Methodology for organizing and conducting a didactic game

How games are played in kindergarten

The required minimum competence of a teacher is the ability to distinguish didactic games in preschool age from other game forms. The teacher should know:

• structuring;
• varieties;
• database file cabinet;
• regulatory standards.

When using play techniques, the kindergarten teacher must remember that during play the child satisfies his basic needs, and masters activities, work and study. The baby grows as an individual, based on which it is very important to properly organize the game process, approach the matter with full responsibility, relying on the basis of pedagogy.

Kids are playing

Goals and objectives in different periods of childhood

It was revealed that didactic games (DI) for preschoolers solve the following learning tasks:

• learning and understanding new knowledge;
• improving mental skills;
• application of knowledge in different situations;
• formation and progress of a child’s speech in a preschool educational institution.

DI can act:

• as an organizational and training form;
• methods of education and consolidation of knowledge;
• a means of educating morality and human will.

For your information! Play action is of particular importance; its purpose is to create a play situation and mutual relationships between playing children. If it is missing, it is no longer a game, but a conversation or a didactic exercise.

CHILDHOOD GUIDE

Very often, when working on his methodological topic, it is difficult for a teacher to find didactic games that would correspond to this topic. There is only one way out - to develop the necessary games yourself . First of all, I would like to remind you that: - the purpose of any didactic game is to form and consolidate knowledge, skills and abilities; - the game must have a didactic task, rules and game actions.

What kind of games can be developed? Games can be: 1. For assimilation of parts and wholes. For example, the pictures “petal”, “bud”, “stem” are collected into a single whole “flower”. Or “steering wheel”, “wheel”, “cabin” into “car”. 2. To master the subject (object) and its characteristics. For example, for the picture “red dress,” pictures are selected that show the color, material, and doll. 3. To master the subject (object) and its place. For example, separate pictures of “person” and “house”, “bird” and “nest”, “car” and “garage”. 4. To master the subject (object) and its purpose. For example, for the picture “suitcase”, pictures “plane”, “train” are suitable; for the picture “bag” - “comb”, “wallet”. 5. To identify the sequence of events. Pictures located in different orders need to be arranged and arranged according to the principle of “what comes first, what comes next.” These can be pictures based on scenes from the surrounding life or a literary work. 6. For classification and generalization. Pictures are offered, from which you need to make a series of pictures. For example, on the topic “Clothing”, “Dishes”, etc.

Stages of game development: Stage I: Select didactic material (pictures, toys or objects). It is necessary to take into account the age of the children, and also decide on the number of players (one child, several people or the whole group). Think about how you can complicate the game (this is important for the development of the child’s cognitive actions and the development of his thinking).

Stage II: Introduce students to the content and rules of the game. Be sure to describe the game actions (how to play and what to do). If the children are small, then play with them. If these are older preschoolers, then advice or indirect recommendations are sufficient.

Stage III: Summarize the game, analyze the results. It is important to note those preschoolers who strictly followed the rules and completed the task of the game.

Having developed several games, you can safely write in self-analysis and reports that you have developed a series of games on your methodological topic (self-education topic).

Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write in the comments .
I'll definitely help. Golovina Bela Gennadievna, site administrator. How to correctly develop a synopsis of direct educational activities according to the Federal State Educational Standard How to teach children to dress independently How to develop a developmental activity How to develop a methodologically competent presentation >

Classification of didactic games of preschool educational institutions

In terms of content, DI can have different subject areas:

• the world;
• development of the speech apparatus;
• linguistics;
• mathematical knowledge;
• LIFE SAFETY FUNDAMENTALS.

Any activity can be performed in this form. Integrated activities are more successful and efficient.

Math game

Based on the material used, educators subdivide DI:

• with objects;
• desktop-printed;
• verbal.

Each type has its own characteristics.

Contents and selection of items for the game

The games vary in content and materials. In kindergartens, DI is used:

• With objects. The objects in them are educational material. Anything can be used: toys, natural materials, household items, crafts. The creative approach of the teacher makes it possible to organize a gaming event, using unique store-bought toys, innovative game complexes and any items available at home, even those that are usually thrown away or that are lying underfoot. Options for games with objects are dramatizations, plots, and interactive games with toys that develop motor skills (pyramids, nesting dolls, cubes). Learning by playing with objects primarily develops thinking. The child learns to analyze, look for commonality in things and distinguish them, and masters the skills of using objects of various types. By playing with objects, kids broaden their horizons, learn about self-control of behavior and concentration. Actions improve memory and have a positive effect on the functioning of the cerebellum.
• Desktop-printed. These DIs solve critical learning problems. They improve their horizons and show the child the world around them, systematize the knowledge that the baby has, develop thinking, logical perception, attention, and imagination. In this category, games based on a pair of cards, which are distributed according to learning objectives and complexity, are more relevant.
• Dictionary. They are characterized by the fact that solving the problem of teaching a preschooler proceeds as a thinking process. While playing, a participant in the game can fantasize, using knowledge without the help of game material, not visually. Among this type of DI there are many well-known proverbs, riddles, and jokes. The teacher can use poems and short excerpts from books.

Familiarization with the outside world in the junior group of preschool educational institutions

For your information! Thanks to the gameplay, it is possible to develop children of the junior, middle and senior groups.

Methodology for organizing and conducting a didactic game

The organization of didactic games by a teacher, according to A.K. Bondarenko, is carried out in three main directions: preparation for conducting a didactic game, its conduct and analysis.

Preparation for conducting a didactic game includes:

- selection of games in accordance with the objectives of education and training:

— deepening and generalization of knowledge, development of sensory abilities, activation of mental processes (memory, attention, thinking, speech), etc.;

— establishing compliance of the selected game with the program requirements for the education and training of children of a certain age group;

— determining the most convenient time for a didactic game (in the process of organized learning in the classroom, time from other regime processes);

- choosing a place to play where children can play quietly without disturbing others. Such a place is usually allocated in a group room or on a site; determining the number of players (the whole group, small subgroups, individually);

- preparation of the necessary didactic material for the selected game (toys, various objects, pictures, natural materials); preparing the teacher himself for the game: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;

- preparing children for play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life necessary to solve a game problem. (2, p.21)

Conducting a didactic game includes:

- familiarizing children with the content of the game, with the didactic material that will be used in the game (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas about them are clarified); explanation of the course and rules of the game.

In this case, the teacher pays attention to:

- children’s behavior in accordance with the rules of the game, to strictly follow the rules (what they prohibit, allow, prescribe);

- demonstration of game actions, during which the teacher teaches children to perform the action correctly, proving that otherwise the game will not lead to the desired result;

- determining the role of the teacher in the game, his participation as a player, fan or referee. The degree of direct participation of the teacher in the game is determined by the age of the children, their level of training, the complexity of the didactic task, and the game rules. While participating in the game, the teacher directs the actions of the players (with advice, questions, reminders);

- summing up the results of the game - this is a crucial moment in its management, since by the results that children achieve in the game, one can judge its effectiveness, whether it will be used with interest in the children’s independent play activities. When summing up the results, the teacher emphasizes that the path to victory is possible only through overcoming difficulties, attention and discipline.

At the end of the game, the teacher asks the children if they liked the game and promises that next time they can play a new game, it will be also interesting. Children usually look forward to this day.

The analysis of the game is aimed at identifying methods of its preparation and implementation: which methods were effective in achieving the goal, what did not work and why. This will help improve both the preparation and the process of playing the game, and avoid subsequent mistakes. In addition, the analysis will allow us to identify individual characteristics in the behavior and character of children and, therefore, correctly organize individual work with them. Self-critical analysis of the use of the game in accordance with the goal helps to vary the game and enrich it with new material in subsequent work.

Let's take a closer look at some of the techniques and methods for guiding didactic games.

A game becomes a teaching method and takes on a didactic form if the didactic task, game rules and actions are clearly defined in it. In such a game, the teacher introduces children to the rules, game actions, and teaches how to carry them out. Children operate with existing knowledge, which is acquired, systematized, and generalized during the game.

With the help of a didactic game, a child can acquire new knowledge: by communicating with the teacher, with all peers, in the process of observing the players, their statements, actions, acting as a fan, the child receives a lot of new information. And this is very important for its development. Children who are inactive, unsure of themselves, less prepared, as a rule, first take on the role of fans, while they learn from their comrades how to play in order to complete the game task and become a winner.

Before starting the game, it is necessary to arouse children's interest in it and the desire to play. This is achieved by various techniques: using riddles, counting rhymes, surprises, an intriguing question, agreement to play, reminders of a game that children willingly played before. The teacher should direct the game in such a way, without imperceptibly straying into another form of learning - classes. The secret of successfully organizing a game is that the teacher, while teaching children, at the same time preserves the game as an activity that pleases the children, brings them closer together, and strengthens their friendship.

Children gradually begin to understand that their behavior in play may be different than in class. Here they can react violently to various actions of the players: clap their hands, empathize, joke. The teacher helps to ensure that the children remain in a playful mood throughout the game, so that they are captivated by the game task.

The pace of the game set by the teacher is of great importance. The development of the pace of the game has a certain dynamics. At the very beginning of the game, they “play out”, assimilate the content of the game actions, the rules of the game and its course. During this period, the pace of the game is naturally slower. As the game progresses, when the children are interested in it, the pace increases. Towards the end, the emotional mood decreases somewhat and the pace of the game slows down again.

A teacher who knows the peculiarities of the development of the game does not allow excessive slowness and premature acceleration. The explanation of the rules and the teacher’s story about the content of the game are extremely brief and clear, but understandable to the children. The teacher demands the same clarity and brevity from children: “Say briefly, but so that everyone understands you.” Therefore, it is advisable to use proverbs in didactic games. Sayings, riddles that are expressive and concise.

From the very beginning to the end of the game, the teacher actively intervenes in the course of the game: notes successful decisions and discoveries of the children, supports jokes, encourages shy ones, and instills in them confidence in their abilities. If the game has elements of competition (who will complete the task faster, who will solve the problem without making mistakes, who will name the most objects, etc.), then when summing up the results you need to be especially attentive and objective. To avoid mistakes, the teacher uses chips, with the help of which correct decisions are assessed. The presence of a large number of chips in one of the players allows you to determine him as the winner.

In some games, for incorrectly solving a problem, the player must pay a forfeit, i.e. any thing that eventually plays out. Playing forfeits is an interesting game in which children receive a wide variety of tasks: imitate animal sounds, transform, perform funny actions that require invention. Playing forfeits causes general fun and creates a general mood among the children. The game does not tolerate coercion or boredom.

According to A.I. Sorokina, the educational content in didactic games is determined by the “Education Program in Kindergarten”. Therefore, the teacher’s guidance of the didactic game is, first of all, determined by the requirements of the program. At the same time, it is also determined by the characteristics of the game itself, by the fact that it simultaneously manifests the teaching principle and the play activity of children.

While leading the game, the teacher carries out didactic tasks through game tasks, game actions, and game rules that are attractive to children. At the same time, he is a participant in the game, and the learning process is invisible to the children themselves, since they learn by playing.

Managing a didactic game requires great pedagogical skill and tact. When solving didactic tasks through play and in play, the teacher must preserve the game - an activity that is interesting, close to children, pleasing to them, promoting communication between children, the emergence and strengthening of friendship, sympathy, and the formation of a team that lives according to the laws of “children’s society.”

When conducting didactic games, the teacher is based on general didactic principles. One of them is the principle of consistency. Single-player games can be very interesting, but using them outside the system cannot achieve educational and developmental results. Consistency presupposes a consistently developing and increasingly complex system of games in their content, didactic tasks, game actions and rules. The game system is provided for in the “Kindergarten Education Program” for each group and from group to group. The principle of consistency is also expressed in the interrelation of didactic games as a form of learning and activities.

When planning the pedagogical process, the educator clearly determines the interaction of two forms of learning. Teaching children and assimilating program requirements requires repetition. This didactic requirement applies to both classroom learning and didactic games. What is easy and simple for adults and even school-aged children causes significant difficulties for a preschooler. These difficulties are due to the fact that everything is new for a preschool child: he has no experience, no accumulated ideas and ways of assimilating knowledge.

Only through repetition do small children learn to identify signs and qualities in objects (purpose, shape, color, size, quantity). Mastering spatial orientations and using them in life makes it difficult for middle-aged and even older children; Significant difficulties arise when acquiring knowledge about the materials from which objects are made and understanding their properties.

Difficulties are caused by the process itself and the nature of children’s mental activity. At the very beginning of mastering “science before science,” a preschool child acquires knowledge about individual objects and their external characteristics. Specific knowledge slowly “takes root” and is transformed into ideas. Single knowledge is only gradually generalized on the basis of short (local) connections and particularly systemic ones. This whole process takes place over time and requires reinforcement, which is provided by repetition. Gradually, as a result of acquiring new knowledge in small doses and repetitions, children learn to see not only the whole, but also the part, to identify signs, properties, materials, etc. in which the objects surrounding them are made; learn to use these items appropriately.

The “Kindergarten Education Program” indicates a relatively small number of didactic games, but their variability and complexity are expected.

The need for repetition of games is also determined by the fact that not all children equally successfully learn what constitutes the educational content of the game, game actions and rules. But only if they master all the elements of didactic games do they move into the fund of independent games.

A didactic game represents a combination of visibility, the words of the teacher and the actions of the children themselves with toys, game aids, objects, pictures, etc. Visuality in the game is, first of all, represented in the objects that children play with, which form the material center of the game; in pictures depicting objects, actions with them, the purpose of objects, their main features, properties of materials (games with paired pictures, games like picture lotto, dominoes, games with thematic series of pictures, etc.)

The word of the teacher is of great importance in the management of games. Appeal to children, explanations, short plot stories that reveal the content of the game and the behavior of the characters, figurative explanations of game actions, questions to children - all this reveals the content of the game and children’s participation in it, promotes children’s understanding of the tasks included in the game, ensures contact between children and adults.

A didactic game is characterized by various forms of children’s activities in their combination. The teacher, directing the game, provides the opportunity for such activities for children. The teacher teaches children appropriate play actions using vision, hearing, motor-motor and tactile analyzers. The motor activity of children is combined with speech, since the teacher uses a word to designate the qualities of objects, actions, movements and, repeating the word in different conditions, consolidates it in the child’s dictionary.

The game should preserve the emotional mood of children, their ease, the experience of joy from the game process and the feeling of satisfaction from solving the tasks posed in it.

When leading games, the teacher uses a variety of means of influence on children and performs various roles himself. Then he is a direct participant in the game and through the role, the game action, the game rule, unbeknownst to the children, he directs the game, supports the initiative, empathizes with the children the joy of the game, “believes in the truth of the game”

The development of the game is most often facilitated not by direct, but by indirect methods: an intriguing question that guides the game; surprise expressed by the teacher, guiding play actions; a joke that enlivens the game and helps to notice what the children did not pay attention to; friendly humor, emphasizing the unusualness of the situation in the game. When leading the game, the teacher does not directly offer anything; he exercises his leadership in such a way that his influence preserves the ease of the game and at the same time is purposeful.

A teacher who knows the features of the game, its development, the peculiarities of mental activity and emotional experiences of children, himself being a participant in the game, finds the right pace, avoiding excessive slowness and unnecessary acceleration. However, in the practice of directing a game, it often happens that the teacher does not catch the developing pace of the game and allows it to slow down or speed up.

The fast pace sometimes causes confusion in children, uncertainty, untimely completion of game actions, and violation of rules. Children don’t seem to have time to “get involved in the game.” Too fast a pace of play excites children. A slow pace occurs when the teacher draws out explanations, makes many unjustified disciplinary remarks, when game actions are distant, and game rules are introduced untimely and children cannot be guided by them, commit violations, and make mistakes. A slow pace tires children.

When leading a didactic game, the teacher has ample opportunities to use various forms of organization of children and thereby strengthen “motor-motor activity. Contact between the teacher and the children and between the children is achieved easier and faster if the children sit in a circle or semicircle, and the teacher is in the center of the circle or semicircle. Sometimes children are divided into groups that occupy different places, and sometimes they “go on a trip” and leave the group.

Of course, the form of organizing children at tables is not excluded. For example, when children do something and, in the process of transforming the material into a toy, learn the properties of the material, it is more convenient for them to work at the table, and it is easier and more convenient for the teacher to supervise their work.

When examining things, it is better if children touch the thing, hold it in their hands, and sometimes play a little: “miniature games” are an integral part of the larger game, they delight children and help them become familiar with the object.

In a didactic game, the characters are both the teacher and the children. In this regard, the game opens up incomparably greater opportunities for showing initiative, enriching the idea, and raising questions and suggestions on the part of children. Keeping the game within the expected time is a great art. The teacher compresses time, primarily by shortening his explanations. Clarity and brevity of descriptions, stories, and remarks of children are a condition for the development of the game. Of course, these qualities of children’s speech are formed not only in didactic games, but here they can be a condition for solving a game problem. And the teacher sets this condition: “Say briefly and clearly, say briefly, but so that they understand.” Brevity and capacity are especially characteristic of proverbs, sayings, riddles, and they should be widely used in didactic games.

The peculiarity of a didactic game and its final end is the result, which is determined by the didactic task, the game task, game actions and rules, and which the teacher foresees using this or that game. For the teacher, the result of the game is an indicator of the level of achievements of children either in the acquisition of knowledge, or in its application, in establishing relationships between children in the game. For children, the result of the game acts as a certain achievement, for example, guessing the riddles posed by the game, completing errands, and playing tasks. In didactic games used in Soviet kindergartens, the result of the game cannot be a “win” obtained as a result of blind luck, deception, appropriation of the rights of another, etc. It appears primarily in the form of solving a given game problem and gives children moral and mental satisfaction.

All structural elements of a didactic game are interconnected, and the absence of the main ones destroys the game. Without a game task and game actions, without rules organizing the game, a didactic game is impossible. It loses its characteristics and does not achieve the goal of training and education.

When finishing the game, the teacher should maintain interest in further play and create a joyful prospect of anticipation. Usually the teacher says: “Next time we’ll play even more interesting” or: “The new game will be even more interesting.” Knowing the program requirements, the uniqueness of the didactic game, taking into account the interests of the children, mastering the art of directing the game, the teacher develops versions of games familiar to children and creatively creates new useful and interesting games.

Many games, as children develop interest in game tasks, master game actions, and game rules, are played independently by children. The teacher should encourage such games, independently organized and conducted by children, by providing discreet assistance to children. Many so-called "word games" are played without toys or materials. They are based on the use of words and the ideas that children have. These are riddle games, contrasting games, classification games, etc.

It’s good if the teacher uses a variety of technical toys and technical means: an alloscope, a movie, a TV, a tape recorder, a player. All these means meet the needs of the modern child, raise the content of games to a higher level, diversify the games, and play activities satisfy the interests of children.

The use of many technical means allows one to overcome the limitations of space and time, making almost impossible game actions possible. For example, children play “a journey for valuable finds.” The record turned on by the teacher conveys the sounds of the forest - birdsong, rustling noises. This deepens the gaming mood. Children are sailing on a ship, and the teacher shows the sea, boiling waves, and the movement of ships through a film projector.

Consequently, the management of a didactic game consists in the correct definition of the didactic task - the cognitive content, in the definition of the game task and the implementation of didactic tasks through it; in thinking through game actions, which are one of the most important tasks of the game and are interesting for children, encouraging them to play; in determining game rules, anticipating learning results. The teacher’s special concern is the creation of the “material center” of the game: the selection of toys, pictures and other materials for the game.

Homemade DI for preschoolers of different ages

Kindergarten teachers, and mothers and fathers at home, can do a lot for their pupils. Do-it-yourself games for speech development in the middle group are no exception.

Homemade game

The goal of the classes is to ensure that the child becomes creative, able to fantasize, invent, and explain ideas. In addition, DI for preschoolers, made independently, helps to develop skills and various knowledge about the planet and environment. Also help:

• improve their ability to present consistently and coherently;
• expand your vocabulary;
• develop the thought process, memory, attentiveness;
• socially adapt.

Games have a good effect on motor skills and tactile perception.

Creating educational games yourself

You can make games yourself at home with your child. DIY activities for preschoolers can be associated, for example, with various unusual crafts. In decorations that the child will make himself, different materials are used:

• colored buttons;
• small stones;
• tubes of different lengths;
• beads;
• shells;
• cones;
• counting sticks;
• chips;
• laces;
• wire.

Looking at the material prepared independently, the child will choose to string it on a wire and make various decorations. Such games develop manual dexterity and strength, motor skills, coordination, and creativity. You can make musical accompaniment and prepare for the New Year holidays. Today, many templates and crafts for young and older children are sold.

DI for preschoolers

DIs last approximately 10-20 minutes. It is important that during this period the mental functioning of the participants does not decrease; the children find it interesting.

Important! Security must be created. This is especially important to watch out for in group events.

You cannot allow one child to be busy solving a problem while the others do nothing. A different situation is observed if the same task is assigned to all participants: they must carefully see and remember where the toys are on the table, then the teacher closes the objects or asks the participants to close their eyes and confuses the places of the objects. Players should notice the changes.

Cooperative games

Features and differences

Different age groups must be led with distinctive characteristics. In nursery groups, after the first year of life, the teacher himself tells the rules, participates, feels the object, and gives a description of the picture from the card index. It’s easy to play with younger children, you can:

• roll colored balls into hoops;
• lay out and assemble nesting dolls and pyramids;
• distinguish by voice who called “bunny”;
• pull things out of the “magic bag”.

For your information! The baby is not interested in the result of the game, he is attracted by the action itself: kicking, cleaning, carrying.

How to teach a child to understand time by clock

For older preschoolers, the action of the game should establish the most complex relationships between the players. The game usually involves playing a specific role. Absolute independence is required here.

The senior DI group (mainly for adult students) involves a competitive process: whoever picks up a couple faster, shouts out a word that is the antonym of what the teacher said, guesses what is suitable for a certain profession.

Important! It is necessary that competitive elements be traced: someone will win, and someone will be in the spotlight next time.

MAGAZINE Preschooler.RF

The organization of didactic games by the teacher is carried out in three main directions:

preparation for conducting a didactic game; its implementation and analysis.

Preparation for conducting a didactic game includes:

• selection of games in accordance with the objectives of education and training: deepening and generalizing knowledge, developing sensory abilities, activating mental processes (memory, attention, thinking, speech), etc.;
• establishing compliance of the selected game with the program requirements for the education and training of children of a certain age group;
• Determining the most convenient time for conducting a project. games (in the process of organized learning in the classroom or in free time from classes and other routine processes);
• choosing a place to play where children can play quietly without disturbing others;
• determining the number of players (the whole group, small subgroups, individually);
• preparing the necessary educational material for the selected game (toys, various objects, pictures...);
• preparing the teacher himself for the game: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;
• preparing children for play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life necessary to solve a game problem.

Conducting didactic games includes:

• familiarizing children with the content of the game, with the material that will be used in the game (showing objects, pictures, a short conversation, during which the children’s knowledge and ideas about them are clarified);
• explanation of the course and rules of the game. At the same time, the teacher pays attention to the children’s behavior in accordance with the rules of the game, to the strict implementation of the rules;
• demonstration of game actions, during which the teacher teaches children to perform the action correctly, proving that otherwise the game will not lead to the desired result (for example, if one of the children is spying when you need to close your eyes);
• determining the role of the teacher in the game, his participation as a player, fan or referee. The degree of direct participation of the teacher in the game is determined by the age of the children, their level of training, the complexity of the task, and the game rules. While participating in the game, the teacher directs the actions of the players (with advice, questions, reminders);
• summing up the game is a crucial moment in its management, because Based on the results that children achieve in the game, one can judge its effectiveness and whether it will be used with interest in children’s independent play activities. When summing up the results, the teacher emphasizes that the path to victory is possible only through overcoming difficulties, attention and discipline.

At the end of the game, the teacher asks the children if they liked the game and promises that next time they can play a new game, it will be also interesting. Children usually wait for this day. The analysis of the game is aimed at identifying the methods of preparing and conducting it: what methods were effective in achieving the goal, what did not work and why. This will help improve both the preparation and the process of playing the game, and avoid subsequent mistakes. In addition, the analysis will allow us to identify individual characteristics in the behavior and character of children and, therefore, correctly organize individual work with them. Self-critical analysis of the use of the game in accordance with the goal helps to vary the game and enrich it with new material in subsequent work.

Guide to didactic games

Successful management of educational games primarily involves selecting and thinking through their program content, clearly defining tasks, determining their place and role in the holistic educational process, and interaction with other games and forms of education. It should be aimed at developing and encouraging children’s cognitive activity, independence and initiative, their use of different ways to solve game problems, and should ensure friendly relations between participants and a willingness to help their comrades.

When playing with toys, objects, materials, small children should be able to knock, rearrange, rearrange them, disassemble them into their component parts (collapsible toys), put them back together, etc. But since they can repeat the same actions over and over again, the teacher needs to gradually transfer the children’s play to a higher level.

For example, the didactic task “teach children to distinguish rings by size” is implemented through the game task “assemble the turret correctly.” Children have a desire to know how to do it right. Demonstration of a method of action contains both the development of a game action and a new game rule. By choosing ring after ring and putting it on the rod, the teacher gives a clear example of the game action. He runs his hand over the put-on rings and draws the children’s attention to the fact that the turret becomes beautiful, even, and that it is assembled correctly. Thus, the teacher clearly demonstrates a new game action - check the correctness of assembling the turret -

invites the children to do it themselves.

The development of interest in didactic games and the formation of play activities in older children (4-6 years old) is achieved by the fact that the teacher sets increasingly more complex tasks for them and is in no hurry to suggest play actions. The play activity of preschoolers becomes more conscious; it is more aimed at achieving a result, and not at the process itself. But even for older preschoolers, the management of the game should be such that the children maintain an appropriate emotional mood, ease, so that they experience the joy of participating in it and a sense of satisfaction from solving the assigned tasks.

The teacher outlines a sequence of games that become more complex in content, tasks, game actions and rules. Individual isolated games can be very interesting, but using them outside the system cannot achieve an overall educational and developmental result. Therefore, the interaction of learning in the classroom and in the didactic game should be clearly defined.

For young children did. play is the most suitable form of learning. However, already in the second, and especially in the third year of life, children are attracted to many objects and phenomena of the surrounding reality, and intensive assimilation of their native language occurs. Satisfying the cognitive interests of children of the third year of life and the development of their speech require a combination of educational games with targeted training in GCD, carried out in accordance with a specific program of knowledge, skills, and abilities. On GCD, methods of learning are also formed more successfully than in the game: voluntary attention, the ability to observe, look and see, listen and hear the instructions of the teacher and carry them out.

It should be taken into account that in did. the game requires the right combination of clarity, the words of the teacher and the actions of the children themselves with toys, play aids, objects, etc. Visibility includes:

1) objects that children play with and which form the material center of the game;

2) pictures depicting objects and actions with them, clearly highlighting the purpose, main characteristics of objects, properties of materials;

3) visual demonstration, explanation of game actions in words and implementation of game rules.

Special did types have been created. games: with paired pictures, such as picture lotto, dominoes with thematic series of pictures, etc. Initial demonstration of game actions by the teacher, trial run, incentive-control badges, chips - all this is also included in the fund of visual aids that are used to organize and guide games .

With the help of verbal explanations and instructions, the teacher directs the children's attention, organizes, clarifies their ideas, and expands their experience. His speech helps to enrich the vocabulary of preschool children, master various forms of learning, and contribute to the improvement of play actions.

When leading games, the teacher uses a variety of means of influence on preschoolers. For example, acting as a participant in the game, he directs the game unnoticed by them, supports their initiative, and empathizes with them the joy of the game. Sometimes the teacher talks about an event, creates the appropriate gaming mood and maintains it during the game. He may not be involved in the game, but as a skillful and sensitive director, preserving and preserving its amateur character, he guides the development of game actions, the implementation of the rules and, unnoticed by the children, leads them to a certain result. When supporting and awakening children's activity, the teacher most often does this not directly, but indirectly: he expresses surprise, jokes, uses various kinds of playful surprises, etc.

We must remember, on the one hand, the danger of over-strengthening the teaching moments, weakening the beginning of the game, and imparting a did. game is the nature of the activity, and, on the other hand, being carried away by the fun, escape from the task of learning.

The development of the game is largely determined by the pace of children’s mental activity, the greater or lesser success of performing game actions, the level of assimilation of the rules, their emotional experiences, and the degree of enthusiasm. During the period of assimilation of new content, new game actions, rules and the beginning of the game, its pace is naturally slower. Later, when the game unfolds and the children get carried away, its pace quickens. By the end of the game, the emotional upsurge seems to subside and the pace slows down again. Excessive slowness and unnecessary acceleration of the pace of the game should not be allowed: an accelerated pace sometimes causes confusion in children, uncertainty, untimely execution of game actions, and violation of the rules. Preschoolers do not have time to get involved in the game and become overexcited. The slow pace of the game occurs when overly detailed explanations are given and many small comments are made. This leads to the fact that game actions seem to move away, the rules are introduced untimely, and children cannot be guided by them, commit violations, and make mistakes. They get tired faster, monotony reduces emotional uplift.

In did. The game always has the opportunity to unexpectedly expand and enrich its concept in connection with the initiative, questions, and suggestions shown by the children. The ability to keep a game within a set time is a great art. The teacher compresses time primarily by shortening his explanations. Clarity and brevity of descriptions, stories, and remarks are a condition for the successful development of the game and the completion of the tasks being solved.

When finishing the game, the teacher should arouse children’s interest in continuing it and create a joyful prospect. Usually he says: “The new game will be even more interesting.” The teacher develops versions of games familiar to children and creates new ones that are useful and exciting.

Pedagogical value of didactic games

• In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties.
• They promote the development of sensations and perceptions in preschoolers, the formation of ideas, and the assimilation of knowledge. These games make it possible to teach children a variety of economical and rational ways of solving certain mental and practical problems. This is their developing role.
• It is necessary to ensure that didactic play is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child and serves to shape his abilities.
• The didactic game helps solve the problems of moral education and develop sociability in children. The teacher places children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

When planning you need to:

• Create the required conditions for organizing games indoors and on the site; equip the pedagogical process with games and gaming material in accordance with the age, development and interests of children.
• Observe the time allotted for games during the day; contribute to ensuring that their organization provides children with an interesting, meaningful life.
• In the process of joint play activities, cultivate persistence, endurance, and form positive relationships between children: friendliness, mutual assistance, and the ability to follow the rules.
• Systematically develop gaming skills in children, promote the transformation of play into their independent activity, and encourage the expression of initiative.

Recommendations for planning didactic games

Planning didactic games should occupy a significant place in the planning of all educational work with children. Being an effective teaching tool, they can be an integral part of educational activities, and in an early age group they can be the main form of organizing the educational process. In addition, during the hours allocated for games, games are planned and organized both in joint and independent activities of children, where they can play at will as a whole team, in small groups or individually. The plan should provide for the selection of games and material for them in accordance with the general plan of pedagogical work.

Observations of children’s independent games make it possible to identify their knowledge, their level of mental development, and behavioral characteristics. This can tell the teacher what games are useful for children, what they are strong in, and what they are lagging behind.

• Didactic games are short-term (10-20 minutes);
• It is very important to maintain the child’s enthusiasm for the gaming task throughout the game, to try to ensure that the mental activity of the players does not decrease during this time, and interest in the task at hand does not fall.

It is necessary to provide children with the opportunity to play at different times of the day: in the morning before breakfast, between breakfast and ECD, during breaks between ECD, during a walk, in the afternoon. Games in the morning help create a cheerful, joyful mood in children for the whole day. Everyone can play their favorite games and team up with friends if they wish. It is not uncommon for children to come to kindergarten with certain play intentions and continue the game they started the day before. If breakfast interrupts the game, it is necessary to give the children the opportunity to return to it again after breakfast, during the break between games. In this case, the nature of the upcoming GCD should be taken into account. Before physical education, quiet games are preferable, and if the activity requires a monotonous position, more active outdoor games or verbal games with a motor component are desirable. It is necessary that the time allocated for games be completely devoted to the game. Sometimes, due to children being overloaded with organized educational activities or due to irrational use of time, play time is reduced. This must not be allowed!

When planning didactic games, teachers need to take care of complicating the games and expanding their variability (possibly coming up with more complex rules).

The classes use those games that can be played frontally, with all children. They are used as a method of consolidating and systematizing children's knowledge.

When planning d/games in the educational process, it is necessary that new games taken on GCD are then held in a block of joint activities with children and used by children in their independent activities, being the highest indicator of the ability to engage in activities that require the application of mental effort .

D/games in most cases are held when children have already acquired certain knowledge and skills in classes, otherwise it will be quite difficult to implement the game.

For example, a child, only on the basis of knowledge, can by touch identify an object in a “magic bag” and name it or find similar or different qualities of objects depicted in pictures. These games rely on children's ability to consciously remember and reproduce what they have perceived. It is necessary that all children achieve certain results in children's games, and not just those who are most active.

D/games can also be used to test children’s knowledge and skills. An important indicator of learning outcomes is the assimilation of what has been covered in classes by all children.

Most often, this is checked by playing a game, during which the teacher determines to what extent not only capable, but average and weak children have correctly understood and mastered the content of the GCD. Having identified the level of knowledge and skills of children, it is necessary to outline further work to eliminate deficiencies.

D/game is a practical activity with which you can check whether children have acquired knowledge in detail or superficially and whether they know how to apply it when needed. Children acquire knowledge the more fully the more widely it can be applied in practice in various conditions. It often happens that a child acquires certain knowledge in a lesson, but does not know how to use it in changed conditions.

Due to the fact that e-games are an indispensable means of overcoming various difficulties in the mental development of children, it is necessary to plan the use of e-games in individual work with children. How often and how much? As needed, very individually, depending on the needs and level of development of the children. Individual work with children using d/games can be planned for all types and types of games. Individual games organized by the teacher create favorable conditions for direct contact with the child, help to better understand the reasons for the child’s lag, and contribute to more active practice in the educational material.

In the d/game, knowledge acquired in educational activities is applied, information obtained through personal experience is generalized, cognitive processes are activated and the level of mental development of lagging children is increased.

D/games contribute to the development of all aspects of the human personality. If they are conducted lively and by a skilled teacher, children react to them with great interest and bursts of joy, which certainly increases their significance.

A.M. Gorky, defending the child’s right to play, wrote: “A young child demands games, fun, and his demand is biologically justified and legal. He wants to play, he plays with everyone and learns about the world around him first of all, and most easily in the game, by playing.”

Education should be such that it causes an effort of thought, but does not require tension, does not cause fatigue, fear and reluctance to learn before the child comes to school.

How are play activities carried out in kindergarten?

To select a didactic game, you should know the preparatory level of preschoolers, because in games they should be guided by their experience. When defining the task, it is necessary to primarily keep in mind what knowledge and ideas the child has about the world, environment, and social phenomena that the child should remember, what mental capabilities should be developed. Personal qualities can be formed through a certain game (for example, honesty, attentiveness, modesty, perseverance).

Developing Mindfulness

How to create a motivating environment

Particular attention is paid to creating a motivating component. Educators strive to apply innovations and principles of building subject and play space, because for many preschoolers the kindergarten group is their second home, where they spend a lot of time. In kindergarten, pupils play, do creative work, eat, relax, walk, communicate with children and kindergarten workers.

For your information! It has been proven that the result of the development of the child’s intellect, the level of his adequacy, moral foundation, preparedness for the school curriculum, and emotional state completely depend on how comfortable the developmental motivating environment is created in a kindergarten institution.

Structure and time plan

The structure is determined by the Federal State Educational Standard. The name stands for Federal State Educational Standard. DI consists of:

• tasks set by the teacher and reflect his role in teaching;
• game tasks performed by students during the event: didactic and game ones reflect the mutual connection between play and learning. Unlike a direct task at an event, in CI it is performed through tasks, determines actions, and becomes a task for the small participant. Causes the desire and need to resolve it, triggers actions;
• gaming actions that form the basis of the game. The game cannot play without them. These are not any actions, but those that take place in a game situation: hide and seek, search, finding, depiction of the plot, role relationships, riddles, competitive process. Educators teach such actions. Only then does the event make sense;
• game rules that organize and guide the behavior of preschoolers, mutual relationships between everyone who participates;
• the result of the game. An indicator of the student’s level of achievement in acquiring knowledge, developing the mind, relationships, and not just winning by any means.

Tasks, actions and rules, results - all this is interconnected; the absence of at least one component destroys the goal and reduces the level of education.

Activities are useful for a kindergarten as the basis for the development and education of the individual, but it is important to choose a good kindergarten with competent teachers.

Requirements for the preparation of a teaching aid

Irina Aleksandrovna Golubeva

Requirements for the preparation of a teaching aid

Preschoolers explore the world around them through play. Therefore, any educational activity in a preschool educational institution does not take place without developmental benefits . In stores, the range of such gaming materials is widely presented, but, nevertheless, it is not always possible to find exactly what you need. In addition, children quickly lose interest in familiar games. Not to mention the fact that preschool educational institutions do not always have a budget for such costs.

Then you can independently produce original educational didactic aids for preschoolers . You can make a wide variety of such educational games: for the development of logical thinking, for the formation of concepts about numbers and shapes, strengthening phonetic hearing, correct pronunciation of sounds, and others.

Where to begin?

To produce a didactic manual for a preschool educational institution , first of all, you should familiarize yourself with the requirements of the Federal State Educational Standard , the work program of the kindergarten, and the long-term plan for a group of a specific age category of children. Then organize the work on making the game according to the following plan:

1. Determine for what age the benefit ;

2. Highlight the educational goals of the game;

3. Mark options for use (during classes, for independent use by children)

;

4. Indicate what will be needed to produce the manual ;

5. Time frame for creating didactic material ;

6. Direct production of the game.

Requirements for submitting original work.

1. Title page with the name of the teaching aid .

2. Photo series:

1-3 photos showing a of the manual from different angles

A series of photos depicting various activities of children or a teacher with a manual

3. Brief summary.

Description - presentation of the practice of working with the manual :

its purpose (about what, for whom, indicate age. age characteristics of a given age,

in solving what problems it will be useful, multifunctionality and algorithm ( methods )

use,

educational effect.

How to write an annotation.

1. Author.

2. Description.

I present to your attention the teaching aid “Name”

which can be used for (warm-up, play time in class, individual work, children’s independent activities)

Please indicate your age. Age characteristics of this age.

The versatility of this teaching aid suggests the possibility of using it in almost any activity.

The manual can be used by teachers and parents in working with children.

3. Goal, objectives.

4. Description of the teaching aid .

What it represents, what it consists of.

5. How to use it.

Give examples of using the manual in different types of activities, in teaching, developing, and reinforcing moments.

7. Expected result.

8. Conclusion.

Thus, we see that entertaining material is of great help in instilling interest in cognitive activity.

9. Applications.