The influence of play on the mental development of a child. The general influence of play on the development of a child’s thinking

It is known that in early preschool age, the assimilation of new knowledge in the game is much more successful than in educational classes. A learning task posed in a playful form has the advantage that in a play situation the child understands the very need to acquire new knowledge and methods of action. A child, captivated by the attractive concept of a new game, does not seem to notice that he is learning, although at the same time he constantly encounters difficulties that require a restructuring of his ideas and cognitive activity. If in class a child completes an adult’s task, then in the game he solves his own problem.

In modern preschool pedagogy, the educational and educational significance of games is recognized in principle. But in the daily pedagogical practice of kindergarten there is virtually no time left for play. Moreover, it is used, as a rule, only to consolidate the knowledge acquired in the classroom. Such an artificial division of learning into mastering new things and consolidating what has been learned contradicts the psychological characteristics of the cognitive process in early preschool age. Knowledge presented in a ready-made form and not related to the life interests of a preschooler is poorly absorbed by him and does not develop him. In play, it is the child himself who strives to learn what he does not yet know how to do. However, the enormous potential of educational games (didactic games, games with rules, etc.) is, as a rule, not used. The repertoire of such games is very poor and covers a narrow range of tasks (mainly sensory games). There are especially few cooperative games in which the entire group participates. There are practically no games aimed at developing strong-willed, moral qualities of an individual and at forming humane relationships between children.

In addition, often in a lesson, educational games are replaced by game techniques, where the activity of an adult predominates, or by simple exercises.

The use of didactic toys or aids is also often called a game - as soon as you give a child a pyramid or matryoshka doll, it is considered that the game has taken place. But that's not true. An educational game is not any action with didactic material and not a gaming technique in a compulsory educational lesson. This is a specific, full-fledged and quite meaningful activity for children. It has its own motives and its own methods of action.

Educational games are characterized by the fact that they contain a ready-made game plan proposed to the child, game material and rules (for communication and objective actions). All this is determined by the purpose of the game, that is, by what this game was created for, what it is aimed at. The purpose of the game always has two aspects: 1) cognitive, i.e. what we should teach the child, what methods of acting with objects we want to convey to him; 2) educational, i.e. those methods of cooperation, forms of communication and attitudes towards other people that should be instilled in children.

In both cases, the goal of the game should be formulated not as the transfer of specific knowledge, skills and abilities, but as the development of certain mental processes or abilities of the child.”

The game plan represents the game situation into which the child is introduced and which he perceives as his own. This is achieved if the construction of the game plan is based on the specific needs and inclinations of children, as well as the characteristics of their experience. For example, younger preschoolers are characterized by a special interest in the objective world. The attractiveness of individual things determines the meaning of their activities. This means that the design of the game can be based on actions with objects or on the desire to get the object into one’s own hands.

In all cases, the idea of ​​the game is realized in the game actions that are offered to the child in order for the game to take place. In some games you need to find something, in others you need to perform certain movements, in others you need to exchange objects, etc.

Game actions always include a learning task, that is, what is for each child the most important condition for personal success in the game and his emotional connection with the other participants. Solving a learning task requires active mental and volitional efforts from the child, but it also gives the greatest satisfaction. The content of the learning task can be very diverse: not to run away ahead of time or to name the shape of an object, to have time to find the right picture in a certain time, to remember several objects, etc.

Game material also encourages the child to play and is important for the child’s learning and development and, of course, for the implementation of the game plan.

And finally, an important feature of the game are the game rules. The rules of the game convey to children its intent, game actions and educational task.

There are two types of game rules: rules of action and rules of communication. Examples of action rules include the following: remember and name only that toy that no one has named yet (the game “What can I get you, my friend?”); do not name the object shown in the picture, but only make a riddle about it, etc. Examples of communication rules can be the following: do not prompt or interfere with another’s guessing, act in turns or when called by the teacher, play together, listen to each other, choose those children who has not yet been in the circle, etc. Following all these rules requires certain efforts from the child and limits his spontaneous activity. But this is precisely what makes the game exciting, interesting and useful for the development of the child.

In order for the game to truly captivate children and personally touch each of them, an adult must become a direct participant. Through his actions and emotional communication with children, an adult involves them in joint activities, making them important and meaningful for them. He becomes, as it were, the center of attraction* in the game. This is very important in the first stages of learning a new game, especially for younger preschoolers. At the same time, the adult organizes the game and directs it - he helps children overcome difficulties, approves of their good deeds and achievements, encourages compliance with the rules and notes the mistakes of some children. The combination of two different roles by adults - participant and organizer - is an important distinctive feature of educational games.

Due to the fact that educational play is an active and meaningful activity for the child, in which he willingly and voluntarily participates, the new experience acquired in it becomes his personal property, since it can be freely applied in other conditions (therefore the need to consolidate new knowledge disappears). The transfer of learned experience to new situations in his own games is an important indicator of the development of a child’s creative initiative. In addition, many games teach children to act “in their minds,” to think, which liberates children’s imagination and develops their creativity and abilities.

Educational play is a fairly effective means of developing such qualities as organization, self-control, etc. Its rules, which are mandatory for everyone, regulate the behavior of children and limit their impulsiveness. If the rules of behavior declared by the teacher outside the game are usually poorly understood by children and are often violated by them, then the rules of the game, which become a condition for exciting joint activities, quite naturally enter into the lives of children. Of great importance is the joint nature of the game, in which the teacher and a group of peers encourage the child to follow the rules, that is, to consciously control his actions. By evaluating the actions of peers together with an adult, noting their mistakes, the child better learns the rules of the game, and then realizes his own mistakes. Gradually, the prerequisites for the formation of conscious behavior and self-control arise, which is the practical development of moral norms. The rules of the game become, as it were, the norm of behavior in the group, bringing new social experience. By performing them, children win the approval of an adult, the recognition and respect of their peers.

Thus, in preschool age, educational games contain versatile conditions for the formation of the most valuable personality qualities. However, for their development to really take place, it is necessary to follow a certain sequence in the selection of games.

The influence of play on the general development of preschool children

General characteristics of the game

Play is a leading activity throughout the entire period of preschool childhood. Elements of role-playing play begin to emerge in early childhood. In role-playing games, children satisfy their desire to live together with adults, and in a special playful form they reproduce the relationships and work activities of adults.

In preschool age, play becomes a leading activity, but not because the modern child, as a rule, spends most of his time in games that entertain him, but because play causes qualitative changes in the child’s psyche.

The play action is of a sign (symbolic) nature; it is in the game that the sign function of the child’s consciousness is clearly revealed.

Game actions and substitutes make it possible to act with them as with the substituted object. Therefore, by giving his name to a substitute object and attributing certain properties to it, the child also takes into account some properties of the substitute object. When choosing such objects, the preschooler proceeds from the real relationships of the objects.

In play activities, a preschooler not only replaces objects, but also takes on one or another role and begins to act in accordance with it.

In play, the child discovers for the first time the relationships that exist between people in the process of their work and everyday activities, their rights and responsibilities.

The role of play in the mental development of a child

In play activities, the child’s mental qualities and personal characteristics are most intensively developed and formed. The game consists of various types of activities, which later acquire independent significance.

Gaming activity influences the formation of arbitrariness of mental processes.

Thus, the child begins to form voluntary attention and memory. In game conditions

children focus better and remember more than in other conditions (in other activities).

The conscious goal (to focus attention, remember and recall) is highlighted for the child earlier and is easiest in the game. The very conditions of the game require the child to concentrate on the objects included in the game situation, on the content of the actions being played out and the plot.

The game situation and actions in it have a constant impact on the development of mental

child's activities. Since in the game the preschooler learns to act with substitute objects, and then, in turn, becomes the basis for thinking. On this basis, the child learns to think about a real object. Gradually, playful actions with objects are curtailed, and the child learns to think about the object and act with it mentally.

Thus, the game, to a greater extent, contributes to the fact that the preschooler gradually moves to thinking in terms of ideas.

Within the gaming activity, educational activity also begins to take shape, which later becomes the leading activity. A preschooler begins to learn by playing - he treats learning as a kind of role-playing game with certain rules. However, by following these rules, the child unnoticed masters basic learning activities.

The game also influences aesthetic education. Bright, beautiful toys attract children and evoke an artistic desire to play with them.

The influence of play on the development of a child’s speech

Play has a great influence on the development of a child’s speech. The game situation requires from each child included in it a certain level of development of verbal communication. If a child is not able to clearly express his wishes regarding the course of the game, if he is not able to understand the verbal instructions of his peers, he will interfere with other children, as a result of which he may be excluded from the game, and in the future not be accepted into it at all. It is the need to communicate with peers that stimulates the development of a child’s vocabulary and coherent speech.

Play, as a leading activity, is of particular importance for the development of the sign function of speech. It permeates all aspects and manifestations of the human psyche. Mastering the sign function of speech leads to a radical restructuring of all mental functions. In the game, its development is carried out through the replacement of some objects, with others - substitute objects act as signs of missing objects. A sign can be any element of reality. Naming an absent object and a substitute object with the same word concentrates the child on certain properties of the object, which are interpreted in a new way through substitution. Thus, another path of knowledge opens up. In addition, the substitute mediates the connection between the missing object and the word, and transforms the verbal content in a new way.

In play, the child comprehends specific signs of two types: individual conventional signs, which have little in common in their sensory nature with the designated object, iconic signs, the sensory properties of which are visually close to the object. Individual conventional signs in the game take on the functions of the missing object that they replace. Different degrees of proximity of a sign object that replaces the missing object contribute to the development of the sign function of speech. There is a relationship: “object” “its sign” “its name” enriches the semantic side of the word as a sign.

Substitution actions, in addition, contribute to the development in children of free handling of objects and their use not only in the quality that was learned in the first years of life, but also in a different way (a clean handkerchief can be used as a bandage, or replace it with summer hat).

Also, with the objects used in the game, the child comes into frequent repeated communication, as a result of which they are easily perceived and remembered, since each object has its own name and the characteristic action with it has its own verb.

The word is part of reality for the child. From this it is clear how important it is to stimulate their speech through a well-thought-out play environment, to provide children with toys, objects, all kinds of work tools that will support and develop play activities and, consequently, enrich the child’s vocabulary and speech. Adults play a major role in speech development. The teacher not only organizes the environment for independent play, but must also show interest in the game process, give children new aids, expand their vocabulary by introducing new words and expressions related to this situation, and also talk with children about their games, influence their speech.

A playing child constantly talks, even when he plays alone, even with objects that I do not stimulate to talk (for example, when manipulating objects).

Require special attention outdoor games . They imply the implementation and observance by children of certain rules, which pose a certain difficulty for them, especially for children of primary preschool age (3-4 years). The main path to language development here lies through an accessible explanation and repeated explanation of the rules of the game to children, and joint discussion with them of the conditions for its implementation.

Outdoor games create a positive emotional mood. Physical activity stimulates the brain.

It is good to encourage children of older preschool age to tell them the rules of the game themselves. You should also invite all children present to talk about how the games were played, discuss their content and results.

The game is carried out through complex actions that include speech. Reproducing the life of adults in actions and speech, the child responds emotionally to it, he operates with knowledge, clarifies, and enriches it.

Outdoor games reveal positive character traits: camaraderie, responsiveness, honesty.

Didactic and educational games– these are educational games aimed at expanding, deepening, systematizing children’s ideas about the world around them, nurturing cognitive interests and developing cognitive abilities, developing sensory abilities, because processes of sensation and perception underlie a child’s cognition of the environment. They also develop children’s speech: they replenish and activate their vocabulary, form coherent speech and the ability to correctly express their thoughts. Thus, didactic and educational games act as a means of comprehensive development of the child’s personality.

The assimilation of experience occurs through the development in children of: independence, activity, initiative, and organizational skills.

In games, some individual typological characteristics of children appear early. This is evidenced by the manifestation of leaders among children, as well as the specific behavior of shy, uncommunicative children.

Thus, play is a universal means of developing the child’s psyche and personality as a whole. Play, being a leading activity throughout preschool childhood, has a positive impact on the physical, mental, sensory and emotional development of the child. It also contributes to the formation of cognitive processes of the psyche, the development of labor, everyday and educational activities, consciousness and voluntariness of most mental processes: memory, attention, perception. In the game, the emergence and formation of volitional qualities of personality and morality occurs. The game has a beneficial effect on the development of speech functions, as well as its grammatical structure and, of course, the formation of a vocabulary - expanding, deepening and clarifying it through the names of objects, their qualities and properties, and the way of acting with them. A game for a preschooler is a way of learning about the world around him in all its manifestations.

Play is the main form of a baby’s existence; it takes up most of the time he spends while awake. It is important in the life of a child; it can be compared to work and hobbies in the life of an adult. It is in the process of play that the child learns about the world and discovers many new and interesting things.

Of course, games change with age. A baby's play can be called elementary. When a baby plays with rattles, examining them, moving them from one handle to another, when he drops them or deliberately throws them on the floor, he thus becomes familiar with simple physical laws.

The next stage of the game is subject. Now the baby performs certain actions with objects, for example, moving cars across the floor, building houses from cubes, stringing objects on top of each other. During such a game, the child observes objects from the side.

The favorite game of older children is role-playing, when they can portray someone, imagine themselves in someone else’s place - their local doctor, a salesman from a nearby store, a driver, etc. Thus, the baby himself becomes part of the game. But role-playing games also vary in degree of complexity, and the more complex the game, the more difficult it is for the child to cope with all the desired roles. He needs play partners, so the child moves into the stage of collective play. This usually happens by the age of three or four years.

But while the baby prefers individual play to collective play, he still does not know how to communicate well enough with other children; he does not require complex stages of play, as long as he is content with playing with objects.

In the second year of life, the child becomes physically stronger and more mobile - this is the age of his activity and independence. The baby seeks contact with the world around him and acquires some cognitive skills. He already walks, accurately coordinates movements, and is able to perform some simple actions. Speech is developing rapidly: the vocabulary of a two-year-old child is approximately 200-400 words, children already communicate with their loved ones and peers using speech.

Of course, parents have the greatest influence on a child's development. By talking with the baby, adults can guide his behavior and teach him certain actions.

However, the baby’s body is still fragile and very susceptible to external influences. It is necessary to constantly strengthen the child’s health and engage in his physical development. Games should teach children to perform various actions with objects: carry carts, place toys in them, play ball, slide down a slide, etc.

The most important task of parents of a two-year-old baby is the ability to properly direct their child’s energy. If a child cannot concentrate on the game, he does not know what he wants to do at a certain moment, or if he does not show sufficient interest in games at all, parents should be wary. Try to correct the baby’s detected deficiencies, and again the game will help you with this. With the help of games, you can develop in your child the qualities that you would like to see in his character. During the game, you can teach your child to work, order, and discipline.

Some parents prohibit their children from moving too actively both at home and outside. However, active games in the fresh air are simply necessary for the baby, both for his physical and mental health. Outdoor games contribute to the improvement of the muscular system, help the child master voluntary movements, that is, they teach him to act not chaotically, but purposefully. Restricting a child’s movements can lead to the child being unprepared for school activities, which require the ability to restrain himself and control his actions and actions.

Educational play is a fairly effective means of developing such qualities as organization, self-control, etc. Its mandatory rules regulate the child’s behavior and limit his impulsiveness.

It is known that young children master new knowledge in games much more successfully than in classrooms. Therefore, the main task of parents at this stage of their child’s development will be to teach their child in a playful way. The advantage of this is that in a play situation the child understands the very need to acquire new activities and ways of acting. Games promote the development of imagination and fantasy, awaken the child to creativity, the baby begins to rhyme simple words, and composes his first poems. When playing, a child develops a desire to draw. Creativity gives a little person the opportunity to actively explore himself and the world around him, and shapes his worldview.

Many parents believe that the most important thing is the development of speech and thinking in a child. But physical education classes should not be separated from speech or other activities. The baby’s movements may well develop during the game, when several types of activities are combined with the help of logical connections: music, physical education and speech activity; development of movements, etc. But all this must be thought out in advance.

For example, with the help of a puppet theater you can depict a forest. At the same time, the child organizes speech activity: show him an excerpt from a fairy tale - an episode about bunnies - they sing a song, then recite rhymes, they are in danger - they need to hide, but the danger has passed - and the bunnies play happily again, etc. Such movements you can come up with a huge variety, it all depends on the imagination of an adult. And after the end of the performance, ask your child to repeat the movements that he most remembered or liked. This way you will unobtrusively force the child to move and use several types of memory.

At home, the child should directly develop in the most natural conditions. The regime must be observed only when organizing everyday life: the child’s rest, nutrition, walks in the fresh air. A variety of play activities for children are organized depending on their emotional state, needs, mood, desires and health.

Here, for example, is the game "Airplane", which you can play with your child both at home and on the street. Take a toy plane, look at it with your child, ask questions: “What is this? Where are the plane’s wings? How does it hum? Where is the plane flying?” etc. Then ask the child to depict an airplane, let him run around the room and repeat with you A. Barto’s poem “Airplane”:

We'll build the plane ourselves
Let's fly over the forests.
Let's fly over the forests,
And then we'll go back to mom.

After repeating this activity several times, the child will enjoy the game, and perhaps he will already learn the poem by heart.

Since most educational games are short in time and simple in their organization, they can be successfully carried out not only at home, but also in your free time while walking. But, if the game is completely unfamiliar to the child and requires quite high mental stress from him, the baby should be prepared for it. Otherwise, you risk causing him to have a negative attitude towards classes.

The use of educational toys or aids is often called a game: as soon as you give a child a pyramid or matryoshka doll, it is considered that the game has taken place. But this is not true at all. An educational game is not any action with didactic material and not a game technique when working with a child. This is a specific, full-fledged and quite meaningful activity. It has its own motives and its own methods of action.

The goal of the game always has two aspects:

1) cognitive, i.e. what you should teach the child, what methods of acting with objects you want to convey to him;

2) educational, i.e. those methods of cooperation, forms of communication and attitudes towards other people that should be instilled in children.

In both cases, the goal of the game should be formulated not as the transfer of specific knowledge, skills and abilities, but as the development of certain mental processes or abilities of the child.

The game plan represents the game situation into which the child is introduced and which he perceives as his own. This is achieved if the construction of the game plan is based on the specific needs and inclinations of children, as well as the characteristics of their experience. For example, a two-year-old child is characterized by a special interest in the objective world. The attractiveness of individual things determines the meaning of the activity. This means that the design of the game can be based on actions with objects or on the desire to get the object into one’s own hands.

In all cases, the idea of ​​the game is realized in the game actions that you offer to the child to make the game take place. In some games you need to find something, in others you need to perform certain movements, in others you need to exchange objects, etc.

Game actions include a learning task, that is, what is for each child the most important condition for personal success in the game and his emotional connection with possible participants in the game. Solving a learning task requires active mental and volitional efforts from the child, but it also gives the greatest satisfaction. The content of the learning task can be very diverse: not to run away ahead of time or name the shape of an object, to have time to find the right picture in a certain time, to remember several objects.

Game material also encourages the child to play and is important for the child’s learning and development and, of course, for the implementation of the game plan.

And finally, an important feature of the game are the game rules. The rules of the game bring to the child’s consciousness the idea, game actions and learning task.

There are two types of game rules: rules of action and rules of communication. Their implementation requires certain efforts from the baby and limits his spontaneous activity. But this is precisely what makes the game exciting, interesting and useful for the development of the child.

But, in order for the game to really captivate the child, the adult must become a direct participant. Through his actions and emotional communication with the child, the parent involves him in joint activities, making them important and significant for the baby.

An adult should become, as it were, the center of attraction in communication. This is very important in the first stages of getting to know the game, especially for children two years old. At the same time, the adult organizes the game and directs it - he helps the child overcome difficulties, approves of his good deeds and achievements, encourages compliance with the rules, but also points out mistakes. The combination of two different roles by adults - participant and organizer - is an important distinctive feature of educational games.

Due to the fact that educational play is an active and meaningful activity for the child, in which he willingly and voluntarily participates, the new experience acquired in it becomes his personal property, since it can be freely applied in other conditions. The transfer of learned experience to new situations in his own games is an important indicator of the development of creative initiative in a child. In addition, many games teach the child to act “in his head”, to think, which liberates the imagination of children, develops their creativity and abilities.

The baby always strives for something new, unusual, and fun. Therefore, for a child of the second year of life, fun games will be the most effective. Positive emotions reliably protect children from mental overload, because what entertains never tires. The educational task of such a game usually occupies the child and does not require much effort from him.

For the development of a child’s thinking, it is very important not only to highlight the essential features of an object, but also to synthesize them in a single representation. Here is an example of one of these games, called "What's in the picture?".

The purpose of this game is to teach the child to independently identify the purpose of an object and designate it through words, which is important for the development of the child’s intelligence and coherent speech.

The game material is subject lotto, which consists of cards. They depict everyday objects familiar to the child. This could be clothes, dishes, furniture, toys, etc. They must be depicted realistically and colorfully.

At the beginning of the game, you lay out pictures in front of the child and, looking at them, say what is depicted on them. Then mix all the cards and distribute them to the baby. He should look at them carefully again, then ask him to give you a card with the item you asked for. Don’t rush your baby, let him think carefully and probably point to the right card.

The baby's interest in this task is ensured by colorful play materials. In addition, the opportunity to apply his knowledge acquired at an earlier age is attractive to him. And your approval can only instill confidence in him and bring joyful experiences. This game develops the baby's speech, promotes the development of imaginative thinking, imagination and cognitive development.

The child’s capabilities as an individual cannot fully develop on their own. Their development and improvement need to be helped. And for this it is important to sincerely love the child, support his desire for personal freedom and joy of existence. The child should feel that he is loved, that he can, when he wants to, actively express himself, and adults pay attention to him, bring warmth and peace of mind, involve him in various activities, help, praise, give him the opportunity not only to play with peers, but also to be alone. The child should have his favorite toys, things, a small rug on the floor or some other space where he could play alone with his toys, take a break from others when he wants.

The influence of play on child development.

In preschool age, the leading activity for children is play. Through play, the child’s needs to influence the world begin to form and manifest. A.M. Gorky wrote: “Game is the way for children to understand the world in which they live and which they are called upon to change.” The game, as it were, creates in front of the baby a semblance of life that still awaits him ahead. In order for a child to be interested in life and learn new things, he needs to be taught to play.

Young children do not know how to control themselves and their behavior. This feature causes a lot of trouble for parents and educators. Usually adults try to raise children with direct instructions and instructions: “Don’t make noise,” “Don’t litter,” “Behave decently.” But that doesn't help. Children still make noise, litter and behave “indecently”. Verbal methods are completely powerless in educating preschoolers. Other forms of education are much more suitable for them.

Play is a traditional, recognized method of raising young children. The game corresponds to the natural needs and desires of the child, and therefore in the game children willingly and happily do things that they cannot yet do in real life.The child satisfies his active interest in the phenomena of life, in people, animals, and the need for socially significant activities through play activities.

A game, like a fairy tale, teaches a child to penetrate the thoughts and feelings of the people depicted, going beyond the circle of everyday impressions into the wider world of human aspirations and heroic deeds.

“Play is a need of a growing child’s body. Play develops the child’s physical strength, a stronger hand, a more flexible body, or rather the eye, intelligence, resourcefulness, and initiative develop. In play, children develop organizational skills, develop self-control, the ability to weigh circumstances, etc.” , - wrote N.K. Krupskaya.

Play is an important condition for the social development of children, because it:

They get acquainted with different types of adult activities,

Learn to understand the feelings and states of other people, empathize with them,

Acquire communication skills with peers and older children.

They develop physically by stimulating physical activity.

All games usually reproduce certain actions, thereby meeting the child’s need to take part in the life and activities of adults. But a child becomes an adult only in the imagination, mentally. Various forms of serious activity of adults serve as models that are reproduced in play activities: focusing on an adult as a model, taking on one or another role, the child imitates an adult, acts like an adult, but only with substitute objects (toys) in the plot-role play game. In play, what is important for a child is not only the properties of objects, but also the attitude towards the object, hence the possibility of replacing objects, which contributes to the development of imagination. While playing, the child also masters the corresponding actions. By the end of preschool age, play activity is differentiated into such forms as role-playing games, dramatization games, games with rules. The game develops not only cognitive processes, speech, behavior, communication skills, but also the child’s personality. Play in preschool age is a universal form of development; it creates a zone of proximal development and serves as the basis for the formation of future educational activities.

The transition from preschool to school age is a difficult and not always painless process for a child. We, adults, can help our baby cross this line calmly and unnoticed. On the threshold of school, the child should not be burdened with training so much as given the opportunity to play educational games, but taught through playful forms.

It is very important to approach school activities harmoniously. Classes for preschool students at the Yasenevo Extracurricular Activities Center (director - Gulishevskaya L.E.) are conducted in a playful way and are aimed at developing attention, memory, logic, and thinking. Children learn to learn - broaden their horizons, learn to communicate, cooperate with each other, and get acquainted with the world of emotions.
The first stage in the adaptive transition of a preschool child to school age is a studio for early aesthetic development. Children aged 4-5 years are characterized by active speech development. Their imagination also develops rapidly. Therefore, role-playing games are used in classes aimed at developing important skills. During the game, children learn to think independently, collaborate with peers and teachers, get acquainted with the world of emotions, and form a holistic understanding of the world around them.
Learning becomes a fun process and creates a desire to learn in children.

At the age of 5-6 years, the child continues to improve through play. This is also a time of gradual transition to such learning, when a child can and wants to do what an adult requires of him. Children develop social maturity. This is an important factor for successful schooling.
At this age, the hands, head and tongue are connected with one thread, and in classes special attention is paid to the development of motor skills, for this purpose finger games are used. In addition, during classes at the creative association “Filippok” at the Yasenevo educational center, much attention is paid to games aimed at developing cognitive abilities and mental processes necessary in the future for successful educational activities. Many teachers are faced with the problem of children's inattention. To solve this problem, various games are played in the classes of the Filippok association. For example: Game "What has changed?"

The game is played like this: small objects (eraser, pencil, notepad, net sticks, etc. in the amount of 10-15 pieces) are laid out on the table and covered with newspaper. Whoever wants to test their powers of observation first, please come to the table! He is asked to take 30 seconds (count to 30) to familiarize himself with the arrangement of objects; then he must turn his back to the table, and at this time three or four objects are transferred to other places. Again, 30 seconds are given to inspect the objects, after which they are again covered with a sheet of newspaper. Now let's ask the player: what has changed in the arrangement of objects, which of them have been rearranged?

Don't think that answering this question will always be easy! Answers are scored in points. For each correctly indicated item, the player receives 1 point as a win, but for each mistake, 1 point is deducted from the winnings. An error is considered when an item is named that was not moved to another place.

Let’s mix up our “collection”, arranging the items in a different order, and call another participant in the game to the table. So, one by one, all team members will pass the test.

The conditions of the game should be the same for everyone: if four objects were swapped for the first player, then the same number was swapped for the rest.

In this case, the best result is 4 points won. Everyone who passes the test with this result will be considered winners of the game.

Any game also has an excellent psychotherapeutic effect, since in it a child can, through play actions, unconsciously and involuntarily release accumulated aggression, resentment or negative experiences by “acting out” them. The game gives him a special feeling of omnipotence and freedom.

In classes on developmental psychology through fine arts activities are usedgames-exercises to reduce psychological stress, anxiety, aggressiveness, for unity, etc. For example, a game to relieve general tension and psychological fatigue “Magic Dream”. Children repeat the teacher’s words in chorus, trying to show what they are saying.

Teacher:

Everyone can dance, run, jump and play,

But not everyone knows how to relax and rest.

We have a game like this, very easy and simple.

(speech slows down, becomes quieter)

Movement slows down, tension disappears

And it becomes clear: relaxation is pleasant.

Eyelashes droop, eyes close,

We rest peacefully and fall asleep in a magical sleep.

The tension has flown away and the whole body is relaxed.

It's like we're lying on the grass...

On the green soft grass...

The sun is shining now, our feet are warm.

Breathe easily, evenly, deeply,

The lips are warm and limp, but not at all tired.

The lips part slightly and relax pleasantly.

And our obedient tongue is accustomed to being relaxed.

(louder, faster, more energetic)

It was nice to rest, but now it’s time to get up.

Clench your fingers tightly into a fist,

And press it to your chest - like that!

Stretch, smile, take a deep breath, wake up!

Open your eyes wider - one, two, three, four!

(children say in chorus together with the teacher)

Cheerful, cheerful and ready for classes again.

At the discretion of the teacher, the text can be used in whole or in part.

Nowadays, many parents strive to ensure that their children begin to learn a foreign language from an early age. Teachers of our Center, in organizing foreign language teaching at the initial stage, take into account the significant psychological and pedagogical differences between children of preschool and primary school age. Children of primary school age are characterized by brightness and spontaneity of perception, ease of entering into images. Children quickly become involved in play activities and independently organize themselves into group games according to the rules.

Game activities include exercises that develop the ability to identify the main characteristics of objects and compare; groups of games to generalize objects according to certain characteristics; groups of games, during which primary schoolchildren develop self-control, speed of reaction to words, and phonemic awareness. The game promotes memory development, which is predominant at the initial stage of learning a foreign language. For example, playing with movements in English for children:

(If you're happy, happy, happy

Touch your nose, nose, nose)

If you"re sad, sad, sad,
Shake your leg, leg, leg.

(If you're sad,

Spin your foot)

If you"re thin, thin, thin,
Raise your arms, arms, arms.

(If you're thin,

Raise your hands)

If you're tall, tall, tall,
Do it all.

Children sing to the tune of the song “If you like it, then do it this way...” and touch their nose, then twist their foot, etc. (according to the content of the song). Repeat several times.

(If you're tall,

Do it all)

No one argues that a child needs to be developed and developed in many ways, but when it comes to practice, for some reason all efforts are directed towards mental development. If a child by a certain age does not know how to control his body, few people care, but if the child does not distinguish, for example, colors, or does not know numbers, then the mother is very worried about this. Although scientists and teachers have long proven that the physical, mental and emotional development of a child is very strongly interconnected.

It is for this reason that our Center pays attention to outdoor games aimed at the physical development of students. With the help of outdoor games, various motor qualities are developed, and above all coordination and dexterity. At the same time, motor habits are consolidated and improved; motor qualities. As a rule, all muscle groups can be involved in them. This promotes the harmonious development of the musculoskeletal system. Outdoor games cultivate high moral and volitional qualities in students and improve health, promote proper physical development and the formation of vital motor habits and skills. Such games are an incomparable means of strengthening and strengthening health. For example, the game “Turnip”, used in recreational physical education classes.

Taking part in the game12 players.

Two teams of 6 children each participate. This is grandfather, grandmother, Bug, granddaughter, cat and mouse. There are 2 chairs on the opposite wall of the hall. On each chair sits a “turnip” (a child wearing a hat with a picture of a turnip).

Grandfather starts the game. At a signal, he runs to the turnip, runs around it and returns, the grandmother clings to him (takes him by the waist), and they continue running together, again go around the turnip and run back, then the granddaughter joins them, etc. At the end of the game, The mouse is caught by a turnip. The team that pulled out the turnip the fastest wins.

In our Center, playing games is given great importance, since they are closely related to the ability to solve problems in development, training and education. So, the game as a type of activity is aimed at the child’s knowledge of the world around him, through active participation in the work and everyday life of people. In play, a child learns about the world around him, his thinking, speech, feelings, will develop, relationships with peers are formed, self-esteem and self-awareness are formed, and behavior is arbitrary. The development of a child in play occurs, first of all, due to the varied focus of its content.
Thus, the daily management of gaming activities helps to form a creative attitude to reality and develop imagination. By creating adequate conditions and proper organization of play, correction occurs both of individual mental functions and of the child’s personality as a whole.Adults usually think that playing for a child is fun, a free pastime. But this is far from true. In play, the child develops, and his meaningful play activity is quite comparable to the serious activity of adults. How important play is for a child can be judged if only because in modern psychotherapy for children there is a special section called “play therapy.”Well, and most importantly, the game is joy. Remembering our childhood, each of us still recalls with warmth and joy the most fun and amusing moments from happy childhood games with friends in the yard, classmates, and parents.

primary school teacher of NCHU OO Secondary School "Promo-M"

Children of preschool and primary school age spend most of their time playing various games. Parents and other adults may feel that the game does not have any meaning, but only entertains children. In fact, this part of a child’s life is necessary for proper development and has a significant impact on the little person.

Adult participation in children's games

When raising children, it is very important to leave time for activities that will help the child develop creative skills, speech, and improve his mental and physical performance. The younger the child, the more the participation of mom and dad in entertainment is required. They not only monitor the game process, but also guide the baby in the right direction.

Parents become the baby's first play partners. As the child grows up, they take less and less part in his fun, but can remain outside observers, help and suggest as necessary. It is adults who open the magical world to the baby, thanks to which he not only plays, but also develops.

Areas of influence of games on children's development

During the game, a person’s psychological, physical and personal development occurs. That is why the importance of play in a child’s life cannot be underestimated.

The main areas that are affected by gameplay are:

• Sphere of knowledge of the surrounding world

The game helps the child better navigate the world around him, learn about the purpose of objects and their properties. Not yet able to walk, the baby gets acquainted with objects - throws a ball, shakes a rattle, pulls a string, etc. Each new knowledge about the world around us improves memory, thinking and attention.

• Physical development

Active activities help kids learn different movements, which help them improve their motor skills. As a result of active activities, the child learns to control the body, becomes more flexible and stronger.

• Improved communication and speech

When playing alone, the baby has to play several roles at the same time and pronounce his actions. And if the development of speech in this case is undeniable, then improving communication skills is only possible in a team game.

During a competition with several participants, everyone learns to follow certain rules and communicate with other children.

• Development of imagination

It is sometimes difficult for adults to get involved in a child’s play, since during entertainment it endows objects with unusual properties, expands the imaginary space and looks at the world with childish spontaneity.

In order to better develop imagination, it is worth giving your son or daughter the opportunity to fantasize on their own.

And despite the fact that the child knows that the game is not being played for real, he enthusiastically makes pies from wet sand, and then feeds them to the doll.

• Manifestation of emotions and development of moral qualities

Thanks to game stories, the child learns to be friendly and sympathetic, to show courage and determination, and becomes more honest. In a playful way, parents and the child can give vent to the emotions that bother the baby (fear, anxiety) and solve complex problems together.

Types of games for development

Teachers recommend several types of activities for the development of speech, communication, and physical condition of the child:

• role-playing;
• solving riddles and puzzles;
• competitions;
• designers;
• dramatization.

All of the above types of games influence the formation of a person’s personal qualities. Thanks to play activity, parents see what abilities predominate in a preschooler and can decide what talent should be developed.

The development of positive qualities will help the child in later life and reveal his potential. Also, do not forget that through play, adults remain in the child’s world and can communicate with him on equal terms.