Pedagogical games: essence and characteristics. Gaming technologies in the classroom

“Mini-Museum” - Mini-Museum “Best Friend”. What was done? Mini-museum of folk toys. What else would you like to know? What did you like most? (subjective choice) What new did you learn? Group rooms Locker room Rooms for additional activities Halls. Location of the mini-museum. Expands horizons Provides an opportunity to enrich preschoolers' knowledge about the world around them.

“Plot-role-playing games” - In early childhood, the prerequisites for plot-role-playing games are laid. 1st junior group age from 1 to 2 years teacher: Yakovleva N.P. “We want to surprise the people, the dolls stand up in a round dance.” 1st junior group age from 2 to 3 teacher: Saperova T.I. “We rode on the hill, we were going to drink Coca-Cola.”

“Subject-developmental environment in the group” - Mummering Corner. Developmental environment of the group. Conditions that ensure the emotional well-being of children and adults. Petrushkin Theater. Fine Arts Corner. Fine Arts Center. Game motor modules. Sand-Water Center. Dynamism (flexibility) of the subject environment. Subject development environment.

“Groups in kindergarten” - Let’s have fun and play Never lose heart. Motto: Cherry, cherry, We are your flowers. You will help us grow good! With singing, drawing, modeling, the children are very close friends. Our groups Group "Cockerel". There is warmth, care, affection. Adults love to give. Our group is simply a treasure, the whole garden is happy about such a group! They always surprise us.

“Classes in kindergarten” - The simplest rules of the game. Computer club “My friend is the computer.” It was a day off yesterday, today it’s time to go to the garden. The main goals and objectives that we have set for educating the younger generation: The kindergarten is located at: Komsomolsky Ave. 7a. Kindergarten No. 35 is a municipal preschool educational institution.

“Game technologies” - Game structure as a process -. Four main features inherent in the game. The structure of the game as an activity -. Game activity. Thus, it is obvious: The specifics of gaming technology. Efficiency. Structure of educational technology. Compiling gaming technologies from individual games and elements is the concern of every educator.

There are a total of 16 presentations in the topic

Children's games- a heterogeneous phenomenon. Due to the diversity of these games, it is difficult to determine the initial basis for their classification. Thus, F. Frebel, being the first among teachers to put forward the position of play as a special means of education, based his classification on the principle of the differentiated influence of games on the development of the mind (mental games), external senses (sensory games), movements (motor games ). The German psychologist K. Gross also has a description of types of games according to their pedagogical significance. Games that are active, mental, sensory, and develop the will are classified by him as “games of ordinary functions.” The second group of games according to his classification are “games of special functions”. They are exercises aimed at improving instincts (family games, hunting games, weddings, etc.).

P.F. Lesgaft divided children's games into two groups: imitation (imitative) and active (games with rules). Later N.K. Krupskaya called the games, divided according to the same principle, a little differently: creative (invented by the children themselves) and games with rules.

In recent years, the problem of classifying children's games has again begun to attract close attention from scientists. C.J.I. Novikova developed and presented in the “Origins” program a new classification of children’s games. It is based on the principle of initiative of the organizer (child or adult).

There are three classes of games.

1. Independent games (game-experimentation, plot-display, plot-role-playing, director's, theatrical).

2. Games that arise on the initiative of an adult, who introduces them for educational and educational purposes (educational games: didactic, plot-didactic, active; leisure games: fun games, entertainment games, intellectual, festive-carnival, theatrical production) .

3. Games that come from the historically established traditions of the ethnic group (folk), which can arise on the initiative of both an adult and older children: traditional, or folk (historically, they form the basis of many educational and leisure games).

Another classification of children's games was given by O.S. Gazman. He distinguishes outdoor games, role-playing games, computer games, didactic games, travel games, errand games, guessing games, riddle games, and conversation games.

In our opinion, the most comprehensive and detailed classification of games by S.A. Shmakova. He took human activity as a basis and identified the following types of games:

1. Physical and psychological games and trainings:

Motor (sports, mobility, motor);

Ecstatic;

Impromptu games and entertainment;

Therapeutic games (game therapy).

2. Intellectual and creative games:

Subject fun;

Plot-intellectual games;

Didactic games (curricular, educational, educational);

Construction;

Labor;

Technical;

Design;

Electronic;

Computer;

Slot games;

Game teaching methods.

3. Social games:

Creative plot-role-playing games (imitative, directorial, dramatization games, daydream games);

Business games (organizational-activity, organizational-communicative, organizational-mental, role-playing, simulation).

G. Craig describes the most typical children's games.

Sensory games. The goal is to gain sensory experience. Children examine objects, play with sand and make Easter cakes, and splash in the water. Thanks to this, children learn about the properties of things. The child’s physical and sensory capabilities develop.

Motor games. The goal is awareness of your physical “I”, the formation of body culture. Children run, jump, and can repeat the same actions for a long time. Motor games provide an emotional charge and promote the development of motor skills.

Romping game. The goal is physical exercise, stress relief, learning to manage emotions and feelings. Children love brawls and make-believe fights, understanding perfectly well the difference between a real fight and a make-believe fight.

Language games. The goal is to structure your life with the help of language, experiment and master the rhythmic structure of the melody of the language. Games with words allow a child to master grammar, use the rules of linguistics, and master the semantic nuances of speech.

Role-playing games and simulations. The goal is to become familiar with social relationships, norms and traditions inherent in the culture in which the child lives, and to master them. Children play out various roles and situations: they play mother-daughter, copy their parents, and pretend to be a driver. They not only imitate the characteristics of someone’s behavior, but also fantasize and complete the situation in their imagination.

The listed types of games do not exhaust the entire range of gaming techniques, however, as it is correctly emphasized, in practice it is these games that are most often used, either in their “pure form” or in combination with other types of games.

D.B. Elkonin identified the following functions of gaming activity:

A means of developing the motivational-need sphere;

Means of cognition;

A means of developing mental actions;

A means of developing voluntary behavior. The following functions of the game are also highlighted: educational, developmental, relaxation, psychological, and educational.

1. Functions of a child’s self-realization. Play is a field for a child in which he can realize himself as an individual. The process itself is important here, and not the result of the game, since it is this that is the space for the child’s self-realization. The game allows you to introduce children to a wide range of different areas of human practice and formulate a project for relieving specific life difficulties. It is not only implemented within a specific playground, but is also included in the context of human experience, which allows children to learn and master the cultural and social environment.

2. Communication function. A game is a communicative activity carried out according to the rules. She introduces the child to human relationships. It forms the relationships that develop between the players. The experience that the child receives in the game is generalized and then implemented in real interaction.

3. Diagnostic function. The game is predictive; it is more diagnostic than any other activity, since in itself it is a field of children’s self-expression. This function is especially important because survey methods and tests are difficult to use when working with children. It is more adequate for them to create experimental game situations. In the game, the child expresses himself and expresses himself, therefore, watching it, you can see his characteristic personality traits and behavioral characteristics.

4. Therapeutic function. The game acts as a means of autopsychotherapy for the child. In play, a child can return to traumatic experiences in his life or circumstances in which he was not successful, and in a safe environment, replay what hurt, upset or frightened him.

Children themselves use games as a means of relieving fears and emotional stress. For example, various rhymes, teasers, and horror stories, on the one hand, act as carriers of the cultural traditions of society, on the other hand, they are a powerful means of demonstrating emotional and physical stress. Assessing the therapeutic value of children's play, D.B. Elkonin wrote: “The effect of play therapy is determined by the practice of new social relationships that a child receives in a role-playing game... The relationships in which the game puts the child both with an adult and with a peer, relationships of freedom and cooperation instead of relationships of coercion and aggression, lead to ultimately to a therapeutic effect."

5. Correction function, which is close to the therapeutic function. Some authors combine them, emphasizing the correctional therapeutic capabilities of game methods, others separate them, considering the therapeutic function of the game as an opportunity to achieve profound changes in the child’s personality, and the correctional function as a transformation of types of behavior and interaction skills. Along with teaching children communication skills, play can help shape a child’s positive attitude towards himself.

6. Entertainment function. The entertaining possibilities of the game attract the child to participate in it. Play is a finely organized cultural space of a child, in which he moves from entertainment to development. Play as entertainment can promote good health, help establish positive relationships between people, provide overall satisfaction with life, and relieve mental stress.

7. Function of implementing age-related tasks. For preschoolers and primary schoolchildren, play creates opportunities for emotional responses to difficulties. For teenagers, play is a space for building relationships. Older schoolchildren typically perceive play as a psychological opportunity.

The presence of a large number of functions presupposes the objective need to include games and elements of gaming activities in educational and extracurricular processes. Currently, a whole direction has even emerged in pedagogical science - game pedagogy, which considers games to be the leading method of teaching and raising children.

Play is the leading activity only in preschool age. In the figurative expression of D.B. Elkonin, the game itself contains its own death: from it the need for real, serious, socially significant and socially valued activity is born, which becomes the most important prerequisite for the transition to learning. At the same time, throughout all the years of schooling, play does not lose its role, and especially at the beginning of primary school age. During this period, the content and focus of the game change. Games with rules and didactic games are beginning to occupy a large place. In them, the child learns to subordinate his behavior to rules, his movements, attention, and ability to concentrate are formed, that is, abilities that are especially important for successful learning at school are developed.

Play in the pedagogical process is very relevant, because play is one of the most effective ways of self-expression, self-determination, self-test, and self-realization of a person. Over the past fifteen years, our psychology and pedagogy have conducted separate studies on the problems of children's play. They mainly concern the earliest stages of the emergence of the game, issues of social relations between children in the game, and some issues of the influence of the game on intellectual development. Play in the pedagogical process is very relevant, because play is one of the most effective ways of self-expression, self-determination, self-test, and self-realization of a person. Over the past fifteen years, our psychology and pedagogy have conducted separate studies on the problems of children's play. They mainly concern the earliest stages of the emergence of the game, issues of social relations between children in the game, and some issues of the influence of the game on intellectual development.

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Kotlyarova Natalya Vladimirovna

Biology teacher

Game in pedagogical activity.

Game is a complex and multifaceted phenomenon. The following functions can be distinguished:
1. teaching function - development of general educational skills, such as memory, attention, perception, etc.;

2. entertainment function - creating a favorable atmosphere in the classroom, transforming a lesson and other forms of communication between an adult and a child from a boring event into an exciting adventure.

3. communicative function - uniting children and adults, establishing emotional contacts, developing communication skills.
4. relaxation function - relieving emotional (physical) stress caused by the load on the child’s nervous system during intensive study and work.

5. psychotechnical function - the formation of skills to prepare one’s psychophysical state for more effective activity, the restructuring of the psyche for intensive assimilation.

6. function of self-expression - the child’s desire to realize creative abilities in the game, to more fully reveal his potential.

7. compensatory function - creating conditions for satisfying personal aspirations that are not feasible (difficult to achieve) in real life.

The gaming situation and actions in it have a constant impact on the development of the child’s mental activity

According to L.S. Vygodsky, the question of the importance of play for the formation of children's society, and thereby for the formation of social and collectivist traits in children, remains and has not been sufficiently studied to date. At the same time, this issue is central to the pedagogical use of the game. This question is closely related to the nature of the game. Play is an activity in which children, taking on the roles of adults, model the relationships that adults enter into in real life and, above all, when carrying out their basic social and labor functions. Such practical modeling of the relationships that adults enter into among themselves in the process of carrying out their real social functions is the only means available to children of orientation in the tasks, motives and moral rules that adults implement in their activities. To carry out such complex activities, which are collective in nature, a certain self-organization is necessary. It is necessary to agree among themselves on a common plot of interest to everyone, distribute roles among themselves, and agree on the meaning of the objects involved in the game; distribute objects among themselves in accordance with the roles taken, in the course of implementing the game plan, obey the rules contained in the roles taken on and in the relationships determined by the plot of the game, control their

behavior and behavior of their playmates.

To understand children and find an approach to them, we must look at the child from a developmental point of view. They should not be treated as little adults. Their world really exists, and they talk about it in the game. Unlike adults, for whom the natural medium of communication is language, the natural medium of communication for a child is play and a variety of activities.

Play is the only central activity of a child that takes place at all times and among all peoples. Children don't need to be taught to play. Children play constantly, willingly, with pleasure, without pursuing any specific goals.

Despite the fact that Sigmund Freud worked very little with children, he perfectly understood the meaning of children's play. He wrote: “We should look for the first traces of imagination in the child. A child’s most favorite and all-consuming activity is play. Perhaps we can say that in play, every child is like a writer: he creates his own world, or, in other words, he arranges this world the way he likes best. It would not be true to say that he does not take his world seriously; Having messed up, he takes the game very seriously and generously invests his emotions in it.”

Play is a child’s concrete self-expression, a way of adapting to his own world.

desired role. With the help of the game, we can carry out assessment activities, since the game is always a test for the teacher, allowing development, diagnosis and evaluation at the same time.Games differ in content, characteristic features, and the place they occupy in children’s lives, in their upbringing and education.

1. Games should be of such a kind that the players get used to looking at them as something secondary, and not as some kind of business.

2. Play should contribute to the health of the body no less than the revitalization of the spirit.

3. The game should not pose a health hazard.

4. Games should serve as a prelude to serious things.

5. The game should end before it gets boring.

6. Games must take place under the supervision of teachers.

When playing, children must be guided by socially accepted moral standards based on humanism and universal human values. The game needs to be organized and directed, if necessary restrained, but not suppressed, and each participant must be given the opportunity to exercise initiative.

In teenage and especially in high school, it is necessary to encourage students to analyze the game played, to compare the simulation with the corresponding area of the real world, to provide assistance in establishing a connection between the content of the game and the content of practical life activities or with the content of the educational course. The result

discussion of the game may include a revision of its content, rules, etc.

It is important to note that games should not be overly educational and overly didactic: their content should not be intrusively didactic and should not contain too much information (dates, names, rules, formulas).

Play is an independent activity in which children first interact with peers. They are united by a common goal, joint efforts to achieve it, common interests and experiences.

Play is the activity most mastered by schoolchildren. In it they draw models for solving new life problems that arise in knowledge, in work, in creativity. Therefore, relying on play is the most important way to include children in educational work without psychological changes and overload. All children's activities are syncretic, that is, to a certain extent inseparable. And this unity arises thanks to an imaginary, conditional situation in which the process of children's creativity takes place. The game, as it were, synthesizes cognitive, labor and creative activity. Any new activity or skill acquired at school encourages action. Correct introduction of games into the learning process will make learning more interesting, faster, and of better quality. There will be no need to force children to do or teach something, they will be interested in it themselves, they will begin to strive for knowledge!

The place and role of gaming technology in the educational process, the combination of game and learning elements largely depend on the teacher’s understanding of the functions and classification of pedagogical games.

First of all, games should be divided by type of activity into: physical (motor), intellectual (mental), labor, social and psychological.

Based on the nature of the pedagogical process, the following groups of games are distinguished:

a) teaching, training, controlling and generalizing;

b) cognitive, educational, developmental;

c) reproductive, productive, creative;

d) communicative, diagnostic, career guidance, psychotechnical, etc.

The typology of pedagogical games based on the nature of the gaming methodology is extensive. We will indicate only the most important types used: subject, plot, role-playing, business, simulation and dramatization games.

And finally, the specifics of gaming technology are largely determined by the gaming environment: there are games with and without objects, tabletop, indoor, outdoor, on-site, computer and with TSO, as well as with various means of transportation.

There are several groups of games that develop a child’s intelligence and cognitive activity.

Subject games , like manipulations with toys and objects. Through toys - objects - children learn shape, color, volume, material, the animal world, the human world, etc.

Role-playing games , in which the plot is a form of intellectual activity.

These are games like “Lucky Chance”, “What? Where? When?" etc.

Creative role-playing Games in education are not just an entertaining technique or a way of organizing educational material. The game has enormous heuristic and persuasive potential; it separates what is “apparently united” and brings together what in teaching and in life resists comparison and balancing. Scientific foresight, guessing the future can be explained by “the ability of playful imagination to present systems of integrity that, from the point of view of science or common sense, are not systems.”

Travel games are in the nature of geographical, historical, local history, pathfinding “expeditions” carried out using books, maps, and documents. All of them are performed by schoolchildren in imaginary conditions, where all actions and experiences are determined by game roles: firefighter, rescuer, medical worker, civil defense employee, etc. Students write diaries, write letters from the field, and collect a variety of educational material. In these written documents, the business presentation of the material is accompanied by speculation. A distinctive feature of these games is the activity of the imagination, which creates the originality of this form of activity. Such games can be called the practical activity of the imagination, since in them it is carried out in external action and is directly included in the action. Therefore, as a result of play, children develop theoretical activity of creative imagination, creating a project for something and implementing this project through external actions. There is a coexistence of gaming, educational and work activities. Students work hard and hard, studying books, maps, reference books, etc. on the topic.

Creative, role-playing games of an educational nature do not simply copy the life around them, they are a manifestation of the free activity of schoolchildren, their free imagination.

Didactic games that are used as a means of developing children’s cognitive activity are games with ready-made rules.

As a rule, they require the student to be able to decipher, unravel, solve, and most importantly, know the subject. The more skillfully a didactic game is composed, the more skillfully the didactic goal is hidden. The student learns to operate the knowledge invested in the game unintentionally, involuntarily, by playing.

Construction, labor, technical, design games. These games reflect the professional activities of adults. In these games, students master the process of creation, they learn to plan their work, select the necessary material, critically evaluate the results of their own and others’ activities, and show ingenuity in solving creative problems. Labor activity causes cognitive activity.

Mind games - exercise games, training games that affect the mental sphere. Based on competition, through comparison they show playing schoolchildren their level of preparedness and fitness, suggest ways of self-improvement, and therefore stimulate their cognitive activity.

The teacher, using all 5 types of gaming activities in his work, has a huge arsenal of ways to organize the educational and cognitive activities of students .

Gaming technologies fulfill the following range of target orientations:

Didactic: broadening horizons, cognitive activity; application of ZUN in practical activities; formation of certain skills and abilities necessary in practical activities; development of general educational skills; development of labor skills;

Educating: nurturing independence, will; fostering cooperation, collectivism, sociability, and communication skills;

Developmental: development of attention, memory, speech, thinking, skills to compare, contrast, find analogies, imagination, fantasy, creativity, reflection, ability to find optimal solutions, development of motivation for educational activities;

Socializing: familiarization with the norms and values of society; adaptation to environmental conditions; stress control, self-regulation; communication training; psychotherapy.

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Introduction

1. History, content and functions of the game

2. Types of games. Conditions for the effectiveness of games as an educational tool

3. The role of games in the pedagogical process

Conclusion

List of used literature

INTRODUCTION

In the system of educational means, play clearly occupies a place that is not equal in comparison with other educational means - communication, work, learning -. Even if it has a very significant significance, it is only during a certain short period of an individual’s life - from the age of approximately one and a half to two years and before entering school. This, of course, does not mean that the child does not play before and after this time. A child begins to play very early, when he is a month and a half old, and then continues to play all his life.

However, in the first one and a half to two years of life, it is not play that is the main activity, but cognitive activity (intellectual work) and learning activity. At this time, he learns a lot: to recognize, move, communicate, and including play. And after entering school, the child has no time to play, and interests gradually shift to the sphere of organized education and work. And only communication does not lose its importance in any period of an individual’s life and development. Only its content, forms, and the degree of involvement in other activities change.

For play, the most important means of education is the short period of childhood, only four to five years, when the results of individual development and socialization of the individual really depend on its diversity, content, emotional and intellectual richness. In games, the child masters the surrounding objective world and the relationships of adults. But he not only masters ready-made methods of action, but also experiments, adapts objects to his needs, and uses them in accordance with his developing imagination. The same is typical for mastering relationships in the adult world: a child, reproducing adult relationships in play, experiences them in his own way and transforms them in accordance with his fantasy: emerging ideas about goodness and justice. Through himself in the game, the child begins to understand another person, just as through another he begins to understand himself.

Such active participation in the development of the objective world and the world of human relations contributes to the development of children's creative abilities: the two main mental new formations of preschool age that are formed in the game - orientation to the position of another person and creative imagination - are closely related to each other. One could even say that these are two sides of the same principle in a child, namely, the beginning of creativity.

The theme of the game in the pedagogical process is very relevant, because the game is one of the most effective ways of self-expression, self-determination, self-test, self-rehabilitation, and self-realization of a person.

The purpose of this course work is to consider the possibility of games in the educational process and its impact on the motivation of schoolchildren for the educational process. To achieve this goal, it is necessary to solve the following tasks:

1. study the history, essence and functions of the game;

2. identify the conditions for the effectiveness of the game as an educational tool;

3. analyze the role of games in the pedagogical process.

game process educational

1. HISTORY, CONTENTS AND FUNCTIONS OF THE GAME

The emergence of the game as a way to solve difficulties in activity, a means for competition, entertainment and aesthetic improvement of a person in the book “Psychology of Game” by D. B. Elkonin suggests that several options for the emergence and development of gaming activity are possible. Thus, at the dawn of mankind, when hunting occupied one of the central places in the life of primitive communal society, after an unsuccessful hunt, a situation could arise that required imitation of the actions of hunters while catching game. If failure in a hunt could be caused by inconsistency in the collective actions of hunters, then there was a need to practice these actions. Or after a successful hunt, the hunters told how everything happened and who showed themselves. At the same time, elements of real reality were recreated, and these are signs of a game.

In these cases, there is a separation from the integral work activity of that part of it that can be called indicative, in contrast to the performing one, directly related to obtaining a material result. Thus, we can say with confidence that the first forms of play arose in underdeveloped communal formations. They could act as a means of training, collective education, and information transfer. At the same time, they were endowed with the highest magical meaning to ensure a protective function against the forces of nature. This is how ritual games arose.

The following signs of a ritual game form are distinguished:

Imitation of real work activity;

Carrying out joint activities to find a way out of a crisis situation;

Role-playing;

The presence of magical meaning.

With the development of society, with a shifting formation, rituals and ceremonies cease to play an important role in the life of society. There are two main types of games: theatrical games and sports games. The game is considered as a cultural phenomenon.

The game is becoming the most important part of people's leisure time. It reveals the dexterity, ingenuity, and humor of the participants. It is a means of self-expression of the people through joy and entertainment. For a long time, the only developed form of existence of the game was a children's game. However, at present, the game has again acquired significant weight and a fairly high status in the training and retraining of the adult population, in solving innovative problems in the life of society.

Game is a complex and multifaceted phenomenon. The following functions can be distinguished:

1. teaching function - development of general educational skills, such as memory, attention, perception, etc.;

3. communicative function - uniting children and adults, establishing emotional contacts, developing communication skills.

4. relaxation function - relieving emotional (physical) stress caused by the load on the child’s nervous system during intensive study and work.

5. psychotechnical function - the formation of skills to prepare one’s psychophysical state for more effective activity, the restructuring of the psyche for intensive assimilation.

6. function of self-expression - the child’s desire to realize creative abilities in the game, to more fully reveal his potential.

7. compensatory function - creating conditions for satisfying personal aspirations that are not feasible (difficult to achieve) in real life.

Play is the main activity of a child. This is a free and independent activity that arises on the initiative of the child. The whole personality of the child is involved in the game process: cognitive processes, will, feelings, emotions, needs, interests. As a result, amazing changes occur in this personality. A game is a very specific type of activity, which has all the characteristics of an activity, but all of them are special.

Any activity can take place as an amateur activity. The game is always an amateur activity. For example, you can work with both joyful feelings and hostility. Playing without having fun is impossible. The game is always joyful for its participants. If negative emotions arise in the game, it stops.

As already mentioned, a game is a type of activity whose motive lies not in the results, but in the process itself. For a child, play is a means of self-realization and self-expression. She allows him to go beyond the limited world of the nursery and build his own world. The game provides the child with emotional well-being, allows him to realize a variety of aspirations and desires and, above all, the desire to act like adults, the desire to control objects.

The game develops the ability to imagine and think creatively. This happens due to the fact that in play the child strives to recreate wide areas of the surrounding reality that go beyond the boundaries of his own practical activity, and he can do this with the help of conditional actions.

In the game, the child gains experience of voluntary behavior, learns to control himself, observing the rules of the game, restraining his immediate desires in order to maintain a joint game.

The game is also an excellent diagnostic tool for both individuals and groups. In addition to the personal development of the child, the game allows you to establish what the child strives for and needs, since in the game he strives to take the desired role. With the help of the game, we can carry out assessment activities, since the game is always a test for the teacher, allowing development, diagnosis and evaluation at the same time.

If a child does not want to do any work, if he is not interested in learning, then the game can come to the rescue, because it is a powerful stimulant.

2. TYPES OF GAMES. CONDITIONS FOR THE EFFECTIVENESS OF GAME AS AN EDUCATIONAL TOOL

Games differ in content, characteristic features, and the place they occupy in children’s lives, in their upbringing and education.

Role-playing games are created by the children themselves, with some guidance from the teacher. They are based on children's amateur activities. Sometimes such games are called creative role-playing games, emphasizing that children do not simply copy certain actions, but creatively comprehend them and reproduce them in created images and play actions. Construction games are a type of role-playing games.

In the practice of education, games with rules created for children by adults are also used. Games with rules include didactic, active, and fun games. They are based on clearly defined program content, didactic tasks, and focused learning. In this case, children’s independent activity is not excluded, but it is to a greater extent combined with the guidance of the teacher. As children master the experience of play and develop the ability to self-organize, they also play these games independently.

Role-playing, or the so-called creative play of preschool children in its developed form represents an activity in which children take on the roles (functions) of adults and, in a social form, in specially created play conditions, reproduce the activities of adults and the relationships between them. These conditions are characterized by the use of a variety of game objects that replace the actual objects of adult activity.

The amateur nature of children’s play activities lies in the fact that they reproduce certain phenomena, actions, and relationships actively and in a unique way. The originality is determined by the peculiarities of children’s perception, understanding and comprehension of certain facts, phenomena, connections, the presence or absence of experience and the immediacy of feelings.

The creative nature of play activity is manifested in the fact that the child is, as it were, reincarnated into the person he is portraying, and in the fact that, believing in the truth of the game, he creates a special play life and is sincerely happy and sad as the game progresses. The child satisfies his active interest in the phenomena of life, in people, animals, and the need for socially significant activities through play activities.

In a creative role-playing game, a child actively recreates, models real-life phenomena, experiences them, and this fills his life with rich content, leaving a mark for many years.

Construction game is an activity for children, the main content of which is the reflection of the surrounding life in various buildings and related actions.

The construction game is to some extent similar to the role-playing game and is considered as its variety. They have one source - the surrounding life. Children in the game build bridges, stadiums, railways, theaters, circuses and much more. In construction games, they not only depict surrounding objects and buildings, copying them, but also bring their own creative ideas and individual solutions to constructive problems. The similarity between role-playing games and construction games is that they unite children based on common interests, joint activities, and are collective.

The difference between these games is that the plot-role-playing game primarily reflects various phenomena and masters the relationships between people, while in the construction game the main thing is to become familiar with the relevant activities of people, with the technology used and its use.

Theatrical games, unlike role-playing games, offer the presence of spectators (peers, younger children, parents). In their process, children develop the ability to accurately reproduce the idea of a work of art and the author’s text using visual means (intonation, facial expressions, gesture). This complex activity requires the mandatory participation of an adult, especially during its preparatory period. In order for theatrical games to become truly spectacular, it is necessary to teach children not only methods of expressive performance, but also to develop in them the ability to prepare a place for performances. All this is not an easy task for children of middle preschool age.

Another type of games is didactic. With the help of didactic games, children learn to compare and group objects both by external features and by their purpose, and solve problems; They develop concentration, attention, perseverance, and develop cognitive abilities.

A didactic game contains all the structural elements (parts) characteristic of children’s play activities: intent (task), content, play actions, rules, result. But they manifest themselves in a slightly different form and are determined by the special role of didactic games in the upbringing and teaching of preschool 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 setting of a task in the classroom, in a didactic game it also arises as a game task for the child himself. The importance of such a game is that it develops independence and active thinking and speech in children.

In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequence of actions, and overcome difficulties. They promote the development of sensations and perceptions, the formation of ideas, and the acquisition of knowledge in preschoolers. These games make it possible to teach children a variety of economical and rational ways to solve certain mental and practical problems. This is their developing role.

It is necessary to ensure that didactic play is not only a form of assimilation of individual knowledge and skills, but also contributes to the overall development of the child and serves to shape his abilities.

Musical and didactic games are mastered by children gradually. Familiarization with a new game occurs mainly during music lessons. The teacher introduces the children to the rules of the game and sets them a certain didactic task. Initially, the teacher is the initiator of the game in a group, on a walk or in other routine processes. Subsequently, children can play independently without the help of a teacher, choosing a leader among their friends. The skills children acquire in the process of learning musical and didactic games allow them to more successfully complete tasks related to various types of musical activities.

Any means, even the most perfect, can be used for good and for harm. And even good intentions do not ensure the usefulness of the use of means: knowledge and skills are also needed to use the means appropriately so that its use brings unconditional benefit. In the same way, the use of games in education requires compliance with certain rules. For the first time, J. A. Komensky wrote about these rules in “The Laws of a Well-Organized School.” They are formulated so consistently and reasonably that even in our time they are of practical rather than historical interest:

1. Games should be of such a kind that the players get used to looking at them as something secondary, and not as some kind of business.

2. Play should contribute to the health of the body no less than the revitalization of the spirit.

3. The game should not pose a threat to life, health, or decency.

4. Games should serve as a prelude to serious things.

5. The game should end before it gets boring.

6. Games must take place under the supervision of teachers.

If these conditions are strictly observed, the game becomes a serious matter, i.e. development of health, or rest for the mind, or preparation for life's activities, or all of these at the same time.

The decoration of the game, according to L. Komensky, is mobility of the body, cheerfulness of the spirit, order, playing wisely and according to the rules, victory through valor and not cunning. The vices in the game are laziness, lethargy, ill will, arrogance, shouting, and deceit. And such games as dice, cards, wrestling, fist fighting, swimming and other useless and dangerous games should not be used at all, according to J. Komensky, in raising children.

The study of games in modern pedagogical literature allows us to formulate the following requirements that educators and teachers must take into account when organizing children's games in the classroom and outside of school hours.

1. Free and voluntary inclusion of children in the game: not imposing the game, but involving children in it.

2. Children must understand well the meaning and content of the game, its rules, and the idea of each game role.

3. The meaning of game actions must coincide with the meaning and content of behavior in real situations so that the main meaning of game actions is transferred to real life activities.

When playing, children must be guided by socially accepted moral standards based on humanism and universal human values. During the game, the dignity of its participants, including the losers, should not be humiliated; it should have a positive impact on the development of the emotional-volitional, intellectual and rational-physical spheres of its participants. The game needs to be organized and directed, if necessary restrained, but not suppressed, and each participant must be given the opportunity to exercise initiative.

3. ROLE OF GAME IN THE PEDAGOGICAL PROCESS

To prepare a child for school means to instill in him a conscious positive attitude towards educational and social activities, to make him understand the importance and necessity of studying at school: to make him want to become a schoolchild; to arouse sympathy for students, the desire to be like them, respect for the personality and profession of the teacher, understanding of the socially useful significance of his work; develop a need for a book, a desire to learn to read.

The success of preparing children for school is largely determined by the extent to which the teacher takes into account the uniqueness of the activities of preschoolers and, in particular, how he uses play for this purpose. Increased attention to the educational process in the preschool group sometimes leads to the fact that the importance of creative, plot-role play is undeservedly downplayed. Meanwhile, it conceals enormous educational opportunities in preparing children for school.

Through play and in play, the child’s consciousness is gradually prepared for upcoming changes in living conditions, relationships with peers and with adults, and the personality qualities necessary for the future schoolchild are formed. The game develops such qualities as independence, initiative, organization, develops creative abilities, and the ability to work collectively. All this is necessary for a future first-grader.

The methods and techniques used by the teacher to familiarize children with school should complement each other. Various activities need to be combined with work and play. The knowledge acquired by children during excursions, observations, and targeted walks should be replenished and clarified by reading them works of fiction, telling them stories, and corresponding with children of other kindergartens.

How can educational problems be solved using games?

The transition from preschool childhood, where play dominates, to school life, where the main thing is study, must be pedagogically thoughtful.

The study of children's development shows that all psychological processes develop more effectively in play than in other types of activities. The changes in the child’s psyche caused by play are so significant that psychology has established a view of play as the leading activity of children during preschool childhood.

At school age, the game does not die, but penetrates into the attitude towards reality. It has its internal continuation in schooling and work.

Play, the most important type of children’s activity, plays a huge role in the development and upbringing of a child. It is an effective means of shaping the personality of a preschooler, his moral and volitional qualities; the game realizes the need to influence the world. Soviet teacher V.A. Sukhomlinsky emphasized that “game is a huge bright window through which a life-giving stream of ideas and concepts about the surrounding world flows into the child’s spiritual world. Play is the spark that ignites the flame of inquisitiveness and inquisitiveness.”

The educational significance of the game largely depends on the professional skills of the teacher, on his knowledge of the child’s psychology, taking into account his age and individual characteristics, on the correct methodological guidance of children’s relationships, on the precise organization and conduct of all kinds of games.

The game is a reflection of life. In this conditional environment, which is created by the child’s imagination, there is a lot of reality: the actions of the players are always real, their feelings and experiences are genuine and sincere.

Imitating adults in play is associated with the work of the imagination. The child does not copy reality; he combines different impressions of life with personal experience.

Children choose the game themselves and organize it themselves. But at the same time, in no other activity are there such strict rules, such conditioning of behavior as here. Therefore, the game teaches children to subordinate their actions and thoughts to a specific goal and helps to cultivate purposefulness.

In play, the child begins to feel like a member of a team and fairly evaluates the actions and actions of his comrades and his own. The teacher’s task is to focus the attention of the players on goals that would evoke a commonality of feelings and actions, to promote the establishment of relationships between children based on friendship, justice, and mutual responsibility.

Play is an important means of mental education for a child. The knowledge gained in kindergarten and at home finds practical application and development in the game. Reproducing various life events, episodes from fairy tales and stories, the child reflects on what he saw, what was read and told to him; the meaning of many phenomena, their meaning becomes more clear to him.

Translating life experiences into a game is a complex process. Creative play cannot be subordinated to narrow didactic goals; with its help, the most important educational tasks are solved. Children choose their playing role in accordance with their interests and their dreams about their future profession. They are still childishly naive and will change more than once, but it is important that the child dreams of participating in work useful to society. Gradually, through play, the child develops general ideas about the meaning of work and the role of various professions.

The main way of education in the game is to influence its content, i.e. on the choice of theme, plot development, distribution of roles and the implementation of game images.

The theme of the game is the phenomenon of life that will be depicted: family, kindergarten, school, travel, holidays. The same theme includes different episodes depending on the interests of children and the development of imagination. Thus, different stories can be created on the same topic. Each child portrays a person of a certain profession (teacher, captain, driver) or family member (mother, grandmother). Sometimes the roles of animals and characters from fairy tales are played. By creating a play image, the child not only expresses his attitude towards the chosen hero, but also shows personal qualities. All girls are mothers, but each gives the role its own individual characteristics. Likewise, in the role played as a pilot or astronaut, the features of the hero are combined with the features of the child who portrays him. Therefore, the roles may be the same, but the game images are always individual.

The game reveals the children’s attitude towards what is being depicted and at the same time contributes to the consolidation and development of such an attitude. Children like to experience again and again the admiration, joy, delight, surprise that they experienced when meeting a phenomenon, object, or event. This explains their persistent interest in games. It is in the game that children practically realize what they would like to see at school, in first grade.

CONCLUSION

Play is an independent activity in which children first interact with peers. They are united by a common goal, joint efforts to achieve it, common interests and experiences.

Play is the activity most mastered by schoolchildren. In it they draw models for solving new life problems that arise in knowledge, in work, in creativity. Therefore, relying on play is the most important way to include children in educational work without psychological changes and overload. All children's activities are syncretic, that is, to a certain extent, united and inseparable. And this unity arises thanks to an imaginary, conditional situation in which the process of children's creativity takes place. The game, as it were, synthesizes cognitive, labor and creative activity. Any new activity or skill acquired at school motivates him to take action with it. The nature of this action is playful, most understandable for children from their previous experience.

Game is a multifaceted phenomenon; it can be considered as a special form of existence of all aspects of the life of a group without exception. Just as many shades appear with play in the pedagogical management of the educational process.

In the game, the child fully opens up and the material he needs to learn becomes more interesting and easier. During the game, teachers teach children to be kinder, listen to other people, respect other people's opinions, strive for knowledge - to comprehend new things. This is all so necessary in adult life.

With the help of games, it is easier for teachers to get in touch with students, establish good relationships with them, and teach them to respect each other.

S. A. Shmakov, as a conceptual idea, believes that in the game children do everything as if the three of them: their mind, their subconscious, their imagination - all this participates in the playful self-expression of a growing person. The game reveals the child’s need for self-development. The game, according to Shmakov, is, on the one hand, a model, a way of life, and on the other, a source of fun, vivacity, joy, and a major tone of life. The educational significance of the game and its comprehensive influence on the development of the child cannot be overestimated.

The game is important for the formation of a friendly children's team, and for the formation of independence, and for the formation of a positive attitude towards work, and for correcting some deviations in the behavior of individual children, and for much more. If children in a team have all these qualities, then the learning process will be more interesting, faster, and of better quality. There will be no need to force children to do anything, to teach them, they will be interested in it themselves, they will begin to strive for knowledge.

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