Methodological development on the topic: Methodological development "Didactic games as a means of comprehensive education of preschool children." Municipal budgetary preschool educational. Formulation of a didactic task

Algorithm developing a didactic game

• Setting the goal of the game.
• Formulation of a didactic task.
• Formulation of a game problem for children.
• Formulation of the result of the game.
• Determination of children's play actions that provide a solution to the learning problem.
• Definition necessary material games.
• Formulation of rules.

Setting the goal of the game

• Determine for which stage of development of games with rules this didactic game.
• For the first stage, the key goal is the formation of the ability to alternate interaction in accordance with the ready-made rule proposed by the adult.
• For the second stage, the key goal is to form the acceptance of the value of winning, stimulate competition, and the ability to build the game cyclically (the multiplicity of the game).
• For the third stage, the key goal is to develop the skills to transform the known rules of the game, to come to an agreement on new rules that are binding on all participants.

The chosen goal should be reflected in the formulation of game actions, game tasks, rules of the game and in the selection of the subject material of the didactic game.

Formulation of a didactic task

• Choose within which educational area the didactic game will be performed.
• Choose which age group the game is designed for.
• Select a specific task within the educational area.
• Simplify the problem to the minimum that can be solved within 5 to 7 minutes of children's play.
• Formulate a didactic problem. Use the keywords to formulate it:

• "Exercise in ..." ,
• "Stimulate ..." etc.

Do not forget: the formulation of the didactic task must take into account the overall goal of the game.

Formulation of the game problem

• Determine what the child should do to solve the didactic problem, on the one hand, and to achieve a gain.
• Formulate the game problem. Try to put it in two phrases.
• Start the first phrase like this: "You need to ...".
• Formulate the second phrase as follows: "The one who wins ...".
• State the name of the game

Do not forget: the formulation of the game problem should take into account the overall goal of the game. The formulation of the play task often duplicates the formulation of the play actions of children and gives the name to the game: "Pick by color", "Expand by shape", etc.

Formulating the result of the game

• Formulate the result of the didactic game from 3 points of view:

• In terms of achieving the goal of the game - what play skills of children should be formed as a result .
• From the point of view of solving a didactic problem - what knowledge will be consolidated, what educational skills and abilities are formed, what cognitive mental processes are developed .
• From the point of view of solving a game problem by a child - what is his personal gain, what are the criteria for achieving it .

Remember: the wording of the result should be directly focused on the overall goal of the game.

Determination of children's play actions

• Define and formulate the objective actions of children aimed at solving a game problem ( what and how to do with the material offered in the game - to decompose, arrange in a certain sequence, assemble a whole from parts, etc. .).
• Write down the deployment scheme for the game process:

• determination of starting positions - functional places of the players (who is the driver, who are the players, the order of their entry into the game );
• unrolling the game loop (sequence of performed game actions) ;
• determination of the winner;
• a new definition of the initial positions of the players in the new horse of the game.

Remember: the formulation of game actions should be focused on achieving the overall goal of the game.

Determining the required game material

• Determine what kind of subject material children will need to carry out play activities.
• Make a list of materials (items, toys, pictures) that you need to unfold the game.
• Determine what material will be needed to complicate the didactic game:

• from the point of view of complicating the didactic task;
• in terms of moving to new stage development of the game with the rules.

Don't forget: the choice of materials should be directly focused on the overall goal of the game.

Formulation of rules

• Determine what rules will govern the actions of children in the didactic game.
• Formulate the normative rules of the game ( regulating activities and aimed at the implementation of the principle of justice ).
• Formulate your own game rules ( specific prescriptions governing the actions of the participants in each game ).
• Formulate the rules for determining the winnings in the game ( determination of the winner, allowing to fix the superiority of one of the players ). In their formulation, rely on the previously developed formulation of the game task for children - "Whoever is the first ... wins", "Whoever is most ... wins", etc.

Remember: the wording of the rules should be focused on achieving the overall goal of the game.

Homework:

• Nicely format the description of the didactic game in the following order:

• Name of the game: Purpose of the game: Didactic task: Game task: Game actions: Rules of the game: The result of the game :.
• Name of the game:
• Purpose of the game:
• Didactic task:
• Game task:
• Game actions:
• Rules of the game:
• The result of the game :.
• Complete the didactic game material.
• Make a didactic game in a box.
• On the front of the box, place the name of the game and a picture for the children that explains the purpose of the game.
• Paste the description of the didactic game inside the box.

The organization of didactic games by the teacher is carried out in three main directions:

preparation for the didactic game, its implementation and analysis.

The preparation for the didactic game includes:

• selection of the game 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) and etc.;
• establishing the correspondence of the selected game to the program requirements of the upbringing and education of children of a certain age group;
• determining the most convenient time for the did. games (in the process of organized training in the classroom or in free time from classes and other regime processes);
• choosing a place for play where children can play peacefully without disturbing others;
• determination of the number of players (whole group, small subgroups, individually);
• preparation of the necessary did-go material for the selected game (toys, various objects, pictures ...);
• preparation for the game of the teacher himself: he must study and comprehend the entire course of the game, his place in the game, methods of managing the game;
• preparing children for play: enriching them with knowledge, ideas about objects and phenomena of the surrounding life, necessary for solving a game problem.

Conducting didactic games include:

• familiarizing children with the content of the game, with did-im material that will be used in the game (showing objects, pictures, a short conversation, during which the knowledge and ideas of children about them are clarified);
• explanation of the course and rules of the game. At the same time, the educator pays attention to the behavior of children in accordance with the rules of the game, to the strict observance of the rules;
• demonstration of game actions, in the process of which the teacher teaches children to perform the action correctly, proving that otherwise the game will not lead to the desired result (for example, if one of the guys is watching when you need to close your eyes);
• determination of the role of the educator in the game, his participation as a player, fan or referee. The measure of the teacher's direct participation in the game is determined by the age of the children, the level of their training, the complexity of the did's task, the game rules. By participating in the game, the teacher directs the actions of the players (advice, question, reminder);
• summing up the results of the game is a crucial moment in its management, 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 independent play activity of children. When summing up the results, the educator emphasizes that the path to victory is possible only through overcoming difficulties, attention and discipline.

At the end of the game, the teacher asks the children if they liked the game, and promises that next time you can play a new game, it will also be interesting. Children usually look forward to this day. The analysis of the performed game is aimed at identifying the methods of its preparation and conduct: what methods were effective in achieving the set goal, what did not work and why. This will help to improve both the preparation and the process of the game itself, to avoid mistakes later. In addition, the analysis will reveal individual characteristics in the behavior and character of children and, therefore, correctly organize individual work with them. Self-critical analysis of the use of the game in accordance with the set goal helps to vary the game, enrich it with new material in subsequent work.

Didactic games guide

Successful management of did-mi games primarily involves the selection and thinking through of their program content, a clear definition of tasks, determination of the place and role in the integral educational process, interaction with other games and forms of education. It should be aimed at the development and encouragement of cognitive activity, independence and initiative of children, their use of different methods of solving game problems, should ensure friendly relations between the participants, readiness to help comrades.

Small children in the process of playing with toys, objects, materials should be able to knock, rearrange, shift them, disassemble into their component parts (collapsible toys), re-compose, etc. But since they can repeat the same actions many times, the teacher needs to gradually transfer the children's play to a higher level.

For example, the didactic task "to teach children to distinguish rings by size" is realized through the play task "assemble the turret correctly". Children have a desire to learn how to do it right. The demonstration of the method of action contains both the development of a game action and a new game rule. Choosing ring after ring and putting it on the rod, the teacher gives a visual example of the game action. He runs his hand over the put on rings and draws the attention of the children to the fact that the turret becomes beautiful, even, that it is assembled correctly. Thus, the teacher clearly shows a new game action - check the correctness of collecting the turret -

invites children to do it themselves.

Development of interest in didactic games, the formation of play activities in older children (4-6 years old) is achieved by the fact that the educator sets up more complicated tasks for them, does not rush to prompt play actions. The play activity of preschoolers is becoming more conscious, it is more aimed at achieving a result, and not at the process itself. But even for older preschoolers, the guidance of the game should be such that the children retain the appropriate emotional mood, ease, so that they experience the joy of participating in it and a feeling of satisfaction from solving the assigned tasks.

The teacher outlines a sequence of games that become more complicated in content, did-im tasks, game actions and rules. Separate isolated games can be very interesting, but using them outside the system cannot achieve a common learning and developmental result. Therefore, it is necessary to clearly define the interaction of learning in the classroom and in the didactic game.

For young children did. play is the most appropriate form of learning. However, already in the second, and especially in the third year of life, babies are attracted by many objects and phenomena of the surrounding reality, an intensive assimilation of their native language takes place. The satisfaction of the cognitive interests of children in the third year of life, the development of their speech requires a combination of did games with targeted training on GCD, carried out in accordance with a certain program of knowledge, skills, and abilities. The methods of learning are also more successfully formed on the GCD than in the game: voluntary attention, the ability to observe, look and see, listen and hear the instructions of the educator and follow them.

It should be borne in mind that in did. the game needs the right combination of visualization, the words of the educator and the actions of the children themselves with toys, play aids, objects, etc. Visibility includes:

1) objects that children play and which constitute the material center of the game;

2) pictures depicting objects and actions with them, clearly highlighting the purpose, main features of objects, properties of materials;

3) visual demonstration, explanation in words of game actions and implementation of game rules.

Special types of dids have been created. games: with paired pictures, such as a picture loto, dominoes with thematic series of pictures, etc. The teacher's initial display of game actions, a trial run, incentive and control icons, chips - all this is also included in the fund of visual aids that are used to organize and manage games ...

With the help of verbal explanations, instructions, the educator directs the attention of children, organizes, clarifies their ideas, expands the experience. His speech contributes to the enrichment of the vocabulary of preschoolers, the mastery of various forms of education, and contributes to the improvement of game actions.

In leading the games, the teacher uses a variety of means of influencing preschoolers. For example, acting as a participant in the game, he unnoticed for them guides the game, supports their initiative, empathizes with the joy of the game. Sometimes the teacher talks about an event, creates an appropriate mood for the game and maintains it during the game. He may not be included in the game, but as a skillful and sensitive director, preserving and preserving its amateur character, he directs the development of game actions, the implementation of the rules and imperceptibly for children leads them to a certain result. Supporting and awakening children's activities, the teacher does this most often not directly, but indirectly: he expresses surprise, jokes, uses all kinds of game surprises, etc.

We must remember, on the one hand, about the danger, excessively strengthening the teaching moments, weaken the game beginning, give a did. playing the nature of the lesson, and, on the other hand, carried away by the amusement, to get away from the task of learning.

The development of the game is largely determined by the rate of mental activity of children, the greater or lesser success in performing the game actions, the level of mastering the rules, their emotional experiences, the degree of enthusiasm. During the period of assimilation of new content, new game actions, rules and the beginning of the game, its pace, of course, is slower. Later, when the game unfolds and the children get carried away, its pace accelerates. Towards the end of the game, the emotional uplift seems to subside and its pace slows down again. Excessive slowness and unnecessary acceleration of the pace of the game should not be allowed: the accelerated pace sometimes causes confusion in children, uncertainty, untimely performance of game actions, violation of the rules. Preschoolers do not have time to get involved in the game, they are overexcited. The slow pace of the game occurs when too detailed explanations are given, many small remarks are made. This leads to the fact that game actions seem to move away, the rules are introduced out of time, and children cannot be guided by them, they commit violations, make mistakes. They get tired faster, monotony reduces emotional uplift.

The did. the game always has the possibility of unexpected expansion and enrichment of its concept in connection with the initiative, questions, suggestions shown by the children. Ability to keep the game within the specified time- great art... The teacher condenses time primarily by reducing his explanations. Clarity, brevity of descriptions, stories, remarks is a condition for the successful development of the game and the fulfillment of the tasks to be solved.

Finishing the game, the teacher should arouse children's interest in its continuation, create a joyful perspective. He usually says: " New game will be even more interesting. "The teacher develops versions of games familiar to children and creates new ones that are useful and exciting.

The pedagogical value of didactic games

• In didactic games, children are given certain tasks, the solution of which requires concentration, attention, mental effort, the ability to comprehend the rules, the sequence of actions, and overcome difficulties.
• They contribute to the development of sensations and perceptions in preschoolers, the formation of ideas, the assimilation of knowledge. These games make it possible to teach children a variety of economical and rational ways of solving certain mental and practical problems. This is their developmental role.
• It is necessary to ensure that didactic play is not only a form of mastering individual knowledge and skills, but also contributes to the general development of the child, serves to form his abilities.
• Didactic game contributes to the solution of problems of moral education, the development of sociability in children. The teacher puts children in such conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

When planning it is necessary:

• Create the required conditions for organizing indoor and outdoor games; equip the pedagogical process with games and play material in accordance with the age, development and interests of children.
• Observe the time allotted for games during the day; to help their organization provide children with an interesting, meaningful life.
• In the process of joint play activities, to cultivate perseverance, endurance, to form positive relationships between children: friendliness, mutual assistance, the ability to follow the rules.
• To systematically form children's play skills, help transform play into their independent activity, and encourage the manifestation of initiative.

The planning of didactic games should take a significant place in the planning of all educational work with children. Being effective remedy learning, they can be part of GCD, and in the early age group - the main form of organization educational process... In addition, during the hours allotted for games, d / games are planned and organized both in joint and in independent activities of children, where they can play at will as a whole team, in small groups or individually. The plan should provide for the selection of games and material for them in accordance with the general plan of pedagogical work.

Observing the independent games of children makes it possible to reveal their knowledge, the level of their mental development, and behavioral features. This can tell the teacher which games are useful for children, where they are strong, where they are lagging behind.

• Didactic games are short-lived (10-20min);
• It is very important to maintain the child's enthusiasm for the game task at all times during the game, to try so that during this time the mental activity of the players does not decrease, and interest in the task at hand does not fall.

It is necessary to provide children with the opportunity to play at different times of the day: in the morning before breakfast, between breakfast and GCD, in between GCD, on a walk, in the afternoon. Playing in the morning helps to create a cheerful, cheerful mood in children for the whole day. Everyone can play their favorite games, team up with friends if they wish. It is not uncommon for children to come to kindergarten with certain intentions to play and continue the game they started the day before. If breakfast interrupted the game, children should be given the opportunity to return to it again after breakfast, in between GCDs. This should take into account the nature of the upcoming GCD. Before physical education, calm games are preferable, and if the lesson requires a monotonous position, more active outdoor games or verbal games with a motor component are desirable. It is necessary that the time allotted for the games be completely devoted to the game. Sometimes, due to the excessive workload of children with organized educational activities or due to the irrational use of time, the play time is reduced. This must not be allowed!

When planning didactic games, teachers need to take care of complicating games, expanding their variability (maybe coming up with more complex rules).

In the classroom, those d / games are used that can be carried out frontally, with all children. They are used as a method of consolidation and systematization of children's knowledge.

When planning d / games in educational educational process it is necessary that the new games taken on the GCD, then take place in the block joint activities with children and were used by children in their independent activity, being at the same time the highest indicator of the ability to occupy oneself with activities that require the application of mental efforts.

D / games in most cases are carried out when children have already received certain knowledge and skills in the classroom, otherwise it will be quite difficult to carry out the game.

For example, a child can only on the basis of knowledge feel the object in the "magic bag" and name it or find similar or different qualities of the objects depicted in the pictures. These games rely on the ability of children to consciously remember and reproduce what they perceived. It is necessary that in d / games all children achieve certain results, and not only those who show themselves most actively.

D / games can also be used to test the knowledge and skills of children. An important indicator of learning outcomes is the assimilation of lessons learned by all children.

Most often, this is checked by a game, in the process of which, the teacher establishes how well not only capable, but middle and weak children have understood and mastered the content of GCD. Having identified the level of knowledge and skills of children, it is necessary to outline further work to eliminate the shortcomings.

D / game is a practical activity with the help of which you can check whether children have mastered knowledge in detail, or superficially, and whether they know how to apply it when needed. Children acquire knowledge the more fully, the wider they can be applied in practice in various conditions. It often happens when a child learns certain knowledge in class, but does not know how to use it in changed conditions.

Due to the fact that d / play is an irreplaceable means of overcoming various difficulties in the mental development of children, it is necessary to plan the use of d / games in individual work with children. How often and how much? As necessary, very individual, depending on the needs and developmental level of children. Individual work with children using d / games can be planned for all types and types of games. Individual d / games, which are organized by the teacher, create favorable conditions for direct contact with the child, help to find out more deeply the reasons for the child's backwardness, and contribute to more active exercise in the educational material.

In the d / game, the knowledge gained at the GCD is used, the information obtained through personal experience, cognitive processes are activated and the level of mental development of lagging children rises.

D / games contribute to the development of all aspects of the human personality. If they are carried out vividly, by a skillful teacher, children react to them with great interest, bursts of joy, which undoubtedly increases their importance.

A.M. Gorky, defending the child's right to play, wrote: "A young child requires games, fun, and his demand is biologically justified and legal. He wants to play, he plays with everyone and learns the world around him first of all, and most easily in play, play."

Teaching should be such that it evokes an effort of thought, but does not require tension, does not cause fatigue, fear and unwillingness to learn before the child comes to school.

Theme: Didactic games in kindergarten

Introduction

Theoretical part

The pedagogical value of didactic games in the development of children preschool age

2.The concept of didactic play, its structure, specific features and place in the pedagogical process of a preschool institution

Classification of didactic games

Guidance of didactic games in different age groups

Practical part

Observation of the didactic game "Collect the picture" in the group "Why Much" (4-5 years old)

Conclusions and conclusions

Literature

Application

Introduction

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

The problem of play in teaching preschool children has been and is being dealt with by many scientists, pedagogues and psychologists. F. Frebel and M. Montessori stood at the origins of the study of didactic play as the basis for teaching children. Much attention was paid to didactic play by K.D. Ushinsky, P.F. Lesgaft, L.N. Tolstoy, E.I. Tikheeva, L.A., Venger, A.P., Usova, V.N. Avanesov and others.

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

In the course of the game, the knowledge and ideas of children are clarified and deepened. To perform a particular role in play, the child must translate his idea into play actions. The game not only reinforces the knowledge and ideas already existing in children, but is also a kind of active cognitive activity, in the process of which, under the guidance of a teacher, they acquire new knowledge, serves good remedy preparing children for school.

Didactic games are diverse in content, in the form of organization, in the type of learning tasks. In pedagogy, there are different views on the classification of didactic games. And, of course, an important point is the teacher's guidance of didactic games used in work with preschool children.

All the main points concerning the use of didactic games in preschool age, I will try to reflect in this work.

preschool pedagogical didactic game

Theoretical part

1. The pedagogical significance of didactic games in the development of preschool children

Play is one of those types of activity that is used by adults to educate preschoolers, teach them various actions with objects, methods and means of communication. In the game, the child develops as a person, in him those aspects of the psyche are formed, on which the success of educational, labor, and communicative activities will depend. This is due to the fact that play in preschool age is the leading activity (L.S.Vygotsky, A.V. Zaparozhets, A.N. Leontyev, E.O.Smirnova, D.B. ... Among all the variety of games for preschoolers, a special place belongs to didactic play, as one of the most acceptable forms of education and training. Many scientists note the important role of educational games, which allow the teacher to expand the practical experience of children, to consolidate their knowledge of the world around them (A.S. Makarenko, U.P. Usova, R.I. Zhukovskaya, D.V. Mendzheritskaya, E.I. Tikheeva

The use of didactic games for the upbringing and teaching of children was reflected in the works of scientists and in the practical activities of many teachers. In fact, in every pedagogical system of preschool education, didactic games have occupied and still occupy a special place. F. Frebel developed a system of didactic games, which was the basis of upbringing and educational work in kindergarten. He emphasized that the task of primary education is not learning in the ordinary sense of the word, but organizing the game. (3, p. 334), for the first time in the history of pedagogy, he singled out play as a special means necessary for the development of preschool children.

M. Montessori also attached great importance to the game. She argued that the game should be educational, otherwise it is an "empty game" that does not affect the development of the child. The author of one of the first domestic pedagogical systems of preschool education E.I. Tikheeva announced a new approach to didactic games. In her opinion, they are only one of the components of upbringing and educational work with children. But the effectiveness of didactic games in the upbringing and teaching of children was made by the teacher dependent on how much they are in tune with the interests of the child, give him joy, and allow him to show his activity and independence.

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

Let us dwell in more detail on the importance of didactic games in the development of preschool children.

Didactic play is an important means of mentally educating a child. Educational games contribute to the development of mental cognitive processes in children, mental operations. The importance of didactic play is that it develops the independence and activity of the thinking and speech of children.
For example, many didactic games for the formation of mathematical representations in children are aimed at developing logical thinking in children, with their help children learn to compare and group objects, both by external signs and by their purpose, learn to analyze, synthesize, and solve problems. Didactic games help adults to give preschoolers the elementary scientific knowledge that is necessary for learning at school, consolidate it and teach children to apply in practice everything that they have been taught. The game teaches you to purposefully and consistently reproduce knowledge, to implement it in game actions, in the rules. This means that with the use of didactic games, preschoolers are being prepared for school.

Didactic games play an important role in the development of children's speech. During the game, the child comments on his actions, talks about how he completed the task or how he found a way out of a problem situation, answers questions of an adult, communicates with peers. A variety of word games contribute to the development of speech. In the methodology of speech development, didactic games are widely used, aimed at solving the main problems of children's speech development: enriching the vocabulary, forming the grammatical structure of speech, fostering sound culture, developing monologue and dialogical speech skills, teaching children the Belarusian language. From this we can conclude that didactic play is one of the means of developing speech in preschool children.

One cannot fail to note the great importance of didactic games in the aesthetic education of children. This is facilitated not only by didactic games, the educational task of which is aimed at acquainting children with works of art and theater. Colorfully, in accordance with hygienic requirements, the decorated game instills in the child a sense of beauty, forms an aesthetic taste.

Didactic game contributes to the solution of problems of moral education, the development of sociability in children. The educator puts children in conditions that require them to be able to play together, regulate their behavior, be fair and honest, compliant and demanding.

In play, all aspects of the child's personality are formed, significant changes occur in his psyche, preparing the transition to a new, higher stage of development. This explains the enormous educational potential of the game.

The didactic game, as one of the diverse games of the preschooler, is an effective means of shaping the personality of the preschooler, his moral and volitional qualities, it realizes the need to influence the world. Thanks to didactic games, the child develops independence, the ability to bring the work started to the end, self-control, children learn to interact in a team, they develop a sense of mutual help (competition games, board games in which several children can take part, for example, “Collect picture ”,“ Puzzles ”,“ Lotto ”,“ Domino ”, etc.), learn to accept defeat and victory in games with dignity.

The positive results achieved by the child in the course of educational games form his self-confidence, self-esteem, and the desire to achieve success.

Of course, educational value Didactic play largely depends on the professional skill of the teacher, on his knowledge of the psychology of the child, taking into account his age and individual characteristics, on the correct methodological guidance of the relationship between children, on the clear organization and conduct of all kinds of games.

Correctly used didactic games help to form perseverance in children, the ability to inhibit their feelings and desires, to obey the rules. For example, the Game “Connect the Parts, You Will Get the Whole” develops perseverance, concentration, requires ingenuity and observation. (6)

A lot of games introduce preschoolers to the work of adults, children will learn the features of a particular profession. Children together with the teacher can participate in the production of didactic games, attributes to them together. Consequently, through didactic play, respect for all work useful to society is cultivated, and the desire to take part in it is affirmed.

Interesting games create a cheerful, joyful mood, make the life of children complete, which has a positive effect on the health of the child.

From all of the above, we can conclude that didactic games have a positive effect on all aspects of a child's development, and above all they are one of the main methods of teaching preschool children.

2. The concept of didactic play, its structure, specific features and place in the pedagogical process of a preschool institution

Didactic games are a type of games with rules. Games with rules have a ready-made content and a predetermined sequence of actions; the main thing in them is the solution of the task, the observance of the rules. (4)

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

It has two functions in the learning process (A.P. Usova, V.N. Avanesova). The first function is - improvement and consolidation of knowledge. At the same time, the child does not just reproduce knowledge in the form in which they were mastered, but transforms, transforms it, learns to operate with it depending on the game situation. The essence second function didactic game is that children learn new knowledge and skills of different content. (3, p. 207)

The main features of didactic games:

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

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

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

4.Didactic games have a peculiar structure. (3.6)

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

Most researchers of educators and psychologists distinguish the following structural components in the didactic game:

· didactic task (goal), consisting of play and teaching;

· game rules;

· game actions;

· the end of the game, summing up.

Didactic (teaching) task- this is the main element of the didactic game, to which all the others are subordinate. For children, the learning task is formulated as a game task. It is determined by the goals of education and upbringing of children. The selection of cognitive tasks for games is carried out in accordance with the sections of the Praleska program, taking into account the age characteristics of children. The presence of a didactic task emphasizes the educational nature of the game, the orientation of its content towards the development of the cognitive activity of children. In contrast to the direct formulation of the task in the classroom in the didactic game, it also arises as a game task for the child himself, it arouses a desire and a need to solve it, activates play actions. The game task can be laid down in the name of the game itself, for example, "What shape", "Continue the sentence", "Who lives in which house", etc. “The didactic task is realized throughout the entire game through the implementation of the game task, game actions, and the result of its solution is revealed in the final. Only under this condition the didactic game can fulfill the function of teaching and at the same time it will develop as a game activity. ”(5)

Game actions- this is the basis of the game, a way of manifesting the child's activity for play purposes; the game itself is impossible without them. They are like a drawing of the plot of the game. The more varied the play actions, the more interesting the play itself is for the child and the more successfully cognitive and play tasks are solved. Playful actions should make children happy, a sense of satisfaction, they make learning emotional and entertaining. Play actions of children need to be taught. Only under this condition does the game acquire a teaching character and becomes meaningful. Learning to play actions is carried out through a trial move in the game, showing the action itself, disclosing an image, etc. Game actions are not always visible. These are also mental actions, expressed in the processes of purposeful perception, observation, comparison, sometimes recalling what was previously learned, thinking. In terms of their complexity, they are different and are determined by the level of cognitive content and game tasks, age characteristics of children. In different games, play actions are different and are realized through different forms.

Play actions are not always practical external actions, when something needs to be carefully considered, compared, disassembled, etc. These are also complex mental actions expressed in the processes of purposeful perception, observation, comparison, recalling previously learned, - mental actions expressed in thinking processes.

In different games, game actions are different in their direction and in relation to the players. In games in which all children participate and perform the same roles, the play actions are the same for everyone. When children are divided into groups in play, play actions are different. (5)

Rules of the gameensure the implementation of game content, as well as make the game democratic. Their content and focus is due to the cognitive content, game tasks and game actions. In a didactic game, the rules are given. They help the teacher manage the game. The rules also influence the solution of a didactic task - they imperceptibly restrict the actions of children, directing their attention to the implementation of a specific task, i.e. they determine what and how the child needs to do in play and show the way to achieve the didactic task. The game rules perform the following functions:

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

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

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

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

Summarizingheld immediately after the end of the game. The form can be varied: scoring, praise, determining the best child, the winner, the overall result for the implementation of the task. If a didactic game is organized outside the classroom, the game can be ended simply by summing up the results, or you can use other types of activity: visual, speech development, etc., but the topic should correspond to the content of the game. (3.6)

Didactic games are used in the classroom and in the independent activities of children. Being an effective means of teaching, they can be an integral part of the lesson (to consolidate and systematize the material), and in the younger preschool age - the main form of organizing the educational process (for example, the game "Katya the doll goes for a walk"). (3, p. 335)

Didactic games can be used in all sections of the program. Educational games can be planned for a walk, in the morning and evening hours, during classes, before and after classes, it all depends on the didactic task of the games. Didactic games are held everywhere, up to 20-30 games can be scheduled per month. Didactic games occupy a special place at the end of the year and in the summer health-improving period, when there is a repetition and consolidation of the knowledge acquired by children during school year... The main condition for the use of didactic games in the life of children and in the classroom is adherence to the principles of teaching.

The teacher must remember that didactic games have their own classification, this will allow the use different kinds games in the educational process and will make teaching children much more interesting and varied. Let us dwell on the classification of didactic games in more detail.

3. Classification of didactic games

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

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

Mathematical

Sensory

Speech

Musical

· natural history

· to familiarize yourself with others

Math gamesare aimed at the formation of elementary mathematical concepts in preschoolers. They allow the teacher to make the process of teaching children to count (didactic games "Which one?", "One is a lot", "What is more?" How much will it be? ", Etc.), mastering quantities, the simplest dependencies and measuring activities (these are the games" Who is higher? " , "Travel", "When does it happen?", Etc.) more exciting and interesting.

Touch gamesare aimed at teaching children to examine objects, to form ideas about sensory standards. Many of them are associated with the examination of the subject, with distinguishing features, require verbal designation of these features ("Wonderful bag", "How are they similar and not similar", "Multicolored paths", "Where, whose bow?", Etc.). In some games, the child learns to group objects according to one quality or another ("Buttons for dolls", "Service", etc.). Children compare objects with similar and different characteristics, highlight the essential ones. Thus, children are led to mastering sensory standards with the help of didactic games.

Speech gamescontribute to the development of speech in children. The content of such games is also varied and depends on the goals for which the teacher uses them. “Traveling around the room”, “Who is doing what?”, “Name it in one word”, “Say it differently”, “Finish the sentence”, “Daily routine”, “Who's got a treat?”, “Zoo”, “Compare objects "," We are talking on the phone "," What happens .... What happens ... "," What first, what then "," Guess who it is? "," Living words ", etc.

Music gamesare aimed at solving problems musical education in accordance with software requirements. In the work with preschoolers, games such as "Who is louder?", "What instrument sounds?" ? "," Cheerful notes" other.

Games natural historycontribute to the education of children to love nature. Through play, in particular didactic games, the child, while playing, learns to understand the laws that occur in nature, the interconnection of everything in the world, learns a lot about natural communities and phenomena, about the role of man in nature and more (games "When it happens", "What first, then what ”,“ Describe the seasons ”,“ Learn by description ”,“ Migratory birds - non-migratory ”,“ Who lives where? ”,“ Pair pictures ”,“ Compose a story ”,“ What is the weather? ”,“ Find the artist's mistake ”and many others).

To familiarize yourself with othersvarious didactic games are also used - "Who does what?", "What first, what then?", "Who needs what for work?" "Tea Party", "On a Walk", "At the Theater", "Shop", etc.

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

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

On didactic materialeducational games are divided into:

Verbal

· desktop-printed

· with objects and toys

With pictures

· computer didactic games

Word gamesdiffer in that the process of solving a learning task is carried out in a mental plan, on the basis of ideas and without reliance on visualization. Therefore, word games are carried out mainly with middle-aged children, predominantly senior preschool age. Among these games, there are many folk games associated with nursery rhymes, jokes, riddles, shape-shifters, some of which are available to kids due to the imagery of speech design, built on dialogue, and the similarity in content to children's experience. In addition to speech development, the formation of auditory attention with the help of verbal games, an emotional mood is created, mental operations are improved, reaction speed and the ability to understand humor are developed. Word games are based on the accumulated experience of children, their observation. The task of these games is to systematize and generalize. They are applied at the stage of consolidation and repetition of children's knowledge ("Flies - does not fly", "Third extra", "Give it in one word", "Who needs what?", Etc.).

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

Picture gamesused in all age groups. Various pictures, series of pictures can be used for games, in accordance with the program requirements.

Board gamessame way varied in content, training tasks, design. They help to clarify and expand children's ideas about the world around them, systematize knowledge, develop thought processes, help broaden the horizons of children, develop intelligence, attention to the actions of a friend, orientation in changing playing conditions, the ability to foresee the results of their move. Participation in the game requires endurance, strict adherence to the rules and gives children a lot of joy. Board games include a variety of games:

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

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

· jigsaw games;

· table motion games ("Billiards", "Hockey");

· intellectual - checkers, chess, puzzle games.

All of these games differ from games with toys in that they are usually held at tables, requiring 2-4 partners.

In loto, the child must match the picture on the large card with identical images on the small cards. Lotto subjects are varied: "Zoological Lotto", "Flowers are Blooming", "We Count", "Fairy Tales", etc.

In dominoes, the principle of pairing is realized through the selection of cards in the order of the move. Dominoes cover different areas of reality: "Toys", " Geometric figures"," Berries "," Cartoon characters ", etc.

In labyrinth-type games designed for older preschool children, a playing field, chips, and a counting cube are used. Each game is dedicated to a theme, sometimes fabulous ("Aibolit", "Feats of Perseus", "Golden Key"). Children "travel" around the playing field, throwing a die in turn and moving their pieces. These games develop spatial orientation, the ability to anticipate the result of actions.

Widespread board-printed games, arranged on the principle of cut pictures, folding cubes, puzzles, in which the depicted object or plot is divided into several parts. These games contribute to the development of logical thinking, concentration, attention. (3)

Computer didactic gamesare a means of laying the foundations of computer literacy in children, acquaintance with programming languages. Computer games are used as a didactic tool in teaching in a wide variety of areas of the educational process. There are many such games, the teacher's task is to choose the necessary one, in accordance with the task at hand, the child's age and program requirements. There are even whole programs, consisting of didactic games, systematized according to certain program tasks, directions of the educational process.

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

· travel games

· guessing games

· guessing games

Errands games

Puzzle games

Conversation games

· mobile didactic games

Target travel games- to strengthen the impression, to give the cognitive content a slightly fabulous uniqueness, to draw the attention of children to what is nearby, but not noticed by them. The game-journey reflects real facts or events, but the ordinary reveals through the unusual, the simple through the mysterious, the difficult through the surmountable, the necessary through the interesting. All this happens in the game, in the action, it becomes close to the child, pleases him. In the travel game, many ways of disclosing cognitive content are used in combination with play activities: setting tasks, explaining how to solve it, sometimes developing travel routes, step-by-step solution of tasks, the joy of solving it, meaningful rest. Travel games can include songs, riddles, gifts, and more. These include games such as "Journey to the Fairy Forest", "Our Train Goes to a Faraway Country", "Visit the Baker", etc.

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

Guessing games"What would be ..?", "What would I do ...", "Who would you like to be and why?", "Who would you choose as a friend?" and others. The didactic content of the game lies in the fact that a task is set for the children and a situation is created that requires an understanding of the subsequent action. The game task is inherent in the name itself, and the game actions are determined by the task and require from the children the intended intended action in accordance with or in accordance with the set conditions and the created circumstances.

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

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

Conversation games(dialogues)? the basis of games is communication between the teacher and children, children with the teacher and children with each other. This communication has a special character of play learning and play activity of children. Its distinctive features are the immediacy of feelings, interest, benevolence, belief in the "truth of the game", the joy of playing. In a conversation game, the teacher often comes not from himself, but from a character close to the children and thereby not only preserves the game communication, but also enhances his joy, the desire to repeat the game. Educational and educational value lies in the content of the plot - the theme of the game, the cognitive content of the game does not lie "on the surface": it must be found, obtained - to make a discovery and as a result to learn something. The value of the conversation game is that it makes demands on the activation of emotional and mental processes: the unity of words, actions, thoughts and imaginations of children, fosters the ability to listen and hear the teacher's questions, questions and answers of children, the ability to focus on the content of the conversation, to supplement what has been said , express judgment, develops the ability to participate in a conversation. These include games such as "Let's sit side by side and talk okay", "Dunno is our guest", "Tell about yourself", "What happened to us ..", "How did you spend the weekend", "Where have you been, what have seen "and others.

Mobile didactic gamescontain three types of tasks: educational, game, physical education task. In the course of such games, the tasks of developing the children’s physical qualities and skills are solved, as well as the material obtained in other classes is consolidated - "Run to the named tree", "Secret", "Travel", "Guess the riddle - show the answer" and other.

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

Collective

Group

Individual

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

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

4. Guidance of didactic games in different age groups

While fun for preschoolers, play is also an essential tool for their upbringing and development. But this happens when she is included in the organized and controlled pedagogical process. Didactic games are very difficult to guide.

By including play in the pedagogical process, the teacher teaches children to play, create, according to A.S. Makarenko, " good game". Such a game is characterized by the following qualities: educational and cognitive value of the content, completeness and correctness of the reflected ideas; expediency, activity, organization and creative character game actions; obedience to the rules and the ability to be guided by them in the game, taking into account the interests of individual children and all those who play; purposeful use of toys<#"justify">1.It is necessary to arouse interest in the game in children: creating a surprise moment, a game situation, through the use of any fairy-tale characters. During the didactic games, the teacher must maintain a playful mood in children: interesting material, jokes, laughter, the tone of the teacher. Children should not feel the educational nature of the game. Every game must contain an element of novelty.

2.It is necessary to create conditions for games: to select the appropriate didactic material and didactic toys, games. Think over how to place didactic material and toys so that children can freely use them; provide a place for games. Teach children to carefully handle didactic toys, games, carefully fold them at the end of the activity. Board-printed games require special attention of the teacher, from which chips, cubes, cards and other attributes are easily lost.

.The guidance of a didactic game consists in the correct definition of didactic tasks - cognitive content; in the definition of game tasks and the implementation of didactic tasks through them; in thinking over game actions and rules, in anticipation of training results. The teacher must ensure the activity of all children, especially in collective games: every child must understand and accept the didactic task

.The teacher must monitor the implementation of the game rules, correct children's mistakes, remind of the existence of the rules if the children deviate from them. Care should be taken to continuously enrich the children's play experience. For this, it is advisable to conduct training in play actions with didactic toys, performing these actions together with the child, to organize situations of mutual learning of children

.Didactic play as one of the forms of teaching is carried out during the time that is allocated to the class. It is important to establish the correct relationship between these two forms of education, to determine their relationship and place in a single pedagogical process. Didactic games sometimes precede classes; in such cases, their purpose is to attract the interest of children to what will be the content of the lesson. The game can alternate with classes when it is necessary to strengthen the independent activity of children, organize the application of what has been learned in game activity, summarize, summarize the material studied in the classroom.

.Finishing the game, the teacher should arouse children's interest in its continuation, create a joyful perspective. Usually he says: "Next time we will play even better" or: "The new game will be even more interesting." The teacher develops versions of games familiar to children and creates new ones that are useful and exciting.

The teacher must prepare for the educational games. The preparation of a teacher consists in choosing the goal of the game, selecting the game itself, determining the method of organization and venue, and preparing the necessary material. The teacher thinks over its structure, carefully and comprehensively develops an action plan to achieve the task set in the game. In this plan, their actions, the actions of the group, should be determined, the children to whom you need to pay attention should be identified, the play material should be selected and the timing should be calculated. Selecting games, the teacher proceeds from what program tasks he will solve with their help, how the game will contribute to the development of mental activity in children, the upbringing of the moral aspects of the individual, and train sensory experience. Does the didactic task of the game correspond to the program content that is studied in the classroom?

Ensures that in the chosen game children reinforce, clarify, expand knowledge and skills and at the same time do not turn the game into an activity or exercise. The educator thinks out in detail how, while completing the program task, to maintain the play action, the high pace of play (senior preschool age) and ensure the opportunity for each child to actively act in the play situation. In the same way, leading a didactic game, the educator must remember about the voluntary participation of children in it, you cannot force a child to play, you can only arouse his desire to play, create an appropriate play mood and maintain it during the game. When conducting didactic games, it is necessary to pay special attention to those children who have not gone to kindergarten for a long time. (6)

The management of didactic games, depending on the age of the children, is carried out in different ways, since each age has its own psychophysiological characteristics.

Group "Kids"

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

Features of the management of didactic games for children of the "Kids" group:

· In children of younger preschool age, excitement prevails over inhibition, clarity acts more strongly than a word, therefore it is more expedient to combine the explanation of the rules with the demonstration of a game action. The teacher fully and in detail explains the rules of the game and shows them during the game itself, taking the leading role in the game. The teacher plays with the children.

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

· In conducting didactic games with children of younger preschool age, the teacher's activity is needed in teaching children the techniques of game actions. Teach children in the game to correctly lay out objects (take in right hand and put from left to right).

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

Group "Pochemuchki"

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

Features of the management of didactic games for children of the Pochemuchki group:

· Children of middle preschool age have some experience of playing together, but even here the teacher takes part in didactic games. She is a teacher and participant in the game, teaches children and plays with them, seeks to involve all children, gradually brings them to the ability to follow the actions and words of their comrades, that is, she is interested in the process of the entire game. Gradually, as the children gain experience, the teacher begins to play a secondary role in the game, i.e. play the role of a leader, but if there are any problems in the game, he turns back into it.

· The rules of the game are explained by the teacher before the game and are shown using a "trial move". By his example, the educator prevents the wrong actions of children. During the game, the teacher closely monitors the implementation of the rules.

· In the course of the game, the teacher also asks the children, leading or problematic, makes remarks, gives advice, encourages. At this age stage, the teacher gradually, focusing on the individual characteristics of children, can assess play actions, games.

Group "Fantasy"

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

The didactic games of older preschool children reflect life phenomena that are more complex in their content (everyday life and work of people, technology in the city and the countryside). Children classify objects by material, purpose (for example, the game "Where is what is hidden").

Word games are widely used at this age, requiring great mental stress. In children of this age, in didactic games, voluntary attention, independence in solving the assigned task, in fulfilling the rules are more manifested. Guidance should be such that play is mentally and moral education and at the same time remained a game. It is also necessary at this age to preserve the emotional mood of children, the experience of joy from the course of the game and satisfaction from the result, that is, the solution of the problem. Supervising such printed games, the teacher develops the children’s ability to distinguish, recognize, and recall. Relying on the excitement and inhibition of the nervous system, it exercises the attention of children, since the pictures unexpectedly quickly replace each other and new visual images cause auditory and verbal images in children. Children practice speed, accuracy and strength of memorization, in the safety of reproduction of these images.

Features of the management of didactic games for children of the Fantazery group:

· At this age, the explanation of the rules is carried out before the game, as a rule, without showing their implementation. Most often this is a verbal explanation, but if the game is difficult or new, then you can offer the children a "trial move".

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

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

· Knowing the individual characteristics of children, the educator advises them to distribute the roles in the game among themselves in such a way as to put the child, who has not formed moral norms of behavior, in such play conditions when, in fulfilling the role, he will have to show attention, benevolence, and care for a comrade. then transferring these qualities to daily life... The teacher makes extensive use of the example of a peer, guides the game using advice, reminders. In the game, children must show perseverance when following the rules, remember certain events from the life around them.

· Finishing the game, the teacher must remind the children of the name of the game, individual game rules, support the interest of children in the further continuation of the game. Assesses the actions of children, but it should be remembered that not every game requires an assessment, since the assessment can be concluded as a result of the game or disturb the good mood of the children.

· When the game is played again, the children learn the complete order, game rules and methods of action. The need for repetition of the game is also determined by the fact that not all of its participants equally successfully master all the elements of didactic games to such an extent that they pass into their independent activity. As a rule, in order to increase the activity of children in the game and maintain a long-term interest in it, didactic and play tasks become more complicated when it is repeated. For this, the teacher uses the introduction of new play material, the introduction of additional roles, the replacement of visual didactic material with verbal, etc.

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

Practical part

... Observation of the didactic game "Collect the picture" in the group "Why Much" (4-5 years old)

In the "Why Much" group, the teacher organized a didactic game to familiarize preschoolers with seasonal changes in nature "Collect a picture" (see Appendix 1).

This didactic game can be attributed to the following types of games: a game of natural history, a game with pictures, a board-printed game.

The teacher prepared for the game with the children: the game was planned, it was prepared required material, the placement of children was thought out (the children were sitting at the tables, the necessary material was laid out in front of them). The game was conducted with a subgroup of children (4 children) in the afternoon.

The game offered to children contained the main structural components: a didactic task, consisting of play and teaching; game rules; game actions; the end of the game, summing up.

The tasks of the game: to consolidate the knowledge of children about the main characteristic features of the seasons; exercise in folding a whole from parts; develop perception, imagination, attention, memory; generate interest in the game. The teacher used techniques such as a reminder, clarification, problematic questions, an example of a peer to achieve this goal. The teacher clearly formulated the rules of the game before starting it: listen carefully to other children, not interrupt each other, you can help another if he needs help. The children tried to follow the rules, although they did not always succeed, in these cases the teacher reminded the children how to behave during the game.

Game actions consisted of examining pictures, children's answers to teacher's questions and folding parts of pictures into a whole picture. The children were active, answered questions, folded pictures with interest, and helped each other.

At the end of the game, the teacher summed up the game (clarified the actions that the children performed during the game), praised the children.

The task of the game was fully realized: all the children described the seasons in the pictures they offered. The children were satisfied with the game, asked to continue the game, began to change pictures in order to assemble another. I believe that the teacher competently guided the children’s play.

Conclusions and conclusions

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

.Didactic game is one of the means of teaching preschool children, it has its own characteristics and functions, it stands out from a large number of games by its structure.

.Educational games are classified in a variety of ways. Classification of didactic games helps the teacher to make teaching children with their help more interesting and exciting, to prevent duplication in working with children.

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

Literature

1. Anikeeva N.P. Education by play: A book for the teacher. - M .: Education, 1987

2. Raising children in the game: A guide for a kindergarten teacher / comp. A.K. Bondarenko, - M .: Education, 1983.

3. Kozlova S.N., Kulikova S.N. Preschool pedagogy - Moscow, 2000

4. Mendzhiritskaya D.V. A teacher about a child's play?

5. Sorokina A.I. Didactic games in kindergarten - Moscow, 1987

6. E.I. Udaltsova Didactic games in the education and training of preschoolers<#"center">Application

A didactic game plan to familiarize preschoolers with seasonal changes in nature "Collect the picture"

group "Why Much" (4-5 y.)

Task:to consolidate the knowledge of children about the main characteristic features of the seasons; exercise in folding a whole from parts; develop perception, imagination, attention, memory; generate interest in the game.

Game plan:

. Invite the guys to play, tell the rules of the game.

2. Consider with the children the pictures depicting the seasons, clarify how the children determined that it was that time of the year using the questions: “What is shown in the picture?”, “What time of the year?”, “How did you know that it was winter ( Spring Summer Autumn)?".

3. Distribute cut pictures to the children and invite them to fold them using a play technique: the evil sorceress tore the pictures and they need to be folded.

4. Summarize the game.

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Inna Shtepina

Target: formation of knowledge about forest wealth, seasonal changes in the forest; fostering love for inanimate nature, the ability to take care of it; develop interest in the homeland

Tasks:

1. Introduce 10 deciduous and coniferous trees.

2. Tell about different types of forests.

3. To form a benevolent attitude towards inanimate nature.

4. Accustoming to the observance of norms and rules of behavior in nature.

5. Influence the emotional and spiritual world child.

6. Develop mental processes: imagination, creative thinking, memory, attention.

7. To activate the child's vocabulary, acquaintance with new words.

8. To cultivate the skills of positive communication, an active life position.

Equipment for the game "Know the Forest":

Play area "Corner of nature" (includes: samples of twigs, fruits of trees and shrubs, visual material and etc.)

Didactic material in the form of cards depicting trees, fruits, etc.

Samples of twigs, leaves, fruits of trees, intended for children to play.

Game type: a game on a public theme.

Pedagogical relevance.

As in society as a whole, and in the children's collective in particular, the issues of moral and spiritual education are very acute. One of the main tasks of the teacher is the ability to instill in the child moral and moral qualities, benevolence, love for the country, nature, etc.

Since the main activity of children in kindergarten is play, the best implementation of the task will be precisely through the means of play.

Since the didactic game contributes to the formation of new knowledge and skills, as well as the consolidation of those already acquired, reflects the phenomena of the surrounding reality, the creation of a didactic game and natural material is the most optimal version of a child's game for this purpose.

The game "Know the Forest" is relevant for children of middle and senior preschool age. Through it, they will get acquainted for the first time with new types of trees, learn what fruits grow on them, learn the features of deciduous and coniferous trees, learn how the forest changes throughout the year, etc. They will study, repeat and consolidate the rules of behavior in nature. They will learn to talk about the beauty of forest wealth, ask questions, and consolidate the skills of playing in a team or group.

Children, together with their parents, occasionally go out into nature, therefore, knowledge about the world around them and the ability to behave in the forest is not enough for children, if not very superficial. Because of this, conducting a didactic game with natural material "Let's Get to Know the Forest" will help both children and parents in acquiring new knowledge, skills, broadening their horizons, etc.

Game Option 1: "Winter - Summer"

Target:

the ability to see seasonal changes in nature, to establish the relationship of these changes, to develop interest.

Tasks:

1. Tell the children how deciduous trees change with the arrival of winter.

2. Show the differences between conifers and deciduous trees.

3. Develop attention and intelligence, train the memory of children.

Materials:

cards depicting various trees in summer and winter.

Game progress:

first, the teacher talks about the seasonal changes in the trees. Then he shows a card with a picture of a tree in summer and winter. Tells about him, talks about the fruits. So it introduces all the trees. At the next stage, the teacher shows a card with the image of a tree in summer, and the children must find the same tree from the offered winter pictures and name it.

Game variant 2: "On which branch that grows"

Target:

development of knowledge about the fruits of trees.

Tasks:

1. Tell the children which trees have which fruits and change, as well as leaves.

2. Show both pictures and samples of fruits, seeds and leaves of trees.

3. Develop attention, memory, expand the vocabulary and horizons of children.

Materials:

cards depicting fruits and leaves of trees, as well as samples of fruits and twigs.

Game progress:

first of all, the teacher tells that in the fall the fruits ripen on the trees. These can be cones, berries, seeds. At the same time, demonstrating both the cards with the image and the fruits themselves. At the next stage, children correlate the fruits of one tree with twigs and leaves of the same tree. Discussing features along the way.

Game Option 3: Natural Lotto

Target:

consolidate knowledge about trees; develop the ability to work in a coordinated manner.

Tasks:

1. Clarify children's knowledge of trees.

2. Develop the ability to play in a team.

Materials:

cards, which depict 4 trees, separate cards with each tree from the leader in the bag, chips from the players.

Game progress:

the leader in the bag contains cards with the image of each tree. The players (5 children + the presenter can play at the same time) have cards with 4 pictures with trees. The leader takes out the cards in turn and shows, naming the tree, and the players cover this tree with chips in their cards. The winner is the one who closes all the pictures first. For the first time, a teacher may act as a moderator to demonstrate the game.

Game Option 4: Collect the Tree

Target:

Consolidation of the knowledge gained about the structure of a tree, its fruits and leaves (needles).

Tasks:

1. Show the children what the tree is made of, what fruits it has, and what leaves grow.

2. Tell that needles are modified leaves.

3. Show the differences and similarities between deciduous and coniferous trees.

4. Train the memory, thinking, intelligence of children.

Materials:

cards with the image of a whole tree, its fruit and a leaf (or a coniferous twig) - 10 pieces, a bag containing cards with pictures of trees, leaves, fruits - 30 pieces.

Game progress:

The facilitator pulls out cards with different images one by one. Whoever has this fruit / leaf / tree on the card raises his hand, the leader gives this card. The player closes the corresponding picture for himself. The winner is the one who is the first to close all the images in his card, thereby "collecting the tree"

Game Option 5: "Magic Bag"

reinforcing children's knowledge of trees and fruits based on sensory examination.

Tasks:

1. Teach children to distinguish natural objects, in particular fruits and seeds of trees.

Materials:

"Magic bag", fruits and seeds of trees, cards with their images.

Game progress:

In turn, children try: 1. to find an object at the request of a teacher or another player in a bag, without peeping; 2. guess what exactly is in the magic bag.

To complicate the game, you can add objects of "inanimate" nature, ie, made by human hands, telling how they differ.