Didactic games. Types of didactic games

Department of Education Administration Vladimir region state budgetary educational institution

secondary vocational education

Vladimir region

"Murom Pedagogical College"

Home test

According to MDC: Theoretical and methodological foundations for organizing the play activities of children of early and early childhood preschool age

Subject: Didactic games

Performed:

Student of group ZD-42V

Naumova Lyudmila Petrovna

2014-2015 academic year

PLAN

Introduction 3

1. The concept of “didactic game”, functions didactic game,

their characteristic 4

2. Types of didactic games 8

3.What are the names of researchers on the problem?

use of didactic games in the pedagogical process,

guiding them. Reveal their main ideas 14

4. Methodology for organizing didactic games

in different age groups of preschool educational

institutions. Give comparative analysis 16

Practice 22

Conclusion 26

References 27

Introduction

Preschool childhood is a period of play. At this age, the child strives to learn everything through play. The game is a reflection of the adult by the children, real world. It contains great opportunities for teaching children in preschool institutions. In a didactic game, cognitive tasks are combined with gaming ones. Through play, in particular didactic games, a child learns while playing.

During the game, children's knowledge and ideas are clarified and deepened. In order to fulfill one or another role in the game, the child must translate his idea into play actions. The game not only consolidates the knowledge and ideas children already have, but is also a unique form of active cognitive activity, during which they, under the guidance of the teacher, acquire new knowledge and serve good remedy preparing children for school.

Didactic games are varied in content, form of organization, and type of learning tasks. In pedagogy, there are different views on the classification of didactic games. And of course important point is the management of didactic games used in working with preschool children by the teacher.

I will try to reflect all the main points regarding the use of didactic games in preschool age in this work.

1. The concept of “didactic game”, the functions of a didactic game, their characteristics

Didactic games are a type of games with rules.Games with rules have ready-made content and established sequence actions; The main thing in them is solving the task at hand, following the rules.

A didactic game is one of the means of teaching preschool children. It makes it possible to carry out the tasks of education and training through an accessible and attractive form of activity for children.

It has two functions in the learning process (A.P. Usova, V.N. Avanesova).

The first function is improvement and consolidation of knowledge. At the same time, the child does not simply reproduce knowledge in the form in which it was learned, but transforms, transforms it, learns to operate with it depending on the game situation.

Essencesecond function didactic game is that children acquire new knowledge and skills of different content.

Main features of didactic games:

Didactic games are educational games. They are created by adults for the purpose of raising and educating children.

For children taking part in the game, the educational value of the didactic game does not appear openly, but is realized through the game task, game actions, and rules.

The cognitive content of a didactic game is determined by the program content and is always combined with a game form.

Didactic games have a unique structure.

A didactic game is a complex phenomenon, but it clearly reveals a structure, that is, the main elements that characterize the game as a form of learning and gaming activity at the same time. (5)

Most educational researchers and psychologists identify the following structural components in a didactic game:

didactic task (goal), consisting of gaming and educational;

game rules;

game actions;

end of the game, summing up.

Didactic (educational) task - this is the main element of the didactic game, to which all the others are subordinated. For children, the learning task is formulated as a game task. It is determined by the goals of teaching and raising children. The selection of cognitive tasks for games is carried out in accordance with the sections of the Praleska program, taking into account the age characteristics of children.The presence of a didactic task emphasizes the educational nature of the game and the focus of its content on the development of children’s cognitive activity.

In contrast to the direct formulation of a problem in the classroom, in a didactic game it also arises as a game task for the child himself, itexcites the desire and need to solve it, activates play actions.The game task can be included in the name of the game, for example, “What shape”, “Continue the sentence”, “Who lives in which house”, etc.“The didactic task is realized throughout the game through the implementation of the game task, game actions, and the result of its solution is revealed in the finale. Only under this condition can a didactic game fulfill the function of teaching and at the same time develop as a play activity.”

Game content can be very diverse; the didactic game can be based on the entire surrounding reality. For example, the games “Doesn’t fly”, “Edible - inedible”, “Name the time of year”, “Who is screaming”, “Living words”, “Wonderful bag”, “What’s missing?”, “Tell the Belarusian " etc.

Game actions - this is the basis of the game, a way of demonstrating the child’s activity for gaming purposes;Without them, the game itself is impossible. They are like a picture of the plot of the game.The more varied the play activities, the more interesting the game itself is for the child and the more successfully cognitive and play tasks are solved. Playful activities should evoke joy and a sense of satisfaction in children; they are the ones who make learning emotional and entertaining.Children need to be taught play actions. Only under this condition does the game acquire an educational character and become meaningful.

Teaching game actions is carried out through a trial move in the game, showing the action itself, revealing an image, etc. Game actions are not always of a visible nature. These are mental actions expressed in the processes of purposeful perception, observation, comparison, sometimes recalling what was previously learned, and thinking. They vary in complexity and are determined by the level of cognitive content and game task, and the age characteristics of the children.IN different games game actions are different and are implemented through various forms.

Game actions are not always practical external actions, when you need to carefully consider something, compare, disassemble, etc. These are also complex mental actions expressed in the processes of purposeful perception, observation, comparison, recall of previously learned - mental actions expressed in processes of thinking.

In different games, game actions differ in their focus and in relation to the players. In games in which all children participate and perform the same roles, the game actions are the same for everyone. When dividing children into groups in a game, the game actions are different.

Rules of the game ensure the implementation of game content, and also make the game democratic. Their content and focus are determined by the cognitive content, game tasks and game actions. In a didactic game, the rules are given. They help the teacher manage the game. The rules also influence the solution of the didactic task - they imperceptibly limit the actions of children, directing their attention to completing a specific task, i.e. they determine what and how the child needs to do in the game and indicate the path to achieving the didactic task.The rules of the game perform the following functions:

Educational, which consists in the fact that the rules help to reveal to children what and how to do; correlate with game actions, strengthen their role, and clarify the method of execution.Rules organize children’s cognitive activity: consider something, think, compare, find a way to solve the problem posed by the game.

Organizing, it determines the order, sequence and relationships of children in the game.

Disciplining. The rules stipulate exactly what needs to be done, what and why not to do. Some games have rules prohibiting any actions and provide penalties for non-execution (for example, skipping a move)

Compliance with the rules during the game necessitates the manifestation of effort, mastering the methods of communication in the game and outside the game and the formation of not only knowledge, but also a variety of feelings, the accumulation of good emotions and the assimilation of traditions.

Summarizing takes place immediately after the end of the game. The form can be varied: scoring, praise, definition best child, the winner, the overall result of the implementation of the task. If a didactic game is organized outside of class, the game can be completed simply by summing up the results, or other types of activities can be used: visual, speech development, etc., but the topic must correspond to the content of the game.

Didactic games are used in classes and in children’s independent activities. Being effective means learning, they can be an integral part of the lesson (for consolidating and systematizing the material), and in early preschool age - the main form of organizing the educational process (for example, the game “Katya the doll goes for a walk”).

Didactic games can be used in all sections of the program. Educational games can be planned during a walk, in the morning and evening hours, during classes, before and after classes, everything depends on the didactic task of the games. Didactic games are held everywhere; up to 20-30 games can be scheduled per month. Didactic games occupy a special place at the end of the year and during the summer health period, when the knowledge acquired by children during the school year is repeated and consolidated. The main condition for using didactic games in children’s lives and in the classroom is adherence to the principles of learning.

The teacher must remember that didactic games have their own classification; this will allow the use of various types of games in educational educational process and will make the children’s learning much more interesting and varied. Let us dwell on the classification of didactic games in more detail.

2. Types of didactic games

Didactic games differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the teacher. The listed features are inherent in all games, but in some, some are more pronounced, in others, others.

There are many didactic games listed in various collections, but there is no clear classification or grouping of games by type yet.

Didactic games:

1) Classic

2) Developmental

3) Logical-mathematical

4) Role-playing

System of games mathematical mathematical didactic for development entertainment:

sensory

abilities.

5) Educational

To educate and teach preschoolers basic mathematical concepts, there are mathematical games. These games do not require any special knowledge from adults or children. They model such logical and mathematical structures, and during the game they solve problems that help accelerate the formation and development of the simplest logical structures of thinking and mathematical concepts in preschoolers.

Logical and mathematical games allow you to develop thought processes and memory. They contribute to the development of such operations as classification, grouping objects according to their properties, abstracting properties from an object, etc.

Educational games - games activate the hidden intellectual capabilities of children and develop them. These games are designed to develop certain logical structures or to prepare for the mastery of a certain mathematical idea. It can be noted that some of the most complex problems solved by children during play activities sometimes make adults think too. The large variability of conditions, rules, and tasks solved during gaming activities is a clearly prominent feature of educational games, therefore they should be combined with other teaching methods, while remaining the leading method.

An educational game, which is an active and meaningful activity for the child (he voluntarily and willingly joins the game). New experience, purchased in the game, becomes his personal property. Educational games teach you to act “in your head”, develop imagination, creativity, and form such qualities as self-control, organization, and discipline.

Educational games are a new type of games that simulate the creative process itself, creating its own microclimate that helps the development of intelligence. In educational games, it was possible to combine one of the basic principles of learning - from simple to complex - with very important principle activities. These games can spark creativity from a very young age. The tasks of educational games create conditions that advance the development of abilities.

Didactic games:

1) Travel games - 2) Errand games - 3) Guessing games

4) Riddle games 5) Conversation games (dialogue games)

Travel games. This is a targeted movement somewhere, for some reason. This can be a journey to the intended place, overcoming space and time, and performing practical actions. But there can also be a journey “without leaving the place” - a journey of thought, imagination.

These games are similar to a fairy tale, its development, miracles. The travel game reflects real facts or events, but reveals the ordinary through the unusual, the simple through the mysterious, the difficult through the surmountable, the necessary through the interesting. This happens in play, in play actions, it becomes close to the child, it makes him happy. The purpose of the travel game is to enhance the impression, to give the cognitive content a slightly fabulous unusualness, to draw children's attention to what is nearby, but is not noticed by them. Games sharpen attention, observation, understanding of game tasks, make it easier to overcome difficulties and achieve success.

The role of the teacher in the game is complex, it requires knowledge, readiness to answer children’s questions while playing with them, and to conduct the learning process unnoticed.

Errand games have the same structural elements, like travel games, but they are simpler in content and shorter in duration. They are based on actions with objects, toys, and verbal instructions.

Sentence games "What would happen...?" or “What would I do…”, “Who would I like to be and why?”. These games require the ability to correlate knowledge with circumstances and establish causal relationships. Games in which the seeds of the future ripen are useful. Their pedagogical value is that children begin to think and learn to listen to each other.

Riddle games. The emergence of mysteries goes back a long way. The riddles were created by the people themselves and reflect the wisdom of the people. They were used to test knowledge and resourcefulness. This is the obvious pedagogical focus and popularity of riddles as smart entertainment.

Currently, riddle, riddle and guessing are considered as a type of educational game.

Main feature riddles is a logical task. Construction methods logical problems are different, but they all activate the child’s mental activity. Older children enjoy riddle games. The need to compare, remember, think, and guess gives them the joy of mental work. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason, draw conclusions, and draw conclusions.

Conversation games (dialogues). The conversation game is based on communication between the teacher and the children, the children with the teacher and the children with each other. This communication has a special character of play-based learning and play activities for children.

Children need to make a discovery or learn something new as a result of something, and this at the same time activates emotional and mental processes. The game-conversation develops the ability to listen and hear the questions of the teacher and children, educates them to be focused, complement what is said, and express judgments.

Educational games:

1) Perception

2) Speech and

3) Attention

4) Memory

thinking

shape colors

qualities

quantities

Games that develop color perception. Conscious, purposeful perception of color is not an innate quality.

Games that develop the perception of shape. The perception of the shape of objects is the sensory basis of any practical activity. The child needs to be taught to perceive and identify shapes, starting from the younger group kindergarten. While playing, the baby masters rational techniques for examining shapes with his hands and eyes. During these games, preschoolers master geometric shapes.

Games that develop the perception of the qualities of size. Children need to develop the ability to perceive the size of objects by comparing length, width, height. Acquaintance is carried out in classes using common gaming techniques. In addition to these techniques, you can use games to develop the perception of size and its characteristics using toys, stencils, and various cards. In games, the child masters rational techniques for comparative assessment of size (placing and applying objects).

Games that form focused attention. Prerequisite any gaming, educational, cognitive activity is attention. Without sustained attention, neither the child’s independent activity nor his fulfillment of the teacher’s tasks is possible, so children need timely help to learn how to manage their attention.

Games that develop speech and thinking. Speech and thinking are two mental processes that are inextricably linked with each other. Mastering the meaning of basic prepositions and adverbs denoting the spatial relationships of objects occurs through exciting games. Children compare objects based on a combination of characteristics. The game teaches you to reason and draw conclusions.

Games that develop memory. Children are not born with a ready-made memory, it develops gradually as the child develops, and if children have a weak memory, this means that adults did not pay due attention to the child. The main condition for the development of memory is memorizing and then recalling something by a child. With the help of games, children develop a need for intentional memorization and are taught rational techniques for meaningful memorization and recall as a means of mastering their memory.

In all games, the leading and guiding role belongs to an adult.

Intellectual didactic games are aimed primarily at the development of elementary mental operations, the formation of general intellectual looseness and the development of means that ensure the overall organization of the thought process. Didactic games develop the ability to find as much as possible in a subject more properties and use them to find objects with opposite properties.

Classification of didactic games.

Didactic games (depending on the material)

1) Games with objects

2) Desktop-printed

3) Word games

3. Name the names of researchers on the problem of using didactic games in the pedagogical process, their leadership. Reveal their main ideas

Game is one of those types of activities that is used by adults to educate preschoolers, teach them various actions with objects, methods and means of communication. In play, a child develops as a personality, those aspects of his psyche are formed on which the success of educational, labor, and communicative activities will depend. This is due to the fact that play in preschool age is a leading activity (L.S. Vygotsky, A.V. Zaparozhets, A.N. Leontyev, E.O. Smirnova, D.B. Elkonin) and the main means of raising and teaching children . Among the variety of games for preschoolers, a special place belongs to the didactic game, as one of the most acceptable forms education and training.

Many scientists, teachers and psychologists have been and are studying the problem of play in teaching preschool children. F. Froebel and M. Montessori were at the origins of the study of didactic play as the basis for teaching children. K.D. paid a lot of attention to the didactic game. Ushinsky, P.F. Lesgaft, L.N. Tolstoy, E.I. Tikheyeva, L.A., Wenger, A.P., Usova, V.N. Avanesova and others.

Many scientists also emphasized the important role of educational games, which allow the teacher to expand the practical experience of children, consolidate their knowledge, skills and abilities in various fields of activity. (A.S. Makarenko, U.P. Usova, R.I. Zhukovskaya, D.V. Mendzheritskaya, E.I. Tikheyeva)

Many scientists note the important role of educational games, which allow the teacher to expand the practical experience of children and consolidate their knowledge about the world around them (A.S. Makarenko, U.P. Usova, R.I. Zhukovskaya, D.V. Mendzheritskaya, E.I. Tikheyeva

The use of didactic games for the purpose of raising and teaching children was reflected in the works of scientists and in the practical activities of many teachers. Essentially, in every pedagogical system of preschool education, didactic games occupied and still occupy a special place. F. Frebel developed a system of didactic games, which was the basis of educational work in kindergarten. He emphasized that the task of primary education is not learning in the ordinary sense of the word, but organizing play. For the first time in the history of pedagogy, he singled out play as a special means necessary for the development of preschool children.

M. Montessori also attached great importance to play. She argued that play should be educational, otherwise it is an “empty game” that has no impact on the child’s development. The author of one of the first domestic pedagogical systems of preschool education E.I. Tikheyeva announced a new approach to didactic games. In her opinion, they are only one of the components of educational work with children. But the effectiveness of didactic games in raising and teaching children depended on the extent to which they were in tune with the interests of the child, brought him joy, and allowed him to show his activity and independence.

Much attention was paid to the use of didactic games in kindergarten by the following teachers: L.A. Wenger, A.P. Usova, V.N. Avanesova, A.K. Bondarenko, A.A. Smolentsova, E.I. Udaltsova and others.

4. Methodology for organizing didactic games in different age groups of a preschool educational institution. Give a comparative analysis

Didactic games are organized according to plan during class hours. In addition, during the hours allocated for games, children are given a variety of material with which they can play at will, individually, in small groups, and sometimes with the whole team.

The plan provides 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 tells the teacher what games are useful for the child, what he is strong in, and what he is lagging behind.

In didactic games, as in classes, different teaching methods are used: visual, verbal, practical. But the methodology of didactic games is unique. It is important to maintain the child’s enthusiasm for the gaming task throughout the game. To do this, the teacher must become, as it were, a participant in the game, motivating his demands and comments with its tasks and rules. The strict discipline required in the game is easily established if the children themselves are interested in following the rules and follow this.

Requirements that are not related to its purpose and rules are inappropriate in the game. For example, in the game “On the contrary” it is not at all necessary for children to give a complete answer or raise their hand, as is done in class. But this game has its own strict rules: only the one who is asked answers quickly, in one word; You can’t give any hints; If you make a mistake, ask someone else. The role of the driver is usually performed by the teacher; this is difficult for children.

Didactic games are short-term (10-20 minutes), and it is important that during this time the mental activity of the players does not decrease and interest in the task does not fall.

It is especially important to monitor this in collective games. It is impossible to allow one child to be busy solving a problem while the others are inactive.

The management of didactic games in different age groups has some features. In younger groups, the teacher himself plays with the children; explaining to them the rules of the game, he himself is the first to recognize the object by touch and describes the picture. In games for children of primary preschool age, the game actions are simple: roll colorful balls into gates of the same color, disassemble and assemble nesting dolls, turrets, put colored eggs; guess by voice who called “bear”; get objects from the “wonderful bag”, etc. of the child younger age he is not yet interested in the result of the game, he is still captivated by the game action itself with objects: rolling, collecting, folding.

For middle-aged and older children, play action should establish more complex relationships between the participants in the game. The child acts as the depicted image should act in his childhood imagination, experiences successes and failures associated with this image.

In older groups, children must understand its purpose and rules before starting the game. When performing a game task, they are required to be completely independent.

Group "Kids"

At this age, didactic games help children better recognize the objects around them, distinguish and name their color, shape and possible actions with them. They promote coordination of movements, development of the eye, and mastery of spatial orientation. They teach children to hear a word and relate it to a specific toy, object, or action.

Features of guiding didactic games for children in the “Toddlers” group:

In children of primary preschool age, excitement prevails over inhibition, visualization has a stronger effect than words, so it is more advisable to combine an explanation of the rules with a demonstration of a game action. The teacher explains the rules of the game in full and in detail and shows them during the game itself, taking the leading role in the game. The teacher plays with the children.

The surprise moment should come first in organizing games; it is necessary, first of all, to arouse children’s interest in the didactic material and teach them to play with it. Games must be conducted in such a way that they create a cheerful, joyful mood in children, teach children to play without interfering with each other, and gradually lead them to the ability to play in small groups and realize that playing together is more interesting.

When conducting didactic games with children of primary preschool age, the teacher’s activity is needed in teaching children the techniques of play actions. Teach children to place objects correctly in the game (take them in right hand and place from left to right).

During the game, the teacher uses questions, gives advice and suggestions, encourages children, and controls the children's actions.

Group "Pochemuchki"

At this age, it is necessary to pay attention to didactic games aimed at consolidating and generalizing children’s existing knowledge and the ability to use acquired knowledge in practice.

Features of guiding didactic games for children in the “Pochemuchki” group:

Children of middle preschool age have some experience of playing together, but even here the teacher takes part in didactic games. She is a teacher and participant in the game, teaches children and plays with them, strives to involve all children, gradually leads them to the ability to monitor the actions and words of their comrades, that is, she is interested in the process of the entire game. Gradually, as the children gain experience, the teacher begins to play a secondary role in the game, i.e. perform the role of a leader, but if any problems arise in the game, he is included in it again.

The rules of the game are explained by the teacher before the game and shown using a “trial move”. By example, the teacher prevents children from acting incorrectly. During the game, the teacher carefully monitors compliance with the rules.

During the game, the teacher also asks the children questions of a suggestive or problematic nature, makes remarks, gives advice, and encourages. At this age stage, the teacher gradually, focusing on individual characteristics children, can evaluate gaming activities and games.

Group "Fantasers"

Children of senior preschool age have significant gaming experience and such developed thinking that they easily perceive purely verbal explanations of the game. Only in some cases is a visual demonstration required. With children of this age, didactic games are held with the whole group, with small groups. They, as a rule, develop collective relationships based on joint games. Therefore, with the “Dreamers” groups, elements of competition can already be used in the game.

Didactic games for children of senior preschool age reflect life phenomena that are more complex in content (the life and work of people, technology in the city and the countryside). Children classify objects according to material and purpose (for example, the game “Where is it hidden”).

Word games that require a lot of mental effort are widely used at this age. In children of this age, in didactic games, voluntary attention, independence in solving a given task, in following the rules. The guidance should be such that the game promotes mental and moral education and at the same time remained a game. It is also necessary at this age to preserve the emotional mood of children, the experience of joy from the progress of the game and satisfaction from the result, i.e., solving the problem.

Features of guiding didactic games for children in the “Dreamers” group:

At this age, the rules are explained before the game, as a rule, without showing their implementation. Most often this is a verbal explanation, but if the game is complex or new, then you can offer the children a “test run”.

The teacher does not take part in the games, but monitors the implementation of the rules of the game, the progress of the game,

In didactic games, educators put the child in such conditions (games) when he is forced to remember what he was told in practice, during excursions, and this is very important when preparing a child for school.

Knowing the individual characteristics of children, the teacher advises them to distribute roles in the game among themselves so as to place a child who has not developed moral standards behavior, in such game conditions when, while fulfilling a role, he will have to show attention, goodwill, and care for a friend, then transferring these qualities into everyday life.

When finishing the game, the teacher should remind the children the name of the game, individual game rules, and support the children’s interest in continuing the game. Gives an assessment of the actions of children, but it should be remembered that not every game requires assessment, since the assessment can be concluded as a result of the game or violate good mood children.

Thus, we can say that managing didactic games requires a lot of knowledge from the teacher, high level pedagogical skill and tact.

Practical task:

Make a long-term plan for organizing didactic games for one month.

Long-term plan for conducting didactic games and verbal exercises to develop the grammatical standing of children’s speech in the second junior groupMBDOU kindergarten No. 11 "Beryozka" Nizhny Novgorod region, Kulebaki

September

1 Week

2 week

3 - 4 week

"Vegetables"

"Fruits"

"Vegetables fruits"

Enrich children's vocabulary. Learn to use the prepositions “in” and “on”; make complex sentences with the adversative conjunction “a”.

Enrich your vocabulary. Learn to use the prepositions “on”, “in”, “under”, “near”; make complex sentences with the adversative conjunction “a”. Promote sensory development.

Learn to differentiate the general concepts “vegetables and fruits”. Pin speech material on this topic. Learn to make sentences with the prepositions “in” and “near.”

Vegetables, basket

Fruits or pictures - image, chalk or pencils, sheet of paper, plate.

Fruits, vegetables, pictures with their images, basket, vase.

"Name the vegetables"

There are 5 vegetables on the table in front of the children (carrots, tomatoes, potatoes, onions, beets). The teacher reports that they can all be called in one word: “vegetables.”

Children repeat the name of vegetables.

The teacher invites the children to answer the questions: How many vegetables are on the table?

Where do vegetables grow? What color is a tomato? Etc.

“Where are the vegetables?”

The teacher puts one vegetable on the table, another in the basket and asks the children to tell them where the vegetables are.

Children say: “The tomato is in the basket, the onion is on the table,” etc.

"Name the fruits"

There are 5 fruits on the table: apple, pear, orange, banana, lemon.

These are fruits.

How many fruits are on the table? Where do fruits grow? What colour? Is lemon sweet or sour? Etc.

"Fruit under the tree"

There is a silhouette of a tree on the board.

Fruits grow on a tree, and when ripe they fall to the ground.

The apple lies under...(tree)

Pear..., orange..., etc.

Develop a summary of the didactic game

Summary of the didactic game "First-grader" in the preparatory school group of MBDOU No. 11

Kind of activity: didactic game "First-grader".

Didactic task: consolidate children’s knowledge of what a first-grader needs to study at school; to cultivate composure, neatness, and a desire to study at school.

Game task: help Dunno get acquainted with school supplies; collect into briefcases as quickly and accurately as possible school supplies.

Game rules: name objects after raising your hand, name school supplies without shouting or interrupting each other, collect supplies when given a signal, carefully.

Game actions: name school supplies and their purpose, analyze, classify items according to their purpose, collect supplies in a briefcase.

Principles of education and training:

1. Availability;

2. Consciousness and activity;

3. Problematization;

4. Creating a positive emotional background;

5. Dialogization.

Education methods:

1. Conversation;

2. Explanation;

3. Demonstration;

4. Creating a situation of success;

5. Competition.

Equipment: Dunno toy, two briefcases, school supplies: pencils, pens, rulers, erasers, pencil cases, Primers, notebooks, albums, etc., in addition: toys, toothbrushes, combs, etc.

Plan:

1. Org. moment;

2. Motivational-target;

3. Game planning;

4. Implementation of the game concept;

5. Summing up.

Progress of the game

Stage Teacher’s activities Children’s activities

1. Org. moment

Guys, I have a little surprise for you, come to me. Suitable

2. Motivational - target

Today Dunno came to visit us.

Guys, you will soon go to school, and Dunno is getting ready for school.

But he doesn't know what to take with him. Guys, look

Dunno has already tried to pack his briefcase for school, let's see if he did it correctly.

(I take out items from the briefcase)

Guys, let's help Dunno figure out what subjects are needed at school and why? Listening

3. Game planning

Now I will show the subject, you will raise your hands, come to me and tell me in complete sentences what kind of subject it is, whether it is needed at school and what it is for. Listening

4. Implementation of the game concept

Showing school supplies and other items. If necessary, I correct the children’s answers.

On behalf of Dunno, I praise the children.

And now, together with Dunno, we will learn how to quickly, correctly and accurately pack school supplies into school bags. For this I need one boy and one girl.

(I choose two children).

Now the guys and I will count, and you will begin to collect items into briefcases.

(One, two, three, start collecting your briefcase)

(the game is played 3 times)

After each game, we analyze the actions performed (did we choose the objects correctly, did we place them neatly). If necessary, I correct the children’s actions. On behalf of

Dunno I praise the children. Raise their hands, go out and talk about objects

Start collecting briefcases

5. Summing up

Guys, Dunno is very glad that he came to visit you. Now he knows what school supplies are and what they are needed for.

Knows what to take with you to school and what not to.

He says thank you, goodbye, see you at school! Say goodbye

Conclusion

Didactic game is a valuable educational tool mental activity children, she activates mental processes, arouses in preschoolers a keen interest in the process of cognition. In it, children willingly overcome significant difficulties, train their strengths, develop abilities and skills, and prepare for school.

A didactic game is one of the means of teaching preschool children, it has its own characteristics and functions, and stands out from large quantity games with their structure.

Educational games are classified into various areas. The classification of didactic games helps the teacher to make teaching children with their help more interesting and exciting, and to avoid duplication in working with children.

Didactic games are very difficult for management. Each age group of a preschool institution has its own leadership characteristics.

Bibliography

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Udaltsova E.I. , Minsk, 2006

Didactic games have their own classification. The classification of didactic games is different. In preschool pedagogy, a traditional division of didactic games has developed into games with objects, board and printed games, and verbal games. (3, p. 337) This division of games can be classified according to the use of material.

Didactic games also differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children in the game, and the role of the teacher. (5)

· mathematical

· sensory

· speech

· musical

· natural history

· to get acquainted with the surroundings

· in visual arts

Math games are aimed at developing elementary mathematical concepts in preschoolers. They allow the teacher to make the process of teaching children counting (didactic games “What is the count?”, “One is many”, “What is more?”, “Name the number”, etc.), solution arithmetic problems(games “Entertaining puzzles”, “How much will it be?”, etc.), mastering quantities, simple dependencies and measuring activities (these games “Who is taller?”, “Ladder”, “Ribbons”), children’s perception of spatial and temporal relationships and orientations (didactic games “What time is it”, “Travel”, “When does this happen?”, etc.) are more exciting and interesting.

Sensory games are aimed at teaching children to examine objects and forming ideas about sensory standards. Many of them are associated with the examination of an object, with the distinction of signs, requiring verbal designation of these signs (“Wonderful bag”, “How are they alike and not alike”, “Multi-colored paths”, “Where, whose bow?”, etc.). In some games, the child learns to group objects according to one quality or another (“Buttons for dolls,” “Service,” etc.). Children compare objects that have similar and various signs, highlight the significant ones. In this way, children are led to mastery of sensory standards with the help of didactic games.

Speech games promote speech development in children. The content of such games is also varied and depends on the purposes for which the teacher uses them. “Travelling around the room”, “Who is doing what?”, “Say it in one word”, “Say it differently”, “Complete the sentence”, “Daily routine”, “Who needs a treat?”, “Zoo”, “Compare objects” ", "Talking on the phone", "What happens... What happens…”, “What first, what then”, “Guess who it is?”, “Living words”, etc.

Music games are aimed at solving the problems of musical education in accordance with program requirements. When working with preschoolers, games such as “Who is louder?”, “Which instrument sounds?”, “Repeat after me”, “What song sounds”, “What do I play”, “Sunshine and rain”, “Who sings like” are used ?”, “Merry Notes” and others.

Games natural history contribute to instilling in children a love of nature. Through games, in particular didactic games, a child, while playing, learns to understand the patterns that occur in nature, the interconnection of everything in the world, learns a lot about natural communities and phenomena, the role of man in nature, and more (games “When it happens”, “What first, what then”, “Describe the seasons”, “Find out by description”, “Migratory birds - non-migratory”, “Who lives where?”, “Paired pictures”, “Make up a story”, “What’s the weather?”, “Find the artist’s mistake” and many others).

To get to know your surroundings various didactic games are also used - “Who is doing what?”, “What first, what then?”, “Who needs what for work?”, “Daily routine”, “Riddles”, “What’s in the picture?”, “Tea Party”, “On a Walk”, “At the Theatre”, “Shop”, etc.

· Didactic games in visual arts were introduced into the educational process preschool institutions relatively recently, but their importance is very great for the development of preschool children, the formation of their knowledge, skills and abilities in visual arts, arts and crafts. “Color according to the model”, “What is drawn”, “Complete the drawing”, “Collect the flower”, “Draw differently”, “What does the leaf look like”, “What has changed?”, “What is missing?”, “What the painting?”, “Whose ornament?” - this is a small part of didactic games that can be used in working with preschool children.

All of the listed types of didactic games are organized by the teacher in accordance with program requirements.

Based on didactic material educational games are divided into:

· verbal

· desktop-printed

with objects and toys

· with pictures

· computer educational games

Word games differ in that the process of solving a learning task is carried out in a mental way, based on ideas and without relying on visualization. Therefore, word games are carried out mainly with children of middle and mainly older preschool age. Among these games there are many folk games associated with nursery rhymes, jokes, riddles, shapeshifters, some of which are also accessible to children due to the imagery of speech, built on dialogue, and similarity in content childhood experience. Besides speech development, formation of auditory attention with the help of verbal games, an emotional mood is created, and improved mental operations, reaction speed and the ability to understand humor are developed. The basis of verbal games is the accumulated experience of children and their observations. The purpose of these games is to systematize and generalize. They are used at the stage of consolidating and repeating children’s knowledge (“It flies - it doesn’t fly”, “The third wheel”, “Say it in one word”, “Who needs what?”, etc.).

Didactic games with objects and toys very diverse in game materials, content, and organization. Toys, real objects, natural objects, etc. can be used as teaching materials. They are more often used in early preschool age, since children of this age predominate visual-figurative thinking. Games with objects make it possible to solve various educational tasks: expand and clarify children’s knowledge, develop mental operations (analysis, synthesis, comparison, discrimination, generalization, classification), improve speech (ability to name objects, actions with them, their qualities, purpose ; describe objects, compose and guess riddles about them; correctly pronounce speech sounds), cultivate arbitrariness of behavior, memory, attention (3, p. 336). Among games with objects, plot-didactic games and dramatization games occupy a special place. In plot-based didactic games, children perform certain roles.

Games with pictures used in all age groups. For games, a variety of pictures and series of pictures can be used, in accordance with the program requirements.

Board-printed games They are also varied in content, teaching objectives, and design. They help clarify and expand children’s ideas about the world around them, systematize knowledge, develop thought processes, help expand children’s horizons, develop intelligence, attention to the actions of a friend, orientation in changing conditions of the game, and the ability to foresee the results of their move. Participation in the game requires endurance, strict adherence to the rules and brings children a lot of joy. TO board games include a variety of games:

· manuals, such as pictures, subject lotto, dominoes, thematic games (“Where does what grow?”, “When does this happen?”, “Who needs it,” etc.);

· games that require physical activity and dexterity (Flying Caps, Gooseneck, Hit the Target, etc.);

· games like mosaics;

· board motor games (“Billiards”, “Hockey”);

· intellectual - checkers, chess, puzzle games.

All of these games differ from games with toys in that they are usually played at tables and require 2-4 partners.

In lotto, the child must go to the picture on big map select identical images on small cards. Lotto themes are varied: “Zoological Lotto”, “Flowers are Blooming”, “We Count”, “Fairy Tales”, etc.

In dominoes, the principle of pairing is implemented through the selection of cards during the turn order. The theme of dominoes covers different areas of reality: “Toys”, “ Geometric figures", "Berries", "Cartoon Characters", etc.

Labyrinth-type games intended for children of senior preschool age use a playing field, chips, and a counting cube. Each game is dedicated to a theme, sometimes a fairy tale (“Aibolit”, “The Labors of Perseus”, “The Golden Key”). Children “travel” around the playing field, taking turns throwing dice and moving their pieces. These games develop spatial orientation and the ability to foresee the outcome of actions.

Printed board games designed on the principle of cut-out pictures, folding cubes, and puzzles in which the depicted object or plot is divided into several parts are common. These games promote the development of logical thinking, concentration, and attention. (3)

Computer educational games are a means of laying the foundations of computer literacy in children and familiarizing them with programming languages. Computer games are used as a didactic tool in teaching in a wide variety of areas of the educational process. There are many such games, the teacher’s task is to choose the necessary one, in accordance with the task, the child’s age and program requirements. There are even entire programs consisting of didactic games, systematized according to certain program objectives and areas of the educational process.

Sorokina proposed a classification of didactic games by the nature of game actions:

· travel games

Guessing games

Guessing games

· errand games

riddle games

· conversation games

· outdoor and didactic games

Target travel games- to strengthen the impression, to give the cognitive content a slightly fabulous unusualness, to draw children’s attention to what is nearby, but is not noticed by them. The travel game reflects real facts or events, but reveals the ordinary through the unusual, the simple through the mysterious, the difficult through the surmountable, the necessary through the interesting. All this happens in play, in play actions, it becomes close to the child and makes him happy. In a travel game, many ways of revealing cognitive content are used in combination with gaming activities: setting tasks, explaining how to solve them, sometimes developing travel routes, step by step solution, tasks, the joy of solving it, meaningful rest. The travel game may include songs, riddles, gifts and much more. This includes games such as “Journey to the Fairytale Forest”, “Our Train is Going to a Far Country”, “Visiting the Baker”, etc.

Errand games have the same structural elements as travel games, but they are simpler in content and shorter in duration. They are based on actions with objects, toys, and verbal instructions. The game task and game actions in them are based on a proposal to do something: “Gather all the red objects (or toys) in a basket,” “Arrange the rings by size,” “Take out round-shaped objects from the bag.”

Guessing Games“What would happen..?”, “What would I do...”, “Who would you like to be and why?”, “Who would you choose as a friend?” etc. The didactic content of the game lies in the fact that children are given a task and a situation is created that requires comprehension of the subsequent action. The game task is inherent in the name itself, and game actions are determined by the task and require from children expedient intended actions in accordance with or with the set conditions and created circumstances.

These games require the ability to correlate knowledge with circumstances and establish causal relationships. They also contain a competitive element, for example, the game “Who can figure it out faster?” (Sorokina)

Riddle games- these games are based on the principle of making and guessing riddles; games can be very diverse in content and organization. As you know, the content of riddles is the surrounding reality: social and natural phenomena, objects of labor and everyday life, plant and animal world, they reflect the achievements of science, technology, and culture. The main feature of the riddles is the logical task. The methods for constructing logical tasks are different, but they all activate the child’s mental activity. Solving riddles develops the ability to analyze, generalize, and develops the ability to reason, draw conclusions, and draw conclusions. (“Guess the riddle - show the answer”, “Find where it’s hidden”, “Journey”, “Chest with a secret” and others).

Conversation games(dialogues) ? The basis of the games is communication between the teacher and the children, the children with the teacher and the children with each other. This communication has a special character of play-based learning and play activities for children. Its distinctive features are the spontaneity of experiences, interest, goodwill, belief in the “truth of the game,” and the joy of the game. In a game-conversation, the teacher often starts not from himself, but from a character close to the children, and thereby not only preserves playful communication, but also increases his joy and desire to repeat the game. The educational and educational value lies in the content of the plot - the theme of the game; the cognitive content of the game does not lie “on the surface”: it needs to be found, obtained - a discovery must be made and as a result, something must be learned. The value of the conversation game is that it makes demands on the activation of emotional and mental processes: the unity of words, actions, thoughts and imagination of children, develops the ability to listen and hear the teacher’s questions, children’s questions and answers, the ability to focus attention on the content of the conversation, and complement what is said , express judgment, develops the ability to participate in conversation. This includes games such as “Let’s sit side by side and talk well”, “Dunno is our guest”, “Tell about yourself”, “What happened to us...”, “How did you spend the weekend”, “Where have you been, what saw”, etc.

Outdoor didactic games contain three types of tasks: educational, gaming, and physical education tasks. During such games, tasks are solved to develop children's physical qualities and skills, as well as consolidation of the material obtained in other classes - “Run to the named tree”, “Secret”, “Journey”, “Guess the riddle - show the answer” and others.

Didactic games can also be classified by number of participants in them:

· collective

· group

· individual

Collective games are organized with the whole group, group games with a subgroup of children, and individual games with 1-3 children.

We have examined the main types of didactic games, now we will focus on the teacher’s guidance of didactic games in different age groups, since only competent guidance from an adult will help to achieve the tasks set by the game.

THE IMPORTANCE OF DIDACTIC GAMES IN THE PEDAGOGICAL PROCESS.

A didactic game is an activity whose meaning and purpose is to give children certain knowledge and skills, and the development of mental abilities. Didactic games are games designed for learning.

Didactic games play a dual role in the pedagogical process: firstly, they are a teaching method, and secondly, they are an independent gaming activity. As the first, they are widely used in classes to familiarize children with the environment, with living nature, in the formation of elementary mathematical concepts, and in the development of speech in order to teach children certain methods of mental action, systematization, clarification and consolidation of knowledge. At the same time, the content of the game and its rules are subordinated to educational tasks put forward by the specific program requirements of a particular type of activity. In this case, the initiative in choosing and conducting the game belongs to the teacher. As an independent play activity, they are carried out during extracurricular time.

In both cases, the teacher leads the didactic games, but the role is different. If in class he teaches children how to play, introduces them to the rules and game actions, then in the students’ independent games he participates as a partner or referee, monitors their relationships, and evaluates behavior.

GUIDANCE OF DIDACTIC GAMES.

In the management of games, three stages should be distinguished: preparation, conduct, analysis of results.

1 ). Preparation for the game includes the following: selection of the game in accordance with the objectives of education and training of a specific age group, taking into account the time of the meeting (during class hours or outside of school hours), location (in a group room, on the site, on a walk, etc.); determining the number of participants (entire group, subgroup, one child).

Preparation for the game also includes the selection of the necessary didactic material (manuals, toys, pictures, natural material).

The teacher chooses a game, invites the children to play, starts and invites the children.

Younger age: a visual explanation of the entire course of the game while playing together with an adult.

Average age: explanation of 1-2 rules, specific ones are given during the game joint activities with an adult, you can use a trial run of the game, where the teacher clarifies the rules.

Older age: verbal explanation of the rules before the game, explanation of the meaning of the rules, if complex, then demonstration and trial moves are used.

2 ). If the teacher carefully prepares for the game, then its implementation itself will not cause difficulties. Any didactic game must have both game rules and game actions. If one of these conditions is missing, it turns into a didactic exercise.

The teacher controls the process of the game, reinforces the ability to play, monitors the implementation of the rules, using reminders, additional explanations, assessments, questions, and advice.

Younger age: the teacher plays the role of a leader, during the game he connects game actions with the rules.

Average age: the teacher acts through the rule and does not directly suggest game actions.

Older age: the rules are explained before the game, children are involved in explaining their content.

3 ). Summing up the results of the game is a crucial moment in its management. The teacher notes those who followed the rules well, helped their comrades, were active, and honest. Game analysis should be aimed at identifying effective techniques its implementation, as well as mistakes made (what did not work and why).

STRUCTURAL ELEMENTS OF THE GAME.

The structure of a didactic game includes: task, action, rule, result, conclusion of the game.

Task. Each didactic game has a precisely established task, which is subordinated to the actual didactic goal. Children are offered tasks whose solution requires a certain amount of intellectual effort and mental work. By completing a task in a game, a child activates his thinking, exercises his memory and observation skills.

The objectives of didactic games come down to several types:

1. Compare and select objects based on the same, different or similar characteristics (the task becomes more complicated according to the age of the children).
2. Classify and distribute objects or pictures. Children classify pictures or objects by type or material from which they are made.
3. Identify an object by several or only one characteristic. Children guess objects by simple description or one of them describes the thing, and the rest guess.
4. Exercise attention and memory. Children must remember a fact or a certain composition of objects, a group of players, etc., and determine the change that occurred in their absence.

Action. In each didactic game, the task is accomplished by an action that determines and organizes the behavior of each child and unites the children into a single team. It directly attracts children's interest and determines their emotional attitude to the game.

The action in the game must meet two basic conditions:

a) be sure to obey the task and fulfill the educational purpose of the game;

b) be entertaining and exciting until the end of the game.

In a well-designed educational game, children should not suspect that they are learning anything. Here the activity should, to a greater or lesser extent, hide the educational, didactic purpose of the game.

Rule: activities in the didactic game are strictly related to the rules. They determine how the child should behave during play, what he can and cannot do. It is important that the rules comply age characteristics and were compensated by entertaining activities. Therefore, it must be interesting so that the child willingly obeys the rules.

Result, conclusion of the game: the result of the game is solving the problem and following the rules.

The result is assessed from two points of view: from the point of view of the children and from the point of view of the teacher. When assessing the result from the children’s point of view, we take into account what moral and spiritual satisfaction the game brought to the children. When performing didactic tasks, children show intelligence, resourcefulness, attention, and memory. All this gives children moral satisfaction, increases self-confidence, and fills them with a sense of joy.

It is important for the educator whether the task has been completed, whether the prescribed actions have been carried out, whether it has brought certain results in this regard. At the end of some didactic games, you need to reward the participants, praise the children, or assign them leading roles in the game.

TYPES OF DIDACTIC GAMES.

Didactic games differ in educational content, cognitive activity of children, game actions and rules, organization and relationships of children, and the role of the teacher.

In preschool pedagogy, all didactic games can be divided into 3 main types: games with objects, board-printed and word games.

Games with objects: for them it is necessary to select objects that differ in properties: color, shape, size, purpose, use, etc.

Board-printed games- This is a very exciting activity for children. Most often, didactic games with paired pictures, cut pictures and cubes are used. In this case, for middle-aged children, one or more objects should be depicted: toys, trees, clothes or dishes. Children can differentiate them on their own features: size, color, shape, purpose. To work with cut pictures, older preschoolers can be asked to independently put together a whole picture from its parts without first examining the whole image.

Word games are built on a combination of words and actions of the players. In such games it is required to use previously acquired knowledge in new connections, in new circumstances. Therefore, in junior and middle groups, games with words are aimed mainly at more developed speech, education of correct sound pronunciation, clarification, consolidation and activation of the vocabulary, development of correct orientation in space, the formation of dialogic and monologue speech.

DIDACTIC GAMES for preschoolers

Didactic games- one of the means of education and training of preschool children. The didactic game contains great opportunities in the educational process. It can be successfully used as a form of education, as an independent play activity, and as a means of educating various aspects of a child’s personality.
Didactic games- this is a type of games with rules, specially created by pedagogy for the purpose of teaching and raising children. They are aimed at solving specific learning problems, but at the same time, they demonstrate the educational and developmental influence of gaming activities.
The use of didactic games increases efficiency pedagogical process, in addition, they contribute to the development of memory and thinking in children, having a huge impact on mental development child. When teaching young children through play, it is necessary to strive to ensure that the joy of play turns into the joy of learning.
Main types and structure of didactic games
In the theory and practice of preschool education, there is next classification types of didactic games:
with toys and objects; desktop-printed; verbal.
In games with objects toys and real objects are used. By playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality. The games solve problems involving comparison, classification, and establishing sequence in solving problems. As children acquire new knowledge about the subject environment, tasks in games become more complex, which is very important for the development of abstract, logical thinking.
Board-printed games- an interesting activity for children. They are varied in type: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different.
Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group objects according to various properties and characteristics; find illogicalities in judgments, etc.
Types of didactic games
Teachers distinguish types of didactic games: travel games, errand games, guessing games, riddle games, conversation games.
The didactic game has a certain structure. Structure is the basic elements that characterize the game as a form of learning and gaming activity at the same time.
Each didactic game includes several elements, namely: didactic task, game task, game rules, game actions, result (summarizing).
Guide to didactic games Depending on the age of the children, it is carried out differently. In young children, excitement prevails over inhibition, visualization has a stronger effect than words, so it is more advisable to combine an explanation of the rules with a demonstration of a game action. If a game has several rules, you should not communicate them all at once. Games must be conducted in such a way that they create a cheerful, joyful mood in children, teach them to play without interfering with each other, and gradually lead them to the ability to play in small groups and realize that playing together is more interesting.
Children of middle preschool age have some experience of playing together, but even here the teacher takes part in didactic games. He is a teacher and participant in the game, teaches children and plays with them, strives to involve all children, gradually leads them to the ability to monitor the actions and words of their comrades, i.e., he is interested in the process of the entire game. Selects games during which children must remember and consolidate everyday vocabulary. Games with a doll and sets of all household items can be used here. Items must be different in color, shape, size. At this age, it is recommended to widely use musical and didactic games “Come on, guess”, “Recognize by voice”, “What is the doll doing” and others in order to teach children the ability to listen to the sound of words, sounds found in words. The task of didactic games is to organize, generalize, group impressions, clarify ideas, distinguish and assimilate the names of shapes, colors, sizes, spatial relationships, sounds.
Children of senior preschool age have significant gaming experience and such developed thinking that they easily perceive purely verbal explanations of the game. Only in some cases is a visual demonstration required. With children of this age, didactic games are held with the whole group, with small groups. They, as a rule, develop collective relationships based on joint games. Therefore, with older groups, elements of competition can already be used in the game.
Didactic games for older children reflect life phenomena that are more complex in content (the life and work of people, technology in the city and the countryside). Children classify objects according to material and purpose (for example, the game “Where is it hidden”).
Word games that require a lot of mental effort are widely used at this age.
In didactic games, children of older preschool age show more voluntary attention, independence in solving a given task, and following the rules.
To consolidate and clarify spatial orientation, the game “Where you go, what you find” is played. The teacher arranges toys or other objects in the group in advance. The game action in this case is to find a toy or object.
There may be several didactic tasks: choose and name the direction in which the child will go to look for the toy; indicate the location of the found toy; name the toy; say what it's made of. When leading this game, the teacher first offers the children two directions (forward - back, right - left), and hides a small number of objects (toys). Then, when children have mastered the rules and game action, the didactic game can be complicated. The teacher can give several spatial directions (4-5) and increase the number of hidden toys.
For children in the school preparatory group, play activities are more conscious and aimed at achieving results. The guidance should be such that the game promotes intellectual development and at the same time remains a game. It is also necessary at this age to preserve the emotional mood of children, the experience of joy from the progress of the game and satisfaction from the result, i.e., solving the problem.
By leading printed games, the teacher develops in children the ability to distinguish, recognize, and remember. Based on excitation and inhibition nervous system, exercises children's attention, as pictures unexpectedly quickly replace each other and new visual images evoke auditory and verbal images in them. Children practice speed, accuracy and strength of memorization, and the safety of reproducing these images.
In the kindergarten group preparatory to school, children are read a lot, told, they play didactic and other games, but pedagogical practice shows that the amount of knowledge does not yet indicate high quality mental activity. The reason is the fact that in some kindergartens children are given the necessary stock of knowledge, but little attention is paid to the development of their thinking, education, and the ability to practically use existing knowledge and obey existing rules.

2.2 Types of educational games

In preschool pedagogy, all didactic games can be divided into three main types: games with objects (toys, natural materials), board-printed and word games.

Games with objects

Playing with objects uses toys and real objects. By playing with them, children learn to compare, establish similarities and differences between objects. The value of these games is that with their help children become familiar with the properties of objects and their characteristics: color, size, shape, quality. The games solve problems involving comparison, classification, and establishing sequence in solving problems. As children master new knowledge, the tasks in the games become more complex: the children practice identifying an object by any one quality, combining objects according to this characteristic (color, shape, quality, purpose, etc.), which is very important for the development of abstract, logical thinking .

While playing, children acquire the ability to put together a whole from parts, string objects (balls, beads), and lay out patterns from various shapes. By playing with dolls, children develop cultural and hygienic skills and moral qualities. A variety of toys are widely used in educational games. They clearly express color, shape, purpose, size, and the material from which they are made.

Games improve knowledge about the material from which toys are made, about objects, necessary people in their various types of activities, which children reflect in their games.

The teacher uses games with natural materials (plant seeds, leaves, various flowers, pebbles, shells) when conducting such didactic games as “Whose children are these?”, “Which tree is the leaf from?”, “Who is most likely to lay out a pattern from different leaves? " The teacher organizes them during a walk, directly in contact with nature: trees, shrubs, flowers, seeds, leaves. In such games, children’s knowledge about the natural environment around them is consolidated, mental processes are formed (analysis, synthesis, classification) and a love for nature and a caring attitude toward it are fostered.

Board-printed games

Printed board games are a fun activity for children. They are varied in type: paired pictures, lotto, dominoes. The developmental tasks that are solved when using them are also different.

Selection of pictures in pairs. The simplest task in such a game is to find two completely identical ones among different pictures: two hats, identical in color and style, or two dolls, outwardly no different.

Selection of pictures by common feature(classification). Some generalization is required here, establishing connections between objects. For example, in the game “What grows in the garden (in the forest, in the vegetable garden)?”

Memorizing the composition, quantity and location of pictures. Games are played in the same way as with objects. For example, in the game “Guess which picture was hidden,” children must remember the contents of the pictures and then determine which of them was turned upside down. This game is aimed at developing memory, memorization and recall.

The gaming didactic objectives of this type of games are also to consolidate children’s knowledge about quantitative and ordinal counting, the spatial arrangement of pictures on the table (right, left, top, bottom, side, front, etc.), the ability to talk coherently about the changes that have occurred with pictures and their contents.

Making cut pictures and cubes. The purpose of this type of game is to teach children logical thinking, develop their ability to form a whole object from individual parts.

Description, story about the picture showing actions, movements. In such games, the teacher sets a teaching task: to develop not only children’s speech, but also imagination and creativity. Often, in order for the players to guess what is drawn in the picture, a child resorts to imitating movements and imitating his voice. For example, in the game “Guess who it is?” In these games, such valuable qualities of a child’s personality are formed as the ability to transform, to creatively search for the creation of the necessary image.

Word games

Word games are built on the words and actions of the players. In such games, children learn, based on existing ideas about objects, to deepen their knowledge about them, since in these games it is necessary to use previously acquired knowledge in new connections, in new circumstances. Children independently solve various mental problems; describe objects, highlighting their characteristic features; guess from the description; find signs of similarities and differences; group objects according to various properties and characteristics; find illogicalities in judgments, etc.

With the help of verbal games, children develop a desire to engage in mental work. In play, the thinking process itself is more active; the child easily overcomes the difficulties of mental work, without noticing that he is being taught.

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.

With the help of didactic games, a child can acquire new knowledge: by communicating with the teacher, with his 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.

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 must direct the game in such a way that, unnoticed by himself, he does not stray 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.

From the very beginning to the end of the game, the teacher actively intervenes in its course: notes the successful decisions and discoveries of the children, supports the joke, encourages the shy ones, and instills in them confidence in their abilities.

In some games, for incorrectly solving a problem, the player must pay a forfeit, i.e. any thing that is won back at the end of the game. Playing forfeits - interesting game, in which children receive a wide variety of tasks: imitate animal sounds, transform, perform funny actions that require invention. The game does not tolerate coercion or boredom.

In their work, kindergarten teachers should devote as much attention as possible to more attention those methods that contribute to the formation of children’s mental activity, the development of independence of their thinking, to teach children to use their knowledge in various conditions, in accordance with the task assigned to them, so that their knowledge does not lie as a dead weight.

Teaching a child to think, accustoming him to mental work is not an easy task facing a teacher. The teacher needs to remember that mental work is very hard.

To accustom children to mental work, it is necessary to make this work interesting and entertaining. This is achieved different methods, among which a special place is occupied by verbal didactic games.

Verbal games contain great opportunities for the development of children’s mental activity, since the teacher can vary the conditions of these games depending on the educational task.

Conclusion

In preschool age, a child must master a vocabulary that would allow him to communicate with peers and adults, study successfully at school, understand literature, television and radio programs, etc.

Vocabulary development is understood as a long-term process of acquisition. vocabulary accumulated by the people in the course of their history.

First of all, quantitative changes in the child’s vocabulary are striking. At the age of 1, the baby actively speaks 10–12 words, and by the age of 6, his active vocabulary increases to 3–3.5 thousand.

Talking about qualitative characteristics vocabulary, one should keep in mind the gradual mastery by children of the socially assigned content of the word, reflecting the result of cognition. This result of cognition is fixed in the word, thanks to which it is realized by a person and transmitted in the process of communication to other people.

Due to the visual-effective and visual-figurative nature of thinking, the child masters, first of all, the names of groups of objects, phenomena, qualities, properties, relationships that are visually represented or accessible to his activities, which are reflected in the children’s dictionary quite widely.

In preschool age, play becomes the leading activity, but not because the modern child, as a rule, spends most of his time in games that entertain him - play causes qualitative changes in the child’s psyche. Real play action will occur only when the child means another by one action, and another by one object. The game action is iconic (symbolic) in nature. It is in play that the formulated sign function of the child’s consciousness is most clearly revealed. Its manifestation in the game has its own characteristics. Game substitutes should make it possible to act with them as with the replaced item. Therefore, by giving his name to the chosen substitute object and attributing certain properties to it, the child also takes into account some of the features of the substitute object itself.

Bibliography:

1. Bondarenko A.K. Didactic games in kindergarten: Book. For the teacher of children. garden – 2nd ed., revised. – M.: Enlightenment, 1991. – 160 p.

2. Bondarenko A.K. Word games in kindergarten. A manual for kindergarten teachers. M., Enlightenment, 1974. – 96 p.

3. Mukhina V.S. Child psychology. – M.: April Press LLC, ZAO Publishing House EKSMO-Press, 2000. – 352 p.

4. Borodich A.M. Methods for developing children's speech: Textbook. A manual for pedagogical students. inst. – M.: Enlightenment, 1981. – 255 p.

5. Speech development for preschool children: A manual for kindergarten teachers. garden / Ed. Sokhina F.A. – M.: Enlightenment, 1979. – 223 p.