J. Huizinga, having studied in detail the nature, meaning, ontology of the game in the history of mankind, writes: "... Genuine culture cannot exist without a certain game content, because culture presupposes a certain self-restraint and self-control, a certain ability not to see something limiting in one's own aspirations. and higher, but consider oneself within certain, voluntarily accepted boundaries.

The game- organization of an imaginary situation in which they actually act, using their knowledge, skills, experience, but according to the established rules, in accordance with their role in the game. A person's love for the game, the desire to enter the game situation is a powerful motivation, as it is conditioned by the need for creative and transformative activity. In the game you can show yourself, measure your strength, learn something, gain experience, enter into that communication that is not possible in ordinary life. The ability to play is an indicator of the culture of a person and society as a whole.

Game Definition - this is a set of some norms and rules, the necessary props and accessories that are needed to organize gaming activities.

Approaches to the nature of the game:

G. V. Plekhanov connects the origin of the game with magical and cult needs, with labor processes; the English philosopher G. Spencer regards the game as a manifestation of "an excess of strength"; the Austrian psychologist K. Buhler sees the reason for the game in functional pleasure, and Z. Freud considers the game as the realization of desires repressed from life, etc.

E.A. Arkin, L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin developed an approach to the game as a phenomenon of a socio-historical nature. In particular, children's games are considered by them as a form of inclusion of a child in the world of human relations, as a desire for harmonious coexistence with the world of adults, as the formation of a child's arbitrary behavior, his socialization.

The game- performance of game tasks on a competitive basis. This concept is passive.

Game activity- these are emotional, intellectual and physical efforts aimed at achieving a game task (that is, this concept is active).

Signs of gaming activity:

27 she's not productive

28 voluntary

29 passes by certain rules

30 is associated with emotional, intellectual and physical stress (it contains the pleasure of the game). It should be adequate to the audience (if the contests are too simple, the audience does not play).

Game structure characterizing it as a universal concept.

1 game context, including: game zone (real or psychological); time and space, within the boundaries of which the game action is carried out. The context of the game is, according to M. M. Bakhtin, an atmosphere of quick and abrupt changes, risk and accomplishments.

The game creates a new model of the world acceptable to its participants. Within the framework of this model, a new imaginary situation is set, the semantic meanings of objects and actions change, time is often “compressed”, filled to the brim with intellectual and emotional events. In order for a new game world to arise and begin to live, the vectors of aspirations, desires, and creative capabilities of the people playing must coincide. Other factors also influence the development of the game world: the players' possession of the game technique, their understanding of their place in the real and game world, the attitude of others to the individual and to the game itself, the cultural situation as a whole that affects the position of the game and gaming communities.

2 Rules of the game, which, according to A. G. Asmolov, "can be considered as authorized representatives of the trend towards sustainability, stability, and the repetition of life." And then he adds that, nevertheless, "no rules adopted in the game make it possible to predict all moves, all possible options, i.e. it turns out that the game is at the same time, as it were, a repository of norms that preserve the stability of being, and the school of socialization, readiness for the unpredictability of life." On the one hand, the game is a rigid structure, since it requires the participants to comply with the rules that determine its course. On the other hand, the rules of the game, while limiting degrees of freedom, allow, however, a variety of improvisations and variability of behavior. Thus, the game forms a contradictory unity of freedom and necessity, givenness and hypotheticality, the rigidity of game circumstances and the conventionality of behavioral boundaries.

3 plot (scenario move. Often two methods act as a scenario move: travel and disenchantment / liberation),

4 risk - it increases the situation of excitement,

5 win (there is no game without a win, this may not be a material gain; most games are competitive in nature, the reward for winning is a prize)

7 game role.

The game comes in a variety of forms.(M. S. Kagan)

1 activity of nature, independent of man (waves play, the wind whistles);

2 special human activity (actor's play, sportsman's play, etc.);

3 development of the physical and creative powers of a person (a game of the imagination of an artist, designer, racer, etc.);

4 is an independent form of activity (its essence is actually a game: a game of billiards, a game of chess, a business game, etc.).

There are a number of types of gaming activities:

a) sports, contributing to the development of physical and intellectual powers of a person;

b) role-playing, reproducing the actions of other people, animals, etc.;

c) artistic, nature, mood, etc.;

d) didactic, formative skills;

e) business, recreating the subject and social content of professional activity, modeling the system of relations characteristic of a certain type of activity;

e) the military, predicting the course of the battle.

Psychological and pedagogical possibilities of the game:

1 socialization of the individual, i.e. acceptance by the individual of the norms and values ​​of society.

2 development of interpersonal skills

3 activation of the educational process and professional training (the so-called "business games").

4 Correction of behavior and physical development of the individual

5 Diagnostics of the mental and professional development of the individual

Game Features(each game is multifunctional):

1 The game intensifies his cognitive, creative, communicative powers; It has group-forming and rallying character. Role play is an effective means of correcting one's own and others' experience, self-image and self-concept. This indicates that with the help of the game you can share experience.

2 Characteristics of the game: entertainment, entertainment, emotionality, relaxation, etc. Those. it can be argued that it fully implements the function recreation.

3 Personal development: teach think creatively, act actively, develop special skills, such as sociability and sociability, the ability to make creative decisions, organizational skills, the ability to show initiative, reveal one's hidden talents and abilities, and much more. The beauty of the game is that each participant needs to show many personal qualities: will, risk, perseverance, resourcefulness, etc. This game imitates life itself, where an individual often has to show the same properties. At the same time, the game creates a situation of a rapidly changing change in mental sensations and states: the excitement of risk, expectation, impatience, tension, the joy of victory, the bitterness of defeat, etc.

4 Such situations not only contribute to emotional release, but also charge with new energy.

5 Conflict prevention in terms of competition.

6 By playing together, people get to know each other better, build models of behavior and communication with each other, of course, performing various game tasks leaders stand out capable of captivating people.

There are general requirements for games that are carried out at certain stages of their organization and providence.

1. The formulation of the pedagogical goal, which in turn determines the form, nature and content of the chosen game. The game can be used as a pedagogical technique for the development or development of certain qualities, skills and abilities. In addition, the game can be used as a didactic one, aimed at the perception and consolidation of new knowledge, verification and familiarization with the ways of implementing this knowledge both in artistic reality and in everyday life.

2. Definition of the theme and name of the game. At the second stage of organizing games, specific tasks are formulated that need to be solved in these conditions with a given audience (taking into account the age and number of players, their psychological and physical characteristics, the level of general development, knowledge, skills and level of interest in this type of artistic activity.)

The formulation and solution of the tasks set should be aimed at developing a focus on social values ​​in children. For it is the orientation, characterized by the interests, inclinations, beliefs, and ideals that dominate the individual, that indicates social activity.

3. Implementation of preparation for the game (its name, gaming equipment, venue, audience composition and time frame of the game).

4. Implementation of the game action (familiarity with the rules of the game, a brief description of the course of the game and compliance with the conditions for its conduct).

The successful application of the game occurs only under a number of conditions: the game must carry a positive emotional charge in a wide variety of game situations; all participants of the event should be involved in it and the change of roles of the players should be carried out; it should provide for overcoming certain difficulties that become more difficult during the game; the element of competition must be introduced into the game.

5. Analysis of the obtained results and evaluation of the results. The criteria for evaluating the results are:

a) fulfillment of the conditions of the game;

b) compliance with the basic requirements for the game;

c) the degree of solution of the tasks;

d) the level of achievement of the goal.

In the process of the historical development of children's leisure, a huge arsenal of forms of play activity has been accumulated:

1 Journey game

2 Quiz game

3 Stage play

4 Improvisation game

5 Fantasy game

6 Debate Game

7 Role-playing game

8 Dramatization game

10 Outdoor games

The mass work of children's leisure institutions is based on the use of the whole variety of game forms.

As criteria evaluation of the results are: a) fulfillment of the conditions of the game; b) compliance with the basic requirements for the game; c) the degree of solution of the tasks; d) the level of achievement of the goal. The evaluation of these parameters, described above, will determine the pedagogical effectiveness of the game as a whole.

Thus, the socialization of children, adolescents and youth in the process of leisure activities is carried out the more successfully, the more actively the game is used as a method of influence. The game in the hands of an experienced teacher is the tool with the help of which an elegant transition is made from children's curiosity, pleasure and, maybe even whim, to purposeful and systematic creative activity for socialization.

26.2. The main stages and contradictions in the development of an amateur community.

Self-activity is an activity performed by a person according to an internal need to realize himself, his strengths and abilities, the need to know the world and embody himself in deeds.

Associations have arisen, live, experience crises - this is a developing living social mechanism.

Sociology, social work and statistics

A game is a set of some norms and rules of the necessary props and accessories that are needed to organize gaming activities. There are general requirements for games performed at certain stages of their organization and providence. Voluntary and free should be a game for players.

The concept of "game" and "game activity". Leading signs of gaming activity.

Game is a set of some norms and rules, necessary props and accessories that are needed to organize gaming activities. There are general requirements for games that are carried out at certain stages of their organization and providence.

Game activity is an emotional intellectual and physical effort aimed at achieving a game task. The phenomenon of gaming activity is manifested in the fact that pleasure is not a result, but a process.

Signs of gaming activity: 1. Voluntary and free should be a game for players. 2. Game activities goes by the rules. 3. Games. activity Must be accompanied by tension (the more tension, the more recreational forces it carries in itself)

Assignments must be appropriate.

The concept of the game has always had a difficult fate in the humanities philosophy, sociology, cultural studies, psychology.

First of all, the game, since we are talking about the games of a person and a child, is a meaningful activity, that is, a set of meaningful actions united by the unity of a motive. E.A. Arkin, L.S. Vygotsky, A.N. Leontiev, D.B. Elkonin developed an approach to the game as a phenomenon of a socio-historical nature. In particular, children's games are considered by them as a form of inclusion of a child in the world of human relations, as a desire for harmonious coexistence with the world of adults, as the formation of a child's arbitrary behavior, his socialization.

There are a number of types of gaming activities:

a) sports, contributing to the development of physical and intellectual powers of a person;

b) role-playing, reproducing the actions of other people, animals, etc.; c) artistic, nature, mood, etc.;

d) didactic, formative skills;

e) business, recreating the subject and social content

professional activity, modeling the system of relations characteristic of a certain type of activity;

e) the military, predicting the course of the battle.

All the designated types of play activities throughout the history of pedagogy are productively used in the upbringing of the younger generation, which allows children to relatively easily and naturally get to know themselves and the world around them, organically enter into it.

The game-journey arouses interest in obtaining new information, broadens the horizons of the players.

A quiz game (mystery game, rebus game, etc.), which has many modifications with its possible use as a specially prepared multi-stage game and as an impromptu game.

A dramatization game can organically fit into a wide variety of leisure activities, making them more creative, awakening the initiative of children. So, when working on a production of a Cossack dance, participants in an amateur association can be asked to "revive" some picture in a choreographic miniature. And so the children create, argue, and, as a result, the choreographic picture "Zaporozhian Sich", which is nothing more than a staging of I.E. Repin's painting "The Cossacks write a letter to the Turkish Sultan."

An improvisation game should accompany every children's event, because it takes children out of a state of enslavement, develops imagination, and leads to witty and original finds.

The game can be used as a pedagogical technique for the development or development of certain qualities, skills and abilities.

One of the central tasks of gaming activity is the formation in children of a focus on the assimilation and observance of moral universal values. According to D. B. Elkonin, the game can become a source of development of a child’s morality, moreover, a school of morality, and not morality in imagination, but morality in action.

Game activity, carried out in the process of group interaction, is the most important social task of forming a focus on others.

The game concentrates experience and forms a culture of interpersonal relationships. In the game, the child learns to live, focusing on others, trying to comply with social norms, learns to follow the rules, the ability to objectively evaluate the actions of his peers. The very structure of the game, its order and rules are a source of positive emotional experiences that give rise to mutual assistance, feelings of friendship, camaraderie, cooperation, and success in achieving a common cause. The game gives children the opportunity to feel like adults, penetrate the "big world", learn how to make decisions in difficult situations that they have not yet encountered in real life, and build "role-playing" relationships with peers. This is exciting for children and it is necessary for their future life in society.

Playing activity occupies a very important place in the life of a child. The game helps him adapt to the environment, communicate, think. A child needs to be taught to play from the first months of life: starting with primitive ones and ending with those that provide for the baby’s own thinking. Together with parents, close relatives, friends, as well as kindergarten teachers and teachers at school take part in the upbringing and development of the child.

Activities

Throughout the life path of a person, three main types of activity accompany each other. It is play, learning and work. They differ in terms of motivation, organization and final results.

Labor is the main human activity, the end result of which is the creation of a product that is significant to the public. As a result of gaming activity, the production of a product does not occur, but it acts as the initial stage in the formation of a personality as a subject of activity. Training is the direct preparation of a person for work, developing mental, physical and aesthetic skills and forming cultural and material values.

The play activity of children contributes to their mental development and prepares them for the adult world. Here the child himself acts as a subject and adapts to the imitated reality. A feature of gaming activity is its freedom and irregularity. No one can force a child to play differently than he wants. The game offered by adults should be interesting and entertaining for the baby. Teaching and labor must have an organizational form. The work begins and ends at the set time for which the person must submit its results. Classes for pupils and students also have a clear schedule and plan, which everyone steadily adheres to.

Types of gaming activities

According to the most general classification, all games can be classified into one of two large groups. The difference factor in them is the forms of children's activity and the participation of an adult.

The first group, the name of which is "Independent games", includes such a child's play activity, in the preparation and conduct of which an adult does not directly participate. In the foreground is the activity of children. They must set the goal of the game, develop it and solve it on their own. Children in such games show initiative, which indicates a certain level of their intellectual development. This group includes cognitive games and story games, the function of which is to develop the child's thinking.

The second group is educational games that provide for the presence of an adult. He creates the rules and coordinates the work of children until they achieve a result. These games are used for the purpose of training, development, education. This group includes entertainment games, dramatization games, musical, didactic, outdoor games. From the game of the educational type, you can smoothly redirect the child's activity to the learning stage. These types of gaming activities generalize it; many more subspecies can be distinguished in them with different scenarios and different goals.

Play and its role in child development

Play is an essential activity for a child. She gives him freedom, he plays without compulsion, with pleasure. From the very first days of his life, the baby is already trying to play with some rattles and trinkets hanging over his cradle. The play activity of preschool children teaches them to order, teaches them to follow the rules. In the game, the child tries to show all his best qualities (especially if it is a game with peers). He shows enthusiasm, activates his abilities, creates an environment around him, establishes contact, finds friends.

In the game, the baby learns to solve problems, find a way out. The rules teach him to be honest, because their non-compliance is punished by indignation from other children. In the game, the child can show those qualities that are hidden in everyday life. At the same time, games develop competition between children, adapt them to survival by defending their position. The game has a positive effect on the development of thinking, imagination, wit. Playing activities gradually prepare the child for entry into adulthood.

Play activities in infancy and early childhood

Games will differ, depending on the age of the child, in their organization, form, and functional purpose. The main element of games at a young age is a toy. Its versatility allows you to influence mental development, the formation of a system of social relations. The toy serves for entertainment and fun.

Infants manipulate the toy, they develop perception, preferences are formed, new orientations appear, colors and shapes are imprinted in their memory. In infancy, parents play an important role in creating a child's worldview. They should play with their children, try to speak their language, show them unfamiliar objects.

In early childhood, games for a child are almost all of his free time. He ate, slept, played, and so the whole day. Here it is already recommended to use games not only with an entertaining, but also with a cognitive component. The role of toys increases, they become small models of the real world (cars, dolls, houses, animals). Thanks to them, the baby learns to perceive the world, to distinguish colors, shapes and sizes. It is important to give the child only those toys that cannot harm him, because the baby will definitely pull them to his mouth to try on the tooth. At this age, children should not be left unattended for a long time, toys are not as important to them as the attention of a loved one.

Games for preschool children

Preschool age of children can be conditionally divided into younger and older. In the younger game activity of preschoolers is aimed at the knowledge of things, connections, properties. In older preschoolers, new needs arise, and they prefer role-playing games, games among peers. Interest in collective games is manifested in children in the third year of life. At preschool age, a prominent place is occupied by manipulative, mobile, cognitive games. The child likes to construct both from the designer and from any materials at hand (sand, furniture in the house, clothes, other items).

Didactic games

The development of children in play activities is one of the most important purposes of the game. To do this, educators conduct didactic games with children. They are created for the purpose of education and training, with certain rules and the expected result. A didactic game is both a game activity and a form of learning. It consists of a didactic task, game actions, rules and results.

The didactic task is determined by the purpose of training and educational impact. An example is a game in which counting skills are fixed, the ability to make a word from letters. In the didactic game, the didactic task is realized through the game. The basis of the game is the game actions carried out by the children themselves. The more interesting they are, the more exciting and productive the game will be. The rules of the game are set by the teacher, who controls the behavior of the children. At the end of it, it is necessary to sum up the results. This stage provides for the determination of the winners, those who coped with the task, but the participation of all the guys should also be noted. For an adult, a didactic game is a way of learning that will help to make a gradual transition from playing to learning activities.

Game activity in the preschool educational institution

Games accompany the child throughout the entire period of childhood. An important role in the development of children is played by the organization of play activities in preschool institutions. The game occupies a prominent place in the system of aesthetic, labor, moral, physical and intellectual education of preschool children. It satisfies his social needs and personal interests, increases the vitality of the child, activates his work.

In kindergartens, gaming activities should be a complex of games that are aimed at the physical and intellectual development of children. These games include creative ones that allow children to independently determine the goal, rules and content. They reflect the activities of a person in adulthood. The category of creative games includes plot-role-playing, theatrical, dramatization games, design games. In addition to creative, didactic, mobile, sports, and folk games influence the formation of a child's play activity.

An important place in the game is occupied by toys that should be simple, bright, attractive, interesting, safe. They are divided into three types: ready-made (dolls, planes, cars), semi-finished (designers, pictures, cubes) and materials for creating toys. The latter allow the child to fully reveal their imagination and demonstrate skills by creating toys on their own.

Game activity functions

Any type of activity has a certain functional purpose. Play activity also performs a number of functions in the development of the child.

The main function of the game is entertainment. It aims to arouse the interest of the child, inspire, please, entertain. The communicative function is that in the process of playing the baby learns to find a common language with other children, developing his speech mechanisms. The function of self-realization is to choose a role. If a child chooses those that require additional actions, then this indicates his activity and leadership.

The game therapy function provides for children to overcome difficulties of a different nature that also arise in other activities. The diagnostic function of the game will help the child to know his abilities, and the educator - to identify the presence or absence of deviations from normal behavior. With the help of the game, you can make neatly positive changes in the structure of personal indicators. The features of play activity are also in the fact that the child is accustomed to socio-cultural norms and learns the values, rules of human society and is included in the system of social relations.

Game and speech development of the child

To a large extent, the game affects the development of speech. In order for a child to successfully engage in a game situation, he needs a certain level of development of communication skills. The development of coherent speech is stimulated by the need to communicate with peers. In the game as a leading activity, the sign function of speech is enhanced by the substitution of one object for another. Substitute items act as signs of missing items. Any element of reality that replaces another can be a sign. The substitute object transforms the verbal content in a new way, mediating the connection between the word and the missing object.

The game contributes to the child's perception of two types of signs: iconic and individual. The sensual properties of the former are virtually approximated to the object being replaced, while the latter, by their sensuous nature, have little in common with the object they designate.

The game also takes part in the formation of reflective thinking. So, for example, a child suffers and cries like a patient when he plays in the hospital, but at the same time he is pleased with himself because of the good performance of the role.

The influence of gaming activity on the mental development of the child

The development of play activities of preschoolers is directly related to the development of their mental state. The game helps to form the personal characteristics and mental qualities of the child. It is from the game that other types of activity that take place in the later life of a person come out over time. The game, like nothing else, contributes to the development of attention, memory, because it requires the child to focus on objects in order to successfully enter the game situation. Role-playing games influence the development of the imagination. The child learns to take on different roles, to replace some objects with others, to create new situations.

Game activity also influences the formation of a child's personality. He learns to establish contact with peers, acquires communication skills, gets acquainted with the relationships and behavior of adults. Closely merged with the game are activities such as design, drawing. They are already preparing the baby for work. He does something himself, with his own hands, while trying and worrying about the result. In such cases, the child must be praised, and this will become an incentive for him to improve.

The game in the life of a child is as important as studying for a schoolboy or work for an adult. This needs to be understood by both parents and educators. It is necessary to develop the interests of children in every possible way, to encourage their striving for victory, for a better result. As the baby grows up, it is necessary to provide him with toys that affect mental development. Do not forget to play with the child yourself, because at these moments he feels the importance of what he is doing.

English play) is one of the types of human and animal activity. I. - a form of vital activity of young animals that occurs at a certain stage in the evolution of the animal world (see Game in animals). Children's I. is a type of activity that has historically arisen, consisting in the reproduction by children of the actions of adults and the relationship between them in a special conditional form. I. (according to the definition of A. N. Leontiev) is the leading activity of a preschool child, i.e. such an activity due to which the most important changes occur in the child’s psyche and within which mental processes develop that prepare the child’s transition to a new, higher stage of his development .

I. is studied by various sciences - the history of culture, ethnography, pedagogy, psychology, ethology, etc. A special study of I. animals and humans was first carried out by him. scientist Karl Groos, who noted the exercise function of I. According to his data, I. occurs in those animals in which instinctive forms of behavior are insufficient to adapt to changing conditions of existence. In I. in these animals, a preliminary adaptation (prevention) of instincts to the future conditions of the struggle for existence takes place.

An essential addition to this theory was the work of K. Buhler. He believed that the desire for I., the repetition of the same actions is supported by the "functional pleasure" received from the activity itself. F. Boitendijk associated the main features of I. with the characteristic features of behavior characteristic of a growing organism: 1) non-direction of movements; 2) impulsiveness; 3) the presence of affective connections with others; 4) timidity, fearfulness and shyness. These traits of the child's behavior under certain conditions give rise to I. These theories, despite the differences, identify I. animals and humans.

I. in animals - a form of manipulative sensory-motor activity in the period immediately preceding puberty, with biologically neutral objects or partners. In I. in animals, sensory-motor components and coordination of the main species-specific acts of behavior are improved. And. at animals the city of the lake is widespread. in higher mammals, especially in predators and primates. In its higher forms, I. is combined with orienting-exploratory behavior.

Much attention is paid to child I. by supporters of psychoanalysis. In line with this trend, I. is considered as an expression of unconscious tendencies in a symbolic form. At the same time, it is believed that the development of I. in preschool childhood is determined by the change in the main stages of the psychosexual development of the child (oral, anal, phallic). Developmental disorders at each of the stages are necessarily manifested in I. In this regard, play therapy has been developed and widely used as a form of corrective work with children (expression of repressed tendencies and the formation of an adequate system of relations between the child and adults).

The central question of the theory of children's I. is the question of its historical origin. The need for historical research to construct a theory of history was noted by E. A. Arkin. D. B. Elkonin showed that I. and, above all, role-playing I. arises in the course of the historical development of society as a result of a change in the place of the child in the system of social relations. The emergence of I. occurs as a result of the emergence of complex forms of the division of labor, which made it impossible for the child to be included in productive labor. With the emergence of role-playing I., a new, preschool period begins in the development of the child (see Preschool age). In domestic science, the theory of I. in the aspect of clarifying its social nature, internal structure and significance for the development of the child was developed by L. S. Vygotsky, Leontiev, Elkonin, N. Ya. Mikhailenko, and others.

I. is the most important source of the development of the child's consciousness, the arbitrariness of his behavior, a special form of modeling by him of relations between adults, fixed in the rules of certain roles. Having assumed the performance of a particular role, the child is guided by its rules, subordinates his impulsive behavior to the fulfillment of these rules.

I.'s motivation lies in the very process of performing this activity. The main unit of I. is the role. In addition to the role, the structure of I. includes a play action (action to fulfill a role), play use of objects (substitution), and relationships between children. In I., the plot and content are also distinguished. The sphere of activity that the child reproduces in I. acts as a plot. The content is the relations between adults reproduced by the child in I..

I. usually has a group (joint) character. The group of children playing acts in relation to each individual participant as an organizing principle that authorizes and supports the fulfillment of the role taken by the child. In I., real relations of children (between participants in I.) and play (relations in accordance with accepted roles) are distinguished.

I. goes through various stages in its development. According to Elkonin, objective I. appears first, when the child reproduces the objective actions of adults. Then, role-playing (including role-playing) I. comes to the fore, aimed at reproducing relationships between adults. At the end of preschool childhood, I. appears with rules - a transition is made from I. with an open role and a hidden rule to I. with an open rule and a hidden role. Mikhailenko singles out 3 gradually becoming more complex methods of visualization: 1) deployment and designation of conditional objective actions in visualization; 2) role behavior - the designation and implementation of a conditional game position; 3) plot composition - deployment of a sequence of integral situations, their designation and planning.

Let's give a more detailed description of the various types of I. in preschoolers.

Role I. - the main form of I. of preschool children, arising on the border of early and preschool childhood and reaching its peak in the middle of preschool age. Role-playing I. is an activity in which children take on the roles of adults and, in a game situation, recreate the actions of adults and their relationships. A feature of the game situation is the game use of objects, in which the meaning of one object is transferred to another object, and it is used in connection with the new meaning given to it. The role of an adult, which the child takes on, contains hidden rules governing the performance of actions with objects, establishing relationships with other children in accordance with their roles. Role-based I. evokes deep emotional experiences in the child related to the content of the roles performed, the quality of the performance of the role by each child, and the real relationships that children enter into in the process of collective I. in the implementation of its general plan. In role-playing I., the most important neoplasms of preschool age develop: the development of imagination, the formation of elements of voluntary behavior, and the development of symbolic function.

I. with rules - a type of group or pair I., in which the actions of participants and their relationships are regulated by pre-formulated rules that are binding on all participants. The transition to I. with the rules is prepared during the role-playing I., where they are connected and hidden in the role. The initial forms of I. with rules are of a plot nature, for example, "cat and mouse." I. with rules occupy a large place among schoolchildren, developing into all kinds of sports I. - motor and mental (football, hockey, chess, etc.). See also Generalized Other.

Director's I. - a type of individual I., when a child plays out a certain plot with the help of toys. In director's acting, the child performs both the function of a director (holding the idea of ​​the director) and the function of actors (performing c.-l. role-playing actions to realize the game plan).

Didactic I. - a type of I. organized by an adult to solve a learning problem. Didactic I. m. b. and role-playing, and I. with the rules. Didactic I. are the main form of teaching preschool children.

From the beginning learning at school, the role of I. in the mental development of the child decreases, but even at this age, various I. with rules - intellectual and mobile (sports) - occupy a significant place. The role of plot points becomes less, but does not disappear completely. (O. M. Dyachenko.)

Since the birth of a baby, the game has a special place in the process of education and development of the crumbs. It is in the process of playing activity that a little man receives knowledge that will help the baby to socialize, develop communication skills.

Games at an early age are the main source of information about the world around them, they contribute to the sociability of the crumbs, develop attentiveness, memory, and logical thinking. For each age of the child, there are games that allow you to learn new skills and abilities. After the birth of a child, the mother is already entertaining the child: she sorts her fingers, drives a rattle in front of the baby's eyes.

More recently, it was believed that the game is an activity that serves for entertainment, without any practical use. This occupation was considered pampering, fun. In the theory of modern psychoanalysis, this fun is given a special place in the upbringing of the younger generation, its intellectual and physical development.

The game is a fundamental activity for children, a way of knowing reality, one of the main forms of development of the mental functions of a person's personality. The child plays because the process itself is interesting to him, the kid does not pursue any visible goal.

The child imitates adults, tries to reproduce and repeat adult life in a conditional, imaginary world. An animal, like a person, learns and educates when it plays. In this, the animal and human worlds are similar.

The kid shows his abilities, learns to interact with other people, take the initiative, find a way out of any difficult situations. The fool is preparing to enter adulthood.

The terms "game", "game activity" are interrelated. Game activity contributes to optimal assimilation, consolidation of a variety of information obtained during the game. The development of play activities has the most positive impact on the upbringing of children.

The functions inherent in this type of activity help the little man to more fully reveal his abilities. For adults, they provide assistance in correcting the development of fidget. Functions are divided into the following types:

The baby will not play if he is bored, uninterested. Only with the voluntary consent of the baby to participate in the gameplay, all functions will work in full. It was then that the baby learns generally accepted, human values, moral skills, is included as a full-fledged person in all social relations.

Types of gaming activity

All human life is accompanied by three main activities: play, learning, and labor activity. As a person grows older, they replace each other. The play activity of preschoolers is the initial stage in the process of shaping the personality of the baby, as an independent subject of activity.

It depends on the success of the game activity how the baby will grow up, how his abilities will develop, how successfully the baby will join the learning process. Education prepares children for work, the main activity of an adult. Types are divided according to the age characteristics of the children:

• activities of preschoolers;
• for toddlers of primary school age;
• for teenagers;
• trainings.

According to the form of children's activity and the role of adults:

The manifestation of activity of preschool children

In early childhood, a toy is of great importance for a foolish child. With the help of rattles, cubes, balls, the baby already receives information about colors, shapes. The baby develops a perception of the world around. When communicating with babies, parents should not only talk, but also show toys, demonstrate unfamiliar objects.

Toys can be divided into several types:

• ready-made toys - cars, soft toys, dolls;
• those that require the participation of children. These are various types of constructors, coloring books, cubes, puzzles;
• materials for the creative expression of children. These include sand, plasticine, special dough, water.

All toys help the baby to express himself more fully, develop creativity in kids.

Perception, knowledge of the world by babies occurs through tactile sensation. It is important for the crumbs to touch everything with their hands, to taste it. An unintelligent child should not be given toys with small parts that a baby can swallow or put in his nose. Don't leave your little one unattended.

The very first formed the so-called director's perception of the world. Any object has a special meaning for the crumbs. For a fool, toys are models of the adult world. Children develop imagination. The baby plays with a cube, imagining that this is a real car. The girl feeds the dolls, dresses them up, puts them to bed, introduces herself as a mother.

Toys help children to perceive the world around them. Almost simultaneously, figurative role-playing moments appear. The baby depicts what he saw. The kid can imagine himself as an airplane or a dog. Such fun, as a rule, is short-lived, but they will form the basis of more complex plot activities in the future.

By the age of 3, the fidget has a desire to play with peers, in a team. The children really like outdoor activities, such as "catching up", hide and seek. The kids are already trying to construct something, for example, to build a tower. Children begin to like story games with roles.

The game activity of preschoolers helps to develop creative, organizational skills. Fidgets play school, hospital. They pretend to be firefighters or pilots. In gaming activities, a goal is already appearing that fidgets want to achieve.

Preschool children are already choosing play activities with rules. The main thing is to follow special rules. Usually these are team, competitive: sports or printed, board games. Preschoolers learn to put team interests ahead of individual interests.

Preschool age is the time of transition to learning activities. Didactic exercises play an important role. Didactic classes allow you to consolidate learning tasks using game activity. Teach kids to count, make a word from letters. The didactic game allows you to gradually move on to learning the crumbs. Prepare your child for school.

For elementary school students

For a child of 6-7 years old, there is already a gradual rejection of toys, a transition to directed learning. Game activities with pronounced roles come to the fore in the field of interest of the fidget. The student imitates a specific person, tries to recreate the actions, actions of adults. Such activities serve as a means of self-education of the child.

In the plot, elementary school students learn reality, form friendly relations with their peers, and develop personal qualities. Primary school kids begin to like games with elements of competition, where you can show your dexterity, speed, and demonstrate physical abilities.

You can already see how constructive, didactic games, as well as those that are of a sporting nature, are replacing cars and dolls. At the same time, kids begin to pay more attention to TV, computer, books. The child's leisure time is changing. There are preferences based on interests. Someone likes to read fairy tales, and someone splashes out energy in sports sections.

Classes organized by teachers come first. These classes help to expand vocabulary, further develop communication skills, and mobilize the mental abilities of the children. Schoolchildren develop the skill of self-discipline, fidgets begin to enjoy joint actions.

For teenagers

Adolescents from 11 to 12 years old enter the so-called "difficult" period, the age of growing up. The difficulty of this period lies in the transition from childish serenity to more strict adult duties. The teenager begins to evaluate his place in the team in a new way, tries to assert himself, to prove his individual significance.

Adults no longer forgive petty pranks, they require the student to behave like an adult. They learn to be responsible for their words, deeds, to fulfill their obligations. A teenager no longer wants to play adults, because he feels like an adult.

A schoolboy teenager dreams of being a significant figure for his peers. Physical abilities, leadership qualities become the main ones. A variety of sporting events are especially suitable for their manifestation.

Game activities with a combat, competitive orientation help a teenager show his physical qualities, show willpower, ingenuity, dexterity. For teenagers, the game process is no longer so important, the main thing is victory, achieving a result. A teenager sets himself the goal of achieving a certain level of skill in order to earn recognition from his peers.

Teachers and parents should help the student achieve peer recognition. At this age, bullying of weaker physically classmates very often begins. You can enroll the child in the sports section or dad can teach the child himself. A teenager's lack of confidence in his abilities can cause severe forms of mental disorder, aggressiveness.

For adolescents, special trainings are held to correct behavior, teach communication, and build self-confidence. The purpose of the training is to create a psychological harmony of the personality of a teenager. Such trainings require a special methodology for their implementation. Each exercise carries its own setting given by the leader.

Psychological exercises are very useful for teenagers. Immediately before the lesson, the teacher should set the children a specific task: to understand another person, put oneself in his place, evaluate behavior, actions. Discussion aloud helps a teenager overcome himself, teaches him to reveal his abilities, to defend his point of view.

Types of games

Games are constantly changing. Children come up with new rules, develop new stories. The study of children's games, consideration of their characteristics, the degree of impact on the personality of the baby, allowed psychologists to conclude that the development of game activity is a necessary condition for the formation of the child's personality.

• Plot - role-playing, creative types are inherent mainly in preschoolers. Preschoolers show themselves in these activities with special emotionality, demonstrate active independence. The creative component of these types of activities is also of great importance for the development of preschoolers.
• Dramatization. Built on literary works. The roles are clearly defined, the storyline is respected. Promotes the development of speech.
• Construction, constructive classes. Designers are used, as well as a variety of natural materials: clay, snow, sand.

Game lessons with established rules are divided into the following types:

• didactic, created by teachers for teaching kids. All didactic exercises solve specific problems: to teach reading, writing, identifying geometric shapes, etc.
• Movable help satisfy the need for restless movement. Thanks to them, the children accumulate motor experience, coordination improves, and gross motor skills develop.
• Folk, traditional games. Practically not used in schools, playgrounds. Children get acquainted with such activities in museums or children's folk music groups.

Impact of play activity

Until recently, little attention has been paid to the entertainment employment of kids. Modern pedagogy advises to be more attentive to games. It is noted that the development of the psycho-emotional state of the fidget directly depends on the development of his playing activity.

In the gameplay, the silly child receives the skills necessary for further education at school, as well as the fundamental skills necessary for the work of an adult. Intelligence, mindfulness, memory develop in crumbs from early childhood.

The fidget develops strong-willed, leadership qualities. The baby receives, develops communication skills, learns to achieve the goal, develops the ability to defend one's opinion. Collecting constructors, various mosaics develops perseverance, the desire to obtain a result.

The baby makes its own efforts to complete the task. Be sure to mark all successful attempts fidget. Praise will give strength to the little man, add confidence, and give impetus to further creative actions.

The task of parents and teachers is to guide the baby, indicate the goal, suggest ways to achieve the goal. Adults should not suppress the initiative of children, do everything for them. The game for the crumbs is not an empty pastime.

Engage with children, encourage their interests. Come up with new games together with the kids, buy or create educational toys. Set the baby to win, help satisfy curiosity, direct the energy of fidgets to gain new knowledge.