“Outdoor games, their types. Importance for personality development"

While playing, a child gets to know the world, learns its laws and principles. You can compete by running and jumping and acquire various skills according to a certain algorithm - rules. Outdoor games for children will help you prepare for life and learn dexterity and ingenuity. The knowledge and skills that a child acquires during play activities help to develop correctly.

Classification of outdoor games

There are different types of outdoor games. Their classification was introduced for ease of use in practice.

Classification table:

“Outdoor games, their types. Importance for personality development"

“Outdoor games, their types. Importance for personality development"

Outdoor game

– this is a child’s conscious motor activity, characterized by the accurate and timely completion of tasks related to the rules that are mandatory for all players. The exciting content and emotional richness of the game encourage the child to make certain mental and physical efforts.

The specificity of outdoor play is the child’s lightning-fast, instant response to the signals “Catch!”, “Run!” "Stop!" and others.

Outdoor game

– an indispensable means of replenishing a child’s knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities.

Target:

The main goal of outdoor games is to develop physical qualities in a child: speed, endurance, dexterity, strength.

Tasks of outdoor games

• Expanding motor experience and enriching it with new, more complex movements;
• Improving motor skills and their use in changing game situations;
• Development of creative abilities and physical qualities;
• Fostering independence and activity with new, more complex movements;
• Introducing basic norms and rules of relationships with peers and adults

For the success of the game it is necessary to take into account

• The complexity of movements and the appropriateness of their combination, taking into account the readiness of children.
• Compliance of the content of games and exercises with the weather and time of year.
• Using different techniques for selecting children for leading roles.
• Variability of outdoor games with the aim of developing creativity and positive motivation for self-expression in movement.

TYPES OF OUTDOOR GAMES

ELEMENTARY GAMES

CHALLENGING GAMES

Outdoor games vary:

• according to the complexity of movements;
• according to the content of the plot;
• by the number of rules and roles;
• by the nature of the relationship between the players;
• by the presence of competitive elements and verbal accompaniment.

Outdoor games also differ in motor content:

• running games,
• jumping,
• throwing, etc.

According to the degree of physical activity:

• high mobility games,
• medium and small.

The importance of outdoor games for personality development

A normally developing child strives for movement from birth. Children usually strive to satisfy their enormous need for movement in games, since play is the leading activity of preschoolers. For them, playing means, first of all, moving and acting. Outdoor play is one of the important means of comprehensive education of preschool children.

With the help of outdoor games, comprehensive physical development

child.

Outdoor games are often accompanied by songs, poems, counting rhymes, and game starters. Such games replenish vocabulary and enrich children's speech.

Outdoor games are also of great importance for moral education.

Outdoor play teaches sincerity and camaraderie. By obeying the rules of the game, children practically practice moral actions, learn to be friends, empathize, and help each other.

Skillful, thoughtful management of the game by the teacher contributes to the development of an active creative personality.

In outdoor games, the aesthetic perception of the world is improved.

Children learn the beauty of movements, their imagery, and they develop a sense of rhythm. They master poetic figurative speech.

Only with systematic repetition of outdoor games are the acquired methods of action consolidated and improved. Children develop good orientation in a play situation. Children quickly lose interest in games that are repeated without changes: it is necessary to modify the content and complicate motor tasks.

As the game progresses, impromptu remarks on the part of the teacher are possible. Such moments can be caused by the emotional state of children, the desire to express themselves in movement. Impromptu provides an opportunity to develop children’s own creative abilities. So, while playing, a child is not only able to reproduce the movement shown by an adult, but is also able, with the content of the game, to give the actions imaginary properties that exist in his memory in the form of ideas and concepts.

The game “grows” with the child throughout his childhood.

Thus, outdoor play is an indispensable means of replenishing a child’s knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities. When conducting outdoor play, there are unlimited possibilities for the integrated use of various methods aimed at shaping the child’s personality. During the game, not only the exercise of existing skills occurs, their consolidation and improvement, but also the formation of new mental processes, new personality traits of the child.

The game is accompanied from birth, remains with him in childhood, adolescence, right up to the transition to adolescence. The game reflects the world of children's thoughts and feelings and leads them along the path of understanding reality.

For the little ones

For children 1-3 years old, classes in the gym are good. Nursery groups do not use games with competitive elements. All classes in preparatory groups should be health-saving.

Children aged 1-4 years are not yet coordinated, so some fun activities can be dangerous. You need to worry about preventing injuries. The very definition of games for little ones can be briefly formulated: safe, interesting, simple tasks.

For such games, the minimum group is 2-3 children. Meanwhile, music will help you have fun indoors.

The hare treats the bear

Necessary equipment for this game: 2 chairs, a bucket of water, an empty bucket, a mini plastic cup, a bear toy.

Methodology:

1. Place the buckets on different chairs at a distance of 2 m from each other. Place a toy near one of the buckets.
2. A full bucket is a treat from the hare for the bear
3. The bucket next to which the toy is located should be filled halfway with water using a glass in which children carry water.
4. The teacher (parent) reads the poem:

The brown bear is one year old,

Let's treat you to compote,

Two cute bunnies

Together with the hippopotamus.

Burner

Required equipment: chair, bucket and spoon.

Methodology:

1. Place the bucket on the chair and give the child a spoon.
2. The teacher (parent) reads the poem:

We cook national soup,

Cabbage soup is boiling with cabbage,

Bright, cool, useful,

And it’s delicious too!

1. The child makes rotational movements with a spoon in a bucket.

The teacher reads:

Spun, spun,

And they stopped interfering!

1. The child spins around himself 2 times and gives the spoon to another.
2. The game continues until all children have stirred the cabbage soup.

Automobile

Required equipment: 3 chairs.

Methodology:

1. Place chairs next to each other.
2. The teacher (parent) reads:

I'll go to the river alone,

I'll sit down quickly.

1. One of the children sits on a chair, the rest of the children continue to walk. The teacher (parent) reads:

The two of us will go to the river,

Let's invite friends.

1. The second child sits on a chair, the remaining child continues to walk. The teacher (parent) reads:

The three of us will go to the river,

It will be more fun!

1. The last child sits on the remaining chair. The game is over when all three children are sitting on their chairs.

The schemes are very different, but it is important to take into account age (it may be indicated in the title of the video). The selection of music used during games should be dominated by light classics and children's songs.

Methodological development “Outdoor games as the main form of motor activity of preschool children”

Municipal government institution of additional education "Center for Additional Education"

Methodological development

"Outdoor games as the main form of motor activity of preschool children"

Compiled by: Voronina Elena Valerievna

Revda, 2016

Content

Introduction 3

1. Characteristics of outdoor play as the main form of motor activity of preschool children 4

2. Types of outdoor games 4

3. Contents and methods of conducting games in various age groups 8

4. Variation of games 10

Conclusion 11

Literature 12

Applications 13

The federal state standard of preschool education was developed taking into account the basic principles, including: implementation of the program in forms specific to children of this age group, primarily in the form of play, cognitive and research activities, in the form of creative activity that ensures the artistic and aesthetic development of the child. [2]

According to the definition of domestic psychologists (L. S. Vygotsky, A. V. Zaporozhets, A. N. Leontyev), play is the leading activity in preschool age, thanks to which significant changes occur in the child’s psyche.

Play promotes the physical, mental, moral and aesthetic development of the child. Various movements and actions of children during play, with skillful guidance, effectively influence the activity of the cardiovascular and respiratory systems, help strengthen the nervous system, musculoskeletal system, improve overall metabolism, increase the activity of all organs and systems of the human body, stimulate appetite and promote strong health. sleep.

Our children live in an ever-changing reality. Exciting yard games have been replaced by no less exciting ones – computer ones. Many children stopped going out into the yard, preferring sedentary activities: computer games, activities with construction sets, watching cartoons. For a child, a sedentary lifestyle means loss of health and impaired physical and intellectual development.

Thus, an urgent problem has arisen: finding ways to improve the physical health of preschool children, effective means of developing the child’s motor sphere, and developing interest in movement as a vital need to be dexterous, strong, and courageous. This problem must be solved in the totality of social and pedagogical conditions that ensure a holistic educational process and the harmonious, physical and personal development of the child. This is facilitated by playful forms of organizing children’s motor activity. [5]

An outdoor game is a game built on movements. The goal setting and types of activities of the players are determined by the plot (plan, theme) of this game. The rules clarify the rights and obligations of participants, determine the methods of conducting and recording the results of the game. Outdoor games are characterized by independent, creative motor actions (with or without objects), performed within the framework of the rules. The plot, rules, and motor actions make up the content of an outdoor game. The content of the game determines its form, i.e. such an organization of participants’ actions that provides the opportunity for a wide choice of ways to achieve the goal and satisfaction with the game process itself.

In older preschool age, along with plot-based outdoor games, games without a plot occupy a large place: children practice running, jumping, and maintaining balance. Their movements are subject to stricter rules. The motive for the game is often competition (for example, who can run to the flag faster). Games for older children are mostly collective. The teacher and the children themselves strictly monitor the strict implementation of the rules. All children's games develop under the guidance of adults. Teachers introduce children to the life around them, enrich them with impressions, and provide assistance in organizing and conducting games.

Outdoor games are divided into elementary and complex. Elementary ones, in turn, are divided into plot and non-plot games, fun games, and attractions. Story-based games (for example: “Two Frosts”, “Where are you the sly fox?”) have a ready-made plot and firmly fixed rules. The plot reflects the phenomena of the surrounding life (work activities of people, traffic, movements and habits of animals, birds, etc.), game actions are associated with the development of the plot and with the role played by the child. The rules determine the beginning and end of movement, determine the behavior and relationships of the players, and clarify the course of the game. Obedience to the rules is mandatory for everyone.

Thematic outdoor games are mainly collective (in small groups and the whole group). Games of this type are used in all age groups. Plotless outdoor games, for example: “Traps”, “Dashes”, do not have a plot or images, but are similar to plot games in the presence of rules, roles, and the interdependence of the game actions of all participants. These games are associated with the performance of a specific motor task and require children to have great independence, speed, dexterity, and spatial orientation.

In older preschool age, outdoor games with elements of competition (individual and group) are widely used, for example: “Whose team will assemble faster”, “Who is the first through the hoop to the flag”, etc. Elements of competition encourage greater activity in performing motor tasks. In some games (“Change the object”, “Who can reach the ball faster”), each child plays for himself and tries to complete the task as best as possible. If these games are divided into teams (relay games), then the child strives to complete the task in order to improve the team’s result.

Plotless games also include games using objects (skittles, serso, ring throw, etc.). The motor tasks in these games require certain conditions, so they are carried out with small groups of children. The rules in such games are aimed at the order of arrangement of objects, their use, and the order of actions of the players. These games feature elements of competition to achieve better results.

In fun games and attractions, motor tasks are performed in unusual conditions and often include an element of competition, with several children performing motor tasks (running in sacks, etc.), the rest of the children are spectators. Fun games and attractions bring a lot of joy to the audience.

Complex outdoor games include sports games (small towns, badminton, table tennis, basketball, volleyball, football, hockey). In preschool age, elements of these games are used and children play according to simplified rules.

Outdoor games also differ in their motor content: games with running, jumping, throwing, etc. According to the degree of physical activity that each player receives, games of high, medium and low mobility are distinguished. Games of great mobility include those in which the entire group of children simultaneously participates and are based mainly on movements such as running and jumping. Games of medium mobility are those in which the whole group also actively participates, but the nature of the movements of the players is relatively calm (walking, passing objects) or the movement is performed by subgroups. In games of low mobility, movements are performed at a slow pace, and their intensity is insignificant.

The flexible application of well-known classification principles provides teachers with the broadest opportunities for the rational use of the game method of developing motor activity, be it the task of primarily developing physical qualities or forming and improving coordinated and economical movements, developing the ability to quickly enter the desired rhythm and tempo of physical activity, deftly, quickly and It is advisable to perform a variety of motor tasks that in a certain way meet the requirements imposed by vital practical activities.

Introducing a child to physical education is important not only from the point of view of strengthening their health, but also for developing the habit of playing sports. Many children find it difficult to get out of a warm bed to exercise. But time passes, a week or two, and the baby jumps up cheerfully at the first sounds of a sports march or other music that accompanies morning exercises. A conditioned dynamic stereotype of behavior is developed, which introduces a certain rhythm into the morning routine and does not require additional volitional efforts.

It is quite possible for parents to conduct similar games at home, in the yard, in the country or on a walk, during which children acquire vital skills and develop physically. Over time, physical exercise becomes a favorite game for children, in which everything is interesting: new achievements, competitive games, and parental participation. Any load begins to be perceived easily and with curiosity, even cold load, without which hardening is impossible.

It is important for educators to take a creative approach to conducting direct educational activities in physical education and, if necessary, independently create game tasks containing the types of movements that the child especially needs at the moment.

Outdoor games play a big role in the mental and physical development of a child. A variety of outdoor games help develop various muscle groups of the body, coordination of movements, and promote the development of speech and thinking. But in order for the effect of the game to be positive, it is necessary to take into account the physiological characteristics of children of different ages when choosing it; In many ways, the success of the game depends on the choice of the venue and the preparation of this place for the game, explanation of the rules, division into teams and the choice of drivers. As for the dosage during the game, excessive muscle tension is not recommended; it is advisable to ensure optimal loads. Intense exercise should be alternated with rest.

A variety of motor actions in outdoor games contributes to normal physical development and strengthening the health of preschool children.

For each age, their own outdoor games have been developed in kindergarten, which take into account the psychological and physiological characteristics of a particular age. The organization of events involves mandatory games in kindergarten, when both fairy-tale characters and the children themselves become participants in entertaining and playful activities. After playing games in kindergarten, both children and parents will be satisfied! That is why competent organization of games in kindergarten will give every child unforgettable emotions. [6]

The selection and planning of outdoor games depend on the working conditions of each age group: the general level of physical and mental development of children, their motor skills; the health status of each child, his individual typological characteristics; time of year, features of the regime, location, interests of children.

When playing a familiar game, children themselves remember its basic rules and course. If there is a need to clarify something, the teacher does this, emphasizing the most crucial, important points.

Depending on the plot, the game is played simultaneously with all children or with a small subgroup. Familiarization with a new plot-based outdoor game is given after preliminary work. As preliminary work you can use:

• reading works of fiction; conversations, watching films and videos;
• organization of observation of nature, animal habits, activities of people of various professions (drivers, firefighters, athletes, etc.);
• preparation of game attributes (together with children or in their presence).

In the explanation of a non-plot game, the sequence of game actions, rules and signals is revealed, indicating the location of the players and game attributes, using spatial terminology (in the younger group - with orientation to the object, in the art. - without them).

An explanation of games with elements of competition includes clarification of the rules, game techniques, competition conditions (“Who can run to the chair faster”, “Whose team will not drop the ball”, etc.), you can divide the children into teams, and at the end evaluate the result;

Roles are distributed using a counting rhyme or at will (in the younger group - driver - teacher);

It is very important, when summing up, to evaluate the positive qualities of children, to name those who successfully fulfilled their roles, showed courage, restraint, mutual assistance, creativity, and then analyze the reasons for breaking the rules.

You can increase interest in the game, complicate mental and physical tasks, improve movements, and improve the psychophysical qualities of a child using the variety of outdoor games.

An outdoor game is carried out at every physical education lesson; at the same time, as before, special attention is paid to cultivating endurance, perseverance, and developing the ability to demonstrate volitional and physical effort. For this purpose, outdoor games should be organized in which the overall result of the team depends on the result of each (relay games, games with elements of competition, exercises on the obstacle course). It is advisable to play the same game in at least two sessions, providing for their combination with physical exercises so that the same muscle groups do not become overloaded.[3]

There are various options for outdoor games. Variation allows them to be used more appropriately, taking into account the preparedness of children. Outdoor games can be gradually made more complex, but the sequence of actions and episodes remains constant. Changes must always be justified.

You can, for example, complicate motor tasks by increasing the distance (for running, jumping, throwing), or introduce new types of movements (walking and running between objects, on a bridge in the game “Train”, etc.) It is also possible to change the pace of movement, increase the number “traps”, the number of children in a subgroup, complicating the rules (for example, first everyone runs and takes any place, and then only a certain one). Another example: in one version, children help the teacher catch mice, in another, more complex version, they independently play the role of a cat. The interactions between the players also become more complicated: at first the children simply run, and then run away from the catcher (“Traps”, “Traps with ribbons”, “Squat traps”, “Don’t stay on the floor”).

Options for outdoor games can be created by the teacher himself, taking into account the level of mental and physical development of the children in his group and providing for a gradual increase in requirements for them. Children themselves can be involved in creating new versions of the game, especially in older groups.

During the game, physical activity constantly changes. The structure of the games and their rules provide for the appropriate alternation of active actions of children with rest. However, their duration and intensity are not stable. Using the plot and rules of the game, the teacher, at his own discretion, can increase or shorten the duration of the game episodes, set their shift, and increase the intensity of movements.[4]

Children’s play activities objectively combine two very important factors: on the one hand, children are involved in practical activities, develop physically, and get used to acting independently; on the other hand, they receive moral and aesthetic satisfaction from this activity and deepen their knowledge of their environment. All this ultimately contributes to the education of the individual as a whole.

Children of all ages have a great need for play, and it is very important to use outdoor play not only to improve motor skills, but also to develop all aspects of the child’s personality. A well-thought-out methodology for conducting outdoor games helps to reveal the child’s individual abilities, helps to raise him healthy, cheerful, cheerful, active, able to independently and creatively solve a wide variety of problems.[7]

Thus, the game is one of the complex means of education: it is aimed at comprehensive physical fitness (through direct mastery of the basics of movement and complex actions in changing conditions of collective activity), improving the functions of the body, and the character traits of the players.[8]

Literature

1. Stepanenkova E.Ya. Physical education in kindergarten. – M.: Mosaika-Sintez, 2008.

2. Federal state educational standard for preschool education

3. Kharchenko T.E. “Organization of motor activity of children in kindergarten” S.P., Childhood - Press 2010.

4. https://constructor.zavalam.net/view.php?no=17164

5. https://www.beldou2.ru/?p=396

6. https://www.deti-club.ru/podviznie_igri_v_detskom_sadu

7. https://www.ignom.ru/books/phizicheskoe_vospitaniye/p30.html

8. https://www.resobr.ru/materials/46/40215/[2]

Applications

Aty-baty - the soldiers were going, Aty-baty - to the market, Aty-baty - what did they buy? Aty-Bati - samovar, Aty-Bati - how much does it cost? Aty-baty - three rubles, Aty-baty - who's coming out? Aty-baty - it's me!

The month came out of the fog, I took a knife out of my pocket, I will cut, I will beat, I will still drive you.

If a siskin flies towards a swift, you go out, I drive. If a swift flies towards a siskin, you lead, I go out.

The Greek was driving across the river, He saw the Greek - there was a cancer in the river.

He put the Greek's hand in the river, Cancer grabbed the Greek's hand - slam!

Hedgehog, hedgehog, eccentric, I sewed a prickly jacket. I stood in a circle and thought: We should choose a driver

Tomorrow a blue-blue-blue whale will fly from the sky. If you believe, stand and wait. If you don’t believe, come out! Do-re-mi-fa-sol-la-si! A cat is taking a taxi, and the kittens are attached and have a free ride! A man was driving along the road. Broke a wheel on the doorstep.

How many nails? Speak quickly, don’t hesitate!

Dora, Dora, tomatoes, We caught a thief in the garden. They began to think and wonder how we could punish the thief. We tied our hands and feet and let them go along the road. The thief walked, walked, walked - and found the basket! This little basket contains lipstick and perfume. Ribbons, lace, boots - anything for the soul!

The little bunny ran across the field, ran into the garden, found a cabbage, found a carrot, and sits nibbling. The owner is coming!

Tryntsy-bryntsy, bells, the daredevils rang. Digi, digi, leagues, don, come out quickly

Tili-tili dough, The bride and groom are running in a circle, not seeing each other, you take the bride and get out of the circle

Chiki-chiki, chiki-chok, At night a cricket sang songs, We went to look for it, We lit lanterns, We looked under a bush, Under a fluffy burdock. Where was the cricket hiding? Go his buddy!

A cuckoo walked past the garden and pecked all the seedlings. And she shouted: peek-a-boo, poppy - Push up one fist!

Naughty bastards, run out into the courtyards.

Let's start playing, choose a governor, a governor is one of the people, get out of the round dance. And you, good fellow, stand at the very end

Shishel-myshel, He took it and went out!

Grains in your pocket

Who's ready to find the grains in their pocket? The pastry chef baked twenty-five blackbirds into the cake. A bird's tur-lu-lu burst out of the cake. Did the king ever dream of such a dish? The king was in the office, keeping track of the income. The Queen was eating a sandwich in the hall. Behind the yard, the maid was hanging laundry, Drozd went there and immediately grabbed her nose.

Dora, Dora, tomato

Dora, Dora, tomatoes, We caught a thief in the garden, We began to think and wonder how we could punish the thief.

One, two - trees

One, two - trees. Three, four - the animals came out. Five, six - a leaf falls. Seven, eight - birds in the forest. Nine, ten - these are titmice Raised their red faces. We tied our hands and feet and let them go along the road. The thief walked, walked, walked and found the basket. In this little basket there are drawings and pictures. One two Three! Give it to anyone you want!

I was taught to read and write

One, two, three, four - I was taught to read and write: Don’t count, don’t write, Just jump on the floor. I jumped, I jumped, I broke my leg. My little leg began to hurt, and my mother began to feel sorry for her. She regretted it, scolded her, and sent for the doctor. Doctor rides a bull with a balalaika in his hand

The pig walks through the forest

The pig walks through the forest, plucks the quinoa grass, she tears it up, doesn’t take it, puts it under a birch tree

Curdled milk is simply delicious!

Yogurt - Just lovely, Yogurt - Songs were sung: Just-kva, Just-sha, Yogurt is good!

The counting begins

The counting begins: A jackdaw sat on a birch tree, Two crows, a sparrow, Three magpies, a nightingale

.

Beyond the seas, beyond the mountains

Behind the seas, behind the mountains, Behind the iron pillars, On a hillock there is a tower, There is a lock on the door. Go get the key and unlock the lock.

Do you want some milk, kitty?

Do you want some milk, kitty? We are far from home, A long, long journey awaits us. Turn left here, do you see a bridge across the river? I caught you by the tail!

Alphabet

A, B, C, D, D, E, F - A toad is riding on a hedgehog. 3, I, K, L, M, N, O - Bunny, look out my window. Ts, Ch, Sh, Shch, E, Yu, I - And the pike has scales

The orange was rolling

The orange rolled to the city of Berlin, I didn’t study my lessons and got a bad grade.

The wind flew across the sea

The wind flew across the sea, The wind counted the songbirds. I counted every one of them! And then I took the day off. It's our turn to count! One two three four five!

The ducklings were walking

One, two - the ducklings walked. Three, four - we went home. The fifth trudged behind them, the sixth ran ahead, and the seventh fell behind everyone, got scared and squealed: “Where are you, where are you?” - Not food. - We'll look nearby.

High, very high

High, very high I threw my ball easily. But my ball fell from the sky and rolled into the dark forest. One-two-three-four-five, I'm going to look for him.

Tra-ta-ta! Tra-ta-ta!

Tra-ta-ta! Tra-ta-ta! A cat married a cat, For Cat Kotovich, For Pyotr Petrovich! He is mustachioed and striped, Well, not a cat, but just a treasure!

Who lives in our apartment?

One, two, three, four, Who lives in our apartment? Dad, mom, brother, sister, Murka the cat, two kittens, My puppy, a cricket and me - That's my whole family! One, two, three, four, five - I’ll start counting them all again.

I dreamed about a hedgehog

A hedgehog came out of the fog and took a knife out of his pocket. He took out the pebbles and chalk and smiled as best he could. He gave me everything he took out, and disappeared again in the fog.

. Counting table

I'll tell you a secret - I have no secrets. No, there wasn't and there isn't. This is your secret now

Shchi-talochka

I peel vegetables for cabbage soup. How many vegetables do you need? Three potatoes, two carrots, one and a half heads of onion, a parsley root, and a cabbage stalk. Make room, cabbage, you make the pot thick! One-two-three, the fire is lit. Stump, get out

Counting table

Who Ate the Cherry Cherry? I didn’t eat - and I’m silent. You haven't eaten cherry plum. And keep quiet. The cherry plum is unripe... And no one ate it. And whoever ate it, sour, unripe, swallowed the bone, has not driven it for a long time.

Our Masha

Our Masha got up early, Counted all the dolls: Two Matryoshkas on the window, Two Arinkas on the feather bed, Two Tanyas on the pillow, And Parsley in a cap on an oak chest!

Cockerel

Cockerel, Cockerel, Show your Cockerel! The casing is burning with fire. How many feathers is there on it? One-two-three-four-five, Impossible to Count!

Night counting

One two three four five! Six seven eight nine ten! We must, we must, we must sleep and there is no need to fool around. He who does not sleep will go out. Whoever falls asleep will see the Dream.

From the drifting snow

From the Snowdrift, the Breeze Spun a Silver Cord And on it Brought the White-maned Blizzard to the taiga!

From zero

From zero And to zero You can’t get there without a crutch, You can’t get there without a horse, Without a twisted Sweet Cheesecake, Without a rifle With a bayonet, Without a knife with an irradiator, Without a silk whip, Without a crooked twig, Without balls and a bell You can’t move away from the porch!

Badger

Grandmother Badger Baked pancakes. I treated two grandchildren to two pugnacious badgers, but the grandchildren did not have enough to eat, They knocked their saucers with a roar!

May evening

On a May evening, girlfriends came to Pestrushka for pancakes: Three laying hens, Three kloktushkas. How many chickens are there in the hut?

Pearl and Berl

Pearl and Berl started cooking. Pearl and Berl baked a pie in the oven. Pearl and Berl composed poems deftly: They carried pearls from pearl barley

Or and Roni

Or and Roni rode on ponies. Legs, legs, legs. How many? Lots and lots. Or more precisely? Eight: Some wear horseshoes, others are barefoot

Magpie

One two three four five. We're going to play. A magpie flew to us and told us to lead us.

Sparrow

Among the white doves, a nimble sparrow gallops, a sparrow-bird, a gray shirt, respond, sparrow, fly out, don’t be timid!

Mice

One two three four! The mice lived in an apartment, drank tea, broke cups, paid three pieces of money! Those who don't want to pay can drive!

Goat

A goat walked along the bridge and waved its tail. It got caught on the railing and landed right in the river. Who doesn't believe? It is he! Get them out!

Ram

A ram walked along the steep mountains, pulled out some grass, and put it on a bench. Whoever takes the weed will drive!

Piggy

The pig walks through the forest, tears up the grass-ant, she tears it up and takes it, and puts it in a basket. This one will come out, that one will go!

Hide and seek

One, two, three, four, five, We'll play hide and seek. Sky, stars, meadow, flowers, You go and drive

! Hare

• White hare, where did he run? - Into the oak forest! - What were you doing there? - I tore the stripes! - Where did you put it? - Under the deck! - Who stole it? - Rodion. - Get out!
• One, two

One, two, three, four, five, six, seven,

Eight, nine, ten, the White Moon is floating out! Whoever reaches the month will go to hide

Zealous horse

A zealous horse with a long mane gallops and gallops across the fields here and there! Here and there! Here he rushes - Get out of the circle!

Cup went out for a walk

One-two-three-four-five - The cup went out for a walk. A teapot flies past - Fills a cup with tea: - Glug-glug!.. Oh-oh-oh! Need lump sugar! One-two-three-four-five - Sugar went out for a walk. A spoon flies past - The sugar in the cup dissolves: - Ding-ding!.. Oh-oh-oh! Need a painted gingerbread! One-two-three-four-five - The gingerbread guy went out for a walk. The teeth are waiting nearby - They play hide and seek with gingerbread: - Crunch-crunch!.. Ay-yay-yay! Tea spilled all over the table! One-two-three-four-five - The rag went out for a walk. The rag in the tea was fussing, the rag was snorting and angry: - One-two-three-four-five - I don’t want to play with you!

Myshkin's counting rhyme

- One two three four. Let's count the holes in the cheese. If there are many holes in the cheese, then the cheese will be tasty. If there is one hole in it, it means it was delicious yesterday.

The first counting rhyme for the cat

One two three four five. The cat learns to count. Slowly, Little by little, Adds a Cat to the Mouse. The answer is: - There is a cat, but there is no mouse!

The tiger went for a walk

One, two, three, four, five, the tiger went out for a walk. They forgot to lock him. One two three four five. He walks down the street, doesn’t pester anyone, but for some reason people run away from the tiger. Who climbed a tree, Who hid behind a stall, Who ended up on the roof, Who hid in a drain. And on the tree, like toys, two old ladies sat. The whole city was empty in an instant - After all, jokes with a tiger are dangerous. The tiger sees that the city is empty: “Let me go,” he thinks, “I’ll come back.” It’s more fun at the zoo, it’s always full of people!”

Over the mountain

The sun rose over the mountain. An apple fell from the sky, Rolling across the azure meadows straight towards us! It rolled, it rolled, it fell into the river from the bridge, whoever saw it, don’t sleep, quickly catch it! Whoever caught it, well done, After all, the counting is over!

Sheep were walking along the road

The sheep walked along the road and got their feet wet in a puddle. They began to wipe their feet: Some with a handkerchief, some with a rag, some with a holey mitten!

Bunny

One, two, three, four, five, There is nowhere for a bunny to jump, A wolf walks everywhere, a wolf, His teeth click, click! And we will hide in the bushes, Hide, little bunny, and you too. You, wolf, wait, when we hide, go

The carriage was driving

The carriage was driving through the dark forest for some kind of interest. Inte-inte-interest - Come out with the letter “es”.

Bunny went out for a walk

One two three four five. Bunny went out for a walk. Suddenly the hunter runs out and shoots straight at the Bunny: Bang-bang! Oh oh oh! My Bunny is dying... We brought him home - He turned out to be alive!

Who's not sleeping?

One, two, three, four, five, six, seven, eight, nine, ten! We must, we must, we must sleep! And no need to fool around! He who has fallen asleep is dreaming, He who is not sleeping is getting out!

Kittens

Listen, guys, I want to tell you: We had kittens - there are exactly five of them. We decided, we wondered: What should we name the kittens? Finally we named them: ONE, TWO, THREE, FOUR, FIVE. ONE - the kitten is the whitest, TWO - the kitten is the bravest, THREE - the kitten is the smartest, AND FOUR is the noisiest, FIVE is like THREE and TWO - the same tail and head, the same spot on the back, the same sleeps all day in a basket . Our kittens are good - ONE, TWO, THREE, FOUR, FIVE! Come to us, guys, look and count.

Senior preschool age (5-7 years)

The school gym or courtyard is a great place to practice. So that the child does not constantly strive to play GTA and other online games on the computer, but finds excitement in movement, it is important for him to be properly offered alternative entertainment.

A card index of outdoor games will become an assistant in education and children's physical development. For older preschoolers, you can use the same stories as for others.

Sports competitions are also fun and interesting for children. Such children's outdoor games develop the following qualities:

• desire for an active lifestyle,
• endurance,
• developed strength,
• resourcefulness,
• collective spirit,
• reaction.

Goose, wolf and boy

What is developed and used: speed, agility.

Features: 7-10 children are needed to play, crayons are needed.

1. Choose “wolf” and “boy”, the rest of the children are “geese”.
2. Draw a circle on the site, the “geese” will hide in it.
3. At a distance of 4-6 m (four meters is a minimum) draw another circle - the “wolf’s” house.
4. The “geese” are initially in the “wolf’s” house, and the “wolf” is in the “geese” house.
5. The “boy” kicks the “geese” out for a walk. They scatter across the site, running towards their house. The wolf reads a poem:

Day or night doesn't matter to me

I'm good at speed

I'm in the meadow

Here I will find all the geese.

I look scary though,

But I catch geese for a reason.

1. The task of the “wolf” is to touch the “geese” and catch them all. The caught "geese" stands in the circle of the "wolf". The goal of the “geese” is to get into their home.
2. Once all the “geese” are caught, the children change roles.

Children's volleyball

The famous but adapted version of volleyball is suitable for both kindergarten and any other group of children. An interesting and sporty game is played using a light playing ball.

Children have the opportunity to demonstrate individual skills because everyone plays for themselves. Healthy pastime will teach every child to healthy lifestyle. And summer is the best time for volleyball.

What else to read: The oldest children's game or learning to jump over a rubber band

Basis:

1. 5-9 children stand in a circle.
2. The child’s task is to hit the ball towards another player, or catch it.
3. One game is given 6-8 minutes.
4. Each participant needs to score as many points as possible:

• 1 point – for a caught ball,
• 2 points – for a hit ball,
• 5 points – if the ball was hit towards another participant at chest level.

1. The one who scores the most points wins.

Owl

Includes both creative focus and motor activity. This team game is unusual and multi-component.

What is developed and involved: coordination, imagination.

Features: 8-9 children are needed to play, chalk is needed.

1. A girl is selected from a group of children to be an “owl”.
2. Since this is a team game, the remaining children are divided into two teams of “mice”.
3. A round “mousetrap” with a diameter of 1 m is drawn on the asphalt.
4. "Mice" are running around the "mousetrap". "Owl" says:

I'm an owl, Valentina,

I don't like raspberries,

I love catching mice

Wow, wow, tell everyone,

The sun is shining for everyone,

I will not eat…

1. “Owl” names a word - any animal that an owl cannot eat. The “mice” must stop and imitate this animal.
2. Whoever completes the task slowest goes into the mousetrap.
3. The last mouse remaining outside the circle wins.

Characteristics of outdoor play in older preschool age

Characteristics of outdoor play in older preschool age

Bobro Marina Borisovna, teacher of the first qualification category

The origins of outdoor games go back to ancient times. The history of the appearance of games allows us to understand their educational significance.

E.A. Pokrovsky argued that games were inevitable at all times and among all peoples. Many of the games were very original, depending on the properties and lifestyle of the people.

N.S. Volovik’s opinion that the purpose of ancient games is not entertaining, but practical is also correct.

The educational and artistic values ​​of outdoor play have been preserved to this day.

In the pedagogical history of Russia, outdoor games were given great importance. They were considered as the basis of physical education. In the second half of the 19th century. works by the most prominent teachers N.I. Pirogov, later E.N. Vodovozova, P.F. Kapterev and others appear. They emphasize the paramount importance of outdoor play as an activity that meets the age-related needs of the child.

The founder of the Russian system of physical education, P.F. Lesgaft, devoted a large place to outdoor play. Defining play as an exercise with which a child prepares for life, P.F. Lesgaft noted that in play, independent motor activity, initiative develops and the child’s moral qualities are nurtured.

Outdoor play is an indispensable means of replenishing a child’s knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities. When conducting outdoor play, there are unlimited possibilities for the integrated use of various methods aimed at shaping the child’s personality. During the game, not only the exercise of existing skills occurs, their consolidation, improvement, but also the formation of new personality qualities.

Outdoor play is one of the important means of comprehensive education of preschool children, the characteristic feature of which is its complex effect on the child’s body and personality.

An outdoor game with rules is a conscious, active activity of a child, characterized by the accurate and timely completion of tasks related to the rules that are mandatory for all players. The exciting content and emotional richness of the game encourage the child to make certain mental and physical efforts.

Outdoor games are classified according to different parameters: by age, by the degree of mobility of the child in the game (games with low, medium, high mobility), by types of movements (games with running, throwing, etc.), by content (outdoor games with rules and sports games). In the theory and methodology of physical education, the following classification of games is accepted.

Outdoor games with rules include plot and non-story games. Sports games include basketball, gorodki, table tennis, hockey, football, etc.

Plot-based outdoor games reflect a life or fairy-tale episode in a conventional form. The child is captivated by playful images. He creatively embodies himself in them, depicting a cat, a sparrow, a car, a wolf, a goose, a monkey, etc.

Non-plot active games contain motor game tasks that are interesting for children and lead to achieving a goal. These games are divided into games such as: running, catching; games with elements of competition (“Who can run to their flag the fastest?”, etc.); relay games (“Who will pass the ball sooner?”); games with objects (balls, hoops, serso, skittles, etc.). Sports games, according to M.P. Goloshchekina and others, are advisable to use in senior and preschool groups of a preschool institution.

Options for outdoor games

It is advisable to vary outdoor games not only in order to add variety and maintain interest, but also in order to solve pedagogical problems - improving movements, developing physical qualities when performing more complex game actions, rules, game situations, conditions requiring certain mental and physical efforts from children and at the same time increasing interest in the game. For example, the game “Traps” has several options: “Trap, give me your hand”, promotes orientation in space; “Traps with a ball” develops accuracy, evasiveness, spatial orientation; “Traps with ribbons,” which develops the ability to change the nature of movements and their tempo and to dodge.

The systematic use of game options helps to develop in children the possibility of versatile use of acquired movements or skills, improvement of physical qualities, skills of communicating with objects, development of attention, observation, and spatial orientation.

Currently, the task of preserving national traditions and forming a person’s national self-awareness is urgent. The kindergarten, solving the problems of the diversified development of children using Russian folk culture, gives preference to Russian folk games.

P. F. Lesgaft pointed out that in national games a child acquires familiarity with the habits and customs of only a certain area, family life, and a certain environment surrounding him. He considered outdoor games to be the most valuable means of comprehensively educating a child’s personality and developing his moral qualities: honesty, truthfulness, endurance, discipline, and camaraderie.

Folk games are an integral part of the international, artistic and physical education of preschool children. The joy of movement is combined with the spiritual enrichment of children. They develop a stable, interested, respectful attitude towards the culture of their native country, creating an emotionally positive basis for the development of patriotic feelings: love and devotion to the Motherland.

In terms of content, all folk games are classically laconic, expressive and accessible to children. They stimulate the active work of thought, help broaden horizons, clarify ideas about the world around us, improve all mental processes, and stimulate the transition of the child’s body to a higher stage of development. That is why play is recognized as the leading activity of a preschool child.

Folk games have a lot of humor, jokes, and competitive fervor; the movements are precise and imaginative, often accompanied by unexpected funny moments, tempting and beloved by children counting rhymes, drawing lots, and nursery rhymes. They retain their artistic charm, aesthetic significance and constitute the most valuable, unique gaming folklore. So, for example, the beginnings, which, according to the definition of the Russian folklorist G. A. Vinogradov, are like a game prelude, make it possible to quickly organize the players, set them up for the objective choice of the leader, unconditional and precise implementation of the rules. This is facilitated by the rhythm, melodiousness or characteristic chanting of the rhymes that precede the game.

In Russia, games were called fun, entertainment, amusement and even joy. But to be consoled is to calm down on something joyful, to make your life, your situation easier, to stop being upset, to grieve, to calm down. Russian folk culture has long been rich in games in which respect for the past and faith in the future live.

In outdoor games for children of senior preschool age, more complex movements are used. The children are tasked with instantly reacting to changes in the game situation, showing courage, intelligence, endurance, ingenuity, and dexterity. Children's movements are characterized by greater coordination and accuracy, therefore, along with plot and non-story games, games with elements of competition are widely used.

Children skillfully use their motor system. Their movements are quite coordinated and precise. They know how to combine them depending on the surrounding conditions.

Children of the preparatory group become more independent in organizing outdoor games. The child knows a large number of games, their content and rules, and he imagines their possible motor and emotional intensity. This allows children to choose games according to their interests and desire to exercise a particular type of movement.

At this age, the positive significance of outdoor games in consolidating and improving the basic movements of children is especially great. Children try to act not only in a more effective way, but also with maximum mobilization of efforts to achieve the best result, showing positive moral qualities. The manifestation of high physical and moral-volitional qualities is most facilitated by the participation of children in outdoor games, in which the overall result depends on the interaction of the players (“Burners”, “Whose link is most likely to assemble?”).

Movements in games become more complex: various complications are introduced into games with running in one direction (two catchers in the game “Two Frosts”; running of two groups towards each other in the game “Catch-Dash”).

Games with running in all directions and overcoming obstacles predominate.

Outdoor play can be called the most important educational institution, developing physical and mental qualities, rules of behavior, and ethical values. The power of its influence on the all-round development of the child lies in the emotional excitement, interest and passion that the child experiences; he is able to make every effort and be very efficient. N.Ya. Mikhailenko demanded a careful selection of games, taking into account their educational value, so that, simultaneously with the development of movements, they would foster honesty, love of order, courage and friendly relations in the children's team.

Under the bright, funny, attractive form of games there are many pedagogical opportunities that are manifested through the functions of the game.

Sociocultural function. Play is a means of socializing a child, since in it the child feels like an individual and a member of a group at the same time.

Communication function. The game unites big and small, helps them find a common language, is a prototype of collective activity, as it teaches them to negotiate with each other, give in, hear a friend, continue his actions or help out, and subordinate one’s desires to existing rules.

Diagnostic function. The game helps to identify deviations in the child’s behavior. In the game, the child can diagnose his own strengths, capabilities, and personal qualities, i.e. the game encourages the child to self-knowledge.

Game therapy and correctional functions. In most cases, games are designed to help the teacher harmonize the mental development of children and prevent deviations, resolve inevitable conflicts in the child’s soul before their possible degeneration into established complexes.

Entertainment function. The game creates protective mechanisms, provides a powerful psycho-emotional release, which results in positive emotions. And the more positive emotions a child receives, the more harmonious and joyful the world appears before him, the more comfortable and confident he feels in life.

The peculiarity of using outdoor games in working with children is that they provide comprehensive development to the child, since they affect physical health, promote health, and also develop personal qualities.

Among the methods used by practical psychological services, play is the most appropriate for overcoming the developmental difficulties of preschool children. The theoretical basis for this is that it is the game that is the leading activity of preschool children.

According to O. S. Karabanova, in the context of role-playing games, other types of games arise and develop, such as active, didactic, dramatization games, and performance games. From this point of view, outdoor games are a variant of the plot-role-playing game with simplified roles, the emphasis in which is mainly on observing and following the rules.

The underlying mechanisms of the positive influence of play activity on the development of preschool children and the possibilities of its use for developmental and therapeutic purposes are quite well described both in foreign and domestic literature. A generalization of existing approaches allowed O. S. Karabanova to identify, on their basis, the psychological mechanisms of the correctional and developmental impact of the game:

In special play conditions, a child has the opportunity to model a system of social relations in a visually effective form and develop orientation in them.

In the conditions of outdoor play, cognitive and personal egocentrism is gradually overcome, due to which the child’s self-awareness develops, he becomes socially competent, and gains experience in resolving problem situations.

The presence of partnerships along with gaming creates conditions for positive personal development in the game.

In outdoor play, there is a gradual development, development, internalization and assimilation of adequate ways to resolve problem situations.

Based on the awareness and verbalization of his internal experiences in the game, the child gets the opportunity to understand the meaning of the problem situation and change his attitude towards it.

Submission to game rules in the context of a role stimulates the formation of elements of voluntary regulation of the child’s behavior and activities.

In outdoor games, suitable conditions are created for joint experiences that contribute to the development of group interests, i.e. preschoolers learn to work together, plan and distribute roles, evaluate their strength, time and capabilities.

Thus, the multifunctionality of play activity is revealed, its complex impact on the development of the personality and behavior of a preschool child.

The games we proposed for use at the formative stage of the experiment were selected taking into account the possibility of their use in the everyday life of children with problems.

The purpose of outdoor games aimed at developing the emotional-volitional sphere is:

development of non-verbal means of communication;

awareness of one's own feelings and experiences;

developing interest in peers;

developing the ability to act in concert;

development of the ability to enter into dialogue.

These games also help relieve emotional stress; reducing feelings of fear; developing endurance and a tolerant attitude towards physical contact with other people; development of self-confidence and positive self-perception.

The peculiarity of outdoor games is that they help in solving several problems at once.

The role of outdoor games in mental education is great: children learn to act in accordance with the rules, learn the meaning of the game, remember the rules, have spatial terminology, learn to act consciously in a changed game situation, and learn about the world around them. During the game, memory is activated, intelligence, fantasy, thinking, imagination are developed, and social qualities are formed. Z. M. Istomina subjected a special study to the emergence of voluntary memory in preschool age.

It turned out that during the game the best conditions are created for the child to be faced with the task of recalling and remembering something for the first time, and the prerequisites for the development of voluntary memorization and recollection appear. The study also showed that a special memory exercise is much more effective if it is included in a game than if it is carried out in the form of specially organized sessions.

Z. V. Manuylenko, having subjected a special experimental study to the importance of games for the development of volitional processes, convincingly proved that conscious control of movements in games is much higher than in activities carried out according to instructions.

A. V. Zaporozhets and Ya. Z. Neverovich conducted research on the development of movements, showing that play is closely related to the formation of motor skills in a preschool child.

Games are often accompanied by songs, poems, counting rhymes, and game starters, which fills the vocabulary and enriches speech. Games also teach children to recite and sing independently and help overcome shyness.

While playing, the child studies color, shape, material properties, spatial relationships, numerical relationships, and studies solutions.

Outdoor games are also of great importance for moral education. Children learn to act in a team and obey common requirements. The presence of rules and the requirement to comply with them, the frequent change of drivers put the participants in the game in the position of equal partners, which helps strengthen emotional contacts between children. Children gradually learn in the game that they should not leave someone in trouble or laugh at someone else’s awkwardness, because this can happen to anyone. The achievement of common success depends on actions of mutual assistance.

Children perceive the rules of the game as a law, and conscious implementation of them forms the will, develops self-control, endurance, and the ability to control one’s actions and behavior. The game develops honesty, discipline, and a sense of justice. Outdoor play teaches sincerity and camaraderie. In collective games, children-organizers, children-leaders are identified who know how to persistently strive for a goal and carry others along with them.

In outdoor games, the aesthetic perception of the world is improved. Children learn the beauty of movements, their imagery, and they develop a sense of rhythm. They master poetic figurative speech.

Outdoor play prepares a child for work: children make play attributes, arrange and put them away in a certain sequence, and improve their motor skills necessary for future work.

Thus, outdoor play is an indispensable means of replenishing a child’s knowledge and ideas about the world around him, developing thinking, ingenuity, dexterity, dexterity, and valuable moral and volitional qualities. When conducting outdoor play, there are unlimited possibilities for the integrated use of various methods aimed at shaping the child’s personality. During the game, not only the exercise of existing skills occurs, their consolidation and improvement, but also the formation of new mental processes, new personality traits of the child.

BIBLIOGRAPHICAL LIST

Babenkova E. A., Paranicheva T. M. Outdoor games while walking. – M.: TC Sfera, 2011. – 96 p.

Balandin V. A. The use of outdoor games for the development of cognitive processes in children of senior preschool and primary school age: textbook. allowance. - Krasnodar, 1999. - 104 p.

Doronina M.A. The role of outdoor games in the development of preschool children // Preschool pedagogy. – 2007. – No. 4. – P. 10-14.

Karabanova O. A. Game in the correction of a child’s mental development. – Moscow: Russian Pedagogical Agency, 1997. – 190 p.

Keneman A.V., Osokina T.I., Children's folk outdoor games - M.: Education. 1989 – 239 p.

Lisina T.V., Morozova G.V. Outdoor themed games for preschoolers. ‒ M.: Sfera, 2014. - 128 p.

Collection of outdoor games. For classes with children 2 – 7 years old / Author. -composition E. Ya. Stepanenkova. – M.: Mozaika-Sintez, 2014. – 144 p.

Stepanenkova E.Ya. Theory and methods of physical education and child development: Textbook. aid for students higher textbook establishments / Emma Yakovlevna Stepanenkova. — 2nd ed., rev. - M.: Publishing House, 2006. - 368 p.

Shmakov S.A. Games of jokes - games of a minute. - M.: New School, 1996. - 112 p.

Games for schoolchildren

Outdoor games are an opportunity to provide children with comprehensive development. Modern collections for teachers contain an interesting catalog of funny games in the form of exercises, sports and games that develop the imagination.

The importance of physical activity for schoolchildren is colossal.

This is an acquaintance with new concepts, acquiring the skills necessary in life. Of course, when introducing new games by teachers, approval will be required. List of the most important equipment that will come in handy:

• volleyball ball,
• soccer ball,
• plastic skittles,
• gates,
• basketball basket,
• checkbox.

A set of exercises that children perform during the game develops the vestibular apparatus, dexterity, speed and strength. The content and rules are not complicated, but they train your ingenuity.

The number of participants has practically no effect on the game process, but it is desirable that there be at least 10-11 children. Main classification of games:

• plot,
• sports,
• combined.

It is extremely important to choose a game for children that is appropriate for their age and season. After all, for an older child both the workload and tasks will be more difficult.

Didactic materials facilitate the educational process. These can be in the form of brochures, books and videos. All means that help parents and teachers interest modern children are good.

MAGAZINE Preschooler.RF

Physical education instructor of MKDOU No. 117 “Friendly Family”, Novosibirsk Nazarenko Marina Aleksandrovna Highest qualification category

“Without play there is no, and cannot be, full mental development. A game is a huge bright window through which a life-giving stream of ideas and concepts flows into the spiritual world of a child. A game is a spark that ignites the flame of inquisitiveness and curiosity,” he wrote. In A Sukhomlinsky “Little children play... like a bird sings. In the life of preschool children, games occupy the largest place - noted N.K. Krupskaya - Play is a need of a growing child’s body. In the game, the child’s physical strength develops, the body or eyes become more flexible, and intelligence, resourcefulness, and initiative are developed. Play for them is study, play for them is work, play for them is a serious form of education.”

Children's play can be considered as the main type of physical and motor activity. In preschool age, games are divided into several types:

Story games. Games of this type are based on the experience of children, their ideas and knowledge about the surrounding life, professions (pilot, fireman, driver, etc.), means of transport (car, train, plane), natural phenomena, lifestyle and habits animals and birds.

Some features of animal behavior (the cunning of a fox, the habits of predators - a wolf, a pike, the speed of movements of hares, birds, the caring nature of a hen, etc.), the most characteristic moments of the performance of labor actions by people of different professions, the peculiarities of the movement of various vehicles serve as the basis for the development of the plot and establishing the rules of the game.

The plot of the game and the rules determine the nature of the movements of the players. In one case, kids, imitating horses, run, raising their knees high, in another - they jump like bunnies, in a third - they need to be able to climb onto a ladder, like firefighters, etc. In story games, therefore, the movements performed are mainly imitative in nature.

Children begin, stop, or change movements in accordance with the rules of the game, which are usually closely related to the plot and determine the behavior and relationships of the players. In some story games, the actions of the players are determined by the text (“Bear the Bear in the Forest,” “Geese,” “Hares and the Wolf,” etc.).

One of the features of outdoor games with plots is the ability to influence children through images, the roles they perform, through rules, obedience to which is mandatory for everyone.

Thematic outdoor games are predominantly collective; the number of players can be different (from 5 to 25), and this allows the games to be widely used in different conditions and for different purposes. In story games, usually the majority of children portray, for example, birds, bunnies, and one child or teacher becomes the performer of a responsible role - a wolf, a fox, a cat. Children's actions are closely interconnected. Thus, the activity of a child playing the role of a wolf encourages the other participants in the game - the hares - to move faster and more energetically. This constitutes children's play actions. However, each child, when playing, demonstrates independence, initiative, speed and dexterity to the best of his abilities.

Since in the games of this group a group of children acts, obeying the rules, this largely determines their behavior and relationships. Kids are accustomed to coordinated collective actions in certain conditions, learn to change the method and nature of movements according to signals and in accordance with the rules. For example: children pretending to be a train, moving one after another, try not to bump into the person in front: the car slows down and stops at a red light (waving a red flag); planes land at the teacher’s verbal signal; the birds quickly fly away to their nests as soon as it starts to rain, etc.

Thematic outdoor games are widely used in all age groups of kindergarten. However, they are especially popular in early preschool age.

Games are held under the direct supervision of an adult, which creates favorable conditions for pedagogical influence on children.

In story games, children are very spontaneous, transforming into the characters of the game, being carried away by it, they repeatedly repeat movements such as walking, running, jumping (jumping in place and moving forward, jumping from low objects, jumping over a cord, line, small cube) , crawling, crawling. These types of movements are most often included in the content of children’s games; the game actions necessary to solve game problems are based on them.

Fewer opportunities in plot-based outdoor games are available for exercising children of primary preschool age in movements such as throwing and catching a ball, rolling balls in a certain direction and towards a target, and climbing gymnastic stairs. Younger preschoolers still have poor command of these movements, so play situations not only do not create favorable conditions for their implementation, but, on the contrary, make it even more difficult for children. Therefore, it is most advisable to teach children these movements in the form of exercises.

Building games for kids has its own characteristics. Thus, performing more complex movements in them should occur in a calm environment, when the children’s attention is not distracted by any additional signals. Then the kids act calmly and can perform the movement without undue haste, for example: hares jump on the lawn when there is no wolf; The mice run around easily while the cat is sleeping. Giving a signal to change actions and the appearance of a catcher are strong irritants that distract children’s attention from the quality of the movements. In this case, children should not be required to accurately reproduce the character’s movement.

In the most favorable conditions for performing movements that develop during the game, you can attract the child’s attention to their correct execution by showing, explaining, using images that children imitate, and presenting certain requirements for their reproduction. In other conditions, children simply run away and little attention is paid to the accuracy of movements in such cases.

In story games for kids there are also responsible roles. Most often they are performed by the teacher.

Plotless games. Plotless games such as traps and dashes are very close to plot ones - they just don’t have images that children imitate, all other components are the same: the presence of rules, responsible roles (traps, tags), interconnected game actions of all participants. These games, like the plot games, are based on simple movements, most often running combined with catching and hiding, etc. Such games are accessible to both younger and older preschoolers.

However, it should be taken into account that plotless games require children to have greater independence, speed and dexterity of movement, and spatial orientation than plot-based games. This is explained by the fact that the game actions in them are not associated with playing out a plot, where a combination of different movements and their alternation is possible, but with the performance of a specific motor task. The conditions for completing such a task are determined by the rules.

Since the rules require fairly quick and dexterous actions from the participants, plotless games are most common in middle and older preschool age; only the most elementary forms of games of this type can be played with children.

These games are based on performing certain motor tasks in accordance with the simplest rules.

The first plotless games for children 2-3 years old are games such as “Catch up with me”, “Catch up with me”. They offer children the task of moving in one direction behind the teacher or away from him to a pre-designated place - a “house”, where the teacher should not catch them. Each child, while completing the task independently, at the same time acts together with other children. Gradually the games become more complex. As soon as the kids learn to walk, run in subgroups and the whole group in one direction, the teacher can change direction during play, helping to develop movement skills and the ability to navigate in space. At the same time, children are taught to follow the elementary rule - to move without bumping into each other.

Then games are introduced in which there are more complex tasks for attention and spatial orientation. So, for example, children should move to where the flag is located, corresponding to the color of the flask in the child’s hands, or to where the bell rings (“Find your vdet”, “Where does the bell ring?”). Such games require children to know the primary colors, determine by ear the place where the sound is coming from, and, in accordance with this, the ability to regulate their actions.

In games such as “Take care of the object”, “Don’t be late”, children are required to: perform actions as quickly as possible, find their place, keep their object (cube, ring, rattle). In these simple games there is already a task that forces the child to show speed and dexterity.

In non-plot games (skittles, ring throw, “Ball School”), children perform more complex movements: throwing, rolling at a target, throwing and catching. Children of primary preschool age have poor command of such movements, so at first they are widely used in play exercises, for example: “Roll the ball”, “Hit the goal”, “Toss it higher”, etc. By practicing these movements, children gradually master the skills and abilities to act with various objects (balls, balls, rings), they develop their eye, coordination of movements, and dexterity. By participating in such games, kids acquire many useful skills.

Despite the fact that plotless games are not used as widely with children as plot-based games, children participate in them with great pleasure. This is explained by the fact that in such games the teacher is an active participant. He shows the children how to complete certain tasks, he himself plays a responsible role, directs the entire course of the game, emotionally prepares the children, helping them perform various movements.

Game exercises. Outdoor games and exercises are interrelated, however, in terms of purpose, pedagogical objectives, content and methodology, the game and exercise are not identical. An outdoor game is based on a certain concept (figurative or conventional). Exercises are methodically organized motor actions, specially selected for the purpose of physical education, the essence of which is to perform specific tasks (“Crawl to the rattle”, “Hit the goal”, etc.)

In the physical education of preschoolers, it is important to ensure understanding of the task and correct reproduction of movements. The peculiarities of the physical and mental development of younger preschoolers make it necessary to widely use for this purpose teaching methods based on imitation, imagery, and plot-based tasks.

Essentially, in play exercises there are no play actions of a group of children; each child acts according to the individual instructions of the teacher, and the performance of motor tasks depends only on his personal capabilities.

Many exercises have a plot character, that is, they introduce an element of play (for example, “Across the bridge”, “Across the stream”). This makes them more interesting for children, allows them to attract the attention of children to the motor tasks offered to them and contributes to their more diligent and accurate implementation. During such exercises, the teacher has the opportunity to monitor each child and, if someone does not succeed in the exercise, offer to do it again. Consequently, in game exercises, in contrast to outdoor games, the tasks of direct learning are more clearly identified. This is their special value in the development of movements in children.

Game exercises can be used in physical education classes and especially when conducting individual work on the development of movements outside of class, both with individual children and with small groups.

Fun games. When working with preschool children, so-called fun games and attractions are also used. While not particularly important for physical development, they are, however, often held at leisure evenings and at physical education festivals. Motor tasks in these games are performed under unusual conditions and often include an element of competition (run while holding a spoon with a ball in it and not drop anything; run in a bag; perform a movement blindfolded: kick a ball, “give a horse water” " and so on.). Such tasks are performed by two or three children of senior preschool age or adults (parents, teachers); the majority of children are spectators. Fun games at leisure evenings and holidays are a fun spectacle, entertainment for children, giving them joy, but at the same time they require motor skills, dexterity, and dexterity from the participants.

Physical education instructor MKDOU No. 117 Highest qualification category Nazarenko M.A.

Junior schoolchildren

At 6-7 years old, children are accustomed to story-based games, but they need to start introducing sports elements.

Alphabet and dictionary

Purpose of the game: improving literacy, learning the native language.

Inventory: clothespins with letters, cards with words of equal difficulty.

1. Children are divided into teams and choose captains.
2. The captains randomly select task words for the opposing team.
3. Find the letters that make up the words for the opposing team.
4. The captains attach letters to the backs of the opposing team members.
5. The teams line up.
6. On the count of 1-2-3, the captains show the words that need to be collected.
7. The team that completes the word faster by lining up in a row wins.

Hide and seek

Orientation: hide well, then run to the base.

Features of the location: a courtyard with enough safe places to hide.

1. Children choose a courseworker who will search.
2. The student, while at the base, closes his eyes and counts to 20.
3. At this time, the participants in the game hide.
4. If the courseworker finds a participant, he runs to the base and calls the name of the found participant.
5. The goal of the participants: to reach the base and say their name before the coursework.

Other games

At the age of 7-8, children can already play mini-football and hockey (they will need ice at a skating rink), which will allow them to develop running speed and the ability to work in a team. At the age of 7-9, children begin to play classic volleyball.

Middle and high school students

Older students will be interested in different games than primary school students. From a pedagogical point of view, it is more difficult to captivate a teenager than younger children.

This task will be easier to cope with if new games are introduced that keep up with the times. Games in nature are especially useful for schoolchildren, because ordinary walks will not provide the necessary physical activity.

Lincoln's snowball blunder

High school students will also want to play an exciting game with a popular plot. Winter fun will captivate every child.

Features: carried out in winter, when there is enough fresh snow and not severe frost, there is sufficient space outside.

Details: a plastic bottle with colored rice (rice is painted with food coloring) will imitate a bottle of holy water; a picture depicting a city map, red and blue ribbons for each participant.

What else to read: Card index of round dance games for children 3–4 years old

Story for the plot: President Lincoln fights werewolves. The werewolves are sitting in the fortress, the president and his assistants are in the apartment. They decide to go fight evil. The object of the struggle is a map of the city, which the werewolves keep in their fortress.

Organization of the game:

1. The day before you need to make 2 fortresses at a distance of 9-10 m from each other, the height of a child.
2. Teams of werewolves, Lincoln and his assistants are selected.
3. Each participant marks himself with a ribbon: the werewolves are red, the wrestling team is blue.
4. The werewolves take a position in their fortress, and the map is located in this fortress. Werewolf weapons: snowballs.
5. The President and his team occupy the second fortress-apartment. Their weapons: a bottle of holy water (dyed rice) and snowballs.
6. Lincoln jumps up so that the werewolves can see it and waves his hand, saying: “I won’t give you an easy life, but I’ll show you an example. The only way for you to save yourself is to give the card to us!”
7. After this, the werewolf hunters try to run to their opponents' fortress and take the map. Werewolves are trying to break into the president's apartment.
8. If a snowball hits a member of one of the teams, he is eliminated from the game for three minutes. When holy water hits a werewolf, he is knocked out for 10 minutes.
9. The game ends when the president's team has captured the map, or if a third of the werewolves have entered the apartment.

Relay race

Relay races are known in every school; they are held in physical education classes. Conducting relay races improves physical fitness and strengthens the competitive spirit. General principle:

1. Invite children to divide into teams.
2. Form teams into columns at the starting line.
3. On the command “March!” the captain runs (jumps) to the flag, touches it with his hand and returns to the team.
4. Pats the next person in the column on the shoulder, who performs the same actions as the captain, and so on.
5. The winner is the team whose last link returns to the starting line first.

Other games

High school students do athletics and run short distances. But still, they will play football with great pleasure. The purpose of outdoor play is not only to improve physical characteristics, but also to instill a lifelong love of sports.

Action and story games

Author: Pivnyk Yulia Yurievna

MOVEMENT AND STORY-STAGED GAMES

It is very important at an early stage of childhood to lay the foundations of positive artistic perception, to raise our kids to be dexterous, smart, cheerful and sociable. Games solve these problems perfectly, you just need to follow the principle: do not focus children’s attention on leadership, instill in them a taste not for the result, but for the process itself. Games are also necessary in the classroom as an element of relaxation: relax, exercise, have fun. At the same time, they can serve as a powerful incentive - “You worked out well, now you can play!”

Some games such as “Spider and Flies”, “Frogs and Heron”, etc., are essentially skits where everyone plays their role. In this case, what is important for the teacher, and what is interesting for the children, is images, plasticity, facial expressions, and the goal of catching up or hiding becomes conditional.

In the games “Train”, “Brave Rider”, etc., to some extent, there is a spirit of competition, and here the teacher should smooth out this moment, paying more attention to the children’s correct execution of movements, the ability to hear music, navigate, act according to the idea, figuratively.

In the games “I am an artist”, “Cinema-photo”, “Monkeys”, etc., it is very important for the teacher to promptly notice, encourage, and praise even the most timid attempts at improvisation and creative independence of the child.

Spider and flies

One of the children is a spider, all the others are flies.

The spider sits down on a chair in the center of the hall, closes its eyes and falls asleep. At this time, the flies are flying around the hall (running on their toes, arms bent at the elbows, hands flapping like wings).

Night falls, the music changes. The spider opens his eyes and stands up, the flies freeze (so that he does not notice them in the dark). The spider slowly walks around the hall, and, not finding anyone, returns to its house (on a chair).

Brave Rider

Starting position – each child sits on a chair astride a horse.

The introduction to the music sounds, everyone stands next to the chair and takes the “reins” (arms extended in front of them and clenched into fists).

Children jump at a straight gallop, with a little spring in their arms.

The music stops abruptly, and everyone must run as quickly as possible and sit on a chair (in the starting position).

Comment – ​​the task can be changed: sit only in your own chair or in the nearest free chair.

I'm an artist

Everyone takes their seats - We are the spectators.

The first artist enters the “stage” (stands in the center of the hall) and orders music that matches the image invented in advance (fast, slow, cheerful, sad, smooth, energetic, etc.).

He dances, and everyone watches attentively. The artist’s task is for the audience to guess who he is portraying. After the performance, the audience applauds, then the teacher asks: Who do you think the artist portrayed?

The teacher listens to the children’s suggestions and says his own. If someone guessed first, he becomes an artist, if no one, the next one comes out in turn or at will.

The artist can portray anyone, but if he finds it difficult to choose, the teacher can quietly help him. You can depict, for example: animals, snowflakes, flowers, a robot, etc.

Monkeys

One child is a zoo visitor, all the rest are monkeys. The visitor can perform any actions, movements, make faces, and the monkeys must repeat everything exactly after him.

Recommendation for the presenter: you must try to show the movements clearly, without rushing.

Ogonyok

Everyone stands in a circle. Music sounds, and a red handkerchief begins to be passed around in a circle - Do not hold the Light in your hands, otherwise you will get burned.

The music suddenly stops. And the one who has the handkerchief in his hands goes to the center of the circle and dances with him to the accompaniment. Everyone supports him, clapping in unison.

Then he stands up and the game continues.

Owl

One of the participants is an owl. All the rest are inhabitants of the forest (animals, birds).

Day -

an owl sits on a tree (chair). The rest move around the hall, imitating some small animal.

Night -

the owl wakes up and flies out to hunt, everyone quickly crouches down and freezes. The owl smoothly circles around the hall, flaps its wings widely or soars.

Day -

the owl flies away, the forest comes to life

Recommendation. The task can be changed: each child must come up with an image for himself (any animal) or the teacher gives everyone one general task (bunnies, mice, titmice).

Train

Cars

in
the depot:
everyone is sitting on chairs.

One of the children becomes a locomotive.

He walks across the hall towards those sitting (raises his knees, bends his arms at the elbows, makes circular movements, imitating the rotation of wheels).
The locomotive
pulls up to the first
car
and gives it a signal with its horn and
hooks it
to itself.
He puts his hands on his shoulders and they continue moving. Thus, the composition is assembled.
The locomotive
leads the train
in a bizarre way to the music. Suddenly, three warning signals sound in the music, and during this time everyone must run to their places.

The composition has been disbanded.

When older children are playing,
a carriage
that did not make it to
the depot
may be
put in for repairs,
i.e., miss one trip.

Sunshine and rain

Starting position – children squat in front of chairs facing the seats.

Rain –

They drum their palms on the chair, imitating the sound of rain (the more often, the better).

Gradually the rain subsides.

Let's check, has the rain stopped? –

They move their hand with their palm up and look at the “sky.”

Sun! –

everyone jumps out of the houses, has fun, jumps, dances.

Who came to us

Children sit in a semicircle.

If desired, one of the participants starts the game. The teacher offers him a choice of upside down cards with images of animals. The child takes out any card and, without showing it to anyone, puts it aside.

The teacher says: “Who came to us?”

The child, without voicing, imitates the chosen animal. Children guess. After this you can show the card.

Recommendation: it is necessary to familiarize children in advance with the plastic features of the animals that are depicted on the cards.

Circus

Strongmen

Children stand in a circle. The teacher announces:

“There are strong men in the arena!” –

put your feet shoulder-width apart, firmly grab an imaginary barbell with your hands and squeeze upward with great effort.

Hold the barbell!

(all muscles are very tense).

Abandoned -

throw the barbell, relaxing all the muscles -
relax...!
The audience applauds -

everyone claps.

Equilibrists

Stretch the jump rope (rope) on the floor and tie it to the legs of the chairs.

The spectators, who are also artists, stand in a line nearby.

Everyone takes turns walking along this “tightrope” on their toes, back straight, arms to the sides for balance (do not sway!).

The one who has passed the rope to the end raises his hands, greeting the audience. The audience applauds, the artist bows

and joins the audience.

Tricks

Teacher: “Let’s start the show.”

Participants stand in a circle and hold hands - this is
a magic bag.
Any of the children becomes the center.

Someone says: “Only we have the best magic trick in the world.”

Everyone converges towards the center and casts a spell:
aben, trabene, boome!
Then the circle diverges, and the child in the center depicts, at his own request, the one he was turned into (profession, animal, flower, tree, ...).

The audience applauds.

The one in the center bows and stands in a circle. Game continues.

Frog and Heron

Small hoops called swamps are laid out on the floor throughout the hall.

One of the participants becomes a heron and moves aside. All the rest are frogs.

Frogs jump after mosquitoes or between swamps (sitting on their haunches, knees open to the sides, palms on the floor, jumping up, straightening their legs and croaking).

The music changes and a heron comes out. Frogs quickly (frog-like) hide: each one occupies any free swamp. They press their body lower to the floor, pull their heads into their shoulders, fall silent and freeze.

The heron walks around the hall (raising its knees high and flapping its wings expressively), and, without catching anyone, leaves.

Cats and dog

There are tree chairs all over the hall.

One of the participants is a dog, all the rest are cats.

The dog sits in a kennel (squats down and holds a hoop vertically in front of him or lies on his stomach under a chair).

At this time, cats and kittens are walking around the hall (soft, springy step, “paws” folded in front of them or making sliding movements).

The music changes and a dog jumps out of its house (the child quickly crawls through a hoop or crawls forward from under a chair).

Cats and cats instantly climb trees (sit on chairs and tuck their legs).

The dog runs from tree to tree and barks at cats and kittens, who hiss expressively and show their claws.

Tired, the dog returns to the kennel.

Fox and ducklings

On the floor in the center of the hall, a small space is fenced off with jump ropes so that all the children can fit in it; this is a lake.

One of the participants is a fox, all the others are ducklings.

The fox hid (hides behind the back of the chair) and listens.

At this time, the ducklings are walking around the lake and looking for worms (they walk in small steps, waddling from foot to foot; arms are extended down and slightly pulled back).

The music is changing. A fox jumps out from its hiding place.

The ducklings quickly (don’t get out of character!) hide in the lake.

The fox walks around the lake, eagerly looking at the ducklings (soft, springy step, holding its clawed paws in front of it), the ducklings stay on the opposite edge of the lake and press against each other. Having walked around the lake a couple of times, the fox again hides in cover.

Bubble

Starting position - all participants are freely positioned around the hall and stand in the center of their hoop.

I blow bubbles -

(the teacher draws more air into his chest and blows), the children squat down, grab the edges of the hoop on both sides with their hands and stand up.

The wind blew -

The teacher smoothly waves his hands.

Let's fly -

children run around the hall on their toes
(flying without colliding!).
Burst -

(the teacher claps his hands) the children stop, unclench their fingers and release the hoop from their hands.

Film-photo

A director is chosen and he commands:

Movie -

participants move freely around the hall: dance, imitate something, improvise plastically.

Photo -

everyone suddenly freezes (freeze frame).

Movie -

everyone continues their movement, etc.
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