Prerequisites for the development of play activity at an early age

Prerequisites for the development of play activity at an early age

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Play as an activity is just beginning at this age; the child is surrounded not only by objects, but also by toys. Vygotsky calls such a game procedural

those. The child sees the meaning of the game in performing actions in which there is neither a plot nor a role. If actions with object-tools (spoon, cup, spatula, etc.) require certain and strictly fixed methods of action, then with toys the child can do whatever he wants. There is absolutely no need for stable and unambiguous operations; on the contrary, actions with toys presuppose the child’s complete freedom. The differences between these two types of objective actions also lie in the fact that objective-practical activity is always aimed at some result and is regulated by this result, while actions with toys do not imply such a result and are carried out without any specific goal.

At the beginning of the second year of life, a toy acts for a child in the same capacity as any object that can be manipulated. The baby moves toys from place to place, knocks them, puts them in various containers, that is, carries out non-specific actions with them. Play as a separate type of activity does not yet exist at the beginning of early childhood. However, in the second year of life, play is separated from objective-practical actions and becomes a specific activity of the child.

Separated from objective-practical actions, play acquires independent meaning and an independent logic of development for the child.

Gradually, during the second year of life, children learn the playful purpose of objects

: they start feeding the doll, putting it to sleep, trying to put something on it, etc.

At the first stage

In the development of play actions, they turn out to be closely connected with specific objects with which they played together with an adult.

At the second stage

the same actions apply to other similar items. The toy itself is not yet a toy for the baby in the usual sense of the word (i.e., a model of another object); it acts for him like a real object (a cup, spoon or crib), only small.

This game has 4 features:

1

) monotony, “one-act” and fragmentation of game actions; lack of semantic connection between them;

2)

the content of play actions is imitation of an adult - the baby does not invent anything new, he only reproduces with the help of various toys what he has already done together with the adult;

3)

the material for the game is only realistic toys that display real objects that are in the child’s field of vision;

4)

weak emotional involvement in the game - the child is often distracted and abandons the started action; game actions are carried out indifferently and as if automatically, without any vivid emotions and experiences.

Gradually the game becomes more complicated (subject to activity with an adult). Children who have never played with will not play.

Game substitutions appear, i.e. the child uses those imaginary objects that can replace the real one. This is called a symbolic game.

(2.5 g) (n., the stick can be a thermometer, a cigarette). Such a game opens up space for fantasy, imagination, and thinking.

By the age of 3, the child “tryes on” a role (I am a driver, I am a mother, I am a dog, etc.). This is essentially a role-playing game

.
then the plot
.

CONCLUSION

: By the 3rd year, the nature of the game changes, gaming motivation increases (they want to play) and game actions also become more complicated.

Attention!

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Development of play in early childhood.

Gaming activity goes through a long development process. Elements of the game first appear in infancy; over time, its highest forms develop, in particular the plot-based role-playing game.

The age period up to one year is characterized by the formation of the first types of games. From 3-4 months. arise . Their first content consists of twitching of legs and arms. finger play, head movement. Problems to be solved: self-knowledge through affective and motor experiences, exercises.

From about 6 months. games with objects arise. The game originates as an object-based gaming activity. Actions with toys or other objects are manipulative in nature. The motive is given through an object - a toy. These include rolling, grabbing, and hitting objects. The tasks being solved are cognition of the properties of objects; the child discovers some of its properties in the toy (the ball rolls, it is elastic and smooth). Gradually, children learn ways of operating with different toys related to their physical properties. The motive of such objective-game activity lies in the possible nature of the result of the game action (the ball can be thrown or pushed away from oneself).

By the end of the first year, games with others of an emotional nature arise. Their main content is the construction of such interaction with close adults, the result of which is an emotionally sensual experience (fear, curiosity, joy). For example, “Horned Goat”, “Peek-a-boo”, “Over the hummocks over the hummocks”.

The next period from one to two years - Walking makes a revolution in the child's life. He runs, jumps, explores space. He throws objects, up, into the water, and moves them. Problems to be solved: expanding one’s own abilities and connections with the world.

In the second half of the second year of life, the child’s sphere of interaction with the outside world expands. The child’s need for joint activities with adults is growing. Observing the world of adults, the child highlights their actions. The experience gained in actions with toys and in everyday life gives the child the opportunity to reflect the actions of adults with objects in accordance with the purpose accepted in society (for example, the process of bathing, feeding). Now actions are directed not at obtaining a result, but at fulfilling a clear conditional goal. Thus, the action becomes conditional, and its result imaginary. The child moves on to the plot-display stage of game development.

In the third year of life, the child begins to strive to realize the game goal. The actions described above take on a certain meaning: feeding the doll to give it lunch. Actions are gradually generalized and become conditional: the child rocks the doll for a while and, believing that she is already asleep, moves on to another play action - putting her to bed. The child constantly compares his actions with the actions of an adult. It is important that the emergence of play goals is possible only if the child has formed an image of an adult and his actions.

In a plot-based game, children convey not only individual actions, but also elements of adult behavior in real life. In children's games, a “role in action” appears. The child performs the function of a character, “plays a role,” but at the same time does not name himself in accordance with this function. And to the adult’s question: “Who are you?” answers: “I am Lena (Katya, Dima).” In such games, actions with plot-shaped toys are very similar to real practical actions with objects and gradually become generalized, turning into conditional ones. Then the child begins to act with imaginary objects: he feeds the doll non-existent candy.

The development of play actions is facilitated by an adult when he shows play actions or encourages the child to perform them: “Feed the bunny.” Some time later, the children themselves turn object-based actions into playful ones.

As the game's actions become more complex, the game's plot also becomes more complex. First, plots describe the actions of one character with certain objects in one or more sequentially changing situations. For example, a girl prepares dinner and feeds her daughter. The plots then involve multiple characters with a set of specific connections. And by the end of the third year of life, in children’s games, plots are observed in which, along with a set of actions, there are also some relationships between the characters. Children's relationships develop through play. Their playful interaction is developing.

Thus, already in the third year of life, the prerequisites for a plot-based role-playing game are formed, which will intensively develop throughout preschool childhood.

As a result of constantly growing cognitive needs during this period, games arise - experimentation. Their content is extremely diverse; the field of activity includes interest in what is unknown: how an object gets wet, what and where it leaves marks. how substances mix

In a plot-based game, children convey not only individual actions, but also elements of adult behavior in real life. In games, a “role in action” appears.

The child performs the function of a mother-hairdresser without identifying himself in accordance with this function. And to the adult’s question: “Who are you?” answers: “I am Yulia (Lena, Andryusha).” In such games, actions with plot-shaped toys are at first very similar to real practical actions with objects and gradually become generalized, turning into conventional ones. Then the child begins to act with imaginary objects: he feeds the doll non-existent candy.

In the third year of life, children's relationships in play develop . At first they arise for a non-play reason - a place or toy that attracts the child. Then children who continue to play alone develop the ability to play with toys, show interest in the activities of their peers and imitate their actions. Relationships also arise for non-game reasons. The child complains if one of the children interferes with his play or takes away a toy. The baby protests against the interference of another child in his play. He can take away the toy he needs for play, not give it up, share the joy of owning it, his small achievements in the game (he dressed up the doll beautifully).

Thus, the prerequisites for a role-playing game are being formed, which will develop intensively in preschool childhood. Let us list these prerequisites:

The plot-role-playing game is of a social nature and is based on the child’s ever expanding and more complex understanding of the life of adults. The new sphere of reality that the child masters in this game becomes the motives, meanings of life and activities of adults. The child’s behavior in the game correlates with the image of another person. The child takes the point of view of different people and enters into relationships with other players that reflect the real interaction of adults

The fulfillment of the role occurs through certain game actions. Mastering a variety of game actions allows the child to most fully and accurately realize the role.

Games gradually appear in the imaginary plane, when the child moves from playing with real game objects to playing with imaginary ones.

In play, the child uses a variety of game objects, in particular substitute objects. Substitution arises in a problematic situation: what to do when the doll wants to eat, but there is no spoon? With the help of an adult, the child finds a suitable object - a pencil instead of a spoon.

True substitution occurs only when the child names an object - a substitute in accordance with its new function, i.e. gives deliberately new meaning. But the main condition is that with the substitute object one can perform the same function as with the replaced object. The use of substitute objects enriches children's play, expands the possibilities of modeling reality and contributes to the development of the sign-symbolic function of consciousness

A plot-based role-playing game always involves the creation of an imaginary situation that makes up its plot. The plot is the sphere of reality that is modeled by children in the game. And, therefore, the choice of plot is always based on certain knowledge. That is why, throughout preschool age, “family” games are favorites for children, since they themselves are involved in such relationships every day, and therefore have the most complete understanding of them.

Thus, it is shown that the game originates as an object-based gaming activity, going through introductory and display stages , when actions with objects are manipulative in nature. With the child’s interest aimed at obtaining results from actions with an object comes the stage of object-based play activity. The action becomes conditional, and its result is imaginary, which means the child moves on to the plot- display stage of game development. As the child’s understanding of the life of adults increasingly expands, the plot of the game becomes more complex; an imaginary situation is increasingly created in games - this is evidence of the emergence of a role-playing game.

Gaming technologies

Play is perhaps the most ancient teaching method.

Unlike games in general, pedagogical games have an essential feature - a clearly defined learning goal and a corresponding pedagogical result, an educational-cognitive orientation.

The game form of classes is created using game techniques and situations that make it possible to intensify the cognitive activity of students. When planning a game, the didactic goal turns into a game task, the educational activity is subject to the rules of the game, the educational material is used as a means for the game, an element of competition is introduced into the educational activity, which transforms the didactic task into a game task, and the successful completion of the didactic task is associated with the game result.

Literature

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Section 3. Study of the theoretical and methodological foundations of organizing the work activities of preschool children

Topic 3.1 Theoretical foundations for the development of labor activity in preschool childhood

Goal: get acquainted with the theoretical foundations of labor education for preschool children, develop mental activity, develop the ability to express one’s own opinion, give reasons for an answer, motivate students to use electronic educational resources (presentations) in working with children and parents.

What do you think this is connected with? The concepts of “Labor”, “Labor education”.

Exercise

Based on the definitions of “labor” and “education”, as well as your understanding of the content of the concept, try to create your own definition of the concept “Labor education”.

We consider the options for definitions compiled by students and form a general definition.

Labor education is a joint activity of the teacher and pupils, aimed at developing general labor skills and abilities, psychological readiness for work, the formation of a responsible attitude towards work and its products, and a conscious choice of profession.

The importance of labor as a factor in the development of a child’s personality is reflected in the history of Russian pedagogy: the works of P.P. Blonsky, N.K. Krupskaya, A.S. Makarenko, V.A. Sukhomlinsky, ST. Shatsky and others.

The theoretical justification for the labor education of youth with practical recommendations is covered in the works of P.R. Atutova, A.A. Akhmatova, S.Ya. Batysheva, K.N. Katkhanova, V.A. Polyakova and others.

Issues of the creative attitude of schoolchildren to work, education of activity, moral qualities of the individual, optimization of educational and cognitive activity are covered in the works of scientists Yu.K. Babansky, O.S. Bogdanova, A.Ya. Zhurkina, I.I. Zaretskaya, V.M. Korotova, T.N. Malkovskaya, I.S. Maryenko, T.I. Shamova, I.F. Svadkovsky and others. They find practical implementation in the work of educational institutions at the present stage.

In the works of leading psychologists, the problem of personality and the importance of activity in the process of its formation received a clearer solution (B.G. Ananyev, A.G. Asmolov, L.I. Bozhovich, L.S. Vygotsky, V.V. Davydov, A. V. Zaporozhets, V.T. Kudryavtsev, A.N. Leontyev, A.V. Petrovsky, S.L. Rubinshtein, D.B. Elkonin, etc.).

To date:

— the place of labor in the pedagogical process of kindergarten was determined, its content was developed (E.I. Korzakova, V.G. Nechaeva, E.I. Radina, etc.);

— forms of organization of children in labor are highlighted (Z.N. Borisova, R.S. Bure, A.D. Shatova);

— the process of forming a positive attitude towards the work of adults is studied (V.I. Glotova, V.I. Loginova, YaZ. Neverovich, A.G. Tulegenova, M.V. Krulekht, etc.);

— the features of labor education of preschool children in the family are considered (D.O. Dzintere, L.V. Zagik, T.A. Markova);

— the influence of work on the development of moral and volitional qualities of children, their relationships is studied (R.S. Bure, G.N. Godina, A.D. Shatova, etc.).

Of no small importance are the studies of Ya.Z. Neverovich, T.A. Markova, who showed that the main motive that encourages children to work is their desire to help adults. In preschool pedagogy, three ways of bringing children closer to the work of adults are identified: observation of work, partial assistance from children to adults, and organization of joint activities of adults and children (V.I. Glotova, L.V. Zagik, S.M. Kotlyarova, G.N. Leskova, E.I. Radina, D.V. Sergeeva and others).

A.V. Zaporozhets wrote: “The central link of this entire system (meaning the system of comprehensive education of preschoolers), as if tying into a single unit all the educational work of the kindergarten, should be the moral and labor education of preschoolers, which is intended to be laid already in The first years of a child’s life are the foundations of an active life position, understanding of one’s responsibilities and readiness to fulfill these responsibilities.”

V. A. Sukhomlinsky drew attention to the other side of the educational influence of work on children: “Give children the joy of work! This joy comes from success, awareness of his skill and the significance of the work he does, and the opportunity to bring joy to others.”

Within the framework of modern pedagogical views on labor education, the emphasis should be transferred to the personal development of the child: what styles of behavior and attitudes towards different aspects of the social environment, including work, can be appropriated by the child and how they enrich the personality. How to take into account the needs and interests of a preschooler? How, in meeting them halfway, can we develop in a child independence, activity, initiative, creativity, self-confidence, and responsibility for his actions? How to create in him the need to become a member of the children's society, jointly solve issues of organizing work and achieving positive results?

By teaming up with peers in work, preschoolers gain experience in relationships, learn to see the emotional state of a peer, his sorrows and joy. All this encourages the provision of help, support, and the manifestation of humane feelings: empathy, sympathy. But such opportunities can be realized only if certain conditions are met: the teacher creates an emotional environment when organizing children’s work, demonstrates to them their interest in the upcoming activity, participates in it as a partner, and encourages children’s desire to participate in joint activities. At the same time, the main goal of the teacher is to cultivate in preschoolers a positive attitude towards work, to develop the desire to learn, to become independent, skillful, able to cope with emerging difficulties and provide help and support to others if necessary.

Along with the achievements in the labor education of children in preschool institutions, there are still many problems and unresolved issues.

Not all preschool institutions provide interaction between an adult and a child at the level of co-creation, assistance in play, work and cognitive activities. There are difficulties in selecting objects of labor activity, the scope of work of preschool children is limited. Neither educators, teachers, nor parents have a sufficiently complete understanding of the essence of hard work. Labor education of preschool children has not yet become a leading direction in the educational process of preschool educational institutions.

Often, teachers in older groups, when organizing the joint work activities of children, do most of the work themselves. And the children are left with only individual tasks - bring, serve, help, hold, which, naturally, does not arouse their interest in the work process. There is also another extreme in practice, when educators give inflated work assignments without taking into account the children’s capabilities. Children also get tired when they spend a long time doing one thing, stay in one position, use equipment that does not correspond to their age capabilities, and perform a large amount of work at a fast pace. In some preschool institutions there is no plan and systematicity in organizing children's work, in teaching them labor skills, and they participate in work from time to time. Those educators who, during the work process, are too protective of children, dictate to them what to do, and do not give them the opportunity to show activity and independence, also act badly. Unfortunately, you can often observe how a nanny or teacher in front of children redoes what they have done: washes the table, sweeps the floor, puts away books, rearranges chairs, etc. And finally, an important condition in labor education is knowledge of the characteristics of family education.

There are also objective problems that make it difficult to instill hard work in preschoolers: the economic crisis, which is intensifying the breakdown of the family, satiety with amenities, and the outflow of children from preschool institutions; decreased attention to the formation of hard work (in comparison with the physical, mental, aesthetic development of the individual) on the part of parents and educators; the desire of preschoolers for self-actualization in the children's community with little social experience.

Thus, contradictions have been identified:

— between the social significance of developing hard work and the insufficient implementation of this pedagogical task in preschool institutions;

- between the need to prepare a teacher, preschool teacher to develop the hard work of children and the lack of development of the theoretical foundations and organizational and pedagogical conditions for the development of this basic quality of the child;

— articles on the problem of labor education are rarely found on the pages of professional journals. This trend is fraught with danger associated with a delay in the development of the child’s personality.

Thus, scientists have made a significant contribution to the development of the problem of identifying the signs and components of hard work in preschool children. However, the problem of instilling hard work in preschoolers as the main personality quality has not yet been sufficiently developed.

The program tasks of labor education of preschool children can be combined into several groups.

v The first group includes the tasks of cultivating a positive attitude towards the work of adults, the desire to provide them with all possible assistance, and an interest in the results of work. At the same time, children form ideas about the need for work in life, about the attitude of adults to work.

v The second group consists of tasks aimed at developing work skills and their further improvement, gradually expanding the content of work activity, as well as mastering the ability to work accurately, deftly, and at a fairly fast pace.

v The third group of tasks is aimed at developing in children some personal qualities: habits of work effort, responsibility, care, thrift, readiness to take part in work.

v The fourth group consists of the tasks of developing skills in organizing one’s own and general work - the ability to prepare everything necessary in advance, put away tools.

v The fifth group includes the tasks of forming positive relationships between children in the labor process - the ability to work in harmony.

Do you think the work of adults differs from the work of children? How? (Give reasons for your answer.)

The originality of the work of preschool children. Differences between the work of adults and children.

The meaning of work activity.

Firstly, it presupposes the presence of certain

practical skills (for example, the ability to use the simplest

tools), as well as familiarization with the properties of certain materials.

Secondly, it requires the development of intellectual qualities, for example

ability to plan their actions and foresee their results.

· Thirdly, it presupposes a certain level of development of children's will

sustainable desire to achieve a set goal, to obtain

a product presented in advance and the ability to subordinate one’s behavior

set goals.

· In the work of a preschooler, a connection with play is clearly revealed.

· In the game, the first manipulative actions are carried out, reminiscent of labor in nature: they contain imaginary labor operations.

But this is not the only thing that exhausts the meaning of the game, in which the child, in role-playing actions, reflects the work of adults. Taking on the role of an adult, he becomes imbued with an emotional attitude towards the actions being performed: he worries about the patient, pays attention to passengers, etc. He experiences emotional uplift, excitement, joy, his feelings correspond to the feelings of a worker, although they are not associated with labor efforts.

Preschool pedagogy identifies the following main tasks of labor education of children:

1. Familiarization with the work of adults and instilling respect for it;

2. training in simple labor skills;

3. fostering interest in work, hard work and independence;

4. education of socially oriented motives for work, the ability to work in a team and for a team.

In kindergarten, in the family, in the public environment available to him - everywhere the child encounters the work of adults and takes advantage of its results.

At first, children's attention is attracted only by external aspects: the process of labor actions itself, the movement of mechanisms and machines.

Consistently familiarizing children with the work of adults in their immediate environment, and then outside the kindergarten, allows them to form an idea of ​​the essence and significance of labor actions, to explain, using specific examples, the attitude of adults to work and its social significance.

The knowledge of preschoolers about the work of adults should have a great influence on the formation of their correct attitude towards work, however, it can remain formal if familiarization with work activities is not combined with the work of the children themselves.

The “Kindergarten Education Program” reveals the scope of labor skills and abilities that children of each age group must master.

So, for example, when developing in younger preschoolers the skills and abilities of household work, the teacher teaches them to wipe toys with a damp cloth, rinse clothes, etc.

In the middle group, children rinse and wring out a cloth used to wipe toys, soap doll clothes, and wash them.

Older preschoolers wash toys with a sponge and soap, wash small items, prepare the necessary equipment for classes, work, games, and then put it in order.

When determining the content and sequence of teaching children labor skills, the educator must take into account the characteristics of their age, the availability of the proposed labor content, its educational value, as well as the sanitary and hygienic requirements for its organization.

In the course of teaching labor skills, the teacher creates in children the desire to do independently everything that they can do, coming to help whenever they need it. Preschoolers should not be allowed to experience disappointment from unsuccessful attempts to independently cope with the proposed task, since in these cases, self-doubt and reluctance to work are born. It is necessary to remember that work should bring children joy: from the results achieved, from their usefulness to others. In kindergarten, the task of developing in children the ability to work in a team is solved. This happens gradually, by uniting children in the labor process into small groups with a common task (if they already have experience working together, then a group of 6-7 participants can perform the common task).

In the process of such work, the teacher forms in children the idea of ​​shared responsibility for the assigned task, the ability to act independently and in a coordinated manner, to distribute work among themselves, coming to each other’s aid and striving to achieve results through joint efforts. All this enriches their experience of relationships in activities and gives them a positive character.

Components of work activity

“The essence and originality of play activities of children of early and preschool age”

Play should be a joint activity between an adult and children, where the adult is a playing partner, so that play at all age stages is an independent activity for children.

To develop gaming activity, it is necessary to fulfill several conditions: the creation of a subject-spatial environment, the availability of a certain time in the daily routine and the professionalism of teachers. Without these conditions being met, it is impossible to develop children's creative, amateur play.

Conclusion.

In conclusion, I would like to emphasize once again: the game has enormous developmental potential, provided that it remains an independent activity for children. There is no place for a pedagogical directive in the game, but there is a place for partnership based on deep and sincere respect for the inner world of another person.

Play is the most accessible type of activity, during which the child enters the world around him and gets acquainted with it. But children's life in games cannot develop properly if it is left to the discretion of the children themselves. The teacher must be at the center of this life, enter into the interests of the players, and skillfully guide them. To do this, the teacher needs to know the methods and forms of guiding children’s play activities.

The tasks posed in this work: to analyze approaches to the problem of forming the play activity of children of early and preschool age in the psychological and pedagogical literature; we believe that the organization of play activity of children of early and preschool age in accordance with regulatory documents has been disclosed.

The specifics of managing gaming activities have been studied, recommendations for managing gaming activities have been proposed, that is, methods and approaches to managing various games have been revealed. An adult plays a major role in the emergence and development of children's play activities. However, as children grow older, the role of the adult undergoes changes. If in early preschool age all responsibility for the play situation lies with the adult, then, as they grow up, children accumulate experience in play actions, accumulate knowledge about the world around them, the ability to manipulate objects, and understand social phenomena. There is a gradual assimilation of rules and social norms of behavior.

With the accumulation of social experience and knowledge base, the formation of the child’s personality, his independence and individuality occurs.

As a leading activity in preschool age, play reflects these personal changes, primarily in the ability to play and build one’s own line of behavior. But due to their immaturity, children still cannot do without the guidance of adults. In addition, for the successful implementation of gaming activities, for the successful solution of problems that need to be solved during a particular game, for the successful management of the game, it is necessary to create certain conditions. The creation of such conditions depends on the adult himself, his personal qualities, attitude towards children, his knowledge, skills and abilities. These conditions are the basis for the effectiveness of managing children's play activities.