The birth of a child is a joyful and exciting event. But, time does not stand still and the little man grows, develops, gradually acquires skills and abilities that are genetically incorporated by nature. The first years of life have their own peculiarity.

In a very short period of time, development can be compared with what is later equated with ten years of schooling. Natural skills, such as walking, running, eating, the ability to use a cup, a spoon, are the merit of parents. After all, they are the first mentors and teachers of the little crumbs. For correct and logically well-built learning, which will be effective later, it is customary to use didactic games and didactic exercises.

Didactic games are their essence

Didactic games are a form of early childhood education, considered the leading system in the education of toddlers. This technique gives an excellent result, if the teacher has an information base and clearly understands the scheme of work with children, he can determine the degree of assimilation of information by the kids. In the didactic game, there is a certain set of rules, the structure of the move, as well as a gradation of assessments of children's actions.

Such a game requires the presence of a team or group of participants. The educational process involves the presence of a task or several interrelated tasks that need to be solved by resorting to performing a variety of tasks.

An example of such a game can be conditionally called intra-class competitions. The teacher forms an interesting and exciting scenario of the game in advance, makes a list of tasks and generates the final goal. Children should be divided into small groups, each of which, interacting within its team, must solve each problem and move forward in solving the final question.

The presence of a system of evaluation and scoring adds a natural sense of excitement, activates interest. Thus, a non-standard approach to learning new material can give a positive result in the assimilation of difficult and incomprehensible information by children.

From the point of view of convenience for the teacher, he can independently make accents, emphasize certain facts, lead children to analytical activity and logical thinking.

There are several signs of a didactic game:

1. Be sure to have a game atmosphere, situation, process.
2. The game has its own structure and format.
3. There is a set of rules.
4. There is a certain scenario.
5. There is a system of motivation and evaluation.
6. The game has its own logically built chain of solutions.

Most often, teachers and educators use several types of didactic games in their own practice. Some of the most popular are:

• Game analytics.
• Game acquaintance.
• Game design.
• Game analysis of the problem or difficult situation.
• Game knowledge of new technologies and processes.

It is quite possible for a teacher or teacher to think over a didactic game on their own, based on the task that needs to be conveyed to children. The scenario, format and other nuances are best selected individually based on the age characteristics of the students and their mental abilities.

Didactic exercise

One of the components of the educational process can be considered didactic exercises. This is a type of exercise, the purpose of which is learning, they contain the performance of one task or one action. They can also take place separately from the main learning process, they can be duplicated and repeated depending on the situation in order to consolidate certain knowledge.

The difference between a didactic game and exercises

The main similar parameter can be considered the fact that the game and the exercise have the same semantic load and are designed to be part of the learning process and the acquisition of new knowledge. The difference between a didactic game can be considered its complexity, the obligatory presence of a group of students, a set of rules, and a grading system. But a didactic exercise can only be a stage of the game, a part of it. It is quite possible to carry out the exercise on an individual basis, at different times, separately from the learning process. As a rule, assessments for such tasks are not required.

An exercise- repeated repetition by the child of mental or practical actions of a given content. Thanks to exercises, children master various ways of mental activity, they form a variety of skills (educational, practical).

A significant part of the content of preschool education can be acquired by the child through exercises. To learn how to sing, dance, perform basic and sports movements, speak correctly, pronounce sounds clearly, draw, sculpt, a child needs to master the appropriate methods of action. Many exercises are subject-based, i.e. their implementation requires the use of objects, toys, didactic material. For example, children learn the concepts of equality and inequality of groups of objects by exercising on handouts (handing out balls to dolls, the child sets their equal or unequal number). The teacher teaches the child to pronounce, name the actions with the didactic material that he performs. This serves as a preparation for the "curtailment" of objective actions, their transfer to the internal plane, which makes the child capable of performing purely verbal exercises.

(imitative exercises) constructive, creative exercise, requiring a combination, a different combination of knowledge and skills that he owns. So, in the older group, children practice compiling riddles, inventing an ending to a story, a fairy tale, making toys from natural material, an internal plan, which makes the child capable of performing purely verbal exercises.

Different types of exercises are used in teaching preschoolers. In some cases, children perform exercises, imitating the teacher. (imitative exercises) These include exercises for the development of the articulatory apparatus, for the consolidation of cultural and hygienic skills, with didactic toys, etc. Exercises of another type are called constructive, because in them the child realizes tasks similar to those that he solved under the guidance of a teacher. In other words, the child transfers previously learned methods of action to new content. For example, at first the kids practiced drawing circles (“balls”, “balls”), then they are offered to draw balloons. Finally, the child does creative exercise, requiring a combination, a different combination of knowledge and skills that he owns. So, in the older group, children practice compiling riddles, inventing an ending to a story, a fairy tale, and making toys from natural materials.

Exercises are carried out in a certain system, which is built on the basis of gradually becoming more complex knowledge and skills, and also corresponds to the training program for a specific age group. The complication of exercises occurs due to changes in the nature of knowledge and skills that are given to the child, as well as due to an increase (decrease) in the time for their implementation.

Didactic rules for conducting exercises are as follows:

Set a learning task for the children, say what they have to do (we will learn how to make clothes for a doll out of paper, make sentences, solve problems, replant plants, etc.);

Show how to perform actions with simultaneous verbal explanation. (Gradually, the child forms an image of the upcoming activity, in accordance with which he performs the exercise.) In case of difficulty, remind, with the help of a question, draw the attention of children to difficult, incomprehensible things, sometimes prompt, advise, encourage. If the method of action turns out to be difficult (wash and wipe the toy), allow the kids to perform it in stages immediately after the demonstration and explanation of the teacher;

To master knowledge and skills, repeated exercises are required, but with a gradually becoming more difficult task, with the introduction of new methods of work, using other subject equipment. In repetitive exercises
conditions, tasks that require children to show creativity should be included;

The performance of exercises by children needs to be controlled by the teacher, otherwise erroneous methods of work, distorted knowledge may be fixed. From direct control to move (through a game image, analysis of activity products) to indirect, gradually developing in children
elements of self-control.

Experiences and experimentation. Elementary experiences and experiments that are used in preschool education are aimed at helping the child acquire new knowledge about a particular subject. In the course of experiments and experiments, the child acts on an object in order to learn its properties, connections, etc.

The activity of experimentation, which is formed in line with the child's own activity, develops intensively throughout the entire preschool age (N. N. Poddyakov, S. L. Novoselova). In domestic science, experimentation is considered as a special form of the search activity of the child.

For the assimilation of certain features and properties of objects, the search actions of the child, aimed at a certain result, are effective. For example, the educator organizes a simple experiment, during which preschoolers, through search actions, identify the properties (swim-sink) of various objects: they lower a button, a plank, a boat, a nail in turn into a basin of water, having previously made assumptions about their ability to swim. Thanks to search actions, visual-effective thinking develops. Search actions that are stimulated by the teacher in the learning process are aimed at a cognitive result, this is their pedagogical value.

Many objects, substances (water, sand, etc.) have signs that are directly perceived with the help of the senses (color, size, shape, smell) and hidden, not amenable to such direct perception (fragility, the transition of water from one state to another, etc. .).

Identification of hidden signs is carried out with the help of elementary experiments. During their course, the teacher, together with the children, creates special conditions that help to identify one or another hidden feature. Such are the experiments of turning water into steam, snow into water; experiments with sand and clay, with wax.

Experiments help children to better comprehend the phenomena that occur in the world around them, to find out the connections between them. Through experiments and experimentation, the child develops observation, the ability to compare, compare, make assumptions, and draw conclusions.

Modeling- visual-practical method of teaching. The model is a generalized image of the essential properties of the modeled object (room plan, geographical map, globe, etc.).

The modeling method developed by D.B. Elkonin, L.A. Wenger, N.A. Vetlugina, N.N. form reproduce the hidden properties and relationships of an object.

The modeling method is based on the principle of substitution: the child replaces a real object with another object, its image, some conventional sign. Initially, the ability to replace is formed in children in the game (a pebble becomes a candy, sand becomes a porridge for a doll, and he himself becomes a dad, a driver, an astronaut). The experience of substitution is also accumulated during the development of speech, in visual activity.

In preschool pedagogy, models have been developed for teaching children the sound analysis of words (L.E. Zhurova), designing (L.A. Paramonova), for the formation of natural history knowledge (N.I. Vetrova, E.F. Terentyeva), ideas about the work of adults (V. I. Loginova, N. M. Krylova), etc. This takes into account the main purpose of models - to facilitate the child's knowledge, to open access to hidden, not directly perceived properties, qualities of things, their connections. These hidden properties and connections are very essential for a cognizable object. As a result, the child's knowledge rises to a higher level of generalization, approaches concepts.

Different types of models are used in preschool education. First of all, subject, in which design features, proportions, the relationship of parts of any objects are reproduced. These can be technical toys that reflect the principle of the mechanism; building models. At present, a lot of literature has appeared, manuals for children, which present models that, for example, introduce the sense organs (the device of the eye, ear), with the internal structure of the body (the connection of vision, hearing with the brain, and the brain with movements). Education using such models leads children to realize their capabilities, teaches them to be attentive to their mental and physical health.

Senior preschoolers have access to subject-schematic models in which essential features and relationships are expressed using substitute objects, graphic signs. An example of such a model is the calendar of nature kept by children, using special symbolic icons to designate phenomena in inanimate and animate nature.

When analyzing the content of a literary work, it is advisable to refer to the methodology proposed by O.M. Dyachenko for teaching children how to model a fairy tale. The content of the fairy tale is divided into logically completed parts, for each of which children schematically draw a picture (pictogram) on a strip of paper. The result is an apperceptive scheme - a complete picture of the content of the work. Based on it, preschoolers successfully retell the tale, show it on a flannel graph, etc.

It should be borne in mind that the use of models is possible provided that preschoolers have the skills to analyze, compare, generalize, and abstract from non-essential features when cognizing the subject. Mastering the model is associated with active cognitive exploratory activities, with the ability to replace objects by means of conventional signs and symbols.

The organization of didactic games by the teacher is carried out in three main areas: preparation for the didactic game, its conduct and analysis.

Preparation for the didactic game includes:

selection of games in accordance with the tasks of education and training: deepening and generalization of knowledge, development of sensory abilities, activation of mental processes (memory, attention, thinking, speech);

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

determining the most convenient time for the didactic game;

choosing a place to play where children can play safely without disturbing others;

determining the number of players;

preparation of the necessary didactic material for the selected game;

preparation for the game of the educator himself: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;

preparation for the game of children: enriching their knowledge, ideas about the objects necessary to solve the game problem.

Conducting didactic games includes:

familiarization of children with the content of the game, with the didactic material that will be used in the game;

explanation of the course and rules of the game;

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

determining the role of the educator in the game, his participation as a player, fan or arbiter (determined by the age of the children, their level of training, game rules);

conducting the results of the game is a crucial moment in managing it, because. according to the results that children achieve in the game, one can judge its effectiveness, whether it will be used with interest in the children's independent play activities.

The analysis of the conducted game is aimed at identifying the methods of its preparation and conduct: what methods were effective in achieving the goal, what did not work and why. In addition, the analysis will make it possible to identify individual characteristics in the behavior and character of children and, therefore, to properly organize individual work with them.

Leading the game, the educator performs didactic tasks through game tasks that are attractive to children, game actions, game rules. At the same time, he is a participant in the game, and the learning process for the children themselves is invisible, because. they learn to play.

A didactic game is a combination of visualization, words, a teacher and the actions of the children themselves with toys, game aids, objects, etc. Visualization in the form of a game, first of all, is represented in the objects that children play with, which constitute the material center of the game. The initial display of game actions by the educator, the "trial move" in the game, the use of incentive and control badges, tokens, chips - all this constitutes a visual fund of funds that the educator uses when organizing the game and managing it. The teacher demonstrates toys and objects in visual action, in motion. When explaining the game, game actions and rules, the teacher clearly, by example, shows children, especially younger children, how to perform this or that game action.

Of great importance in the management of games is the word of the educator. Appeal to children, explanations, short plot stories that reveal the content of the game and the behavior of characters, figurative explanation of game actions, questions for children - all this reveals the content of the game and the participation of children in it, helps children understand the tasks included in the game.

With the help of verbal explanations, instructions, and the creation of figurative representations, the educator directs the attention of children, streamlines, clarifies their representation, and expands their experience. Speech should be understandable by children, figurative and at the same time, brief, detailed and verbose explanations are unacceptable. Numerous guiding questions of the educator hinder the development of the game, the manifestation of childish immediacy. It destroys the game of remarks, indications of mistakes, the desire of the educator to bring them to the consciousness of the children, his desire to straighten the game.

Conclusion: In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, sequences of actions, and overcoming difficulties. Didactic games form children's memory, observation, ingenuity. Games teach children to apply their knowledge in various game situations, activate a variety of mental processes and bring emotional joy to children - this is their developmental role.

A.V. Zaporozhets, assessing the role of the didactic game, writes: "We need to ensure that the didactic game, it is not only a form of mastering individual knowledge and skills, but also contributes to the overall development of the child, serves to form his abilities." (7, 318).

The game contributes to the solution of the problems of moral education, the development of sociability in children, the education of the right relationships between children (education of collectivism).

Didactic games do not yet have a clear classification and grouping by type. They are distinguished by the educational content, the cognitive activity of children, game actions and rules, the organization and relationships of children, and the role of the educator. But these games have a clear structure: a didactic task, a game task - the goal of the game for children, the rules of the game, game actions, and the result.

Didactic games are created by the teacher - this is a characteristic feature of these games. They help to master the mathematical concepts.

"Exercise", as a genuine term, has reached a high degree of generalization and found itself in the center of a vast terminological field, giving rise to a significant number of specific terms, the relationship between which is in the nature of both hierarchical dependence and binary opposition.

In the domestic methodological system, the exercise is considered as a) a structural unit of the methodological organization of educational material and as b) a unit of teaching foreign language speech activity. Exercises implement a variety of teaching methods, create conditions for speech practice (Kolesnikova I.L., Dolgina O.A.).

When considering the term "exercise", it should be borne in mind that in psychology it is understood as the repeated performance of actions or activities aimed at mastering them, based on understanding, conscious control and adjustment; in didactics - training, i.e. a regularly repeated action aimed at mastering some kind of activity; in the methodology - specially organized and purposeful activities (E.I. Passov), learning activities aimed at the formation and improvement of speech skills and skills and constituting the main part of the educational work in the lesson (M.S. Ilyin), the process of solving conditionally communicative or communicative tasks (I.L. Bim), “one-time or multiple-time performance of a separate operation, a number of operations or actions of a speech (or language) nature specially organized in educational conditions” (Shatilov S.F.). “... The main content of teaching a foreign language is educational exercises,” says E.P. Shubin. However, not all "doing" something is an exercise. Analysis of the psychological and methodological interpretation of the term "exercise" allows us to identify the structure of the exercise:

a) the presence of a goal (to learn, master) - the exercise, of course, can simultaneously work on those mechanisms, the formation of which it is not directly aimed at, but it is still important to determine the main goal of each exercise;

b) the presence of content, i.e. what is digested;

c) the presence of real learning activities as an objectified process of solving the educational and communicative task, the implementation of methods and techniques of educational work;

d) taking into account the conditions (the student's awareness of the purpose of educational activities, reflection in the mind of the content of educational activities and the current situation in which these actions are performed);

e) implementation of control and self-control (comparison of the performed educational action with a model, standard, as well as the introduction of corrections, amendments) (V.M. Filatov, T.A. Ulanova).

Exercise is the true means of learning. Only the performance of exercises leads to the goal, and their absence is the absence of any purposeful training. Indeed, most often the goal in the lesson is not achieved precisely because there are no bad or good exercises, but there are teachers who either use them well or incorrectly. One and the same exercise under different conditions, at different stages and stages, organized in different ways, can be adequate to the development of one or another quality of skill or ability to varying degrees. There is no doubt that success in training depends on the adequacy of the means. To determine the degree of adequacy of the exercise, you need to know its methodological characteristics, i.e. what and under what conditions this exercise is capable of.

E.I. Passov identifies three main components that determine the adequacy of using a particular exercise: first, this is a specific goal that needs to be achieved through the exercise; secondly, these are the qualitative parameters of the exercise that create its potential; thirdly, these are the specific conditions for using the exercise.

The first component - the goal - is very multifaceted. It could be:

a) skill (lexical, grammatical, pronunciation);

c) skill quality (stability, flexibility, etc.);

d) the quality of skill (independence, dialogue, etc.);

e) the mechanism of speech utterance (anticipation, combination, etc.);

f) the quality of speech as a process or product (speed, expressiveness, consistency);

g) action to form a skill (imitative, transformational, etc.).

The second component - the parameters of the exercise - is determined primarily by the composition and nature of the action that the student performs during the exercise (the action of the constructive plan, the combination of speech means or their transformation, etc.).

The third component, the condition, can be of two types: external and internal conditions. External conditions are determined by the exercise organization factor:

- installation before the exercise, its nature;

- verbal reinforcement in different forms;

– schematic reinforcement;

– illustrative reinforcement in different forms;

- Handout;

- preparation time;

– use of TCO;

- volume of exercise;

- the ability of the student;

- the level of his skills and abilities;

- life experience;

- the interests of the student;

- the attitude of the student to a foreign language;

- the speech status of the individual in the class.

The methodological significance of internal conditions for the level of exercise adequacy is very important. External conditions always act in unity with internal ones, because every exercise is organized somehow. All of these conditions affect the parameters of the exercise in different ways. This or that factor can make the exercise more or less adequate to the intended goal.

Victoria Glavatskikh
The concepts of "didactic game" and "didactic exercise"

concept« didactic game» and « didactic exercise» .

Didactic game is a multifaceted, complex pedagogical phenomenon; it is both a game method of teaching children, and a form of education, and an independent game activity, and a means of developing various qualities, skills, and abilities in children.

The origins of the combination of teaching young children with play are in folk pedagogy. People created games like "Okay", "Magpie - white-sided", "Ghouls - ghouls" and many others. Mother, playing with a child, teaches to perform elementary game actions. By naming parts of the body, objects, or playing actions, by saying affectionately, the mother lays the very first foundations for learning her native language, and creates the joy of communication. K. D. Ushinsky highly valued the games lovingly created by the people for children. He pointed out that games, maternal chants, nursery rhymes, jokes, little tales contain accessible forms of education, they are close to children in content, in game actions, images, and P. Usova, noting the educational impact of games, wrote: "Each the game, if it is within the power of the child, puts him in a position where his mind works lively and energetically, actions are organized. Folk pedagogy skillfully solved the problem of the connection between learning and play and made a well-known contribution to understanding the features of the learning game.

Didactic game as a teaching method is presented in two types: activity games and didactic, or autodidactic, games. The use of various components of gaming activities in the process of playing games alternates with questions, instructions, explanations, demonstrations. The basis of such games is a game plot, a variety of game actions.

Didactic game as a form of education contains two start: educational (cognitive) and gaming (entertaining). The learning process acquires an emotional-cognitive character. Learning takes place in the process of active and intensive play activities for children. A. P. Usova, estimating didactic game and its role in the education system, wrote: « Didactic games, game tasks and techniques can increase the susceptibility of children, diversify the educational activities of the child, bring entertainment.

Didactic game It also acts as a means of developing individual qualities, skills, and abilities in a child.

In general, analyzing the works of Sorokina, Udaltsova, Avanesova, Bondarenko, etc., we can consider didactic such games, which have a special educational and gaming structure, It highlights the following elements: didactic task, game task, game actions, rules of the game.

Didactic the task is the first necessary element of the learning game and is aimed at communicating, consolidating, systematizing knowledge, mastering methods of action, shaping children's attitudes to objects and phenomena of the surrounding life, and developing cognitive activity.

The next important component didactic games is a game task. V. N. Avanesova points out that an educational, cognitive task should be set for children through a game task that is close to the motives of children's play.

Didactic task, thus, as if disguised, hidden from the child. Under these conditions, the relationship between children and adults is determined not by the educational situation (the educator teaches, and the children learn from him), but by the game, by the fact that the educator and children are primarily participants in the same game.

As soon as this principle is violated, i.e., the playful nature of the relationship between the teacher and children disappears, the educator takes the path of direct teaching, didactic game ceases to be itself, falls into the category exercises. To avoid this, every didactic the game should be presented with a detailed game action.

As noted in the works of F. N. Bleher, E. I. Udaltsova and other authors, didactic game becomes a game due to the presence of game moments: expectations and surprises, elements of a puzzle, movement, competition, allocation of roles, etc. “If there is a game action didactic games are dressed in a game form. The child's attention is directed to the unfolding of the play action, and already in the process of play, he imperceptibly performs the learning task. Playful action creates interest in children didactic task of the game. Therefore, the more interesting the game action, the more successfully the children solve the learning task, ”I. Udaltsova pointed out. It is essential that the main stimulus for cognitive activity, the motive for performing didactic the task is not a direct indication of the educator and the desire of children to learn from him, but the natural for schoolchildren is striving not play, the desire to achieve the game goal, win, this is what makes children perceive better, listen carefully, quickly focus on the desired property, as required by the conditions and rules of the game, and thereby acquire the necessary knowledge and methods of action.

The basis of construction didactic game, the main tool management teacher cognitive and play activities of children are the rules of the game. “The rules take the lead in the game didactic value, through them the educator directs the game along a given path, connects didactic and game tasks, organizes the behavior and relationship of children in the game. Without pre-established rules, the game action unfolds spontaneously and didactic goals may remain unfulfilled,” V. N. Avanesova pointed out the importance of the rules. Didactic the appointment of rules is carried out due to the fact that they represent a fairly precisely fixed mode of action, develop in children the ability of self-organization and mutual organization.

Disclosure of features didactic game, the playful nature of its various aspects, elements and links - the formulation and methods of solving educational problems, motives and results of the child's activity, the relationship between the teacher and children reveals the need to highlight another form of organized learning - didactic exercises, based didactic exercises lies repeated reproduction, repetition, training in one or another action. The child gets the opportunity to act with a specially designed didactic teaching material. Learning here acquires a kind of educational and practical character, different from the direct teaching impact in the classroom and the game impact in the classroom. didactic game. Inclusion in didactic The kindergarten process, along with classes, also significantly increases the effectiveness of learning, allows for a rational combination and change of activities, prevents fatigue, and maintains high performance of children throughout the entire study period.

By the nature of the material used didactic games are conventionally divided into games with objects and toys, desktop-printed and verbal. Games with objects and toys are most accessible to children, because they are based on direct perception, correspond to the child’s desire to act with things and thus get to know them, Play the child begins to play these games at an early age and does not lose his interest in them throughout the entire preschool age.

Board printed games, as well as games with objects, are based on the principle of visibility, but in these games children are given not the object itself, but its image.

The most difficult verbal games: they are not related to the direct perception of the subject, in them children must operate with ideas. These games are of great importance for the development of a child's thinking, because in them children learn to express their independence of judgment, draw conclusions and conclusions, and notice logical errors. Consequently, these games develop the ability to listen carefully, quickly find the right answer to the question posed, accurately and clearly formulate one's thoughts, and apply previously acquired knowledge.

In this way, didactic game as a learning tool, it provides the formation of new and consolidation of existing knowledge, teaches children to use the acquired knowledge in various conditions, promotes the development of independence and activity of thinking, Consideration didactic games of the phenomenon of organized learning, as one of the forms of organization of education in kindergarten, implies the presence and interrelation of the following components: didactic, game task and game action, rules.

Bibliography.

1. Usova A. P. Education in kindergarten. Ed. A. V. Zaporozhets. M., Education, 1981

2. Udaltsova E. I. Didactic games in the education and training of preschoolers. Minsk, 1976

3. Udaltsov B.I. Didactic games. M.; Uchpedgiz, 1963

4. Lyurikova I., Role didactic games and exercises in the formation of grammatically correct speech of children. Preschool education - 1988 No. 2

5. Tyurikova I. Role didactic games and exercises in the formation of grammatically correct speech of children. Preschool education - 1988 No. 3