toys, as well as the proper arrangement of gaming material in the group room, activates play activity and promotes the development of independent play. Children of primary preschool age should have bright, medium and large household toys (dolls, bunnies, bears which are convenient to dress and undress, feed and put to bed, treat and push in a stroller, there should be playful household items: furniture, stove, irons, tablets, phones, hygiene items), etc. They should be located at the children’s eye level throughout the group room, zonally, so that children can play both individually and in small subgroups.

Kids gradually move from individual games to side-by-side games. All children have different perceptions, attention, memory, and thinking. At first, the teacher conducts simple group games “we’re going on a bus for a walk in the forest” - in the first game the teacher takes the role of the driver, the children are passengers, in subsequent games the roles can be distributed “in turns”, the kids should feel a sense of pleasure from the game and communication with other children. The plot of the game is taken from everyday life and should be familiar to young children. Children are attracted by kindness, active participation, and the desire to accept or invite the child into their play. In his work, the teacher relies on more active children, involving passive, “closed” ones in the game, paying more attention to those who adapt less well in the children's team.

The teacher must clearly remember that the level of development of the child’s play activity corresponds to the level of development of mental activity; if the child experiences difficulties in play communication, difficulties in verbal communication, closer attention to him is necessary. The main task of the teacher at this stage is to encourage children who have reached the level of “playing side by side” to play together, form and establish friendly contacts, achieve agreement in game situations, obey certain rules of the game, expand their active vocabulary, and enrich younger schoolchildren with knowledge .

Ultimately, there comes a time when systematized and generalized knowledge becomes necessary for the child’s full mental development.

The formation of play activity in young children is carried out as follows: a) teaching children to reproduce reality in a playful way, to reproduce familiar actions; b) proposal of the plot of the game, management of the game, which arises at the suggestion of the teacher and on the initiative of the children. Any coercion is categorically excluded from all techniques. The game should promote positive emotional experiences, bring joy and satisfaction; in the game the child asserts himself and develops.

Literature:

1. A. V. Zaporozhets “Game and development of the child.”
2. A. P. Usova “The role of play in the development of a child”
3. G. M. Lyamina “Education of Young Children”
4. N. S. Novoselova “Preschooler’s Game”
5. T. N. Doronova “Girls and boys 3–4 years old in the family and kindergarten”
6. T. B. Mazepina “Development of a child’s skills in games, trainings, tests”

MAGAZINE Preschooler.RF

1. What does the statement mean that “game is a form of organizing children’s lives .

The main type of independent activity of a preschooler is play. Play is an activity in its own right for a preschooler, providing him with a sense of freedom, control over things, actions, relationships, allowing him to realize himself most fully “here and now” , achieve a state of emotional comfort, and become involved in a children's society built on the free communication of equals. Play is also of great importance for the development of a child. It develops the ability to imagine, voluntarily regulate actions and feelings, and acquire experience of interaction and mutual understanding. It is the combination of the subjective value of play for a child and its objective developmental value that makes play the most suitable form of organizing children’s lives. (No. 4 p. 19)

The understanding of play as a form of organizing the life and activities of children is based on the following provisions.

• The game is designed to solve general educational problems, among which the tasks of forming the moral and social qualities of the child are of primary importance.
• Play, especially in older preschool age, should be amateur in nature and increasingly develop in this direction, subject to proper pedagogical guidance.
• An important feature of play as a form of organizing children’s lives is its penetration into various types of activities: work and play, educational activities and play, everyday household activities associated with the implementation of the regime, and play. (No. 6 p. 7)

Occupying a certain place in the lives of adults, play has a special meaning for children. It is customary to call her “childhood companion . For preschool children, it constitutes the main content of life, acts as a leading activity, closely intertwined with work and learning. Many serious matters for a child take the form of play. All aspects of the personality are involved in it: the child speaks, moves, perceives, thinks; During the game, his imagination and memory actively work, emotional and volitional manifestations intensify. The game acts as an important means of education. (No. 2 p.93)

One of the provisions of the pedagogical theory of play is the recognition of play as a form of organizing the life and activities of preschool children. The first attempt to organize the lives of children in the form of games belonged to F. Froebel. He developed a system of games, mainly didactic and active, on the basis of which educational work was carried out in kindergarten. The entire time the child was in kindergarten was scheduled with different types of games. Having completed one game, the teacher involved the children in a new one.

In Russian pedagogy, the idea that the life of a kindergarten should be filled with a variety of games was persistently developed by N.K. Krupskaya. Noting the exceptional importance of games for preschool children N.K. Krupskaya wrote: “... play for them is study, play for them is work, play for them is a serious form of education. Play is a way for preschoolers to learn about their surroundings . Therefore, according to the deep conviction of N.K. Krupskaya, the teacher’s task is to help children organize games, to unite them in play.

The scientific basis for play as a form of organizing the life and activities of children in kindergarten is contained in the works of A.P. Usova. According to A.P. Usova, the teacher must be at the center of the child’s life, understand what is happening, delve into the interests of the children at play, and skillfully guide them.

However, when directing the game towards solving educational problems, one should always remember that it is a kind of independent activity of a preschooler. In play, the child has the opportunity to demonstrate independence to a greater extent than in any other activity: he chooses the plots of the game, toys and objects, partners, etc. It is in play that the social life of children is most fully activated. The game allows children to independently use certain forms of communication already in the first years of life.

During the game, two types of relationships develop between children:

• relationships that are determined by the content of the game (students obey the teacher, children obey their parents, the engineer directs the workers), the rules of the game (at a signal, the heron goes out to catch frogs, and they hide, freeze, then the heron stands motionless in the swamp, and the frogs jump and frolic; c You can't argue with a heron that caught a frog)
• real relationships that manifest themselves regarding the game (conspiracy to play, distribution of roles, way out of the conflict that has arisen between the players, establishment of rules).

Under favorable conditions, children master social behavior skills. A.P. Usova rightly noted that the ability to establish relationships with peers in a game is the first school of social behavior. Social feelings and habits are formed on the basis of relationships; the ability to act collaboratively and purposefully develops; comes an understanding of common interests; the foundations of self-esteem and mutual assessment are formed. The high importance of play activity lies in the fact that it has the greatest potential for the formation of a children's society. (No. 3 pp. 272-275)

Subject to the purposeful development of gaming skills and control over children’s independent play, play becomes a form of organizing children’s life.

2. Characteristics of methods for constructing a story game and features of the manual.

ON THE. Korotkova, N.Ya. Mikhailenko propose to consider the management of a role-playing game as a process of gradually transferring to preschoolers increasingly complex ways of constructing a game. The transfer of methods is carried out in a joint game between an adult and children.

There are the following ways to build a game:

• a sequence of object-game actions with the help of which children imitate a real object action using appropriate objects and toys (early and junior preschool age)
• role-playing behavior, with the help of which the child imitates the actions characteristic of the character, using speech and objects (middle preschool age)
• plotting, through which the child builds individual elements of the plot into a holistic event (senior preschool age).

Each stage is valuable in itself and is a significant means of its development. Children master the first method of constructing a game (object-based play actions) in joint activities with adults. The other two methods (role behavior, plotting) require the participation of an adult. (No. 3 p. 308)

Mikhailenko N.Ya. and Korotkova N.A. found that in the age range of 1.5-3 years, a child can carry out conditioned actions with toys and substitute objects, building them into a simple semantic chain, entering into short-term interaction with a peer; at 3-5 years old – can accept and consistently change play roles, implement them through actions with objects and role-playing speech, enter into role-playing interaction with a peer partner; at 5-7 years old - unfold various sequences of events in the game, combining them according to one’s own plan and the plans of two or three peer partners, implement plot events through role-playing interactions and objective actions. (No. 7 pp. 11-12)

The management of role-playing games is carried out in two directions:

• formation of the game as an activity
• the use of games as a means of educating a child and forming a children's team.

The formation of a game as an activity assumes that the teacher influences the expansion of the themes of role-playing games, deepens their content, and promotes children’s mastery of role-playing behavior.

Techniques for managing a game in order to form it as an activity can be divided into traditional ones (developed by R.I. Zhukovskaya, D.V. Mendzheritskaya) and new ones, studied in recent years (N.A. Korotkova, N.Ya. Mikhailenko). (No. 3 p. 303)

In the game management techniques developed by R.I. Zhukovskaya. and Mendzheritskaya D.V. There are two groups of techniques:

• methods of indirect influence, i.e. management of the game is carried out by enriching children's knowledge about the surrounding life, updating game materials, etc., i.e. without direct intervention in the game. This preserves children's independence during play. One of the methods of indirectly influencing children’s games is to introduce toys and create a play environment before the game begins. This technique is used to arouse interest in a new theme of the game or enrich the content of an existing one.
• direct leadership techniques, i.e. role-playing participation in the game, participation in the collusion of children, explanation, help, advice during the game, suggesting a new topic for the game, etc. Direct guidance techniques make it possible to purposefully influence the content of the game, the relationships of children in the game, and the behavior of the players. The main condition for their use is the preservation and development of children’s independence in play. (No. 2 p. 120-122)

The rule should be taken into account: as children grow in activity and independence, it is advisable to use mainly indirect methods of influence (reminders of children’s past games, what they saw; leading questions, timely changes in the play environment, organization of visual, labor, constructive activities that can encourage to the game). (No. 3 p. 305)

3. Classification of games, criteria and authors.

Children's games are a heterogeneous phenomenon. Games are varied - in their content, the degree of independence of children, forms of organization, and game material. In pedagogy, repeated attempts have been made to study and describe each type of game, taking into account its functions in the development of children, and to give a classification of games.

Due to the diversity of children's games, it turns out to be difficult to determine the initial basis for their classification. Each game theory proposes criteria that meet a given concept. Thus, F. Frebel, being the first among teachers to put forward the position of play as a special means of education, based his classification on the principle of the differentiated influence of games on

• development of the mind (mental games)
• external senses (sensory games)
• movements (motor games).

Classification of games by the German psychologist K. Gross:

1. “Games of ordinary functions” - games that are active, mental, sensory, and develop the will;
2. “Games of special functions” - games that are exercises for the purpose of improving instincts (family games, hunting games, courtship, etc.)

In domestic preschool pedagogy, a classification of children's games has developed, based on the degree of independence and creativity of children in the game. Initially, P.F. approached the classification of children's games according to this principle. Lesgaft, later his idea was developed in the works of N.K. Krupskaya.

P.F. Lesgaft divided children's games into two groups:

• imitative (imitative)
• active (games with rules).

P.F. Lesgaft believed that preschool age is a period of imitation of new impressions and their awareness through mental work. In the first 6-7 years of life, a child’s desire to reflect and comprehend impressions about the life around him is satisfied in games that are imitative in content and independent in organization, without unnecessary regulation on the part of adults. During school years, on the contrary, children are more willing to play specially created games in which activities are regulated both in content and form.

In the works of N.K. Krupskaya’s children’s games are divided into two groups according to the same principle as P.F. Lesgaft, but are called a little differently:

• creative games (independent) - invented by the children themselves
• games with rules invented by adults.

Like any classification, this classification of children's games is conditional.

Classification of games Mendzheritskaya D.V., Zhukovskaya R.I.

• creative games: role-playing games, dramatization games, games with building materials
• games with rules: didactic games, outdoor games.

Based on the classification of children's games developed by S.L. Novoselova, lies the idea of ​​whose initiative games arise (a child or an adult).

There are three classes of games:

1. games arising at the initiative of the child (children):

• experimentation game
• independent games: independent plot games (plot-display, plot-role-playing, director's, theatrical)

2. games that arise on the initiative of an adult who introduces them for educational and educational purposes:

• educational games (didactic, plot-didactic, active)
• leisure games (fun games, entertainment games, intellectual games, festive carnival games, theatrical performance games)

3. games coming from the historically established traditions of the ethnic group (folk), which can arise on the initiative of both an adult and older children:

• traditional or folk (historically they form the basis of many educational and leisure games). (No. 3 p.278-279)

4. Types of construction games and researchers.

Construction games are a type of creative game. In them, children reflect their knowledge and impressions about the surrounding objective world, do various things independently, erect buildings and structures, but in a very generalized and schematized form.

In construction games, some objects are replaced by others: buildings are erected from specially created building materials and construction materials, or from natural materials (sand, snow). All this gives reason to consider such activity as one of the types of creative play. (No. 2 p. 127)

In a preschool institution, children are taught to design using play building materials, paper, soft cardboard, and natural materials. The type of material determines the type of design.

There are three types of design:

• construction from building materials.
• design from paper and additional materials.
• construction from natural materials. (No. 5 p. 8-9)

Researchers of construction-constructive games, their features and significance are Lishtvan Z.V., Nechaeva V.G.

4. Types of construction and constructive games and researchers.

Construction and constructive games are a type of creative game. Children reflect knowledge and impressions about the objective world, do various things independently, but in a generalized, schematized form.

Types of design.

1) By designing according to a model, children develop various skills, master general methods of action, master the sequence of operations, and learn the constructive capabilities of building materials.

2) Design on a given topic is a creative embodiment of the task, but the limits of its solution are limited by the topic.

• For kids, the theme is building furniture and equipment for the site
• In the middle group, the topic is vehicle design
• In the older group - topics such as military or construction equipment; people's homes, museums, theaters of our city, etc.
• In the preparatory group, it is advisable to carry out thematic construction using constructors of various types.

3) Design according to one’s own plan is a complex type of design; the child himself decides, sets a goal, plans, selects materials, and implements the plan.

4) Design according to conditions contains great developmental opportunities. Children should already be able to build this or that object, a building. Certain parameters are set, and the child will decide for himself. Research on this species was carried out by N.N. Poddyakov, L.A. Paramonova – mental activity influences the formation of generalized ideas.

5) “Construction based on models” - developed by A.R. Luria. The child is offered a model of the building with hidden outlines of the constituent elements of the structure. The child first analyzes the model and then selects the shapes needed to recreate it. The child begins to mentally combine.

The content of games with building materials is creation, reproduction of the surrounding reality using various materials.

Types of building material:

• specially created (floor, tabletop building material, sets such as “Young Architect” , “Ancient Castle” , construction sets).
• natural (sand, snow, clay, stones).
• utility room (boards, boxes, boxes, etc.).

“...Children do not like toys that are stationary, finished, well-finished, which they cannot change according to their imagination... the best toy for a child is one that he can make change in the most varied ways...” . K. D. Ushinsky.

In the history of pedagogy, games with building materials have been described quite a long time ago and are represented in many systems (F. Froebel’s system, “Waldorf pedagogy” , K.K. Schleger’s system, etc.).

Studied in domestic preschool pedagogy (V.G. Nechaeva, Z.V. Lishtvan, A.N. Davidchuk, L.A. Paramonova).

In the studies of N.N. Poddyakova, L.A. Paramonova has proven that games contribute to the development of thinking and spatial imagination.

Literature:

1. Preschool pedagogy / Ed. V. I. Loginova, P. G. Samorurova. - M.: Education, 1983. - 288 p.
2. Kozlova S. A., Kulikova T. A. Preschool pedagogy - M.: "Academy" , 1998. - 432 p.
3. Z.V. Lishtvan “Games and activities with building materials in kindergarten” , M., 1971.
4. The place of didactic games in the pedagogical process.

In preschool pedagogy, many specialists have been studying and conducting didactic games (Usova A.P., Sorokina A.I., Udaltsova E.I., Avanesova V.N., etc.). Moreover, some consider the game only a means of consolidating the knowledge acquired in the classroom, while others rightly object to such a narrow understanding of the meaning of the game, consider it one of the forms of learning, an important means of educational work. This view of the didactic game is determined by the educational objectives that schools and kindergartens face: not only to give children a certain amount of knowledge, but also to teach them to master this knowledge, equip them with mental work skills, and develop activity and independent thinking. (No. 6 p. 115-116)

A didactic game as a gaming approach is considered in two types: game-activities and didactic, or autodidactic, games. With the help of games-activities, the teacher not only conveys certain knowledge, forms ideas, but also teaches children to play. The didactic game is used in teaching children mathematics, their native language, familiarization with nature and the surrounding world, and in the development of sensory culture. A didactic game as a form of teaching children contains two principles: educational (cognitive) and gaming (entertaining). The teacher is both a teacher and a participant in the game. He teaches and plays, and children, while playing, learn. The didactic game as an independent gaming activity is based on the awareness of this process. Independent play activity is carried out only if children show interest in the game, its rules and actions, if these rules have been learned by them. Children can play educational games on their own both in and outside of class. Didactic games develop children’s sensory abilities, develop children’s speech and thinking, cultivate children’s moral feelings and attitudes, develop children’s respect for working people, arouse interest in the work of adults, and a desire to work themselves. The game creates a positive emotional uplift and makes you feel good. Many didactic games develop cultural and hygienic skills. In play, children clearly express their social feelings and strive to do everything together.

So, a didactic game is a multifaceted, complex pedagogical phenomenon: it is a gaming method of teaching preschool children, a form of education, an independent gaming activity, and a means of comprehensive education of a child’s personality. (No. 1 p. 4-10)

List of used literature:

1. Bondarenko A.K. Didactic games in kindergarten: Book. for a kindergarten teacher garden — 2nd ed., revised. – M.: Education, 1991
2. Preschool pedagogy. Textbook manual for pedagogical students. Inst. In 2 hours. Part 2/ Ed. IN AND. Loginova, P.G. Samorukova. – 2nd ed., rev. and additional – M.: Education, 1988.
3. Kozlova S.A., Kulikova T.A. Preschool pedagogy: textbook. aid for students avg. ped. textbook establishments. – M.: Publishing House, 1998.
4. Preschool education concept. // DV No. 5 1989, p. 10.
5. Lishtvan Z.V. Construction: A manual for kindergarten teachers. – M.: Education, 1981.
6. Mendzheritskaya D.V. To the teacher about children's play: A manual for teachers of children. garden / Ed. T.A. Markova. – M.: Education, 1982.
7. Mikhailenko N.Ya., Korotkova N.A. Organizing a story-based game in kindergarten: a guide for teachers. – 3rd ed., rev. – M.: LINKA-PRESS, 2009.